School Board Work Session - May 8, 2025

001Right. Call the meeting to order and acknowledge that school district sits on the land of the Nisquali Swatson Island and Shahalis people. I thank these caretakers of the land who've lived on and continue to live on the land since time immemorial. Please rise as I lead us in the flag salute. I aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. Good evening everyone. Welcome to our work session. We are going to begin with a curriculum update. Andra Kelly Batstone, director of secondary education and Missy Hinkle, director of elementary education will present. Hi, good evening directors uh and uh everybody joining us this evening. Hopefully there's uh a lot of people interested in the cool work

002that's been happening with our ELA adoption. It's K12, so it's an all skate. You have uh two handouts hopefully in front of you. Uh one is going to be the instructional materials adoption process for ELA. It says K12 on the top, ELA. And then there's a second document that looks really similar, has the same steps on it, but it has the science information. Uh we're going to start with the ELA document first. Uh the process for uh starting the instructional materials adoption review started last year. Uh it uh was initiated in February. We got up and running in March. I think there was a presentation to the board in March. Um, I'm going to share the screen on the document so you can see us rolling through it. And then you just got really tiny.

003So, all right. That's all right. So the majority of time last year was uh was revolved around steps one through four and so we are uh currently on we're finishing step five and so that would be the step that we didn't spend a lot of time on last year. If you are in the digital document, you'll notice that there's a lot of detail uh linked in step four that uh gets uh more in the weeds of all of the meetings. Um we had quite a few. There were nine different two-hour meetings for elementary, eight different two-hour meetings for secondary. Uh it's a very dedicated group of staff members who are part of this process and they remain diligent to this time. So it's exciting that we're in the spot that we are. So in uh

004finishing step five, that's where we're going to focus our time today and uh talking about what step five involves the selection and adoption of materials as outlined. So um the the two steps we have left in uh step five uh include some parent review. Elementary's completed secondary has another review session on May 20th. And then there's also the list of the different um meetings that we have had with both elementary and secondary as they've gone through the pilot process because during the pilot process it does involve uh um contact with the company uh troubleshooting training responding to feedback and making plans for our next steps. We know there isn't a perfect curriculum out there. The focus that we're trying to make across our system is focusing on the student learning standards and how best we

005can uh find a curriculum that represents our students that uh covers interesting topics that ideally is integrated across subject areas to um help teachers be able to be flexible rather than just covering content to to know their standards well enough that they can lean into the assets that the students bring to the table. And we believe so far the feedback is showing that the programs that we are and have piloted um are are meeting our teacher and student needs. So the secondary um is probably should have started with that is uh finishing the pilot for common lit and elementary is uh magnetic literacy is the new title and I'm going to have Misty talk about that a little bit as far as what we are proposing for next steps. Yeah. So, as it relates to

006the magnetic literacy, the K through five uh ELA curriculum that we've been piloting this year, we kind of came up against some interesting news that we didn't know. And I'm I'm happy to say that the the curriculum associates shared this with us. We sort of wish they would have shared a little sooner, but you know, they share things when they do. So what we found was that when we were piloting, there were things in magnetic literacy that the pilot teachers did not love and things that we wished would have been changed or made better. And actually the irony of it is that the vendors explained us, the curriculum associate person explained us that they were in the process of revision of those materials to a new updated version. And so the brand new version, the

007actual completely revised magnetic literacy for K through 5 comes out in fall of 2026. So not this coming fall, but the the following fall. So after we had a chance to go over what all the changes and revisions were, the changes that were made were really responsive to exactly what our staff were concerned about, what they were worried, the things they didn't love. those were things that clearly maybe weren't loved across multiple districts because those things got changed and adjusted in the new set of materials. And so after talking to um the pilot team over the course of this school year, we did make a decision that we're going to move forward with it, but we're not going to do to recommend an adoption until fall of 2026 when the new revised materials are totally

008ready. it really doesn't make any sense to, you know, invest in something that less than a year later is going to come out with something brand new when we know what we're really looking for is what's coming out in that following year. So, as of right now, the recommendation for elementary is to continue. It's it's like a stay in place. So, we're continuing with those teachers who are piloting for one more year. Uh they're going to continue to pilot in in the magnetic literacy. We are picking up a couple two or three additional teachers at a few of the schools to try to fill some holes where there weren't pilot teachers. We're going to try to fill some of those gaps and then uh the rest of the teachers will continue for one last year

009in the wonders materials that we've been using for the last 11 years. So we'll be moving along with those same materials for this coming year. during this coming year. In addition to that, we're going to be working with magnetic literacy with curriculum associates doing some continued professional learning. And then around January, they're going to get the new materials, the revised new materials in our hands so that teachers can start working through looking at those, seeing what that looks like, um getting their their feet wet, so to speak, with the new materials. We can start doing things like building some scope and sequence, those those pacing guides, all of that kind of work. we sort of wished we could have done over this year, but we couldn't because of the change in materials. So, uh that's

010where we're at right now. We did have a family community overview and review already. Um so, that part has been taken care of, but we're needing to just continue to review and see the new materials and and get our hands in them and then be ready to roll out in fall of 2026 with uh with the magnetic literacy. So, we're excited about that, but also sort of wish we would have known maybe we would have started a year later if we would have known that was going to be that one year later for the revision. So, yeah, it was kind of fun uh to be at the parent night because the families were excited about what they were experiencing and seeing uh with their students and the learning. and they were asking uh they were

011asking like they wanted to continue when we heard uh when they heard we were piloting again this coming year, they were advocating for their students to continue in the pilot. So that spoke really highly of of how the parents were receiving uh the experience of the pilot. So that was really cool. For secondary uh our next meeting is on May 19th. Uh it's been kind of cool for secondary. We were able to have all 35 of our uh sixth through uh 12th grade uh ELA teachers participate in the pilot. It is a fully digital curriculum. So with that comes different benefits uh cool uh access for to scaffold for a variety of learners. um flexibility in the program to be nimble in diving into things that are of interest to the class. But there are

012students who need need something in the hand. We still do novel studies. So there are components that we are considering. It's a considerable uh financial savings going to a fully digital curriculum. So, that's something that Misty and I obviously um are keeping in mind all the time as far as our comparisons with what we're working on with our teachers. So K um secondary folks meet on May 19th and we're going to talk about uh the adoption and what supplements and supports they need with it because again with that substantially low cost for the actual curriculum. There are some additional costs for uh some technology support licenses. uh we need to update some novels and there are some copy costs, but we're still well under what we were paying uh or for our uh the previous

013adopted curriculum. So, that's exciting. Uh but again, we're still working to discuss with the company how uh we can scaffold even further than the current uh program is set up. Um but that's just because we're still recovering from learner needs from the pandemic. So it the company has been very responsive. Our teachers are being very diligent in their uh final review as we move forward that recommendation to adopt question. Is that right? When when are you looking at bringing this to the board to adopt the 912 in June? Uh that's my anticipation. all the reviews from the teacher survey so far. Uh we've responded to the feedback for improvement. Common lit also is updating to a second edition. Uh and some of those updates are based on our teacher responses. So while there's still areas

014that are not perfect, we're going to work with teachers who need support and who are identifying areas of need for their teachers, namely our sixth grade students. Um, so I anticipate that after we meet on May 19th that I would in June bring the uh request to adopt forward so that you could see the numbers. You want to see kind of a presentation on June July? July would be approval. Okay. So that would be the plan like the July 2014 would actually be approval of it. Presentation presentation June June 12th July 24th would be the presentation or the work. You said we got word I think so and ELA I think that's clear no board action that's going to be kind of kicking the can down the road a bit. I think probably one question

