001Okay, now we are recording. Um, for those of you that don't know me, my name is Nicole Rodriguez. I'm the director of multilingual education here in the district and I work really closely with Nicole Asian. She'll introduce herself here in a minute um to support our native ed program and this is our public hearing for the um title six program that we're going to talk about for the 2526 school year. All right. So, I'm Nicole. I'm the title three and title six native ed um program specialist. Um so welcome. Thanks for being here. Um those of you on Zoom, we will be trying to monitor the chat. So um feel free to put anything in there if you're having any issues hearing us. Um and we have a camera where you can um see who's
002talking. And for those of you in person, if you want to talk, we can share the mic. Um so we will move forward. Um before we start I just am going to say we have lot of information to share and then hopefully lots of time at the end to have more of a conversation and um collaboration and feedback. Um, okay. So before we begin, I just kind of wanted to say let us remember the interconnectedness of all beings and importance of honoring the past. And we gather today to understand the unique needs and experiences of our native children. Just as the roots of a mighty oak draw strength from down from the earth, um, we seek to understand the deep roots of our native students, their families, and their communities. We acknowledge the historical and
003systemic challenges faced by the indigenous peoples and we strive to create a um learning environment that nurtures their growth, celebrates their culture and empowers them to thrive. Let us approach the meeting with humility, respect and commitment to creating a brighter future for all our children. Um, okay. So, for today's agenda, we're going to go over the demographics, successes, student academic performance, uh, the title six grant information. um the open we'll have an open forum and feedback and then a Q&A section as well as if you want to stay a if you guys can stay afterwards we're going to host um elections for the parent committee um for the following school year. No, they they go effective immediately. Oh, effective immediately. By they're effective immediately. Just kidding. Effective immediately. Thank you for the correction. I appreciate
004that. Okay. So, I'm just going to kind of anchor us in what um we're talking about today. So, as you all know, we have a Native American education program here in the district, and it consists of lots of different components. We're talking really about one of them today, but I wanted to kind of show you the big picture here. Um, so our Native American education program is kind of across the whole system. Within that we have both title six which is our program for students who can complete a form with a um ID tribal ID for a federally recognized tribe. It's a federal grant um to support those students. And then we also have title three which is just a self-identified. You don't have to have a 506 form to qualify for title 3. You
005just have to selfidentify as a Native American person. And um if you're struggling academically, you can qualify for additional supports through title three. We're not talking about those that one today. We're really focused on title six. And then kind of alongside that, we have the John McCoy Liy Lush since time of memorial curriculum. Um and that's for the whole district. So the ones on the left there are really our programming to support our native students. The one on the right, um, the curriculum resource is for everyone to make sure that all students in the district are learning the histories, um, that exist in our area and our what the tribe um, has shared over time and that one is going in front of all teachers and staff. So, for today, we're just going to mostly
006be focused on title six, but we'll talk a little bit about a couple other components as well. Um all right. So part of the Indian parent committee um I just want to give a big thank you for those who um have participated this year and for the many years before that I've been um okay then we wanted to make sure you all know some of the demographics um in the system and I know this is an area that we've been working on to continue to identify who our students students are. Um, so we just pulled out a few numbers. There are lots of different ways to look at this information, but wanted to share a few different ways of looking at it. So when we look at the federal race identifier of American Indian or
007Alaskan Native, there are 594 students in the district who have that federal race identifier. I also know that that is not going to be exhaustive of our native students. They may not have that as their federal race identified. Um, so when we get down to a different level, the state collects more complete race information and there are approximately 750 students in the district that have a state race that indicates they may be Native American. So then when we think about the students who are qualified for those federal programs, we have increased this year, which we'll talk about in a moment, but our Title 6 program, those kids that have those 506 forms completed, we're up to 93. um we'll talk about some exciting things that we did this year to help with that. And then
008we've also um increased our number of students that qualify for title three and that's up to um we know that this is still an area of growth because there's a discrepancy a little bit between those green and blue bubbles of those students who qualify and students that are in the system and still need to be identified and connected with programming. Um, but we have some exciting growth to share um, today that we'll go over in just a moment. So, because this is for our Title Six grant, we're going to dive into some demographics of those 93 kids. So, when we look at those 93 kids, this is their breakdown across the system by school. So, they're really everywhere. Um, that largest one right there is Mount Lake Terrace High has 12. Um, the next one
