SKSD October 20, 2021 School Board Meeting

001Okay, can you hear me okay? Yes, we can. Okay, good. Welcome to the October 20, 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 opened to the public through an online Zoom webinar. Public comment is available for those wishing to address the board. Pre-registration was required by 3 p.m. today. For those wishing to make public comment in writing, they do so by emailing their comments to publiccomment at skschools.org. Comments will be shared with the board, but not read during the meeting. Meeting will come to order. Pledge of Allegiance. Director Sebring, would you lead us in the Pledge of Allegiance? I would love to lead us in the Pledge of Allegiance if you don't mind. Director Sebring, you're muted. No, I appreciate

002that, Director Deal, would you please do so? Okay. I would love to. 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. Thank you. Item 2.01, adopting the agenda. Is there any objection to adopting the agenda as presented? I have two comments. Yeah, go ahead, Director Daly. Number one, I want to read a point of order for you. Just so the board knows, it is illegal to mute anyone. If you're in doubt, see the OPMA requirements and Governor Inslee's publications. Item number two, I would like item 10.05 removed from the agenda and done the first week in December. 10.05 is? 10.05 is the school board officer elections. Regarding the first item, your point is

003not well taken. The second item is a motion to remove 10.05 from the agenda. Is there any discussion on removing 10.05 from the agenda? I don't have a problem with that at all, and it's completely understandable. We have an acting president from you being vice president, Director Burke, so I don't have a problem with that. Yeah, my only comment is that our board policy says when there's a vacancy, it's to be filled immediately. It immediately doesn't mean delay it two months. I would be in favor of pursuing, because we have no vice president. If we have an acting president, we have no vice president, so we need to take care of that. We have a vacancy. And we would be doing, I would assume that you would be redoing them on 12.1 with the new

004board, correct? Well, yeah, if to replace Director Gattonby as president, that would only be until the 1st of December. The way I read our policy was that if there was a vice president to stand in, he would become president until the next election. But I understand your point, Director Burke, that there's no vice president to take over then. Right. Therefore, I would be in favor of having the election so that we have both the president and the vice president. Thank you. Is there any further discussion on the motion to remove 10.05 from the agenda? All in favor of removing 10.05 from the agenda, raise your hand. I'm not raising my hand. I say aye. Let's do that again. All in favor of removing 10.05 from the agenda, raise your hand and say aye. I said

005aye. Aye. Those opposed, raise your hand and say no. No. No. Tie vote. The motion fails. 10.05 remains on the agenda. You were warned. Next item, 3.01, staff and student recognition. Superintendent Winter. Thank you and good evening. As we normally do with staff and student recognition, I will turn it over to Amy Miller, who has some things to share this evening. Thank you, Superintendent Winter. So this is Dave Sparks. I am proud to recognize him. He's retiring from his position as dean at Marcus Whitman Middle School, and he's served for more than 27 years in South Kitsap, which is fantastic. Thank you so much for your service, Dave, and you will be missed. That concludes the recognition. Thank you, Amy. 3.02, highlights from the superintendent. I don't know if these are necessarily highlights because I'm

006going to talk about a lot of struggle that we're experiencing, but I think it's important that we talk about it because it's impacting us on a daily basis. This has turned out to be a challenging year, and we have people working very hard, but a couple things I just want to touch on. Staffing shortages to start with. We are struggling in all areas of staffing, and I would say we're walking a very thin line on the ability to keep going at the pace we're going. Last week alone, we averaged about 40% of all open positions were unfilled. So just under half of daily positions were unfilled, and that includes certificated as well as classified. We've seen and I've reported to the board about transportation. We've had routes canceled. We're really trying to track daily what's

007going on with the situation with transportation, driving, working hard to communicate with parents, but there's never enough communication. We can't do it fast enough, and a lot of these things are changing as we speak. The last board meeting we had, we didn't foresee necessarily any of these routes being canceled by Thursday afternoon. Things had changed, and those weren't things that we could have predicted. Some of those are illnesses, some of those are injuries, some of those are family emergencies. So they weren't things that were necessarily planned for, and most of those issues not related to any mandate put down by the state. So we're trying to really be careful with the routes and make sure that we're not impacting the same students over and over again. And we probably will end up impacting the same

008group a couple of times, but we're really trying not to. We're spreading that out so that we're not having one group impacted. We're also having discussions about what does that mean for the educational piece as well as the nutrition piece in the event that parents can't get their students to school. Not only have we had canceled routes, we've also had routes that are late, so up to an hour late getting our students to school. And I'm disappointed, we're all disappointed that we have to deal with that, but I think we are doing everything we can in a really tough situation to try to serve our families. One positive is we've got a new driver training beginning November 1st, and we could be adding 8 to 10 drivers by January. And it does take a long

009time to train drivers, get them their CDLs, but that's at least some optimism on the horizon. We also have shortages in classified positions. We have over 20 open positions in the classified world. And that's impacting not only what's happening in our schools, but it's impacting our students because they play a really important role in the support of our students. We have a sub shortage, as I mentioned, 40% of unfilled open positions on a daily basis. So this is a problem, I think. We've got teachers covering for teachers, and so not having a plan. There was a teacher that was reported hadn't had a plan period in three weeks. And we've got administrators, deans, and counselors also covering classrooms and many others. So we're working as hard as we can to make sure that we can

010continue to provide education for our students. But one of the things that concerns me, and we haven't really had talks about this at the district level, but I just think it's important that the board knows and that the community knows that we are doing everything we can to keep our students going. But we're in a place where if we were to have potential closures of classrooms or schools, it's not because of COVID, it's because of staffing shortages. And that's just the reality of where we are. We hope we don't get to that. But I wanted you to at least be aware that staffing is a major worry. Another major worry when it comes to just learning. We're really trying hard to close the learning gaps, implement curriculum, but it's really difficult when we have a

011lot of students absent and when we have staff absent. And again, nobody is necessarily planning on being out, but this is part of that, the season that we're in and a few other things going on. So I wanted to communicate that. October 18th was Monday, so yesterday was the first day of implementation of the governor's mandate. And we have been working with all of our almost 1,400 staff members to try to make sure that we can sustain and maintain what we're doing. We will have some data that will be shared with the Kitsap Sun, but I wanted to share that data. And we're still trying to fine tune exactly what that looks like. But we are looking, this is all positions, certificated, classified, administrative, non-rep, coaches, to be about 89%, a little above 89% vaccinated.

012That means that we've got about 11% that are on some form of an exemption. We have had some resignations due to the mandate and we've had some resignations due to other factors. But as of today, we have not had to terminate any employees due to the vaccine mandate, and some people made the choice, but we didn't go through with the termination process. So that's, again, something we're continuing to work on, really trying to honor our people, and I know it doesn't feel that way always, and I feel badly about that. I don't know that everyone feels valued all the time, and that's disappointing. We're working as hard as we can, and we do value our people, but I know that's a problem right now. We did put out a staff survey a few weeks ago,

013and we got that data back. We'll be sharing that next week with all district staff, and then I'll talk about it at the board meeting. And so really what we were talking about, what is the feelings around the district right now? Again, it's a strange time to do the survey, but we felt it was important to solicit feedback and then to share that feedback and then produce an action plan that addresses some of those things that are the concerns out there. So we'll be doing that. And those are really the updates I have. I don't have an enrollment update because we've been so busy working on staff. We just haven't, I haven't got any numbers on that, and I don't have anything updated on the pool either to report, but those are the things that

014I wanted to share in the highlights for this evening. Any questions for the superintendent? I had one. I've seen news reports from other districts. From your perception, does our problem in staffing appear to be typical of other districts in the area, or better or worse? Better and worse, it depends. If you look at just the Kitsap Peninsula, there are some districts that are in a little bit better shape and some that are a little bit worse, and we've been sharing that information. One piece of enrollment data, I did talk to a superintendent of a district of our size that said they're out, they're down 500 students. I may have shared this at the last board meeting, but 500 students below projected budget or projected enrollment for their budget. And we're, like I said last board

015meeting, we're on 200. So again, we're comparing with districts around the region and around the state to see where we are. There's some districts in Eastern Washington that have a larger problem than we do. And then there's some districts, like I said, in our region, we're kind of somewhere in the middle. Mr. Winter? Yep. How are we doing the accommodations for those that have gotten waivers? So we have communicated with them what those accommodations would be, and it includes testing and masking. So our goal is to keep as many people as we can employed and working. So I've heard some of the schools have a number of people doing COVID testing. Is that correct? We have implemented this week COVID testing sites for the convenience of our employees at every site as well as at

016the Armory. And those sites will also, the Armory site will also be utilized as a, down the road, not right this second, but down the road as the site where parents can get tests for their students who are symptomatic. So is that being done by staff or health care, or who is doing that? It's being done by our staff. Okay. So they're being trained in all that stuff? They've been trained by Tiffany Buckley and our health services team, and yep, we are ready to go. Okay. Yeah, Mr. Klaus Lambert. Thank you. Sorry, I'm so used to being in the classroom raising your hand. But you said that the testing site for students is if they're symptomatic. Is it only symptomatic or is it when you have an exposure? I will clarify that. We were really

017focused on staff right now. We've talked about a place that's difficult. We're finding with parents it's difficult to find a place to get tested if you have symptoms, but that does also include those who have had an exposure or close contact. I will get more specifics on that. I don't want to misspeak. Okay, thank you. Thank you. Any other questions? Next item is 4.01, focus on results. This is for the results 2.1.2 math. So we have identified math as a growth area or a goal area. And again, this is part of our results. This is 2.1.2. Last time we talked about ELA 2.1.1. And again, I'll remind us that we will go through the entire results and then we will monitor this in May. So with that, I will turn it over to Tom Edwards

018and Lisa Fundne to present information about math. Good evening, board of directors and student representatives. Again, happy Wednesday. We are going to update you on mathematics. So the last time that we were together, we talked about English language arts. And just as a reminder on slide two is the calendar of events and of when we will be updating the board of directors on our work toward improving student achievement. Math is obviously noted for the second meeting of October, but because math is our focus as a district and as a board of directors, we will be doing shorter updates throughout the year. So this will not be just now and then the end of the year wrapping up with math, but we will do little bite sized updates as we progress through the year as well.