015is are you going to do another parent night or an opportunity with the when the new kind of new materials to review? I think it would be something that we would consider doing for sure because I think it's it's so significantly different what they saw the first time and it's not they've saw they've seen a lot of really great things from magnetic but there are pieces that are more like Andrew was talking about integration and what they've done is they've taken like a large textbook and they've built out six themed units that are all integrated and I think that was really exciting for the the small group of parents that were there because what we showed at the parent night was not the old materials that we've been using. We showed them some of the

016old materials, but really discussed what was coming in the update. So, they did get that information, but it would be great to put it in front of them so they could actually like see it. Do you have a date when that's supposed to be released? Can you say that again? When the new curriculum is supposed to be released? Yeah, we're going to get our hands on it in January of this like next January. So this coming January will be when those materials will be available, but it's really only available to districts that are piloting in January because they're busy getting them in the hands of those districts that are doing that kind of work. So we're getting our hands on it for that reason. So then I think we'll end up putting this on the

017board probably Aprilish. We'll do it early April about data about the pilot, show you the curriculum materials and then in May um the approval. So kind of an April May. Yeah, that's fine. Um I I heard a rumor that learning standards are changing at state level. How does that work with this process? We've um well early on we were very excited for uh the updates and we've been uh attending uh as many sessions as possible to stay close to what those updates might look like. uh when push comes to shove the original plan for the the updates were pretty transformational and that didn't end up transpiring. So, uh, not a lot has changed. Uh, some juzing for lack of a better word, clarifying, some verbiage, uh, after a lot of feedback, but initially it was

018going to be a a redesign. Um, and we were really hoping for some explicit mapped out integration to other subjects where ELA presents itself so that teachers could um better collaborate so that we could help them hone in on priority standards and and feel good about focusing versus feeling like they're leaving things out. And that puts us in a position to be skimming over the top instead of having a focus to go deep and trusting uh the the teachers below and above us that we're going to stay focused on that standard and that skill. So, uh, our our participation in the Masterybased Learning Consortium grant has been a small dabble, but a cool opportunity for us to start the process of being standards driven. Looking at standards first to guide our work and the curriculum

019is how we provide opportunities to uh be exposed, to practice, and to show mastery in those learning standards. It's not just flipping through the content to learn. It's really driven by the standards. And the more we're able to know and explain the standards to students so that they know where they're at in their learning, um there's just so much power in that on the teacher and the student side that that's where we are going to really up our mastery based learning game because then we're not task focused, we're standards focused. And that gives us a lot more flexibility on what learning looks like. So it's uh going back to ELA, there's there's there are not a lot of changes. So um and the companies that we're working with are paying close attention to that. We

020let them know that right away. So um they have every lesson attached to standards, but with ELA, uh there's too many. Every lesson covers covers a lot. So we will still have to uh like Misty was saying look at the provided scope in sequence but then we have to decide what Tomwater is going to focus on so that the teachers feel like it's uh doable and students know what they're learning parents know what we're covering and that we have guaranteed and viable curriculum across the district. So, we're working on alignment. We're working on uh teacher clarity and student uh efficacy and engagement. Uh thank you. That makes my head hurt. Um the next thing is we do have money set aside in the budget for this purchase. Correct. Currently, no. Okay. So, we'll be looking

021at that as we develop. Um I mean I think for for the curriculum adoption for 912 it's a wash like that we already have money. Yes we do. Okay. Okay. And I'm pretty sure that that give you yes for this next year for the elementary we're going to need to make sure we get a price quote and make sure that we'reing the elementary the materials at this point for next year are quite a lot lower than what we were previously spending in previous years for wonders when we were doing full-blown wonders. It's actually coming in lower than that. So, so that's good news. Full adoption for 2026 27 that would be more for a startup year is always higher and then it backs way down after that. So, we have to figure out where we

022can cut costs and and there are things when we're looking at costs that like for instance in feedback from the teachers as far as things like professional learning, the the curriculum companies will put together a professional learning package that goes with their their bill or their their quote. And the teachers have been really clear to say, you know, in in some ways the time is more valuable for them to get together with their peers across the grade levels at our district without necessarily having to have the vendor there to run that. And that could be facilitated by myself, Angie Gorley, other people within our student learning department. And they felt like they had more value in that than they did necessarily in having the vendors come in. And so that's right off the top that's

023a cost savings to not have to pay for that those things as well. and we're able to cut those out. So, our high school ELA folks met uh last Friday uh on to start the process on common scoring criteria and focusing on an area and that was collaboration between Twater High School and Black Hills. Okay. and they left the meeting saying more please we'd rather work on that than an explicit scope in sequence and I was the bearer of like well we still we still need to work on our scope and sequence but they are very excited to dive into common scoring criteria based on learning standards so that is very exciting so if we get on the same page with that there's going to be really positive outcomes with our students and I think

024our teachers are going to enjoy that collaboration time for sure. Yeah. And I would say that we have part of this is potentially like considered under our technology led kind of capital less. So it might be an area to be creative in sort of some funding list science. Yeah. Science. So do you want to flip this over to science? So it's going to look the same same steps, same format, uh just different content information. So, I'll I'll kind of start with science because uh we spent we've been spending some time this year doing a review particularly of elementary science. Um there's a to be really honest, there's a lot of money that's invested into science instruction in our district um science materials actually. And so just kind of surveying getting feedback from from teachers across

025the district whether they you know whether those materials are um I don't want to say working because that's not the intent. The materials themselves are fine, but whether or not they're being used for the cost. We're looking at, you know, cost benefit, all of those kinds of things. And also the viability in what teachers are having to teach over the course of a very packed schedule. Are they able to get those things in? And are we getting science in kids hands? And um what we were finding in our survey data is that we just not in all cases are we getting that particular science materials that we were using uh that we were paying for. we weren't necessarily getting that in the hands of our students. It wasn't being used at the level that it

026really should be being used for what we're spending on that. And so doing a review with a science review committee this year from across the elementary schools to sort of say, let's take a look at what's out there and what other districts are using and kind of go through this same process that we went through for ELA, but to model it for science similarly. So, we did that and we are currently on uh step step four four. I'm back to step four. So, we're on we're on step four of this process. And what we whittleled it down to was really kind of Carolina science, which is what we currently have. And then the other option is mystery science, which to be really honest with you, many of our teachers were already leaning into that across

027the district. Um in a lot of the schools, they were using it supplementally. And um if you look at your packet, you'll notice that there are other districts, neighboring districts that have also have also moved to that for their science instruction. Mystery Science is pretty um it's a I don't want to say open and go, but for lack of a better term, it's pretty easy use for teachers. Um it's very teachers have reported that it's very engaging to the kids because they are um quick, they're easy to use, they're uh there's some videos that are involved that get the kids engaged. There are some hands-on experiments in there as well and the lessons aren't particularly long. The units will stretch over, you know, five to seven days and they can work through those things. So,

