SKSD November 17, 2021 Board Meeting

001The meeting will come to order. Welcome to the November 17, 2021 School Board Meeting of the South Kitsap School District. This is a remote meeting per Governor Inslee's Proclamation 20.28. The meeting is open to the public through an online Zoom webinar. Public comment is available to those wishing to address the Board. Pre-registration was required by 3 p.m. today. Those wishing to make public comment in writing may do so by emailing comments to publiccomment at skschools.org. All comments will be shared with the Board but not read aloud during the meeting. At 1.2, Pledge of Allegiance. I will lead the Pledge of Allegiance. I pledge allegiance to the flag of the United States of America and to the Republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Agenda Item 2.01,

002Adoption of the Agenda. Are there any corrections to the Agenda? Director Deale? Thank you. I would like to propose removing 10.03, 10.04, and 10.05, which are professional development policies, and postpone them indefinitely, please. Okay, it won't be necessary to postpone them indefinitely, simply removing them from the Agenda is sufficient. Okay, great. So the motion is to remove 10.03 bylaws, 10.04 governance culture policies, and 10.05 board superintendent relationship. Is there any discussion? That's an excellent idea. All in favor of striking 10.03, 10.04, and 10.05 bylaws, governance culture, and board superintendent relationship from the Agenda, raise your hand and say aye. Aye. Those opposed say no. No. The ayes have it, and the 10.03, 10.04, and 10.05 are struck from the Agenda. I would also like to strike 5.01 from the Agenda. 5.01 is the monitoring report

003on financial planning, OE5. The question is on striking 5.03 from the Agenda. Is there any discussion? It's 5.01. I'm sorry, 5.01. Yeah, I think that needs to be done with the next board. There's no rush to do this. So the next board needs to get on, especially since it deals with financial issues. I would say that since this current board did the financial planning, it would be sufficient that we could monitor this at this time. Are you ready for the question? Hold on. Okay. I don't really think this is a good idea. I don't want to bring this up. So folks, I've said this last meeting and I'll say it again. This is all tied up in litigation. Mr. Berg is being served papers regarding a personal lawsuit and an injunction that involves his interaction

004with the board. Mr. Berg votes on these items or they pass the temporary restraining order will go into effect. It's possible the item may be tied up for the duration of lawsuit, which may take months. Okay. It will cripple the board's ability to act as your actions may be construed by the courts as a violation of the court order. For this reason, I recommend that Mr. Berg submit his resignation from the board as soon as possible. He may be restricted in what he can say at board meetings. That is not related to the agenda. It is related to discussion, Mr. Berg. We're discussing the adoption of the agenda. The question before us and I told you that 5.01 is not a good idea. The question is on striking 5.01 from the agenda. Is there any

005further discussion on that question? You heard my comments. All in favor of striking 5.01 operational expectation financial planning from the agenda. Raise your hand and say aye. Aye. Those opposed, raise your hand and say no. No. The noes have it. 5.01 is not stricken from the agenda. Are there any other? I've got one addition. Yes, Superintendent. Somehow our results to presentation under section four is not showing on the agenda. That was originally 4.01. It can either go in as a new 4.01 or go in as 4.02. Which report was that? It's results to about science as part of our results monitoring. You want to add that to the agenda as 4.02? It was on the agenda when we did agenda planning on Friday. I'm not sure where it is now. Robbie, if there's a way

006you can put that on so that the PowerPoint is also there so I can share that. It would be permissible for us to add something to the agenda that was not published prior to the meeting if the board wants to do that. My recommendation would be that we not add something to the agenda that was not on the published agenda. Has the public had a chance to review it? I don't know when it was not on the agenda. It was on the agenda last Friday. I'm not sure. But it was not on the agenda that was published 24 hours before this meeting. The topics of the agenda aren't required to be 24. Just the fact that we're having a meeting is 24 hours prior. So we can add things to the agenda. I can add

007this under Superintendent comments. We have people here prepared to share. It's on our board calendar. I would like to have it presented tonight. So if it can't go under Section 4, I'll just add that to my Superintendent comments. So the question is on adding 4.02 report on Results 2. Results 2. what? 2.3. Results 2.3. The question is on adding 4.02 Results 2.03 to the agenda. Is there any further discussion on that question? Is the Superintendent adding it to his presentation? I believe he said that if we don't add it as 4.02, he will include the information on his report. Then why don't we just do that? That seems to be the easiest way to do it. The motion right now is to add it as a 4.02. I would like to add it as 4.02

008so that it will be in the minutes that way. Is there any further discussion? All are in favor of adding Superintendent's report on Results 2.3 to the agenda as item 4.02. Raise your hand and say aye. Aye. Aye. Those opposed say no. The ayes have it. The motion is adopted. 4.02 will be added to the agenda for Results 2.3. Are there any other corrections to the agenda? Hearing none, all votes in favor of the agenda as amended. Raise your hand and say aye. Aye. Those opposed raise your hand and say no. No. The ayes have it. The agenda is adopted as amended. Next item 3.01. Superintendent's comments. Could you include your response to the questions raised in public comment at the previous meeting that referred to you? I'll have to find those emails. Or would

009you rather do that after the public comment period? If I can do it. I'll do it before public comment if that works. Okay. Okay. Thank you. I want to just start with Liz and Rebecca. This is your last real official board meeting. And it's been quite a journey, I think, for all of you. And I think one of the things as a superintendent that we all talk about is that the board that hires us is pretty special and pretty unique. And so the two of you are the only ones left of the five that hired me. So I'm sad to see you go. But I wanted to just acknowledge your hard work and your dedication and your commitment to the district, to the board. At times it's a thankless job. But you've done it with

010a lot of poise, a lot of class, and a lot of support. So I just wanted to start by thanking you for that. So as we move forward, we have two new board members plus one coming on in the next couple of weeks. And so I've spent a lot of time reflecting after our last board meeting. And we've spent the last two years really working on our governance culture, governance system, with the intent that when we had new board members come on at any time that they would come into a system that was organized, that was ready, that all they had to do is step in and continue the work that we were doing. But unfortunately, ultimately what we've done is we've taken a governance system that we had that I would say was working,

011that needed some tweaks, and we've created a lot of confusion and uncertainty as to how the board operates, how the superintendent operates, what the expectations are for the district. So I don't know that we're necessarily not in a better place, but I don't think we're anywhere near where we hoped we would be when we welcome new board members on as far as moving the district forward. I think the work that we've done has taken us away from our priority plan that we're in the second year of. And it's really taken us off course. And I mentioned this at the end of the meeting last time that the barriers that have been put in our way are starting to take a toll. They're taking a toll on this district, and I believe they're taking a toll

012on the community. So I want to talk a little bit about that as we move forward. So it's been clear that this is the board's meeting. And as the superintendent slash secretary to the board, I've really been patient, out of respect for the fact that it is the board's meeting. But I also believe that I'm responsible as the superintendent for anything that happens in this district. And that includes the perception we put out at our board meetings. And so I just feel the need after last week's meeting and the reflection over the last couple of weeks, I feel the need to say a couple of things because it's an important time for us and a critical time as we move forward, that we really start to make some progress and move forward together rather than

013move forward as five separate silos or four now at this point. We talk about building trust and how important it is to build trust in our community. And that's related to the levy and it's related to bonds and it's related to the work that we do in the communication. Unfortunately, I believe every other Wednesday night, our trust takes a hit because this is what's on display for most people to see. And we need to build our district up. This is a great district with a lot of great people. And I want to build this district up so that the perception in our community is one of trust and respect and credibility and growth. And I just have watched this get to a point where it doesn't feel like that's what happens. It feels like what

014we're portraying. This is a visible expression of what's happening in our district. And I don't think it represents what's happening in our district. OE1 Global Expectations really speaks to the expectation that you as a board have of me to not put the district in a place where, in the words of the OE, not endanger the district public image or credibility. And I really feel like we as a board superintendent relationship are a team. We are together. So what one does, we all do. And so I'm in a place where I need to be careful that I don't endanger the credibility of the public image of the district. We have a priority plan that I mentioned. It's in year two of a five-year plan. There are five elements of this priority plan that a lot of

015people have worked on. And this priority plan was based on the district or the board's goals that have now changed, but it doesn't change our strategic plan. And the five elements are academic excellence, wellness, stewardship, safety, and community engagement. And I think we would all still agree that those are really critical pieces to our district and our community as we move forward. But I don't think we've spent much time on this in the last couple of years. We've talked about it a little bit. We in the district are talking about it, but not near enough as much as we need to. When the results of the culture survey came back, there were a number of people who weren't really confident that they knew what the vision of the district was and what the priorities were.

016And so that's something we need to work on. But I think it starts here. It starts here with the board and it starts here every other Wednesday night that we focus on the priorities that the board has established that we as a district have followed to create a vision for our future. We have in our agenda, I don't know if you've noticed, but normally we've put our GCs and our OEs and the policies. But we've also added this time what areas fit into the priority plan, because I think it's important that we call out the things that we're doing in our board meetings that directly relate to this work that we're really working hard and diligently to try to accomplish. Our priority plan is an audacious goal to be a top five school district in

017the state. There's no doubt about that. But one thing I'm very confident in is we have amazing people in this district. The entire staff, everybody, almost 1,400 people are working very hard in really tough conditions right now. And I would say this about our 1,400 people, they're tired, they're worn out, but they're showing up every day. And they're working hard and they're serving our students and they're really working to lift people up. So that's some of the really good that's happening in every department in every aspect of our district. And I want them to feel respected. I want them to feel trusted. I want them to feel valued and appreciated and that they can do the work that they've been hired to do. So there are a lot of distractions that I feel like I

018need to just mention. COVID being one of those, that's been really tough on us. It's been a tough almost two years now, but I think we've succeeded. We've thrived even in situations like this. But there's things like lawsuits and websites and records requests. I think that we're allowing Robert's Rules of Order to get in the way of the work we're trying to get done. I think we're allowing our governance to get in the way of the work we're trying to get done. And I think we need to stop. We need to stop what we're doing and really think about what the purpose here is. And I've heard it said a number of times here, it's all about the kids. But I keep asking myself, is it really the decisions we're making and the conversations we're

019having and the arguments we're having, is that really about the kids? I don't think it is. And that needs to change for us to become what I really believe we can be, which is top five. So I'm optimistic for the future. I'm optimistic about what we're doing here in this district. I'm optimistic that we will overcome the things that have been placed in our way to succeed. We will continue to work on the goals we have as a district. And we have really great people here. I've said this all along. The people are what make this district special. The people are the thing that make this district successful. And we are successful. Are we perfect? No. Do we have a lot of work to do? Absolutely. But I'm so impressed this year and every year

020I've been here, but this year especially of how hard people are working. It's really amazing, the work that people are putting in. And I want to recognize that we have the tools in place to reach our goals. We have the systems in place. We have the people in place. We have the curriculum, the strategies. We need to be allowed to do that. And then lastly, I really believe that we are stronger together. And that means us as a board superintendent relationship. It means us as a board and a district. And it means us as a board, a district and a community. So I really just want to urge us as we make a transition and lose two really great board members and we gain now three, what I believe are going to be great board

021members, that we find a way to work together so that we can move this district forward and become what we all believe we should be and can be and will be. So those are the comments I wanted to say. I will talk about the public comment when we get to that portion of the agenda. Thank you. Thank you. Are there any questions of the superintendent? Hearing none, our next agenda item is we forgot 3.01, recognitions and celebrations. Hold it, I've got some comments here. On what? The superintendent. Oh, OK. OK. So, Mr. Winter, given all the news that goes around talking about teacher burnout. So how are our teachers and staff doing so that we can avoid this? At least three districts in the area are talking about that. I doubt if things are getting