009is Meadowdale High with eight. We have six at Edmonds Woodway, five at Chase Lake Elementary. Um, and I think the other one I missed was six at what school was that? Edmonds Woodway. No, down on the elementary. Got to move this out of my way. Sherwood. There's six at Sherwood. Um, but as you can see, they're kind of all over the system. So, making sure we're getting out into buildings and talking to our staff has been something we've been working on too to make sure these students are getting access to the resources they need and having success. Then, this is like grade band. So, when we're looking at just elementary, we have 44 students in those grades. Middle school only captures two grades, seventh and eighth grade. We have 12 kids in those grades. And
010then we have 35 kids in the high school level. So that's just another way that we are looking at it so we can think about the different ways that we can support those kids. And then this is the federal race ethnicity of those 93 kids. And I wanted to share this just to highlight that we know not all of our students that qualify for title six fall into that American Indian Alaskan Native federal race category. So, as you can see, 73 of those 93 students fall into that bucket, but the others fall into other places. Um, students could fall into more than one bucket. They may be multiple races and they could be, um, Hispanic with other races included. So, um, this isn't going to add up to 93 because students can fall into multiple
011buckets, but just wanted to show where they are captured when we look at their federal race. And now we're going to dive into some of the successes we've had this year with the program. Okay, so this is one that I kind of referenced when we talked about how we have 93 students. So, something that we've been working really closely with the parent committee this year is increasing our identification of who our students are um to make sure that we're connecting with them and connecting them with each other so that they can build community and um have each other to talk to and know that they have each other in the spaces that we're in in schools. So, on the left there, there's just a bulleted list of some of the different things we've done over
012the course of this school year to support this increase. We attended several different building based school events like curriculum nights, multicultural nights, um, and had our Native American education program have a table at those events to highlight the program. Um, we changed our access for the 506 form. So that's that form families have to complete. Instead of it just being paperbased, we also now have it digital, so people can fill out a Google form to support the ease of completing that. um we sent a direct parent square message to those 750 family or students who um identify on the state race level as potentially Native American. Um and then we also presented to our district leadership team which includes all building principles about that so that they were aware and also about just our program
013in general to help build awareness. and our parent committee presented to counselors to also build awareness of our programming, the needs, and make those connections. Um, and then most recently, we did a phone bank to those families that are potential to try and reach out in another way. In addition to those parents square email messages and text messages that went out, we called families um to seek additional um understanding about the program so that we could get more people who may be interested in joining. So on the right you'll see a graph and that just kind of shows over the last couple of years. And what we've shown here is both the March count as well as the September count because in September we typically take a dip because we have students who graduate or
014students who move systems um over the summer. And the March count is the count that we are required to submit to the federal government for our funding. So in March 23 we had 58. We dipped down to 48 in September of that year, but we were back up to 67 by March of last year. We dipped down to 50 at the beginning of this year, and we've gone all the way up to 93. So, we've had a lot of exciting, really great growth. Thank you. Um, so additional celebrations. So, the growth of Title 3 from 15 students originally to 69. Um so we spent some time digging through information and making sure um teachers were aware as well. Um we increase awareness of the native education program and the services amongst the district staff. Um
015so that would include even talking to teachers and counselors. Um, I've made a lot of partnerships uh with the city of Lynwood, city of Malik Terrace, um, Stomish County, uh, to provide ongoing support for our events and I've increased grant funds to support students continually and I'm always looking for uh, extra funds and um, we've definitely created a Google form for referrals as well. um it's been used a few times now and okay and then we're going to just dive into some academic performance to connect back to those kids that are identified and in our program. Um we're going to start with graduation rates and this is um a public facing snip of um something from the OSPI report card. They have a reporting area that asks the question, what percent of students graduated in
016four years and this is by the again the federal race and ethnicity. So, we know that not all of our kids who are in our Title 6 program are captured in the American Indian Alaskan Native and we know that not all Native students are in our Title Six program. And we also know looking at this data that we have a ways to go to ensure that we are closing that gap to ensure that our American Indian and Alaskan Native students are graduating at the same rates as their peers. So that's um something that we are continually striving for and working on to support the academic success of our students. All right. And so what you're looking at here is the students academic performance on I Ready assessments. So the red is three or more grade