028we went through this process and after looking at that and doing science reviews with that team, made a recommendation to uh pilot the mystery science specifically across all of the elementary schools next year, K through five. We're gonna sort of step away from Carolina for the time being. We're going to give Mystery Science our a run at this. Um the cost is substantially lower and and I do mean substantially lower, it's it's not a little lower, it's quite a lot lower. Um so we're going to do a pilot that we're going to run this K5 uh across all the schools and then see as we're going. We'll continue to meet with the pilot team, have some parents involved, those kinds of things, review how we're doing on it, and then, you know, make some decisions

029about what we'd like to recommend moving forward, whether it's to sort of stay with mystery science or do we need to add some other things on there. But that's the the place that we're at right at the moment. So, any questions about ele school here in a second. No questions. Middle school. Okay. All right. So for middle school, our current core curriculum is amplify and we are um through the process looking at open uh SIED which is an open resource uh and then you the cost out is um purchasing your own materials for those labs. Uh the other pilot option is issues and science but it's owned it says Lawrence Hall but Amplify owns it. So it's basically amplify. So our next steps for our middle school science folks is uh volunteers who want to

030uh try the open sedin sequence. Uh it is um amplify is pretty expensive. So open sed is less because it's a open resource and your the primary cost is just the materials for the labs. So for K8, it's just volunteers for one year. Uh we'll follow the same steps of getting um uh check-ins with teachers. This group is uh pretty driven through the mastery based learning consortium grant since it started with our middle school math and science folks. So, they're the ones that asked to look at something different that was more nimble uh and responsive to their student learning needs and recognizing that it costs less. So, we would be coming back to you um just a kind of how we ended last year and then piloted this whole year for language arts. We would

031be coming back uh to update you on science Thank you both very much. Appreciate it. Thank you, Andres. Thank you, Miss Sue. You're welcome. Thank you. All right. Next strategic plan draft review. Thanks you guys. Um so we have given you guys updates throughout this school year and we are at the point now where we can share a draft of our full strategic plan. Um I think the survey data just came in yesterday that went out um to a wide variety of folks. We wanted to get feedback on our strategy. And so Mu is here as a presenter. who's going to talk about um some of the big pieces of our strategic plan and I think you have might have some I printed off I printed off the goals and strategies which is I think

032most of what we're looking at um today. So it's not the whole plan. It starts what you have starts at page 22 of your your online um the first 21 pages are a lot of background and information and I would maybe start with that but it's like eventually we're get to what we have in front of you. Yeah. And then we're hoping um after Mu shares kind of the process that we've gone through and I add in my pieces is that um there's three uh feedback questions that we have that um we can continue the conversation between now and May 21st and then um the hope is that on May 21st it's ready for for approval. Okay, Mu. Um we're just going to unmute you. Can you hear me now? Yes. Okay. Good evening everyone.

033Uh hello to the directors. We want to thank you for the opportunity to work with the district. Was almost exactly 5 months ago that we had the first meeting with students um two focus group sessions on January 7th and we've done several surveys just to get feedback from the larger uh stakeholder group. I'll share some of those with you. Um, Megan and Kevin, what handouts do they have? Do they have the four page or the or the bigger document? They have they have the the one I printed off was starting at page 22 of the big document. So, they have kind of the big the goals and strategies. So, I wanted them to see that. So, they have access to other stuff electronically if you want to pull that up. All right. So what I'd

034like to do then is just to give you an overview of the process and then focus on those few pages that Kevin talked about and uh then your discussion period. Does that sound okay? Okay, great. And I I presume I can share my screen. Do you see my screen? Yes. Yes. Great. Thank you. As I said before, we started almost exactly five months ago and it's really been great. So many highlights and one of my favorite was on the first meeting of uh families and community folks held uh remind me again Megan what that place is called Asho Cultural Community Center. Yep. And we had almost 70 people on a cold night. Uh so it's been very good feedback from your stakeholders. A white plan we suggest is to get all all of us on

035the same page going in the same direction and if we want that to happen we have to make sure we involve all those voices in the meeting. So the way we did that is through a series of teams the uh team the circle in the center is the core planning team about 25 30 people. It's the most diverse of all the teams because it has all stakeholders represented uh students, parents, community members, staff who are on the core planning team. Roughly 11:00 position, you see the student team. We had uh a standing student team called the student uh voice team, but we also had some uh focus groups and also a survey that more than 1,600 students participate uh gave feedback about. Now in total there were 26 sessions including four full day sessions and

036over 2,000 participants had a chance to contribute their voice in the discussions. This is just another view of the same meetings for each one of the planning teams. Uh a calendar of the meetings. This is the second to the last meeting in sequence and the uh plan is to come back to the board on May 21st for formal approval and we also listed the names of all the participants by group. So the planning framework uh the finished product consists of three parts. Part one will be what we want for students. Part two will be what needs to happen around instruction. And actually part two was led very strongly by Andra and Misty and Megan. And then part three will be the support structure for one and two. So kids first instruction second and then the

037infrastructure to support instruction third. All three are important but the order of presentation is really very important. We want to make sure the kids first always teachers and teaching second and then infrastructure third. What I'd like to do is to actually uh pivot before going into the details of the plan and share some of the u survey results before we go on. Uh I'm going to show you two. one that was completed about a month ago, almost exactly a month ago on April 7th. Let me know when you see Did it change? Yeah, we can see it. Okay, but this one, this was completed on April 7th. We had a total of 1984 respondents. Uh, four of those chose to respond only in Spanish. they have the option and we had 1980,980 respondents in in

038English and we asked them for feedback about the uh portrait can see fairly high favor uh f favorable rating the the ratings were based on 16993 students um about 146 parents of storm water students 121 staff members and 17 community members Can you make that a little bit larger? Say it again. Can you make that larger as you go through? Hard to see it. That's good. That's good. Thank you. Okay. So, that's the feedback on the portrait. Then we also ask them for feedback on each of the goals. There are four goals. The first of those goals is the early learning goal, which yes, called strong foundational readiness. The blue bar shows those who agree or strongly agree. The red bar will be disagree or strongly disagree. And as you can see, uh very very

039high rating in in favor of clarity and importance for goal one. I just like we'll read it to you like every student will meet readiness criteria for a successful pre kindergarten grade three transition demonstrating academic and social emotional preparness for go thanks Kevin for goal two this was the what I call the goal is about students feeling safe supported and empowered again quite a very high uh f favorability rate really you want to read that Every student will experience safety, a sense of belonging, timely support, and equitable involvement in decisions that directly. Goal three is the academic goal. So it's called continuous academic growth. So goal one says get them give them a strong start. Goal two, nurture the heart. Goal three is about the cognitive development. Every student will demonstrate continuous growth toward meeting

040academic standards and will have equitable access to supports necessary to excel. Okay. And goal four, I like to describe that as get them ready to graduate, ready to rock and roll. So goal one again is the strong start. Goal four is a strong finish. And you can think of goal one and goal four as the book ends for our students. strong start, typically before age five, strong finish, uh high school graduation, ready to uh go on to college or career or the military or whatever they choose to do after high school. And again, the same kind of difference. Every student will graduate prepared for postsecary success equipped with 21st century skills needed to thrive in the diverse ever evolving world. And I'll just add that we have we have measures identified. So in the first

041part of this plan, which we're not really going to go over today, is identified measures of student progress. Each one of those has um up to five six measures that we're looking at. So that would come back to the board as we start to d to create ongoing kind of feedback cycles and reports and whether it's a dashboard. So we're still that's in the development as we implement. So those have identified and I think that's an area that we'll have further conversations down the road is do these adequately capture as we start to dive into some of the whole like strategies and activities and different things we're doing. We're going to come back to these measures. Do they adequately tell the story of progress towards school? So that's we're not really getting into that today.

