May 06, 2024 May 6, 2024 Board Meeting - 7:00 p.m.

[A. Regular Board Meeting - 7:00 p.m.]

[B. Opening Items]

[00:00:10]

EVERYBODY. I LIKE THE CALL ORDER -- TO ORDER THAT MAY 6TH, 2024 BOARD OF DIRECTORS MEETING. THE BOARD VALUES PUBLIC PARTICIPATION IN THE MEETINGS OF THE BOARD. THE MEETINGS WILL CONTINUE TO BE LIVE STREAMED ON THE LWSD WEBSITE. THE PUBLIC ARE WELCOME TO EMAIL BOARD MEMBERS AT LWSD.ORG. WE WILL BEGIN THE EVENING WITH A LAND ACKNOWLEDGMENT. THE BOARD OF DIRECTORS OF LAKE WASHINGTON SCHOOL DISTRICT ACKNOWLEDGES THAT OUR SCHOOL DISTRICT IS ON THE INDIGENOUS LAND OF THE SALISH PEOPLES, WHO HAVE RIGHTS ON THE SLANT WITH THE DUWAMISH AND SNOQUALMIE INDIAN TRIBES.

WE THINK THE CARETAKERS OF THIS LAND, WHO HAVE LIVED HERE SINCE TIME IMMEMORIAL. WE WILL TEACH THE INDIGENOUS HISTORY OF THIS LAND. WE COMMIT TO PROVIDE THE BEST POSSIBLE EDUCATION FOR CHILDREN OF NATIVE DISSENT THAT ATTEND OUR SCHOOLS. I MOVED TO APPROVE THE MAY 6TH, 2024 AGENDA.

>> SO MOVED. >> SECOND.

>> IT HAS BEEN MOVED BY TRUE -- DIRECTOR LALIBERTE AND SECONDED

BY DIRECTOR YOCUM. >> ALL THOSE IN FAVOR , PLEASE

[C. Recognitions]

SAY AYE. >> AYE.

>> THE BOARD WOULD LIKE TO RECOGNIZE NATIONAL SCHOOL NURSE DAY. DIRECTOR GUTHRIE, WILL YOU PLEASE READ THE PROCLAMATION?

>> CERTAINLY. WHEREAS CHILDREN TODAY FACE MORE COMPLEX, AND LIFE-THREATENING HEALTH PROBLEMS REQUIRING CARE IN SCHOOLS, AND WHEREAS ALL STUDENTS HAVE THE RIGHT TO HAVE THEIR HEALTH NEEDS SAFELY MET IN A SCHOOL SETTING, AND WHEREAS SCHOOL NURSES UNDERSTAND THE LINK BETWEEN HEALTH AND LEARNING AND ARE IN A POSITION TO MAKE A POSITIVE DIFFERENCE FOR CHILDREN EVERY DAY, AND WHEREAS SCHOOL NURSES HAVE SERVED A CRITICAL ROLE IN IMPROVING PUBLIC HEALTH, AND ENSURING STUDENT ACADEMIC SUCCESS FOR MORE THAN 100 YEARS, AND WHEREAS SCHOOL NURSES ARE PROFESSIONAL NURSES WHO ADVANCE THE WELL-BEING , ACTED -- ACADEMIC SUCCESS, AND LIFETIME ACHIEVEMENTS OF ALL STUDENTS, BY SERVING ON THE FRONT LINES, AND PROVIDING A CRITICAL SAFETY NET FOR OUR MOST FRAGILE CHILDREN, THEREFORE, WE, THE MEMBERS OF THE LAKE WASHINGTON SCHOOL BOARD OF DIRECTORS, HEREBY PROCLAIM MAY 8TH AS SCHOOL NURSE DAY IN LAKE WASHINGTON.

>> THANK YOU, DIRECTOR GUTHRIE. THE SECOND RECOGNITION THIS EVENING IS FOR TEACHER APPRECIATION WEEK, WHICH WAS MAY 6TH THROUGH 10TH, AND TEACHER APPRECIATION DAY.

DIRECTOR YOCUM, WILL YOU READ THE PROCLAMATION?

>> YES. GLADLY. WHEREAS TEACHERS MOLD'S STUDENTS AND KEEP AMERICAN DEMOCRACY ALIVE, AND WHEREAS TEACHERS ENCOUNTER STUDENTS OF WILDLY DIFFERING BACKGROUNDS, AND OUR COUNTRIES FUTURE LIES UPON PROVIDING QUALITY EDUCATION TO ALL STUDENTS -- AND WE SUPPORT THE GUIDING PRINCIPLES OF CONNECTION, VALUE, AND CHALLENGE, AND WHEREAS THE TEACHERS IN THE SCHOOL DISTRICT DESERVE RECOGNITION FOR THEIR HARD WORK TO HELP STUDENTS ACHIEVE THE DISTRICTS VISION OF EVERY STUDENT FUTURE READY, THEREFORE, WE, THE LAKE WASHINGTON SCHOOL DISTRICT BOARD OF DIRECTORS, DO HEREBY PROCLAIM MAY 6TH THROUGH 10TH AND TOMORROW, TUESDAY, MAY 7, 2024 AS TEACHER APPRECIATION WEEK AND NATIONAL TEACHER DAY IN LAKE WASHINGTON SCHOOL DISTRICT.

>> THANK YOU. DR. HOLMEN, WOULD YOU LIKE TO PROVIDE ANY

COMMENTS? >> I WOULD. STARTING WITH SCHOOL NURSES, YOU THINK ABOUT A MEDICAL PROFESSIONAL BEING EMBEDDED WITHIN OUR SCHOOLS, IT IS A VERY UNIQUE ROLE THAT THEY PLAY, AND SO OFTEN, THEY ARE INTERPRETING FOR STAFF TO UNDERSTAND WHAT ARE THE NEEDS THAT A STUDENT HAS RELATED TO THEIR MEDICAL NEEDS AND DOCTOR'S ORDERS AND ALL OF THESE THINGS. THEY PLAY A ROLE AND SUPPORT SO MANY DIFFERENT STUDENTS, AND SO I CAN TELL YOU, OUR NURSES PROVIDE SUCH VALUABLE INSIGHT INTO THE NEEDS OF OUR KIDS. I THINK ABOUT WHEN OUR GUIDANCE TEAMS ARE MEETING AND TRYING TO UNPACK WHAT A STUDENT NEEDS. THAT NURSE IS A CRITICAL PART OF HELPING THAT

[00:05:04]

YOU THINK OF OUR TWO SENIORS SITTING HERE TONIGHT, I GUARANTEE YOU, THEY CAN TELL SOME STORIES ABOUT HOW TEACHERS HAVE HELPED THEM ALONG THE JOURNEY, BE IT KINDERGARTEN TO THIS YOUR BREAD --. THANK YOU TO OUR TEACHERS AND OUR NURSES.

[D. Audience Participation]

>> NEXT, WE HAVE PUBLIC COMMENT. THE BOARD WELCOMES THE PUBLIC TO THE BUSINESS MEETINGS OF THE BOARD. THE BOARD DEDICATES 30 MINUTES TO HEAR FROM THE PUBLIC DURING THE PUBLIC COMMENT BP OF THE MEETING, WITH EACH INDIVIDUAL PROVIDED UP TO TWO MINUTES TO SPEAK. WE HAVE CHANGED THE TIME LIMIT IN AN EFFORT TO GIVE MORE PEOPLE AN OPPORTUNITY TO SPEAK DURING THE 30 MINUTES THAT WE HAVE ALLOCATED FOR PUBLIC COMMENT. PARTICIPANTS SHOULD NOT EXPECT A RESPONSE FROM THE BOARD. WE WANT TO GET AS MANY MEMBERS OF THE PUBLIC AN OPPORTUNITY TO SPEAK AS THE TIME ALLOWS. YOU MAY ALSO PURCHASE PAID ON THE WEBSITE , LWSD.ORG. SIGN-UP CLOSES AT NOON. COMMENTS WILL BE ORDERED . YOU MAY DESIGNATE ANOTHER PERSON TO SPEAK IN YOUR PLACE BY SENDING AN EMAIL TO PUBLIC COMMENT AT LWSD.ORG. BEFORE NOON, THE DAY OF THE MEETING.

IF THE ORIGINAL SPEAKER IS NOT PRESENT AT THE MEETING AND HAS NOT NOTIFIED LWSD IN WRITING, THE BOARD WILL MOVE TO THE NEXT SPEAKER. SUBSTITUTIONS AT THE MEETING WILL NOT BE ACCOMMODATED. I WOULD LIKE TO REMIND EVERYONE HERE THIS EVENING THAT THIS OPPORTUNITY TO ENGAGE IN DIALOGUE IS ALSO AN OPPORTUNITY TO MODEL RESPECTFUL DISCOURSE TO OUR STUDENTS AND OUR COMMUNITY. WE ASK THAT THE AUDIENCE REFRAIN FROM COMMENTING AND PROLONGED APPLAUSE, AS IT TAKES TIME AND IT PREVENTS US FROM LISTENING TO AS MANY SPEAKERS AS WE CAN FIT INTO OUR DEDICATED 30 MINUTES. ONCE THE PUBLIC COMMENT PORTION OF OUR BUSINESS MEETING CONCLUDES, WE ASK EVERYONE THAT IS NOT INTERESTED IN LISTENING TO THE REST OF THE AGENDA ITEMS EXIT QUIETLY AND IN AN ORDERLY FASHION, SO WE CAN CONTINUE THE REST OF OUR MEETING. PUBLIC COMMENT WILL NOW BEGIN AT 7:13 P.M. THE FIRST PERSON WE HAVE SIGNED UP INAUDIBLE ] SPOKE IT WAS INSTILLED IN ME FROM AN EARLY AGE. I COME TO YOU WITH A CONCERN REGARDING THE WELL-BEING OF STUDENTS THAT HAVE FACED HURTFUL TREATMENT IN THE PAST. EDUCATION PLAYS A PIVOTAL ROLE IN SHAPING OUR VIEWS. WE MUST PROVIDE EDUCATION FREE FROM BIAS AND DISCRIMINATION. AS WE REFLECT ON THE CHALLENGES OF THE PAST SEVEN MONTHS AND THE PROFOUND IMPACT ON OUR COMMUNITY, IT IS INCUMBENT UPON US AS AN EDUCATOR AS PARENTS, TO SERVE AS POSITIVE ROLE MODELS. WE MUST FOSTER PEACE, WHICH REQUIRES FORMING GOOD OPINIONS.

PERSONAL BIASES . I PROPOSE WE DISMANTLE OPPRESSIVE SYSTEMS AND FOSTER A CULTURE OF JUSTICE. INTERSECTION NULLITY AND COMMUNITY EMPOWERMENT --

[00:10:10]

>> THANK YOU VERY MUCH. AND THE NEXT, WE HAVE IS SARA DUKE.

>> YESTERDAY WAS MISSING AND MURDERED INDIGENOUS WOMEN'S DAY OF REMEMBRANCE. THEY HAVE STRUGGLED WITH HIGH RATES OF MURDER OF TRIPLE MEMBERS. THEY DESCRIBE IT AS A LEGACY OF GOVERNMENT POLICIES OF LAND SEIZURE AND VIOLENCE INFLICTED ON NATIVE PEOPLES. THE WASHINGTON SCHOOL DISTRICT WAS COMPLETELY SILENT IN MEMORIALIZING THE STATE. SHOULD WE BE SURPRISED WHEN THIS SAME SCHOOL DISTRICT ADMINISTRATION RECOGNIZES ARAB AMERICAN HERITAGE MONTH WITH A SINGLE FACEBOOK POST AND NONE OF THE RESOURCES MAKE ANY MENTION OF PALESTINIAN BOOKS, HISTORY, CULTURE? SHOULD WE BE SURPRISED WHEN THIS ADMINISTRATION SUPPRESSED THE VOICES OF STUDENTS STANDING IN SOLIDARITY AND CONDEMNING THE GENOCIDE AND ETHNIC CLEANSING OF PALESTINIANS, A GROUP THAT FACE STATE-SPONSORED VIOLENCE IN THEIR HOMELANDS. WHERE WE HAVE WATCHED AS THE POPULATION BUMPED, SNAPPED, TORTURED, DISPLACED, DEDICATED ADMINISTRATION DENIED STUDENTS THAT WANTED TO HOLD A WALKOUT IN DECEMBER. IT CENSORED THOSE SAME STUDENTS AND THEIR SPEECH IN FEBRUARY BY EXPLICITLY THREATENING TO CONFISCATE SIGNS AT THEIR WALKOUT THAT HAD THE WORDS MURDER, GENOCIDE ON THEM.

MOST EGREGIOUS OF ALL IS THEIR CRIMINALIZATION OF THE LAST WALKOUT BY DEPLOYING LAW ENFORCEMENT INTO THE SAME SCHOOLS THAT HAVE PREVIOUSLY SUCCESSFULLY HELD WALKOUTS WITHOUT ANY INCIDENT, CRIMINALIZING CHILDREN FOR SPEAKING OUT ON THE GENOCIDE OF OTHER CHILDREN IS ABSOLUTELY DESPICABLE. YOU SAID THE SAFETY OF OUR STUDENTS IS THE HIGHEST PRIORITY. WHEN A JEWISH STUDENT CIRCULATED A VIDEO OF HER DRESSED IN AN ARMY UNIFORM, MOCKING AND PRETENDING TO KILL PALESTINIAN STUDENTS, WHERE WAS YOUR PUBLIC CONDEMNATION OF

THIS? >> WE ARE GOING TO GO AHEAD AND CUT YOUR MIC BECAUSE YOU ARE NOT GOING TO WRAP UP YOUR COMMENTS.

>> MS. DUKE, WE ARE GOING TO HAVE TO RECESS THIS MEETING IF YOU ARE NOT GOING TO CONCLUDE YOUR COMMENTS AT THIS TIME.

BECAUSE THE ORDERLY CONDUCT OF THIS MEETING IS NOT FEASIBLE DUE TO

>> WE ARE READY TO RESUME OUR MEETING.

WE ARE GOING TO GO AHEAD AND RESUME OUR MEETING. I WOULD LIKE TO JUST REMIND EVERYBODY ONE MORE TIME THAT THIS IS AN OPPORTUNITY TO ENGAGE IN DIALOGUE, AND WE WOULD VERY MUCH APPRECIATE IF YOU WOULD MODEL THE BEHAVIOR THAT YOU WANT TO SEE WITHIN THE COMMUNITY AND FOR OUR STUDENTS WHEN YOU ARE ENGAGING IN DIALOGUE. I'LL JUST LEAVE IT

AT THAT. >> THE NEXT PERSON WE HAVE SPEAKING THIS EVENING IS ALEX LEE.

>> HELLO. I'M ALEX LEE . I'M JUST HERE TO GIVE AN UPDATE ON

[00:15:04]

>> THANK YOU. NEXT, WE HAVE ISHAI SHVARTZ.

>> DEAR, BORED, I SAID BEFORE YOU FIVE MONTHS AGO AFTER MY NINE-YEAR-OLD AND 12-YEAR-OLD WERE TARGETED BY ANTI-SEMITIC INCIDENTS. LIKE ME, OTHER PRINTS OF THE COMMUNITY CAME FORWARD AND SHARED STORIES IMPACTING THEIR KITS. THE IMPRESSION I HAD WAS THAT YOU WERE NOT AWARE OF THE ISSUE AT THE TIME, BUT NOW THAT YOU ARE AWARE, YOU ARE GOING TO DO SOMETHING. YOU WILL ENSURE KIDS HAVE A SAFE PLACE TO GO TO SCHOOL. WHAT HAVE YOU DONE? WHAT ACTIVITIES DO YOU PURSUE? NOTHING? WHAT POLICIES OR GOALS DID YOU PUT IN PLACE TO PROTECT OUR KIDS? NONE THAT I CAN .2. IT SEEMS LIKE YOU JUST LISTEN TO US AND HOPE THAT DOING NOTHING WILL MAKE IT GO AWAY.

WELL, IT ISN'T GOING AWAY. IT IS GETTING WORSE. AS PARENTS IN THE JEWISH COMMUNITY, WE TRIED WORKING WITH TEACHERS AND THE SUPERINTENDENT'S OFFICE AND BOARD MEMBERS TO STOP THE ESCALATION OF ANTI-SEMITIC INCIDENTS. WHAT HAVE WE GOT TO SHOW FOR IT? AN EMAIL FROM THE SUPERINTENDENT TWO WEEKS IN A -- AGO. THAT IS ENOUGH. ANTI-SEMITIC HARASSMENT AND BULLYING IS ONLY INCREASING. THESE ARE NURTURED BY MOVEMENTS, CLUBS, TEACHERS, STUDENTS, LOOKING TO ADVANCE THEIR POLITICAL AGENDA AT THE EXPENSE OF OUR KIDS. I CANNOT RELATE TO A PERVERTED MIND THAT LOOKS AT SCHOOL GETS AS -- KIDS AS RESPONSIBLE FOR SOMETHING THAT HAPPENS THOUSANDS OF MILES AWAY. CAN'T RELATE TO SOMEONE THAT HAS THE POWER TO PREVENT IT, BUT LETS IT HAPPEN. IT IS JEWISH AMERICAN HERITAGE MONTH.

WHAT BETTER TIME TO ACT AND STAND UP AGAINST HATE?

>> THANK YOU. THE NEXT PERSON WE HAVE SIGNED UP IS SHAIMA ABDULMAJEED .

>> HELLO. SINCE OCTOBER 7TH UNTIL MARCH, 31,000 PALESTINIANS ARE KILLED , INCLUDING 13,000 KIDS. THOSE ARE THE U.N. NUMBERS NOT MINE. THESE MIGHT JUST BE NUMBERS FOR YOU. NUMBERS IN A PLACE FAR AWAY FROM YOU, BUT THESE NUMBERS ARE FAMILIES FOR US. COUSINS, FRIENDS. HUMANS. THIS IS A GENOCIDE WE ARE WITNESSING. THAT OUR KIDS ARE WITNESSING. IT'S ON TIKTOK AND INSTAGRAM, ALL SOCIAL MEDIA.

THEY ARE ALL WITNESSING THAT. THEY ARE SAD. THEY ARE MAD ABOUT HOW THE GOVERNMENT IS DEALING WITH IT, AND THEY HAVE ALL RIGHTS TO DO SO. HERE COMES AN ESSENTIAL RIGHT THAT OUR FOUNDING FATHERS WANTED FROM US. -- FOR US. FREEDOM OF SPEECH. MANY OF THE RIGHTS WE ARE CURRENTLY ENJOYING LAKE ENDING SLAVERY, WOMEN'S RIGHTS, LGBTQ RIGHTS, TO NAME A FEW, CAME THROUGH PEOPLE WHO STOOD UP AND SAID, ENOUGH. I NEED TO CHANGE THIS. KIDS IN MIDDLE SCHOOLS AND HIGH SCHOOLS PROTEST TO SHOW THEIR CONCERNS WITH THE SITUATION. WE ARE LOSING FRIENDS AND COUSINS AND FAMILIES THERE. AND HUMANS. SO THEY SHARED THOSE CONCERNS THROUGH WALKOUTS, WHICH IS

[00:20:10]

THOSE ARE BRIGHT KIDS WHO CARE ABOUT THEIR FUTURE, BY THE WAY.