019And at this time, I'm going to turn it over to Lisa Fundne for the data sharing. Good evening, everybody. It's nice to be with you again. So just to paint a picture a little bit about our presentation tonight, I'm going to share some data and then Tom will share our district improvement plan. We'll have a question break there for any questions you might have. And then Kelsey Patterson, our district math instructional specialist, will share more of that classroom based math implementation and then we'll have a follow up question time as well. So you can see this is a very similar display to what we showed you last meeting, but this time we're focusing on the math. And it's pretty evident that what the researchers thought might happen as a result of COVID is in fact

020true. There has been a greater impact on math achievement than English language arts. As you look at our third, fifth and eighth graders, you can see in particular at fifth grade where we're very concerned there are actually more students not proficient in the 21-22 baseline data than are. And you will see that trend as we look at this data on the next couple slides. So this is an incredible growth area for us and a very important reason why math is a priority for the district this year. On the next slide, you'll see the third grade by subgroup by race. We shared the same data on ELA and it's similar results. There's some subgroups that will be a little bit higher with some grade levels and lower. But you can see that we have ranges from

02122 and two tenths of a percent all the way up to almost 64% of students meeting standard. And then if we look at fifth grade, the range is much smaller. So the fifth grade data is of concern. And so there's not as high of any subgroup being proficient at fifth grade. I can share it another time why I think that's happening just based on the standards that are taught in third, fourth and fifth grade during a pandemic. And then when we look at eighth grade, we have a really wide range again, and it's inconsistent because these groups are fairly small considering our district size. So our ranges from 17 and six tenths of a percent of our Native Hawaiian and other Pacific Islander kiddos, that's a subgroup of 17 students and as high as 50%

022for our Asian and Black African-American students. Notice our African-American group is eight students and Asian is 26. So those numbers are really important in telling that story. But regardless of how small or how large a group is, it's important for us to always be reflecting on if our instructional models are supporting all kids. And then we have a couple additional data points we'd like to share with you. This is male and female so that you can see gender. Historically over the last 15 or 16 years in South Kitsap, we actually haven't had a gender gap in math. That's something I've been very proud of. But it's showing again in this data, you can see that female students are underperforming male students at all three grade levels. So that's something that's going to be very important

023for us to be watching. And then the next slide has our special education students. And this is a little tricky because it's got so many different subgroups, but it's really interesting information. So notice we've got third, fifth, and eighth grade. And the categories are students who are currently in special education. They have a current IEP, including speech. It's really important to recognize these could be speech-only kiddos, kiddos who have occupational therapy, physical therapy, or have IEPs for services that are more frequent throughout their day. And then currently off special education. And then those that have been on special education have ever been. So like they might have been had an IEP and no longer do. And then those that have never been on an IEP and then those that were and are now off and

024how are they performing? So this is part of homeroom and this is data we haven't had access to before. And this is what we're finding so exciting about this software application is to be able to see when students exit special education, are they still able to be proficient in their learning? And fifth grade, when you look at that data, they're 50, almost 54 percent of the kids are. And that's the group we were most worried about in the general population data. So this is going to be really exciting for us to dig into more, to really try to tease out where we need to make some adjustments in our core instruction and intervention to support our kids. All right. I'm going to turn it over to Tom to talk about the district improvement plan and

025then we'll take questions. Yeah. So you have seen the district improvement plan. This is the area for math and similar goal that we had for English language arts, which is reducing the percentage of students not meeting standard. You've also heard a number of the large ticket items that we are doing to improve our student achievement in math. And so we just last weekend had our first and you can go ahead and actually slide to the second. The next slide, please. Thank you. Last weekend, we just had our first session of eight sessions throughout the school year at the University of Washington, Bothell. So myself and the three executive directors working toward a very discreet implementation plan for a multi-tiered system of supports. And that just basically means being able to identify earlier than maybe we

026are now where students are and then being able to diagnose and prescribe some interventions so that we can a little bit more readily intervene. And once we beat COVID and we aren't being distracted by all those things, moving that needle a little bit quicker. But I know that we're already moving that needle based on some of the things we're seeing going on around the district. We speaking of COVID, we've had a little bit of a delay in working with learner centered collaborative. So we did some work in August with that group and then they will be coming back, I believe, in November. I can't remember if we've landed on a date yet. I know just literally in the last few days been going back and forth, trying to reschedule when we do walkthroughs. But they

027will be giving us very good system feedback on the instruction in our classrooms as well. And so that is a very important effort going forward. All of our elementary math teachers have been intensely trained in Eureka math. I'm having daily conversations with folks about the impact of Eureka math. Basically, the gist is that it is really pushing folks to teach math in a way that they've never taught before. And it's exhausting, but they also love it. So it's the double edged sword of this is something that I have not done before in this way before. But they see the dividends at the end of that hard work rainbow. So we are really, I think, super fortunate. I was very glad when I got here and learned that Eureka math was the adopted curriculum for K-5.

028Because as they say, you know, it's the why behind the math. And so digging into that and that conceptual understanding is incredibly important. Next slide, please. So we have you're going to hear a lot more from Kelsey Patterson here in a moment because she's one of the main components of our district improvement plan is a district math specialist who help support our classroom teachers at our secondary buildings, along with our math coaches that we've hired at the secondary buildings as well. And so now we want to provide some time for some questions, maybe some clarifying questions or some wonderings based on the data and our plan forward. And then we'll hear from Kelsey. So Mr. Edwards, what is the plan forward? I know that student conferences, I believe, are next week or so. So what

029are we going to what are we expecting to gleam out of some of those conferences, particularly in math? Yeah, that's a great question, because it literally is next week. So parents, students, make sure that you are scheduling your conferences feverishly now. What you're going to see, Director Daley, in the next few slides as Kelsey is walking you through the curriculum and some of the things that are happening in real time in the classroom. And you also are going to see some parent supports and so some things that parents can be doing at home. And I'll I don't want to steal my own thunder as we talk about that in a little bit, but there's going to be the sharing of the data kind of where where are you as a student and then some things

030that some tools to help assist even at home. In addition to the instruction that you're getting in the classroom. Thank you. Oops, sorry, you go in the middle. I just want to be very clear on so we know where we're at. And like Director Daley said, what is what is the plan or the goal so that we know what we're shooting for? I don't know if that's that's how you're working this. I'm excited about how this is presented. It seems very simple because I need to have it simple. So I just appreciate this very, very much and all the work involved. Yeah, thank you. And one of the things you know we've mentioned previously the teacher development group who is coming and consulting with our classroom teachers at the secondary level at the middle school

031and the high school and one Kelsey is going to share a little bit more about that and then I'm going to share just a very brief summary of the work that that group has already done and begun at Cedar Heights Middle School. So our first secondary school to engage in that effort with the group coming out and I'll provide a little bit more information moving forward here in a second, Director Deal. Thank you. Awesome. And I also really appreciate the presentation. I was wondering, just because you mentioned that like, the, the gap between male and females performance in math is like relatively new for our district. I was just wondering if that was like something that happened with coven or if you knew how long that that suggests that's a great question nationally, there's been

032many concerns around gaps in gender in the area of mathematics and about it's I think That's where there was a huge move for there to be promotion of math and science jobs for women. And they really started to help create different initiatives for girls to see themselves as engineers and mathematicians in society. I hope you never even noticed that I hope that in 15 years it's come so far that you are of course thinking well of course a girl or a boy could be a mathematician or engineer but there have been many many grants and initiatives nationally to support helping girls and women and seeing themselves in those fields. As the math coordinator in a previous life in South Kitsap here, we defied those statistics we did not have a gender gap it was something

033we were very proud of. I think there's many factors that play here, and it's too early I think to make any assumptions, but that's something that we have to unpack a little bit and then see after two months of instruction if we still see that or if it was more about testing windows and time in school. So that's something that we will continue to look at and be able to share once we have additional data points. Thank you. Yeah. Yeah, that's definitely something we're going to continue to pay attention to and work on as a system. All right, at this point, I would like to turn it over to our district math specialist Kelsey Patterson, even newer to the district than me. Thank you. Can you hear me okay. Perfectly. Awesome. Thank you. I tried

034to turn my video on but it would not let me so you can just hear me I guess. So the first slide differentiation. Oh, there we go. Thank you. So typically we're used to seeing our tiers as just a basic pyramid with tier one being our core instruction tier two and three being those kind of targeted targeted interventions for those who need remediation. But really, we should be looking at it like this more of a spectrum where we have the targeted interventions core instruction and then added enrichments. That way, we can kind of give quality differentiation for all students at all levels. Next one. So remediation is the first one. So for our new high school curriculum illustrative math. On the left side you'll see a little snippet there. Every lesson has these little guides

035for teachers. So for example this one from the geometry curriculum suggests that the teacher provides images of the geometric shapes to students prior to the lesson. If they have accommodations for extra processing time, it also suggests having some sentence starters for those who might have a language barrier. And there's also a little piece for anticipated misconceptions, because knowing those ahead of time kind of gives teachers time to process and plan, so they can intervene appropriately when one of those misconceptions comes up. On the right side we have IXL, which is new for the high school. The middle schools have been using it a little longer, but IXL is another great tool for some students who need added support. So, first the student takes an adaptive diagnostic and then after those results come in, they get

036this recommendation wall. This is actually a student's recommendation wall from the high school. And it has specific support for that student based on their diagnostic results. And that recommendation wall has various skills that the student can kind of pick and choose from at any time. And there's even some added tutorials if a student gets stuck on a specific skill. So some of the skills have some videos, some of them just have like a step by step kind of process guide. So if they get stuck, they're not just kind of sitting there kind of crossing their fingers, they have a little guidance for them. And the extension piece. So speaking of IXL, they also offer some great practice for students who want to challenge themselves. So some of the recommendation wall pieces might be one called

037go for the gold, where students can go from proficient in a skill to mastery of that skill and really kind of nail that one down. Then there's next up. Next up gets them to a new skill to extend their knowledge on a kind of a related prior skill. And then try something new kind of speaks for itself, where they try a skill they haven't done yet. IXL also has skill plans that are aligned with some of the major standardized tests that kids can use to prepare for those. And it's really cool. They have like I opened the SAT one and it's broken down by kind of by scores. So if a student took a practice SAT and they got 500 in the math, they can go to that section of that 5 to 550 range

038on IXL and practice those skills and then work their way up. The skills will get a little harder as they get up to that 700 plus level. So that's a great way to test prep there. And this was mentioned earlier, the teachers development group. So I'm really passionate about this one. I came from a district that went through this program. So I'm a five year alumni of this program. I know you've already heard about it. So we're going to talk about the first cycle we had at Cedar Heights. So in August, we had a training that focused on using worked examples for students to so for teachers to get at student thinking through these worked examples and worked examples are really cool. They're already like pre done solved problems that kind of ask a prompting

039question and that can cause the student either examine sharpen or contradict their thinking or it could be used to justify and generalize an important math idea. Worked examples also provide an access point to all students who may not have understood that skill in the past. But seeing a worked example that's already solved for them gives them an access point to start to kind of dig into some of the process that went into that. Without also it keeps it maintains the cognitive demand for those who have already had some practice with that skill. So at Cedar Heights, we were able to get at some student thinking with worked examples around multiplying with decimals, positive and negative integers and equation solving. And some teachers even pointed out that it was the most productive math discussion they've had

040with their students so far this year. So that was really exciting for us to hear and see. And you see the habits right there. Some of the habits we got to see showcased at Cedar Heights were multiple pathways where students were able to come to various, you know, come to a conclusion with various methods, which is really cool. Regularity patterns and structure kind of seeing how decimals work and kind of being able to conjecture some of those ideas and connections, seeing how integers kind of connect to bigger ideas. So those were some of the big pieces showcased. Next up is John Sedgwick Middle School. They are the first week in November. And then Marcus Whitman and South Kitsap High School follow after Veterans Day. I got a little bit of information. That was weird. I