017levels below level. Um the orange is going to be two grades below. Um the yellow is one grade level below. Um green is early on grade level and blue is mid or above grade level. Um there were 58 students captured here um because a couple of different things. Um most high school students don't do I ready um testing as well as um different grades will take the test. So, I know like kindergarteners do and then uh first grade and then fourth and so on. Um correct me if I'm wrong, but mainly just high school doesn't take it. Yeah. Okay. Perfect. Well, so in here um you will see there's a larger yellow zone, but that is kind of to be expected mid year. And um yeah, this just captures at the top it captures the
018math performance and at the bottom it's the reading performance of how again this is just capturing students in title six and as Nicole shared it's not all of the kids because not all of them took this assessment and this is the winter data which is done in January. Perfect. Thank you. Um I do want to show some examples of student growth. Um so student number one had been um this is specifically just for like the I read reading. Um so the placement was originally in September two grade levels below and then in January when this uh student took it she they were one grade level below. Um so there was quite a lot of growth for this student and then student two um placement was one level below and took it again in in January
019and then was early on grade level. Um so this growth can be attributed to increased advocacy for the students um and allowing staff to better understand the needs of students as well as um current like we I've been receiving a lot more hey you know I've recognized this person is also native and you know what are other supports that we can do um to make sure that they are successful. Um, so the the outreach that we've been doing as a district has been increasing that. Um, and we're currently on currently working on applying for grants and funds um to have an increased extended day learning options. Uh, so we're working on that. Seems promising. Um, and then here is the attendance As you can see, there has been a growth from 2021 uh 22 to
02023 24 which is to 57.4%. Um and that is a a greater a greater increase in comparison to all students which is above from the 73 to 77%. So again this one is from the OSPI report card. Um, it's answering the question, what percent of students had fewer than two absences per month on average? This is still an area that we need to support and it's good to see that that's increasing over time that our students are showing up more for school and I think um we can continue to work on that as we continue to connect students with each other and build that community so that they can show up for each other. Um, okay. We're going to dive into uh specifically the title uh six grant information. And so, as those of you
021who've done this in years past know, it's a very formulaic grant. I wish it had more flexibility than it does. Um, but I will show you what we have. So, we'll go over the program objectives. Um, which again, it's like a drop-own menu of what your options are and then the program services. and then we'll talk about budget and then we'll move into an opportunity to have conversation and questions and feedback. Um so our first program objective that we are focused on is increasing that academic achievement. We had some exciting growth that we showed you with those couple examples. Um but we also can see that our students need to have increased opportunities to be supported with their academic achievement. So that is a really large program objective for us. um increased knowledge of cultural
022identity and awareness. So, making sure our native students know who they are, are connected with resources with their tribes and other um families so that they can be aware of their own cultural identity. Um increasing graduation rates, we showed that data where there is that discrepancy when we look at the um federal um race of American Indian Alaskan Native when you look at that group compared to other groups in the district. So really wanting to focus on how can we increase that which I think directly connects for our first one of academic achievement. Right? If our students are um proactively getting additional supports to be more academically successful earlier in their schooling career, it will lead to an increase in graduation rates. Um, and then the increase of school attendance rate is also one of
023our program objectives that we have listed in the grant and we talked about that too, how that data is improving, but I want to continue to see that line going upward and hopefully we can increase the slope of that line. We also want to increase college enrollment. Um, an example of what we've done this year for that, Nicole hosted a FAFSA night to support families and students with understanding um the the whole process that can be really complex and um a little bit cumbersome. And so supporting our families and students with that will support increase of college enrollment. We want to increase our parent participation. So making sure that we're connecting with our families and parents in a way that feels meaningful and that you all feel like you have a voice and can connect
024with the district. Um and then increasing our support for at risk students. And right now our biggest barrier that right now with that is funding. So seeking additional opportunities to um have funding sources that can help us give extended learning opportunities for those students that are at risk. So within all of those program objectives, there are more dropdowns in the grant for program services. I'm not going to go over the program services one by one, but here's a snapshot of them. So, as you can see, college preparation is directly connected to our increase of college enrollment, providing culturally responsive academic enrichment um as well as academic support, um mentoring opportunities. We're also working really closely with our student learning department to um provide culturally responsive professional development so our staff and teachers feel like they