022better in some areas. So how are we looking at that for our teachers and staff? Well, it's something we talk about every single day. It's some feedback we received on our thought exchange portion of the survey, asking the question of how can we value and appreciate our staff. So we're working on those things. We are very aware, but we see how hard our people are working. And I think we're continuing to find ways that we can alleviate some of the pressure. And there's a couple of things that actually came up today in some conversation that we're going to work on to see if we can just create a little bit of an easing of the pressure because there's a ton of pressure on the system right now. But again, I'll go back to what I

023said earlier. Our people are rising above and I'm proud of that. So does every student in the district have their own laptop to use at school or take home? Every secondary student does. Elementary students do not. They're utilizing the Chromebooks in school with the carts like we've done in the past. So the elementary kids do not? No, that's part of the phase in plan of our one to one implementation. And when will that be complete? We're hoping that's complete for the start of next year. Okay. When are we going to hear about our COVID money and how it's being spent? How much is left? That'll be presented at the next board meeting. Okay. What is the progress on the pool? It is out to bid and the bid timeline is December 14th. Okay. And where

024are we on bus drivers? We're training, as I mentioned earlier, we're training bus drivers. They won't be eligible to drive students until January. We are still down routes and having to cancel, but we're really working hard to not cancel the same routes consistently. And so that means, again, extra pressure on our drivers and our whole transportation department. But again, a quick shout out to our drivers. Because we share a parking lot every so often, I get to see them and talk with them and even just give a wave. I get waves and smiles in return. So they are again showing up and doing the work. And I think a lot of times I was telling Jerry this afternoon, we get really focused on which routes we're canceling, but we forget about the drivers that are

025showing up every single day and the other transportation employees showing up every single day to make sure that we have a limited number of routes we have to cancel. So it is a real team effort over there and I'm thankful. Okay. Thank you. Okay. Are there any further questions for the superintendent? Thank you. Next item is 4.01, facility long range planning advisory committee report. And the chairman is Lee Fenton right there. Go ahead, Mr. Fenton. Great. Thank you. Can you all hear me okay? Yes, we can. Excellent. Well, thanks for the opportunity to present our work that we're doing. I think we've had a very productive third quarter. And so as the board has laid out, we are here to report on our activity and kind of keep you up to speed and then hopefully

026have a little bit of dialogue about how we intend to continue to move forward and answer any questions that you have. I really wanted to just thank the board members that have served on our committee, but also those that haven't been directly but are going to be moving on. Director Sebring, we're going to really miss you and Rebecca Deal will also miss you. Thank you for your service. And Tim, thanks for the kind words on behalf of our community and just the wonderful report that I'm following up. Thank you for that. So just to reiterate, the mission of our committee is a big one, and that is to, as a stakeholder committee, to consider, develop and recommend priorities for the physical needs of the district, as well as considering and recommending to the board potential

027bond and capital levy improvements, and then keep the board up to date with periodic reports. So that's our charge that we've been given, and we're very serious about it, and we have a great committee that is doing good work. So we'll slide to the next. And this is really, it's hard to see, it's so small, but I guess this slide really wants, I wanted to emphasize just the number of interactions we've had as a team. We have had 16 committee meetings, almost all, well, I think, yeah, they've all been Zoom meetings, and then we've had an additional 10 site visits, and then a couple board reports. So we're, you know, into our mid 20s on meetings of our committee, and I will tell you, our committee attends and takes their work very seriously, and is

028very collaborative and very positive in the work that we're doing. So again, we're really energized about the work that we've done so far, and excited about the continued steps moving forward. I did want to report that we did have a, one of our members has formally resigned. He had stepped away for some personal reasons, and that's Jay Rosapepe. He did make his resignation formal in this last month, and so I did want to report that. You did fill his position promptly with Stephen Bonwich, and Steve has been a great member of our team and has participated every chance. And so, but Jay started off as our chair, and I want to wish Jay the best, and we miss him, but we understand just the challenges he's had this year. As we move forward to the

029next slide, I can kind of indicate to you just the, one of the big things that we really wanted to emphasize today, which is just to report on our state of our facilities. In doing that, we've kind of classified our existing facilities in these into one of these large buckets and I'm going to be able to report to you on each facility, how we are doing. We're going to kind of categorize in that at the low end where facilities would need little to no improvement, all the way up to the high end where replacement would be needed or expansion required. And then we're also now in the midst of looking at new facility needs across the district. So that's how I'm going to be reporting on the state of our facilities. The next slide kind

030of shows a table and we'll start just kind of at the top of that, where it says existing elementary school facilities and maybe you can just zoom in a tad on that top table. So we've got our elementaries listed there across the top and we'll just start with Burley Glenwood. And if you stay with the concept of those large buckets, the color coding kind of represents if they're lighter colored, they're kind of more on the lower end of the needs. And then as the color gets more intense, that means that we're seeing and classifying them as a more serious bucket. So Burley Glenwood, Eastport Orchard Elementary and Manchester, all are in the medium modernization category. We saw really strong facilities that are functioning well, but have certain opportunities for improvements. And we won't get into

031the specifics of those, but that will be part of our report. The Hidden Creek, Mullenix, Sydney Glen and Sunny Slope, as you can see, are kind of on the lighter end of the modernization need. They're definitely probably in the best shape, we would say, of the district's facilities. And that's probably not too surprising since Hidden Creek, Mullenix and Sydney Glen are all newer facilities built in the early 90s. And then Sunny Slope with just some recent upgrades there. On the other end of the spectrum then at the elementary school level, we have Olala, South Colby and Orchard Heights. And definitely Olala and South Colby we saw in the replacement category. So what we're saying there is that the facilities really, in our opinion, are at the level where it would be money best spent to

032consider replacement. For Orchard Heights, it's kind of a blend between replacement and major modernization, or I will just say modernization. We kind of sense that there's an opportunity at Orchard Heights to potentially use that site in a creative way and potentially replace Orchard Heights on the site with a dual use. And I'll get into that more later. But definitely the facility is older. It was built originally not as a school and has some certain challenges. As we move forward to middle schools, you're probably not surprised to see Sedgwick and Marcus are kind of in the same category as Manchester EPO and Burleigh Glenwood, kind of in that medium modernization level. Whereas Cedar Heights is definitely in the replacement category. I do want to bring your attention to the red boxes and the red boxes denote

033a number of portables at grade level. So at elementary level, we're in the, you know, we're approaching 50 portables district wide and at the middle school level over 20. At the high school level 16. So again, that red color probably denotes a need for expansion or adding facilities to meet needs so that we have permanent facilities to meet our students' needs. As we move to the high school category then, South Kitsap High School, we have kind of as a blended representation. We feel that there's portions of the campus of the plant that are probably worthy of replacement, whereas the balance or the majority of the facility is ripe for a major modernization. We also see a need for expansion at the high school facility. The pool, as you know, is underway and we're hoping for

034good bids here coming up so that we'll be able to check this one off of our list. Discovery and Explorer, we consider high school facilities that are probably due for replacement and possibly categorized as maybe a creative new build out opportunity. And I'll speak a little bit more about that on the next slide. The support facilities, basically the last table there you see the district office, the transportation building, food and nutrition services building, we feel are all in the category of replacement. However, the priorities may not be as high to replace these facilities as urgently as some of the schools. The facilities and operations building we didn't see as a high needs category of modernization, but maybe on the lower end. The next slide shows some of our creative thinking as well as plan making,

035as well as the kind of a holding tank for ideas that have been coming forward. So it's kind of a more of a mind brainstorm that you're seeing of ideas of new facility options. We've obviously considered quite a bit and had different levels of discussion, but we had a very encouraging and exciting presentation by the school district staff led by Superintendent Winter, where there was a discussion of a pathways magnet high school concept that you see highlighted in blue, as well as the need for potentially a growth elementary where a location maybe is still to be determined. So we see those as two high priority new facility options to consider. Along with pathways, we may also consider a combined facility where pathways explorer and discovery work together as a on a campus and maybe could

036share facilities. We've also looked at available sites and obviously our strongest candidate for building new would be the old Clifton site or old Clifton Road site. And then obviously the Cedar Heights site has potential, especially if Cedar is replaced somewhere else, then that could become an available site for exploration. The Orchard Heights discovery site is one that we've been thinking about as a campus. And then of course the South Colby site, especially with the additional parcel adjacent. We have also considered district wide improvements and are going to be prioritizing these in comparison to site specific work that we're going to be doing. And you see those listed there. So the the next slide kind of just again emphasizes our next steps, which will be to further expand and discuss new facility concepts and develop scenarios

037kind of combination of new and new. Kind of combination scenarios of how facilities could be paired together on campuses to take advantage of just kind of the best energy that we could consider. We're also going to start taking a hard look at prioritization, which are the top priority projects that we have put on our plate. Our upcoming discussions will be regarding timeline and then developing recommendations. So there's a lot of work yet to do, very important work. And we see our work continuing probably into the early spring of 2022. So with that, I will stop and offer up an opportunity to answer any questions that you may have. Are there any questions for Mr. Fenton? I'll let you guys go first and then I've got some questions. I just wanted to say thank you so

038very much for this work. And I appreciate that this committee is of our community members and that it's reporting to the board so that it's the community noticing our assets and the condition that they're in. Because that's where a different set of eyes, because some people are under the impression that this district just wants things replaced because they want to. And I just appreciate the hard work. I appreciate the flexibility that you've endured with the way things have gone in that list of meetings. Thank you for the diligence. And Lee, I've just admired you for years and years. So thank you so much. Thanks, Rebecca. I also have a question for you, Mr. Fenton. I appreciate the presentation. And I guess this is mostly for my own curiosity. I was wondering, Sue, there's a lot

039of the orange of like your guys, you believe that we would do best to replace the facilities completely. Do you have like a top priority, like a facility that you think would be? Yeah, that's a that's a very good question. And that is a question that honestly, I'm not actually able to report on yet, because we haven't honestly collaborated and decided on that yet. I think our upcoming meeting tomorrow night is that's prime on our agenda. But I will say that you could look at replacement as maybe, you know, that would be most urgent or top priority. But that isn't necessarily to be assumed, because potentially, there could be improvements that could be conceived of that could be district wide that could take care of really nagging elements, facility by facility by facility that would

040get a broader brush approach. So I it's it's really too early to tell. And we're really going to kind of study everybody's heart and soul on how they feel about that. So so stay tuned. It's a great question, Jesse. And it's one that we're asking ourselves right now. So Absolutely. Yeah, I look forward to hearing from you guys. And one more question. So while you guys are on these site visits, obviously, you have some method to how you separate them out. Do you guys have a rubric that you look at or something that's available? Yeah, that actually we're discussing because you you should can you join our committee? You're you're you're you're I think you'd be perfect. Because you're asking the questions that our committee members are asking. We do have a rubric for all

041of our site tours. It was basically kind of a questionnaire that we wanted to make sure that each of us understood the facilities baseline. And so we all had that. And so we all have that data as a as a starter. So that's kind of the start off point. But we've also inquired kind of beyond that kind of observatory level to the district at facilities level and at the kind of management level to get more information about how the how the facilities are performing. So we're gathering that data now and it's a lot of data and it's hard to it's hard to itemize. But our group has been very outspoken that that's really important for us to have that data so that we can when we're asked questions, we can come back and say, great

042question. That's why we think that and we can show that EPO is doing really well here, but maybe has challenges here. I just used EPO as a as an example. Every every school is going to have things that that are going well and things that are that maybe could be improved. Absolutely. Thank you. Yeah, thank you. Director Daley, you had questions? I do. So, Mr. Fenton, what what what is your all's assessment on Mr. Winters presentation to the group? Where does that fit into your, your matrix and thinking? Yeah, we're going to tackle that tomorrow. Director Daley, the items or that not the items, the concepts that were brought forward in regards to considering some alternative education opportunities that pathways magnet school, potentially a K-12 learning facility on a site somewhere in the district are

