[1. CALL TO ORDER-6:30 pm]
[00:00:03]
THIS REGULAR BUSINESS MEETING OF THE EDMOND SCHOOL DISTRICT BOARD OF DIRECTORS IS NOW CALLED TO ORDER AND I'LL DO A
[2. ROLL CALL-6:31 pm (ALL TIMES ARE ESTIMATED)]
ROLL CALL.AND I'M DIRECTOR KADAMS AND DIRECTOR SMITH WAS UNABLE TO ATTEND TONIGHT, BUT WE HAVE A QUORUM.
[3. LAND ACKNOWLEDGEMENT-6:32 pm]
MINOR TO DO THE LAND ACKNOWLEDGEMENT.KADAMS. WE ACKNOWLEDGE THE ORIGINAL INHABITANTS OF THIS PLACE, THE SUDOBISH PEOPLE.
AND THEIR SUCCESSORS, THE TULALIP TRIBES, WHO SINCE TIME IMMEMORIAL HAVE TAKEN CARE OF, HUNTED, FISHED, AND GATHERED ON THESE LANDS.
WE RESPECT THEIR SOVEREIGNTY, THEIR RIGHT TO SELF-DETERMINATION, AND WE HONOR THEIR SACRED, SPIRITUAL CONNECTION WITH THE LAND AND WATER.
BY ACKNOWLEDGING THESE HOMELANDS, WE COMMIT TO WORKING WITH TRIBAL NATIONS TO FURTHER THE EDUCATION AIMS THEY HAVE IDENTIFIED IN OUR CLASSROOMS AND SCHOOLS.
NOW IF EVERYBODY WILL RISE WITH ME AND JOIN
[4. FLAG SALUTE-6:33 pm]
IN THE FLAG SALUTE.>> I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA AND TO THE REPUBLIC FOR WHICH IT STANDS, ONE NATION UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL.
[5. APPROVAL OF AGENDA-6:34 pm]
NEXT IS APPROVAL OF TONIGHT'S AGENDA.DO I HEAR A MOTION IN A SECOND TO APPROVE TONIGHT'S AGENDA AS PRESENTED? I'D LIKE TO MOVE TO APPROVE AS PRESENTED.
I'VE HEARD A MOTION TO APPROVE IN A SECOND.
IS THERE ANY DISCUSSION? HEARING NONE, ARE THERE ANY OBJECTIONS? HEARING NONE, TONIGHT'S AGENDA IS APPROVED AS PRESENTED.
[6. SCHOOL PRESENTATION- 6:45 pm]
EVENING, AND I AM VERY THRILLED TO WELCOME...JESSIE GOODSKY, PRINCIPAL AT LINWOOD HIGH SCHOOL FOR LINWOOD HIGH SCHOOL SIPP PRESENTATION.
I HAVE MY TWO EXCELLENT ASSISTANT PRINCIPALS WITH ME TODAY, PETER SHIRKY AND DEANNE ANGUIANO.
AND DO I JUST FOLLOW THE, OH, SORRY, FIRST TIME.
BUT IT IS AN HONOR TO BE HERE.
SO WE STARTED WITH OUR SIPP GOAL.
SO THIS SUMMER WE CONTINUED OUR THREE-YEAR SIPP GOAL.
SO OUR GOAL FOR THE PIECE THAT I WANT TO TALK ABOUT TODAY IS HOW WE'LL INCREASE OUR GRADUATION RATE FROM 87.4% TO 90% BY THE END OF THIS SCHOOL YEAR.
AND THEN WE'LL IMPROVE, WE'LL SHORTEN OUR OPPORTUNITY GAPS WITHIN OUR ML STUDENTS AND HELP THEM, WE'LL DEVELOP PLANS TO HELP THEM BE ON TRACK.
AND WE'LL INCREASE, OUR GOAL IS TO INCREASE FROM 76 PERCENT TO 80 PERCENT BY THE END OF THIS YEAR.
WE HAVE A REALLY LONG THEORY OF ACTION IN OUR SIP PLAN.
IF YOU'VE LOOKED AT THAT, YOU'LL SEE IT'S MANY BULLET POINTS.
WHAT I TRIED TO DO TODAY IS CONDENSE THIS THEORY OF ACTION.
SO OUR BELIEF IS THAT IF WE BUILD STRONG STUDENT MONITORING SYSTEMS THAT WILL PROVIDE INDIVIDUALIZED KIND OF INTERVENTIONS, SO IF WE DO THESE THINGS AND WE LOOK AT OUR CREDIT RETRIEVAL PATHWAYS AND WE LOOK AT IMPROVE OUR INSTRUCTION AND COME UP WITH INTERVENTIONS THAT WE WILL IMPROVE OUR GRADUATION RATE AND THEN KEEP PEOPLE ON TRACK TO GRADUATE AND THEN BY THE END OF OUR 2027 SCHOOL YEAR OUR GOAL IS TO BE AT 95%.
SO WHAT WE DID IN THIS SUMMER IN AUGUST DURING OUR TRAINING DAYS WE STARTED WITH DATA.
SO WE TRIED TO IDENTIFY SEVERAL KEY INDICATORS.
SO WE LOOKED AT ATTENDANCE RATE, WE LOOKED AT DISCIPLINE, D AND F RATES, WE LOOKED AT OUR ASSESSMENTS, HOW WE DID ON STATE TESTING, THOSE TYPES OF THINGS.
AND THEN WE USED THAT DATA TO TRY TO CREATE SUCCESSFUL INTERVENTIONS TO HELP EVERYONE STAY ON TRACK FOR GRADUATION.
SO I'LL SHOW YOU IN A MINUTE ON OUR DATA.
OVER THE LAST FOUR YEARS SINCE MY TENURE AT LINWOOD HIGH SCHOOL, WE HAVE BEEN ABLE TO HAVE A PRETTY STEADY INCREASE OF ABOUT 2% PER YEAR.
SO WE ARE PROUD OF THAT BECAUSE 2% IS NOTHING TO SNEEZE AT AND IT'S STEADY.
SO WE THINK WE'LL BE ON TRACK BY THE END OF OUR 27 SCHOOL YEAR TO BE AT 90%.
SO IF YOU LOOK AT THE AS WE'VE GONE FROM 81% WHEN WE STARTED FOUR YEARS AGO, WE'RE NOW AT 87.4 AND THEN IF WE CONTINUE OUR OUR TREND, WE BELIEVE, WILL HIT OUR 90% GOAL.
SO I'LL SHOW YOU THE DATA HERE.
SO IF YOU KIND OF LOOK, IT GOES ALL THE WAY BACK THERE, FARTHER THAN WHEN I WAS HONORED TO START WITH EVERYONE.
[00:05:02]
WE'RE AT THE 81 PERCENTILE AND WE HAVE A STEADY TREND LINE TO SHOW US UP AT 87.4.WE DO BELIEVE THAT WE'LL BE AT 90 PERCENT AT THE END OF THE YEAR.
YOU'LL SEE OUR ML GRADUATION RATE IS ALSO TRENDING.
WE'RE NOT SURE WHY THE BUMP CAME AND THEN WENT DOWN A LITTLE BIT, BUT THE THROUGH LINE IS A STEADY INCREASE.
WE DO BELIEVE WE'LL REACH 80 PERCENT FOR OUR ML STUDENTS.
AND WE HAVE A PLAN FOR HOW WE'RE DOING THAT.
SO SOME STRATEGIES THAT WE'RE USING, WE HAVE DIFFERENT GRADE-LEVEL TEAMS. SO WE HAVE A 9TH GRADE TEAM, A 10TH, AN 11TH, AND A 12TH GRADE.
WHAT I'VE BEEN FOCUSING ON IS 12TH GRADE.
DEANNE IS AN EXPERT IN MATH AND ML WORK, SO SHE'S REALLY FOCUSING ON OUR 9TH GRADERS TO KEEP THEM ON TRACK.
SO WE ALSO FEEL IN FOUR YEARS WE'LL SEE A HUGE DIFFERENCE THERE IN OUR...
SENIORS, BUT I HAVE A 12TH GRADE TEAM THAT I AND A COUNSELOR AND OUR CREDIT RETRIEVAL PERSON HELPS ME WITH.
WE MEET MONTHLY, AND WE TALK ABOUT DIFFERENT WAYS THAT WE CAN HELP USING SOME STRATEGIES AND INTERVENTIONS.
WE MEET REGULARLY USING DATA TO LOOK AT WHERE KIDS ARE ON TRACK.
SO WE HAVE, YOU KNOW, 300 OR SO SENIORS, AND WE LOOK AT THAT DATA.
AND IT LOOKS LIKE WE HAVE ABOUT 60 OR SO THAT WE HAVE INDIVIDUALIZED PLANS FOR, AND WE'LL TRY TO SEE HOW WE CAN GET THEM.
EACH KID THAT'S NOT ON TRACK, WE HAVE AN INDIVIDUALIZED PLAN TO HELP THEM.
SO THAT'S SOME OF THE STRATEGIES.
YEAH, THERE'S THE INTERVENTIONS.
WE GIVE THEM PRIORITY SCHEDULING TO GET CREDIT RECOVERY OPPORTUNITIES.
WE LOOK AT OUR ATTENDANCE AND DNF LIST TO SEE HOW WE MIGHT BE ABLE TO.
SPEAK WITH THOSE STUDENTS AND HELP THEM GET ON TRACK.
WE HAVE AN ATTENDANCE TEAM THAT DOES THAT.
WE HAVE A STUDENT INTERVENTION TEAM AS WELL THAT HELPS WITH THAT AND THEN WE ALSO TRY TO MEET WITH FAMILIES AS NEEDED AND THEN THE DISTRICT PROGRESS REPORTS THAT COME OUT WE USE THOSE TO OUR ADVANTAGE AS WELL TO TALK WITH FAMILIES ABOUT HOW TO KEEP KIDS ON TRACK AND THEN IF THERE'S ANY IF NONE OF THAT'S WORKING WE DON'T THINK THAT WE CAN SERVE THEM WELL IN THAT WAY.
SO WE MIGHT LOOK AT LIKE GRAD ALLIANCE, E-LEARNING PATHWAYS, ANYTHING THAT WE CAN DO TO HELP THEM GRADUATE.
THE OTHER THING WE'LL USE IF WE HAD TO IS IF THEY COME BACK A FIFTH YEAR.
SO WE LOOKED AT MID-YEAR, AND WE'RE STARTING TO LOOK NOW AT OUR END OF THE YEAR AT THIS TIME OF YEAR, BUT MID-YEAR WE WERE SHOWING THAT WE WERE ON TRACK TO MEET OUR GOAL.
SO WHEN WE LOOKED AT OUR DATA AND ALL THE 67 KIDS, WHERE WE HAD INDIVIDUALIZED PLANS FOR IT WAS LOOKING LIKE IF WE HAD A CERTAIN NUMBER OF THOSE GRADUATE WE WOULD MEET OUR 90% AND THEN WE DON'T GIVE UP JUST BECAUSE WE DON'T THINK THAT WE MIGHT NOT MAKE IT WITH ALL OF THEM THAT'S WHERE THE ALTERNATIVE PATHWAYS COME IN AND WE START TO BE CREATIVE ON HOW WE MIGHT BEST SERVE THEM AND BUT WE ARE ON TRACK AT OUR MID AT OUR MID-YEAR REPORT AND ANY QUESTIONS THAT I CAN HELP WITH OR ANYTHING ELSE YOU WANT TO TALK WITH US ABOUT? YEAH, I'LL START.
IT'S THE SPECIFIC KID TO ADULT COMMUNICATION THAT I REALLY APPRECIATE.
AND LIKE EVERY, I DON'T KNOW, HOW MANY KIDS MAKES UP A PERCENTAGE POINT? YEAH, WE THINK IT'S ABOUT 10.
YEAH, SO IT'LL GET US A PERCENT.
IF WE WERE TO GET ALL 67, WE'D BE UP AND REALLY HIGH.
YEAH, AND THAT'S WHAT'S NEEDED WITH THE WORK, RIGHT? IT GETS DOWN TO THE INDIVIDUAL KID AND WHATEVER THE INDIVIDUAL CHALLENGES, WE APPRECIATE YOUR STAFF'S FOCUS ON IMPROVING THESE RATES, AND IT'S MAKING A DIFFERENCE.
TO SAY THE 87.4 IS ITSELF IMPRESSIVE AND IF YOU GET EVEN HIGHER HE GETS THIS TREMENDOUS I REALLY APPRECIATE THE INDIVIDUALIZED NATURE OF THE APPROACH TO THAT BECAUSE I THINK IT'S DIFFERENT KIDS HAVE DIFFERENT ISSUES RIGHT SO AND YOU'RE FINDING THOSE OUT AND DRESSING THEM AND SUPPORTING THEM I THINK THAT'S THAT'S GREAT THANK YOU JUST REALLY APPRECIATE THE UPDATE AND ALL THE WORK AND YOUR TEAM THAT'S HERE.
SO REALLY, THANKS FOR COMING OUT TONIGHT.
STUDENTS, DO YOU WANT TO ASK ANYTHING?
[00:10:03]
SO, JESSE, I WANT TO THANK YOU SO MUCH.AND I WANT TO SAY HAVING SLOW, STEADY GROWTH LIKE YOU'RE HAVING IS MUCH MORE MEANINGFUL THAN SOME BIG, GIANT JUMP THAT COULD BE ABERRANT.
YOU KNOW WHAT I MEAN? WHAT YOU'RE SHOWING IS REAL GROWTH.
AND BECAUSE IT'S DIFFERENT COHORTS EACH YEAR, THAT IMPLIES THAT THE STRATEGIES YOU'RE USING ARE WORKING WITH EVERYBODY.
ANYWAY, YOU AND YOUR TEAM ARE DOING A...
FABULOUS GREAT JOB AND WE APPRECIATE EVERYTHING THAT YOU'RE DOING FOR OUR KIDS.
SORRY BUT YEAH I HAD A QUESTION.
SO WHAT'S KIND OF THE PROCESS LIKE WHEN IT COMES TO DEVELOPING AN INDIVIDUALIZED PLAN FOR A STUDENT? LIKE DO YOU GUYS BRING PARENTS IN IF PARENTS LIKE AREN'T THAT INVOLVED HOW DO YOU GUYS KIND OF PUSH THE STUDENT TO LIKE GO FORWARD? YEAH, THE FIRST THING THAT WE'LL LOOK AT IS HOW MANY CREDITS THEY HAVE IN EACH AREA AND WHERE THEY MIGHT NEED, WHERE THEY MIGHT BE CREDIT DEFICIENT.
AND THEN WE LOOK AT HOW CAN WE HELP THEM.
THE FIRST THING WE WOULD LOOK AT THAT'S KIND OF ONE OF THE EASIER PIECES IS HOW DO WE GIVE THEM PRIORITIZED SCHEDULING.
SO IF WE KNOW THEY NEED AN ART CLASS TO GRADUATE OR THEY NEED A CERTAIN CLASS FOR A PATHWAY, WE MAKE SURE THAT THAT VERY NET, AND THAT'S BEFORE THEY'RE SENIORS.
SO, YOU KNOW, WE'VE BEEN LOOKING AT THIS GROUP.
SO WE WILL MAKE SURE THAT WE GET THEM INTO THAT PATHWAY AS WE MAKE OUR MASTER SCHEDULE.
THEY'RE ONE OF THE FIRST GROUP OF PEOPLE THAT GOES IN.
SO WHEN YOU GIVE THEM PRIORITIZED SCHEDULING, YOU CAN, THAT'S ONE WAY.
AND THEN YOU'VE GOT TO HELP THEM PASS IT, RIGHT? SO WE GIVE THEM STRATEGIES AND CONFIDENCE ON HOW WE CAN GET THEM HERE.
THAT'S ONE OF THE FIRST THINGS.
WE MIGHT CALL AND WORK WITH PARENTS TO SEE HOW WE CAN GET THEM HERE.
BUT THE MAIN THING WE'RE DOING IS, SOME OF THE THINGS WE DO, WE HAVE A LOT OF DIFFERENT INTERVENTIONS, BUT ONE THAT'S WORKING.
PRETTY WELL AS OUR FRIDAY TUTORING SESSION.
SO WHEN KIDS LEAVE EARLY, WE HAVE PEER TUTORING AND WE HAVE SOME PARAS THERE THAT STAY AFTER FROM ABOUT 12.45 TILL AND SO THAT'S ONE OF THE THINGS THAT WE'RE REALLY PUSHING TO GET THOSE KIDS THAT NEED THAT IN THERE.
WE CAN GET THEM HELP, GET THEM PASSING AND THUS LEAD TO GRADUATION.
[7. SUPERINTENDENT REPORT-6:35 pm]
NEXT IS OUR SUPERINTENDENT'S REPORT.WELL, IT'S ALWAYS INTERESTING THIS TIME OF YEAR THAT IN THE SAME WAY WE'RE SAYING GOODBYE TO OUR SENIORS AND TRYING TO HELP THEM GET ACROSS THAT FINAL STAGE, WE'RE ALSO WELCOMING OUR KINDERGARTNERS.
SO TONIGHT IS A PARENT MEETING REGARDING EARLY ENTRANCE FOR THOSE FAMILIES WHO ARE WANTING THEIR CHILDREN TESTED FOR EARLY ENTRANCE.
WE'RE REGISTERING KINDERGARTNERS AS ALL OF THE TIME NOW ONLINE, BUT FAMILIES CAN STILL GO TO A SCHOOL IF THEY NEED HELP WITH THAT.
AND JUST REMINDING FAMILIES YOU DON'T HAVE TO WORK.
YOU DON'T HAVE TO WAIT UNTIL ONE OF THE KINDERGARTEN NIGHTS AT YOUR SCHOOL OR ONE OF THE KINDERGARTEN EVENTS AT YOUR SCHOOL.
JUST COME ON IN, REGISTER THEM, AND WE CAN'T WAIT TO WELCOME THEM NEXT FALL.
NEXT ON THE AGENDA IS APPROVAL
[8. APPROVAL OF MINUTES-6:40 pm]
OF MINUTES.WE HAVE TWO SETS OF MINUTES TO APPROVE.
