Seattle School Board Meeting August 25, 2021

001>> DIRECTOR HAMPSON: This enough sorry for those folks will be back at 4:34 PM. [Indistinct.] We'll be back at 4:00. Okay let's get back to the agenda. Reconvening. And again we're going to go back to Director Hersey for the committee update on Audit and Finance. >> DIRECTOR HERSEY: All right thank y’all we are back. Appreciate it. The only addition that I was going to add and I’ve lost my notes at this point here we go okay our next upcoming meetings are going to be on September the 13th which is going to be our quarterly audit meeting in September the 14th which will be our monthly finance meeting. And those are all the updates. >> DIRECTOR HAMPSON: Okay and next up I'm going to go ahead and go with as chair of the Executive Committee this

002is Director Hampson and we had a really productive unfortunately long but very productive meeting and some really important discussion around the our ongoing work with our student outcomes focused governance. Director Rivera-Smith gave a great update and had our Teamster's in for our labor partner. It's always great to have face time with our labor partners outside of the bargaining process. And spent a good amount of time on the Superintendent search process. That timeline and request for proposal so we are in the process of getting support to do some engagement around the RFP to hire a search committee. And the that RFP the plan is for that RFP to go out at the latest by our next our Executive Committee meeting to it's something that is approved by the Executive Committee and so it would go out

003on our next meeting October meeting which I believe is October 13th would be the final approval date for that. But there will be more discussion and a draft of that RFP at the September where is it the next meeting is September 8th is that right. Do we get it wrong. September 15th thank you. So for those of you that are interested in that again if you get the information from that meeting you'll see the very rough draft of the timeline and the RFP and then you'll see the in the upcoming minutes the next sort of dates that we're trying to hit to get that out and to get community involved at the very front in the actual RFP for the search process. We had our I think our final if not our second to final

004update on the the website. That's super exciting because we've been watching that go on for some time. And the website is finally live and we've been hearing great feedback about that. And and then we went into some really important work related to our policy clarity and diet around our oversight. These large number of oversight work sessions and annual reports which are voluminous in terms of the amount of time it takes for staff and for the board and yet are not in all cases legally required or even in some cases not even required by policy and also are not connected to our strategic plan and ultimately to our student outcomes. And so we need to are starting the process of looking I’ll be meeting with each of the committee chairs to see how we can focus

005that work to be in better alignment so we are not forcing staff to spend an enormous amount of time providing reports on things that are not related to those things that we're actually measuring are related to student outcomes. So and then we got a great update from our IT Executive Director on our ITAC committee which is a phenomenal contributor to the work of the Technology Department here in Seattle Public Schools. And even more exciting the next steps in the Board Procedure 1250 which is bringing our student members on board and that is moving fast and furious and we're all super excited about it and could not be more grateful to our board office staff for the huge lift that they are doing in not just working to make sure that happens but working directly with

006students who were present on our meeting and did the bulk of the update on where they are with that. And we're just so grateful to directors Hersey and DeWolf for making sure that that happened and to the and more importantly to the students who put the pressure on us to make sure that they have a voice on this board. And I personally cannot wait for them to get here. So kind of a long update. One of our longer Executive Meetings. And I will now turn it over to Director DeWolf for the Operations Committee update. >> DIRECTOR DEWOLF: Thank you President Hampson. Most of the items today are going to be on the agenda so we'll be able to talk about many of those. We did also hear a traffic safety in a report update as

007well as a BTA V work session follow up discussion the previous day we had our BTA V work session here at the district. And so like I said we'll see many of these items tonight. Our next meeting is on September 9th if anybody is interested please come to these meetings. Obviously the BTA V levy is a big big deal coming up and we'd love any of our community to be here and support us and give us oversight and be a partner. So I'll turn it back over to you President Hampson. >> DIRECTOR HAMPSON: Thank you thank you Director DeWolf And Director Rankin is not here to provide the Student Services Curriculum and Instruction update. I don't know if her fellow members would not want to do that or I can just let her do it

008at the end of the session. End. [Indistinct] Okay. All right. So we have reached the public testimony portion of the agenda but it is not yet 5:00 PM. I would ask if any directors would like to give their board comments now in lieu of taking a recess to keep the meeting going. We will then begin testimony at 5:00 PM and we'll come back to board comments as needed at the end of the agenda. Would anyone like to that gives us 20 minutes for board comments. So now even though we've been trying to keep it to two minutes would anybody like to start with their comments now. Okay Director DeWolf. >> DIRECTOR DEWOLF: Thank you President Hampson. You know much of this will be discussed I think probably with the folks that are speaking tonight but

009I wanted to just remind folks about the BTA V guiding principles that we approved just this last February. And one of the BTA V guiding principles is around environmental sustainability and climate resilience and so just really want to make sure that folks in our community know that the climate crisis the climate emergency the ecological collapse we're all experiencing every day day by day and it's stressing us out even our students that we took that into account when creating our guiding principles back in the last school year. And so many of the folks here who are coming so passionate to advocate for solar on our schools well we'll see that that is a priority of this district particularly for BTA V. The other thing I wanted to mention too was that Director Rivera-Smith and I seems

010like forever ago now almost two years ago now. We started talking about the climate crisis and this climate resolution. And many of the folks on this list here were on that group and so just so you know that this board and particularly Director Rivera-Smith and I are very passionate about this issue and we look forward to working with community on this issue as it as as it relates to the ideas around solar. There are some limitations just want to mention that before we get going which is to say that our schools are not all created equal. Some of them were built recently and some of them were built almost 100 years ago. The ones that were built almost a hundred years ago likely cannot and actually cannot withstand solar panels as it stands. But we

011do have a lot of new buildings that can and so there is great advocacy around that and so I'm really excited to see people so passionate about that. But just kind of want to give some context because I know people are really passionate about the solar solar panels on our schools. And the last thing I'll mention is I am hosting a community meeting in October. The date is to be determined. I will have a special guest. I'm not sure how much I can say about her but I know that she is that people are a fan of her in the district that I am currently serving in and she is running for that seat. And so if folks want an opportunity to come and have a community meeting and join us for that that'll be

012in October I'll tell you more at our next meeting. But just kind of wanted to give a heads up that we'll be having a community meeting for District 5 in October. So besides that I’ll turn it back over to you President Hampson. >> DIRECTOR HAMPSON: Director Hersey. >> DIRECTOR HERSEY: In the interest of time even though we have a lot of it I will keep these very brief. Dr. Jones and I had the honor of attending the ribbon cutting ceremony at Wing Luke yesterday. Aside from the amazing performances and just wonderful display of familial ties community involvement and all the things that go into building a new school especially one that recently received a new name for someone as monumental as Wing Luke. I I think the more important thing is that every single child

013that I talked to was incredibly ready to go back to school in person. And I want to acknowledge all of the anxiety in a lot of cases fear around returning to buildings. But what I will say is that spending time and sitting in community with those students reminded me greatly of why we are doing this and what all of this planning and preparation will result in. And it is for the better and best experiences educationally for our students. And so I just wanted to acknowledge all of the anxiety and fear that I think a lot of folks have but I think at the end of the day under Dr. Jones’ leadership we are going to have a really amazing start to what I believe will truly be 180 days of excellence. >> DIRECTOR HAMPSON: Any

014other directors that would like to give their board comments at this time. Y’all want to hear me talk for 15 minutes don't you. I'll go ahead and give some board comments. These are incredibly anxious times as Director Hersey said for a lot of reasons. I one of my kids had to listen to me [indistinct] and stressed out about while I drove her to her last swimming lessons of the year because she's trying to make it to that next level and before the summer ends because wants to be at that same the same level as her siblings. And so we're making that trek every day sitting in a lot of construction to get to that. And and I'm grumbling about the amount of air time we're hearing about Afghanistan. Not because it's not an incredibly massive

015tragic and complex situation that is in the that deserves significant airtime but because as I explained to her I noted that our brothers and sisters down in Haiti haven't gotten any air time and are undergoing a humanitarian disaster that is not at all unrelated to US involvement in that country. And yet it also represents one of the most important representations of Black liberation certainly in this western part of the globe. And and at the same time I'm thinking geez we're just trying to get back to school you know. And she's listening to me grumble about this. But I do think that it creates a level of of stress that is pretty unparalleled for most of us. These are not the oil this isn't the oil crisis of the 70’s when we had well some of

016us were old enough to sit in gas lines and hot hot summers with no AC or the you know the the deep recession that came after that. This isn't those early days of the Iraqi war when we you know stood up stood sat up late and watched fire strikes on well I had a black and white TV back then. See I told you I was going to talk for 15 minutes. And yet it is something that I don't think any of us could have really imagined particularly when you couple it with the real impacts of climate change that we're all dealing with throughout the globe. And it's very real to our children. And it's an important time for us as adults. One of the things we're going to talk about later in the agenda is

017about how student outcomes don't change until adult behavior changes. And I'm so grateful to that work that that we've started doing because whether as a community leader an elected official a parent a colleague a friend I know that my behavior creates an opportunity or an environment in which all of those that I come into contact with will be supported and thriving or you know maybe hopefully at worst neutral but it could also be deprived of an opportunity to do so if I'm not thoughtful about my behavior. And and I think about that as we deal with the anxieties that that are upon us at this moment. I'm have had the opportunity to speak to colleagues throughout the country whose kids have already started school and it is the early days of school are so variable

018depending on where you are in the country. And I just I want to say to any and all people Sarah Rygel was just here to and I wish she was here to hear me say this but of the folks in this state that have contributed to the high level of vaccination that we have such that even as the rates of infection are again increasing as a community we are significantly safer than so many other places in this country where they have vaccination rates that are in the that are below 50 percent and having family and friends whether in counties in the Northwest that have higher have lower rates of vaccination or in other parts of the country that have fallen severely ill or passed away. Many of us have had significant numbers of deaths in

019our communities and those weigh very very heavily. And yet somehow we have to without failing to acknowledge those risks and those fears make the critical decisions that we have to make at this time to make sure that our our children are going to know the things that they need to know when they leave Seattle Public Schools and that they will know how to do the things that they need to know how to do to tackle problems as big as these. And so with that I just want to note that all of the anxiety and the fears and the frustrations about whether or not we're doing things or and I should when I say ‘we’ I think it's really important for us to acknowledge at this point that this is fully in the hands of our

020staff. We are responsible for governance and policy not implementation of said policy. And we work very hard to collaborate with staff in making sure that we're well informed so that we can way find for our constituents. But my other bit of gratitude goes to every single staff person here. We on this dais know very much how hard you are all working. If you don't get back to me right away I know there's a reason and it's because you're working to make sure that our kids are going to get to walk into school that first day and feel a sense of weight lifted off their shoulders because we as adults have managed our behavior and got them there so that they can be there together and find some joy not just in their lives and their

021time with each other but in their learning. And so my sincere gratitude to the heavy lift and grind that you are in right now because I know that it's extremely intense. And we're working very hard not to provide you with additional burden but focus on the things that we can share with you that we're hearing in community that will further enlighten the work that you're doing as staff. And I say that to make very clear that things like outdoor lunch and the ways in which as Ms. Rygel pointed out that we that the staff implements public health policy in our educational institution is not a matter of board policy but rather of staff implementation. And so we as a board need to do a better job here at this throughout the state of helping community

022and nationwide in all honesty and it's a it's fully acknowledged at all those levels. Of helping folks understand what school board governance is. School board meetings are absolutely not here today but we're thankful for that throughout the country are packed with people demanding that school boards bear the full weight of the implementation of public health guidelines that are really best left to those that know how to respond to public health crises. And and so that's why we have our Superintendent has the authority to to implement those things. So I think that everyone on this this dais and I think Director Rankin is on the phone are more than than happy to speak with constituents and and help them understand what it is that our staff are doing and trying to implement and help them get

023resources and way find when they when they can't get the answers that they want. But I want to make clear that this is fully in the in the hands of our staff. And that's not to pass the buck. That's because this is the time when we need to be supporting them in doing the work that they need to do to get our kids into those those schools. And and help our kids see that we got this and we're going to be there for them and as anxious as we all are about it we're going to do the best we can to make the best decisions we can so that they are safe and that they are safe together. That doesn't mean that that every child's specific pediatric health is going to be accounted for in

024the community approach to what it means to now exist and go to school and go to work and be in family and community with one another and figure out how to stay safe from this disease. So with that we have four minutes left and so if anybody else wants to speak up otherwise we can take a quick recess. Okay so we're going to take a quick let's see we will come back we will recess for four minutes and come back right at five o'clock to begin public testimony. Thanks very much. Public testimony in person and by teleconference today as stated on the agenda. If there any speakers watching through SPS-TV please call in now to ensure you are on the phone line when your name is called. Board Procedure 1430BP provides the rules for testimony

025and I ask that speakers are respectful of these rules. I will summarize some important parts of this procedure. First testimony will be taken today from those individuals called from our public testimony list and if applicable the waiting lists which are included on today's agenda posting on the school board website. Only those who are called by name should unmute their phones or step forward to the podium and only one person should speak at a time. Speakers from the list may cede their time to another person when the listed speakers name is called. The total amount of time allowed will not exceed two minutes for the combined number of speakers and time will not be restarted after the new speaker begins. In order to maximize opportunities for others to address the board each speaker is allowed only

026one speaking slot per meeting. If a speaker cedes time to a later speaker on the testimony list or waiting list the person to whom time was ceded will not be called to provide testimony again later in the meeting as there was only one speaking slot per person. Those who do not wish to have time ceded to them may decline and retain their place on the testimony or wait list. Finally the majority of the speaker's time should be spent on the topic they have indicated they wish to speak about. Ms. Wilson-Jones will read off the testimony speakers. >> ELLIE WILSON-JONES: Thank you President Hampson. Quick logistical note speakers joining by phone please remain muted until your name is called to provide testimony. When your name is called please un-mute on your phone and then also press

027‘star-6’ to unmute yourself on the conference line. If you're providing testimony in person please step forward to the podium when your name is called. Each speaker will have a two minute speaking time and a beep will sound when your time is exhausted and the next speaker will then be called. First on today's public testimony list I believe joining remotely is Spencer Litzenberger. Spencer Litzenberger or in person. Oh. >> DIRECTOR HAMPSON: Sorry Spencer we can't hear you because you're not speaking into the mike or it's not on. There you go. >> SPEAKER 1: Hi. I'm Spencer and I go to Denny Middle School. I'm here to talk about the February 2022 clean Energy Levy. Why should we do this. It can let our students live longer and fuller lives. And we can set an example for

028our state. How can we do this we can in buildings that are being remodeled add electric heat pumps and electric stovetop stove tops and replace aging and broken natural gas heating and cooking with newer electric ones. Thank you. I yield the remainder of my time. >> DIRECTOR HAMPSON: Thank you so much. Next speaker please. >> ELLIE WILSON-JONES: The next speaker is Chris Jackins. >> SPEAKER 2: My name is Chris Jackins. Box 84063 Seattle 98124. On the Viewlands and Kimball 50 million dollar construction contracts. The district should have provided the board with an evaluation of renovation instead. Please vote no. On action items five points. Number one 9 out of 12 of the action items on the agenda are for both introduction and action at the same meeting. Number two intro and action along with packing

029the consent agenda reduces the opportunity for public comment and for board due diligence. Number three board members have stated that these changes are part of a new deliberate more efficient way of doing things. Number four the past superintendent was known for never taking notes but still efficiently dealing with issues. It was a great trick until the district lost track of tens of millions of dollars. Number five the current school board's lack of due diligence is a great trick too. On transportation service standards. Please offer transportation to all students who live outside the walk zone of their assigned and chosen schools. On the First Student contract amendment. Two points. Number one providing eight million dollars for a past contract issue in the new contract sounds like a sweetheart deal. The district should address past issues separately.

030Number two are there any provisions to ensure that bus drivers share in the 5% rate increase. Also today's meeting agenda did not include a flag salute. Board meetings generally start with the flag salute per state law. Thank you. >> ELLIE WILSON-JONES: Next on today's testimony list is Janis White. Janis White. I believe Janice was planning to attend in person but Janice are you on the line if so please press ‘star-6’ to unmute. >> SPEAKER 3: I am on the line. Thanks. The Special Education PTSA has sent you written comments on the BAR policy 3246 and the procedure that will be introduced later today I want to talk about community engagement the last draft of the policy that was shared with community was flashed on the screen on a Zoom call last Spring. People had to

031read it from the shared screen and provide immediate reactions. It was not provided in advance nor was it circulated after the meeting. Last week the SSC&I committee discussed the draft BAR policy and procedure but that was the first time anyone in the community saw a draft BAR and draft procedure. At the student forum my son was the only student participating who had been restrained and isolated. The only reason he knew about the meeting is because his mom is president of the Special Ed PTSA. The meeting was horribly uncomfortable for him and he would not turn on his camera or his microphone. He participated by typing in the chat. This is the same kid who was routinely the only student in his classes to have his camera on. Why was he unwilling to be seen or

032to talk. Because no one from the district had explained to him in advance what to expect. Contrast that experience with the Kings who participated in the forum. They met the day before with their staff advisor reviewed the questions in advance and prepared their answers and it showed. I very much appreciated Mr. Loyal who read my son's comments from the chat and made sure that he was heard but the experience was painful. You have talked about making decisions based on data and student outcomes. Your data show that the students who are most affected by restraint and isolation are overwhelmingly disabled students with IEP’s but no effort was made to center those student voices and that is why last week the PTSA had to call out in multiple places in the documents the failure to include disability

033and recognize the intersectionality of race and disability with respect to this issue. The ableism in the district was on full display in the development of these documents. There should be nothing about us without us. Thank you. >> ELLIE WILSON-JONES: Next for public testimony is Alison Underdahl. Alison Underdahl. >> SPEAKER 4: Oh. >> ELLIE WILSON-JONES: Go ahead Alison. >> SPEAKER 4: Hello my name is Alison Underdahl and I'm a sixth grade math teacher at Meany Middle School on Capitol Hill. This Spring I watched the construction of the solar microgrid at Miller Community Center on my walk to work. This microgrid will provide backup power storage for the community center during emergency events and I'm here today to ask you to follow the lead of Seattle Parks and Seattle City Light. I ask that you fully fund

034the Clean Schools Implementation Plan and commit to rooftop solar for every Seattle school. The Miller Community Center microgrid is a great example of how we can begin to address the serious risks posed by the climate crisis and prepare our schools to act as shelters for extreme heat cold and smoke. These projects will help engage student learning about careers in clean energy and provide opportunities for hands-on work experience through internships. These projects will also create living wage union jobs for families thanks to the SPS Student Community Workforce Agreement there is no time left to wait. The climate crisis is here and we need to start this work by prioritizing upgrades to our schools that serve communities furthest from educational and environmental justice. Thank you and I cede the rest of my time. >> ELLIE WILSON-JONES: Next

035on the testimony list Ashley Lindell. Ashley Lindell. Ashley if you're on the phone you need to press ‘star-6’ to unmute. Ashley Lindell. Moving to the next speaker Galena White. Galena White. >> SPEAKER 5: Hear me. >> ELLIE WILSON-JONES: Yes we can hear you. Is this Galena. >> SPEAKER 5: Hi. My name is Galena White. I'm calling to remind everyone that the great wealth of our species has been built aside from slavery basically basically from the stored sun energy of fossil fuels. We need to find a way to capitalize on a similar form of energy and I propose that we do so with hydrogen fuel cells for our solar powered schools. Hydrogen is a much less polluting form of energy and the fuel cells are require less elements which are difficult to mine and harm the

036ecology. So we should [indistinct] for the environment and make solar schools with hydrogen fuel cell. Thank you. I yield my time. >> ELLIE WILSON-JONES: Next on today's testimony list Susan Oxley. Susan D. Oxley. Susan if you're on the line you press ‘star-6’ to unmute. Susan D. Oxley. >> SPEAKER 6: Yes thank you. I'm Susan Oxley from West Seattle. A retired minister of Community of Christ. And I want to speak on behalf of full electrification and solarization of all educational facilities in the Seattle School District. I’m the proud grandmother to three children in the Seattle School District and deeply concerned about the future of our planet and the increase in carbon emissions. Providing clean energy in our school district is one step we can implement but and it would accomplish three things. It would decrease the

037amount of fossil fuel emissions the Seattle area is contributing. It would provide a model of action and an advocacy that proclaims loud and clear we care. We are making changes. It's possible. That's the message I want my grandkids to hear and remember. And it's simply the right thing to do. Whether we ever see the results or not doesn't matter. You do it because it's ethically responsible regardless. My grandchildren provide their support by sharing the following statements which I quote with their permission and the permission of their parents. “I support support the idea of solarizing the school. It's better for my health and for my future so go out and do it.” Ava Skoorsmith age 12 Denny Middle School. Quote “It's a good idea and I support that. I don't like gas energy because it pollutes

038the world and hurts plants and animals.” Leo Skoorsmith age 10 Arbor Heights Elementary School. Quote “I like the idea of switching from gas to electric and stuff because it won't hurt the planet. Solar is good. It's even better than electric so make the switch.” Adrian Skoorsmith age 10 Arbor Heights Elementary School. Please move forward in electrifying and solarizing all buildings within the authority of the Seattle School District. Thank you. Next on the list Jess Wallach. Jess Wallach. Jess. >> SPEAKER 7: Good afternoon. >> ELLIE WILSON-JONES: Oh sorry. Go ahead Jess. >> SPEAKER 7: Hi. Great. Thank you. Hi SPS board. My name is Jess and I'm an organizer with 350 Seattle. We're a grassroots climate group with 10,000 members here in Seattle and King County. I'm honored to be here today with the families educators