042will have a chance over the course of next year and beyond of kind of constantly looking at is this telling the story that we want to see and does this tell the story of the industry as we as we roll out and implement the plan. Did your screen change please? Yes, it did change. Okay, great. Then we did another survey that closed just today. So, we're giving you highlights of that survey. Um 3 72 participants responded uh 72 respondents to the survey. It has specifically feedback on the strategies that have been proposed. Okay, that wasn't that was not part of the previous survey done in in April. This is May. Again, the last uh respondent was just this afternoon. Uh 72 73 in to 72 in total. And you can see again the green bar

043represents those who strongly agree or agree with the statement. and the blue will be those who disagree or strongly disagree. So these are the strategies for go one which you'll get a chance to dive into more fully. These are the strategies for go two, strategies for go three and finally the strategies for go four. Okay. So, um, Kevin and Megan, since they're going to go through these goals and, uh, strategies, is that good place for me to stop then? Um, yeah. Do you guys want some time to like kind of talk amongst yourselves and um look at these questions and just kind of discuss like with each other like carry you up and then like write down some notes and then you can like share back to us but also to Okay. So why don't

044you two maybe discuss questions one, two, and three and then you be about 7 o'clock. So just one more time. Okay. [Music] I I'll still have camera, but I'm I'm here if I can be helpful. Thank you, too. Thank you. [Music] Hey, before they jump into this much, you want you want to talk a little bit about there sort of before they get into the the strategies on the goals. There was a section in here that is on the instructional strengthen the instructional core. Do you want to talk just briefly about that of like how that there was a team specifically addressing kind of the instructions that really our teachers principles like that was that was the group and their whole focus was as you get involved in the goals and stuff. Um your goal

045is around what do we need on the instruction to improve instructional outcomes. We wanted the experts in the field to basically be at the table to develop that part of this plan. So ultimately what you see in this middle section which I don't think I've really seen until like in the last week this sort of pulled out away from the goals and strategies. So it is it's in addition it's like I don't know how you want to describe this movement too in terms of as we implement this maybe that's the conversation of where does that piece fit into the rest of this. Yeah, actually the uh I said there are three parts to the plan. What we want for kids, what we need to do around instruction because that's the most powerful driver of student

046learning, the interaction between student, teacher and content. And then the infrastructure, we elevate number two to a higher level than number three. Again, in recognition of the fact that it's instruction that matters the most. And if there's only one part of that process that's resolved exclusively for teachers, it's circle number two. Nobody else weighs in. We go to the professionals and what we ask them to do is to do an assessment of the current state of uh student learning. We offer this model uh we call it standards align instruction system. The standards align system has three components. It starts with standards, then curriculum. So Andra and Misty this evening focused on primarily on those first two. Then on assessment, instruction, materials and intervention. So all these six components have to come to together for us

047to have a standard align system. So they looked at uh K through 12 in language arts, math, science, all the content areas including SEAL and came up with recommendations of what we can do to improve the quality of instruction in across the entire district. So the next six pages takes each one of those six circles. These are the recommended improvements for standards. In the first column is the current state. In the second column we have the recommendations then recommendations the process to implement that what is sort of the next step on that middle this middle section of that is it is our team coming up with sort of a plan of implementation plan of where we're going to take those over next year the year beyond. Were you did you ask me a question or

048were you making a statement? I'm asking a question because I think this is you know are they are you looking for them to look at this and provide feedback? I know I don't I don't think we were but I want to just clarify. And then what is the next step with this part of the plan? Yeah, the this next step goes to the teaching and learning folks. You can almost think of it as their work plan, right? So our goals are still line. We want we want K3 outcomes um academic improvement. So what are the things on the instructional side that will get us to those outcomes? And we'll start our team after this is all done we'll prioritize these we'll begin implementation. So we talk about the instructional learning side of this that we'll

049be implementing as part of this plan with our teachers that plan will get developed in addition to these other pillars and I think that see yeah picture the the instructional core as um the work of our student learning team like our meetings every Friday looking at our budget and talking about how are we going to you know budget these pieces. Um the presentations that we come to the school board with are are portions of these. So, like you said, um Andrea and Misty just shared the standards and curriculum pieces. Um and and our instructional focus team certainly um gave us a lot of insights into this. Um and then when I'm coming to cabinet, I'm sharing like how to learn this working through all six of these areas. the these questions um on this page

050um are focused on the signature strategies. Yes. Um which starts on page 39. Yeah. in the PowerPoint is the green circle which is empowering the infrastructure and that's what we're looking at wanting the most feedback on that's correct that's correct if I could explain one one thing you would notice about the signature strategies so they fall into four buckets So there's one bucket that's about teaching and learning, one bucket that recognizes that schools can't do it alone, one that's about investing in our people, and one that's about making sure all the pieces come well together. So whether we're talking about math or science or any part of our school system, we suggest that you think of it almost as if we're building a house and we can build a house on four foundations. uh one

051foundation is on teaching and learning, one foundation on school scandal alone, one foundation on capacity building and one foundation on basically making sure all the components work well together. That's why they laid it out this way for each of the four goals. I think when you say it's likeations I think that is [Music] difference. So now you're doing Thank you for making a lot of cookies. Welcome. Look at that beautiful color. I have no idea. I could have made any of those. She grabbed at the last event. They probably I could have grabbed. I sampled ones, but they they weren't saying that they got in the park. That's okay. A plus or we had C. school district on the end can't get there. And so what we do how we were missing now. I think

052we'll have a better look and see how it gets right. Yeah. [Music] Yes. I think the best idea. Yeah, I mean maybe can talk about like the tie in to the signature strategies and that work with all this like how you see these are sort of these broad kind of categories. So, how do you see that coming together into reality like it's going to be like a work a work plan? Is that ultimately comes out of this? Yeah. Um the very end of this um like action plan. So ultimately like that's this review of of operationalizing this. Is that another way of talking about this? and what gets done at different parts of the calendar year and how does that get reported to your board and then um how do we represent that on the

053dashboard on the website so folks can also see like what the large school district strategic plan and be like oh look for partners on these categories I guess it's also aligning measures of student progress to so that we see when we talk about academic growth strategic progress are where where is it in this plan that doing things to improve those metrics. Um are you looking at the strong foundational? I mean if you just think of continuous academic learning right here. So we want to increase the percent of students who complete advanced coursework success. So what in here kind of ties well to the specific strate because to me that sounds like um you know course planning like very intentional things and these are again kind of high level. Absolutely. The biggest question was just clear.

054Muchu, do you want to weigh in on um you had a great question about the Can you read the the part about um I Yeah. So the the signature strategy is like goal number three, the continuous academic growth. Like the strategies listed here are relatively high level and broad whereas the goals are written to be very action focused like increasing the percent of students who do something very specific. And so I'm just kind of looking for the tie in Mu you're on mute. Sorry I I missed part of what you said. Sorry. Right. Um, so what I'm asking about is how the signature strategies link clearly with the goals because the goals are written very operationally in terms of a measurement increase students doing XYZ but the strategies are written very high level and broad.

