Northshore School District School Board Retreat August 28, 2025

001As we're getting set up here, I'm just going to welcome the viewing audience to today's board retreat. This is an opportunity, a special meeting of the board for us to do our things. Um, and so we have an agenda for today that we'll be going through, but we are still getting settled as we came from various places. Um, and still kind of getting settled in here. So, thank you, Peggy. There we go. So, um, I think that I have a clicker here. How's everyone doing? Is everyone good? Okay. So, so there is there are board members expressing appreciation for the fact that our communications team has put our photo in here. So, I will this was the template I was given. This was not my call. This was not my call. Okay. So, there it's

002moved on. But, um, so it is such a good photo. We're going to use our microphones for our friends at home, unfortunately. Sorry. >> Thank you for the reminder. >> Sorry. We We probably need a new photo with this. Oh, well, yeah, then too. >> Yeah, we could make I know. I hear you about the new photo >> some someday. >> Someday >> in a couple months. >> Okay. Well, so [Music] um it so many so many photographic opportunities coming soon. So, uh yeah. So, here is this is um the way we start every meeting. We have our mission of the school district and this is a slide to remind ourselves as well as we're doing the focus on our own work and our own professional development always keep our district's mission in mind as

003well as um as our strategic goals. So uh we know our strategic goals very well. We don't have a slide but um we're always going to keep those in mind as well. So here is the agenda for tonight. So, we're going to we took um the Washington State School Directors Association self- assessment and we're going to go through the results and talk about um we're going to talk about the survey itself and unpack the results together because that might set up a great um transition into talking about if there's any goals the board would like to set for itself this coming year. Um every part of the organization has goals and so um makes sense that we would too but that is open to definition of how we want to do that. Um and that

004might set up based off those goals what kind of study session topics we might be looking forward to in the coming year in case there's anything we might be fine with the list we have now but we wanted to open it up. Um Justin and I wanted to make sure we threw that in there as an option. And then also we wanted to make sure we talked about board legislative priorities while we're here. So that's the very high level. Is there anything else since it's not often we get to come together and uh kind of just chat amongst ourselves? Anything else on anyone else's mind you want want to try to cover today? This will keep us busy, right? I know. Um so I have I have a basket of toys. We have some treats.

005So, I have I have some blueberry cake over here. Um, and then Obie's daughter bakes apparently for the cabinet. We have goodies as well. So, I'm kind of hoping we can um have a little bit of fun, too. Kind of have a lot the last couple years. We've had a lot on our shoulders. It' be kind of nice to also have a little bit of fun here, too. So, that's the goal. All right. So, let's talk about I have to remember to do this. See, I'm like in control of this now. So um the idea around the board self assessment is again the board has taken it and I wanted to before we start diving into looking at the results I wanted to check and see if it be helpful to go into where the

006questions come from like having a background on the questions that we took would that be helpful we've talked about it a bit before just opening it up >> maybe for the audience >> okay maybe for the audience So, I have one copy here. The questions that we took are based off of the state schoolboard standards. Um, these were created first in 2008 based off of research. Um because as much as No Child Left Behind in 2000 was not the best piece of legislation for a lot of reasons, it did start standardized testing, which again we could talk about, but that um created started to create a whole um boatload of student data. And um what has happened over the years is that um once these standards got developed, some university researchers started to correlate how

007boards were assessing their performance against long-term results of their students and started to notice some trajectories of some correlations between how boards were doing their work, what boards were doing and how they were doing it and how their students were doing over time, which is kind of interesting. And so that's why it's really helpful to go into this is these standards if anyone wants to see the big formal deal. Um there is there are a whole bunch of research citations next. So this is the list of standards. That's all the citations. So they're very grounded in research and then um they keep researching over time and one of the reports has some high leverage indicators that Jackie sent me a question about today. um more research are coming and so so there's even um just

008three years ago they did another look and they started to disagregate student data and there's some of the indicators some of the questions that are more high leveraged than others for different student populations. So we'll point those out. We have a report that has a column with little abbreviations for a couple groups that they were able to get enough data on. So that's what's that's about. So what we're going to do is we have um within our files we have a couple sets of data. So we have a report um that sorry audience at home we're trying this out virtually the first time. So the big report that has the all the years on the front page this is the detailed generation of the data. So, um that has all the detailed references for all

009the um all the questions plus a page three kind of groups and there's five overall standards um that all the questions fall under. So, that shows some great bar graphs of um trends over time because they have pulled them up into the five standards. So, that's one report we'll use to analyze. And then there's two others. One, they're both called board self- assessment survey score ranking. And what this does is instead of going in numerical order of questions, it pulls them in order of how we we rated ourselves. They look kind of identical, but one of them has that high leverage indicator column. And that's the one I'll suggest we use today. Not every board uses this version. So they I crafted this version. So we got a copy. So um we'll use that version

010today. We don't need the other one. Okay? If that's helpful. But so the idea with the survey results is there's no right or wrong answer. You know, every board should be investing in its professional development. Every board should be growing. So it it really doesn't matter specifically where we fall. It's all about how we talk about it and look for areas of growth that align with the work of the district. So that's what we'll do if that makes sense. So we are going to break it into three different areas to look for. Um so the first one is we're going to look at areas of strength. So especially with a couple of board members changing coming up. There's a lot of work that um the school board has been doing for many years that we

011want to keep going. So what we're going to do these are I'm going to leave this slide up. So we're going to at the bottom I'm s I've suggested some pairs and actually this is we almost sat identically to these pairs. This is kind of fun. But um so we're going to start first of all by pairing up and we can use these big these are sticky notes actually. So yes, you're welcome Elizabeth. So these are sticky notes. We have markers. So if you want to write, you know, work together with your teammates to look is to see for areas where we've done well. And this is where the ranking report might be helpful if you want to start with that or if you want to go through the detailed one. Do you see any

012patterns of areas where we've rated ourselves pretty well? Um, and maybe are they grouped into one standard or another, which might be kind of interesting to think about as well. Um, and then once we've done that together, we're going to come back and start talking about how can we keep these good practices going. Does that sound good? Yeah. Any any questions? Any thoughts? >> I have a question and it may be slightly off topic, but at some point are we going to talk about what the high leverage indicators mean? >> Yes. So, we can do that as we're talking. So the high leverage indicators um I will tell you what the letters mean. So H stands for um students self-identifying as Hispanic. Okay. Um BD stands for boardsmanship. So this is just kind of an

013overall indicator that shows that um that question is really highly correlated with overall student success. P stands for students experiencing poverty. Um, N stands for native students. And I think I know I had hoped there were there was enough data for students in special education services, but there was not. B is for um, black and African-American students is what B is. I think that's all the letters. So that um, all of course it's not a causation question. there's just a higher correlation or effect size between those questions and student growth. So, and you said there's not causation, but is those that are identified there as high leverage indicators. Does that mean that if we're doing we rate ourselves better that that particular attribute would contribute to better outcomes for our students? In general, >> in

014general, um it's there seems to be a higher correlation with student growth in those areas. and what and how it's been worded to me. It might be if there's a tie, say, you know, you don't want to focus solely on the high leverage indicators, but say there's a tie and you want to decide where to invest your energy, it might help you put one prioritize one above another, right? And also again keeping with your strengths too, you know, if there's something where um where you're again trying to prioritize where to invest your energy to keep going, not just a deficit mindset, but a growth mindset for the board as well. Mindset. >> Just a couple other quickies. Um and now you all know that I was trying to hunt down these these initials for their

015statistical analysis. >> Only we have them. I have the report if you want it. Oh. Oh. Okay. Um, so, um, one question. Do we have a feeling for how many districts around the state actually do the self assessment? >> Um, actually I don't have that off the top of my head. It's been going on for 18 years. So, it's a lot of data. It's actually the largest compendium of school board assessment data in the country. So, and there's other states that use the same survey. um Minnesota, Arizona, uh Montana, and so the researchers pull that all together as well. >> I guess I was um hoping that more and more districts are participating. I don't know if there's a you know, >> I think a good amount a good amount of districts do do it

016every year. I would say at least a third of the districts do it annually, if not half. And um that's a good qu I probably could find that we could find that out. Yeah, good question. There was something else but I forgot it. So we'll move on. >> All right. So maybe what I'll do so this is to help me. I was I was explaining earlier today. It's kind of hard for me to split my brain and like be a participant and a facilitator at the same time. I have these little timers. So I because have you noticed I get stressed about time? I get stressed about time and it doesn't it doesn't help everyone. So um I'll just this is a five minute timer. So, I'll just um do this and then we can

017we'll see if it gives us enough time. I'm not sure, but this way I can turn off the time part of my brain and have a conversation. Sound good? All right. So, you need to find your partners. >> So, we're doing this for five minutes. >> We can have more. I don't know. Do you want 10? I have a 10-minute timer. Let's do 10. >> I think 10 sounds better. >> We're going to do five minutes. >> We'll do purple instead. That's 10. Yes, per purple is good, too. >> Just areas of strength and then we're going to do areas of growth and then we're going to do questions where there was a wide range >> of responses. This is not the only analysis we're doing. >> Okay. >> We're just starting with strengths. >>

018Great. Love it. Okay. >> And we're still going to do 10 minutes. And if we're done early, we're done early. >> Okay. We can turn these off. >> I think we can turn these off. Okay. Yeah. How about you all tell me when you're done? You know what? But that see this is I had my pretty timer. Um but that doesn't mean we have to stop. We have time. This is our time. We have time. So just you let me know. Yeah. So, so have >> already like documenting >> you're Oh, you've moved ahead in class. >> You're Oh, well, but we're going to change partners. >> Oh, we are. >> We are. Dang. That's okay. You can share your learning. >> Okay. I'm I'm just going to editorialize when I do this. The reason

019we start with this with what we're doing well is we don't want to stop doing the things that we do well. And that's a very common teaching practice, right? That you critique the writing and then they send you the next draft and you're like, "Well, wait, what happened to the really good paragraph, right?" So, you have to take a moment and acknowledge what we're doing well so that we can keep doing it and it doesn't get lost because yes, we want to jump to the stuff that we can fix and get better at, but this that's what this time is about. >> And and we will jump in a minute. Are you are you all done? >> Okay, >> I think I think we can wrap up. All right, I think it's time to turn

020on the microphones again. >> You only got through standard one. >> We were having >> You were having deep discussion. >> We are separating those two next time. >> We just >> Okay. So, that's okay. You know what? You know what? You'll be able to build off of We'll have you go last. But but I I will say Jackie has done her homework and she already has them all written down for all of >> she does. So she does. >> So she's an overachiever. So she's really We're done. >> Yeah. Okay. She's an achiever. >> She's an achiever. Well, Han and Elizabeth, do you all want to want to go first and then you can put your posties up there and we'll keep them if you want to. >> Can we share a microphone? Okay.

