Seattle Schools Board Meeting Aug. 27, 2025

001[Music] Good afternoon. We will call the meeting to order momentarily and SPS TV will begin broadcasting. Right. The August 2025 regular board meeting is called to order at 4:30m. Um, we would like to acknowledge that we are on ancestral lands and the traditional territories of the Puget Sound Coast Salish people. Miss War, please, the roll call, please. >> Vice President Briggs, >> here. >> Director Clark, >> present. Director Hersy >> here. >> Director Ms. Rahi >> here. >> Director Ranken >> here. >> Director Sarju. >> Okay. Uh, President Top >> here. >> I think Director Sergu just walked in. If you want to call >> Director Sarju >> present. Great. Thank you. Uh before I turn it over to acting superintendent Podesta, I want to take a moment to recognize that we have Dr. Jones

002with us this afternoon. Um at the end of Superintendent comments, we'll have a proclamation and an opportunity to thank him for his service. Um I also want to share in the excitement of the start of school next week. We are thrilled to be welcoming our students and staff back to buildings and I'm grateful for the work that's taken place over the summer to set us up for a strong school year. We're also opening up three new schools. We've got Mont Lake Elementary. We've got Asa Mercer International um which I had the privilege to tour which is absolutely gorgeous and John Rogers Elementary. um board board directors will be at the opening celebrations of those this coming week along with uh superintendent Podesta. Um also the first day of school board directors just want to flag

003for you that there you have an email about which schools you will be at during your first day of first day of school visits if any. Um and uh uh Superintendent Podesta has invited you to join him as well in some of those celebratory days. Um, at this time I'm going to turn it over to acting superintendent Podesta for his comments. >> Thank you, President Topp. Uh, this is our favorite time of year a week from today. Um, our community is going to feel different as uh students, families, school buses, all start uh moving and going to buildings where they can uh participate in great learning. Our teams are bu are busy preparing classrooms, hiring staff. We've uh filled more than 500 uh vacant uh certificated teacher positions. There's nothing more important than having that

004caring adult in the classroom on the first day of school. Uh the following week, we'll welcome our prek and kindergarten students uh again into a great environment. As you noted, we've we're opening three new buildings. Uh this will be the first full school year. Uh students will enjoy the new Rainer Beach High School that uh we open in the spring. We also have an early learning edition at John Mureer. Um, these projects uh reflect our commitment to great learning environments, safe learning environments, and we so appreciate ongoing support from voters to allow us to have a physical plant that supports learning and great environments for our students. Um, we uh and are looking forward to ribbon cutings at these new uh new buildings. Um, we have some priorities during this time of transition that the

005senior leadership in the district is working on. We're uh moving forward on a draft of a revised strategic plan um that we hope will be a uh potential roadmap for the incoming administration. We're receiving great feedback on that plan through our community task force and um absorbing all their additional input such as the feedback that the board heard uh as part of the superintendent search. Um so uh we want to absorb all that in as we uh develop a draft of a strategic plan. We have begun work on the next fiscal year's budget. Budgets wait for no one. Um and uh everyone knows that uh Seattle public schools is facing some fiscal challenges, but uh uh we resolved those in the past. We need more sustainable solutions. Uh do want to thank again um the

006assistance we got from the legislature in the last session and again from uh our voters in February continuing um to invest in Seattle public schools and invest in students. Um, we really appreciate the board and the community and thank you for your leadership and partnership during this process. I think our um transition to new leadership will be strong and it rests on um decisions and action made by previous leadership and the team um that uh Dr. Brent Jones put together. So I want to um thank Dr. Jones for all he's done for all of us and for being here and I'll turn it back uh to you President Topp so uh you can also recognize him for his service. Yeah, as I mentioned, thank you. Thank you, Superintendent Podesta. As I mentioned at the top

007of our meeting, we've got Dr. Jones here this evening, uh, along with his mother. Welcome. Um, Dr. Jones has served the students, staff, families of Seattle public schools in a variety of roles over the past decade. Um, and I'll be offering we'll be offering our thanks today with a proclamation um, recognizing his impact to the community. uh director Mahi will read the proclamation first and we will circulate the document should board directors like to individually sign on and then we'll have an opportunity for board directors to also provide some comments post uh proclamation. Director Mahi. >> Okay, this is a proclamation titled Honoring Dr. Brent C. Jones for distinguished service as superintendent of Seattle Public Schools. And I'm going to read through all of this. It's a little long. Uh so bear with me. Whereas

008Dr. Brent C. Jones, a proud son of Seattle, graduate of Franklin High School, alumnest of the University of Washington, and recipient of a doctoral degree in educational leadership from the University of Texas at Austin, has divided has devoted his life to the students and communities of this city. And whereas Dr. Jones served Seattle public schools in a pivot in pivotal roles including chief human resources officer and chief of equity partnership and engagement helping to build the district-wide Seattle excellence strategy to eliminate opportunity gaps and advance educational justice and whereas in May 2021 amid pandemic recovery and operational uncertainty Dr. Jones heeded the call to return to the district at its helm as interim superintendent and in 2022 was appointed superintendent. And in March of 2025, he announced a planned transition from the district. And whereas

009under Dr. Jones's steadfast leadership, the district successfully guided students back to full in-person learning after an unprecedented global pandemic that profoundly affected teaching, learning, and school operations. And whereas under his leadership, Seattle public schools deepened a nationally recognized focus on racial equity and educational justice, including strengthening the department of racial equity advancement and the office of African-American male achievement, the first of its kind in Washington state. And whereas the board of directors development and adoption of goals and guardrails aligned governance and monitoring with community vision and values as well as the Seattle Excellence Strategic Plan focusing on outcomes for students, especially those furthest from educational justice. And whereas Seattle public schools was heralded nationally when the district received the Council of Urban Boards of Education award for Urban School Board Excellence in 2022, recognizing the

010board of directors leadership role in governance, academic improvement, educational equity, and community engagement, activities in which Dr. Jones participated as a key partner to the board. And whereas during Dr. Jones's tenure, the work and program of Seattle public schools reach more corners of the district through the expansion of equity centered opportunity pathways, including targeted efforts so more students, especially those students who have been historically excluded from such opportunities, were empowered to engage in their learning and exert agency. And whereas 32 schools in the district were recognized by the state of Washington for closing opportunity gaps and demonstrating strong academic growth during the 2023 2024 school year. And whereas Seattle has raised by double digits the share of students of color and African-American male students successfully completing advanced coursework relative to prior periods and has continued

011barrier removal efforts across schools to broaden access to advanced coursework. And whereas the district navigated enrollment and budget challenges and stabilized core operational functions despite local and national headwinds, balancing budgets in difficult times while maintaining community confidence as reflected in historic margins of voter approval of the SPS levy in 2025. And whereas throughout his tenure, Dr. Jones has epitomized what it means to lead with grace, dignity, and kindness, never failing to give his time, energy, or attention to those around him. And whereas student achievement indicators have remained a central focus, including recent four-year graduation percentage rates approaching 90%. Alongside expanded services and part and partnerships that support student well-being and college and career readiness. And now therefore, be it proclaimed that the Seattle School Board hereby honors Dr. Brent C. Jones for his steadfast, compassionate,

012and principled leadership, for centering racial equity and educational justice, for widening the doors to opportunity that push students to achieve their fullest potential, especially for students of color and African-American male students, for cultivating partnerships that invest in our in our scholars, for stabilizing the district amid profound challenges, and for being not only an outstanding leader, but a generous, humble, and caring person whose kindness strengthened the spirit of this organization. Be it further proclaimed that the board extends its deepest gratitude to Dr. Jones and his family, commending a lifetime of service to Seattle's children, and entrusting that the structures, partnership, and pathways strengthened under his leadership will continue to bear fruit for generations of Seattle students. >> Thank you so much, Director Ms. Um, [Applause] I also want to give an op uh a chance for

013board directors to share a few uh personal comments if they would like. And I know Director Clark would like to share a few words. >> Yeah, thank you, President Topp. Um, and I'm sorry I'm not able to be there in person with you all today as I continue to navigate my um, recovery from the knee surgery that I had earlier this year. Um but um you know this is a very special moment um for me not just as a member of the board but um also as a proud graduate of Seattle public schools like so many in this room I have seen firsthand the impact that Dr. Brent Jones has had on our district our students and our community since my appointment in 2024. I have had the privilege of working closely alongside Dr. Jones.

014What has struck me the most is not only his steady leadership during times of challenge, but also the deep kindness and care that he shows to every person he encounters. Whether it was in a board meeting, a school visit, or a conversation with families, Dr. Jones always brought humility, respect, and a genuine love for our students to the table. Dr. Mr. Jones stepped into the superintendency during one of the most difficult periods in our district's history. Pandemic recovery, enrollment shifts, and serious budget pressures. Yet, through it all, he never lost sight of what mattered most, our students. Under his leadership, we saw more students of color and especially African-American male students completing advanced coursework, graduating in greater numbers, and being encouraged to see themselves as scholars with limitless potential. As an alumni of this district,

015it fills me with pride to know that future generations of Seattle students will benefit from the pathways that Dr. Jones helped build. the offices, programs, and partnerships that now center equity, opportunity, and justice. And now, as Dr. Jones and his family prepare for their next chapter um in California, I want to offer not only our gratitude, but our warmest wishes. Dr. Jones, you leave Seattle Public Schools stronger than you found it, and you carry with you the love and respect of this community. We thank you. We will miss you and we hope this next chapter brings joy and fulfillment to you and your family. On behalf of the board and the students of Seattle, thank you Dr. Jones. >> Thank Thank you, Director Clark. I also see uh Director Hersy's hand up. >> Yeah, absolutely.

016That's going to be a hard act to follow because I definitely don't have anything prepared. Um, those are really beautiful words, Sarah, and it breaks my heart that I can't be there with y'all tonight. But, um, Dr. Jones, you and I have been through it together, just to say the least. Um, and you came into the system at a time when we needed really steadfast leadership that the community could not only support, but like put deep trust in. And as we're sitting here now, like it feels like just yesterday we were considering um bringing you on as an interim and you've got a lot of uh really great accomplishments to be proud of. Um I can feel myself getting emotional. It it's just been a real joy, especially as a young person, as a black

017man in the system, to be able to work with such a prolific figure and just know that as I move throughout, you know, the rest of my professional career and even as my time, you know, here at Seattle Public Schools comes to an end, uh I've got your voice and your steadfast uh approach to not only dealing with but caring for people in my head. um as a constant reminder of leading with kindness and clarity and how how much that just impacts not only the environment that people serve in but but the memories that they carry on throughout the rest of their lives. So just know that you've had not only a great impact on me but so many other young leaders in the system. Um, I I have a number of text messages from

018um so many other young elected officials who ask about you and just want to keep up with you and your moves. And I think that just speaks volume to not only the leadership that you provided to Seattle's public schools, but to Seattle in general. So, uh I I for one am incredibly sad to see you go, but just know that California is going to be a little bit more brighter um with your presence of you and your family there. So, best wishes and I hope that our paths cross again soon. >> Thank you, Director Hersy. Director Ranken. >> Hi, Brent. Um, I also don't have anything prepared, but um, uh, Dr. Jones and I first met in this room 10 years ago. Um, and uh, it was on the heels of the 2015 strike. Um,

019I used to make I still make these the best chocolate chip cookies. Sorry, just unequivocally the best chocolate chip cookies that Joe and I'm going to have to throw down about that, but um, that uh, became coined strike cookies because I brought them to I don't even know how many picket lines during that time. Um, and nothing kind of breaks the ice and gets you to talk to people that might not otherwise than having cookies with you. And um, so when I started coming to board meetings after that, when there were particularly contentious items on the agenda, I brought a tin. Do Brent, do you remember this tin? Yeah. I brought the same tin um with cookies and would pass them down the thing and all along the side of the room. And um, Dr.

020Jones was, I think, the first staff member to say, "Okay, you keep showing up here. You got these cookies. You're giving public testimony. Like, who are you? What's your deal?" Um, and that was sort of the start of our work together. Um, from there it went on to, you know, meetings in Larry Nland's office with Seattle Council PTSA. I'm just going to call you Brent. Sorry. Brent was always there. Um, working on how we could just do good work together for students, how to how, you know, what parents wanted to do, what teachers needed. Um, you know, he was always at the table. Um and then since then we have been through laughter, tears, yelling at each other in the parking lot probably. Um all the whole the whole thing because when you when you

021care as deeply about children in education um that's what that's what happens. Emotions come out. Um, and so I just I want to thank you for being part of my grounding in being part of Seattle Public Schools long before I was up here. Um, and providing a space at those tables. Um, welcoming me into this space that can feel really intimidating when you especially, you know, when you see people with suits and badges on the side of the room. you know, you broke through that for me and let me know that I belonged here as a community member. Um, and the thing I will really be forever grateful to you for is coming in as superintendent Juno was departing at a time when lots of superintendents around the country were being exited from their positions.

022It was a really really it's always a tough time to be a superintendent but right after co in everybody's emotions and everything was even more challenging and a lot of people were losing their positions changing jobs all kinds of things um we really needed a a known entity to lead us through that time and um it was a tough cell uh but you were the right person for that moment and it was a lot to ask of you and your family to step into that situation and I really thank you for being willing to come in at a time when a lot of people were running the other direction. Um, so yeah, thank you. >> Thank you, Director Rank Ranken. Director Sarju, >> you want to go? >> No, you >> me neither. I don't

023have anything officially prepared. Um, but I've been thinking a lot about your March decision and and if you know me, you you you know, well, Brent knows me, so he knows what I mean when I say I've been thinking a lot. Um, and when you made the announcement um, that you were leaving and why you were leaving, the first thought that came to my mind was he was raised right. Yeah. He was raised right. And and the person, one of the two people that raised him is sitting right next to him. Um, you what you demonstrated was the give and take of being in a relationship. Um, y'all could have made a different decision. You could have made a decision to stay here cuz this is the job that you wanted, but you made a

024different decision. And that speaks to the character of who you are at the heart. We we've come a long way. I've known Dr. Jones for years. We've had some hearty disagreements the last four years. Um and that's actually what life is about is that we can have hearty disagreements. And at the end of the day, what's most important is that remains is the respect. Well, I'm not changing my mind on some of those disagreements because I'm not. You know, I'm not. I respect that you accepted my my stance on things. It doesn't mean I was right. It just means that that's the stance that I took. And we don't always have to be right. It is possible possible for two people to disagree and both be right. But that's not the message we send in

025this culture. And definitely not the message that we send to our kids. We should be sending that message to kids. We can have disagreements, differing points of views. And if we're settled in our spirit that that we're right, then we're right. Right. We're not talking about things that are just absolutely wrong. So, as you go on this next adventure, and it will be an adventure. This is a big deal to move away from home to a place where you don't you don't have a bunch of friends running around down there. I'm sure you'll make new friends. It's hard to make new friends at our age. Wouldn't you agree? I'm trying, but I'm having a hard time. I want you to just take a moment. And when I say a moment, don't rush to the next

026thing. Let your spirit settle. Ask yourself, what does Brent want to do on the sunset side of his career? Because we're on the sunset side. We may not like it, but we're not climbing the mountain anymore. We've reached the mountain, right? And now we're figuring out what is our descent and how we're going to do that gracefully and how we're going to go out on a high note. And that's my prayer for you. is that you will be able to take the time and do what you need to do to figure that out because there's not too many days left. And at the end of the day, regardless, I respect you and I wish you and Janine all the best. >> Thank you, Director Sarju. Director Hersy, is your hand up again? just confirming it's

027down. All right. Thank you. Um I will I will just share a a very quick personal note. Um this is just as I replay the tape of uh our our time together. Um is being a board director, a new board director for only a year or so. Um and coming into this role, um Dr. Jones and I uh attended a funeral of a student together. Um and what I saw in him that day was such a a compassionate leader showing up in the hardest moments standing shoulder-to-shoulder with the community and carrying such strength and grace. And I just remember thinking that day, wow, I am so proud that this person is our superintendent. Um uh we same same situation but you know talking with the families, talking with the PTAs, the students, the staff who

028all showed up. Those are extremely difficult moments and I think there's nothing you can say to make it better. But being there mattered and I saw you embody that in a way that again I say just made me proud to call you our superintendent. So thank you so much Dr. Jones for your service and for showing me what a what compassionate leadership looks like. Um so thank you. I will um want uh I want to hand it over to Director or Vice President Briggs. >> Okay. I'll keep it brief because everybody's said spoken very eloquently already. Um but Brent, I I want you to know that I was flying the other day. Um and I decided to watch the Kenny G documentary and it made me think of you. Um because we've had several conversations