THEY STOOD UP THERE TO MOURN THE THOUSANDS OF PEOPLE DYING EVERY DAY. WHAT DID WE DO? WE KEPT POLICING THEM, TELLING THEM, DO THIS, DON'T DO THAT. SAY THIS, DON'T SAY THAT. WE SENT AN EMAIL JUST BEFORE THE WALKOUTS. AND I QUOTE, YOU MENTIONED THESE WALKOUTS ARE BEING ENCOURAGED NATIONWIDE BY OUTSIDE GROUPS. WHAT OUTSIDE GROUPS ? WHAT DOES THIS MEAN? WHAT ARE YOU IMPLYING THAT THOSE KIDS ARE DOING? THOSE ARE JUST COMING FROM THE HEART. LISTEN TO THEM. DID YOU EVER TRIED MEETING THEM? ASK THEM WHY THEY ARE DOING THAT.

>> IF YOU COULD WRAP UP YOUR COMMENTS.

>> SURE. JUST AS A PARENT, ALL I WANT FOR MY KID IS THE COME TO ME AND BE UNDERSTOOD. I HAVE TO ASK FROM YOU ONE, PLEASE MEET THE KIDS AND ASKED THEM, TOO THEY FEEL SAFE COMING TO YOU GUYS? TELLING YOU THERE PER -- THEIR CONCERNS AND HOW THEY FEEL SAD AND WHAT ARE YOU GOING TO DO ABOUT THIS? SECOND THING -- 13,000 KIDS KILLED. LET THAT SINK IN. THANK YOU.

>> THANK YOU. NEXT, WE HAVE ISHAI SHVARTZ TWO.

] >> IS KELLEY AVAILABLE FOR

PUBLIC COMMENT? >> HERE I AM. SORRY. I NEED MY GLASSES. I'M AT THAT AGE. OKAY. GOOD EVENING BOARD MEMBERS, PARENTS, AND COMMUNITY. IN THE SPIRIT OF SBA TESTING, I WILL ASK A QUESTION. WHAT DO THE FOLLOWING HAVE IN COMMON? ROSA PARKS, ASSOCIATE HISTORY PROFESSOR BEEN RIGHT -- THEY WERE ALL ARRESTED AT LEAST ONCE, IF NOT THOUSANDS OF TIMES . DR. KING, WHO WE NOW HONOR ANNUALLY WITH A DATE OF SERVICE WENT TO JAIL 29 TIMES FOR HIS ACTS OF CIVIL DISOBEDIENCE AND ON MADE-UP CHARGES. HE WAS NOT ARMED NOR VENGEFUL. HIS GREATEST CRIME WAS IMAGINING A WORLD WHERE ALL WERE TREATED EQUALLY WITH DIGNITY , AND WITH RESPECT. THE LATE JOHN LEWIS WAS ARRESTED AT LEAST 40 TIMES AND BEATEN OFTEN FOR HIS ACTS OF CIVIL DISOBEDIENCE. LATER, AN ADVOCATE FOR CREATING GOOD TROUBLE, LEWIS WAS FEARLESS IN HIS FIGHT FOR EVERYONE'S BASIC RIGHTS. IN THE LAST MONTH, OVER 2200 UNIVERSITY STUDENTS AND FACULTY MEMBERS HAVE BEEN ARRESTED FOR VOICING THEIR CONCERNS OVER THE OCCUPATION AND DESTRUCTION OF GAZA.

GOVERNMENT AND SCHOOL OFFICIALS ACROSS THE COUNTRY HAVE PROCLAIMED THESE PROTESTS ANTI-SEMITIC AND TOLD ALL VOICES OF DISSENT TO BE SILENT. JUST THE OPPOSITE IS NEEDED.

THE VOICES OF TODAY ARE VOICES OF YESTERDAY. THE STUDENTS BEING HARASSED THE DAY WILL BE THE LEADERS AND LEGENDS OF TOMORROW. HOW DOES ALL OF THIS RELATE TO LWSD? THE DISTRICT MUST ALLOW SAFE, RESPECTFUL AND CIVIL DISCOURSE. AND IF NECESSARY, DISOBEDIENCE IN THE FORM OF WALKOUTS. IN MUST ENSURE THAT ALL STUDENTS LEARN HOW TO LEARN, THINK, DECIPHER TRUTH FROM LIKE HIM AND ASK CRITICAL QUESTIONS. OUR YOUNGEST LEARNERS NEED READING AND GUMBRANCH IT SKILLS AND READING SUPPORT QUESTIONS LIKE SAFETY NET MUST BE POSTERS -- BOLSTERED. NOT REDUCED IN SCOPE OR FUNDING. INSTEAD OF SHUTTING DOWN EVENTS FOR FEAR OF DISCOMFORT, WE MUST EMBRACE THESE OPPORTUNITIES TO LEARN. EACH OF US. AND OF COURSE, WE MUST ENSURE THAT ALL STUDENTS FEEL SAFE AND RESPECTED.

>> IF YOU COULD WRAP UP YOUR COMMENTS.

>> WHAT? I HAVE TWO SENTENCES MORE. FOR ALL STRUGGLING TO STAY LEVEL IN THESE TIMES, I LEAVE YOU WITH A QUOTE FROM HARRIET BEECHER STOWE. WHEN YOU GET INTO A TIGHT PLACE AND EVERYTHING GOES AGAINST YOU UNTIL IT SEEMS AS IF YOU COULDN'T HOLD ON A MINUTE LONGER, NEVER GIVE UP THEN, FOR THAT'S JUST THE PLACE AND TIME THAT THE TIDE WILL TURN. THANK

YOU. >> THANK YOU. THE NEXT PERSON WE HAVE SIGNED UP IS ELLA .

>> CAN YOU HEAR ME OKAY? SO THANK YOU AGAIN FOR ACKNOWLEDGING THE LAND AND THE INDIGENOUS PEOPLE. OUR KIDS ARE HURTING . OUR KIDS ARE GRIEVING. OUR KIDS ARE SHOCKED AT A WORLD THAT HAS BEEN ALLOWING A GENOCIDE UNFOLD LIVE

[00:25:05]

I ENCOURAGE YOU TO LOOK UP HOW MANY MEDICAL STAFF, ALONG WITH THEIR FAMILIES HAVE BEEN ASSASSINATED IN GAZA THAT LAST SEVEN MONTHS POINT TOP PROFESSORS, TEACHERS. TOTALLY ANNIHILATED. SIX UNIVERSITIES, TOTALLY ANNIHILATED WITH TIKTOK VIDEOS MOCKING THE DESTRUCTION OF THESE UNIVERSITIES. OUR KIDS ARE WATCHING THIS. THEY ARE ALSO SHOCKED AT OUR GOVERNMENT SENDING OUR TAX DOLLARS TO FUND THIS GENOCIDE AND CUTTING SCHOOL LUNCHES . YOU KNOW, THERE IS NO LUNCH MONEY.

THERE'S NO MONEY FOR LIBRARIES. THERE IS NO MONEY FOR BOOKS. THERE IS NO MONEY FOR PORTABLES. THERE IS NO MONEY FOR SCHOOLS, BUT THERE IS MONEY FOR BOMBS IN THIS COUNTRY. OUR KIDS WANT TO PRACTICE THEIR FIRST AMENDMENT RIGHT TO SPEAK OF TRUTH, JUSTICE, AND HUMANITY. THEY CAN EXERCISE AND WALK OUT AND PROTEST PEACEFULLY, JUST LIKE YOU GUYS DID NOT. YOU WALKED OUT IN PROTEST. YOUR RESPONSE SHOULD BE OF EMPATHY, COMPASSION, AND UNDERSTANDING, OF SENDING THE PLACE TO INTIMIDATE THEM. THEY ARE AWARE OF WHAT IS HAPPENING ON COLLEGE CAMPUSES. THE POLICE ARE INTIMIDATING, HARASSING, AND BEATING, ESPECIALLY MINORITY CHILDREN, EVEN THE COLLEGE PROFESSOR THAT IS JEWISH WAS BEATEN AND ARRESTED BY THE POLICE. IN NINE DAYS, WE WILL BE COMMEMORATING THE CATASTROPHE. IT MARKS THE MASS EXPULSION OF PALESTINIANS FROM PALESTINE, THE DESTRUCTION OF THEIR SOCIETY, THE DEHUMANIZATION OF THEIR BEING, APPROPRIATION OF THEIR CULTURE AND FOODS.

>> IF YOU COULD WRAP UP YOUR COMMENTS.

>> SURE. HERE IS WHAT I WANT. IMPLEMENT A DOXING POLICY AGAINST OUR STUDENTS. PARENTS SHOULD NOT FEEL IT IS OKAY TO GO TO VIDEOTAPE AND TAKE PICTURES OF STUDENTS AND JUST PUT THEM ONLINE. ADD ISLAMOPHOBIA AND ANTI-PALESTINIAN HATE TRAINING IN OUR PROGRAMS. TEACH ABOUT THIS AND IT'S IMPLEMENT -- IMPLICATIONS AND THE MILESTONES INCLUDING THE GENOCIDE. THANK YOU.

>> THANK YOU. >> THE NEXT PERSON WE HAVE SIGNED UP IS HEATHER. IS HEATHER HERE?

>> GOOD EVENING. MY NAME IS HEATHER COLOMB. I'M APPARENT IN THIS COMMUNITY. I SERVE ON OUR LOCAL PTA BOARD. IN MY SIX YEARS IN THIS DISTRICT, I HAVE WORKED WITH MANY AMAZING EDUCATORS, VOLUNTEERS, AND FAMILIES. MY SCHOOL IS CURRENTLY EXPERIENCING A NUMBER OF CHALLENGES WHICH I HAVE SHARED WITH THIS BOARD AND DISTRICT LEADERS OVER THE PAST 10 MONTHS. WHILE THIS PROCESS HAS BEEN FRUSTRATING, I WOULD LIKE TO THANK THE BOARD MEMBERS FOR THEIR SUPPORT AND GUIDANCE AS OUR COMMUNITY CONTINUES TO SEEK ACCOUNTABILITY AND SUPPORT FROM DISTRICT LEADERS. I SPOKE FIRST ABOUT MY FRIEND MIA, AN AUTISTIC STUDENT FACING EXPULSION. SHE HAS NOT BEEN ABLE TO ATTEND SCHOOL SINCE FEBRUARY. I SPOKE ABOUT SPECIFIC PERSONAL EXPENSES AND CONCERNS ABOUT SCHOOL SAFETY AND DISSEMINATION THAT HAVE BEEN BROUGHT TO MY ATTENTION BY MEMBERS OF MY COMMUNITY. I SHARE THE FEAR AND MANIPULATION THAT STAFF EXPERIENCE DAILY, INCLUDING RETALIATION FOR ATTENDING THESE MEETINGS. TONIGHT, I WILL SHARE ABOUT AN INCIDENT I WITNESSED ON APRIL 23RD WHILE VOLUNTEERING AT RECESS. I WATCHED AS A FOURTH GRADER WAS RESTRAINED BY ONE OF HIS PEERS WHILE THREE OTHERS PUSHED, AND ASSAULTED TEMPERATE DYLAN, A 10-YEAR-OLD AND HIS FAMILY HAVE BEEN ASKING FOR HELP FROM OUR ADMINISTRATORS FOR MONTHS. THEY ASKED FOR EDUCATION SUPPORT FOR MONTHS. THEY ASKED FOR A SEPARATION PLAN FOR AT LEAST ONE OF THE STUDENT -- STUDENTS INVOLVED FOR MONTHS. EACH DAY, DYLAN GOES TO SCHOOL KNOWING HE WILL BE THREATENED. KNOWING HE WILL EXPERIENCE VIOLENCE. KNOWING THAT THE ADULTS IN CHARGE WILL NOT ONLY FAILED TO PROTECT HIM FROM THAT VIOLENCE, BUT BLAME HIM FOR CAUSING IT. I AM IN ALL OF THE COURAGE AND BRAVERY DYLAN SHOWS EACH DAY. I'M GRATEFUL FOR HIS CLASSROOM TEACHER, HIS SPECIAL ED TEACHER, AND OUR DEDICATED STAFF WHO WORKED TIRELESSLY TO HELP DYLAN FEEL SAFE AT SCHOOL, DESPITE ROADBLOCKS FROM THE ADMINISTRATION. I'M HERE TODAY TO ASK ONCE AGAIN THAT THIS REPORT AND OUR ADMINISTRATION WILL HONOR THIS. ALL LAKE WASHINGTON STUDENTS DESERVE IT. THANK YOU FOR THE OPPORTUNITY TO SPEAK TONIGHT. ADVOCACY IS A PRIVILEGE.

>> THANK YOU. NEXT, WE HAVE TUCKER.

[00:30:07]

>> CAN YOU HEAR ME? HELLO AND GOOD EVENING SCHOOL BOARD MEMBERS. I AM TUCKER ANDREWS. WE ARE HERE ON BEHALF OF THE LAKE WASHINGTON HIGH SCHOOL GREEN TEAM. WE STARTED -- ARE SORRY THAT THE OTHER MEMBERS OF THE MEETING COULD NOT BE HERE.

YEAH. THANK YOU FOR YOUR SUPPORT.

>> THANK YOU FOR JOINING US AT LUNCH. THAT WAS A PLEASURE. I HOPE IT WAS AN INFORMATIVE EXPERIENCE OR AT LEAST A LITTLE ENTERTAINING. AND WE HOPE YOU GOT SOME MEANINGFUL INFORMATION FROM THAT EXPERIENCE, ESPECIALLY REGARDING OUR SUSTAINABILITY DRAFT. THANK YOU FOR SENDING THAT TO US. IT WAS DISCLOSED TO US AT THAT MEETING THAT IT WAS GOING TO BE A BIT VAGUE, BUT WE UNDERESTIMATED THAT A LITTLE BIT. WE WOULD LOVE TO OFFER SOME MORE POINTED CRITIQUE OR ADDITIONS, BUT WE FEEL WE LARGELY AGREE WITH THE OUTLINE THAT HAS BEEN MADE.

THAT IS IN A STATE WHERE WE CAN'T OFFER SPECIFIC REVISIONS OR ADDITIONS BECAUSE IT IS NOT AN ESTATE WERE I COULD PARTICULARLY CRITIQUE IT THE SPECIFIC METHODOLOGY THAT WAS

GOING ON IN THAT. SO, YEAH. >> INSTEAD WHAT WE ARE ASKING IS SIMPLY THAT WHEN YOU GUYS -- WHEN YOU ENACT THIS PLAN THAT IS SPOKEN ABOUT ON THE DRAFT, THAT YOU INCLUDE THE STUDENTS AND PARENTS AND TEACHERS OF THESE SCHOOLS IN THESE DISCUSSIONS AND IN THE WAY YOU CARRY THIS OUT. I KNOW MORE THAN JUST THE LAKE WASHINGTON GREEN TEAM, BUT THE GREEN TEAMS AT THE OTHER HIGH SCHOOLS. PARENT ORGANIZATIONS. THEY WOULD ALL LOVE TO BE INCLUDED IN THIS. AND, YEAH. THANK YOU SO MUCH FOR WORKING WITH US, AND WORKING FOR A BETTER FUTURE

IN OUR SCHOOLS. THANK YOU. >> THANKS.

>> THANK YOU VERY MUCH. AND GOOD LUCK ON YOUR AP TESTS.

>> NEXT, WE HAVE MICHELLE COBLE -- MICHELLE KOVAL .

>> A GOOD EVENING. MY NAME IS MICHELLE KOVAL. I'M APPARENT IN THE LAKE WASHINGTON SCHOOL DISTRICT WITH STUDENTS AT REDMOND ELEMENTARY AND REDMOND MIDDLE SCHOOL. I SERVE AS THE PTS A PRESIDENT AT REDMOND ELEMENTARY BUT I'M HERE TO ADVOCATE FOR THE STUDENTS AND TEACHERS OF REDMOND ELEMENTARY.

I WOULD LIKE TO GIVE A SHOUT OUT TO ALL OF THE TEACHERS AND MY SON'S THIRD GRADE TEACHER WHO IS HERE AND ALL THE STAFF ACROSS THE DISTRICT AS WE START NATIONAL TEACHER APPRECIATION WEEK TODAY. WE HAVE SEEN SMALL CHANGES IN RESPONSE TO OUR ADVOCACY. WHAT WE HAVE NOT SEEN IS A COMMITMENT TO NEXT YEAR. I KNOW THERE ARE CHANGES TO ADDRESS CLASS SIZES ACROSS THE DISTRICT, BUT THOSE CHANGES WILL NOT TAKE EFFECT FOR THE UPCOMING SCHOOL YEAR. I'VE HAD THE OPPORTUNITY TO MEET WITH MANY DISTRICT LEADERS IN THE PAST FEW WEEKS SINCE I LAST SPOKE IN FRONT OF THE BOARD. DISTRICT LEADERSHIP SHARED A SENSE OF SURPRISE AND THE INCREASE IN ENROLLMENT IN REDMOND ELEMENTARY. WE HAVE INCREASED ENROLLMENT BY 40 STUDENTS THIS YEAR, EVEN WITH THE REMOVAL OF QUEST STUDENTS IN OUR SCHOOL, OUR ENROLLMENT IS LARGER THAN IT WAS LAST YEAR AT THIS TIME. ENROLLMENT PROJECTIONS STILL EXPECT ENROLLMENT TO INCREASE AT REDMOND ELEMENTARY, UNLIKE MOST OF THE DISTRICT BUT I KNOW OUR SCHOOL TRIED TO HAVE DISH ADVOCATE FOR THEMSELVES BY ASKING FOR A FIFTH KINDERGARTEN CLASS, KNOWING THAT THEIR CLASS SIZES WOULD BE UNREASONABLE BY THE END OF THE YEAR. THEY WERE DENIED. IF THE DISTRICT HAD LISTENED TO OUR TEACHERS, OUR CLASS SIZES WOULD BE ABOUT 20 TO 21 STUDENTS AS OPPOSED TO THE 25 TO 26 THEY CURRENTLY HAVE. SINCE THE DISTRICT WILL NOT LISTEN TO TEACHERS AND STAFF ON THE GROUND LEVEL AND DON'T SEEM TO BE AWARE OF THE CONTINUED GROWTH OF DOWNTOWN REDMOND, I AM HERE TO LET YOU KNOW THAT CLASS SIZES AT REDMOND ELEMENTARY NEED TO START LOW AT THE BEGINNING OF THE 2024, 2025 SCHOOL YEAR.

THERE ARE CURRENTLY FIVE DIFFERENT APARTMENT BUILDINGS SET TO OPEN WITHIN THE NEXT YEAR. ADDING TO THE ENROLLMENT AT REDMOND ELEMENTARY. AS A TEACHER APPRECIATION GIFT TO OUR TEACHERS, I ENCOURAGE LAKE WASHINGTON SCHOOL DISTRICT TO COMMIT TO SMALL CLASS SIZES AT THE START OF THE 2024, 2025 SCHOOL YEAR. IT SHOULD NOT COME AS A SURPRISE TO DISTRICT LEADERS THAT ENROLLMENT WILL CONTINUE TO GROW OVER THE NEXT YEAR AT REDMOND ELEMENTARY. PLEASE PREPARE ACCORDINGLY.

THANK YOU. >> THANK YOU. IN THE LAST PUBLIC COMMENT OF THE EVENING IS DEVON KELLOGG.

>> GOOD EVENING BOARD OF DIRECTORS AND SUPERINTENDENT.

MY NAME IS DEVON KELLOGG. I'M APPARENT, AND A STABLE CLIMATE

[00:35:02]

LASTLY, IT IS NOT CLEAR WHO WILL BE KEEPING TRACK OF THE UNPRECEDENTED FUNDING OPPORTUNITIES ROLLING IN TO SUPPORT SUSTAINABLE IMPROVEMENTS FOR OUR SCHOOLS.

SUCH AS THE INFLATION REDUCTION ACT DIRECT PAY PROGRAM.