041got a little bit of information from Andrew Kane, the principal of Cedar Heights as well, and he sent me an email. He said that the Cedar Heights math teachers are enthusiastically participating in the studio math training, led by the teacher development group facilitators and district and Cedar Heights instructional coaches. Our team, as Kelsey said, focused upon worked examples and how to use them to foster student math talk. So they worked as grade level groups to collaboratively plan, observe, and then debrief the lessons. An example of one professional aha that resulted from the discussions was surfacing student understanding and sometimes misunderstanding of the meaning of the equal sign in an equation. So our experience is growing our team professionally, both individually and as a collective group. So a very good first outcome of that sort of,

042you know, I'm opening up my classroom practice to outsiders in a way, right? And getting some of that unvarnished feedback and that's how we grow. So it's great to hear the Cedar Heights team digging in in that way. Our next checkpoint for questions, comments around now some of the more specifics around our curriculum and our classroom instruction. I've got a question for you. Go ahead, Dr. Daley. So, having taught math at the high school for a number of years, how are we helping teachers as far as interventions, every teacher understands the interventions. But looking at the data which you showed, it looks like we need a lot of intervention. So how are we helping teachers who already have a pretty full schedule with the interventions? It's one thing to say you need to do, you

043know, tier inventions. It's another thing to find a way to do that. Are we doing labs? Are we doing something where we have students one on one, two on one, so that we're not just talking about interventions and yeah, we need to get to that. In other words, it's good to hear about interventions because we need them. But what have we done to help our teachers do those interventions? Yeah, great question. And I know that Kelsey can provide a little bit more specifics than what I will. But I think one thing is developing a greater knowledge and use of the IXL, right? So now all of our secondaries are one to one laptop Chromebooks. And so the students can get right online with IXL and the teacher can do small group using the diagnostic information

044that comes out of that assessment, assign some extra practice on the things that the students know how to do and kind of need to push on that upper layer to also work at home as well. And so I think one, that technological tool can be more widely and I think more effectively used just because now we kind of know more about it. And we've got Kelsey to help with that. So Kelsey, you want to fill in? Thank you. Yeah, we actually had the high school went through an IXL training this morning, which was really cool. I gave them a little brief kind of intro to IXL from my research earlier in the year. But we actually had an IXL trained member kind of walk us through and they showed us really cool things on how

045to integrate this program into your daily instruction. And, you know, they have nice block times, you know, an hour and a half or so. And just the ways I mean, there was there, there are things called group jams where you could assign a group of kids to work on the same sample set of problems at the same time. So kind of like their own little small group. Or you could assign skills based on that lesson you did today and they can practice that or they could do their recommendation wall where it has prior skills they need to access. So they got trained on that this morning. And I think some of them have some good plans to kind of start to incorporate that, which was really good to hear. I think it's also important, Director

046Daley, to share that we have to focus on core instruction first because core instruction really should be getting to 80% of the kids. So we have a in the area of mathematics, we need everyday high quality instruction happening to fill the gaps for kids. And because so many of our math curriculum do build in a natural spiral of skills, it gives them their best chance at that. Before they're ready for that intervention. And that's why we're so pleased that we have support materials, the curriculum that has those multiple entry points for kids for them to be successful. So last question, how long do you expect while teachers get trained and I understand that, how are you going to monitor and make sure that teachers have the time and are going to get this integrated into

047the system in a relatively short amount of time? I think that's an ongoing effort. As Kelsey said, you know, the training was just this morning and then that's just a matter of, you know, that's sort of step one with the high school group and then continuing the work and the information out with the teacher so that they grow more and more comfortable using it as a tool. And so, you know, it's just continued attention. It's not it's not super fancy, but you know, you observe what you want to get done right inspect what you expect and the math teachers are very devoted to some of these new tools and also you know, some of the very, very different level of instruction and type of instruction that Eureka math is demanding as well so we're excited

048for that. Wilson, you had a question. Yeah, it's mostly a comment that I've already seen this being implemented at the high school, and it's definitely working really well, and I've seen a lot of the worked example things those are especially useful even if you if you've been missing for quarantine and then you come back to school. And then you don't know the concept and then you can learn the concept with the class when they're ahead of you but you don't feel behind you feel like you still know it like you can actively learn it and I really enjoy the curriculum and the excel and everything it's great and I like the work you guys do. Thanks. That's great feedback I mean that's that's why it's awesome to have you on the board right is to

049know from your perspective, stuff that we're talking about and literally you're the boots on the ground right and it's impacting your daily life so that's that's good to hear. So we would like to wrap up with sharing some some parent resources. There is sort of a long standing sort of culture of math in this nation is it is not a localized thing you know where, you know, I was a social studies teacher myself right and so I'm not good at math and so if my, my, my son were to say you know I'm not. I'm not good at math I'll say well I wasn't good at math as a kid either. Right, and don't worry about it. Well, we have to, we have to switch that around right and so parents need to be empowered

050and equipped though with some tools to actually support their students and help their students because oftentimes it's here, you know do these problems at home. In the past, do these problems at home without any support and it's something that I haven't looked at since I was a senior in high school for example. So, the nice thing about Eureka math and illustrative math at the high school is they have built in parent supports that are very intelligible and comprehensible and practical, most importantly, so just a couple of snapshots here. I just went in and did snippets of the very first module in grade three, and you can see that, you know, parents will get the bulleted this is what module one is all about and then it gives them very practical problems that they can work

051out with their student at home. And then on the next slide, sort of page two of that where parents can practice the the important vocabulary terms at home with their student, and then look at the modeling right this is where it's talking about the why of math or the why behind math and really understanding the number sense behind the algorithms. And so that foundationally you know a parent can feel a parent guardian can feel a lot more comfortable going through that same modeling, which is also going to cue some of your prior learning as a parent guardian that maybe you haven't looked at in a number of years, and I think we just need to collectively kind of change that mindset of, and also more importantly equip parents and guardians with the tools to to

052support their students at home, so that they can do that. And then, the next last couple slides. Kelsey is going to show you the high school parent help. Thank you. Yeah, so the illustrative math has family support materials for each unit. And it kind of just gives a brief overview of what the units about. And then it has an example and some sample problems, and then it has solutions, which I think are crucial because, you know, we can all go great job you're doing great but if we have those answers there we can actually see kind of the whole process. And then I Excel also has some kind of tips and suggestions on how to support and celebrate some of those students at home, which is really cool. Because yeah, like, I mean, we want

053to change the dialogue at home you know we want it to be, I'm never going to be good at this to, you know, I may not get this yet, but I can practice and I will. Alright, and then lastly, just a reminder of sort of our, our sequence of events this year, specifically, the January 5 board meeting, we will come back and look at sort of our mid year data check and kind of evaluate as it says there on that cycle of success of the improvement activity in our first large major checkpoint on January 5 so we'll keep giving like I said before bite sized piecemeal updates until then but the next large check in will be January of 2022. So thank you team. Thank you board of directors and student representatives. I just have

054one last question. Yes, sir. How do you, again, how do parents access this information. So the two different ways. One, the easiest is the excel for the secondary students. That's online and so all the students have a Chromebook and the students and parents can look on the same Chromebook at the excel and they can see that wall that Kelsey was describing and showing in the slide. The Eureka math and the illustrative math, those are those are actually like paper documents and can be accessed, you know, via packet and that kind of thing sent home with students emailed out to parents and PDF form, etc. So that's a part and dependent on classroom teacher and parent guardian communication. So that's occurring now then. I can't, I can't guarantee that it's occurring. Sorry, I can't guarantee that

055it's occurring in every classroom but it is occurring, very, very frequently and I think, again, with Eureka math being early in implementation, the more that we get comfortable and rolling that out the more that that's going to be consistent system wide. Okay, thank you. Thank you. Are there any other questions. I just wanted to say this is fantastic and I just appreciate it and directors your questions and thank you very, very much. Thank you. Appreciate it. Director Berg I want to go back to. I appreciate the presentation by our math team and the questions it's a good discussion and I think that it provides a lot of focus for our meeting and and and get to share the work that we're doing so thank you all. Director Berg you'd asked a question I want to

056make sure I understood the question because I gave an answer about vaccination rates and I gave an answer based on state, and I think you might have been asking about concept county about how we compare in the county. Our, our vaccination rate is one of the lowest and our exemption rate is one of the highest. I just wanted to clarify that because I was answering from a state perspective. But when I look at the county numbers that's a little bit different so I want to clarify. Okay, thank you. Anymore discussion on 4.01. The agenda says superintendent will provide evidence of the district is achieving regional progress on the board's results policy. For us to determine whether or not he's achieving regional progress we need an interpretation of the results policy and proposed indicators of compliance.

057When are we scheduled to get those. That would be in May when the, when we go through the cycle of the results. So when will when will we get the indicators of compliance in the interpretation. I'm planning on May but if you would like it sooner we can do it sooner. I just, you know, I couldn't see it on the calendar, just double checking. Well, I think we need that sometime to discuss that may is too late. This is, this is no, this is October, and we're talking may. And this is one of our highest priority items that we established so I'm not pushing for next week but I think we need to look at that. And the higher the priority that the sooner we need to, to look at it, and the more often

058we need to look at it versus just once a year. So are you talking about the indicators and the interpretation or are you just talking about looking at the results for both. All of it. I just suggest one one one point and then I'll back completely out but we also have to be for the results the literal results the student achievement results we have to be attentive to the assessment calendar and when the data is available. I understand that but at the same point our parents want to know how are how is their student doing, and I think we need to do everything we can to make sure that we're communicating with our parents, so that if their student is progressing fine that's wonderful we need to know that but if their student is not

059progressing fine. We need to know that, so that we can make adjustments versus the end of the year comes and oops we'll have to pick it up next year. And I think as was mentioned next week conference week is one of those times where we can start having some of those conversations. Yeah. Yep, I think it'd be a great time. Yep. Thank you. Basically, the frequency of the superintendent's reporting on the results. 10.03 on our agenda will be covering our calendar. So that would be the time to amend the calendar to add additional reports, you want something semi annual or quarterly instead of annual. It sounds like the reporting will be happening, but the monitoring will be later, so we're going to have plenty, because the reporting is more often because it is focused because

060what I heard was, because it's a focus we're going to be reporting more often in the year so it sounds like we're right on target for what we've decided, I guess in the end of the year last year, particularly because we set math as a priority. And we may want to schedule more frequent reporting. I'd like to second that that reporting is different than monitoring. And so frequently recording is a good idea monitoring once a year, or if we adjust the calendar twice a year. That's a different option. And I think it's Tom and Lisa shared that because it is a priority, there will be even though it's not. It's listed on the calendar report out once it'll be a continuous throughout the year. That will include results and data from benchmark assessments and formative

061assessments along the way. Okay. Anything else on 4.01. Next item is 5.01, operational expectation one, the global operational expectation. This is the monitoring part. This was postponed from last meeting. Just to provide the background, the actual policy was adopted July 21. Last year, we approved the superintendent's interpretation and indicators of compliance on September 1. So those are not matters for discussion tonight. We determined that the superintendent was in compliance in compliance. What we did not do last week is we did not draft a comment to go on our report when we were stating that he was in compliance. So the issue that we have before us now is what comment do we want on that report? Now, if we want to go back and revisit the policy or revisit the interpretations or revisit the indicators,