029about music and I know Kenny was your classmate or graduated shortly before you. Some there was some overlap at Franklin High School with Kenny G and um and so the whole time I was watching the film, I was thinking about you and and imagining your era at Franklin and the jazz band and um made me think of of our conversations around music and jazz in particular. Um, and you know, to echo Michelle's point, we we have also disagreed a lot in the last year and a half that I've been on the board, but there was never a day that I wasn't really happy to see your face when I walked through the door. Um, you always um you just have a way about you uh that is so engaging and warm and you always had

030a funny remark in the most tense moments or boring moments. Um, when's when you just need a little little jolt of humanity. Um, I always appreciated that about you. Um, I'm real jealous that you're moving to Santa Barbara and I hope you and Janine have a a wonderful experience there and I look forward to seeing you whenever you're back in Seattle. >> Thank you, Director Briggs. I want to call up Dr. Jones, uh, who has a few words he'd like to share with us. Dr. Jones, please join us at the podium. >> Thank you. Thank you. Um, I'm extremely fortunate to have been deeply involved with Seattle public schools for many, many years since I was four years old going to kindergarten till I'm not going to say my age now until uh our journey

031now. And I'm I'm thankful of the staff. I'm thankful of the educators. I'm thankful of the parents, principles, my senior leadership team, this school board. Uh I just feel very honored today. And I'd be remiss if I didn't speak to the fact that I'm standing on the shoulders of many previous superintendent. Stanford, MHS, uh, Infield, Goodlo, Johnson, uh, Nylin, Banda, Juno. And what I've tried to do is take what they've built and move it a little further. Hopefully, we were able to do that together. And so, this isn't just the legacy of past superintendent. Uh there's ancestors, there's freedom fighters, there's parents, there's folks who have really spent a lot of time that have poured into me and us to build this Seattle public school system. Seattle public schools has been around for almost 160

032years. I happen to be the 23rd superintendent. So, there's been a lot of work that has been done to to get us to this place. And I'm grateful to to everyone. Uh Seattle public schools is a premier district. I don't care what anybody says. I'm going I'm going down uh fighting for the fact that our reputation has been sullied, but we are an outstanding district. So uh I am extraordinarily grateful for this proclamation. I think it's probably unprecedented to uh get such a uh notoriety as we go forward. I'm I'm thankful for that. And it's a timestamp for all the things that we've gone through together. And I say we uh no one does this alone. We do this as a team. We do this as a collective. And and through this all, we stood

033on equity. We stood on justice. We stood on excellence. We didn't chase shiny initiatives. We built enduring systems. We clarified roles. We secured budgets. We built the in infrastructure so schools can breathe. and teachers can lead. We've done the things that we thought were uh important to do at the time and I'm just grateful to this board. I left it all on the table. So much that I had nothing left and I appreciate this board for giving me the time and space so that I could heal and get well. These last several months have been extraordinarily uh challenging for me. As you know, I faced some some significant issues with my own health and trying to take care of some things within my family. And I'm and I'm grateful for that opportunity to step away

034and get right. I stand here now uh asking everyone that can hear my voice to take an oath to protect the progress that we've made together. We cannot take a step back. There's tyrannical forces that are trying to erase the things that we stand for. There's forces who are trying to eliminate the gains that we made. For some unknown reason, they don't want to stand with us. But I think it is meaningful. The other piece I hope that we can do is superintendent number 24 gets full unconditional support for this work. It is a challenge. As we pass the baton, I want that person to lead us to be the district of choice. No matter what anybody says, I'd ask folks to join us in being collaborative and being of serviceminded and speaking to the

035things that are necessary to change the narrative about Seattle public schools to the narrative it deserves and excellent Seattle public schools. So, I leave you with tremendous gratitude for this recognition. I leave you with uh a legacy that hopefully we build together. I am I am pleased that I was able to leave standing on my feet under my conditions, under my terms. And that one thing I'm proud of is we are doing a very smooth handoff. On Wednesday, schools will open. Our teachers are ready. Our principles are ready. Our operational focus is sharp. and our students will experience 180 days of excellence like they did last year and the year before and the other 160 plus years that they've been students in Seattle public schools. So, I thank you. I thank you uh board. You

036have been fantastic. Keep your vision. We all those fights that we talked about were about the how. It wasn't about the what. We agreed on the vision. we had the the desire to make this and continue to make this an excellent Seattle public school system. So without further ado, I'm going to sign off and I thank everyone so much with a tremendous amount of gratitude. Thank you. Thank you. Thank you so much, Dr. Jones. Just a small token of our gratitude. Thank you for your service. And I know it is 503. We're 3 minutes past our time for public testimony, but we are going to take a short 3 minute recess. We will reconvene at 50:06. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Heat. Heat. [Music] I don't want of the celebration, but I also

037know that we've got public testimony. Um, and we are six minutes past and I want to be respectful of those who have came to provide public testimony this evening and giving us a little grace here for our late start. I do not like to start public testimony late. Um, but we are now going to go into public testimony. Uh, board procedure 1430 BP provides our rules for testimony. The board expects the same standard of civility for those participating in public comment as the board expects of itself. As board president, I have the right to and will interrupt any speaker who fails to observe the standard of civility required by our procedure. A speaker who refuses or fails to comply with these guidelines or who otherwise substantially disrupts the orderly operation of this meeting may be

038asked to leave the meeting. I'm going to pass it now to staff to summarize a few additional points and read off the uh testimony speakers. >> Thank you, President Top. The board will take testimony from those on the testimony list and we'll go to the waiting list if we are missing speakers. Please wait until called to approach the podium or unmute and only one person may speak at a time. The board's procedure provides that most of your time should be spent on the topic you signed up to speak to. Speakers may seed their time to another person, but this must be done when the listed speaker is called. Time isn't restarted and the total time remains 2 minutes. The timer at the podium will indicate the time remaining for speakers here in person. When the

039light is red and a beep sounds, it means that your time has been exhausted and the next speaker will be called. For those joining by phone, the beep will be the indication that time has been exhausted. Moving into our list now. For those joining by phone, please press star six to unmute on the conference line. And for everyone, please do reintroduce yourself when called as I will miss some pronunciation as we move through today's list. The first speaker on the list is Dre. Hi. Hi. My name is Dre and I'm a Seattle resident and I'm a member of the Seattle Alliance Against Racist and Political Repression. I'm calling in to voice my opposition against the proposed memorandum between Seattle public schools and FPD. As the Seattle School Board and the broader Seattle community have said,

040safety at Garfield and our schools means no guns at schools. This means no cops at Garfield, no guns in the hands of proven anti-lack, racist, and oppressive Seattle police who go against the anti-racist values of Seattle public schools. Thisou suggests SPS should invite cops into classrooms and assemblies to teach students about serious religious and political issues. SPS staff should be educating our youth and not cops. Seattle does not have community control of the police and we are opposed to SPD assigning whoever they want to Garfield without any any community control from families, students, teachers, staff, and the wider community. Students have overwhelmingly spoke up in the wake of gun violence about councils, resources, and violence prevention organizations like community passage. We support the Seattle Student Union, SCORE, and other organizations that call for funding for

041counselors and resources, not cops. Uh, and I see my time to Sonia. >> Did you seed your time to another speaker? >> Yeah, to Sonia Herrera. >> Oh, thank you. Hi, my name is Sonia Perez. Um, I am a resident of Seattle and I'm a part of the Seattle Alliance Against Racis and Political Repression. Um, I come here first and foremost with the safety of students in mind, primarily BIPAC, that's black indigenous people of color. Um, and I see the introduction of SEOs as oppression of black people at Garfield, especially students, seeing as the central district is predominantly black community. Did I hear keep going? >> Uh, no. We we're going to try to keep remarks to two minutes today. So, if you want to just wrap up your final thought, that would be wonderful.

042>> Totally. Um, so I just don't trust that SPD will not um um have a strong bias against um the bike park students at Garfield. Um seeing as SPD had the highest percentage of police that were involved in the insurrection on January 6th. Um, and many of the police officers that work for SPD are from rural, more conservative communities, and I don't trust that they have the proper training to um, protect our students. >> Thank you. >> The next speaker is Robert Engel. Robert Engel, are you here or online? Okay, we are gonna move on to Jake Milstein. >> Hi there. >> Hello. We can hear you. >> Great. Uh, my name is Jake Milstein. I have a fifth grader at Katherine Blaine K8. Uh, today I'm here to ask for your help with adding

043a teacher to blame because we're running into brick walls and Dr. James Mercer just wrote me with incorrect facts to tell me that this is likely a lost cause. U, let me tell you about the kids. Uh, in 2020 and 2021, my son and the rest of his cohort missed prek and kindergarten because of CO. The impact of that still reverberates. One in five kids in this cohort at Blaine have an IEP and they've made amazing progress. Then in 2024, that same cohort found out that Seattle School District was going to close their school. They rallied. We saved the school. And thank you to those of you on the board who helped us do that. Despite fear and anger with SPS, we're about to enter a year in which Blaine will have its highest enrollment

044since the pandemic. Instead of celebrating a week before school, we just found out that Blaine didn't get the appropriate number of teachers. That fifth grade cohort that has made such great progress is about to be smooshed into classes well over 30 mixed then with fourth graders. And with all of those IEPs, it will be a mess. The district guidelines say Blaine should have another teacher. In fact, enrollment is up so much that if there were five more students, Blaine would be due two more teachers. Oh, and guess what? There are five students on the wait list for fifth grade right now. So, I'm here to ask for an investigation. Why is Blaine purposely understaffed? Who has it out for K8s? In researching this, I learned about a shadow policy. When the district adjusts allocations, they

045do it by one less teacher. Why? I implore you to help here for this fifth grade cohort. The board can help them succeed. Please help us figure this out. [Applause] >> The next speaker is Sonia Herrera. Wow. Thank goodness. This is really important stuff. Um okay, perfect. Um, so I did mention that um, SPD did have the highest percentage of police at the January 6th insurrection. Therefore, I don't trust that they'll keep our kids safe or not have a bias. Um, secondarily, there's a lack of accountability for racist police um, officers in the department and allowing them to assign whomever they wish um, to be an SEO um, is um, kind of comical um, and comically these cops um, would be teaching classes on public safety in classrooms when they are a danger to public

046safety and students. Um, in Pierce County um, they recently removed SRO's from their schools. Um teachers spoke out at an event recently at their schoolboard meeting. Um many stated how SRO's tackled and handcuffed students um causing trauma and emotional distress to not only that student that was affected but to others around them. Um lastly, the driving force that I've heard from documents released about thisou is that SR SEOs SRO's similar um want to prioritize relationship building with students. But from a conversation that I had with police chief bars at a recent community safety meeting at um the Garfield Community Center in Central District, um the intentions are a bit more clear. Um building a close relationship to students to then have a better scope of what is going on in Central District. So clearly the

047focus is not actually student safety, but a predatory tactic by SPD to use students for their own gain. Um I just urge you to think of the kid safety. um in um your discussions about thisou. Thank you. The next speaker is Chris Jkins. [Music] >> My name is Chris Jkins. Box 84063, Seattle 98124. on the four contracts related to software for construction management and support. These four contracts together cost over $14 million and are for introduction and action at the same meeting. This does not allow time for adequate review by the board on the $ 1.4 million views construction project claim settlement agreement. The agreement also includes Washington state sales tax but does not list the amount on the overlike contract amendment. The report for this action included an amendment for Dartmore, not for Overlike

048on the employment agreement for interim superintendent. My thanks to Fred Podesta for being ready to step in on the Memorial Stadium project. An article in the July 10th, 2025 Seattle Times noted that the developers connected to a bid rigging indictment. Quote unquote. Does anyone on the board have concerns on the personnel report? Three points. Number one, the report does not list schoolboard student members who seem to be paid employees of the district. Number two, under separations, the report lists information security manager April Marduk. I wish to thank Miss Marduk for her talented service to the district. Number three, the report also lists Superintendent Brent Jones. Wish to thank Mr. Jones again for his service to the district. By the way, tomorrow at 6 PM at the West Seattle Admiral Theater, there is a free showing

049of a documentary called The Case Against Social Media. Thank you very much. The next speaker is Samantha Fog. Hello, this is Samantha Fog. I am a parent of three Seattle public school student and um I am a disabled parent. And as I think about safety, a topic that's on your agenda this evening, um I think about the fact that safety for far too long in our district has excluded people like me and people like my child. I think about how hard we have had to fight and struggle to get accessible alarm systems and the lack of acknowledgement of the advocacy and the advocates who have fought for that. I think about the fact that we do not have um emergency plans for disabled people in most of our schools or at least plans that are

050not known to staff. I think about our bridges students itself where they'll be starting the school year without appropriate accessible bathroom facilities. And I think about how often our district puts access as an add-on and treats us like a burden. I think about the way that if you put disabled people last, everything is harder. But if you bring community together, you can create solutions that work better for everyone. And I ask that you remember that in emergencies, there's no guarantee that just because you were not disabled before the emergency started that you will be not disabled and able to get yourself out. Emergencies by definition cause harm. And I ask that you think about how little support you give to your educators to be able to accomplish the things that our students need for safety.

051For example, by law, they are required to read all their IEPs and 504s, but you need to actually give them time to do that and time to ask for qu ask questions and time to get support. and you don't do that and it is children in your schools who end up harmed. I ask that you do better and I ask you to consider the harm that happened when your search firm mentioned that deaf and heart of hearing isn't something they're used to interacting with. isn't a community that they've experienced. And when in their community meeting, they did not know the word abbleism and how little trust people have that the needs of so many of your students will be considered. I hope this October, unlike all the previous years, every Seattle public school will follow

052state law and teach about disability history. Thank you. The next speaker is Janice White. Hi, I'm Janice White, parent of three SPS graduates. The first three items on the consent agenda today ask the board to approve increases to contracts with three different private placement schools for students with disabilities for the 202425 school year, raising each of those contracts to over a million dollars. I've been reading bars for contracts with these kinds of private schools for years, and here are some of the questions I'd like to see answered. For each bar, how many students are being served? That information used to be regularly included, but it's not in the ones before you today. Why is a bar for costs incurred in the 202425 school year being presented at the end of August? Is it accurate to

053say that th these costs have already been incurred and the board really has no choice but to approve? How many students total from SPS are being sent out of the district to receive their education due to our inability to meet their needs? How many of these private placement schools does SPS have contracts with? How many students being sent out of district brought a due process case against the district first? And is there a difference between which schools students who brought a due process case are sent to and which schools who students did students who didn't bring a due process case are being sent to. These placements in general are meant to only be used for students with severe disabilities whose needs cannot be met in our schools. Should we be able to meet meet more

054of the needs of more of these students in our schools? And if so, what's the plan to do that? Are the students we send away from our schools, do they tend to have certain disabilities or need certain types of services? and what changes are needed so that we can keep more of these students in their communities. Last, I testified, I think it was in May, about the fact that the annual report on restraints of students required by policy 3246 was not available on the district website despite the fact that in past years it was typically available by February or March. It's still not on the website, which means that the community is not able to see that data or see whether we're making progress in reducing the number of restraints of students that are taking

055place in our schools. Thank you. >> The next speaker is Ryland Springer. Um, hi, I'm Ryland. I'm going to speak as fast as I can. I'm a Garfield graduate as of two months ago. Um, I went to graduation and sat in a sea of students. Yet, the absence of two students seem to drown us. How do we walk away if they can't come with? Amomar and Salvador were murdered by not by children, but by adults. Where were the cops then? How can students trust cops when they seem to vanish when we need them, but leave the entire BIPO community in the dust? It starts with earning trust. But that can't happen until students feel safe and secure. Like Sonia Herrera said before me, students don't need to be policed, but protected. When letting an SRO

056back in, we demand they remain around campus, not inside the building. We demand anou that is specific and uphill. SPD should not be there to punish students, should not be able to punish students. They should be there to stop the gun before it shoots, to show up when we need them. We're sick and tired of no contact agreements being our school's go-to solution to every conflict. Children are supposed to fight, to be angry, to struggle. Adults are supposed to teach us to resolve our problems and manage our anger. We need intervention specialists and counselors. My school cannot keep relying on the few counselors who care. We need more and we deserve better. We cannot keep allowing conflicts to fester or keep promoting silence. It is cruel to the students who have only learned to fend