043going to be discussed tomorrow in the first part of the meeting. And then we're going to make sure that they're itemized and prioritized in amongst the existing facilities. So we've documented those ideas. We've also included other ideas that were not part of part of Superintendent Winters presentation to also just make sure that we categorize and have an honest discussion about. So we're kind of at an important crossroads where we're going to start really bringing that information together. So so hang in there with us, Jeff. And I know you'll be there tomorrow and you'll see the see the discussion. So. OK, well, what I wanted to do is I want to I I am certainly supporting Mr. Winters guidance and direction game. So I'll just I'll just be up up front with that's the guy that

044the board is tasked to do that. I think that the board has not made the decisions that it needs to make. So I'll take that up with the next board. I have a lot of comments, but I wanted to pass out a couple of things that I want to make sure that we don't get crossways in a couple areas. First of all, the education secretary says that he favors community colleges and he's concerned about the trades. So I'm always one that follows the money. So if the education secretary is talking that way, then normally that's the way the money flows as you all prepare your initial recommendations. And I realize you all like to operate that on your in your group. I wanted to pass on a few things. You mentioned that you guys are

045accumulating a lot of data and obviously a lot of people are doing the same thing. I am doing the same thing, too. So we've all heard and said all the newspapers and all of the stuff that's out there. I've heard the city and the county. I've read all the planning documents, the county documents about 400 pages long. Okay, it doesn't all deal with with that. I've had discussions with the city, Port Orchard, and I've had discussions with the county. And some of those are rather interesting along with our demographer. But I want to pass on a couple of things that that are not in that data that I think are pertinent. If you look at the district, the average average, we have 14.4 years of teaching experience. So since the district is the highest paid,

046most of the people in the district are the highest paid people in the city. Not a lot of those people are going to turn over. Okay. And then when I look at the county, the county is average age is 47, 45 for city employees, 47 for the shipyard. So the only reason I'm bringing that up is none of these are in some of these documents. But these people are not leaving. In other words, there's other considerations between the high the 3% growth that we see in the newspaper, in that we're expanding beyond the stuff. So I just want to say that there are other there are other things that that we need to consider, besides when we go through those humongous documents and talk with the planners. I, I don't have any kids in my

047house, but my house is occupying a space where somebody moving in here needs the house if they bring kids. I pay $1,500 a year to the school district, but a student is worth $12,000. So if you have a bunch of people sitting here, paying $1,500 to the district takes eight of those houses for one kid. And some of these are not a lot of these are not in the in the in the thing. Another thing is the district uses 100 homes to produce about 33 kids. Okay, so that's about 1500 homes that need to come in or family units, depending on whether you want houses or apartments, just to maintain our graduation rate. So when you see a 3% graduate growth in Port Orchard, that just about maintains the high school, which is why we

048haven't had a huge increase in an influx in the students, even though we see it in those documents. I drove through all the housing areas out in Figley Road, there's 87 across from the the 87 houses going in across from the the Figley site. Theoretically, that's 33 kids. So sometimes when the newspaper says we have this massive growth, I think we need to look at some of the planning documents to ensure that, you know, those things are, you know, I know the newspaper wants to sell newspapers. And the other night, I watched the presentation to the city count to the county commissioners. And yeah, they're bringing in they're talking about 2000 houses, but 2000 houses doesn't doesn't equate to a massive amount of students. And those students won't all be the same age and won't

049all be in the same grade. So all I'm asking is that as as as we go through the the the information, we we make sure and and and look at some of the the things. I ran a mortgage calculator because I wanted to buy a $625,000 home. And it requires a $500,000 home requires $132,000 salary. There's not a lot of people here that have that. I realized that the realtors work magic and the banks work magic. But it still doesn't get rid of the fact that a lot of these houses are being sold for cash. And I don't know about you, but for me to save $500,000 up to buy a house, I'm not going to do that as a 25 year old with two kids. So when I read some of these articles in

050the paper, some of these some of these concern me. I see on the one of the documents that was late provided to us only about three or 400 kids expected over the about 500 kids expected over the next four or five years. So the county city demographer either vastly off or We need to consider what they're saying. The eight houses in my area were all bought for cash. There are no kids. So some of these this information can come from realtors. And I know that there's members on the committee that have all those ties. So all I'm asking is that as these discussions go. We don't just pick the county and the city plans along with the demographer and say, oh, that's, that's, that's how we're going to do these because With only a few

051employers here beside the district in the shipyard as as big money employers People aren't moving here to take over city county or Jobs in the school district. I'm not sure what they're coming to do, but small businesses employee one or two or three people maybe four or five, but they're not paying huge salaries at the 500 and $600,000 houses. Require to to purchase. So I just want to make sure that as we discuss some of these things There's a there's a We include those according to the city and the county planners. There's about room for 28,000 more homes in South Kitsap. Excuse me. Can I have a chance to speak for just for a moment, please. It's been A director daily still has the floor. Okay. Wait, wait for him to finish. I'll be done

052in a second. Anyway, about 23 28,000 more homes. So at that point, there is no more land here. And that's contingent on current zoning laws and it's a zero sum game. So if you want commercial versus apartments or houses. So we don't have an exhaust and inexhaustible amount of land. That's not going to get filled up in a few years. So all I'm asking is that we consider all of the all of the data and look at it versus just certain documents and I'll let the other points go. So I'll let Yield the floor here to Okay, direct receiving. Go ahead. I just had a question on director daily is on this committee. So I don't understand why he's giving all the information. During a school board meeting now when it's information. He's asking the

053committee to consider and but now that we listen to all of it. It's a little too late for me to interject. So Thank you. Well, there's a reason. Are there any further questions of Mr. Fenton. Mr. Wilson. I don't have any questions, but I'd just like to thank you for being here. And thank you for your presentation. Thank you. Are there any further questions. Thanks guy. Thank you. Thank you very much. And I appreciate the work of the committee. I've been meeting with the committee also and And quite impressed with with the dedication and the work and the discussions that go on. Yeah, I think we've got a good committee. Right on. Thanks, john and director daily and director Berg have been constant on their Attendance as well. But yeah, really strong committee of nine

054and thanks for Having trust in us and we still got work to do and we'll be seeing you into the new year. So thanks for having us tonight. Appreciate it. Thank you very much. Next item on the agenda is 4.2 which is a report on our results 2.3 Superintendent winner. So is this where I start. You're muted, Tim. Thank you. That doesn't help. I'm trying to balance two things. Anyway, what I was saying is that this is a part of our Results for the board that's on our board calendar. And I'm excited that we have an opportunity to hear about science Because this isn't necessarily one of the subjects that we talk about a lot at board meetings. So I'm going to turn it over to Tom and Lisa and Stephanie and away you go.

055Good evening, board of directors and student representatives. Jesse, it was awesome. Most excellent to see you in your math class this morning at the high school. So that was a special treat On a Wednesday morning for sure. I want to reintroduce myself to the community. I am Tom Edwards, assistant superintendent for student achievement. I'm going to be joined tonight by Lisa from the day Our executive director of teaching and learning and We're going to be graced. First of all, though, with The first part of our presentation with Stephanie Winslow. She's a science teacher at South Kitsap High School and our science curriculum coordinator for the district. So thank you for that service as well. Stephanie, as Tim said, this is the Third monthly installment of our results update to the board. Hello, and thank you

056for the invite. My name is Stephanie Winslow and I am the science curriculum coordinator. I've been in this position for four years and I've been teaching. I believe this is my third year. And I'm going to turn it over to Stephanie. After science this evening. And so at this point, I'd like to turn it over to Stephanie. Hello and thank you for the invite. My name is Stephanie Winslow and I am the science curriculum coordinator. I've been in this position for four years and I've been teaching. I believe this is my 27th year. In the district. It's nice to see familiar faces from students to, you know, parents of former students and everything else. So anyway, thank you for having me share tonight. My job tonight is to share with you kind of a snapshot

057into what's happening in science. And my goal is to do a quality job in a reasonable period of time. So I know that you guys have a schedule. And so I'm hoping That I'm concise and clear. And of course, I'll stay here for any questions at the end. So, um, what we have here. This is our This is like the opening slide. And what you see, I think the draw to this slide is the diagram on the right hand side. And that diagram represents the next generation science standards. So the science standards are what we teach. And so in the K-12 South Kitsap School District, what we do is we use these standards to guide our instruction. And these standards were adopted. I believe in 2011 Washington was a lead state. They are national standards

058that are used by our state and other states. And it guides our instruction. And there are three dimensions that I'll be explaining in a second. Oftentimes, when we talk curriculum, what people will think is the material that you use is the science content. Well, actually, the material that we use is a tool. And so the tools that we use in the South Kitsap School District vary from like age band to age band. So in the elementary Schools, what we use are FOSS kits. They're hand on instruction kits. They're content specific. They're also aligned. All of our curriculum is aligned to the next generation science standards. In the secondary level, we have the middle school, which uses the project lead the way curriculum. And at the high school, we use a variety of curriculums, but they're

059all aligned to The disciplinary core ideas, which are the content areas that you're going to find in the center of that circle. And so what I want to kind of do is explain a little bit about the standards and the three dimensions as it kind of explains kind of the layers to the standards in our program and how they connect to other Subjects like math. So when we look at this diagram, we can see in the outer edge. It's a green ring and what that green ring represents are cross cutting concepts. And so cross cutting concepts are big ideas or themes that That come up not only in grades like from K, you know, K one, two to, you know, three, five, but also through the different content areas and also through different curriculum. So

060The beauty of the core of the cross cutting concepts is that you can make strong connections, not only to a variety of topics in science, but also different subjects. For example, When we look at structure and function, we can talk about and connect to the Construction courses that we offer. We look at stability and change. We can talk about, you know, history. And of course, you can see that there's strong alignment with the math Concepts from scale, proportion, quantity to patterns. And of course we use graphs, systems of equations to model in our science courses which are directly connected to math. So the outer ring is kind of the connect like how do we connect And how our ideas connected. So the second ring is the blue ring and that blue ring represents the science

061and engineering practices. And so the science and engineering practices are the skills or what science or what the students do in science. So these are some of the standards that we often meet when we are You know, going through investigations when we're using math when we're constructing explanations claim evidence reasoning designing solutions. So these are the skills that we want students to walk out of our, what would they walk in with, but also enhance as they walk out of our classroom to the next level. But the third ring, which is the center ring. And I also want to point out strong alignment using mathematics is directly stated there as one of our science and engineering practices. I know math is kind of a focus area for you guys. But the center circle is kind of

062the classic what people think about when they think about science curriculum and these are the content areas. These are called the Disciplinary core ideas. And so as we look at the standards that we teach, we can find that What we teach the standards and the content areas can fall in either the life science, the earth and space sciences, the physical science and of course engineering and technology. Not necessarily exclusive. I mean, there is some crossover and that is the content. So again, the three dimensions of our standards are the cross cutting concepts or the themes or the big ideas. The second dimension is the science and engineering practices, which are the skills, the science skills that students use. And then of course, the last one is the disciplinary core ideas, which are the The classic

063content subject. All right, go ahead and you could go to the next slide. I think one of the back one. That's all right. I think one of the big questions that most students are just people in general are having about how are students doing Students have been had unique experiences over the last couple years. How are they doing in science? How are they doing in their content areas? Well, we are waiting our students in the well a couple weeks ago in the fall. I guess we're still in it and they took their spring test in the fall because of the pandemic and COVID they haven't had a typical Schedule for testing and so they took that information. We're going to be getting that data back, hopefully in December. And so it's been a challenge. We

064are. We're a very data driven subject area. We like to look at data. We like to look at District data, school data, student data, class data. And so we aren't necessarily able to use the current data from the Washington comprehensive assessment and science, but we do use The data from our class. And so all of our classrooms are aligned to those next generation science standards and through the use of formative and summative assessments. We can gather data on where our students and how are they doing? And in general, what we found is that every student is unique. They had a unique experience over the last couple of years. They have a unique skill set, unique Science background, but what we're trying to do is we are trying to use strong instructional strategies and also alignment

