001>> DIRECTOR HAMPSON: This is Director Hampson I'm now calling the April 21st 2021 Regular Board Meeting to order at 3:30 p.m. This meeting is being recorded we would like to acknowledge that we are on the ancestral lands and traditional territories of the Puget Sound Coast Salish People. Ms. Wilson-Jones will you call the roll please. >> ELLIE WILSON-JONES: Director DeWolf [present] Director Dury [present] Director Harris Director Harris will be joining us later in the meeting hopefully she has a work conflict >> ELLIE WILSON-JONES: Director Hersey [here] Director Rankin Director Rankin it looks like we do not quite yet have Director Rankin on the line Director Rivera-Smith [present] and President Hampson [here.] >> DIRECTOR HAMPSON: Superintendent Juneau is also joining us for today's meeting her very last with us at Seattle Public Schools. And additional staff will
002be briefing us briefing the board as we move through the agenda. As we begin this meeting I would also like to welcome Mikayla Marie Morris from the Student Advisory Board and Center School. She will be providing student comments later in the meeting. This meeting is being held remotely consistent with the governor's proclamation on open public meetings. The public is being provided remote access today by phone and through SPS-TV by broadcast and streaming on YouTube. To facilitate this meeting I will ask participants to ensure you are muted when you are not speaking. Staff may be muting participants to address feedback and ensure we can hear directors and staff. I will now turn it over to Superintendent Juneau for her comments. >> SUPERINTENDENT JUNEAU: Good to be here with everybody. So thanks for that. It is my
003last meeting and I thought I would go old school and show some slides like we used to do when we were in real in-person in real life. But I just kind of want to do a top 10 list of sorts of things over the last few years that have been pretty significant growth for the district and that things that we should be super proud of of having accomplished and so next slide please. As you all know after engaging with thousands of Seattle students families and community members we did create a strategic plan that centers on African-American and Black boys and teens and their families. Most of the other accomplishments I mean that was one of the first things that happened and so most of the other accomplishments actually spring from this work. Next slide please.
004Please note the bold theory of action that you all are familiar with that we continue and we continue to lead the way for other urban districts throughout the United States. And just super proud of the strategic plan and the implementation process that we went through. Next slide. And of course as we're all familiar with our four priorities. I've actually on before I depart I've been sitting with the team leads on each of these priority areas and hearing sort of the work that's happened in the past catching up on where we are currently and then where they think they're going. And I just you know have been super impressed with everything that's happened and I just really want to thank them for all they've done. I mean they stayed the course throughout the pandemic. They stayed
005the course throughout tons of politics. Because they know that this was the right work to do and just really want to thank those team leads in each of those areas. When I hear of from them through the work of the collaboration the racial equity focus family student and staff engagement and systems-thinking that has happened on each of these priorities I just really am inspired by all that's been accomplished in a really short amount of time. Next slide. Of course the creation of the African-American Male Achievement Office and the philanthropic work to support to support it doctor the work of Dr. Williams and her team and the student kings that as we continue to hear from lead the nation. We raised close to $3 million dollars through our philanthropy partners to support this work. Those partners
006see the promise in this work and they're excited to continue to work with Seattle Public Schools to achieve real change. The African-American Male Achievement Office is creating culture conditions competencies and community connections to support African-American students in Seattle Public Schools and that's just really a fun team a great team and I know that you've seen them in a lot of spaces as well of the good work they're happening. Next slide. Directly from a goal in Seattle Excellence comes the work to create safe and welcoming schools. You'll note that this work is making a positive impact on the discipline statistics for African-American male teens. And just really wanted to give a shout-out to Chief Jessee for his leadership in this work. It's not easy. It's you know pulling a lot of levers and getting people to
007really aim the ship in the same direction. And so some good leadership there that has provided some really great outcomes. So thank you Chief Jessee for your leadership there. Next slide. The creation of the Superintendent Student Advisory Board. It's exciting to hear Mikayla’s in the room tonight to give updates and her perspective on what's been going on. This group has shared their thoughts on several district decisions. There had not been a Student Advisory Board for the district prior to my coming in and so that's always been really important to put student voice at the center of everything we're doing. And they continue to share their thoughts including on the reopening of in-person instruction advanced learning and student surveys. And in fact this district now has a system of including student voice and decision making including