OFFERING 30 TO 60% OF THE COST FOR HEAT PUMPS, CLEAN ENERGY GENERATION AND STORAGE, CLEAN TRANSPORTATION, AND MORE. TO EVERY DISTRICT. AND, YES. THESE ARE STACKABLE WITH GRANTS. THE 179 TAX DEDUCTION OF UP TO FIVE DOLLARS PER SQUARE FOOT FOR ENERGY EFFICIENCY UPGRADES -- THIS WOULD BE GREAT TO INCLUDE DURING CONTRACT NEGOTIATIONS. ADDITIONAL FEDERAL AND STATE GRANT MONEY FOR CLEAN BUILDINGS AND BUSES, INCLUDING MILLIONS BUDGETED FOR SCHOOLS, FROM OUR STATES CLIMATE COMMITMENT ACT -- UNLESS IT GETS REPEALED ON THE NOVEMBER BALLOT, SO PLEASE VOTE NO. ALL OF THESE SOLUTIONS OFFER TREMENDOUS OPERATIONAL COST SAVINGS FOR SCHOOLS. PERHAPS ALLOWING FOR MORE TEACHERS AND SUPPORT STAFF. THEY ALSO IMPROVE STUDENT HEALTH AND EXPERIENCE AND PROVIDE EXCELLENT LEARNING OPPORTUNITIES. PLEASE CONSIDER STRENGTHENING -- YEAH. SO,

YEAH. YOU HEARD IT. >> I DID PROVIDE LINKS TO ALL OF THESE IN MY WRITTEN COMMENTS.

>> THANK YOU VERY MUCH. THAT WAS THE LAST PUBLIC COMMENT OF THE EVENING. IF YOU ARE NOT ABLE TO FINISH HER PUBLIC

[E. Consent Agenda]

APPROVE THE CONSENT AGENDA. >> SO MOVED.

>> SECOND. >> IT HAS BEEN MOVED BY DIRECTOR LALIBERTE AND SECONDED BY DIRECTOR YOCUM.

>> YES. MOTION CARRIES. DEVON KELLOGG -- SUPERINTENDENT HOLMEN, WE SUMMARIZE THE DONATIONS?

>> I WANT TO THANK THE PDA FOR THEIR DONATIONS OF UPWARDS OF $25,000 TONIGHT. I GUESS IT IS PTA AND PTOS. THANK YOU FOR

[F. Non-Consent Agenda]

APPRECIATE IT. >> YES, VERY MUCH SO. THE FIRST ITEM ON THE NONCONSENT AGENDA THIS EVENING IS DISTRICT CURRICULUM SELECTION FOR K THROUGH FIVE . DR. HOLMEN .

>> WE HAVE A TEAM TO PROVIDE THE BOARD WITH A RECORDATION TO ADOPT THIS K THROUGH FIVE CURRICULUM. I BELIEVE THE TEAM CAME JANUARY, FEBRUARY TO THE BOARD STUDY SESSION TO PROVIDE AN UPDATE AS TO WHERE WE WERE IN THE PROCESS. DR. ROSE IS HERE TONIGHT TO INTRODUCE THE FULL PRESENTATION TEAM. JEN.

>> IT IS -- OKAY, GOOD. WE ARE ON. IT IS A GREAT TEAM. THEY ARE PRESENTING THEIR WORK.

OF DEDICATION AND OURS. I WILL HAND IT OFF TO THE TEAM BECAUSE IT IS REALLY THEIR WORK. I WANT TO CELEBRATE THEM IN ADVANCE AND INTRODUCE THE DIRECTOR TO LEAD THE PRESENTATION.

>> THANK YOU FOR HAVING US HERE THIS EVENING. I WANT TO TAKE A MINUTE TO INTRODUCE CRYSTAL STEVENS, SORRY -- I HAVE TO STAND STILL. IT IS OUR K-12 SOCIAL STUDIES SPECIALIST.

DILLON GORDON, WHO IS A ROSEVILLE ELEMENTARY TEACHER.

AND THEN CHRISSY MCLAUGHLIN, WHO HAS AN EXPLORATIVE SCHOOL.

SHE IS IN A MULTI AGE CLASSROOM. SHE PILOTED OUR

[00:40:05]

>> TONIGHT, WE ARE GOING TO SPEND TIME TO REVIEW THE SELECTION PROCESS. WE ARE GOING TO REVIEW RECOMMENDED RESOURCES , SHARING OF THE TEACHER, STUDENT EXPERIENCE -- YOU WILL GET TO HEAR FROM CHRISTINE AND DYLAN WHAT STUDENTS EXPERIENCE THROUGHOUT THE 15 PILOT DAYS OF THE CURRICULAR TOOLS. AND THEN WE WILL TALK ABOUT NEXT STEPS AND IMPLEMENTATION. THERE WE GO. SO AS WE WERE LOOKING AT ENSURING THERE WERE ELEMENTS OF EQUITABLE INSTRUCTION WITHIN THE CURRICULUM WE ADOPTED, WE DID SEVERAL ACTIVITIES AND EXPERIENCES WITH THE ADOPTION COMMITTEE WHERE THEY ENGAGED IN DATA ANALYSIS OF OUR STUDENT OUTCOMES. THEY REALLY DEEPENED THEIR KNOWLEDGE AND WE PARTNERED WITH THEIR DEPARTMENT TO RETHINK EQUITABLE CUSTOMS AND EXPERIENCES FOR STUDENTS. WE ARE LEANING INTO MATERIALS TO BE DYNAMIC AND ADAPTIVE OVER TIME. I KNOW WE CAN REMEMBER SITTING IN A SOCIAL STUDIES CLASSROOM WITH A SOCIAL STUDIES BOOK AND YOU WOULD GO THROUGH THE CHAPTERS. THIS IS A DIFFERENT EXPERIENCE THAT YOU'RE GOING TO HEAR ABOUT TONIGHT FOR OUR CHILDREN. AND WE WANT REALLY AT THE CENTER OF OUR WORK WITH STUDENTS IS THAT STUDENT DISCOURSE. AND INQUIRY.

AND PREPARING THEM TO BE CONTRIBUTING MEMBERS OF A DEMOCRACY. SO AS WE THINK ABOUT HOW OUR DEPARTMENTS HAVE COLLABORATED TOGETHER TO BRING THIS TO FRUITION AND THE RECOMMENDATIONS WE MAKE WITH YOU TONIGHT.

>> SO, THIS IS A QUICK REVIEW FOR YOU. HE SAW THE INFORMATION AROUND THIS. WE SPENT YEAR ONE REALLY LOOKING AT WHAT DOES THE RESEARCH TELL US, GETTING THE INFORMATION FROM THE DIFFERENT DEPARTMENT -- INTERVENTION SERVICES, MULTILINGUAL, EQUITY, STUDENT SERVICES. TO REALLY THINK ABOUT -- AS WE ARE LOOKING AT THIS, AS THE COMMITTEE WAS LOOKING AT CURRICULAR TOOLS, HOW DO WE MAKE SURE THAT IT MEETS ALL THE EXPECTATIONS THAT WE HAVE FOR OUR STUDENTS? I KNOW IN THE BOARD STUDY SESSION PRIOR TO COMING IN HERE, YOU WERE TALKING ABOUT THE VISION OF A GRADUATE. WE WOULD LIKE TO HAVE YOU THINK ABOUT THAT. AS THE TEACHERS TALK ABOUT THE EXPERIENCES OUR STUDENTS HAVE, HOW THAT ALIGNS WITH THE WORK THE TEAM HAS BEEN DOING ON THE STRATEGIC WORK. IN YEAR TWO, WE LEANED INTO CALIBRATING AND FINDING OUR RUBRIC DISCUSSIONS AND IMPLEMENTING THE MATERIALS. AS WE GO THROUGH, WHEN THE TEACHERS SHARE WITH YOU ABOUT THE STUDENT EXPERIENCE, IT WAS 15 DAYS. WE SPENT 15 DAYS WITH THE CURRICULAR TOOL THAT WE WILL RECOMMEND TO YOU. AND SOME OF THE QUOTES YOU WILL SEE FROM STUDENTS AND THE EXPERIENCES LIKE THAT, THAT IS AND A REMARKABLE AMOUNT OF LEARNING THAT HAPPENED IN 15 DAYS.

INAUDIBLE ] WE ARE HERE TODAY PRESENTING OUR RECOMMENDATION, HOPING FOR APPROVAL, AND THEN WE WILL THEN MOVE ON TO THAT ACTION PLAN ON HOW WE ARE PREPARING THE REST OF OUR SYSTEM AROUND STUDENTS , INQUIRY, VOICE, CHOICE, AND AGENCY IN OUR CLASSROOMS, AND TO BE ABLE TO SAY, OKAY, HERE IS THE SCAFFOLDING THAT IS NECESSARY TO HAVE THESE CONVERSATIONS AND EXPERIENCES FOR OUR STUDENTS. SO WE KNOW THROUGH THE CURRICULUM SURRATT -- SELECTION PROCESS, WE ARE LEANING INTO COMMUNITY FEEDBACK. SO PART OF WHAT YOU WILL SEE REPRESENTED IN THE RECOMMENDATION ARE THE VOICES AND EXPERIENCES THAT EACH OF OUR STAKEHOLDER GROUPS HAD THROUGHOUT THE PROCESS. SO WE ARE GOING TO RECOMMEND TO YOU INQUIRY JOURNEYS, WHICH IS A RESOURCE BY PUBLISHED BY INQUIRER ED . IT IS AN ONLINE RESOURCE. THAT HAS THAT ADAPTABILITY OVER TIME. WE REALLY LEAN INTO ENGAGING STUDENTS IN THIS COURSE AND REALLY DEVELOPING THE SKILLS TO BE CONNOISSEURS OF INFORMATION BECAUSE IN THIS DAY AND AGE, WE CAN SPEND TIME LEARNING ABOUT THINGS IN A VARIETY OF WAYS. WE WANT TO FOSTER EXPERIENCES WITH KIDS TO SAY, IS THAT REASONABLE OR UNREASONABLE? ALIGNS CLOSELY WITH NATIONAL AND STATE-LEVEL STANDARDS.

REALLY, THAT DEVELOPMENT OF LITERACY SKILLS THAT WE HAVE TALKED ABOUT. READING, WRITING, LISTENING, AND SPEAKING, AND THE ABILITY TO USE OUR ADAPTIVE TECHNOLOGIES TO SCAFFOLD FOR

[00:45:01]

AND PROVIDES AN OPPORTUNITY BECAUSE IT IS AN ONLINE RESOURCE TO ADAPT ACCORDING TO WHAT IS HAPPENING IN THE WORLD, WHERE SOMETHING HAPPENING TODAY IN THE WORLD -- WITHIN FIVE YEARS -- HOW DOES THAT STORY -- HOW DOES THE HISTORY EVOLVE IN THE RESOURCE? IT IS NOT A BOOK WE PICK UP AND READ EVERY YEAR.

IT HAS THE ABILITY TO BE FLEXIBLE AND ADAPTIVE. SO, AS WE ARE THINKING ABOUT MOVING INTO THE NEXT SCHOOL YEAR, WE KNOW THAT THERE ARE REQUIREMENTS WHICH YOU LEARNED ABOUT IN OUR BOARD STUDY SESSION EARLIER AROUND IMPLEMENTATION SINCE TIME IMMEMORIAL CURRICULUM. AND IN THINKING THROUGH , WE WANT TO BE THOROUGH AND PROVIDE TEACHERS WITH THE STRATEGIES AND KNOWLEDGE TO IMPLEMENT THE CURRICULUM IN A WAY THAT IS NOT CONTRIBUTING TO A SENSE OF OVERWHELMING, BUT REALLY HELPS US -- LET'S GO SLOW TO GO FAST. SO AS WE THINK ABOUT THIS SPRING WE WILL BE WORKING WITH SPECIALISTS TO IDENTIFY THIS. THAT WITH HER CYCLE OF INQUIRY AND HOW WE EVALUATE PROGRAMS, WE WILL CONTINUE TO GATHER FEEDBACK AND MONITOR AND ADJUST AND RESPOND TO SYSTEM NEEDS, ENTER STUDENT NEEDS. I WILL HAND IT OFF TO CRYSTAL AND LET HER TALK ABOUT OUR STANDARDS ALIGNMENT AND THE CURRICULUM

CHOICE. >> THANK YOU. I BELIEVE, AS YOU KNOW FROM THE STUDY SESSION WITH KELLY EARLIER, SOCIAL STUDIES IS NOT JUST HISTORY. WE EXPAND INTO THESE OTHER AREAS, ALSO, WHERE WE ARE EMPOWERING STUDENTS TO ENGAGE IN SPECIFIC ACTION. I CAN LOOK A VARIETY OF WAYS. SIMILARLY, WE WANT THEM TO UNDERSTAND ECONOMICS AND WHAT THAT LOOKS LIKE WHEN THEY ARE K THROUGH FIVE, AND THEIR DAY-TO-DAY LIFE AND WANTS AND NEEDS, AND EVERYTHING MOVING INTO GEOGRAPHY. WE WANT THEM TO NOT ONLY UNDERSTAND WHAT A PHYSICAL MAP IS OR HOW THEY COULD USE THEIR SMART PHONE TO NAVIGATE, BUT ALSO THE IMPORTANCE THAT HAS ON HUMAN BEINGS AND THE HUMAN GEOGRAPHY COMPONENT. OF COURSE, WE HAVE THE DISCIPLINARY PART OF HISTORY. WE SEE THAT PROGRESSION THROUGH K5 WHEN WE SEE KINDERGARTNERS COME IN. THEY ARE CONNECTED TO THEIR SENSE OF SELF. YOU'LL SEE THE STANDARDS FOR SOCIAL STUDIES CONNECTING TO THAT AND MAKING IT RELEVANT TO THEM AND THEIR INDIVIDUAL BEING. MOVING FORWARD, WE WILL SEE WHAT DIFFERENT FAMILIES LOOK LIKE AND THAT THINKING THAT COMES AS WE MOVE UP IN ELEMENTARY. EXPANDING OUT AGAIN, WE GO TO COMMUNITIES AND THEN PROGRESS INTO CULTURE. PEOPLE, PLACES, ENVIRONMENTS, AND THEN THINKING ABOUT FOURTH AND FIFTH GRADE, THERE IS A TRANSITION INTO THINKING ABOUT IT MORE BROADLY.

WE THINK ABOUT WASHINGTON STATE AS A WHOLE, INSTEAD OF OUR LOCAL COMMUNITY. AND THEN THINKING ABOUT FIFTH GRADE, WE ARE THINKING ABOUT THAT TRANSITION TOWARD MIDDLE SCHOOL AND THINKING OF MORE OF THE HISTORICAL DISCIPLINE. HOW DO WE TEACH THAT? WE WILL GO QUICKLY THROUGH THE UNIT OVERVIEWS BECAUSE WE HAVE ROBUST EXAMPLES OF WHAT THIS LOOKS LIKE. THIS SHOWS THAT PROGRESSION. WE MOVED FROM KINDERGARTEN TO THE INDIVIDUAL EXPERIENCE. INTO FIRST GRADE, WHERE WE BEGIN TO THINK ABOUT SCHOOLWIDE COMMUNITY, AND OUR BROADER SELVES. SECOND GRADE, THINKING ABOUT OUR WORLD AROUND US, HOW WE ARE TYING THIS TO THOSE ENVIRONMENTAL COMPONENTS, THINKING ABOUT LANDSCAPE, THOSE NEEDS AND WANTS IN A COMMUNITY.

THIRD GRADE, PROGRESSING INTO GLOBAL CITIZENSHIP. WHAT IS IT LOOK LIKE FOR US TOGETHER IN THAT BROAD COMMUNITY? ARE WE HONORING AND RESPECTING CULTURES? WHAT ARE WE DOING ABOUT JUSTICE? AND YOU WILL NOTICE ALL OF THESE SO FAR HAVE THREE BIG INQUIRY QUESTIONS SUPPORTED BY SMALLER QUESTIONS THROUGHOUT THAT BIG INQUIRY. YOU WILL NOTICE THAT AGAIN IN FOURTH GRADE, THINKING ABOUT THAT WASHINGTON STATE, BUT IN THE CONTEXT OF THE NATION, PREPARING THEM INTO FIFTH GRADE, AND AGAIN, REALLY DIGGING INTO ECONOMICS MORE BECAUSE IT BECOMES THIS POINT WHERE ENTER ELEMENTARY EXPERIENCE, WE ARE READY FOR DEEPER ECONOMIC CONCEPTS. AND

[00:50:02]

WILL HAND IT BACK OVER. >> SO AS WE LEAN INTO THE TEACHERS TELLING US STORIES ABOUT WHAT THEY EXPLAINS AND WHAT THEIR STUDENTS EXPERIENCE, AND THEIR 15 DAY PILOT, IT IS IMPORTANT TO REMEMBER THAT WE ARE LOOKING TO FOR A SOCIAL STUDIES CURRICULUM, WE ARE ENGAGING STUDENTS. WE ARE COMPARING THEIR LEARNING TOOK PRIOR KNOWLEDGE AND CURRENT ISSUES, AND BEING ABLE TO THINK CRITICALLY AS WELL AS CREATIVELY TO APPLY LEARNING TO AUTHENTIC EXPERIENCES OR SITUATIONS, AND SO YOU WILL HEAR ABOUT HOW THE PROJECT GOES FROM THAT QUESTION TO ACKNOWLEDGE SOMETHING ACTIONABLE. THROUGHOUT EACH OF THESE GRADE LEVELS. SO INQUIRY JOURNEYS -- IT HAS TO DEVELOP LITERACY SKILLS, LINE TO NATIONAL STANDARDS, AND PROVIDE INSTRUCTION.

>> SO THE ARTICLE ABOUT THE VISION OF WHAT MAKES POWERFUL SOCIAL STUDIES LAID OUT FIVE PILLARS. SOCIAL STUDIES INSTRUCTION SHOULD BE BASED OFF OF. ONE OF THEM IS SOCIAL STUDIES SHOULD BE MEANINGFUL. TEACHERS ARE PLANNING WITH INTENTION. THE LESSONS ARE DIRECTED TOWARDS THE STUDENTS THEMSELVES AND WHAT THEY KNOW AND WHAT THEIR COMMUNITY AND WHAT THEY ARE FAMILIAR WITH. THE QUESTIONS THAT YOU SEE ON THE SCREEN RIGHT HERE ARE IN THE FOURTH GRADE CURRICULUM THAT I PILOTED, WHICH IS THE ECONOMIC CHOICES UNIT. STARTED WITH THE QUESTION OF, HOW DO WE MAKE ECONOMIC CHOICES THAT HAVE POSITIVE IMPACTS? VERY BROAD QUESTIONS THAT FOURTH GRADERS MIGHT HAVE SOME IDEA ABOUT, BUT REALLY BIG CONCEPTS THAT THEY HAVEN'T EXPLORED. AND THEN, AS YOU DIVE INTO EACH SMALLER UNIT WITHIN THE WHOLE, YOU START BUILDING MORE AND MORE INFORMATION IN THERE FOR THE STUDENTS THEMSELVES. YOU GO INTO HOW THE PARTS OF THE ECONOMY WORK TOGETHER. HOW PRODUCERS SHAPE THEIR COMMUNITY, HOW WE MAKE ECONOMIC CHOICES, AND HOW PEOPLE WORK TOWARD ECONOMIC GOALS. ALL THIS INFORMATION THEY ARE LEARNING IS ROOTED IN THEIR EXPERIENCE WITHIN THEIR COMMUNITY THEMSELVES, WHERE THEY SEE THESE DIFFERENT PIECES OF THE ECONOMY WORKING, AND WHAT THEY ARE FAMILIAR WITH. AND IT IS NOT PUTTING SOMETHING THAT THEY DON'T KNOW AS A CONTEXT FOR THEM. IT IS ROUTING THEM IN SOMETHING THAT THEY ARE FAMILIAR WITH AND WORKING ON THAT. IT IS MAKING IT MORE MEANINGFUL FOR THEM.

