SKSD June 2, 2021 Board Meeting

001Two nice days. Stayed here. Good evening. Welcome to the June 2, 2021 school board meeting of the South Kitsap School District. This is an in-person meeting in compliance with the safety requirements contained in the State of Washington's miscellaneous venues COVID-19 guidance. The meeting is also open to the public through an online Zoom webinar. Attendees will have the opportunity to address the board, whether attending in person or via Zoom. The public comment process is posted on the district website and in board docs. For those attending the meeting remotely, pre-registration for public comment is required by 12 noon the day of the meeting. Those wishing to make public comment in writing may do so by emailing comments to publiccomment at skschools.org. All comments will be shared with the board and will not be read aloud during the

002meeting. Thank you for your patience and understanding as we navigate through this unprecedented time. Please join me in the Pledge of Allegiance. Item 1.02. Establish Agenda. Yes, I have some things to take off the agenda tonight due to scheduling conflicts, so I'm asking to remove 2.01 special services report. I will comment on that. Our special teams are available to share the bulk of this presentation. Also, 6.02 and 6.03. Again, scheduling conflict. Conflict has kept our principal from being here to talk about school improvement plans. Okay, there's no objection. Any other additions or comments? I just have some comments when we get to the consent items. Okay, if there's no objection, the motion to approve the agenda as amended will be adopted. Hearing none, agenda stands approved. Item 1.03, staff and student recognition. Superintendent Winter. Again,

003we have an opportunity as the year closes out to recognize staff instead of students, so I'll turn it over to Amy Miller for that presentation. Thank you, Superintendent Winter, and this week we just have one retiree to recognize. This is Lori Lacey, and she's retiring from the Office of Special Services. You've served more than 36 years as a speech and language pathologist and 28 of those years here in South Pittsburgh. So thank you, Lori, for all your years of service. Next, for the students. My name is Lana Duque, and after graduation, I want to pursue a career in the government and public administration in hopes of becoming a nonprofit leader and working in the legislative branch. In order to reach that goal, I'll follow three steps in my resourceful High School and Beyond plan. Step

004one, follow through on my results from the Choosing a College lesson by attending the University of California Berkeley beginning in fall 2021. Step two, utilizing the Defining Success lesson to ensure I am on track to achieving my overall objective, strengthening my success traits such as empathy, determination, and resilience, and choosing a change maker like making policies that help people I don't know. And finally, step three, planning specifically for my desired career by preparing for job interviews and developing a career backup plan as life constantly changes. With my High School and Beyond plan, I hope to attain my desired goals, growing as an individual, and to better serve my community and the world. I'm Jeanne and in the future, I want to be a lawyer. Lana Duque, she's a senior at South Kitsap High School. Okay,

005sorry about that. So, the reason I shared that video with you today, Lana Duque, she's a senior at South Kitsap High School and she's also a CTE student, a marketing student, and she is one of the winners of the Plan Your Path Scholarship from Washington for that video submission that she made. So, she won a $500 scholarship for that and I'm super proud of her because she's also going to UC Berkeley, which is a big accomplishment, getting into that school. So, way to go, Lana. That's it. Thank you. There we are. Okay, thank you, Mr. Moore. Item 1.04, public comment at the no pre-registrations for online comment. We have any yellow cards for the person? Seeing none. I'm sorry, I didn't know I needed to fill out the bar, but I just had one thing.

006Yes, you could just say your name before you leave, if you just fill out the yellow card. Yeah, my name is Steve Dillon. I have a four-year-old son that's going to be turning five here in November, and he is excelling and reading and writing. And I was asking, I was coming here to ask if I could get a variance to allow him to be tested for kindergarten early. And I was told that this was the place that I should be able to ask that question. So, I present the question to you. Tell me your son is four, soon to be five, when did you say his birthday was again? It's November 29th. Okay, and then what school would your son be attending? South Colby. Okay, have you talked to the principal at South Colby yet?

007I have not. Okay. So, here's what I would like to do. I will, if you can leave your email on the yellow card, I'm going to email the principal there and include you in the email. And we can start that communication there. I'd appreciate it. That will be, the principal will be able to help us with that. Okay, great. Okay, excellent. Yes. Thanks. Thank you for coming. Thank you guys. Have a great meeting. One more thing, where can I get a yellow card? Right on the table there. Right there. That's okay. It's been like 18 months since we've really done this in person. I'm right there with you. So what am I to do with this one from Mr. Chairman? I will be responding and if I can CC the board, if you'd like me

008to, or I can just respond to it. That's the written public comment was provided to all of us. Yeah, I would like to see the response. Thank you. We will also, that email that was written will be email address blacked out, but it'll be on public comment on the review of the public email. Okay. Item 2.02. Plan focus stewardship superintendent. Thank you. So I'm just like I said, I limited 2.01 from the agenda. It will be on the June 16th agenda, but I did want to mention. So our special services department had a audit basically from the state and received a perfect score recently. And that's really unheard of in district statewide. So I want to share that, but I want to have Andy and Kimberly come in so they can truly share the story

009behind that. And the success that our department, our staff, certificate and classified, all the support people to create a department that is really finding some success. So that will be on the June 16th agenda. But tonight, I switched from safety to stewardship because we have the answer presentation. And this is going to be more of a of a thrust question, because if you look at checkpoints on page 12 of our priority plan, there are a lot of things in here to deal with stewardship. And not all of it is about money. Some of it is about quality workforce, operational efficiencies. But if you look at check, there's five checkpoints. Budget aligned with focus on academic success and social emotional wellness for students and staff, staff retention rate, which we shared some information on that in

010the academic profile. Clean audits, which we talked about that recently as well. Compliance with state and federal laws and regulations and maintenance and capital levy project accountability. Staff retention rate, clean audits. We certainly have been able to share some data behind that. Budget aligned with focus on academic success and social emotional wellness. I hope we're seeing that through the monitoring reports, as well as the monthly budget status reports, as well as the compliance with state and federal laws. We do have periodic capital levy presentations. But looking at those five checkpoints of progress, I'd be curious what the board would like to see specifically as measurements that we measure our progress when it comes to stewardship in the priority plan. I'll just open that up to any comments from the board. I guess I'll need to

011go through and look at them there. So no comment for right now. Yes, can we bring that back so I would love to be prepared. So we can put that on the June 16. So because this isn't an operational expectation or a result. This would be something separate that correct. Well, I would hope and I believe it's true that in the operational expectations, we would find evidence of this whole priority plan is developed on the board's results. Okay, so they may be separate but they're really combined together and layered on top of each other. So, again, we're looking at these checkpoints that we've established but some of these are not hard data points and you can pull So if there's some depth that we want to see in a certain area or in some of

012these focus priority areas that I want to be able to provide that. Well, I would like it brought back but for instance the last board meeting when we prioritize math, so that would be. When Aspen group comes and reviews policies and results. I've been told more than one time that stewardship. Stewardship is not an actual result. I love having that focus that we're mindful and it's reported on so. Thank you for that question. And it isn't certain that isn't an academic result, but it leads to. So I do think it's important the same thing with community engagement safety I think those are really critical pieces to the overall success of our district. Yes, but I would look more to a conversation. I guess I'm trying to wrap my head around this. How do we come

013up with measurable results on knowledge stewardship. Obviously, we've got the features and the right skills to make the, the, the schedule work. But that's not really what that. So one of the things that our governance policies talks about the ways that we can look at and see, I guess achievement or clients with the monetary reports but one of those is direct observation so when we look at something like clean on us. 2016 that's direct observation for the board, as well as we need some data that we can show. Same thing with budget align with focus on academic success and social and social wellness. Those things are in monetary reports two or three different monetary reports. So you can directly observe that as a board member based on the monetary reports. So, is there a need