057for themselves. It's the reason they don't trust admin. It's the reason kids take conflicts into their own hands and do something irreversible. Garfield needs urgent action. We can't lose more kids waiting as gun violence is postponed on your Google calendar. I know you want more Garfield voices on this. I know you want to reach out better for the community. But where was that outreach the entire summer? Where was the effort for the four months and 7 days since Salvador was killed? the nine months and 30 days since Solomon was killed. The 14 months and 26 days since Amar was killed. You're not the ones dying. Students are. So, it's time to step up. You've postponed the safety of students you're responsible for yet another month. How many more schools need blood stained on their front

058steps before it gets exhausting? And how many more students need to stand before you as you sob before you feel some urgency? How many more times will you avoid looking us in the eyes before you're forced to face the consequences of your neglect? Do not put my school's lives on your back burners. Change needs to happen yesterday. Two months ago, each of you hugged me, offered me tissues. But hugs don't bring them back. We don't need your comfort. We need your action. And we need it before another class has to prepare memorials at their graduation. Don't be why there's more empty seats. Thank you. The next speaker is Sarah Kate Ericson. Sarah Kate Ericson. Okay, I'm going to move on to Kayla Kayla Epting. >> Hi. Can you hear me? >> Oh, yes. Yes, we

059can. >> Awesome. Good evening, schoolboard members, SPS staff, and other community members. My name is Kayla Eping. I am a proud SPS alumni, parent of a recent SPS graduate, and a proud aunt of current SPS students. It has been my pleasure to be able to help support SPS in organizing the black families focus group around the superintendent search. Throughout this process, I've had a number of meaningful conversations with community. And during these conversations, a few things have been extremely apparent. Um that we need a process that is transparent and inclusive of community outside of the listening sessions and focus groups. Um, I urge the board to deeply consider thoughtful and intentional ways to include community in the balance of this process. This decision is too important to our broader community and its stakeholders to move

060forward with a closed process. I would also encourage you to ex extend the timeline to ensure that we have truly had an opportunity to think about a shift in the process as well as to ensure that we have truly launched a meaningful and comprehensive search and October is just not reasonable for that to happen. We have an interim that can provide stability while we ensure that we have done our due diligence in the search process and made a decision that is truly best for students, families, and our broader community. Thank you so much for your time and consideration of these sentiments for myself and members of the black community. The next speaker is Athena McDermott. Sorry, one second. All right. Hi all. I'm Athena McDermott. I just graduated Garfield High School this year. I had

061a fantastic time at Garfield. The community is incredible, and as someone who has grown up in the Central District, it's been an essential part of my life forever. However, this summer, I worked at an elementary school. And when I told the kids that I went to Garfield, many responded with confusion and worries. One middle schooler told me about how their mom had planned them to send him him to a different high school when the time came, even though he was zoned for Garfield. And although my heart aches for him to hear how he's going to miss out on the joy and vibrancy of his own community, who can blame his parents for wanting to send their kids to a school where they're certain he'll come home each day. Garfield needs to prepare for the upcoming

062school year. We need individuals on campus to assist students in cases of emergency, such as SRO's. My friend Ryland has already laid out how these SRO's would function within in accordance with the community and instead of policing students, they would properly address their needs. A slogan I hear often is counselors, not cops. And while well-intentioned, this slogan fails to grasp the issue of of violence that Garfield faces on the regular. The violence that Garfield faces stems from the outside community and bleeds into the school. While counselors are valuable resources to schools, kids will not stop getting shot and killed at Garfield because of counselors alone. Plus, before COVID, Garfley Garfield successfully fielded engagement officers that interacted positively with Garfield students. Many of these officers were from the surrounding community in the CD and not just

063random officers. I understand that you want to all hear more from Garfield students before ultimately making a decision. And while I respect that, I will remind you that I, as well as many other Garfield students, have been advocating and demanding change since June 7th, 2024, the day after Omar's death, and well before then. This was over a year ago. Look, I'm a student. I was and I know all about procrastination. But one week ago from one week from today, the school bell will ring and students will flood back into the halls of Garfield. Then the clock will begin to tick. Does that feel like a lot of pressure? Yeah, it should. And I can tell you that Garfield students are about to feel the stress. So, I urge you not to waste time waiting through

064bureaucracy because time spent in in an action equates to the lives and safety of our students. Long live Omar. Long live Solomon. Long live Salvador. Thank you. [Applause] The next speaker is Marie Hunt. Good evening, members of the SPS board and community. Thank you for giving me the opportunity to speak today. My name is Marie Hunt and I'm the commander of the Seattle Recruiting Company. I'm grateful to be part of the conversation about how we as the Army can support Seattle students. I want to start by recognizing the value of superintendent procedure 4200 SPB. The policy ensures fairness for all organizations who wish to share opportunities with Seattle public school students. My purpose today is to not ask for immediate changes, but rather to open the door to a conversation. Specifically, I hope we can

065explore whether there may be ways to expand access for recruiters beyond the current two visits per campus per year limit. The Army is often seen only as a path of service, but I would like to highlight a few of the broader opportunities it provides. A robust path for education, great health care and benefits for families, and over 150 different jobs to choose from for career skills. Two visits per year per high school may not always be sufficient enough to reach students in a meaningful way. Our intent is to not take students away from college or other great pathways, but to ensure they learn about the great opportunities the military can offer. as well. I believe the Army can partner in helping Seattle public schools achieve their mission, preparing students for success, no matter what path

066they choose. I respectfully ask the board to consider opening a conversation about how recruiters might have increased but still very balanced access to the community. My commitment is to work handinand with you to ensure any adjustments uphold the district's value of equity, transparency, and student centered decision-making. Thank you again for your time and your dedication to the students of Seattle. [Applause] The next speaker is Rosalind Vaughn. Rosalind Vaughn. Okay, I'm going to move on. I will come back to the people we miss though. Um, the next speaker is Jonathan Toledo. [Music] Uh my name is Jonathan Toledo and um I'm here to talk about um well firstly that I'm a member of the Seattle Alliance against racist and political oppression and um the fact that uh putting police in schools will often you know uh

067who will react to student misconduct with violence and especially towards disabled students um black and brown students and in the past parents and students have already fought to get cops out of schools once before. We have been down this road already and we know specifically the lack of accountability for officer misconduct will create a liability for the school and a burden on the taxpayers of Seattle. We don't need school cops in schools. We need qualified teachers and staff to support students and keep them safe. We need adults who are trained in deescalation and we need to direct our efforts towards programs and staffs that help students not towards armed police in and around students as students need to be supported and not threatened. And particularly um like it was said there's not going to be

068any process in place to make sure that if cops are put in how students can be safe. There's no input from the students. there's no input from the communities and everybody who needs to be actually um uh you know consulted. The next speaker is Nadembo Helena Jouo. Nadem Helena J. Okay. I don't see their number online. So, we are going to move on to Kristen Walks. Good evening. I'm here as a representative of Katherine Blaine's uh student population. I have two kids there and we are missing a teacher and I think there's a lot of broad policies that are the problem here. But I'm here to speak specifically about the district's two full-time equivalent staffing policy that undermines student learning and deepens in inequities across the district. Under the 2FT policy, schools receive additional staff

069only when enrollment grows enough to justify hiring two full-time teachers at once. As a result, even when class sizes climb to more than 30 students, the district's policy blocks the addition of a single teacher. For the 202526 school year at Blaine, there was a projected 15% decline in enrollment, but with a large weight list. more students from the late weight weight list have been enrolled resulting in the highest enrollment since COVID. These classes, the fourth and fifth grade classrooms will now be combined into three classrooms, splitting the curriculum and overloading the classrooms with 32 students each, well above the district's 27:1 ratio. Students will lose indivi individualized support, have fewer chances to participate, and fall behind their peers in properly staffed single grade classes. Blaine is one example, but this policy harms schools across the

070district. The impact is especially severe in high poverty, high diversity schools. These schools have more fluctuating populations, but not in large spikes that would meet the 2FT threshold. That means that most vulnerable students are least likely to have a well- ratioed classroom, and that contradicts SPS's own commitment to racial equity. The effects of the pandemic on student achievement also must be considered. According to Harvard Center for Education Policy Research, American students are still less than halfway to a full academic recovery. And yet SPS is placing those very students already behind in overcrowded, split classrooms well below the district's own student teacher ratio standards. The bottom line is this. SPS is prioritizing administrative efficiency over student success. Other districts have shown better approaches that prioritize unilateral student support. It's time to replace the 2FT rule with

071staffing policies that reflect enrollment, honor SPS's ratio standards, and ensure equity. Thank you. [Applause] The next speaker is Manuel Sie. >> Good afternoon. My name is Manuela Sly. I am a member of Seattle Council PTSA and most importantly I'm a parent of three graduates from West Seattle High School. Just want to acknowledge that uh public speaking is not my favorite. I struggle with that. But I owe it to my community, those that are not able to come to these spaces, those that have um barriers such as language and access that cannot be here to raise their voice. Um I want to talk about student safety. I'm a Sierra Council PTSA student safety committee chair. I help families navigate issues with their children in terms of safety whether is identity safety, physical safety, social emotional safety.

072Um, one thing that I want to um share with you is that in community it's been shared with me that for some of the uh parents in the immigrant and refugee community, a good day for them is when their child comes home alive and unharmed. That is heartbreaking. Nobody should ever feel that way. So, uh, safety needs to work for everyone. And I ask you to really work to do better when it comes to safety for those with, uh, special education needs and special needs, uh, students with disabilities. Speaking of which, I also want to talk about bridges. Bridges is a program that serves children that would be considered further from educational justice. Um, in a recent Seattle Times article about bridges, there were just a handful of comments. For better or worse, that is

073a reflection of how important or how visible those students are and they really they seem to be invisible. Um the problem right now with bridges is that there's no proper communication with families about ADA accessible bathrooms. Um you know we hear um pieces of information here and there but nothing that uh reaches everyone. Um I'm almost done. I would like to have a public update to school board about bridges and the situation with the bathrooms and everything else. Um, and I would appreciate that being on in the open so people can get that information because it's not getting to everyone. Thank you. [Music] The next speaker is Beth Duran Chiang. Hello. My name is Beth Ranson, a Seattle resident and parent of two uh Seattle school district gradu graduates. I'm here to talk about the

074liability that the Seattle school district is under because of its gender policies both in their education as well as practice. Um Europe uh has done studies to show that gender treatments, hormones and surgeries of children is more likely to be harmful than helpful. And in because of that, they've pretty much stopped gender hormones and surgeries uh throughout Europe. Uh the UK, Finland, Sweden, and I won't remember the other names right now, but um the Scrati decision also um looked at all those studies independently and found the same thing. Now that the danger of gender hormones and surgeries are known, um, Seattle schools are at risk for telling children that they can change sex and that hormones and surgeries are safe and effective. Now that more evidence shows that that's false, Seattle school district is at

075risk of immense liability when children and families realize harm. cse, the comprehensive sexual education, as well as all the pride progress flags around the schools and elsewhere are all pushing a message that gender is a spectrum, that kids can choose. They start telling them at kindergarten and first grade that they can choose whether they want to be a boy or girl. And that's just not true. And we know that's not true and it's harmful. We're also Seattle schools is hiding transition from from families uh when children change their name etc. that's hidden from >> time please conclude your remarks. >> Yes. CSE emphasizes content consent but so Seattle school district does not allow girls to not consent to males in their bathrooms and locker rooms. Thank you. I'm going to go over the names of

076the people that uh were not here the first time I called them to see if they are here or online. Um Robert Engel. Okay, I'm going to move on. Sarah Kate Ericson. All right, Rosalind Vaughn. All right, Nadembo Helena J. All right, that concludes public testimony. >> Thank you. That is the conclusion of public testimony. I appreciate folks taking time out of their busy lives to come and share with us this evening. Um, we are going to continue on at least through some of this action before we take a break. So, we have reached the consent portion of today's agenda. May I have a motion for the consent agenda? >> I move approval of the consent agenda. >> Second. >> Okay. Approval of the consent agenda has been moved by by Vice President Briggs and

077seconded by Director Miseri. Dire do directors have any items they would like to remove from the consent agenda? All right, seeing none, all those in favor of the consent agenda, please signify by saying I >> I >> Okay, those opposed. Okay, the consent agenda has passed unanimously. Moving right along here. We um are now moving to the action items for today's agenda. So the first one is approval of employment agreement for in for interim superintendent. May I have a motion? I move that the school board approve the proposed interim superintendent employment agreement with Fred Podesta as attached to this board action report and authorize the board president and vice president to execute the agreement with any minor additions, deletions, and modifications deemed necessary. Immediate action is in the best interest of the district. >> Second.

078>> Great. I will be introducing this item. At the July 30th special meeting, the board authorized me and Vice President Briggs to negotiate a contract with Mr. Podesta to serve as interimm superintendent while we continue to search for the next permanent superintendent. Uh, Vice President Briggs and I worked with Mr. Podesta and council to negotiate the employment agreement attached to this board action. Uh, we are grateful for Mr. Podesta's leadership and willingness to continue to serve our students as interimm superintendent. Seeing if there are any uh directors who have questions or comments. Director Ranken. >> Um I apologize. I couldn't open the file and I didn't have enough time ahead of time to let anybody know that I couldn't open the file to give me a chance to review it. So I haven't been able

079to >> review. Um uh I don't think that well so here my my main two questions are and again apologies for not being able to read it um are uh do we have in it the flexibility to pivot to either another interim or a permanent depending on how I'm not trying to to flag anything but I just want to make sure that like We don't we don't know yet what is going what our applicant pool looks like. We don't know what may happen between now and October. Um I want to make sure that we have the the flexibility to um enter into another contract with somebody in this role at at any point in time regardless of whether that's interim or permanent. >> Uh I will call up legal counsel but I believe that uh

080uh director Vice President Briggs and I could answer this. This was a question I think we also asked our council and I think the answer was yes. But director Briggs, do you have a different sense in any way? >> That's on my understanding. >> Uh we'll bring up general counselor. >> Is this Yes, it's on. Uh good evening, Greg Narver, general counsel. That's correct. The board always has that power. Uh the interim superintendent is a word that's used to denote that the board is still in the process of conducting its search. But legally there's not a difference in status and powers between an interim and a permanent. The board always it's always the board's choice as to how they fill that position as long as the terms of the contract that the board would be

081agreeing to are complied with in terms of notice, termination, replacement. Uh but the answer the short answer is yes. >> Okay. So we don't have I mean a a permanent superintendent contract if there was a three-year contract or a one-year contract and we or a board wanted to hire somebody else in the middle of that contract there will be there would be penalties. My understanding or I want to confirm that we have sort of a this is like a pay as you go agreement that we don't we wouldn't have the same kind of penalty there. There's not a time by which >> this contract goes. >> There are provisions in terms of giving notice if the board wants to go into another direction. It can't just be like that there. So the the contract does

082contain provisions for termination that need to be complied with. Um but the ultimate decision as to how the board wants to fill the superintendent role will always belong to the board. >> Okay. But there's not a date by which there we we don't have to pay out this contract. It doesn't have a >> Well, it depends on the on the on the terms and I don't there there's actually a couple pages about termination provisions, so I don't want to oversimplify it. Um but the the contract does does contain those provisions. I the question I thought I was answering was could the board decide it wants to make a change in the superintendent role but still you're not you still haven't found the permanent uh superintendent yet. The answer is yes as long as the protections

083that are in the uh contract for the incumbent and what notice they're entitled to if the board wants to make a change and what the circumstances are that would lead to that change. As long as those are complied with, it's up to the board how it wants to handle that. >> Okay. And then um >> but I I do want to stress that the language of the contract you're uh approving governs not my attempt to give a short a short summary of it. >> Okay. Um, >> so I think one of specifically one of the provisions that Greg might be referring to is that's in the contract that I'll state right now since you didn't get to read it um is that Fred can well is guaranteed to continue on for a year after his

084position as interim ends in his previous role or equivalent. That was going to be my second question too is uh do we I I didn't Yeah, that was going to be my my my second question was that once this contract does end that we're not losing >> Yes. >> Fred completely. >> That is that is in the contract. >> Okay. So it would be >> correct >> current or previous role or equivalent depending on the incoming superintendent and their needs. Correct. >> Okay. Correct. >> But it's not like Fred would have to come back and reapply for Okay. Good. Yeah. >> Um, and I just want to echo or e I don't know, repeat myself, repeat somebody, and just really appreciate um, Mr. Podesta for being willing to um, be flexible and supportive. And I