021So, one of the areas of strength that we noticed at being the the freshies >> um is policy governance. So, and looking at the things that the district is doing to support like a really strong foundation for the district. So, you know, supporting practices that create a strong foundation for solid district operations. So, looking at facilities, plans, long-term operations, things like that. um budgeting um making sure that everyone understands the budget and that we're creating you know having fiscal responsibility and um along with policy in the policy governance umbrella obviously is um holding teachers staff and admin standards um and I didn't write a word there but anyway to support students so uh creating systems that are going to uplift students I suspect we're going to do a lot of dittos. So, I'll start with

022the ones that we also saw. Um, we saw high expectations for the system, a belief that all students can learn. um the monitoring of the budget and finances and I pointed out doesn't mean we found the pot of gold but we're staying on top of it and we're making sure that our community um understands the fiscal situation. Um we also saw strength in collaboration and communication um within the board itself with the superintendent and with the community um and just a culture of respect and we enjoyed the lovely growth in standard five. year year over year from last year to this year there was some growth and that was something we had talked about last time. >> Thank you. Are we just doing polic or >> We're just doing strengths right now. You can talk

023about any strengths you want to. >> Oh, >> we kind of globbed the different standards together, but you can approach it whatever. Well, we're we went by standards, hence why we didn't get very far. Um, so for standard one, uh, again, we're very good at responsible policy governance, I think, and I think we all work really hard at that. Um, we collaborate with our colleagues across the region and state. I think we all see that every one of us, it doesn't like me, every one of us is actively engaged most of the time in some sort of advocacy work. Um we very much respect the roles of the superintendent versus the board and try to stay in our swim lanes. We all learned very well in our first year. Um and then um in the

024assessments of performance of what we said we were talking about the board, right? Just the fact that we we do it and you know involve all of us in making sure we're all staying on the on the path. >> Awesome. Thank you. All right. So, let's go. We're going to again I'm making us move because we we sit still in those seats all the time. So, I thought we would move. So, now we have opportunities for growth. So, we have different pairings at the bottom. Same questions but with a different lens. Now, we're going to look at we're going to have different pairs. So, Sandy and Jackie, Han and myself, Justin and Elizabeth. And we'll look at um opportunities for growth. How how'd it go? Did we capture a lot of things? >> Okay. How's

025everyone doing? I see lots of post-it notes. Okay. We can we can start at that end of the table. Maybe do I'm going to get out of the way here. I'm going to scooch back for my chat with Han. She is focused. Okay. So, um this is opportunities for growth and um I'll just editorialize recognizing that we are already high performing. It's kind of like trying to go from the 92% to the 95% here. Um so we looked at the collaborate collaborate on trends policy solutions across the state and national. Um certainly if you're the ledge rep you feel like you're doing that but maybe not all board members feel like they're having that opportunity um to do that. Um cycles for improvement. I suspect that showed up for everyone that we don't do that

026as a board. We used to um and then there was this thing that happened that derailed the world. Um um the recognizing school improvement in learning um we discussed how every year it's a new rating system and so it makes it hard to compare year overyear of how we're doing. Um, and so maybe an opportunity for the board to talk about what are things that are important to us that we would like to see how schools are improving and then that um yeah um and then uh we raised our eyebrows I guess is the best way to put it on the um the 54 recommending for school improvements plans. I don't feel like that's our job. We pictured a couple of principles reaction if we stepped in and said, "No, we're going to change your

027school improvement plan." So, we kind of were qu we had a question about that. Um, and then the, you know, budget that doesn't support curriculum implementation resources for we would we want to, >> but we didn't. So, I talked last time. Yeah, you Yeah. See, it's unfair. No. Okay. Um Oh gosh. Okay. All right. We We did some We did some talking. Yes. Very It's like Yes. And to all of that. Um, and we agreed that we should not be touching the school improvement plans with a 10-ft pole. No, no, no, thank you. Um, and exactly what you said about like if you're the ledge rep, you're doing that, but also sort of um thinking about um like is there a way that we could get and I don't even know how this would work,

028but just getting everybody on the same in the same place to sort of push for the same solution together, right? cuz right now it seems like everybody's like, "Well, you know, we need whatever or we need whatever." And um talking about school boards across the state saying that they need they need more, but what do they need more of? And I'm wondering if there's a way for not just us, it's a systemwide issue, but creating some sort of consensus so that when we go to ask for things that it's we're all asking for the same thing because the issues that we are running into monetarily with the state um and funding are inherent across the system and um there's a lot of families and voters and people affected by the decisions that are being made

029in regards to the kind of money that we're allowed to use to to serve kids. And is there a way that that can be leveraged in a way that's maybe more successful in the future? That's where my brain went. I I likened it to we need K-pop demon hunters of school board. Oh my gosh. I know my my daughter's already done all the conspiracy theories about it. Um I know all the songs. Uh but we need something like K-pop Demon Hunters to just come out and like hit the legislature. because everybody's on board, right? Like everybody has seen it, everybody's talking about it, everybody's singing the songs, you've watched it 800 times, particularly people with young children. Um, us. Um, I recommend it. Highly recommend. >> Doesn't even matter what gender they identify with. It's

030like >> No, it's fantastic. Everybody loves it. It's great. >> You need to watch it. new board development pop demon hunter >> homework. It's on Netflix. Um so that and then um we yeah agreed with the no school improvement plans please. Um and then looking at sort of publicly recognizing the efforts of schools in improving student learning. there's that issue, but then also um uh finding a way to involve student voice in that more in a public way. Um and then we talked about how there's a lot of schools that makes it really hard um to make sure that everyone has a voice and that we're not just only hearing from the schools who have historically done a really good job and get lots of kudos because their programs are well-developed and and they have

031a lot of access to support. Um but then like finding ways to uh uplift the achievement of schools that maybe don't have as much support or are struggling more um in some ways based on just a variety of factors, right? Um we also talked about um policy decisions for all students to achieve high levels of success because I think we do a really good job with most students. Um but we there are maybe some things that we could work on to make sure that all students or each student is included in um how to help them achieve that. And part of that's a monetary issue. But um and then we were also very surprised that uh see number 55 and number 14 on that same line. um that uh the different like indicators weren't together

032for both of those. Um like children who who are experiencing poverty do better when their schools are recognized for helping improve student learning. But then also thinking about children in poverty and focusing policy decisions that are going to support kids who are experiencing, you know, being unhoused or being in transition or things like that because I think those are so inherently linked. Um what else did we talk about? Oh, there and there. Um setting goals for our improvement and oh orientation for new board members. Yes. creating some nice clear matrices and lesson plans and whatever just so we can make sure we don't written documents that are that we can check. I love a lesson plan. I'm a teacher. All right. While the sticky notes are going up, President Cass and I took an overall

033approach with what we saw that was in the quote unquote red and could use some improvement and areas of growth as we say. And at first we were surprised to see standard one in there quite a bit. But when we looked when we doubleclicked and looked at what part of standard one which is the provide responsible school district governance because we had graded ourselves so well in governance. When we think about the functional side of governance, we have that down pat. We we understand how policy governance works from a functional standpoint. When we think about the social and emotional aspects of policy governance and we look at what's in the red, it makes so much sense that we have a lot of opportunities to improve there. Things like um providing opportunities for stakeholders such as

034staff, students, parents, community members to make presentations to the board. Right? This is the part of governance that is more on the social emotional side, not the functional. Um and if you go down the list of the standard one that's that's um part of opportunities for growth, you can also see um collaboration with colleagues across regions and states also a social emotional aspect of governance. So when we categorize standard one as an area of growth, it's really about engaging with people outside of this immediate group. And even um President Cass brought up the cabinet itself like we have we have to be careful there because in our conversation vice president SOtac and I were saying we appreciated um that there is a slight you know barrier between the cabinet the administration and the board because

035we don't want the board even ourselves to go in and ask someone to do something and divert the energy um without letting you know, right? So, we appreciate that, but there there needs to be some form of engagement to at least provide that kind of trust and and collaboration. Um, what that looks like, we don't know yet because this is not a problem solving session. This is just an opportunity identification session. Um and then the standard three also showed up and that's creating conditions districtwide for students and staff success. that primarily we saw as exciting because um we were thinking that the annual operations reviews that you're going to be starting where there's going to be a through line between policy all the way through to the student you know going through the cabinet the

036administration to the principal and then eventually to the student is going to help us with that staff development and policy work and understanding staff roles which was the subcategory if we double click. And then um another topic related to standard 3 that's not that's a separate thing from what we just talked about. It's the publicly recognizing schools. I had said I appreciate president's president Cass's section on um Northshore spotlights because it's brief. It's right at the beginning to her point. It's at the beginning of the meeting. It's not at like the end when people have already left during board reports. Um, and it's it's it's brief. So, with publicly recognizing schools, that might be a good way to insert or a good place to insert that. And we don't have to play favorites because we