065to those standards to just build a foundation. And then once we get the data in December, we'll be able to kind of look at where we're Where we're at at the time and where to go from there. The one thing I really like to look at also is another way to kind of assess to see how students are doing is to look at our profile of the South Kitsap students. We can see that in science, we practice problem solving. We communicate not only through Arguments using evidence, but we can also look at how students are doing and how they're doing. And so there's definitely a strong connection with our science instruction to the profile of the South Kitsap students. Okay, next slide, please. So this is a slide that kind of shows the pathways that

066I mentioned earlier when I was talking about how students are doing. And so whenever I see the word pathway as an educator, I'm very careful. And that's because a pathway is a way for students to be able to connect with the South Kitsap students. So this is a slide that kind of shows the pathways that I mentioned earlier when it comes to secondary curriculum is that we use science pathways for students to You know, experience science at the high school. And so whenever I see the word pathway as an educator, I'm very careful. And that's because a pathway is how it's used in context is very important. For example, there are the Washington State graduation pathway criteria. There is the high school and beyond pathway. There is also what you see here, which is an

067example of the course content pathway. And so what we have at The high school, we look at our subject area. We have pathways for students in not only in taking the courses in which they are interested. But also courses required for graduation and courses required to build their experiences for beyond high school. For example, if we go back to that, you don't have to go back. But if you think back to the next generation science standards. A student, for example, that wants to become an electrician. There are physical science courses, not only in, for example, physics, but also in our CTE courses of classes that they can take when it comes to a student who is interested in, for example, like maybe as a senior, they're already becoming a CNA. Their goal is to become

068an RN. There are courses that they can take in the life sciences in like maybe biology or AP biology or also through our CTE courses in the health science category. So what we find is that there is there's a big variety of courses for students to follow their own pathway. But we also encourage students to Think back and look at we talk about the standards and having, you know, courses in the life sciences, the physical science, the earth and space. And of course, the engineering and technology so they can have a solid foundation in all of the sciences. And then, of course, specialize with their elective choices and the selection process opportunities that have a high school. And so that kind of is the end of my presentation. I know that there's an additional slide

069and I know that Tom Edwards, I believe, was going to take over on that slide. So I will sit and wait. Thank you, Stephanie. Yeah, the amount of course offerings that we have at the high school is astounding in the areas of science and impressive. The data that we have to share with you in the in the current world of public education is ancient data. Due to COVID, we have not had Science assessment data to look at as a district in almost two and a half years. And so these results are from the spring of 2019 from the Washington Comprehensive Assessment and Science. And you can see that the fifth grade class back then outperformed the state average substantially, as did the 11th grade class. 11th grade across the board is as a dip in

070the state because it's not required for graduation. And we know that sometimes those those sort of anecdotal impacts have some detrimental effects to assessment data. And then the eighth grade results were pretty close to the state average back in the spring of 2019. Overall, on the right hand side, you can see that 51.7% of all South Kitsap students that took the WACAS in the spring of 2019 passed or met proficiency. And then you can see the breakdown of 22.5% of students were in the level two category and then about one in five students was level one on the WACAS back then. So as Stephanie alluded to, we are looking forward to in about a month's time, hopefully, looking at the WACAS results from this fall to see, you know, all of the data from this

071fall, as far as the Smarter Balanced or the WACAS for that matter, we're going to look at it with a grain of salt, but it also is going to inform the system because those students took you know what they would have taken in a normal year last year. So they took last year's assessment, sort of off grade level, thinking of it that way. So that data, though, will be informative to the system. And so we look forward to that in December. Lisa? So in terms of next steps for science in the teaching and learning department, we are working this year to look at our scope and sequence at the high school level. As both Stephanie and Tom mentioned, we have a very impressive set of courses that align a lot to what the WACAS is

072looking at. So in terms of next steps for science in the teaching and learning department, we are working this year to look at our scope and sequence at the high school level. As both Stephanie and Tom mentioned, we have a very impressive set of courses that align a lot to what Director Daley was referencing around the trade schools. Most high schools don't have the opportunities to provide the level of courses we do. And so many of our students are able to take courses at South Kitsap High School that many kids across the state would have to go to a community college to attend. So that's an incredible gift that we have for our community. But as we're looking at a high school science adoption coming up, we want to make sure we do some scope

073and sequence work to make sure we're selecting materials that best align with the science courses that we offer both in the science department and CTE. So that's work that's coming this school year. So this time we want to take any questions around science. Kai, you had a question? Yeah, what are the levels on grade? What are the levels? Which way are they going? I don't know on proficiency in science, so I can understand that graph better. Oh yeah, my fault. So the green and the blue are those students that met proficiency. So level three is the green, and then those sort of distinguished level performers back in the spring of 2019 are the 17.2% in the blue. Okay, that's what I figured. Thank you. Yeah. We've got a couple questions when you all are done.

074I have a question that might be unique to my situation, but I recently took the science exam. I mean, everyone did, but I took it. And throughout my high school career, I was not always like, science was my favorite, I'm more of a history kid. So I did skip a year of science. And I was just curious, and I know a lot of like other kids do too. And I was just curious to know if you guys have like any information or any data on how that impacts our testing scores. Because I think like, what was hard for me was I took Intro to Physical Science my freshman year, didn't take a science my sophomore year, and then I took AP Biology my junior year, and then I took the test and most of the

075things on the test weren't what I had learned in my classes. And I don't know whether or not this is really a question, but just kind of like my observation of like my experiences and I was wondering how that and how that kind of impacts the testing and or like we are if that's what you guys are thinking about, I don't know. I don't know if that made sense, but That made complete sense. I don't have hard data for you, Jesse, but, you know, I think the encouragement would be, you know, if you can take four years straight of anything, right. But sometimes the schedule doesn't allow for that and that's not a detriment to you and your transcript is going to look awesome. You're going to get into the school that you want. But,

076you know, I think it's the continuity of any content area is important, right. And so when you have that gap, that's probably what you experience when you're sitting down for the assessment, but at the same time, that gap was not individualized to you. I think a lot of that gap was probably COVID. Perhaps maybe more than the skipped year in the science, the scope and sequence for you, right. So, and, you know, there is definite definitive content in science and the literacy and the mathematics that goes into science, right, compounds the complexity of science because you're winding together those two skill sets. And so I think it does impact, but I don't think that it's going to have a detrimental impact on your success. Thank you. Um, yeah, and I always just, um, the test

077was like, it was, it was just kind of curious because it was not like a lot of the things I was learning in AP biology was, I think I found like my freshman year class to be like a lot more where I drew my information from. Because it was like, I think a broader topic. I don't know. Thank you. Yeah, and those, you know, those, those standards based or standardized assessments, I should say, are sort of the floor, not the ceiling, right. If you think about it in that way. And so AP biology is a little bit more toward the ceiling. And so you were learning and working in some of the more complex levels of science and the WACAS is asking in some ways, some of those lesser. Any other questions before we go

078on to a couple of short updates? Yeah, I've got a couple here. Go ahead, Director Daly. So you mentioned that there's a whole host of classes in both the high school and CTE. So why the divergence as far as it goes? I can take this one. It's really about opportunity. It's about helping kids find their interests and helping the CTE courses allow kids to explore application of that science content and look at, you know, future opportunities. I can speak for my own daughter. When she graduates, she'll have seven or eight science classes because that's a pathway that I didn't know. And she didn't know she was interested in until she explored some of these classes. So she's taken biology and taken chemistry, but now is able to take intro to medical careers and vet science

079and athletic medicine so that it's helping her determine what career pathways she may or may not be interested in. And that's the purpose is helping kids find some of those passions to help guide them beyond our high school K-12 structure. There's also dual credit courses. So that's a real benefit for kids that they can earn both high school and college credit while they're in the high school. And that's very advantageous for many of our students. Mr. Wilson had a question. I just wanted to bring a perspective that I have directly. The CTE classes at the high school, especially in the science program, and one I'm in right now, conveniently with Ms. Winslow, University of Washington astronomy. Actually, I can believe I say that our at least at our high school level, our science is an

080extremely like it branches out. And so it's not like, oh, I don't like science, I'm not going to take science because you can find a science that you like and you can keep, you know, you can branch out into that more specific area. And that's, that's why we have so many courses because we're such a big school and we have all that opportunity. And I think it really has a benefit to our students. I'm sorry if I cut you off directly. Did you have more questions? Yeah, I do. Okay, go ahead. When do when, when do we start talking to students about science classes, particularly at the high school. Go ahead, Lisa. So Director Daley, the middle schools begin some pathway planning as early as sixth grade and they're currently using Zello, I believe is

081the name of the program that helps them identify potential pathways for them and career fields they may be interested in. And then they plan their course of study primarily in eighth grade. But earlier than eighth grade, they're sparking that interest in that curiosity so that they are prepared for that coursework come high school. So do we have science classes in the middle schools that directly tie to those that have already determined the pathway? The middle school classes are not pathway driven classes. It's a core science curriculum at sixth grade, seventh grade and eighth grade. There are additional electives, however, at the middle school that are in direct support and application of science. Okay, now what about science at the elementary level? I can keep going, sorry. So we're using FOSS at the elementary and project

082lead the way at two of our elementary schools there. It's very kit based application. And unfortunately with COVID it's been very challenging obviously to teach science when we couldn't have materials for kids to share. And so we're really looking forward to having opportunities to bring back science instruction and teachers are being incredibly flexible in how they're creating that environment, knowing students can't share materials as easily. And that's all grade levels, Director Daly, K-5. Okay, that's what I was going to ask. I thought I heard you say at two schools, but it's at all schools. All schools. All schools, okay. Thank you. And we have no data on anything else at any other levels besides what you showed? Yeah, we don't have like, you know, the star assessment data that we were able to show for

083math and English language arts. There is no benchmark data for science. And so yes, that old WACAS data from spring of 2019 is the only data we have to share. So that's why we're looking forward to the WACAS that we just took this fall to get those results here in December. So do we need to create something so that we start looking at science in the elementaries instead of when we get up there? Yeah, I think that's what Stephanie was speaking to with the common assessments that occur within the teacher professional learning communities. And so their common assessment data is what really steers and drives their instruction. So will we be seeing that data soon? We could. We could talk to Stephanie about kind of coordinating and getting some of that data out of the

084PLCs. That's just sort of the, you know, on the ground level data that the teachers collaborate around and then it drives their instruction. It's not so much the highly publicized data like STAR benchmark is, for example. But we could put something together. Well, I'm just I'm just thinking that the parents obviously would like to know. But also, I think it's important that we know as far as, you know, the sooner the sooner the better versus getting up to, you know, seventh, eighth grade and then then finding out that we're behind in science. It's kind of hard to make up that that ground. Director Daley, I can add as well that we do report in our report cards three times a year at the elementary and then quarterly and semester at the middle school and science

085is reported to parents at all levels K through eight. So that parents are getting that feedback throughout the year. Right, but we don't, but we don't see it. Parents see it, but we don't see it. So that's data that we could get to share. Thank you. Director Daley, do you have any further questions? No. Are there any other questions? Or Dr. Edwards concludes. Go ahead, Dr. Edwards. Thank you, Director Berg. Just two brief updates for the board. First with math. Now all three of our middle schools have completed phase one of their work with the teacher development group. As of today, Marcus Whitman concluded their work today with the TDG facilitator. If you can move to the next slide, please. The work with all of the secondary schools was digging into worked examples and really

086found this to be meaningful. The studio lesson it's called. So designing the lesson and then having multiple observers in the classroom and kind of dissecting that lesson and what was the level of student talk around math. Has been really impactful. Today was day one at South Kitsap High School. Hence why I saw Jessie in her class this morning. And really, really impactful conversations and collaboration with the teachers in the debrief session. So looking forward to hearing from the high school teachers tomorrow and Friday as they are again just starting in day one of their three day process with TDG today. The interesting thing is teachers are reporting their hearing from students who they traditionally don't hear from when they're discussing math concepts. And the sort of the aha around the worked example is a worked