025know how to support our students um each and every day. working on different dropout prevention strategies, family literacy with culturally based materials, again that parent involvement, um supporting with Indian education, including the language and history background. And then um the last one that I can't see on my screen, I think is substance abuse education and prevention to ensure that our community is um supported in that way. So the last thing that I have to share related to the grant is a very very exciting um our number of kids in title six is how the federal government determines how much money they're giving us to support the title six program. The first thing I want you to hear is that our title six money from the federal government is supplemental to basic education dollars we get
026from the school district. The department of education budget is outlined here. This is in addition to money we get from basic education. But because of our increase with these dollars, we are able to increase the program specialist position by a full hour. So this year in a goal is three and a half hours a day. For the 2526 school year, that position is going to be increased to 4 and 1/2 hours a day. So we are using that increase in funding to support the personnel costs that come with that. And with that we can continue to support increase of finding additional grant sources for additional funding as well as the advocacy piece and connecting with teachers in the system um and supporting our students and providing additional um mentoring and coaching and advocacy for students.
027So this is just an outline of the different line items that are in the grant itself. So you can see how much it costs for personnel. Travel is related to um going to conferences or um traveling like mileage to go to um connect with other people in the same role in other districts to understand how we can support. There's a limited number for supplies. Contractual is to support us when we want to bring in like vendors or PA people for our different events. Um and then there's always indirect costs and the other is just kind of a miscellaneous bucket to have the total there. Um, so that is a very exciting update. And then these are kind of our next steps. We know we are continuing to grow um and have room to improve in
028lots of different areas and excited that this increase in the funds from the federal government will allow us to increase the allocation of hours for the um native education program specialist role. We want to um have additional outreach to our families that may be indigenous or Native American and could qualify for our program. Um we want to find additional funds to provide more robust and longer term extended year learning opportunities. Um and I'll let Nicole speak to the last few. Yeah. So um deepen relationships through regular check-ins. So, my goal is um for next year and the remainder of the coming months um do a little bit more of the check-ins, visit more of like the middle schools as well um and elementary in hopes to kind of just deepen the um relationship so they
029know that I'm here and we're here to do any support that we can. um creating more professional learn learn learning offerings focused in native ed and history um and district leadership training and knowledge building has kind of been really a huge goal of mine um that will be coming down soon and so we kind of have time for feedback questions answering and um if you don't feel comfortable speaking um or if you want to do both. Um there is a QR code and a little link so you can um give some feedback and it's all anonymous unless you want to be contacted then you can write your information in. Um yeah so I have a question. Yeah I'm going to bring your mic so that everyone can hear you. So when we were looking at
030the data, most of the kids were below grade level in that snapshot there. There were a few at grade level or above grade level, but the majority were below. Um, and then I know that you said that you called out two students that had done better, but I'd like to know what specifically this program did to help those students do better. I mean, are you sure that that wasn't because of something else was being done in the school or something that was being done at home? Like, were there specific steps that were taken by this program that helped those kids to do better? That's like the first part of my question. And then the second part is um I know that there's been several um like surveys that have gone out about what people want
031and what people need. And I know that since the beginning of last year at least, people have been asking for tutoring and help for the kids that are below grade level. So, how many kids are currently getting tutoring services through title six? And then how many of our kids are currently getting tutoring services through title three? Can I speak to the first question? Um, so I'll speak to the first part of your question. Um it definitely has been for example for those two specific kids that um those people have actually been in touch with me because I've I did a like I reached out to the whole district being like hey if you have children in your class you know like there's a a huge you know different needs um and you know to have
032better understanding please contact me and communicate and so I've done a lot of like outreach. So, I know for those two specific ones that I I looked at, um the teachers have been asking more questions to me and they've been um more aware, I want to say, because a lot a lot of teachers do have a lot on their plate and um sometimes when you just kind of poke at them and in the beginning of the year, some one of those kids did end up getting a little bit of tutoring. Um so I think that also speaks to um the growth for one of them and that tutoring was through. Okay. Yeah. And how long did the tutoring last for? It has been say it's been an hour a week for this one particular one.
