Sep 08, 2026 Board Meeting

[1. CALL TO ORDER-6:30 pm]

[00:00:03]

GOOD EVENING AND WELCOME.

WELCOME TO A NEW SCHOOL YEAR.

THIS REGULAR BUSINESS MEETING OF THE EDMONDS SCHOOL DISTRICT BOARD OF DIRECTORS IS NOW CALLED TO ORDER AND I'LL

[2. ROLL CALL-6:31 pm (ALL TIMES ARE ESTIMATED)]

DIRECTOR KRAMER? PRESENT.

DIRECTOR SMITH? PRESENT.

DIRECTOR GARRARD? PRESENT.

DIRECTOR CHASE? HERE.

DIRECTOR CHASE? HERE.

AND I'M DIRECTOR KATIMS. SO WE HAVE A FULL GROUP TONIGHT EVEN IF WE'RE NOT HERE ALL PHYSICALLY, WE'RE ALL HERE MENTALLY.

[3. LAND ACKNOWLEDGEMENT-6:31 pm]

THANK YOU, DR. KATIMS. 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.

THANK YOU.

NOW IF EVERYBODY WILL RISE AND JOIN ME IN THE FLAG SALUTE.

I PLEDGE ALLEGIANCE

[4. FLAG SALUTE-6:32 pm]

NEXT IS APPROVAL OF TONIGHT'S AGENDA.

DO I HEAR A MOTION AND A SECOND TO APPROVE TONIGHT'S AGENDA AS PRESENTED? I'LL MOVE TO APPROVE.

[5. APPROVAL OF AGENDA-6:32 pm]

I'VE HEARD A MOTION TO APPROVE AND A SECOND.

IS THERE ANY DISCUSSION? HEARING NONE, ARE THERE ANY OBJECTIONS? TONIGHT'S AGENDA IS APPROVED AS PRESENTED.

NEXT IS THE SUPERINTENDENT'S REPORT.

WELL, I'M VERY EXCITED THAT TOMORROW WE WILL BEGIN WITH OUR

[6. SUPERINTENDENT REPORT-6:33 pm]

AND I HAD A CHANCE TO GO OUT ON THE FIRST DAY OF SCHOOL AND SEE A LOT OF OUR SCHOOLS IN ACTION.

OBVIOUSLY, AS ALL OF OUR BOARD MEMBERS KNOW, THE ENERGY CHANGES DRAMATICALLY ONCE OUR STUDENTS GET HERE AND ONCE AGAIN WHEN WE ADD OUR KINDERGARTNERS TO THE MIX.

THEY HAVE BEEN ATTENDING MEETINGS WITH THEIR TEACHERS SO THAT THEIR TEACHERS CAN GET TO KNOW THEM AND GET TO KNOW THEIR PARENTS, WHO OF COURSE HAVE BEEN THEIR FIRST TEACHERS THROUGHOUT THE FIRST FEW YEARS OF THEIR LIVES, AND WILL CONTINUE TO BE CLOSE PARTNERS IN THE WORK.

SO THAT'S BEEN EXCITING.

ALSO, NEXT WEEK WE WILL HAVE OUR STUDENT REPS BACK.

I THINK I HAD THE CHANCE TO MEET WITH THEM LAST WEEK AND LOOK FORWARD TO WELCOMING THEM AND SOARING THEM IN AT OUR NEXT MEETING TWO WEEKS FROM TODAY.

THAT WILL BE GREAT TO HAVE THEM WITH US.

WE ALWAYS MISS OUR STUDENTS WHEN WE DON'T HAVE THEM HERE.

NEXT IS APPROVAL OF OUR MINUTES.

WE HAVE THREE SETS OF MINUTES

[7. APPROVAL OF MINUTES-6:35 pm]

ONE FROM THE AUGUST 18TH, 2026 REGULAR BUSINESS MEETING.

ONE FROM THE AUGUST 25TH SPECIAL MEETING OR OUR FIRST DAY OF OUR BOARD RETREAT.

AND ONE FROM AUGUST 26TH, 2026 SPECIAL MEETING, WHICH WAS THE SECOND DAY OF OUR BOARD RETREAT.

DO I HEAR A MOTION AND A SECOND TO APPROVE THESE THREE SETS OF MINUTES? I MOVE TO APPROVE THOSE THREE SETS OF MINUTES.

I SECOND.

I'VE HEARD A MOTION TO APPROVE AND A SECOND.

IS THERE ANY DISCUSSION? JUST QUICK GRATITUDE TO MEGAN FOR TAKING SUCH GREAT MINUTES.

THANK YOU.

ANY OTHER COMMENTS, QUESTIONS? HEARING NONE, ARE THERE ANY OBJECTIONS? HEARING NO OBJECTIONS, THE APPROVAL, THE MINUTES FOR THE AUGUST 18TH REGULAR BUSINESS MEETING, THE AUGUST 25TH BOARD RETREAT, AND THE AUGUST 26TH BOARD RETREAT ARE APPROVED.

NEXT WE HAVE PUBLIC COMMENTS.

THE PUBLIC COMMENTS SECTION OF THE AGENDA IS AN OPPORTUNITY FOR PEOPLE TO ADDRESS THE SCHOOL BOARD.

[8. PUBLIC COMMENTS- 6:40 pm]

THIS ISN'T A TIME FOR THE AUDIENCE TO ADDRESS EACH OTHER.

ALSO, AS DOCUMENTED BY BOARD POLICY, THE BOARD IS NOT OBLIGATED TO RESPOND TO QUESTIONS OR CHALLENGES MADE DURING THE PUBLIC COMMENT PERIOD AND THE BOARD'S SILENCE WILL NOT SIGNAL AGREEMENT OR DISAGREEMENT OR ENDORSEMENT OF THE SPEAKER'S REMARKS.

PEOPLE MAY SUBMIT PUBLIC COMMENTS EITHER BY READING YOUR COMMENT ALOUD IN PUBLIC OR BY SUBMITTING YOUR COMMENT IN WRITING.

THE BOARD READS ALL OF THE WRITTEN COMMENTS THAT WE GET.

THEY'RE LATER ATTACHED THEN TO THE MEETING AGENDA AND POSTED ON THE BOARDDOCS WEBSITE.

TONIGHT WE RECEIVED 17 COMMENTS.

ONE WAS ABOUT THE EDULOG SYSTEM, WHICH IS OUR SOFTWARE APPLICATION FOR TRANSPORTATION PLANNING, AND THE OTHER 16 WERE ABOUT START AND END TIMES.

WHEN YOU PRESENT YOUR COMMENT

[00:05:02]

PLEASE LIMIT YOUR COMMENTS TO THREE MINUTES.

THE MEETING WILL BE RUNNING SO THAT YOU CAN MONITOR YOUR TIME AND AT THE THREE MINUTE MARK THE MICROPHONE WILL BE MUTED.

PLEASE MAKE YOUR STATEMENT IN A CIVIL MANNER WITHOUT DISPARAGING NAME CALLING OR OTHERWISE TARGETING ANY ONE PERSON OR GROUP IN THE DISTRICT.

IF ANY PERSON MAKES AN UNCIVIL COMMENT, I WILL NEED TO DIRECT THE MICROPHONE TO BE MUTED AND YOUR COMMENT WILL BE ENDED NO MATTER HOW MUCH TIME IS LEFT ON THE TIMER.

THE DESCRIPTION OF AN UNCIVIL COMMENT IS STATED IN OUR BOARD POLICY 1400 AND IS INCLUDED IN THE INFORMATION THAT'S ON THE TABLE WHERE YOU SIGN IN.

PLEASE USE GOOD JUDGMENT IN THE PHRASING AND CONTENT OF YOUR COMMENT.

RELEVANT ITEMS MENTIONED IN COMMENTS ARE TYPICALLY NOT ACTED UPON THE BOARD AT THIS TIME, BUT MAY BE FOLLOWED UP BY THE BOARD OR THE SUPERINTENDENT OR OTHER STAFF AT A LATER TIME.

THE BOARD ALSO ACCEPTS COMMENTS AND EMAILS AND QUESTIONS AT ANY TIME THROUGH EMAIL.

WE READ EACH ONE AND WE APPRECIATE THE TIME AND EFFORT IT TAKES FOR THOSE WHO SEND THEM.

COMMENTS ARE MADE FROM THE PODIUM OVER THERE.

THE FIRST PUBLIC COMMENT WILL BE MADE BY MEGAN HUSBY.

GOOD EVENING BOARD MEMBERS, WELCOME BACK.

MY NAME IS MEGAN HUSBY.

I'M A PARENT AT MOUNTLAKE TERRACE ELEMENTARY SCHOOL, ALSO RESIDENT OF MOUNTLAKE TERRACE.

I'M HERE TONIGHT ON BEHALF OF MANY TO ASK YOU TO DO SOMETHING VERY SPECIFIC.

PLEASE EXPLORE OTHER OPTIONS TO MEET THE DISTRICT'S BUDGET AND TRANSPORTATION NEEDS BEFORE MOVING FORWARD WITH THESE EXTREMELY EARLY ELEMENTARY SCHOOL START TIMES.

I UNDERSTAND THE CHALLENGE YOU'RE TRYING TO SOLVE, MORE THAN MOST IN FACT HAVING SERVED ON THE DISTRICT BOARDS AS A STUDENT REPRESENTATIVE MYSELF.

I ALSO UNDERSTAND THAT LATER START TIMES FOR MIDDLE AND HIGH SCHOOL STUDENTS HAVE IMPORTANT BENEFITS.

AND I'M NOT ASKING THE DISTRICT TO IGNORE THESE NEEDS.

BUT I AM ASKING YOU TO CONSIDER WHETHER THE SOLUTION HAS COME AT THE EXPENSE OF OUR YOUNGEST STUDENTS AND THE FAMILIES WHO ARE STRETCHED AT THE NEST.

FOR MY FAMILY, THIS IS NOT SIMPLY A CHANGE TO A NUMBER ON A SCHOOL CALENDAR.

A DRAMATICALLY EARLIER START TIME AFFECTS OUR CHILDREN'S SLEEP, OUR MORNINGS, OUR TRANSPORTATION, OUR CHILDCARE COVERAGE AND COSTS, AND OUR ABILITY TO MAKE OUR FAMILY AND WORK SCHEDULES FUNCTION WHILE PRESERVING MEANINGFUL TIME TOGETHER.

AND I KNOW WE ARE NOT ALONE.

YOU HAVE HEARD FROM MANY FAMILIES WHO ARE ALREADY CONSIDERING LEAVING THE DISTRICT BECAUSE OF THIS CHANGE.

UNFORTUNATELY, THESE CONCERNS ARE NOT ISOLATED TO ONE FAMILY OR EVEN ONE SCHOOL.

FAMILIES ARE FACING ADDITIONAL CHILDCARE COSTS, CHILDREN ARE WAITING FOR BUSES IN DARKNESS, AND SIGNIFICANT ECONOMIC AND LOGISTICAL IMPACTS.

AND I WANT TO EMPHASIZE ONE POINT.

ALL OF THESE ELEMENTARY STUDENTS AFFECTED WILL BE UNDER THE AGE OF 12 AND THEREFORE REQUIRE SUPERVISION.

THAT SHOULD MATTER.

IF A BUDGET SOLUTION RESULTS IN FAMILIES LEAVING THE DISTRICT, INCREASED CHILDCARE BURDENS, ADDITIONAL TRANSPORTATION CHALLENGES, AND OUR YOUNGEST CHILDREN STARTING SCHOOL AT AN HOUR THAT CREATES SERIOUS SAFETY AND FAMILY CONCERNS, I HAVE TO ASK WHETHER WE ARE TRULY SAVING MONEY OR IF WE ARE SIMPLY SHIFTING THE BURDEN.

I'M NOT ASKING YOU TO ABANDON THE GOAL OF IMPROVING SCHOOL SCHEDULES FOR OUR OLDER STUDENTS, BUT I'M ASKING YOU TO FIND ANOTHER WAY TO GET THERE.

PLEASE REVISIT THE TRANSPORTATION ASSUMPTIONS, EXPLORE ADDITIONAL BUSES, PARTNERSHIPS WITH COMMUNITY TRANSIT, ALTERNATIVE ROUTES, ROUTING, FLEXIBLE SCHEDULES, FUNDING OPTIONS, AND OTHER SOLUTIONS.

THESE ARE JUST SOME OF THE ALTERNATIVES PARENTS HAVE ALREADY BROUGHT FORWARD.

AND BEFORE FINALIZING A 720 START, I ASK YOU TO PUT YOURSELVES IN THE POSITION OF A KINDERGARTEN PARENT.