087example is exactly that. It's a worked out problem and you're seeing the answer there and you're seeing what the person did to find that product. And you're asked to explain what's the why behind those steps. And so it's sort of flipping math instruction in a way for the kids on its head. And it's really changing how kids are entering into discourse around math. And it's been a really fruitful experience here this fall. So looking forward to continue that with the teacher development group and forward. And then Lisa wants to give just a very brief update as well on the health curriculum adoption. Thank you, Tom. So I just wanted to let you guys know that we were able to meet on November 4th and had many of our members throughout the day and evening working

088with COVID protocols and the subs shortage. So I'm just very grateful to our entire team for being available. We reviewed 10 different curriculum, five at the elementary and five at the middle level that have already been approved at the state level to narrow to our top two programs. And Tuesday, November 30th is our next meeting where we will be narrowing that scope and then do a deeper dive into those two top programs before we look for more feedback from community and staff outside of our committee. So just wanted to give you a quick update on the health adoption review. Question here. Go ahead, Director Daly. So this is what's what's what's known as the sex ed curriculum that's going to be implemented. Director Daly, it's sex education that again begins in grade four through 12

089HIV AIDS, which is grades five through 12, and then our overall health curriculum K eight. So it includes all three. The greatest hope is a comprehensive health curriculum that includes HIV AIDS lessons and sexual health lessons, so that it's not multiple curriculum, but sometimes districts have to use supplements like a video to help get to all of the standards required by the state laws. And, and so how are we going to present this to the community so that all our community members understand and see what we're doing. So we have posted on the district website all of our work and we'll continue to do that this year there's a video that I created that shares the process so anyone who has any questions about the process can review that we post our minutes and our

090presentations. And then as with any curriculum adoption once we narrow to our final curriculum we open, we have the curriculum at the district office, and we invite community members and teachers outside of our committee to come give feedback. I've received several emails from interested community members that I'll be intentionally separating and giving an additional invite to to make sure they don't miss any district communication and knowing they have such an interest in that and then we review that feedback to make our final recommendation to the IMC. So due to the sensitivity of this do we need to make sure that obviously we contact the news media, perhaps, since we seem to send a lot of flyers home, a note to all parents that this is going on and their options for opting in opting out

091and all that stuff. That's a good question that's actually separate from the curriculum review so we had our HIV AIDS parent preview I believe November 2nd. That's required annually every year so we send out the information to all families, and then they attend that session where we preview the materials. We don't publish the materials on the website because we don't want children viewing lessons for a grade above their grade level so we have to be very careful about not publicly posting lessons we wouldn't want students exposed to. So then parents log in and are able to preview and choose to opt in or opt out of HIV AIDS, and then the human growth and development is at a building level because it's taught at different times throughout the year. I know Cedar Heights is sending

092out their letter, and parents have time to preview and make that decision as well so that's something we do every year it's not related to the curriculum adoption it's something that is part of a system every year parents have that opportunity. Okay, yeah, I'm just, I'm just trying to make sure that that we're exploring every opportunity to make sure that our community has input and understands, so that we don't have any surprises down down the road here. I agree completely thank you. Thank you. And I just like to wrap with a shout out to the parents that are on that adoption committee, seeing their work for just a snapshot. A few weeks ago, very impressed with what their thoughtful work so thank you for your service to that committee parents. Thank you board of directors

093and student reps. Thank you. Are there any other questions for the team. Thank you very much. Our next item on the agenda is 5.01. Do we want to have a recess now or after 5.01. After 5.01 comes public comment. Is there a preference for we've been going for an hour and a half, is there a preference for recess now or after. I'm not hearing a preference one way or the other. I don't see why now would be a problem. Is there any objection to having a five. Let's make it a an eight minute recess. Any objection to an eight minute recess. Okay, very no objection will recess for eight minutes will reconvene at 635. We'll reconvene after our recess. Next item on the agenda is operational expectation five financial planning. This is a monitoring report.

094He previously adopted the policy in July. And the superintendent's interpretation and indicators of compliance were approved at our November third meeting. So those are not part of our discussion. The discussion will be the monitoring data and whether or not that indicates compliance. So go ahead superintendent. Thank you. Let me start by just apologizing to the board. I didn't get this to you until this afternoon and it was just a number of things going on. But I appreciate your patience in waiting for that. The one thing about this that I think you'll see when you look at the evidence is there are no surprises. These are all things you've seen before. I think as we look through this, one of the things that I found about this particular operational expectation, I think speaks really well to

095the purpose of the coherent governance model is that the policy that is being shared on the screen is very clear about what the expectations are for the superintendent, which also means the district and our job as a district is to create systems that will meet that expectation. And so it's not about creating new evidence. It's about showing the systems that we have in place that meet the expectations that's been established by the board. One of the things is, as we were putting this together, we were in I'll just say we were impressed by the amount of budget data that we're sharing on a consistent basis. And you'll see that financial planning is not something that happens just once a year or in a couple of months of the year. Really is a 12 month a

096year process. We share way more than any other district I've been part of as far as things that are related to the budget. And I think the advantage of the governance structure that we have is that we have eight things here on this policy, eight expectations, eight boundaries for the district as far as financial planning and budgeting. And our job is to make sure, like I mentioned, that we have systems in place that speak to these things that that show evidence that we are doing what the board has asked us to do. So as you go through some of these things, you'll see that the budget status reports both in the short form that is used in presentations and the long presentation that is included in board docs, the F-195, F-196. There's documentation that is

097related to capital projects, the budget hearing that occurred on July 21st. So again, all of these documents we've seen before, they've been presented at board meetings before, or you've had access to them. The other thing is, as we work on the idea of transparency, especially when it comes to budget, because we are utilizing taxpayer dollars, all of these documents are available for the public to see at any time. So as I mentioned, they're all on board docs, but many of these are also just directly on the business services link on the web page. And so I think that's important for our public to know too. The F-195, F-196 documents, they're about 180 pages usually. So there's a lot to sort through. But even the average financial person like myself might be able to go through

098and figure out exactly what it is that we're looking for. So there's a lot of information contained in there. Again, because we've seen all of it before, I'm not going to go into great, great detail, but I did want to show the policy and then take any questions or comments when it comes to the evidence. So are there any questions or comments? I just wanted to say that when we were going, before we adopted the operational expectation and we had our previous policy, how we had the discussion of what our board priority would be and that there's flexibility for that. And we wanted to emphasize math. And so we have that as a focus. And so I just appreciated that because that's above and beyond with financial planning because it has to be prioritized. So

099I just want to appreciate that. And I do like the overarching, the broad spectrum of operational expectations. And then we do see this regularly. And I have really, really appreciated that. I'd like to piggyback on what Director Diehl just said also for the comments at the end of this that we record that I really appreciate the way that the superintendent and the district has reformatted their presentation that they do monthly so that it's easier to understand. But they've also included everything that we as a board have requested that they include there. So I'd like to have that go down in some of our comments for this also. Are there any other questions on the report? Okay, the question is on whether or not the indicators of compliance show that the superintendent is in compliance. So

100we have two options, three options. Either we either accept the modern report is fully compliant, accept the modern report is compliant with noted exceptions, or find that the modern report is non-compliant. So the question is on those three options. Is there any discussion? We will start with the top one. The first question is, shall the board accept the modern report as fully compliant? Are you ready for the question? All in favor of accepting the modern report as fully compliant, raise your hand and say yes. Yes. Those opposed, raise your hand and say no. No. The ayes have it. The board accepts the modern report as fully compliant. Is there a comment that the board wishes to put on the report? Yes. Yeah, the comment I made earlier that I requested to put on there that

101the monthly budget status reports, the district and the superintendent have amended those to include the information that we requested as a board that they do. And they've done it in a way that's understandable to us. Okay, I don't know if I can repeat that whole thing. I wrote it down. And it's on tape, so Robbie can read it. Okay, Rebecca, you wrote it down? Would you read it so that we have it? Well, this is what I wrote down. It is greatly appreciated that the superintendent and the district has reformatted the monthly budget status report that's easily understandable, but it also includes everything for the board also. Okay, does that include, does that address your comment, Director Sebring? Okay. So the question is on adopting the comment as stated by Director Deal. Are you ready

102for the question? May I add something because we want to add one or do we want to do it in pieces? Well, we want to, I'm not sure what you mean. I want to add a next step for a comment. My understanding is we just record all the comments and write them down. We don't have, we have to agree on a comment to add to the book. We need to agree on a succinct comment. Or more than one? I'll just say it. What I'd like to state for next steps or something that needs to be addressed is to look at, we've already voted that it's in compliance, but next step to look at the 5%, is that sufficient? And I don't know exactly how to do that. Director Daly brought that up. It's a very,

103very good question. And so I would like to include that in the comments. Okay. Well, that's not relevant to whether or not he's in compliance with what we asked. That's going back to revising the original policy. Well, it's still my comment, though. You don't want to add a comment. But we would address that on another day. And then where would we put that, address that, where do we put that? We would put that on the agenda for a future board meeting. To reconsider our, basically reconsider the original OE10 policy. OE5. OE5, I'm sorry. We continue to not understand the process. The process is, if you're going to accept the report, you accept the report. And then the next part is to discuss the report and then make the comments. Since we're skipping the part about

104discussing the report and you're just making comments, we're not doing the process correctly. So continue on. Director Deal is exactly correct. You discuss the entire thing. The reason that we're doing this is because you either accept it or you don't accept it. And then you discuss the report and then decide on what you're going to do as far as whether you accept the report with comments or not. We're straight out of the Aspen group. Let's address the comment that Director Deal read. And we'll decide whether or not we want to put that on our report. Director Deal, would you read that again? It is greatly appreciated that the superintendent and the district has reformatted the monthly status budget report to make it more understandable. But it also includes everything for the board also. The five

105pages probably doesn't need explanation. Okay. Okay. So are you ready for the question on whether or not we want to add that comment to the report? All in favor of adding that comment to the report, raise your hand and say aye. Aye. Aye. Those opposed, raise your hand and say no. No. The ayes have it. That comment will be added to the report. Are there any other comments we want to add to the report regarding whether or not the data indicates compliance? That is the issue before us, whether or not the data indicates compliance. Actually, we just voted on that and said it wasn't in compliance. It does. Right, right. We did. Okay. But there was a request to have perhaps more than one comment. So if there are other individual comments, we need to

106agree as a board whether or not to add those to our report. Does that make sense? Okay. So hearing no other comments, that concludes our consideration of OE5. Next item on the agenda is public comment. Public comment is an opportunity to direct comments to the board. Any specific questions raised in the public comment will be addressed to the chair president. We'll typically refer the question to the superintendent for response at a later time. So before we take the public comment, let's hear the superintendent's response to questions that were previously referred to him. So I received our last board meeting, there were two questions that came up. I had a question about what documents are we using for the reason that we have a mask mandate. And I did share three documents that were on the

107Department of Health website. One of those documents are the guidelines that include the governor's mandate that we must wear masks in school buildings. But I responded with three different links to the Department of Health website that provided the reasons behind that. The other question was the number of employees the district put on unpaid leave or were fired or resigned due to the state of Washington vaccine mandate. We did not officially, these are the facts, we did not terminate anyone. However, we did have people who resigned due to the mandate and the restrictions that go with that. It's difficult to get an accurate number. It's also personnel, so some of those are protected. But we did have a number of people that have resigned around that time. Some came out specifically and said for reasons of

108the mandate and others resigned for other reasons. We did allow people to take a leave of absence in order to return to their job next year. But those that was the two responses that I had based on the questions that were received last board meeting. Okay. So when someone resigns, we don't require them to provide us with a reason. We ask them for the reason. It's up to them to tell us what that reason is. And some, we're not going to question what they say. Some may say I took a new job. Some may say I'm going on vacation. Some may say because of the mandate. It just depends. And we trust that what they're telling us is the reason and we move on from there. Okay. Thank you. We have six individuals who have