037go on school visits. And so, if we can somehow make it so that we can send some, this was your idea, right? We can send a quick snippet over to whoever the president is to then summarize for the president to summarize during a school board meeting right after or before the Northshore spotlights. That would be a nice little interjection there for recognizing schools without, you know, picking favorites. I miss anything? Collaboration with peers? Yeah. No, that's the social emotional side. Yeah, we we talked about through lines a lot which was kind of interesting, right? Like make trying to see the connection um even if we didn't get out of our lane but just understanding it would be helpful. All right, one last category. So this is opportunities for increased cohesiveness. So if you look at

038um the ranked report, the ranking report under the standard deviation column, which is not obvious to find. So if you're at the very top of that PDF, you have the average column, the minimum score, the maximum score score, and then there's an abbreviation for standard deviation. So if you use that really quickly to find standard deviations that get kind of high, that's a quick way of finding right where we diverted. So, it's interesting to find again look for patterns on on where we had difference um of lenses on some of these questions and kind of dive into them and look for themes as well. So, one last move and then I'll start my timer and then we'll do Yeah, we'll do one more. President Cast, good question for you. So in this in the the

039previous session, we focused on things that had low scores with respect to how well we think we're doing. In this case, we're looking or we are looking for the disperate responses from us as a board as a whole. So, for example, if it's got the zero standard deviation, it may not have been the greatest score, but we're all on the same page about it. Is that so what we're looking for is a high standard deviation >> and how we can go about, >> I guess, well, as you say, cohesiveness. um make sure we're all on the same page with respect to how we're assessing that part of our function. A >> and we could it can be a symptom of a lot of things. It could be um wanting to talk about why people have

040different approaches to it. Maybe people don't have the same information which a board should have. So there could be a lot of root causes to why the answers are different. But it's really helpful to talk about it. How is everyone doing timewise? No, that's all good. That's all good. Here, I'm going to I'm going to move another piece of paper here and then maybe we'll recount. Okay, we can kick it off down here if that'd be helpful. Okay, so we talked about it's interesting. We were focusing in on a couple kind of like paired up questions in standard 4 holding the district accountable. There were a set of questions um you know talking about about how to do the um having the degree of coherence again between the district plan and school improvement plan. This

041is 53. and kind of those throughine questions were popping up which is interesting because even we were talking about how that question might not be very relevant in a policy governance district and yet the fact we answered it so differently maybe that's a sign that we notice there's we don't know if there is coherence so maybe there isn't coherence just because we we're not aware of it. Um so it kind of points to that the need for that annual operating plan which is interesting. And then we talked about um the questions around curriculum supports policies that students receive curriculum and support. We had a variety of answers as well as adopting a budget that supports professional development around curriculum. Again maybe that's out of our control but you know tying that together. Um so that's

042a coherence well too. And oh the assessment measures I don't know if you all looked at that as well regular reviewing and understanding the criteria of assessment tools um that might not again be very um policy governance but it it's more about understanding what assessment tools are used and having a wide variety there is kind of interesting as well. That was question is that 60 yes 60. So, you know, not again there's a wide variety of answers, not overall negative in total, but um you know, again, uh maybe we don't all have the same understanding around assessment tools. So maybe we it's just a point of board development understanding them better since we're reading all these reports. And then lastly, under standard five, modeling cultural, racial, and ethnic understanding and sensitivity, there was a wide

043variety there. So maybe that um don't need to problem solve pointing it out because there might be opportunities there for us all to be on a um I don't know maybe we're looking for um ways of modeling more some of us maybe that's what that means but I shouldn't problem solve so I'm going to hand off so Elizabeth and Jackie what do you you guys have >> okay I did it the first Hello. Am I on? >> Okay. Um um and you know, jump in if I if I get something. We we were looking at this or at least I was with respect to how we were responding to the questions as opposed to um whether there were um issues with us as a board with respect to that particular um situation. Um, and I

044think I mean we're individuals and we it depends on how we read this question as to how we're going to respond. It's how are we defining the the situation that's that's presented to us. Um, and you know, for some things, are we, you know, we I can see any one of us basing responses on input that we've received or not received, you know, um, about how the board is doing. Um, it's all going to be dependent upon our individual perspectives as to how we're we're responding to the question and and again, I know we're not supposed to try to troubleshoot just yet, but I was thinking about it in terms of is there a way for us to um sort of review the questions ahead of time so that we can all be on the

045same page with respect to what is this question actually asking, you Is it is it a policy governance relevant kind of you know question that's being posed? Um and then um I I could see in some cases you know the way again it's how we're responding to it. Is this somebody thinking about actions of the board as a whole or actions of each of us individually? And you know, how do you how do you parse that out when you're trying to figure out how to how to rank our our performance there? something. >> I I agree with respect to the the what what I first saw jumping out both in the individual um questions but also the the five standard summaries was that um we were much more similar in our responses in two, three

046and four. Um one was probably the the least and then five also a little a little more varied for what it's worth. talked all of the times. Um, okay. So, um, we, um, similar and and felt I I think that the modeling cultural I can't remember what it was. Um, we noticed that and felt that it was an opportunity for a good conversation hypothesizing that perhaps it was just a different way of reading the question. um we just noticed that we both interpreted it differently and so that anyway um but it's a great opportunity to have a really good conversation on that and then because of how our brains work we did a deep dive into the why of the standard deviation as we do and um got very focused on the ones where there

047was a do not know because that definitely drove it. So, um, there's an opportunity for clarification on those. So, we've written down the eight that had a do not know on them. >> Do you mind just quickly summarizing the do not knows? I'm just kind of curious. >> Yes, I'd be happy to because we've written those all down. Um a lot of it around um evaluation of district operations, evaluations of staff, evaluation of you know hiring and retention of um staff um the ensuring facilities comply with health and safety. So a lot of it's just things that we know is happening but don't always it by the time you do this once a year you forget oh that's right we did a facilities monitoring report nine months ago and in it it has right so

048some of those kind of things just an opportunity to be reminded um the new board member on boarding um that was driven by a do not know and um the continuous improvement throughout the organization. Um we hypothesize that the some of the new superintendent work um will give us a different score next time, but it's just some of that stuff that is happening, but we don't um perhaps do that in the weeds work as much. Um, I will just say for me, um, I've lost track of how we're evaluating students at the state because it's changed so much and stopped and started and so I don't I don't even know where that's at and what um, criteria what what the new wording, you know, there used to be schools that were failing and and there

049was a whole thing in the Wasel area and 100 I don't even know what that's going on. Anyway, so I think there's an opportunity for learning and understanding of how schools are being evaluated in this state. Um, yeah, >> small technical question. Does the do not know actually contribute to the scoring? I mean, in standard deviation or >> I don't know. That's a good question. I know, right? >> You don't know for the don't know. That that seems appropriate. >> I could do a quick some quick brain math. Let me find one of these. >> It seems like it must, right? >> So, let's hear. I'm looking at question 46. Let's see how it ranked here. >> Oh, well, I'm not going to do this off the top of my head right now, probably. I

050mean to me it do not know says you you're not answering the question so it's probably not >> included in the standard deviation of responses if that makes sense. >> Yeah. >> I actually will push back on that a bit. I think that's really helpful for the superintendent board president to know that there is a board member or two that don't have the information and I think it should count because that's how it surfaces to our awareness. If every >> if everybody else said, "Yeah, we always do that." And you have one board member is like, "I don't have any idea if it's happening." It's going to if you don't count it, then it shows up as a 100%. We're doing a great job. If you don't factor it in, >> I mean, it's being

051reported, right? It's just a matter of the the mathematics and Yeah. I'm I'm looking at question 46 on the ranking report which has a minimum of three and a max of four which tracks an average of 3.75 which tracks with not including the do not know and then a standard deviation of.5. I don't think they like I don't know if the I don't think they're including it. So much math. So much math. I know. We can anal We can analy it. It's It's okay. It's okay. >> Anything else on coher on increased coherence on themes? All right. So, how about this is what I'm thinking. It's 620. I think we should do kind of a meta on the themes we pulled from the three discussions and capture them and then take a break for some

052food. And then when we come back, we're going to ease into it maybe with sharing the books. If we brought any books we thought people would be interested in, that'll kind of ease us back. And then we can use the themes we're going to talk about now and kick off the board goal conversation. How's that sound? So, I'm going to move this in preparation so I can take some notes while we're talking about themes. But if you do we want to take a minute. Do we want to pre discuss themes in pairs or do we just want to dive in? whatever you want to do. We're going to dive in. Okay, let me take this down. Okay, let's see if we can find either important. Let's call it important takeaways. You I I think we

053can take our microphones and totally stand up and look. I think that's a great idea. And we get out of our chairs. That's a goal. We always tied to our chairs. because I'm I'm going to kick us off with a takeaway because this is not like a huge theme, but what we just talked to me personally, the modeling cultural sensitivity that we just talked about did maybe didn't show up in the other conversations, but I want to put it here because I think it's important. So, that's an example. So, are we going to just identify the topic or also take away what what kinds of things we think we need to work on or >> or any of those things? >> Well, I mean, so modeling cultural sensitivity, do we want to at this point

054talk about >> after we have our snack? >> Thank you. Okay, >> so now we just want to pull the threads. Let's No, we I know we like to fix things, but let's pull threads. >> Okay. Well, then in in that theme, I would say that we want to recommmit to the good work we're doing as a board um policy governance um collaborating and uh communicating um with civility and respect amongst ourselves, with the superintendent, and with the community. and the belief that all students can learn >> and staying in our swim lanes. >> The through line showed up in multiple conversations and that through line is the red thread from Superintendent Tully and then also looking to the future is we're hoping to leverage the annual operations review. So yeah, let's um I want