085I know, you know, sometimes think that the best person for the job is the person that doesn't really want to do it. And so, um, I really, really, really appreciate you kind of stepping up at this time and and providing your leadership. And, um, just as a personal point of something, I uh, Mr. Podesta led a um with uh Chief Redmond a sort of start of school meeting with all central office staff that we were on the invite to and I just popped in and it was really clear from comments in the chat and questions that people were asking that um uh your leadership is appreciated and respected and it made it gave me a s an additional sense of relief to know that um what I could see in here was gratitude. ude and

086respect from um the folks who make things happen out in buildings every day. And um it gave me uh just an additional sense of confidence going into the school year that the people who are with our kids felt um like they've got a leader who's supporting them. And uh so yeah, this is a it's it's all weird and I just really appreciate that um you're in this with us. Um, thank you very much. I I appreciate your support, Director Ranken, and the board support. I'll try to answer your question. To my understanding, in plain English, it's 10-month contract. It has all the typical terms. It's 10-month or until you hire permanent. There is no permanent superintendent isn't a thing. >> So, I I don't see how you would have constraints because it's clear that it's

087a 10-month contract or until you hire somebody else. and what that means. There is no contract definition of what a permanent is. So I I think your hands are free to do it. >> That's perfect. That Yeah. No, that helps a lot. 10-month or >> Yeah. That's great. Thank you. >> Other directors hang up there as well. All right. Then I'm going to call on staff for the vote. >> Director Hersy. I >> director Ms. Rahi >> I >> director Ranken >> I >> director Sarju >> happily I >> can you just >> Vice President Briggs >> I >> Director Clark >> I >> President Top >> I >> this motion is passed unanimously. >> Amazing. Fred, we're or Superintendent Podesta, we are very excited to have you in this role. And I am also

088very excited. I get to administer the oath of office for Fred tomorrow. >> Um, so >> why is that tonight? >> We need a notary. It's a thing. >> I think it's just Superintendent Podesta, me and a notary. I >> think Yeah. city hall. >> Yeah. Yeah. >> Um all right, continuing on. Um unless uh Superintendent Podesta, you have any words you'd like to share? >> Again, just I appreciate everybody's support. Um I am happy >> be to do this. I'm surrounded by a great team that has wrapped around me and um we're going to make this a great school year as long as his interim status uh is in place. Correct. Next, approval of progress monitoring calendar for the 2526 through 2930. Um, can I have a motion? >> I 20 2029 to 2030.

089>> Yeah. For the next five years. >> Sorry. >> I move that the board adopt the progress monitoring calendar as attached to the board action report. I further move that if changes are necessary to the progress monitoring calendar after board adoption, the board president and superintendent are authorized to make modifications. Immediate action is in the best interest of the district. >> Second. >> Try one more time. >> Maybe director, can you borrow your mic? >> Second. >> There we go. Thank you. Uh m superintendent Podesta will be introducing this item. Uh thank you. Um I'm bringing forward a progress monitoring calendar for your review and approval. This is uh this action would establish a 5-year timeline for how and when the board will receive monitoring reports to track progress on achieving our goals and operating

090in compliance with uh guardrails established by the board um to reflect the uh community's vision and values. Our team spent a lot of time reviewing many variations of the calendar that's attached to the board action report. uh and we settled on a priority and a couple of strategies. And the priority is we wanted this process to be useful in a meaningful way that will drive um staff decisions about our practices and priorities and how we allocate resources. We wanted uh progress monitoring that occurs at the board to be an organic extension of our internal processes and accountability processes. So um uh so our strategies for this will be integrating monitoring discussions into our internal uh progress monitoring calendars and accountability systems and aligning the calendar to moments when data are available about student learning when

091assessments are complete and when we have something new to share. our internal processes um uh we'll build again we'll have an internal performance management calendar um that uh will be reviewed by our academic and senior leadership team. We will build shared data tools and inquiry protocols for regular executive re reviews uh by district leaders um at the system level at the cohort level um and at the demographic level to assess how um uh performance is moving along. So we propose that goal come to you in three core reports uh that these monitoring uh sessions come to you in three core reports. um uh throughout the year, one per goal. Um first, there would be an endofear and baseline report that seeks to answer the question for each goal, where we've been um where are we

092now and where are we going? Um this summarizes prior year strategies, topline performance and outlines the current year plan. For our first year, this will include baseline setting for the next five years and after this year, we'll include a report on progress from the previous year. Second, we would see a midyear progress report to answer where are we now, where are we going, and what adjustments do we uh want to make during the current year. Um, this focuses on fall and first semester interrome metrics and adjustments that are underway. Third, there would be an a coming year uh deep dive review looks to address what we accomplished in the past year, what we are learning, what we've concluded, and how we'll make adjustments as we work through each of the five years. So to be

093concrete um for goal one um early literacy will set a baseline report in October, a mid-year progress report in February and a deep dive report next May. Sixth grade mathematics will include a baseline report in November, a mid-year progress report in January and a deep uh deep dive report in the next year in April. and progress monitoring will um excuse me sorry um for life ready uh will include a baseline report in December a mid-year progress report in March and a deep dive report looking ahead to the next year in August um again the timing follows data availability map results for literary tip uh literary results are typically arrive first SBA informs mathematics and credit accumulation and graduation um for life readiness follows later in the cycle Um within each report is the subgroup visibility

094trend analysis so that we can clearly understand what each student group is performing and how different uh cohorts are performing and how different buildings are performing is what is part of what we will do in our internal review. I want to thank directors uh Rankin and Clark. We walked through this in much more detail with them as they had been designated by the board to work with staff on a regime. and I invite you um you both to make any comments that you have about um what we discussed or questions that you have. >> Thank you. And I also want to echo the appreciation to Director Clark and Director Ranken for working through this with staff uh as designated in our retreat. But seeing if there are uh uh calling on uh seeing if there

095are board directors who have questions or comments. Excuse me. Director Clark, >> I'm not able to raise my hand. I'm sorry for just jumping right in. Um I just wanted to thank um Superintendent Podesta and the staff for all of the work that was put and thought that was put into the development of this progress monitoring calendar. Um, I honestly felt like, you know, we didn't have a lot to work out, um, other than, you know, um, just you being able to review, um, what was in front of us, um, and ask a few questions. Um, so, thank you for making the process, you know, really easy for us. Um I you know in the meeting I think one of the reflections that I walked away with was not just how um I I think

096as you mentioned Dr. for Podesta. This calendar will align, you know, our data systems with reporting and other internal um processes that are um that staff use um to monitor and um move the dial on um students progress. Um but I think grouping the goals going through each goal and interim um and the interims associated with it in one progress monitoring session I think will help us to have more meaningful conversations. it will be helpful for um members of the community who um are you know committed also tracking and committed and you know following us on this work. Um and so yes just want to thank you and the team um for for bringing this forward and and all of the thought that that went into it. >> Thank thank you Director Clark. Director Ranken.

097>> Um yeah, I will echo what uh Director Clark said and um it was it was really evident when we had the opportunity to get together with um Superintendent Podesta and um Julia from the board office that um we've t it's it seems so dull, which is actually like really the point. We actually want board meetings to be really boring because we're we're all doing our jobs and things are going going as agreed upon. Um, but it was really clear that uh there's been a sort of a I'll call it a leap forward in understanding of really why we wanted to do progress monitoring and how it's not an additional layer of activity that the board is demanding, but it actually is a peak under the the hood and kind of a reflection to the

098board and to the public of how are we doing? How are students doing? Are they learning? um which is our most important role as as the board is to um you know there's so many things that happen in a school district. All of our other duties of oversight and different policies and different expenditures and things that we approve. We could have, you know, 100% happiness and climate surveys and all the buses could be on time and student safety could be perfect and all of these things could happen. But at the end of the day, the purpose of all of those things together is to support student learning. And so if we're not also reflecting on whether or not students are learning, we're not doing we're not doing our job. And so, um, yeah, I really

099appreciate the work that's gone into this. I think also having this sort of five-year overview will help us as a board also now structure other routine things and review um and and just make the whole process more accessible for not only board directors but also the public of oh it's this time of year that's when X happens. Um, also there's always new things happening and old things resurfacing. So having this calendar to anchor to will also help us and future boards plan for you know work sessions or or um study sessions on things that you know whatever composition of the board there happens to be maybe hasn't had the opportunity to learn to learn about yet. Um so yeah I think you know I also want to echo or want to state that the importance

100that when a permanent superintendent does join us they this is also open to you know their leadership and guidance and and tweaks as to what they they may have that they want to bring to it. So yeah I'm excited to approve it. >> Thank you Director Ranken. I just have one question. So in our when we were adopting the goals we talked a little bit about and we saw some data that in order to achieve our topline goals the annual gains for for all students it's likely necessary uh we will set more accelerated targets that exceed the two points per year for targeted groups I the students who need to grow the most to reach that targeted proficiency. uh will we explore those sort of breakouts at the in the in the first session for

101each of those the goals? >> I expect that we will we'll have to you know demonstrate talk to you a little bit about how our internal processes are working. And I think in the discussion we had with um directors Rankin and Clark um I think director Rankin made the analogy that what the board sees is the tip of the iceberg and there's a lot of process below the waterline that we're trying to integrate into this. So um I think we're happy to explain what that looks like. I will say that you know that is a a bit of a work in progress um to build that integration. The other two other points I failed to make in my introduction is we are seeing these as um work sessions separate from regular board meetings because um

102we recommend that that um that venue leads to a different sort of conversation and engagement than than business meetings which I I obviously is a board decision. It also builds in some flexibility as assessment schedules change and other things change that um doesn't necessarily take a board uh another board action to make um adjustments as necessary to make the the schedule work over a lot can happen in five years but um that uh minor changes could be agreed to by the superintendent and board president. >> Other directors right then I'm going to call on the staff for the vote. Director Miss Rahi. >> Hi >> Director Ranken. >> I >> Director Sarju. >> Yep. >> Vice President Briggs. >> I Director Clark. >> I >> Director Hersy. I >> President Topp >> I. >> This

103motion has passed unanimously. >> Great. Thank you. And that concludes our uh business section. Uh so we are going to move to the tables and study session, but we're going to take a break and we're going to recess till 6:15. Uh we have two items left. We have a study session, we have a safety study session, as well as we have our board self- evaluation. So why we are taking a longer break is if you board directors, every board director has an assignment. If you did not re uh Carrie sent an email with your assignment, if you did not do your homework beforehand, now is your opportunity to do your homework. So you are ready for your the the board self evaluation. And board directors online, you also have assignments. So please be prepared. Uh

104we will uh join back together here at uh let's do 6 I said 6:15 let's do 68 just to give folks time. Thank you. 6:18 [Music] Heat. Heat. Heat. [Music] Heat. Heat. [Music] I'm [Music] Heat. Heat. N. [Music] Hey, hey, hey. Heat. Heat. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Heat. Hey, Heat. [Music] Heat. Heat. [Music] Heat. Heat. N. [Music] Heat. Heat. N. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Heat. Heat. N. [Music] Heat. Heat. [Music] Heat. [Music] Heat. [Music] Nat. [Music] Hey, [Music] hey, hey. [Music] All right, I want to bring us back together. We are missing four. Here they come. [Music] All right, we are going to get started here. Board directors are truckling in. Hopefully, they have finished their homework assignments. We are at the tables and we're moving

105into a safety update from staff. Uh we have a work session today on school safety and I'm going to pass it over to Mr. Podesta now to begin the presentation. >> Thank you, President Topp. Um, I'm joined today by accountability officer Ted Howard, who has been instrumental in this work over the last couple years, helping us uh engage resources to do assessments, um, working with our partners at the city on various supports that um, they provide um, and um, being an adviser uh, with his experience um, at Garfield High School in particular, but just as being a a respected school leader in our system for many, many years. So I appreciate him joining. Um I actually am standing in for um executive director Jose Curiel Morelos who has stepped into the role over the last

106year in a brand new position as executive director of uh safety. And in that uh capacity has had to define what that job is. It's a new role in um Seattle public schools. We find ourselves in extraordinary times locally. Um there's good news about drops in um violent crime in our city and in our county, but um most of those gains are not enjoyed to the same rate when they involve youth. Um violent crimes uh uh uh use of firearms are still um persistent. And so we have a community issue about um uh threats to safety among young people and obviously schools um need to be in the middle of that. So, we're continuing to try to adapt as uh the ground continues to change under our feet. And I I just I'm sorry I

107couldn't be here tonight, but Jose has done a great job building relationships in the district, building relationships with other districts, with national organizations and law enforcement. And um he's really led a lot of the work that we're going to talk about. Um he also is a much deeper expert than I. So, I'll do my best to answer questions as we go along, but um if I can't, we'll um take note of those and make sure you get answers following the meeting. All right, let's see if this thing works for me. Um so, I as always, I think we're trying to be very disciplined when we spending time talking to the board, explaining how it line aligns to the very clear um uh guidance you've given to us on behalf of the community. uh you established

108a guardrail uh related to safety and safe environments both for physical safety and emotional safety. We're talking about physical safety uh mostly in in this session. Um we uh last discussed this subject in early June. Um and we brought a suite of uh policy recommendations around four policies. one relating about how we manage emergencies. Uh updating our policies around weapons prohibitions to align with state law. Uh policy about our relationships with law enforcement mostly from an information sharing kind of mandatory reporting view of the world not with regard to school resource officers which is embedded in our uh policy 4311 which is about our program overall and it includes parameters about school resource officers. While we did make a recommendation to change it, subsequent um to introduction, we suggested as our new policy proposes that

109um any such relationship that would agreement that would um involve school resources off officers in one of our building prescribes um community engagement with students, staff, and families. So, we said, well, let's do some of that. See if we learn anything along the way before we uh bring this back. Again, this is just an uh update. Obviously, there's no action um on the agenda tonight. So, some of the and and um Mr. Howard has been really important in that work around school resource officers. So, I'm going to let him lead that discussion. I will cover Jose's part about operational changes we've been making and enhancements. Again, we um one of his uh chief goals when he joined us is to kind of professionalize and enhance our safety and security department. Again, there um we've had

110this function for many, many years. They've always done great work, but we are adapting to a changing environment. Um we increased the staffing at schools um uh by a third from 45 um safety and security specialists to 60. We added more um uh field operations uh leadership uh that you know safety and security is a unit that runs 7 by 24 um and uh has a lot of management oversight. Our uh monitoring office takes 700 calls per day on a variety of issues. It's kind of the nerve center of Seattle public schools. So really needed more help in kind of uh leadership and even just administrative work. um you know we help uh with um that unit helps with fingerprinting and background checks and other aspects. So just the administrative workload was um burdensome and

111distracted um safety and security specialists from taking care of students. So, we added some back-end resources to help the department um manage more uh effectively and then um added resources so we can have private security um doing kind of perimeter perimeter patrols around our building at the start of the school year and at the end of the school year where we often have peaks in security uh incidents and so um kind of a a extra augmentation of resources at that point in time. Um, one of the recommendations we had gotten um, with the experts that uh, Mr. Howard helped us with were that our program needed to be more visible. Um, that that would be a reassurance to students, staff, and families, be a deterrent perhaps. And so um, we uh, the team worked with

112their uh, labor partners and others to settle on some choices for uniforms. So staff are readily um, identifiable. I think we have staff here with us tonight. you see it can it's it's really clear who uh is providing safety and security um services for us um because we have more field supervision. We've um also uh replaced the the fleet that supports um safety and security. They have to manage incidents at you know over a 100 sites and made sure that those vehicles are easily identifiable. So if there's a presence on campus that people know where to go for help um and and u perhaps give a more of a sense of safety that they know that um resources are in place. Um we are doing we've invested a lot in technology upgrades. Um, Verata is

113a new suite of uh automated tools that help manage our security cameras um that we have around school buildings and um uh become digital resources. We had kind of a a mix of different sorts of camera systems. Um so we're uh unifying around a single system that uh provides uh lots of extra capabilities access uh more digital access control in buildings um and more intrusion alarms. So you know we have issue our our schools are by design you know meant to be open places. They're kind of porous in nature. Um people work hard um to keep doors locked, but if they're not um you know, we're not trying to rely on just kind of visual inspection that there are more alarms on doors so we know if there's an access problem um somewhere in a