>> A SECOND PILLAR THAT THE ARTICLE TALKED ABOUT WAS POWERFUL TEACHING AND SOCIAL STUDIES. INTEGRATED. IT IS CONNECTING THE PAST TO THE PRESENT AND THE FUTURE. THIS CURRICULUM PROVIDES OPPORTUNITIES FOR STUDENTS TO LEARN ABOUT THE PAST AND HISTORY WHILE ALSO MAKING IT RELEVANT TO THEIR IMMEDIATE ENVIRONMENT AND THEIR PERSONAL EXPENSES AND GIVING THEM A LENS INTO HOW THEY CAN ALLOW THAT TO IMPACT OTHERS.

STUDENTS SEE THEMSELVES REFLECTED BACK IN. THAT IS OUR REPRESENTATION. THE WINDOW WOULD BE A TEXT WHERE STUDENTS SEE AND EXPERIENCE THAT IS DIFFERENT FROM THEIR OWN. A DOOR IS LIKE A CALL TO ACTION, WHERE IT IS A TEXT THAT MOTIVATES STUDENTS TO OPEN THAT DOOR AND DO SOMETHING. I PULLED A FEW EXAMPLES FROM THE CURRICULUM. WHO IS IN A FAMILY? THAT IS PART OF THE FIRST GRADE CURRICULUM. FIRST GRADE FOCUSES A LOT ON FAMILIES. THAT WAS PREVIOUSLY SHARED. THIS BOOK REALLY PROVIDES A MIRROR FOR STUDENTS BECAUSE IT SHOWS A VARIETY OF DIFFERENT FAMILIES AND DIFFERENT FAMILY STRUCTURES. THEIR FAMILIES MADE UP OF TWO CATS. THEIR FAMILIES WHERE KIDS ARE RAISED BY THEIR GRANDPARENTS. THERE ARE BLENDED FAMILIES WITH HALF SIBLINGS AND ALL OF THAT. SO IT PROVIDES A MIRROR FOR OUR STUDENTS TO SEE THEMSELVES REFLECTED BACK IN THE CURRICULUM. THERE ARE OPPORTUNITIES FOR WHAT IS, AS WELL. A CHAIR FOR MY MOTHER IS A STORY THAT WAS PART OF THE PILOT THAT I DID. I PILOTED THE SECOND GRADE CURRICULUM AND WE FOCUSED ON THE ECONOMIC STANDARDS. WE LOOKED AT NEEDS AND WANTS AND SAVINGS GOALS. PRIOR TO READING THIS STORY, MY STUDENTS THOUGHT A LOT ABOUT THEIR OWN SAVING GOALS AND THE TIMELINE OF HOW LONG THEY ARE GOING TO WORK TOWARDS THAT SAVING GOAL, HOW THEY ARE GOING TO DO IT, WHY THEY WANT TO DO IT, AND THEN WE READ A STORY THAT PROVIDED A WINDOW FOR THEM BECAUSE IT WAS A LOVELY BOOK ABOUT THIS FAMILY WHO LOST EVERYTHING IN A FIRE, AND THEN THEY SPENT A VERY LONG TIME

[00:55:01]

THIS IS JUST ONE EXAMPLE FROM MY PILOT THAT I DID. WHICH IS ABOUT LOOKING AT NEEDS IN OUR COMMUNITY. AND HELPING STUDENTS OPEN THE DOOR AND SEEING WHAT THE NEEDS ARE AND HOW WE CAN ADDRESS THE NEEDS AND HOW WE CAN A KNOWLEDGE THAT EXIST IN PEOPLE THAT EXIST THAT CAN SUPPORT US IN MEETING THOSE NEEDS. THE OTHER ASPECT OF AN INTEGRATED CURRICULUM IS THAT CONTENT INTEGRATION PIECE. AND THERE ARE TONS OF LITERACY COMPONENTS TO THAT. WE SEE READING WITH THE CONTENT, WITH THE BOOKS. WE SEE WRITING WITH LOTS OF OPPORTUNITIES FOR WRITTEN RESPONSES. LISTENING SKILLS. THERE ARE VIDEOS. AND THEN WITH SPEAKING, THERE'S A LOT OF OPPORTUNITIES FOR DISCUSSIONS WITH SPECIFIC DISCUSSION PARTICLES -- ONE OF MY FAVORITE THINGS IS THEY JUST KEPT TALKING ABOUT WE DID CONCENTRIC CIRCLES AS A DISCUSSION PROTOCOL. THEY WERE LIKE, CAN WE DO MORE CIRCLES? SURE. AND THEN OPPORTUNITIES FOR PEER FEEDBACK AND SUPPORT TO MAKE THAT CONSTRUCTIVE. PEER FEEDBACK AND LEARNING THOSE SCHOOLS AT A YOUNG AGE WITH JUST MY FIRST AND SECOND GRADERS.

>> ANOTHER COMPONENT TO POWERFUL TEACHING AND LEARNING IS THE EMPHASIS ON STUDENT VOICE AND DEMOCRATIC VALUES .

THE DEMOCRATIC VALUES ARE DEFINED AS A COMMITMENT TO JUSTICE, EQUALITY, AND FREEDOM OF THOUGHT. AS PART OF A COMMITTEE, WORKED WITH THE THIRD GRADE TEACHERS, WHO PILOTED THE INQUIRY ABOUT THE 20TH CENTURY CIVIL RIGHTS MOVEMENT, AND SO THAT WHOLE INQUIRY AT THIS QUESTION OF, HOW CAN WE TAKE STEPS TOWARDS EQUALITY AND JUSTICE, AND IT LED STUDENTS THROUGH UNDERSTANDING THE CIVIL RIGHTS MOVEMENT AND WENT BEYOND MARTIN LUTHER KING AND ROSA PARKS TO A VARIETY OF DIFFERENT PEOPLE WHO MADE AN IMPACT IN ALL THE EVENTS, AND HOW THEY WERE INTERCONNECTED, AND LED TO ONE ANOTHER. AND THEN IT PASSES THE MIC OFF TO THEM. OKAY, HOW CAN YOU THEN GO OUT INTO YOUR COMMUNITY AND CONTINUE THE WORK THAT WAS DONE BEFORE YOU? GIVING THEM THE OPPORTUNITY TO USE THEIR OWN VOICE. AND AFTER EACH OF OUR PILOTS, WE HAD EACH OF OUR STUDENTS COMPLETE SURVEYS TO PROVIDE THEIR EXPERIENCES AND PERSPECTIVES ABOUT THE CURRICULUM THAT WE PILOTED. THESE ARE THINGS WE HEARD FROM THIRD-GRADE STUDENTS AFTER THEY DID THIS PILOT ABOUT THE CIVIL RIGHTS MOVEMENT THAT IMPACTED ME WHEN I READ THEM. ONE THIRD-GRADER SAID, I REMEMBER LEARNING ABOUT SEGREGATION, RACISM, BARRIERS BETWEEN PEOPLE, PROTESTS, EQUALITY, JUSTICE, RIGHTS, AND DOSE-RESPONSE VALIDITY. ALL THIS SHOWS THAT EVERYONE SHOULD BE TREATED EQUALLY, NO MATTER THEIR IDENTITY. DESPITE ONE STUDENT SAID, I REMEMBER LEARNING JOHN LEWIS WAS AN AUTHOR IN A LIBRARY HE WASN'T ALLOWED IN WHEN HE WAS LITTLE.

AND I LIKE DISCUSSING HEART TOPICS. WHEN WE THINK ABOUT -- WE ONLY HAD A BRIEF PERIOD OF TIME TO DO THIS PILOT. AND THIS IS WHAT OUR STUDENTS TAKE AWAY. AND IT JUST MAKES ME VERY EXCITED TO THINK ABOUT WHEN WE ARE TRYING TO LIVE OUT THAT TRUTH OF THAT COMMITMENT TO JUSTICE, EQUALITY, AND FREEDOM OF THOUGHT, AND HOW WE ARE HOPING WE ARE NOT JUST TEACHING HISTORY IS THE THING THAT HAPPENED IN THE PAST, BUT HELPING STUDENTS SEE THAT THEY CAN TAKE THAT COACH AND CARRY IT TO CREATE A MORE EQUAL AND EQUITABLE AND JUST SOCIETY, THAT THEY CAN KNOW THAT THEIR VOICE MATTERS WHEN THEY DO THOSE THINGS. THE CURRICULUM IS CHALLENGING AND RIGOROUS. WHEN WE HAVE HIGH EXPECTATIONS FOR STUDENTS, IF WE PROVIDED THE PROPER SUPPORTS AND RESOURCES THAT OUR STUDENTS WILL BE ABLE TO MEET THOSE EXPECTATIONS THAT WE HAVE. THIS IS PULLED FROM ONE OF THE OTHER SECOND GRADE UNITS. THIS UNIT IS ABOUT INNOVATION. IT STARTS BY HAVING STUDENTS LOOK AT DIFFERENT INNOVATORS . THINK BIOGRAPHIES. IT LOOKS AT THE CHARACTERISTICS OF THESE INNOVATORS . STUDENTS HAVE TO THINK ABOUT THE SPARK OR WHAT MOTIVATED THAT INNOVATOR TO CREATE WHAT THEY CREATED, OR THE NEED THAT EXISTS TO CREATE THAT INNOVATION, AND THEN THERE IS ALWAYS THIS PIECE THAT STUDENTS CONNECT BACK TO WHAT THEY ARE LEARNING. NOT JUST LEARNING ABOUT THIS PERSON THAT IS ABSTRACT IN SOME WAYS, BUT BEING ABLE TO SAY, HOW CAN I CONNECT TO THAT PERSON, AND THEN FROM THERE, IT GOES INTO LEARNING ABOUT THE INDUSTRIAL REVOLUTION. AND UNDERSTANDING HOW INNOVATIONS CHANGE SOCIETY AND THE IMPACT OF SO MANY INNOVATIONS IN SUCH A SHORT TIME. AND THEN, FROM THERE, JUST LIKE ALL THE DIFFERENT UNITS, IT GOES INTO THIS INQUIRY WHERE STUDENTS ARE CREATING A PRODUCT. SO THIS INQUIRY CHALLENGE STATEMENT MODEL -- THIS IS THE GENERIC ONE THEY USE. IT IS NOT

[01:00:06]

GET OUR KIDS TO REACH THEM. >> AND THEN THE LAST SORT OF PILLAR IS ENGAGING THE STUDENTS. OFTENTIMES, WHEN WE THINK OF CURRICULUM, WE THINK OF KIDS PHYSICALLY DOING ACTIVITIES. BUT THIS GOES FURTHER THAN THEM MANIPULATING SOMETHING.

SELF-RESPECT AND RESPECT FOR OTHERS SHOULD BE A HALLMARK OF EVERY SOCIAL STUDIES CLASSROOM. IT COMES FROM THE ARTICLE OR THE VISION OF POWERFUL TEACHING AND LEARNING SOCIAL STUDIES.

THAT WAS SOMETHING THAT REALLY STOOD OUT TO ME IN MY CLASSROOM PERSONALLY WITH MY FOURTH-GRADERS. WE HAVE DONE A LOT OF WORK THIS YEAR WITH RESPECTING OTHERS AND THINKING CRITICALLY ABOUT WHAT SOMEONE IS SAYING AND THERE IS A WAY THAT YOU CAN RESPECTFULLY HAVE DISCOURSE BACK WITH THEM, AND IN THE SHORT TIME WE HAD, WITH MY STUDENTS, A LOT OF THE DISCUSSION PROTOCOLS, ENGAGING WITH THE TEXT AND ENGAGING WITH PERSPECTIVES THAT ARE DIFFERENT FROM MY OWN STUDENTS PERSPECTIVES, THAT HAS BLED INTO THINGS OUTSIDE OF SOCIAL STUDIES, WHICH IF YOU THINK OF SOCIAL STUDIES, IT GOES FAR BEYOND JUST CIVICS, ECONOMICS, GEOGRAPHY AND HISTORY, BUT IT ALSO GOES INTO THINKING CRITICALLY, BEING A LISTENER, EMPATHY, AND BEING THAT GLOBAL CITIZEN, AND SO TAKING THAT INTO THE CLASSROOM, THE STUDENTS ARE NOW HAVING DISCOURSE IN MATH AND IN READING AND ENGAGING EACH OTHER'S THE DISH DIFFERENT PERSPECTIVES AFTER 15 DAYS OF USING THE CURRICULUM. THEY ARE HANDS-ON. THEY ARE PLAYING GAMES. THEY ARE READING THINGS. IT IS INTEGRATED INTO EVERY PART OF THE DAY WITH THEM. THEY ARE DISCUSSING. THEY ARE READING. THEY ARE DOING ROLE-PLAYING. THEY ARE DOING RESEARCH FOR THEIR INQUIRY PROJECT THEMSELVES. THAT INTRODUCES WRITING FOR FOURTH-GRADERS. THERE IS THE PROJECT MAKING THEM A BOARD GAME FOR ECONOMIC CHOICES. SO THINKING ABOUT HOW DO YOU SAVE MONEY FOR WHAT YOU NEED ? IS THERE SOMETHING YOU CAN MAKE IN THE BOARD GAME? THE KIDS COULD GO THROUGH IT HOW THEY WANTED TO. BUT HAVING THAT DISCOURSE BACK AND FORTH WITH THEIR PARTNERS AND WITH GROUPS IS REALLY VITAL AND IMPORTANT BECAUSE WHAT ONE PERSON MIGHT FEEL IS IMPORTANT BUT IT MIGHT NOT BE THE SAME LEVEL OF IMPORTANCE TO THEIR PARTNER, SO HAVING THAT DISCOURSE BACK AND FORTH WAS IMPERATIVE. IT WAS ENGAGING TO THEIR MINDS.

INSTEAD OF HOLDING EVERYTHING THEY KNOW, HOLDING IN THE

PERSPECTIVES OF THEIR PEERS . >> THANK YOU VERY MUCH. I APPRECIATE YOU SHARING. IT MAKES ME WANT TO BE IN YOUR CLASSROOMS, LEARNING SOCIAL STUDIES. SO AS WE MOVE INTO ENSURING EQUITABLE PERSPECTIVES, WE WANT TO ENSURE THAT AS WE ARE MOVING TOWARD IMPLEMENTATION, THAT WE ARE REALLY THINKING ABOUT THE CURRICULUM AND BEING ABLE TO INCORPORATE SUPPLEMENTAL MATERIALS OF INTEREST. WE WANT TO USE ADDITIONAL RESOURCES . WE WERE RE-CENTERING OUR WORK ON DEEPENING SOCIAL SKILLS AND SOCIAL STUDIES STANDARDS SO

INAUDIBLE ] >> WE ARE HOPING TO SELECT A TOOL THAT WILL HELP TEACHERS TEACH THEIR STUDENTS. WE ALSO KNOW THAT THROUGH SOCIAL STUDIES AND OUR EXPERIENCE WITH OUR BOARD MEETING TONIGHT, THE SKILLS AND STRATEGIES WE TEACH STARTING IN KINDERGARTEN WILL LEAD OUR STUDENTS INTO HAVING -- BEING CYNICALLY MINDED WITHIN OUR LOCAL AND GREATER COMMUNITY. SO AS WE MOVE INTO OUR WORK AROUND THE DESIGN OF MUTUALLY SUPPORTIVE CONTENT INTEGRATION, I WANT TO SHARE WITH YOU THIS CROSS CONTENT INTEGRATION, WHICH YOU HEARD ME SPEAK TO BEFORE. WE JUST WANT TO HIGHLIGHT A COUPLE OF THINGS HERE. YOU LOOK AT THIS CHART, YOU'LL SEE THAT IN SCIENCE, SOCIAL STUDIES, AND MATH, WE ARE ASKING QUESTIONS AND

[01:05:03]

THERE IS CIVIL DISCOURSE AND CRITIQUES. THERE ARE ISOLATED STANDARDS LIKE I'M TEACHING MATH, I'M TEACHING READING, I'M TEACHING WRITING. IT'S HOW THESE THINGS GO TOGETHER FOR A LEARNING EXPERIENCE FOR OUR STUDENTS. AS WE THINK ABOUT IF THE MATERIALS ARE APPROVED, WE ARE GOING TO WORK WITH THE COMMITTEE TO DEVELOP AN IMPLEMENTATION TIMELINE . WE ARE GOING TO THINK THROUGH WHAT PROFESSIONAL LEARNING IS NECESSARY BY STAFF AND WITH STAFF. WE ARE LEANING INTO THOSE CONNECTIONS AROUND DIGITAL CITIZENSHIP, ENGLISH LANGUAGE ARTS, SOCIAL EMOTIONAL LEARNING, AND EQUITY. THINGS ARE NOT SALAD ACTIVITIES. AS WE ROLLED OUT SOCIAL STUDIES, WE WANT TO STREAMLINE SOME OF THE WORK WITH READING AND WRITING AS IT RELATES TO WRITING WHAT YOU ARE LEARNING IN SOCIAL STUDIES AND UNDERSTANDING HOW TO COMPREHEND TEXTS THAT YOU ARE LEARNING ABOUT AND SOCIAL STUDIES. SO I WOULD LIKE TO SAY A BIG THANK YOU FROM US TO THE REST OF THE COMMITTEE. THEY WORKED EXTENSIVELY FOR TWO YEARS AND ARE LOOKING FORWARD TO HELPING. SOME STAFF MEMBERS WILL BE SUPPORTING PRINCIPLES ON SOME SOCIAL STUDIES. THAT IS SOMETHING WE ARE SEEING ON WEDNESDAY. THEY ARE LOOKING FORWARD TO THAT. REALLY, THE PILOT TEACHERS HAVE THESE RESOURCES WITH THEIR STUDENTS.

THE COMMUNITY AND THE STUDENTS AND THE STAFF THAT PROVIDE THIS PATH -- ON THEIR EXPERIENCES. AND THEIR THOUGHTS AROUND THESE RESOURCES. THANK YOU FOR YOUR TIME TODAY.

>> THANK YOU SO MUCH. ARE THERE ANY QUESTIONS OR COMMENTS FROM

THE BOARD? DIRECTOR STUART. >> IN ADDITION TO ADDING DIGITAL CITIZENSHIP, I'M SO GLAD THAT WE ARE ALSO MAKING SURE THAT WE KEEP THAT BASE OF CITIZENSHIP AND DEMOCRACY AT THE CORE . I APPRECIATE THAT. CAN YOU GIVE ME -- I WAS TRYING TO VISUALIZE THIS. CAN YOU GIVE ME AN EXAMPLE OF HOW ELLISON ON THE INDUSTRIAL REVOLUTION ARE HOW THE CIVIL RIGHTS MOVEMENT -- HOW THAT WOULD CHANGE FROM WHERE IT WAS BEFORE TO WHAT IT WILL BECOME WITH THIS CURRICULUM, JUST SO I CAN HAVE

A FOR INSTANCE? >> SURE. AND YOU CAN JUMP IN HERE. WHEN I THINK ABOUT SOCIAL STUDIES LEARNING HISTORICALLY -- IT HAS BEEN WITH STUDENTS READING A TEXT AND TAKING NOTES AND LEARNING SOME INFORMATION AND NOT NECESSARILY MAKING THAT APPLICATION TO WHO THEY ARE AS CITIZENS. AND SO THIS CURRICULUM LEADS WITH A QUESTION THAT STUDENTS THEMSELVES ARE REFLECTING UPON, AND THEN THINK ABOUT HOW DOES THAT BRIDGE TO THEMSELVES , THE MEMBERS IN THE CLASSROOM, AND THE GREATER COMMUNITY? SO, REALLY, ANYTHING YOU WOULD LIKE

TO ADD? >> I'M THINKING TO THE ECONOMIC UNIT THAT MY FOURTH-GRADERS DID. THERE'S A LOT THAT GOES INTO ECONOMICS. SUPPLY AND DEMAND. ALL OF THAT.