055Yeah, the uh signature strategies are a little bit more broad and the next step for the annual planning is to define specific key actions. So that that's why we make the connection to each one of the measures. Yeah. Yeah. So that's coming that sort of we adopt the plan then our our team and the instructional team we start put together the key actions to accomplish this plan that will also then come back. So again, all of that tied to those out those outcomes. So that is the measure. So we're going to want to see what are we doing to improve the outcomes of those measures. So I think I think it's a good question. I think one that I I think I've asked I think I've asked that same question to this team. I think

056this they have heard me ask this because and I and it's like well Kevin you need to be patient. It's like we need to sort of get direction first and I'm like you're getting in too much into the operational now. Yeah. And that's not what this process is for. processes on the what first then the how will come after all and we will make that happen. So that's I think it's like the next step of this. It's not I think maybe you've seen sometimes plans will jump right to that when and I think one of the things that I think I heard through a conversation with their team was if you jump to that too quickly then you're really not doing due diligence to saying are these even just the right goals and these broader

057strategies like are we going heading the right to accomplish this then that kind of a how we would work on if you have the how there it almost feels like this plan's already done and written and there is no room to move if you spend all this time doing those. So I think that's where there is a stopping point here where you can change this like a direction. I think the board would want to like have ownership of this. If there's something that's missing like I just not seeing X in here like I really want to see access into the arts and I don't see that in here like where should that be that we can kind of pivot around oh how might that look and is there kind of collaboration amongst this group or

058that blind to point us in a different direction. Mhm. Does that Does that make sense? Yes, it does. Because what we're going to be paying attention to are these goals and these memories. you guys are going to be coming up with these strategies and evaluating whether these are having impacts. Yeah, I think the strategies I think there'll be there's another level below the strategies which is like the action key action steps to accomplishing these strategies or we may end up reviewing going oh we are kind of like what is saying is hey you have a an AP increase AP and I'm not really seeing a connection there. It's like so where you know how do we make that happen through another one I saw different things around um we we enter that through one of

059these around the high school beyond plan of getting kids early pointed to advanced coursework and places where like we're going to collaborate with families and stuff earlier to get them on the track why I think that's part of exploring why aren't kids taking advanced placement classes that doesn't show up in this plan so I think there's a bit of work around or we make the key actions and plans is we're going to make um kind of a hypothetical the or what's the right word I'm looking for um we're going to do hypothesis oh we're going to say we're going to do this or this expect anticipating this is why and we're going to try this based on the data that we have and then we'll monitor that is that actually going to work and we'll

060see that cycle of evaluation are we making progress and that'll drive us or not and again whether that's a year or two years multiple year kind of looking at this we're not heading in the right direction, you kind of reassess and pivot to something else. Yeah, that'll be helpful for budget decisions. Yeah, this guy, this general guide should help us even right now as we look at the main goals. There's some bigger goals around early childhood education. There's some goals around instruction. There's some goals around how you end. Um, right. So there's already some pieces there that should be given if you look at this today without even the key strategies that says are those the goals that you believe in. If we start looking at investments, you can start to think about investments pretty

061quickly in almost all of those four areas that would align to all of this. Whether you heard a bit of it on the instructional side of it, new curriculum, those are aspects of this. And there's a bunch of this that doesn't cost much, but there are investments that you could link almost each one of these places to time, people, money, energy, and is it is that where does it point us in the right direction? And there's a little bit of everything in this. I mean, it is we are going to have to spend some time focusing. I know I think Mu has been I think our plan has grown quite a bit and I when I told this with the board at one point like we really want to accomplish and be successful in a

062in a core group of things. This whole this is a big plan. We are not going to do all this at once. All not this is not all going to happen. So we're going to have to narrow this down with your help in the coming over the coming months of of fiveear plan. Five year plan. So we're going to narrow this down. We want to see we're not doing this just for like just for fun. Like there is expectations that this plan leads to better outcomes. Help us prioritize that that some of that um doesn't necessarily have to happen today. Part of it will be what is our data showing us and then also we have some money that'll be a conversation of hey you want to invest where where is that investment going? because

063there's a lot of different places where you can make connections around there's again increased access to care related CTE dual credit lots of places is that a value like is that more important than some other investments that would be a conversation that this this board and future board will have driven on you know that's where this becomes really really important it's not written in stone but it's will give a good guide and a starting place to say a lot of people that were involved in this process we looked at lots of different things and Please again have this assume a lot of this. So I have a question as far as your prioritizing things as either plan you would have a fouryear action plan. You got four goals and you would choose one the first

064year goal one or parts of all those. Um, so Mu can help. He's kind of shared this with Andrew and Misty and I, is that you think about what can you accomplish from each of the four categories in the first six months. Yeah, I think a little bit of everything. I don't um there may be an area that you kind of wanted to focus more than another. I don't think there's any of these goals where we would say we are not going to see any actions or any you might see where there is on the instructional we want to do a little bit more with that kind of drive some of this so you might see more but we want to make it achievable and I think that's really key I and I know talked

065about this is it has if it's too much if there's too many goals too many things like that kind of overwhelm like you won't accomplish anything so we do want to get this centered and narrowed Um again it's not too broad with the goals but around when we start getting to key strategies and action and key action steps that will need to be titled. What's the process to get input on these strategies and how to what we're doing? Is it just the district office? Is it just building leadership teacher? Like who's all involved? And you talk about like the next step of like the key actions. think after we approve this now there's there's time that staff meet with us to figure out what this is how it fits in how how is that process

066going to play out um so the the teams that developed them all had teachers and principles on them so you know there's a portion of our district and our staff that that know and like they wrote these strategies and then um when we think about like we already had a meeting I don't know this morning yesterday about when principles are planning their back to school events. Tell them what water you our leadership academy essential with strategic plan in that and then breakout sessions can be linked to all of these um and then our teachers have Friday um afternoons where they're doing cycle of inquiries with their students um might be related to their teap goals, might be related to their PLC goal. Um, but it it it's also going to be linked to one of

067these strategies and their school improvement plans for the for the school will be directly tied to this. And so we have to kind of we haven't wanted to jump too quickly again to sort of revamp what we're currently doing. They're already kind of just focusing on finishing this year. So it will be it's kind of part of our work plan to say when we start to put these kind of tightens down, it will be it will be linked all the way through district office through school and building plans cycle back to the board. And a principal was asking me that this morning like when they write their their school improvement plan over the fall is is the actual like framework going to be the same and so that's a discussion. There are pieces of our

068current school improvement plan that are aligned with this whereas other pieces that just are the same document. And then in terms of our you know to these measures are we going to focus on the vulnerable area for the quarter or we going to take parts in each school area. Yeah that's a good question. I'm working sort of a year-long sort of plan around kind of what that will look like and connected me with a couple districts from across the country and so I'm kind of working with them on some ideas of how this has happened where districts that have been successful in this. So yeah, we'll have a plan and then you'll get a chance to kind of board starting board leadership, but even one of our early meetings as we start to implement this,

069we'll kind of show you here's what this looks like. you'll see we'll lay this out for the school year for the upcoming year's calendar year sort of like cycle but I kind of see us doing sort of hitting them and coming back like right so they'll be like what's the plan around whether it's one goal at a time and then you know that through the course of a nine at least twice with each of these and sort of front end and back end maybe as you're looking at sort of introduction and then a wrap up what's next step with this so that might be one way of looking I'm kind of looking What um so we're taking roughly this whole year to put this together then sign off on it the fiveyear plan. What is