114building. And then um a recommendation that we had gotten uh through the audit committee. Um we had done a safety audit a couple years ago about student not safety in this sense but um safety making sure that students weren't put in compromising positions with adults who came into our building. And one of the recommendations there was to have better tools to understand who's in your building at any time. So we're implementing a visitor management system in all our buildings. Um and then better emergency notifications um that will allow remote um shelter in place and lockdown alerts. How we how we do these alerts now with schools that still have the older technology is safety and security starts making phone calls and talking to school administration. Sometimes it can take 10 minutes to enter into this

115status. This is now something they can do through an automated system as we roll out this system. I do want to highlight the visitor management system a bit because uh you all u will enjoy the benefits of using the system as you visit schools. The members of the public will um it's a kiosk system that you sign into instead of the three- ring binder we've relied on for years. Um the system um will issue a badge so you have a sticker you can wear um so people can identify you um and can make a check if um we've uh for whatever reason if we've excluded somebody from visiting our u building staff can be alerted that um uh this uh person's identity is checked against our you know any kind of exclusion list and you

116know should be monitored should not be allowed access but you'll all be seeing this And we'll all be learning how to use it for I have to say I had a little bit of anxiety that hey this is a lot of technology in a lot of buildings but from what I hear people are finding it pretty easy to use and it it has been in service in a few buildings in the previous year and so far so good. Uh and then um again thanks to voters for supporting our capital levies. Um we're investing in security vestibules in our uh uh buildings that allow uh two-part entry. This happens to be from Garfield High School that um it makes sure that any incoming traffic through the main entrance is routed um uh through the administrative office

117and that um visitor management system. So it controls kind of access to the building um more securely than uh just locking a single door and and um making sure that uh ingress and aggress eress to the building are are monitored. So we still um those are improvements that we worked on over the last year. We have improvements that um are coming online with the start of school. We have a new tip line as part of our safer watch system um which will do a lot of things. It'll also be our incident management system. That new tip line is 206 202 help. Um that'll be live on the first day of school. The incident management um system we've the department has historically used uh internally developed technology to record um security incidents. The training has not

118been great. the system is not easy to use and not um uh kind of standardized in procedures. As we've been talking about um guardrail 2, we prop staff had proposed to the board um to set baselines around climate surveys and kind of um subjective data about feelings of safety. And we got feedback from the board and we agree that we'd like some more hard measurements of actual um uh security incidents and what are the trends associated with those. We would like to start that type of measurement and progress monitoring. After this system is in place and staff are fully trained so we can establish a baseline where we know we're getting clean data about how many um safety incidents there are in a year. We want to make sure that we're not providing any perverse

119incentive to not report things because people are expecting this to go down. We'd like to encourage uh a baseline that's realistic and then monitored over the coming years which will require some standardization and training, some work between folks who manage safety and security and discipline to make sure they're on the same page of what kinds of things get tracked in what uh system of record. Uh, another aspect of the safer watch system are uh, virtual panic uh, buttons for staff that are kind of cellular based. Um, if staff need immediate help. Um, uh, from safety and security uh, need someone to make a 911 call on their behalf that you make that easier. Um, we will also be exploring um, uh, other types of panic buttons and then they're also built into the classrooms as

120part of our technology roll out. Um, one thing we are starting to explore, we have some demos scheduled for later in the month are weapon detection systems. Um, sometimes people talk about metal detectors. Um, these systems have gotten a lot uh more sophisticated over the years. We're going to start pilot, you know, start seeing what it would take in terms of staff and school operations. Um, the current technology people couldn't, you know, walk through. They don't open their bags. I don't it takes less um administration by people. It need still needs to be monitored. So we um struggled again with how many points of entry we have in a building. How how would this work? Um but certainly at main and secondary entrances, we think this technology is promising and um again can detect um

121has more advanced technology, artificial intelligence technology that can um track more kinds of um threats and again um don't require people to stop um people can um walk through uh these kiosks. So we're we're starting to uh get demonstrations of those later this month. Um, so those are kind of the operational improvements, investments we've made um, over the last several months. Maybe I'll pause here and see if people have questions about any of that comments. Director. Oh, director Sarju, >> I had a question about the I I think it's Verita. Verata. What's her name? Verata. >> Verata. >> That's her name. Okay. Verata. Um. Uh, there it is. So, it prints out a badge. So, person walks up. Are we asking for ID? The reason why I'm I'm asking this is that Children's Hospital when

122you go in, they they ask you for picture ID, they do something with it, and then they run you a badge. So, I could walk up and say, "I'm Ted Howard cuz we wear glasses, we got similar skin color." How's anybody going to know? >> I believe um we do ask for ID. I did try to set up some provision to phone a friend um if I if I need help. Um Mr. Wells, do you want to describe what that walk up experience is like? >> Sure. Absolutely. So, what that means is that >> let's get you a mic. Come come have a seat, please. >> Let's get you staff. Can we get an additional microphone, too? >> Sure. Thank you. >> Um so, right now, we're not using certain analytics in this new system.

123And when I say that, we're talking about facial recognitions and some of those other things. So, right now, you're correct that you can walk in, you sign in, and most of the time when folks walk into a school, staff are know who they are. But if they don't recognize you or anything like that, they can still ask you to present your ID to them. And the reason for that is because of, you know, uh, the information, the data. People are concerned about those kinds of things. And we respect that. And this still and again we're sliding into this evolving into this over a three- ring binder um that that didn't necessarily you know relied on a lot of human intervention was hard to do um to find out well who was in the building um

124uh if if we're trying to uh investigate circumstances after the fact. So we'll we'll grow into this. We will. And it also helps when you have emergency situations, you need to evacuate the building, then you have a track record of who's in your building. It also works as if someone leaves your campus and forget to check out, it will send them a notification asking them, "Are you still with us here at Garfield High School?" >> Any followup? Director Sarju, >> no. Director Ranken, >> thank you. Um, yeah, I think this is a major improvement over a three- ring binder. And, you know, I mean, especially the folks that are sitting in our front offices are tracking so many different things. Um, and this also takes away a level of um, potential confrontation that some people

125handle better than others. And I think that's really important that it's it's sort of like a a neutral party in a way of like sorry it's not it's not me. The system is telling me you're not supposed to be here. >> Correct. It's a soft approach. Yeah. >> Uh it will alert your administrative team or your security team if you're denied access. So that >> yeah I think that's to take that burden off the individual who happens to be behind the desk is is um really important. And um yeah, I have similar wondering but this is more technical as someone whose child has been hospitalized multiple times very familiar with the system at Children's Hospital. The first time you go in they do a little bit more looking at your ID confirming who you are

126and then as you come back again and again the system recognizes recognizes you. So a question that I have about that is um you know there's increased uh justified increased anxiety for some populations about providing identifying information. So what kind of protections do we have? So let's parents who are undocumented im immigrants. How can we assure that they have the same access to a building >> that other parents do? um and that how do we help them help assure them that you know their information is not going to be shared or that it's not going to compromise them? >> So, thank you. Great question. >> Sorry. Thank you. Great great question. Uh because we're not using those analytics, we're not tracking any data that visitors come in. So, you're presenting your ID to a staff

127member who looks at it and confirms who you are. So, nothing's going into the system. >> Got it. We're not storing people. not stoing data in >> at least that not not that type of data or pictures at this time >> and the team was sensitive to that particular issue people worrying about having to present credentials. I think those are business rules we'll keep thinking about um to try to balance the security in the system and what it can do versus um you know we don't want to create anxiety for people. I beyond just um you know pulling me out of the fire right now. I just really want to thank um Mike Wells who you know has long served this district in the safety and security department was was willing to take on a

128role in our capital group um to be the program manager for all these investments and nobody knows better you know what goes on in schools um than Mike and so he's been an enormous asset in all of this. >> Thank you Podesta. Superintendent Podesta. There we go. Put the super on. Put the super on there. There you go. >> Um, regarding the So, on on the one hand, this is really great. I can see how much thought has been put into all these different things and it almost feels like a whole bunch of things happening at one time. So as we especially go through the next year and you know revisit this relationship with SPD and all these different things um from the governance perspective uh I'm interested in whatever we can do to help

129us kind of see what's having an impact and what's not as opposed to well I don't know we tried five different things and we're not sure which one is working and which one isn't. Um particularly with the uh weapons uh detectors, I would really like to know um if other districts are using those, how they work. Um that seems like, you know, a big monetary investment. It also is just a visual signal that's very different um to walk past a detector as opposed to walking in to to a school. Um so I do have some concerns about that. Um, and then I also, you know, >> yeah, sorry. >> Thanks. >> And we're thinking about models where these this newer technology is easy to move. Maybe it's not at every school every day. It's random

130sampling. We're really trying to answer the question because we've heard some concerns expressed by school leaders and others that we believe there are firearms in our building. um we you know our staff know if things get confiscated but um we'd like to know more about what we don't know. So we're trying to explore models what would some selected use um you know give us an understanding of well so how many weapons did we confiscate with this technology um does it provide just a deterrent if you never know on any given day is it something that needs to be in every door in every building every day we are exploring and just um it seems >> and again we're seeing a lot of violence just general in the community in our buildings and not in our

131buildings it seems seems as part of the strategy, we could separate young people from firearms um that would save lives, not necessarily just on our campus, just in general. And so, um we're trying to look for strategies that do that. >> Yeah, I think as much real tangible information as that we have, the the better. Um you know, I have a student in high school and a student in middle school, and there's a lot of stuff that goes on that they're like, "Oh, yeah, I know this happens." Um, I have to one thing I have to point out though is that for especially our youngest students, the biggest threat to their physical safety is often other adults that are actually intended to be in our buildings in terms of restraint and other interventions. And so,

132um, you know, this all sounds promising and most of the violence that our students are experiencing is outside of our schools or from people who are actually supposed to to to be there. >> And so, yeah, I think yeah, >> and we appreciate the kind of comprehensive language in the guard rail um that has a broad definition of safety. This is really just a slice we're talking about this evening. >> Director Ms. Rahi. >> Yeah. Uh, so a couple things. I mean, one, um, Director Ranken, I'm glad you brought up the point about people who might not have ID or feel feel comfortable showing it. I think that's an important thing to consider. And at the very least, I think this system that really creates a a point of entry where everyone is has to

133interact with the front desk, has to talk about the reason why they're there, at least get asked for ID. Hopefully, people have the right training to if there is someone there who clearly has a reason to be there, but they can't provide that ID that will manage that situation uh at the building level. So, I think that's important. Uh second thing you mentioned it uh you mentioned it as well the uh the idea of having metrics that we're looking at. We have all these things that we're doing this like a lot of very seems like good and well needed change. So that we should have a point not hopefully at the end of the year but at various points throughout this year where we're looking and saying what are the right metrics to see are

134these things working and um maybe you can't disagregate and see which of these things are working but but these are all good things to be doing anyway. So if they're all working that that would be a positive thing or if they're not working then we can figure out why. I I think just to manage expectations I I think we'll have maybe some qualitative subjective we'll have some anecdotes I think this year are they going to be broad trends because I I think we just need to work a lot at collecting data um and you know it's just difficult to measure things that didn't happen and which is kind of the goal and so this is a hard world to this is not an easy world to think of what appropriate metrics are we we do

135think we would always care about whether they become interims for the board that the climate survey and do people feel safe and I worked in local government for a long time and um learned from a few police chiefs that um you can cite crime statistics till you're blue in the face if people don't feel safe it doesn't really matter. Um and we you know we want to promote a learning environment in our buildings. So yes, we we need to track what's going on and then also understand so how did that impact um that learning environment? So we we'll work hard to get those metrics. I have a feeling it'll take us a while to figure that out. >> I guess sorry as a follow-up to that um do we have baseline metrics? Like do we

136have for what the number of violent incidents occurred this past year? >> We don't have we have data that we've collected. We don't feel it's reliable because it's been inconsistently record. I the current that's why we're replacing the system of record. Um it's difficult to use. It's difficult um to report on. I I um the numbers seem suspiciously low. I mean so the last school year I looked at I think there were um 2,300 fights across all our schools in a whole school year. I have a feeling there were more than 2,300 fights um in our at our schools. So that's why we want to interrogate the data more to get to that reliable baseline. We do collect data. I just I I don't think we can quite use we just think we're skeptical about

137it. >> Yeah. No, I think that's fair. I I just wonder if there are things if there are data points that we think from that we can pull out to say we think this number is at least reliable. So we have something to compare it to. >> Certainly um you know I'm pretty confident that confiscation of weapons that certain things >> things that would have to be reported, right? Yeah. Those frankly are pretty small just by their nature. Our it's hard to know well is going from 180 to 172 you know year-over-year. Um there's kind of a rule of small numbers there but but we'll keep working it. That's where we definitely want to get. I just want it and um again if then we establish a goal that we want these to go down.

138I'm just worried about that perverse incentive. So will people under report if if we're going to ding them for it? And so we just want to we want to be careful about that. >> Other directors or should we continue? >> I think we're ready to go if you are. >> Perfect. >> And by we, I mean Mr. Howard. All right. Good afternoon, board directors, uh, President Topp, and our new superintendent, uh, Fred Podesta. I like how that sounds. um want to ground you in um going from what I consider the the district level all the way down to the building level. And I want to thank board members for actually attending. Uh it was great to see you in community and working with us. Um Garfield's community is uh basically I'll read this community message.

139Garfield's families value safety through relationships, growth, and shared responsibility, not merely being present. A successful pilot should embody a culture of learning, healing, and partnership. Um, I embrace that uh being a principal at Garfield High School for over 17 plus years and understanding the community quite well and having uh being at the high school level and understanding that uh over 12 years of having an SRO in the building. uh that kind of conversations went very well to bring a community together to kind of look at what does it look like to engage a community in community engagement. Uh what does that look like? Uh what does it look like from a district level, but what does it look like when you involve community that has various opinions and had various experiences with police officers? So

140on July 17th, the community forum was held at Garfield to actually lift student family and partner voices on finalizing anou. This is the first time that I I have ever seen a partnership with the city of Seattle and the mayor's office to actually bring anou uh to that level where you could actually see theou of a job description and what it would actually entail. Uh what we talked about was training. We talked about uh what would that look like? Uh looking at the state level of training, what would it look like with the school district training and really learning with one another. That is really really important. Uh, you know, sometimes we can get away from what schools are all about. Learning's messy. How do you learn from what you're doing and grow with that?