ONE IS THE MAY 12, 2026 SPECIAL MEETING, WHICH WAS OUR STUDY SESSION ON CELL PHONES AND SCREEN TIME.
AND THE OTHER IS THE MAY 12TH REGULAR BUSINESS MEETING.
DO I HEAR A MOTION AND A SECOND TO APPROVE BOTH SETS OF MINUTES? I MOVE TO APPROVE BOTH SETS OF MINUTES.
I'VE HEARD A MOTION TO APPROVE AND A SECOND.
IS THERE ANY DISCUSSION? HEARING NONE, ARE THERE ANY OBJECTIONS? HEARING NONE, BOTH SETS OF MINUTES FROM THE MAY 12TH SPECIAL SESSION AND REGULAR BUSINESS MEETING ARE APPROVED.
NEXT, WE HAVE OUR PUBLIC COMMENTS.
[9. PUBLIC COMMENTS-7:10 pm]
THE GUIDELINES REGARDING PUBLIC COMMENTS ARE ON THE DISTRICT WEBSITE ON EACH BOARD MEETING AGENDA AND THERE'S A COPY ON THE TABLE BACK THERE WHERE PEOPLE SIGN IN TO MAKE A COMMENT.WE ASK THAT YOU LIMIT YOUR COMMENT TO THREE MINUTES.
A TIMER WILL BE SET AND RUNNING SO THAT YOU CAN MONITOR YOUR TIME.
ONCE THE THREE MINUTE MARKER IS REACHED, THE MIC WILL BE MUTED.
PLEASE BE SURE TO TELL US YOUR NAME, YOUR CITY OF RESIDENCE, YOUR RELATIONSHIP TO THE DISTRICT AND THE BOARD MEETING AGENDA ITEM OR SCHOOL DISTRICT TOPIC THAT YOU'RE GOING TO ADDRESS TONIGHT.
PUBLIC COMMENTS ARE MADE FROM THE PODIUM OVER THERE FACING US AND THEY ARE TO ADDRESS THE SCHOOL BOARD RATHER THAN TO THE AUDIENCE.
TONIGHT THE FIRST PUBLIC COMMENT WILL BE BY DAVID FRANKLIN.
[00:15:03]
DID I HAVE A HANDOUT AS WELL? ONLY TWO COPIES.BUT YEAH, GOOD EVENING, PRESIDENT KADAMS AND MEMBERS OF THE BOARD.
I LIVE IN EDMONDS IN THE SOUTHWEST QUADRANT OF THE DISTRICT.
MY OLDEST CHILD IS ENTERING KINDERGARTEN NEXT YEAR AND IS REGISTERED FOR THE LOTTERY THAT WILL BE DRAWN IN FEBRUARY 2027 FOR MADRONA AND MAPLEWOOD.
I'M HERE TONIGHT BECAUSE I'VE ANALYZED SIX YEARS OF MAPLEWOOD KINDERGARTEN LOTTERY DATA.
AS YOU CAN SEE IN THE HANDOUT.
AND THE RESULTS SHOW A SIGNIFICANT AND CONSISTENT DISPARITY IN LOTTERY ODDS BASED ON YOUR GEOGRAPHY.
CURRENTLY, THE LOTTERY DIVIDES SEATS EQUALLY ACROSS THE DISTRICT'S FOUR QUADRANTS.
HOWEVER, THE NUMBER OF FAMILIES APPLYING FROM EACH QUADRANT IS NOT EQUAL.
THE NORTHWEST AND SOUTHWEST QUADRANTS TOGETHER MAKE UP ABOUT 72% OF ALL APPLICANTS.
BUT THEY RECEIVE ROUGHLY THE SAME NUMBER OF SEATS AS THE NORTHEAST AND SOUTHEAST, WHICH MAKE UP ONLY 28%.
THE RESULTS OVER SIX YEARS, FAMILIES IN THE SOUTHEAST QUADRANT HAVE HAD AN AVERAGE OF A 27.6% CHANCE OF WINNING A SPOT.
MEANWHILE, FAMILIES IN THE NORTHWEST AND SOUTHWEST HAVE HAD AROUND A 9% CHANCE.
THAT IS A THREE-TO-ONE DIFFERENCE, AND THE ONLY VARIABLE IS WHERE YOU LIVE.
WHEN SEATS DON'T DIVIDE EVENLY, THE EXTRA SEATS GO TO THE QUADRANTS WITH THE HIGHEST ENROLLMENT, NOT THE MOST APPLICANTS.
SO IN FIVE OF THOSE SIX YEARS, THE NORTHEAST ACTUALLY GOT AN EXTRA SEAT DESPITE ALREADY HAVING FAR BETTER ODDS THAN SOME OF THE OTHER QUADRANTS.
TO BE CLEAR ABOUT WHAT I'M ASKING, I'M NOT ASKING TO ELIMINATE THE QUADRANT SYSTEM.
I'M NOT ASKING FOR BETTER ODDS OR ANY DIFFERENT TREATMENT THAN ANYONE ELSE.
I'M ASKING FOR ONE SIMPLE CHANGE.
ALLOCATE LOTTERY SEATS BASED ON EACH QUADRANT'S SHARE OF THE APPLICANT POOL, INSTEAD OF A FLAT ALLOCATION THAT GUARANTEES UNEQUAL ODDS.
THIS KEEPS THE QUADRANT SYSTEM.
GEOGRAPHIC DIVERSITY IS PRESERVED.
RANDOM SELECTION IS PRESERVED.
IT SIMPLY GIVES EVERY FAMILY AN EQUAL CHANCE, ABOUT 16%, REGARDLESS OF THEIR ADDRESS.
I'VE SHARED THIS DATA WITH THE BOARD BY EMAIL AND IN THE HANDOUT AND HAVE BEEN IN CONTACT WITH DISTRICT LEADERSHIP WHO CONFIRMED THAT THIS ISSUE WOULD NEED TO BE ADDRESSED BY THE BOARD DIRECTLY.
THE ENTRY POOL GUIDELINES HAVEN'T BEEN UPDATED SINCE FEBRUARY OF 2020.
THERE IS TIME TO MAKE THIS CHANGE BEFORE THE NEXT LOTTERY IN FEBRUARY OF 2027.
EVERY FAMILY IN THIS DISTRICT DESERVES THE SAME ACCESS TO THESE SCHOOLS.
I AM ASKING FOR EQUAL OPPORTUNITY.
HI, MY NAME IS CHERYL PERSARGE, AND I WORK FOR THE EDMONDS SCHOOL DISTRICT.
IN THE 10 YEARS, YES, 10 YEARS THAT I'VE WORKED FOR THE EDMONDS SCHOOL DISTRICT, I HAVE LIVED IN SEATTLE.
AND I'VE LIVED IN LINWOOD, AND I'VE LIVED BACK IN SEATTLE, AND NOW I LIVE IN EDMONDS.
DESPITE THE FACT THAT I LIVE VERY CLOSE TO EDMONDS HEIGHTS, I WOULD NOT HAVE KNOWN THAT YOU WERE PUTTING ON THIS MUSICAL HAD YOU NOT SHARED THAT WITH THE SCHOOL BOARD MEETING A FEW MEETINGS AGO.
THANK YOU FOR ACTING IN IT AND FOR PUTTING IT ON.
THANK YOU FOR PROVIDING SOME HISTORY AND DRAMA, CULTURE, ART, MUSIC FOR OUR COMMUNITY.
YOU SAY PAJAMA, BUT EITHER WAY, OR IS IT EITHER WAY? IT WAS GREAT.
AND THE WHOLE TIME I WAS SITTING THERE THINKING, JUST WHAT IS SEVEN AND A HALF CENTS? WHEN IS SEVEN AND A HALF CENTS JUST SEVEN AND A HALF CENTS? AND WHEN IS IT MORE THAN SEVEN AND A HALF CENTS? WHEN IT IS A REFLECTION ON THE VALUE OF THE WORK.
WHEN IT IS A REFLECTION ON THE DIGNITY OF THE WORKERS WHO ARE DOING THAT WORK.
WHILE THOSE WORKERS WERE CONSIDERING WHAT SEVEN AND A HALF CENTS COULD MEAN FOR THEM, THEY WERE DREAMING BIG DREAMS, PIE-IN-THE-SKY KINDS OF DREAMS. ONE WORKER WAS THINKING THEY COULD LIVE LIKE A KING, AND I HEARD THAT AND I THOUGHT, I DO NOT NEED TO LIVE LIKE A KING.
AS A MATTER OF FACT, I DO NOT BELIEVE IN KINGS.
ONE WORKER IMAGINED THAT SHE COULD HAVE A SCRABBLE BOARD WITH LETTER PIECES MADE OF GOLD.
I DO NOT NEED A SCRABBLE BOARD
[00:20:02]
WITH LETTER PIECES MADE OF GOLD.AS A MATTER OF FACT, I DO NOT BELIEVE IN MINING FOR GOLD.
GOLD MINING IS ONE OF THE WORLD'S MOST ENVIRONMENTALLY DESTRUCTIVE INDUSTRIES.
MINING FOR GOLD CONTAMINATES WATER.
THE CYANIDE AND THE MERCURY THAT ARE USED TO EXTRACT GOLD FROM ROCK LEAKS INTO OUR WATER.
GOLD MINES HAVE POLLUTED UP TO 40% OF U.S.
HEADWATER STREAMS. NO, I DO NOT NEED A SCRABBLE BOARD WITH LETTER PIECES MADE OF GOLD.
AND I DO NOT NEED TO LIVE LIKE A KING.
I JUST NEED TO BE ABLE TO PAY THE RENT.
I LIVE IN THE APARTMENT THAT I LIVE IN BECAUSE THIS BUILDING PARTICIPATES IN THE MFTE PROGRAM.
THAT IS MULTI-FAMILY TAX EXEMPT.
THIS PROGRAM ALLOWS BUILDING OWNERS TO RENT APARTMENTS AT BELOW MARKET RATE RENTS TO PEOPLE WHO EARN A CERTAIN PERCENTAGE BELOW THE MEDIAN INCOME.
IN EXCHANGE, THE BUILDING OWNERS RECEIVE A TAX BREAK.
WELL, I WORK AS A PARAEDUCATOR.
YOU CAN IMAGINE, OR YOU MIGHT KNOW, THAT THIS MEANS THAT I MAKE SIGNIFICANTLY BELOW THE MEDIAN INCOME.
WHEN I APPLIED FOR THIS APARTMENT...
GOOD EVENING, I'M JEANETTE KUO.
THAT'S OKAY, IT'S DONE ALL THE TIME.
ANYWAY, I AM ALSO A PARAEDUCATOR IN THE EDMONDS SCHOOL DISTRICT AT EDMONDS HEIGHTS K-12, AND I AM CONTINUING CHERYL'S MESSAGE.
WHEN I APPLIED FOR THIS, WHEN CHERYL APPLIED FOR THIS APARTMENT, THE LEASING AGENT LOOKED AT MY APPLICATION AND SAID, WELL, CHERYL, CONGRATULATIONS, YOU QUALIFY FOR THE SUBSIDIZED UNIT.
AS A MATTER OF FACT, YOU COULD MAKE TWICE AS MUCH MONEY AS YOU MAKE NOW AND YOU WOULD STILL QUALIFY FOR THE MFTE PROGRAM.
WHEN IS SEVEN AND A HALF CENTS MORE THAN SEVEN AND A HALF CENTS? WHEN IT INDICATES THE VALUE OF THE WORK.
WHEN IT IS A REFLECTION ON THE DIGNITY OF THE WORKERS DOING THAT WORK.
SEWING PAJAMAS IS IMPORTANT WORK.
WHEN PEOPLE HAVE PAJAMAS TO WEAR TO BED, THEY DON'T HAVE TO WEAR THEIR DAYTIME CLOTHES DURING THE NIGHTTIME.
HOW IMPORTANT IS THE WORK OF A PARAEDUCATOR? THE POSITION OF PARAEDUCATOR HAS BEEN CREATED IN ORDER TO ENSURE THAT ALL STUDENTS RECEIVE THE RESOURCES AND HELP THAT THEY REQUIRE.
WHEN I FIRST APPLIED FOR A JOB AS A PARAEDUCATOR, WHEN CHERYL DID, TEN YEARS AGO, SHE WROTE A COVER LETTER, AND IN IT SHE SAID, THE EDMONDS SCHOOL DISTRICT IS EMPOWERING STUDENTS TO BECOME LIFELONG LEARNERS AND RESPONSIBLE WORLD CITIZENS, AND SHE WOULD LIKE TO JOIN YOU ALL IN THAT WORK.
THEREFORE, SHE WAS WRITING TO EXPRESS HER INTEREST IN THE POSITION OF PARAEDUCATOR.
NOW, 10 YEARS LATER, SHE WOULD LIKE TO CONTINUE DOING THE WORK OF A PARAEDUCATOR, AND SHE WOULD LIKE TO BE ABLE TO PAY THE RENT.
DO I JUST HAVE STARS IN MY EYES? SHE WAS GLAD TO READ YOUR BIO, TATIANA, THAT YOU WOULD LIKE TO BECOME A PROFESSIONAL DANCER AND MAKE AN INCREASE IN EDUCATIONAL FUNDING.
YES, AN INCREASE IN FUNDING FOR EDUCATION IS DEFINITELY NEEDED.
WHERE SHOULD THE MONEY GO? CAN THE DEARLY BELOVED FOLKS SITTING AT THE TABLES IN THE BACK OF THIS ROOM PAY THE RENT? INDEED, AS A MATTER OF FACT, THEY COULD EVEN PAY THE MORTGAGE.
THEY COULD POSSIBLY EVEN PAY A MORTGAGE.
PARAEDUCATORS? WE GET PAID, THEN WE PAY THE RENT, THEN WE SAY, NOW WHAT? I AM JUST THINKING, OR SHOULD I SAY JUST THINKING, ABOUT HOW A FAIR DAY'S WORK COULD AND SHOULD EQUAL A FAIR DAY'S PAY.
WHAT DOES CHRIS REICHDAHL THINK? THE STATE SUPERINTENDENT PLACES A HIGH PRIORITY ON THE ESTABLISHING OF A MANDATORY AND MINIMUM LIVING WAGE FOR ALL OF WASHINGTON'S PARAEDUCATORS.
LARRY DELANEY, PRESIDENT OF THE WASHINGTON EDUCATION ASSOCIATION, SAYS PARAEDUCATORS ARE THE BACKBONE OF OUR SCHOOLS, AND THEIR LOW PAY DOES NOT REFLECT HOW IMPORTANT THEY ARE TO OUR STUDENTS.
PARAEDUCATORS NEED PROFESSIONAL WAGES THAT HONOR THEIR WORK.
SEVEN AND A HALF CENTS DOESN'T MEAN A HECK OF A LOT.
EDUCATORS ARE ESSENTIAL TO ENSURING EVERY STUDENT RECEIVES A QUALITY EDUCATION AND PAYING THE RENT IS ESSENTIAL TO PARAEDUCATORS.
THEREFORE, PAYING PARAEDUCATORS A LIVING WAGE IS ESSENTIAL TO THE WORK OF THE SCHOOL DISTRICT.
THANK YOU TO EVERYBODY WHO CAME TO MAKE A PUBLIC COMMENT.
THERE WERE ALSO FOUR WRITTEN COMMENTS THAT WE RECEIVED.
WE WILL READ THEM ALL OURSELVES IF WE HAVEN'T ALREADY.
AND THAT WOULD BE PUBLIC ON THE BOARD DOCS ON THE
[00:25:05]
VIDEOTAPE WHEN IT'S THERE.[10. CONSENT AGENDA-7:40 pm]
NEXT ON THE AGENDA IS THE CONSENT AGENDA.THE CONSENT AGENDA IS THE LIST OF REGULAR ROUTINE ITEMS THAT WE CAN VOTE ON TOGETHER AND DISCUSS OR SEPARATELY.
TONIGHT WE HAVE 25 ITEMS. THEY REALLY REFLECT OUR TIME OF THE YEAR BECAUSE 13 OF THEM ARE PERSONNEL AND STAFF.
STAFF AGREEMENTS, AND 12 ARE FIELD TRIPS.
DO I HEAR A MOTION AND A SECOND TO APPROVE TONIGHT'S CONSENT AGENDA? MOVE TO APPROVE.
I'VE HEARD A MOTION TO APPROVE AND A SECOND.
IS THERE ANY DISCUSSION? I JUST WANTED TO SAY CONGRATULATIONS TO EDMUNDS WOODWAY.
BOY, SOCCER, BECAUSE SOMEBODY ELSE MIGHT HAVE SUCCEEDED AT STATE, BUT THAT'S THE ONLY ONE I KNOW ABOUT.
THEY BEAT THE 14TH SEED, SO THEY GOT TO MOVE TO THE NEXT ROUND, AND THEY PLAYED THE THIRD SEED, WHICH THEY COULD NOT OVERCOME.
BUT CONSIDERING THAT THEY PLAYED IN THE REGULAR SEASON AND THEY WON FOUR OUT OF THEIR 12 GAMES IN THE REGULAR SEASON, I CONGRATULATED THEM.
GREAT, AND IT'S GREAT THAT WE APPROVED THEM TO GO ON THAT TRIP.
ANY OTHER COMMENTS? HEARING NONE, ARE THERE ANY OBJECTIONS TO APPROVING TONIGHT'S CONSENT AS PRESENTED? NO, HEARING NONE, TONIGHT'S CONSENT AGENDA IS APPROVED AS PRESENTED.
[11. REPORTS-7:50 pm]
NEXT, WE HAVE OUR REPORTS.WELL, I'M SO PLEASED TO BE WELCOMING FORWARD SOME MEMBERS OF OUR TEACHING AND LEARNING TEAM WITH JASON ALON, EXECUTIVE DIRECTOR OF STUDENT LEARNING, TO KICK US OFF.
REGARDING SOME CURRICULUM ADOPTION PRESENTATIONS, HIGH SCHOOL SOCIAL STUDIES, SCIENCE, AND HEALTH.
SO TONIGHT WE'LL BE BRINGING FORWARD RECOMMENDATIONS FOR HIGH SCHOOL INSTRUCTIONAL MATERIALS, ADOPTIONS IN HEALTH, SCIENCE, AND SOCIAL STUDIES.