109signed up for public comment. As mentioned previously, the deadline was 3 p.m. today to sign up. I'll just read the names in order. John Cameron, Daniel Smallwood, Mark Wilson, Jamie Cross, Joni Wilson, and Dave Kimball. So we'll take them in that order. The comments will be limited to three minutes. I will give a 20-second warning before your three minutes is up. And then after three minutes, you will conclude your statement. Anyone going beyond that will be muted. So our first person is Jon Cameron. Do we have him? Yep, he's here and ready to go. Okay. Go ahead. Just want to thank everybody, the school board and superintendent for all your hard work. Tonight I heard Mr. Winters talk about kind of like the optics of the school district and the school board as well as

110the support of kids. And I just want to touch base. Please remember that the kids come with parents and we're all in this together. At last school board meeting, Mr. Winters, you mentioned a cliche that really hit me hard and caused me pause and that was you talked about actions speaking louder than words. And I want to talk about really what I'm hearing. I'm a critical race theory opponent. And I keep hearing that critical race theory isn't taught in South Kitsap School District. And these are the same words that are spoken all over the country. Yet time and time again, we see that and I see indications of that in my own child's curriculum. I want to look at actions. And that is that the SB 5044 that was passed, we all know what that

111is, and signed by the governor to dismantle institutional racism, to teach administrative and teachers how to teach critical race theory as diversity, inclusion and equity and anti-racism. The anti-racism part of critical race theory, as put forth by Ibram Kendi, is that it is okay to discriminate against a class of people who has discriminated against another class in the past. My freshman son has a teacher who supports Marxist BLM and has a BLM flag in his English classroom. Central Kitsap has a director of equity who openly promotes Marxist BLM. My seventh grade daughter has a transgender male who uses her bathroom and twerks on people. The FBI just activated the counterterrorism division against parents at school board meetings. And the Department of Justice Attorney General Merrick Garland lied about it under oath. Now, I'm not a

112domestic terrorist. I'm a dad. That's all I am. But if what happens in Virginia, where a woman, a girl was raped by a transgender male, and it was covered up for the optics of the school board, and he raped somebody again, if that happens here, being a domestic terrorist will be the least of my crimes. There are 21 state school boards who have now distanced themselves from the National School Board Association because of the National School Board Association letter to the Attorney General. In 20 seconds. Yeah. There is a bill of rights of parents that has reached legislation that's put forth federally to talk, to give us parents rights, including school board meetings pertaining to curricula to be held openly and in public. And lastly, please revisit the resolution on critical race theory as put

113forth by Mr. Berg and Daly previously. Okay. Your time is up. Thank you very much. Next will be Dan Smallwood. Go ahead, Mr. Smallwood. Okay. I was going, it looks like the superintendent has addressed some of my comments here. Last week I asked how many employees were lost due to the mandates and asked for a public answer. I did receive an email back from him that stated we did not terminate employees due to the mandate. We did have some employees resign for a variety of reasons, but it was only clear that resignation was not due to mandate. Clarity on this one person made a choice to resign rather than get vaccinated or apply for an exemption. We have had employees resign after receiving an exemption because they did not want to follow required accommodations. Now

114I asked this question, I know bus routes are a mess right now and I can't imagine it is because we just don't pay enough. Maybe I have not heard the administration or district filling in as others have had to do with classes. So I'm not sure why the school bus district, you know, are so backed up at this point. But it leads me to follow up questions. When you say some left for a variety of reasons, are you sure it was only one was due to the mandates? I got your response tonight, but it's still very unclear. I'm curious how many people have left. And I imagine a lot of it had to do with this because that was the rumor from the school bus drivers and others within the district and teachers. I know

115that others maybe just avoid using the term. Was it clear? Was it clear? And was that well, I lost my place here. Sorry. Now, very important question on your last comment. You said they did not want to follow the accommodations. Who decided these accommodations? This is I do want your answers back. Who decided these accommodations? Was there a meeting, a discussion with the SCIA and the administrators and you or you, you know, the principals or you? And was it decided by individuals? How was that whole process done? What were the different accommodations for the different positions? Did this leave people feeling discriminated against, treated as I'm going to use an old biblical term, unclean? I'm not trying to be silly with these questions. They're very real to the people and obviously some have left because

116of it. You don't just choose to leave a job over silly reasons. How many finally how many people did leave over the fact that they didn't want to follow the mandates? Now, a quick address to the board. I'd like to ask a lot more. I've got a lot of things I don't have time. So I was curious why one of the student reps is able to push the decision towards having hybrid meetings. They don't really get a vote. I respect them being there and they get to talk a little bit. But we got pushed to hybrid meetings because one said they were scared. They're just learning and attending. Their feelings and thoughts really aren't more important than the public's. We should certainly be able to have hybrid meetings. Maybe we'll have time to ask more

117about that next week. Last thing, your Facebook page push out a notice to me. The meeting was starting at six p.m. I'm glad I verified on the website. This needs to be addressed so people don't come an hour late. I'll stop. I don't want President Berg to push the dump button on me. Thank you. Okay. Thank you. Next will be Mark Wilson. Mr. Wilson or Miss Wilson. Mark Wilson. Hello. Can you hear me? Yes, we can hear you. Go ahead. Okay. Finally, I'm just figuring this out here. Thank you very much, Mr. Winter and board members for opportunity to speak. Tonight's topic I'd like to speak about is inappropriate books and other publications here in our school in our schools. I sent him an email to all board members and Mr. Winter with regards to

118this topic. Mr. Winter, I appreciate you responding with in part to some of my questions, so I appreciate that. This addresses the alarming rate in which inappropriate books and other publications are surfacing in nearby school districts, which begs the question. Do we have a similar issue here in our schools here in South Kitsap? Some of the books of concern, though this is not an exhaustive list by any means. And there may be others, of course, or three in particular that's surfacing not only around the country, but here locally in North Kitsap and Central Kitsap. Lawn Boy by Jonathan Evison, Gender Queer and All Boys Aren't Blue. Now, these books contain very graphic, lewd and sexually explicit material. Certainly not appropriate, I don't believe, for our kiddos and amounts to nothing less than pornography, child pornography

119and pedophilia. I received a partial response, as I mentioned, from Mr. Winter stating that these particular publications are not in our school districts. So I appreciate that. That's a good start to hear that. Of course, that does not prevent other books from being in our in our schools. And of course, the libraries aren't the only place where they end up in the school. Sometimes they end up on the teacher's desk because we have had evidence of that throughout the country where teachers bring in their own books. And so that is, of course, a concern as well. OK, I do have a couple of comments to make with regards to this. Let's see here if I can find my notes here. Bear with me a moment. OK, so currently we do have personnel looking for these

120types of books in our schools. Hopefully we won't find them. But if we do, we need to be prepared for that. I pray that and I hope that it'll be in your it'll be something that you are interested in and want to be proactive as well in identifying these books and removing them immediately. I'm not sure exactly how they're getting into our schools, to be honest. They have 20 seconds left. Thank you. They must be vetted in some way. And it's just bizarre to me how they're even getting in. So I appreciate you looking into this. And I look forward to getting you getting back to me in this on this issue on my email. Final note, I appreciate it if all all of the board members would show respect for each other during these

121calls instead of your time expired. Thank you. Thank you when they don't hear when they don't like what somebody else is saying. Thank you. Next is Jamie Cross. Hello. Yes, we can hear you. Go ahead. All right. How are you guys doing tonight? Good. Right on. Hey, I just want to start off with another quote from one of your your high, highly powerful ranking administrative members. Let's go. Here we go. You now support giving kids psychotropic drugs to handle the trauma caused by Trump. And if you support him, it was also caused by you, Trump supporters. Where is your line? Do you have one? Or are you just selfish, racist, xenophobes? Sounds like a pretty great guy you guys got in the district here. Imagine having to work next to or with somebody like that.

122That's that's like a mental illness. You guys condone that. Do you imagine if somebody working with this person feels a different way or is he going to get bullied? I mean, what kind of garbage is this? You guys need to get control your your members of your administration. That's it. That's just wrong. And it's I mean, it needs to stop. You know, you guys talk about diversity. Imagine if you don't feel the same way as this person. You know, where's the diversity? It's bullying. You guys need to get it under control. And also, I'd like to address the meetings being being in public in a public forum like they should be. And I would like a written response as to why they are not. If we can get that from Mr. Winters, please. And you

123guys, you know, you guys should start trying to unify the community instead of all this divisiveness. These these these people you got in these positions up there, you know, I'm sure everybody knows who these people are. And I'm sure there's a lot of them that are in our schools right now that think the same way. Or this person wouldn't be so brazen as to put these kind of quotes on Facebook. It's it's just it's disturbing. Do you guys feel the same way? Is this how you feel, too? You guys obviously don't seem concerned about it. You just let it happen. You guys need to really check yourselves. And you should maybe check your facility board, too, because there's a character on there that likes to cause lawsuits against people and harass the community. And that's

124not a good way to get a facilities bill passed. And that's pretty much all I have to say. Thank you. OK, thank you very much. Next will be Joni Wilson. I'm having some difficulty getting Joni moved over. So let me see if I can get Dave Kimball over and then we'll keep working on that. Yeah, we have to we have to realize we have an amateur, you know, running this at that end. Yeah, we do miss Amy. OK, I've got Dave headed over. OK, so let's go with Dave and then we'll try to get back to Joni. Go ahead, Mr. Wilson. I mean, Mr. Kimball. Like that. Dave Kimball. Like that. Yes. Like that. OK, let me get my I don't have a script here, but I do have. Hi, y'all. So these are the

125same questions. I'll probably be asking them frequently. Paragraph statements, essentially. We have one comment period. The board is clearly not interested in having real in-person contact with community members. I mean, that's where I've come to. And the present status. Let's just establish another second comment period at the end so that people that may get interested later, if they do tune in and they miss the first comment period, they can they can make comments. That's the first request. And then commit to a full return to in-person meetings. I mean, in these directives and don't just there's no forbidding of doing that. It's clearly a choice of the school board and different school boards do different things. I get that. But the kids are in school all day. They're wearing masks, having, you know, one incident where

126someone didn't have a mask and then like, oh, we're going to we're not going to do that anymore. This seems arbitrary at best. So I really think Liz Sebring's idea, if necessary, going from meeting to meeting, you know, in person. And if something seems like it's off and you need to do something, you can go back and forth. I don't like it, but it seems like a reasonable compromise. The other thing I'm really wondering about, I mean, Mr. Winter really hard and works hard at getting comments out there. I was hearing earlier. But my thought is every comment that comes in from the community, people that take time to do this, should go directly to the district's website and, you know, open public meetings act, you know, be damned. They should all be read and

127they should be available to all people to read, not just round filed or forgotten, because I know in the past a lot of the questions I'm not throwing blame at any particular person never got read. Don't know where they're at. As far as I know, in a public meeting, this seems like everybody should be able to hear, read, smell, touch these questions and these answers. It's just respectful. That's what I'm getting at here. So those are three big bullets that I have that I think that might help. And thank you, Tim, for sorting this out and pulling out the whip at the beginning of the meeting. There needs to be some changes and there's not a better time for that to happen than a few more board members coming on. I applaud you for doing

128that. Thank you. Thank you. Were we able to get Joni Wilson? Yep. Joni is here with us. Yep. Ready to go. Go ahead, Joni. Hello. Hello. Hi. Oh, sorry. Joni Wilson, we need. Can you hear me? Yes, we can. Can you hear me? Yes, we can. Thank you. Hey, thank you for allowing me the opportunity to address you concerning vaccine clinics and on-campus injection sites. First, I would like to know if the South Kitsap School District has a plan to begin on-campus vaccine clinics. If so, Mr. Winter, parents need to be fully aware of the district's plan. Will parents be provided with timely notification prior to the day, time, and location of the clinic or clinics? Prior to administering the injection, will the clinic require a signed authorization from a parent or guardian? Please tell