055to make sure I take a note. So the through line, the red line. So how would we summarize that? What's a good way to summarize that? >> From board to student. >> Okay, awesome policy to student. >> From board policy to student to student. >> It's not us. It's our policies. >> And then what would we want to say about that? So about the through line, the red thread, what what do we want to say about it? >> We want to continue the good work that was started with the red thread and then see what we can leverage out of the annual operation. Am I calling it right? >> Operating plan. Thank you. I I think uh creating um orientation for new board members. Um just sort of operationalizing that and and sort of putting

056it and making it planfully making it a part of um you know the way that we operate, you know. Um and maybe even spelling out some of those things that we talked about at the top is um uh you know taking sort of our our board tra traditions I guess and ways of being um and sort of spelling them out for as an expectation of what we what we need to and want to see for for new board members. Yeah, codify are sure. Um, I was thinking in general in that on on that same topic is just sort of and it came up a few times is supporting each other, right? Orientation, but also um how do we how do we all have an opportunity to advocate? you know, making sure that that all of

057us are ma not watching out for each other, but um making sure that the board has the supports it needs and knows how to and learns how to advocate because I think some of us like come in wanting to but maybe don't have the skill set and don't know where to go or like how how to work in the systems that have been created cuz we're we're new, you know? I think yeah, she did. I know we're joking. I think along those lines, too, is also the continuing the good work side of being able to um have mentorship um as new super not super school board folks. Um, well, what is you? >> You're still here. >> I don't know about that. >> Wants to on board everybody forever >> for four presidential terms. Just

058FYI. >> What else? >> I you know what it the Yes. And for the orientation um maybe one of and I'm not planning what we should do but setting goal or uh setting goals for improvement um I think is really important but I think it's also could be included in the like or a goal for improvement is that we orientate board members or have a process a standardized process for that. So I'm not trying to problem solve but I think they're related. You're you're doing our pre-work for after >> I'm pre-work. I can't help it. >> No, that's good. >> See, we are achievers. >> Time warped >> to the future. >> It's it's also curious that standard one is bifurcated because it's dealing with governance and we do so well with governance but again

059that's the functional portion. There's also the aspect I'm seeing here of bringing other people along who might not understand governance or might not understand board roles and the other parts of standard one dealing with governance that was on the softer side of things like collaboration in the region, state and nation federal I think it was said and then what what was the other standard one goals for improveving movements. Right. So these are all I consider slightly softer, more people oriented rather than processor oriented. >> Exactly. Yeah. >> Yeah. >> Along those lines and this is this has come up for as long as I've been on the board is just um collaboration and communication both you know in all directions back and forth with the community and superintendent and each other. um just things that

060we we can continue to work on. We've gotten much better at all of it, but we've clearly identified some spaces where there are other things that we can do. >> So, kind of a a continuous improvement mindset there. >> Yeah. Yeah. >> And continuously changing because the way people communicate is changing. >> Yes. So, President Cass, can we add one more before we >> I look, we have room. We have room. >> So, I'm just I'm noticing a connection between publicly recognizing schools and understanding um pro promoting continuous improvement through the organization that there was a gap there. um reviewing and understanding assessment tools, um policies, evading evaluating staff based on student success. Those all seem to be interwined, right? It's hard to publicly recognize schools if we don't really understand how we're evaluating them.

061Yeah. >> Um >> he there there there are new drawings in in the office right now. Yes, >> there are. Um so how how would we start to at least make a takeaway out of that? Do you think do you think um deepening understanding is that do I hear that >> deepening understanding of how we evaluate the system? >> Well, and does that I'm wondering I have a wondering does that tie in with our desire to improve the report structure? >> Yes. Again, not jumping ahead, >> just achieving. It's not >> to all let it go. We have jumped ahead, >> right? >> We are achievers. >> Superintendent Irish, do you have anything to add? >> Yes, good question. >> Not to put you on the spot. >> Look, we have room. um >> it

062is getting smaller. >> What you what what excites me about what you all are talking about is as someone who's coming new to the system um none of this is a surprise to me um in in regards to areas that we want to focus and what I'm learning and hearing from our staff and our leaders. Um, and when I connect what I'm learning and hearing to best practice, um, I I'm super excited to see the work around the coherence and the throughine and the connection from and the accountability through the system. So, I'm wondering if after break after we eat, if if you want me to show my little new diagram. >> I think you should. And then that might help with as you start to think about um I think the purpose of that

063is one to socialize my thinking to see one do you see what I'm seeing and is it are we on the same page um before I dive deep and then two um it might help formulate your own thinking around goals that align with the direction that I might be moving the executive side of the house. >> I think that sounds good. Yes. So, let's um to make sure we fit everything in. What would 10 minutes be enough for our snack? See, now I have to pay attention to time again. Do we have a new post-it? Okay. Okay. Cool. Yeah. Yeah. Um, so kind of a quick snack and then we'll we'll take a fun break with introducing books and then we'll work on starting to co we'll get the update on the new drawings and

064then we'll coalate start to coales some board goals even if we don't perfect them today. So and then we'll see if we do need more study sessions. We don't have to answer that today. How much time do we want to make sure we leave for legislative priorities discussion? Ledge reps. Ledge reps. 20 minutes. Okay. Okay. >> The priority is we need more money. >> Okay. All right. Well, so that that sounds great. So, we'll make sure we we have the conversation kind of tied up by 7:40. Okay. Cool. So, we're we are officially going off camera to have we are not going to discuss school district business. We're going to eat eat some food. Thank you. No, again we were describing what is the definition of behave. Um, so yeah. So this is just a

065little fun thing fun thing to share. Who who would like to share a cool book they have read are reading? I just I'm just curious what people have brought. >> Thank you. book I brought is called uplift teens today and it's coping strategies for mental health specifically for teens and even their families and it's by a student here named Tonvi Ara Caputi and you can pick it up I think I bought this copy at um Snapdoodle >> yeah over in Kenmore and it comes with these emotion cards I'll pass it around you can open it and check out the emotion cards But our family um applies some of the concepts in the book. One of them is the gratitude jar. So when we get super busy and we forget about the little things to be

066grateful for, we'll pause and we have this little plastic jar in the middle of the kitchen area where we spend most of our time. and we'll pop a um sticky note in there where we have written what we're grateful for that moment. There's no like cadence that we have to do it. It's just whenever it pops into our mind. And I do it usually when I get stressed and I start forgetting about all the good things that I have and I need a reminder of, you know, I'm thankful for my chopsticks or I'm thankful that I, you know, can still I'm I'm still able to take care of my kids, right? I'm have that ability. So, um, little things like that and big things, too. My kids, I don't know. I don't know if I

067didn't get their permission to share this, so I'll pick something that's not too too bad, but my kids will write something like, "I'm thankful for the ground." >> Very profound. >> Yeah. They write very profound things and I'm like, "Really? The wall, the ground?" I feel like you're just making a list of things to fill the jar, but then they explain it to me and it is profound. um 9year-old and 12year-old kids. Um the cards our family uses when we have big emotions and um when the kids were younger and still even now can't really don't have the words to describe it. Can't vocalize what they're actually feeling. And it's important for them to vocalize it because then it helps us as adults to kind of guide them through these really big emotions. There's a

068cheat sheet in the emotion cards and we usually and it's a size of a poster, a little poster. And so we'll spread out the little poster and they'll point to the the kind of the category of emotions that they're they think they're feeling and then we'll go down in that category there's like sub emotions, right? So, under like happiness, they'll be like um excited or ecstatic or whatever else. Um and it really helps to give them not just the terminology, but also coping strategies cuz on the cards it's like, hey, if you're feeling really sad and alone, here's some coping mechanisms or coping strategies um that they can apply. And usually it takes me reading a little bit and explaining because of their age, but it's been very helpful for our family. And I'm just

069super impressed by um Tonvby and how she's already written a bestseller and she's 16. She's 16, right? And she's going to Englemore High. So she's a local local superstar of ours and she's helping people. She's not just doing it to just do it. She's doing it be with meaning. >> Yeah. >> Well, I'll I'll go next. Oh, do you have another book? >> Oh, please go. Please go. No, no, go for it. >> So, the the description was share something that you think everyone else will enjoy. So, this was the everything that I think people will enjoy and then this is what I'm actually reading. So this is like more of a reference book that I use. And then this book is um called Perfect Victims and the Politics of Appeal. And it's written by

070Muhammad Al Kurd. And it's really focused around Palestine and kind of the urgency around what's happening there, but also what's happening elsewhere in the diaspora and why it's so important to our western society that we have to nitpick whenever there's a victim about their record. So we do this with black Americans. We do this with basically non-white people in in the US of like, hey, they have a criminal record, so they must be a horrible person and so we can't, you know, protect them or we can't say anything good about them. So you have to be a perfect victim if you're going to have any protections. And so it's kind of interesting to read through his perspective on everything that's going on and relate it back to the things that are happening here in the

071US and have been having his happening historically. Different lens, different frame, >> right? Do you mind saying the author author again? >> Muhammad Elkur. >> Thank you. All right. Well, I'll go next again since it was my idea. And so, I brought two things also. And this one, you probably all have heard about abundance from Ezra Klein, but I I was that person who took This is probably going to totally track. I took economics classes as electives as a track. Um, and so I just I try it kind of breaks me out of my eitheror bubble, which I think is helpful. I don't know if I agree with everything, but that's all good. But this is the one I really love. So this is called How Lovely the R Ruins. It's a um collection of

072poetry. It was actually um published in 2017. Um and it was um the how I found it is the forwards written by Elizabeth Alexander who wrote um the poem for Obama's second inauguration. Um, and so I was just looking her up and came across this, but it's it's written into different um, it's assembled into different categories of what people were thinking in 2017 and it applies still today. I'm I just went back and started rereading it about kind of talking the first category is how lovely the ruins kind of like the feeling of things breaking down. The second category is t is called against tyranny. The third is called the aching. The fourth is called the new patriots. The fifth is called gathering strength and then the sixth category is called to summon hope. So