039and community members you've already heard from urging the board to fully fund the clean schools implementation plan and commit to rooftop solar for every Seattle Public School in the 2022 Capital Projects Levy. Additionally I'm representing more than 400 people who've already signed our solar schools petition in support. We've all just come through a summer of deadly heat waves and wildfires smoke. I think everyone here knows that there's a climate crisis on. But what many people don't know is that Seattle's climate pollution is still going up every year. If we're to ensure our kids have a livable future we need to simultaneously reduce our climate pollution as quickly and equitably as we can and build climate resilience in our communities. Earlier this year the SPS Clean Schools Resolution committed the district to transitioning to 100% clean

040energy with the goal of improving health and creating more sustainable communities. It's time to put those well researched words into action and back these commitments with robust funding. And when the power goes out like it did for many in this summer's deadly heat wave myself included schools with solar power can serve as community hubs as cooling centers and emergency shelter. Installing solar on all Seattle schools will also create dozens of new living wage union jobs that directly benefit Seattle students and their families thanks to the SPS Student Community Workforce Agreement. Seattle Public Schools can not only do its part but lead our entire city towards a healthy climate future for all. That's why we urge you to fully fund the Clean Schools Implementation Plan and commit to rooftop solar for every public school in the

0412022 levy. Thank you. >> ELLIE WILSON-JONES: Next for public testimony Neal Anderson. Neal Anderson. >> SPEAKER 8: My name is Neal Anderson and I'm here as someone who works with teachers to help introduce the topic of climate change to their students. Understandably when they learn about it they're very worried about what this could mean for their futures. We found that it's very important to also show them examples of progress that's being made so we talk about the latest electric vehicles and about new wind and solar projects that are being built. But it's frustrating for the students to understand that we're in a crisis to know that they're the ones who will bear the brunt of it and to look around their school and see busses still running on diesel heating systems burning natural gas and

042wasted food going to landfills instead of compost bins. All of these things remind them how far we are from solving the problem. That's why I was so glad to hear that there was a proposal to put solar panels on school roofs. That would be something that students saw every day when they got to school and there would be a visible symbol that the place where they go to get an education cares enough about their futures to take steps to help preserve it. Children need to understand the realities of climate change and they need to be equipped with the skills to help build solutions for it but they also need hope and to see that we're making progress. And this seems like a very achievable way to help provide that to them. Thank you. >> ELLIE

043WILSON-JONES: Next is Vandna Milligan. Vandna Milligan. >> SPEAKER 9: Okay. Hi my name is Vandna Milligan. I'm a parent of a five year old who will be starting at View Ridge in the fall. I'm also a physician hospital of internal medicine and a pediatrician who follows you know the medical journals I need to. And you know The Lancet has recently come out with a series of saying that longer term planning for cities needs to explicitly incorporate a warmer future with more frequent and intense heat waves. A regional action plan should be part of a larger plan to prepare for other climate related hazards. So basically you know our summers are going to get hotter. The schools are a place to serve our vulnerable children who for you know whether it's from hunger or from the

044heat the schools provide that service to children and I do think that the plan to to build climate resilience into our schools will be the best thing for them. And I'm here to speak in favor of implementing and and funding the Clean Schools Implementation Plan. Thank you. I cede the rest of my time. >> ELLIE WILSON-JONES: Next is Rebecca Hendrickson. Rebecca Hendrickson. >> SPEAKER 10: Hi. Thank you. So in addition to being a mom of two excited hopeful young SPS students I'm a psychiatrist who studies the impact of stress and trauma on our lives. We the committee know now the kind of disruption that stress and trauma that the building climate crisis is going to hold not just for distant generations but for our kids. And sometimes when I look at our children just planning

045out their future lives I'm overwhelmed with fear and grief for what they face. But my job we often know what protects people from the worst effects of trauma and it's not just taking action or being a part of the solution. It's also being part of a community that is acting together to protect its most [indistinct] and keep everyone safe. Conversely when adults see a child that is at risk or actively being harmed and we fail to act the lifetime impact of that trauma is magnified significantly. Our kids need to feel like they're part of positive change and they need to know that they're not in it alone. That we're in it with them. Solar schools is a tangible concrete step that we can take now that will improve the resiliency of our kids’ schools protect

046our kids’ health and demonstrate to them that we as a larger community are willing and able to act to help protect their future. When my daughter was in fourth grade she was just learning about the climate crisis and was determined to do everything she could to take action. She joined her school's Green Team. She and her friends testified on climate bills at the state legislature. She stopped eating meat. But now at age 12 she's ready to quit. She's looked around and concluded vocally that while adults keep talking about taking action on climate there's very little that she can see that is actually changing. Why should she even try at this point. Our kids are watching our actions. If we want to protect them if we want them to know that we are not facing that

047they are not facing this alone then we need to step up and take real visible meaningful action. This is the perfect opportunity. Our kids are watching. Let's not fail them. Thank you. >> ELLIE WILSON-JONES: Next is Arvia Morris. Arvia Morris. [indistinct] Go ahead Arvia. >> SPEAKER 11: Hello can you hear me. Hi. My name's Arvia Morris and I'm a climate activist. I live in Wallingford. And I also worked on the team that helped put together the Clean Schools Resolution and it was a real honor to do that work and and it was a real honor to see how much work is already being done in the Seattle Public Schools with the operations groups and the resource conservation groups. And so I just want to put a plug in for the resolution and hope that it

048does get implemented. I'm a little concerned that this levy is being written I did without the task force and I did write about that and I was told that well the task force is going to be the one once the task force is in place then we can start implementing the resolution. And the task you can't wait for the task force. This the the levy needs to needs to start funding the resolution even without the task force being being there. There's a lot of things that could be funded in the levy. For instance there hasn't been a baseline assessment of how much CHC the schools produce in 10 years. So you know that could be funded. I'd like to see line items in the in the in the levy that speak specifically to things in

049the resolution. Or line items in the levy about electrification of school busses electrification of buildings. Also in the financial section of the levy I'd like to see how much money is going to be saved when buildings have better weatherization you save a lot of money and greenhouse gases when you do a weatherization and then of course much more when you do electrification. So I'd really like to see some line items for electric furnaces in that levy and the weatherization so people can understand very transparently how that resolution is being implemented. And I think that's that's probably about it. I'm just really urging you not to wait put things in the levy to start implementing that plan. I heard a cost estimate it's going to cost one point three billion dollars to implement between schools. You

050don't need to put all that money right in this first levy. This is over the levy the resolution goes out to 2045 but you could put in some money to get the projects going and turn the situation around. As we've all heard we are in a climate crisis. So thank you very much. >> ELLIE WILSON-JONES: Next is Alice Mar-Abe. Alice Mar-Abe. >> SPEAKER 12: Hi. >> ELLIE WILSON-JONES: Go ahead Alice. >> SPEAKER 12: I think my mute just came off. I'm going to start. Hello my name is Alice. I'm a former Seattle Public Schools student graduated from at Garfield High School in 2014. Like many others calling in today to urge you to fully fund the Clean Schools Implementation Plan and to commit to rooftop solar in every Seattle Public School in the 2022 school

051levy. For me building climate resilience in our community is incredibly urgent. At the peak of the heat wave this summer my family's house in [indistinct] for a while because the electricity grid just couldn't keep up with everyone trying to stay cool and not get heat stroke. And that was a minor inconvenience for us at the time but if heat waves are going to keep happening wildfires are going to continue making us to breathe. So I’m in our schools we have a really unique and wonderful opportunity to create solar powered microgrids can provide energy resilience to our whole communities. Schools could be a community hub cooling centers and emergency shelters. [indistinct] it could also create many many [indistinct] and serve the career pathway for students to enter the sustainable energy industry. So in closing I support

052both of these goals. I think they are not in contradiction to each other. I think that implementing the Clean Schools Resolution and decarbonizing as fast as we can is important. I know that your staff is already working hard on this. And I also think that solar should be included and is urgent as well because as I said it's a unique opportunity to kickstart in resilient energy infrastructure and keep us all safe in the years to come. Thanks so much for your time. >> ELLIE WILSON-JONES: Next is John Milligan. John Milligan. John Milligan you may need to press ‘star-6’ to unmute. John Milligan. Moving to the next speaker on today's testimony list. Erick Cruz. Erick Cruz. >> SPEAKER 13: Hello. Hi everybody my name is Erick Cruz for Bridge Housing. I want to thank you for

053the opportunity to be here to discuss our proposed partnership and project for an affordable housing development in the Ballard neighborhood of Seattle. Bridge Housing is working to partner with St. Luke's Episcopal Church located in the Ballard neighborhood to propose the development of approximately 80 units of affordable housing for individuals and families. St. Luke's Church has been working on this proposal since 2017 with a commitment to diversity equity and inclusion. This conceptual proposal will develop approximately fifteen thousand square feet of the fifty five thousand square foot property. Bridge has a thirty year track record of building affordable mixed income housing in Seattle and throughout the West Coast. We are very excited to be part of St. Luke's vision and recognize that the parish has been a longstanding neighbor and spiritual anchor to the Ballard community we

054intend to embrace these values and reflect them in our communication with neighbors and community stakeholders throughout the project's anticipated redevelopment design construction and operation stages. With that said we look forward to discussing with Seattle Public Schools the project fact check which school boundaries we fall into learn the best way to connect with each school and how the Seattle School District would like to be informed and involved since one of the goals is to attract families with children with an emphasis on diversity and equity. Meeting early can help inform our design or raise issues that we need to be thinking about at this time so your feedback would be much appreciated. I look forward to collaborating with you all on this potential project and I thank you very much for your time. >> ELLIE WILSON-JONES: Going

055back now to two names we called earlier Ashley Lindell. Ashley Lindell are you now on the line so press ‘star-6’ to unmute. Ashley Lindell. Okay and moving to the final name John Milligan. John Milligan are you. Now on the line. Need press ‘star-6’ to unmute. President Hampson that concludes today's testimony list. >> DIRECTOR HAMPSON: Thank you Ms. Wilson-Jones for your wonderful efforts to make sure that our public testimony participants are heard. Ok we will now move to the action items on today's agenda starting with approval of student outcomes focused goals and guardrails aligned with Seattle excellence. Approval of this item would approve the goals and guardrails presented in the board action report and aligned with Seattle excellence to allow implementation of student outcomes focused governance. May I have a motion for this item. >> DIRECTOR

056HERSEY: Of course. I move that the board approve the goals and guardrails presented in the board action report and aligned with Seattle excellence to allow the implementation of student outcomes focused governance. >> DIRECTOR RIVERA-SMITH: Second. >> DIRECTOR HAMPSON: This has been moved by Vice President Hersey and seconded by Director Rivera-Smith. And Superintendent Jones would you like to speak on this. >> SUPERINTENDENT JONES: Yes I’d like to make sure that we present these top line goals and guardrails for your approval. These are the same interim goal excuse me the interim goals and guardrails that were presented to you on August 11 are not necessarily subject to board approval but they are they do support monitoring. So today we're going to talk about the top line goals and guardrails again for your approval. So here we have

057the alright please move the slide. Thank you. So here we have the glossary just to remind us for the for the public what the gold and guardrails are. These are really a reflection of the community's vision and the community's values. Our focus here is to really focus on outcomes. What can students know and do after a defined period. We have interim goals and interim guardrails that essentially measure the progress to the outputs that we say we're looking for. Next slide please. So in the March retreat we had the introduction of student outcome focused governance. And then March through May we had several discussions about the development of the goals and guardrails. In June we also had a supplemental workshop as well. And then in July staff started to work on the interim goals and guardrails

058and refine and define the top line goals and guardrails. At the August board meeting we we are now introducing we introduced the goals and guardrails for your approval to familiarize you with the interim goals and guardrails and a portfolio of measures. And so after we hopefully approve these goals and guardrails this evening then we'll move into September for community listening sessions. So that was a mouthful around goals and guardrails and interims but the bottom line that we're trying to achieve tonight is an approval of the top line goals and guardrails. So staff will present the finalized interim guardrails at a later work session but here we have presented before you are the the the goals which we'll see in a second here and the guardrails. So the top line goals for board approval are as

059follows. Number one two and three are talking about the percentage of Black boys who achieve English language arts proficiency or higher on third grade Smarter Balanced Assessment will increase from 28% in June 2019 to 70% in June 2024. The second top line goal is the percentage of Black boys and teens in the seventh grade who achieve proficiency or higher on the seventh grade Smarter Balanced Assessment in math will increase from 23% in June 2019 to 45% in June 2024 and to 70% in June 2026. Essentially doubled essentially doubling over three years and reaching the target 70% in five years. And thirdly the percentage of Black boys and teens in each of a cohort class who graduate that successfully complete at least one advanced course will increase from 52% in June 2019 to 62% in June

0602024. So these are what we're calling the top line goals. They're consistent with our Seattle Excellence focus on targeted universalism and so I'll be quiet for a second and see if board members have any questions and we have staff here to be able to respond to your questions. >> DIRECTOR HAMPSON: Thank you for that Dr. Jones. And just to to remind folks this is our collective work and directly tied to our existing strategic plan. I think the board action report well describes the extent to which this is additional clarity and accountability provided on our existing strategic plan and goals within that strategic plan and that these are now SMART goals. And and then with really critical accompanying guardrails which describe very much critical points as to the environment in which those goals will be accomplished.

061Do you want to have questions [indistinct]. >> SUPERINTENDENT JONES: You can have questions now. >> DIRECTOR HAMPSON: Okay. And then we can go to guardrails [indistinct]. >> DIRECTOR HAMPSON: Okay do we have any questions from directors at this point. Director Harris. >> DIRECTOR HARRIS: [indistinct]. >> DIRECTOR HAMPSON: You're not miked. >> DIRECTOR HARRIS: Can you hear me whoa now. Do you feel like a commercial. I really truly appreciate how much work has gone in to this initiative and the extraordinary conversation that's gone into this initiative. But I cannot vote in my heart for goals that are measured by the SBA. It is culturally inappropriate many pieces of it are racist. It has been submitted to us by corporate ed deformers that are making a ton of money on the backs of our children throughout the

062nation and we districts have been blackmailed into using it. So to base policies and goals on that very difficult foundation is not something I can do. Do I appreciate the concept of student outcomes and student outcomes led by policy work. In my heart of hearts you bet I do in a very big way but I can't vote for something that is based on such a nasty foundation. Thank you. >> DIRECTOR HAMPSON: Any other directors have questions questions. >> DIRECTOR RANKIN: Yeah I follow on that actually was people who are watching may have seen me run around the room for a second because I wanted to see if we had a staff person who could talk a little bit about the assessment part of it because I have concerns about the same. And my understanding that

063I would like confirmed is that Smarter Balance is what's currently the summative assessment that’s state required and using a different measure would require us to actually add additional assessments which we don't want to do. And that there is also as my understanding is that there is going to be a commitment to continual examination of this assessment and other options in the future. So I would just want to make sure that my understanding is correct. >> SUPERINTENDENT JONES: I'd like Dr. Scarlett or Dr. Perkins to come up and just do a quick breakdown of the summative assessment versus the interim assessment. Where we are with summatives and where we are with interims. Thank you. >> KEISHA SCARLETT: And thank you for having me to come up. Keisha Scarlett Chief Academic Officer. So just a note about

064the Smarter Balanced Assessment. We do share some of your same concerns about Smarter Balanced but in keeping with our 2019 the board approved strategic plan we identified the Smarter Balanced Assessment as our top line district accountability measure for both the third grade and seventh grade math third grade reading and seventh grade math goal. We however recognize that the standardized assessments such as SBA are not reflective of a child's inherent gifts talents and there is no single assessment that can authentically measure the full complexity of an individual student's capabilities strengths and human potential. Further we recognize that standardized assessments have have fraught history that have been a fraught history of being weaponized against students in communities of color. Seattle Public Schools just played a part in that history we know and we must do our own

065our own work to own that mistake and not to repeat those same mistakes. With this in mind we as a district commit to the following things. So with regard to reporting student achievement data as we think about the report of the student achievement data that we’ll make sure that we have an asset based framework. We are working on that. We're not going to focus on achievement gaps or make default comparisons between students of color and white students nor assume that white outcomes are normative. Rather we will view student achievement in terms of student efforts to meet and exceed high standards for academic excellence. The SBA measurement is our state accountability guideline and so we think it is important for a Seattle Public Schools to still follow that guideline. However especially when students do not meet

066or exceed standards we commit to reviewing SBA results holistically and in proper context. And really that is the work with the interim assessments the interim goals that we will be doing and working on as we move forward. So we'll be working relentlessly to close opportunity gaps or disparities in the quality of instruction for our students and the instruction that our school provides. This investment in what is described as an investment in comprehensive portfolio measures that's really a holistic capture of our students’ strengths and abilities and potential. And these measures will be included to ensure more authentic and curriculum based assessments and performance tasks. As a perceptual or qualitative measure such as students of efficacy as scholars social emotional learning and safe and welcoming schools. So we'll continue to review our assessment portfolio through this process

067through the goals and guardrails process and student outcomes focused governance and will review the portfolio of assessments currently administered in the district and determine if they're providing the necessary data to inform the strategy and improve outcomes for students. And so part of this is us starting and stopping things. That means that we will have to stop using assessments that do not meet the needs of district our educators and students and then add those that will. [indistinct]. >> SUPERINTENDENT JONES: Thank you Dr. Scarlett. >> DIRECTOR HAMPSON: Thank you Dr. Scarlett for that excellent assessment of our more than imperfect system and yet the work and accountability that we have to layer on top of that to hold our ourselves and well ourselves and our Superintendent accountable and so that we are still working hard to produce

068provide services that that creates the environment for student outcomes that are positive. Did you have anything else Director Rankin. Okay I'm going to give it back to you Superintendent Jones. >> SUPERINTENDENT JONES: Okay let's move on to the guardrails. And I'll just read I'm reading for clarity here. Number one the Superintendent will not allow school and district initiatives to go forth without engaging students of color furthest from educational justice and their families following stakeholder engagement principles that are utilizing current adopted best practices. Number two the student excuse me the Superintendent will not allow implementation or adoption of any program that does not prioritize educational and racial equity. And number three the Superintendent will not allow behavior adult behaviors in central office school buildings or classrooms that are misaligned with district wide vision values and anti-racism

069initiative. Now number three is the one that we we've done some work in the two-by-two’s on and this is a modified guardrail from where we were. And I believe the board generally is in consensus about this but let me not make that assumption. And let me go on to number four and five and then we'll have some conversation about the guardrails. Number four the Superintendent will not allow the use of disciplinary actions as a substitute for culturally responsive behavior and social emotional supports for students with and without disabilities. And number five which has also been adjusted and modified. The Superintendent will not allow any district department or school building or classroom to provide unwelcoming environments. So I want to open up to see if there are any questions concerns comments from board members and staff

070is here to maybe address those. >> DIRECTOR HAMPSON: Okay comments questions concerns from Directors. Director Rivera-Smith. >> DIRECTOR RIVERA-SMITH: Is it on can you hear me. >> DIRECTOR HAMPSON: Yeah speak up a bit. >> DIRECTOR RIVERA-SMITH: [indistinct] thank you no I think so yeah at the at the August 11th Board Special Meeting I had proposed some small but I thought critical language change to this guardrail regarding classroom teachers and our expectation that they are not also that they’re included in this expectation of not isolating themselves from district wide vision values and anti-racism initiatives and this guardrail has clearly been updated and I really do appreciate the change of language that I feel does try to encompass all people who come in contact with our students. And my only last question about or concern about it

071would be that in regards to people who reside or take these come into contact with our students outside of the building classrooms or central office specifically our bus drivers cause they come in daily contact with our students and it's we need to know that they are also in line with our values visions and [indistinct] initiatives and how how do we go about ensuring that. And to another extent our afterschool classes and service providers are community based organization partners because you don't specifically oversee them and this is specific to who you oversee but they are part of again coming in great contact with our students. >> SUPERINTENDENT JONES: Yes so I'll answer that. Most most of our policies do apply to those who are vendors and those who provide services to our students. And so we

072have the ability to hold folks accountable to these specific standards that we have and they're again they're codified in policy. And then was there another part to the question. >> DIRECTOR RIVERA-SMITH: [indistinct] it does encompass the most diverse and after school service providers I mean just knowing that there are avenues for expectations and then accountability in those areas. >> SUPERINTENDENT JONES: Chief Bush if you could comment just briefly around how we have our partners our CBO’s and the like accountable to the policies and procedures if you could just say a quick quick word about that please. >> JAMES BUSH: Good afternoon everyone. James Bush Chief of Equity Partnerships and Engagement. Can you hear me. So in terms of like our our vendor agreements personal services contracts MOU’s with all of our community based partners vendors

073everybody they all have to meet standards that we've established with legal and other departments to make sure that they're meeting our expectations. And we adjust those annually to make sure that they meet kind of whatever the goals and objectives we have as a system and that'll be consistent ongoing process with all of our products that could work with a lot with Fred and everybody else. But yes I think that this sentence actually does include everybody and if I'm committed to working with you all to make sure as we move forward and kind of making adjustments to kind of as we're defining the interim guardrails making sure that those things are codified and in any of this way that you guys feel more comfortable. >> DIRECTOR HAMPSON: I just want to thank Director Rivera-Smith Smith for

074bringing up this point of clarity which allows Chief Bush to to make that point and it's an excellent reminder of work that I know is important to everyone on this dais which is that our relationships with everyone with whom we contract or engage in any agreement whether it's First Student whether it's our teacher's union whether it's our Teamster's is that inherent in that expectation in in the work that we do and what falls into this space which is central office in this number three is that the values and vision that the community has and is looking to us to uphold are extended to those through those relationships and that those are opportunities for us to represent those vision and values. And we are seeing those every single day through the community student community work force

075agreement and many other good works. It's written into the 0030 Equity in Education Policy which is actually in many of our policies as a top line and is one that that we should be paying close attention to so that it is in fact consistent across all relationships. I think it's a it's a great point of clarification and discussion. Anything else from directors. Director Dury. >> DIRECTOR DURY: Are we just commenting on guardrails or are we allowing for like overarching questions at this point. >> DIRECTOR HAMPSON: Right now we're just doing guardrails. >> DIRECTOR DURY: Okay thanks. >> DIRECTOR RANKIN: I might have missed it. Do we know when we're going to. I just want to say too I appreciate that we're looking at the interim guardrails later to make sure that we get really meaningful

076measures and [indistinct] but I missed if we had a timeline or we'll just know when they're ready. >> DIRECTOR HAMPSON: Just for clarity they're not subject to board approval. >> DIRECTOR RANKIN: Right. >> DIRECTOR HAMPSON: But yes they will be brought back. >> SUPERINTENDENT JONES: One of the reasons we said let's put the interim guardrails in advance is because we been having healthy dialogue with board members about that. So we want to bring it back to either a work session or the Executive Committee to further explore what those guardrails what those interim guardrails are. But if you all are very comfortable with what it is and you have full comprehension of where we're trying to go where we're trying to go with it and what measures we're actually using going forward for your progress monitoring.