070the ability of this plan to just adjust if surely something's going to change in the next absolutely yeah a great question. What's what's the ability to kind of adjust on the fly so to speak as we're going through this process or maybe the district's goals change for whatever reason. and one thing happens to me. Are we locked into it one thing the whole time? The board can change, right? So just like that alone and then different people are sitting at this table about what you prioritize over everything. So even I think these plans are written in a way that um again I don't know there could be some other things and I think artificial intelligence is one you really don't see a technology component through this that was not really called out like our teams

071did not um really see that as part of this plan and I think one I think it's it's sort of evolving and it's embedded into a lot of our stuff but that could be one of those things that's sort of an unknown future that could have such a fundamental radical shift that we are like we need to write something that says like we have to address what we're what we're seeing as a district and an issue that needs to be addressed. Um, so I think that would be a place where yeah, we're going to end up like maybe we are rewriting and maybe it's fitting into the goal about future readiness or something and that we ultimately create a new a new strategy, new goal, maybe in cooperation with performance factor, maybe just on our

072own. So I think but I think yes, it should be this should be a living breathing document. This should not be a a plan on the shelf that you'll revisit a year from now or two years from now. That is exactly what I I don't want to be part of that. And so that was again when we started this plan and process like one I was drawn to this this work partly out of the success of North and they're they're like eight or nine or 10 years into their plan and they've done the same thing and it has continued and evolved but it has really guided their district for many many years and so I think that was a piece where I didn't always hear that from other other groups leading this work so I

073think this could move in a lot of different And Kevin, if I could make a your question is a really great one. Um the any plan that you make represents your best bets at the time you made a plan and sometimes bets have to be bets just don't don't quite work out. Uh none none of us could have predicted the uh co in 2020. So we have to pivot. Now the last thing you want to change are the goals. they they change more slowly but the strategies will evolve depending on circumstances funding uh just general state of the economy where uh new strategies that are being developed. So if you want to hold on tightly to anything, it'll be to the goals and the portrait of a graduate. What we want for kids with the

074strategies you want to hang on a little bit loosely and let the strategies you implement be those that make sense for you at the time you need to implement. That's why it's uh it might sound attractive to lay out a step by step for 5 years out, but it's actually just dreaming. What we recommend is to lay it out for one year and do it one year at a time on a key actions piece. So you give yourself flexibility to adjust based on reality or to adjust based on data. Again, what you do not want to be caval about will be the outcomes for students. Those four goals and their corresponding measures and then the portrait of a graduate. But strategies, you know, hang a little bit more a little bit more loosely. Do you

075have a sense on the on the survey when there were there was a group of 10 or 14 or whatever 15 people who said they strongly or strong disagreed or strongly disagreed with the like the goals. Do you have a sense of like is there a way of capturing like why they didn't like these goals? I don't know off hand. We did ask some open-ended questions which I don't have at my fingertips. Um most would be the actually the u strongest disagree came from the students around some of the um portrait of graduate ideas. But when we followed up with them often it's just misunderstanding what the intent is. For example a good example is around technology. Almost everywhere we go, you ask kids how important it is to be dig uh how digital literacy,

076how important digital literacy is. And virtually every district we work with, they say, you know, we got that figured out. That's kind of like the attitude. But they have it figured out because they know how to use the hardware, but that doesn't make you digitally literate citizen. So we don't want to ignore that kind of feedback, but you kind of want to interpret a little bit also. [Music] Um Kevin mentioned the one what I was concerned about that there's a group of people 10 15% who don't agree or align with this or don't understand or don't think it's clear. Um, but I want to know maybe strategies how we're going to connect with those folks potentially, but it could be hard. Um, I understand that's a concern. Another one Kevin also mentioned too was around

077money. A lot of these strategies and a lot of all the strategies recommendation. So that's that's a good problem when we get there. So that's a good start. And I don't think that's lost. you're well aware that there's money and so but I'm also I I got told to the board I'm not as we developed this plan we're not going to use that as an excuse to not begin to implement this because we believe like a lot of the or part of this is just getting everyone he kind of has a little arrow like getting all the arrows pointing the right direction us just talking about what's important monitoring what's important and then beginning to support people as they begin to implement so that doesn't cost us money it is getting everyone to say like

078we are going to spend time talking about instruction, focusing on instruction, focusing on the board level. I you have to have that theory of action says if we do this, if we if we just spend time talking about it, our initial early wins in this will be shown and that data will improve. We're going to come to a point where it's like, okay, that's we've got this far and we're kind of like we're seeing now kind of this flattened now and we're hoping as this that our budget system and all this will get better in the future and then or that we're going to make some better decisions around um as we end up whether it's levy money that we have opportunities down the road, we make good decisions tied to this plan that we

079believe it's kind of that of action. Invest here and we're going to expect to watch outcomes over the next twoish years. this idea that it takes five or six years. We're not really buying into that. Like we believe like it's not maybe a year. So let's just say like we decided we're going to put instructional coaches around focusing on math literacy and we're going to put them in every school. Like we wouldn't expect that immediate to show like immediate outcome. Like we want to watch that for a couple years, but again after two years if you're not seeing like that trend go up, you're like that's a that's going to be a million dollar investment into the district to get math outcomes. we're not getting that fun comes through that let's we need to pivot

080to something else and spend that money to get more. So I think that kind of conversation will and I think will be part of this but I don't I don't want I don't want us to leave today thinking we have this really robust plan bunch of types of money then we'll we'll wait in a couple years to see if we get we're going to put a pretty robust plan together that should get us some outcome just by steering us all in the right direction. And then the last thing I had around the measures and the goals. Some of these are very specific, but we capture these and we do capture them. There are ones though, but I'm not sure data. How are we going to capture um some of these measures? Did you have one

081example? Yeah. Increase percent of students demonstrating self-regulation. How do we how do we Yeah, I think there's that we do actually have you might know we have maybe there's I don't think there's anything on here can respond. I don't think there's anything that we included on measures of student progress that we don't have access to. What we probably haven't shared like I can see that for some of them it might be out there. Um but what are we using for baseline I guess? Yeah. And maybe we'll developing some of that for some of these. But then so then I go to ask increased percent of students are participating diverse and inclusive extracurricular activities and community services. How do we measure that? Yeah. So I think that's one you were talking about that one too and

082I think that is a I know we we have rosters of kids participating in things. So I think it starts with what are kids involved in and what are those and then having this conversation of is this enough opportunities to meet the needs of all of our kids. when we talk about a system that says with there's a theory of action says we believe that if kids are involved in extracurricular activities or community service they do better and so are we tracking the percent who's who's not participating are they being successful what can we and I think part of that will be is who's not involved sit with those groups of kids students what should we be offering and does it have a cost does it not have a cost for free that mean I

083think sometime this is where we talk about kid involvement they might be and Chris that we could easily do just you know they want to do Pokemon like I don't really know much about Pokemon but like there's like even at the middle school high school level like that's like that's still a thing and they're still it's like we find someone to connect them so they're meeting a reason to come to school check in with someone that can talk their language and get involved so I think I don't I don't think this means when we talk about diverse and talking about it it's like if you want to be a question. Do we have can we find a pathway to horses and equestrian for you if you want to be involved in farming? Do we have