WAKING A CHILD BEFORE DAWN, GETTING THEM READY, SENDING THEM TO THE BUS STOP IN THE DARK, AND THEN TRYING TO MAKE THE REST OF THE DAY WORK AROUND THAT SCHEDULE AGAIN AND AGAIN.

YOU HAVE ANOTHER YEAR BEFORE IMPLEMENTATION.

PLEASE USE THAT TIME NOT SIMPLY TO FIGURE OUT HOW TO IMPLEMENT THIS PLAN, BUT ALSO TO DETERMINE WHETHER IT'S THE BETTER ONE.

THANK YOU.

THANK YOU. NEXT UP IS COREY CROSS.

HI, EVERYONE. THANKS FOR HEARING FROM ME TODAY.

[00:10:01]

WE LIVE LESS THAN HALF A MILE FROM TERRACE PARK ELEMENTARY, WHERE MY SON GOES AND NEXT YEAR MY OTHER SON WILL GO.

AND MY QUESTION IS ABOUT TRAFFIC SAFETY.

WHEN WE LIVE WITHIN ONE MILE OF THE SCHOOL AND AS SUCH WE DON'T HAVE ANY BUSING, AND THAT'S COMPLETELY REASONABLE, IT'S THE WAY IT SHOULD BE, THE PROBLEM IS THAT ABOUT 250 PEOPLE DRIVE THROUGH OUR NEIGHBORHOOD AND INSTEAD OF WAITING AND GOING DOWN THE ARTERIAL, THEY LIKE TO DRIVE DOWN IN FRONT OF MY HOUSE AND ALL THE NEIGHBORING HOUSES AT A HIGH RATE OF SPEED.

AND THE CITY WON'T DO ANYTHING ABOUT IT BECAUSE 85% OF THE TRAFFIC IS LESS THAN FIVE MILES AN HOUR OVER THE SPEED LIMIT, AND THAT'S SPREAD ACROSS THE ENTIRE DAY.

AT THE TIME MY CHILD NEEDS TO WALK TO SCHOOL, WE HAVE RECORDED IN MOUNTLAKE TERRACE, WE HAVE RECORDED PEOPLE GOING 40 MILES AN HOUR DOWN A 20 MILE AN HOUR ROAD RIGHT NEXT TO THE SCHOOL.

WE HAVE ONE STREET THAT WE MAY DO SOMETHING ABOUT.

MOUNTLAKE TERRACE HAS ALMOST NO FUNDS TO DO THIS, BUT WE WILL SEE WHAT HAPPENS.

THE ISSUE IS THAT THE SCHOOL CREATES WHAT'S KNOWN AS AN ATTRACTIVE NUISANCE, IN MY OPINION.

IF YOU HAVE A POOL YOU ARE REQUIRED TO HAVE A FENCE AROUND IT BECAUSE KIDS MIGHT WANT TO GO IN THE POOL AND THEY CAN DROWN AND GET HURT.

IF YOU DON'T PROTECT YOUR ATTRACTIVE NUISANCE THEN YOU ARE LIABLE.

AND IN THIS CASE THE SCHOOL MAKES IT VERY, VERY EASY FOR PEOPLE TO DRIVE TO THE SCHOOL.

THEY MAKE IT EASIER THAN RIDING THE BUS, AND THAT'S WHAT WE DO.

AND IN MY OPINION THIS IS AN ATTRACTIVE NUISANCE.

AND YOU SAY, HEY, MAYBE IT'S JUST YOU, MAYBE IT'S JUST YOUR STREET.

WHEN I BIKE AND TAKE MY KID TO SCHOOL HE CAN'T WALK BY HIMSELF BECAUSE THE PRINCIPAL SAYS IT IS TOO DANGEROUS FOR HIM TO WALK IN THE NEIGHBORHOOD LESS THAN HALF A MILE.

NOWADAYS IN THE UNITED STATES 20% OF CHILDREN ARE OBESE AND IT USED TO BE 5% 50 YEARS AGO.

ADDITIONALLY, I SEE THAT WE HAVE HALF A DOZEN STAFF AT LEAST THAT HAVE TO GET OUT OF SCHOOL EARLY JUST TO MONITOR AND MAKE SURE PEOPLE AREN'T RUN OVER.

AND THEN THEY ALSO HAVE A DOZEN STUDENTS WALKING THERE.

AND I'VE SEEN ONE OF THE KIDS THAT IS FLAGGING, STANDING ON THE CORNER LOOKING LIKE AN SUV DRIVES OVER THE CURB RIGHT BEHIND THEM, ALMOST HITTING THEM.

AND THAT'S JUST A NORMAL DAY FOR EVERYONE.

MY SON'S FRIEND GOT HIT BY A CAR.

ALMOST GOT HIT BY A CAR.

BARELY GOT HIT BY A CAR.

THIS IS AN EVERYDAY OCCURRENCE.

AND BY MAKING IT REALLY EASY FOR PEOPLE TO DROP OFF, THIS IS A PROBLEM FOR THE SCHOOL DISTRICT.

THANK YOU.

NEXT IS SADIE TEAL.

HI, MY NAME IS SADIE TEAL.

I MADE A SIGN BECAUSE I WASN'T SURE HOW BUSY IT WAS GOING TO BE TODAY.

SO JUST IN CASE.

I AM A PARENT OF TWO KIDS AT CEDAR WAY.

TWO KIDS AT CEDAR WAY ELEMENTARY SCHOOL.

I LIVE IN BETWEEN MONTLAKE CHERISH AND LINWOOD.

AND I ALSO WANT TO JUST REITERATE A LOT OF THE POINTS THAT PARENTS HAVE BEEN BRINGING UP AS THIS ANNOUNCEMENT FIRST CAME OUT AT THE END OF LAST YEAR.

THROUGHOUT THE SUMMER, WE HAVE BEEN, I HAVE BEEN PERSONALLY TRYING TO MAKE SURE THAT OTHER FAMILIES IN MY NEIGHBORHOOD WHO HAVE YOUNGER KIDS WHO DON'T HAVE STARTING SCHOOL THIS YEAR, THEY MIGHT BE STARTING SCHOOL NEXT YEAR, ARE AWARE OF THIS ISSUE BECAUSE THEY WERE NOT AWARE.

AND THERE'S A LOT OF CONFUSION AND A LOT OF CONCERN.

AND SO MY QUESTION OR RATHER MY PROMPT FOR THE SCHOOL BOARD IS TO ONE, MAKE GOOD ON THE PROMISE OF LETTING THE PUBLIC KNOW WHEN THAT STUDY SESSION IS GOING TO BE HAPPENING.

THAT WE ARE GOING TO BE ABLE TO HAVE THIS CONVERSATION MORE AS YOU PROMISED AT THE END OF THE LAST TERM.

TWO IS TO REALLY ADVOCATE FOR A BETTER SYSTEM OF SURVEYING FAMILIES.

WHILE I PERSONALLY DID RESPOND TO EVERY OF THE SURVEYS, I KNOW LOTS OF PEOPLE WHO DID NOT SEE IT BECAUSE IT WAS BURIED IN ONE OF THE WEEKLY UPDATE EMAILS.

AND WE GET AS PARENTS FROM SCHOOLS SO MANY EMAILS AND SO MANY UPDATES AND THREE OR FOUR DIFFERENT APPS.

AND SOMETIMES THINGS GET MISSED.

HAVING IT SEPARATED IN AN EMAIL WOULD BE VERY HELPFUL.

ALSO REACHING OUT TO AS MANY PEOPLE AS POSSIBLE BECAUSE OF THE DEMOGRAPHICS AND THE DATA THAT WAS GIVEN OR SHOWN

[00:15:01]

AND WITH ELEMENTARY REPRESENTATION, IT WAS MOSTLY IN SCHOOLS THAT ARE NOT BEING AFFECTED BY THE EARLY START.

SO I WOULD PLEASE ASK THAT WE HAVE A BETTER SYSTEM OF SURVEYING AND THAT THERE'S MORE CONVERSATIONS AND MORE DELIBERATIONS WITH OTHER SCHOOL DISTRICTS THAT HAVE MANAGED TO SHIFT MOST SCHOOLS AFTER EIGHT.

ESPECIALLY THOSE SCHOOLS WHO HAVE COMPARABLE SIZE, DISTANCE, LENGTH OF THE DISTRICT AND THINGS LIKE THAT THAT ARE ABLE TO DO TIERS THAT ARE MORE ALIGNED OR HAVE THREE TIERS TO SEE WHAT IS THAT WAY, HOW CAN WE MAKE THAT MORE POSSIBLE AND BUDGETING WISE HOW WE CAN SEE NOT TO PUT THE BURDEN ON FAMILIES WHO ARE ALREADY REALLY STRAPPED.

I WOULD ALSO JUST LIKE TO POINT OUT THAT ECONOMICALLY, JOBS ARE BECOMING LESS FLEXIBLE WITH LIKE REMOTE.

AND SO THIS BURDEN ON PARENTS WHO NEED TO SUPERVISE THEIR KIDS OR HAVE TO PAY MORE FOR CHILDCARE, NOT ABLE TO HAVE FLEXIBLE HOURS BECAUSE THERE'S MORE IN-PERSON WORKING HOURS IS MAKING IT A LOT HARDER.

SO THANK YOU FOR YOUR TIME.

THANK YOU.

[9. CONSENT AGENDA- 7:10 pm]

TONIGHT WE HAVE NINE ITEMS ON THE CONSENT AGENDA.

THREE HAVE TO DO WITH PERSONNEL AND STAFF AGREEMENTS.

ONE IS A COMMUNITY USE RENTAL FEE AGREEMENT.

ONE IS AN INTERLOCAL AGREEMENT.

TWO ARE OUR OWN BOARD DOCUMENTS APPROVING WHAT WE AGREED UPON AT THE BOARD RETREAT IN TERMS OF REVISING OUR NORMS AND PROTOCOLS AND UPDATING OUR BOARD GOALS AND TWO FIELD TRIPS.

SO DO I HEAR A MOTION AND A SECOND TO APPROVE TONIGHT'S CONSENT AGENDA AS PRESENTED? I MOVE TO APPROVE TONIGHT'S CONSENT AGENDA.

I SECOND.

I'VE HEARD A MOTION TO APPROVE IN A SECOND.

IS THERE ANY DISCUSSION? I HAVE A COUPLE OF THINGS I WANTED TO COMMENT ON.

OKAY.

I APPRECIATE THAT WE HAVE FOLLOWED UP WITH THE CLASSIFIED AND GOT THEM THEIR LABOR DAY, WHICH WASN'T INCLUDED IN THE ORIGINAL CONTRACT.

I APPRECIATE MY BOARD COLLEAGUES' WORK ON THE GOALS AND NORMS AND PROTOCOLS.

AND I WANTED TO POINT TO THE EDMONDS-WOODWAY CROSS-COUNTRY TEAM FIELD TRIP.

I THINK THEY USED THIS LAST YEAR, BUT I JUST LOVE THE WAY THEY STATE THE OBJECTIVE OF THIS TRIP.

IT'S DEVELOPMENT OF PHYSICAL FITNESS AND CONFIDENCE, OPPORTUNITY TO BUILD TEAM CHEMISTRY AND INTERACT WITH RUNNERS FROM OTHER TEAMS. ATHLETES WILL HAVE THE ABILITY TO IMPROVE THEIR RACING STRATEGY.

THEY'LL BE GIVEN INSTRUCTIONS FOR IMPROVING THEIR RUNNING.

I MEAN, THAT'S WHAT HIGH SCHOOL ATHLETICS SHOULD BE ABOUT.

SO I JUST REALLY APPRECIATE THE WAY THEY STATED THAT.

THANK YOU.

SPECIFICITY IN LEARNING TARGETS IS ALWAYS AN EXCELLENT THING IN EDUCATION.

OTHER COMMENTS? DIRECTORS SMITH AND CHASE, ALSO ANYTHING? NO SPECIFIC COMMENTS, JUST ALWAYS HAPPY TO APPROVE FIELD TRIPS.

I'M GLAD THAT EVEN AT THE START OF THE YEAR WE'RE GETTING OUR KIDS SOME OTHER LEARNING OPPORTUNITIES THAT ARE OUTSIDE THE CLASSROOM.

THANK YOU.

MY COMMENTS WOULD JUST BE MIRRORING THE APPRECIATION OF THE BOARD WORK AT THE RETREATS.

AND I DO LOVE THE ATHLETIC DESCRIPTION THAT DIRECTOR GARRARD PLAYED OUT.