014to go deeper than that because they are intertwined and embedded within. I think it might help on, you know, if you've got these specific issues in priority plan. We had a table that said, okay, this item is addressed under only seven or whatever. You know, so that so that we kind of cross reference it. Yeah, I guess I would encourage you to take policies of this and see where I can do the same thing but but I think there's. That would be a good way to look at this and say here's this batches here. And that way we would know that each of the indicators in the priority plans are also being reported in regular thoughts. We don't we don't need, we don't need duplication of reports, we just want to make sure that everything

015is covered somewhat. So, I realize that we have the checkpoints there but what about the operational efficiency, you know, and some of those items are not down there are those what you're talking about. Well, I guess that's what I'm saying. Cost effective healthy meals for students. You know, that's certainly what we want to do and that's probably certainly what we are doing. How do we know that, you know, our parents think that they are cost effective healthy meals. What type of feedback comes back for parents is where I see. So I from the board there's there's 15 always address these things from the parents I think that comes from, whether we do surveys we just did a thought exchange survey that asks pretty broad questions that some of that dealt with that. I think here's

016one example would pretty capital levy after the voters prove or not approve that's a free directing back so there's a lot of ways to do that. This is one that I don't think it's as easy to put an actual scorecard number on, although there's evidence throughout to the monitoring courts and other things that I think we're moving in the right direction and we accomplish this actually So, you know, so I guess what I'm asking is what does this actually encompass as far as people resources and goals. So, if this is our stewardship and budget aligned with focus of academic success. How do we know whether we're putting enough money or too much money in this area. In other words, how do we know whether we are achieving, just as budget aligned with focus on academic

017success. How do we know that we're being successful. So, one of the answers to that is that we got to board meetings ago we made a decision to put some focus on that and to prioritize the budget on that. That's, if we're doing that, then we are aligning our budget with a focus on academic success. But the next step I think is what you're asking is how do we know we're being successful with that. And that will come through, not only state test scores, but some of the district wide testing that we do. So that's an area that we've been in 2021, 22, when you're in 21, 22, we're going to try to raise the bar on assessment. So we're looking at data throughout the year rather than just one big shot. So is that

018is that what you're looking for then, potentially. Yeah, I think that if we say budget aligned with focus on academic success. There is a tie in to how do we know we're being successful. So that could be state test scores, it could also be graduation rate, it could be ninth grade on track rate, it could be a number of students passing AP exams, there's a lot of things, but I think we look at what we've budgeted money for, what we focus our budget towards, and then what's the result of that. And that may not be immediate as we know, but we need to be trackable. And that's, yeah, that's kind of what we're getting at. Before we proceed on to item 2.03. Notice that we have a person filling out a yellow card for public

019comment. Yes. Yes. Our public comment time has already passed. But if there's no objection from the board of being fine to allow it here out of order. Thank you. Out of order has its own. If you could, if you could just provide your name and your yellow card to this Robbie Dell here, you'll be recognized for up to three minutes. Real quick thing to go through in regards to There's an opportunity to direct comments to the board and is not intended to prevent interrogation of the board or its members or engage in dialogue. Any specific questions raised in public comment will be addressed to the chairperson president will typically refer the question to the superintendent for a detailed response. The superintendent will then also report the response to the board. The subsequent meeting. Comments will

020be limited to three minutes. Thank you. So my name is Kate Silverberg, and I just want to know a little bit of information about critical race theory. Coming up in this academic year, will that just be currently working with the teachers on a curriculum or will it be taught in the classroom? That's my first question. And then second, will the parents and grandparents have access to the curriculum? Thank you for your comments. I'll direct those for a detailed response from the superintendent. And I can't cover that topic somewhat under board witness. Kate, I will send you an email tomorrow. If we need to talk further, I'm happy to do that. That would be great. 2.03, ESSER funds, information on ESSER funding allocations, allowable users, past and present expenditures. Corrections. Superintendent Richard. So ESSER funds, we

021know that we are ESSER three, so ESSER one, ESSER two, those monies were approved, and ESSER three that was approved. And we've also talked about that these monies, about $13 billion in ESSER three, are monies that are reimbursement. So we didn't get a pot of money and we're now trying to spend it, but it's all reimbursable. And as Assistant Superintendent Farmer has talked about in the past, there are some stipulations on how that money is spent. So based on board requests, I've asked Jennifer to come forward tonight and do a brief presentation on ESSER funds, where we are as a district and what our plans are moving forward. So Jennifer, I'll pass it to you. Great. Thank you, Superintendent Winter. Good evening, Board of Directors. Nice to be with you this evening. You can't hear

022me? No? Can we hear me now? Anything yet? Can you hear me now? Oh, yeah, I can hear myself too. All right. Thank you, Superintendent Winter. Good evening, Board of Directors. Pleasure to be with you this evening to talk about elementary and secondary school relief funds, as we refer to them, ESSER. So first, a little bit of ESSER History 101 on the next slide, please. Thank you. So March of 2020, early on in the pandemic, Congress authorized what was called the CARES Act at that time, and we called it the money that came out of that CARES at the time. That is now being referred to as ESSER 1. This was the first round of funding that we received that was just over $1.5 million that we'll be discussing further. Then last December, just right

023before the new year, the Federal Coronavirus Response and Relief Supplemental Appropriations Act was approved by Congress. This authorized ESSER 2 funding. And then in March of this year, the American Rescue Plan was enacted by Congress and that authorized ESSER 3 funding. So Congress took this approach of building on the recovery and relief efforts across the pandemic thus far. These funds are allocated to the state level, and then they reallocate them out to the local effort area, and they are allocated based on Title I formula from 2019-20. So you may have heard during the legislative session about some schools not receiving as many dollars, that's because they maybe don't have a title program at their districts, and the legislature did provide some relief to those districts as well separately. So I have given a list of

024allowable uses of ESSER funds. ESSER funds are fairly flexible. They can provide any activities related to summer learning and after school programs, activities to address the unique needs of low income children or students, English learners, students of color, students experiencing homeless, foster care youth. It can provide mental health services and supports. It can provide educational staff resources to address the individual needs of their schools, which do differ. And they also allow for planning for and coordinating the long-term closures. So obviously we are now in a hybrid model headed towards being open, but ESSER fund uses were established in many ways back in March of 2020. So at that time we were planning for and coordinating long-term closures. We are also allowed to purchase educational technology. This would be anything a student would need for remote

025learning, including device, hotspot or other opportunity for internet access and any accessories that might have been needed for that. Coordination and preparedness to prepare for and respond to the coronavirus. So that is PPE, training, all those things that we've needed in order to be in our hybrid model. And even when we were fully remote, we had staff working with students or working in our buildings needing those items. Training on sanitation and minimizing the spread. And here's the sort of one of the catch-alls activities authorized by all of these various acts that we work with on a daily basis. Every student succeeds, IDEA, Adult Education and Family Literacy, Perkins and Technology Ed, and subtitle B of McKinney-Vento Homeless Assistance. Then under ESSER 1, there was an option for reimbursement for lost revenue. We'll talk about that

026a little bit further. That only existed under ESSER 1. Okay, a few more things that are allowed. Procedures and systems to improve preparedness and response. Purchasing supplies to sanitize and clean our facilities. Activities reducing virus transmission and other health hazards. Activities improving air quality. And other activities necessary to maintain the operation and continuity of services and continuing to employ existing staff. Here is a side-by-side look at ESSER 1, 2, and 3 for South Kitsap. So ESSER 1 was available March 20 through September 22. We weren't required to spend any of our money on any particular ESSER approved activity. Reimbursement for our expenditures is available through OSPI. And the amount was just over $1.5 million. ESSER 2 is available to us through September 23. Again, no requirements on spending. Again, this is reimbursable. The district does

027not receive any money until we expend it. And as you can see, it's just over $5.8 million. And then ESSER 3, actually the date for that was extended or changed publicly about two weeks ago. So that goes through September 24. That does require 20% expenditure on learning loss activities. I like to call them learning opportunities for students returning from remote learning or who struggled during the pandemic with their studies. And that amount is $13,173,000. OSPI was planning to release the exact amounts. I think it may have been out today, but I haven't had a chance to look at it. So that is still an estimate, but should be very close. So talking about ESSER 1 and what happened with South Kitsap's ESSER 1, I wanted to just show you what OSPI published as their priorities.