141Um, and so, um, I would say the themes that we heard loud and clear, uh, you see training up there, you see ro clarity, you hear see accountability and student impact. I would say what's not up there, uh, is safety must feel like belonging. Uh, a culture of learning. What does that look like? uh true accountability which requires transparency and a continue to center what is working. Um and so uh those conversations were talked about what investments have been made with the mayor's office with the deal uh investments. Uh what does it look like with in our uh our teen health centers? What does that look like? What does it look like with our our counselors? was look like what our social workers or intervention people that we have invested in and our new safety

142and security people have invested in and the new trainings they've gone through. How does that actually dive into uh the themes that we heard loud and clear? So after hearing the feedback, um we've taken that feedback and we're work continuing to work with uh uh Seattle public schools is with the city of Seattle and the police department on theou the language and conversations around the language. And so some of those themes that I shared with you, they were all open to uh finalizing thatou across the board. Uh the biggest one uh was who picks the officer? Well, that happens uh jointly between SPS and SPD, which is great. Um I think that was a number one as we collected some data that was a number one uh piece of information that came back uh from

143the community gathering. Um this is just one of many that we're going to do. And one of the things that Dr. Hart and myself have had uh continuous conversations about is this is ongoing. Uh you need to continue to have these conversations. Uh, Superintendent Podesta is going to have a virtual one on September 9th uh with families at Garfield so we can continue this uh conversation of engaging and it just doesn't stop there. Um, you know, this is year to year. This is uh dependent on community whether it's a Garfield community or it's another school community. They have these conversations. They have the trainings they have to go through. Um it's when you ask about the trainings, I can uh I've seen these these conversations come up over and o over again about what are

144the trainings and so uh I was ready for that question even though it wasn't brought up yet but this question that keeps coming up about the training and the training uh is put on from our future sound ESDs and our SOS or SEOs they both go through that training and their restorative practices trainings They're teaching uh our police officers how to deescalate. Uh they are also teaching them how to work with students. They're also helping them understand uh what situations how they should be handled and how you should collaborate with the community. The other piece of conversation that keeps coming up is are they directly involved in discipline? They're not. Uh not at all. Um now if it's a life-threatening situation or something like that, they're able to step in, but police officers are not

145involved in discipline. And so um those were two uh of the two big questions that I saw that really stepped out. Um the other one was transparency of data and yes data will be collected and it'll be transparent and we have we will put that in the monitoring calendar so you'll be able to see that data as we continue to learn uh about the process. Uh the last piece of information I will leave you some insight uh for the board. Uh this pilot is not just about one role at Garfield. It's a test of how SPS defines safety across all schools in alignment with our guard rails. If we can co-create a model where safety means belonging, healing, and accountability to students and families, then Garfield becomes the blueprint for the district. The question for

146us as leaders is, are we ready to move from reacting to incidents towards building a culture where safety is inseparable from learning? So I leave that as a thought process for us as we continue to build on our next steps and things that we need to do um as we continue to build community engagement at all levels whether it's student our community members which were key in bringing this first engagement to Garfield at that level in the summertime on a hot day. uh we had a a a large turnout of community uh which again tells you how invested the community is around safety and the changing of what's happening in our environment. Um this is a different world that we live in postco but even now where students if they don't feel safe they feel

147like their power is slipping from them and they're bringing items to protect themselves. And so as we get behind those conversations of why they feel like they need to bring items anywhere they go to unpack that so they can make better decisions. We know their brains haven't fully developed yet and they'll react and do certain things. If we can actually get in front of them, which we've been working really hard to do, we can change that so they'll have a plethora of options before violence is part of that option. So those are some of the things we're working on. continue to train our community continue to train our teachers, our staff, our security, our principles as we work through this conversation of continued engagement along with having an option of having that SEO in the

148building uh to help support our students and make sure they they feel safe uh the data is transparent around that and we create a a cohesive learning community with our SEO. So >> we happy to take questions, hear your feedback. >> Can you just go real fast? I I guess my first question is it said, you know, we've we this has been on the table for a while. It says board discussion and possible vote on September 17th post this second follow-up meeting with the Garfield community. Can you clarify? Are you recommending a pilot for only Garfield for one year as as what that vote would be >> that? So the policy recommendation we made to the board um restores authority to the superintendent to make decisions about um deployment of uh school uh engagement officers.

149um the by according to state law and the policy we're proposing has these agreements being school-based and only being a year at a time. So I think it would always be a pilot um that the agreements expire but that's that's the way the draft policy was um presented at the June meeting and that's what we intend to bring forward. The point of this follow-up um community session is we got feedback. We are still negotiating with SPD on theou and we want to um speak back to the community say this is what we heard. This is how it manifests itself in this um memorandum of understanding. Did we um did we get it right and then you know uh if uh we are affirmed there then our proposal would be to bring it back and then

150our the policy doesn't get into implementation issues. Is this as written? You know, is this a pilot for one school? It just restores the authority um that uh existed previously where these agreements were not board agreements, they were staff agreements. Our intent would be to keep moving at this pace that um and I think we have consensus with Chief Barnes and the police department is um this only works if a community is welcoming and accepted of it and not that you'll ever achieve 100% consensus about everything. But and we're taking the idea of a pilot seriously. We want to know um we haven't completely thought through how are we going to measure the pilot um how at the end of that year we can know whether it's successful and we want to renew. So again

151the the policy recommendation is broad our intent in terms of practice is to keep it pretty narrow and one school at a time and that um while we've heard from a couple schools that they might be interested in this I I don't think we want to move any faster um than seeing how things work out at Garfield. >> Thank you. Superintendent Podesta, we're going to go to questions here real fast. And I'm I'm This is a very difficult vote for me. I'm still very undecided. Um and so very much looking forward to what my colleagues have to say here. And so I think uh Director Serge said we're starting with Director Misrai. We'll go we'll just go this way. >> Um so yeah, my this works out to my question. There's a little bit of

152a followup to yours. Um so mic was off. Um, if I understood what you said correctly, the change that we would be asked to make to 4311 would be broader than just Garfield. >> Yes. >> So, has there been any engagement beyond Garfield to talk to those communities about how they would feel about this? >> No. our proposal, the policy requires that engagement um would require one school community at a time that theus um require the engagement that we're doing at Garfield. We think um these are pretty localized uh decisions that um we want to hear from each school community um that uh you know Garfield is dealing with very real circumstances and other schools are as well. And um right now we're not really soliciting kind of philosophical feedback from across the whole system.

153Do you think this is a good idea? It's we're asking the Garfield community, is this going to be helpful based on what you face? You all heard from Dr. Hart. Um and and again um one measure I think we are committed to to test the pilot is again back to do people feel safer or not? because that's um mostly the the spectrum of feedback that we're getting is uh many people have told us they think they they appreciate that this enhanced relationship with the police department and how it might increase safety. And then we were hearing from people say boy the idea of a sworn commissioned armed officer in a building doesn't make me feel safe. And so um we had an enhanced present by SPD last year. That's why we're kind of following up

154on that. And Dr. your heart worked um in advisory and other places to talk to students. How did that make you feel and would this next step make sense? But again, we this feedback is what we're proposing is a very localized system, a school at a time to see what would work, you know, in their building >> because I think the criticism would be that we're changing a policy for the whole system while only having engaged with one community. But what I hear you saying is that before any SROU was signed with any other community that that engagement would inherently have to occur. >> That's what the policy requires and um so does state law. The the policies align with state law that requires these engage these agreements only be a year in length and

155that um engagement is done with uh families, staff, students and community before any such agreement. Um I think that's it's a u a reasonable governance question for the board. Is this a decision if we are and um I Dr. uh director Serge has talked about you know wanting a comprehensive system but um as we make these decisions as we consider a single pilot is um this something that the board wants to weigh in each time or do you want to delegate? you know, we've teed it up that this is an operational issue that you delegate to the superintendent. I don't I'm certainly not religious on that topic. I um if if uh and we've stepped into this, we said, well, we won't bring the policy back to you actually seen us do some engagement. If

156we want to structure this policy around, well, this is a single pilot that we're authorizing now and uh come talk to us before make the system approach, I think we're certainly open to that um because we want to learn along the way as well. I have other person. >> Yeah. Yeah. >> You director brakes. >> Okay. Um I'm going to just try to articulate what specifically I'm still struggling with here. And it's so I think you know there's unanimous agreement that that there are safety concerns. Nobody is disputing that. Um, I also think there's unanimous agreement in the community and amongst board members that we need to be proactive as opposed to reactive. Um, that couldn't be more important than when we're talking about student safety. So, those things are are not being contested at

157all. Um, I think what's what's difficult for me is that it feels like instead of bringing the community together and saying, "Okay, we we all recognize these problems exist. What are we what is our solution as a community going to be?" Um, let's put all the options on the table and talk talk it through. Um, it it and I and I I said this last time we we talked about this issue. um it instead felt like the solution was predetermined and that all of this engagement is really more around convincing people and and I don't want to say coercing but um compelling people to get on board with this plan. And that's a different um that that's a different conversation than the conversation that starts with what what do we collectively decide? We don't have

158a predetermined outcome here. We we we're coming together as a community to figure out what is the solution that is going to result in the most number of people feeling safe. Um because what is also true is that we have heard very definitively from groups of people who who have stated repeatedly that they will feel unsafe with police in the building. And then we have also heard from groups of people who said that they will feel unsafe without police in the building. And so um that is where that's where things diverge. It's not around what the issue is. Um, and so I guess I guess my concern is just that these conversations always felt um, uh, leading in a way. They were never um, they were never entered into with an openness to well, what

159are the other solutions that that could be considered? And so I I just I struggle with that. >> Do Thank you. I appreciate the comment. I um and maybe part of it is the kind of the nature of this um discussion and the structure which is all on me because I I think um sometimes we've also heard well counselors versus police. I think what we heard from Dr. Hart and what we've tried to outline is we think we need to do all of it. We have partnered with the city in a lot of mental health supports on case management on violence interrupterss on safe passageways resources. Um and we're trying to follow all those strategies and and we've heard loud and clear from community that they do want all that. This is frankly in the

160scheme of things this is just one thing among many many all the investments we've talked about. Um and uh again I there is no point in doing this over people's objective and we're not going to get um 100% consensus. We're just trying to understand so what um you know what is the overall sentiment um and again this is something that um you know we've heard from the Garfield community this is something we used to have and um that there was less discussion about changing that um than we put into perhaps restoring it um and so is it worth trying and and and again that's a staff recommendation Um and again it won't work if the community doesn't support it there. Um and um police resources are pretty scarce and so um this has to actually

161work. >> Yeah. And I would just add um that previously this uh PTSA Garfield staff and the principal actually brought this forward. It wasn't something that uh central office was asking do you want this and trying to convince them. And that was something was presented to uh central office about how do we do that? Uh the process where they were unclear was no one in this current system as ever students have never had an officer in the building. So they don't know what it felt like to have one staff does that's still there that once was at Garfield. No, no other leader except for myself and probably um one other leaders at middle school um Jeff Clark has ever had a actual officer for a long period of time in their building day in and

162day out. So when people come up and speak about an officer, this is what they do. It's alarming to me where they're getting this information from because they weren't a student at Garfield and they did not participate in the process that we're doing now, nor did they actually have insight on it. So I, you know, it's someone's viewpoint, but at the same time, I I kind of, how do you weigh that when they haven't had an officer in the building, nor did they have the parameters that we have currently in place where we're saying that not only does the officer going to get training about trauma, brain development, restorative practice, antibbias, you know, these are all new things that the state has handed down that enhances someone to engage with uh with young people in

163a different way. And you know, quite frankly, we're preparing our students for the real world. Police are a part of the community. So, how do you engage them in a way that you actually set a tone for what you want in the future? Um, so do we cuddle them or do we actually say, "Hey, this is a real world now." Engage and have conversations and help shape what you want for the future. So, now when the future is presented for you, you're really prepared for the real world. So, that's kind of the approach we've been having with the community at large. gonna continue around the U and go to Director Hersy and then Director Clark. Director Hersy, if you are talk There you go. You're off mute. >> Oh, sweet. Sorry. When you said you're

164going to continue around to you, I thought somebody else had their hand up in the room. Um, yeah. So, as one of the two board directors that was here when we first implemented um this policy, I I can say with like full confidence that we we moved very quickly. Do I regret what we did? Absolutely not. Um, and at the same time, as the nature of everything that was transpiring during the murder of George Floyd and Bana Taylor and Co and all the other compounding factors, um, there was a real urgency in which the community pretty solidly and un in a unified way asked us to act. That being said, there were still a number of black families at the time um and black parents that we communicated with and asked us, "Please don't do

165this." Right? And by don't do this, I mean remove SEOs from Garfield. Um would SEOs have prevented any of the violence that we've seen in any of our schools? I don't necessarily know, right? I don't think any of us do. But what I can say is that in order for me to support this, the notion of decoupling this from, and by decoupling I mean removing the support that we provide for Garfield from a fullthroated uh endorsement of of the process that took place at Garfield in in other parts of the city is really going to be critical because what I know for a fact is based on the conversations that I've had with families at Garfield Garfield and educators at Garfield and students at Garfield. Um there there is a real desire for some type

166of support specifically from SPD. That does not necessarily mean that that is true for everyone. I also do not attend Garfield on a regular basis. Um so I would not know what the balance of that is. But over the years, I know that I have had no short of at least 50, maybe even closer to 100 conversations with different folks who some of them may still be there and some of them who may not be there. And in the vast majority of folks who I've talked to, most of which being people of color, a lot of black families, um, share with me that they are terrified. Right? So the reason that I bring that up is that again in order for me to support this those two things need to be decoupled and the process

167needs to be walked as slowly as possible. The reason that I asked for that is because I feel as though from my vantage point, having seen the long arc of this issue, uh, from its inception to now and how public sentiment has either changed or remained the same for some folks and the experiences that have been shared with me from people that are actually in Garfield's building, I think that there is a real need for us to do something. I cannot say that that is necessarily true for every building in every building in our system. Um, so I I'm just making it super clear and I want and I would like my other board directors to consider this as well is that the issue of safety at Garfield in what that community needs to feel

168quote unquote safe and let me be very clear unfortunately given the situation that we are in, the time that we are in, we can we could never guarantee a child's safety. we can do everything we can in our power to um provide that sense of safety with with measures and policy and resources and all this that and the other. I think that it's also a super scary time for people given that like we are now back in the same administration that we were in initially when a lot of these conversations uh kind of started bubbling up. Um, that being said, I I don't think that folks, to your point, um, to your point, Ted, not a whole lot of folks know what the resource officer provided for that building. in the conversation that I've had

169with um especially black students and their families at Garfield, the resource officer that was there previously wasn't actually a resource um and provided a lot of support to students. There's no guarantee that we're going to get the same thing. I don't know who the officers are at SPD at this moment. Um and we don't have any control over who that person is or like rather any insight over who that person is. So while in the best of situations it can be a really positive thing, I think that's almost the exception and not necessarily the rule because in the majority of situations, I would say that regardless of what that resource officer is or who that resource officer is, what the color of their skin or their cultural experience might be, the reality is that there

170there are also a lot of students in the building who have never had any interaction with police before and even worse. So, there are students in the building that have had wrongful interactions with the police. Right? So, this is a wildly complex issue that I think requires the level of detail that y'all have put into the process is much appreciated. And there is no upper limit to the amount of time and pacing and just slow walking of a decision like this um to be made. I also really want to just point out the fact that like and this is no shade to the city but is also kind of shade to the city that this issue has been like spun around so much and even when Dr. Jones was here. I feel like we started

171these conversations about having a actually meeting with um whoever was in charge of with SPD at the time um to talk about what it would look like. And it wasn't until very recently at the last minute that a meeting was offered with um the current police chief, right? And that's of no fault to anybody on staff at SPS. I can't speak for the city, but what I can say is that I think that the the concerns and the the rationale and the the concerns around the positionality of SPD in this agreement are completely warranted by community. Does that mean that we shouldn't do it? No, that's not what I'm saying. But I do think that that is just another example for me why the why it's so critical that we decouple the situation that is

172occurring at Garfield and the support that we can potentially provide for that community from a fullthroated approach to this full stop within our system. Um so I'm just going to I'm going to leave it at that. >> Director Hersy, can I ask a clarifying question? You mean >> Absolutely. You mean instead of the whole polic changing the policy for the broad system just focusing on on Garfield? >> That would be my ask. >> Got it. Thank you. I appreciate that. >> Yep. >> Super. >> Do you have any >> um our only in our focus now Garfield was the only high school that ever had a school emphasis officer. Um we are reinstating a program under new protocols with um SPD. We that um I think that's a governance issue. What's going to happen on

173the ground at least while um I have authority over this is to move very slowly and see how it works at one school before we would even consider. We we've have heard from other school leaders um and um other school communities that there's some interest, but we're taking this idea of a pilot very seriously. I certainly would. It it wouldn't really change what happens in the near term. If there's an amendment to this policy that requires board approval of each or there's a carveout um specifically for this pilot, that wouldn't change what we're going to do. So, I'm agnostic. I think that ends up um how often does board want to have this conversation? And so, that's a question for you all to consider. Do and you're trying >> as much as possible. >> And

174I I get it. And um you're also um doing a lot of great work and hard work to think about what's governance and what's management. And so u I think this is one of those questions. Um I think you know I'm a fairly practical person. I just um want to move forward with something and um we will amend the policy to um whatever the board is comfortable with knowing that this is a very complex issue with a lot of community interest. Maybe for now it is a governance issue. One one side at a time that would be fine. >> Director Clark. >> Absolutely. And and you know sorry if I if I may really quickly you know I appreciate the work that y'all have put into this specifically Fred Ed and Ted. Um I think

175for me again it is just like especially as we navigate the differences between what is governance and and what is under the supervision of the superintendent X Y and Z. There are going to be instances to your point Fred where for Seattle in order for this to work we are going to have to look at at extreme instances like this on an individual basis. And I think that that is going to be a critical part of like how we build trust in the community to know that when there is an issue such as this, we have the wherewithal and the I would say emotional acumen to to understand that this is kind of an outlier in terms of how we're moving forward, right? I think we can walk and chew gum at the same time

176while acknowledging that. And that's not necessarily the staff that that's just in conversation with my colleagues as well. Thank you for the additional time. >> Thank you, Director Hersy, Director Clark. >> Thanks. Um, thank you. Um, I just want to thank my colleague, um, Director Hersy for your really thoughtful, um, comments. I um am in agreement with you on every point that you made and while I haven't had um the length of service um as a board director um you know espe that you've had um just you know as an alumni of Garfield High School and a community member um yeah just and board just really resonates with me. I think you know we are in this you know kind of unprecedented moment as you articulated very well um under you know a um a