073it kind of brings you through a journey and I thought it was just um I devoured it the first time but I I find it really helpful. So there you go. All right. one that I have at my house in Anacortis that I have not brought down yet, so I can't show you, but it's Sapiens, A Brief History of Humankind. It's an oldie but a goodie, and I, um, keep referring back to that, so uh, blew my mind. Um, so has everyone read that? Yeah. Yeah. Yeah. And then, um, this one is, uh, Justice Seekers. This is uh Lacy Robinson's Pursuing Equity in the Details of Teaching and Learning. So, this is my educational book. Um I actually am she she is um Lacy Robinson works um and has developed Unbound Ed which is a

074professional development framework um for really thinking about how our EJ work connects with instruction um and um and and brings in belonging and identity but it's really a hyperfocus on instruction and how do we keep the rigor um and access. So um this is something I want to start thinking about in in relation to the work we do. And then um finally um that everything that we're like what I'll share next about my circles and all my maps come all of my thinking comes from that. This is my um I don't know this is the foundational book that I always go back to and the research around school improvement and just improvement in general. This isn't actually even focused on schools. This is just focused on how learning to improve. So um actually I guess

075it is how America's schools can get better at getting better. But they reference a lot about industry as well. Um and so it's just what are the theories around how we um engage in cycles of inquiry and how we can continue to create coherence across organizations. And so and then I kind of went overboard but I brought this book too because I love if you haven't read um Dr. Joy Degru's uh post-traumatic slave syndrome uh is uh really a foundational book on the history of um uh our black black Americans and the um trauma and the stress that they have endured and thrived um through and how um that continues to live on in today's generation. Um and so when you say just get over it, you can't. So, it's really good. >> Does it

076talk about epigenetic trauma in that? >> It does. Absolutely. Yep. >> Y mine will be pretty fast because I actually didn't think about this until I was trying to head out the door. I I am sorry. But um so there's there's one book that is completely unrelated to education but and it's and it's a little kind of like me um but I thought other people would enjoy it too. Um Lessons in Chemistry and I cannot remember the the name of the author, but that was one that I I read recently. And then um I I've been trying to get I I worked my way through part of it and then I have to get back to it. at Braiding Sweetg Grass. >> That's It's just Yes. And it's Sandy, you you're reading it, right? Do

077you remember the name of the author? >> Yeah. >> More than happy to get you a copy of it. Dave Wellington is walking around with copies of braiding. >> Yeah. I can actually Well, or I can just send it to to people, too. But yeah, it's just u just very grounding, I think. It's >> Yeah, >> it is a beautiful book. >> There's a young adult version of it, too. And it has depictions uh or illustrations in it of the plants. Robin Wal Kimmer, that's the author. I got the young adult version for my kiddo, but he's making his way through Malcolm X. Uh, Ibram X Kendy's Malcolm X. Oh gosh, I can't remember what it's called. The recent book. All right, I'll go next. Um, I have two books which I didn't bring which

078we read at home a lot. Um, so I thought they were worth mentioning. The first one is It Feels Good to Be Yourself. It's about a little girl named Ruthie. Um, and it talks about all the different ways to be. Um, Ruthie's story. Ruthie was born. Everybody thought she was a boy, but oops, they made a mistake. Ruthie's a girl. And it's a story a little bit about that, but then also about all the different ways that kids can feel and how it changes. And the illustrations are beautiful. and we read it frequently because we talk about pronouns for fun at our house. Um, and then the other one is by my favorite author, Sandra Boon. Um, and it's called Woohoo, You're Doing Great. It's a newer book. And um it's really I think it

079can you can draw a lot of lines from that book to being an adult or being a child or being a person in life. And um I think it has really good messages about remembering, you know, sort of what I've been saying tonight too is I'm not an overachiever. I'm an achiever. And it is okay to take a break and take a rest and slow down. And so that book's about that. And then the one I'm reading is Gifts of the Crow. And I love a Corvid. So, um, and I also am so into crows. And I'm planning a relationship with our neighborhood crows. I haven't done it yet, but I'm planning a relationship with them because I want shiny things from crows. Um, and I've and I've already in years past done deep dives

080into the UDub's research around crows and I've watched the novas and stuff. So anyway, this is an extension of that. Um, but one thing that this book reminded me of is how smart crows are, which we all know, but also how there's there's pieces in this where they talk about ravens and how ravens are just like running rampant on certain places. And it's because the environment is either set up for them to be interested in the things that are leading them down a path of destruction or the environment is set up in a way that isn't supporting what is what is supposed to be going on there. So the the ravens or crows aren't doing what we would expect them to do because we've created an environment that leads them to these other things, right?

081They're interested. They're curious. they're going to try these things and it makes me think of students or my children and like how have we created environments or how are we setting them up to do things and how are we challenging them? Are we creating opportunities for them to use that inherent curiosity to better themselves or to um get something positive out of it? Um, so anyway, Gifts of the Crow, it's great if you love a crow or a raven or a magpie. >> And a group of crows is called >> murder. >> A group of ravens is called >> a conspiracy. >> Do you know why I know this? Because of Innovation Lab high schoolers robotics team. >> They're called a conspiracy. >> Yeah. Yeah. But it's really fun too because a lot of the

082the examples and stuff are based in the Pacific Northwest, specifically Western Washington. Um, so they talk about Vancouver Island, but they also are talking about the UDub studies because some of the people or one of the two people who wrote this wasn't involved in those studies and they apparently pitted they would do intelligence tests with grad students and crows and sometimes the crows won. But crows are also, you know, they they can be, you know, you compare them to dogs or toddlers and they can outperform them in different ways. Um, so it it anyway, throughine crows are students and me, I'm a crow, too. My oldest was involved with that UDub crow study and they by the time they got involved they were having to bust them up to a park in Everett because the

083crows would remember the students that captured them and took them into the lab and would attack them. >> Yes. So they first they tried masking them and then that didn't work. So they had to bust them up to ever to Yeah. Okay. So, um, kind of did the same theme. So, um, I know my my social justice one, and I'll I'll own it. It was in the free book stack at the back during the August um, leadership because there were free books, so um, I helped myself. Um, so this one is, um, the true story of four, four Mexican girls coming of age in America. Um, and I picked it because they all have different documentation status and the impact that has on them and obviously very timely for our students and what they're going

084through. So, it's called Just Like Us and the author is Helen Thorp. Um, and then I have um a Tony Wagner book, Making the Grade: Reinventing America's Schools. he um is an expert in innovation and education and so this one is focusing on how you know what should all students know in the 21st century and who should decide um all those conversations that we're having briefly he was working with Northshore and then that pandemic upended that Tony Wagner is the author um and then the last one is called Gut Reaction and it is um about a a girl that's dealing with um Crohn's disease. Um I picked this one because um the authors Kirby Larson was uh my seat on the Northshore School Board about 25 years ago and she's a a famous author. She's

085won all sorts of awards. And um Quinn Wyatt is a parent currently and was the PTA president at Morland's and her kids are I think at Northshore Middle and Inglemore now. Um so it's local authors and always fun to support them. >> See that was really cool. That was really cool. Thanks everyone. Um I know we have a new library list. Super cool. Um, so how do we segue into the into the diagrams? What's a good transition? >> Well, I can talk well I can talk about the um so let's let's bring up the the the through line here. One of the big through line or one of the big areas of opportunity is this throughine concept. And so maybe what I could do is share with you my thinking around this um and it

086could help you all to think about how that might help the board's role in this thinking and how that might shape your goals. Um that could be in coherence with the work I'm leading with the executive team. So you want to try that? Okay. We we I Well, yeah, we have a half hour. We're going to make it work. Okay. Because the book discussion was really good. >> Yeah, we're gonna make it We are overtime, but it's okay. >> We are over time. Okay, >> I can go really quick. >> Well, you know, we'll be good. We are achievers. >> We are achievers. >> Yes. Okay. So, I'll just I'll go really quick. First, I just want to recognize that as we're talking about these goals, I I keep thinking about standing on the shoulders

087of giants and knowing that Michael Tolley and others have done great work in this district and this is an outstanding district. Nothing is broken in this district. It is a high functioning school district and we have opportunities to continually to grow and to stand on the shoulders of others. So, I just wanted to recognize that. Um but I think about when I think about research in regards to coherence in the relation of the school district um I I think about um these first I think about having our our theory of action and is there a theory of action that's driving our work. So that means you know if if the school board does and if the central office team does and if principles do and if teachers do then students will and there is um

088so so that's that's the driving force of of the work of a theory of action and then you've got your strategic plan um that then identifies the priorities and the vision and the mission and the big buckets of goals that you're working on. Then from there you've got your annual operating plan which takes these goals and operationalizes them in a detailed way. Then you have your department action or strategic action plans is what we called here. So the department strategic action plans that's taking this AOP. So, for example, in the AOP, it might say implement MTSS. Um, then this is building out what that 5-year plan looks like for that department to lead it. All right? So, it maps it all out in detail. Then you have the school level strategic action plans, their SAPs,

089and then finally you have evidence of student learning. Right? So if these elements are what we need and structures that we could use to help promote school improvement, where are we as a system? So I've been using this diagram to in my onboarding as I ask people what's working well, what isn't working well, show me documents, show me what you're doing, show me evidence of how this shows up in Northshore. And what I'm learning is that um in every single one of these areas we can um enhance and make improvements on. So and and I'll add another thing here is that through all of this is our data of KPIs and KPOs. the key performance outcomes, key performance indicators is the data that we're collecting um to determine in each section how we're moving um

090how we're collecting evidence of adult practice and how we're collecting evidence of student learning. So in the theory of action we have embedded in the strategic plan there is an implicit theory of action already in there but I'm there isn't a direct explicit theory of action. So, I'm thinking as we have the opportunity to refresh or redo the strategic plan, now is our opportunity to start gathering feedback from students first and um use evidence from students from previous years as well with the social justice collective and others because we've already collected a lot of evidence and to start to build out the student perspective of that theory of action which will help guide our thinking when we revise the strategic plan. The strategic plan I was talking to Dr. Craig Foster this week and he