028The district certainly looked at these and focused on what was stated as they're important to support students furthest from educational justice, to prepare for health and safety needs, to invest in connectivity for our students and staff for remote learning, and to leverage our local expertise to provide training and ensure that we could provide quality instruction in a remote and hybrid environment. Next slide, please. Here is how South Kitsap spent ESSER 1. This was $1.5 million. We spent it on computers. We spent it on personal protective equipment and cleaning. We spent it on increased ALE enrollment, families that chose that, as well as translation needs. Food nutrition services. We had to make space where we didn't have space. So we were getting in frozen materials that we needed additional freezer space for. So we had provided

029a rental unit. And this is the area tying back to what I said earlier, lost revenue. The food nutrition services program had lost revenue in last year due to students who were not attending in person and buying all the cart or other items. So we were able to realize some of that lost revenue through ESSER 1. We also, early in the pandemic, were printing and sending homework packets to students. This was intended to keep our staff home during the stay-home orders so they were not going to school to use copy machines and have them break and need repair. So we took care of that for them. We have done some airflow testing to look at our HVAC needs. We bought a lot of hot spots so students could have Internet access. And that includes the

030service to maintain those on a monthly basis. And we had some miscellaneous charges fairly nominal there for supplies and some mileage related to ESSER 1. And that has completely closed out ESSER 1. We have submitted this all for reimbursement. We have received the reimbursement. We send our submittal to OSPI. They evaluate it in relation to the ESSER regulations. And once approved, the reimbursement comes out in our monthly apportionment. So timeline for that is anywhere between probably three weeks and eight, depending on if you hit the deadline that they set for that next month's apportionment. So moving forward, we are in the planning stages for the current or the coming year and beyond with our ESSER dollars. We have met with the leadership team. We've had meetings with principals either one-to-one or in small cohort groups.

031We've also met with the leadership support team and discussed this with them. Operational leadership team, instructional leadership, and our union leadership has asked some questions. And we've discussed some of our thoughts with them as well. So we're trying to make sure that we get a lot of educators involved and telling us what they need coming back to a full-time instructional model in the fall. Here's what we've heard. Definitely in need of educator support for learning opportunities. These are students that would need some assistance beyond what is provided during the conventional classroom time. They might be receiving some intervention time where they're in a pullout situation so that they can get the focus support that they need. That could be the support of a certificated teacher. It could be a parent educator. It's someone who will

032help them to find their way with success in the things that they are struggling with. We're also looking at innovative learning, talking about our remote learning option for next year as well as someone who can support these interventions. And ensure that we are collecting data to see students back on track if they are not already there. We will continue to require someone to oversee the COVID-19 pandemic response. That includes our staff that do contact tracing and contacting our families when we have a confirmed or suspected case that ties to our health leadership, health services leadership as well. We've talked a lot or the board has about Summer Academy. So that will be funded by ESSER where it is not already funded by a title program. We also had a lot of success last year with

033having substitutes built in for each building so that if there was someone out, there was already someone there who could step in. This helped us to avoid viral spread by not having substitutes go to multiple buildings. And we had 100% usage of these staff throughout this time since we've been back, anticipated through the rest of the spring. So we see that this is a need going forward next year to ensure that we have adequate staff in our building. And then, of course, there will be additional cleaning and we'll be watching the changing protocols for what that entails. But we'll be doing that as well, no doubt, for at least the next year. I'd like to just point out these are plans and plans change and they evolve and they're informed. And that's our intention is

034to be nimble with these plans. But I wanted to share where we are right now. And there's one more slide on this, I believe. Nursing services, as we've talked about before, we do not have a nurse for every building. We do have a bit of stress on our nursing services to provide all this support for COVID as well as our students with medical needs. So we're going to look at increasing that temporarily. We are looking at an increase in social worker support. We will have IT support needs, devices and the Internet access that I've already discussed. We'll be looking at HVAC upgrades to ensure that we have airflow that is better for our classroom spaces as well as our other public areas. There will be needs for furnishings for the distancing that is suggested for

035the fall. This may not be fully achievable based on the supply chain for furniture right now. But we will be ordering things like single student desks to replace units that are perhaps normally have two students at a table. We'll have desks that will be able to provide distancing and then bring them back together. And we, of course, will still have PPE needs and other cleaning supplies as we go through the pandemic response. So our guiding principles and looking at this, we don't have all the answers for the fall. I wish we did, but we need to move forward now. We have supply chain issues. We have schools that need to get things prepared to be ready to go in September. So we are in the process of making those furniture purchases and other things that

036will be needed now. These funds are really very vital to our transition back from a fully remote and hybrid learning model. We are grateful for them and we will be looking to invest them as wisely and as nimbly as possible. And along that way, we will be implementing and then reviewing and reevaluating and adjusting as we go. So what I've presented to you tonight is tonight's snapshot in time. And we could look at this maybe quarterly and have another look at where we are along the way. If that's of interest to the board, we are excited to make sure that we have everything we need for the new school year. With that, I would pass it back to you for any questions. Thank you for your time. Thank you, Ms. Farmer. Vice President Burke. Yeah,

037I noticed that with 13 million of the S&3 funds that we only receive as reimbursement, that would indicate that we would need to have sufficient fund balance to spend the money ahead of time and then wait for reimbursement. We certainly don't want to have to borrow money and then wait for reimbursement. Yes, that is correct. There's a function between what we budget across the next two to three years and build in and then where we are with cash flow will be something that we'll be monitoring on a monthly basis as we go through those expenditures and submit reimbursements as quickly as is needed to ensure we don't end up in a bad situation there. That's accurate, Director Burke. Yeah, I've got just a couple of questions here. You answered most of them. So, just to

038make sure we're all clear on this, everything is temporary, is that correct? In other words, we're not adding people, we're not buying stuff that we need to keep and maintain and go forever. This is just for a short period of time, is that correct? Otherwise, we wouldn't have any money because we wouldn't have this problem. So, everything that we're going to buy and spend and stuff is all temporary. So, let me start and I'll let Jennifer go on. We're very cognizant of the fact that this is temporary money. Like she mentioned, we have until 2024. So, when we hire someone, for example, to do some of these things to support through learning, it's very clear that this position lasts as long as the funding lasts. So, Jennifer, I'll turn it over to you to add

039to that. Yes, thank you, Tim. That's very similar to what I would have responded to Director Daley. We are very cognizant of these funds. We will be hiring people to do some of this work. It is not something I want to do to turn around and have an option where they don't have a job anymore. So, we'll be very clear that these are federal funds. They expire as of this date that were budgeted for two to three years on these. And over time, over that time, it's our hope that if we have staff who are with us, who are really quality staff that want to stay with us, that we'll have attrition that might make space for them to continue to be part of the SK family. Okay. When I was going through the warrants,

040it looks like, given the broad principles, it looks like many things qualify for that. So, how are you going to make sure that while we can buy certain things, for example, computers, the more computers we buy, we should have enough now, but the more computers we buy, now we have to maintain those. So, what is the process so that there's all kinds of expenditures that look like they'll fit underneath there? How do we avoid buying all kinds of things and using money now or using the ESSER funds for stuff that we would normally be buying anyway? It fits underneath the guidance, so we could certainly spend ESSER money, but eventually that will run out. So, how, what's the process to avoid, you know, just spending it on things that count and look for reimbursement and

041then down the road, we can't spend it on those anymore because we just use the wrong money for different money. That's a very valid point, Director Daley. We are asking ourselves those questions with all of the purchases we make. Certainly you refer to computers. It does put a bulge in the snake of replacement down the road. That is at this point, something we are already monitoring and concerned about. So, I'll be working with our team to ensure that we have a plan that is established in advance for replacement and how that will look in future budget cycles. Other items, furniture and cleaning equipment and PPE are more stable. They're either disposable once used or the furniture will last for 30 years potentially, so it can move around the system anywhere. We're looking to have commonality