OKAY. ANY OTHER COMMENTS OR QUESTIONS? OKAY, HEARING NONE.

ALL THOSE IN FAVOR OF APPROVING TONIGHT'S CONSENT AGENDA AS PRESENTED, PLEASE INDICATE BY SAYING AYE.

AYE.

ALL THOSE OPPOSED SAY NAY.

ANY ABSTENTIONS? AND TONIGHT'S CONSENT AGENDA IS APPROVED.

NEXT WE HAVE NEW BUSINESS.

[10. NEW BUSINESS- 7:20 pm]

THE FIRST IS A SINGLE READING TO APPROVE THE EASEMENT AGREEMENT WITH THE ALDERWOOD WATER AND WASTEWATER DISTRICT AT OAK HEIGHTS ELEMENTARY SCHOOL.

DO I HEAR A MOTION IN A SECOND TO APPROVE THE EASEMENT AGREEMENT WITH ALDERWOOD WATER AND WASTEWATER DISTRICT FOR THE OAK HEIGHTS ELEMENTARY SCHOOL? LET'S DO IT.

I MAKE A MOTION TO APPROVE.

I'LL SECOND THAT.

I'VE HEARD A MOTION TO APPROVE IN A SECOND.

IS THERE ANY DISCUSSION? HEARING NONE.

ALL THOSE WHO ARE IN FAVOR OF APPROVING THE EASEMENT AGREEMENT WITH ALDERWOOD WATER AND WASTEWATER DISTRICT

[00:20:01]

AYE.

ALL THOSE OPPOSED SAY NAY.

ANY ABSTENTIONS? AND THE EASEMENT AGREEMENT WITH ALDERWOOD WATER AND WASTEWATER DISTRICT FOR THE OAK HEIGHTS ELEMENTARY SCHOOL IS APPROVED.

THE SECOND ITEM OF NEW BUSINESS IS A FIRST READING.

NO ACTION REQUESTED THIS EVENING OF A NEW BOARD POLICY 4510 ON CREWED AIRCRAFT SYSTEM AND MODEL AIRCRAFT.

THIS MIRRORS THE WSSDA MODEL POLICY REGARDING THINGS LIKE DRONES AND HOBBY AIRCRAFT IN ORDER TO PREVENT INJURY TO BOTH INDIVIDUALS AS WELL AS DAMAGE TO PROPERTY.

DO I HEAR A MOTION? NO ACTION.

SO ANY COMMENTS? I WISH I HAD SOMETHING LIKE THIS PROTECTING MY OWN HOUSE.

I WANT TO THANK DIRECTOR CHASE FOR UPDATING THE LANGUAGE FROM UNMANNED TO UNCREWED, WHICH IS WHAT IS MORE CURRENT NOW.

I ALSO APPRECIATE THE FACT THAT IT'S NOT ONLY PROTECTING THE PHYSICAL PIECES OF OUR LAND, BUT ALSO IN TERMS OF LIMITING PICTURES OF STUDENTS AND ACTIVITIES AND THINGS GOING ON AT THE SCHOOL THAT MIGHT NOT BE SOMETHING WE WOULD WANT GOING ON OUT THERE WITH DRONES THAT HAVE A LOT MORE ACCESS TO THOSE AERIAL SHOTS, I THINK IS REALLY AN IMPORTANT SAFETY FEATURE.

HEARING NO AMENDMENTS, WE'LL BRING IT FORWARD TO YOU FOR APPROVAL AT THE NEXT MEETING.

GREAT.

NEXT, WE'LL TURN TO DIRECTOR GARRARD

[11. LEGISLATIVE UPDATES - 7:40 pm]

OKAY, WE'RE JUST ZIPPING RIGHT ALONG HERE.

AND WE DO HAVE YOUR POWERPOINT AVAILABLE UP THERE.

OKAY, THANK YOU.

SO THE WORK OF WORKING WITH THE LEGISLATURE IS A YEAR-ROUND JOB, BUT THERE ARE CERTAIN, BASED ON THE CALENDAR OF THE LEGISLATURE, THERE ARE CERTAIN PLACES WHERE WE FOCUS.

AND SO OUR ADVOCACY RIGHT NOW IS ON INTERIM CONNECTIONS WITH LEGISLATORS AND LEGISLATIVE CANDIDATES AND DEVELOPING OUR LEGISLATIVE PRIORITIES.

SO GOING AHEAD.

SO THE LEGISLATIVE SESSION, WHAT'S IMPORTANT TO KNOW IS THAT THIS YEAR, WHEN IT STARTS IN JANUARY, IT'S GOING TO LAST UNTIL ALMOST THE END OF APRIL.

SO THIS IS A LONG SESSION.

THIS IS A 105-YEAR.

105 YEARS.

IT SEEMS LIKE 105 YEARS SOMETIMES.

105-DAY SESSION.

BUT THERE ALREADY ARE, AT THIS TIME OF YEAR, THERE ALREADY ARE STARTED TO BE FORMULATIONS OF BILLS THAT MIGHT GET INTRODUCED, AND THOSE WILL BE PRE-FILED STARTING IN DECEMBER.

AND SO NEXT ONE.

SO WE TALKED ABOUT OUR LEGISLATIVE PRIORITIES FOR THIS YEAR, AND WE THOUGHT WE'D DO SOMETHING LIKE THIS.

BECAUSE WE'VE TALKED ABOUT THE BUDGET ISSUES EVERY YEAR, AND TO HELP LEGISLATORS UNDERSTAND WHERE ARE THESE DEFICITS, AND THEY'RE IN SPECIFIC AREAS.

SPECIAL ED IS ONE OF THEM.

SO WE'VE BEEN UNDERFUNDED EVERY YEAR FOR SPECIAL ED.

SO THAT'S OVER $30 MILLION IN THE LAST THREE YEARS.

MATERIAL SUPPLIES AND OPERATING COSTS, WHICH INCLUDES INSURANCE AS WELL AS UTILITIES AND FUEL COSTS, MAINTENANCE, ALL THESE THINGS, TOGETHER IN THE LAST THREE YEARS, THE FUNDS THEY'VE PROVIDED US ARE OVER $14 MILLION SHORT OF WHAT IT COSTS US.

AND WE DECIDED TO ADD SUBSTITUTE COSTS AS A NEW FOCUS THIS YEAR.

THE STATE REQUIRES US TO PROVIDE AT LEAST 10 DAYS OF SUBSTITUTES DURING THE YEAR.

WE ACTUALLY THINK WE MAY PROVIDE, IS THAT RIGHT? WE PROVIDE 12, IS THAT CORRECT, ROB? WE PROVIDE 12 DAYS OF SUBSTITUTES FOR CERTIFICATED STAFF.

12 SICK DAYS, RIGHT.

RIGHT, SO OF COURSE YOU CAN KEEP GOING WITH THOSE, AND IN ANY GIVEN YEAR SOMEONE CAN TAKE AS MUCH AS THEY HAVE.

RIGHT, IF THEY'VE SAVED IT UP,

[00:25:01]

THE STATE FUNDS FOUR DAYS EACH YEAR, AND THEY PROVIDE NO FUNDING FOR CLASSIFIED STAFF SUBSTITUTES.

AND TO BE CLEAR, THEY DON'T FUND US AT THE RATE THAT WE PAY SUBSTITUTES.

WE PAY SUBSTITUTES, THEY SAY THEY PAY FOR FOUR, BUT THEY DON'T FULLY FUND FOUR BECAUSE THE AMOUNT THEY PAY, REIMBURSE US, IF YOU WILL, FOR SUBSTITUTES IS LESS THAN WE ACTUALLY PAY.

AND THEY DON'T PROVIDE ANY CLASSIFIED, AS YOU WERE GOING TO SAY, OR ADMINISTRATIVE, I BELIEVE.

SO OUR UNDERFUNDING JUST FOR THE CERTIFICATED SUBSTITUTES IS ALMOST $9 MILLION IN THE LAST THREE YEARS.

SO WHEN YOU ADD ALL THOSE UP, IT'S OVER $52 MILLION.

AND THE OTHER PROBLEM WE HAVE IS EVERY YEAR THEY COME UP WITH SOME NEW IDEAS THAT THEY WANT TO ADD, THEY WANT TO HAVE SCHOOLS DO SOMETHING, BUT THEY DON'T PROVIDE NEW FUNDING FOR THOSE.

SO UNFUNDED MANDATES IS A BIG PROBLEM AS WELL.

SO THIS IS HOW WE'RE GOING TO KIND OF TRY AND SUMMARIZE IT, MAKE IT VISUAL, AND HELP THE LEGISLATORS UNDERSTAND THE IMPACT OF THESE, CUMULATIVE IMPACT OF THESE DECISIONS IF THIS SHORTFALLS.

IF NO ONE HAS ANY ADDITIONAL COMMENTS ABOUT THAT, WE'LL BRING IT BACK TO YOU FOR, WE'LL JUST PUT IT INTO THE CONSENT AGENDA AT OUR NEXT MEETING AND TAKE DRAFT OFF IT.

OKAY.

THANK YOU.

GREAT.

SO ON THE NEXT SLIDE, WE'RE TALKING ABOUT THE WASHINGTON STATE SCHOOL DIRECTORS ASSOCIATION.

SO AS THE LEGISLATIVE REP, THIS IS PART OF MY JOB IS TO REPRESENT US AT THIS.

AND THE GENERAL ASSEMBLY IS A WEEK FROM SATURDAY.

THERE ARE 70 EITHER PERMANENT OR LEGISLATIVE POSITION PROPOSALS THAT HAVE BEEN PUT FORWARD BY SCHOOL DISTRICTS, SCHOOL BOARDS ACROSS THE STATE.

AND THESE ARE SOMETHING THAT WE WILL HAVE ONE VOTE.

I'LL BE ABLE TO CAST A VOTE OR DR.

KADEMS MAY RELIEVE ME AT SOME POINT AND OUR DISTRICT WILL BE ABLE TO CAST ONE VOTE ON THESE PROPOSALS.

SO WE WANTED TO TAKE A LOOK AND SEE IF THE BOARD HAD ANY THOUGHTS TO SHARE ON SOME OF THESE.

AND IF YOU, YOU KNOW, IT'S A LITTLE HARD TO ANTICIPATE BECAUSE WE DON'T KNOW THE ALL THE ARGUMENTS THAT MAY BE MADE IN FAVOR OR OPPOSED.

SO MY GENERAL THOUGHT IS TO FOLLOW THE RECOMMENDATIONS OF THEIR LEGISLATIVE AND BOARD COMMITTEES.

BUT I THINK THERE ARE SOME THAT MAYBE THAT WE MIGHT NOT AGREE WITH THAT.

SO I HIGHLIGHTED SOME OF THEM FOR YOU AND WE MIGHT WANT TO PROBABLY DISCUSS THEM A LITTLE BIT.

THERE'S A ISSUE WHICH I DIDN'T PUT ON HERE, WHICH I PROBABLY SHOULD HAVE.

AND IT'S SORT OF A QUESTION OF WHERE HOW DO THESE THINGS GET MEMORIALIZED OR INCORPORATED INTO THE ORGANIZATION? THE MISSION, THE GOALS, THE MISSION, GOALS, VISION, AND THE IDEA OF COOPERATING WITH OTHER SCHOOL GOVERNANCE ORGANIZATIONS.

THESE ARE POSITIONS THAT HAVE BEEN PROPOSED TO BE RETIRED, WHICH MEANS THEY WOULD BE REMOVED FROM THE POSITIONS.

THE IDEA IS THAT SOME OF THESE WOULD BE INCORPORATED INTO THE STRATEGIC PLAN, INTO THEIR STRATEGIC PLAN, INTO THEIR GOVERNING DOCUMENTS ELSEWHERE.

BUT THAT HAS NOT HAPPENED YET.

SO THE QUESTION IS, ARE WE GETTING THE CART BEFORE THE HORSE TO TAKE THESE THINGS OUT BEFORE THEY HAVE A PLACE WHERE THEY LIVE? AND DIRECTOR GARRARD, MAYBE IT WOULD BE HELPFUL FOR JUST A MINUTE TO EXPLAIN WHAT WSSDA DOES WITH THEIR PLATFORMS. BECAUSE BOARDS ARE NOT AGILE ENOUGH FOR THE PEOPLE WHO DO

[00:30:02]

SO THEY RELY ON THIS INFORMATION BECAUSE YOU ALL CAN'T GET TOGETHER QUICKLY ENOUGH TO TAKE A VOTE AND DECIDE ON WHETHER YOU WOULD SUPPORT OR NOT.