062that's another issue. Our issue right now is what comment do we want on that report? I would like to have a summary for superintendent because we voted that he was in compliance. We asked him to provide information and he did so and it was acceptable for what we asked him to do. So a summary for superintendent evaluation in the future. What I would like to do is then have a comment that says for the board, I agree with director Daly that we could have more information, especially since what was presented didn't take too long. And that for next time, heads up, new board or the reminder for next year that we can look at this differently. And this is learning and I just appreciate this process. We need a lot of patience for this process,

063but that's what I would recommend. And if you want a specific comment or summary, I can do that. Well, the my understanding is that the superintendent needs a specific direction from the entire board. So this rather than a collection of individual comments. Right. And then we would vote on it. Right. That's my understanding. He's not bound by individual comments and recommendations of directors. He's only down by what the board states as a whole. So we the superintendent satisfied the instruction, the indicators. Right. So the board finds superintendent in compliance and satisfactory and has done what the board is asking to do. So that's my comment for the board. Director Daly, what what was it that you said last time about different information? Just look at different information just as a very simple statement, just a

064heads up for next year. And is are we wanting to do this because he's in compliance and we can move on or have a comment for next time. So I sent in my comments, they're part of the agenda and mine say concur with comments. So that's my input. OK. So is is if there's if there's no proposal to to to add a succinct comment to that report, we will leave it blank. I would agree. In other words, it'll just say that we found him in compliance. I would agree with that, Director Berg, just because this one is cut and dry. It's not one that requires any comment one way or the other. I mean, it's just that the superintendent would not allow or fail to take responsible measures to prevent practice activity, anything that would

065would damage the district. And we've looked at he's in compliance. So I think that this is one that really doesn't require a comment. Is this a yes or no kind of a thing? OK, we can move on to the next agenda item. I would say so. OK. Next is five point oh two revision of policy. Thirty two oh five sexual harassment of student prohibited. This is a first reading. So we are working through the process to bring district policies to the board. And as we've had numerous conversations about board policies and district policies, there are three policies in the 3000 series that relate very directly to operational expectation. And what we had thought about doing and talked about doing and actually prepared was operational expectation 10 and utilizing the policies that are in in existence

066as well as any that need to be revised as evidence for that. But we do it's important that we bring these policies forward because they do impact our students this year. And so I've asked Mona Johnson to talk about these three policies as a first reading. And then the second reading will be planned for the next board meeting on November 3rd. So, Mona, I'll turn it over to you. Good evening, board of directors and our amazing student representatives. It's a pleasure to be with you tonight. My name is Dr. Mona Johnson. I'm here to speak to you about three of the 3000 series policies that Superintendent Winter just shared. And we are, of course, presenting them to you for first reading. So we're going to start with policy 3205. It's a revision to an existing

067policy that we have in place. Very quick summary. I know you've had a chance to look at this. The summary is this policy focuses on Title IX of the Education Amendments Act of 1972, and it prohibits exclusion, denial from education, benefits or discrimination under any education program. This is a federal law from the U.S. Department of Education and the Office of Civil Rights. And these are proposed news. There are some proposed changes to this specific law, In particular, narrowing of the definition of sexual harassment, which is found on the first page of the policy. You can see a couple of paragraphs at the top, and then there's bullets that follow that, which is the very specific definition. And then also the establishing of a lower standard for the district when we must respond. In particular,

068that is on page two, highlighted in yellow. So that is a policy that we're putting forward to you. Again, it's a revision to an existing policy. It is narrowing the definition and also strengthening and adding the piece that we shall not provide recommendations of employment for any employee, contractor, agent or individual if we have concern to believe or knowledge of probable cause that that person has engaged in sexual misconduct. Questions about the policy? I've got one. So when I read what Wasda said and what you all said looks to me on the second page of Wasda's comment, it doesn't exactly agree with yours. But my question is, is the highlighted portion extracted exactly from the law? Yes. It looks to me like it's an interpretation. It's recommended language that Wasda gave us and we are

069pulling that from the law from them. So if you know or suspect someone is engaged in sexual harassment, why would you have not reported it to law enforcement before? In other words, how would we get to a point, especially in a school district when we're talking children, if you're not going to provide a recommendation, why would you know or suspect someone is engaged and the only thing you're going to do is not provide a recommendation? It doesn't make sense to me that we would do that. Why wouldn't you report that individual and let the law enforcement and other systems take care of it versus a recommendation? I don't understand what we're trying to do. So the policy clearly states that we are mandated reporters. When we see sexual harassment, we are mandated by state and

070federal law, in particular state law, to report that. So your question is a good one. Why would we not? We should not be ignoring that. We should absolutely be providing reports related to that because we're mandated reporters and we will get in a lot of trouble if we have knowledge to believe or even probable cause to believe that these things occur. And so the second piece is adding that the other part of the change of this law is unfortunately there have been districts in this state that have not been honest about recommendations for employees to other districts who are hoping to hire them. So the law now specifically says that if you have knowledge of this information, you must share it. And in the past, that was not always the case, unfortunately, not appropriate. But

071again, the law is trying to right a wrong that our district has never done, but other districts have engaged in. Great question. Then I guess what you said was, I think, a much more concise way to say what you said versus, you know, shall not provide a recommendation, knows or probable cause seems to me the answer would be will not, if that's a problem in the state of Washington. In the yellow language, shall not is will not. So shall not means will not. And there's no wiggle room in shall not. Okay. Again, great, great questions. We don't want wiggle room in this, agree completely. Any other questions? I would just like to make a comment that I appreciate this. We have we we've assumed a lot along the way and their needs clarification. So it

072does seem sometimes things seem obvious, but that doesn't mean that things don't go on. And so I appreciate this. And thank you very much for bringing forward and for speaking to this instead of just reading it moving on. So thank you. You're welcome. My pleasure. Thanks for your question. So would this cover a case where someone was applying for employment and you contacted their former employer and they had an investigation that did not come out conclusively with a conviction or whatever? In other words, if they they should report that incident to you as a new prospective employer. Right. And the language that you got it, that is absolutely correct. Absolutely correct. And the language that really nails that down is not only if we have complete knowledge, something occurred, but if we have wondering or

073probable cause to believe. And that doesn't mean you have to have factual information, but you can have enough information of concern. We now must disclose that information in the past. There have been in reference processes, some hesitancy of school districts to fully disclose that. Okay, so this closes that loophole. You got it. It closes it tight. Great question. I also have a question. I also appreciate how thorough it is and the lack of wiggle room. I have one question and you said that you pulled the yellow highlighted part from actual like verbiage from WASDA. Is there like the possibility or a reasoning why it's like just has engaged in sexual misconduct with a student or a minor? Or could it just be has engaged in sexual misconduct just like misconduct just like because if it

074wasn't a student, but still sexual harassment or misconduct? Is there wiggle room there to like make that include? Jesse, your question is an excellent one. No, there is no wiggle room. If you look through the policy again, we're mandated reporters. So it also speaks to adult. In the beginning, it talks about the different types of relationships. It could be adult, student, adult, adult. Either way, sexual harassment and sexual misconduct must be reported, must be identified, and must be called out. So great question. No wiggle room for adult to adult either. That needs to be fully disclosed and addressed and investigated. Great question. Okay, moving on to the second revised policy 3241 student discipline. And in summary, in 2019, the student discipline laws changed dramatically in the state of Washington, essentially eliminating the legal foundation for

075zero tolerance for student discipline policies. And that reduced the number of suspensions and expulsions. In other words, despite the decline of overall exclusionary disciplines, significant disparities began to rise to the surface. So disparities of race and gender and also other areas. Recent updates to the policy were made to make it even more clear about removing exacerbating conditions that are gaps in education and really to address the issue of equity. So when we collect our discipline data, we used to collect it kind of just as a big lump sum. Now we are required to break it down by different categories to really look at are we providing equitable, equitable discipline, I can't say that tonight, equitable discipline, based on race, based on gender, based on income, etc. And each school is required to do that work

076as well as the district as a whole. So this, this policy began to surface that issue in 2019. I want to give you a little history. Our district in South Kitsubame just celebrated my two year anniversary. One of the first tasks Superintendent Winter assigned me to do was to work with a group of collaborate with a group of folks in our district and a discipline committee and then really rework our discipline policy to make sure it was in alignment with this piece of law that we knew was coming out. So we put together a discipline matrix that has progressive discipline in it, in addition to some other factors. So that is an overview of the policy. We, in addition to the policy we showed you there were also some foundational documents, a sample discipline matrix

077and a sample continuum. I apologize, I think we did not get that to you. So if you want to see it, we can get it to you. But how we use those documents was really reflected and is reflected in our student rights and responsibilities handbook. So if you look at our student rights and responsibilities handbook, in particular in some specific pages, I wrote myself a note. I think it's page 16 to 24-ish. You're going to see our full section on discipline and also the discipline matrix that this law requires us to address. So again, the goal is progressive discipline. We want to also break down our data to make sure that we are not inequitably disciplining students at any age or grade or stage. Any questions about this particular policy? I noticed that it has

078provisions there respecting the constitutional rights of the students for free speech and freedom from search and seizure and this sort of thing. And I don't recall having that when I was in school. I recall an incident, I think probably in eighth grade, where there was a rash of rubber band shooting in the school. And so supposedly the boys had to turn out their pockets to see who was carrying rubber bands and who wasn't. Now would this policy prohibit that? No, it would not prohibit that. First of all, let me say it would be exciting if rubber band shooting was the thing that we were most worried about. That was the biggest problem. But no, it doesn't prohibit it. If we again have probable cause to believe or concern, of course, administrators can investigate that. There

079comes a point though, if there's a search that needs to occur, it would require law enforcement, although we can do some searches of backpacks and other things when they're on school property. So this law doesn't fiddle. For lack of any other word, I can think of fiddle with that. It leaves it in place. So our administrators have the ability to do what they need to do to make sure our campuses are safe. Yeah, the other issues, they only search the boys. So that relates to another whole issue of the sex disparity in school discipline. Yes, it does. So now we can't do that. We're required to search, you know, to not discriminate based on gender, to not discriminate based on income, to not discriminate based on race and all kinds of other ways. So we

080want to be fair and equitable in our discipline practices and not just the way that we're training and teaching our administrators and our deans and those in our schools to address those issues, but then also circling back to look at the data. Does the data match what we think we're doing so we can adjust and course correct when needed. Thank you. Other questions. Yeah, I've got a question here. So the so you just referred to the students rights and responsibility handbooks, but those were probably written over or probably printed during the summer. So, how do we know that this policy tracks with the updated rights and responsibility handbook. We're just getting to this now. And yet we printed those rights and responsibilities long ago. I need to be super tactful and graceful when I say

081this, but our practice has been ahead of the policy approval. We have taken into account the examples and we use this guiding policy and it's corresponding documents to create the rights and responsibilities handbook with an amazing subcommittee and group of people in district. And so, yeah, our policy approval process is behind the actual action in terms of the product that we deliver. Great question. Okay, last one, dude, do we have in school suspension at any of our schools. I believe we do. I don't know for sure at exactly which schools but I do know we have that, and it is generally part of that progressive discipline process and if you look at our matrix you can see in school suspension is one of those options I can't remember if we fully call it that but