042amongst the furniture purchased so that things can move from building to building and not look odd or different. So, we are trying to put good stewardship around our purchases. That said, I would say that some of them are like the computers that had to be purchased last year, do create something for us down the road that we will need to tackle. Okay, then the last question, maybe at the next board meeting, can you show me where the ESSER funds are going to be in the financial statements and stuff? We can certainly look at how we would want to present that if the board wanted to amend the monthly budget status report. Again, we could look at how we would report on that for you. That's all I have. I just wanted to say thank you

043for this presentation and how it aligns with things that I've heard at the state level, and I really, really appreciate your work and how separate these funds are in the reporting of it. Thank you. Thank you. I just had a couple of comments in general for the board to kind of echo some things that Ms. Farmer shared that, you know, I follow supply chain logistics and technology stuff, and right now international supply chains are at a log jam. And it's really hitting the technology side because of computer chips, and that's vehicles are, you know, not able to be built or computers not able to be built right now because of a shortage of computer chips. And the second is that any items coming from overseas to here via containerized shipping, which is like everything, the

044ports of Seattle, Long Beach, San Francisco are all log jammed with containers that they can't get rid of. That it's cost more to try and send them somewhere, but they have nowhere to send them to so it is really, really back up, just routine supply chains and taking additional time and forcing companies to use air or other more expensive means to get items here so everything, at least in the next year or so is going to come with a substantial premium, just based on those things so you know it's those things that we're going to be needing are going to be costing us a lot more. Is that why we have container ships moored off Manchester. Just because of the disruption and they can be international. The container ships come here fully laden, and they

045offload whenever they can, but the containers that cost more to send them back across the Pacific than it does to build a new one there and ship it one way here, but that causes the log jam that we're trying to get If you ever noticed on I five and you go through five, there's a, you know, mountain of brand new containers for sale. So my point being to make it longer point to slightly longer said, it's going to be probably another year before that starts to write itself. There's going to be a premium associated with just about everything. Thank you, Miss farmer appreciate the, the, the update. 3.01 operational expectations 15 technology. So thank you. As you mentioned, this is only 15 technology final review I would remind you of direct reliance presentation at the

046last board meeting it's also attached here. Again, that presentation was completely geared towards the two elements contained in this policy. So everything addressed in that presentation was meant to address this operational expectation. So based on that presentation again I'm not going to go through the whole thing. I believe that due to that presentation last week, and the policy presented that we the district are in compliance and making recent progress towards the board. No, I think we had the supporting data previously was part of the board. The board having reviewed the superintendent's data on indicators of compliance on operational expectations 15 finds that the data indicates that the superintendent is in compliance and directs the superintendent to report back on for the next schedule report on the data. All those in favor say aye. I suppose

047I know. I said, Motion is approved. Item 4.01 board linkages. Yes, I've been busy finding a lot of information that I've been putting on the internet for public consumption. Also, the other thing I wanted to address was we've received. There was an email earlier today that we received there was another email and then we also have a comment on critical race theory. I know this came up at a previous board meeting and superintendent indicated that we're not teaching critical race theory and we don't plan to. The one bill that was counted in the media as governor mandating critical race theory at the school. When I read the bill, it wasn't in there. You know, I think in order to clarify this issue, I think the board needs to have a clear statement. We stand on,

048you know, teaching or implementing critical race theory. And I think you can also throw in the 1690 project because it's related to the critical race theory. And if you'd like, I could prepare a statement, you know, for board consideration. Yeah, I think I think we need to. That's what I was going to bring up at board discussion. I think we need to set a date. Obviously, we have a person here that wants to hear all about it. I've got nothing but a bunch of emails. So I think that we, you know, everybody is talking about critical race and then we replace it with the word equity training and equity. And I think it's time before this continues to bubble that we discuss it at the board meeting. And same thing with the implementation for the

049sex ed curriculum and put both of these right out here. We need to make it a public hearing. I think we need to make it a public hearing. Obviously, the entire community knows exactly what's going on. And we are not responding to all kinds of comments that come in. And that way, whenever if we begin some type of training or some type of comments or however we're doing it, then it's very clear to the entire community that we have discussed it. And we have a plan and this is how we're doing it. But I myself have probably got, I don't know, 20 comments in the last two weeks. So this isn't going away in a simple resolution that says we're not doing this. I don't think it's going to stop a lot of this. I'm

050looking for much more discussion or let's put them both on the table and the bills and everything else. And let's end this one way or the other. If the board has a clear stand on it, then when we get inquiries, then the superintendent can refer to that policy. But in addition to just having the policy, we need to have a process where parents, citizens, whatever, when they see this creeping in. And it does. I've seen stuff, critical race theory is creeping into WASDA, some of their recommended policies. And some of it is, you know, under the guise of equity. We've got a thing on social emotional learning. We've got a first reading on it tonight. And it sounds great. And then it references a 24 page document. You know, we need the time to go

051through that 24 page document and the public needs to go through that 24 page document to make sure that we are that we are not teaching things that we don't want to teach in our schools. So unless I hear otherwise, I'll prepare a document, you know, for our next meeting to start the discussion. Well, I think that's a good idea. This is board linkages, correct? Yes. Are you done with your homework? Yes. I didn't have any board work. Board linkages, it's my favorite time of the school calendar, getting to get start working on calluses or signing diplomas. So it was a good thing for both discovery and for Explorer. I attended remotely Laurel's night and it's this is the fun stuff that we get to see the performance of our students. Those were my my

052linkages. I did have a linkage there when you get done. Since we kind of drifted the board discussion there. So yeah, I agree. Attending all the ceremonies has been nice and it's very fulfilling. But I'd also like to remind everyone that not everybody gets to have a scholarship. Not everybody gets that. So we're still proud of, you know, 400 other students. For many students, graduating from high school is a tremendous accomplishment. For other students, you know, some Excel and others have struggled. And so I think we need to acknowledge that we have many other students that have, you know, accomplished quite a lot. And I'm sure you'll have more comments on that later on. That was my linkage comment. 4.02 legislative report. Well, I would like to let everyone know that general assembly, which is

053partially legislative. Combined their combined. And that is in person in Spokane I 24 and I 25. And so details, more details to come. If we wanted to. Anybody want to attend one board one vote. So I plan on attending to attend. And. We as a board received just one credential. Right. For the voting. But during the voting, if there is a weighted vote called for. They are based on our school size and it racks out. So that's only if a weighted vote is called for. Okay. This evening. The board discussion 4.04. I have put one topic on here that I wanted to discuss. And it's I've wanted to put a motion before the board to have a committee of two of us to come up with a. Recognition for the district for the performance that

054all of the staff, all of the support. And parents and everything that have come through over the last 17 months. To get us through the end of last year and through this entire year. And what I was thinking is something in a proclamation and recognition officially from the board. On that. So I. That myself. And perhaps director deal. To look at this. I would like to recommend. Not against it. To make sure that we were. As a board supportive of our. What's been making the district work. And it has caused. Obviously a lot of. Pervations and. Long nights and. Lots and lots of board meetings. And everything. Changes at buildings. It's generally making it all happen. And I want us to go on record. So when you talk about the district, you're not talking about

055the board. You're talking about the rest of the district. And we're just a pretty face on the order chart. They're the ones that get the test. Yeah. There's no objection. Would you want to report back? Honestly, we're rolling into the last two weeks of the school year. But this is something that's going to. The meeting in July. Okay. I can say that. Well, I understand your intent. Just keep in mind. We have an entire community. A whole bunch of students. That. Went through a tremendous amount too. Yes. We want to look at the totality of it. It's not just been. The staff. It's been the students. It's been. The bus drivers. It's been community members. Effectively. It's going to look full up to. We are. We're going to look at the totality of it. We're