084a pathway to find connections where you can be successful and meet your it's kind of like where you can meet your people? I think that is like a core foundational piece of this is find your people in our in our schools and we know you'll be happier and more successful. You have the community hours. I know kids have to track their hours, but do you track them by school? Oh, right. Yeah. And it might assume we're not talking about that. The graduation requirement this is increase the percentage of students who participate. Yeah, I think the graduation piece but like are there things beyond the requirement that we're doing offering again? I think when kids are getting back and kids are when they're involved if they're kind of volunteer if they're kindergarters like we can anticipate

085like we start doing that on a regular basis as well. So we I know I think there's a couple things like I think you're pointing out. We don't don't think we have robust tracking and what does that look like? I'm not you're absolutely right. I agree with you. How are we going to track that? Yeah, I think that's a good question. So my last feedback is I I would like to see a little more um explicit transparency around closing opportunity gaps. So it's here and row 3B like in graduation you know if we're if we call out the measures if we want to increase this metric well as we know with our graduation rate we're already high but that's not our goal that's goal so just so in 4 we can we match up 4C

086with what the board goal is because that was already it's like and that's like basically what you it's our goal at the board level has been we have a 90% graduation rate which we already exceed at two out of our three high schools. I think hopefully Cascadia will be on its way to that and then a goal broader that says all kind of identified student groups um will actually also graduate at a 90% rate. So that's including however however you want to disagregate data. So on a disagregated data we want all groups all kids at 90%. Yeah. Yeah. So can we add that to four to make it? Look at all of these student groups. Yeah. I think our our general goal in all of this is to continue to disagre. Yeah. So whether we're

087looking at their grade outcomes, kindergarten outcomes, we continue to look out and again we can call it out that also that will help with your strategies and yeah I think we've seen quite a bit of our data still like kind of lighting where we want it to be and focusing there's some core things to get started with that again that are universal that we know will meet needs of many is at some point we want to move hard to really get out of development. So accelerate outcomes. I think in the end of the day I think what we want to know like whether this worksheet is are are you mentioned the goals being the most important aspect of this like that that probably is the slowest change and they're they they explored lots of goals

088as a team um to narrow it down to these. So again, there's lots there've been lots of feedback to get from these four. At the end of the day, do these four resonate with the school? Is that does it make sense that this is where we're headed as as the bigger broader direction? Yes. clear. Is there anything you kind of like stand out? I'm going to save this about a year from now showing data ahead of [Music] time. How are we doing should progress? Yeah. That's And I think even one of those what's interesting is what I think we're going to try to do if I'm understanding that even can respond to this is a dashboard that has a lot of these whether we're like doing key actions or strategies specifically to move that needle.

089We're going to be monitoring all of those. One is a theory that says when you focus for example and you get kids improving reading outcomes there is a general belief that math outcomes will improve not at the same rate and not across all grade levels but just that we prove that our literacy helps math and we want to see that show up like hey look math increases we didn't focus on math this year which is again I think we want to continue to monitor those things because there's different we're going to push on this thing and something's going to pop out over here that would be good multiple places or we push over something that works. I think those will be ongoing conversations. But yeah, I think we're probably good dashboard. You'll see all of

090these other [Music] Yeah. Anything else on Thank you. Thank you very much. Appreciate. Thank you. Thank you. Thank you. All right, last item. We have a couple of policies to talk through. Um, the first set is something that I asked that we come back to and the second set is kind of following up on some of our previous conversations that we had regarding public comment primarily. Um, so the first set, I'll just say I brought this up a couple years ago to the board and it's just honestly one little tiny inconsistency in there that have that July thing about when begins their term. Um, so I understand that district team took a stab at editing things really. So what you see and this is 1210 um is and it wasn't just that because there was

091a couple of the things that um that stood out with that the main thing was around the language um around when the election occurred. So this is language what you see here is the laws of language and that doesn't takes away from at the first regular meeting in December. So he gets rid of that and basically says at which newly elected board members are seated in election years. So it kind of starts to go any do this in non-election years. So it starts to be clear a little clear I think when this happens and then um again just some little bit more clarity of of when that happens but even just a little change if you look at a it said welcome and instruction of new board members and actually the word was introduction so

092there's like a mis like just a word that was sort of got mis misspelled or mis labeled in there at some point so just kind of putting that and then adding just that process of legislative represent um that we do as appropriate for the legislative leaison would start in July when the session starts in January. Yeah. And I think even when board members come on so I think this is this it ends up in alignment which the reason we're so this gets I think I think this accomplishes what we want. Yeah. It's just you know so that's 1210. Um, so I don't know if there's any questions on that or you can again this is sort of first read on these. I'll come back for action next time if there's any changes I'll probably talk

093about. Yeah. Um, again the biggest changes to this there was a there's a little bit of putting up a little bit of um shells. I I felt like I just got in alignment with those. So I got rid of the shells and just stuck with the ways and lazy was. So it seemed doesn't fundamentally seem to change change much. Um there was a bit of again some things were just in a different order. So you saw the the one the president is authorized to consult with the superintendent on issues. So that was in there. It's sort of at the bottom in the policy move up a little bit. So I just kind of put it into alignment. And then the legislative representative that was kind of the biggest one where it was again you kind

094of can see the changes I made to July one which was like what was different from the other policy. So that's really um and that um the legislative representative will monitor and relationships sit on the representatives. That is the rest of that changes. Okay. Yep. Sorry. Right. Okay. Um so then the the next one 1400. So this was pretty much the same process um to go through and try to make our current policy align with the model policy. Um, so I took a stab at this one and I did it by converting the PDF to Word, which is why font is weird in there, but anything that um was added in or actually no, not moved around, just added in as you read. I did some moving around of the regular meetings to try to

095get it to to align a little bit better, but that went into there as well. is what was currently there and they crossed out anything that had already been covered. Um so that is pretty much what the bulk of it is at the at the end. Um I left so there's that right before the the last paragraph which we didn't have. We're also missing some I think we're missing some legal references as well. Yeah, there's a whole bunch of stuff with that again. Um, but before the meeting recordings ad, there's um that paragraph that is in yellow highlight and that looks like that must have been added at some point. And so rather than just kind of crossing it off, it was like this looks like it's one of those customized things that boards can

096do or add. And so before doing that, just wanted to have a conversation with this group. Um, starting with the representatives of a firm hold the bill. It seems like was that a was that a part of prior model policy or is that a law or is that something that did? Does anyone know? Which one does that mean? Any representatives of a firm know the bid on materials or services? I I really don't know where that has believed. Do you want me to look into that to see that? [Music] I got two questions. And then wherever just making sure is I mean is it a requirement because I didn't see is it is it something as you read that something that you might be interested in starting required I wish I just the one sentence

097to talk about did because the last part the last two sentences aren't necessarily just related to that. So we're thinking about these differently just the one sentence any representatives. Okay. So just that sentence around representing a firm eligible to bid on materials. So it's yeah there's a reason why that sounds. So on the so on the other two and I think this might um this might relate to 1430. Yes, this is in here too. Okay. So 1430 is audience participation and there is not a current law and model policy for this one. So, one of the things that I had noted looking at this was we had two that kind of talked about public comment. And so I'm I'm assuming that 1430 got like discontinued and so 1400 has all of the things in it

098because if you look at 1430 there's a lot of the same language and um for water it's referencing uh following a protocol regarding the board of directors community engagement document. Don't believe we have that document. So it's so this this seems incredibly out of date. But then this is also where it talk it references that there's um both the firm eligible to bend on materials but then also the president can interrupt the terminating these things or deviates from other things. So my sense was we really don't need 1430 anymore because it's most you know everything else covered in there if that's agreeable to everyone. If there is anything from 1430 that we want to move over customize in 1400 we can do that and then just get rid of 1430. Um but in terms of