008Student Advisory Board the African-American Male Achievement Student Leadership Council the NAACP Youth Council and of course the board's recent adoption to appoint student representatives to the board. To just visiting students during school visits and hearing their perspectives on things that we're doing. We should all really be proud of our leadership efforts to put students at the center of all that we do. It really does make a difference and I know that that work will continue. We have awesome students all across this district that consistently remind us that they are why we are here. We're here to be working on their behalf. Next slide. The enhanced hiring of staff of color throughout the organization. I would also here like to give a shout-out to Dr. Codd for her leadership in this work. This is also her
009last school board meeting before she heads out. This includes the teach Seattle Lead Seattle And Support Seattle recruitment campaign. The Academy of Rising Educators the Seattle Teacher Residency and there's just so much more going on in that area of our organization that is really positive. And you know Human Resources is literally changing the face of our district and so we should be really proud of the work that's happened there. Next slide. The ability of this large organization to refocus its energy and resources to support families’ and students’ basic needs starting in March 2020 and continued throughout this pandemic. I mean just the lifting of our meal sites. The distribution of all the technology. Of making sure that students had a device. Our partnerships that were created with Amazon and Farestart and so many other Seacity.
010The learning packets that got lifted. The child care sites. All those videos that our educators helped to create. You can see that those teacher-generated videos at the very beginning of our remote learning were viewed over 308,000 times. And I just think that there's been a lot of goodwill built during this pandemic learning time for Seattle Public Schools. And learned that there are people want to partner with us. They want us to be successful and really look forward to watching that sort of continue as well. Next slide. We passed significant levies. Dollars that help us with our general operations and our taxpayers also came through with dollars so our team can create beautiful learning spaces for our communities and students. And on this slide is just a list of some of the buildings that got built.
011The additions that were put on to our buildings. Some of the ribbon-cuttings that some of us got to be a part of and just our capital team is doing really phenomenal work. If you haven't been able to be in some of these new spaces you need to go visit because it's some. I mean super lucky Seattle is super lucky I think with with the spaces that a lot of our students are able to learn in. And you know that Rainier Beach High School is on the docket and things are going to be moving forward on so many other spaces. And when our buildings get redone they really do reflect what our students deserve and so just really proud of the work that's happening there. And that wouldn't be possible without our taxpayers and so just
012really want to thank the Seattle community as well. Next slide. New course offerings aligned with Seattle Excellence. This is the beginning of an exciting new way that Seattle Public Schools can deliver these important courses to students district-wide. Something that we did during remote learning that we can keep as a positive outcome that is a benefit to both our students and the system. This picture is kind of out of place but that's just me and Gail Morris who I've really enjoyed getting to know as our manager of Native Education. She does great work. A lot of work. And this is just sort of our picture where she was giving me some tribal salmon and I was giving her some bison so we were just saying it's a good trade from the coast to the to the
013plains. Next slide. I really want to thank my team. Thanks to the small cabinet. This team works super hard. We also have a lot of fun together. They have made me a better leader and I am just really grateful for them. I'm grateful for their families who allow them to give so much time to Seattle Public Schools. And just really grateful for the work that they put in and the long hours. Additionally a good leader helps to create other good leaders. Over the past few years several small cabinet members have taken or are taking the top job in other districts. 4 superintendents at least. Maybe 5. Chief Wyeth Jessee is going to be Superintendent at a different Washington school district after serving as my Chief of Schools And Continuous Improvement. Dr. Clover Codd is moving
014on to California after serving as my Chief of Human Resources. Dr. Brent Jones is making his return after serving as my Chief of Equity Partnerships and engagement. Dr. Flip Herndon became the Superintendent of Tukwila School District after serving as my Chief of Operations. And finally although Dr. Pedroza is a finalist for the Superintendent position at a different school district she still has a couple of steps remaining but we all know that they will be lucky to get her. I feel really fortunate to have been a part of their leadership journeys and I know that there are several others on small cabinet who are also destined for superintendencies in the future. Next slide. Finally the number ten or number one however you want to put it in order. All of the work to return our students