056going to look at the totality of it. We're going to look at the totality of the recommendation versus a specific. Yeah, I think. I think a resolution. Probably be the best. It's. They're basically the same thing. Okay. That's what I had. Any additional. Or discussion. Oh, no. Did you adopt that? I guess there's any objection. Okay. So that's enough. Okay. I just, I just want to circle back so that we, we, we have. An answer on, on where we're going with this. As far as I know. When we're talking about this equity training and critical race theory and sexual education curriculum implementation. Which is coming. I think it's going to be a little bit different. I think it's going to be a little bit different. I think we're all local level decisions. And if they're

057local level decisions, then. Everyone is going to do these a little bit different. I'm aware of issues that are going down and get Harbor. Issues. Over in CKNK. Other districts. So. I still think that we need to perhaps at the next meeting. We need to come up with. What. What the laws say. What our responsibility is as a district to our parents and students. And, and come up with how we're going to implement this. And it may not be something we could very quickly do. But I think this. This requires a lot more than just a. Comment that yeah. I'm open to ideas. Or if we don't want to do that, then I'll just. Make a motion that says we need to put both of these items on a future agenda. And discuss them. In

058a public forum. So that the entire public is aware of how we got where we got. So when we come back together and. School everyone understands how we got here. And that's why I want it out in front. And perfectly clear. That this is what the, what the, the law of the past. This is the responsibility of the district and the board. This is what we've decided to do. And that's. Right there. In other words. And we don't have any more of. You know, what is the district doing? Okay. And I think you're right. It probably needs to be an agenda item because I, the thing that concerns me is we've heard it twice now that equity equals critical race theory. That's not true. Yeah. We're talking about equity is race. It's gender. It's financial.

059It's disabilities, stability, it's all these things. So how we build on equity. Yep. Inclusion, cultural competency and diversity, which in the bill states. Everything gets flipped into. One item of critical race theory concerns me. So I would agree. I think it's important that we talk about it because otherwise it just keeps spinning and. And I want to be careful how I say this. We're putting words into a law that don't exist. And it just needs to be careful with that. And I think we just bring the law and the text. Our parents need to know. And I totally agree with that. So I just think it probably should be 2.01 at the next board meeting so we can have that conversation, is my suggestion. And I believe that the pre-release theory it's a separate issue

060from the sex ed issue. Absolutely. I mean, they're both critical. They both require public input in a certain community. But I think we can address it separately. I'll take that action. OK, put it for the 16th. Kate, would you still like an email from me? Or as far as your question from tonight, or would you want to wait until next board meeting to hear this guy? Yeah, if you could just send me an email, I'm accountable to some people. And then I'll just forward it on, that's great. Absolutely. Great, thank you. Because you've got this one here, too. And so they're just going to keep coming. Yeah, and then I think there are some other people that have sent you some emails. It's just going to keep coming until we just make sure the community,

061the newspapers, can put it right in the newspaper what the decision is. And then it's clear to everybody what we're doing. That's the only item I had for discussion. I was not equating critical race theory with equity. I don't know what I was saying was that under the umbrella of equity, some critical race theory issues are being stuck yet. But you don't throw out the baby with a bad water. Discussion, or discussion? I just want to make a comment that taking a stand and making a statement are different. And what we're not doing and what we are doing is, I think, simple. And I read an email when we were responding to a community member. And it was very clear to me. Although at some moments, what is our curriculum on equity? But I think

062it's threaded into everything. We have a operational expectation. We don't have a curriculum on equity. But I would say tribes of equity run through all of it. We have an operational expectation to give attention to it. But it's in every other operational expectation. And so to address it at the next board meeting, I think, is appropriate. But it's not a decision that we're making. It's just a clarification. Because based on what I just heard and what is not what we are doing. I don't think we're deciding if we're going to teach critical race theory or not, because that's not even on the table. What I'm hearing is clarification. So questions are going to ask. We have a unified answer that everyone can hear and we can move forward. That's what I hear you say. Yeah,

063that's exactly right. That's just if the last day is that we are to implement equity training, then this is how we're doing. And the same thing. We've had people ask for curriculum. We've had people ask for those things. And it's just time to if we don't have the curriculum and we don't have these things, then we're not intending to get them. And we will have to comply with the law as far as some type of equity training, if that's what 50-44 says. And so we plan to do that by however we're going to do it. And everybody understands that that's by law equity training. And this is how our district, South Gets Up School District, is going to implement that. The same thing with the sexual ed curriculum. I know we've touched on it, but

064let's just make it clear to everybody that this is what the law says, this is what we have been doing, this is what it requires, and that's how we're going to do it. And then it hits the newspapers or whatever, and then everybody sees it. And then we move on down the road. Any further discussion topics? I just have one more. Aspen Group Professional Development. I just want to remind everyone about June 26, Friday, from noon to 5. And I hope it's on everyone's calendar. Thank you. Item 5.01, Consent Agenda. Robert, do you have any? I'd like to pull 5.02 off approval of the minutes of the previous meeting. I wasn't able to find them on the agenda. You're talking about the agenda? Well, no, we're talking about the consent agenda. And the minutes of

065the previous meeting were on the consent agenda. But I wasn't able to find the actual minutes. And the public side of the war docs is there. The minutes of the agenda. I was looking under our side of it. It's in bold. So when did that get put on there? Yesterday. Yes. Sometimes things sneak on on a Wednesday afternoon. And I think we try not to do that. But there's a lot going on. And sometimes it does take up the last bit to get things put on. Like I said, we try not to, but it happens. OK. So we're going to be good on it. If I find anything that I can't gather. No. Neil? I just had just a quick comment. So on the volleyball team, I don't have a problem with them going. But

066rationale that they've been going for a number of years, I just want to make sure that why they're going is because it's a great thing, not because we've been going for 10 years. And then the same thing, I haven't seen other teams attending various camps. And I was just curious why if they've been attending it for 10 years. And that's great. But I want to make sure that it's meaningful for the team. And that's what they want to do versus that. Well, it's interesting. Just on that point, I was thinking about this. Because last summer, we didn't send anyone anymore. Because now we're in the first summer of, it's my first summer here, your first summer here, of doing all these things. So it's weird. I feel like we've been here as long as we

067have yet. We've missed some of these things that normally happen. Your point's well taken. It's not because we've always done it. It's because it's beneficial. Meaningful. And then the last thing on the portable roofing contract, from what I can tell, it doesn't include sales tax from what I read, which that overage in there, that takes it down to about $80,000 instead of $104. Since we seem to be running all these, quote, unforeseen issues, and I understand when you have 40-year-old portables, we're going to have issues. Maybe we need to start looking for older, anything that involves that kind of stuff. We need a bigger overage instead of, because if they have, what, 11 roofs to do, and it doesn't take much. So I guess I just, I don't understand why we're, anyway, I just think

068we need to be careful putting in things like that. So management reserve is inflated? I'm sorry? Their management reserve has all been inflated? Well, once again, under-representing. Well, there's no sales tax. So that's $24,000 right there. So that $104 reserve goes to $80,000. And then if you've got 11 roofs, that basically only allows for, quote, $7,000 per roof. That's a lot of money. But the way that things seem to have been going, this is the kind of thing that's kind of speaking up and biting us. So anyway, that's all I had on that. Thank you. Why isn't sales tax included? Well, if you look at this, it says, this is the recommendation of the administration to contract the work valued at $247,735.20. I don't see it, that number on this attached document. This is showing,

069it's not really an invoice. It's a proposal. So the total amount, which is, I don't see it listed on this proposal, is listed in the description. And that $274,000 plus includes sales tax. It just doesn't show it on this proposal. OK. OK. Then like I say, the one that I saw, it just said excluding sales tax. OK. Any other questions or discussion? There is no objection. The motion to approve the consent agenda will be adopted. Hearing none, the motion stands approved. Item 6.01, instructional materials committee meeting minutes of May 5, second reading. So again, these are the minutes from the instructional materials committee meeting that took place on May 5. Again, as we referenced at the last board meeting, we didn't have each board member represented there. There's been some discussion as to are we