077>> DIRECTOR HAMPSON: So I think Dr. Jones and I will look at the calendar and figure out when that's going to work best once we get school open next week. So we have spaces open one of the things that helps with consent agenda is that it creates opportunity for us to have dialog publicly about some of these critical pieces of work that is two way conversation with staff and board. So I would hope we can get that done in September. >> DIRECTOR RANKIN: That would be great and again I super appreciate that where we want to get those measures in a way that are really meaningful for us to be watching this stuff so thank you. >> DIRECTOR HAMPSON: Anything else. Okay. >> SUPERINTENDENT JONES: That's it. >> DIRECTOR HAMPSON: All right so were there

078other questions holistically. Director Dury you had one. >> DIRECTOR DURY: Hello okay. So following up on what Director Rankin was asking. >> DIRECTOR HAMPSON: If you could move your mike just closer to your face yeah thank you. >> DIRECTOR DURY: Timeline and the goal one of the questions I have is when can we expect reporting back to the board on these things. What’s the timeline for that. And secondly can we as we are looking once they're determined as we're looking at the interim assessment I don't want to use that word interim reporting on the top line things can we see a comparison of the portfolio of measures that are outlined here with the SBA ongoing because that could be informative to how the SBA does not accurately assess our students compared to other systems we

079have which could inform how we can better implement strategies going forward. >> DIRECTOR HAMPSON: So with respect to the the monitoring timeline that calendar there she is I'm looking for [indistinct] over here that will be in conjunction with our consultant AJ Crabill will be building out that full calendar of of the monitoring schedule. And that will begin to take up a large portion of our conversation with one another and with this so we also have to take this out to community and so Julia could more directly speak to what that it's going to look like. That is the next step once we approve this and then we'll be approving some contract lang — we would be approving contract language in a subsequent meeting coming up very soon. Julie do you want to speak to that

080timeline. At all. Or. >> JULIA WARD: Evening directors Julia Ward. Let's see so in terms of the timeline once the goals and guardrails are adopted here in August September is when the community listening sessions would begin. The board would also begin additional work sessions AJ Crabill and the Council of Great City Schools to develop the progress monitoring calendar. That work would continue it looks like into November during that time the board will also be receiving training from AJ Crabill and the Council of Great City Schools on a shift in board practice. So not only a calendar for the for the progress monitoring but exactly the type of thing you were addressing there Director Dury. How to look at the data what types of questions to be asking you about the data. And how it then

081will inform strategy and policy going forward. So that work in training continues through into the winter. We would also look at the types of meetings that the board conducts. How the board spends its time. And that work and would continue into the spring and it would also include examination of our policies. So as President Hampson indicated looking at our annual report calendar looking at our work session oversight work sessions and really digging into the policy work and making sure it aligns with our goals guardrails community vision community values and the strategic work of the board. >> DIRECTOR HAMPSON: And meanwhile these are also what we will be utilizing for Superintendent evaluation. And so that timeline is also part of this and we have that set up through Dr. Jones's contract and we'll begin having these

082conference conversations as part of that Superintendent evaluation. And I don't have those dates off the top of my head but unless somebody in board office does we can get those to you later. And we can you all should have a copy that that timeline that she's reading from but we can also resend it and attach it to maybe when we do the interim goals and guardrails we can attach that timeline as a reminder. Anything else. Thank you. Okay so with that I would entertain a motion for approval. >> DIRECTOR HERSEY: So move for approval. Forgot to read. >> DIRECTOR HAMPSON: Oh read the the whole yeah you. >> DIRECTOR HERSEY: Okay. >> DIRECTOR HAMPSON: Gotta read. >> DIRECTOR HERSEY: Cool. >> DIRECTOR HAMPSON: That. >> DIRECTOR HERSEY: Wait I’m confused. Didn’t we already read the

083motion for approval. >> DIRECTOR HAMPSON: Oh did we. >> DIRECTOR HERSEY: I think we’re good. >> DIRECTOR HAMPSON: Did you already move it. >> DIRECTOR HERSEY: Yeah. >> DIRECTOR HAMPSON: Oh. Sorry. Call for the vote. >> ELLIE WILSON-JONES: Vice President Hersey [aye] Director Rankin. Director Rivera-Smith [aye] I'm sorry I missed your vote [aye] [aye] thank you Director DeWolf [aye] Director Dury [aye] Director Harris President Hampson [aye.] This motion is passed by a vote of six yes with one abstention. >> DIRECTOR HAMPSON: Thank you. And sorry for some being back in person is surprisingly distracting. To doing the same thing we've been doing all year but getting tripped up. But so grateful to see everyone's faces here even if if half-masked. Okay so this brings us to our next item on the agenda. Approval of a

084memorandum of understanding MOU between Seattle School District Number One the district and Seattle Education Association SEA. Approval of this item would approve the MOU as attached to this board action report and authorize the Superintendent to take the steps necessary to implement each district responsibility detailed in the agreement. Immediate action is in the best interest of the district. This is here for introduction and action for reasons that are specific to the fact that the tentative agreement was just reached last week. So with that I will turn it over to staff for the presentation. >> SUPERINTENDENT JONES: I'm assuming your boy is going to come forward to with this. Thank you. >> DIRECTOR HAMPSON: Oh sorry. Hold on just a second Mr. Boy. Oh yes thank you thank you. May I have a motion for this item.

085>> DIRECTOR HERSEY: It would would be my pleasure. >> DIRECTOR HAMPSON: We have done this before. >> DIRECTOR HERSEY: Yeah. Sometimes we do. I move that the school board approve the MOU as attached to this board action report and authorize the Superintendent to take steps necessary to implement each district responsibility detailed in the agreement. Immediate action is in the best interest of the district. >> DIRECTOR RIVERA-SMITH: Second. >> DIRECTOR HAMPSON: Okay this motion has been made by Vice President Hersey and seconded by Director Rivera-Smith. Take it away Mr. Boy. I don’t. Just flip it up the little switch. >> RONALD BOY: Ronald Boy. >> DIRECTOR DEWOLF: There you go. >> DIRECTOR HAMPSON: There you go. >> RONALD BOY: Ronald Boy Executive Director of Labor Negotiations. Before you today is our MOU for 2021-22 Health and

086Safety. This is an agreement reached with Seattle Education Association covering our health and safety protocols in relation to COVID. Specifically the the health and safety protocols that impact working conditions of SEA represented staff. And I think that you will see that from our previous MOU’s that have touched on this topic that this is really an evolution and a and an extension of what we've done in the past reflecting additional knowledge reflecting the new guidance that we've received from different health and Public Health Seattle King County and this agreement was is also a reflection of a great amount of work for Seattle Educational Association to come to an agreement on on things that we can both agree are in the best interest of our employees and our students to keep them safe. And it is a

087I think a good reflection of that work and I'd be happy to answer any questions. I also would like to point out that with the Governor's mandate for the vaccine for all school employees that we are currently working on that with SEA so you’ll expect the first amendment to this MOU very soon so it is an unusual process to already be working on an amendment before an agreement is even finalized but that is the situation here and we are we are working on that right now. >> DIRECTOR HAMPSON: Thank you. Questions from directors. Director DeWolf. >> DIRECTOR DEWOLF: Thank you. Thank you for your work on this Ronald and thanks to SEA for their work on this as well. My only question is Part R around COVID testing at school. Is it universal every time

088student walks in everybody is going to get tests [indistinct] tests or it can you just maybe give me the protocol for COVID testing at school. I think that Sandra can speak to this a little bit better than I can but I understand that the COVID testing will be used as needed and available at all school sites when there is an incident of suspected COVID. We've got the availability of having those tests available for for an entire class or or staff. We're also discussing the potential of potentially testing people coming into the school things like that. >> DIRECTOR HAMPSON: Other comments questions concerns. Director Rivera-Smith. >> DIRECTOR RIVERA-SMITH: Hi thank you Ronald. Thank you for your work your first go round with this one. I appreciate that appreciate the work of SEA also as we get

089ready for school. I have a couple questions. Start with my first one. Regarding under Section F cleaning and disinfecting. The protocols are outlined but it says both that the staff will have access to approved cleaning and disinfecting products with instructions for use for cleaning such items as desktops keyboards phones et cetera. But it also says that SEA represented employees will not be expected nor compelled to clean their workspaces. So who exactly will be doing the cleaning of the keyboards desktops phones and that question is especially for a middle school where every period is a new set of students. >> RONALD BOY: Yeah so thank you for that question. The of course we have our custodial staff is the primary cleaners within our school buildings and that specific sentence that was added was at the request

090of SEA to make it clear that it is not part of their job duties to clean however the cleaning products will be available if any person chooses to use them. >> DIRECTOR RIVERA-SMITH: So will custodians come in between each class in middle and high school to to clean those desktops or will they not get clean between each class. >> RONALD BOY: They will not be cleaned by custodians between classes. so then my thank you for that my next question would [indistinct] sorry yes [indistinct]. >> DIRECTOR DEWOLF: Can just just as your on that clarifying it reading it as will not be compelled to clean their workspace as in their desk. Are you asking about individual student’s desks. >> DIRECTOR RIVERA-SMITH: Yeah [indistinct] is a question is their workspace consistent considered their personal desk or is

091their workspace considered the entire classroom. >> RONALD BOY: It would would mean that SEA employees are not required to clean as part of their job. However the cleaning products will be available for students or anyone else that may choose to use them. >> DIRECTOR RIVERA-SMITH: Okay but their workspace is then the entire classroom. >> RONALD BOY: I would consider their workspace their classroom. >> DIRECTOR RIVERA-SMITH: Okay thank you. And I feel like I know that in these talks it was it was at one point brought up there some learning supports and staff expectations regarding posting of online homework assignments learning objectives and assignments onto district supported learning management systems. What was the status of that because I don't see it in this obviously. Is that something that families [indistinct] look for or [indistinct] then that

092was not included in the MOU. >> RONALD BOY: Yes. Thank you for that question. The the references to that type of work being done are in job job descriptions and the current CBA language. The methodology by which the work is done we believe is a management right to determine and we will be we are expecting to issue directions to staff on how to use that method to make sure that students are able to stay track with their homework and lessons as they are outside as they are absent from school due to the due to potentially quarantine or illness due to COVID. >> DIRECTOR RIVERA-SMITH: Now are you saying that there will be an expectation of our educators to have that up there. >> RONALD BOY: Yes we are expecting to provide directions to staff to

093make sure that's done. >> DIRECTOR RIVERA-SMITH: Thank you. I guess my last question is hopefully a quick one. Regarding the interim sites such as the Marshall Building original Van Asselt and Schmitz Park. Will they also be equipped with the COVID health and safety protocols for HVAC because they are our interim sites and [indistinct] those are included in all that. >> RONALD BOY: All of our buildings that are being occupied by students will be and staff will undergo the same HVAC. >> DIRECTOR RIVERA-SMITH: Thank you. >> DIRECTOR HAMPSON: Any other questions comments concerns. Okay Ms. Wilson-Jones. Thank you Mr. Boy. >> RONALD BOY: Thank you. >> ELLIE WILSON-JONES: Director Rankin [aye] Director Rivera-Smith [aye] Director DeWolf [aye] Director Dury [aye] Director Harris just to confirm that was a yes vote. Thank you. Vice President Hersey [aye]

094and President Hampson [aye.] This motion has passed unanimously. >> DIRECTOR HAMPSON: Acceptance sorry the next action item number three acceptance of screening and brief intervention and referral services SBIRT grant extension in the amount of eight hundred thousand dollars. This came through SSC&I on August 18th and is presented here for introduction and approval. It was recommended for approval. Approval this item would authorize the Superintendent to accept the school based screening and brief intervention and referral services grant extension from King County in the amount of eight hundred thousand dollars for a one year period from August 1st 2021 through July 31st 2022. Immediate action is in the best interest of the district. May I have a motion. >> DIRECTOR HERSEY: I move that the school board authorize the Superintendent to accept the school based screening and brief

095intervention and referral services grant extension from the King County in the amount of eight hundred thousand dollars for a one year period from August 1st 2021 through July 31st 2022. Immediate action is in the best interest of the district. >> DIRECTOR RIVERA-SMITH: Second. >> DIRECTOR HAMPSON: Okay this has been moved by Vice President Hersey and seconded by Director Rivera-Smith. And it looks like Dr. Pedroza is here and ready to go to present to us our Assistant Superintendent. >> CONCIE PEDROZA: Hello everybody. Dr. Concie Pedroza Associate Superintendent. And I'm here [indistinct] I'm here to just give some little bit of background information regarding the screening and brief intervention and referral to services grant extension. Just to share that this is a grant that actually supports seven of our schools Eckstein Middle School Hamilton Middle School Jane

096Addams Middle School Madison Middle School Meany Middle School Whitman Middle School And Seattle World School. This is in order for them to utilize the best starts for kids grant funding. Specifically it is used as a substance use reduction and mental health promotion program in which identified students are provided additional support services either internally or through community partners. I just wanted to add a couple more talking points and we do have manager Lisa Davidson here if there's specific questions but I'll just highlight a few components from this. Just some things to know is that to ensure that we are effective with all of our students who are receiving these resources the district will provide staff who can offer culturally sensitive and relevant services to students. Will support staff the SBIRT staff which is the acronym for

097the the screener with training and motivational interviewing trauma informed care and cultural [indistinct] competency. We will deliver the screener at both the universal and targeted level. We will increase flexibility in brief intervention sessions frequency to accommodate student needs. We will ensure family engagement in the process and have interpretation services available for students and staff and we will continue to build partnerships with culturally relevant referral services. I will also share that this is one component of our culture of care support for the entire year. It's one component of that. There's additional data listed. And I am here or Lisa Davidson is here to answer any specific questions that you have. >> DIRECTOR HAMPSON: Okay Director DeWolf first question. >> DIRECTOR DEWOLF: Hampson nice to see you Assistant Superintendent Concie. Dr. Pedroza I should say. >> CONCIE

098PEDROZA: It's good. It's all good. >> DIRECTOR DEWOLF: I in looking at the background around this screener it says that the SBIRT is used to identify reduce and prevent substance use and promote mental health. Can you clarify or confirm if there are any questions related to housing or housing instability or homelessness because I think without those types of questions my concern is that we would be missing a huge gap in some of the reasons why students would have mental health concerns or issues or even substance use. >> CONCIE PEDROZA: That is a very good question so I'm going to have Lisa Davidson the manager of Prevention and Intervention answer specifically your question [indistinct]. >> DIRECTOR DEWOLF: Thank you Dr. Pedroza. >> LISA DAVIDSON: Good evening directors. I'm Lisa Davidson. There are several questions that are

099asked of students to get to know their strengths we well as their needs and some of those questions are around food insecurity. They may be around what's happening at home. Maybe around how they cope and what their interests and activities. Are so in kind of the situation that you mentioned Director DeWolf Ops if a student maybe indicated that they were experiencing anxiety or symptoms of depression that would instigate a one-on-one motivational interviewing type meeting with that student or we would ask them or their provider would ask them questions to get at get deeper and help that student figure out what they might need to be able to feel better about themselves. But they would also have some information from the demographic portion and strengths portion of the screener. There is not a direct question about

100homelessness. >> DIRECTOR DEWOLF: That just that is my main concern about it if there's a way to add that. I imagine it is a long well researched thing. In fact when I was at All Home we certainly tried to work with them to include those questions. So I think it is deeply important that we ask those questions in some way because a student's mental health is gravely impacted by having housing instability or homelessness experience. And so those are just I'll just name those thanks for answering my question. >> LISA DAVIDSON: Thank you. >> DIRECTOR HAMPSON: Apologies Director Rankin for not going to you first as chair of SSC&I do you have any questions comments or concerns. >> DIRECTOR RANKIN: That's okay thanks. The only comment I have actually is about items three four five and

101six which is that we discussed at our committee meeting that this type of item that our renewals without any major changes are a good example of things that could come right to introduction. Because there were some you know there's been some discussion around this type of item that I feel like it's valuable for everybody to be part of and rather than have staff kind of do the same thing twice when we don't necessarily have something that needs to be examined by by committee. And also to respect staff time. I think I just I guess I just kind of wanted to state that for the record that that renewals I think are things that we end up having some really good conversations when they come to committee because they're the first that we're hearing of them

102and I always kind of feel like oh shoot everybody could have really benefited from being part of that conversation. So I just kind of wanted to note that. And thank you all for your time and coming to talk to us about this again. >> DIRECTOR HAMPSON: Director Harris. >> DIRECTOR HARRIS: [indistinct] thank you. I would agree with you but when we were in SSC&I because this was intro and action and because the conversation was so good we wanted the entire board to hear it. And one of the problems with our bandwidth and our budget is that we don't necessarily capture all the extraordinary community committee conversations. And there's a number of reasons for that. Bandwidth translation et cetera et cetera. So the transparency piece there's a balance there that we specifically asked you because these

103are intro and action and because frankly we were so impressed. Thank you. >> DIRECTOR RANKIN: Thank you for that reminder that this one is for intro and action. I had actually forgotten that. But we definitely don't want to be in a situation where we're just skipping right to to taking a vote but so we'll work on it as we as we go forward. Thanks. >> DIRECTOR HAMPSON: Okay any other comments questions concerns. Thank you so much. Ms. Wilson-Jones the vote. >> ELLIE WILSON-JONES: Director Rivera-Smith [aye] Director DeWolf [aye] Director Dury [aye] Director Harris [aye] Vice President Hersey [aye] Director Rankin [aye] President Hampson [aye.] This motion has passed unanimously. >> DIRECTOR HAMPSON: The next action item is number four acceptance of the assistance league of Seattle ALS gift donation for Operation School Bell Shopping Spree

104to clothe Seattle Public Schools elementary and middle school students. This came through SSC&I on August 18th and is presented for approval. May I have a motion for this item. >> DIRECTOR HERSEY: I move that the school board authorize the Superintendent to accept ALS OSB gift of four hundred and seventy five thousand dollars for the 2021-22 school year. Immediate action is in the best interest of the district. >> DIRECTOR RIVERA-SMITH: Second. >> DIRECTOR HAMPSON: Any comments questions or concerns from directors. Go sorry going first to Director Rankin chair of SSC&I. >> DIRECTOR RANKIN: Thank you. The the only thing I wanted to say about this was that it's for introduction and action so that we can allow staff to have sooner quicker access to these funds which go directly to purchasing needed supplies for students. So

105yeah. We want to get that you know quick [indistinct]. >> DIRECTOR HAMPSON: And this is something that we do that every year. >> DIRECTOR RANKIN: And it's something that we do every year. >> DIRECTOR HAMPSON: I'm sorry Dr. Pedroza. >> CONCIE PEDROZA: That is fine so I'm just I'm just loving it you guys. >> DIRECTOR HAMPSON: I don't know why it's so. >> CONCIE PEDROZA: No it’s okay. >> DIRECTOR HAMPSON: Confusing in person. >> CONCIE PEDROZA: It's okay. >> DIRECTOR HAMPSON: I'm sorry introduction and I'm just trying to we got a lot. >> CONCIE PEDROZA: I know so I’m going to go. >> DIRECTOR HAMPSON: So I'm actually like just trying to stay focused on getting us through. But so please take it away and provide. >> CONCIE PEDROZA: Let me provide at least [indistinct].