082in school response in some way is a way we can address in terms of progressive discipline. But the reason I asked is because as I read this, it looks like we've taken out a lot of specific stuff and replaced it with keeping the classroom, if at all possible and so I was wondering where, if, if that's the new focus then where does in school suspension fit since normally that means out of the classroom. That's the only reason I brought it up. That's a great question in school suspension fits in that progressive discipline model. And if you want to see the detail it's, it's found in the procedure. So, each pilot many policies have corresponding procedures, the draft procedure which we don't want to move forward on till we have your approval with the policy, the

083draft procedure from wasa is 43 pages long. So there's plenty of detail in that and again, we have seen these documents they've been available from wasa and we use those to craft our changes that we made to the rights and responsibilities handbook. So daily your, your point is a good one. Where's the detail, it's in the procedure and it's also in the sample documents which we use this guide guiding points to create what we did in district. Other questions. Thank you. Great questions. All right, the last policy I have the pleasure of presenting to you this evening is a brand new policy. And it is a threat assessment policy and it stems from or came from substitute House Bill 1216 and 2019. This particular bill was related to firearms and increasing school safety and student

084well being. And it had several components which I will not take your time to talk about but one of the components was that this bill mandated that each district create a threat assessment school based threat assessment program. Each district needed to create a school based threat assessment program. It specified that these programs needed to be in alignment with was to model policy, and also in alignment with our state student advisory office of superintendent public instruction student advisory board. So, we are putting this forward to you for approval I want to give you a little history here. You may already know this but we should be really proud in our district and self kids up, we have been doing threat assessment since 2016. And what, what year was this policy put forward 2019. So this is

085kind of a cool space to be in where we've been well ahead of the curve. And so we do have a functioning and have had for quite a while a functioning threat assessment team. It involves numerous people across the district as well as some community providers. And we are putting this forward to you and again another example, again, meaning to be very gracious here. Another example of how our practice has been a little bit ahead of our ability to to approve policy or bring policy to you for approval. Any questions about that and let me just say to one thing that just came to mind. In the course of last year there were 20 threat assessments so you might be wondering like how much is this happening first of all that teams very active because

086they do a lot of background information collection in terms of the evidence evidence based process to Salem Kaiser model that they use for threat assessment. And then in district there were about 20 completed last year, I talked to Jennifer Skinner who's our amazing threat assessment lead in district she she is And she said we're a little higher this year than we have been. So we shall see what this year has in store for us. So you may be wondering numbers and we're required to have this team. So how busy are they? They're pretty busy questions. I would just like to say thank you for honoring that and it is it's so awesome to know that we were ahead in and first in Washington and very, very exciting. So thank you and thank you for continuing

087that work because as people change so many people have changed through this system and that I'm thankful that it's lost so that it will continue because I love that the point of this threat assessment system is to get interventions for children. You know, we know we need math interventions or ELA, but we need discipline interventions and we get kids that help that they need and avert big things that we don't want happening here. So thank you very much for that report and acknowledging that. Thank you, Director Deal. I agree. It's really a cool thing and we should brag a little bit about that. We've been well ahead of the curve here and people in the state have been watching this district and its work in threat assessment for many years. Other questions? Happy to field.

088All right. If you have them, you know how to reach me. It's been a pleasure. Thank you again for your time this evening. It's been a pleasure to be with you. Thank you, Mona. Okay, thank you. No action is needed. These are first readings. They'll come up on our next board agenda. Next item is public comment. Public comment is an opportunity. Direct comments to the board. Any specific questions raised in the public comment will be addressed to the chair or president who will typically refer the question to the superintendent for a response in later time. Those who have pre-registered to speak will now be called on. Please enable your microphone and camera if possible. Comments are limited to three minutes and I will give a 20-second warning before the three minutes is up. The reason

089for the time limit and why it's applied strictly is because we need to be content neutral in any restrictions. In other words, if we like what you say, we can't let you, you know, speak longer and if we don't like what you say, we cut you off in three minutes. So for that reason, in order to be content neutral, we're using the three-minute limit for everyone. Was Amy able to identify the individuals to be? Yeah, we'll start at the top. Judy Arbogast is our first. Judy Arbogast first and Judy will be followed by Lee Fenton. Judy, you need to be unmuted and you can turn your camera on if you want or it's optional. Okay. I don't see my camera option here, but so I will just, can you hear me? Yes, yes, we can

090hear you. Thank you. As a 40-year educator and I'm actually a member of this community for 40 years, I just want to thank Superintendent Winter and all of the staff of the district. I just can't imagine how difficult it has been to start the school year with COVID and all of the issues that come with it. So I just wanted to thank everyone. I realize how much work goes into being on the board and so thank you to all of you. My particular interest is with equity issues to make sure that all of the students in the district are treated equitably, no matter their race or culture. And so I am especially grateful to see the new student discipline policy that you are looking at. And also, because of the COVID, there are just so

091many contrary opinions. And so I hope to see more with the equity work across the district so that all students feel they have the same opportunity for learning. And a thumbs up for the mask policy. We have young great nieces and nephews and I feel much safer knowing that majority of the staff is vaccinated and that students are wearing masks to keep each other safe. So thank you very much for all you do. I appreciate it. John, you're muted. Okay. Yeah, thank you. Next will be Lee Fenton and he will be followed by John Cameron. Hi, can you hear me? This is Lee Fenton. Yes, we can. Oh, great. Yeah, I don't see a camera option either but that's fine. My name is Lee Fenton. You have met me before. I'm the present chair of

092the South Kitsap Long-Range Facility Planning Committee. I certainly don't have any kind of critical requests. We're enjoying the work that we're doing as a team and compared to many of the issues you have going on, this is by no means a high level request. However, our team has been working together this year since February and we have met and we've toured facilities together. We've been very consistent with our meetings. We've met, I think now, and toured up to 25 times throughout the year. We've had many informal presentations, gathered a lot of information, had forums deliberated together. There are presently nine active members on our committee and our attendance and participation of that membership is consistently very high. And so the reason we have the bylaws of our group indicate that three of our members actually

093have a term that is coming to an end at the end of this calendar year. And those members are Jeremy Kallstrom, Jennifer Harrow, and Steve Bonwich. They are very integral members of our team and we will be relying on their input as we will everyone's as we go into 2022. And our work is not done. We have very many important discussions coming up where we'll be discussing facilities and discussing scenarios, prioritizing, discussing timelines. And so those recommendations are vital, I think, for the future of this district. They all definitely want to continue their work and we want to be a team continuing to work together. We have dedicated obviously a large amount of time together. I would also be concerned actually what this potential departure of these members would do to the morale of our

094team. And so because of this, I just really wanted to appeal to you all that we could keep those three team members as members as we continue our work. I mean, we're volunteering. It's not like you're having to pay us or anything. We're all volunteers obviously working for the best of the district. So we would hope that you would consider that. They're incredibly committed volunteers and we are, I think, doing really good work together. So we would hope that you would let us finish our work as a team. And that's my request. So thank you for your consideration. Thank you very much. That is an agenda item coming up later on tonight's meeting. Next is John Cameron, he will be followed by Laura Jordan. Just one second here. I'm not seeing a John Cameron unless

095he names something else. If you're on here, John Cameron, you want to raise your hand. I will move on to Laura Jordan, just a moment. Laura, no last name. So I'm not certain if this is the right person, but we'll we'll give it a shot here. All right. One sec. There's Laura. Okay, here's Laura Jordan. Okay, am I on? Yes. Thank you for this chance to address the board. My name is Laura and I'm a mom in this district. I have biological as well as bonus kids here, ranging from second grade to senior. I also work for a public school in a different district, so I see and hear a lot from multiple angles, including knowing that you can claim that you haven't terminated any employees if you compel them to resign in exchange for

096their full leave being paid, even if they didn't want to leave. I have several things I'd like to comment on, but I'll start with addressing the lack of in-person meetings for us, the public. This is clearly an attempt to avoid discomfort on your part. I'm sure you go out to eat and restaurants full of laughing, talking, unmasked people, and you know you're perfectly safe, just as the hundreds of kids unmasked at lunch every day are safe. And just as you are in a public meeting with us, let's just put that out there first and foremost, every one of us parents knows it's not because you're scared of COVID. It seems that you would be scared of facing us and our concerns, even though we bring them to you in a nonviolent and peaceful manner with

097or without a mask. Secondly, I'd like to address the mask mandates and the zombie arms. For those of you who don't know what that is, that's what they're calling the outstretched arms of the children to keep them three feet apart from each other, even when they're outside walking to lunch and recess. The children in your district are being taught and retrained to be fearful and distrusting of each other and themselves. There have been many studies disproving the medical significance for mask wearing to lower the case count or hospitalization. And we all know that severe illness is almost non-existent in children under 18 without underlying conditions and transmission from child to adult is rare as well because children don't carry a high viral load. Now to address the lack of staff due to these unconstitutional vaccine

098mandates, my children are missing school due to this and you have lost more good employees that will not be easy to replace because you're standing on a mandate that not only is not in line with our Constitution, but it makes no sense on its face. Regardless if you have been vaccinated or not, you can still get and transmit COVID, even if every single human is vaccinated, that would mean that there still would be COVID. So I'm not sure how firing all the unvaccinated people keep anybody safe and I definitely don't see how that benefits the children who aren't getting to school. It's affecting the lower income families the worst. It's not affecting the upper middle class moms who can afford to drive their kiddos to and from school. It's affecting those of us who have

099to work during the day and rely on that transportation. So we went from no children being harmed due to COVID in our district to many children being harmed due to these ridiculous mandates. This is so counterproductive. It's hard for me to even understand how this makes sense to you. As of yesterday, I withdrew one of my middle school kiddos after she was forced to sit in a room alone for over an hour due to her needing to lower her mask to breathe while she was having anxiety. And she refused to remuzzle herself because she is more cognizant of her physical needs than the admin with no knowledge or interest in understanding her needs. She will now be attending a private school where the health of the child truly is the first priority, not teaching racism

100under the guise of equity. I urge all parents to strongly consider doing the same if our concerns will not be taken seriously or reach out to inform parents of South Kitsap School District. Maybe we can get a home school co-op organized. Thank you for your time. I truly hope you hear us today. Thank you. Next will be Mark Wilson, who will be followed by Jessica Rice. I do not see Mark Wilson on the meeting. Jessica Rice and she'll be followed by Joni Wilson. Okay, here is Jessica Rice. Oh, unmute. Okay. Hello? Yes, we can hear you. Oh, hi. So I'm a homeowner and taxpayer and my child attends a South Kitsap school, middle school. I do not understand why this board is meeting on Zoom. It was stated that it was for safety from folks