129us the district's position concerning quote and unquote implied consent. A study out of Israel published in late August 2021 found people who were previously infected with the virus benefits significantly with stronger and longer lasting immunity than those who received the vaccination. Israel studies also revealed that natural immunity is stronger and longer lasting than vaccination. A New England Journal of Medicine found that vaccine-induced immunity can wane after several months. These studies are important for parents, teachers, staff, and our school board to be aware of because one could make a very strong case that vaccines present far more danger and threat to our children than COVID-19. Betsy Harold, a pediatric infectious disease physician at the Albert Einstein College of Medicine estimates that less than 2% of children known to be infected by the coronavirus are hospitalized. In

130July 2021, Harvard Health Publishing reported that currently about 1,000 cases of marocarditis and paracarditis have been reported after vaccination against COVID-19 with one of the mRNA vaccines, Pfizer or Moderna. The cases have been most common in male adolescents and young adults, occurring most often after the second dose and usually within several days of receiving the vaccine. The observed risk is highest in males 12 through 17. Recently, the Clark County Today reported that a 17-year-old female from Washington died from cardiac arrest, 36 days after having received her second Pfizer vaccination. It is reported that she had recovered from COVID-19 in August, thus her body had already created COVID antibodies. This was absolutely no reason for her to receive the vaccine. Her death occurred after receiving the vaccine, and she is the third known person found in

131vaccine adverse event reporting system to possibly have died from the COVID-19 vaccine. So, except parents are concerned and we need to receive answers from you, Mr. Winter, along with the board. 20 seconds. Procedures around vaccine distribution. Because of this is so controversial and could result in a child's death, the district cannot provide any toy prizes, stickers, candy or pep rallies as a reward for being vaccinated as the 17-year-old girl in Clark County. It is only a matter of time before one or more children will develop symptoms, become gravely ill, hospitalized, or even die after receiving the vaccination. Thank you. Your time has expired. Your time has expired. That concludes our public comment. I believe you have enough information to respond to those questions. Yes, I do. The ones that weren't rhetorical. Okay. Next item on

132the agenda is board development, board linkages. Board linkages is where we report on our interactions with the community and the school. Who would like to go first? I'd like to go last. Why don't you go? Okay. I wanted to let you know that I reached out to our legislators. To have current contact information for the next board as my last legislative representative work on that. So I'll make sure I email everybody, well, director Berg and director Daly the forwarding information for that. And that's what I've been working on. Thank you. I've simply been corresponding with the community. We have one community member that I've been corresponding with who is making public disclosure requests that are denied. And then he's appealing to the school board. That's not the appropriate recourse for a denied public disclosure request.

133What was requested was a list of the names of all of our students with their grade level and the school that they are attending. And the district in consulting in consultation with its legal counsel has determined that that is confidential information. That we don't want to release the names of all the students, their grade level and what school they're attending. Because someone could get a hold of that, identify the student and what school they're going to and lie in wait for them when school's out. That's the extent of my comment on that. Any other? Yeah, I've got a couple when you all are done. Okay. Mr. Wilson, do you want to wait until the student rep report? Yeah, I can wait. Okay, Director Seabrook. I'd be happy to go after Director Daly. Okay, go ahead,

134Director Daly. Okay. Okay, as you all know, I've been visiting the schools to see Eureka math lessons, lunch and recess with students. Since the last meeting, I went to Sidney Glenn, Manchester and Olalla. First, I went to Sidney Glenn and was invited into Mr. Hopkins fifth grade class. Mr. Hopkins engages his students with several activities, uses personal bests involving several of the concepts. He, like others, is working to catch up kids and also to move forward. I learned what a standard algorithm was for Eureka math, how students go from pictorial representation to computational representation. He also uses the why do we do this reasoning with students, which is very good. I thought he uses other staff to assist him for pull out of students that are struggling. This is built into his class schedule and

135the students return to class where he integrates them back into the class. This looks to me like it's very effective as the students instantly can be helped, but are integrated back into the class to keep up with the class. I then went to lunch with the kids where they're spaced out in assigned seats as best the school can accommodate and talk with a variety of students who have an opinion on just about everything. I then went to recess. Amazingly enough, it was cut short and we went to the gym along with those in the portables due to the 30 minute tornado warning. Teachers brought down books, materials for students to draw and look at. And I thought it was great that students were engaged in activities versus sitting and waiting. I want to thank Mr.

136Hopkins in his class, along with principal Shadil for the opportunity to see Sidney Glenn in action. Then I went to Manchester Elementary. I was hosted and attended Ms. Sorter's third grade class, had lunch and recess with them. I'm not an elementary school teacher and I have no experience with much younger students. Working on multiples of five to a clock with a clock to a number line. I was interested in how they would relate the picture of the number line and how to mark it on five minute increments on a clock. It was interesting to watch the interaction with students as they worked from the drawing to the clock and back. She has a special education with a para educator. They worked along with the class, which I thought was absolutely fantastic. A lot of review

137from the previous grade was also done. Eureka math has different ways to do the same thing. So a lot of these kids were very concerned about doing things right. And that may be just at that age. Ms. Sorter emphasized that there's different ways to do the same things. So the kids are very happy to know that their solution works out well because it was their solution and it wasn't wrong. It was just a different solution at lunch. They also sit in assigned seats and Manchester has to use the lunchroom, a staging area and the library for feeding students to keep everybody spaced out. So I want to thank Ms. Axtell and Ms. Wheeler for helping me get some pizza, chocolate milk and broccoli bites. Manchester has a lot of playground equipment. The kids are rotated

138at all the schools through the zones. It wasn't raining, so they were extremely active. And again, I want to thank Ms. Sorter and her class and Principal Byrd for hosting me and showing me all of Manchester. Good update or good repair work on the portables. And we'll have one other comment at the very end here. Finally, I went to Olala and I was a guest in Ms. Miner's kindergarten class. For those of you that teach kindergarten or realize that this is a high energy class, as you can imagine, this is where Eureka math really starts. In my opinion, this is where we need to ensure we can focus our efforts along with grades one through three. She has a dedicated para for most of the day and which, in my opinion, which is essential. They're

139going from one activity to another as the students are ready. The para educator Ms. Estes does pull out work for struggling students. And once again, they go out. They work on the what the class is working on immediately and they come back in quickly. So they're integrated back into the class activities. I think this is I personally think this is very good. The class especially enjoys videos and they were all up and round and jumping up and down and dancing and exercising and counting to 20 as they watched the video. I think everyone understands that technology integration is where education is going. They seem to have no trouble drawing simple pictures and writing numbers accurately. I also went to lunch with them and most of them talked about Spiderman. So I know a lot more

140about Spiderman. And then they sometimes remember to eat while they're there. At recess, the group was on the field kicking and throwing a ball. And I noticed that the girls are just as good kicking the ball and throwing it as the boys. So I want to thank Sarah Ridley and Ava Atkins on the playground who helped me understand the playground protocol and how the equipment is doing. And finally, I want to thank Ms. Miner and Ms. Estes in the class and Principal Maycomer for hosting me and showing me the elementary or Olalla Elementary. I'll just say it here. Our teachers and staff are doing a very good job of keeping all the kids safe. But keeping masks on young kids consumes a lot of instructional time. I understand we need to follow the laws and

141we are. But it's just one of those things that makes it very tough on our teachers to teach and work with the kids. So thank you. Thank you. Director Shebert. Yeah. I met with Senator Randall a week ago, I believe, and chatted about some things that are coming up in the legislature. And I'm excited that she's really concerned and knows what's going on in our schools. And that's great. Also, I've had several meetings with my fellow teachers that are still teaching and some classified people. And they're really burnout. And so I think it's it's wonderful that we keep sending kudos to them and find some way to really thank all of our staff in all of our buildings for what they're doing. There aren't enough substitute teachers. So teachers are not having their plan time.

142There's not substitutes for classified. So the classified people, including secretaries and custodians, are doing double and triple time. And I just don't think enough time is spent recognizing how difficult this job is for everyone that's out there working. And so I just like to encourage the parents and everyone to just give some kudos and thank you to the people that are working to keep our schools running. So thank you. Okay. Thank you. Student representative report. So, Mr. Wilson. Hi. I would like to share that we are starting auditions for our spring winter musical at the high school, which is Mamma Mia. And that's very exciting. That's coinciding with the wrap up of our fall play. She Kills Monsters. I'm very excited to see how this is going. We had bowling start off their season with

143a game. And they had another game, I believe, today. I don't know about how that went. We had an ASB meeting today that I was not able to attend, unfortunately, because I had other prior commitments. But we have a lot of things going on at the high school, a lot of sports starting winter sports. And clubs are getting more into full swing, things are happening, chapter meetings, people getting ready to go on things. And I'm just going to add like my linkages stuff here. I'm obviously going to the board conference tomorrow, and I'm excited for that. And I have been participating in two other committees that have to do directly with something that we were talking about earlier tonight, which is the health and sex ed curriculums in the schools and also health and sex

144ed with medical professionals in Washington state. And I'm on two of those committees. And I've been bringing my perspective back and forth between all three of those things. And that's all I have to talk about right now. Thank you. I forgot to mention I attended the school play last week. If I knew more about Dungeons and Dragons and if the performers weren't required to be masked, I probably would have understood a lot more of what was going on. Ms. Lacrosse Lambert. Yeah, it was a really good play and I really appreciate our theater department. Just to piggyback off of you guys. But what I wanted to report was specifically about kind of like we're getting back into the swing of things and field trips are happening overnight travel. And I know that that was one

145of the big concerns of our district and one of those things that really had to go through that COVID safety protocol. So I just kind of wanted to report back about at least I know cross country and DECA. They both just went on trips with overnight travel. But specifically DECA, I attended the conference and with the WASDA conference coming up, it's very in theme. But 34 students attended. There were five advisors and we followed some pretty strict and pretty clear and helpful COVID guidelines to make sure that we can keep going on trips like this in a safe way and of holding the standards of our district. So we had two students per room with sanitizing and other resources within the room and with your advisors that you could access. We had four student cohorts.

146So when we were eating, we kind of had that contact tracing aspect where we said who we were eating with in pods of four. So if there were to be someone who tested positive for COVID, did we be able to report that back to the students they had come in contact with? And we were making sure to really just stay safe and stay healthy while we were there. We also had COVID testing before we left for the conference because of the specific requirements for King County. So those are just a little bit about the requirements and the regulations that we had. They were pretty thorough, pretty helpful, and I think the students had a pretty easy time following them. They weren't confusing and it was mostly we understood that it was to make sure that

147we could continue attending events like this. So that was what I wanted to report back. And it was a really, really great experience. And I know that students were just really happy to be able to have attended. So, yeah, that's my senior report. OK, thank you very much. That concludes our board development. Next item on the agenda is 8.01, the Superintendent Consent Agenda. Is there any discussion on the Superintendent Consent Agenda? I've got a couple of questions. OK, go ahead, Director Daley. So on items 8.05, we have the PTSO at South Colby. I still am disturbed that we have PTSOs buying playground equipment. I understand if they're buying little tiny things, but this equipment is very expensive. So I think PTSO money is for things that schools want to do, such as Olalla is building

148a park between the PTSO, the community and the school staff. And that's a great place for using PTSO money, but not not for buying playground equipment. I think that needs to come from the district. I'm not sure about the NJROTC donations for a conference. I'm not sure why why parents are having to donate for kids to go to a conference. We just heard where the DECA conference was paid for and a lot of students went and now we've got in our NJROTC going and they're paying their own way for the conference. I understand that we can't attend every conference on the planet, but I still do not understand why why we attend, why we pay for some and not for others. So in January, I'm going to give a presentation on my findings as far