THESE RECOMMENDATIONS ARE THE RESULT OF A COMPREHENSIVE REVIEW PROCESS INVOLVING TEACHERS, PILOT TEAMS, STUDENTS, ADMINISTRATORS, AND COMMUNITY INPUT.
THE GOAL THROUGHOUT THIS PROCESS HAS BEEN TO IDENTIFY INSTRUCTIONAL MATERIALS THAT ARE STANDARDS ALIGNED, ENGAGING FOR STUDENTS, REPRESENTATIVE OF OUR DISTRICT COMMUNITY, AND CAPABLE OF SUPPORTING HIGH QUALITY INSTRUCTION ACROSS ALL OUR SCHOOLS.
TONIGHT'S RECOMMENDATIONS WILL INCLUDE INSTRUCTIONAL MATERIALS FOR ALL THREE OF THOSE CONTENT AREAS.
AND WE'LL GET RIGHT TO IT, SO NO BIG SURPRISES OR MYSTERIES.
THE HEALTH SELECTION AND PILOT COMMITTEES ARE RECOMMENDING LIVE WELL COMPREHENSIVE HIGH SCHOOL HEALTH.
THE COMMITTEES IDENTIFIED THIS PROGRAM AS THE STRONGEST OPTION FOR SUPPORTING STANDARDS-ALIGNED INSTRUCTION, STUDENT ENGAGEMENT, INCLUSIVE REPRESENTATION, AND ACCESSIBILITY.
THE HIGH SCHOOL SCIENCE MATERIALS REVIEW COMMITTEE IS RECOMMENDING DIFFERENT MATERIALS DEPENDING ON THE COURSE AREA.
SO FOR PHYSICAL SCIENCE, THE COMMITTEE IS RECOMMENDING PEER PHYSICS FOR THE PHYSICS PORTION OF THE INSTRUCTION, LIVING BY CHEMISTRY FOR THE CHEMISTRY PORTION, AND GIZMOS AS A SUPPLEMENTAL RESOURCE.
FOR EARTH SPACE SCIENCE, THE COMMITTEE IS RECOMMENDING NEW VISIONS OPEN EDUCATIONAL RESOURCES AS THE CORE INSTRUCTIONAL MATERIAL.
WITH GIZMOS AND BIOZONE AS SUPPLEMENTAL SUPPORTS.
FOR SOCIAL STUDIES, THE SELECTION AND PILOT COMMITTEES ARE RECOMMENDING SAVIS INSTRUCTIONAL MATERIALS.
THE COMMITTEE REVIEWED MATERIALS FOR STANDARDS ALIGNMENT, INSTRUCTIONAL QUALITY, ACCESSIBILITY, REPRESENTATION, INQUIRY OPPORTUNITIES, AND OVERALL USABILITY FOR BOTH STUDENTS AND TEACHERS.
FOR SOCIAL STUDIES, THE RECOMMENDATIONS INCLUDE WORLD HISTORY INTERACTIVE, THE MODERN ERA, FOR THE COURSES WORLD HISTORY 9 AND WORLD HISTORY 10.
HISTORY INTERACTIVE, RECONSTRUCTION TO THE PRESENT, FOR U.S.
AND CIVICS INTERACTIVE, FOR CIVICS AND CONTEMPORARY WORLD PROBLEMS. IN ADDITION TO THE CORE SOCIAL STUDIES MATERIALS, THE COMMITTEE ALSO REVIEWED RESOURCES RELATED TO ETHNIC STUDIES.
AT THIS TIME, THE COMMITTEE DETERMINED THAT CURRENTLY AVAILABLE CORE ETHNIC STUDIES PROGRAMS DIDN'T FULLY MEET INSTRUCTIONAL EXPECTATIONS FOR THE COURSE.
SO INSTEAD OF RECOMMENDING A SINGLE, THE COMMITTEE IS RECOMMENDING SUPPLEMENTAL INSTRUCTIONAL RESOURCES.
THAT ALLOW TEACHERS FLEXIBILITY
[00:30:02]
WHILE STILL PROVIDING HIGH QUALITY SUPPORT MATERIALS FOCUSED ON RACE, IDENTITY, SYSTEMS ANALYSIS, AND MULTIPLE PERSPECTIVES.SO I'M GOING TO TRY TO QUICKLY WALK YOU THROUGH OUR PROCESS.
THE DISTRICT FOLLOWS A STRUCTURED AND REPLICATED PROCESS FOR INSTRUCTIONAL MATERIALS ADOPTION THAT'S ALIGNED TO BOARD POLICY AND CURRICULUM RENEWAL EXPECTATIONS.
THE PROCESS IS INTENTIONALLY DESIGNED TO ENSURE TRANSPARENCY, STAKEHOLDER INVOLVEMENT, EQUITABLE REVIEW PRACTICES, AND MULTIPLE OPPORTUNITIES FOR STAFF, STUDENTS, AND FAMILIES TO PROVIDE FEEDBACK BEFORE RECOMMENDATIONS ARE MADE.
THE ADOPTION PROCESS INCLUDES 10 STAGES BEGINNING WITH A NEEDS ASSESSMENT AND ENDING WITH REVIEW AND OVERSIGHT OF THE PROCESS.
THIS TIMELINE? SHOWN ON THE SLIDE REFLECTS HOW THE PROCESS PROGRESSED FROM INITIAL REVIEW AND COMMITTEE FORMATION INTO CLASSROOM PILOTS, STAKEHOLDER FEEDBACK, AND ULTIMATELY THE FINAL RECOMMENDATIONS.
ALL THREE OF OUR ADOPTIONS FOLLOWED THE SAME PROCESS.
ONE EXTREMELY IMPORTANT COMPONENT OF EVERY ADOPTION PROCESS IS THAT WE STAY WITHIN COMPLIANCE OF BOARD POLICY AND STATE LAW REGARDING INCLUSIVE INSTRUCTIONAL MATERIALS.
COMMITTEES REVIEWED MATERIALS NOT ONLY FOR STANDARDS ALIGNMENT AND INSTRUCTIONAL QUALITY, BUT ALSO FOR REPRESENTATION, ACCESSIBILITY, CULTURAL RESPONSIVENESS, AND THE INCLUSION OF DIVERSE PERSPECTIVES AND EXPERIENCES.
THIS WORK IS REQUIRED UNDER BOTH STATE LAW AND DISTRICT POLICY AND REMAINS AN IMPORTANT EXPECTATION IN ALL INSTRUCTIONAL MATERIALS REVIEWS.
THE FIRST STAGE OF THE PROCESS FOCUSED ON IDENTIFYING INSTRUCTIONAL NEEDS, WHERE A TEAM OF DISTRICT ADMINISTRATORS AND TEACHERS ON SPECIAL ASSIGNMENT REVIEWED ALL CURRENT MATERIALS IN PLACE, EXAMINED STUDENT AND INSTRUCTIONAL DATA, SURVEYED STAKEHOLDERS, AND REVIEWED STATE LAWS, STANDARDS, AND DISTRICT POLICIES.
THIS STAGE HELPED ESTABLISH THE PRIORITIES AND GOALS FOR EACH ADOPTION.
THE NEXT STEP, THE DISTRICT ESTABLISHED THE OVERALL SCOPE AND STRUCTURE OF THE ADOPTION PROCESS.
THIS INCLUDED DEFINING TIMELINES, IDENTIFYING BUDGET CONSIDERATIONS, CLARIFYING THE PURPOSE OF THE ADOPTION, AND DETERMINING THE OVERALL PROCESS FOR REVIEW AND PILOTING.
THIS SLIDE SHOWS THE OVERALL TIMELINE FOR THE HEALTH ADOPTION.
THE PROCESS INCLUDED A NEEDS ASSESSMENT.
THAT WORK WAS DONE IN THE FALL.
CURRICULUM SELECTION AND REVIEW, CLASSROOM PILOTS, BROAD OUTREACH AND STAKEHOLDER FEEDBACK, REVIEW THROUGH THE INSTRUCTIONAL MATERIALS COMMITTEE, AND ULTIMATELY BRINGING THE RECOMMENDATION FORWARD TO THE BOARD.
THE IMPLEMENTATION IS SCHEDULED FOR JUNE 2026, NEXT MONTH.
THIS SLIDE SHOWS THE SCIENCE AND SOCIAL STUDIES ADOPTION TIMELINE.
THE PROCESS MIRRORS THE HEALTH ADOPTION STRUCTURE, EXCEPT THAT IMPLEMENTATION FOR SCIENCE AND SOCIAL STUDIES IS PLANNED FOR SEPTEMBER 2026, WITH TRAINING BEGINNING IN AUGUST.
SO A MAJOR FOCUS OF THE PROCESS WAS ENSURING BROAD REPRESENTATION FOR THE TEACHER COMMITTEES.
COMMITTEES INCLUDED TEACHERS FROM MULTIPLE SCHOOLS, DIFFERENT PROGRAM AREAS, AND VARYING LEVELS OF EXPERIENCE.
CLEAR EXPECTATIONS, ROLES, TIMELINES, AND DECISION-MAKING RESPONSIBILITIES WERE COMMUNICATED BEFORE COMMITTEES BEGAN THEIR WORK.
THIS SLIDE SHOWS THE HEALTH REVIEW AND PILOT COMMITTEE COMPOSITION.
COMMITTEE MEMBERS REPRESENTED MULTIPLE SCHOOLS.
INSTRUCTIONAL PERSPECTIVES INCLUDING SPECIAL EDUCATION, MULTILINGUAL EDUCATION, AND HEALTH TEACHERS FROM ACROSS THE DISTRICT.
THIS BROAD REPRESENTATION HELPED ENSURE MULTIPLE PERSPECTIVES WERE INCLUDED IN THE REVIEW PROCESS.
FOR ALL THREE ADOPTIONS, WE WORKED TOWARD BROAD AND DIVERSE REPRESENTATION ON OUR COMMITTEES.
THIS SLIDE SHOWS THE COMPOSITION OF THE EARTH, SPACE, AND PHYSICAL SCIENCE COMMITTEES.
AND THIS SLIDE SHOWS THE COMPOSITION OF THE SOCIAL STUDIES REVIEW AND PILOT COMMITTEES.
SO WE'RE REALLY LOOKING FOR A DIVERSE REPRESENTATION FROM ALL OF OUR SCHOOLS.
BEFORE EVALUATING MATERIALS, COMMITTEES ESTABLISHED CLEAR DECISION-MAKING PROTOCOLS.
THIS INCLUDED REVIEWING DISTRICT PROCEDURES, DEFINING HOW CONSENSUS WOULD BE REACHED, AND CLARIFYING THE CRITERIA COMMITTEES WERE TO USE TO MAKE THEIR FINAL RECOMMENDATIONS.
COMMITTEE MEMBERS PARTICIPATED IN EQUITY-FOCUSED REVIEW WORK.
COMMITTEES REVIEWED INSTRUCTIONAL MATERIALS, SCREENING TOOLS.
THEY RECEIVED TRAINING RELATED
[00:35:02]
TO BIAS AND REPRESENTATION, AND EVALUATED MATERIALS FOR ACCESSIBILITY, INCLUSION, AND DIVERSE PERSPECTIVES.IN THE SIXTH STAGE, WE FOCUSED ON SELECTING MATERIALS FOR CLASSROOM PILOTS.
COMMITTEES USED STATE-DEVELOPED AND DISTRICT-ADAPTED RUBRICS AND EVALUATION TOOLS TO REVIEW INSTRUCTIONAL QUALITY, STANDARDS ALIGNMENT, DIFFERENTIATED SUPPORTS, STUDENT ENGAGEMENT, AND DIGITAL LEARNING FEATURES.
MATERIALS DEMONSTRATING THE STRONGEST OVERALL ALIGNMENT MOVED TOWARD CLASSROOM PILOTS.
IN STAGE SEVEN, WE FINALLY GOT TO...
TO THE PILOTING, COMMITTEE SELECTED PILOT TEACHERS, THEY FINALIZED THE PILOT TIMELINES AND IDENTIFIED THE MATERIALS THAT WOULD MOVE INTO CLASSROOM IMPLEMENTATION.
PILOT CLASSROOMS ALLOWED STUDENTS AND TEACHERS TO DIRECTLY INTERACT WITH THE INSTRUCTIONAL MATERIALS BEFORE RECOMMENDATIONS WERE FINALIZED.
PILOTING IS ONE OF THE MOST IMPORTANT STAGES IN THE PROCESS, SO IT GETS TWO SLIDES.
TEACHERS RECEIVE TRAINING AND SUPPORT DURING IMPLEMENTATION COMMITTEES THEN GATHERED BOTH QUALITATIVE AND QUANTITATIVE DATA RELATED TO STUDENT ENGAGEMENT, INSTRUCTIONAL USABILITY, STANDARDS ALIGNMENT, AND OVERALL EFFECTIVENESS.
THIS PILOT FEEDBACK BECAME A MAJOR COMPONENT OF THE FINAL RECOMMENDATION PROCESS.
IN ADDITION TO THE FEEDBACK WE GOT FROM THE PILOT, THE DISTRICT GATHERED BROADER INPUT FROM STUDENTS, FAMILIES, AND STAFF.
THIS STAGE ENSURED THAT THE REVIEW PROCESS INCLUDED PERSPECTIVES BEYOND THE PILOT CLASSROOMS, AND PROVIDED OPPORTUNITIES FOR BROADER STAKEHOLDER PARTICIPATION.
AND SOME OF YOU MAY RECALL IN MARCH WE WERE CAMPED OUT RIGHT OUTSIDE BEFORE A BOARD MEETING TO ALLOW ANYONE COMING IN TO REVIEW THESE MATERIALS.
DURING STAGE NINE, COMMITTEES REVIEWED ALL PILOT EVIDENCE AND STAKEHOLDER FEEDBACK BEFORE DETERMINING THEIR FINAL RECOMMENDATIONS.
COMMITTEES THEN USED THEIR ESTABLISHED DECISION-MAKING PROTOCOLS AND VOTING PROCESSES TO DETERMINE WHICH MATERIALS WOULD MOVE FORWARD TO THE INSTRUCTIONAL MATERIALS COMMITTEE AND ULTIMATELY TO THE BOARD.
AND THEN THE FINAL STAGE FOCUSED ON OVERALL REVIEW AND OVERSIGHT OF THE PROCESS, WHICH INCLUDED REVIEWING PARTICIPATION AND ACCESS, ENSURING DISTRICT COORDINATION ACROSS DEPARTMENTS, AND CONFIRMING THAT STAFF, STUDENT, AND CAREGIVER VOICES HAD OPPORTUNITIES TO BE INCLUDED THROUGHOUT THE ADOPTION PROCESS.
WE REALLY TRIED TO LEAD THAT COMPREHENSIVE AND INCLUSIVE PROCESS WHERE WE'RE NOT EVER TRYING TO PREDICT OR NECESSARILY EVEN PROMOTE THE OUTCOME, BUT THE ENTIRE PROCESS IS VERY PREDICTABLE AND REPEATABLE, AND THAT'S OUR GOAL.
AND SO WITH THAT, I'M GOING TO BREAK THIS UP AND HAVE SOME TEACHERS ON SPECIAL ASSIGNMENT WHO ARE HERE JOINING ME, JENNY MCCLELLAN AND JENNIFER HEGEMAN, SPEAK TO THE HEALTH RESULTS AND THE SCIENCE RESULTS, AND THEN I'LL COME BACK TO TALK YOU THROUGH SOCIAL STUDIES.
AND AFTER EACH OF THESE, THERE'LL BE AN OPPORTUNITY TO ASK ANY QUESTIONS THAT COME UP ABOUT THAT SPECIFIC ADOPTION.
BUT JUST KEEP IN MIND, THESE STEPS THAT I WALKED YOU THROUGH JUST NOW WERE THE FOUNDATION OF RUNNING ALL OF THESE ADOPTIONS.
SO, AND HERE IS OUR PE, HEALTH, AND SEL TEACHER ON SPECIAL ASSIGNMENT, JENNY MCCORMICK.
ALL RIGHT, THANK YOU FOR THIS OPPORTUNITY.
I'M GOING TO JUST TOUCH UPON THE PURPOSE OF THIS HIGH SCHOOL HEALTH ADOPTION IS TO RECOMMEND THE CORE INSTRUCTIONAL MATERIALS FOR HEALTH EDUCATION IN GRADES 9 THROUGH 12 AND THIS IS TO REPLACE OUR FLASH COMPREHENSIVE SEXUAL HEALTH AND DISEASE PREVENTION MATERIALS AND ALSO GLENCOE'S HEALTH A GUIDE FOR WELLNESS BOTH WERE ADOPTED IN 1999.
THESE NEW RECOMMENDED MATERIALS WILL ALIGN WITH OUR WASHINGTON STATE LEARNING STANDARDS FOR HEALTH AND THE NATIONAL HEALTH STANDARDS FROM SHAPE AMERICA.
WE WERE FORTUNATE TO HAVE THREE REALLY GOOD HEALTH CURRICULUMS IN DECEMBER, AND WE WENT THROUGH THE BIAS SCREENING AND THEN OUR COMPREHENSIVE HEALTH.
SCREENING RUBRIC AND WE NARROWED IT DOWN TO TWO HEALTH CURRICULUMS TO PILOT.
OUR FIRST ONE WAS HEALTHSMART BY ETR.
THIS WAS WELL OUTLINED, IT WAS EASY TO ACCESS AND FOLLOW, IT PROVIDED GREAT LESSONS THAT ARE CURRENT AND MEDICALLY ACCURATE, GREAT GROUP ACTIVITIES.
THE CHALLENGE THE TEACHERS FACED INCLUDED THE TECHNOLOGY AND THE INABILITY TO PERSONALIZE THE CONTENT FOR INDIVIDUAL TEACHING STYLES.
THEY SAID THERE WAS A LACK OF ASSESSMENTS, THERE WAS SOME NAVIGATION ISSUES.
AND ONE TEACHER SAID IT WOULD BE A GOOD SUPPLEMENTAL CURRICULUM, BUT NOT A FULL CURRICULUM FOR ADOPTION.