101who were attending the meetings without a mask. But let me ask you all, do you go out to eat? No one wears masks in restaurants. So if you're comfortable with going out to a restaurant with your family and sitting at a table in a room filled with strangers who are also not wearing masks, why is that any different in a board meeting? I also heard it's because some members are not vaccinated. So I propose that we have a hybrid method. So the people that are comfortable with going to in-person can go and those that are not can attend via Zoom. Us parents are aware and engaged more than ever and would love to be heard and seen. And in a Zoom setting, that is not possible. You're not seeing our faces. You're not feeling our

102presence. It's the same difference as kids learning online versus in-person. And we know that the benefit is always more in-person. Also, Mr. Winter, last meeting you stated you had not even thought about the subject of kids being required to receive the COVID vaccine in order to attend school. Can you please be honest with parents and update us on any information you know about our kids potentially needing a COVID vaccine to attend school? I know a lot of parents that are very concerned about this, including myself. You also avoided the question of how many school employees are receiving pink slips. Please be honest with your community and face these uncomfortable situations with honesty and community engagement. We have a right to know what is coming up to prepare our lives and our families for these big

103changes. We have gone through a lot in the last year and we need to know as soon as you know. I also want to inform the board of an incident that my daughter experienced that I also cc'd Mr. Winter about. She attends Marcus. I also cc'd the principal and I got no response from the principal and no response from the superintendent. I did get a response back from the teacher. A teacher took a meter stick asking if the kids knew what 36 inches was and he proceeded to measure between them to ensure that they were three feet apart. And also stated that he was going to get pool noodles to ensure the same thing. When I asked him on email about this, he said he was just joking and trying to make fun. You have

10420 seconds left. Thank you. But the kids, when I directly asked my daughter, she said he was not joking. You are affecting the children by doing these things and it doesn't work. We need to change it. Thank you. Thank you. Next will be Joni Wilson who will be followed by Tanya Absher. Joni Wilson. Okay, here's Joni Wilson. So this is for Joni. Can you hear me? That's my wife. Did I speak in her absence? I'm Mark Wilson and you had me, Mr. Bird. But then I was told for whatever reason I couldn't speak. So I would appreciate the opportunity to if that works. Yeah, go ahead. Okay, great. Thank you. So I'd just like to speak on three items. Well, actually four. Number one, I do appreciate the information I would share today from Lisa

105and Tony, I think his name was, with regards to the striving for excellence in academics, specifically in math. I see that as, as she mentioned, a core fundamental instruction for the school district. And, and I would, I would like to think that any extra funds that are remaining for the school district are going to be no longer siphoned off for other purposes like the pool and other things. It could be focused on towards things like the math that Lisa was championing. And I think that's an awesome thing. So that would be number one. Number two, the training that teachers, the teachers that I had spoken to that have been forced to receive the educational justice and racial equity professional development training have, the ones I've spoken to just barely was able to get through it.

106It was, it was very, not only is it racist, but it just, it could barely stomach it. And so that's something to consider when you're talking to other teachers out there that many of them probably are just going to get through it and not say much about it because they know that it's, it's something that they're forced to do. But I just wanted to make a comment about that. The teachers I spoke to just found it outrageous. And so I just wanted to make a comment about that. Number three, I think it's unfortunate that the union doesn't stand up for their teachers. It's unfortunate that the union doesn't stand up like Southwest Airline Union stands up for their employees. They are going to pass for them. And I think that's amazing. That's exactly what they're

107supposed to do. They represent those folks, and they are going to pass for them. It's just strange how those who are walking lock, step, and barrel with union, they, it's not something we don't consider those who have different opinions and feel differently about things. Those folks, unfortunately, those teachers, unfortunately, are not represented well by the teachers union, and it's a shame. Finally, 20 seconds. Thank you, are aware of what's happening in Lowndes County, Virginia, with the alleged sexual sexual, actual sexual assault, the rate that has occurred and allegedly occurred there. I hope you're taking measures at this school to prevent that from occurring that we have similar situations that can allow that to occur and I hope we're taking state part. Thank you very much information about OE 10. Thank you. Next will be Tanya

108abjure will be followed by Lucinda. I'm not seeing Tanya abjure on the zoom let me check one more time. I do say listen to send it though so here you go. Okay, listen to start. Hi. Thank you for the opportunity to speak, and I was present two weeks ago at the board meeting and watched and listened, and I wanted to at least talk about wit and wisdom. That was presented by Elizabeth Gaskell from Manchester Elementary, and I became aware of that program two years ago at a board meeting and heard some some of the same reporting which was that IEP students, seven and eight year olds, using were writing at the same level as other kids that aren't on IEPs. And I heard that same thing from Elizabeth this two weeks ago, and that is

109really so exciting to think about that. That that kind of movement can happen and, you know, that convinces me that I hear it two years ago and it's still occurring. Also, at that time, I remember The teachers made the presentation in person, and they were asked by Mr. daily if they had all the things that they needed. And at that time, they were doing a lot of buying their own books, and I hope somebody checks in to make sure that that's not happening And I just so appreciated it. Also, Elizabeth showed some slides of kids working in collaboration with one another. They had big poster papers and pens that they were, they were all over this very, you know, working together. And I thought that this was really in sharp contrast to what I saw

110happen in the meeting between the board members later on in the meeting because I didn't see any collaboration. In fact, what I heard coming over one of the mics was this is bullshit. This is bullshit. Sorry, I might, I might get muted. This is BS, and also the F bomb got dropped out of one person's mic. I also saw all kinds of nonverbal behavior that was so distracting for me. There was also, I thought, efforts to demean Mr. Winter by questioning, and I was offended by that. I was also, I just had the idea that people really didn't appreciate each other's work. It was really about Ego, and I didn't see a lot of humility. And that's something that even though tonight, everything's 20 seconds left. Yeah, everything's running smooth tonight and that I really

111don't want to see that anymore. And I'm not sanctimonious. I've been asked to sit down myself. So anyway, thanks for letting me share. Thank you. That concludes our public comment. For the, for the evening, and I believe that the superintendent, you have one item to follow up on. Which items that the the individual that said they sent an email and didn't get a response. Yes, that's right. I will follow up on that. Okay. Thank you. We've been going our 45 minutes. Is there any objection taking a five minute recess. Hearing no objection, we'll take a five minute recess. Return at 649. Thank you. We're back from recess. Next item on the agenda is Board development 7.01 board linkages. So we don't have any activities to report. I attended a meeting last week of organization of

112Reverend Kitsap Strong, providing support and coordination for wellness for the children. It was an interesting meeting of civic leaders, mostly elected officials as Senator, State Senator Emily Randall was there, Congressman Val Kilmer, Mayor Bremerton, a number of other school board directors, and other leaders in the community. It was very informative. Any other linkage reports? Yeah, I am manned a booth down at the farmers market on a Saturday for the League of Women Voters registering people to vote in the upcoming election. It was interesting speaking to different people and how they could register and a lot of people didn't realize that if they've moved, they need to let the voters, let the state know that they moved someplace else so that they could get their ballot. It was good just to talk to people in the

113community. I was really happy to see so many people showed up at the farmers market this late in the year. Anything from Director Deal? Just taking phone calls. It's a privilege when people call me and ask me questions and we have dialogue and make those connections. So I appreciate, I appreciate that very much and reached out to a few people offering that. So thank you. Okay, Director Dealy, do you have anything? No. Thank you. 7.02 legislative update, Director Deal. Thank you. I would like to ask if you received my email stating legislative reports because that's great. That's what I will be doing and I'm copying and pasting single emails so that we're not having a board meeting. If you have any questions, comments or concerns, let me know. So and then I forwarded to Director

114Dealy and Director Berg just to make sure you got the WASDA regional meeting invitation. So I registered for that. And so if you don't have any questions, but I will. So I sent out the handbook. Do we want to discuss any priorities? I know I sent the legislative report later in the afternoon, but we have an opportunity at our next board meeting to talk about the legislative priorities if we choose to do so. I will have that submitted for South Kids Up School District by the 5th of November. So as WASDA lobbies for education and students with the priorities across the state, they have direction for that. So if there's any questions or comments about that, and if you wanted to discuss priorities, I sent out a copy of what last year's were. So you

115were prepared with that. Yeah. When talking about emailing, my understanding of the law is that you can send an informational email to all board members as long as you don't get a reply to all. Right. If you get a reply to all, then we're triggering a violation of the OPMA. Right. But if it's informational only, then we can email all the board members. Thank you. Then I had a question, Rebecca, a director deal. Would you like us to put that on the agenda for next meeting? Since I'm on agenda planning, if you think that it should be, would you let me know that you'd like it on the agenda if it looks like it needs to be there? Well, we need to talk about, Director Berg wanted it on this one so that we can

116talk about it. I wanted to do it at the next board meeting because just in case there was something that was voted down, if we wanted number seventy five and it wasn't in existence, then, you know, wasted energy. So that's what my why my party was for next next Wednesday. I think we can we can we can put it on for next week and next meeting. OK, thank you. Great. This is just kind of a reminder to read through that big thick book. That's many, many pages. I was going to print it out until I saw how big it was. Yeah, thank you. There's there's a lot of material there. Next item, student representative reports. Yeah, I'll go first and then you can go, Kai. So we're just really excited to be here. I think

117I spoke with Superintendent Winter a couple of I think maybe it's been two weeks now, but we're really excited to work on a student council. That was one of the big things that we were even looking at before the student representative existed. So that's kind of what I've been working on in brainstorming and looking to progress that over the district and also just at school. I am a big advocate for political engagement. So I've also been encouraging people to vote, get pre-registered if possible. And specifically, I mean, that's relevant to you guys because of the upcoming board elections. So I've been definitely a big advocate of that and trying to get 18 year olds at South to vote and also people to encourage their parents to vote and look into our board candidates. Remind them

118that they can register if they're 17 as long as they're going to be 18 before election day. Yes, yes. I'm also a registered voter. I'm only 17. I will not be 18 until August, but I'm trying to get as many people as registered as possible. Yeah, actually, you only have to be 16. I registered to vote this week, pre-registered to vote. I know that I just finished up some testing with PSAT and SBAC stuff. So I'm excited to get that over with. And the next week is conference week. So we have a lot of mixed up crazy schedules coming for us and a lot of teachers have been out and that's kind of unavoidable because it's fall and people are out in fall. I'm just excited to be here and I'm excited to just keep,

119I don't know, keep finding stuff to talk to you guys about. Thank you. Next item is 8.01, Superintendent Consent Agenda. The question is on the adoption of the Consent Agenda as presented. Any discussion? I will non-concur with the Consent Agenda. Okay. Do you want that noted in the minutes? I do. Okay. Are you ready for the question? All in favor of the adoption of the Consent Agenda as presented, raise your hand and say aye. Aye. Aye. Those opposed, raise your hand and say no. No. Thank you. And the minutes will show that Director Daly voted in the negative. 9.01 Board Consent Agenda. The question is on the approval of the Board Consent Agenda as presented. So any discussion? I have a comment regarding 9.04. Okay. At our training, we discussed that that committee needs to