177a presidency that I you know um and just uncertainty and at the same time we do have we need to move our safety policy our safety policies and procedures and you know programs forward um in a way that is equitable able responsive to community desires and student needs. Um and so just echoing you know flexibility I think is key here. Um and um just agreeing with your sentiments around um carving out this pilot um from a broader systemic change. Um I also just I wanted to ask a quick question around um data collection um which I know one of my colleagues already touched on but you know as um Dr. P or superintendent Podess Podessa as we're moving um some of the other um um initiatives forward that we discussed tonight, you know, whether it's

178this, you know, new signin system or um you know, um detectors and other things. Um, I guess what I'm wondering is if those um um new safety system um upgrades are going to be at Garfield and we pilot an SRO in the same school year. How will we like how do you all envision being able to determine what intervention is um playing a role in, you know, enhanced safety or sense of safety um over another if we're doing it all kind of rolling it all out in one school year? I um the recordkeeping technology that we're implementing. I think we're looking for more standard way to classify incidents understand when and even our old system we tracked when there was police involvement. Um we would hope SEOs would have a very minimal role in actual

179safety incidents because it's the policy of this district. It's our intent that in um safety and security issues primarily get handled by district staff. on an operational level, we would see the SEO getting involved only if we'd gotten to the point where we were would have called 911, which is something we would keep track of, that we needed um police involvement and that we would see this role on an operational level um when needed to help be a liazison with the department if um and other public safety agencies when we need that. the primary and the reason it's called school engagement officers the primary um role is really about relationship building about uh teaching as Mr. Howard referred to. So, we're hoping that the SEO doesn't show up too often in our um safety incident

180management information management system that that's the role of safety and security staff, but might um for those incidents that involve police anyway because that that really on an operational level um having an officer who understands your campus, understands your culture and can help be a liazison with the department is like the biggest practical gain that we get here. So, we're still hoping that that's not their primary focus, but um the police department sometimes knows about threats and other issues that we don't know. Um that um they do their best and we do our best to interact, but it's not the same as having a full-time dedicated presence there. And so, I think that's you know, we would see we would track those kinds of incidents where police involvement was necessary and how did this um

181facilitate that, improve that. Um, and then I think once we understand that data better coupled with climate surveys, we really want to um I mean I' I've so we we've talked about >> um Can I'm sorry. Can I stop you for a moment, Superintendent Podessa? I think I don't think I was clear enough in my question. I was referring to the climate survey um and how students are responding to the like enhanced you know whether it's and I I'm thinking about Garfield in particular um if we do an SRO pilot and you know we are um implementing some of the other strategies that we discussed tonight um I guess I'm I'm just curious how we'll be able to will we be making updates to the student climate survey to really nail down what of these

182new initiatives which ones are helping students feel safer and which ones aren't >> whether it's our broad system climate survey or some of the um engagement that Dr. heart has done sight specific. Um I I could foresee circumstances similar to what we had last year where we had an increased police presence and Dr. Uh hard led focus groups with students um used advisory time to interact with students to find out so how exactly did you react to that specific circumstance having an officer um at the teen life center having more increased um police presence did that make you feel safer or not? I think our general climate survey that we want to do across all systems are um you know what is your overall sense of safety and what are what do you see the

183specific threats we've heard about issues in bathrooms we um are the threats really about adults are they about other students are they about the um surrounding community I think that would be um a bit broader but we would expect this pilot this again we're taking the idea of a pilot very seriously we haven't fully thought through so what is going to be the assessment regime for it. But at the basic level, it's going to be did this make you feel safer? Did it make you feel less safe? Um is uh and whether that's that's pro that particular question won't make sense across our own system because we're talking about a pilot of single school. So we'll have to do something tailored at Garfield. >> And director Carl, we we are in a process of going

184through uh RFP for our new climate survey. So some of the feedback you're giving us will be taken into consideration in this new process. >> Thank you. So yeah, I just I think you know I'm still torn myself, but I do think that it's important that if we you know as a if we decide to move something like this forward that >> we are able to collect data that gives us a true picture of did this pilot have uh what impact this pilot had on our students sense of safety. um and and not just rely on the existing, you know, survey tools and and and things that we already have because as I said, you know, it sounds to me like if we were to move this forward along with some of the other initiatives

185that there would be several things going on at Garfield this year that um were not um going on in the last school year and it would be important for us to be able to um sort through that data um in a way that helps us identify impact and inform our next steps. So, thank you guys and I'm sorry that um my question was a little um confusing there. Um it I think it might be getting close to dinner time. No, I would add I would add one more piece for you, Director Clark, that the focus groups I think for some of our more uh communities that have not been forthright in sharing their their viewpoints, I think those have been really really telling for me to actually engage them and go where they are. Um,

186and some of those places have been where they felt safe, whether it's uh small conversations with uh small groups of of of students to larger groups of students. And I know you know the history of Garfield. I mean, Garfield has taken a knee multiple times to stand up for students rights as well as to say, "Hey, um, police have been an issue." And so this conversation at Garfield has been going on way before George Floyd or any deaths that had occurred recently. This is going back to uh 2014, 2015, 2016. This is an ongoing conversation where students have taken a knee with uh Colin Kaepernick. Um conversations have continued to go on because this is such a diverse community, but also an understanding that this is so complex. So, I do appreciate the the time

187and space that you're giving us to have this conversation. At the same time, I would say uh to director Hersy's point, um we're not there every day and doc we've heard from Dr. Hart and we've heard from students about how they can feel safe and our I I truly believe our major job is to give our educators, our teachers, especially our principles what they need to do their job. And if this is a piece of that, then I think we need to support them in getting them what they need if you guys see that as something that's uh what they need to to do their job more effectively. So I just would add those pieces there and then sum it up with saying that yes, we will collect every piece of data that we can

188from focus groups to our climate survey that we're currently in in the process of doing RFP to get more information. >> Thank you. Director Sarju. >> Yeah. Um, so first of all, I I wholeheartedly agree with everything that Director Briggs said, and I think I wholeheartedly agree with everything Director Hershey said, although I can't remember everything he said. So, um, I'm I'm not conflicted about this. Um, and I've said it numerous times. um what this feels like and I'm saying what this feels like. So, I want people to understand I'm not accusing anybody of anything, but what this process has felt like, I think Director Briggs talked referred to it as convincing like the the plan has already been developed and baked and now we've got to try to convince board directors to be in

189support of um that may or may not be true, but it feels like it's true. And what it feels like to me is being backed into a corner like we were with well-resourced schools. I felt like that was a total setup of backing into the corner and um and because of that we we really did a disservice to the students. Um I have had many conversations with Dr. her heart um before the most recent decision um to do a pilot and my first statement to him was that I will support whatever it is that you want. So when there was a change in first it was not feeling like they they needed more violence interruptors and they didn't need a police officer in the school and then something changed. I don't care what it was.

190I've never asked. Um but Mr. Hart decided that he wanted a police officer in a school in the school and I said I don't need to know why you have had a change in direction. I will I will still support you with this pilot and I still do support him with this pilot. I'm real clear. I think I've said that in other board meetings for the record. Um what I will not do though is be backed into a corner to overturn the moratorum. Um nobody has named that that's what we're doing. We're talking around it. Um and for me that feels disingenuous. Again, I'm not stating that anybody is being disingenuous. I'm saying to you what it feels like. I also have not heard whether the racial equity tool analysis has been applied to this

191process, which leads me to believe that it hasn't. Um, and at this point, I don't think it really matters whether it's done or not. Um, I can say from my own position, you don't need me to vote yes on whatever this possible vote thing is to actually uh so that Mr. Hart can actually do the pilot. Mr. Hart, Dr. Hart can do the pilot. Um, I don't see why we're even engaging with this unless there's some other intent and that's to open the floodgates. Um, and we haven't done the work that the that this this abrupt and sudden let's do this pilot is I think that's what we need to stick to for now. Um when we talk about doing data collection, um it needs to be done like community engagement by a professional whose

192job it is to do research, who understands actually how to do surveys that cannot be manipulated um to such a a level that they're not reliable and valid results. Right? When we go for a cancer treatment, we don't want to be engaging in a treatment that hasn't been thoroughly uh tested and researched by the people whose job it is to do that for the purpose of saving lives and creating treatments that actually work for people. And so I'm I'm actually feeling a little bit frustrated. And again, I I I do need to say this is not what the three people at the table, but you have to understand how, at least for me, it's making me feel. And so I don't know how else to say it. Why are we even talking about a vote

193when we when Dr. Hart can just do the pilot? Like what is the undercurrent here? And I don't need an answer to the question because at this point I I don't think it's really relevant. Um but I've been real clear that um I've just been real clear and I I don't I don't think that having multiple meetings and restating, you know, the same concept but in different words is actually going to change anything. I think board directors I get the sense that my board directors are in support of Dr. Hart doing this pilot. I know several board directors are very much so in support of that and they've told him that himself. Um the overturning of the memorial moratorum. I'm not sure why those words aren't on the screen. that makes it feel disingenuous like

194a possible vote. What does that even mean? If it if it's not overturning the moratorum and I unless somebody can convince me and that would likely be Liza because she just has a real good handle on policy interpretation, right? Right. And that's why I said unless it's Liza, I don't see why we need to overturn the moratorum in order for Mr. Hart to do the pilot. [Music] >> See if Superintendent Podesta has a response and then director for comment. I believe our policy analysis is the moratorum is very clear that it says in um uh for an indefinite amount of time Seattle public schools will not enter into agreements with the Seattle Police Department and to do the pilot that has to be changed that doesn't need to be a wholesale overturning it doesn't have

195to be a systemwide change but that pilot that moratorium as written prohibits this pilot so that's why we're having the discussion I if people feel that we're trying to back you corner. I apologize. Um, and that doesn't apply to my colleagues. That's that's me. That's on me. But that's why we need a vote at some point. The scope of that vote, again, um, we're we will defer to the board because we all want to support Dr. Hart. We want to learn how this works. We're taking this idea of a pilot to heart. And if that changes the scope and places a a moratorum with one escape valve for one school, that would be fine. >> Director Ring, >> it's also the firearm piece, right? Sorry to be rude. >> No, >> but it's specifically like

196a police officer cannot carry a fire cannot not carry a firearm. >> Is that it? Is that part of it? >> What? So let's let uh super I need I need you to say it differently. I don't understand cannot >> right and on duty police officer must have their firearm. Is that true or not? >> That's what I'm asking. >> Sworn commissioned officers carry firearms at all times. Yeah. >> Got it. >> I'm going to move >> and that has a specific part in the moratorium that >> the morator firearms can't be on campus. School resource officers are defined in state law and in board policy and the moratorium is specifically about school resource officers. What it directed the superintendent is you can't have them. And so even a pilot we believe requires some some

197amendment to that. Doesn't have to be systemwide, but there is there's a policy that prohibits it now. And so that's what we're talking about again. And in in terms just as a practical matter, we're only interested in Garfield as a as initial scope this to be there's no bridge there's no dam to collapse here these are very scarce resources this will never be a huge program it never was a huge program at Seattle public schools this will probably be a select issue I think we could all learn together we could learn with the community we could decide if this even helps um it is one strategy among many um and um and I I also apologize if it looks like we're trying to sell it I won't run away from yeah this is a staff

198recommendation we've thought about it we have done some engagement that surveying interaction with students was done by Dr. heart. We trust him. Um we'll get him we'll get more support on on how we do this. But um yes, it's a recommendation. I I I you know that this is what we're recommending we do. Um but uh ultimately uh we need the board support. I think it's worth trying. I think at Garfield we need to try every tool in the toolbox and this would be one. >> Director Ranken. >> Okay. Uh, I want to plus one pretty much everything that Director Hersy said. Um, as as the second board director who who took this vote. Um, so there's a number of of policy issues. I think, you know, something that we're dealing with all the time

199is wanting to be in a certain place in terms of governance versus management and reckoning with the reality of the system that we have where there's there's really no system. I mean, I have so I've been going through policy manual of critical, important, and discretionary, and there's a whole bunch of policies in the 2000s through 6000s that are considered critical, meaning they're required by law. um and their ensuing uh procedures that are wildly out ofd. And that's we delegate the the authority to to maintain and implement policies 2000 2000 through 6,000 is the responsibility of the superintendent, but it's the board's responsibility to make sure that that's happening. And so our policy manual is evidence that it hasn't been. It hasn't been. And stuff like this, it I mean, like Brandon said, things happened really

200quickly when this was done. And it even was sort of preempted a little bit by the superintendent at the time, informing the police department that there was a moratorium and they were not welcome on our campuses. and the board very quickly also making the statement through a resolution which is not um binding in the same way that policy is. Um so we've learned a lot since then about how we should or shouldn't do our job effectively. In the theoretical sense the board should not be spending this much time on one employee at one school just like period. However, we are where we are and our community is where our community is. And I feel like it would be irresponsible of us to just say, "Well, you're right. It's not our job. It's up to the

201superintendent." Um cuz that's not We have to move at this speed of trust to borrow a Dr. Jonesism and we have to also work our own way out of a decision that was made in the past in a way that that feels right and appropriate. So at a year ago I had suggested to Dr. Jones that a policy revision come to us that said um and I just forwarded it to everybody in 2020 the Seattle school board directed an indefinite mortoriium moratorium on the use of the Seattle police department school emphasis officer and SRO programs accordingly this policy meaning um 4311 does not address the role of SEOs or SRO's which were a Seattle specific position staffed by police officers at Garfield High School and four SPS middle schools Garfield High School has an individual

202agreement for a community emphasis officer governed by anou insert link here for school year. At the time it was 2425 cuz I wrote this last year. Such positions may not be expanded or replicated without board approval. We could approve that. It maintains it doesn't it doesn't open the floodgates for do whatever you want. It says there's one pilot at one school. It's an agreement specific to Garfield and we'll revisit it in a year. That's a possibility. It just means that a year from now, we have to actually do all the things we said we were going to do and have the information um that we need to have the discussion about does the policy change further? And I think you know what Director Sargu was saying about feeling backed into a corner. I I feel

203a little bit that way, but more what I feel like is that we've just it's kind of um so typical Seattle. We've been really afraid to make a decision because we're kind we're kind of in the same place we were of this conversation a year ago. There has been some more community engagement, but it it didn't really it hasn't really moved us forward. And there's a lot of um oh well, it's the moratorium or the board isn't acting. Oh, it's the city. The city's being difficult. Oh, it's this, you know, all these different things and those things kind of we have all kinds of policies that we decide are not that important and don't follow. So to be totally honest and so it, you know, this is a kind of a political flash point. I

204think that there is an appropriate way forward in our role as governance to not just say not our business and we lift whatever but to take a step of saying the moratorium is still in place. We need more information. We need more community consent consensus on a broader program and there is a one-year agreement for Garfield High School. For me, that is a workable path to provide Dr. Hart with what he needs and is asking for because that's also I mean my my personal view on police and schools as board directors. We have to weigh that with what we're hearing from the people who are are in the buildings dayto-day. Um so that that's that's my proposed solution. I I reailed it to you, Fred, and I don't know how that squares with changes in

205law that may have been made since then. The other um kind of more general thing is what it feels like is a little bit of lack of specificity about what kind what safety issues we're trying to address. I think I brought this up the last time we talked about this. If we're talking about students at risk from other students, which I don't think we are, then having the focus be a police officer inside the building doesn't make sense to me as a way to address that. Providing conflict resolution and, you know, like we were talking about yesterday, civic engagement um to younger students seems like the more proactive thing to do. And we're not talking about that at all. That's obviously a longer term scenario. Garfield needs support now, but it it this is feeling

206like a little bit of a solution in search of a problem with the way that we're talking about it. So, I would like us to assuming we we do go forward and say it's one year, it's at Garfield, the moratorium is still in place, there's no broader program. My ask would be and what I will look for a year from now is we don't want to just say we think we're improving a sense of safety. We want to say you know the biggest risk at this school is in the surrounding area. Here's what we did to address that. having an officer helped a more immediate re uh response time from first responders or you know what it was really studentto student and so having you know I don't know but >> it's it's feeling a