106>> DIRECTOR HAMPSON: Actual. >> CONCIE PEDROZA: Quick context please. >> DIRECTOR HAMPSON: [indistinct] for you. >> CONCIE PEDROZA: Yeah no problem. So the Assistance League of Seattle is one of our key partners and I am actually in love with Operation School Bell since my days as a head teacher at Bailey Gatzert Elementary School when I got to watch children get their clothing. It was one of the biggest highlights of our experience. Just to share that they've been in a partnership with through the Seattle Public School Family Support Worker Program they we have been partnered with them since 1990. It's an all volunteer program that has been historically focused on helping students and families who are the most in need in our schools and the furthest from educational justice. The clothes for kids donation of over

107eleven thousand dollars is worth of new winter coats. And then also we provide they provide COVID-19 gift relief cards for families. The ASL partnership donated over forty three thousand dollars in emergency assistance in the form of gift cards. And then there's an annual shopping spree of four hundred thirty eight thousand in 2020-2021 and four hundred seventy five proposed allotment for 21-22 pending board approval. They've also deliver books to our families. They provide supports in terms of summer programing gift cards Nike with Sony. Those were delivered through Gerald Donaldson and Dominique Pise summer programing and also enrichment scholarships. And the just many many things and they're directly linked to our McKinney-Vento program. And so I just want to share that it's a really a wonderful program and intro and action would be a wonderful way to

108ensure that our students get the services and the need met right away to our schools. Thank you. Any questions. >> DIRECTOR HAMPSON: You have a question. >> DIRECTOR DEWOLF: Just. >> DIRECTOR HAMPSON: Yes Director DeWolf. >> DIRECTOR DEWOLF: Just extreme gratitude for the Assistance League of Seattle and hope that if they're watching or listening that they understand how grateful I think myself I don't want to speak for the full board but how incredibly grateful we are for for their support to our students. So I just want to make sure that they know that. >> CONCIE PEDROZA: Make sure too to let them know as well. >> DIRECTOR HAMPSON: Thank you Dr. Pedroza. And Ellie if you could call for the vote and then afterwards you can have another look at the website which seems to

109not be loading again for us. thank you. >> ELLIE WILSON-JONES: Calling vote. Director DeWolf [aye] Director Dury [aye] Director Harris [aye] Vice President Hersey [aye] Director Rankin [aye] Director Rivera-Smith [aye] President Hampson [aye.] This motion is passed unanimously. >> DIRECTOR HAMPSON: On to action item number five. Approval of contracts for private schools proportional share services RFQ 03969. The provision of equitable services to private school students eligible for special education. Providers are Hamlin Robinson Hampton Tutors with a ‘T’ not an ‘S.’ Ryther and Spring Academy. This came through Student Services Curriculum and Instruction on August 18th and is was recommended for approval as presented here for introduction and action. May have a motion. >> DIRECTOR HERSEY: Of course. I move that the school board authorize the Superintendent to execute contracts with Spring Academy in the amount

110of eight hundred and thirty thousand dollars. Hamlin Robinson in the amount of one hundred thousand dollars. Hampton Tutors in the amount of ninety thousand dollars and Ryther in the amount of forty six thousand dollars or excuse me forty six seven hundred and forty four thousand dollars to ensure the provisions of equitable services to parentally placed private school students attending approved non profit private schools under the Individuals with Disabilities Education Act IDEA and with any minor additions deletions and modifications deemed necessary by the Superintendent and to take any necessary actions to implement the contracts. Immediate action as always is in the best interests of the district. >> DIRECTOR RIVERA-SMITH: Okay. Second. >> DIRECTOR HAMPSON: This has been moved by Vice President Hersey and seconded by Director Rivera-Smith. All right I will go this time first to

111Dr. Pedroza to brief us on this introduction and action item. >> CONCIE PEDROZA: Yes. This is an annual item and we are federally required by Individuals with Disabilities Education Act IDEA to set aside a proportionate share of the Federal Special Education Funding Allocation to provide equitable special education services to students attending approved nonprofit private schools. If there's any specific questions we I'm here to answer them as well as Dr. Tores. >> DIRECTOR HAMPSON: Okay first to you Director Rankin. No comments questions or concerns. Anyone else. All right thank you. We'll call for the vote. >> ELLIE WILSON-JONES: Apologies for the delay. Director Dury [aye] Director Harris [aye] Vice President Hersey [aye] Director Rankin [aye] Director Rivera-Smith [aye] Director DeWolf [aye] President Hampson [aye.] This motion is passed unanimously. >> DIRECTOR HAMPSON: Thank you. This brings

112us to action item number six. University of Washington Experimental Education Unit EEU Interagency Agreement to provide special education services to students with individualized education programs IEP’s age for ages three through six. This came through Student Services Curriculum and Instruction on August 18th and is presented here is recommended for approval and is presented here for introduction and action. May I have a motion. >> DIRECTOR HERSEY: Pull up because this is a long one. I move that the school board authorize the Superintendent to execute an in an interagency agreement with the University of Washington Haring Center in the amount of one million eight hundred and sixteen thousand three hundred and seventy seven dollars for the following services. Educational services for up to 42 preschool students including extended day services for up to 21 students delivered by the

113EEU in the amount of one million seventy eight thousand nine hundred and seventeen dollars. Educational services for up to 17 kindergarten students delivered by the EEU in the amount of six hundred and fifty three thousand one hundred and one dollars. And technical support and training to staff and services for students in [indistinct] preschool classrooms/programs within the Seattle Public Schools to be provided by the professional development unit in the amount of eighty four thousand three hundred and fifty nine dollars in the form of the draft agreement attached to the school board action report with any minor additions deletions and modifications deemed necessary by the Superintendent and to take any necessary actions to implement the contract. Immediate action is in the best interest of the district. >> DIRECTOR RIVERA-SMITH: Second. >> DIRECTOR HAMPSON: This has been moved

114by Vice President Hersey and seconded by Director Rivera-Smith. Back over to you Dr. Pedroza. >> CONCIE PEDROZA: Yes just to share that that the University of Washington's EEU programming has been a long term standing interagency agreement a partnership that we've had. For this specific BAR it is to provide inclusive services for 17 kindergartners and 42 preschool students including 21 Project DATA which is Developmentally Appropriate Treatment for Autism service seats. It is an [indistinct] recognized program that began at the Haring Center and then Project DATA is the model for which Seattle Public School has designed our preschool continuum with intensive services as well and programing for students with autism spectrum disorder. There's additional supports in terms of coaching and additional supports for students and families. Our early learning program partners very extensively with them and we

115do have the Director of Early Learning here if there are additional specific questions about the program. But I'm here to have any comments or questions. >> DIRECTOR HAMPSON: Director Rankin to you. >> DIRECTOR RANKIN: You. Yeah don’t want to repeat the conversation that we had in in committee which was great. I guess but I do want to note that we had a really good something that we talked about was how valuable the inclusive early learning environment is. And that our SPS early learning is also taking steps to become to have more inclusive settings and I think that at least from directors on this end of the table as well as I think everybody else at one point or another has expressed we're very very interested and supportive of having early learning environments be accessible to

116all any and all of our students. And I'll add also as a personal note as a six year long parent at the EEU of a child with and without children with and without disabilities one of the you know early intervention is so important and especially for you know for students who have an identified disability but also in the case of my child a student who has a disability that had not yet been identified that emerges in the early learning environment. And having educators that know what to look for and know how to how to address and help help kids succeed and help families learn about disability is just invaluable. So I'm really grateful to to hear more and always eager to hear more about from our early learning about how we're braiding together various programs

117and overcoming the obstacles that are usually to do with the funding mechanisms not the students. Just based on what programs are funded by federal state local and how those go together. So I just want to say hugely appreciate you know the renewal of this and also the efforts to make our offerings as well more inclusive. >> DIRECTOR HAMPSON: Director Harris. >> DIRECTOR HARRIS: I so wish that we had videoed that meeting because it was marvelous. And and remember five years ago we were ready to throw the EEU out and and lose that extraordinary nationally recognized partnership. When the Seattle Preschool Program started it didn't start with Seattle Preschool Plus. ‘Plus’ meaning the inclusivity of students that need additional assistance. And one of the things that we've done pretty consistently is said you told us back

118then you were going to bring some of these services or model those services in-house and that appears to be happening and extraordinarily grateful that that is happening. Things have gone slowly too slowly for my speedy taste but it is in fact happening because a great many people are working on it. Thank you. >> DIRECTOR HAMPSON: Okay Ms. Wilson-Jones please call for the vote. >> ELLIE WILSON-JONES: Director Harris that was an ‘aye’ Director Harris [aye] thank you Vice President Hersey [aye] Director Rankin [aye] Director Rivera-Smith [aye] Director DeWolf [aye] Director Dury [aye] President Hampson [aye.] This motion has passed unanimously. >> DIRECTOR HAMPSON: Thank you. On to number seven. Thank you Chief I mean Associate Superintendent Dr. Pedroza. Concie. Okay item number seven. BEX V School Construction Assistance Program SCAP and Distressed School Grant Award Construction

119Contract P 5179 Bid Number B102017 to Absher Construction Company for the Viewlands Elementary School Replacement Project. This came through Ops on June 3rd and is recommended here for approval. And and I see you are here to present to us Chief Podesta. >> FRED PODESTA: Yes thank you. Chief Operations Officer Fred Podesta. This item and the next were brought to the board prior to the construction bid because we try to make good use of our summer construction season. And so that is the revision that is bringing these BAR’s for discussion as the bids have been completed and we have an apparently successful bidder and we're awarding a contract and we have a contract amount. So item seven is for the construction contract for the replacement of Viewlands Elementary School. There were six bidders who submitted bids

120on August 10th. Absher’s successful bid was fifty two point one million versus our construction estimate of fifty eight point seven million. The bid climate this summer has been pretty good. There certainly was uncertainty during COVID and the supply chain issues. But so far things have been favorable. The construction should be completed in July of 2023. This project is subject to the district student and community workforce agreement and the project itself will utilize passive design which will minimize the use of energy overall and will eliminate any use of fossil fuels in the new build. Be happy to entertain any questions. Yes and we'll do the motion at the end because I forgot again. So we'll go first though to Director DeWolf for as the chair of Operations for any comments questions. >> DIRECTOR DEWOLF: Thank you

121so much Chief Podesta. Always good to see you. Glad to see you back in person. We sent this to the board for approval and I just wanted to also highlight thank you for for mentioning the district's commitment through this to honoring our resolution we passed earlier this year the 100% Clean and Renewable Energy Resolution. But I also want to highlight that this this BAR also includes the requirements of the student community workforce agreement and were included in the contract documents so thank you for ensuring that those are there too and I'll turn it back over to you President Hampson. >> DIRECTOR HAMPSON: Any comments questions Director Rivera-Smith and then Director Hersey. >> DIRECTOR RIVERA-SMITH: Hi thank you. This is an item that I also mentioned was introduced back in June 23rd and many might agree

122that this was an item destined for the consent agenda. But I I appreciate it being here because when it was introduced it lacked the contract vendor name the dollar amount and the alternatives in addition to the base bid so now that we have those in I appreciate that this was brought forward for discussion during action. Thank you Chief Podesta. >> DIRECTOR HAMPSON: Director Hersey Vice President Hersey. >> DIRECTOR HERSEY: You I just have some general questions around how are we advertising the student community work force agreement in respect to these projects. Like how are we getting the word out for people to know that this is available. >> FRED PODESTA: We are working both with contractors and subcontractors to help them understand kind of the contours of the agreement and what it means to them.

123And how working with them on their kind of inclusion planning for their recruiting for labor can see how are they going to meet the terms of the agreement and get the type of workers in our local agreement that we're trying to get. So we’re this is still evolving. >> DIRECTOR HERSEY: Sure. We’ve engaged a couple of local public affairs consulting firms to help us with experienced some of the groups that helped us establish the agreement and are helping us with other kinds of inclusionary contracting. But you know it's the contracting with the construction labor market is an interesting place right now. But and then we're also partnering with our colleagues in CTE to make sure our own students and since our agreement extends benefits to Seattle Public Schools households broadly defined to make sure that

124you know our students understand it and their families understand it. So we're you know again trying to beat the bushes with each bid. And really again since these are employees of our contractors trying to understand from them what they're doing. And many of them are pulling out many stops to to locate labor right now because of the kind of dislocations in the labor market. >> DIRECTOR HERSEY: That's awesome. Thank you so much for that update. If there is any way specifically for Board director when projects pop up in our districts that we can be helpful in getting the word out to make sure that the folks who the community workforce agreement was intended to have access to it please do not hesitate to let us. >> FRED PODESTA: That would be great. You know we

125as you mentioned earlier where you do the job of celebrating ribbon cutting we may think about some groundbreaking and as we roll levies think on the planning end are there kind of public events that we could make those things more visible. >> DIRECTOR HERSEY: Fantastic. Thank you. >> DIRECTOR HAMPSON: I love that idea. Any other comments questions or concerns. Okay can I have a motion for this. >> DIRECTOR HERSEY: Just to clarify we're on number seven correct. >> DIRECTOR HAMPSON: Yes. >> DIRECTOR HERSEY: I move that the school board authorize the Superintendent to execute construction contract P5179 with Absher Construction Company in the amount of fifty two thousand or excuse me fifty two million one hundred twenty five thousand eight hundred and seventy five dollars including base bid plus alternatives number 1B to A 3

1264 5 6 9 10 11 and 12 plus Washington state sales tax with any minor additions deletions and modifications and actions deemed necessary by the Superintendent to implement this contract. Surprisingly immediate action is not in the best interest of the district. >> DIRECTOR HAMPSON: That was not part of the official motion that last comment. Is there a second. >> DIRECTOR RIVERA-SMITH: Second. >> DIRECTOR HAMPSON: Okay Ms. Wilson-Jones will you call for the vote please. >> ELLIE WILSON-JONES: Vice President Hersey [aye] Director Rankin [aye] Director Rivera-Smith [aye] director DeWolf [aye] Director Dury [aye] Director Harris [aye] President Hampson [aye.] This motion has passed unanimously. >> DIRECTOR HAMPSON: Okay and that moves us to number eight. BEX V School Construction Assistance Program SCAP award construction contract P5180 bid number B 102029 to Cornerstone General Contractors for Kimball

127Elementary School replacement phase 2. This came through Operations on June 3rd and is presented here for approval. This has been updated since introduction. May I have a motion for this item. >> DIRECTOR HERSEY: Absolutely. I move that the school board authorize the Superintendent to execute construction contract P5180 with Cornerstone General Contractors in the amount of forty nine million twenty eight thousand six hundred and ten dollars including the base bid plus alternates number 1 2 3 4 A 5 B and 7 plus Washington State sales tax with any and minor additions deletions modifications and actions deemed necessary by the Superintendent to implement the contract. >> DIRECTOR RIVERA-SMITH: Second. >> DIRECTOR HAMPSON: This has been moved by Vice President Hersey and seconded by Director Rivera-Smith. Over to you Chief Podesta. >> FRED PODESTA: Thank you. This is

128virtually the same situation as the previous item. This was a contract that this authorized a contract that had not been bid at the time it was introduced. Bids have since come in as expected on July 27th there were five bidders. The successful bid came in at forty nine million versus the estimate at the time of fifty four point four. Again we’re benefiting from a favorable bid climate. This will like the previous project this will make use of passive design and eliminate all use of fossil fuels in the building and is also subject to the terms of our student community workforce agreement. >> DIRECTOR HAMPSON: And to you now Director DeWolf. >> DIRECTOR DEWOLF: Thanks President Hampson. I guess maybe more of a general comment. On October 1st was the year that we would be a

129year that we signed that agreement and so I would just maybe make a plug or a request if there's any possibility for our district to be thoughtful about that one year anniversary to use that as a hook to do I think exactly as Director Hersey excuse me Vice President Hersey was mentioning which is we really need to get the word out. I think it came obviously in the middle of COVID last year so it was the time it could be but it would be really really helpful I think if we got and shared this information with more of our community. So just to plug for that and I'll turn it back over to you President Hampson. >> DIRECTOR HAMPSON: Any comments questions or concerns from directors. Director Rivera-Smith. >> DIRECTOR RIVERA-SMITH: Hi. Likewise I appreciate

130this going forward with the name of the project vendor dollar amount and alternatives in addition to the base bid so that we can maximize transparency with the community. Thank you Chief Podesta. >> DIRECTOR HAMPSON: Sorry was that it. I'm a little distracted by the side talking so I didn't quite hear the end of that. Okay all right great. So with that I’ll call for the vote. >> ELLIE WILSON-JONES: Director Rankin [aye] Director Rivera-Smith [aye] Director DeWolf [aye] Director Dury [aye] Director Harris you say one more time in the mike thank you [aye] Vice President Hersey as that an ‘aye’ [aye] thank you and President Hampson [aye.] This motion has passed unanimously. >> DIRECTOR HAMPSON: Are we okay with the 7:00 PM break. Is that soon enough. Okay the light okay when we take a break

131maybe we'll check with staff about seating rearrangement or somehow taking that light out. Number nine item number nine. Approval of the 21-22 transportation service standards ridership eligibility. This came through Operations on August 12th 12th and was presented for approval. It is presented here for introduction and action and materials have been updated as of yesterday the 24th of August. May I have a motion for this item. >> DIRECTOR HERSEY: Absolutely. I move that the school board approve the recommended transportation service standards including Appendix A and Appendix B that are attached to the board action report for the 2021-22 school year and authorize the Superintendent to implement the standards with minor modifications as needed. Immediate action is in the best interest of the district. >> DIRECTOR RIVERA-SMITH: Second. This has been moved by Vice President Hersey and

132seconded by Director Rivera-Smith. Chief Podesta. >> FRED PODESTA: Thank you. The adoption of transportation service standards is an annual action by the board. The documents which students are eligible for transportation services provided by the district. This set of standards is fundamentally a return to the standards that we had in 2019-2020 school year providing transportation as we expect for both general ed and special services. It is modified to provide transportation services to students have been relocated to interim school sites as a result of our construction program. Some of the projects two of the projects we just mentioned will relocate students and so transportation is provided to the interim sites. One other aspect of this is we're trying to align bell times for Headstart students and this starts moving us with elementary bell times and the transportation

133standards starts to move in that direction to the extent. And of course we're starting up our transportation program at scale after a long period of time so we're still monitoring our resources closely. But so far things are looking pretty good. And again so this is a big I hate to say it this way but it's kind of return to normal for us in terms of transportation. Happy to take any questions. >> DIRECTOR HAMPSON: You’re gonna you're going to jinx it chief Podesta. Okay to you Director DeWolf. >> DIRECTOR DEWOLF: Thank you President Hampson. One clarification chief Podesta is that this is obviously an annual action. And I think some of the conversations we were having last year around our transportation is this the vehicle for us to was this the vehicle for us to bring

134those issues from last year's transportation issue or is that a completely different vehicle for these conversations. >> FRED PODESTA: This structurally this would be the vehicle as we think of other equity issues and efficiency issues they would manifest themselves in the annual transportation service standards. This particular set because of just the resources and the timing required for the start of school doesn't. Again it it's fairly status quo. I'm bringing them to you very late in the summer. Some in typical years we adopt these early in the year for the following year but we didn't know what school was going to look like fall. So we will begin this work after we have a successful start of to the school year we will begin the work we've been talking about it. Evaluating the standards in terms

135of equity and efficiency given the financial challenges our transportation program faces that we discussed earlier in the year. >> DIRECTOR DEWOLF: Understood. So I guess my only request is just to make sure that we have an assurance that that will be the priority for the next one and that that process will include hopefully some student and community voices. >> FRED PODESTA: And I would say you know a less restrictive environment for Headstart students is is a step. It may be modest but there's again where we made some adjustments so far. >> DIRECTOR HAMPSON: Okay questions comments concerns from other directors. Director Rankin. >> DIRECTOR RANKIN: I'm just double checking something I believe to be true just making sure. I had I think it was just one person but asking me about bell times and if

136there was discussion around changing times and that's the times really that's in the transportation service standards but that's also embedded in the collective bargaining agreement right. So if even if anybody had wanted to talk about changing bell times it wouldn't be only here. >> FRED PODESTA: I am not aware of any constraint in our collective bargaining agreement for bell times at a particular school. Oh no that’s the calendar sorry we agreed [indistinct]. >> FRED PODESTA: [indistinct] happened to be codified in the transportation service standards as an artifact of well this is how you need to set up transportation to accommodate the bell times. They’re not really with the exception of Chief Sealth and Denny Middle School where we it was a condition of our master use permit of staggered bill times for the two sites

137school you know we work with schools about the bell times they'd like to have just like we worked with Early Learning about the bell times that they would like to have. Try to accommodate that in our transportation program. It doesn't dictate bell times it just. >> DIRECTOR RANKIN: Okay. >> FRED PODESTA: Records them. >> DIRECTOR RANKIN: Gotcha. Thank you. >> FRED PODESTA: Given Director DeWolf’s question one of the things we would be looking at in the future is if we staggered bell times a little bit differently could we get some of those efficiencies. Not necessarily changing the whole tiering system but just a little bit of adjustment of each end that one route could serve two schools [indistinct] those are the kinds of [indistinct]. >> DIRECTOR HAMPSON: I just are there questions I just had

138a quick question about under G no yes it is under G page 5 per the construction master use permit Decatur Elementary School and Thornton Creek Elementary School must begin school a minimum of forty five minutes apart. Construction master use permit is construction no longer I mean there's no construction going on there right now. >> FRED PODESTA: Yeah that's a similar situation to Denny and Sealth. It's that to get the master use permit for the site we've made agreements with the city that occasionally we will stagger bell times. >> DIRECTOR HAMPSON: Got it. >> FRED PODESTA: So there isn't any as part of the traffic management plan. >> DIRECTOR HAMPSON: Right okay. That makes sense. Okay. Nothing else. Ms. Wilson-Jones please call for the vote. >> ELLIE WILSON-JONES: Director Rivera-Smith [aye] was that an ‘aye’ [aye]

139thank you Director DeWolf [aye] Director Dury [aye] Director Harris [aye] Vice President Hersey [aye] Director Rankin [aye] President Hampson [aye] this motion is passed unanimously. >> DIRECTOR HAMPSON: Okay. Number 10 on the action item agenda. First Student contract amendment number 2. This came through Operations on August 12th and its presented was recommended for approval and is presented here for introduction and action. May I have a motion for this item. >> DIRECTOR HERSEY: I move that the school board approve contract amendment number 2 with minor additions deletions and modifications deemed necessary by the Superintendent. Immediate action is in the best interest of the district. >> DIRECTOR RIVERA-SMITH: Second. >> DIRECTOR HAMPSON: This has been moved by Vice President Hersey and seconded by Director Rivera-Smith. Chief Podesta over to you. >> FRED PODESTA: Thank you. This is

140the second amendment with our contract with First Student who is our primary transportation service provider. Provides yellow bus service for student transportation. Our contract with First Student had a one year extension built into it that would serve this year that is required to be agreed to a mutual agreement by both the district and First Student. This amendment exercises that option for the option year. It also is part of the negotiations with First Student to exercise this option. We've been discussing this issue all year with them given that the 20-21 school year was the second to last year of their contract and the fifth year is something that we had to mutually agreed to. The challenge for both of us was our the structure of our contract was really unit based. That First Student gets compensated

141for bus service that they actually provide on a per route basis and we get compensated from the state on the same formula of actually transporting students. So in March of 2020 when we the COVID pandemic caused us to discontinue in-person education student transportation virtually ceased and but given that we wanted to keep First Student on tap and keep drivers on the payroll we continued to pay First Student through the end of the 19-20 school year. In the fall and we're assured at least informally by the state that that would be all right and we would be reimbursed for those costs as cost per our usual formula. In the fall of 2020 it was not clear how compensation and to school districts in the state would work given that the formula it's about actually transporting students

142and at the start of the year we weren't. And so we at least informally worked with First Student to say you know subject to funding being available from the state subject to the approval by this board we would help them with the uncompensated costs that they have for property insurance maintenance keeping their lease costs for busses. You know all the fixed costs that they have to park 400 busses that we will ask them event and that we needed them to provide us this year and we needed them to provide us in the spring of the last school year. So we worked over a lot of numbers and again made it clear that we would only consider a settlement to help them with uncompensated costs based on the availability of funding from the state. And which

143was not clear until the spring would the state allow us to cover those kinds of costs. That became clear finally at the end of the legislative session and so we reached a settlement to cover a portion of their uncompensated costs. One lump payment of eight million dollars. It also establishes the rates that we've agreed to for the coming school year and also allows for cost for cleaning services that weren't anticipated in the original contract and relaxes the bus replacement requirement since again we're in the last year of our contract and this district's contract has an unusual requirement of the aging of busses. It's different than the state requirement so that's something we want to look for in the long term. But I think First Student has been a good partner. Has realized in revenue from

144us not counting our settlement about eight million dollars out of an expected thirty eight million dollars is what they would usually and kept the lights on and [indistinct] you know pretty much come through for us and provided whatever service they could as we needed it. Whether it was delivering meals whether it was ramping up some services in a hybrid model on very short notice which were different than we had been planning for. And I think so far we're comfortable with their preparations for the fall. Again we're starting up a big program after many months of not having it. But I think everybody is working hard in a difficult labor climate to be ready. I recommend it that this is the best place we can land to have services in the coming. Happy to take questions.