AND MY STUDENTS ENGAGED WITH THAT PROCESS THEMSELVES, WHICH OBVIOUSLY IS REFLECTIVE OF THE TIMES, AS WE SEE NOW, THERE'S A LOT OF INFLATION GOING ON. ONE OF MY STUDENTS BROUGHT UP INFLATION BEFORE I MENTIONED WHAT INFLATION WAS. THAT SHOWS THAT THEY ARE HEARING THINGS AND THEY ARE ABLE TO ACCESS THE CONTENT IN THAT CURRICULUM THEMSELVES. WE ALSO TALK ABOUT THE SUPPLY CHAIN. YOU HAVE A SUPPLIER AND A BUYER AND HOW MONEY GOES FROM ONE PERSON TO ANOTHER TO THE NEXT, TO THE NEXT, THEN WE TALK ABOUT WHAT MAKES PRICE INCREASE OR DECREASE. THE SUPPLY. THE DEMAND. TALKING ABOUT COMPETITIVENESS IN TERMS OF PEOPLE MAKING THE SAME PRODUCT AND HOW THAT DETERMINES PRICING AT ALL OF THAT. ALL THAT IS REFLECTIVE OF THE CURRENT TIMES THEMSELVES, AND YOU CAN PUT THAT IN A HISTORICAL CONTEXT FOR THE STUDENTS IF THEY ASK ABOUT IT. THEY CAN EXTENDED TO WHAT HAPPENED IF KIDS ARE ABLE TO THINK A LITTLE BIT FURTHER. YEAH.

>> ANYTHING? >> YOU ARE FREE, BUT DON'T

[01:10:04]

FEEL PRESSURE. >> THE ONLY THING I WOULD ADD AS A DIFFERENCE IS SOMETHING WE REALLY CARE ABOUT AS A COMMITTEE IS WHOSE STORY IS BEING TOLD. THAT IS SOMETHING WE SAW A LOT MORE OFTEN AS WE HAVE MORE VOICES BEING TOLD WITH THIS CURRICULUM, AND WE ARE TRYING TO CENTER VOICES THAT ARE MORE REFLECTIVE OF OUR ENTIRE COMMUNITY, WHICH IS DIFFERENT FROM CURRICULUMS IN THE PAST.

>> THANK YOU. AGAIN, GIVEN THE INTERESTING TIMES WE ARE LIVING IN, I THINK THIS CURRICULUM IS PARAMOUNT FOR OUR KIDS. THANK

YOU. >> DIRECTOR YOCUM.

>> THANK YOU FOR BEING HERE. THANK YOU FOR PRESENTING. THANK YOU TO THE COMMITTEE. I KNOW IT'S A LONG PROCESS. I APPRECIATE IT. I ALSO JUST WANT TO COMMENT AND THEN TWO QUICK QUESTIONS. I REALLY LIKED THE COMMENT FROM THE STUDENT, I LIKE DISCUSSING HEART TOPICS. THAT MADE ME THINK ABOUT THE JOY OF LEARNING THAT WAS DISPLAYED IN THE STUDENT PROFILE, AND HOW YOU ASKED US TO REFLECT ON HOW WE CAN CONNECT THAT TO STUDY SESSIONS PREVIOUS. WERE THESE PILOTED ACROSS ALL DIFFERENT GRADE LEVELS?

>> IN A 15 DAY PILOT, WE CHOSE SPECIFIC UNITS. AND THE CURRICULUM DOES DO A NICE JOB OF BEING INCLUSIVE OF EACH COMPONENT. EACH UNIT HAS COMPONENTS OF ALL PORTIONS OF SOCIAL STUDIES CONTENT, AND THERE ARE SOME UNITS -- CIVICS TALKS MORE IN DEPTH THAN OTHERS, BUT KIDS WOULD SEE

EXPENSES WITH EACH AREA. >> WAS ECONOMICS THE FOCUS

POINT FOR MOST? >> PARTICULAR UNIT WE HAD THEM WORK ON.

>> CAN ASK ONE MORE QUESTION? PLEASE? THANK YOU. I LIKE HOW YOU SAID GO SLOW TO GO FAST, AND THAT WE DON'T WANT TO OVERWHELM TEACHERS. THIS CURRICULUM SOUNDS VERY ADAPTED.

IT IS ROOTED IN THEIR EXPERIENCE FOR THE STUDENTS. SO HOW WAS THE PLANNING IN THE PREP FOR THESE 15 DAYS, COMPARED TO OTHER DISTRICT CURRICULUM THAT YOU WORK WITH, NOT NECESSARILY SOCIAL STUDIES CURRICULUM, BUT ANY OF THAT.

THE EXPENSE ON THE TEACHER END.

>> IT WAS LOVELY. >> IT WAS LOVELY.

>> YOU COULD TELL THAT THEY CREATED IT WITH STUDENTS IN MIND. DOING THAT, THEY CONSIDER TEACHERS -- WHEN OUR LIVES ARE EASIER -- WE CAN BE BETTER FOR OUR KIDS. THAT WAS READY TO GO.

WE CAN ADAPT IT FOR THE INDIVIDUAL NEEDS OF OUR STUDENTS. A LOT OF THE CURRICULUM, YOU NEED TO SPEND SO MUCH TIME PREPARING FOR EVERY SINGLE LESSON, AS YOU KNOW. FOR THIS ON, THERE WAS A LOT THAT WAS READY TO GO, BUT IT WAS READY TO BE ADAPTABLE FOR OUR KIDS. IT WASN'T SCRIPTED IN THE WAY THAT ALL OUR KIDS WERE DOING THE SAME THING. IT DIDN'T REQUIRE AN EXTENSIVE AMOUNT OF PREP. SO

LOVELY. >> IF IT REALLY WELL INTO A LOT OF THE TECHNOLOGY THAT WE ALREADY USE IN OUR CLASSROOMS. BECAUSE FOR FOURTH GRADE, WE HAD ONE OF THE PEOPLE ON THE COMMITTEE WITH US WHO TOOK THE SLIDES THAT INQUIRE IT GAVE US . THE STUDENTS WERE ABLE TO USE IT. THEY HAD IT ON THEIR COMPUTERS. IN THE CURRICULUM ITSELF -- SORRY. I GET NERVOUS SOMETIMES. WE HAD COMMITTEE MEMBERS WHO, WHEN THEY REALIZED, MAYBE WE NEED ANOTHER TEXT FROM ANOTHER PERSPECTIVE, OR THIS VIDEO DOESN'T THAT WE SHOULD SHOW TO THE STUDENTS SHOULD NOT BE THE BEST FOR STUDENTS OR IT IS MISSING SOMETHING THAT WE ARE LOOKING FOR. WHEN WE REACH OUT TO THEM, THEY WERE VERY RECEPTIVE AND QUICKLY TURNED AROUND. IT WAS LESS THAN A DAY. IT WAS A QUICK TURNAROUND, ENOUGH FOR US TO BE LIKE, THAT IS IMPRESSIVE FOR THEM TO SAY, OKAY, LET'S TAKE THAT DOWN FROM THE WEBSITE AND PUT UP THIS NEW DOCUMENT THAT WE FOUND THAT WE HAVE ACCESS TO OR CHANGE AND ADOPT WHATEVER WE HAVE FOR THE TEACHERS AND THEIR NEEDS.

>> DIRECTOR GUTHRIE. >> YOU TOUCH ON THIS A LITTLE BIT IN YOUR PRESENTATION. SORRY. FIRST OF ALL, THANKS FOR ALL THE WORK. THIS MAKES MY HEART HAPPY IS THE DAUGHTER OF A U.S. HISTORY TEACHER TO SEE THE RICHNESS OF THESE RESOURCES AND WHAT OUR KIDS ARE GOING TO BE ABLE TO EXPERIENCE. YOU TOUCH A LITTLE BIT ON THE DIFFERENTIATION FOR DIFFERENT ABILITY LEVELS. DIFFERENT KNOWLEDGE THAT KIDS ARE BRINGING IN. I'M IMPRESSED THAT THEY KNOW ABOUT INFLATION.

CAN YOU EXPAND MORE ON THAT? WHAT WE HEARD AT THE LAST STUDY

[01:15:05]

>> SO I HAD A STORY I WAS GOING TO SAY EARLIER, BUT IT SLIPPED MY MIND. IN MY CLASSROOM, HAVE A STUDENT THAT IS PART OF THE INCLUSION PROGRAM. THEY ARE VERY NONVERBAL AND THEY USE A SWITCHBOARD. RIGHT NOW, THEIR SWITCHBOARD IS SIMPLY YES, NO.

THROUGHOUT THE 15 DAYS WITH THE CURRICULUM AND WITH SOME STRATEGIC PARTNERING WITH OUR STUDENTS THAT WORK WELL WITH MY STUDENTS IN PARTICULAR, THAT STUDENT WAS ABLE TO RESPOND TO YES, NO QUESTIONS. QUESTIONS WERE ABLE TO CHANGE THE QUESTIONS THEMSELVES, INSTEAD OF ASKING BROAD, OPEN-ENDED QUESTIONS. THEY REPHRASE THAT IN A WAY THAT MY SINS COULD ANSWER WITH YES OR NO. AND THEN ON THE OPPOSITE END, I HAVE TWO STUDENTS IN THE PULL OFF CLASS AMONGST OTHER STUDENTS WHO HAVE CAPABLE STUDENTS IN THE BUILDING THEMSELVES. WHAT IS GOOD ABOUT INQUIRY IS THAT THE STUDENTS CAN ONLY GET OUT OF IT WHAT THEY WANT TO PUT INTO IT. THOSE STUDENTS THAT ARE CAPABLE ARE ABLE TO PUSH THEMSELVES BECAUSE THEY CAN EXPAND FURTHER AS THEY DIVE DEEPER INTO THE INQUIRY THEMSELVES. WITH RECENT GUIDANCE WITH THE TEACHER AND THE STAFF MEMBERS. THEY ARE ABLE TO THEN REACH THAT LIMIT THAT THEY CAN PUSH THEMSELVES TO. AND I JUST FEEL LIKE THEY ARE DOING SOMETHING LIKE CHECKING A BOX AND GETTING IT DONE. THEY CAN EXTEND THEIR LEARNING FOR WHAT WORKS FOR THEM.

>> ANY OTHER QUESTIONS? I HAD A QUICK QUESTION FOR KELLY, PROBABLY. HE SAID THERE IS AN INITIAL LIMITATION TIMELINE FOR 2024. I'M GUESSING THAT IS A PERCENTAGE OF OUR ELEMENTARY SCHOOLS AND THEN FULL IMPLEMENTATION I THINK FOR THE NEXT YEAR. I WAS JUST KIND OF CURIOUS, WHAT PERCENTAGE ARE WE

LOOKING AT? >> SO OUR INITIAL THINKING IS THAT SINCE WE HAVE REQUIREMENTS AROUND THIS, WE ARE IMPLEMENTING ACROSS ALL OF OUR SCHOOLS. SO IT IS TAKING MAYBE ONE INQUIRY UNIT THIS YEAR AND LEARNING ABOUT THE TECHNICAL ASPECTS OF THE TOOL, AND HOW TO PLAN AND COLLABORATE TO MAKE THAT TO BRING IT TO FRUITION FOR OUR STUDENTS, AND THEN, BUT IT WOULD HAPPEN ACROSS ALL SCHOOLS, AND WE ARE THINKING STI'S, SINCE TIME IMMEMORIAL, PARTICULARLY ONE UNIT WHICH THE COMMITTEE WILL HELP PROVIDE SOME GUIDANCE ON, AND THEN THE FOLLOWING YEAR, REALLY AIRING BACK IN OUR END OF YOUR SURVEY, HOW DID THAT FIRST YEAR OF IMPLEMENTATION GO? WHAT CAN WE LEARN FROM THAT? HOW DID WE USE THAT DATA TO ENSURE WE ADJUST, ADAPT, AND CONTINUE DOING WHAT WORKED WELL.

>> THANK YOU. >> DR. HOLMEN.

>> WANT TO THANK OUR TEACHERS FOR COMING TONIGHT. YOU SHARING YOUR STORIES ABOUT YOUR EXPERIENCE PAINTS A THING -- PICTURE. I MAY SHOW UP IN YOUR CLASSROOM. THANK YOU FOR BEING HERE TONIGHT. YOUR ADVOCACY FOR THIS CONTENT IS REMARKABLE. THE WAY YOU TELL YOUR STORIES IS PRETTY COOL. AND KELLY, WOULD YOU SEND ME THE ARTICLE, A VISION. POWERFUL TEACHING AND LEARNING IN SOCIAL STUDIES. IT WAS REFERENCED A FEW TIMES BUT IT SOUNDS APPLICABLE AND I'M SURE THE BOARD WOULD LIKE TO GET A COPY, AS WELL. I WILL SHARE IT WITH THEM.

>> I WILL GET THAT INTO YOUR HANDS TOMORROW MORNING.

>> THANK YOU. I APPRECIATE IT.

THANK YOU SO MUCH. >> I WILL NOW ENTERTAIN A MOTION TO APPROVE THE RECOMMENDATION FROM THE SOCIAL STUDIES CURRICULUM SELECTION COMMITTEE TO ADOPT THE MATERIALS THAT HAVE BEEN APPROVED BY THE INSTRUCTIONAL MATERIALS COMMITTEE.

>> DO I HAVE A SECOND? >> SECOND.

>> IT HAS BEEN MOVED BY DIRECTOR YOCUM TO APPROVE THIS.

IS THERE ANY DISCUSSION? HEARING NO FURTHER DISCUSSION, WE WILL PROCEED TO VOTE ON THE MOTION. ALL IN FAVOR, PLEASE

SIGNIFY BY VOTING AYE. >> AYE. THE MOTION CARRIES.

THANK YOU SO MUCH. >> THE NEXT ITEM THAT WE HAVE ON OUR AGENDA THIS EVENING IS THE FIRST READING FOR THE PROPOSED SUSTAINABILITY POLICY FOR THE SCHOOL DISTRICT. DR.

[01:20:01]

READING OF THIS POLICY? >> ABSOLUTELY. AS THE BOARD KNOWS, IT HAS BEEN QUITE A JOURNEY. LIKE IT WAS WITH OE-14. DEPUTY SUPERINTENDENT ELLIE HAMM IS HERE TO SHARE A FIRST READING WIDTH OF THE BOARD. I KNOW SOME BOARD MEMBERS HAD SOME COMMENTS AND I WOULD INVITE THOSE COMMENTS TO BE PROVIDED HERE TONIGHT. SO THAT IF THERE IS ANY MODIFICATIONS OR CHANGES, BEFORE THE FIRST READING AND THE BOARD ACTION AFTER THE MAY 20TH MEETING, THAT THOSE CAN BE INCORPORATED, AS WELL. WITH THAT, I WILL HAND IT OFF TO

MATT. >> THANK YOU, DR. HOLMEN AND THE BOARD. TONIGHT, WE ARE PRESENTING FOR THE FOR FIRST READING, IT IS SUSTAINABILITY OPERATIONAL EXPECTATION. AND I JUST WANT TO TALK A LITTLE BIT ABOUT THE PROCESS FOR POLICY DEVELOPMENT BEFORE WE GET INTO THE POLICY ITSELF. SO THE BOARD DEVELOPED A SUSTAINABILITY POLICY COMMITTEE. THAT COMMITTEE MET LAST AUGUST. IT HAS MET FIVE TIMES. THAT IS TO BEGIN DRAFTING. AND REVISING A POLICY. THE BOARD HAS ENGAGED IN LINKAGES ALONG WITH MEMBERS OF THE COMMITTEE THREE DIFFERENT SESSIONS WITH STUDENTS , A SESSION WITH STAFF, AND A SESSION WITH A PTSA COMMITTEE. THE BOARD INITIALLY WAS SET TO BRING THE POLICY FOR CONSIDERATION ON MARCH 25TH. AT THAT TIME, ASKED THE DIRECTOR TO GO BACK TO THE POLICY COMMITTEE FOR SOME REVISIONS. MOST NOTABLY, TO ESSENTIALLY ALIGN THE POLICY WITH THE COHERENT GOVERNANCE MODEL. AND SO, THE COMMITTEE DID THAT WORK. BRINGING FORTH OF THE FIRST READ. PART OF THAT WORK , TYPICALLY WHAT THE BOARD ADOPTS WITH POLICY AND FOLLOWING THAT ADOPTION, THE SUPERINTENDENT DEVELOPS AN INTERPRETATION, AND STAFF -- WE HAVE IDENTIFIED POTENTIAL INDICATORS, SO TONIGHT, WHAT YOU ARE ALSO SEEING IS SUPERINTENDENTS INTERPRETATIONS OF THE POLICY. THAT IS YET TO BE ADOPTED. AND THE INDICATORS BEING BROUGHT FORTH TO MONITOR THOSE POLICIES. KIND OF AN ALL-IN-ONE PACKAGE. INSTEAD OF HAVING THAT PLAY OUT SEQUENCE, BRINGING IT TOGETHER, I THINK THEY WERE TRYING TO CAPTURE THE FEEDBACK THAT THE BOARD HAD RECEIVED , AND THAT THE SUPERINTENDENT HAD RECEIVED FROM VARIOUS STAKEHOLDER GROUPS, TRYING TO CAPTURE SOME OF THE IDEAS THAT WERE PRESENTED IN INITIAL DRAFTS. BUT DOING SO IN A WAY THAT IS CONSISTENT WITH THE GOVERNMENT STRUCTURE FOR THE SCHOOL DISTRICT. AS WITH THE BOARD, AS WE HAVE BEEN DOING AND REVISING, OUR POLICIES, THE POLICY HAS A PREAMBLE, SO I'M JUST GOING TO READ THAT PREAMBLE AS THE BOARD TAKES RESPONSIBILITY FOR THE IMPACT THE DISTRICT HAS ON THE ENVIRONMENT. AND BELIEVES IT IS THEIR ETHICAL AND MORAL RESPONSIBILITY TO ENSURE SUSTAINABLE PRACTICES ARE IMPLEMENTED ACROSS ALL ASPECTS OF THE DISTRICT. THE BOARD IS COMMITTED TO REDUCING THE ENVIRONMENTAL IMPACTS OF DISTRICT OPERATIONS BY ENTERING OPERATIONS PROGRAMS AND PRACTICES LEAD TO INCREASE SUSTAINABILITY AND CARBON REDUCTION. ADDITIONALLY, THE BOARD ANTICIPATES THAT CHANGES IN THE CLAIMANT MAY HAVE THE POTENTIAL TO DISRUPT OR ADVERSELY IMPACT THE ABILITY OF THE DISTRICT TO OPERATE. AS SUCH, IT COMMITS TO IDENTIFYING OPERATIONAL THREATS, OPPORTUNITIES, AND MAKING BOOK THOSE INVESTMENTS DEEMED PRUDENT TO ENSURE THE LONG-TERM HEALTH AND VIABILITY OF THE DISTRICT TO OPERATE. FINALLY, THE BOARD IS COMMITTED TO PREPARING AND EDUCATING THE STUDENTS OF THE DISTRICT TO UNDERSTAND THE CONNECTION BETWEEN A SUSTAINABLE ENVIRONMENT AND THE ACTIONS AND BEHAVIORS HUMANS TAKE THAT ALIGNED WITH A MORE SUSTAINABLE AND HOPEFUL FUTURE. FOLLOWING THE PREAMBLE, THE POLICY PROVIDES FOUR DIRECTIVES TO THE SUPERINTENDENT. AND SO I WILL READ THOSE. RECOGNIZING THE

[01:25:01]

SIMILARLY, 15-3.