OVERALL, IT'S A QUALITY HEALTH CURRICULUM, BUT IT WAS NOT THE TEACHER'S FIRST CHOICE.
[00:40:01]
WELL CURRICULUM.IT'S WRITTEN BY TWO LOCAL AUTHORS OUT OF THE TACOMA AREA.
THEIR STRENGTHS WERE THIS CURRICULUM WAS VERY AGE-APPROPRIATE AND RELEVANT TO THE CONTENT.
THE CURRICULUM IS FULLY ALIGNED WITH OUR WASHINGTON STATE LEARNING STANDARDS AND HAS VALUABLE RESOURCES, SUCH AS SLIDES, VIDEOS, DIAGRAMS. TEACHERS APPRECIATED THE ABILITY TO EDIT THE MATERIALS TO FIT THE STUDENTS' NEEDS, ESPECIALLY FOR SPECIAL EDUCATION.
TWO TEACHERS ON OUR COMMITTEE THAT WERE SPECIAL EDUCATION TEACHERS AND THEY WERE LOOKING THROUGH THAT LENS WHICH WAS VERY HELPFUL IN THIS PROCESS.
WE HAD A FEW CHALLENGES WITH THE CANVAS INTEGRATION.
SOME TEACHERS REPORTED ISSUES WITH ACCESSING MATERIALS AND WORKSHEETS THAT WERE DIFFICULT TO FIND ANSWERS TO BUT OVERALL ONCE WE GOT THE LIVE WELL CURRICULUM INTO THE TEACHERS HANDS IT WAS OVERWHELMINGLY RECOMMENDED BECAUSE IT WAS REALLY TAILORED.
TO OUR STUDENTS AND IT PROVIDES APPROPRIATE MODIFICATIONS AND EXTENDED WORK FOR ALL OF OUR STUDENTS.
SOME OF THE LIVE WELL HIGHLIGHTS THAT WE GOT FROM BOTH THE TEACHER AND THE STUDENT FEEDBACK SURVEYS WAS AGE APPROPRIATE AND RELEVANT CONTENT TO OUR STUDENTS IN OUR CLASSROOMS RIGHT NOW, STRONG REPRESENTATION OF OUR STUDENTS IN THE PHOTOS, IN BOTH THE TEXTBOOK AND THE ONLINE LESSONS, INCLUSIVE LANGUAGE WITH MULTIPLE PERSPECTIVES, CONTENT HAD BREADTH, DEPTH, AND ACCESSIBILITY, AND STUDENTS SAID THAT THE LIVE WELL MATERIALS HELPED THEM UNDERSTAND KEY CONCEPTS IN HEALTH.
WITH THE STUDENT FEEDBACK, I HAD THE OPPORTUNITY TO GO OUT TO OUR HIGH SCHOOLS AND TALK TO STUDENTS AND THEY WERE RELATIVELY SATISFIED WITH BOTH HEALTH CURRICULUMS WHEN THEY WERE INTERVIEWED.
IN THE SURVEY DATA, STUDENTS LIKED THAT THE MATERIALS IN BOTH CURRICULUMS WERE REAL AND THEY WERE USEFUL.
STUDENTS FOUND THE HEALTH CURRICULUMS TO BE INTERESTING AND LESS BORING, THUS THEY FELT MORE ENGAGED.
FEEDBACK WAS MIXED, BUT THERE WAS A NOTABLE PREFERENCE FOR LIVE WELL BECAUSE IT WAS EASY TO FOLLOW AND STRAIGHTFORWARD.
THERE'S A REAL-LIFE RELEVANCE WITH THE REAL-LIFE HEALTH SITUATIONS, AND THEY THOUGHT THAT WAS MORE INTERESTING OVERALL THAN HEALTH SMART.
LIVE WELL REALLY SUPPORTS OUR STUDENT LEARNING.
THIS WILL REPLACE OUR FLASH CURRICULUM FOR SEXUAL EDUCATION AND DISEASE PREVENTION.
LIVE WELL CURRICULUM IS APPROVED BY OSPI FOR COMPREHENSIVE HEALTH.
THE CONTENT IS AGE-APPROPRIATE, MEDICALLY ACCURATE, AND UPDATED ANNUALLY.
THE VIDEOS ARE STUDENT-FRIENDLY, THEY'RE INCLUSIVE, AND THEY'RE ENGAGING.
WHEN WE WENT TO VOTE WITH THE REVIEW TEAM AND THE PILOT TEAM ON APRIL 23RD, THEY HAD A FINAL VOTE AND WE REVIEWED THE DATA FROM THE TEACHER, THE STUDENT, THE COMMUNITY SURVEYS PLUS THE TEMPERATURE CHECK.
WE WENT THROUGH EVERYTHING AND LIVE WELL WAS UNANIMOUS AT 100%.
WE BUDGETED $60,000 AND CAME IN JUST UNDER THIS BUDGET WITH A TOTAL COST OF $58,000 AND THAT INCLUDES THE TEACHER TRAINING WHICH NEEDS TO BE DONE BEFORE THE END OF THE SCHOOL YEAR.
I THINK BACK TO THIS WHOLE PROCESS.
IT'S BEEN A TRUE PLEASURE TO WORK ALONGSIDE SUCH A COMMITTED GROUP OF TEACHERS THROUGHOUT THE HIGH SCHOOL HEALTH CURRICULUM ADOPTION PROCESS.
WE SHARED MANY MOMENTS OF LAUGHTER.
WE WORKED THROUGH CHALLENGES TOGETHER, ENGAGED IN THOUGHTFUL AND MEANINGFUL DISCUSSIONS.
AND AT EVERY STEP, DECISIONS WERE MADE WITH STUDENTS AT THE CENTER, GUIDING OUR WORK AND OUR PRIORITIES.
AND I'M SINCERELY GRATEFUL FOR THE PROFESSIONALISM, THE DEDICATION, AND THE COLLABORATIVE SPIRIT EACH TEACHER BROUGHT TO THIS PROCESS.
THIS TEAM'S COMMITMENT TO DOING WHAT IS BEST FOR STUDENTS HAS BEEN EVIDENT THROUGHOUT, AND IT HAS BEEN DEEPLY APPRECIATED.
AND WE ARE REALLY EXCITED ABOUT THIS OPPORTUNITY TO GET A NEW HEALTH CURRICULUM IN OUR HIGH SCHOOLS.
DO I DO QUESTIONS NOW OR AFTER EACH ONE? ALL RIGHT.
DO YOU HAVE ANY QUESTIONS AT ALL? YEAH, JUST A QUICK THANK YOU.
I'M SURE EVERYONE'S EXCITED TO HAVE A CURRICULUM THAT ISN'T FROM THE 90S.
WHAT THE LICENSES, THE STUDENT LICENSES, TEACHER LICENSES, THOSE HAVE TO BE, THOSE ARE ANNUAL LICENSES? THEY ARE, YES.
AND WHAT'S THE COST OF THE ANNUAL, WHAT'S THE ANNUAL COST GOING TO BE? IT LOOKS LIKE IT'S ABOUT $51,000.
AND WOULD LOVE TO BE ABLE TO DO LIKE A FIVE-YEAR OR A THREE-YEAR.
WE BUDGETED WAS THE $60,000 FOR THIS YEAR TO START WITH HOPES THAT WE'LL BE ABLE TO CONTINUE OF COURSE EACH YEAR.
WE REALLY WANTED SOMETHING THAT WAS ONLINE.
WHEN WE HAVE AN ONLINE CURRICULUM IT IS UPDATED ALL THE TIME AND WE KNOW FROM THE TEXTBOOKS FROM 1999 AND THEY DON'T GET UPDATED AND SO WHAT WE DID WITH THE MIDDLE SCHOOL IS WE DID AN ONLINE
[00:45:01]
PLATFORM FOR THE GW MIDDLE SCHOOL HEALTH AND IT IS CONSTANTLY UPDATED ALL OF THE TIME.FOR EXAMPLE, THIS YEAR WE HAVE BRAND NEW REQUIREMENTS FROM THE STATE ON FENTANYL AND OPIOID EDUCATION ALONG WITH SEX TRAFFICKING.
THAT'S BRAND NEW CONTENT AND SO WE WANT TO HAVE THAT ABILITY TO HAVE DIGITAL SO THAT IT'S ALWAYS UPDATED.
JUST TO FOLLOW UP TO THAT, SO WHICH, OR MAYBE THIS IS FOR JASON, WHICH BUDGET IS THIS, IS THIS LIKE FROM TECH LEVY? IS THIS FROM, WHAT BUDGET IS THIS FROM? BASICALLY.
ONE THING, AND THIS IS REALLY FOR ALL THREE, IT'S SO HELPFUL NOW THAT THERE'S A PROCESS THAT'S SO COMPREHENSIVE AND IT'S USED SYSTEMATICALLY FOR EVERY SINGLE ADOPTION.
WHAT ALSO HELPS US, AND AGAIN, THIS GOES ACROSS THE BOARD, IS ALL OF THE LINKS.
SO WE CAN DRILL DOWN ON EVERY SINGLE THING WE WANT TO DRILL DOWN ON, ALL OF THE SURVEY RESULTS, EVERYTHING ELSE.
IT'S SO COMPLETE AND COMPREHENSIVE.
AND WITH YOU, I KNOW IT'S HIGH QUALITY.
AS THEY TRANSITION TO OUR NEXT GROUP, I THINK WHEN WE STARTED TALKING ABOUT SCIENCE, ADOPTIONS AND THE ADOPTION SCHEDULE SOME TIME AGO, I THINK WE WERE THINKING IN OUR HEADS LIKE, OH, 1999, THAT'S BEFORE SOME OF OUR STUDENTS WERE BORN.
WELL, THAT'S BEFORE A LOT OF OUR TEACHERS WERE BORN AT THIS POINT.
THOSE OF US WHO ARE STILL KIND OF LIKE, WELL, IT DOESN'T REALLY SEEM THAT LONG AGO.
BUT WHEN YOU THINK ABOUT IT, THAT WAS A REALLY, REALLY LONG TIME AGO.
AND I THINK RIGHT FROM THE START, JENNY, WE TALKED ABOUT, YOU KNOW, THIS WAS SOMETHING THAT CAME UP VERY EARLY ON AS OUR OLDEST CURRENTLY UTILIZED ADOPTION.
AND HONESTLY, I'M JUST SO GRATEFUL TO YOU FOR COMPLETING THIS PROCESS.
I'M JENNIFER HEGEMAN, THE K-12 SCIENCE CONTENT LEAD, AND I KNOW THAT THE EDMOND SCHOOL DISTRICT TEACHERS ARE EAGERLY ANTICIPATING THIS MOMENT.
IT'S CLOSING OUT KIND OF OUR PROCESS THAT WE STARTED IN 2013.
THE PHYSICAL SCIENCE MATERIALS WERE LAST UPDATED IN 2004.
AND NO EARTH SPACE SCIENCE MATERIALS WERE ADOPTED SINCE THE COURSE'S INCEPTION IN 2016.
AS PART OF THE ADOPTION PROCESS, THE MATERIAL REVIEW COMMITTEE, THE MRC, REVIEWED A TOTAL OF 36 MATERIALS FOR BOTH COURSES, SO A PRETTY EXHAUSTIVE LIST.
FOUR MATERIALS WERE PROMOTED TO THE PILOT PROCESS AFTER RIGOROUS SCREENING FOR EARTH SPACE SCIENCE, NEW VISIONS IN OPEN EDUCATIONAL RESOURCE, BIOZONE, GIZMOS, AND FOR PHYSICAL SCIENCE, PURE PHYSICS, BIOZONE, AND GIZMOS AS WELL.
THE MATERIAL REVIEW COMMITTEE MET CONSENSUS REQUIREMENTS FOR THE PILOT RECOMMENDATION WITH 100% OF MEMBERS SUPPORTING THE PILOT OF THESE MATERIALS IN THE CLASSROOM.
ABOUT 820 STUDENTS PILOTED MATERIALS FOR BOTH COURSES.
FOR PURE PHYSICS, 67% OF STUDENTS AGREED OR STRONGLY AGREED THAT THE PHENOMENA STORYLINES AND QUESTIONS WERE ENGAGING TO LEARN AND SUSTAINED THEIR INTEREST.
60% FOUND THEM TO BE RELEVANT WITH SIMILAR PERCENTAGES FOR NEW VISIONS MATERIALS.
STUDENTS REMARKED ON THE HANDS-ON ACTIVITIES AND LABORATORIES, AS WELL AS COLLABORATIVE PROBLEM-SOLVING, WERE HIGHLIGHTS OF BOTH CURRICULA.
STUDENTS WERE ASKED WHETHER THE MATERIALS ADEQUATELY EXPLAINED KEY CONCEPTS AND IDEAS, PROVIDED HELPFUL EXAMPLES AND ILLUSTRATIONS, AND WERE INCLUSIVE AND REPRESENTATIVE OF DIVERSE PERSPECTIVES AND IDENTITIES IN SCIENCE, AND WERE ACCESSIBLE AND EASY TO READ.
THE MAJORITY OF STUDENTS FOUND THAT NEW VISIONS, BIOZONE, AND PURE PHYSICS CLEARLY EXPLAINED CORE INFORMATION IN AN ACCESSIBLE AND ENGAGING WAY.
TEACHERS FOUND THE BREADTH OF PHENOMENA AND QUESTIONS USED TO BE SUPPORTIVE IN STUDENT LEARNING AND ENGAGING.
OVERALL, TEACHERS FELT THAT STRONG NGSS ALIGNMENT AND A CLEAR STORYLINE WERE KEY ELEMENTS IN THE CORE MATERIALS.
100% AGREED, OR STRONGLY AGREED, THAT THE MATERIALS ASKED STUDENTS TO THINK LIKE SCIENTISTS AND OR ENGINEERS.
THE MAJORITY OF TEACHERS FOUND THE PHENOMENA AND NEW VISIONS ENGAGING AND CREATED ENDURING UNDERSTANDINGS THROUGHOUT THE COURSE OF THE UNITS THAT PRECEDED THE YEAR.
HOWEVER, IT WAS INDICATED THAT THE CLIMATE CHANGE UNIT BE REVISED WITH A LOCAL PACIFIC NORTHWEST CONTEXT FOR RELEVANCE FOR STUDENTS.
REVISIONS OF THIS NATURE WOULD OCCUR DURING THE IMPLEMENTATION OF THE OER MATERIALS DURING THE REFLECTION AND REVISION STAGES IN YEAR TWO
[00:50:02]
OF THE IMPLEMENTATION PROCESS.TEACHERS REPORTED HIGHLY POSITIVE PERCEPTIONS OF THE DIGITAL COMPONENTS OF THE INSTRUCTIONAL MATERIALS, BIOZONE AND GIZMOS, 100% OF TEACHERS EITHER AGREED OR STRONGLY AGREED THAT THE COMPUTER SIMULATIONS HELPED STUDENTS INVESTIGATE SCIENCE CONCEPTS THAT CANNOT BE DIRECTLY OBSERVED, AND RELEVANT SCIENCE VIDEO CLIPS EFFECTIVELY CONNECTED LEARNING TO THE REAL-WORLD EVENTS AND PEOPLE WITHIN THE CORE INSTRUCTIONAL MATERIALS.
THE ONLY AREA THAT DID NOT RECEIVE UNANIMOUS SUPPORT IN BIOZONE AND GIZMOS WAS THE CANVAS INTEGRATION AS INDICATED BY THE TWO YELLOW COMPONENTS OF THE SLIDES AS THIS ASPECT WAS NOT TESTED DURING THE PILOT.
WE CURRENTLY ARE USING CLEVER FOR INTEGRATION AND NOT CANVAS AND WE DIDN'T WANT TO DISRUPT THE FLOW OF THE CURRENT STUDENTS PROGRESS IN THOSE MATERIALS.
AFTER PILOTING AND REVIEWING THE MATERIALS, 100% OF THE PILOT TEACHERS INDICATED THAT NEW VISIONS AND PURE PHYSICS ARE BEST SUITED FOR CORE.
CORE SCIENCE INSTRUCTION, AND BIOZONE AND GIZMOS WOULD BE BEST SUITED FOR SUPPLEMENTAL MATERIALS TO SUPPORT DIFFERENTIATED INSTRUCTION AND OR ACCELERATION.
UPON CAREFUL CONSIDERATION AND REVIEW OF THE BUDGET, THE MATERIALS REVIEW COMMITTEE CAME TO THE DETERMINATION THAT A COMBINATION OF PILOT MATERIALS WOULD BEST SUPPORT STUDENTS' INTERESTS AND ENGAGEMENTS IN SCIENCE.
PHYSICAL SCIENCE, IT'S RECOMMENDED WITH 100% CONSENSUS THAT PURE PHYSICS BE ADOPTED AS CORE INSTRUCTIONAL MATERIALS FOR SEMESTER TWO PHYSICS.
LIVING BY CHEMISTRY, WHICH WE CURRENTLY UTILIZE IN OUR GENERAL CHEMISTRY COURSES ACROSS THE ENTIRE DISTRICT, BE UTILIZED FOR SEMESTER ONE IN CHEMISTRY.
AND GIZMOS AS A SUPPLEMENTAL MATERIAL.
PURE PHYSICS IS UTILIZED AS CORE MATERIALS IN SEATTLE PUBLIC SCHOOLS, NORTH SHORE, AND IN MANY DISTRICTS IN OREGON.
FOR EARTH-SPACE SCIENCE, IT IS RECOMMENDED WITH 100% CONSENSUS FROM THE COMMITTEE THAT NUVISION'S OER MATERIALS BE ADOPTED FOR CORE INSTRUCTIONAL MATERIALS AND BOTH BIOZONE AND GIZMOS AS SUPPLEMENTAL MATERIALS.
THE NUVISION'S OER MATERIALS ARE UTILIZED FOR CORE INSTRUCTION IN ALL OF NEW YORK PUBLIC SCHOOLS, AS WELL AS OVER 1,000 DISTRICTS IN THE NATION.
WHILE OER MATERIALS THEMSELVES ARE FREE FOR USE, THE EXPENSE SHIFTS FROM THE PURCHASE OF THE MATERIALS, SIMILAR TO THE HEALTH AND SOCIAL STUDIES ADOPTION, TO ALLOCATION OF FUNDS FOR PROFESSIONAL DEVELOPMENT AND INVESTING IN THE INTELLECTUAL CAPITAL OF OUR TEACHERS.