070making sure that all of our materials are being run through this process, and we're working on that. Get the map, the big ticket item on here as the new math curriculum, entitled Eureka Math. But then there's some other courses in here, and I do have access to it. If you can send me this or speak to it now on Director Daly, I'd ask for some pricing on the other items listed on these minutes. So one of the things that I would like to do is tighten up our IMC process a little bit and make sure we have the right people, make sure that we're meeting on a consistent basis. The nice thing about this, we do have some people who are community members who are not board representatives who just have a desire to support

071the work we're doing, and then against the people from staff who are there and they're getting to be representatives for the board. Any questions on those minutes or anything related to IMC? Well, are these meeting, are policy centers, they're meeting that's supposed to be open to the public? Are they being published as open to the public? That is one of the things we need to think about. So I just pointed out, I don't believe we didn't propose the size of the people. No, just having those meetings open to the public will allow a little more exposure so the people can see the curriculum and the instruction materials that we're considering. I've got several questions here. Mr. Winter, last time you said, when was the last time we changed math curriculum? 2013. 2013. So was that

072a seven-year curriculum? Yep. Well, I don't know if it was a seven-year curriculum, but it was seven years between. I'm not sure exactly what your question is, but. So this curriculum was available in 2015. I guess the problem I have with Eureka Math is, I went through all of those books over there, folks, and it is for a young student, and I'm not an elementary math teacher, for a young student, that's gonna put a pretty good load on our elementary school teachers. I'm sure that they can handle everything. But in order to do this, this curriculum requires about four or five ways to add numbers. So when you're adding two plus two, there's about four or five ways that they're gonna teach. My concern is that I didn't see on the minutes, and I've looked

073at this form 26.12.2, which is the criteria for stuff. I don't see a lot of review from the first-grade teachers. So I guess I'm concerned that all the first-grade teachers may not have had a chance to see this. But from what I could tell, it involves a lot of diagrams, a lot of boxes, tables, writing, vocabulary, all kinds of things which would distract kids. In other words, some kids will focus on whether they're making their circle right. In other areas, it asks for a written answer. I am, like I said, not an elementary teacher, but I'm not sure what the vocabulary of a elementary student is. But there's some pretty, the examples they use show that kids can write, and I'm not exactly sure how well first graders can write. So I have concerns that

074if all the first-grade math teachers are jumping up and down and they say, this is what we wanna start with, and then all the other grades will fall in, I understand. But looking at all of them, if there's, just like any curriculum, if the amount of work required isn't done at the first grade level, then the second, third, fourth, and fifth are gonna be very confusing from what I can see to kids. I think that's true with any curriculum, I agree. I don't wanna interrupt, but I wanna just add a place. So I did go back and look at the committee. There were 26 members of the adoption committee who spent quite a few evenings looking at materials. Three kindergarten teachers, three first-grade teachers, three second-grade teachers, three third-grade teachers, three fourth-grade teachers, five fifth-grade

075teachers, four instructional specialists, two principals, and an executive director. It was a unanimous decision by all 26, and EurekaMath was the far and above the best math curriculum. And when we talked last week, I've never taught first-grade math, I've never taught second-grade math. I'm not a math expert, and I'm not certainly not a curriculum expert, but I think we've got people who've developed a curriculum, I would believe are curriculum experts, and I see the names on this list, and they are instructional experts. So I trust that we've got the people that were making the decision representing the group, look at those things you're concerned about, because they're legitimate concerns, but we never would have unanimously selected a curriculum that had not been something that was really discussed and looked at. And then I didn't see

076anything on special education, and once again, that's, you know, wiring diagrams and stuff, you know, and building boxes and stuff, very difficult for a lot of those students. Okay, okay, the only other one I had was, I looked at the other ones. Several of these ones show that they are available online. Is there a reason we're buying books when they're on? In other words, what I'm getting at is, when are we gonna go to online books? Where are we? Well, I don't know that we ever will, but I wanna comment on, just like Gary Lyon spoke about, that we're not paying necessarily for the software, we're paying for the license. Same thing with curriculum, we're not necessarily paying for the book, but we're paying for the license to have the online book. So it is

077a new way of doing things. I don't know the answer to the question if we will ever fully go to online books. It's just interesting to watch what's happening with that. I think five years ago, somebody may have said, yep, we'll be, five years from now, 2020 will be all online books, but it hasn't happened as fast as people thought. We'll see. Okay, and then my last one, financial algebra. How many students are taking this course? You know, I would never use algebra to balance my textbook. I was just amazed at how they're using algebra. I understand it's a required text for the course, but if it's a course leading to, in the thing here, it says it's leading to banking and that type of area, that's gonna require, you know, MBA type stuff and

078many upper level courses. So I, who is this course for? So a lot of times the sequence is algebra to geometry to second year algebra to calculus, statistics, but this is a course for juniors and seniors to reach their fourth year of math without having to go to calculus, statistics, because there are some students who, I was not one who was wired to be calculus algebra. I would have been a financial algebra person. So it just provides another pathway for a student to meet that math requirement. So this is for our juniors and seniors in the high school? Yes. Okay, all right. Okay, that's, like I say, I guess the online thing is interesting. Thank you, that's all I have. I just wanna make sure it says we're approving the minutes, but we're approving the

079curriculum. We're, so the minutes, yes, represent the recommendation from the committee to the board to approve. Yes, the minutes slash what was recommended. So by approving minutes, we are adopting the curriculum and the instructor materials that were approved by the committee. Any further discussion? Okay, a motion for approval of May 5th, 2021, Instructional Materials Committee meeting minutes. All those in favor say aye. Aye. All those opposed say no. Bill. Okay, ayes have it, motion is approved. Item 6.04, contract award for fire alarm wiring at South Pitsett High School to Honeywell Building Solutions. So we had a little situation at the high school with our fire panel and our wiring that we had to uncover. So I'm gonna ask Jennifer Farmer to come back on the screen and just talk through the little situation that we

080discovered and how we're gonna resolve it. Jennifer, go ahead. Thank you, Superintendent Winter. You can hear me, yes? Yay. Okay, great, thank you. So in the process of doing phase two of the fire alarm, it was determined that the wiring that we had was insufficient for the pulse mechanism that occurs from these new fire panels and systems. So when the original design was done, the wire that was visible for these connections appeared to be sufficient for this installation. As we move forward, we found different types of wiring through the areas needed to convey those pulses. When that system breaks down, we end up with false alarms. We had those when we fired up the panel a few weeks ago. We've been troubleshooting other options to try to reach a conclusion that didn't require complete wiring

081replacement that has not found to be feasible. So while we are looking at wiring, we also looked at what other things could be done to complete this process in its entirety so that we are fully up to date on the fire alarm there. And at that point, we identified that we have about 200 detection devices that are still probably original to the school. And as you're going around and putting new wiring and moving and touching those units, it's probably best if you just replace them at the same time. So that is what we are proposing to you this evening, is to provide for new wiring and detection, which is smoke and heat detectors throughout the building. This work will commence as soon as possible and conclude at the end of August, allowing us to completely

082test out the fire alarm system and be compliant with South Kitsap fire codes and requirements just before the start of school. We are using the KCDA, King County Directors Association Cooperative Contract with Honeywell. They have already done a competitive procurement for this type of work, which allows us to move swiftly into the process of doing the installation using their compliant contract. That's the background on that. I would be happy to answer any questions. Okay, thank you, Vice President Burke. Yeah, so are we replacing all the wiring in existing conduits or are we using new conduits? We'll be using the existing conduits where possible. I don't believe there will be much that would be needed new, but we need to be conscientious about the wire that's there and any friction issues that occur when you pull