SO THEY HAVE THESE MORE GENERAL PLATFORMS AND THEN THEY CAN SAY, OKAY, THIS NEW LAW IS BEING PROPOSED.

THERE'S A NEW BILL.

THEY CAN KIND OF FILTER THAT THROUGH THE EXISTING PLATFORMS OF WSSDA AND DECIDE WHETHER TO ADVOCATE IN FAVOR OR AGAINST OR NEUTRALLY.

AND SO THAT'S HOW THEY USE THE PLATFORMS. THEY ARE NOT JUST WANTING TO MAKE THAT CLEAR BECAUSE ANYBODY WAS REALLY CLEAR ON THAT.

THANK YOU. THANK YOU.

YES. SO THIS IS GUIDANCE FOR THE LOBBYISTS OF THE ORGANIZATION AND SO ON.

SO THE FIRST 24 POSITIONS ARE ALL ONES THAT SOMEBODY HAS PROPOSED TO RETIRE.

IN OTHER WORDS, TO REMOVE FROM THE LIST.

THIS IS ALL PART OF A CONSENT AGENDA.

SO IF WE WANT TO REMOVE IT, THEN I WILL HAVE TO COORDINATE.

I THINK IT TAKES FIVE.

IT TAKES ONE TO REQUEST IN FOUR OR FIVE SECONDS TO REMOVE THINGS FROM THE CONSENT AGENDA IN WSSDA, IN THE GENERAL ASSEMBLY.

SO I WAS KIND OF THINKING THAT WE MIGHT WANT TO IF THERE IS A GROUP THAT AGREES THAT THESE THINGS SHOULD BE HELD UNTIL TO BE RETIRED UNTIL NEXT YEAR WHEN THEY MAY BE INCORPORATED INTO THE PLAN THAT I'D BE I COULD POSSIBLY WORK WITH THEM ON THAT BE ONE OF THEIR SECONDS TO TO WITHDRAW IT.

BUT I DON'T KNOW WHAT YOU ALL THINK ABOUT.

WOULD THAT BE YOUR RECOMMENDATION? I'M I'VE BEEN LISTENING TO SOME SIDE CONVERSATIONS RIGHT WITH OTHER SCHOOL BOARD MEMBERS, AND I SORT OF THINK THAT IT MAKES SENSE THAT WE WOULD WAIT UNTIL THOSE THINGS WERE HAD SOME PLACE ELSE TO LIVE BEFORE WE TAKE THEM OUT.

THAT MAKES SENSE. IF THAT WORK HASN'T BEEN DONE.

I THINK IT'S IN PROGRESS, BUT I DON'T THINK IT'S FINALIZED.

AND THE QUESTION AND WHEN IT'S IN THE LEGISLATIVE PLATFORM, THEN ALL THE SCHOOL DISTRICT, ALL THE SCHOOL BOARDS GET A CHANCE TO VOTE ON IT.

WHEN IS THE STRATEGIC PLAN? IF IT'S ONLY IN THE STRATEGIC PLAN, THEN IT'S BEING DECIDED BY THE BOARD, THE EXECUTIVE BOARD, THE EXECUTIVE BOARD.

I MEAN, THERE'S THERE'S NO HARM THAT I CAN THINK OF TO WAIT TO REMOVE THEM.

BUT POSSIBLY IT COULD, I DON'T KNOW, CREATE SOME ISSUES IF THEY'RE REMOVED TOO EARLY.

IS WHAT IT SOUNDS LIKE TO ME.

THAT WAS KIND OF MY FEELING ABOUT IT.

IT MAKES SENSE TO ME.

IT SEEMS LIKE THERE'S CERTAIN THINGS THAT HAVE TO BE PUT IN WRITING AND AGREED UPON AND SET IN IN POLICY BEFORE REMOVAL.

AND IT SOUNDS LIKE THOSE ARE SOME PRETTY FOUNDATIONAL DOCUMENTS.

SO IT SEEMS LIKE WE SHOULD WAIT ON THEM.

DO WE HAVE ANY DIRECTOR CHASE OR DIRECTOR SMITH WANT TO COMMENT AT ALL ON THAT? I WAS JUST GOING TO SAY I AM FAIRLY NEUTRAL ON THIS.

SO IF THE REST OF THE BOARD MEMBERS FEEL THAT IT'S A GOOD IDEA, I AM NOT GOING TO RAISE ANY OBJECTIONS TO THAT.

YEAH. AND FIRST OFF, TOM, I WANT TO SAY THANK YOU FOR BEING ON TOP OF THIS.

THERE'S A LOT OF POSITIONS TO TRACK AND A LOT OF IMPLICATIONS ON THESE THINGS.

AND I REALLY APPRECIATE THIS BEING BROUGHT BROUGHT UP.

AND I DO AGREE THAT IT IS PUTTING THE CART BEFORE THE HORSE.

PARTICULARLY I'M LOOKING AT OR I WANT TO DOUBLE CHECK BECAUSE I WAS LOOKING AT I THINK IT WAS IT'S ON THE GOALS, THE MISSION, YOUR RELATIONSHIP WITH EDUCATIONAL ORGANIZATIONS.

A LOT OF THOSE FOUNDATIONAL THINGS FOR FOUNDATIONAL ISSUES.

THAT IS THE ONLY PLACE WHERE THEY'RE STATED.

SO I AGREE ACTUALLY WITH WITH HOLDING BACK ON THOSE AND TRUST YOUR JUDGMENT ON THE BEST WAY TO PROCEED AT THE CONFERENCE.

OK, THANK YOU.

ALSO, JUST I NOTICED THAT ARE ALL OF THESE BEEN PUT FORTH BY THE SAME SCHOOL DISTRICT? THEY ACTUALLY PUT FORTH EVEN

[00:35:01]

I MEAN, AS I'M JUST SCROLLING THROUGH THEM AND I WHEN I LOOKED AT THEM BEFORE, I LOOKED AT THE CONTENT.

BUT IT LOOKS LIKE THEY WERE ALL SUBMITTED BY THE SAME SCHOOL DISTRICT AND OR THAT DISTRICT WITH A COUPLE OF OTHERS.

THAT SEEMS VERY ONE SIDED.

THAT'S LIKE SOMEBODY HAS SOME SORT OF AGENDA HERE IS WHAT IT SEEMS LIKE.

I THINK THERE MIGHT BE AN AGENDA.

I THINK THERE MIGHT BE AN AGENDA.

I MEAN, AM I RIGHT AS I LOOK AT THIS? THAT THAT'S YEAH, I WOULD SAY THIS REQUIRES PROBABLY A PAUSE BEFORE WE WOULD SAY, YEAH, RETIRE ALL OF THESE.

OK.

NUMBER TWENTY EIGHT, THEN IF WE CAN GO TO THE PROPOSALS THAT MIGHT MERIT DISCUSSION NUMBER TWENTY EIGHT.

THE THIS TALKED ABOUT ACHIEVEMENT AND OPPORTUNITY GAPS AND THE EXISTING LANGUAGE SAYS WHETHER CAUSED BY SOCIOECONOMIC RACIAL ETHNICITY, GENDER, SEXUAL ORIENTATION, ENGLISH LANGUAGE PROFICIENCY, FAMILIAL DISABILITY, ACCESS TO INTERNET CONNECTIVITY, DISABILITY, ACCESS TO INTERNET CONNECTIVITY OR OTHER DISPARITIES.

AND THE AMENDMENT PROPOSES TO ELIMINATE ALL THIS ALL THESE SPECIFIC THINGS THAT ARE CALLED OUT AND TO SAY, REGARDLESS OF CIRCUMSTANCES AND BARRIERS.

I THINK THAT WE SHOULD NOT BE REMOVING THOSE THINGS.

WHAT DO YOU THINK? I'M LOOKING AT THEIR RATIONALE AND I DON'T KNOW.

IT SAYS A MORE GENERAL STATEMENT ENSURES THE POLICY REMAINS INCLUSIVE, ADAPTABLE AND APPLICABLE TO ALL STUDENTS EXPERIENCING BARRIERS TO SUCCESS.

BUT I'M NOT SURE A GENERAL STATEMENT DOES THAT.

IF YOU SAY OR OR OTHER DISPARITIES, ISN'T THAT ALREADY A GENERAL STATEMENT? AND WHAT DOES THAT MEAN? YEAH, I THINK WHEN YOU GO TOO GENERAL, IT LOSES MEANING.

YEAH, I WOULD I WOULD PROPOSE TO KEEP IT THE WAY IT CURRENTLY IS.

HAWK, WHAT DO YOU THINK? I THINK WHEN THEY GET SO WONKY, THERE'S A REASON FOR DOING THAT, RIGHT? TO BE SPECIFIC SO THAT IF THERE'S A SPECIFIC CHALLENGE, THEY CAN POINT TO THE DOCUMENT.

BUT IF YOU OPEN UP, IF YOU MAKE IT THE MORE GENERAL, YOU MAKE IT, THEN YOU OPEN UP TO LIKE, WHAT'S A DISPARITY TO YOU? WHAT'S A DISPARITY TO ME? YOU KNOW, I WOKE UP WITH THE WRONG SIDE OF THE BED.

THAT WAS A DISPARITY FOR ME.

SO, YOU KNOW WHAT I MEAN? IT'S LIKE IT JUST OPENS IT WAY TOO WIDE.

I AM IN AGREEMENT THAT IT SHOULD BE KEPT AS IS.

BUT I DO WANT TO ACKNOWLEDGE THAT THIS DOES TO ME CUT A LITTLE BIT BOTH WAYS BECAUSE I CAN SEE THE ARGUMENT FOR BEING A GENERAL STATEMENT BECAUSE YOU DON'T WANT TO.

LIKE, I JUST DON'T KNOW IF MAYBE PEOPLE WITHIN THE COMMUNITY WHO WOULD BE EXPERIENCING THOSE BARRIERS MIGHT SAY, NO, I DON'T WANT MY STUFF CALLED OUT SPECIFICALLY.

I'D RATHER JUST BE A VERY GENERAL PEOPLE WHO ARE EXPERIENCING THESE ISSUES ARE ALL GOING TO GET THIS EQUAL TREATMENT.

LIKE, I DON'T KNOW KIND OF WHAT EVERYBODY'S RATIONALE IS.

MY INSIGHT INTO THIS WOULD BE TO KEEP IT AS IS.

BUT I DO WANT TO ACKNOWLEDGE THAT THERE COULD BE ABOVE BOARD REASONS FOR WANTING TO KEEP A GENERAL TAIL.

I'M NOT SURE IF YOU'LL BE IN A DO PASS OR DO NOT PASS SITUATION.

IT SEEMS TO ME IT WOULD READ BETTER.

I DEFINITELY SEE THINGS MISSING IN THE CURRENT LIST.

SO IT'S NOT PERHAPS AS I SUPPOSE ONE WOULD SAY THAT HOMELESSNESS IS BEING UNHOUSED IS SOCIOECONOMIC.

BUT THERE'S OTHER REASONS FOR THAT AS WELL.

I MEAN, I THINK INSTEAD OF SAYING OR OTHER DISPARITIES, WHICH DOESN'T READ WELL TO ME, I MEAN, LIKE I WOULDN'T I WOULDN'T CONSIDER GENDER A DISPARITY.

AND THEN IT SAYS OR OTHER DISPARITIES AS THOUGH THE THINGS LISTED THERE ARE DISPARITIES.

MAYBE A WORDING CHANGE TO INCLUDING THOSE THINGS, ACCESS TO INTERNET CONNECTIVITY OR OTHER CIRCUMSTANCES OR

[00:40:01]

BECAUSE THERE MAY BE ADDITIONAL THINGS WHICH AREN'T LISTED THERE THAT AREN'T NECESSARILY DISPARITIES, BUT THAT DO IMPACT THAT.

I MEAN, I DON'T MIND THE LANGUAGE AROUND CIRCUMSTANCES AND BARRIERS.

BUT I HEAR WHAT YOU SAY OR ALTERNATIVELY NAMING THE THINGS WHICH ARE ALREADY LISTED IN OUR STATE.

I MEAN, THERE'S NOTHING ABOUT SERVICE ANIMALS HERE.

THERE'S NOTHING ABOUT SOME OF THE THINGS WE GUARANTEE A DISCRIMINATION FREE.

SO IT JUST SEEMS LIKE A RANDOM LIST OF THINGS TO ME, WHICH ISN'T COMPLETELY INCLUSIVE.

SO I DON'T KNOW.

IT READS A LITTLE STRANGELY EITHER WAY TO ME.