THE BOARD REPORT OUTLINES, IN MUCH MORE DETAIL THAN THIS, THE COMPREHENSIVE THREE-YEAR IMPLEMENTATION PLAN, INCLUDING THE UPFRONT COSTS IN YEAR ONE AND THE ANNUAL RENEWAL AND PROFESSIONAL LEARNING COSTS FOR YEAR TWO AND THREE.
THIS IMPLEMENTATION MODEL IS COMPARABLE TO THE PLAN PRESENTED AND ADOPTED AND APPROVED FOR THE BIOLOGY ADOPTION IN 2024.
THE TOTAL SUM FOR THE THREE-YEAR IMPLEMENTATION PROCESS AND ALL MATERIALS IS JUST UNDER THE AMOUNT OF ALLOCATION, WHICH IS $225,000.
THE IMPLEMENTATION PLAN FOR EARTHSPACE SCIENCE INCLUDES FIVE RELEASE DAYS FOR NAVIGATING MATERIALS IN YEARS ONE AND THREE DAYS IN YEARS TWO AND THREE FOR UNIT REFINEMENT AND REVISION.
THIS ALSO INCLUDES A QUARTERLY COLLABORATIVE PLC TIME FOR PLANNING AND AS WELL AS ONGOING SUPPORT SESSIONS FROM OUR PARTNERSHIP FACILITATORS.
WE'RE GOING TO SHIFT TO THREE RELEASE DAYS IN YEARS TWO AND THREE FOR UNIT REFINEMENT AND REVISION, WHICH IS WHEN THEY TAILOR THE UNITS TO MEET THE NEEDS OF THE STUDENTS IN FRONT OF THEM, BUT OVERALL OFFER THE SAME LEVEL OF PLANNING AND SUPPORT THROUGHOUT THE YEARS.
PHYSICAL SCIENCE LOOKS A LITTLE BIT DIFFERENT, BUT THIS IS BECAUSE ALL OF OUR TEACHERS ARE SINGLETONS, ISOLATED IN THEIR OWN BUILDINGS, AND DON'T HAVE TIME TO MEET COLLABORATIVELY ACROSS THE DISTRICT.
THIS WAS A PRIORITY IN THEIR NEEDS ASSESSMENT.
FOR PHYSICAL SCIENCE, THE SINGLETON TEACHERS IN EACH BUILDING WILL MEET FOR FIVE RELEASE DAYS SPREAD ACROSS MULTIPLE SESSIONS, AND TEACHERS PRIORITIZE THE MONTHLY COLLABORATION AND GATHERING FOR LEARNING LABS TO DEVELOP SHARED UNDERSTANDING OF EFFECTIVE INSTRUCTIONAL PRACTICES AND ROUTINES.
REFINEMENT AND REVISION WILL ALSO OCCUR IN YEARS TWO AND THREE.
THE SCIENCE REVIEW COMMITTEE FEELS STRONGLY THAT THE RECOMMENDED PACKAGE OF MATERIALS MEETS ALL THE CRITERIA IDENTIFIED IN THEIR NEEDS ASSESSMENT, AND THAT THIS ROBUST IMPLEMENTATION PLAN WILL PROVIDE TEACHERS WITH THE METHODS AND RESOURCES NEEDED TO SUPPORT OUR DIVERSE LEARNERS.
ARE THERE ANY QUESTIONS ABOUT THE SCIENCE PORTION OF THIS? OH, SORRY.
THIS ISN'T NECESSARILY A QUESTION, THIS IS LIKE A COMMENT AND A QUESTION.
I THINK THAT LIKE SHARING THE NUMBER OF DISTRICTS LIKE AROUND THAT ARE ALSO USING THE SAME CURRICULA WAS SUPER USEFUL AND IMPORTANT INFORMATION.
AND I DON'T REMEMBER IF THAT WAS ALSO SHARED FOR THE HEALTH PORTION, BUT I THINK IT'S REALLY RELEVANT BECAUSE ESPECIALLY LIKE WHEN COMMUNICATING WITH OTHER STUDENTS
[00:55:01]
IN GENERAL OR LIKE TRYING TO GO TO COLLEGE, HAVING LIKE SOME KIND OF A MAINSTREAM BETWEEN LIKE WHAT ALL OF US.NO, IT IS REALLY HELPFUL AND IMPORTANT.
SO THAT'S SOMETHING I ALWAYS APPRECIATE IS KNOWING HOW MANY OTHER DISTRICTS ARE USING IT.
I WAS JUST CURIOUS ABOUT THE CRITERIA.
I REALLY LOVE THE ONE ABOUT MAKES THE KIDS THINK LIKE A SCIENTIST OR AN ENGINEER.
LIKE I DIDN'T KNOW WHERE THAT CAME FROM, SO CURIOUS.
THOSE ARE PART OF OUR SCIENCE AND ENGINEERING PRACTICES.
AND THAT IS ONE OF KIND OF THE CORE TENETS OF THE NEXT GENERATION SCIENCE STANDARDS IS THAT WE ENABLE STUDENTS TO BE ABLE TO DO THAT THROUGHOUT THEIR TENURE IN SCHOOLS.
AND IT COMES OUT AS A PRIORITY IN OUR K-12 VISION STATEMENT THAT I KNOW OUR COMMITTEE SPENT 10 YEARS DRAFTING AND AS WELL AS OUR NEEDS ASSESSMENT PROCESS.
REALLY THOROUGH AND INFORMATIVE.
THIS HAS BEEN A LONG TIME IN COMING.
SCIENCE IS SO CRITICAL TO HELPING OUR KIDS THINK ABOUT THE WORLD, UNDERSTAND THE WORLD, THINK CRITICALLY.
I LOVE THE, YOU KNOW, THINK LIKE AN ENGINEER, THINK LIKE A SCIENTIST.
AND IT LOOKS LIKE THESE MATERIALS REALLY CONNECT TO THE REAL WORLD, WHICH IS VERY IMPORTANT AND ARE ENGAGING AND HOPEFULLY WILL CAPTURE OUR KIDS' INTERESTS.
AND SO, LIKE OUR STUDENT ADVISORS HAVE BEEN...
AND TANYA, WHO'S GOING INTO SCIENCE, WE WANT AS MANY STUDENTS AS POSSIBLE TO UNDERSTAND, RESPECT, AND USE SCIENCE, NOT JUST AS A PROFESSION NECESSARILY, BUT AS PART OF THEIR LIVES.
AND THESE LOOK LIKE REALLY FINE CURRICULUM MATERIALS TO HELP OUR TEACHERS, HELP OUR KIDS GET THERE.
THANK YOU, BECAUSE I KNOW THIS WAS A LOT OF WORK FOR OVER THE YEARS TO MAKE THIS HAPPEN.
ALL RIGHT, SO NOW SOCIAL STUDIES.
FIRST OF ALL, THIS ADOPTION WILL REPLACE THE PRENTICE HALL MATERIALS THAT ARE IN PLACE IN OUR SCHOOLS NOW, THAT WERE IMPLEMENTED IN 2007.
AND SOMEHOW 2007 FEELS CLOSER TO YESTERDAY THAN 20 YEARS AGO, BUT IT'S ACTUALLY ALMOST 20 YEARS AGO.
TO PUT THAT INTO A LITTLE BIT OF PERSPECTIVE, I WAS SPEAKING TO A TEACHER NAMED GORDON LAST WEEK WHO SAID HE WAS ON INITIAL LAUNCH OF THE ADOPTION WHEN HE HAD 10 YEARS LEFT OF HIS CAREER, AND HE RETIRED LAST YEAR.
SO THIS HAS BEEN A VERY LONG TIME COMING AS WELL.
THE SOCIAL STANDARDS WERE ALSO ADOPTED IN 2019, SO WE'RE WORKING TOWARD ALIGNING WITH THOSE.
SO AS THE COMMITTEE WORKED THROUGH THIS, THEY WERE FOCUSING ON IDENTIFYING MATERIALS THAT ARE ACADEMICALLY RIGOROUS, STANDARDS ALIGNED, ENGAGING FOR STUDENTS, AND SUPPORTIVE OF INCLUSIVE INSTRUCTIONAL PRACTICES.
ONE VERY IMPORTANT COMPONENT OF...
SOCIAL STUDIES ADOPTION PROCESSES IN WASHINGTON IS TO BE IN COMPLIANCE WITH THE STATE LAW AND DISTRICT POLICY RELATED TO TRIBAL SOVEREIGNTY EDUCATION AND THE SINCE TIME IMMEMORIAL INSTRUCTIONAL REQUIREMENTS.
BOARD POLICY REQUIRES THE DISTRICT TO INTEGRATE TRIBAL HISTORY, CULTURE, GOVERNMENT, AND SOVEREIGNTY INTO SOCIAL STUDIES INSTRUCTION USING THE SINCE TIME IMMEMORIAL FRAMEWORK AND RELATED INSTRUCTIONAL RESOURCES.
THE COMMITTEE ALSO WORKED TO ENSURE OPPORTUNITIES FOR REGIONAL RELEVANCE AND INCLUSION OF LOCAL TRIBAL PERSPECTIVES.
AS PART OF THE PROCESS, THE DISTRICT CONDUCTED MULTIPLE CONSULTATION AND PLANNING MEETINGS WITH REPRESENTATIVES FROM THE TULALIP TRIBES.
THESE MEETINGS FOCUSED ON REVIEWING ADOPTION TIMELINES, DISCUSSING INSTRUCTIONAL INTEGRATION EXPECTATIONS, PLANNING CONNECTIONS TO SINCE TIME IMMEMORIAL RESOURCES, AND REVIEWING PROGRESS THROUGHOUT THE ADOPTION PROCESS.
THIS COLLABORATION HELPED ENSURE THAT TRIBAL SOVEREIGNTY EDUCATION IS MEANINGFULLY INTEGRATED INTO INSTRUCTION RATHER THAN TREATED AS A SEPARATE OR ISOLATED COMPONENT.
STUDENT FEEDBACK WAS ALSO A HIGHLY IMPORTANT COMPONENT OF THE SOCIAL STUDIES ADOPTION PROCESS.
STUDENTS PARTICIPATING IN PILOT CLASSROOMS EVALUATED MATERIALS BASED ON ENGAGEMENT, ACCESSIBILITY, CLARITY, AND MADE AN OVERALL RECOMMENDATION.
ACROSS THE MAJOR SOCIAL STUDIES COURSES, STUDENTS CONSISTENTLY RATED THE SAVIS MATERIALS MORE POSITIVELY THAN THE MCGRAW-HILL MATERIALS, WHICH WERE THE TWO FINALISTS
[01:00:03]
IN OUR PILOT.STUDENTS DESCRIBED THE SAVIS MATERIALS AS EASIER TO NAVIGATE, MORE VISUALLY ENGAGING, AND MORE SUPPORTIVE OF UNDERSTANDING KEY CONCEPTS AND PERSPECTIVES.
AND THROUGH THE PROCESS, WE WERE ABLE TO GET THE UNIQUE AND INDIVIDUAL FEEDBACK FROM 01,103 STUDENTS.
SO THIS IS A LITTLE SMALL UP ON THE SLIDE.
I WILL SAY THAT BOTH OF THESE CURRICULA GOT FAIRLY HIGH MARKS AS THEY WENT THROUGH THE PILOT AND REVIEW PROCESS.
BUT IF YOU LOOK CAREFULLY GREEN AND BLUE IS STRONGLY RECOMMEND AND RECOMMEND RESPECTIVELY AND YOU CAN SEE ON THE RIGHT HAND COLUMN THE SAVIS COLUMN THE GREEN AND BLUE JUST GENERALLY SLIGHTLY OUTWEIGHS WHAT WE'RE SEEING IN THE LEFT HAND COLUMN FOR MCGRAW-HILL.
THIS SLIDE JUST PROVIDES ADDITIONAL RESULTS FROM THE SURVEY FROM STUDENTS ON ALL OF THOSE LINKS.
AND SO WE GATHERED ALL OF THIS FEEDBACK FROM STUDENTS ALONG WITH FEEDBACK FROM TEACHERS, AND BEFORE WE BROUGHT THE PILOT AND REVIEW COMMITTEES TOGETHER FOR THE FINAL DISCUSSION AND WHERE THEY WOULD VOTE TO BRING A RECOMMENDATION FORWARD THAT WOULD GO TO THE INSTRUCTIONAL MATERIALS COMMITTEE, WE HAD THE PILOT TEACHERS JUST TAKE A TEMPERATURE CHECK.
AND WE DECIDED TO DO THAT BEFORE THEY HAD THE OPPORTUNITY TO REALLY TALK WITH ONE OTHER JUST TO SEE WHERE THEY WERE LEADING INTO THIS.
AND THE VIOLET COLOR, THE PURPLE COLOR, IS SAVIS, AND SO YOU CAN SEE THAT THERE WAS THIS OVERWHELMING CONSENSUS, INDEPENDENTLY, THAT THAT WAS THE FAVORED CURRICULUM MOVING INTO THE FINAL MEETING.
BUT DURING THAT FINAL MEETING, WE ALSO TOOK A DEEP LOOK AT TEACHER FEEDBACK.
TEACHERS SCORED ON SIX DIFFERENT AREAS.
THIS SLIDE SHOWS THE ALIGNMENT TO STANDARDS.
AGAIN, BOTH THESE CURRICULA CAME OUT RELATIVELY STRONG.
BUT IF YOU LOOK AT THE RIGHT-HAND SIDE, YOU'LL NOTICE THAT THE PIE CHARTS JUST SLIGHTLY FAVOR SAVIS AS WE GO THROUGH.
AND SO THIS ONE IS TEACHING STRATEGIES AND INSTRUCTIONAL SUPPORTS, ASSESSMENTS, DIGITAL RESOURCES, AND THEN FINALLY THE EDMONDS PRIORITIES THAT THE COMMITTEE HAS SETTLED UPON.
SO AFTER REVIEWING THE STUDENT DATA, AFTER REVIEWING THE TEACHER FEEDBACK, AND HAVING SOME DISCUSSIONS, THE COMMITTEE DECIDED THAT THEY WERE READY TO TAKE A VOTE.
THE ONLY SIGNIFICANT CONCERN THAT CROPPED UP WITH SAVIS WAS THAT SOME TEACHERS STRUGGLED WITH CANVAS INTEGRATION.
WHAT WAS INTERESTING IS THAT IT WAS PRETTY EVENLY SPLIT AMONGST THE TEACHERS WHO HAD PILOTED IT, THOSE SAYING THEY STRUGGLED WITH IT AND THOSE SAYING THEY DIDN'T.
SO WE ACTUALLY HAD ONE TEACHER EAGERLY HOP UP AND SHOW EVERYONE HOW THE CANVAS INTEGRATION WORKED AND THEN THERE WAS THIS UNDERSTANDING OF, OH OKAY, SO EVEN THOUGH THE TRAINING HAD BEEN PROVIDED, IT'S NEW TOOLS AND SO THE COMMITTEE FELT REALLY COMFORTABLE THAT GIVEN A TRAINING OPPORTUNITY IN AUGUST, WHICH THEY'LL GET, THEY'LL HAVE A BETTER UNDERSTANDING OF THE CANVAS INTEGRATION AND HOW THAT WORKS.
SO AFTER DISCUSSING THIS, THE COMMITTEE VOTED UNANIMOUSLY TO RECOMMEND SAVIS MATERIALS.
AS I MENTIONED EARLIER, THOUGH, WE COULDN'T FIND ANY PREPACKAGED CORE CURRICULUM THAT REALLY FIT WITH OUR ETHNIC STUDIES COURSE.
AND SO THE COMMITTEE DECIDED UPON SUPPLEMENTAL RESOURCES TO SUPPORT ETHNIC STUDIES AS OPPOSED TO TRYING TO PIGEONHOLE.
CORE TEXTBOOK INTO THAT COURSE AND THEY VOTED TO APPROVE ON THAT ALSO 17 TO 0 UNANIMOUSLY HERE'S OUR BUDGET AND IMPLEMENTATION WE'RE LOOKING AT PURCHASING A FIVE-YEAR BUNDLE THAT WOULD INCLUDE DIGITAL LICENSES SO ONCE THIS PURCHASE WOULD BE MADE WE'D BE IN THE CLEAR FOR THE NEXT FIVE YEARS YOU CAN SEE THE SUBTOTAL TAX SHIPPING IT'S ALL BROKEN DOWN HERE WE'RE INCLUDING SOME FUNDS FOR PROFESSIONAL DEVELOPMENT.
THE SUPPLEMENTAL ETHNIC STUDIES MATERIALS ARE IN THERE, AND IT COMES JUST SLIGHTLY UNDER OUR ALLOCATED $750,000 BUDGET.
QUESTIONS ON SOCIAL STUDIES? SO I'LL JUST START AGAIN WITH THE BUDGET, BECAUSE I AM RELATIVELY NEW TO THE SCHOOL BOARD, BUT CONSIDERING...
THAT WE HAVE SOCIAL STUDIES MATERIALS THAT HAVE BEEN AROUND SINCE 2007? CORRECT.
AND WE'VE GOT AN ADOPTION THAT'S NOW GOING TO GIVE US FIVE YEARS.
[01:05:01]
TO CONTINUE WITH IT? WHAT HAPPENS IN FIVE YEARS IF WE DON'T HAVE THE MONEY TO PUT TOWARD ALL THESE PROGRAMS? I MEAN, I GUESS THIS IS JUST MY...CONCERN WITH ALL THESE THINGS IS THAT THERE'S THIS ONGOING COST, AND IT'S JUST DIFFERENT THAN WHAT I'VE EXPERIENCED BEFORE BUDGET-WISE, EITHER AS A PRINCIPAL OR AS A SCHOOL BOARD MEMBER.
AND THAT IS CERTAINLY THE EXPLANATION FOR WHY SOME OF THESE GOT DELAYED SO LONG.
IT'S ONE OF THE THINGS WE MAKE A DECISION TO CUT IN THE BEST INTEREST OF STUDENTS.