083wire through existing conduits. So we have valuable network cabling running through some of those areas. So we'll be relying upon the contractor to ensure that they do this properly and without disturbing other systems. No, we're good work. Burke did. Yeah, I've got a couple of questions. So how did Honeywell get into this? We use guardian systems to monitor all our systems at about four or $5,000 a month. How did Honeywell get into this? So just a curiosity in your number there. My understanding is that we pay four or $5,000 quarterly for guardian to monitor our buildings. Monitoring and replacing fire alarms are two different functions of both guardian and Honeywell. Guardian was the successful selected contractor when the safety and security director reviewed options for monitoring in what would be meeting with our specifications as

084well as cost-effective. Honeywell came into the picture when we were looking at replacement for phase two for the most competitive contract that we could locate under KCDA, which is what we selected. So a Honeywell panel and guardian systems throughout the rest of the district. The high school will be fully Honeywell. They'll be monitored. The guardian is monitoring the rest of the district on the existing equipment, of which I would not hazard trying to guess at what all those other buildings' systems were. I could come up with that information at a later time. So if this wiring is bad from what they're saying, and I realize we have no choice because, the fire department will close the school if we don't fix the wiring. What other wiring issues are we talking about if we're finding out

085that the alarm wiring is bad? What about all the other wiring within the building? Well, I would like to say, I appreciate the partnership with Cell Kits Up Fire while we work through these kinks. They have been very patient and they've been helpful in getting system designed, but you are correct. Ultimately, there is no choice about completing this work. We did not take a look at other wiring through the school as a part of this process. I think that our facility staff is very well versed in whether or not we have any electrical concerns or failures that they would be addressing at the building as part of their routine checks and maintenance. And we could probably ask Mr. Riley if he has any insights on other wiring areas of the high school. We would have

086had some upgrades with the projects that we've done there over time. So it would be varying ages of wire through that building. And there are no other solutions other than this? The only option would be to not award this and go out and solicit a design team to design it and go out for a different procurement method, which may or may not result in higher or lower pricing, but would definitively deflate the project for a year because it would be extremely disruptive to instruction to try to do this while we have students. And I do not know that the South Kits Up Fire Department is willing to support that option. Okay, thank you. Thank you. I've heard the questions. A motion to approve contract award for fire alarm wiring at South Kits Up High School

087for Honeywell Building Solutions. All those in favor say aye. Aye. All those opposed say no. Ayes have it, motion's approved. Item 7.01, new policy 3112, social, emotional, climate first read. Supervisor Hedge. Thank you. So this, as mentioned, is a brand new policy and I've asked Executive Director Paula Johnson to speak to this policy as she has some experience working with this while she was at LFDI. Paula, take it away. Good evening. Thank you, Superintendent Winter and Board of Directors. Can you hear me okay? I wanna make sure you can hear me. Fabulous. This is a new policy, policy 3112, and it's the first reading as Superintendent Winter mentioned. The background information is that social, emotional learning is broadly understood as a process through which individuals build awareness and skills and managing emotions, setting goals, establishing

088relationships and making decisions that support success in school and life. Washington State was one of about 10 states in the nation that developed social, emotional learning standards and benchmarks and indicators for K-12 education. And in 2016, OSPI worked together with a diverse state work group to develop the Washington State Standard, Washington State Social, Emotional Learning Benchmarks Work Group, which put together the report that outlined the standards, which were referenced earlier, which is the 24 page document that you were speaking about earlier. This was a series of multiple years, almost a decade's worth of work that was done to solidify standards and benchmarks, to put them in the same types of frameworks that we have math standards, English language arts standards and science standards, and to make sure that they're research-based and legitimate and that we've

089defined those so we can clearly measure them as opposed to them being super subjective. In January, 2020, the great news is that OSPI adopted the standards and benchmarks and then developed by a statutory work group to serve as a framework for teaching them. And during the 2020 legislative session, the Washington State legislature passed House Bill 2816, which was the positive social, emotional school and classroom climates. And that directed WASD to develop the model policy that is in front of you today, which focuses on a nurturing positive school, excuse me, social and emotional school and classroom climate. Really the goal of this work, which is important to focus on, is to support and to promote from the board level with this particular policy, the district and our individual schools developing action plans to address and teach

090these skills and integrate them into the academic work that's already being done. I would also say too that much of this is already occurring. It's not new work, it's already occurring and it's actually in support of doing our academic work even better and it will help our schools by developing these action plans to create, maintain and nurture a school climate and culture that is positive. You have the draft policy in front of you. It's pretty straightforward. It really reiterates much of what I talked about. It focuses on, again, climate and improvement and really outlines a four-step process, including planning and preparation, making sure we evaluate these action plans and that we also focus on implementation and that we develop these into a framework that supports and is built on research-based and evidence-based strategies and curriculum.

091Happy to answer any questions that you have about this and yes, please let me know what questions you have at this point. As I said earlier, the policy sounds good. I haven't had a chance to go through the 24 pages with a fine-tooth comb, but from what I saw, but I didn't see anything pernicious in there. So I don't anticipate any problems there, but I invite anybody who wants to review the document and bring up any issues that they may see. Thank you, Director Burke. I would just offer to Director Burke, for you or any other directors, to answer any questions as you go through it. It is a very big document and again, in alignment with our math, English, English arts and science standards. There's terminology in there that is pretty straightforward and what

092I love about this is that weaves into the academic work that we're doing and then builds on some really important skills that help people be job-ready, our students be job-ready and world-ready. How is this different than what we've been doing for years? We have not had social-emotional learning standards in place. This actually codifies and puts into place actual standards that define and measure and show development in ways that we can track growth in a social-emotional realm. We have talked and used lots of language since 2008 in the state that we are doing social-emotional learning, but we've never been tasked with creating action plans that help us measure the fact that we actually are doing it integrating it into our academic work. So I support and validate what you're saying. We have been talking about social-emotional

093learning for a long time. This is really the work that is research-based and evidence-based that builds the framework that helps us measure the success in our ability to do it and also to build action plans to put this into, I guess the best way to say it is put action plans into place so we move from word to action. How are you going to implement this? Who will be doing this? The second pillar of our priority plan that was presented in our board meeting last two weeks ago includes social-emotional learning, the wellness pillar of the priority plan. And so much of the work is going to be done by our principals, our teachers, and buildings will be developing their own plans like they do with much of the work that they do based on the

094standards and then integrating it into what they're doing. It'll be directed by a team of us at the district office, meaning supported by a team of us at the district office. Does that answer your question? Yes and no. So this is another thing that we're putting on our teachers. I understand it's required, but this is just another thing that they need to integrate into their classrooms. Is that what we're doing here? Well, let me say that I think a lot of teachers are already doing these things. And the call to have us step back and create action plans is really validating the work that they're already doing. It also challenges all of us to learn and grow in as many positive ways and to develop a stronger sense of integrating and infusing these broader into

095the work that we do. So I don't necessarily see it as something new. The actual development of the action plan is going to take a little bit of time, but I don't think it's a brand new task at all that our teachers are going to have to take on. Again, as I said, I feel many of them have been doing that work. And I guess my last question is, so how can you tell whether this is working? Well, one of our tasks that... Excuse me, I'm sorry. Can you say your question again? How can you tell whether this is going to work or whether it's working? What are the milestones to be able to tell how you're going to work? I'm going to defer to director Deal here in a minute, but how are you

096going to measure and find out whether this is going to work and who's going to do this measuring? Well, that's a fabulous question. What are the ways we're going to measure is if you look at the 24 page document, that is the standards outline, you're going to see incremental progress that tells us how we can see demonstrated the skill being built in a classroom. So we have a litmus test or a guide to help us be able to measure it at different grade bands and grade stages. The second thing is the task of building an action plan requires that we build in an evaluation component and that we reflect and we are able to see what kind of progress that we're making. Okay, last question. What is the student input to this? In other words,

097it's fine for us to tell ourselves we're doing a great job, but it's the student that we're interested in. Is this working for the student? Is this improving student outcomes? Where is the student component to this? I don't want to get too far out in front of how we might approach this work. My recommendation or suggestion I would have is that we ask our students about that and we do some surveying or some information gathering with them about do they feel the work that we're trying to do to teach these skills is in turn part of what they're learning as a part of the course of their education. So I would want us to figure out ways to integrate student voice into this process and also include them in the action planning process, action plan