120go under the superintendent. So when are we going to take action to move that committee under the superintendent so it is no longer a board committee? Okay. Director Deal and I, you know, discussed this and we concluded that since it is required by statute and reports to the board, it would qualify as a board committee. So, but that's up to the board to decide. Then you're going to have to rewrite our policy on board committees because it can't go longer than a year. And it's been what, 20 years? That's right. The current policy says, well, the proposed policy that we worked on at our workshop meeting specified that all committees are ad hoc. And Director Deal and I are proposing that that be changed so that special committees are temporary. But the two standing committees,

121the Physical Facilities Committee and the Instructional Materials Committee will be continuing committees. So that's what we're going to be proposing. So why would we bring in a consultant, pay $50,000 of taxpayer money and not take their recommendation? I don't see that at all. Because we're Washington and we have state law and they aren't here and just because we pay the consultant doesn't mean a 100%, right? And we do have input and we do make the final decision, but we have direction and professional development. We make the final decision, but we don't have anything to do with that committee. We don't need to be, we've said a number of times and you have said the same, that this is a committee that we need to have the experts on. So if this is an experts committee

122and they reside in the district, then the district runs the committee. The district presents it to the board just like they have. The board can okay it, but this committee should not be reporting directly to the board because we technically have no experts on the board who could differentiate anything. This discussion is not germane to the issue of approving the minutes of the meeting. All I did was I asked when we're going to put it on the agenda. We will cover that when we adopt the new governance policies. We'll be able to discuss it then. Any other discussion on the board consent agenda? The minutes of the facility, the instructional materials committee is a first reading, so that will not be adopted at this time. All in favor of approving the board consent agenda with

123the exception of 9.04, raise your hand and say aye. Aye. Those opposed raise your hand and say no. The ayes have it, the motion is adopted. Next item 10.01, disposition of the investigation report. The proposed motion reads as follows. In as much as the August 3rd, 2021 report regarding Director Daley prepared in response to the board action of April 21, 2021 has been reviewed by the board members and has now been made available to the public, the board deems that no further board action need be taken on the matter. Questions on the adoption of that motion? Is there any discussion? Mr. Berg, since this is under litigation and current litigation, it is out of order to even have this on there. So I will counsel you that if you proceed, you will have issues. This

124is a under litigation. You shouldn't even be discussing it in the first place. It's not my understanding, well maybe we aren't discussing it, but it's my understanding from legal that we can decide that we are not moving forward with the board can decide the motion that you presented. Yeah, I concur with Director Deal that this is in conformity with our legal counsel. Okay, then let me clarify this part for you then. Okay, the issue that you're talking about is because the board feels that I don't play well with others. The reason is because I abhor unethical behavior. However, I can't say exactly the details that I'd like to say, but my issues with the board seem to be procedures. The issues that the board, meaning all four of you are getting ready to face very

125soon, are going to be much different. And that's all I can say. Is there any further discussion on the motion? The question is on adoption of the motion that reads it as much as the August 3 2021 report regarding Director Daily prepared in response to the board action of April 21 2021 has been reviewed by the board members, and has now been made available to the public. The board deems that no further board action need be taken on the matter. All in favor of that motion, raise your hand and say aye. Those opposed, raise your hand and say no. The ayes have it, the motion is adopted. The board put me down as abstaining. Because as I said earlier, I'd like to remind the board that the issues facing other board members are inactive litigation.

126And this is not the proper forum to discuss these things. The minutes will show that Director Daily abstained from the vote. Item 10.02. Facility committee members. As was stated earlier by Mr. Fenton, we have a facilities committee with staggering terms. And three of the members terms expire January 1. The procedure calls for the appointments to be made in December. And that was intentional because we'll have a new board in December. So the board also has only nine members and can have up to 21. So the purpose of this motion is to allow additional members to be appointed to the committee by the board in December. And also to allow the existing members whose terms are expiring to be reappointed for another three-year term. So the motion reads, with the terms of three members of the

127facilities long-range planning advisory committee expiring January 1, applications for those positions and additional positions on the committee will be accepted until November 30, 2021. And those currently serving on the committee will automatically be considered to be applicants for reappointment unless they state otherwise. The question is on the adoption of that motion. Is there any discussion? I will state again, we have been told that this committee needs to go under the superintendent. There is no reason for the board to have a committee for perpetuity. So we're not even adhering to what we said in the rules of the setup of the committee. So if you want to reappoint those for a year, that's fine. But giving everybody that was on the committee a year for three years, that's not even in our own bylaws for that.

128The resolution that established the committee provided that they have staggered three-year terms. But in order to have staggered three-year terms when you start, you have to start out with some people having one-year terms, some have two and some have three. I understand that. So three of the members were given one-year terms. The resolution also provides that they can be reappointed for successive terms. The committee should be moved to the superintendent and he should be making the decision as to who remains on the committee. We have not revised the policy regarding the committee yet. Therefore, it would still be appropriate to proceed with the committee as it is presently constituted. Then let's put this on hold until we decide the future of the committee. This was just to announce we have this upcoming, correct? Yeah, the

129terms are to start January 1st. The decision for the appointment is to be made in December. Therefore, if the new board wants to make these appointments, we need to open the applications now. Would this be the time to call the questions? We can open the applications, but we don't need to automatically consider applicants for appointments. Would this be the time to call the questions since we do have a motion on the floor? It would be appropriate to move to close debate, yes. Can I make one comment before you do that? And as a member of the committee, I just want to be really careful. I think we're making really great progress with that committee and they're about ready to bring forward a recommendation. And I just would hate to disrupt the work that's been done

130because like Mr. Fenton shared in public comment, there's been a huge commitment by this group and not just the three people, but everybody. I just don't want to disrupt the mojo that we have going right now with that. Thank you. Yeah. So, Director Sebring? I move to close debate. It has been moved to close debate. This is undebatable and requires a two-thirds vote. All in favor of closing debate on the current motion, raise your hand and say aye. Aye. Those opposed, raise your hand and say no. No. The ayes have it. Actually, there's two-thirds in the affirmative. Therefore, debate is closed. We will now vote on the motion. Does anyone need the motion reread? Okay. Those in favor of the motion as presented, raise your hand and say aye. Aye. Aye. Those opposed, raise your

131hand and say no. No. It's in violation of our policy. The ayes have it and the motion is adopted. I may note that in voting, it is inappropriate to add comments. Next item. Can I ask for clarification? Yes. So based on the motion, what we have said is those three are now applicants are no longer part of the committee. Is that correct? It means that they will not need to reapply. But it doesn't mean that they stay on the committee. Pardon? It doesn't mean that they stay on the committee. No, no, because that's the decision for the board in December. It's like a re-renewal. The appointments are made in December, so we can't make those appointments today. It would be nice if we could just say, yeah, we'll give them, we'll redo them for a

132three-year term. But it's not our decision. That needs to be made in December. Does that clarify the question? Yes. Okay. Next item, 10.03, annual work plan calendar. Questions on the adoption of the work plan calendar as presented. Any discussion? I have a question, please. Yes. Does anyone remember how we propose to change something on the calendar? I'm for the calendar. And I try, you know, we're working through our process and we've and superintendent. And his educational expertise has, along with Aspen, has put these on here. Does anyone remember how we propose to, you know, add or subtract or bring something up for. Rearrangement. Does anyone remember that? My understanding is that if we adopt the calendar, we can amend it at any time. If we feel the need to make changes during the year, it's

133not, it's not in concrete. Do you put it on the agenda? Can we talk about, oh, we three, you know, something like that? Is that what we do? Right. And we don't, I don't think it would be necessary to amend the calendar to put in an extra report. If we want an extra report on math in April, we don't have to amend the calendar. Thank you. We could if we wanted to. If we wanted to make sure that, yeah, this this item, we want reported twice a year or three times a year. We may want to amend the calendar so that next year, you know, we'll be looking at the at the calendar. Any further discussion on the on the calendar? Everything that we want to do should be on the calendar. So if we

134want quarterly reports, they ought to be there. OK, if we want semiannual reports, they ought to be there. If we are going to celebrate Hispanic month, it ought to be there. All of those things should be on the calendar. OK, I mentioned this before. And so if you're just going to mention certain things, no one is going to go to the trouble to say, oh, we need to add this. And we're going to go through a motion to amend the calendar to add this. Let's do it right first time. This is the yes, this is your opportunity to amend the calendar before we adopt it. Do you have any amendments, Director Daley? I have sent those in. OK, so. Sent them to whom? Sent that to you in the last board meeting when I sat

135there and told you what I needed added on there. All those things put in there quarterly. So if you didn't put them in, then let's move on. I'll nonconcur and let's go on. Well, you could you could you could make it. You could propose an amendment to the calendar at this time. This is the time to do it. Mr. Berg, I've already put in all my input. I don't see it in the calendar. So let's move on because I'm not going to sit here and go back through it if you didn't put it in the last time. I asked for reports to be quarterly. I asked for others to be semi-annually and I asked for other celebrations to be incorporated in the calendar. And that decision needs to be made by the board. Therefore, propose

136it and the board can decide. I've already put those in and they're not even there for discussion on a draft. So this is your opportunity to propose amendments. And I've already proposed those, Director Berg. Not in a meeting. You don't have them. If you don't have them, then I'm not sure what to do for you. They were they were not presented as amendments in a meeting when we were considering the calendar. That would be your interpretation, Mr. Berg. Is there any further discussion on the adoption of the calendar as presented? All those in favor of adopting the calendar as presented, raise your hand and say aye. Aye. Aye. Those opposed say no. No. The ayes have it. The calendar is adopted. Next item 10.04 revision to OE 10 learning environment student discipline. The question is

137on the approval of the revision to OE 10. And this adds this adds to two items to the to the policy. Is there any discussion? I would like to discuss. I I am but I am going to vote for this and I would like to ask my colleagues to vote for this because the board expresses its values and policy. And this addition to the policy of learning environment and student discipline and in light of what we had just the first reading of our improved updated policies. All students mean all and with all having equitable opportunity to succeed all means all for all of our kids. And I in the I just want to provide I'm voting for this for the clarity of it. The superintendent will and the superintendent may not permit any activities or

138teams that create a learning environment in which individuals are judged by their race, ethnicity, religion, sex, gender or life circumstances rather than by the content of their character. And we have a lot of things going on and I just want to provide that clarity. So I would like to ask the board to vote for this clarifying value in our policy. Thank you. I can I concur with director deal. I've got several questions on this. How did this come up last time when we were in the library and I said why don't we wait until we get through this. When we were in the library and I said why don't we wait until we get through all of this and all of our training. Everybody said it's fine. Let's approve it. So you approved it. Why

139does it need to be revised all of a sudden. I don't think this is an all of a sudden. When things arise there's a proposal we can the board can bring anything to the board members can bring anything to the board and we discuss it. And I shared why and so that's what I would say to that we can we can amend our policies at any time and there's been plenty of notice and that would be when we adopted our policies that doesn't mean they're perfect. And we just sit back and we you know this is a this is a continual process we're continually learning and this work is very challenging and difficult and the constant engagement is important. So I guess that would be my answer. So I have another question here. We had