WE'LL SAY WE'RE GOING TO DELAY THAT BY ONE YEAR, AND IN SOME CASES THAT TURNS INTO TEN, UNFORTUNATELY.
SO IDEALLY, WE WILL CONTINUE TO ADVOCATE FOR PREDICTABLE FUNDS THAT WILL ALLOW US.
I MEAN, FIVE YEARS MIGHT BE A TEEN'S QUICK TO DO ANOTHER ADOPTION.
YOU KNOW, PEOPLE ARE KIND OF HITTING THEIR STRIDE.
BUT CERTAINLY SEVEN YEARS IS AROUND THE SWEET SPOT THAT YOU WANT TO HIT WHEN YOU'RE LOOKING AT, AND SO THAT WOULD MEAN STARTING TO ADOPT IN YEAR FIVE AND SIX IN ORDER TO HAVE SOMETHING NEW IN YEAR SEVEN.
THESE THINGS GET DELAYED SOMETIMES FOR MANY, MANY YEARS IN ORDER TO ALLOW FOR REASONABLE CLASS SIZES, ALLOW FOR SOME OF THE OTHER THINGS THAT WE WANT IN OUR SCHOOLS.
BUT I MIGHT ADD TOO, IN THE CASE OF THE SOCIAL STUDIES ADOPTION, IT'S A COMBINATION OF ACTUAL TEXTBOOKS, WHICH WAS A PRIORITY OF BOTH COMMITTEES, AND DIGITAL LICENSES.
SO THAT FIVE-YEAR BUNDLE WOULD BE THE DIGITAL LICENSES, WHICH WOULD THEN NEED TO BE RENEGOTIATED.
BUT TEACHERS, OF COURSE, WOULD STILL HAVE THE PHYSICAL TEXTBOOKS IN THEIR CLASSROOMS. THANK YOU.
I HAVE A QUESTION ABOUT, I THOUGHT I HEARD THERE WAS SOME THOUGHT THAT MAYBE SEVENTH GRADE MIGHT START DOING WASHINGTON HISTORY AND I'M WONDERING WHETHER THESE MATERIALS WOULD BE SUITABLE IF WE PURSUE THAT.
YEAH, SO SEVENTH GRADE IS ALREADY DOING WASHINGTON STATE HISTORY AND IT FULFILLS THE, ACTUALLY FULFILLS THE GRADUATION REQUIREMENT BY STATE LAW TO HAVE THEM DO THAT.
THE DISCUSSION RIGHT NOW IS WHETHER TO OFFER .5 HIGH SCHOOL CREDIT EQUIVALENT FOR THE WASHINGTON STATE HISTORY.
SO WE WOULD ACTUALLY PROBABLY, WE WOULD BE ABLE TO CONTINUE WITH THE MATERIALS WASHINGTON STATE HISTORY STUDENTS ARE USING NOW FOR THE TIME BEING, BUT MAKE SURE THAT THEY ALIGN CLOSELY WITH THE LESSONS TAUGHT IN 11TH GRADE, ESPECIALLY SURROUNDING LIKE THE SINCE TIME IMMEMORIAL CURRICULUM.
WHICH WILL STILL BE TAUGHT AND IS ALREADY IN PLACE AS ADOPTED CURRICULUM.
SO THIS IS IN ADDITION TO THOSE INSTRUCTIONAL LESSONS.
THANK YOU FOR THIS WONDERFUL, THOROUGH PRESENTATION.
AND I WILL SAY I REALLY ENJOY HAVING THE MATERIALS OUT IN THE HALLWAY BECAUSE I LIKE SPENDING THAT TIME SEEING WHAT YOU'RE LOOKING AT AND ALSO THE DIGITAL FEEDBACK.
YOU KNOW, THEY HAD THE QR CODES.
THAT WAS ACTUALLY REALLY HELPFUL THIS YEAR.
AND BEING ON THE BOARD 10 YEARS AGO WHEN WE VOTED TO NOT TO DELAY CURRICULUM ADOPTION AND REPEATEDLY I AM SO THRILLED THAT WE'RE ABLE TO MOVE FORWARD AND YOU KNOW I THINK THIS JUST PUNCTUATES OUR NEED TO MAKE SURE THAT WE'RE ADEQUATELY FUNDING EDUCATION AND THIS IS JUST INCREDIBLE WORK AND I AM JUST YOU HAVE NO IDEA HOW HAPPY I AM TO BE GOING THE OTHER DIRECTION ON CURRICULUM ADOPTION.
ON ALL OF THIS, I DO NEED A LITTLE BIT OF CLARIFICATION.
SO YOU'VE REFERRED TO THEY'RE GOING TO HAVE A PAPER TEXTBOOK AND THEY'RE GOING TO HAVE DIGITAL, A DIGITAL VERSION.
IS THE DIGITAL VERSION GOING TO BE BEING UPDATED OVER TIME, IN WHICH CASE THE TEXTBOOK AND THE DIGITAL RESOURCES WON'T NECESSARILY BE ALIGNING, OR IS THE DIGITAL RESOURCE STATIC LIKE THE TEXTBOOK IS? GENERALLY SPEAKING, AND IT'S HARD FOR ME TO KNOW WHAT THE FUTURE WILL HOLD, BUT THE TEXT WITHIN THE DIGITAL RESOURCES WOULD STAY ALIGNED WITH THE PHYSICAL TEXTBOOK, BUT THEY MIGHT UPDATE SUPPLEMENTAL RESOURCES SUCH AS VIDEOS AND OTHER, YOU KNOW, INCLUDING OTHER DIGITAL RESOURCES THAT STUDENTS WOULDN'T OTHERWISE HAVE ACCESS TO.
SO THERE SHOULD BE CONSISTENCY BETWEEN THE BOOK AND THE TEXT ON THE...
SO ARE THE ASSESSMENTS THAT ARE BUILT INTO THE CURRICULUM BUILT IN DIGITALLY AND IN THE TEXTBOOK OR SEPARATELY? YEAH, I MEAN THE TEACHERS HAVE THE OPTION TO PRINT THE ASSESSMENTS OUT
[01:10:01]
AND PROVIDE THE STUDENTS PAPER OR WITH THE CANVAS INTEGRATION GIVE STUDENTS THE ASSESSMENTS ONLINE DIGITALLY.SO THERE'S THAT OPTION AND THAT WOULD BE CONSISTENT.
SO THAT WOULDN'T BE BEING UPDATED WITH OTHER THINGS.
AND AGAIN, IT'S HARD FOR ME TO NECESSARILY SPEAK FOR THE PUBLISHER FIVE TO TEN YEARS IN ADVANCE, BUT BASED ON MY EXPERIENCE, THEY WOULD STAY CONSISTENT.
I'M WONDERING IF DISTRICTS THAT USE THIS, IS THIS FIVE-YEAR KIND OF BUNDLING TYPICALLY WHAT THEY'VE DONE? AND I'M JUST WONDERING HOW OFTEN DOES THE PUBLISHER BE UPDATING IT SO WE'LL HAVE THIS FIVE, YOU KNOW, THIS STATIC OR WHATEVER, WHAT WE'RE BUYING NOW? BUT THEY, MY GUESS IS, THE PUBLISHER KEEPS UPDATING IT EACH YEAR AND OTHER DISTRICTS ARE BUYING IT.
IN ITS NEWER VERSION? AM I ENVISIONING THIS? BECAUSE IT'S A WEIRD SETUP, IT SEEMS LIKE TO ME.
YEAH, THE PUBLISHERS DON'T UPDATE THEIR CONTENT EVERY YEAR, SO THEY'LL REDO.
IT'S A FUNNY CONNECTION, BUT I CAN SPEAK DIRECTLY TO OUR ELEMENTARY MATH CURRICULUM BECAUSE WE'VE HAD THAT IN PLACE AT THIS POINT FOR QUITE A LONG TIME.
BUT IT'S ABOUT EVERY SIX TO SEVEN YEARS THAT THE PUBLISHER.
UPDATES THEIR MATERIALS AND AS WHEN THEY DO THAT THEY GIVE THE OPTION TO MOVE TOWARD THE UPDATED SYSTEM OR CONTINUE WITH THE SYSTEM THAT'S IN PLACE.
SO RIGHT NOW THIS IS A FAIRLY NEW MATERIAL.
I WOULDN'T EXPECT LIKE A COMPLETE OVERHAUL IN THE NEAR FUTURE.
I'LL SAY A FIVE-YEAR BUNDLE IS A PRETTY COMMON NUMBER OF YEARS FOR DISTRICTS TO BUY INTO.
ONCE WE HIT THAT MARK, AGAIN, THE SAME VERSION SHOULD BE AVAILABLE DIGITALLY.
DO YOU HAPPEN TO KNOW THE COPYRIGHT DATE OF WHAT WE'RE BUYING? I WANT TO SAY IT'S 2023.
BECAUSE SOCIAL STUDIES IS, YOU KNOW, I MEAN, IT'S...
SOME OF IT STAYS THE SAME, BUT THERE'S ALL THIS CURRENT STUFF AS WELL TO BE ADDRESSED.
AND AS I SAID, THE OVERALL PRESENTATION HAS BEEN GREAT.
I THINK WE FEEL VERY COMFORTABLE AND TRUSTING THAT THIS PROCESS THAT THE STUDENT LEARNING DEPARTMENT USES FOR THE ADOPTION PROCESS IS ROBUST AND IS GOING TO BE BEST MEETING OUR TEACHERS' AND KIDS' NEEDS, AND THAT'S WHAT WE WANT.
SO THANK YOU FOR ALL THE HARD WORK.
THIS IS A LOT OF WORK BEHIND THIS.
FROM A PROCESS STANDPOINT, I'LL JUST ADD THAT WE'RE GOING TO HAVE IN OUR, AS WE'RE NOW SHIFTING TO OUR NEW BUSINESS, WE'LL HAVE FIRST READINGS OF THESE THREE ADOPTIONS THIS EVENING AND THEN BRING THEM BACK TO YOU FOR YOUR CONSIDERATION OF YOUR APPROVAL AT OUR NEXT MEETING.
[12. NEW BUSINESS- 8:10 pm]
RIGHT IN THEN.WE HAVE A FEW ITEMS OF NEW BUSINESS THIS EVENING, EIGHT TO BE SPECIFIC.
THE FIRST IS A SINGLE READING TO APPROVE RESOLUTION 2605, ACCEPTANCE OF THE MULTIPURPOSE FIELDHOUSE BUILDING.
SO DO I HEAR A MOTION AND A SECOND TO APPROVE RESOLUTION 2605, WHICH IS ACCEPTANCE OF THE PUBLIC WORKS CONTRACT FOR THE EDMONDS WOODWAY HIGH SCHOOL MULTIPURPOSE FIELDHOUSE BUILDING? BUILDING.
I WOULD LIKE TO MOVE TO APPROVE THAT.
I'VE HEARD A MOTION TO APPROVE IN A SECOND.
IS THERE ANY DISCUSSION? I WOULD LIKE TO SAY WE THANK OUR VOTERS.
THIS IS BEING COVERED BY OUR 2021 LEVY.
SO IT'S THE GIFT THAT KEEPS ON GIVING, WHICH IS LOVELY.
ANY OTHER COMMENTS? IT LOOKS GREAT.
ALL THOSE IN FAVOR OF APPROVING RESOLUTION 26-05, PLEASE INDICATE BY SAYING AYE.
ANY ABSTENTIONS? AND RESOLUTION 2605, ACCEPTANCE OF THE PUBLIC WORKS CONTRACT FOR THE EDMONDS-WOODWAY HIGH SCHOOL MULTIPURPOSE FIELDHOUSE BUILDING, IS APPROVED.
THE NEXT IS ITEM 12.2, WHICH IS A SINGLE READING OF APPROVAL OF RESOLUTION 2609, WHICH HAS TO DO WITH FIRE ALARM UPGRADES.
FOR ALDERWOOD EARLY CHILDHOOD CENTER, MARTHA LAKE ELEMENTARY, BREYER ELEMENTARY, AND HAZELWOOD ELEMENTARY.
DO I HEAR A MOTION AND A SECOND TO APPROVE RESOLUTION 26-09, ACCEPTANCE OF A PUBLIC WORKS
[01:15:01]
CONTRACT FOR THE FIRE ALARM UPGRADES, PHASE 1.BY ALL MEANS, LET'S GET SOME FIRE ALARMS IN THERE.
I'VE HEARD A MOTION TO APPROVE AND A SECOND.
AGAIN, THIS IS ALSO A 2021 LEVY SUPPORTED PROJECT.
ANYTHING ELSE? HEARING NONE, I'LL CALL FOR A VOTE.
ALL THOSE IN FAVOR OF APPROVING RESOLUTION 26-09, ACCEPTANCE OF THE PUBLIC WORKS CONTRACT FOR THE FIRE ALARM UPGRADES, PHASE 1, PLEASE INDICATE BY SAYING AYE.
ANY ABSTENTIONS? AND RESOLUTION 26-09 IS APPROVED.
THE NEXT ITEM IS A SINGLE READING TO APPROVE THE CONTRACT AWARD FOR THE LINWOOD HIGH SCHOOL HVAC UPGRADES PROJECT.
DO I HEAR A MOTION IN A SECOND TO APPROVE THE CONTRACT AWARD TO LONG BUILDING TECHNOLOGIES INCORPORATED FOR THE LINWOOD HIGH SCHOOL HVAC UPGRADES PROJECT? I KNOW MY DAUGHTER WILL APPRECIATE THAT NEXT YEAR.
I'VE HEARD A MOTION TO APPROVE IN A SECOND.
IS THERE ANY DISCUSSION? AND FOR THIS ONE, WE CAN THANK THE VOTERS FOR THE 2024 LEVY.
ANYTHING ELSE? HEARING NONE, I'LL CALL FOR A VOTE.
ALL THOSE IN FAVOR OF APPROVING THE CONTRACT AWARD TO LONG BUILDING TECHNOLOGIES INCORPORATED FOR THE LINWOOD HIGH SCHOOL HVAC UPGRADES PROJECT, PLEASE INDICATE BY SAYING AYE.
ANY ABSTENTIONS? AND THE CONTRACT AWARD TO LONG BUILDING TECHNOLOGIES FOR THE LINWOOD HIGH SCHOOL HVAC UPGRADES PROJECT IS APPROVED.
THE NEXT ITEM IS A SINGLE READING TO APPROVE THE EMERGENCY WAIVER REQUEST FOR THE 25-26 SCHOOL YEAR AND WE ORIGINALLY APPROVED THIS ONCE BEFORE BUT WE HAD AN INCORRECT DATE ON IT.
SO I DO WE HEAR A MOTION AND A SECOND TO APPROVE THE CORRECTED VERSION OF THE EMERGENCY WAIVER REQUEST FROM THE 20-25-26 SCHOOL YEAR.
I'VE HEARD A MOTION TO APPROVE IN A SECOND.
IS THERE ANY DISCUSSION? HEARING NONE, IS THERE ANY OBJECTION? HEARING NONE, WE APPROVE THE EMERGENCY WAIVER REQUEST FROM THE 20, THE CORRECTED VERSION OF THE WAIVER REQUEST FROM THE 2025-26 SCHOOL YEAR.
I DON'T REALLY THINK I CAN SAY TOO MANY TIMES THAT TEAM NO SNOW HAD AN OUTSTANDING CHAMPIONSHIP THEIR YEAR THIS YEAR.
JUNE 18TH IS THE LAST DAY OF SCHOOL BROUGHT TO YOU BY THE EFFORTS OF TEAM NO SNOW.
OUR NEXT THREE ITEMS ARE RELATED TO THE FANTASTIC PRESENTATION WE HEARD TONIGHT.
THE FIRST IS A FIRST READING, NO ACTION AT THIS TIME, OF THE HIGH SCHOOL HEALTH ADOPTION.
ANY DISCUSSION, QUESTIONS, OR COMMENTS THAT WE HAVEN'T ALREADY COVERED ON THE EXCELLENT HIGH SCHOOL HEALTH ADOPTION? LOOKING FORWARD TO THE SECOND READING.
THE NEXT ONE IS A FIRST READING, NO ACTION OF THE HIGH SCHOOL SOCIAL STUDIES ADOPTION.
ANY DISCUSSION, COMMENTS, QUESTIONS THAT WE HAVEN'T ALREADY COVERED? HEARING NONE, WE'LL BRING IT BACK.
ITEM 12.7, FIRST READING, NO ACTION, HIGH SCHOOL SCIENCE ADOPTION.
AGAIN, ANY DISCUSSION, QUESTIONS, COMMENTS? OKAY, WE'LL BE BRINGING THAT BACK FOR A SECOND READ AND A VOTE.
OUR FINAL ACTION THIS EVENING IS A SINGLE READING RECOMMENDED PLATFORM POSITION CHANGES TO WASDA, AND I WILL LET LEGISLATIVE REPRESENTATIVE TOM GERARD TAKE IT AWAY.
SO WE HAD AN OPPORTUNITY TO SUBMIT AMENDMENTS TO THE WASDA'S PLATFORM POSITIONS.
IT RECEIVED A DO NOT PASS RECOMMENDATION FROM THE LEGISLATIVE COMMITTEE.
THAT GAVE US THE OPTION WE COULD EITHER WITHDRAW IT, WE COULD PROCEED AND HOPE TO OVERCOME THAT OPPOSITION, OR WE COULD AMEND IT.
SO I SPOKE WITH A MEMBER OF THE LEGISLATIVE COMMITTEE TO GAIN AN UNDERSTANDING OF WHAT ELEMENTS OF HOW WE HAD STATED THINGS WERE CAUSING THEM TO SAY DO NOT PASS.
I AMENDED THE LANGUAGE SO THAT WE CAN RESUBMIT IT, BUT WE HAVE TO REPASS THIS AS OUR PROPOSAL.
SO I DON'T KNOW IF YOU WANT ME TO READ THIS OR...
[01:20:03]
CAN YOU HIGHLIGHT THE CHANGES YOU MADE FROM YOUR ORIGINAL SUBMISSION? OKAY, A COUPLE OF CHANGES.ONE IS THAT WHEN YOU'RE USING ANY KIND OF REGULATION OR ANYTHING THAT SCHOOLS SAY, FULLY, AMPLY, AND EQUITABLY FUNDED.