207little bit of >> all our interactions >> with the police are through typically threats from adults or threats from outside the camp I mean the jurisdiction of the police is the community and we have faced threats from community part of our internal strategy of being visible is is um part of addressing those threats. Um being, you know, a police officer being visible. Um I do think it would have made a difference on June 6th, 2024 if the patrol car that um was parked in the fall was in the parking lot at the Teen Life Center. I bet that would have changed what happened um in the parking lot. That's what police are about. That's their space. It's not to police students. is not to handle discipline issues in buildings. It's to protect from threats coming

208into the community. We heard from a student tonight that there are threats that bleed into the community. That's the role of the police in general. Um having a dedicated presence and somebody they can work with that knows our community would would help those interactions work out better. That's that's what we're trying to achieve, you know, to we we are we are working with all sorts of partners uh community passageways with others. We need the police to be one of those partners. And if we had a dedicated resource there and a liazison, we think that would work better. That's the goal of um on an operational level. They're interested in relationship building and you know having um the uh the ability to describe what their role is larger, but these are mostly about community threats is

209is what safety threats that originate in the community, not so much at the campus, >> which I think is what my wondering is about. than the insistence that this person has to be inside the building. I don't understand where it's coming from. And that's that's my question is if the threat is outside the building, >> the the the officers should also be outside the building. >> All the officer all the other again they're liaison to the other officers who are outside the building. Um they they're not interested in being patrolled. That's why we have contract security. That's why we have community passageways. That is not something the police department, you know, wants to patrol our campus. We would like school administrative staff, our safety and security team to be able to work through Louis liaison

210when they need to talk to the other thousand officers. And that's that's why um uh that's why we want a relationship with school staff and and that's that's part of the engagement frankly. >> I have one more question which relates to so now you're superintendent number three. Now that this has been a open issue um there when we made the moratorum there were some specific things that it it wasn't it wasn't we hate police go away forever. It was also remember nobody was in buildings at this time. So it was a little bit easier for the board and the superintendent at the time to say we don't want this in our buildings cuz nobody was in our buildings. Um so uh oh I just totally lost my train of thought >> there um there were

211assignments in that resolution I will have I don't have them >> the things that are in that moratorum >> we haven't accomplished all those things >> so I think it would be worthwhile to revisit when we did say the moratorum is until these other things are addressed we should based on that vote of the board at the time look and see Are there things there outstanding um that you know the the vote was the moratorium remains in place until these things are resolved and >> so if they're still not we need to revisit those which are still applicable >> some of them again um violence interruptors case management some of explore other um avenues a lot of that has been done I don't think we've accomplished everything on that list I'm not sure everything is

212still relevant but we'd happy to you know have that discussion and and again If um you know a broader action is not something the board is comfortable with, that won't change what happens in the school year because we we want to stay pretty focused. >> All right. We have Director Misrai and Director Briggs both have questions. They both said that they're going to make it quick because we're going to wrap up. So, we're going to start with Director Briggs and then go to Director Misrai. >> Okay. This is just a really quick quick clarifying question. I'm I'm getting really confused about where the moratorum lives because my understanding was it was a resolution which is not binding in the way policy is. So like policy uh 4311 references the more the the resolution but that's

213all it does. It references the resolution. So, so I'm I'm just really confused about what we have to vote on here. >> So, we believe that. So, that's um staff's legal opinion is that incorporation by reference into the current policy 4311 has made that a matter of policy. I mean, it says SRO's aren't a thing at Seattle public schools because of that resolution. And so what we're trying to get to in broad strokes is yeah SRO's are a thing um that um at Seattle public schools if again and we'd be happy to narrow the scope of that you know um for a single uh circumstance and and and go broader but but that's that's why we think we're in the position that we're in. >> Director Misrai. >> Yeah I have uh several in the

214weeds question which I'm just going to replace with one process question. So, uh, so if if we are asked to take action at the September meeting, will we have a chance? I know you're still in negotiations to see the outcome of that negotiation, see what theou is. I have lots of questions about where people are stationed, whether or not they have weapons with them and uh, you know, how we ensure that they're not involved in studentto student issues, which are probably going to all be answered hopefully in theou. So, what will be our process? I think we I could foresee again our original proposal broader but uh if uh we want to limit it to a single circumstance, I think we would bring you know authorizes the superintendent to enter into agreement that um conforms

215with the attachment in this board action report with the flexibility of there's still some finer points to but we've shared as um Mr. Howard noted, you know, we've kind of been somewhat negotiating in public. We shared the draftou with the Garfield community. Um we are they gave some fairly substantive feedback that are not um all that, you know, that are present some challenges for the uh police department. So they're working through that. um it does have language about how the officer is assigned, you know, how they're trained, how they're accountable. But yes, we would certainly um show a near final draft if there some fine points and then um ask for authority to to finalize it with the department. Do >> you have a followup? >> All right. All right. I appreciate that. Thank you.

216I know this is not an easy conversation and I think you know this we all have safety of students as a paramount responsibility on our shoulders here as we start the school year. So we're going to transition though. So I thank you all for being up here into our uh board self evaluation and I think we've got some materials. So we'll get give staff just a minute to distribute materials for our uh quarterly self evaluation. >> We'll stay here. [Music] All right, let's just start right into it. And we're going to start with uh we're going to start with Brandon bec director Hersy because he's got to leave here in a second. Uh so he is monitoring and accountability and then Brandon um if you want to go through your scoring for u monitoring and

217accountability. >> Yeah. So um for my scoring for monitoring and accountability uh I listed us at a 10 which would be no change. Um based on my calculations I don't think that we've spent 25% of our time on progress monitoring quite yet. And given that we haven't had any like significant this is our first meeting back over the summer. Um yeah I gave us a 10. Let me know if anybody disagrees with that. I'm happy to >> I'm seeing shaking of heads that that is the the score is a continuing of 10. So I appreciate that director and I appreciate you going first. >> It helps that we literally just adopted a board approved monitoring calendar. >> Yeah. Yeah. I'm I'm excited. I hope I get to score this one next round. >> All right.

218Thanks, Ash. >> Thanks. Have a good evening, Director Hersy. All right, so now we'll start from the beginning. Sorry for going just a little bit out of order, uh, with Vice President Briggs vision and goals. Um, okay. I put us at, and we don't in all of these papers, I don't think we have the um the key, right? Um, I put us I I kept us at a 25. Um, yeah. And I I if I had the rubric in front of me, I would justify why, but I don't. So, >> Oh, thanks, Liza. >> We'll do a quick justification here. And so, everyone's aware so we don't have to continue to print out our rubrics. It is in your board handbook in your uh uh in your binder in the uh kitchen. >> Um okay.

219So we uh didn't um we didn't change from January to March, which apparently we gave ourselves 35. Oh. Oh. Estimated. I'm confused here, folks. I'm not going to lie. What? What? >> We did give ourselves 30. Yeah, that's what we gave ourselves last time. >> But what? So estimated shouldn't be there. >> Correct. >> Okay. So that's just like an extra thing. So we said we were mastering student outcomes focus last time. >> I that doesn't sound right. >> No, we definitely have. >> I don't know what happened there, but I >> Which just go through the one that you think we're not hitting. So the the one that I don't think that we are hitting is um the board uses a process that >> I'm sorry just wanted to see. >> Oh yeah. Um

220that included students, parents, staff, and community members in a way that leads them to express ownership of the adopted goals. Um, and I'm not even entirely sure what that means to be perfectly honest, but what leads them to express ownership of the adopted goals? Students, parents, staff, and community members expressing ownership of the adopted goal. I mean, I What does that mean? I don't know. Okay. I mean >> our goals were developed through students, parents, staff, and community members telling us what their priorities were. >> Yeah. But that also is here. The board included students, parents, staff, and community members in the goal development process. I feel like that is a more accurate representation of what we did. But I don't know what do do does anybody have a different interpretation of what this means

221that the board used a process that included students, parents, staff, and community members in a way that leads them to express I guess I just don't entirely understand what that would look like for for community members, parents, staff, etc. to express ownership of the adopted goals. >> Do they refer to them as our goals or your goals >> or do they even know what they are? >> That's a great point. I don't think they do. Yeah, I'm not sure. >> Do they know what they are? >> Well, if we if they don't know what they are, then they can't express ownership of them and then we're not in the mastering student outcomes focused governance category. >> 25 it is. Okay. >> Did we give us a 30 ourselves a 35 the last time? >> Yes.

222>> Oh, interesting. All right. Director Clark, values and guard rails. >> Yeah. Hey. Um so I I gave us a score of 10 which is what we scored ourselves at um at our last self- evvaluation um which is meeting student outcomes focused governance um if we in order to move into the mastering category and get a score of 15 um we would need to adopt as a board one to five guard guard rails on our own behavior and evaluate ourselves against them at least quarterly and I don't believe that we have done that. >> Thank you Director Clark. I agree and I am seeing shaking heads. All right. Uh next we'll go to director Miserah. Communication and collaboration. >> Yeah, this was a good one. Um I think we're still at a one because our

223meetings exceed three hours. I'm clocking us right now at three and a half hours. >> We were close, but our our safety conversation derailed us. >> I think this is one we should really strive for next time, but we're still at a one because our meetings are long. >> Am I hearing seeing shaking heads? All right. Thank you. Uh, director Ranken, unity and trust. >> Um, I think we were at a zero the last one. >> Oh, we were at a one. >> One. >> What? How did we give ourselves a one? Well, did we did we give ourselves a lot of grace in that we assume we will soon um review our policies governing board oper Oh, no. We just did. We just did. Okay. I We're still We're at a one because to

224be in a there are a couple of agreements here. list one >> in three that we wouldn't >> list one >> one of the in the three >> oh um including language in ethics like so we do have an ethics and conflict of interest policy it doesn't include kind of related to Sarah's it doesn't include specific language about our behavior like not giving operational advice or instructions to staff members we don't have language about that okay >> I don't All right. >> One. Are folks comfortable with a one. >> Okay. >> Now, Director Sarju, continuous improvement. >> We're still at a zero. And the reason is that so we we we are doing everything in the pink. So that's a yes. Um, we do kind of track use of time reports and reports monthly. The

225percentage. Yes, we do that. Um, what we don't do is track the average annual cost of staff time invest. >> We scratched that one last meeting at their retreat. >> We we scratched it at the Well, then I wasn't I wasn't I was out of town. >> Well, what about the next one? >> I don't know what the next one is. The next one is the board has provided time during regularly scheduled board authorized public meetings to recognize the accomplishments of its student and staff regarding progress towards goals and interim goals. >> That's one thing we're working on. >> Yeah. Well, we we haven't done >> that. We said we would work. Yeah. >> All right. Perfect. Awesome. So, we're >> scored ourselves. >> So, I have a question. Can I? >> Sure. Um, >>

226so we need to change >> what uh I mean we sort of we sort of at the retreat talked about oh maybe we don't want to do that. I would >> I think there's a full opportunity to to >> specific >> as we look at this and decide how we evaluate ourselves really dive into and and be a little bit more specific on some of the things that we're evaluating and also where we want to focus. And I'm not sure I I don't know where that conversation lives, but I I don't think it lives at 8:06 tonight. But I I do think that's work that we need to do. >> I mean, it needs to live somewhere. >> Yeah. Or else I just don't have an idea right now. >> We don't know. >> Like

227what what are we doing this for? >> Figure it out. >> Yeah. Anyway, if if we're serious about wanting to make, you know, progress on this or our version of it, we should set some goals for ourselves >> about, you know, what what changes we would make to have a change in number. >> I think I think three-hour meetings is an easy one that we could knock out. >> I think that's a really great one for us to focus on. >> I like that one. And I think we can we can all take a category and and suggest an area of focus for that category. I also think that's a lot. >> Oh, you think >> I think I almost think that's >> Oh, you Oh, you think we should just pick one of these

228>> like one category? Okay. >> Just so we're laser f like what is that one thing we really Where do we want to move up? You know, if we're at a zero at something, >> do we want to try to get away from a z I don't know. Or do we want the most bang for our buck or or what? What if we were to what if we were were to each look at the one that we just scored and look in the next column and see what the most achievable thing is >> and then >> Yeah. >> All right. And we can >> and then some of them are going to be like three-hour meetings is something we can all kind of think about. Then there'll be other things like well that's a whole

229policy change and that would you know we can kind of >> prioritize that way. >> Yes. Yes. Yes. Perfect. for so for the next conversation, please bring that that that with you looking at what you've scored tonight. And then what I'll ask Carrie to do is just the next time we do evaluations, let's let folks keep their same evaluation item um so we can just keep a little continuity there. >> Can we also make sure that the assignment gets communicated out to our colleague who had to leave early? Yes, we will make sure that gets out to director Hershey as well. >> Um, all right. So, board and committee liaison reports. So, just really quickly, as I mentioned at the top of the meeting, we're looking forward to the start of the school. Directors have

230the opportunity to join Superintendent Podesta visiting schools during the first week of school. I will be at West Seattle Elementary School for their red carpet roll out and then joining uh Superintendent Podesta at Reineer View Elementary School. But so if you haven't already done so, please let the board office know which visits you can join so we make sure we don't have a quorum. We also have a busy se September ahead of us. Again, application uh review for the superintendent. Those dates are on your calendar already. We also have our regular board meeting on the 17th and then our work session on the 24th. Putting a plug in there for the 24th. This will be the review of the uh information from ERS um for the strategic plan. Um so that should be a really

231interesting meeting as well. So that uh do others have uh uh uh board uh committee or liaison reports? Excuse me. Director Ranken, thank you. Very quickly, policy committee. Um there uh we want to schedule we want to schedule um the meetings for the fall. Um, I have sent possible times to the board office and I believe we I'm looking at Julia. We need other directors, other members of the committee to respond availability. Are we waiting for that? >> Okay. >> So, what I'm hearing is budget committee needs to get dates in so policy committee can get dates in. >> Budget committee, we just got dates today. So, yes. Okay. So, if if you haven't, let your availability be known or sorry, never mind. Julia's on it. Julia will let us know. >> Be looking out

232for an email for dates for both policy and budget committees. >> Uh, Director Clark. >> Thank you. Um, I have a couple quick updates. Um, I'm going to start with a um, FEP levy update. Um, I just wanted to let directors know um that um the Oh gosh, the um I have an update on the $12 million investment that we received from um the city of Seattle last fall um related to youth mental health. Um all of the um investment priority areas will be fully operational for the 20 2526 school year which is really exciting. Um we will see um 40 additional counselors at 21 middle and high schools. Um the virtual therapy and safety teams will be up and operational on the first day of schools. The safe passages program um that is a

233collaboration with community passageways and a couple other um community- based organizations will be fully operational. Um and the family support fund that was created is accessible today. Um, so I think this is really um an exciting moment. Um, if folks remember, this investment was championed by our students and their advocacy with the city of Seattle in requesting additional support um on one of our students top priorities. Um, my second update is related to um the ad hoc budget committee. Um we had our first meeting um uh just a couple of weeks ago um and discussed our timeline for the year and our priorities. Um, and I just wanted to share with my colleagues that I think, you know, we've had a couple of conversations this year, um, where we've, um, I think at our retreat,

234um, and even came up at our special meeting yesterday, um, where, you know, we have some alignment realignment of, um, our budget that we want to do that will require the system to realign other um processes, specifically um the enrollment timeline and as well as the timing of the weighted staffing standards committee. Um and so um we discussed this in our first budget committee meeting and because um the shifts in these timelines will take us I think a full it will take us a school year to to shift these timelines in a way where we um can have a broader ability to reallocate resources and shift um um uh in a way that you know community is asking for and that we know is necessary for our students in classrooms. And so the work of

235this committee, we will focus on shortterm um as our colleague um director Miss Rahi likes to say lowhanging fruit things that we can do um in the short term um that will move the needle and we will also focus on bringing recommendations to the full board on um longer term um strategies to move the needle. So um and just want to thank um director Miss Rahi and director Ranken for a robust conversation. Um we will be looking at our budget policies in our next meeting um and starting that work. And thank you to President Topp for joining us as well. And just want to remind um the rest of my colleagues that you all are welcome to to come and participate in discussion in the ad hoc budget committee. Thank you. >> Thank you, Director

236Clark. And I think I really appreciate the work of the ad hoc budget committee and I think that there is a heavy lift and I'm excited for what is possible from that committee and what what will come out of it. Other directors seeing none I think that concludes our business so for the evening. So, there being no further business to come before the board, the regular board meeting is now adjourned at 8:15 p.m. Thank you everyone.