091I asked if I could quote him and he said, "The strategic plan currently is a glorious set of um of work." And and and that is a positive and a negative in that it is positive because everything in that plan is what you would want to see in a really effective school district. And the plan doesn't prioritize. It's all equal. Everything in that plan is equal. And if we were to do equal effort into every single one of those strategies, we can't do anything well. So the thought is how do we prioritize or think through when we refresh the strategic plan or redo the strategic plan? How do we grow upon or think about what are the priorities are? which then thinks about the evidence of student learning when I get to this in a

092moment, but the evidence of student learning and the goal reports that you get and the numbers of charts that you get and the num amount of data you get. Um, do we want to think about how to prioritize what data you get as you think about reimagining what you want in those goal reports, which you've already said you want to reimagine what those look like and what those parameter reports look like. So, here's our opportunity to build coherence. So you are building what those priorities are based on the then the priorities of the strategic plan. Um and then the annual oper and then so then in the we have to build the annual operating plan. This is going to take a lot longer than we thought. Um, this is new for the organization and I

093think why it's so challenging right now for our team is because there are equal weights of so many goals in the strategic plan that they want to put everything on the strategic plan in this annual operating plan and they don't know what to prioritize and they're at and then it's like a deer in headlights and so it's paralyzing us and so we're starting to like at this point just get everything on the document and then we can start to unpack it and then our department we don't have strategic department action plans We have evidence of it in the system in the past. Um, and a couple departments use them. Um, but we don't have a systemic template or approach to to action to create those department action plans. And then um, and we do have

094school action plans and the principles have an interest in reimagining those um, to make them more coherent and meaningful and relevant. So, we're going to look at that this year. And then um, and then what evidence do we want to look at that's connected to this throughine? Um, is it looking at all evidence or are we prioritizing? These are questions for the board, right? Where does the board fit in all of this? Well, the board is all right here and the board is all right here. You are on the inner and the outer of the circle. Your vision, your work, the things you do. And then you get windows. These are like you you get we get to pull the magic curtain back and during our study sessions and you get to see the details

095of this. And President Cast had a brilliant way of saying it today that it's like an iceberg. Here's your water. Here's your iceberg. Here is the work of the board. There's all this work happening down here that you want to see and need to see in order to understand the system. But this isn't your work, but you need to see it to understand how to be up here. What's that? Or not to crash into it. Yes. Yes, I like that. So, so what I'm doing in the organization right now is I'm just I'm I'm working with the adults right now and then the students to start to think about where where we can improve upon in each section of this and there's improvements that can be made in each one of these circles. And so

096when you're thinking about your work and what I'm hearing you talk about is what evidence do you want to see? And and um is is it a lot? Is it too much? Is it the right amount? um is it the right things? Um but I think before answering that question, it's important to know what this is and what the priorities are in here. And then I also as I'm just starting to think about coherence when you're talking about celebrating students or celebrating schools for the great work that they're doing. Wouldn't it be great if the focus that we have is what you're highlighting in your visits and in your conversations at the up here at the DICE so that you're creating and you reinforcing the coherence of the organization. Um wouldn't it be amazing if

097all of your study sessions were focused on or not or some or most of your study sessions were focused on elements of this work so that you can see the coherence and ride upon the coherence. Um, so you're again getting a window into what's happening down here to help you lead the system up here. So that's in theory what we're working on right now. Um, and in practice, we're starting to build this and starting to build this before we can do anything else. >> You got a puzzled look. >> We're going to in the interest of time, we're going to do an additive process. So yes, ask questions, ponder. I'm going to move it off because we have because my hope is we can come with maybe two or three at least, probably not 20

098board goals, but I'm going to start listening for themes as we're talking to keep us on schedule. So keep talking and don't worry about the falling postits. >> One of them is just a comment I kind of think in terms of the iceberg that all of the work that's going on there is what's keeping us afloat. >> Yeah. Great. Um but with respect to the um it's not the AOP maybe it is the AOP you made a comment about um that we the goals are not prioritized in the strategic plan and I guess the way I've viewed that in the past and it kind of my thinking jumps from the strategic plan to school action plan but because each school each community is different and the students and the teachers and the principal and the

099the community struggled with different things and are at different places >> um in you know the the different goals that that we have that it it will vary. Um so prioritizing it seems like is not necessarily something up here but more at the school level if that makes sense. >> It does make sense. I think what's what's a challenge is when the accountability for the system and you're in charge of the accountability for the system. When the accountability wants um data and information on everything, then what that means is we and the executive side are putting pressure on you to the executive side to do everything or to pull everything. And it and it's um and that could be good. We have high performance because there's high accountability. I don't want to lose sight of

100that. Um, and um, how do we um, how do we take the limited resources that we have because we're underresourced? How do we take the limited resources that we have and we say, "Okay, if we really believe in MTSS, let's make sure that every school is doing MTSS regardless of their context and let's make sure that we're entering that conversation within their context and and and building it upon where their their needs are. And it won't be that everybody's at the same level or at the same pace, but if we believe in that, then let's put all of our resources in it. Let's make sure that there's accountability from the board and a vision from the board to drive that work forward. Um, and that we're not doing that and, you know, 20 other things,

101right? Yeah. I'm trying to figure out how to how to do both here. How to weave. Um, no, we're not weaving. Sorry. Um, so I'm just I'm having a flashback and I'm trying to figure out how to to plant the I'm just planting a seed. So 15 years ago we had board goals and one of the board goals was that all third graders would be on grade level in reading. And a year later we looked at our data and our reading scores went up. Yay. We're doing great. And our math scores went down. And then we were like, wait a minute. why did our math scores went down? And the teacher said, "Well, because we were focused on reading." So, I I'm That's why I have a furled brow. I'm like, "Yeah, I don't want

102us taking the eye off the ball in math because we're focusing on reading or science or attendance or social, right? There's a reason why they're all important because they all work together, right, for success. And so for us board goal-wise, um I would like us to get to a foundational understanding of how the system is evaluated so that we can support our belief that all students can learn and create a high expectations for the system. >> And and can I add to that comment that you made? So I I agree fullheartedly that when you hyperfocus in one area. Yes. And so I think about the action words continuing to implement or continuing to do versus enhancing upon or growing in this area. And so what's beautiful about policy governance is you have all of the

103parameter reports and you have the goal note goal reports that you get information about and it means that we're not taking our foot off the pedal. Um but then how do we say continue to do these things because they're working and we need to spend time on this um and we're going to allocate our resources on this. So I guess that's that's the polarity to manage um when you're in an underresourced industry. >> Oh, it was just along the lines of what director Hayes said. it was all students can achieve and make progress. I think that's one of the things that we need to think about too is because everyone reading at a third grade level may or at the at the expected age may or may not happen for some of our students. But

104seeing that there's progress forward and that they are gaining skills that they need, especially those foundational skills, which for some kids can take a really long time. But thinking about making progress because I think that's whereas we we may not get everybody doing algebra in eighth grade, right? But we want kids to make progress. And so if there's ways to sort of generally move forward with progress but still have those expectations, it's tricky. And from a board perspective, I think the polarity is how do we support the work of the district while doing the oversight, >> right? In a way where um and I tried to use this analogy many years ago, but there is a an understanding in physics where when you it's like quantum physics when you try to study where an electron

105is, the act of putting a light on it makes it move, right? So we don't want to shine the light and make it move. So, but maybe that we're coalesing around a board goal is that as part of supporting this work, we have work to do around how we do our oversight, you know, and it's kind of the last bullet there, too. Deepening our understanding of how we evaluate the system. It's kind of what you just said, too. So, um, but it sounds like we don't want to put the cart before the horse either. So, I'm trying to think of a way to fashion some it's work the board would like to do and the system needs us to do at this point in time on August 28th, 2025. What's a what what is a

106good way to begin some of this work? I'm wondering the word efficiency comes to mind. How can we efficiently measure student progress or student success? And like what are ways we can ask to see that information that isn't that's like clear and straightforward, you know, and and not overly burdensome or nitpicky, right? Because there are instances where there's going to be a smaller population of kids who are going to show progress, but it's going to look different. and like are we measuring that? Do we care about measuring those outliers? Um because they're important um but like you know sort of what what is what are the parameters of success that we want to look at and measure um so which I and I think there's some shades of gray. You know, I wrote down what

107you said, how to get how to efficiently gather evidence of student learning to use the same language in the out outer edge of the circle. Um the metrics under the strategic goals, rewriting that as kind of a formal thing as opposed to the report gathering. Um so she's looking something up. So >> she has the strate. Okay. So, but how does in terms of how to so writing down what you said, how to efficiently gather evidence of student learning, that's the report process. How is that as a rough draft of one goal? Okay. So, that sounds like a goal. Anything else around this that we want to chew on for the board to consider in our work this year? As we fill in some of the gaps here with theory of action and the annual

108operation plan, I think this through line and educating ourselves on what we're trying to accomplish will be important. And maybe the through line is where it ties into the how we get the information so that we can make decisions. So there's a what is the board trying to accomplish overall. How which is what you were talking about vice president SOTAC. How are we going to accomplish that? We're going to look at the reports. How should the reports look? How can we make that effective for decision making for the for the board to make the decisions that it needs to? And then the why is kind of out there of why is this important to the outside circle because we're responsible for that and we need perview to that which is the evidence of student learning

109which I imagine. >> Thank you for that. I love that. The what, how, and why. Yeah, >> that's a great way to frame it. Thank you. >> And then the when comes in with the policy governance in my mind, it's like there's a cadence of when we do these reviews. Now we just need to not just, but now we need to figure out how it can be effective. >> What do we think about that? >> I like that. And you know, how can we leverage timing so that when we get those reports and we figure out something needs to change or or that that information is coming at a time when it can be useful to make change, right? which I know we've talked about, you know, we get goal reports or in in the