033Um but it only lasted for about two months. and then she like their parents were like okay you know we don't need it anymore and then I think the second part of your question is definitely an area of growth we have reached out asking families if they're interested in extended learning opportunities like tutoring um and the interest goes beyond what our funding can provide so we don't have enough funding to give everybody what they really need and so that's why we're actively seeking additional funding sources to be able ble to offer a more robust offering because I hate saying to families, we have this much money and we can only offer you one hour of tutoring. Um, so wanting to find something that can be a little bit more sustainable. So, we're seeking additional funding
034sources for that. Joanna um there is a grant that I'm applying for currently and it is a robust chunk of change and um I've been gathering different um information of costwise through different tutoring systems like you know sil learning and how much um you know it would cost if I wanted someone a kid to go twice a week for one hour and you know have it be online if it's needed or if it's in person and um just kind of finding different ways of how can we make it work better because obviously the way it works for tutoring, we need parah educators currently. And so if a building doesn't have a PAR educator that they can give extra hours to um that we pay for and they just don't have the bandwidth or don't have
035a PAR educator um that runs we run into another issue not just like money like financials. So, um I'm trying to look outside of what we have and see if we can bring people in, basically. And then have you partnered at all with other organizations to try to get that tutoring or have you been referring students out to tutoring that's available? I'm thinking of like UNA has several students now from Edund School District that are driving all the way to Seattle because there's nothing available here. people are having to go out of district to find that tutoring support. Um, so are we referring folks over there? I know that UNA had wanted to partner um or you know have some sort of a partnership which was not wellreceived. Um, so I wanted to see if
036you thought any more about that. And then um like anything like even busing students down like if you can't pay for the tutor, could there be a bus that leaves a school and takes kids down or brings kids back? and just thinking outside the box to make sure the kids are needing or getting what they need and in a culturally appropriate way. 100%. Um that's actually a great idea to see if that's something we can provide. That's a great idea. Um and then we I've I've thought of like, you know, like the on online version of stuff and I've reached out to a couple different nonprofits um that also um support tutoring. So I'm kind of seeing like different ways and what they what they need from us and you know um what that all
037entails. So it's it's a work in progress. Um so it's not like not being you know not taken care of. It's continually and I have been saying oh you know check out these different places for other parents. Um as well as like you know Edmonds Woodway has it once a week um for peer tutoring. Um, one thing the foundation talked about, um, the Edmonds Foundation also is having, I think, something starting in the next couple of weeks for tutoring. I don't recall what Alderwood Middle School. Alderwood Middle School that will be doing some tutoring as well um through a different um tutoring service. Um, so once that gets going, I'll be sending it out as well as another option for for helping the kids. Um, I have a question online here. It's Jennifer. Yes, we
038can hear you. Um, is this is this a task at hand? Is this a is this on your plate Nicole A or is this a um Indian education slash under multicultural um division or what whatever this organ this is rolling up under is this something that is on a larger scale of management or is this left for you to manage with your very very limited time um and a very big plate of work. who's in charge of of of making this uh making this program happen and accountable to it. Um it's definitely a mix. I've um I do a lot of the looking and finding and um Nicole definitely assists in the these are the right things to say for like applying for the grant and we go over the grants together. Um, so she's
039been a huge support and then if there's like something that I'm not able to do, um, they find a way to assist me and with a lot of the networking that I've been doing, um, I've been getting a lot of support. So when I'm not around, um, someone is always looking out. At least that's what I should because I I I asked that question because we we have like um from what your job description was of what we read when hiring for the very limited amount of time. We've never had a a like a very um authentic conversation with the whole team to know who is accountable to what, who is in charge of what. And if it's just purely on the tasks of the the title six, then it should be that there that