098building process. Okay, thank you. Well, I would just like to say, Mona Johnson, thank you for your important work for such a long time and I have read the policy. So and the backup that's been provided to show the benchmarks of standards, which is what the district uses for the procedure and that's what the board sees for our upcoming operational expectations of the monitoring of this. And so I just appreciate the work and I appreciate the focus. And as I was reading it, my thoughts were, aren't we doing this? Well, and one thing that we need to realize is we're a large school district and we do a lot of things that some school districts aren't doing. And some of the things that come through while this goes with our desk is to ensure that

099every single school district in the state is doing because it's not as easy for smaller school districts. And so sometimes we will just, we might roll our eyes like, why are we doing this? Because we're all included. So that's what I remember when I'm asking questions. And I appreciate being a large school district and thank you for coming to South Kinsapp with your excellence and your important work and I just appreciate it. I look forward to monitoring this in the future. Do you have a question? No, thank you for your important work. No questions. Thank you, I appreciate the update. And I guess the way I look at this is that we're doing 95% or greater of this already. But to me, this is just, we're putting it on paper and we're doing it the

100same across the district that it's from building to building, there'll be some minor variations of stuff, but we're putting down and we're gonna be doing what we say we're going to be doing and we're gonna have ways to evaluate that and to improve upon it as we go forward. So I appreciate that we're actually putting it down and actually putting it on record as something that we're doing and tracking progress against it. So thank you. I think educators have always been concerned about the social emotional learning in terms of basic to what you've done. And as has been said, we're already doing a lot of this, but sometimes it's nice to just go back to the basics, have a checklist, say, yeah, I'm doing this, I'm doing that. Oh, you know, I might improve on

101this. I'm doing this, I'm doing this. Yeah, this needs some work. So I think having a comprehensive document like this could be very useful. Okay, thank you. Okay, thank you, Bob, I appreciate it. Item 8.01, superintendent, superintendent Winter. Thank you, just a couple of things. Summer school update, I sent hopefully enough information the Friday report that shows where we are with summer school. We've first granted an invitation to 1,200 students for waiting to hear back from those students. Keep in mind that we're targeting a specific skill set for students. So summer school actually has got two phases. It's the actual work that's done in the summer. Then there's the intervention for those students that don't meet the requirement or the focus area for summer, we'll provide interventions for them once the school year starts. So

102we're having those conversations at the elementary level to make sure parents know, we're not just forgetting about you, but we have this plan for you once school starts. Once those, like I said, once those students or parents say, yes, we're in, then we figure out staff and people. We've got summer school critical grade to go, and we've got enough staff interested. So I think it will be successful. Both Director Gattonby and Daley mentioned the student celebrations, and I think that's a great time of year for this. We're finding ways to do it virtually with our CTE celebration last week. It was an earlier example of how good we've gotten in Zoom and online things. But there was some memorials were done, both virtually and in person. There's some band and orchestra concerts Thursday night. That'll

103be in person. We've got a lot of things happening, and it is a time to celebrate, and not just our high school students. It's also our middle school and elementary students, because we've had to show resilience. We've had to show flexibility. I think our students have gained in many ways, and we still have to figure out what we need to do to support them for what they may have lost along the way. But I'm actually hopeful because of what we're seeing from classrooms that we kept pace. We did a pretty good job with our students, and certainly the effort was involved. So celebrations are big. On that topic, graduation, June 19th, Robbie's heard from some of you, but the high school really wants a definite firm commitment that yes, you will be there. So if

104you can send Robbie an email saying, I'm in, then she has that email to send to everybody at the high school so that they don't have any chairs to put out at noon on the 19th, and there'll be some information, more information coming to you about parking roads and those kinds of things. So, everybody, of course, I'm going to direct you to the camera. And then lastly, it's talking about fall, which we'll have more conversations about. This state did come out with some unexpected guidelines and restrictions on remote learning in order to reach the basic ed funding source versus ALE. And so we're now, along with 294 other districts, we're reshuffling what that might look like. We have Explore, that fits our ALE requirement we've got in person, but the state is saying we now

105need 70% of the day needs to be synchronous learning, and we need to make sure that our students have access to everything, especially at PEE, food services, health services. But they've also put a stipulation on which students qualify, and it's students who have health and safety conditions. So we're trying to figure out and work through exactly what that means. So what we thought, based on what OSPI was telling us, so it was going to be fairly open-ended for anyone who wanted online learning, it's changed a little bit. For the remote piece that's basic ed, we still have Explore. So any parent who wants online education has Explore as a choice. But when we thought that middle choice is a little bit less than we thought it was going to be. So I'll get more information

106at the next board meeting about where we stand with that, but we'll turn it over to them. One for the summer school, you said 1,200 students. What's the supply demand, as far as the demand for summer school students, and what we're able to supply? So is there a balance there? Well, so we're not going out and saying, who wants summer school? Because we targeted, based on all the assessments we've done, specific students who have specific needs in specific areas. So that's 1,200 expectations that went out based on those needs. That ranges from the high school need credit recovery down through the kindergarten students who just need some support based on the focus areas. So the other half of that is, like I said, conversations with parents to say, you may not have summer, but we

107got this. This is what's going to happen when your student returns in the fall. So basically summer school is by interstitial. Yes. Based on assessment of student learning. Very detailed assessment. As I sent this list, it details all the assessments we've done to make a list and prioritize the students. Thank you. Could you say a little bit more about the assessments as far as what you were expecting? Were you expecting less kids or more kids? I don't know that we were expecting. I think what we did is we took the students that we had came through, well, I'll use elementary as an example, K-5, use the assessments to identify which students that we felt needed the support that Summer Academy is going to be able to provide and then made those invitations. And then the

108second group is these are the students that are going to have extended support once the school year starts. So again, it's all, this document, it's all part of the front of the report spells that out. Again, I don't know, we didn't put a target out and say we want to serve this many students. We did put a target out and say, we want to scale this to a level where we know we can be successful and then build on that in the school year and next summer. I think we're there. I mean, I think we're in a good place. So we have the staff and support to do it. Yes. Regardless what size it is. Yes. Okay. So we'll have more ESSER funds coming in so we can expand in summer school next year. So

109the funds aren't coming in, but we can get reimbursed. Available. I just want to be clear. Yeah, I know, available. Our goal is that we would have some of this 21, we would expand this in 22, expanding it in 23. So yes, especially while those funds are available, we want to continue to grow this program. Okay. Last question. So we're kind of at the end of the year and then it'll be next year and what's up with our pool? We're still waiting for the final bids from contractors so we can bring that forward to the board and say, here's who we're looking at. So our assumption is then that the pool isn't going to shut down during the summer, which means we will be using the pool next year. The plan all along has been

110the pool will be shut down in late August. But we would not use the pool next year. That's why I'm bringing up the question. So what do we need to tell the community? So I think when are we going to tell the community what's going to happen? Well, I think it's been communicated already so not publicly broadcast in large amounts, but that has been the plan is that we will have our contractors going to work in August. So we'll be communicating once we have that all solidified with the pool we oppose next year. We thought it originally would be closed this year, but that didn't work out. And I think the other thing just to be prepared is that, and we've talked about this, there were the costs of the pool originally estimated in 2017,

11118, 19, whatever it was, that was a long time ago in construction costs. So the construction costs are up, the estimate wasn't as accurate as we would like it to be. And so we're going to deal with a little bit of a bulge in costs, but we believe it still can be contained within the buckets of the capital. But hopefully we have a bid there soon. Is there any chance we'll need to reevaluate this decision? I think when the bid comes forward, I think it is the board's prerogative to reevaluate it, absolutely. Thank you, that's all I have. You think, Richard? Excellent. There's no other matters, of course. Good day, Mr. Chair.