149as the ASB accounts and the process that we seem to use to pay for student activities. 8.07, new policy for 4311 school safety. Specify, I don't see any much much in the policy that specifies what's required by law to be be submitted to OSPI, even though it talks about submitting stuff to OSPI, it doesn't say what. 8.08 on the Carl Perkins grant. I don't agree with the spending priorities. Our most important job is for educating students on CTE courses, pathways and careers. Yet we didn't allocate any money for that. But we allocated more money for professional development than we did for kids and professional development is not going to get our kids in the pathways and it's not going to help kids pass courses and pass assessments and certifications. Certainly they're a part of it,

150but it's the kids that need to have all the resources to make sure that they can do the work and they can pass. Last comment, final acceptance of the fire alarm. I guess I don't understand it. In one place we call it complete and in another place we say in early 2022 we're going to call the rest of it complete with a separate thing. So it's either complete or it's not. And being that we're spending $600,000, I'm not sure how we call it complete when we still have an unknown portion yet to be done. So I will not concur with the agenda, with the consent items. Is there any other discussion on the? Oh, go ahead. I would just like to respond to a couple of comments just for clarification. So, and Director Daly and

151I have talked about this. We provide on a cycle, it was a three year cycle, we're nearing the end, $75,000 per elementary school for playground equipment and playground equipment is extremely expensive. And PTAs a lot of times the parent groups will make a decision to add to that money and they have every right to do that. And we as a district don't have any say over how that money is spent, but they work very closely with the schools and the principals. So I just wanted to touch base on that. The NJROTC, I told Director Daly I would find some more information. That was their yearly boot camp at Miracle Ranch. It's something they do every year. It's something that that parent Brewster group chooses to pay for. Similar to kids going to band camp or

152our basketball team going to camp somewhere else. So that's what that was. It wasn't a conference. It was their boot camp. And then the importance of the Carl Perkins grant. This is something that the board approves every year. It's required for board approval every year. I understand what what Director Daly is saying, but there's a lot of compliance reports that go with this Carl Perkins money. A lot of the CTE money and a lot of the CTE programmatic things that we have to abide by deal with training for teachers and opportunities for teachers. So I agree it's not directly going to kids, but the best way to make a difference in the student's life is to have adults that are there for them trained and ready to go. So again, I just want to reiterate

153that that's an annual compliance for us to get funding as well as the requirements that the federal government asked for us to in order to keep our program going. Is there any further discussion on the superintendent's consent agenda? The question is on the adoption of the superintendent's consent agenda. All in favor, raise your hand and say aye. Aye. Aye. Those opposed, raise your hand and say no. The ayes have it. The superintendent's consent agenda is adopted. Next item is the board consent agenda, which consists basically of minutes of the previous meeting. Is there any objection to adoption of the board consent agenda by unanimous consent? There is no objection. The board consent agenda is adopted by unanimous consent. Next item is 10.01 resolution, the 1345 certification of the 2022 educational programs and operations levy and

154the 2022 capital projects levy. Is there any discussion? I don't think we need to collect all that money there, given the fact that we've gotten the $20 million. I also noticed in $20 million in COVID money. I also noticed that there's a 5.2 percent increase for cost of living. I'm kind of curious how that gets paid for, because I'm not sure that anybody is getting a 5.2 percent raise to cover that increase in available levy money. So I don't think we need, given the expenditures I go through looking at the warrants and stuff, I think we can give some of that money back to the public, given the fact that we have so much COVID money, especially when we're using some of it to fund the pool and other things. So I will not concur

155on that. The voters, I believe it was last February, approved a levy for 2022 collection of $27,880,220. And we need to certify to the county assessor this month how much to collect for next year. How much of that $27,880 to collect next year. There are three limits on the amount of money that we can collect. The first limit is the amount that the voters have approved. The second amount is a rate of $2.50 per thousand. And that is dependent on the assessed value of all of the taxable property in the school district. And so the assessed value of all the property in the school district is about $11,433,000,000. So the assessor will take the amount that we have certified, divide that into the $11,000,000,000 assessed value to come up with a tax rate. And that

156tax rate has to be less than $2.50. And the way that number works out, I'm sorry, it's billion, not trillion. Yeah, three commas. That makes it a billion. $11,433,568,302. So that works out to a rate of $2.44 per thousand. The third limit that we have on the levy is a per student limit, which is $2,500 per student adjusted for inflation. So that adjustment this year is $2,741.58 per student. So that multiplied by our average attendance, average full-time equivalent attendance for the prior year basically yields a figure of $27,070,000. And this is the numbers that I got from OSPI this afternoon. So basically there's three limits. So even though we may approve $27,880,000, we really won't collect that much because of the per student limit. We would collect something closer to $2,707,000, which would be an

157$800,000 difference. Ms. Farmer, do my figures make sense? Yes, although I would stipulate that the $11 billion assessed value locally, the number I received from the county was slightly higher than that. And that number does continue to fluctuate into January when they do the final calculations. Right. That was the number that I got from the assessor today. And it may change because people are appealing their assessed value and it's changing and whatever. So it's a moving target, but it's pretty close. So I'm in favor of the adoption of the levy at $27,880,000, even though we realize that we will probably collect somewhat less than that. Is there any further questions, comments today? You ready for the question? All in favor of the adoption resolution 1348, raise your hand and say aye. Aye. Those opposed, raise

158your hand and say no. No. The ayes have it. The resolution is adopted. Next item is 10.02 resolution 1350, interlocal agreement with Kitsap County inclement weather. Are we having an agreement with the inclement weather or regarding the inclement weather? Is there any discussion on the adoption of resolution 1350? I have a couple of questions here. Why are we involved in this? How come we're involved in this in the first place? Why is this not a contract for services? Why don't we just contract this? Good evening, Director Daley. I can comment on that to some extent. We are in possession of a brine tank that's attached to one of our snow vehicles. It's 500 gallon tank. This agreement will allow us to get the salt brine from the county. We could endeavor to contract with one

159of our local area providers, but they're going to put priority on the public roads during a snow event and not on our school properties as a priority. So this will allow us to go through the district with our own salt brine from that tank. It should be able to in one tank cover every site. We've not had to test it yet because we didn't have much snow last year. So we would expect to be able to do the entire district with one run, at which point we would go to the county and refill the salt brine. I am told that the pricing on this is roughly 50 cents a gallon from the county. And our price that we were able to get from a provider in Tacoma was $1,300 per delivery. So this is a

160significant savings by partnering with the county to do it this way. OK, that answered my second question. Thank you. OK, is there any further discussion? The question is on the adoption of Resolution 1350 Interlocal Agreement with Kitsap County in Clement Weather. All in favor, raise your hand and say aye. Aye. Aye. Those opposed, raise your hand and say no. The ayes have it. The motion is adopted. Next item is 10 point. We dropped 10.03, 10.04 and 10.05. Before we get to the board debrief, Director Daley, you had an issue that you had raised earlier when we were discussing the agenda. Did you want to cover that now? I'm sorry. You're going to have to tell me. I think I've already covered it. So is there something else? Well, you raised an issue during the consent

161when we were discussing the agenda for the meeting. And I didn't know if you wanted to make a motion or propose some action or what you want to do with that issue. No, the only action, the only action which I which I still which is still resolve. Well, there's several. One of them was my only I had a comment last time about moving the capital projects committee to the underneath the superintendent. So if I need to make a motion to move the capital projects committee and also the IMC committee underneath the superintendent, then I'd like to do that. I believe that's addressed in the bylaws that we've taken off the agenda. Is that correct? Yes. Yeah, that was. Yeah, we. So as far as the facilities committee, that is established in our resolution that created

162the committee. So it would be a matter of revising or rescinding that committee. Do you have a do you have a proposed revisit revision for that resolution that would reach? Because the way the committee is structured in the in the resolution, it wouldn't be a matter of just moving it from a board committee to a superintendent committee. It would it would require rewriting the entire process by which the committee operates. So are you prepared to do that? I will. I think we'll do this at the at the next meeting, but I disagree with your process. So we'll just drop it and I'll take it up at the next meeting. OK, is there any other business to to come before the board tonight? We do have the board debrief and we also have an executive session

163to cover two matters. Is there any other business to come before the board tonight? OK, a board debrief. And I believe Director Seabrook, do you have that or is it? I do. Director Deal, you have it this week. Go ahead. So I have the debrief. I'm taking notes. I would like to ask, what did the board do well in our meeting? Anyone would like to comment? I think we did a fairly reasonable job of sticking to the agenda. Thank you. Go ahead. I think we asked relevant questions related to presentations we saw, and we we didn't ask questions that could have been answered at an earlier time. They were relevant and they moved the meeting along. It was it was nice. Thank you. OK, next question is, what did not work well for us? If

164anyone would like to make a comment. OK, well, no comment is probably positive. It's like when the doctor says nothing remarkable. What do we want to improve upon? I think that it would be nice to try to stick with the time frame that we have written down in the agenda. Yeah, I believe we I believe we have been pretty pretty close to the to the time frame. We have the public comment went over because it's three minutes plus, you know, so three and a half minutes for each one. We had six comments, so it was more than the 50 minutes allocated. I think the the presentation that we had on results, I think that was within the reasonable time frame. Although I don't recall we specifically gave them a time frame to time constraint. But

165the the agenda basically has us up to the point of I think we're pretty much on the agenda. Almost an hour ago. Well, adjournment is set for seven fifty five, but we don't know how long the executive. OK, yeah. OK, more debrief was scheduled for seven thirty. OK, and we're at seven forty eight. So we're only we're only twenty eight minutes behind schedule. Good. OK, I was on the wrong page. So kudos. Thanks for pointing that out. Anything else? Questions for individual directors to ask of themselves. What did I contribute and what can I improve to contribute to the board at a higher level? Am I taking comments on this or is this just to think about? I think that's for our own for our own contemplation introspection, if you will. In introspection, yes. It's

166nice to have a reminder. I would like to ask the board if I could take liberty for a moment as my last comment and a debrief of my service on school board. Does anyone mind? I hear no objections. Go ahead. OK, I would just like to state that I it has been an honor to serve on school board and I want to report that my son, my youngest son, who is a graduate, all of my children are graduates of South Kitsap School District is in Paris, France today, serving in the National Guard and is ecstatic about his life. And that is because of South Kitsap School District, because leadership matters and education is key to everything. And every person that I have encountered in this journey in our district, some have come, some have gone.

167We have new new people now have been excellent. The people that work here are excellent and they're awesome. And they're tireless and relentless and fully committed. And I sit here so proud of us, so proud of what I get to enjoy. My son, thank you, South Kitsap School District. My sons are out in the world making the difference that we want our children to make. Living life, not just surviving life, but living life. I just want to say thank you and thank you to my current colleagues and previous colleagues for your service on school board. It has been a pleasure. So thank you for giving me the liberty of my board service debrief. Thank you very much. Do we have any other parting comments? Okay. That concludes the business portion of our meeting. We do

168have an executive session to discuss potential litigation. And that will be followed by an exempt meeting to discuss collective bargaining. We will then reconvene the public meeting. However, there will be no action after we reconvene. And by action, that means any discussion of board business. So while technically the meeting is still in session, our viewing audience probably will not miss anything if they choose to depart early. So I will pause the recording. Board members have been sent a link to a new Zoom meeting from Robbie. And so then, Director Berg, you'll be able to come back to this meeting and close out this meeting. Okay. So this meeting will stay on and we'll just... Oh, the student representatives do not attend the executive session. Right. And the exempt meeting as well, we won't attend. Correct.

169Correct. Thank you. Right. So you're free to get back to your homework. Thank you for being here. Or nap. Good night. I just wanted to say thank you to Director Sebring and Director Deal. I really appreciate working with you guys and I look forward to seeing you in the community. I'd also like to forward that thanks to you two. It's been a pleasure working with you and hope life treats you well. See you guys. Okay. I will pause recording until we return. Okay. Okay. Recording just started. Thank you. Now it's 8.15 and we have reconvened the board meeting following the executive session and the exempt meeting. There being no further business for this meeting, this meeting is now adjourned. Thank you very much for your participation and attendance. Hi, Robbie. Are you still there?