SO WE WANT TO PUT THAT IN THERE.
SO THAT'S RIGHT UP NOW IN THE TOP, BEFORE IT WAS ONLY IN THE PART ABOUT FUNDING PROFESSIONAL DEVELOPMENT.
WE, LET'S SEE, THE FIRST BULLET POINT, I BELIEVE, HAS BEEN RESTATED AS WELL.
WE HAVE TO THINK ABOUT WHO'S GOING TO HAVE TO DO THIS WORK.
IF IT'S GOING TO BE THE DISTRICT, THEN WE NEED TO THINK ABOUT WHAT BURDEN ARE WE PUTTING ON OURSELVES OR ARE WE PUTTING ON SOMEONE ELSE? SO THIS NOW ASKS FOR GUIDANCE AND SUPPORT FOR THE EVALUATION AND ONGOING MONITORING TO ASCERTAIN THE IMPACT OF ANY DEPLOYED AI TECHNOLOGY.
ON CRITICAL THINKING, READING, PROBLEM SOLVING, AND INTERPERSONAL SKILLS.
SO THAT WAS A CONCERN THAT WE HAD BEFORE, BUT NOW WE'VE SORT OF REFRAMED IT A LITTLE BIT AS PROVIDE GUIDANCE AND SUPPORT FOR EVALUATING THIS.
THE NEXT BULLET POINT, BEFORE WE HAD SAID SOMETHING ABOUT MAKING SURE THAT AI WASN'T REPLACING THE HUMAN-CENTERED ACTIONS OF EDUCATION.
SAY THAT IS TO SAY THAT ANY NON-HUMAN ENTITY SHOULD BE PROHIBITED FROM USING TITLES LIKE THAT IMPLY IT IS CERTIFICATED OR CREDENTIALED AS AN EDUCATOR TEACHER OR EDUCATIONAL SUPPORT PROFESSIONAL THE NURSES ACTUALLY HAD A HOUSE BILL 2155 THAT WAS PASSED THIS YEAR BY THE LEGISLATURE AND AI CANNOT CALL ITSELF A NURSE OR IMPLY THAT IT IS A NURSE.
SO THIS IS A WAY TO CHANGE THAT.
AND THEN A BUNCH OF THINGS, IN THE EXISTING ONE THEY HAD THESE STUDENT DATA PRIVACY AND STANDARDS FOR ETHICS AND CONTENT AND INTERACTION REQUIREMENTS.
THEY HAD ALL THOSE THINGS IN THERE, BUT WE HAD TAKEN SOME OF THEM OUT, AND THEN I UNDERSTOOD THAT THEY WERE IMPORTANT, SO I PUT SOME OF THEM BACK IN.
AND ALSO FOR STUDENT DATA PRIVACY, REQUIRE TRANSPARENCY ON THE COLLECTION AND USE OF STUDENT DATA AND REQUIRE MEANINGFUL CONSENT FOR ANY COMMERCIAL USE OF STUDENT DATA, INCLUDING FOR TRAINING OR PRODUCT DEVELOPMENT.
SO IF THEY'RE GETTING COMMERCIAL BENEFIT, IF AI'S DEPLOYMENT IS GETTING COMMERCIAL BENEFIT FROM ACCESS TO US AND THEIR USE OF IT, THEN THAT SHOULD BE.
SOMETHING THAT WE'VE CONSENTED TO.
SO THESE ARE, THIS IS THE WAY I'VE RESTATED IT.
I HOPE THAT IS SUFFICIENT EXPLANATION OF THE CHANGES.
THIS LOOKS GREAT BECAUSE WITH THE FULL AMPLE AND EQUITABLE FUNDING, THAT'S A CONTINUAL THEME.
AND IF IT WAS NOTED THAT WAS, THAT WAS, WE HAVE TO STATE IT AND NOT JUST IMPLY IT, RIGHT? I CAN SEE WHERE I THINK THAT WE ARE, WE NEED TO KEEP TELLING EVERYBODY THAT.
AND I CAN SEE WHY THE LEGISLATIVE COMMITTEE DID WANT TO EMPHASIZE THAT.
AND I THINK THAT YOUR SECOND BULLET POINT, THAT'S GOING TO BE A REALLY GOOD ONE FOR SOME LEGISLATION.
WHICH ONE IS THAT, KAREN? PROHIBITING NON-HUMAN ENTITY FROM USING TITLES TO IMPLY IT'S A TEACHER.
I CAN SEE THAT WE CAN REALLY RUN WITH THAT.
FROM YOU AND DIRECTOR KRAMER WORKING ON THIS, FOR ME...
THIS LOOKS GREAT AND IT REALLY INTEGRATED THE ISSUES THAT THEY WERE TALKING ABOUT.
I WOULD BE VERY HAPPY TO SUPPORT THIS AS AN AMENDMENT.
I THINK I LIKED THE ORIGINAL THAT YOU GUYS DID, BUT I THINK THIS REALLY TONES IT UP.
SO THE INTERACTION BETWEEN YOU AND THE WASDA-LED PEOPLE WAS VERY BENEFICIAL BECAUSE I THINK THEY BROUGHT OUT SOME REALLY IMPORTANT POINTS.
I THINK THE THINGS THAT YOU'VE ADDED ARE EXCEPTIONALLY IMPORTANT AND I LOVE THAT YOU'VE PUT THIS TOGETHER.
I REALLY APPRECIATE BOTH YOUR EFFORTS IN THIS CASE AND I WOULD FULLY SUPPORT THIS.
[01:25:01]
I WOULD BE VERY PROUD FOR THIS TO COME FROM THE EDMOND SCHOOL DISTRICT NO MATTER WHAT HAPPENS TO IT.LET'S JUST BE REALLY CLEAR, TOM DID ALL THE WORK ON THIS.
GERARD, FOR PUTTING IN THAT WORK.
AND IT'S JUST, THIS IS A SIGN OF THE TIMES.
WE'RE ALL BEGINNING TO STRUGGLE AND WRESTLE WITH...
THE PREVALENCE OF SCREENS IN OUR CLASSROOM AND THE PREVALENCE OF TECHNOLOGIES AND THEIR IMPACTS ON STUDENT LEARNING, BOTH POSITIVE AND NEGATIVE.
AND I THINK WE, LIKE EVERY OTHER DISTRICT IN THE COUNTRY, ARE TRYING TO FIGURE OUT HOW TO MOVE FORWARD TO KEEP STUDENT LEARNING AT THE CENTER OF EVERYTHING WE DO.
AND THIS IS A GOOD STEP TOWARD IT.
I WAS JUST GOING TO SAY, YES, IT SOUNDS LIKE SOMEONE COULD MAKE A MOTION TO REVISE OUR RECOMMENDED PLATFORM CHANGE, AND THEN WE COULD TAKE A VOTE ON THAT.
I'VE HEARD A MOTION TO APPROVE AND SECOND TO APPROVE THE AMENDED VERSION OF OUR RECOMMENDED PLATFORM POSITION FOR WASDA.
I JUST NEGLECTED TO SAY THAT WE HAVE TO SUBMIT IT BY.
WELL WE'RE SO WE'RE RIGHT HERE.
THAT'S WHY WE'RE DOING A MOTION TO APPROVE.
IS THERE ANY MORE DISCUSSION OTHER THAN THE TIMELINE AND TOM YOU'LL THEN WE ASSUME WE REALLY APPRECIATE THAT.
ANYTHING ELSE? I'M WONDERING FROM OUR STUDENTS.
I JUST THINK IN REGARDS TO AI, I WAS THINKING WHEN Y'ALL WERE TALKING ABOUT IT, HOW HELPFUL IT IS TO DO HOMEWORK ON PAPER, TO BE HONEST.
THAT'S BY FAR THE MOST HELPFUL FOR ME, AT LEAST.
AND WHAT I NOTICED WITH MY PEERS IS WHEN WE HAVE TO HANDWRITE, BECAUSE IT'S IMPOSSIBLE, PRETTY MUCH.
YEAH, I JUST WANTED TO SAY THAT THE POINTS MADE HERE ARE VERY TRUE, AND I LIKE THE WAY THAT THEY WERE WRITTEN.
ESPECIALLY THE SECOND POINT WHICH WAS ALREADY STATED, YEAH, THAT YOU KNOW, PROHIBIT ANY NON-HUMAN ENTITY.
I THINK THAT'S REALLY IMPORTANT TO STATE JUST BECAUSE YOU KNOW IN THIS TIME AI HAS BEEN TAKING OVER SO MUCH SO JUST TO KIND OF EMPHASIZE THAT TEACHERS ARE DOING SO MUCH FOR OUR LEARNING.
I THINK IT'S GREAT THAT YOU DID THAT.
OKAY, SO HEARING NO FURTHER DISCUSSION I'LL CALL FOR A VOTE.
ALL THOSE IN FAVOR OF APPROVING THE REVISED PLATFORM POSITION THAT WE'RE RECOMMENDING TO WASDA, PLEASE INDICATE BY SAYING AYE.
ANY ABSTENTIONS? AND THE REVISED RECOMMENDED PLATFORM POSITION THAT WE'RE SENDING TO WASDA IS APPROVED.
[13. LEGISLATIVE UPDATES]
THANK YOU.AND THAT TAKES US RIGHT TO ITEM 13.1, OUR LEGISLATIVE UPDATE.
I JUST WANTED TO HIGHLIGHT THE FACT THAT THE STATE BOARD OF EDUCATION HAS GOT A PROJECT CALLED FUTURE READY AND THEY ARE LOOKING AT POSSIBLE REVISIONS TO THE STATE GRADUATION REQUIREMENTS.
THEIR TIMELINE IS THEY HAVE A MEETING NEXT MONTH IN MID-SEPTEMBER.
THEY SUBMIT DRAFT LEGISLATION TO THE GOVERNOR.
AND THIS WOULD, THE PAST WOULD TAKE EFFECT WITH THE CLASS OF 2031, SO THE NINTH GRADE COHORT THAT WOULD BE STARTING IN 2027, WHEN THEY REACH GRADUATION, THEY WOULD BE SUBJECT TO THESE CHANGES.
ACCORDING TO THE PRESENTATION AT THE, I FORGOT THE NAME OF IT.
THE ADVOCACY ACTION NETWORK, THAT'S IT.
THEY CHANGED THE NAME, SO I'M STRUGGLING WITH IT.
ACCORDING TO THE PRESENTATION THERE TODAY, THEY SAID THAT IF OSPI DETERMINES THAT THERE'S A NEW COST TO ANYTHING IN THEIR PLAN, THAT IT WOULD NOT BE REQUIRED UNTIL IT WAS FUNDED.
I THINK SOME PEOPLE ARE HEARING US ABOUT THE FULLY FUNDED STUFF AND THE UNFUNDED MANDATES AND SO ON.
ANYWAY, I JUST WANTED TO ENCOURAGE PEOPLE, IF THEY'RE INTERESTED, TO LOOK AT THE STATE BOARD OF
[01:30:01]
EDUCATION'S FUTURE READY MATERIAL, COMMENTS ON THEIR PROPOSALS.THEY WOULD NEED TO BE RECEIVED BY THEIR JUNE MEETING, I BELIEVE.
INTERESTING AS THEY'RE TALKING ABOUT POSSIBLY CHANGING THE TWO-FOR-ONE POLICY.
SO THAT IF YOU TOOK A COURSE LIKE, SAY, HORTICULTURE, THAT COULD BE CTE, BUT IT COULD ALSO BE A SCIENCE CREDIT.
YOU HAVE TO CHOOSE RIGHT NOW ONE OR THE OTHER.
BUT THEY'RE LOOKING AT POSSIBLY YOU COULD GET TWO CREDITS FOR THAT COURSE.
SO YOU COULD PUT IT IN TWO CATEGORIES.
SO THAT WOULD, YOU KNOW, JUST WHAT THEY'RE TRYING TO DO IS FIGURE OUT, I THINK, HOW TO.
GIVE STUDENTS A LITTLE MORE FLEXIBILITY IN HOW THEY GET THEIR 24 CREDITS SO THAT THEY CAN PURSUE THEIR, YOU KNOW, IF THEY'RE REALLY INTO ART AND THEY CAN JUST LIKE TAKE ART CLASSES THROUGHOUT, THAT THEY WOULD HAVE THE FLEXIBILITY TO DO THAT.
I DON'T KNOW IF THE PLAN IS GOING TO DO THAT EFFECTIVELY, BUT THAT'S SORT OF PART OF THEIR THINKING.
IS ANY OF THEIR STUFF ACKNOWLEDGING THAT THE STATE DOES NOT FUND? OUR TEACHERS, WHAT WE NEED IN ORDER TO PROVIDE THE TIME NECESSARY FOR KIDS TO EARN 24 CREDITS IN FOUR YEARS? YEAH, I DON'T KNOW THAT THEY'VE, THEY WERE TALKING ABOUT ANY NEW COSTS, BUT THEY WEREN'T TALKING ABOUT EXISTING COSTS.
YEAH, WELL, NEW COSTS SHOULD COVER ALL THE OLD COSTS THEY HAVEN'T COVERED.
WELL, OSPI HAS A ROLE TO PLAY IN THAT, I BELIEVE.
SAID VERY OFTEN AND THEY'RE NOT AWARE SO THEY JUST THINK OH WE'LL HELP YOU KNOW WELL YEAH YOU CAN THAT'S GREAT TO HELP KIDS AND I THINK GETTING DOUBLE CREDIT FOR SOMETHING MAKES CAN MAKE A LOT OF SENSE BUT THE FACT THAT THEY CHANGED THE GRADUATION REQUIREMENT AND DIDN'T CHANGE THE FUNDING FORMULA TO ADAPT TO IT IS SOMETHING THAT JUST IS IGNORED AND YET AS PART OF THE FUNDING DEFICIT THAT EVERYBODY FACES BECAUSE AND ALSO JUST THE FACT THAT IF A STUDENT FOR WHATEVER REASON LACKS CREDIT IN ONE, I MEAN YOU CAN'T HAVE, YOU KNOW, 24 CREDITS IN FOUR YEARS, YOU GOT TO GET THE SIX CREDITS EVERY SINGLE YEAR.
IF YOU DON'T, YOU'RE BASICALLY IN A SITUATION THAT PUTS YOU AT RISK FOR NOT GRADUATING.
AND THAT IT'S, IT'S INCREDIBLY, IT'S JUST NOT BEING.
HUMAN IN TERMS OF FLEXIBILITY AND LIFE AND EVERYTHING ELSE AND THEY DON'T FUND IT SO I JUST WANTED TO MAKE THAT WHINY STATEMENT I JUST WANTED TO BUILD ON WHAT YOU SAID THEY HAVE A GREAT VIDEO I'VE SEEN A PRESENTATION ON BY THE STATE BOARD OF ED BUT THEY HAVE THEIR PRESENTATION TO THE LEAGUE OF WOMEN VOTERS ON THEIR WEBSITE SO YOU CAN WATCH IT ON VIDEO THEY ALSO HAVE A LOT OF WRITTEN INFORMATION ABOUT THE FUTURE READY INITIATIVE AS WELL SO AND YOU CAN SIGN UP FOR THEIR MAILING LIST WHERE YOU GET THE UPDATES.
SO I WOULD ENCOURAGE ANYONE WITH AN INTEREST, WHETHER MEMBERS OF THE BOARD OR OTHERS, TO TAKE A LITTLE BIT DEEPER DIVE INTO THAT.
OBVIOUSLY, WE'RE PAYING CLOSE ATTENTION WITH OUR SCHOOL SUPERVISORS AND TEACHING AND LEARNING BECAUSE IT HAS SOME PRETTY SIGNIFICANT RAMIFICATIONS FOR OUR FUTURE AS WELL.
HAS THERE BEEN ANY SORT OF ORGANIZED FEEDBACK FROM US TO THEM AS A DISTRICT? SHOULD WE THINK ABOUT THAT? I MEAN, CANDIDLY, I DON'T THINK THAT IT'S GOING TO MAKE A DIFFERENCE.
IT'S IMPORTANT WORK, AND I THINK IT'S INTENTIONAL WORK, BUT IT ISN'T, AT THIS POINT, I WOULD SAY, LIKE, REALLY EARTH-SHATTERING WORK THAT WOULD CAUSE US.
SO, I MEAN, THERE'S PLUSES AND MINUSES TO WHAT THEY'RE ATTEMPTING TO DO, BUT NOTHING THAT WE FELT WE NEEDED TO, LIKE, ORGANIZE.
IN AN ORGANIZED MANNER OF POSE.
I AGREE WITH THE FUNDING PIECE.
AND ALMOST ANY LARGE-SCALE CHANGE IS GOING TO COST SOMETHING.
ANYTHING ELSE? SO I JUST CHECKED THEIR STATE BOARD OF EDUCATION'S WEBSITE, FUTURE READY, AND IT SAYS GIVE A PUBLIC COMMENT.
SO IT'S VERY EASY TO DO IF YOU WOULD LIKE TO DO IT.
IT'S REALLY IMPORTANT FOR US TO KEEP UP WITH THAT BEFORE SOMETHING IS DUMPED ON US OR ROLLED OUT.
[14. BOARD MEMBER COMMENTS]
[01:35:02]
MEMBER COMMENTS.BATANYA, YOU WANT TO START? YES, SO SOME PERSONAL UPDATES.
I RECENTLY COMMITTED TO THE UNIVERSITY OF WASHINGTON FOR COLLEGE NEXT YEAR.
SO I'M GOING THERE AND I'M GOING TO BE STUDYING NEUROSCIENCE SO I'M REALLY EXCITED ABOUT THAT.
I'M EXCITED TO GAIN THE COLLEGE EXPERIENCE SO WE'LL SEE HOW THAT GOES.
SOME SCHOOL UPDATES, MY RED CROSS CLUB JUST FINISHED UP THEIR SLIME FUNDRAISER SO WE WERE ABLE TO KIND OF SELL THE SELL LITTLE CONTAINERS OF SLIME, AND PEOPLE WERE ABLE TO DECORATE IT.
IT WAS SUPER FUN, AND I FEEL LIKE A SUPER ENGAGING FUNDRAISER FOR STUDENTS TO DO AND PARTICIPATE IN.