FINALLY, 15.4. SO SHOULD THE BOARD ADOPT THIS POLICY, AT A FUTURE MEETING, WHICH IS CURRENTLY SCHEDULED FOR THE MAY 14TH MEETING TO BE BROUGHT FORTH FOR A SECOND READING AND ADOPTION, I WANT TO TALK A LITTLE BIT ABOUT WELL, THEN, WHAT IS NEXT? SO WE WOULD TAKE STEPS TO FIGURE OUT HOW WE ARE GOING TO OPERATIONALIZE THESE THINGS, WHICH INCLUDES IDENTIFYING THE EXPERTISE, TO SUPPORT THE DEVELOPMENT OF THOSE PLANS, SPECIFICALLY THOSE ADDRESSED IN 15.1. WE WOULD NEED TO IDENTIFY STAFFING TO SUPPORT THE IMPLEMENTATION OF THE OPERATIONAL CHANGES. WE WOULD NEED TO IDENTIFY -- WHAT ARE THOSE SPECIFIC ACTIONS WE WOULD FOCUS ON FOR THE 24-25 SCHOOL YEAR. WHAT ARE THINGS THAT WE ARE CURRENTLY DOING OR COMMITTED TO, AND THAT WE CAN DO TO MAKE SURE WE ARE DOING BETTER , OR DOING MORE CONSISTENTLY. AND THEN, DEVELOPING A COMMUNITY ACTION PLAN. I THINK WE HAVE A HIGH LEVEL OF COMMUNITY INTEREST IN THIS. WE HEARD FROM HER STUDENTS. THAT WAS ONE OF THE THINGS WRITTEN HERE. STUDENTS WANT TO KNOW WHAT IS GOING ON, TO BE CONNECTED TO THAT WORK.

SO THAT WOULD BE SOME OF THE INITIAL STEPS TO OPERATIONALIZE IT. WHEN WE THINK ABOUT HOW THIS POLICY WORKS, THE ACCOUNTABILITY REALLY MAKES IT A LIVING POLICY. THIS WOULD BE SCHEDULED TO BE MONITORED AS PART OF THE PLAN FOR THE 2025 SCHOOL YEAR, RECOGNIZING THAT SOME OF THE INITIAL DATA WILL BE INITIAL BASELINE DATA. IT IS SIMILAR TO IMPLEMENTING OE-14, OR WHERE WE HAD MAJOR OVERHAULS. WE EXPECT COMMUNITY ENGAGEMENT THROUGH PUBLIC COMMENT. IT MAY LEAD TO REFINEMENT OF POLICY OVER TIME. THAT HAS BEEN OUR PRACTICE. YOU MAKE SOME INITIAL DETERMINATIONS AROUND POLICY.

WE CAN CONTINUE TO HAVE EYES ON IT. WE CAN REFINE THAT. SO THIS WOULD BE VERY MUCH PROBABLY LIVING WORK FOR THE BOARD.

>> THANK YOU SO MUCH FOR WALKING US THROUGH THAT. I WILL OPEN IT UP FOR ANY QUESTIONS OR DISCUSSION OR COMMENTS FOR THE

BOARD. YES. DIRECTOR STUART. >> COULD YOU GIVE US -- GOING

[01:30:05]

>> YEAH. CURRICULUM IMPACT, WE WOULD FOCUS ON THAT. THAT WOULD

BE 15-3. >> I'M SORRY.

>> SO, YOU KNOW, JUST TAKE THAT FIRST INDICATOR THERE. RESOURCE CONSERVATION MANAGEMENT. SO WE HAVE THE DISTRICT ENGAGED WITH A VARIETY OF DIFFERENT WAYS THAT THIS LOOKS LIKE RIGHT NOW.

WE HEARD FROM OTHER STUDENTS AROUND THE GREEN TEAM. WE THINK ABOUT THE WAYS OF RECYCLING. COMPOSTING. YOU KNOW, IN TERMS OF, WHAT IS THAT -- WHAT DOES THAT LOOK LIKE WITH OUR CURRENT PROGRAM? THAT WOULD BE AN EXAMPLE OF THAT. SO THINKING ABOUT MATERIALS WE'RE USING. WHAT ARE DIFFERENT WAYS THAT WE COULD REDUCE THE RESOURCES WE USE. ENERGY WOULD BE PART OF THAT. THE BOARD RECEIVED THIS. WE DID A STUDY SESSION. IS THAT LAST JANUARY? JANUARY 2023, THERE WAS A STUDY SESSION WHERE WE HAD MCKINSTRY COME IN AND WE WENT THROUGH ALL THE DIFFERENT WAYS WE ARE THINKING ABOUT THAT . TO ACTUALLY DEVELOP A PLAN THAT SAYS, HERE IS WHAT -- NOT ONLY WHAT WE ARE CURRENTLY DOING, BUT HERE IS WHAT STEPS WE THINK WE CAN TAKE IN THE FUTURE. THAT WOULD BE A DELIVERABLE THAT THE BOARD WOULD HOLD THE SUPERINTENDENT ACCOUNTABLE FOR.

>> ONE LITTLE FOLLOW-UP. I THINK IT HAS BEEN VERY HELPFUL , TALKING TO MEMBERS OF THE COMMUNITY, TO POINT TOWARD THAT SCHOOL. TIMBERLINE. THE VARIOUS ASPECTS OF THE BUILDING AND THE ENERGY EFFICIENCIES, DOWN TO THE CLASS THEY PUT ON CERTAIN PARTS OF THE ROOF TO REFLECT THE ENERGY OUT. AS WE LOOK AT -- AS WE LOOK AT EXAMPLES FROM THERE, ALSO, RESPECT FOR FUTURE BUILDINGS. I THINK IT BEHOOVES US TO REALLY POINT OUT TO THE COMMUNITY HOW WE ARE DOING THIS AND MORE TANGIBLE THINGS.

PEOPLE CAN THINK ABOUT IT. IT IS DIFFICULT FOR PEOPLE NOT DIRECTLY INVOLVED IN THE ISSUE TO REALLY VISUALIZE IT.

>> ALSO, THE FEEDBACK THAT WE HEARD WHEN THE BOARD ENGAGED IN THESE LINKAGES WAS -- AND PERHAPS ONE OF THE CHALLENGES IN THE PROCESS THE COURT HAS NOW IS THERE ARE LOTS OF CONVERSATIONS AROUND THE IMPLEMENTATION . WHAT DOES THIS LOOK LIKE? WHAT DOES THIS LOOK LIKE IN TERMS OF BUILDING SCHOOLS? WHAT DOES THIS LOOK LIKE HERE? THE STRUCTURE OF THE POLICY THAT OPERATES -- AT A VALUES LEVEL -- AND SO THE PLANS WOULD SURFACE SOME OF THOSE MORE CONCRETE ELEMENTS THAT WE GOT A LOT OF FEEDBACK FROM. SORRY.

>> SORRY. >> MAYBE I'M GETTING MY NUMBERS WRONG. THE INDIGENOUS PLANTS AND SO FORTH. ONE OF THE PROBLEMS WE HAVE HAD WITH THE FIELDS SUCH AS THOSE AT DICKINSON AND EVERGREEN, THE INABILITY TO KEEP IT SUFFICIENTLY MODERATE TO KEEP THEM GROWING. IS THERE A WAY FOR US TO BE ABLE TO WORK WITH AGRICULTURAL SCHOOLS IN THE STATE TO FIND GRASSES THAT WOULD ACTUALLY GROW IN THIS AREA THAT WE COULD USE FOR BETTER FIELDS?

>> IF IT'S OKAY, I'M GOING TO TABLE THAT QUESTION BECAUSE THAT'S MORE ALONG THE LINES OF IMPLEMENTATION, NOT NECESSARILY THE POLICY. IT SOUNDS LIKE ERIC HAS SOME EXPERTISE IN IT.

DIRECTOR LALIBERTE, DID YOU HAVE SOMETHING YOU WANTED TO

ADD? >> YES .2 THINGS. I WILL TRY TO BE BRIEF. FIRST, I HOPE WE DID THIS THE LAST TIME WE DISCUSSED

[01:35:03]

JONAS. ALSO, SHIVANI SAMA FOR SERVING ON THE COMMITTEE. I THINK EVERYONE ON THE COMMITTEE DISH WE LEARNED A LOT, NOT JUST ABOUT THE WORK OF THE SUSTAINABILITY POLICY, BUT ALSO ON HOW WE CAN ENGAGE. THERE ARE SOME LEARNINGS IN HOW WE CAN ENGAGE OUR POLICY WORK GOING FORWARD. ONE OF THE THINGS I LEARNED WITH THE LINKAGES, THE STUDENT GROUPS, HAVING MULTIPLE OPPORTUNITIES THROUGH DIFFERENT MODALITIES TO PROVIDE COMMENT AND PROACTIVELY REACHING OUT TO STUDENTS. IT WAS REALLY WONDERFUL. I THANK YOU BOTH FOR YOUR INVOLVEMENT AND YOUR LEADERSHIP ON THAT. ON THE POLICY ITSELF, I WANT TO HIGHLIGHT THREE THINGS. THREE THINGS THAT ARE NOTEWORTHY AND WILL BE HELPFUL. IN 15.1, I REALLY DO APPRECIATE THE INCLUSION, THE INDICATOR THAT THE DISTRICT WILL -- THE GOALS AND PLANS -- WE KNOW THAT SOLVING ANY OF THESE CHALLENGES IS NOT SOMETHING WE CAN DO ALONE. IT DOES REQUIRE A COORDINATED EFFORT WITH ALL THE OTHER DIFFERENT GOVERNING BODIES AND NONPROFITS NOT DOING WORK IN THIS AREA. SO THANK YOU FOR CONCLUDING THAT. I THINK IT IS REALLY HELPFUL. 15.3. WANTED TO HIGHLIGHT THIS AGAIN WITH REFERENCE TO SHIVANI AND TERRON, AND HER STUDENTS THAT CAME TODAY. I THINK WE KNOW THAT WE HAVE HEARD SO MUCH FROM HER STUDENTS ABOUT WANTING TO HAVE AN OPPORTUNITY TO PROVIDE LEADERSHIP AND INVOLVEMENT IN THE IMPLEMENTATION OF THIS. I THINK IT IS IMPORTANT TO HAVE THIS AS AN INDICATOR, THAT WE ARE DIRECTING THE SYSTEM TO ENSURE THAT THERE ARE OPPORTUNITIES FOR LEADERSHIP IN THIS SPACE. THERE'S A LOT OF INTEREST AND EXPERTISE. OUR STUDENTS ARE FURTHER AHEAD THAN I AM ON THIS BY LEAPS AND BOUNDS. SO I THINK IT IS A NEAT OPPORTUNITY FOR STUDENTS TO LEARN AND ALSO TO PROVIDE THE LEADERSHIP FOR OUR DISTRICT.

GOING FORWARD. SO THANK YOU. >> SHIVANI.

>> ON THAT NOTE, I WOULD LIKE TO SAY THANK YOU SO MUCH TO THE BOARD FOR ACTUALLY BEING WILLING TO KIND OF GO THROUGH THIS POLICY, ESPECIALLY BECAUSE SUSTAINABILITY IS SUCH AN IMPORTANT VALUE TO ME AND COUNTLESS STUDENTS IN THE DISTRICT. I WANT TO SAY THANK YOU SO MUCH. I'M SO INCREDIBLY GRATEFUL AND I'M EXCITED ABOUT 5.3. I THINK IT IS INCREDIBLY IMPORTANT TO KEEP STUDENTS ENGAGED BECAUSE THIS DOES AFFECT THEM AND THEIR FUTURES AND AGAIN, I'M THANKFUL TO THE COMMITMENT FROM THE BOARD ON THIS.

>> THANK YOU. >> ANY OTHERS?

>> DIRECTOR GUTHRIE. >> SO ON 15.3 , ONE OF THE THINGS -- OR MAYBE THIS IS A CLARIFICATION , BUT THE SECOND INDICATOR AROUND CAREER OPTIONS RELATED TO ENVIRONMENTAL SUSTAINABILITY -- ALSO, THINKING ABOUT THE EXPANSION OF EXISTING OPPORTUNITIES TO TAKE INTO ACCOUNT SUSTAINABILITY OR GREENER FUTURES -- I'M THINKING OF THE AUTOMOTIVE TECH PROGRAM. MAKING SURE THAT WE ARE TRAINING STUDENTS TO BE ABLE TO WORK ON VEHICLES THAT ARE USING ALTERNATIVE FORMS OF ENERGY . I THINK I HEARD A STORY, BUT THERE IS ONE PERSON IN THE ENTIRE STATE WHO WAS ABLE TO WORK ON ELECTRIC SCHOOL BUSES. SO EVERY DISTRICT IN THE STATE HAS THIS VERY SMALL POOL OF PEOPLE THEY CAN RELY ON. SO THINKING ABOUT, WHAT IS OUR RESPONSIBILITY AND EXPANDING THAT POOL, AS WE HOPEFULLY SEE MANY MORE DISTRICTS, NOT JUST WASHINGTON, MOVING TOWARDS ELECTRIC SCHOOL BUSES AS AN EXAMPLE. AND ALSO, CAN YOU GO BACK TO 15.2? I WAS CURIOUS ABOUT WHITE EPISODIC EVENTS IS IN QUOTATION MARKS. IT SEEMS LIKE THEY ARE JUST EVENTS. I DIDN'T KNOW IF THAT WAS -- IT COULD BE READ AS IMPLYING THAT THEY ARE NOT REAL. AND WE KNOW THAT THEY ARE.

>> I DON'T BELIEVE IT WAS THE INTENT TO IMPLY THAT THEY WEREN'T REAL. RATHER, TO CALL OUT THE EPISODIC EVENTS. ONE OF

[01:40:03]

ROLE. >> I ABSOLUTELY AGREE THAT WE HAVE THE RESPONSIBILITY, JUST MAKING SURE THAT THAT IS CLEAR IN THE LANGUAGE, THAT THERE IS NO CONFUSION ABOUT THAT.

>> DIRECTOR YOCUM. >> I HAVE A LOT, BUT I WILL START WITH TWO. SO SPECIFICALLY TO THE POLICY, SINCE WE HAVE 15.2 UP HERE, AND REALLY QUICK QUESTION -- IS IT GOING TO BE 9, OR ARE WE STILL -- I REALIZED THAT AS I WAS SAYING

15 A LOT. >> SORRY.

>> WE DON'T KNOW YET. THANK YOU. OKAY.

>> ON THAT POINT, THE BOARD HAS TAKEN ACTION TO SUNSET THE FORMER OE-9 POLICY. WHAT WE WILL DO IS -- SHOULD THEY ADOPT THE POLICY , IT WILL BE OE-9, AS YOU HAVE THE STRIKETHROUGH

VERSION OF OE-9. >> THANK YOU.

>> IT WAS OE-15 PREVIOUSLY. WE ARE STILL MAKING THAT

TRANSITION. >> APPRECIATE THAT. THE INDICATOR 1 AND 2 HAD THAT WORD, PRIORITIZE INSTEAD OF CONSIDER. I'M JUST WONDERING IF YOU CAN SPEAK TO THE REASONING BEHIND REMOVING PRIORITIZE AND REPLACING IT

WITH CONSIDER? >> I'LL JUST SPEAK FIRST. I DON'T KNOW IF DR. HOLMEN, YOU WANT TO JUMP IN ON THIS .1 OF THE CHALLENGES IS, HOW DOES THIS POLICY RELATE TO OTHER POLICIES THAT THE DISTRICT HAS? AND SO, THINKING ABOUT CONSIDERATION OF CERTAIN INVESTMENTS RELATED TO DEVELOPMENT OF CONSTRUCTION. IT HAS TO BE BALANCED WITH THE BOARD'S POLICIES AROUND THE FISCAL RESPONSIBILITY . THE TERM PRIORITIES WOULD SAY THAT WOULD TRUMP OTHER RESPONSIBILITIES, AND THAT MAY HAVE UNINTENDED CONSEQUENCES, AND SO CONSIDERATION ALLOWS FOR THAT TO BE HELD AND BALANCED AND TO MAKE SOME DECISIONS RELATED TO ALL OF THE CONSIDERATIONS FOR THE POLICIES. NOT TO DIMINISH IT.

NOT NECESSARILY TO SAY THAT THAT WILL ALWAYS SUPERSEDE IT.

>> IN 15.1, ONE OF THE THINGS THERE IS THE WRITTEN PLAN. WITH THE DOCUMENT THAT ADDRESSES THE CHALLENGES. I THINK, BECAUSE WE ARE GOING TO REVISE AND GO THROUGH THIS YEAR AFTER YEAR, IT WOULD BE INTERESTING TO HAVE A PROGRAM WITH WORK THAT CAPTURES WHAT HAS BEEN DONE EACH SPECIFIC YEAR, AND IT GETS UPDATED WITH ALL OF THE DIFFERENT CALENDAR YEARS AS YOU CONTINUE TO GO THROUGH, THAT WAY, IN FIVE YEARS, WE CAN UNDERSTAND WHAT HAS HAPPENED, WHAT CHALLENGES HAVE BEEN ADDRESSED, AND THE FURTHER NEEDS. I WOULD MAYBE AT THAT AS

A FINAL INDICATOR THERE. >> YEAH. I THINK THAT'S AN EXCELLENT POINT. THAT IS ONE THAT I THINK FOR MANY OF US, WE HAD THE FIRST REPORT FROM MCKINSTRY. IT WAS LIKE, WOW. WE ARE DOING SOME THINGS. SO CALLING THAT OUT, AND WHAT THE FOUNDATION IS BEING BUILT ON, THANK YOU FOR THAT.

>> THANK YOU. >> ANYONE ELSE? DIRECTOR

STUART. >> TO ADDRESS DIRECTOR GUTHRIE'S CONCERN ABOUT EPISODIC DOWNPLAYING AND EVERYTHING -- WITH THE WORD SPECIFIC THE --

THOUGHT IT WAS EPISODIC. >> DIRECTOR LALIBERTE. DIRECTOR

GUTHRIE, DID YOU HAVE ONE MORE? >> BUILDING OFF OF DIRECTOR YOCUM'S QUESTION AND THE RESPONSE ABOUT BALANCING THE DIFFERENT PRIORITIES, ONE SORT OF TACTICAL COMMENTS, RECOGNIZING THE PUBLIC COMMENT EARLIER ABOUT LOOKING FOR GRANTS OR EXPLORING ALL THE OPPORTUNITIES TO REDUCE THAT

[01:45:05]

I'M ALSO CURIOUS WHAT THE PROCESS WOULD LOOK LIKE TO WRESTLE WITH THAT PRIORITIZATION OR HOW DO WE SEE THAT PLAYING OUT IN THE FUTURE IF THIS POLICY IS IN PLACE, AND THEN WE ARE LOOKING AT DOING BUILDINGS, FOR EXAMPLE. HOW WILL THE BOARD PARTICIPATE? WHAT ARE THE EXPECTATIONS ON US? WHAT ARE THE EXPECTATIONS OF THE DISTRICT? DO YOU HAVE ANY THOUGHTS ABOUT WHAT THAT MIGHT LOOK LIKE?