140a big meeting at the high school. Regardless what was said there were about 100 people there and we discussed number nine and number five. And it was in the form of a resolution. This looks to me like this is related to CRT. So I am concerned that not everybody has a chance to comment on this since we're going to make this a board action versus a resolution. We had 100 people in that room. And now all of a sudden, in a zoom meeting, we're proposing changes. So this looks to me like addition of no CRT. Is that the intent of this to make sure that CRT is not in our district. And this is to clarify this policy. The board expresses its values in policy, not necessarily by resolution. The appropriate the appropriate way as

141director deals said is to address our values in policy. We don't we don't rule by resolution. Resolution is for formal matters. Thank you. I would suggest that these issues are already addressed in OE 10. Number one, it states that support and encouragement for student success, including physical, mental and emotional health of all students. And number six says they will not tolerate any behaviors, actions or attitudes by adults who have contact with students that hinder the academic performance or the well-being of students. Those two address exactly what you are adding in here, but they don't have that hidden little sounding agenda and the things that are sounding like they're talking about CRT. And then also in OE 10, number one, it says that the learning environment will maintain a climate that is characterized by support and

142encouragement for student success, including physical, mental and emotional health of all students. So all of those already address what I believe is being added in number five and number nine. So I do not think they're necessary. I would say that it's you are correct. I read those. This is to clarify. Yeah, many of the yeah, you know, many, many of the issues are interrelated and these two are simply with a little more specificity. I think they're clarifying with a definition that might not be from everyone in our school district. I think it limits it rather. I think it's very well put and that's just my opinion in number one and number six and number the proposed five and nine are not necessary. In fact, I think they rather than clarify, they kind of cloud the

143issue. And so I plan on voting against this. That's all I have to say to that. I have one last comment here. Oh, I'm sorry. Go ahead. Go ahead. No, you're good. I was just wanted to give my opinion as a student. I think that, like you said, Director Sebring, number one and number six are really valuable and they have the intention of creating a positive environment for all students. But I think that number five and number nine are important to be included to clarify that we aren't just saying we're going to include all students, but that we are going the extra mile to make sure that we're recognizing the students that are typically excluded. And as a student, I see firsthand that there are situations where the students in marginalized communities are excluded and

144challenges that I don't as a white student or a straight student or a middle class student. So I think that these these clarifications are really important and would also be really beneficial for our marginalized communities and our students that are typically excluded to see that the board is taking action to make sure that they feel represented. So I urge the board to vote yes for this. Mr. Wilson, I concur with Jesse. Okay, I have one last comment. So, if we think down the road here, how is the superintendent going to enforce this when we get to the part where we need to talk about this a little more depth. What are you going to use for evidence to show that this is occurring or is not occurring? What do you think the superintendent's options are?

145Are we talking about photographs of teachers rooms, recording of teacher lectures? How is this going to work? In other words, whenever you put something in like this, how are you going to do this? If you're going to make the superintendent responsible, and you have to ensure that he has the tools for success. So how are you envisioning that he is going to be able to provide evidence of this? Well, as with all of our operational expectations, the superintendent develops his interpretation and his proposed indicators of compliance, which he then presents to the board. Superintendent Winter, would you like to address that? Yeah, it's a good question. And I would have to think about how we would show that I think there's some sometimes there is the evidence is in that we haven't done something but

146in order to to show if in order to show this, we would have to find ways to show that we haven't. Otherwise, we're showing that we have violated the expectation so I don't know exactly how we would go about doing that but but if it's voted in, we will figure out how to do it. Is there any further discussion? If the question is on the adoption of the revision to OE 10. All in favor, raise your hand and say aye. Aye. Those opposed, raise your hand and say no. No. The ayes have it, the motion is adopted. OE 10 is revised. Next item is 10.04 school board officer elections. People have a script for that we have a vacancy in the office of board president, do we have nominations for the office of president. I

147would like to nominate john Berg for president. John Berg has been nominated for president, are there any other nominations. Policy requires that this be done with a roll call vote. Superintendent as the secretary of the board, will you conduct a roll call vote. I think we have discussion here, don't we. Yes, we can have discussion. Okay. Proceed. So, Mr. Berg, let's talk about your qualifications for the job. Okay. First, at a prior meeting, you called the police on a parent with a one and a half year old in his arms and a seven year old who attends one of our schools. No attempt to work with him, you just called the police and shut down the meeting. Doesn't sound like leadership to me. Number two, you've been running a toxic website with me at the

148centerpiece for over seven months as the vice board director which violates numerous ethical board policies and laws. Okay, since it portrays you as the savior and me as the bad guy, it's obvious your intent was to undermine me as a director and still is, and a person therefore present yourself as the only possible candidate to fill the board chair position. You also have an 80 page manifesto in which you talked about how good you are and how bad I am that you sent to everybody in the community. Okay, so somehow I think undermining a board member for seven months doesn't sound like a leader to me. Okay, you've helped board into a lawsuit yourself and others into personal lawsuits that they're going to have to deal with. Okay, you've decided to meet by zoom, despite

149the fact that the district kids are in school businesses are fully open. Students are traveling and all other districts are made to come to work. Your arrogance, cowardice, desire for political gain, vindictiveness, regardless of what you think or not their characteristics of any leadership model that I'm familiar with. Your lack of ethical morals and integrity basically disgust me. You're sitting there interpreting Robert's rules of order as Robert rules of order for John Berg. None of those are your interpretations. They can be interpreted and they are written otherwise, so you're not qualified for the job. Can I, can I. Is there. Director daily are you done. I'm done. Okay, director deal. Well, in Robert's rules of order, how are personally directed comments handled because that sounded very personally directed. Qualifications for a job. So that okay,

150I'm asking a question because if we don't deal with it now, we can't deal with it later. That's why I'm asking the question. Normally, a comment normally comments such as director dailies would be out of order, but since the topic is the election and the qualifications of the candidates will provide some leeway. There are no order, Mr. Berg, I'm sorry, but you need to start thinking about the law instead of Robert's rules of order. Thank you. Is there any discussion. Is there any further discussion on the election of a board president hearing no discussion further discussion. Superintendent will you proceed with the roll call vote daily. No, director deal. Hi, director Seabrook. Hi, director bird. Hi, the eyes have it and john burgers elected the board president to serve the unexpired term until December 1.

151We now have a vacancy in the office of vice president. Are there any nominations for vice president. I would like to nominate Rebecca deal. Rebecca deal has been nominated for board vice president. Are there any further nominations. Is there any discussion. Bring up the past but this is not a good idea. It violates several of our policies. Is there any further discussion. Superintendent would you conduct a roll call vote daily. No, director deal. Hi, director Seabrook. Hi, director bird. Hi. Thank you. Majority in the affirmative. Director deal is elected vice president to serve until the board reorganization. December 1. Till the end of my term. Right. Yeah. Is there any further business before we go into board debrief. Director bird you had 10.06 planning for coherent governance training. Oh, I'm sorry. Yes, 10.06. We were

152at our workshop. We were planning on having another four hour workshop in January. And the aspirin group got back with three prospective dates. Saturday January 8th, the 15th and the 22nd. I did reach out to the four candidates for school board. To ask if they had any preference or any problems with any of those dates. Since half of them will need to be at that meeting in January. My recommendation therefore is that we have that on January 15th. So that's director Daly's question because director Seabrook and I will not be there to my knowledge. So is that date acceptable to director Daly? Sure. Okay. So there's no objection to having the workshop on Saturday, January 15th. Is it our understanding superintendent Winter and directors that it's a two day event. So probably the 14th would

153be for admin team. And then the 15th for the board. Is that right? That's what I've heard referenced. That Linda and Ginger would like to meet with the district team to talk about the governance structure. And then utilize the time on Saturday with the board. Thank you. So that will work on Friday the 14th? We can make that work. Okay. Thank you. Is there any objection? Oh, go ahead. Oh, do you want to deal with that? Because I want to make a comment about GCs. Oh, okay. Well, yeah. Okay. Is there any objection to having the workshop on Saturday, January 15th? Hearing no objection, we'll have the workshop on January 15th. Yes. Director Deal. Are the students, the students will be invited to that, correct? On the 15th of January. So were you listening in?

154Kai and Jessie. Good. Okay. Great. I was about to ask that if we were expected to attend because I can definitely attend on that date. So. Awesome. I would recommend that the student representatives attend those workshops. Yeah. We can get more acquainted with the new board when they are. Right. And I believe the last workshop is available on video. If you're. Yeah. If you're. If you're. If you're. Yeah. If you're masochistic enough to sit through it. So the December 6th video is national and it's an overview of coherent governance. So. Okay. That's a different issue. That's. Oh. The December 6th is a workshop that Aspen is putting on for all new board members. Okay. Right. Okay. Superintendent, would you inform the four prospective candidates of that opportunity? Yes. And who will communicate with Aspen group

155that the 15th has been a day? I will communicate with Aspen. I get to Rebecca. We're still dealing with them. So Rebecca and I will communicate with Aspen. Right. So what is the timeline proposed director Berg for. Bringing the GCs, how we had to put in Washington state law regarding our meetings. How did you want to. How did you want to do that? I know. Okay. We worked. We worked on them. Was it yesterday? Sometime. It's all a blur. So yeah. Okay. So the director deal and I worked on them. And I sent them to. To ginger of the Aspen group. We'll be discussing those next week by telephone conference call with ginger. They will then be presented for a first reading. At the first meeting in November. And then hopefully we can adopt them.

156The second. Meeting in November. Okay. Thank you. Any questions on that? Okay. Any further business before we go to board debris. Okay. That includes a business portion of the meeting. Director Sebring. You'll be attending the next. Agenda planning meeting. Correct. That's what I understand. And that's on a Friday morning. At 10 o'clock. Correct. Yeah. It'll be like the 29th or something. I think we met at eight 30 this last time. So it's either be eight 30 or nine. Yeah, that's, that's not conflicting with Thanksgiving. Is it? No, that's no, that's before. Before Halloween. Oh, That's right. You're a month. You're a month ahead there. Okay. Okay. So, Director deal. You have the board debrief. Again. Okay. Well, I just want to say that I, um, okay. So seven 40. Oh, I meant to give a

157warning at seven 30. How are our students doing? I want to be. Um, aware of your time. And I think this board meeting went better. I appreciated the public comment and, um, how that went. And the warning I thought was, was respectful. And that went a lot better. Um, I, I appreciate the bravery it takes for the debrief. And to talk about how we did at a board meeting. And so I, I just want to say it's a pleasure to serve with each of you. Okay. Any further comments on how we did. I think we continued to honor that. We want the majority of the board to be on student achievement. And I appreciate the people that did their presentations tonight. And I appreciate the fact that we were able to keep to a reasonable

158timeframe. That the presentation was, was. You know, within, within the. The time limits. And the only thing that really went over was the. Public comment. And that of course. Is. That's that's the accordion part because we have no control over how many people sign up for public comment. So I think the timing went very well. Mr. Wilson. I just want to thank everyone for being here today. And I want to thank all the people that came out today. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. I just want to thank everyone for being here today. And I want to thank all the people that presented today. And I think we had a great board meeting guys. Thank you. Any further comments on the

159board? Hey, there'd be nothing further to come before the board. This meeting is adjourned at 7 42. Thank you.