110past we've gotten a a goal report with very like information from the year before prior and then the new information is coming out in a month you know um so and I think that's you know kind of already being addressed but having it in a timely way so that we can um change policies if we need to right move resources if needed things like Okay, there's one rough rough draft. Anything else on that before we move on? There was a couple other ones that bubbled up like orientation new board members. I think that's a check mark for number two. Working on that process. Okay. Anyone want to add anything to that one that we haven't already said? just in case their thoughts bubbling. >> Is there a current handbook that exists? >> That's exactly what

111I was going to say. Is the documentation? We need documentation. If there is one, I have not seen it. >> Would would y'all be okay for some time at a study session just to brainstorm, right? Just to start building elements that would be helpful, especially given recent experiences. Okay. I think that would be great. Maybe people can come with their thoughts about what they needed to know that perhaps we did not get to them quickly enough. >> Yeah. Because based off of that experience, then we can start building a tool. That'd be pretty easy. >> And that maybe has some inherent pacing integrated into it because it was very fire hosy for for a few months. And I know it has to be, >> but but I'd say those first nine months were were and

112I mean it didn't help what was going on budgetwise. >> You Yeah, you did parachute in in quite a year. Yes, >> we did. We did some some fire some forest fire jumping. Yeah. >> Yeah, we did. But it I and I think we jumped in I think at a less there could have been worse times to jump in. I'm trying to pick out the silver lining. It was an opportunity for growth. >> Yeah. >> And we are achievers. >> Jumped on that treadmill pretty darn fast too. I have to say you both did great. >> We were running very fast. were I I like the idea of bringing I thoughts about what we could have used what we could what would have been helpful to know I think also um prioritization of information because

113yes it's always I feel like it's always going to feel like a fire hose because it's all brand new at least for me I think the overall this is your lesson plan this is what you're going to learn. This is what you're trying to get to as a board member. This is when we think you're no longer a baby bird. >> When you can fly >> away from the nest. Yes. And then maybe setting that prioritization according to what's happening at that time when they're entering. >> Yeah, I agree. cuz I remember being up on the dis that first day and it's like now you're signing up for things and I was like what am I putting my name to? I don't even know what these things are. Here I go. Name. >> So I

114I I do think like some >> those are the liaison assignments. >> Yes, they were. >> They were. >> Were we signing up for graduation speeches at that time or that >> we probably No, Piggy says no. She wouldn't do that to us. Thank you, Piggy. That's a surprise. You don't find out about that speech until a couple months in. You're like, "Wait, wait, wait, what?" Yeah. No. So, I mean, you know, some of those those institutional things that that people socially know when you've been on the board for a while, you know them. But unless someone tells you or you've been to a lot of board meetings, you wouldn't know to expect them. >> I think those are even Yes. So, you socially know them. they're not stated and you're not aware as the

115public typically unless you're deep into this and there's also a functional aspect to especially the signing up thing. There's also the board norms, right? The things that we agree on socially amongst ourselves of okay, we are um pick on one thing. >> The behavior expectations. >> It's the behavior expectation and it's also, you know, we're not um endorsing folks, right? Knowing those things and kind of talking about them is helpful. I don't think that necessarily needs to go into a handbook, but at least having some time to talk about the board social norms is helpful. And that board social norm is going to change with different people coming in. >> Also, I suspect how to be like in a meeting like how to how to move for things and second them. >> That was totally

116new to me. Yeah, Robert's rules. But even you know going through it and explaining it when because I'm sure people in the audience don't know what we're doing sometimes too. >> We're not we're not even that strict with Robert. >> No, we're not. But it was totally foreign to me. So >> I haven't heard us use like point of information or point of clarification. I don't know. Um, I'm I'm listening to all this and heartarkening, but my first very first board meeting, we voted on math curriculum. That was terrifying. Um, also, um, we need to be cognizant that that you guys were were master new board members, as was Jackie, as was Amy. You all came in ready to admit that you didn't know everything. And that is not always the case with a new

117board member. They are not always going to be open to the fire hose. They're going, right? They and and it's not so much that they don't re but they don't want to be seen as not knowing everything, right? So we we have to kind of balance that, right? We're not saying you're not bringing anything. You don't know anything. we're saying, "Here's some things that are going to help you do your job better." Because you guys were fabulous. Um, but that hasn't always been that. Um, sometimes you get board managers coming in and they are they are insulted that you're telling them what to do or how to behave. Um, that's a big one. Um, and so providing the context of why we have board expectations and making sure that we remind this is how students

118succeed is when we work well together. >> And I think that's why, you know, spelling out the social norms and the expectations around how we speak to each other and how we communicate with the public and how we communicate with admin. I mean, you know, just all of those >> social media, what the expectations are around that, you know, like Han said, endorsements, things of that nature, and and also understanding, you know, um how you're allowed to talk about things and how you are not allowed to talk about things. Um, I think it's totally acceptable to spell out what you are allowed to do and what you are not allowed to do because I think that that um, again makes it really clear if you need to call someone out on something. And then we

119can also put in there that it is an expectation that board members call each other out when they're doing something. And it's also an expectation that if you don't know something that you ask, right? Okay, >> very quickly. And the idea of having mentors, I think, right, >> needs to be in there. Um, and you know, fair warning was not a thing in in the past, but I think um perhaps it will change after swearing in, but perhaps somebody can be assigned as a mentor to the incoming board member before that first meeting so they know what's going to happen at that first meeting >> in between the election and the >> in between. Yeah. And then obviously there's the annual conference too. So we don't want to be completely overwhelmed because there's a lot

120of training and a lot of the details that they can pick up at annual conference too. >> Just so everyone knows I I did plan and have sent out Peggy and Superintendent Irish and I coordinated sending out a communication to the remaining candidates so they know about annual conference and you know offering up you know about annual conference. We sent out five. I'll clarify. Um yeah. Yeah. So, okay. Any I'm I'm want to leave room for alledge priorities, but so so I think we have plenty of um ideas around the orientation. That's awesome. Any other buckets of a board goal we'd want to talk about before we I mean this isn't etched in stone. We could always sleep on it and come back. But >> I also think since we haven't been doing it for

121a few years slash or at all that maybe this is a good jumping off point and we can wet our chops here and then maybe maybe next time do some more. Right. Yes. I think doing a couple things really well is fantastic and we can continue to grow because theoretically the orientation piece will be completed at some point and we'll have that and so we won't need it as a goal anymore. Right. I really like them because and I think we should stop there because they are not creating extra work for the system. Sometimes board goals then Yeah. So, I think we should >> Yeah. >> We're leveraging We're leveraging what's going to happen. >> We're helping move it forward for sure. >> Coherence. >> Yes. Uh, President Cass, can you share with me what

122the three I I think you had three or maybe four. >> There's just two. >> Okay. So, and I want to write it better than my scribbles, but um the idea of how the board can efficiently gather evidence of student learning, you know, what together also how um by and considering educating the board about the through line that ties all this work together and how we can effectively conduct our oversight in a way that boosts student learning, doesn't doesn't create a drag on the system. And the outcome of that would be the board reports >> and then orientation. >> Great. And one last question so I can start wrapping my head around it. Are you thinking that we would then you and I could sit down and map out I'm thinking about the study sessions

123for the year which we didn't get to that topic today and that's fine. But is everyone okay if you and I map that out for the year so that the system can be prepared and not reactive? The two of you. Okay. All right. >> That sounds great. And then we can because also like we came up with the idea just today. Oh, we need a conversations with the board before January and oh that would be a great time to talk about bond and levy. Like all these things are starting to come together. So maybe we'll we'll think about a draft schedule. Y >> and then socialize it. >> Perfect. Great. >> Awesome. >> And Peggy, can you get that on the calendar sooner than later? Okay. I just I don't want my team to be

124surprised with upcoming studies. Honestly, it was I should have thought about it before August 28th. So, >> no, it's fine. It's good. We're doing it now. >> Yes, please. Yes. Yeah, because we have our next two study sessions planned. >> Yes, we do. It's tied up with bonded levy anyway, so we have some time. That's a great idea, Peggy. We'll tag on to the next coordination meeting. >> I sent you an email with some proposed study sessions for >> and I have that collected on here. >> So, if you could share those with President Cass. >> Yes, I will do that. >> Yep. I'm wondering if because I know we have to follow OPMA. I'm wondering if there's an opportunity to get either Elizabeth or I in some of the planning session here as a

125mentoring thing, >> but that complicates the schedule. So I'm asking the two of you since the two of you are designated. Is this a mentoring opportunity or >> this is we're just creating the list of topics for study sessions for next year? >> But perhaps there is a two by one meeting that might be a great bridge >> to come up with a draft and talk about the planning. >> Yeah. cuz usually what's helpful for me is to understand the reason why we're choosing some of these things and why we're prioritizing it and hearing the three of you talk about it with your more experience >> and what and what I'm really hopeful for is that when we have the AOP finalized it will become so common everything in there like you guys will sit

126down and you'll look at that you know it'll just be like there are it'll just focus the board on saying these are the things we're going going to be focusing on and then you might have your other things that are your board goals and other you know legislative actions and you know bond and loving stuff what but it's going to primarily ideally be connected to the AOP. This makes my little teacher heart sing. Uh because it's it just makes so much sense and one thing leads to the next and leads to the next and then you know things and it's predictable. Makes total sense and we will find a way to do it. We'll find a way to do it because it doesn't have to we can kick it off but it won't be done