I MEAN, MAYBE WHAT THEY SHOULD DO IS WHAT WE DECIDED TO DO WITH OUR IN OUR BOARD NORMS WHERE WE SAID LET'S JUST USE WHAT THE FEDERAL OR THE STATE CURRENT LIST OF CHARACTERISTICS ARE THAT WE HAVE TO MAKE SURE THERE'S NO DISCRIMINATION AGAINST.

AND BECAUSE I THINK I DON'T KNOW WHEN THIS WAS ORIGINALLY WRITTEN, BUT THAT MAY BE WHY IT SEEMS KIND OF LIKE A LOT COLLECTION OF THINGS.

SO MAYBE THAT SHOULD BE THE RECOMMENDATION IS TO SIMPLY UPDATE THIS LIST SO THAT IT REFLECTS WHAT IS STATE MANDATED.

WELL, OF COURSE, ONE OPTION WOULD BE TO VOTE WHICHEVER WAY ON THIS AND THEN BRING AN AMENDMENT NEXT YEAR TO MAKE IT BETTER BECAUSE WE DON'T HAVE AN OPTION TO THE WINDOW TO AMEND THE AMENDMENTS HAS PASSED.

SO WE CAN'T CHANGE THE WORDING.

IT'S EITHER THE OLD WORDING OR THE NEW WORDING.

DIRECTOR CHASE, DO I RECALL IN A IN PREVIOUS GENERAL ASSEMBLIES WHERE PEOPLE HAVE PROPOSED NEW WORDING OR AM I MAKING THAT UP THERE? THERE HAVE BEEN CHANGES IN THE PROCESS THROUGHOUT THE YEARS.

AS I DID MENTION, WE DID HAVE AN OPPORTUNITY TO DO AMENDMENTS EARLIER SINCE THIS AMENDMENT DOES NOT REALLY ADD ANYTHING TO THIS.

AND IT ACTUALLY TAKES AWAY AND CALLS A QUESTION.

I'D SAY THE BEST COURSE WOULD BE TO DO A DO NOT PASS AND THEN COME FORWARD WITH A BETTER AMENDMENT NEXT TIME.

AGREED.

I AGREE WITH THAT.

OK, THANK YOU.

LET'S LOOK AT NUMBER 30.

NUMBER 30 IS ABOUT PRIVATE SCHOOL FUNDING.

AND I THINK THIS SO IT CURRENTLY SAYS PUBLIC FUNDS SHALL NOT BE USED TO SUPPORT PRIVATE SCHOOLS DIRECTLY OR INDIRECTLY THROUGH TAX CREDITS, VOUCHERS OR SIMILAR MECHANISMS. AND THE PROPOSAL IS TO ELIMINATE THE DESCRIPTION DIRECTLY OR INDIRECTLY THROUGH TAX CREDITS, VOUCHERS OR SIMILAR MECHANISMS. WHAT WOULD BE THE PURPOSE OF ELIMINATING THAT? SO THEY ARE THINKING ABOUT THE PRIVATE SCHOOL FUNDING PORTION OF THE EDUCATION TAX CREDITS, WHICH OUR GOVERNOR HAS NOT DECIDED WHETHER TO OPT WASHINGTON INTO THIS OR NOT.

IT'S A STATE BY STATE ANNUAL OPTION.

THE CURRENT VERBIAGE ABOUT TAX CREDITS.

THERE'S SOME THOUGHT THAT, YOU KNOW, THIS IS GOING TO BE WE'RE GOING TO GET SOME FEDERAL MONEY OUT OF THE OUT OF THIS PROGRAM.

IN THE TEXT, I DON'T KNOW HOW FAMILIAR YOU ARE WITH THE TAX CREDITS, BUT IT'S IT'S LIKE SEVENTEEN HUNDRED DOLLARS TAX CREDIT.

AND IT CAN BE PARENTS COULD USE IT TO PAY FOR LIKE HELP PAY FOR PRIVATE SCHOOL.

SO WHEN WE'RE TALKING ABOUT LIKE PUBLIC FUNDS SUPPORTING PUBLIC SCHOOLS, NOT PRIVATE SCHOOLS, THEN THIS KIND OF CROSSES THE LINE.

BUT MAYBE THERE WOULD BE SOME WAYS TO CAPTURE SOME OF THE MONEY FOR TUTORING OR SOME OTHER ACTIVITIES THAT WOULD SUPPORT STUDENTS IN OUR SCHOOLS.

SOUNDS REALLY SLIPPERY AND VAGUE TO ME.

I REALLY THINK THAT ON THIS WE SHOULD OPT FOR A DO NOT PASS TO WAIT

[00:45:02]

I MEAN, THE CURRENT WORDING OF THIS, ALL THEY'RE REALLY REMOVING IS THE DIRECTLY OR INDIRECTLY.

YOU KNOW, IT'S STILL THERE IS PUBLIC FUNDS SHALL NOT BE USED TO SUPPORT PRIVATE SCHOOLS.

AND I COULDN'T AGREE MORE.

BUT THEN IT SAYS DIRECTLY OR INDIRECTLY THROUGH TAX CREDITS, VOUCHERS OR SIMILAR MECHANISMS. I DON'T KNOW.

I DON'T LOVE MAKING THE ARGUMENT I'M ABOUT TO MAKE, BUT I THINK THAT AS MUCH AS I WOULD LOVE MORE MONEY THAT WE MAY BE ABLE TO USE IN CERTAIN WAYS, I THINK THIS IS GOING TO COME WITH STRINGS.

IT'S GOING TO BE PART OF A LARGER GOAL.

WE ALREADY HAVE A FEDERAL GOVERNMENT LIKE TRYING TO GET RID OF THE DEPARTMENT OF ED AND ALL THESE OTHER THINGS.

I DO NOT BELIEVE THAT THIS THAT BY EVEN CRACKING THE DOOR OPEN, WE'RE DOING ANYBODY ANY FAVORS.

I THINK IT'S, YOU KNOW, AS THEY SAY, IT'S A TRAP.

I DON'T I DON'T LIKE THIS.

SO I AM IN THE CAMP OF DO NOT PASS ON THIS.

I THINK IF YOU READ THE COMMITTEE'S RATIONALE, THOUGH, IS THEY HAVEN'T FULLY JUST WAS HASN'T FULLY DECIDED WHERE THEY'RE GOING TO STAND ON THIS.

AND THEY THINK IT WILL CONFUSE THE LAST SENTENCE.

THE CURRENT VERBIAGE SAYING TAX CREDIT QUOTE MAY CONFUSE THE ASSOCIATION'S ADVOCACY ADVOCACY SHOULD WAS TO CHOOSE TO ADVOCATE FOR THE TAX CREDIT OPPORTUNITY.

SO I THINK THAT'S ALL THEY'RE SAYING IS THEY HAVEN'T MADE A DECISION ON THIS YET.

IF THEY ELIMINATE THAT, IT WILL COMPLICATE THEIR EFFORTS TO ADVOCATE FOR THAT FOR THE GOVERNOR, ALLOWING THIS TO OCCUR.

SO I DON'T THINK THEY'RE ASKING US TO RULE ON WHAT WE THINK ABOUT THAT.

THEY'RE ASKING US TO TO NOT TIE THEIR HANDS WITH THIS LANGUAGE.

THE THING THAT I THINK WOULD BE CONFUSING ABOUT THE NEW LANGUAGE IS WHEN IT SAYS PUBLIC FUNDS SHALL NOT BE USED TO SUPPORT PRIVATE SCHOOLS, PERIOD.

WITHOUT THOSE, WE DO SEND WE DO HAVE FUNDS WHICH FOLLOW STUDENTS.

FOR EXAMPLE, IN THE SITUATION OF TITLE ONE, WE DO SERVE STUDENTS IN PRIVATE SCHOOLS WITH SPECIAL EDUCATION.

SO I THINK THAT JUST HAVING IT END WITH THAT.

NOW, KEEP IN MIND, THESE ARE POSITIONS.

THESE AREN'T YOU KNOW, THESE ARE THINGS THEY SHOULD BE ADVOCATING FOR.

THEY'RE NOT LAWS OR RULES WHICH WOULD GOVERN THE STATE OR ARE FUNCTIONING.

BUT WE ALREADY DO THAT.

AND THAT IS A LONGSTANDING THING WHICH WE USE FUNDS FOR, FEDERAL FUNDS IN PARTICULAR.

SO YOU THINK IT WOULD BE IT WOULD MAKE SENSE TO SUPPORT THE DO PASS? I'M ARGUING BOTH SIDES.

I THINK IF WE SAY DO NOT PASS, I THINK IT INCREASES CONFUSION IN ANOTHER WAY WHERE IT SAYS PUBLIC FUNDS SHALL NOT BE USED FULL STOP.

BUT IF WE DON'T SUPPORT THAT, I THINK IT I THINK YEAH, I THINK EITHER ONE COULD BE.

YOU KNOW, THAT'S A GOOD CLARIFICATION YOU MADE FOR US.

OKAY.

SO WE DON'T SEEM TO KNOW WHAT WE CAN.

KEN, WHAT DO YOU THINK? EXCUSE ME A SECOND.

SORRY, HAD TO COUGH.

THAT'S WHY I'M NOT THERE.

SO I'M I'M LOOKING AT ALL THE YOU KNOW, THE FEDERAL FUNDS.

I WAS JUST READING BACK TO THIRTY THREE.

AND SO SPECIFICALLY, ARE WE THINKING ABOUT? I'M LOOKING AT THIRTY, RIGHT? AND I'M VERY CAUTIOUS.

I AM VERY CAUTIOUS ABOUT THIS ONE.

AND I WANTED TO CHECK IN THE CONVERSATION WITH THE LEDGE COMMITTEE BECAUSE IT IS A BIT OF A SLIPPERY SLOPE.

AND, YOU KNOW, I KNOW THAT WITH A LOT OF THESE PROPOSALS, THERE'S UNINTENDED CONSEQUENCES.

AND AND OFTEN IT'S BETTER TO SLOW DOWN AND PAUSE INSTEAD OF GOING WITH SOMETHING THAT YOU ARE NOT SURE OF THE CONSEQUENCES OF.

AND THAT'S WHERE I'M LANDING ON THIS RIGHT NOW.

WELL, I GIVEN THAT THIS I MEAN, AGAIN, I DON'T REALLY HAVE AN OPINION EITHER WAY, BUT GIVEN THAT THIS ONE WAS RECOMMENDED BY THE RESOLUTIONS COMMITTEE, THIS ISN'T COMING TO US FROM A DISTRICT WHO DECIDED

[00:50:01]

THE RESOLUTIONS COMMITTEE MUST HAVE DONE SOME THINKING ABOUT THIS TO SAY WE DON'T KNOW YET HOW WE WANT TO ADVOCATE AROUND WHAT THE GOVERNOR WILL CONSIDER AROUND THIS SEVENTEEN HUNDRED DOLLARS.

IF WE LEAVE DIRECTLY OR INDIRECTLY THROUGH TAX CREDITS, IT WILL PROBABLY TIE THE HANDS A LITTLE BIT.

I MEAN, I THINK MEMBERS COULD SAY, LOOK, WE SAY WE'RE NOT GOING TO ADVOCATE FOR THAT.

AND YET YOU HAVE BECAUSE THERE MAY BE OTHER DISTRICTS WHO ARE SAYING, PLEASE DO ADVOCATE FOR THAT.

THAT WOULD HELP OUR BUDGET.

AND AS OF YET, THOUGH, WE DON'T I MEAN, I WAS READING THE ARTICLE THAT TOM HAD SAID AROUND ON THE FEDERAL TAX CREDITS THAT THE GOVERNOR IS STILL CONSIDERING.

AND SO ARE THEY YOU THINK THAT THEY'RE I'D REALLY LIKE TO GET THE FEEDBACK FROM THE RESOLUTIONS COMMITTEE IF THEY'RE.

IF THEY ARE TRYING TO GET AHEAD OF WHAT THEY THINK THE GOVERNOR IS GOING TO DO.

I MEAN, DIRECTOR GERARD COULD ALSO LISTEN INTO THE CONVERSATION, HAVING HEARD THE COMPLEXITY OF OUR DISCUSSION AND BASED ON WHAT HE HEARS FROM THEM, MAKE HIS DECISION ON VOTING FOR A DO PASS OR DO NOT PASS.

BUT, KAREN, IF YOU'RE ABLE TO CHECK IN WITH SOMEONE ON THE RESOLUTIONS COMMITTEE, THAT COULD BE REALLY HELPFUL.

AND THEN LET TOM KNOW.