145>> DIRECTOR HAMPSON: We'll go to you first Director DeWolf. >> DIRECTOR DEWOLF: Thank you President Hampson. I don't have any questions. Just want to highlight again the kind of the concern that we had raised in committee was just around eight million and so appreciate you kind of highlighting the fixed costs and it sounds like we actually come out better in the end with that low of a number. So I appreciate that clarification so I'll turn back over to you. >> DIRECTOR HAMPSON: Okay any questions comments or concerns from directors. Director Rivera-Smith. >> DIRECTOR RIVERA-SMITH: Thank you. Chief Podesta we heard earlier tonight about the importance of getting to electrified fleet for our schools and including our busses. Was there any consideration with First Student in moving towards and electric fleet. >> FRED PODESTA: Well they

146would love to talk to us about electrifying their fleet. They have asked many times when they might be allowed to present to our clean energy task force and have met with us and their partner Nextera which is a big green energy provider on their plans. And again they're at the end of a contract and have equipment already so and so there's a big capital investment of building an electric bus barn and vehicles which now electric school busses is more than two hundred thousand dollar premium over diesel but and so we're talking to them and other providers and industry experts about them how does how does any firm or how does the district amortize those costs given that these contracts are limited to a five year term. But they again have been responsive to our questions.

147Seem very interested in you know what the next contract will look like we'll be going to bid before the end of the year for our next five year [indistinct.] So I think at the end of a contract when nobody even knew what school exactly would look like this year you know we can't do much but they certainly expressed great interest and have been very forthright on their plan. >> DIRECTOR RIVERA-SMITH: Thank you Chief Podesta. >> DIRECTOR HAMPSON: Any other comments questions or concerns. Okay let's call for the vote. >> ELLIE WILSON-JONES: Apologies President Hampson. Did we get a motion and second on this I believe we did but I was lost track on this one. >> DIRECTOR HAMPSON: I possibly not. Did we move. We did. Okay it was a short one so that might

148have. >> ELLIE WILSON-JONES: Thank you. Director DeWolf [aye] Director Dury [aye] Director Harris [aye] Vice President Hersey [aye] Director Rankin [aye] Director Rivera-Smith [aye] President Hampson [aye.] This motion has passed unanimously. >> DIRECTOR HAMPSON: Okay do you have a preference for us to move through this next item Chief Podesta or are we okay to take a break. >> FRED PODESTA: We have one more action item then I'm. >> DIRECTOR HAMPSON: Okay. I’m gonna. >> FRED PODESTA: I'll be back later but it's totally up to you. [indistinct.] >> DIRECTOR HAMPSON: I'm gonna. I'm going to beg the board to get through this next item because then we can take a break and Chief Podesta is done. Okay so action item number 11 approval of the renewed agreement with King County Metro to purchase ORCA Business Passport

149products. This is through Metro Transportation. May I have a motion. >> DIRECTOR HERSEY: I move that the school board authorize the Superintendent to execute a contract with King County Metro for student ORCA cards that will not exceed two point five million dollars in the form of the agreement attached and presented to the school board with any minor additions deletions or modifications deemed necessary by the Superintendent and to take any necessary actions to implement the contract. Immediate action is in the best interest of the district. >> DIRECTOR RIVERA-SMITH: Second. >> DIRECTOR HAMPSON: This has been moved by Director Vice President Hersey and seconded by Director Rivera-Smith. Take it away Chief Podesta. >> FRED PODESTA: This is an annual renewal of our agreement with King County Metro to provide ORCA cards. This is dependent on the transportation

150service standards that you adopted earlier in this meeting to provide the actual cards that we give students that this is their means. There's no real changes here other than the fact that we this is a three way partnership between the district King County Metro and the City of Seattle and the City has picked up the full cost of actually buying the twenty thousand cards that we buy at five dollars a pop. So that's nice. But other than that this is the same as it has been in previous years. >> DIRECTOR HAMPSON: Director's comments questions concerns. Director Rankin. >> DIRECTOR RANKIN: Just a quick comment again thanking the students at Rainier Beach for their advocacy that has led to this. And my seventh grader was beyond excited to get his ORCA card yesterday and I said

151do not lose that card. >> FRED PODESTA: Yeah the first one's free. After that. >> DIRECTOR RANKIN: So thank you and thanks to the City and Metro. >> DIRECTOR HAMPSON: Okay. Director Rivera-Smith. >> DIRECTOR RIVERA-SMITH: Yes and we discussed this in committee so I just want to reiterate that I hope there can be some education to the high school students about tapping in and tapping out for their rides because as we're now paying not by just trip but by length of trip them tapping that is critical to you know. >> FRED PODESTA: Sure. >> DIRECTOR RIVERA-SMITH: Save us some money. >> FRED PODESTA: Yeah we’re. >> DIRECTOR RIVERA-SMITH: There. >> FRED PODESTA: We're in conversations with Sound Transit that you know applies to Link light rail about that and other [indistinct.]. >> DIRECTOR RIVERA-SMITH: Thank

152you. >> DIRECTOR HAMPSON: So brief question which I'm happy to take off line at a separate time if that's preferrable. This is such an amazing program and again thanks to those students for their advocacy. And it led me to wonder why we want to grow transit users we should be encouraging use at this as young a age as possible. And then I know there's also as a result, if more kids are doing using ORCA cards to for transportation that's in some sense a competition with school bus service but we also know our limitations there. So one of my questions is that we don't provide specific we provide transportation we don't necessarily provide ORCA cards automatically for our students experience McKinney-Vento students. >> FRED PODESTA: No not necessarily. Depending on you know where they fit into

153the standards and where if they're out of district often they're using alternative providers for those. >> DIRECTOR HAMPSON: Students experiencing homelessness or if they qualify under McKinney-Vento foster students low-Income students it seems as though there's a graduated set of students that are in middle and high school for whom it would be really critical to have access to ORCA cards [indistinct]. >> FRED PODESTA: I think that's a great point and speaks well to the kind of revisioning the transportation service standards as Director DeWolf brought up earlier [indistinct]. >> DIRECTOR HAMPSON: Okay. >> FRED PODESTA: Exactly. >> DIRECTOR HAMPSON: It's and and there's a high need those first two groups that I brought up there's an incredibly high need to be a particularly once you're in middle and high where they need to be able to utilize

154transportation on their own and having not having access to ORCA card. It's it’s a community decision and a partnership that you know we would have to encourage but then I think it also to the everything else that we've heard about tonight climate change. Again we're growing students I'd like to see it eventually be all of our students get all the students get free ORCA cards because that's how we're going to grow students that are going to use public transportation. And and the bus won't have such a negative connotation along with all of the other fantastic transportation options that come along with that so. Yeah I would love to continue talks about that. We very much the Transportation Department would very much like to leverage its relationships with transit providers. And we have new contacts with

155Metro. One of them sitting to your right and so we hope to and another as well. >> DIRECTOR HAMPSON: Just a couple. >> FRED PODESTA: And so we hope we really see that there's an educational opportunity to using transit as opposed. >> DIRECTOR HAMPSON: Yes. >> FRED PODESTA: To yellow bus service or other things. >> DIRECTOR HAMPSON: Yeah okay. Thank you so very much for allowing me to highlight that and responding positively and hope we’ll get to talk about it more and with that I'll call for the vote or I mean can you please call for the vote. Did I miss somebody. No. >> ELLIE WILSON-JONES: Director Dury [aye] Director Harris [aye] Vice President Hersey [aye] Director Rankin [aye] Director Rivera-Smith [aye] Director DeWolf [aye] President Hampson [aye.] This motion has passed unanimously. >> DIRECTOR

156HAMPSON: Thank you Chief Podesta. And for once you're not going to be the last one standing at the end of the evening. A 10 minute recess okay. Reconvene at so we will recess at this time 7:05 and reconvene at 7:15. Item number 11. Approval of the renewed agreement nopes we did that. Item number 12. Last action item. Approval of resolution 2021/22-3 to request a waiver from the 180 instructional day requirement for the 2021-22 school year. This is presented this did not go to committee is presented for introduction and action. And I am going to turn sorry may I have a motion please. >> DIRECTOR HERSEY: I move that the board approve resolution 2021/22-3 as attached to the board action report to request the two day waiver from the one hundred and eighty day instructional day

157requirement in RCW 28A.150.220 for the 2021-22 school year and provide assurance that the district will meet the instructional hour requirement in RCW 28A.150.220. I further move that the school board waive the provision of policy number 1420 that board action reports and relevant supplementary information will be posted to the district's website at least three days in advance of the board meeting. Immediate action is in the best interest of the district. >> DIRECTOR RIVERA-SMITH: Second. >> DIRECTOR HAMPSON: This has been moved by Vice President Hersey and seconded by Director Rivera-Smith. And I will go now to Associate Superintendent Dr. Concie Pedroza. >> CONCIE PEDROZA: All right good evening. [indistinct] I'm here to present the board action report regarding the district's petition to OSPI for one hundred and eighty day waiver for two additional days for kindergarten transition

158activities. You will see in the attached BAR to the attached to this BAR the resolution for board approval and the OSPI waiver waiver application. The resolution is a requirement of the OSPI waiver application that will be submitted to OSPI. We are seeking both intro and action this evening due to the waiver requirements as well as the start of school year schedule what’s brings us to this decision this evening. Approval of this BAR allows for kindergarten staff to engage in two additional days on September 7th through 8th for family connections conferences. We have heard from families and educators that our youngest learners and their families would benefit from a graceful transition back to in-person learning. In response to the family and community need all students including students furthest from educational justice will have the opportunity to

159meet virtually with their teachers and other staff including special education staff bilingual staff specialists to ensure that families can share their students’ story strength and need to be asset and social emotional focused to start this school year. Typically kindergarten staff and families have three days to complete WA Kids family connection conferences. This is a state mandated activity as part of WA Kids kindergarten readiness assessment. The district is seeking a waiver from OSPI for an additional two days of transition activities including extended conferences for preschool and kindergarten students and their families on September 7th and 8th with the first day of preschool and kindergarten instruction beginning on September 9th. The calendar schedule is posted on our website and on our calendar pages. It was planned last spring as part of our COVID response to incoming families

160who have not yet been and it been to school in our district when this decision was made OSPI guidance allowed for asynchronous learning. When updated guidance was released in late May this was no longer allowed. The impact of this decision required staff to try and identify options and consult with OSPI and resulted in the decision to request a waiver. However the timeline of that this decision did not come in time for inclusion at the last meeting in early July. This is why we're asking for introduction and action today prior to the start of the school year. While we are excited to return to school in person we cannot ignore that up to five hundred and thirty three of the nine hundred and ninety one preschoolers enrolled in Seattle Public Schools during the 2021 school year

161elected to remain remote given the return in March. And it is important to note that many families have been out of school and have not yet participated in our in-person learning opportunities. Ensuring families have an expanded opportunity to meet with district staff work to build culture of care and supportive environments of return will help build a strong foundation for the year. And just I want to talk to you a little bit about the technical components of the waiver. OSPI requires a signed resolution from the board indicating the number of days we are requesting the waiver for as well as assurances that we will meet the instructional hour requirements for the year. We are requesting a two day waiver and we will still meet the one thousand instructional hours requirement for kindergarten. The waiver request is

162only for the 2021-22 school year. Thank you Dr. Pedroza and now we'll go to board directors for comments questions concerns. Director Rankin. >> DIRECTOR RANKIN: Thank you. I am wondering about families with kindergartners who celebrate Rosh Hashanah. How and fully appreciate and understand that the first day of kindergarten has been on the 9th so that all students can participate in that first that landmark first day. But now of course I'm wondering about the opportunity to get to know the teacher and sort of have that introductory experience if how how we're making that available to students who might not be flexible on those days. I can add that the reason why for the conferences Rosh Hashanah is a big consideration in that and so the extension of the three to five days actually provides more opportunities

163to meet around the Rosh Hashanah holiday. And I will note that if this doesn't get passed the kindergarten day could fall back to the two earlier days and that would impact families who celebrate Rosh Hashana for the first day of school. And we noted that in the in the application. >> DIRECTOR RANKIN: Okay so there's flexibility beyond the 7th and 8th to to. >> CONCIE PEDROZA: Yeah. >> DIRECTOR RANKIN: Reach out to those families. >> CONCIE PEDROZA: Yeah there's five days total. >> DIRECTOR RANKIN: Okay. >> CONCIE PEDROZA: So we're extending the. >> DIRECTOR RANKIN: Great. >> CONCIE PEDROZA: WA days from three to five. >> DIRECTOR RANKIN: Gotcha. >> CONCIE PEDROZA: So the state allows three days we are here requesting two additional days. >> DIRECTOR RANKIN: I got it now thank you. >>

164CONCIE PEDROZA: Okay. >> DIRECTOR RANKIN: Okay thanks. >> DIRECTOR HAMPSON: Any other comments questions or concerns. No okay. Sorry Director Rivera-Smith. >> DIRECTOR RIVERA-SMITH: Hi. Thank you. I was wondering do all schools do the WA Kids all schools that have kindergarten. >> CONCIE PEDROZA: Yes our yes our our Seattle Public Schools participates in WA Kids and I believe all of our schools participate in WA Kids for the program because the kindergarten calendar is set and so that is the that is the state requirement that every program so we're identifying preschool and kindergarten for this opportunity for these five days. And those WA Kids they are separate of the Pre-K Connections [indistinct]. >> CONCIE PEDROZA: They are they are. >> DIRECTOR RIVERA-SMITH: Pre-KK yeah. >> CONCIE PEDROZA: Yeah they're it's combined it's combined. >> DIRECTOR RIVERA-SMITH:

165[indistinct]. >> CONCIE PEDROZA: So so preschool is having their parent connector meetings and kindergarten remember these done with the teachers so the individual teachers who will be meeting with the students. And I don't have specifics around the programming but if you have a specific question I do have Heather Brown here Director. >> DIRECTOR RIVERA-SMITH: Okay so families don't do like if you have a kindergartner you don't do both you do one day for both. >> CONCIE PEDROZA: I'm not sure. It depends so [indistinct] sometimes our students go to different schools correct. So I'm not sure exactly how that would work with students in different schools. Heather do you have that a sorry. Sorry I don't know specifics [indistinct]. >> DIRECTOR RIVERA-SMITH: [indistinct] I have an incoming kindergartener and we only have one day so I'm

166wondering did we miss something. So I was just checking if it was a separate. >> HEATHER BROWN: Can you repeat the question. >> DIRECTOR RIVERA-SMITH: Yes are are the WA Kids Family Connections is that a meeting in the separate pre pre-K or are those the same meeting [indistinct] pre-K pre-K K connections and WA Kids Family Connection. >> HEATHER BROWN: Hi there Heather Brown Director of Early Learning. We were calling the two days that pre-KK connects to allow schools who may have completed their WA Kids Family Connections in September 1st through the 3rd to do other kindergarten and preschool family engagement activities. And this would be held virtually. At this point however it does give that opportunity for schools in preschool and kindergarten to have the the additional two days to have those family conferences. So

167we were naming the two days pre-KK Connects but again they can include the Family Connections conferences. If that makes sense. >> DIRECTOR RIVERA-SMITH: Thank you for the explanation. >> HEATHER BROWN: And and all schools and pre-K and kindergarten across the district do engage in these conferences. >> DIRECTOR RIVERA-SMITH: Thank you. >> DIRECTOR HAMPSON: Anything else. Okay Ms. Wilson-Jones please call for the vote. >> ELLIE WILSON-JONES: Director Harris [aye] Vice President Hersey [aye] Director Rankin [aye] Director Rivera-Smith [aye] Director DeWolf [aye] Director Dury [aye] President Hampson [aye.] This motion has passed unanimously and I'm going to circulate the resolution for signature right now. >> CONCIE PEDROZA: Thank you. >> DIRECTOR HAMPSON: Thank you. Okay we will now move to the introduction items on today's agenda. Item number one review and approval of the 2021 career and

168technical education annual plan for board policy number 2170. This came through Student Services Curriculum and Instruction on August 18th and is recommended for approval. Approval of this item would approve the 2021 career and technical education annual plan as attached to this board action report. And I see you'll be briefing us Chief Scarlett. >> KEISHA SCARLETT: Yes. Keisha Scarlett Chief Academic Officer. I'd also like to introduce my colleague Dr. Caleb Perkins he’s our Executive Director of College and Career Readiness. I'm here this evening to introduce this board action report for the annual SPS CTE plan. To introduce the BAR I want to remind the board and those listening our board directors and those listening that board policy 2170 career and technical education states that the board will annually review and approve the district's plan for the

169design and delivery of its career and technical education program. Similar to the the last four years this plan includes strategies to improve the quality of the design and delivery of the district's career career and technical education program and plan for programs through the 24-25 school year. The CTE team uses the annual BAR as an opportunity to share details on how the district's CTE work supports the goals and outcomes of our district’s strategic plan for 2019-2024 Seattle Excellence and our efforts to help all students particularly students furthest students of color furthest from educational justice to become ready for post-secondary opportunities and career preparation. This annual plan emphasizes equity and access to CTE programs that support career exploration and preparation necessary to achieve personal and individual career goals. The plan also highlights strong partnerships between SPS CTE

170industry and business partners community based organizations the City of Seattle and our post-secondary institutions. And now I'd like to take a few moments to share of some highlights from the report. First with respect to CTE enrollment we did have increases in enrollment at all levels. A move from one thousand three hundred and forty three to one thousand three hundred and fifty seven at high school. One hundred and sixty students to two hundred and four students at middle school. And eighty five up to eighty seven at Skills Center. The demographics of our CTE enrollment continue to match the overall district which is really what we want. Strategies. Now this is the fifth year that we’ll bring this annual CTE plan before the board with the same main strategies which are focused on providing more equitable access

171to career pathways rigorous programs workplace learning Skills Center courses and partnerships. The CTE plan also includes powerful examples of our efforts to promote engagement in racial equity. For example in terms of engagement as the board knows well the CTE team participated in the Student and Community Work Force Agreement Task Force. This allowed staff to work with local labor and industry partners to increase access for SPS students in the exploration in preparation for careers in the skilled trades. In terms of racial equity we continued our efforts to increase access for students of color furthest from educational justice to explore and prepare for careers in high interest high demand and family wage areas including in STEM for which we expand course offerings at Chief Sealth and Rainier Beach high schools that connect to programs at Seattle colleges.