127in the one meeting and then we can find because we should gather input. Um, you know, Superintendent Irish reminded me Northshore's unique perhaps in having meeting J agenda setting meetings or coordination meetings involve two board members on a rotating basis. That was created deliberately to ensure the entire board has weighs in on agenda setting and it's gone kind of like clockwork to the point that we don't recognize it's there. So, we should find other ways of doing it for other purposes. All right. So, we can create a draft. Me, Superintendent Irish and I will create a draft of the board goals with all the sub bullets and then we can talk about it during our study sessions are going to be full. So, maybe during board reports we'll talk about it. Okay. This is really

128good. All right. Should we talk about ledge priorities? Um, I also wanted to point out, um, I dug out our 2019 2020 board goals and so I can send that around as just as an example and some of it is looking a little eerily, you know, familiar to what we've been just been talking about today. Um, do does everyone have the our ledge priorities up or is it on the I don't suppose it's on the screen. Okay. Yes, we do. It's like everywhere you go on site. Um, so obviously this was updated last year as well. Um, it's I think recurring themes and so I don't know that there's a lot that needs to be overhauled. We certainly need to go through and I'll check with um with Jolyn about updating the numbers and make

129sure all of those are are still accurate. But at this point, what I'd really like to do is get everybody's input. if you can look at it and in particular those who are going to be on the board through the upcoming year if you have things that you would like to see on there things that you think perhaps um we can be done with um I don't see anything anything of that and again this is legislative priority so us going to the legislature these are the things we will want to advocate for and some of this is also getting this down for the district so that when we're going to general assembly and that's all done and we're getting giving our input on WASDA um legislative priorities that we have ours already in place. I'm

130seeing something already in this is that the way that the state is asking us to fund special education has flip-flopped. And so our little part where we say that they are not funding special education and we have to use levy money to backfill the funding that might need to get tweaked to gened. How how do you mean tweaked? tweaked too. Jennet, >> did we get something during last session regarding transportation? Although this this says formulas. Okay. >> No. >> Yeah. I thought I remember seeing it, but it didn't make it through. >> It was proposed and they Yeah, they decided not to touch the formula. Um, and to the to the point Elizabeth was making earlier, the the districts, the all the alphabet soup education partners came together and really did come in with very

131focused um, neat ass of the legislature. So, I this is a lovely document and you've done a great job with it, Jackie, and I Yes. I don't think there's a lot to change. My thoughts are um more pragmatic around what we're looking at because this is a short session. It's not a budget session. We know we're not going to get any money out of it. So, um I I believe we have two tasks in front of us. One is to stop the policy bills. That that's what they do in short sessions. They propose policy bills and say, "Well, it's free because we think it we think it's free." And so, we're going to have to be very u reactive this session to things that get proposed that will end up costing us money and don't

132help the system. Um and and then my second thought is we can't start our um strategic planning, if you will, for the 27 budget session in November of next year. We need to lay the groundwork now. Um, and so I'm wondering if really what we need to be doing this fall is working with our legislators. What information do you not h what do you need to help you understand? And um I call it opposition research. What arguments are we going to need to what information and data do we need to provide that no yes are we've received more money over the last 10 years and our scores have improved they have not gone down right here's why our costs are going up even though we have fewer students here's why more students are in special

133ed it's not just a black hole it to quote one of our legislators there is right and so be thinking get ready for the 27year over the next year and know where the push back is going to come from on why they should not increase funding. And it can be things like providing data. Here's the harm that you have done by not fully funding education, >> right? like a a a list of all the things that are are have been put into policy as free and the additional cost that it is created for the system that's not not funded. It's not even underfunded. It's not funded. Um, and then yeah, like sort of to your point, more kids are getting flagged for special ed or their needs are greater because we're better at identifying them

134and supporting them. So I I think um giving information around those those things but also coming up with because this is a lot of information that they might use and might not use but I see what you're saying like look to the look to the things that are are creating the most impact >> you know and this this is not a firmly a very formed thought But something I've been trying to figure out what to do with is there's been a lot of um just kind of theorizing and starting to put into practice in general um I don't I don't know how to best summarize it where where with the significant changes on the federal level states are starting to step in and really leverage some of the more federalistic aspects of how government is

135set up. For example, in environmental law and in um like regulation of car emissions, states are starting to step in and fill gaps that are getting left by DC and there's coordinated efforts happening. Um, and it's just kind of interesting and we haven't seen that quite in the education realm, but I wonder, you know, on the flip side of the policy conversation, if we should think about the other side of the coin, like if there is a place where because we have the wherewithal to coordinate with some other states to start filling gaps that are getting left like it it it's probably good just to keep ears open. and it's not something for the document, but just the landscape is shifting and just presuming it's it's business as usual. I think it's just helpful for

136us to keep our ears open. Um, and I you I don't know if we've seen directly any of the changes of the downscaling of Department of Education in DC yet. Um, but there might be things we might have to do to step in to protect students and something to think about. Okay. Um, I appreciate the concept of a different focus for this coming year because we do have two very different legislative sessions on on alternating years and you know there's a I mean and got all of these arguments exact arguments rolling through my head um leading up to this and you know everything that we have in here we presented to the legislature ad nauseium every community in the state, I think, was was after them about this. Um, including the list of unfunded mandates.

137We have a list of unfunded mandates, but um, yes. So if we build something like that in here, I mean I I hesitate to just take out the funding alto together because that's exactly part of you know here are the here are the consequences of where we are with what the state is providing right now >> and a firewall is good right because remember when we were in was it general assembly where were we in the room with Senator Wellman on the big screen and she said out loud that she thought education should get cut 10%. And that didn't happen. We got a couple pennies. We didn't get what we needed, but at least we didn't lose 10%. Right. So we, you know, being a fire, remember that it was annual conference. So the firewall

138>> is, you know, having all this, right, in preparation, right? >> Yeah. >> To stop any any big cuts. >> Yeah. You could could have heard a feather drop >> in that room. Yeah. It was it was um >> when we're talking about the the arguments back to um I think looking outside of education outside of our purview and understanding how that might impact funding for public education will be important because I can imagine you know the fight that our governor and our AG are having with our federal government and how Washington is going to be one of the states that's going to be penalized fiscally because of it. That's going to be a lot of the push back. >> I know we're losing a lot of housing money. >> Yes. >> As a state,

139right? So, that's going to put a lot of strain on the budget and therefore Yeah, it's a very good point. Very good point. >> Yeah. I'm not sure how to argue that, but less funds to give around. Well, in theory, they don't they don't reopen the budget in the coming year. They're maybe small tweaks. Um, but it's not like we have any sort of strong momentum, you know, that maybe there'll be a bigger bucket. Maybe they'll, you know, fill some of those holes, but >> Yeah. No, you're exactly right. It's called a supplemental budget that they will pass and and it's tweaking. Um they during the great recession they did tweak by doing cuts. Um which was fun. Um but I'm I don't see any reason to think that they would be doing cuts to

140>> 27. Sorry, I'm referencing 27 preparing for that. >> Yes. No, I No, I understand. I'm just talking about um in terms of our planning. I don't anticipate, but they will pass or try to pass um what they call policy bills that will add to our plate. And so we just are going to need and it's it's hard because some of them are going to be good things, but we need to be ready to explain. You can't if you're not you're not funding what we have right now. Yeah. This is the um the argument for doing a fiscal analysis, a cost analysis of any bill that goes through before it gets that was the house ed committee that wasn't wasn't keen on that. Okay, let me >> Is that helpful? >> It is very Yes.

141Um, let me because you know in last year earlier this year actually during this last legislative session there was the the big three, right? We were all sort of in agreement districts all over the state. This is what we're going to push for, try for. Um, and that is in in large part reflected in our legislative priorities here. So, let me let me take a stab at this. um pulling a few things out. Oh, of course. Of course. Um do are is everybody good with having the left side column with all of the data about the district or we could get creative about what else we put in there depending on how we >> I I think um student outcomes would be helpful. So, and not just graduation rates, but you know, post-secondary plans, things,

142you know, starting to show maybe um least restrictive environment rates, you know, areas where we are showing growth for the state's investment with us. I think also if there's space and I don't want to overcrowd it after we have conversations with our reps understanding what information they need whoever someone brought it up their gaps in data and information and maybe putting it on the left side sort of what what can what can we give them to help them help us? Yeah. And I know this is legislative. I don't see a lot of coordination and maybe there's a reason for that between the school district and the two counties that we have. I know they can't give us funding directly. They do help indirectly with grants and with teaalth for example. So, mental health um resources

143for our teenagers. Um I'm wondering if there's something that we can do there to kind of strengthen the relationship and see what opportunities are there or maybe it's not our swim lane and it's somebody else's swim lane. >> But good suggestion. We can look into that because yeah, the best stars for kids levy does get resources to Northshore. So, it's a good idea. Well, and there are other districts that are utilizing county money for a lot of resources. And I know that because we span both counties, it makes it a little bit different for us rather than for just one county. But >> right, like for instance, we've used King County money to help mental health resources at the middle schools, but that means Sky View doesn't get it because Sky View is in Snowomish.

144This is where our relationships as liaison with the different municipalities in the counties can can come in. Um, Snowomish County is a an interesting beast, but you know, it helps to have those those connections and be, you know, watching their agendas and see where we can where we can uh get that relationship going. >> Okay. All right. Well, it's a little after 8. Did But did we get you what you need? Okay. Okay, >> including thoughts >> just it would be amazing if you could put the stars formula [Laughter] >> in there and say, "Does this make sense to you? >> It can be an appendex." >> All right. An argument for fixing it. All right. Okay. Well, thank you everyone. So, we we did go back. I mean, relatively speaking, we did get through

145the agenda. Not too bad, right? So, some of it TBD, but otherwise, I think we've done pretty well. I think we've done pretty well. Okay, everyone. Anything else? >> No, just thank you. It's an absolute honor to work with you all. You guys are amazing. So, thank you. Thank you, President President Cass, for putting this together tonight. >> Happy to. All right, y'all. We're going to adjourn.