AND I MY FEELING IS, YOU KNOW, WHERE THAT SEEMS WHAT YOU LEARN FROM THAT AND WHERE YOUR FEELINGS ABOUT IT, I WOULD SUPPORT.

ALL RIGHT. I MEAN, IN GENERAL, I DO WANT TO SAY IT'S LIKE I DO AGREE WITH PUBLIC FUNDS SHALL NOT BE USED TO SUPPORT PRIVATE SCHOOLS.

I MEAN, SO SO THAT AND SO THEM STRIKING THAT I JUST NEED TO THINK ABOUT A LITTLE BIT.

AND I WANT TO ALSO SAY THAT I I 100 PERCENT TRUST DIRECTOR GERARD'S JUDGMENT AND HIS CALLS IN THE MOMENT AT THE NEXT MEETING THERE AT THE GENERAL ASSEMBLY MEETING.

I AGREE.

I APPRECIATE THAT.

OK, I THINK I'VE GOT THIS, YOU KNOW, SOME IDEAS FROM OF YOUR PERSPECTIVES.

AND SO I THINK WE SHOULD LOOK AT THE NEXT ONE IS A NEW 53 IS ABOUT ACADEMIC RESPONSIBILITY.

AND SO I HAD COMMENTS ON THIS ONE.

LET ME GO TO THAT.

I'M NOT SURE HOW THIS PROPOSED POLICY ADDS TO WHAT IS CURRENTLY IN STATE LAW.

THE STATE LAW IS REALLY PRETTY CLEAR.

AND I PULLED UP THE RCW TWENTY EIGHT A ONE FIFTY TWO HUNDRED THAT WE USED IN OUR FUNDING TOWN HALL FUNDING CRISIS TOWN HALL A COUPLE OF YEARS AGO WHEN WE WERE POINTING OUT TO EVERYBODY WHAT THE STATE'S RESPONSIBILITY IS AND THEY'RE NOT MEETING IT.

WAIT, I'M JUST TRYING TO FIND THIS.

BUT IT'S VERY CLEAR WHAT THE STATE IS SUPPOSED TO BE SUPPORTING.

WHAT I DON'T LIKE ABOUT THE PROPOSED POLICY IS NOWHERE DOES IT MENTION STATE STANDARDS.

IT SAYS STANDARD ALIGN STANDARDS ALIGNED INSTRUCTION, BUT IT DOESN'T SAY WASHINGTON STATE STANDARDS.

AND THAT'S WHAT WE'RE SUPPOSED TO BE FOLLOWING.

I'M SO LET ME FIND THIS.

SORRY.

FIFTY THREE.

THERE'S SO MANY OF THESE.

THIS IS NOT NANCY.

I READ THROUGH IT AND I COMPLETELY AGREE WITH YOU.

THERE'S THERE'S A LACK OF CLARITY AROUND WHAT STANDARDS ARE BEING USED.

AND I THINK THIS IS A BIG DEPARTURE AWAY FROM A COMMON COMMON SET OF STANDARDS.

AND THAT'S THE WHOLE PURPOSE OF A STANDARD.

RIGHT.

THERE'S A STANDARD THAT EVERYONE SHARES.

IT'S LIKE HAVING USBC AND OTHER DIFFERENT ACCESSES TO CORDS.

SO THIS IS A NEW POSITION.

YES.

AND I'M LIKE, WHY DO WE NEED IT WHEN IT'S ENCAPSULATED IN STATE LAW? MUCH MORE CLEARLY THAN THIS.

WHAT THE STATE IS SUPPOSED TO BE DOING IN TERMS OF THEIR FUNDING, READING WITH COMPREHENSION, ET CETERA.

KNOWING APPLY THE CORE CONCEPTS AND PRINCIPLES, WHICH GOES FURTHER IN TERMS OF MENTIONING THE BASICS PLUS GEOGRAPHY, ARTS AND HEALTH AND FITNESS THAT THIS PROPOSAL DOESN'T MENTION.

BUT WE DEFINITELY WANT THE STATE TO SEE THAT AS PART OF THE BASIC EDUCATION THAT THEY SHOULD BE FUNDING.

I THINK I DON'T GET ITS POINT.

IF WSSDA NEEDS TO BE ADVOCATING FOR FUNDING

[00:55:01]

SO WHY IS WSSDA DOING THIS SORT OF PARTIAL THING, GETTING TO IT WHEN WE HAVE A MUCH FULLER EXPLANATION? AM I MAKING SENSE? YEAH.

IT SORT OF FEELS LIKE AN ATTEMPT TO ELEVATE LITERACY, MATH, CRITICAL THINKING AND PROBLEM SOLVING TO THE EXCLUSION OF A LOT OF OTHER THINGS THAT ARE ALSO IMPORTANT.

IT SAYS THEIR RATIONALE IS THEY ADVANCE THE DO PASS RECOMMENDATION BECAUSE THEY BELIEVE THIS PROPOSAL CODIFIES AN IMPORTANT BELIEF TO ENSURE A STRONG ACADEMIC FOUNDATION AS PART OF WASHINGTON'S PUBLIC EDUCATION SYSTEM.

IT'S IN STATE LAW WRITTEN BETTER THAN THIS.

SO I DON'T THINK IT ADDS TO IT.

I DON'T THINK IT CLARIFIES IT.

I THINK IF ANYTHING, IT MAKES IT MORE VAGUE IN GENERAL AND THEY COULD POINT TO THIS.

AND I'VE HAD A CONVERSATION WITH A STATE LEGISLATOR WHEN WE WERE TALKING ABOUT FULLY FUNDING WHO SAID, AND AT THE TIME WHEN THERE WAS A LOT OF CONCERN ABOUT OUR NOT BEING ABLE TO FUND MUSIC AND PERFORMING ARTS, AND HE SAID, WELL, THAT'S NOT PART OF THE ACADEMIC PIECE THAT THE STATE IS SUPPOSED TO BE FUNDING.

AND I'M LIKE, WELL, YES, IT IS.

BUT IF THEY POINTED TO THIS, NO, IT ISN'T.

THAT BOTHERS ME A LOT WHEN WE'RE TRYING TO SAY WE DO A WHOLE LOT MORE.

AND THAT'S THAT'S PART OF IT.

ANYWAY, YOU CAN SEE I KIND OF FEEL STRONGLY THAT I THINK THIS SHOULD BE A DO NOT PASS BECAUSE IT'S UNNECESSARY.

AND IT'S IT'S WATERING DOWN WHAT'S ALREADY IN STATE LAW.

YEAH, I AGREE.

AARON, TOM.

I AGREE WITH YOU 100 PERCENT AND THINK THAT YOU SHOULD GIVE YOUR NOTES TO TOM SO HE CAN HAVE THEM READY.

WELL, HE AND I ARE TALKING.

WE WILL BE PASSING THE BATON WHEN IT'S NECESSARY, BUT I AM HAPPY TO GIVE HIM.

I'LL WRITE UP MY RATIONALE FOR THE THINGS LIKE THIS AND ABSOLUTELY LET HIM BE THE SPOKESPERSON BECAUSE I CAN NEVER FIGURE OUT THE TECHNOLOGY ON THE GENERAL ASSEMBLY ANYWAY.

OK, OK.

MOVING ON THEN TO SIXTY ONE.

THIS IS LYNDON'S SCHOOL DISTRICT'S PROPOSAL AND CAN I CAN I GO BACK TO ONE THAT IS IN THE MIDDLE THERE? AND THAT'S FIFTY SIX.

THE WAY THAT FIRST OF ALL, LET ME SAY THAT WE CARE A GREAT DEAL AND WE HAVE STRONG POLICIES AND PROCEDURES THAT ARE WAS DEBASED IN TERMS OF PROTECTING OUR KIDS AND OUR ADULTS FROM HARASSMENT, INTIMIDATION, BULLYING, SEXUAL MISCONDUCT.

THIS PROPOSAL DOES NOT MENTION FIRST OF ALL, ARE WE TALKING ABOUT ADULTS? IF IT'S ADULTS, IT'S HR'S OPERATIONAL RESPONSIBILITY.

IT'S NOT THE BOARD'S OPERATIONAL.

AND THIS IS MAKING IT SOUND LIKE IT'S SCHOOL BOARD'S OPERATIONAL RESPONSIBILITY IN THE PHRASING OF THIS.

IT'S NOT.

IT'S OUR RESPONSIBILITY TO MAKE SURE WE HAVE STRONG POLICIES AND PROCEDURES AND THAT THE ONE PERSON WHO WE OVERSEE, WHO'S DR. MINOR, WE MAKE SURE THAT SHE IS DOING THE MANAGEMENT PROPERLY IN TERMS OF MAKING SURE ALL OF THOSE POLICIES AND PROCEDURES ARE BEING FOLLOWED.

WE ARE NOT RESPONSIBLE FOR THAT.

THAT'S NOT OUR ROLE.

AND WAS IS THE FIRST ONE TO SAY OUR ROLE IS NOT OPERATIONAL.

THAT IS THE ROLE OF STAFF.

AND THIS IS NOT CLEAR AT ALL WHERE IT SAYS THE IMPORTANCE OF THE GOVERNANCE ROLE OF SCHOOL BOARDS IN OVERSEEING.

WHAT DOES OVERSEEING MEAN? OVERSEEING IMPLIES TO ME WHAT OUR STRONG AND VERY CAPABLE STAFF DO IN TERMS OF MAKING SURE THAT THERE'S PROPER PREVENTION, REPORTING, RESPONSE SYSTEMS. WE HAVE A GREAT DEAL OF TRAINING GOING ON.

I HAVE NO PROBLEM WITH THEM SAYING WE SHOULD HAVE TRAINING, BUT WE SHOULD HAVE TRAINING THAT'S SPECIFIC TO SCHOOL BOARD PEOPLE.

AND MY TRAINING HAS BEEN WE DON'T IMPLEMENT THOSE THINGS.

WE MAKE SURE THEY'RE BEING DONE PROPERLY AND STAFF OVERSEE THEM.

[01:00:02]

THEY CAME UP ABOUT ANOTHER ONE.

THE UNINTENDED CONSEQUENCES HERE ARE EXPECTATIONS THAT SCHOOL BOARDS SHOULD BE DOING MORE LIKE WE DON'T INTERCEDE IN SCHOOLS.

IF IT'S A MISCONDUCT STUDENT ON STUDENT, THAT'S A DISCIPLINARY ISSUE.

IT'S SCHOOL-BASED AND THEN IT GOES TO THE ADMINISTRATORS ABOVE IT.

IF IT'S AN ADULT ONE, IT GOES THROUGH HR AND IT GOES THROUGH THOSE PROCEDURES.

AND IF THEY THINK WE'RE GOING TO GET OUR HANDS INVOLVED MORE IN THE IMPLEMENTATION, THAT COMPLETELY NEUTRALIZES OUR ROLE WHEN IT'S SUPPOSED TO COME TO US IF THERE'S AN APPEAL FOR A CERTAIN DECISION THAT'S BEEN MADE.

AND WE'RE SUPPOSED TO BE COMPLETELY NEUTRAL AND NOT HAVING BEEN INVOLVED IN IT.

I THINK IT COMPLETELY MUCKS UP OUR ROLE.

AND I DON'T KNOW, YOU KNOW, OH, AND THE THING THAT, SORRY, THEIR RATIONALE SAYS THIS PROPOSAL CONTAINS AN IMPORTANT VALUE STATEMENT FOR WSSDA.

SINCE WHEN DO WE HAVE A POLICY THAT'S BECAUSE IT'S A VALUE STATEMENT? NO, THIS IS OPERATIONAL.

THIS IS HOW MAKING SURE THAT THINGS ARE DONE PROPERLY, NOT BECAUSE THEY'RE TRYING TO.

ANYWAY, I DON'T KNOW IF YOU ALL AGREE WITH ME, BUT I REALLY THINK THAT THIS IS NOT ONLY UNNECESSARY, BUT HAS A DANGEROUS IMPACT ON MAKING SOME PEOPLE THINK THE SCHOOL BOARD ROLE IS SOMETHING THAT IT ISN'T.

THE ONLY THING I SEE HERE IS THAT IT'S RECOGNIZING THE NEED FOR SCHOOL BOARDS TO CONTINUE TO EDUCATE THEMSELVES, TO STRENGTHEN THEIR ABILITY TO MAKE SURE THAT OUR POLICIES ARE AS THEY SHOULD BE IN ORDER TO DO THEIR BEST TO PROTECT KIDS.

I GUESS I DON'T SEE THE.

I GUESS FOR ME, AND THE WORDING IS IN OVERSEEING.

WHAT DOES OVERSEEING MEAN? IT'S VERY VAGUE.