172We we also expanded the health and medical pathway so that it’s now available franklin Garfield Hale Lincoln Rainier Beach and Chief Sealth. And they offer this pathway for students. This pathway is a sequence of three courses to introduce and prepare students for careers in the health care industry. With respect to our outdoor education Jay Connolly at Interagency launched an outdoor program that helped students earn a certificate of completion as well as OSHA 10 and forklift endorsements. Finally I should note that the Skills Center served 400 students overall this summer thanks to the leadership of Principal Dan Goldsmith. Speaking of leadership as you may know we've been currently looking for a new CTE lead and we're so grateful that for nearly five years our CTE leadership that Jane Hendrickson provided for SPS. We were sad to

173see her leave the CTE lead position this summer but really are grateful for the legacy that she left here. And we just made a critical hire. So Mr. Brian Dace is the director of CTE long time director for decades I think in Everett Public Schools will be joining us. So we're super excited about him coming aboard. So in the August 18th SSC&I committee we heard the following questions a few questions that I will like to summarize briefly. So we heard some questions from Vice President Hersey from Director Harris And Director Rivera-Smith. Director Hersey cites some concerns about the some questions about the residency at South Lake High School and also wondered about proposed internship opportunities that he heard have been denied. So the CTE team proposed having the partnership with the residency that's through Macklemore

174at South Lake or excuse me Alan T. Sugiyama at South Lake High School in the summer when the Sugiyama leadership brought this idea to us in March. Unfortunately the residency did not have the capacity for the summer. Now going forward Sugiyama can partner with the residency of music in recording arts courses. Also as for internships generally you need to have a CTE course connected to an internship and that sometimes means that it's hard to support CTE credit bearing internships and all areas of schools since they cannot offer all courses. That said schools can provide work-based learning experiences without CTE credit and schools like Franklin are having great success in providing a wide range of these opportunities. Director Harris you wondered about more CTE offerings at ALE and small schools and so the CTE grant pathway

175data that's on page eight and nine of the report and the report document that reports that when a school is able to offer four CTE courses in the sequence this is harder to do when some schools only have one or two CTE teachers. Interagency a school that we spoke about the majority of their programs are skilled trades but they do have career connect courses and a few students who took environmental horticulture and they also offer applied math which is a STEM course. Nova is actually able to offer a wide range of CTE offerings not just the core courses in a particular area for most path for most pathways. Lastly connected to that question and access to Skills Center pathway access is generally free is great has greatly greatly increased. Particularly if we consider the Skills

176Center courses as well. A student can use their summer class with the Skills Center to add to course offerings at their home and remember we have 400 students served this summer through that. And Director Rivera-Smith you had a question about agricultural sciences so I'll just share that with you that according to OSPI grouping for the CTE Pathways Agricultural Science and Environmental Ed falls in the STEM pathway. The horticulture classes are now offered at Nova Hale and Ballard. And environmental science is also offered at Ballard. And then lastly you asked the question about construction at Lincoln and so and what effect the construction at Lincoln will have on CTE course offerings. Yes there will be a nominal disruption some disruption to the CTE courses during construction but the good news is Principal Metzger's already thought about

177this. That the CTE team is working with Principal Metzker to figure out the best interim solution and that Lincoln will have a medical careers and culinary CTE courses available in the long term. So lastly messaging and market marketing. You asked the question about how do we improve this for CTE. And then lastly the CTE team has made a number of recent efforts to develop and communicate about CTE pathways and programs we're excited about Brian Day’s leadership. He's done a wonderful job for Everett Public Schools and he'll bring that brilliance to us at SPS and help us grow as a program. And so with that Dr. Perkins and I will take your questions. >> DIRECTOR HAMPSON: I'll go first to Director Rankin. Chair of SSC&I. I don’t have anything else to ask or add but thank

178you. >> KEISHA SCARLETT: Thank you. >> DIRECTOR HAMPSON: Director Hersey. >> DIRECTOR HERSEY: You for digging deeper into some of those things. Dr. Scarlett that is very much so appreciated. My only question is regarding the fact that it would not necessarily be credit bearing but ATS Alan T. Sugiyama at South Lake could still provide those courses. What would the negative impact of that be and do you think that the administration over at ATS know that that is a possibility. I'm trying to like understand what is the drawback to not having it be credit bearing. >> KEISHA SCARLETT: Yeah absolutely. I have Dr. Perkins [indistinct]. >> CALEB PERKINS: So just to clarify one point sorry Caleb Perkins Executive Director for College and Career Readiness. Thanks for the question. Very important program that you're referring to. First

179of all in terms of its can still be credit bearing it would just be elective credit bearing. >> DIRECTOR HERSEY: Okay. >> CALEB PERKINS: [Indistinct] for it to be CTE credit bearing then the state requires that you take a course before you engage in the internship. So that said there's still absolutely the possibility of providing both the course and the internship. The challenge is just making sure there's adequate enrollment and this is where as happens every time we bring this plan before the board we get good ideas and good feedback and so already the CTE team has been responding on the question around small schools including Sugiyama you know to think through are there ways to share CTE course offerings across some of these schools. But we will also follow up more specifically with the

180plan around the recording arts request that they made so. >> DIRECTOR HERSEY: Thank you for that. So it sounds like to me there isn't necessarily a critical drawback to having it not be credit bearing for CTE in and of itself but rather it can still hold credit just not in that particular program. >> CALEB PERKINS: Correct. So they wouldn't meet that exact graduation requirement but they would still be earning credits that they need to graduate. >> DIRECTOR HERSEY: Got it. Okay. Perfect. Thank you. >> DIRECTOR HAMPSON: Other directors. Director Rivera-Smith. >> DIRECTOR RIVERA-SMITH: Thank you so much for following up on those questions yeah see I really really do appreciate that. I was going to ask a new question regarding middle school opportunities and I see in here there's this partnership with Open Brackets. Can

181you tell us more about Open Brackets. >> CALEB PERKINS: Unfortunately I cannot but I would gladly pull together more information with John Parker and Harvey Wright who are two of the CTE specialists who work on that. But thanks I appreciate the interest I'll have to follow up. >> DIRECTOR RIVERA-SMITH: Thanks [indistinct] was that I don't know if we still use the Microsoft [indistinct] teal I don't remember what it was called but that’s right I was just wondering is this are we still doing teals is this different is there any information on that would be great. Thank you. >> DIRECTOR HAMPSON: Oh okay sorry I couldn't tell at the end there if you were still asking a question. I just have a I don't know if it's a formatting question. I'm confused about which parts are

182the update for what happened in the past and which parts are what's going to happen like we have to approve this next legislative session and so in terms of approving the plan the annual plan this is a policy requirement correct. >> CALEB PERKINS: 2170 that's right. >> DIRECTOR HAMPSON: So it says updates for annual plan goals for the 20-21 school year there's no page number listed I’m on page. >> CALEB PERKINS: This is the table of contents. >> DIRECTOR HAMPSON: Yes and so there's no page number listed and then it says ‘new strategic initiatives for improving design and delivery of CTE’ but then that's a report on what happened in 2021. I'm just confused about when we're talking about 2021 and when we're talking about 21-22. >> CALEB PERKINS: Yeah no I could see how

183some of the information could be clarified. So the updates all of the things below it are the updates where it says ‘new strategic initiatives’ those are all the updates so most of the. >> DIRECTOR HAMPSON: From 20-21. >> CALEB PERKINS: Correct so that's that the that's what's happening. Some of those pieces share a little bit about what's going forward but appendix A is has more of the detail on the specific plans going forward. But embedded with each of those strategies you have information on what we've accomplished and what we want to do going excuse me going forward. But I I that could be further clarified if that would be helpful. >> DIRECTOR HAMPSON: Okay my request would be that somehow you clarify this because I couldn't didn't have I couldn't figure out how to get

184to where I wanted to go and just as somebody who uses a table of contents to go back and forth to get to the actual like what happened. I thought it was structuring me to go find the thing the update for this year versus what happened in the past and you're saying it's embedded but that it just needs to be clear. I didn't couldn't tell that that was part of the same that updates for annual plan goals for 2020-21 school year new strategic initiatives for improving design and delivery of CTE programs that's all part of the same sentence. >> CALEB PERKINS: Correct. Same the same sections right. >> DIRECTOR HAMPSON: Okay yeah. So I think it would much improve the ability to absorb all this information if I could access it. >> CALEB PERKINS: Makes

185sense. >> DIRECTOR HAMPSON: Better. Yeah that's it for me. Okay I think that's it. Thank you very much Chief Scarlett and Director Perkins. How did I get lost. Well I'm [indistinct.] Okay. introduction item number two rename and amend board policy number 3246 restraint isolation and other uses of physical intervention. This came through at long last through Student Services Curriculum and Instruction on August 18th and is presented here for consideration. Approval of this item would rename and amend school board policy number 3246 as attached to the school board action report and take it away Dr. Pedroza. >> CONCIE PEDROZA: Yeah and you can't see my smile because I one of the things I promised Director DeWolf is that we would get this before his term ended and so here we are starting this process. So I

186want to say that to you. So just yes I want to share a little bit of history and then just some context for this this renaming and amending of the policy. First I just want to share some highlights. First the process began in January 2020. Director Hersey and Director Rankin started this conversation in community meetings and with the intent of discussing the intersectionality of race and disabilities from the onset. So I wanted to share that. This is specifically aligned to our strategic plan Seattle Excellence safe welcoming environments. It focuses on students furthest from educational justice students with disabilities and the intersectionality committed to co creating an engagement plan and timeline in May and June with the school board directors. We started this process arm in arm together starting with updates with board memos that all

187the committee meetings meeting with outside folks such as Seattle Children's Hospital an institution that is one of the first hospitals that actually started this process of of what does it look like to have a policy where we actually really talk about what does it mean to de-escalate and not actually put children into harm's way. I just want to also share that we developed a multidisciplinary departmental internal work group. So this included everybody and this is on recommendations when we brought this group it was actually the committee that actually gave us different ideas. So we actually had members from security on that group. We had members from the Department of Transportation principals behavioral specialists counselors so forth SEA members. All part of this group to talk about what does this really mean for all of our

188departments to work together in a [indistinct] way and ensure that we're really really thinking about how we're going to support this plan moving forward. We coordinated and consulted with OSPI. That was starting in January 2021. They’ve met with us many times and given us feedback on our processes and our plans. We [indistinct] community feedback and so the extensive list of all the community stakeholders over 20 are actually listed in the in within the BAR. And we receive feedback in various ways with them and one way I'll share that because we talk about what does engagement actually look like but one way that we shared it is that we actually gave policy and sent it in email to various groups and they sent us back feedback that we then had to incorporate in many of the

189plans. Also in addition we held the community and student forums and I will state that the community forums was did have a student panel that was trained in that forum. And then there was additional students that visited and were part of as guests. And then policy and procedure edits based on feedback direct feedback. And then also I just want to add extensive work with Chief Narver and the general counsel's office. I also want to note some of the big changes towards this policy. We are banning isolation and I want to state that very clear to the entire community. We are banning isolation. We added language to make it clear that the use of restraints is a prohibited practice only to be used for imminent likelihood of seriously serious bodily harm. We added terms and definitions

190in the draft procedure we added language to support behavior and mitigate for racial and disability bias and requiring staff to use trauma informed de-escalation strategies before strength is used. We added language to support the prevention process to better understand the incident and strategies to prevent or further reduce the use of further restraints. And then we also added language to align with the data requirement of OSPI as well as utilizing data to support changes in practice to further the use of restraints. I also wanted to add that after the committee of the SSCI Committee on August 18 and I want to thank actually personally think Erin Romanuk and Pat Sanders but really Erin Romanuk who gave up a time in a conference to really spend the and help and edit and receive the comments that were

191provided even during that committee time. So I want to thank you very much for all your efforts. And so we provided those that background information and equity analysis recognizing the collaboration with Director Hersey and Director Rankin. We provided a track changes policy with the BAR packet. Added developmental of community plans. And we also put a timeline. So we actually put in the BAR a timeline of what the coordinated health department is going to do to enact to ensure that we get the training in place for teachers. And to share that we will our plan is to train 104 schools within 3 years that’s the goal. We have a plan for that we have a budget for that. We have a timeline for that. And I wanted to share that all of that is outlined in

192the procedures. I also want to add one thing that I think is really important and I think this is important part. We also included Our labor partners were not absent from this. They also provided feedback. Our PASS representatives and SEA also provided feedback along the way. And so I and we met with them and I just want to share that our team has been responsive and updated additional specific information every step of the way. And I am standing here in front of you to take any questions you may have. >> DIRECTOR HAMPSON: Okay. I'm going to I’m gonna it's okay we go first to Director Hersey. Take it away. >> DIRECTOR HERSEY: Thank you. No like seriously thank you because I just have to say when I first brought this idea to senior staff before

193you and I had even had conversations I was met with a list of reasons why this would not work and now here we are a little more than a year later well that's probably how whatever the timeline is and this is working for our students and not only that it's working for our entire system and we've been able to come up with a solid plan about how to get there. So gratitude for Erin Concie everybody who's had hands on this that there is no words for the impact that this is going to have on our system in the in the interest of our students. And I am elated to see that it has come this far and we as a board have the opportunity to vote on this and really lead in our state in

194terms of making good on our promises laid out in our strategic plan but also being responsive and representative to the demands of the black lives matter at school movement. I think that many of our policies have been directly responsive to to that movement specifically. And again words cannot express the amount of joy that I have right now. Again my smile is much bigger than this mask could contain. But again just an immense amount. >> CONCIE PEDROZA: I see it in your eyes. >> DIRECTOR HERSEY: Yes absolutely absolutely. It's the flicker in my eyes not the light. But again I just can't say thank you enough. We really appreciate all the work that's gone into this and the collaboration and the community engagement that has been put forth through this policy specifically. For me at least

195sets the gold standard for what our expectations should be going forward for everything that we do and it shows in how how well this is all turned out so again thank you. >> DIRECTOR HAMPSON: Director Rankin. >> DIRECTOR RANKIN: Thank you. Yeah this bringing forth this policy I would say is how Brandon and I kind of got to know each other as as colleagues as policy makers. His community meeting that I was guest at really catalyzed us both in committee to say this is this is going at the top of our list. This is so impactful in that intersection between race and disability. And that we know that within students with disabilities the the population of students with disabilities that the students who are in the more that the less inclusive environments who are experiencing

196restraint and isolation more are disproportionately students of color especially Black and Native students. And that doesn't just impact those students. It also becomes a mindset about how our whole system and everybody in the system sees Black students Native students students with disabilities. And so as grateful and excited as I am and excited is not really the right word but grateful as I am I know that this is this is not the this is not the end. This is the start to where we say these are the students who are actively harmed. Now I wanted to say take a minute to talk about what isolation is. Because in one of our community meetings there was a conversation with students who had experienced being excluded or feeling isolated not understanding that the state definition of isolation is

197putting a child into a room or an environment that they cannot leave on their own terms alone. And the trauma of that and the idea that that has been acceptable I can't and that that same resistance that Brandon kind of got at the beginning of oh gosh here's all these reasons we can do it I felt that too when we talked about we got to get rid of isolation. There's no good reason to do isolation ever. There's no good reason to push a child in crisis who's escalated into a closet that's had its door removed and hold him in there with a big blue gym mat. There's no reason and that is not permitted ever any more in any circumstances. A child should never have to experience that. And it's it's a shame and so

198upsetting that children have experienced that. So immense gratitude that we are making that commitment and and understanding that that stuff that happens to kids who are out of our general view because they're being removed from their educational environment over and over and over. And we know that it's those same it's not lots of students getting restrained and isolated. It's the same students that are experiencing education through discipline and physical intervention and they're being removed from their peers and they're they're being removed from their learning environment. And this is part of what I'm so grateful that we're on those interim guardrails taking some time to really get what those data are going to look like. Because we need to think about discipline not just as suspensions and expulsions but when a child is punished by being

199removed from their educational environment. So it's not successful to me if a student is sitting in the hallway alone instead of being sent home. They're still being marginalized. They're still being removed from access they're still being penalized for behavior which is a communication. Kids behavior is communication of a need that they have that we're not meeting. And so as much as I am so grateful and really want to celebrate this I also just want to note note that like we all know this isn't like we don't drop our mikes now go take a victory lap and that it's really incumbent upon everybody in every building to dig into this. To understand that when your student is having a behavior they're telling you something. They're telling all of us something that they need and they're not

200getting it. Particularly the students who experienced the same thing over and over and over. I mean there's a saying about doing that and expecting a different result right. So you know we this is to me the the beginning. I'm so grateful to to Director Hersey and our partnership on this and for really continuing to center students of color students with disabilities and understand especially early a younger childhood educator that this experience particularly for younger kids stays with you forever. And so this is the beginning of a shift that we all really need to commit to and it doesn't happen just by this paper. We all every principal every educator every IA and I just I also want to give immense thanks to family members social workers counselors IA’s who shared their stories with me personally

201who didn't want to come forward publicly. Huge huge thanks to those of you who have experienced this seen it tried to do something not not quite knowing you know how to escalate it how to elevate how to how to fix this. Knowing that you're seeing something happening with a child that's not okay is not good for them and figuring out how we fix it. So thank you thank you thank you for being vulnerable and sharing those stories with me. And I we're not going to we're not going to now move on to the next thing this is something that we're all really committed to changing mindsets and practice around and it doesn't begin and end with the policy and the training. Thanks. >> DIRECTOR HAMPSON: Okay over to Director Hersey and then Director DeWolf I'm

202sorry Director Harris. >> DIRECTOR HARRIS: Thank you. One of the things in this frankly feels a little negative but I think it's something that we need to own in this district. We now have a policy that we can hold our staff and others that harm children accountable to. And and in the same issues of bringing this forth we need to continue and to be really diligent that we don't look the other way. That we don't write settlement checks and send somebody that has harmed children down the road to another district to harm more children. Or another school or another state. This provides a framework where we can stand really diligent. And and I'm very grateful for that. Thank you. >> DIRECTOR HAMPSON: Director DeWolf. >> DIRECTOR DEWOLF: Thank you President Hampson. I Director Hersey and

203I sat on a stage at Garfield High School about a year and a half ago and the stories we heard. Which is really the whole point of that meeting was to just sit and listen. The stories we heard both on the stage and as we went out to the audience and listened to more they were really hard to hear and I'm I'm really grateful thank Director Hersey Vice President Hersey and Director Rankin for pushing this through so so diligently and thank you associate Superintendent Dr. Concie Pedroza for your work on this. But but I think I don't want to simplify what you've done because what we have here is a policy update the procedure and a timeline and the incredible amount of community engagement that you've done to to put this together is just truly

204remarkable. I think it's only the cherry on top that you were able to bring it forward before I’m I'll be leaving the board. And it is just such a a treat to be able to to go back out to community and and say we wanted to do it right. We have a lot of work ahead of us. You need to keep us accountable but we heard exactly what you told us on that stage in February of 2020 about the harm your experience and what we needed to do. And I thank you so much from the bottom my heart. And thank you Dr. Brent Jones for for elevating Dr. Concie Pedroza to Associate Superintendent because I think this was such a fabulous everything about this was great. And I'm so looking forward to our community seeing

205this and keeping us accountable to it. So just really thank you for the work on this and thank you to directors for for pushing it. Through and that's really all I have to say. Thank you. >> CONCIE PEDROZA: Thank you. >> DIRECTOR HAMPSON: Director Rivera-Smith. >> DIRECTOR RIVERA-SMITH: Hi. Thank you. I I don't know that I could add anything to [indistinct] I deep deep gratitude for this coming through. I'm honored to be part of the board that is doing this for our district. And I have questions. >> CONCIE PEDROZA: I don't expect any less. >> DIRECTOR RIVERA-SMITH: I do have questions but just because I want to make sure that you know we we don't leave anything [indistinct.]. >> CONCIE PEDROZA: No absolutely. Go for it. >> DIRECTOR RIVERA-SMITH: And I know that you know

206I know that this Seattle Special Ed PTSA sent a letter. >> CONCIE PEDROZA: Yep. >> DIRECTOR RIVERA-SMITH: With a lot of points they made there. And I I remember the committee meeting you said I think I understood that you guys were still going to be digesting that and doing something with those. >> CONCIE PEDROZA: We actually did many changes. I do want to stress though that they're one entity of many many many organizations that are part so I just want to stress that. We took some of those details and we did change put those changes. And I'll just give a couple examples. One is for example being really clear to align all the language to make sure that disabilities and race were connected. So that was something that we’d I'm just not going to go

207through all of them like I said there's a lot of work here. We also took into the fact that we added the timeline. There were some questions about the timeline and the start date so that's why we put those in there. Those were all in my talking points. We also added some information about the training information. We added some specific language around the purpose for mitigate for racial and disabilities. We also included the terminology about imminent likelihood of seriously bodily harm. I'm just sharing that these are examples so we were responsive. And that was my point is that because you have to remember too it's been many many organizations. So the first part was taking all of that information and compiling. When you sent out a document imagine any time you send out a document

208and you get you know if you send out like a recipe right and then 20 cooks you know you don't tell us how to make them better you get 20 very very diverse ways of thinking because the organizations represented I’ll just share some of them had deep support deep understanding of mental health and supports. Some had a family perspective and a community perspective. Some had they’re labor groups. We had our labor groups. Some had a racial perspective. You know some had a restorative justice perspective. And so I just think that's really important but I do want to state that we did go through it and as you can see that those changes have been tracked. I'm not going to go through each and every one here. But the team did do that including even looking

209at Representative Pollet although I don't know I don't know if it was at the committee or not but we addressed some of those in the committee meeting. So anyway. I just want to let you know that the things that we could do that we could see we took care of. >> DIRECTOR RIVERA-SMITH: Okay no that's appreciative and I understand that there's a lot of parties who are stakeholders. >> CONCIE PEDROZA: Very very’s of many stakeholders. >> DIRECTOR RIVERA-SMITH: And you know as as and they all and they all represent a number of more people so of their organizations they are just. >> CONCIE PEDROZA: Yeah and I do encourage people to look at the organizations that participated in this. So ACLU of Washington Attorneys of Education Rights ARC of King County Seattle King County NAACP