>> ON THE MAY 20TH MEETING, THE BOARD WILL RECEIVE THE FIRST READING OF A RECOMMENDATION FOR A CONSTRUCTION LEVY. AND ONE OF THE THINGS THAT ARE CONSTRUCTION TEAM HAS ADDED TO THEIR EVALUATION IS SUSTAINABLE DESIGN. AND SO YOU WILL HEAR FROM ASSOCIATE SUPERINTENDENT POSTHUMOUS AROUND THE VARIOUS ASPECTS THAT ARE BEING CONSIDERED RELATED TO SUSTAINABLE DESIGN. AND AS WE GO THROUGH THAT PROCESS, THERE MAY BE TIMES WHERE THERE IS A DISTINCT CHOICE THAT NEEDS TO BE MADE AROUND COST BECAUSE THERE ARE TIMES WHERE SUSTAINABLE DESIGN -- THE UPFRONT COST IS GREATER THAN A STANDARD BUILDOUT OF A SCHOOL. WHEN WE THINK ABOUT THE PRIORITIZATION, THAT WILL COME AT THE STAFF LEVEL, BUT THAT WILL ALSO COME AT THE BOARD LEVEL AS YOU ARE CONSIDERING -- IN THIS INSTANCE -- IT IS THE HOLISTIC NATURE OF AN OVERALL DOLLAR AMOUNT OF A LEVY TO REBUILD AGING FACILITIES. AND SO THOSE ARE DISTINCT CHOICES THAT WE WILL NEED TO MAKE, BUT IT HAS TO BE BASED SOMEWHERE. IT IS ALWAYS THAT BALANCE OF -- YOU KNOW -- THE FULL POLICY SET, AS SUPERVISOR GOING HIM MENTIONED, BUT IT IS ALSO MAKING SURE THAT WE ELEVATE THOSE CONVERSATIONS AND HAVING THOSE . SO THAT IS PART OF THE PLANNING PROCESS, THAT THEY ARE ACTUALLY CALLING OUT IN THEIR DOCUMENTATION NOW. AND SO I APPRECIATE THAT. AND MY GUESS IS THIS WILL BE SIMILAR -- AS THE BOARD ADOPTED OE-14, THERE WERE QUESTIONS AROUND -- WHEN WILL WE DO OE-14 AS A DISTRICT? AND IT IS REALLY ABOUT , HOW DOES THE START TO INFUSE IN EVERYTHING WE DO AND BECOME A WAY OF BEING, AS OPPOSED TO, YOU KNOW, CHECKING THE BOX POINT MAKE SURE WE ARE THINKING ABOUT SUSTAINABILITY, BUT SUSTAINABILITY BECOMES THE WAY THAT WE ARE OPERATING, AS OPPOSED TO SOMETHING WE HAVE TO REMIND OURSELVES TO THINK ABOUT. AS I SEE THIS POLICY BEING IMPLEMENTED, IT IS REALLY ABOUT, HOW DOES THIS BECOME AN ORGANIZATIONAL VALUE THAT IS JUST HOW WE DO OUR WORK AS OPPOSED TO SOMETHING WE ARE REMINDING OURSELVES ABOUT. AS I THINK ABOUT IT, THAT IS A TANGIBLE EXAMPLE OF SOMETHING YOU WILL SEE. WORK THAT HAS BEEN DONE FROM A DEPARTMENT THAT HAS HIGH IMPACT, AND SOMETHING THAT THEY ARE MEASURING. WE ALSO HAVE STANDARDS AROUND DESIGN AND IMPLEMENTATION THAT THE STATE CONTINUES TO PASS LEGISLATION THAT WE ARE ACCOUNTABLE FOR. IT IS UNDERSTANDING, HOW ARE WE MEASURING AND MEETING THOSE EXPECTATIONS. AND AT TIMES, THAT WILL COME WITH THAT BALANCE, AGAIN. HERE IS THE REQUIREMENT THAT WE NEED TO FILL. THIS IS SOMETHING WE HAVE TO DO. THAT IS ANOTHER ASPECT OF MAKING SURE WE ARE QUEUED INTO LEGISLATION AND THOSE CHANGES, AS WELL, THAT IMPACT

OUR WORK. >> YES.

>> OKAY. I DON'T WANT TO SPEND TOO MUCH TIME ON THIS, BUT IT GOES BACK TO THE EPISODIC EVENTS THINGS SPECIFICALLY, SO I THINK THE EVENTS IN QUOTATIONS IS GENERAL. I WAS JUST SAYING -- I THINK -- IF YOU JUST READ THAT SENTENCE, I THINK YOU CAN END IT AT CLIMATE CHANGE ITSELF AND REMOVE EPISODIC EVENTS. BUT IF YOU WANT TO CLARIFY THAT PIECE, I WOULD USE IMPACTED BY ADVERSE CHANGE CIRCUMSTANCES , EVENTS, AND EVENTS, AND EXPERIENCES, SINCE THAT CAPTURES WHAT

[01:50:01]

>> THANK YOU. AND FINAL COMMENT, DIRECTOR YOCUM.

>> IS IT FINAL? >> I WILL DO A FINAL COMMENT.

>> SECOND TO LAST. >> CAN MY FINAL, TO BE FOUR PARTS? IS THIS OUR ONLY TIME TO TALK ABOUT THIS? I-THESE ARE QUESTIONS I EMAILED THAT I WANTED TO SEE IF IT WAS A GOOD ESTIMATE. CAN I GO THROUGH ALL OF THEM?

>> THANKS. THERE'S A LOT OF PASSION IN THE COMMUNITY AROUND SUSTAINABILITY. DESPITE -- THIS MIGHT BE MORE OF AN ENGAGEMENT QUESTION. ALONG THE LINES OF HOW CAN WE INCORPORATE THIS PASSION AS WE MOVE FORWARD, AND THOUGHTS REGARDING ADVISORY COMMITTEE OR ADVISORY GROUP OR A COMMITTEE SIMILAR TO THOSE IMPLEMENTED THIS YEAR AROUND THIS POLICY.

>> AS WE THINK ABOUT IT, MATT, WOULD YOU GO TO SLIDE NINE?

>> YES IT IS. AS WE THINK ABOUT IDENTIFYING EXPERTISE, PART OF THAT IS EXPERTISE -- INDIVIDUALS THAT HAVE DONE THIS BEFORE, THAT HAVE DONE THIS TO PUT A PLAN TOGETHER.

REGIONALLY, WE HAVE A LOT OF GOOD EXAMPLES. IT IS ALSO IDENTIFYING THE INTERNAL EXPERTISE. I THINK I MENTIONED THIS TO THE BOARD. I ATTENDED A SUPERVISORY MEETING EARLIER THIS YEAR. AS WE THINK ABOUT NEXT YEAR, I HAVE THAT SAME INTENTION. AS I THINK ABOUT, WHAT WOULD BE A GREAT TOPIC HIGHLIGHT THROUGHOUT THE YEAR AND ENGAGE WITH OUR STUDENTS? FOR ME, IT'S AROUND SUSTAINABILITY. THAT IS ONE ASPECT. I ASKED MY TEAM TO SET TIME ASIDE ON A MASTER PLANNING FOR NEXT YEAR FOR SUSTAINABILITY, SIMILAR TO HOW WE ADOPTED AN INCLUSION WORK PROGRAM AND THINGS LIKE THAT, SO WE KNOW WE HAVE A COMMUNITY THAT IN TERMS OF THEIR CONTENT KNOWLEDGE AROUND THIS, SUPER HIGH. YES. THEIR PASSION, AS WELL, AND ALL OF THAT, BUT TO BE ABLE TO BRING OUR COMMUNITY TOGETHER AROUND AN AREA THAT THERE IS BROAD SUPPORT TO DO THIS WORK WELL, I THINK WE'RE KIND OF EXCITED ABOUT TAKING THAT STEP. ALSO FOR ME, AS I THINK ABOUT IMPLEMENTATION OF THIS POLICY, YOU CAN SEE THE SECOND BULLET THERE IDENTIFIES STAFFING FOR SUPPORT. I ASKED MY TEAM TO PUT TOGETHER JOB DESCRIPTIONS BECAUSE FOR ME, AS I THINK ABOUT HOW DO I WANT TO LEAVE THIS WORK? I WANT THE HALLMARK OF MY LEADERSHIP TO BE PRACTICE . THAT IS IMPLEMENTED DEEPLY ACROSS OUR SCHOOLS. IT IS AN IMPLEMENTATION THAT, YOU KNOW, DOESN'T REQUIRE JUST THAT CONSTANT GRIND, BUT IT ACTUALLY BECOMES PART OF THE PRACTICES OF OUR SCHOOLS, AND SO, AS I THINK ABOUT ANY OF THE VARIOUS COMPONENTS THAT A FEW OF OUR SCHOOLS ARE DOING WELL, IF WE WANT TO DO THAT WELL ACROSS ALL OF OUR SCHOOLS, THAT ACTUALLY REQUIRES TIME, ATTENTION, AND SKILL. SKILL TO BE ABLE TO IMPLEMENT AND SCALE, IMPLEMENTING SOMETHING IN 56 SCHOOLS IS NOT A TOUGH TASK. BUT HAVING THE TIME, THE PASSION, THE BACKGROUND TO BE ABLE TO LEAD THAT WORK IS REALLY IMPORTANT, AS WELL. I ASKED MY TEAM TO LOOK AT DIFFERENT FUNDING MODELS FOR THAT. AND BECAUSE WE ARE IN AN INTERESTING BUDGET TIME, BUT AS WE THINK ABOUT THIS WORK, RESOURCING IT, INVESTING UPFRONT IS ALSO PART OF THIS WORK, AS WELL. SO THOSE ARE A FEW THINGS WE ARE CURRENTLY

WORKING ON. SO, YUP. >> I WILL JUST DO ONE MORE.

THIS GOES BACK TO THE PREAMBLE. AND RELATING IT TO THE SECOND INDICATOR IN 15.1 WHERE WE TALK ABOUT GREENHOUSE GAS REDUCTION, CAN WE USE THE TERM GREENHOUSE GAS REDUCTION, OR HEAT TRAPPING, POLLUTION REDUCTION, INSTEAD OF CARBON REDUCTION IN THERE, BECAUSE IT RELATES DIRECTLY BACK TO THAT 15.1 INDICATOR. AS AN EDIT. THAT WAS MY SUGGESTION.

[01:55:01]

WITH THAT. A BIG THANK YOU. >> SO I'M GONNA WRAP UP THIS DISCUSSION. I WOULD ALSO LIKE TO SAY THANK YOU. I ACTUALLY RAN ON THIS WHEN I RAN FOR ELECTION TO THE SCHOOL BOARD .

SUSTAINABILITY CURRICULUM. A FOCUS ON SUSTAINABILITY FOR OUR SCHOOL DISTRICT AND AFTER 2.5 YEARS, IT IS COMING FORWARD, AND IT IS REALLY EXCITING TO SEE . I DO WANT TO SAY, WE APPROACHED THIS IN A DIFFERENT WAY THAN OTHER POLICIES HAVE BEEN WRITTEN AND I THINK THERE HAS BEEN LEARNINGS AND TAKEAWAYS, JUST LIKE WITH EVERYTHING ELSE WE DO.

SOMETIMES YOU DO A GREAT JOB. SOMETIMES, THERE IS ROOM FOR IMPROVEMENT. I THINK IT IS A COMBINATION. EITHER WAY, I'M VERY EXCITED FOR WHAT WE HAVE LANDED ON. AND FOR MOVING FORWARD, AND SEEING WHAT WORKS AND WHAT DOESN'T WORK BECAUSE I'M UNDER NO ILLUSION THAT THIS IS PERFECT RIGHT NOW. I DO THINK THAT A LOT OF OUR COMMUNITY IS VERY MUCH INTERESTED IN THE IMPLEMENTATION AND HOW THESE ARE GOING TO PAN OUT. I WILL JUST SAY, WE ARE LISTENING, AND AT THE SAME TIME, IT TAKES A MINUTE , AND PLEASE BE PATIENT WITH US, AND KEEP TALKING TO US AND KEEP WORKING WITH US. I'M STARING AT THESE TWO BECAUSE THEY ARE ONE OF THE FIRST MEETINGS I HAD WHEN I BECAME A SCHOOL BOARD MEMBER. THANK YOU AGAIN TO OUR STUDENTS FOR ALL THE WORK THEY HAVE DONE, AS WELL. SO, THE NEXT THING IS THE BOARD OF DIRECTORS WILL TAKE A FORMAL ACTION AT OUR NEXT BOARD MEETING ON MAY 20TH TWO ADOPTED THE ATTACHED POLICY. IT WILL BE OE-9, I BELIEVE. IF THERE ARE ANY COMMENTS OR CONCERNS, PLEASE SEND THEM ALONG FOR THE NEXT WE ARE READY TO RESET. THANK YOU. WE ARE READY TO RESUME OUR MEETING. I BELIEVE THAT THERE IS A MOTION THAT SOMEBODY

WANTED TO PROPOSE. >> I MOVE THAT WE TABLE THE NEXT AGENDA ITEM, THE INCLUSIONARY PRACTICES UPDATE FOR THE NEXT BUSINESS MEETING BOARD.

>> IS THERE A SECOND? >> SECOND.

>> HE LEFT ME HANGING. >> IT HAS BEEN MOVED BY DIRECTOR LALIBERTE AND SECONDED BY DIRECTOR GUTHRIE THAT THE BOARD TABLES THE NEXT ITEM ON THE AGENDA UNTIL OUR MAY 20TH , 2024 BOARD MEETING. ALL THOSE IN FAVOR, PLEASE SIGNIFY BY

VOTING AYE. >> AYE.

>> AYE. >> ALL THOSE OPPOSED? HEARING NONE, THE MOTION CARRIES. THE FINAL ITEM ON HER AGENDA THIS EVENING IS THE ADOPTION OF ADMINISTRATIVE POLICY 2.145.

DR. HOLMEN. >> AS THE BOARD HEARD, THE OPPORTUNITY TO IMPLEMENT THE PERFORMANCE BASED PATHWAY WAS

[02:00:01]

TONIGHT. >> THANK YOU. JUST AS A REMINDER, THE PREVIOUS GRADUATION PATHWAYS WAS THIS LIST. IT WAS GENERATED SOME YEARS AGO, AND LAST SUMMER, OR IN 2023, THE STATE BOARD OF EDUCATION ADDED IN A PERFORMANCE BASED PATHWAY, AND THE WORK THAT THE STATE BOARD HAS DONE THEN -- SINCE THEN HIS BRAND-NEW WORK. IT HAS BEEN INTERESTING TO WATCH UNFOLD. WE HAVE TRIED TO STAY UP WITH THE WORK. REALLY, MEETING BY MEETING THAT THE STATE BOARD HAS POINT THE PERFORMANCE -- PURPOSE IS TO GIVE THEM LEARNING OTHER THAN THESE TRADITIONAL PATHWAYS. AS A REMINDER, MOST STUDENTS ARE GOING TO MEET THEIR PATHWAY THROUGH SOMETHING OTHER THAN THE PERFORMANCE BASED PATHWAY.

THE PERFORMANCE BASED PATHWAY HAS THIS WONDERFUL PART TO IT OF RECOGNIZING MORE THAT THEY DO. THE BOARD HAS PROVIDED EVERY TIME THEY PROVIDE GUIDANCE, IT IS EXTENSIVE. THEY DIDN'T HAVE POLICY BEFORE THIS. THERE WASN'T SOMETHING THAT GUIDED THEM BEFORE. EVERY TIME, IT HAS BEEN SOME INSIGNIFICANT. THE RULEMAKING WENT THROUGH JANUARY. THEN THEY WORKED TO GIVE INPUT TO ANSWER QUESTIONS THAT THE DISTRICTS HAD, REALLY, WHAT IS IT SUPPOSED TO LOOK LIKE? WHAT ARE THE REQUIREMENTS FOR THIS. SO IN MARCH, AT THE END OF MARCH, THERE WAS A REVISION TO OUR GRADUATION POLICY AT THE MARCH 25TH MEETING. I THINK IT WAS THE SAME WEEK THAT THE STATE BOARD OF EDUCATION RELEASED A 40+ PAGE GUIDANCE TO WHAT THE GRADUATION PATHWAYS WOULD LOOK LIKE, WHICH WAS GREAT BECAUSE IT ALLOWS US TO PLAN MORE SPECIFICALLY, SO IT HAS IN THAT LANGUAGE, I BELIEVE WE SENT THIS. I CAN SEND AN ATTACHMENT TO THIS. IT LISTS OUT THE STANDARDS THAT STUDENTS NEED TO MEET IN ELA AND MATH. IT HAS RUBRICS BY WHICH WE WOULD ASSESS STUDENTS TO SEE THAT THEY HAVE DEMONSTRATED MASTERY OF ELA OR MATH. WE STARTED TO DO SIGNIFICANT WORK ON IT. WE HAD ENOUGH GUIDANCE TO DO SIGNIFICANT WORK. THE KEY STAKEHOLDERS INCLUDE OUR HIGH SCHOOL PRINCIPALS. WE HAVE MET WITH THEM. WE HAVE EIGHT MULTI DEPARTMENT TEAM RIGHT NOW ENGAGED IN PLANNING, AND WE HAVE DEVELOPED AN ELA OPTION THAT MEETS THE REQUIREMENTS OF THE STATE BOARD OF EDUCATION.

WE HAVE THE POLICY HERE TONIGHT , WHICH THEN DIRECTS THE SUPERINTENDENT TO CREATE A PROCEDURE BY WHICH WE CAN IMPLEMENT THIS. AND AS WE HAVE GOTTEN INTO LOOKING AT ALL THE GRADUATION PATHWAY REQUIRES, IT IS REALLY CLEAR THAT WE NEED THAT ADDITIONAL POLICY AND A CLEAR PROCEDURE. SO THE POLICY ITSELF IS PRETTY SIMPLE. WE WILL GIVE YOU A MOMENT. IT'S ON THE TWO SLIDES AND IT IS SIMILAR TO THE CHANGE THAT WE MADE IN THE GRADUATION POLICY, BUT REALLY, WHAT WE DID WITH THE GRADUATION POLICY WAS AT THIS PERFORMANCE POLICY AS ANOTHER OPTION FOR MEETING THE GRADUATION PATHWAY. THIS IS GIVING A LITTLE BIT MORE DESCRIPTION TO WHAT THAT PATHWAY WOULD LOOK LIKE.

>> AND THIS IS THE MODEL POLICY ONLY WHICH. THEY TOOK THE RCW AND LAYERED IT INTO A POLICY. THIS REALLY IS, WORD FOR WORD, I BELIEVE -- SPOKE EXCEPT WHERE IT SAYS LAKE WASHINGTON SCHOOLS

POINT >> I THINK THEY WRITE POLICIES

FOR WASHINGTON. >> CAN I ASK A POINT OF CLARIFICATION? HE SAID THAT WE HAVE ESTABLISHED THE ELA LEARNING STANDARDS FOR THIS PERFORMANCE BASED GRADUATION

PATHWAY, BUT NOT MATH? >> CORRECT.

>> AND I KNOW THIS ISN'T OUR LANGUAGE, BUT THE SECOND BULLET, STUDENT LEARNING EXPERIENCE. DO YOU THINK YOU COULD ELABORATE ON WHAT THAT IS?

>> YES. THIS IS WHERE THE STATE BOARD IS REALLY TRYING TO ALLOW AND RECOGNIZE THE STUDENTS TO BRING THEIR LIVED EXPERIENCE TO THIS . IT COULD BE ANYTHING LIKE THE STUDENT HAS CREATED AN

[02:05:05]

LEARNING. >> AND WHO DOES THE EVALUATION OF WHETHER OR NOT A PROJECT QUALIFIES?

>> THAT WILL BE PART OF THE PROCEDURE. THE PROCEDURE CALLS OUT THAT IT IS SEVERAL PEOPLE. IT CAN BE UP TO SEVERAL PEOPLE.