I BET IF WE DID A SURVEY OF THE PEOPLE HERE, WE'D GET A LOT OF DIFFERENT UNDERSTANDINGS.

WHAT DOES OVERSEE MEAN? DOES IT MEAN I'M RIGHT THERE TALKING TO THE PRINCIPAL SAYING YOU BETTER BE DOING THIS? OR DOES IT MEAN I SAY, OH, DR.

MINER, THIS IS A PROBLEM, WHAT'S GOING ON AND WHAT'S HAPPENING, WHICH IS WHAT WE SHOULD BE DOING.

BUT I CAN SEE HOW THAT WORD OVERSEEING, IT DOESN'T SAY OVERSEEING POLICIES AND PROCEDURES.

IT SAYS SPECIFICALLY OVERSEEING PREVENTION REPORTING AND RESPONSE SYSTEMS, THE SYSTEMS THAT WE HAVE IN PLACE.

DR. SCHWAB DOES A GREAT JOB OF THAT.

THAT'S HIS JOB.

DR. MINER, WHAT ARE YOUR THOUGHTS ON OR HOW DO YOU INTERPRET THIS? HAVING SAT THROUGH A FEW OF THESE LUNCH THINGS, AND AS YOU SAY, DOZENS UPON DOZENS, I DON'T THINK THEY READ THEM WITH THE SAME.

EVEN THOUGH SOME, MERCER ALLEN WROTE THIS, THEY DON'T READ THEM WITH THE SAME FINE-TOOTH COMB, MAYBE.

I HEAR WHAT YOU'RE SAYING ABOUT ELEVATING THIS PARTICULAR SET OF CHALLENGES, AND I HEAR WHAT YOU'RE SAYING ABOUT.

IT'S AN INTERESTING WORD TO USE OVERSEEING.

AGAIN, KEEPING IN MIND WHAT THEY'RE USED FOR.

THEY'RE USED TO GUIDE THE LOBBYISTS, ET CETERA.

THEY'RE NOT USED AS GOVERNANCE ON SCHOOL BOARDS.

WHAT DO YOU THINK THEIR PURPOSE IS, AND DO YOU SEE THIS BEING MISUSED? I WOULDN'T SEE IT BEING MISUSED, CANDIDLY.

I DON'T THINK ANOTHER BOARD IS GOING TO READ THIS AND SAY, OH, LOOK, WE HAVE A ROLE IN THIS.

THESE ARE THEIR PLATFORM POLICIES, RIGHT? THE PARAGRAPH THAT THEY HAVE THAT SORT OF GETS TO ME IS, THE POSITION AFFIRMS THE GOVERNANCE ROLE.

I DON'T AGREE WITH THEM THAT IT DOES, BUT IT SUPPORTS ONGOING EDUCATION FOR SCHOOL BOARDS TO STRENGTHEN THEIR WORK IN THIS REALM.

I DON'T THINK IT'S A TERRIBLE IDEA.

NO, I DON'T THINK THAT'S A TERRIBLE IDEA, BUT THAT'S NOT REALLY WHAT THEY'RE SAYING HERE.

[01:05:01]

NO.

IT'S ONE OF THOSE WHERE YOU SAY, DO NOT PASS.

YOU'RE LOSING SOMETHING THAT COULD HAVE VERY HIGH QUALITY VALUE IF THEY WERE ABLE TO GET IT THROUGH.

IF YOU SAY, DO PASS, I HEAR YOUR CONCERN.

IF WSSDA FELT STRONGLY ABOUT THIS, I'D SAY, DEVELOP THE TRAINING FOR SCHOOL BOARD PEOPLE TO HELP ALL SCHOOL BOARD MEMBERS TO BECOME REALLY GOOD AT UNDERSTANDING THEIR ROLE AND WHAT TO DO.

THAT WOULD BE A POSITION I WOULD BE ABSOLUTELY IN FAVOR OF.

MAYBE THAT'S WHAT THIS IS TRYING TO PROVIDE IS STRENGTH FOR THAT PLATFORM.

IT DOESN'T SAY IT.

IT'S ON THEM.

THEY DON'T NEED THE STATE TO HAVE LEGISLATION.

WHAT ARE THEY ADVOCATING FOR HERE TO THE STATE IF THIS IS SUPPOSED TO BE WHAT THEIR LOBBYISTS USE TO HELP PUSH LEGISLATION? IF THEY FEEL STRONGLY AND THEY HAVE A VALUE JUDGMENT AND THEY THINK THIS IS IMPORTANT, AND ABSOLUTELY IT IS, THEN COME ON, WSSDA, DEVELOP THE TRAINING.

THEY DEVELOP TRAINING ON OTHER THINGS THAT THEY THINK IS VERY IMPORTANT AND THAT SCHOOL BOARD PEOPLE SHOULD KNOW.

THEY DON'T NEED TO HAVE THIS POSITION.

ANYWAY, I'M JUST STATING MY VERY CONCRETE DETAILED RESPONSE TO THIS.

KAREN, TOM, WHAT DO YOU GUYS THINK? I HEAR YOUR CONCERNS.

I DON'T FEEL.

I'M NOT SURE, NANCY.

IT'S LIKE THIS ONE.

I'D BE INTERESTED TO SEE WHAT THE LEDGE COMMITTEE HAS DISCUSSIONS BEEN ABOUT THIS AND RAISING ANY CONCERNS, TOO.

I THINK THIS IS ALSO IN A MOMENT ONE THAT YOU TWO CAN MAKE SOME DECISIONS ON.

I JUST FEEL LIKE THIS IS SOMETHING LIKE.

THERE ARE A LOT OF THINGS WE CARE A LOT ABOUT AND WE FEEL STRONGLY ABOUT.

WE JUST WANT TO WRITE A POSITION WITHOUT THINKING ABOUT WHAT ITS POINT IS OR GOAL.

WHAT DO WE REALLY WANT FROM THIS? AND THEN IT LEAVING IT OPEN TO A LOT OF DIFFERENT INTERPRETATIONS.

LIKE IN A CLASSROOM, EITHER HAVING A GOOD STRONG LEARNING TARGET AND TYING YOUR INSTRUCTION TO IT OR JUST SAYING, HEY, LET'S CHAT ABOUT THIS.

ANYWAY.

KEITH, YOU HAVE ANY.

NOT ANY STRONG POINTS.

I DO RESPECT THE VOILERING OF THIS POSITION, THOUGH.

IT'S AN INTERESTING POINT THAT YOU'RE MAKING ABOUT THE DIFFERENT WAYS IT CAN BE INTERPRETED.

BUT I DON'T TAKE A STRONG POSITION ON THIS ONE.

I ACTUALLY WOULD SUPPORT EITHER YOU OR TOM LISTENING IN ON WHAT ARGUMENTS MORNING AND START AT THE TIME AND USING YOUR JUDGMENT AS TO WHAT YOU THINK WOULD ADVANCE OUR POSITION THE BEST.

YEAH, I'M COMFORTABLE WITH THAT, TOO.

OKAY.

THEN 61.

61 IS THE ARTIFICIAL INTELLIGENCE.

SORRY.

ON 58.

BUT NOW THAT I KNOW WE CAN'T MAKE AN AMENDMENT, MAYBE WE COULD JUST MAKE A NOTE.

THIS IS THE ENROLLMENT OPTIONS.

AND MY ONLY CONCERN IS I THINK IT NEEDS TO SAY DISTRICTS ARE NOT ALLOWED TO GO MARKETING AND RECRUITING STUDENTS FROM OTHER DISTRICTS.

THIS IS ABOUT MAKING IT EASIER FOR STUDENTS WHO ARE IN ONE DISTRICT TO GO TO ANOTHER DISTRICT AND THE TRANSFER POLICIES.

BUT THAT'S JUST.

I HAVE NO PROBLEM WITH THAT.

I JUST FEEL LIKE WHAT I WOULDN'T WANT TO SEE IS A WHOLE LOT OF THE RICHER DISTRICTS RECRUITING FOR KIDS BECAUSE THEY HAVE THE MONEY TO DO THAT.

BUT I DON'T WANT IT TO BECOME A MARKETPLACE.

REBECCA, DO YOU HAVE ANY.

SO IF WE CAN MAKE A NOTE BECAUSE IF WE CAN'T.

I WOULDN'T SAY, YOU KNOW, VOTE DO NOT PASS BECAUSE OF THAT.

BUT MAYBE IN THE COMMENTS WHEN WE TALK ABOUT IT, IT'S SOMETHING WE COULD BRING UP THERE BECAUSE WE WILL HAVE.

KAREN, DO THEY STILL HAVE COMMENTS SECTION IN GENERAL ASSEMBLY? I THINK TOM MIGHT HAVE A BETTER IDEA.

THERE IS USUALLY A DISCUSSION.

YEAH, I DON'T KNOW.

I WOULD SAY THE OTHER OPTION IS TO GO AHEAD AND PASS IT AND

[01:10:02]

AI? I TRIED TO GET TO AI LIKE TWICE BEFORE.

GO FOR IT.

I'M NOT GOING TO STOP YOU NOW.

LET'S GO TO 60.

I'VE GOT NOTHING IN BETWEEN.

I'M WITH YOU.

THE COMMITTEE RECOMMENDED PASSING THIS, BUT I THINK THAT OUR VERSION IS BETTER AND THIS IS UNNECESSARY IF WE PASS OURS.

I AGREE.

I THINK 60 IS BETTER THAN 61.

AND PART OF IT IS HAVING SOME REGULATORY OVERSIGHT IN TERMS OF THE EXPECTATIONS AND USE OF AI IN SCHOOLS.

SO I WOULD SAY WE WOULD.

I THINK WE SHOULD APPROVE THE DO PASS FOR 60 AND NOT FOR 61.

AGREED.

KEITH OR KAREN, WHAT DO YOU THINK? I AGREE.

I ALSO AGREE.

AND FINALLY, AN EASY ONE.

70, NUMBER 70.

THIS ONE GOT A DO PASS RECOMMENDATION.

IT'S A PRETTY LONG ONE ABOUT ATTRACTING, RECRUITING, AND RETAINING DIVERSE STAFF.

AND THE AMENDMENT IS JUST TO ADD IN MEET THE NEEDS AND MEET THE NEEDS, LIKE ADDING IN MEET THE NEEDS.

DO THEY MEET THE NEEDS OF THE STUDENT POPULATION SERVED, BUT THEY DON'T HAVE THE WORD MEET THE NEEDS OF AND REFLECT THE STUDENT? IS THAT THE ONLY CHANGE HERE? YES.

AND IT'S GRAMMATICALLY WRONG.

WELL, THE PROPOSER'S RATIONALE WAS CONCERNING TO ME.

WHAT WAS CONCERNING ABOUT THE PROPOSAL RATIONALE TO YOU? THAT WE'RE PROMOTING LOWER STANDARDS FOR CERTS AND PARAS IF WE'RE ADVANCING THIS POSITION OF TRYING TO HAVE DIVERSE STAFF.

I THINK I WOULD AGREE WITH YOU, TOM, WITH THAT CONCERN.

AND IT'S NOT THAT I DON'T AGREE WITH YOU ON THAT CONCERN, BUT I JUST KNOW THAT ESPECIALLY IN EASTERN WASHINGTON AND THE CENTRAL PART OF THE STATE WHERE, A, THE TEACHING POPULATION ISN'T THAT DIVERSE, THEY ALSO, B, HAVE A REALLY TOUGH TIME GETTING ENOUGH QUALIFIED TEACHERS JUST TO BEGIN WITH.

SO I THINK THAT IT'S NOT TO SAY THAT I DON'T WANT OUR TEACHERS TO BE OF THE HIGHEST QUALITY IN THE STATE, BUT I ALSO UNDERSTAND THAT IF IT BRINGS IN MORE TEACHERS THAT REFLECT THAT STUDENT POPULATION AND THEY'RE ALREADY SHORT ON TEACHERS, THAT'S A LITTLE BIT LOWER ON MY CONCERN LIST, I GUESS IS WHAT I'M SAYING.

I AGREE WITH KEITH.

AS FORMER PRINCIPAL, PARTICULARLY AS A NEW FORMER PRINCIPAL WHEN I WAS BRAND NEW AS A PRINCIPAL, I FELT A TREMENDOUS AMOUNT OF PRESSURE TO HIRE DIVERSITY OVER QUALITY.

AND NO ONE EVER TOLD ME THAT.

NO ONE EVER SAID THAT.

BUT I WAS LIKE, HERE'S AN OPPORTUNITY TO HIRE SOMEONE OF COLOR.