015to in-person instruction. The looks on the faces of our students as they step back into our buildings that really was priceless. I just want to thank the operations teams the negotiation teams the entire organization for the safe return to in-person instruction. It was quite the day. It's a good way for me to leaving. I feel like we've seen our way through pandemic learning. We made an adjustment to remote learning. And now people are starting to dip their toe back into in-person. And it sort of really went off without a lot of major issues. I mean sometimes at the beginning of school we hear of a lot of different challenges but there was a lot of groundwork and a lot of runway that was laid in order to get to this day. And so it went
016as smoothly as possibly can for a return to school in the middle of a pandemic and that was just because of the work that the teams put in. And so just really want to thank everybody for making that huge lift. I feel really good about getting the students who want to be back in-school in school and I think it lays a good track for the return to school in the fall. That we've learned a lot of lessons we'll continue to learn lessons about how things can be better as the engagement with families continues on to return to school in the fall. And last slide finally I just want to thank everybody who helped with my learning during my journey here at Seattle Public Schools. I will look back on this chapter of my career with
017great pride about the work that got done on behalf of students. I have a week remaining in my superintendent tenure and I plan to run through the tape to finalize the transition to Dr. Jones and to leave him in as good a space as possible for him to continue the story of Seattle Public Schools. And after that you can find me on LinkedIn. So thanks everybody. Appreciate it. >> DIRECTOR HAMPSON: Thank you so much Superintendent Juneau. I just want to take this moment to say thank you for your service. I can't express the extent to which the role of superintendent in this district or any other district particularly during this really crushingly difficult political and social times that we are in is surviving that is no small feat. And and so and I want to
018to just note some of the things that I've that I've appreciated in your tenure at Seattle Public Schools. Most notably the carrying the torch for for racial equity. Upholding the priorities of the community and staff develop a strategic plan is is high on that list as you spoke about. That you were willing to to put on a cape for the Super Readers Program and to inspire young readers. I know I was one of many people that appreciated your sense of humor actually and I'm a huge fan of your of your jokes. And and bringing humor to to the to the district and that sense of joy associated with with reading and being willing to to be a little bit silly to to get kids inspired to to learn and to read. And also in particular
019as you spoke of the openness of engagement with students we are definitely in a new era of engagement with students. And that's something that you've always remained open with myself and fellow directors about getting students engaged. That's never been something that that you've been at all shied away from. And so I appreciate that that openness immensely and it has been something that has allowed us to have much greater student voice which we're about to hear from next is student voice which as you as you noted the board plans to expand with new board members thanks to Directors Hersey and DeWolf for making sure that working with NAACP Youth Coalition to make sure that that happened. And then also making some really hard and difficult decisions at the beginning of the pandemic when others were were
020unsure you know we sort of we led the way in terms of closing down to make sure that folks were staying home safely. All those things those decisions look very different now but I can say with absolute certainty that I was appreciated the strength of your role in making that decision and moving us into a remote model over a year ago when we when we made that first shift. So I know other directors will have things to say at the during their comment opportunities so we won't go into that in detail now as we're going to get back to centering students. And so I'm going to start with turning this over to Center School student Mikayla Marie Morris. She's the Vice President on her school's ASB. She is Center's Student Advisory Board Representative. And when
021she isn't in school she's participating in architecture and interior design programs around the city. Mikayla are you with us. >> STUDENT SPEAKER: Yes I am. Can you guys hear me. >> DIRECTOR HAMPSON: Yes. Take it away. >> STUDENT SPEAKER: Thanks for the intro. I am excited to be here with you guys at this afternoon. I'm sure you all know that it has been the first few days of in-person education and I am sure you are all eager to hear how it is going. So most students are excited to be back in-person and seeing their friends. They've noted that it's still socially challenging in other ways such as like some kids still aren't coming in. You could have all of your friend group not come in. And others are waiting on their second dose of the