099those last couple of sentences I know we've talked about this before. what is um like what what does that mean? And then definitely the last sentence about the board as a whole being able to make the final decision in terroping. So again, this is why it's in yellow for us to talk about and it's something that we want to have in here. We need to have a discussion about operationalizing what those words mean to give a little bit better direction to I know there's [Music] probably guidance from our attorney about could tell another I think this matches if I'm understanding I think that that particular reference and state law president has and I think all the way to check and balance is when she says in this case president says you're out of order you

100can't know you're that's uni civil you need to stop continues you need to stop the board can only share and I think that's ultimately that's kind of part of Robert but also kind of policy for the person so I think there is a place where I think that's ultimately ultimately I think it's a decision so you [Music] can think why wouldn't that be covered under the policy because it's really it's very specific to those bullet points about why you know uns like that's the word that's used why are slanderous unwarranted so so that is I think what is state law so that's where the additional characterizations personally directed you said I think this is risky to cut off that aren't and That's I think there conversations about the what's considered univil. Yeah. And that us

101we put ourselves at risk if we determination based on these words. I think the board president does read this. It's like the board president may terminate based on this and this examples of uni civil. So I think at the end of the day you're making a judgment with the best guidance that you have and then the board as a whole has a final decision determine the of the ruling. So she makes a ruling the board ultimate can decide whether to remove those who are Yeah. And again trying to think in practical terms. Um I mean so if you were to play that out so there was a public comment somebody said something that the board president feels is abusive and so the president stops them and then you have to stop and have a conversation

102with the board and make a motion like it just it doesn't really it doesn't seem yeah that's not realistic conversation motion whether or uh it's probably the room or the chair really need consultation on it's one of those things it's possible like is the board it's like a contentious issue if someone wants to hear the person speak and someone and the board president does there is a mechanism I think under this that says I think you have to have a process allow someone to speak the president that that is it is below the yeah yeah right Yeah. So I think it's kind of think it's redundant to what's already looked at. Yeah. So we'll look at striking those and then so and 1430 the recommendation will be what's the right answer language. The only question

103I have on this is titling. So the meeting conduct is that the conduct of the audience or of the board members and then the 1430 says audience. So you need to change the title because they have 1430 and 1400 is the model policy title. Does it relate to the board members or the interpretation? Um I think it means conduct in terms of whatever well I mean it regular meeting I don't have a copy but does 1400 cover audience participation too in the 1400 yeah so it matches with what's in the So you think that when they updated the 1400 letter that they forgot to delete the 1430 that we think are probably they just didn't really I was going to say they didn't do it the the 1400 brings in a lot of this 1430

10413 or so. We'll we'll get a final uh determination as we come back for the for the action items on this. We will um we will basically record what we learn in this and we'll get a little bit soon back to share might original 1400 include the stuff that you're right so we'll get a little clarity about why and making sure that it's okay argue that I don't see a reason why but we'll we'll verify And yeah, it's interesting that while it doesn't have 1430, um it looks like Seattle adopted a new 1430 in 2022 the same time. So make sure I'm not lying. So I went to the um the library that they have all the model policies in there and I didn't see it before. Correct. they have. Yeah, we'll see. I think

105one of the things we just ask is like when was there some history of laws on 14 at some point we were it was probably really clear adopt 1400 and then we just didn't do one of those things right people getting this policies okay so now I I do have to clarify one thing the uh thing about the firm eligible for bid that is in the law it's right in there twice. So we'll meet that. So do you interpret that like out in real life like somebody's coming to get a bid and then they open just about any topic or just about the bid. Okay. They have a right under law that if you bid on this you didn't choose them they have to come and make Got it. Yeah, I thought it meant that

106they get to be like they can request they would request say you want to come and talk to the board comment regarding the bid. It's usually going to be at the same time concept occasionally they don't they'll make arguments that they didn't think this was fair they'll make some accusation the process wasn't fair wasn't fair they have a processes for them to complaints others but one of them would start with you want to be part of the processation presentation about the next um I just I just want to be clear on this too just because a little bit of the elephant in the room all the uh issues with that we've gone through and the public comments and everything I just want to make sure that people know that we're not trying to sneak anything

107in with this um because this is about conduct and meetings and about um of you know about the audience participation. There's nothing being done here outside of scope of of just updating laws. Correct. Yeah, it's actually bringing it because we're we're missing a lot of the meeting recordings because that was added um for time period. Yeah. So, we're bringing it in. And the recording again there's I think just clarity about questions in the last couple weeks. We you look at that recording is required when we are taking action. So that's like that's why work sessions haven't necessarily always been audio video audio tape for us. They have this year but then you go to last year you're not going to find any work sessions audio tape because not required by law but practice had not

108been. So again we can kind of talk about that we're not required by law to provide that that excess in sessions. Um it's just the law is pretty clear when when the board is considering participation to do that so people would have the information so it would be more understand the full public trying to all of a sudden comprehend that you know without having a work session. I think part of this is also I know this year specifically was almost all the work sessions had had budget conversations and we really wanted that to be as transparent as possible and I can tell you from a person who you know one of the first things I did before becoming superintendent here is I watched all the whatever was recorded I watched those and so I didn't

109have sessions and oftentimes that is this kind of conversation around insights around why are you doing what you're doing why all I get to see it as a conversation about action you took on strategic plan boom boom boom this conversation tonight even if it's not easest to hear online would have been super helpful just like this what's important to this group what's not important what do I need to be thinking about as I come in and to listen this group so that's again it's fine we can decide in the future whether we want work sessions recorded they're certainly helpful outside public but it's not again I think our policy makes it clear not required Um, we can kind of talk about it as we go. Um, sometimes it's easier. Sometimes if you're talking about a

110a retreat and people are in different groups and some of that, it's not really conducive to recording. And I just assume that that's just not as transparent as possible. Yeah. I think that would be one of those things I think even angly the board that's sitting in the room within the policy you have the right to do that if you want we'll take the lead what's the cost what's responsible [Music] we've been kind of taking by by chunk I and so I think that would fall it's falling to me even myself. So we can wrap back in there I think in this next year started with sort of some rising to the top. We'll take another look at the lot updates now that the legislative session will be launching more. I know we haven't done

111the tund, thousand, so I think we come back and make sure that what we'll do is review back just to your question over the last year we get the updates. I think that might be something and I can't remember. We haven't looked at it for a few months. I think it was back last. So we'll we should be getting an update think when does that come from after the legislative session August something like that we'll get it. So we'll make we'll take another look at the 1000. I think we made a decision we wanted to make sure that we essential new changes every year because I think we had some of you had did have them updated when they were essential. Oh my gosh we missed it. Yeah, I think we've done you've done okay.

112I think we still have I can probably assure you working towards it. I know I know I think I've talked about some policies and throughout this entire school. So I think we made a lot of good progress this year. [Music] But we'll definitely take Yeah, it would be great just look at just look at things and see you know just comes out at that point just making changes I don't think we look at these every year after that we just have to keep up with law yeah and I think sometimes and sometimes you're reviewing when they're they're understand sometimes even conversations about the city. All right. Next time thank you everyone. No further business coming before the board. The meeting was journ at 7:52 p.m.