AND THE PERSON WHO WAS OF COLOR WAS NOT AS GOOD.

DIDN'T PRESENT AS WELL AS SOME OF THE OTHER CANDIDATES.

AND I WAS LIKE, I JUST WANT TO BELIEVE IN THEM AND HIRE THEM.

AND IT TURNED OUT TO BE, IT TURNED OUT NOT TO BE A GOOD DECISION.

SO SOMETIMES THESE ARE WRITTEN IN A WAY THAT HELPS TO PROMOTE

[01:15:01]

WE NEED MORE DIVERSITY IN OUR CLASSROOMS. HOWEVER, SOMETIMES IT HAS THE UNINTENDED CONSEQUENCES OF DOING EXACTLY WHAT THE PROPOSER'S CONCERN IS, WHICH IS TO ACTUALLY LOWER THE STANDARDS.

SO I'M NOT OPPOSED TO ADDING MEET THE NEEDS AND REFLECT STUDENT POPULATION.

ALL RIGHT.

KAREN OR YEAH.

SO FROM WHAT I READ ON THIS ON 70, ATTRACT, RECRUIT, AND RETRAIN DIVERSE STAFF, I'M NOT SEEING THE ACTUAL ORIGINAL PROPOSAL, WHICH I THINK WAS SUBMITTED BY SHORELINE.

SO I'M NOT I'M A LITTLE BIT CONFUSED ON WHAT THEY ARE TRYING TO DO HERE AND WHAT THEY'RE WHAT IT IS THAT THEY'RE TRYING TO ADD.

YEAH, THERE'S ONLY ONE PART OF THE WHOLE THING THAT'S GETTING ADDED.

AND JUST ON MY COPY, IT'S NOT FLAGGED.

I CAN'T TELL WHAT'S BEING ADDED ON THIS.

SO WITH THE PROPOSED AMENDMENT, THE VERY FIRST PARAGRAPH, THE SECOND LINE, THEY'RE JUST ADDING THE WORDS AFTER IT SAYS DIVERSE BACKGROUNDS THAT BETTER.

AND THEN THEY'RE ADDING THE WORDS MEET THE NEEDS AND AND THEN REFLECT.

I THINK IT'S SO MINOR.

YOU KNOW, I JUST.

YEAH, I AGREE.

I JUST THINK IT'S MINOR.

YOU KNOW, IT MIGHT OBVIOUSLY MEAN SOMETHING TO SOMEBODY TO MAKE THE DIFFERENCE.

BUT IN THIS WHOLE LONG THING, SEEMS KIND OF LIKE.

SO WHAT? OK, I THINK I HAVE THE INFORMATION I NEEDED.

GOOD FROM THAT.

THANK YOU FOR THAT DISCUSSION.

WE SHOULD PROBABLY WRAP THIS UP WITH THE NEXT SLIDE.

THESE ARE THE INDIVIDUALS THAT YOU COULD REACH OUT TO IF YOU WISH TO COMMENT ON THE LEGISLATURE, THE GOVERNMENT, STATE GOVERNMENT FULFILLING ITS RESPONSIBILITIES IN REGARDS TO PUBLIC EDUCATION.

WE ADDED THE WASHINGTON GOVERNOR'S REGIONAL OUTREACH REPRESENTATIVE TO THIS LIST, AND WE'LL BE MEETING WITH THESE INDIVIDUALS BETWEEN NOW AND START OF THE LEGISLATIVE SESSION.

AND IF YOU'RE NOT SURE WHICH LEGISLATORS YOU HAVE AT THE NEXT SLIDE, YOU CAN SEE THERE'S A WASHINGTON STATE LEGISLATURE DISTRICT FINDER WHERE YOU CAN FIND OUT EXACTLY WHO IS YOUR REPRESENTATIVE.

AND THAT BRINGS US TO IF THEY OR THE PERSON RUNNING AGAINST THEM HAVEN'T BEEN STOPPING BY YOUR DOOR OR DROPPING OFF LITERATURE, PROBABLY RIGHT NOW.

WE'RE ALL VERY AWARE OF WHO OUR REPRESENTATIVES ARE BECAUSE IF YOU'RE LIKE ME, YOU'RE GETTING A LOT OF MAIL FROM THEM RIGHT NOW.

GIVING YOU A LOT OF ATTENTION.

OK, THAT'S IT.

THANK YOU SO MUCH.

WE REALLY APPRECIATE YOUR LEADERSHIP THAT YOU'VE TAKEN ON AS BEING THE LEDGE REP.

YOU'RE DOING A GREAT JOB.

AND WE'RE LIKE HERDING CATS.

I UNDERSTAND THAT.

THAT WAS A REALLY GOOD DISCUSSION.

I THINK THOSE ARE THE KIND OF DISCUSSIONS THAT HELP US REALLY THINK THROUGH THINGS.

[12. BOARD MEMBER COMMENTS - 7:50 pm]

SO, DIRECTOR KRAMER.

SO MY 14 YEAR OLD DAUGHTER STARTED HIGH SCHOOL, HAD HER FIRST DAY OF HIGH SCHOOL LAST WEEK AND THEN WENT TO THE FRIDAY NIGHT GAME AT THE STADIUM AND THEN WENT OUT WITH SOME FRIENDS AND AFTERWARD AND WENT TO DICK'S TO GET BURGERS.

AND TEXTED ME AT ONE POINT SAYING, I LOVE HIGH SCHOOL.

SO IT WAS JUST AN EXCITING THING.

AND I'M SUPER HAPPY THAT SHE'S EXCITED ABOUT IT, AS ARE MANY OF HER FRIENDS.

A BIG SHOUT OUT TO LINWOOD FOR CREATING AN ENVIRONMENT WHERE, AS SHE SAID, THAT THERE JUST DIDN'T SEEM TO BE A HIERARCHY OF GROUPS.

THERE WAS LOTS AND LOTS OF GROUPS, BUT THERE DIDN'T SEEM TO BE A HIERARCHY.

AND WE WERE TOLD, LIKE THE BIG VALUE THAT THEY WERE TOLD DURING THEIR INITIATION WAS THAT WHATEVER YOU WANT TO DO, IT'S OKAY HERE.

[01:20:02]

YOU'RE ACCEPTED.

AND I THOUGHT THAT WAS JUST THE COOLEST THING TO HEAR FROM HER.

SO ANYWAY, THAT'S MY COMMENTS FOR TODAY.

HAPPY BEGINNING OF SCHOOL TO ALL STAFF AND STUDENTS AND FAMILIES.

THANK YOU.

DR. SMITH.

I WILL BE QUICK.

ALL I NEED TO REALLY SAY IS THANK YOU TO TECH FOR SETTING ME UP.

UNFORTUNATELY, THIS MORNING I WOKE UP WITH A COLD AND I'M NOT FEELING GREAT.

SO JUST THANK YOU TO TECH FOR LAST MINUTE BEING ABLE TO GET ME SET UP ON OUR MEETING TODAY.

AND I REALLY HOPE TO BE ABLE TO JOIN YOU GUYS IN TWO WEEKS AND EXCITED FOR THE START OF A NEW SCHOOL YEAR.

WE'RE GLAD THAT YOU WERE ABLE TO JOIN US THIS WAY AND WE HOPE YOU FEEL BETTER SOON.

DIRECTOR GARRARD.

I THINK I TOOK A LOT OF TIME ALREADY, BUT I'LL JUST SAY I'M GLAD FOR THE EXCITEMENT OF STARTING SCHOOL, WHETHER IT BE OR MANY OF OUR OTHER STUDENTS.

AND ALSO LOOKING FORWARD TO WATCHING SOME SPORTS COMPETITIONS, SOME PLAYS AND LISTENING TO SOME MUSIC THIS YEAR.

THANK YOU.

DIRECTOR CHASE.

THANK YOU AND THANK YOU TO ZOOM FOR MAKING IT POSSIBLE FOR DIRECTOR SMITH AND I TO PARTICIPATE WITHOUT SHARING VIRUSES AMONGST ALL OF YOU.

I WANT TO THANK EVERYONE FOR THEIR WORK TONIGHT AND PARTICULARLY TOM, BECAUSE I KNOW IT'S A LOT OF WORK TO GO THROUGH THESE PROPOSALS.

AND THIS IS A GREAT FIRST WEEK OF SCHOOL COMING BACK AND THE FALL WEATHER IS JUST LOVELY.

AND ALSO RELEVANT TO THE CONVERSATION WE WERE JUST HAVING ON ATTRACTING A DIVERSE POPULATION OF TEACHERS IN THE EDMONDS SCHOOL DISTRICT, WE DO, THIS TOPIC HAS COME UP QUITE A BIT AND THE TEACHERS OF COLOR FOUNDATION WAS FORMED.

IT'S AN AWARD-WINNING 501C3, AS A MATTER OF FACT, NONPROFIT THAT IS A GREAT PROGRAM IN OUR DISTRICT WORKING TOWARDS EQUITY IN EDUCATION.

AND I WOULD ENCOURAGE EVERYONE TO TAKE A LOOK AT THE TEACHERS OF COLOR FOUNDATION THAT IS HELPING US IN OUR DISTRICT TO SUPPORT CREATING MORE DIVERSITY IN EDUCATION.

ONE TEACHER AT A TIME AND LEARN ABOUT THEIR WORK AND PARTICULARLY THE CHANGING DEMOGRAPHICS AND SOME OF THE THINGS THEY TALK ABOUT IS ABOUT HAVING AT LEAST ONE BLACK TEACHER IN 3RD THROUGH 5TH GRADE REDUCE BLACK STUDENTS' PROBABILITY OF DROPPING OUT OF SCHOOL BY 29%.

AND SO LOOKING AT THEIR WEBSITE TO UNDERSTAND THE IMPACT OF THEIR WORK IS HEARTWARMING TO ME AND I JUST ENCOURAGE EVERYONE TO SUPPORT THIS GREAT, GREAT PROGRAM IN THE EDMONDS DISTRICT.

AND WITH THAT, I HOPE EVERYONE HAS A GREAT EVENING AND I THINK THAT IT IS ALWAYS NICE TO, I'M ANXIOUSLY AWAITING OUR STUDENT ADVISORS TO COME BACK AND HOPING THIS VIRUS WILL BE GONE BY THEN BECAUSE I JUST FEEL SO ENCOURAGED AND HOPEFUL AND ENGAGED WHEN WE HAVE STUDENT VOICE AT OUR MEETINGS.

THANK YOU AND WE HOPE YOU FEEL BETTER SOON ALSO.

AND I'D LIKE TO JUST ADD TO YOUR COMMENT ABOUT THE WORK OF THE FOUNDATION OF TEACHERS OF COLOR IS WE'RE ABLE TO INCREASE THE DIVERSITY IN OUR TEACHING STAFF WITHOUT LOWERING STANDARDS BY THE WAY THAT IT'S DONE.

SO I THINK THAT'S REALLY IMPORTANT.

I JUST, I WANTED TO THANK MY BOARD COLLEAGUES FOR THE REALLY PRODUCTIVE AND INTERESTING TWO DAYS THAT WE SPENT IN OUR BOARD RETREAT. I THINK WE ACCOMPLISHED A LOT. WE DID A LOT OF PLANNING, ESPECIALLY WITH DR. MINER'S LEADERSHIP, AND I THINK THAT'S ALWAYS VERY IMPORTANT. IT WAS A LOT OF TIME THAT WE SPENT, BUT I THINK IT'S REALLY HELPED SET US UP FOR A GOOD, STRONG SCHOOL YEAR. EVEN THOUGH I WASN'T ABLE TO ATTEND THE AUDIT EXIT CONFERENCE, EVERY YEAR THE DISTRICT IS AUDITED BY THE STATE AND WE GOT A COMPLETE, CLEAN BILL OF HEALTH AND THAT'S VERY EXCITING AND ALWAYS GOOD TO KNOW WHEN THAT HAPPENS. AND WE'RE STARTING TO SIGN UP FOR SCHOOL VISITS, WHICH IS ONE OF MY FAVORITE THINGS ABOUT BEING A SCHOOL BOARD DIRECTOR.

AND SO I'M REALLY LOOKING FORWARD TO GETTING OUT INTO SCHOOLS AND INTERACTING WITH THE KIDS AND THE STAFF.

DR. MINER? NOTHING ADDITIONAL FOR ME THIS EVENING. OKAY, WITH THAT BEING SAID, THIS REGULAR BUSINESS MEETING OF THE EDMONDS SCHOOL DISTRICT BOARD OF DIRECTORS IS ADJOURNED.

* This transcript was compiled from uncorrected Closed Captioning.