210Seattle Council PTSA Special Education PTSA the PASS Group. I'm just sharing that there is a variety of entities that have had had gotten to look at that document give us feedback. In fact I recently just received a letter from an attorney who really studied it and thanked us for this work. So I just want to share that people are watching and paying attention. I will state that we can't do everything. You can't. You can't take twenty thirty ideas and take every complete piece. But we did take the information that we felt was pertinent to include here. So. >> DIRECTOR RIVERA-SMITH: Okay no thank you for that. And I have [indistinct] my own questions I wasn't just going to repeat theirs. But one question I did have and this might be the only one that I'm

211actually repeating of theirs was the other uses a physical crisis intervention. What are those. [indistinct]. >> CONCIE PEDROZA: So that is I don't have the outline for the exact numbers of the discipline. Erin are you here. Can you respond. Thank you. I don't have it off the top of my head. I don't know if she does that either. Oh you do there we go. >> ERIN ROMANUK: Hello. Good evening. Erin Romanuk Student Support Services Supervisor of Coordinated School Health. If you actually look to the procedure we actually define the other uses of physical crisis intervention on page one of the the draft procedure. Typically when we do different trainings we talk about different blocks and moves. If a student grabs us like how we are able to kind of get out of those types of

212things so it's all the other types of engagement and physical contact that's not a restraint. So if I just block and put my hands up and I happen to come in contact with a student that would be an example. So again not a restraint. I'm not actually going to try to control any type of like arms or legs or anything like that. But as a type of physical contact that could happen in a escalated situation. >> DIRECTOR RIVERA-SMITH: Okay yeah and I saw that and I I thought that there were other types of I think I was thinking of it the opposite direction of what was okay versus what wasn't okay. So anyway thank you for that. My other question is in paragraph five of the draft policy it says I can read the whole

213thing to support student behavior and to mitigate for race or disability. My my question is the it gets into the it says that these things must be used to the greatest extent possible before any form of restraint isolation or other physical crisis intervention may be used. I would think do you want to [indistinct] strike the word ‘isolation’ there since we've already said previously in paragraph three that isolation is prohibited under all circumstances. I don't know that would because there's no before it at this point you can't have isolation. >> CONCIE PEDROZA: [indistinct] know what page is that. >> DIRECTOR RIVERA-SMITH: Paragraph five of the draft policy. So page one of it I guess. Cause paragraph three says there's no isolation. >> CONCIE PEDROZA: Got it. >> DIRECTOR RIVERA-SMITH: Period. >> CONCIE PEDROZA: Thank you. >>

214DIRECTOR RIVERA-SMITH: In paragraph five then we say it before we isolate do this. But we don't isolate so. >> CONCIE PEDROZA: Thank you. >> DIRECTOR RIVERA-SMITH: I would just recommend sorry striking that. Under the parent guardian notification section of the superintendent procedures. And I know there's no board we don't approve those so this is clearly for just my my main my concerns with it and you can take it for what it is. But there are the notifications part says ‘A the building administrator designee will make a reasonable effort to verbally inform the student parents student’s parent guardian of the incident within 24 hours of the incident.’ What worries me is that the 24 hour window could mean that a parent unknowingly sends their child back to a school the next day to a room where

215they had a trauma occur without the opportunity to first counsel and prepare their student to yeah but then it goes on to say that I'm sorry I don't I'm not looking at it I'm looking. It says well I see it says 24 hours in what I'm reading here so is it contradicted somewhere else then or is it 24 hours. Yeah so efforts I but they ultimately have 24 hours to [indistinct] so. Again that's just a concern that somebody isn't able to prepare their student before they go back in that classroom because they have 24 hours. So yeah my recommendation would be before the before basically the next school day they're informed the parent. >> CONCIE PEDROZA: I will state though just FYI you know our contact list is not always up to date. You know

216there are you know you do these things and you do the emails and I've been a principal before I'm just being honest and in those in those spaces right you have those emails those phone numbers those types of things and there you know someone's calling and calling and calling short of actually doing a home visit right. So we're we're trying to make it reasonable in terms of what we can do. But the expectation is that they call within 24 hours. >> DIRECTOR RIVERA-SMITH: Thank you yeah. And so I think likewise in paragraph B there where it adds that if the school primarily provides the parent or guardian with a school related information in a language other than English. I love that and I think that should apply [indistinct] I think it should apply to the

217first paragraph too. That the verbal notice should also be expected in a. As if the the way this reads it’s only applied to the second one. That a report is in their language. >> CONCIE PEDROZA: We’ll make sure and note that. Thank you. >> DIRECTOR RIVERA-SMITH: I think they should [indistinct.] And I guess my last overall question is about this in the equity analysis it doesn't appear that for the this whole this BAR I don't see that the racial equity analysis tool is used so I don’t see an answer to this question. But I'm wondering just look at it holistically are there any negative impacts for us. Because this is one of the questions in that tool. Are there negative impacts for a specific student demographic groups including English language learners and students with special

218needs. How would that have been answered. >> CONCIE PEDROZA: So I will state that the whole process of this was actually a racial equity analysis process from the very beginning. It was one of those targeted universal approaches and designs starting with the most vulnerable students in the system and backwards designing. That in itself is a racial equity analysis process. When you take the most vulnerable population and you're designing for them. And that's what we really should be doing. Instead of like taking when we're talking about designing new things you should be designing for the most vulnerable learner and then or the most vulnerable system or student or family and then backwards from that [indistinct.] So that process itself is by design a racial equity analysis. Now however that doesn't that doesn't excuse us from not

219using racial equity analysis when we gather the data and to analyze our processes and analyze our procedures and our reporting. So I'll just share state that that that is something that should be incorporated as well into the analysis process of how are we doing. Where are there gaps. Where there hot spots with schools. Where do we need to go back and train and using that data. So racial equity analysis is part of that process but the intentional design of targeting those students is by and large a racial equity process. Thank you for the thoughtful responses. No further questions. >> CONCIE PEDROZA: You're welcome. >> DIRECTOR HAMPSON: Okay Director Dury. >> DIRECTOR DURY: Yeah I second what everybody else said. I just have one small thing on the very last section L of the procedure. I'm

220just wondering if we should either incorporate or reference a non retaliation clause for any of staff reporting that might happen. Food for thought. I don't need an answer. >> CONCIE PEDROZA: Okay thank you. >> DIRECTOR HAMPSON: And just for clarity here I just want to make sure that everybody on the dais and staff and anyone listening understand that we are not approving this procedure. That is not for us to approve. So and one of my questions was just the timeline because this was last updated in May of 2021 and so if not that I have a specific need that I'm trying to propose but just curious when you think the procedure should be reviewed again. >> CONCIE PEDROZA: We actually. >> DIRECTOR HAMPSON: If the policy passes. Assuming the policy passes. >> CONCIE PEDROZA: So

221we already have draft procedures. >> DIRECTOR HAMPSON: Okay. >> CONCIE PEDROZA: So I'm just letting you we didn’t we have draft procedures. We've been working on them iteratively the entire time. I think we have a couple of finalized things. Yep go ahead. >> ERIN ROMANUK: Sorry I just want to add one correction. I apologize. I did not in the draft procedure that should be struck out. This is actually current and it was just updated last week. So I apologize so the date that you see at the bottom of May 2021 of the procedure. I apologize for that. That should have changed. But these are the draft current and most recent that we updated last week based on continuous feedback that we've been getting. >> DIRECTOR HAMPSON: Okay so maybe we need to include a redlined

222version or I'm not actually sure what the standard. Usually changes procedures are just referred to the board directly but in presentation we just want to make clear that this is yeah updated because that that's I was trying to figure out why it was updated in May and then. Okay so now we know that this is actually updated as of August 17th. Just picking a date. >> CONCIE PEDROZA: And I will say that the policy was updated as of two days ago. So just letting you know. >> DIRECTOR HAMPSON: Okay so yeah just want to be really clear on that. If for some reason the board feels that a given procedure is not in line with the policy then we can we have the right. >> CONCIE PEDROZA: You have. >> DIRECTOR HAMPSON: To take. >>

223CONCIE PEDROZA: The right to [indistinct.]. >> DIRECTOR HAMPSON: That but but that's not what we're we're looking to approve. So I just want to make sure everybody's clear about that. And so I think there's opportunity to provide that feedback directly but I just don't want it to be conflated with what we are actually approving through this process. And then so everybody else is done. I want to in addition to profound gratitude from where we where where this conversation started that we finally have something that is truly actionable in this regard and begins to allow us in this district to have the conversation about why it's not appropriate to put your hands on our children. And it's amazing to me that that we've had to do this but it's so critical. And it is not it

224is it's not it's not kismet it's not coincidence it's no surprise that the next item on the agenda is about risk management pool. So. >> CONCIE PEDROZA: Thank you. >> DIRECTOR HAMPSON: But wait I'm not done. >> CONCIE PEDROZA: Okay. >> DIRECTOR HAMPSON: Because I wanted to give one more bit of gratitude which is that how appreciative I am of the conciseness of the policy. Because it's clear it's understandable. And I'm saying that and I could still be wrong and maybe it could be clearer for somebody that that isn't part of the district. But I really do think it's important that folks understand the policy and then the implementation aspects of it that are detailed in the procedure are critical and that we're able to provide that clarity for folks is something that we really

225need to be diligent about as board members. And then as that when you don't have to answer this now but it would be good to know and I think this is a question we should ask any time we have either a new policy or a policy of this import coming forward. Say for example an infectious disease policy. What do you think would be the appropriate kind of review time for a policy like this. Which understanding that it once it's been around for a few years that it might become more embedded. And but we might learn some things you know after a year or two years and so I don't know if you have any sense of that but. >> CONCIE PEDROZA: Yeah and part of this policy there is an annual report to the school

226board it is annual so just I think that is a good time to sort of assess. It. Because it is you know we have a three year timeline to train everybody including so just to share for this year we're going to have a targeted group of schools to train this year and then the goal is to do all school leaders and all school leaders this year as well. So all school leaders and then a targeted group of schools for this year and then moving over the next three years. So I [indistinct] part of that annual review that should be a time to actually do some reflection on progress success how this is working the procedures you know and changes that that's what I hope. It should be an annual process. It’s in here. >> DIRECTOR

227HAMPSON: And and that's actually and it sounds like there's probably a direct tie to the interim goals and guardrails. And that's ideal if we're not adding another annual report but actually tying it to what we're supposed to be measuring. So yay and thank you. >> CONCIE PEDROZA: Wow triangulation [indistinct.] >> DIRECTOR HAMPSON: Exactly there you go. >> CONCIE PEDROZA: All right thank you. >> DIRECTOR HAMPSON: We’re making it work. We can do this folks. Okay and so excitingly our next item is renewal of the Washington Schools Risk Management Pool coverage for fiscal year 2021-22. This came through Audit and Finance on August 16th. There's JoLynn. For a and is recommended for approval. Approval of this item would authorize the Superintendent to accept the proposed Washington Schools Risk Management Pool coverage agreement for the 2021-22 school

228fiscal year and that the expenditure of four million five hundred ninety five thousand one hundred and seventy seven in premium contributions to the Washington School Risk Management Pool loss funding pool will be authorized and that six hundred and fifty thousand dollars be allocated to the tort claim reserve account for management of claims falling under the increased self-insured retention level and the district provide the risk pool notice of withdrawal. And I'm going to let you take it away Chief Financial Officer JoLynn Berge and tell everybody what a fascinating conversation we had about actually it was a very very robust conversation we had in A&F so. >> JOLYNN BERGE: Exactly. Good evening. So as you stated this BAR would approve our annual insurance coverage with the Washington Schools Risk Management Pool for the 21-22 school year. The

229rate as determined by the risk pool is increasing by one point five million dollars from the 20-21 school year for a total cost of four point six million dollars in premiums. That does represent a 50% increase in our premium. In addition we're recommending changing the amount of the self insurance retention otherwise commonly known as a deductible or in school risk management language SIR from the current two hundred and fifty thousand dollars per occurrence to the five hundred thousand dollars per occurrence level. Because of the increase in our deductible to the five hundred thousand dollar level we are recommending adding six hundred and fifty thousand dollars to the tort claim reserve account. By way of background SPS was offered three options for the renewal of our deductible with amounts of two hundred fifty thousand five hundred

230thousand dollars and one million dollars. The rates for each of these levels are included in the table in the BAR. Evaluating these options weighing the known increase in premium costs with the unknown cost of taking on a higher initial share of each claim it's our recommendation that we're moving to the five hundred thousand dollar deductible or SIR level. This BAR is coming later than usual. We did not get a final rate from the risk pool until June and the SIR change was unexpected and proposed by the risk pool not us. It did take staff some time to work with the risk pool and to thoroughly evaluate the options. With that I would be happy to take questions. >> DIRECTOR HAMPSON: Okay so I I think the only thing that I would have to add is

231that I know that we are looking to make sure that our options are open to us as this becomes more. >> JOLYNN BERGE: That that's correct. We're recommending withdrawal notice to be provided to their school and that would take effect in the 23-24 school year. I will be evaluating our other insurance options. That evaluation won't take place though until January of 2023 because those other options would not be able to give us a quote until that time period. >> DIRECTOR HAMPSON: And I think it was really important for us in A&F to come to that understanding that it would be it of course nobody is going to forecast what the risk scenario for an institution such as ours is going to be at that far at that time in the future and so we want

232to make sure that we have that option but we have to give that notice very very far in advance. So with that I will turn it over to any comments questions or concerns from directors. Director Harris. >> DIRECTOR HARRIS: So the approval line on the budget for approval of settlements is what. >> JOLYNN BERGE: I would have to get back to you with the exact amount. >> DIRECTOR HARRIS: Okay because sometimes we see what the risk pool pays and then there's a spread there in terms of the oversight and who approves settlements is something that I think needs to be clarified further before we vote on this. And hugely appreciate it. And a 50 percent increase is breathtaking. >> JOLYNN BERGE: So Director Harris you're looking for the line in the budget that we currently

233use for settlements. >> DIRECTOR HARRIS: No no. The line where it comes to the board to approve the settlements and whether that includes the equation that the risk pool has paid what we paid if we're going to up our deductible or reserves. And how does that change the way we think you should settle this the risk pool pushes us right. Because they’re our only game in town we could be perceived sometimes be pinch pointed in those settlements. Thank you. >> DIRECTOR HAMPSON: Other directors. Director Rivera-Smith. >> DIRECTOR RIVERA-SMITH: HI. Thank you. I so I didn't actually attend the A&F meeting. I listened to it. I attended it sorry I was not a sitting member of the committee. And I had asked in the meeting the secretary was kind enough to take my text message and

234I’ll the question for me about that timeline of if we get the notice and we change our mind. And I think the way I understand it is that you have to do it within that first month the actual month that our notice of not being [indistinct] actually takes effect or the notice starts but the actual [indistinct.] Maybe you can repeat how it works. My question to the end of that is is there a situation where we end up without a risk management pool at all. >> JOLYNN BERGE: No I don't believe that that's a risk for us. I mean we'll have to be mindful of when we give them notice that we would like to if we want to rescind our withdrawal notification. So we'll tee that up and it's a timeline similar to those

235that we follow for submittal of other important documents. So we'll have it in our timeline and built in. But there is time for us. It's a short timeframe between getting quotes and then giving that notice of to rescind the withdrawal. >> DIRECTOR RIVERA-SMITH: Yeah so whatever if I recall we have approximately a month. >> JOLYNN BERGE: Yeah. >> DIRECTOR RIVERA-SMITH: To get those quotes before we run out of time to rescind our removal right. >> JOLYNN BERGE: Yes. >> DIRECTOR RIVERA-SMITH: And that is a workable time frame then. >> JOLYNN BERGE: That's the time frame that we will have to work within. We’re not given a choice. >> DIRECTOR RIVERA-SMITH: Yeah like I said it because my worry is if we fail to find within that month we end up without. >> JOLYNN BERGE: We

236will. >> DIRECTOR RIVERA-SMITH: Coverage. But no. Okay thank you. >> DIRECTOR HAMPSON: Okay thank you very much Chief Berge. Item number four on the introduction portion of the agenda. Approval of the Office of Superintendent of Public Instruction Beginning Educator Support Team AKA BEST grants. This came through audit and finance on August 16th and is recommended for approval. Approval of this item would authorize the superintendent to accept the 2021-22 BEST grant in the amount of three hundred and seventy five thousand dollars and to implement the provisions of the grant. Chief Berge. >> JOLYNN BERGE: Thank you. Standing in for Chief Noel Treat on this BAR. I'll be very brief. This is one that we've seen several times before. This BAR would approve an annual grant from OSPI that supports teachers who are new to the profession

237as well as teachers in their first three years of teaching. As outlined in the background information SPS uses these funds to provide consulting teachers and training. That would conclude my remarks and I'm happy to take questions. Directors. No. Okay. Thank you very much. And item number five. Adoption of Board Policy Number 5515 work force secondary traumatic stress. This came through A&F on August 16th and is recommended for approval. Approval of this item would adopt Board Policy Number 5515 work force secondary traumatic stress as attached to the board action report. Take it away Ms. Sterk. >> TREENA STERK: Good evening. I'm standing in for Chief Noel Treat. Treena Sterk director of Human Resources Strategy and Operation. I'm here to urge you to adopt Board Policy 5515 concerning the reduction of workforce secondary traumatic stress also known

238as STS or compassion fatigue. This will align SPS with House Bill 1363 that passed the state legislature on April 26. This addressed STS in the K-12 workforce. It directs that each district puts a policy in place to prevent STS by supporting mental health. We would want to create a mental health committee and share mental health resources with staff. SPS has allocated funds for two positions over the next three years to include a wellness manager and a wellness specialist to create a comprehensive wellness program and lead a wellness committee. The need for a comprehensive wellness program is long overdue and is especially needed given the toll of COVID over the past 18 months. During the past few months in preparation for the start of school we have convened a wellness committee to discuss staff wellness review

239staff survey results from last spring planned for staff support and discuss what elements are necessary to support our diverse demographics as we begin the school year. Wellness looks different to many we found out but staff have also identified the need for affinity groups wellness tools for school leader and to you and and uses that are culturally responsive and individual services that meet a wide variety of staff needs. In our work our team recognized the enormity of this task and the responsibility to hire a manager who is adept at developing and managing a program for a large organization that is culturally responsive supporting and celebrating the needs of our diverse staff incorporating culture gender age and lifestyle preferences in the support of mental health and a healthy lifestyle. We are currently in the midst of hiring

240for the manager position. This person will lead the important work to design facilitate and help to set success measures and metrics for the SPS wellness program which will be which will be provided annually. Thanks. >> DIRECTOR HAMPSON: Thank you. Board directors. Comments questions concerns. Director Rivera-Smith. >> DIRECTOR RIVERA-SMITH: Thank you. Did I hear there would be a committee formed for this. >> TREENA STERK: Yes. >> DIRECTOR RIVERA-SMITH: So then my question there will am any SEA representatives be on that committee. [indistinct] this is for them. Are they going is that an expectation or a plan. >> TREENA STERK: That's a great question. We did not design it to have an SEA specifically an SEA member on the committee but as designed because there will be a teacher on the committee there would be an SEA

241person on the committee yes. >> DIRECTOR RIVERA-SMITH: Thank you. >> DIRECTOR HAMPSON: Other directors. Director Rankin. >> DIRECTOR RANKIN: Thanks. I'm trying to find it sorry [indistinct] oh. This came from a state directed. >> DIRECTOR HAMPSON: The state mandate. >> DIRECTOR RANKIN: Mandate okay with no funding I'm assuming. >> TREENA STERK: It did not come with funding. >> DIRECTOR HAMPSON: [indistinct] stated mandate. So can we move on. I'm sorry. >> DIRECTOR RANKIN: Yeah. >> DIRECTOR HAMPSON: Sorry Treena. >> DIRECTOR RANKIN: I just it seems obviously important and there's a lot of traumatic stress and secondary traumatic stress. I I don't know. It's frustrating I guess I'll say that there's no funding attached to it and that we don't have anything addressing childhood stress the primary traumatic stress. But I mean it's important and it's going

242to improve you know it's going to improve the lives of our staff and and and their students it's just I can't help but make that comment. >> DIRECTOR HAMPSON: So we talked about this in A&F and I think the summary that I believe we came to is that staff have done the best that they can to fold this into a broader wellness approach for employees so that we're not duplicating efforts and adding on additional costs that we wouldn't have otherwise spent. That there's ways to do that and I personally felt very confident in the presentation that that's in fact what they're attempting to do. And I understood the our prospective frustration about the unfunded mandate if if they didn't vote themselves does that sound accurate. >> TREENA STERK: Thank you Director Hampton I really appreciate

243that. Superintendent Jones has made this a priority for our district this year for a strong start and for wellness to be a real focus for this fall. So this has been going into this fall for a focus for students as well as staff so this has been a focus across all of our TRI as well as our planning for leader. So everything that we've done has been how do we support our leaders going into this. How do we put this into training. How do we as a committee provide our principals with tools to support students. And so when we're looking at these positions this position we're looking at how do we provide our leaders the tools so that they can [indistinct] support staff so that they're providing the SEL tools. So when we're when we're