040we should know who's who's who's accountable to this stuff and what the project plan is like with a timeline. This is what we're working on. This is what we're trying to be accountable to because this meeting right here once again is already showing up as like the catchall. It's like because we are forced to have to talk about it and it's it like I heard the word increase a thousand times but we don't ever know how the increase is going to happen. So it's like in in these sessions there should be some like pres presenting of this is what we see and this is what we're doing to manage this. Um, and then another thing that that that I'm just going to echo what Jen Herman just said. We have we as the parent committee
041have already put in suggestions for the the Indian education team to collaborate with in terms of tutoring. We are signing off on grant dollars that are saying we're doing something that we're not really doing once again this year. You gave an example about one person which is fabulous. Um but there need so in in like instead of like trying to do 10 different things in a very limited way, we need to focus on three things maybe two things this next year and do it really well. We need a robust tutoring program. Let's go to Shoreline and ask them how did you start this program? Who do you have doing it? when do you do it? What's the format? Like, let's use the tools that we have instead of trying to just continue to go out
042and build new systems. Um, and this is where I really see leadership like helping you do this work like as a project manager, if you led this as a project, we need to build a tutoring program. So, there's a a research and development portion. There's a report out position b, you know, timeline and milestones attached to that. There's partners that are involved. There's meetings that are involved. And it's once again, it's like we're coming up to this meeting and it's like sad to me that we are have to do this again and we're we're still not coming up with any plans together. So, I know I just went through that a lot, but I really am pushing you to hold your leaders accountable, Nicole A, because this is like shouldn't be your responsibility to save
043all of these kids by yourself. Thank you for listening. Thank you, Jennifer. I appreciate your advocacy. Um, I would say Nicole and I work really closely and then I guess I can explain a little bit of like the organization and the structure. So Nicole reports to me and then I report to Jason Alo who is the executive director of student learning. And so I speak to him about all of the things related to our native ed program. And then he is at the cabinet level. So he meets with the superintendent and all of the um assistant superintendent and brings any necessary information to that level. Um and so that's kind of how the the structure works. Um I don't know if there's another way that we could go about sharing information from the parent committee.
044Um I know there have been some requests to have meetings that um we've been told that that capaca there's no capacity to sit down and have that planning meeting that you emailed about. Um so I just think continuing to advocate and um I think it's a really great idea to collaborate with the districts near us and so reaching out and talking to Shoreline about what they're doing and what they have in place and how they're funding it. um would be important and then continuing to find additional resources to support us. Um on that note for like collaboration with other school districts, I've definitely reached out and talked to um the Mary'sville school district in how they um do their funding and everything and um a lot of it has to be that they're on the
045tulle grounds and so they get a lot more support. Um, however, I've been in meetings with the person who's um in the same position as me and um he's definitely been giving me some tips of like where to look and where to go um for different um solutions as well. So, it's not for a lack of trying. Well, maybe you three or your team internally can have a meeting and build out a project plan of what your plan is to implement tutoring within the first say what you're going to do in um you know June through September and then the following on part of the year and then we can you know talk about it and see how we can partner as the or you know add input as the parent committee. But so we
046have, you know, tutoring and then maybe whatever else is on the hot plate. Um, I would, my personal opinion is the data and having the district come up with a plan um that is actionable before the beginning of this next school year and what we're going to do to kind of have headway on um collecting the right students and managing the the racial um data collection. But if I could propose that to you guys to do something a little bit more um strategic and concrete so that we aren't just going school year by school year and doing this again each year. Yeah. And that was my intention last year when we started this grant cycle. we put in for like a multi-year project plan which makes just on the technical side of things when we