THIS WEEK WE HAVE SENIOR AWARDS NIGHT, WHICH I WILL BE ATTENDING WITH MY FAMILY.
AFTER FOUR YEARS OF HIGH SCHOOL, IT'S REALLY EXCITING TO GO TO SENIOR AWARDS NIGHT AND KIND OF BE CELEBRATED AS A SENIOR.
SO I'M EXCITED FOR MY FELLOW SENIORS AND I TO HAVE THAT NIGHT TO KIND OF CELEBRATE WITH OUR TEACHERS AND FAMILY.
SIXTH, WE HAVE PROM, SO I'M SUPER EXCITED ABOUT THAT.
AND COULD YOU REMIND US WHICH SCHOOL YOU'RE FROM SO THAT THOSE AT HOME CAN KNOW THAT? YES.
MY NAME IS BATANYA, AND I'M THE MEADOWDALE HIGH SCHOOL REPRESENTATIVE.
GREAT UPDATE, AND CONGRATULATIONS ON YOUR CHOICE OF WHAT YOU'RE GOING TO DO NEXT YEAR.
I'M TATIANA FROM EDMONDS HEIGHTS K-12.
AND BETANIA GAVE ME A GREAT IDEA, SO I'M GOING TO ANNOUNCE WHERE I'M GOING NEXT YEAR.
I'M ALSO ATTENDING UNIVERSITY OF WASHINGTON.
YEAH, I'M PRETTY EXCITED ABOUT THAT.
MY INTENDED MAJOR IS POLITICAL SCIENCE, AND I PLAN TO DO A DOUBLE MINOR IN DANCE AND MUSICAL THEATER TO KEEP ALL MY INTERESTS GOING.
I'M ALSO THINKING OF POSSIBLY JOINING A SORORITY, STAYING SUPER INVOLVED, AND MAYBE EVENTUALLY DOING STUDY ABROAD.
I'M REALLY GRATEFUL TO ALSO BE A GATES SCHOLAR.
OUT ABOUT THAT IN APRIL AND SO MY COLLEGE IS FULLY FUNDED ANYWHERE.
THANK YOU SO MUCH BILL GATES FOR THE MONEY.
ADDITIONALLY, JUST SOME RECENT UPDATES.
WE CLOSED THE PAJAMA GAME LAST WEEKEND.
I PLAYED BAY WILLIAMS. IT WAS SUPER FUN GETTING TO PLAY THAT ROLE AND I APPRECIATE THE PEOPLE THAT CAME AND PUBLICLY COMMENTED BECAUSE IT ALLOWS ME TO UNDERSTAND THAT THE THEATER I'M DOING REALLY DOES HAVE AN IMPACT.
UM AND FOR THOSE OF YOU THAT AREN'T FAMILIAR WITH THE SHOW, MY CHARACTER JAMS THE PAJAMA LINE IN ORDER TO MAKE A CHANGE IN THEIR WAGES BECAUSE THEY COULDN'T GET A SEVEN AND A HALF CENT INCREASE.
SO GETTING TO PLAY THAT CHARACTER REALLY CHANGED THE WAY THAT I VIEW WAGES AND ALSO ALLOWED ME TO UNDERSTAND THE IMPORTANCE OF CIVIL DISOBEDIENCE.
AND I'M SO THANKFUL TO HAVE INSPIRED PEOPLE OVER THE LAST 10 YEARS DOING THEATER AT MY SCHOOL, WHICH IS A VERY LONG TIME.
WHICH LEADS ME TO THE NEXT POINT.
ON SUNDAY AT OUR CLOSING SHOW WE HAD LIKE OUR SENIOR ROSE CEREMONY AND WHAT THAT IS IS OUR DIRECTOR GOES DOWN THE LINE AND SHE GIVES US ALL A ROSE AND THEN TALKS ABOUT LIKE OUR FIRST SHOW WITH HER AND THEN OUR LAST SHOW WITH HER.
FOR ME MY FIRST SHOW WITH HER IS IN 2017 SO A VERY LONG TIME AGO.
AND IT'S VERY EMOTIONAL FOR ALL OF US SENIORS BECAUSE WE'VE ALL KNOWN EACH OTHER A VERY LONG TIME.
AND THEN WE GIVE LIKE SENIOR WISDOM SO LIKE ADVICE TO ALL OF THE LIKE UNDERCLASSMEN ABOUT LIKE HOW WE THINK THEY SHOULD PROCEED IN THEATER.
SO IT'S REALLY AN AWESOME TIME FOR MUSICAL THEATER WHICH IS VERY IMPORTANT TO ME.
THIS WEEK WE HAVE PROM ON FRIDAY.
I'M GONNA BE GETTING READY WITH ALL MY FRIENDS AND IT'S REALLY NICE TO SEE LIKE HOW ALL OF US SENIORS ARE REALLY COMING TOGETHER FOR SENIOR PROM AND JUST HAVING A GOOD TIME AT THE END OF THE YEAR.
AND THEN ON SATURDAY WE HAVE OUR THEATER GALA WHICH IS WHERE WE ALL WIN AWARDS FOR THEATER THAT WE VOTE TOGETHER LIKE AS A CAST.
GIVES THEM OUT TO US AND LIKE SAYS A FEW WORDS ABOUT LIKE EACH AWARD AND IT'S VERY EXCITING EVERY YEAR AND WE ALL DRESS UP AND IT'S WONDERFUL TO HAVE ALL OF OUR FAMILIES THERE.
OUR FINAL INTERNATIONAL THESPIAN FESTIVAL FUNDRAISER WE REACHED OUR GOAL OF $8,000 WHICH WAS REALLY AWESOME AND ON MY RAZOR WAS LIKE PERFORMING A CONCERT WHERE PEOPLE COULD PAY $100 TO SUGGEST A SONG AND WE PUT ON LIKE A CD ALBUM, SO WE GOT TO RECORD LIVE MUSIC.
THAT WAS REALLY AWESOME, AND I LOVE DOING THAT WITH MY FRIENDS.
IT'S A PRETTY SMALL GROUP OF US GOING TO ITF, SO IT WAS NICE TO DO IT WITH THEM.
MY GRADUATION IS AT THE BEGINNING OF JUNE, I THINK THE 5TH.
IT'S RELATIVELY SHORT FOR A COMMENCEMENT CEREMONY.
I'M GIVING A SPEECH AND I'M ALSO SINGING WITH MY SCHOOL'S THEATER PROGRAM.
SO PLEASE, YEAH, YOU SHOULD ALL ATTEND.
IT'S VERY PERSONALIZED AT MY SCHOOL BECAUSE WE HAVE A VERY SMALL GRADUATING CLASS IN COMPARISON TO THE OTHER HIGH SCHOOLS,
[01:40:01]
LIKE PROBABLY 50 KIDS MAXIMUM GRADUATING.AND I ALSO GOT TO ATTEND THE RUNNING START.
AND COLLEGE IN THE HIGH SCHOOL JOINT MEETING WITH EDMONDS COLLEGE, WHICH WAS A WONDERFUL OPPORTUNITY TO ADVOCATE FOR AND SHARE MY EXPERIENCE PARTICIPATING IN RUNNING START IN COLLEGE IN THE HIGH SCHOOL, WHICH ARE BOTH THINGS I ENJOYED PARTICIPATING IN THROUGHOUT HIGH SCHOOL AND HAVE MADE IT POSSIBLE FOR ME TO GRADUATE.
SO I WAS REALLY GLAD TO GET TO SHARE MY THOUGHTS ON THAT.
AND LASTLY, US THESPIANS ARE ALL PUTTING IN OUR THESPIAN POINTS AND GETTING OUR CORDS FOR COMMENCEMENT, AND I'M VERY EXCITED ABOUT THAT.
BECAUSE I THINK I'M A NATIONAL HONOR THESPIAN, WHICH IS REALLY AWESOME.
CONGRATULATIONS ON ALL OF THAT.
IT'S AN EXCITING TIME FOR SENIORS, AND WE APPRECIATE HEARING ALL ABOUT THAT.
YEAH, CONGRATULATIONS BOTH TO TATIANA AND TO TATIANA.
I WAS ABLE TO GO TO THE PAJAMA GAME RECENTLY.
SO I JUST WANTED TO SAY THANK YOU TO ALL OF OUR STAFF THAT HAVE COME HERE TONIGHT TO SPEAK FOR FROM LINWOOD HIGH SCHOOL ON BEHALF OF THE PSE AND ALSO FROM OUR STAFF HERE IN THE ESC FOR THE PRESENTATION OF ALL OF THE ADOPTION WORK THAT YOU GUYS HAVE DONE.
IT'S JUST TREMENDOUS WORK REALLY ON EVERYONE'S.
I JUST WANTED TO JUST SHARE CONCERNS THAT I HAVE IN GENERAL ABOUT THE, AND THERE'S NOTHING THAT ANY OF US CAN DO ABOUT IT RIGHT NOW, BUT IT'S SOMETHING TO THINK ABOUT JUST IN TERMS OF OUR ENMESHMENT WITH TECHNOLOGY MOVING FORWARD.
IT'S JUST, IT'S SORT OF WHERE WE ARE AS A SYSTEM.
AND I'VE HAD THESE CONVERSATIONS WITH EVERYONE AT DIFFERENT LEVELS.
I JUST AM INCREASINGLY CONCERNED WITH HOW MUCH TIME WE SPEND ON SCREENS IN SCHOOLS.
AND I UNDERSTAND THAT A LOT OF THESE RESOURCES ARE DIGITAL ONLY, WHICH WILL ULTIMATELY LEAD TO MORE TIME ON SCREENS, WHICH I AM CONCERNED ABOUT.
BUT I DO UNDERSTAND, TOO, THAT THERE'S NO OTHER OPTIONS.
THERE ARE CURRICULUM MATERIALS.
PEOPLE THAT ARE CREATING CURRICULUM MATERIALS NO LONGER REALLY PROVIDE A TREMENDOUS AMOUNT OF SOLID MATERIALS.
I MEAN, I'M GLAD TO HEAR ABOUT THE HISTORY BOOK, BUT MANY OF THE CURRICULUM MAKERS, MATERIAL MAKERS, JUST AREN'T REALLY PROVIDING MANY OTHER OPTIONS.
AND I'M HOPING THAT THAT WILL CHANGE IN THE NEAR FUTURE AS WE MOVE FORWARD.
BUT I JUST KNOW THAT THAT'S A RISING CONCERN IN THE COMMUNITY.
I HOPE EVERYONE HAS A GREAT REST OF THEIR YEAR, PARTICULARLY FOR OUR SENIORS.
DIRECTOR GERARD? WELL, YOU HEARD A LOT OF MY STUFF I'VE BEEN DOING FOR THAT, THOSE TEACHERS AND THAT COMMUNITY TO BE ABLE TO OCCUPY THAT BUILDING.
IT NEEDS SOME FURNITURE STILL, BUT.
IT'S GETTING REALLY CLOSE AND IT IS JUST SUCH A BEAUTIFUL SPACE.
THEY GET TO MOVE OUT OF THE OLD ALDERWOOD, IT'S TORN DOWN IN 1966.
ALLIANCE FOR ACHIEVEMENT MEETING LAST WEEK.
THEY HAD ACTUALLY A GRADUATE OF MAPLEWOOD CO-OP AND EDMONDS WOODWAY HIGH SCHOOL.
RETURNED, HE WAS INDUCTED INTO THE EDMONDS WOODWAY HALL OF FAME BY THE, AND HE TALKED ABOUT HIS WRITING.
THEY HAD BETWEEN A LIBRARIAN AND TEACHERS WHERE THEY ALL DID PROJECTS ADDRESSING REAL WORLD.
I LOOKED INTO THESE AND THEY CAME UP WITH IDEAS FOR SOLUTIONS FOR THESE PROBLEMS.
[01:45:04]
IT WAS A GREAT EXPERIENCE TO SEE THEM ALL PRESENTING.I DID GO TO THE PAJAMA GAME ALSO, AND I LOVED SEEING TATIANA ON STAGE.
SHE WAS HAVING SO MUCH FUN IN THAT ROLE.
THE JOY OF IT JUST INFECTED ME IN THE AUDIENCE.
THEY DO, BY THE WAY, HAVE SHOWS DURING THE SUMMER WITH THAT THEATER GROUP.
SO I'M LOOKING FORWARD TO MAYBE SEEING SOMETHING'S ROTTEN WHEN THAT GOES ON THE STAGE.
AND LASTLY, I JUST WANTED TO SHOUT OUT OUR TECH TEAM BECAUSE I DON'T KNOW IF SOME OF YOU HAVE LAPTOPS, BUT I HAVE A CHROMEBOOK LIKE ALL THE TEACHERS DO.
SO THE OLD ONES WERE AT THE END OF LIFE, SO THEY WERE BEING ALL REPLACED.
THEY SET IT UP IN OAK HEIGHTS BECAUSE THERE WAS NO KIDS THERE, SO IT WAS EASY PLACE TO DO IT.
CHARGED ALL THE COMPUTERS UP, HAD THE INSTRUCTIONS ALL WRITTEN OUT.
AND I GOT TO CHAT TO SOME OF THE STAFF THERE, TECH STAFF AND SOME OF THE TEACHERS.
IT WAS AN ENJOYABLE EXPERIENCE, ACTUALLY.
AND I HAVE A BRAND NEW CHROMEBOOK TO BOOT.
WANT TO SHOUT THEM OUT FOR THAT SMOOTH PROCESS.
THANK YOU DIRECTOR CHASE I'LL JUST SAY GO HUSKIES SO I I GOT TO GO ON THE OAK HEIGHTS TOUR OF THE NEW BUILDING AND IT IS AMAZING IT IS REALLY WONDERFUL.
EVERY NEW BUILDING IS BETTER THAN THE LAST BECAUSE OUR FOLKS ARE VERY GOOD AT MAXIMIZING WHAT IS ON THAT LAND AND THE NEEDS OF THE STAFF AND THE KIDS.
BUT THE THING THAT REALLY IMPRESSED ME WAS THE INTERACTION BETWEEN THE BUILDING AND HOW IT'S SET UP IN NATURE AND BEING ABLE TO, FOR THE KIDS TO REALLY BE ABLE TO APPRECIATE THE NATURAL PIECES THAT ARE RIGHT THERE.
ON THEIR CAMPUS WITHIN A VERY SAFE ENVIRONMENT AS WELL.
IT'S ALWAYS EXCITING TO SEE THAT.
SOMETHING ELSE THAT DIRECTOR CHASE AND DR.
MINER AND I WERE ABLE TO DO IS WE WERE HONORED, WE, THE DISTRICT, WAS HONORED AT THE HOUSING HOPE ANNUAL DINNER.
THIS WAS, IT BROUGHT US A GREAT DEAL OF PRIDE AND JUST SO MUCH SATISFACTION BECAUSE WHAT THEY WERE THANKING US FOR IS OUR PARTNERSHIP WITH THEM ON THE CREATION OF SCRIBER PLACE, WHICH IS THIS 52-UNIT HOUSING THAT'S GOING TO BE ON A PIECE OF LAND THAT WE MADE AVAILABLE TO THEM FOR FAMILIES OF STUDENTS IN THE DISTRICT WHO ARE EXPERIENCING HOMELESSNESS.
AND. WE WERE NAMED PARTNER OF THE YEAR OR SOMETHING REALLY GREAT. BUT IT WAS JUST KAREN AND I WERE BOTH ON THE BOARD AT THE BEGINNING OF THAT AND CREATING, WHICH WAS SO MUCH WORK. AND WE LEARNED SO MUCH ABOUT LEGAL THINGS WE DIDN'T KNOW AND THINGS ABOUT THE LAND AND EVERYTHING ELSE WORKING AMONG CITIES. BUT SEEING THIS ACTUALLY HAPPENING AND COMING TO FRUITION IS JUST... IT'S A VERY CONCRETE ACCOMPLISHMENT OF THE SCHOOL BOARD, AND I'M VERY PROUD OF EVERYBODY WHO'S BEEN ON THE BOARD STAFF THAT HAS HELPED TO MAKE THAT HAPPEN. WELL, ON THE THEME OF CONSTRUCTION AND CONSTRUCTION UPDATES, IF YOU'RE A HISTORY BUFF, YOU HAVE THE CHANCE TO GET IN AT THE FIRST MOMENTS OF SOME OF OUR NEW SCHOOLS. ON TUESDAY, JUNE 16TH AT 3.30, WE'LL HAVE A GROUNDBREAKING CEREMONY FOR THE NEW COLLEGE PLACE ELEMENTARY AND COLLEGE PLACE MIDDLE SCHOOL. AND THAT WILL ALSO INCLUDE A CLOSING CEREMONY HONORING THE CURRENT COLLEGE PLACE ELEMENTARY SCHOOL. AS YOU KNOW, COLLEGE PLACE MIDDLE SCHOOL WILL CONTINUE TO BE ON SITE THROUGHOUT THE PROJECT.
AND ALSO THE FOLLOWING DAY ON JUNE 17TH AT 3.30 WE'LL HOST A GROUNDBREAKING CEREMONY FOR THE FUTURE SALISH MIDDLE SCHOOL AT THE SITE OF FORMER ALDERWOOD. AND SO WE LOOK FORWARD TO REALLY JUST BEGINNING THOSE AMAZING PROJECTS. TWO OTHER ITEMS
[01:50:01]
OF NOTE, ONE OF OUR COLLEAGUES, JOHN BELL, RECEIVED HIS DOCTORATE THIS WEEKEND FROM PACIFIC LUTHERAN UNIVERSITY. SO HE'S NOW DR.HOPEFULLY I'M NOT PRESS RELEASING ANYTHING. I SHOULDN'T BE AT THIS POINT, BUT JASON AYLOD WILL BE BEGINNING HIS JOURNEY OF THE SUPERINTENDENT'S CREDENTIAL AND DOCTORATE THIS FALL. I WANT TO THANK EVERYBODY, AND THIS REGULAR BUSINESS MEETING OF THE EDMOND SCHOOL DISTRICT BOARD OF DIRECTORS IS ADJOURNED.
* This transcript was compiled from uncorrected Closed Captioning.