244having the committee that we've been working with it's been across departmental and it's been working with so when we've been looking at it we easily cross over into students because it's really hard not to. >> DIRECTOR RANKIN: Appreciate that clarification. Thanks. That’s it’s very helpful for me to think about it being a kind of prioritization of approach and mind mind shift. >> TREENA STERK: Yes. >> DIRECTOR RANKIN: Rather than a kind of peanut butter-ed service on top of no I appreciate that. Thanks. >> DIRECTOR HAMPSON: Okay. Anything else directors. Thank you so much Ms. Sterk. >> TREENA STERK: Thank you. >> DIRECTOR HAMPSON: On to number six. Approval to renew refuse disposal and mixed waste recycling collection services. Bid number B01753 with Recology Clean Scapes Inc. This came through Ops on August 12th and is

245recommended for approval. >> FRED PODESTA: Thank you President Hampson. Fred Podesta Chief Operations Officer. This is fairly straightforward. We have a five year contract with Recology Clean Scapes to manage solid waste for the district. This involves 4,000 tons of trash recycling construction waste that is collected and hauled by this firm. This renews this extends the contract for the final period through July 31st. And I’ll continue with their services. We've had good service from Recology Clean Scapes. They help us with waste audits. They helped us manage and be flexible during the pandemic when our buildings were occupied differently. And we will begin a process towards the end of the year to publish a request for proposals for the service provider that will have this contract for the next five years. >> DIRECTOR HAMPSON: Thank you. Director

246DeWolf. >> DIRECTOR DEWOLF: No questions here. Pretty straightforward. Just a renewal. Thank you. >> DIRECTOR HAMPSON: Any other questions comments concerns. Great. And now to item. It's too late. >> DIRECTOR RANKIN: It’s such a good question comment and/or concern. >> DIRECTOR HAMPSON: We're going to have a joke in there. It's all I can say. >> DIRECTOR RANKIN: Okay no I just want to say. >> DIRECTOR HAMPSON: Don't waste any time [indistinct]. >> DIRECTOR RANKIN: During Ops we had this really great conversation crossing into SSC&I that was really exciting. Talking about using any and all operational opportunities as ways to talk to kids about where garbage goes where do food comes from how buildings are made and all that stuff. And there was a lot I have notes and names but there was a lot of

247enthusiasm around that from staff. So I just wanted to share that it was just a super positive way of also bringing this directly to student experience. >> FRED PODESTA: I will say as part of this contract we do 20 provide 20 waste audits a year that do involve students and Green Teams in schools. So this is a model for and analyzes waste streams to see you know how much goes into waste that could be recycled. So this is a model for exactly what you're talking about Director Rankin. >> DIRECTOR HAMPSON: Awesome. Thank you. Okay number seven wait yeah number seven. Seattle Public Schools Alder Academy easement and operating agreement with King County. This came through operations on August 12th and is recommended for approval. Approval of this item would authorize the Superintendent to execute an

248agreement with King County to allow the Alder Academy to continue to operate the school at the King County Children and Family Justice Center. >> FRED PODESTA: Thank you. Again this funds the siting of the Alder Academy an Interagency program at the King County Children and Family Justice Center. We're fortunate to be joined this evening by Interagency Principal Sharonda Willingham who could answer questions about why it's important to site the program in that facility. It leads to the kind of best outcomes for students who either have left detention or are court involved in another way. And this agreement will give us a stable and secure site for a 20 year period. >> DIRECTOR HAMPSON: Director DeWolf. >> DIRECTOR DEWOLF: I don't have any main questions but I will just elevate one of the discussions we did

249have was just around the fact that we are paying for some with capital dollars for some work at this site and so that was just something to elevate and for people to consider. And thank you so much for being here tonight. I apologize. Your item was so late in the evening and I thank you for your patience and grace for being here. That is truly commendable. So thank you for being here. I'll turn it back to you President Hampson. >> DIRECTOR HAMPSON: Okay and I understand we have Principal Shonda Williams that would like. >> FRED PODESTA: Willingham is here. >> DIRECTOR HAMPSON: Willingham. >> FRED PODESTA: She can explain why it's important to house this program in that facility if anybody has any questions. >> DIRECTOR HAMPSON: Would would you mind saying hello and yeah

250great. Thank you so much for being here. >> SHARONDA WILLINGHAM: Thank you all for having me tonight. I'd just like to explain the complexity of the world that we live in and why it’s so crucial that we have Alder Academy. I know there's controversy around it being held that the Family Justice Center but we have to continue to provide access and equity to our students [indistinct] not in the system. And without us being there they will continue to be further disenfranchised. So what Interagency does is really we support the kids furthest like furthest furthest furthest from educational justice. And so keeping the Alder Academy open allows for students to leave detention who are still court involved to still have educational access to caring trauma informed teachers who are antiracist educators and who are there to

251rehabilitate them into our environment in our family. So Alder Academy is a part of Interagency broader programs and so they are going to get the same excellent education of our students and other campuses across the city. >> DIRECTOR HAMPSON: Thank you so very much. And maybe I think Director Rivera-Smith you had a question. >> DIRECTOR RIVERA-SMITH: Hello [indistinct] I gonna see if you could touch on how are we how do we cause there isn’t any I don’t think it’s really included in this but like how are we gauging success. What is what is I mean we talked a lot about assessment tonight and how those are not representative of the student's gifts and talents and outcomes. So how are you how do you how just explain how your program maybe works a little and how

252you are finding success for your students. >> SHARONDA WILLINGHAM: So at Interagency Academy we are moving toward a trauma informed theory of action next year. And we're going to really have a professional development [indistinct] educators really understand trauma. And having educators to observe behavior and be able to have the appropriate skill to be able to de-escalate behavior and understand what is the behavior trying to communicate to the educator. So that is one of the things that we're working on at Interagency Academy and is right aligned with the policies that are created and we are really trying to help educators to gain the skill sets to be able to handle trauma because it is a skill set. You shouldn’t assume that people just automatically know how to do that and it interacts with your personal trauma.

253So [indistinct] educators to understand their trauma gain the skill sets to be able to interact with students in a positive way and to be able to have a culturally responsive environment. And so for our trauma informed professional development we will be having an outcome based professional cycle where we will be assessing behavior and the teacher's progress with that data analysis and then coming back again and seeing where we landed and how can we better improve that. So we are honing in on a data collection and that's something that we're doing moving forward. So we are moving in that direction and there's very much enthusiasm around that. We also are implementing starting implementing ethnic studies which is crucial in helping students to understand power and oppression. And so that's something that we want to be implementing

254as with [indistinct] and bring the student voices in there so they can understand how the world around them affects them. And have the curriculum to come alive for them and so they can be social justice advocates for themselves within their community. So we're doing a lot of starting work starting that and then we'll be able to report on those outcomes moving forward. >> DIRECTOR RIVERA-SMITH: Thank you. That sounds like an amazing program and so happy that we can support it. Thank you for being here tonight and for all the information you shared. >> SHARONDA WILLINGHAM: Thank you. Any other questions. >> DIRECTOR HAMPSON: Other questions directors. I personally I would love if it's ever possible to come visit. >> SHARONDA WILLINGHAM: Yes please please please please. >> DIRECTOR RANKIN: I was just going to say

255the same thing. >> SHARONDA WILLINGHAM: Please please please we would love you all to come and visit each campus site. >> DIRECTOR HAMPSON: Yeah. >> SHARONDA WILLINGHAM: In Seattle Public Schools because all of them have a uniqueness to them. >> DIRECTOR HAMPSON: Yeah. >> SHARONDA WILLINGHAM: In that they bring a very different environment for students. And so I welcome all of you all and would love to be in communication with you to have you to come to visit our site. >> DIRECTOR HAMPSON: Interagency tour. Okay let's do it. Thank you so very much. >> SHARONDA WILLINGHAM: Thank you. >> DIRECTOR HAMPSON: I'm sorry you had to wait so long. >> SHARONDA WILLINGHAM: Oh I was planning for TRI day tomorrow. >> DIRECTOR HAMPSON: Okay if no further questions then we move to number eight. Approval

256of the 2021 Facilities Master Plan Update. Approval of this item would approve the 2021 facilities master plan update as attached to this board action report. >> FRED PODESTA: Thank you. The facility master plan is a road map of how the district plans to use facilities and that is really the basis of the performing assembling the portfolios of projects that we propose for capital levies. The scope of this update is really updating facility inventory data capacity data based on 2020 enrollments and the condition of facilities and buildings and portables. This board approval of the facility master plan is required by policy 6900 every three years. And we will make a sort of interim update because there's we're waiting on more current enrollment data and census data. As a result of the COVID pandemic some of those

257data have not been available or as reliable as we can but again you've seen these before and again this is a requirement of policy 6900 and a is an ongoing living document that describes the future of our buildings. How we’ll use them. >> DIRECTOR HAMPSON: Director DeWolf. >> DIRECTOR DEWOLF: Yes thank you Fred. I was just trying to find I know we updated these policies last year but I don't have any questions for you at this time. Thank you. >> DIRECTOR HAMPSON: Other directors. Questions comments concerns. Okay thank you. >> FRED PODESTA: The update to the policy Director DeWolf was to split capital planning from facility planning. >> DIRECTOR HAMPSON: Okay and then BEX V number nine BEX V approval of the value engineering report for the Rainier Beach High School Replacement Project. This came

258through operations on August 12th and is recommended for approval. Approval of this would approve the value engineering report dated May 25th 2021 for the Building Excellence V Rainier Beach High School Replacement Project as attached to the board action report. >> FRED PODESTA: Value engineering report is a product of third party analysis of our approach to capital projects conducted by a team of independent architects and engineers and cost estimators to review our plans. Such a report is required for projects that receive state funding. We're relying on eight point eight million dollars of state funding for the Rainier Beach High School Replacement Project. Our team looks at proposals that kind of a third party quality assurance expert team does and sees if they either meet our needs if they're going to create maintenance issues or they conform

259with our educational specs. In this case the team is incorporating twenty one suggestions that came with the value engineering report and we expect it to result in about two million dollars in savings. >> DIRECTOR HAMPSON: Anything to add Director DeWolf. >> DIRECTOR DEWOLF: No questions. Just to just to elevate again that this will help us secure approximately eight million in state funding so that's great. >> DIRECTOR HAMPSON: Comments questions concerns from directors. Okay. Thank you on to intro item number 10. BEX V approval of budget transfer to the John Stanford Center for Educational Excellence Central Kitchen Renovations Project. This came through operations on August 12th and is recommended for approval. >> FRED PODESTA: Thank you. In our last work session about the BTA V Levy planning we talked about potential improvements to the central kitchen.

260As we've been planning those we found several instances where the current facility doesn't meet code has code violations. Most importantly a grease interceptor that is connected to the sanitary sewer system. So this project will correct the the code violations that we have now and replace some equipment in the central kitchen and move us a little bit more towards clean energy operations in the central kitchen and then tee up future improvements in the central kitchen which really hasn't had any major investments since it was created in 2001 other than a repair to the to the freezer which we've talked about before. So this is this is a good start to continue to support our our rebranded culinary services program which has done amazing work over the past years as you know. >> DIRECTOR HAMPSON: Director DeWolf

261anything to add. >> DIRECTOR DEWOLF: Nothing to add. >> DIRECTOR HAMPSON: All right yes go ahead. >> DIRECTOR HARRIS: You. Is there any way we can fit into number 10 the purchase of the food truck that would go out to schools that nutrition services has already found grant money for. >> FRED PODESTA: I'm not sure it would be capital eligible for these these funds. We have found some funding for it. We're still working on the business plan for that truck but it is a high priority for the program. I’m hopeful we'll will find a way. >> DIRECTOR HARRIS: When when when will we do that. >> FRED PODESTA: I think you know we're trying to do it this calendar year if we can get it started. We need to do some design work to really

262prove the concept. And like everybody else nutrition services is underwater just trying to make sure we can feed kids next week. >> DIRECTOR HARRIS: Got it thank you. >> DIRECTOR HAMPSON: Other directors. And all I have to say is I'm super excited about this. And I think touring the kitchen was actually the last thing that I did in this building before COVID shut down as a new board member. And you absolutely can tell how old that kitchen is and it is desperately in need of a major investment so that we can. It's interesting because though we only students are with us for less than 15 percent of the time there are a large number of students that I think are depend on meals provided by the school system for a pretty large percentage of their

263nutritional calories that they get every day and the extent to which we can make those calories good calories is absolutely imperative. And I'm so we're so lucky to have the leadership that we do and your support for that leadership so. >> FRED PODESTA: During the pandemic we shifted a lot of production to the central kitchen so over the last 18 months it's really been ridden hard. >> DIRECTOR HAMPSON: Yeah yeah. >> FRED PODESTA: And put up wet and it needs some investment so this would be a good thing to do. >> DIRECTOR HAMPSON: So yeah thank send Aaron Smith a note of thanks if you get a chance. So the next let's see where are we sorry. That's it okay. So the board is now immediately recessing the regular board meeting into. Oh I'm sorry

264oh yeah okay sorry. Well board comments I already went Director DeWolf already went and Director Hersey went. So now let's go to Director Rivera-Smith. >> DIRECTOR RIVERA-SMITH: Thank you and I’ll try to be brief. I wanted to address all the speakers from earlier this evening. Unfortunately had to already leave but I wanted to give a shout out and things to Spencer Lichtenberger who spoke passionately about supporting the transition to renewable energy at Seattle Public Schools. To all our other speakers who spoke about about the same topic including Ashley Lyndell who emailed hers in. Directors you should all have it in your inboxes. She was having technical difficulties and was not able to get on earlier. But all of them I really just want to first of all appreciate coming out and speaking about this topic.

265We're behind you. We appreciate the push and want you to know that efforts are currently in place to better understand our baseline greenhouse gas emissions. Because a full inventory actually hasn't been done in the last decade. So that is something we strive to do here. We do know that the four biggest areas of impact are energy use in buildings diesel use by First Student busses propane used by First Student busses and SPS district vehicles. I mean as you heard also earlier about First Student is open to having discussions about electrifying the fleet. Hopefully we can you can tackle that in the next contract go round or somewhere in the future because it is a priority. And Director DeWolf just pointed out that in that last BAR we had there actually are immediate changes being made

266in the kitchens for [indistinct] and that is called for in our resolution. I know that kind of the question is are we waiting too long to act on the resolution the clean energy resolution just passed but we're actually already acting on those things because in that resolution did call for for things of as we replace any fossil fuel powered equipment identified for replacement from the date and past this shall be replaced with equipment powered by clean air clean electricity. That any new district buildings or renovations that commence after April 10th 2021 shall prohibit fossil fuel infrastructure and prioritize zero carbon energy sources. We also have that any new vehicles purchased by the district after that April 10th 2021 date when they will prioritize the selection of zero emission vehicles to the extent possible and that

267if not the lowest possible emissions will be used. So we are making immediate movements on the clean energy resolution. The next levy there's many demands we need to pay for so we put in there will there will be definitely overlaps in our work here. So please know that we hear you. We are excited about forming our clean energy task force and getting off the ground so that they can prepare the plan that moves us forward. Thank you all for being here tonight earlier. Hope you're watching or you’re going to catch this later. >> DIRECTOR HAMPSON: Wow. Okay. Thank you. Who’s up. Director Harris. >> DIRECTOR HARRIS: I'll go really quickly. Have you thought about a second career as an auctioneer. I thought I talked fast. It that's just teasing you. That's a whole heck of

268a lot of information and it's all important. Greetings from the island of West Seattle and South Park. It's bananas over there. Commutes that used to take 15 minutes are now taking a minimum of fifty five. [indistinct] Thank you sorry. Fifty five to an hour and a half if not two hours. Our students will be in those busses stuck in traffic. And shout out to the folks in South Park Center School that worked with transportation yesterday and have come up with some pretty creative solutions. Again many many moving pieces. And the West Seattle Elementary that will be starting school at Schmitz Park. And the Schmitz Park neighborhood is crabby about it but frankly that's too bad because we need the room at West Seattle Elementary. And when they bought in the neighborhood they had an elementary

269school there. And there's fewer portables at West Seattle Elementary than there were before we moved them over to the new Genesee Park Genesee Hill School. Everybody's frightened. Some folks are acting out with bad behavior. It's hard to ignore it. It's hard not to engage. But we'll get through it. I understand the fear. I would have the same fear if I was faced with the same scenarios but I truly believe that we've got good people working extraordinarily hard. And I do believe that we have plans B C and D. And frankly I resent the accusation that we're stupid because I don't think we are. And game on and I will have a zoom meeting second week of school. Thank you. >> DIRECTOR HAMPSON: Thank you Director Harris. Director Dury or Director Rankin. >> DIRECTOR RANKIN: I

270just a quick committee update. I was in my car listening on the way here so I didn't didn't want to speak while I was driving. But for I guess a big thing to share for SSC&I is about outdoor and community learning. We will be either in a work session or at a legislative meeting if we have more time left on the agenda than than this. We were going to schedule an update for the full board from phase one of our board task force and and then talk about next steps. Talk about what things what are things that can be implemented right now. [indistinct] people as they choose. How to encourage folks to utilize their outdoor spaces. But then also just sort of introduce the next phase which will be work to think about implementing more

271outdoor learning as a as a foundational piece of education in Seattle Public Schools going forward. So that's pretty exciting. So we haven't calendared that yet but be on the lookout soon for that presentation again either in a work session or at a legislative meeting. For personal comments I have two dogs now but that's probably the biggest thing that happened all summer was foster fail. But going along with what Director Harris said about fear and anxiety I have a nine year old who is in Seattle Public Schools who's unvaccinated who between the age of nine months and six years old was hospitalized six times for respiratory issues. If you've ever had to watch two nurses hold your child down and suction out their lungs. It's not it's not something I would wish anyone to experience. He

272also has an IEP I’m kind of oversharing right now. He has an IEP and last spring when we went into hybrid and he was able to go back to the classroom with appropriate supports from an incredible special education team is the least angry of a person he’s been because he had people who understood him and knew what he needed to be comfortable and successful at school for the first time. So the choice that I have to make personally as a parent or two that make me feel like a terrible parent either way either keep him home and away from this team that made him feel successful at school and made it it had a huge impact on our whole family of just our ability to his ability to exist and be a person that doesn't

273throw things and yell and all the stuff. So I can choose to pull him back out of that knowing that he's been hospitalized before. Or send him to school for the social emotional supports and education knowing that his lungs are more vulnerable than the average kids’. My the decision that we have made for our family both my kids are going to go back in person. And I'm saying this just to share I guess both the understanding of the conflicts that parents are having and the concern that people are having but also that nothing is ever guaranteed. And we have really good protocols. My kid happens to be really great at masking and distancing luckily. And he has adults around him who are going to understand that and and classmates who know that you know he

274if he needs space he needs space for both health and emotional reasons. And I feel extremely fortunate to have that and that's the choice that we're making today. And and I also talked to his pediatrician today and she said oh if you're going to keep him home don't do it because of COVID. So just putting that out there that the health and safety public health and safety decisions are as much as they are fraught with our own experiences and emotions they're also not political. We are following guidance of public health officials and that's what they do and education and supporting kids is what we do. And I guess yeah that's just to say we're in this together in another rocky situation much more so than we anticipated or wanted. About a month ago I was

275thinking like okay it's going to be a little bit different this year but at least we can be in person and at least we can this and that and then the rug got pulled out from under us again with the Delta variant and everything. So I guess I'm just saying like we get it. We're parents. We're teachers. We're in that boat too. And no decision is set in stone because as I've experienced as a parent and a board director this leadership the leadership under Dr. Jones and the staff that we have sitting here around are it may seem like we're this huge slow moving ship but the responsiveness to ever changing circumstances that we've had from staff is is really incredible even if you can't always see it out there because it's happening in real

276time. So if you hear something that you are nervous about and you don't like give it a second because it's probably going to change and and and there's probably something that's about to come that's going to address that. Not to say don't worry about it but just yeah. We're with you and hope for the best. >> DIRECTOR HAMPSON: Director Dury. Oh okay all right. So the board is now immediately recessing the regular board meeting into executive session to consider the minimum price at which real estate will be offered for sale or lease when public knowledge regarding such consideration would cause a likelihood of decreased price per RCW 42.30.110(1). The executive session is scheduled for 30 minutes with an anticipated end time of 9:30. The board will hold the executive session in the auditorium and all

277members of the public and staff not participating in the session are asked to exit the auditorium to the lobby at this time. At the conclusion of this executive session the board will then move into a second executive session and I will make an announcement in the lobby at that time. Once the board concludes both executive sessions I will make sorry let me go back. At the conclusion of this executive session the board will then move into a second executive session and Director Hersey will make an announcement in the lobby at that time. Once the board concludes both executive sessions Director Hersey will make another announcement and the public may then reenter the auditorium. He will then reconvene the legislative session in order to Director Hersey will then reconvene the legislative session in order to adjourn

278the meeting as no further business remains on the agenda after the two executive sessions. [indistinct] [indistinct] >> DIRECTOR HERSEY: Okay the executive session to receive and evaluate complaints of charges brought against a public officer employee per RCW 42.30.110(1)(f) was originally scheduled for approximately 45 minutes. We are running long and the session is now expected to go an additional five minutes with an anticipated end time of 10:20. Thank you. [indistinct] The executive session to receive and evaluate complaints or charges brought against a public officer or employee per RCW 42.30.110(1)(f) was originally scheduled approximately 45 minutes. We are running long and the session is now expected to go an additional 10 minutes with an anticipated end time of 10:30 PM. Thank you. [indistinct] take two. The regular board meeting is now reconvened at 10:30 PM and there

279being no further business to come before the board the regular board meeting is now adjourned at 10:31 PM. Thank you and good night.