047submit it is a little more streamlined so that we can do a little bit more strategic planning so that we can instead of going yearbyear because I think that's how we've been operating in the past and so this is our second year of the multi-year project plan so being able to um highlight that in the the grant application itself I think is helpful Are there any other um questions or comments? I saw a couple comments in the chat. Um, if nobody else has any questions, I have another one about the data project and I would like to know how many how many families have been contacted out of um the entire list that we went through. Um, I'd love to see some some um some data out of that. Uh, how many have called have
048how many we've called, how many have called, you know, that we've touched base with, how many we turned over to the program, that type of information. Okay. I don't have that right now, but I can definitely work on getting that together here. Um I have called over 50 parents and families um between like from February 22nd, 24th when we did the phone bank um till now. And um we have gathered I want to say I think we're sitting at like 109 kiddos now. Um it's just I think when you're making the phone call and talking and then say I'm going to follow up with an email you know with like the link so it's um easier but then you know there are like other things that happen. So, um there's been a little bit of
049growth and I'm not exactly sure how to do more outreach, but I'm going to continue calling of course. Um, and I've touched based with quite a few uh parents who are really excited and or they don't have their paper like enrollment ID numbers and stuff, but I've always said like please come and participate and I'll send you know send you information when certain things are occurring so you can be welcome um and learn. I just made a note with your question, Jennifer, so we can get you that more like tangible specific data. um so we can get it together and send it to you. I have a question. Yes, Brandon, I've seen your question in the chat. Is that your question? Yeah, that is my question. Okay. Yeah. So, if your child did you complete
050a 506 form? I did. And with uh tribal ID numbers for my kid's mom, our daughter is not enrolled in the tribe uh yet. That is it's a little difficult to get the paperwork through the through the Clinket Haida uh tribal. They only meet once a year here in Seattle. Mhm. And same with the the Ali Ali tribe. So, but her mo her mother is registered with uh the the tribes. Okay. Well, we are recording this meeting and it is going to be posted publicly. So, I don't want to have you share your information um right now, but we can follow up with you. Our contact information is on the last slide and then we can follow up with you to make sure you get the information you need for your daughter. Okay. Okay. Cool.
051Yeah, I will do that. Thank you so much. And thank you. Yes. And Brandon, just to add to that, you don't need um enrollment information for your daughter. Your your wife or excuse me, your daughter's mom's information is all that you we need for her to be eligible. Okay. Awesome. And that is good to hear. Thank you. Yes. Thank you for adding that, Jennifer. Trying to get to the last slide. No, it's not letting me. I don't know. I don't have the ability to Am I still sharing my screen for those of you on Zoom? Yes. I was just going to say I just want you to I just want you to know how much I appreciate everything that you've done since you started working here for the district. I'm a parent whose kids have
052fallen through the cracks. I have a 21-year-old and a 17-year-old. It's the first time I actually had an outrage um and got was able to get my kiddo signed um with the 50 506. And so I have seen all the work that you have done with the outreach and the community building and um it's the most I've ever seen. and this is my end of my admin school district uh student career here with all my kids. My last one is a senior. And so it just it feels really good that this I can leave our district and say there I can see I can see the community. I see what you're doing. There's just so much more that I'm so excited about that you've brought to the district and I want to thank you for
053that. Thank you. Thank you. I finally got the slides to work for those of you on Zoom. So, our contact information is there if you didn't already have it. So, Brandon, I would encourage you to send Nicole Ascaren an email or call her um and then she can follow up with you on your individual situation. But since we are recording, I don't want to share um individual student information on here at this moment. If there are no other questions or comments, I am going to stop our recording. Just going to make sure. Okay, I'm gonna stop our recording, but we won't end this meeting quite yet because I think um the elections want to occur. So, I'm going to turn it over to the parent committee for elections. So, let me stop the recording. Cool.