IT NEEDS TO INCLUDE A MATH OR ELA TEACHER, DEPENDING ON THE GRADUATION PATHWAY THEY ARE GOING FOR, AND THAT THEY USE THE RUBRICS PROVIDED BY THE STATE BOARD OF EDUCATION.

CLAIMANT >> QUICK QUESTION. WE HAVE SEVERAL STUDENTS IN EASTLAKE THAT CURRENTLY WORK AS REPORTERS AT THE COLLEGE. GOOD PROJECTS LIKE THAT BE APPLIED

AS A GRADUATION PATHWAY? >> PROJECT LIKE THAT, IF THEY INTENTIONALLY ADDRESS THE MATH OR ELA STANDARDS , THEY

ABSOLUTELY COULD. >> I'M THINKING ABOUT THE ELA STANDARDS. THE ENGLISH LANGUAGE USAGE AND SO FORTH.

>> THEY WERE VERY SPECIFIC. I WILL SHARE THE LINK. THEY WERE VERY SPECIFIC ABOUT THE STANDARDS THAT NEED TO BE ADDRESSED. SO NEXT STEPS AGAIN, IF POLICY 24-15 IS ADOPTED WE DEVELOP PROCEDURE AROUND THE POLICY. IT WOULD BE FOR THIS SUMMER THAT WE WOULD HAVE A GROUP OF SPECIALISTS AND TEACHERS COME TOGETHER TO DEVELOP SCHOOL LEVER PROCEDURES AND SUPPORTS. THIS IS A VERY INDIVIDUALIZED PLAN. IT IS A WONDERFUL OPTION. THIS IS NOT GOING TO BE THE GRADUATION PATHWAY OPTION THAT MOST OF OUR STUDENTS CHOOSE, AND SO WE NEED TO BE VERY CLEAR ABOUT THE SUPPORTS AND HOW IT IS PLAYED OUT FOR STUDENT SUPPORT STAFF. THAT WOULD HAPPEN OVER THE SUMMER. IT REALLY DOES GIVE US A DEEPER UNDERSTANDING OF WAYS TO RECOGNIZE STUDENT LEARNING AND THE POTENTIAL FOR CREATIVITY IS PRETTY EXCITING. AND WE WILL CONTINUE THE DEVELOPMENT OF IMPLEMENTATION SYSTEMS. WE ARE AHEAD OF THE CURVE IN DOING THIS WORK BECAUSE WE ARE REALLY EXCITED ABOUT IT, AND, AS YOU KNOW, THE QUESTION ABOUT STUDENT LEARNING EXPERIENCE, THAT IS A WIDE OPEN DOOR. AS WE UNDERSTAND HOW TO IMPLEMENT THIS IN WAYS THAT REALLY SUPPORT STUDENT LEARNING, WE MAY COME BACK AND SAY WE NEED TO ADD MORE TO THE POLICY OR WE MIGHT NEED TO -- WE CONTINUE TO DEVELOP THE PROCEDURE. AND THAT IS THE GRADUATION PATHWAY POLICY.

>> THANK YOU. ARE THERE ANY QUESTIONS? YES, DIRECTOR

GUTHRIE? >> HAS THIS BEEN AVAILABLE FOR THE CLASS OF 2024, OR WILL THIS FIRST BE AVAILABLE FOR THE

CLASS OF 2025? >> THIS WILL BE -- WE WERE ABLE TO MEET THE STATE BOARD OF EDUCATION REQUIREMENTS WITH ELA FOR THE CLASS OF 2024. A QUESTION THAT I'VE ASKED THAT I DON'T HAVE A CLEAR ANSWER TO YET IS HOW MANY OF OUR STUDENTS MIGHT BE ACCESSING THIS. IT IS A BIT OF A MURKY PICTURE BECAUSE MANY STUDENTS THAT MIGHT HAVE ACCESS TO THIS , THE STATE BOARD OF EDUCATION PROVIDED OR EXTENDED THE CODED WAIVER FOR THE CLASS OF 2024. WE THOUGHT IT WAS IMPORTANT AND EXCITING TO HAVE THIS OPTION AVAILABLE, SO WE HAVE THE GUIDANCE AND THE RESOURCES AVAILABLE FOR ELA. MATH IS MORE COMPLEX. IT IS RELATIVELY -- I DON'T KNOW. IT IS POSSIBLE TO MEET THE ELA STANDARDS WITH MULTIPLE DIFFERENT THINGS. WE ALREADY HAVE IN THE SYSTEM MATH IS GOING TO TAKE A LITTLE BIT MORE THOUGHT.

>> ANY OTHER QUESTIONS? >> OKAY. I WILL NOW ENTERTAIN A MOTION TO APPROVE THE ADOPTION OF POLICY 24-15 AS PRESENTED.

>> SO MOVED. >> SECOND.

>> IT HAS BEEN MOVED BY DR. STUART AND SECONDED BY DIRECTOR GUTHRIE. THE BOARD APPROVES THE ADOPTION OF POLICY 24-15 AS PRESENTED. IS THERE ANY FURTHER DISCUSSION? I WOULD LIKE TO SAY

[02:10:01]

[G. Superintendent Report]

BY VOTING AYE >> AYE. ALL THOSE OPPOSED? HEARING THAT, THE MOTION CARRIES. THE NEXT ITEM ON OUR AGENDA THIS EVENING IS THE SUPERINTENDENT'S REPORT. DR.

HOLMEN POINT >> TONIGHT, THE BOARD APPROVED FOUR NEW STUDIES AS PART OF YOUR CONSENT AGENDA. I DON'T THINK WE HAVE EVER SPENT ANY TIME TALKING ABOUT NEW AND LOOSE STUDIES, BUT WE OFTEN ASKED -- GET ASKED ABOUT THAT.

ANYTIME WE ARE THINKING ABOUT AN AGING SCHOOL AND TALK ABOUT REPLACING THAT SCHOOL, WE GET QUESTIONS ABOUT, WELL, WHY DON'T YOU JUST RENOVATE IT? WHY DON'T YOU JUST DO THAT WORK? WELL, THE NEW STUDY IS THE EVALUATION OF THAT. I WANTED TO WALK THROUGH WHAT A NEW IN LIEU STUDY IS. IT ALLOWS US TO APPLY FOR CONSTRUCTION ASSISTANCE FUNDING. WITHOUT THAT NEW IN LIEU STUDY, THERE ARE NO DOLLARS WE CAN APPLY FOR, AND SO, WHAT DOES THIS STUDY DO? IT EVALUATES THE OVERALL COST-EFFECTIVENESS AND FEASIBILITY OF RENOVATING THE AGING BUILDING, VERSUS CONSTRUCTING A NEW FACILITY. SO WHEN YOU THINK ABOUT RENOVATING AN ENTIRE SCHOOL, PART OF THAT FEASIBILITY IS, WHAT DO YOU DO WITH THE KIDS? I MEAN, THAT TRULY IS PART OF IT. AND SO YOU WILL SEE SOME PERCENT COST-BENEFIT ANALYSIS IN THE NEXT COUPLE OF SLIDES. IN THAT COST, WE HAVE TO TAKE INTO ACCOUNT THE OVERALL COST OF HOUSING STUDENTS ON CAMPUS. BUT THIS DOESN'T DO IS EVALUATE THE IMPACT ON STUDENTS AND STUDENT LEARNING WITH THAT MODEL. AND SO THAT IS SOMETHING THAT ALSO HAS TO BE TAKEN INTO CONSIDERATION AS WE THINK ABOUT THOSE NUMBERS WE WILL PRESENT TONIGHT. ONE OF THE THINGS OUR TEAM ALSO DOES AS THEY GO THROUGH THE DESIGN AND PRE-DESIGN PROCESS IS, ARE THERE OPPORTUNITIES? THEY ARE CALLING THEM HYBRID OPPORTUNITIES, TO DO BOTH INNOVATION, AND NEW. AND SO IN THE NEW IN LIEU STUDIES, YOU WILL SEE THE TERM MODERNIZATION. THAT IS A TERM WE USED IN THE 90S FOR A PROGRAM WHICH ACTUALLY WAS TEAR DOWN AND REPLACE, WHERE THEY USE THE TERM MODERNIZATION FOR RENOVATION. THOSE TERMS ARE SYNONYMOUS. SO KEY COMPONENTS -- THE COST-BENEFIT ANALYSIS.

EVALUATION OF SAFETY AND CODE COMPLIANCE. ALIGNMENT. THAT'S ANOTHER KEY ASPECT OF THIS, AND OVERALL COMMUNITY IMPACT. AND SO FOR OUR ELEMENTARY SCHOOLS, WE HAD PREVIOUSLY DONE THE NEW AND -- IN LIEU STUDY AT ALCOTT ELEMENTARY. THE BUILDERS UPDATED THE STUDY FOR ALCOTT. JUST THIS YEAR. THE COST OF MODERNIZATION OR RENOVATION IS APPROXIMATELY 1% MORE THAN REPLACEMENT. AND SO YOU WILL SEE THAT IN THE OVERALL STUDY IN HOW THEY GOT TO THAT. AND SO, THE RECOMMENDATION IS FOR REPLACEMENT. YOU MIGHT SAY THAT IS A PRETTY NARROW DOLLAR AMOUNT. YOU THINK ABOUT THE IMPACT FOR STUDENTS FOR TWO YEARS, BEING PLACED IN PORTABLES AND NOT HAVING TO A SCHOOL -- ACCESS TO A SCHOOL -- THAT IS A RECOMMENDATION YOU WILL SEE IN THE NEW IN LIEU STUDY IS FULL REPLACEMENT. YOU WILL SEE A SIMILAR PERCENT THERE WITH A 2% COST MORE THAN REPLACEMENT, SO THAT IS THE RECOMMENDATION. WITH HER MEDICAL SCHOOLS, A LITTLE BIT MORE INFORMATION HERE. SO EVERGREEN MIDDLE SCHOOL, WE COMPLETED THE NEW IN LIEU STUDY IN 2013 IN PREPARATION FOR A BOND MEASURE THAT DIDN'T PASS , WHICH WE WOULD HAVE A NEW EVERGREEN MIDDLE SCHOOL AT THIS POINT HAD PASSED. AND SO YOU CAN SEE THAT -- I WILL START WITH THE RECOMMENDATION. THE RECOMMENDATION IS AROUND A HYBRID APPROACH WITH EVERGREEN MIDDLE SCHOOL. IT IS TO CONTINUE TO USE THE GYMNASIUM AND THE ATHLETIC SPACES OF THE

[02:15:01]

[H. Public and Community Affairs]

YOU. >> THANK YOU. THE NEXT ITEM ON OUR AGENDA THIS EVENING IS PUBLIC AND COMMUNITY AFFAIRS.

THIS PORTION OF THE BUSINESS MEETING OF THE BOARD IS AN OPPORTUNITY FOR ANY BOARD MEMBERS TO INFORM AND PROVIDE UPDATES FROM ORGANIZATIONS AND GROUPS ENGAGED WITH ON BEHALF OF LWSD. ARE THERE ANY UPDATES FROM THE BOARD THIS EVENING?

YES. DIRECTOR YOCUM. >> WOULD THIS BE FOR PTSA OR IS THAT A DIFFERENT CATEGORY? CAN I TALK ABOUT THAT REALLY QUICKLY? REALLY QUICKLY, I WAS ABLE TO SPEAK AT THE MONTHLY LAKE WASHINGTON PTSA. VIRTUAL MEETING, AND I JUST BRIEFLY TALKED ABOUT WORKING ON HER ANNUAL WORK PLAN AND HOW -- OE-3 AND HOW THE BOARD IS TAKING AN INTEREST IN ENGAGEMENT. THAT IS IT. WE TALKED ABOUT ENGAGEMENT.

>> THANK YOU FOR TAKING THE TIME TO GO DO THAT. DIRECTOR GUTHRIE, I DON'T WANT TO PUT YOU ON THE SPOT, BUT YOU WANT TO SPEAK TO THE DOSE DID WE TALK ABOUT THAT? TO THE CHANGES TO THE POSITIONS THAT YOU SUBMITTED?

>> YES. AT THE MARCH 25TH BOARD MEETING, WE APPROVED FOUR DIFFERENT PROPOSALS FOR WSSDA. THEY WANTED TO IMPACT MITIGATION. A THIRD LEGISLATIVE POSITION WHICH WAS NEW , ROUND LITERACY, AND SUPPORTING LITERACY -- ALL THREE OF THOSE PAST THE LEGISLATIVE COMMITTEE AS WE HAD PREVIOUSLY APPROVED THEM. WE ALSO APPROVED A FOURTH, PERMANENT POSITION AROUND LITERACY. AND THOSE ARE TWO SEPARATE COMMITTEES. WITHIN WSSDA, THERE IS A LEGISLATIVE COMMITTEE THAT MEETS AND THERE IS A RESOLUTIONS COMMITTEE THAT APPROVES THE PERMANENT POSITIONS. SO THE PERMANENT POSITION GOT KICKED BACK BY THE RESOLUTIONS COMMITTEE. WE HAD SUBMITTED A JOINT SUBMISSION FOR A PROPOSAL, AND THEN ALSO, SEPARATELY, PENINSULA SCHOOL DISTRICT HAD PROPOSED ANOTHER PROPOSITION AROUND LITERACY.

THERE WAS FEEDBACK FROM THE RESOLUTION COMMITTEE OF THIS IS WHAT WE WOULD LIKE TO SEE, AND THEN ALSO, HOPEFULLY, THEY WERE HOPING THAT WE WOULD ALL WORK TOGETHER AND PROPOSE A SINGLE POSITION, VERSUS HAVING TWO DIFFERENT DUELING PERMANENT POSITIONS GOING IN FRONT OF WSSDA -- THE FULL WSSDA BODY IN SEPTEMBER. SO I MET WITH THE DIRECTORS FROM SHORELINE AND PENINSULA. WE HAVE A SINGLE COMBINED POSITION. THE BOARD APPROVED THAT. THE COMMITTEE IS MEETING FOR US LATER THIS MONTH TO TAKE A LOOK AT THIS ONE POSITION. FINGERS CROSSED THAT

[02:20:02]

[I. Closing Items]

RECOMMENDATION. >> THANK YOU SO MUCH. THE NEXT ITEM ON OUR AGENDA THIS EVENING'S SCHOOL VISITS. WE HAVE TWO SCHOOL VISITS SCHEDULED FOR THE MONTH OF MAY, AND I BELIEVE THAT THEY WILL BE THE LAST TWO SCHOOL VISITS OF THE SCHOOL YEAR. I BELIEVE IT IS THE 21ST AND THE 23RD. THE FIRST ONE, TO JUANITA, AND THE SECOND AT SAMBERG ELEMENTARY.

>> CAN I SEE SOME ABOUT SCHOOL VISITS?

>> ONE SECOND. >> SORRY.

>> IF YOU'RE INTERESTED IN ATTENDING THE SCHOOL VISITS, PLEASE NOTIFY TERESA. GOOD JOB. NOW, DID YOU HAVE SNAILS?

>> YES. BECAUSE WHEN I LOOKED AT WHAT IS INCLUDED WHEN WE CAN TALK ABOUT SCHOOL VISITS, WE CAN ALSO TALK ABOUT ATTENDANCE AT SCHOOL PERFORMANCES. I DO WANT TO MENTION THAT BOTH THE DIRECTOR GUTHRIE AND I WERE ABLE TO ATTEND THE RENAISSANCE MIDDLE SCHOOL THEIR PERFORMANCE OF HIGH SCHOOL MUSICAL, WHICH WAS ABSOLUTELY INCREDIBLE. CONGRATULATIONS TO THE STUDENTS AND THE STAFF IN THE FAMILIES. IT WAS A WONDERFUL PRODUCTION, AND I FELT VERY EXHAUSTED FOR THOSE TEACHERS AFTER WATCHING IT. I KNOW THAT'S A LOT OF WORK.

>> THANK YOU FOR SHARING. >> DOES ANYONE ELSE HAVE ANY SCHOOL UPDATES? NO? OKAY. THE NEXT ITEM WILL BE BOARD MEMBER COMMITTEE UPDATES .2 ANY BOARD MEMBERS HAVE UPDATES THEY WOULD

LIKE TO PROVIDE? >> YES.

>> OKAY. DIRECTOR GUTHRIE POINT

>> COMMUNITY CONNECTORS MET, AND IT WAS SUPPOSED TO BE THE LAST MEETING OF THE YEAR, BUT WE KEEP ADDING MORE. SO I THINK WE WILL HAVE ONE MORE ON TEAMS LATER THIS MONTH. MAYBE IN JUNE. BEFORE THE END OF THE YEAR. AT THAT MEETING, THERE ARE SOME PRELIMINARY DASHBOARD DATA THAT HAS BEEN PUT TOGETHER. BASICALLY WHEN OUR COMMUNITY OFFICERS ARE AT OUR SCHOOLS. THEY NEED TO SUBMIT SOME INFORMATION ABOUT HOW THEY ARE SPENDING THEIR TIME. SO WE HAVE BEEN REVIEWING THAT HAD A COUPLE OF MEETINGS NOW AND PROVIDING FEEDBACK ON THE DATA THAT IS INCORPORATED THERE. WE ALSO REVIEW THE LANGUAGE OF THE MEMORANDUM OF UNDERSTANDING BETWEEN THEM AND OUR PARTNERS.

THERE IS A NEW OPERATING STANDARDS PROCEDURE MANUAL THAT IS REFERENCED IN THE MOU WHICH TELLS US HOW WE EXPECT THEM TO ENGAGE WHEN THEY ARE AT OUR SCHOOLS. THERE IS A DIFFERENT APPROACH AND THIS YEAR, IT HAS BEEN ONE GROUP. AND THERE HAS BEEN LAW-ENFORCEMENT REPRESENTATION. THERE HAS BEEN COMMUNITY REPRESENTATION, GOING FOR, SEVERING THINGS OUT A LITTLE BIT MORE, THERE IS A PLAN FOR THE MEETINGS COMING UP THIS YEAR, STILL HAVING THAT COMMUNITY GROUP, WHICH IS REALLY FOCUSED ON WORKING WITH THE COMMUNITY, MOVING -- PLACING IT AND THE DISTRICT TAKING RESPONSIBILITY FOR INTERACTING WITH STUDENTS OR FOR GATHERING FEEDBACK FROM STUDENTS ON SAFETY AND SO ON, WHAT MAKES THEM FEEL SAFE AT SCHOOL, AND IN SOME OTHER OPPORTUNITIES FOR LAW-ENFORCEMENT TO ENGAGE, SEPARATE FROM THOSE. SO DEFINITELY SOME INTERESTING THINGS TO THINK ABOUT AS WE WERE TALKING ABOUT OE-10, AND THE WORK THE BOARD WILL BE DOING NEXT YEAR . I'M ENCOURAGED TO SEE WE WILL HAVE CHANNELS THAT ARE ALREADY PRESENT BECAUSE IT IS CERTAINLY A HUGE PART OF THE LEARNING ENVIRONMENT THAT WE ARE LOOKING AT. IT IS BASIC SAFETY. DO I FEEL SAFE A■T CHOOL? WHAT OES THAT MEAN TO ME? WHAT IS THE DISTRICT DOING TO CREATE A SAFE

LEARNING ENVIRONMENT? >> THANK YOU SO MUCH. ANYONE ELSE? WELL, I'LL JUST SAY THAT WE GOT AN UPDATE ON THE PLANNING COMMITTEE. THAT HAS BEEN DONE THIS YEAR, DURING OUR STUDY SESSION, AND IF ANYONE IS INTERESTED, PLEASE GO AND WATCH. WE WILL BE HAVING AN UPDATE ON THE HIGH SCHOOL

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