022vaccine before they can come in. Many students are also worried about COVID especially as the new strains of youth cases or the new strains arise and youth cases skyrocket. But schools are cleaner than they used to be. There are rules to put put in place to keep them safe. I think many students who are taking online classes note that the classes got quite a bit shorter. They feel like they're losing education. And thinking about the demographic of kids who are going in. Most of the students we looked at in the poll surveys who wanted to stay home are people of color due to inequity issues which is kind of sad. I've noticed with the shorter classes as well that teachers are more likely to give students asynchronous work during those classes instead of actually teaching
023which isn't everyone's learning style and a lot of students are struggling with that. Normally it would be fine but I feel like it's become a constant thing where the teacher begins to just hand it out because it's the easy thing to do. At the same time students who are going in person feel like there is too much time because they are not getting taught any new content. It feels unnecessarily repetitive and they're questioning what the point of going back is. Since it doesn't really feel like they're learning anything they don't feel encouraged to keep going to in-person school. Commuting is a really big struggle for Center specifically but I'm sure it's all across the district that's an issue. At Center we come from all over the district so many think it's laughable that we're given
02445 minutes to commute to school. The majority of whom I've seen coming from West Seattle where traffic is increasingly worse than it was before we left with the bridge down and the main streets getting torn up and the side streets closed. So now we have to wait for many busses that are considered full that would have been okay to board before. And we never would have waited until the last 45 minutes before school started to get on the bus not to mention eat and get on the bus to get to school. So I would be not surprised to hear that many of the students aren't actually eating on their way to school and that they're just stressing out and getting themselves to school. I think many students that stay on the line are also upset
025about the schedule change. It was kind of felt as intrusive because the schedule was flipped around a lot on us at the beginning of the school year and it just happened again. Running Start students in particular are struggling because we have to learn the new bell schedule if we were even told at all and their classes could now overlap when they didn't overlap before. So that's a point of contention with many Running Start students. Students are very happy about the amount of PPE available for everyone at the school I’ve been told. Students are happy to have in-person help from their teachers again. There's no question getting lost in translation over the Internet. They're glad to see that they have enough space so that they're not super worried about you know being up on people and
026getting COVID. And they're glad to see their friends again. Thanks so much for giving me your time. That's all I have. >> DIRECTOR HAMPSON: Mikayla thank you so much for that extensive probably not even close to exhaustive list of pros and cons to coming back to these first couple of days in-person for for 6-12. And I'm sure that directors are have taken in everything that you said and are have lots of thoughts and feelings about that. And I just can't tell you how much I appreciate you sharing those insights those concerns again the pros and cons. And it please stay and feel free to to ask questions and participate in the board discussion as we move through the agenda. And stay in touch with us. You know your voices like yours are incredibly critical and
027you've certainly given me plenty to think about as we move through these next weeks trying to get better at this in-person model for the few short weeks that we have it. So so thanks again. I'm going to actually turn now to my Vice President of the board our Vice President of the board your Vice President of the board Director Brandon Hersey to talk about and just note this. Oh I'm sorry and I also want to note that Director Rankin arrived at 3:31 p.m. So she is here. And when Director Harris is able to join us I will note her arrival as well. Yesterday marked a remarkable event in the era of justice or injustice I should say a very long era of injustice that that continues and yet something important happened yesterday and I wanted
028to pass the mic to Vice President Hersey to give us his thoughts on the conviction of the officer that killed George Floyd that has now been convicted of his murder. Would you like to take the mic for a minute and reflect on. >> DIRECTOR HERSEY: Sure. >> DIRECTOR HAMPSON: That. Thank you. >> DIRECTOR HERSEY: Absolutely. And for everyone listening it's been a challenging year. It's been a challenging lifetime for many of our students. And it was really interesting to watch the verdict come in and immediately everybody on social media and in so many other places were. Let me turn my camera on hold on a second. Immediately so many folks on social media and other places were saying yes this is a moment for celebration. This is a moment of justice. This is a moment
029of opportunity for us to pat ourselves on the [are you ready yeah first spell a word] someone is not on mute. >> DIRECTOR HAMPSON: Cashel can you oh there we go. >> DIRECTOR HERSEY: There we go. Thank you. And for so many of us it just wasn't that right. This I have a really hard time looking at what transpired yesterday as justice. And I want folks to be able because this is the conversation that our children are having especially our young teens. Because there is a there's a big difference between justice and what happened yesterday. Justice would have been if George could have walked away from that encounter. And I need everybody to sit with that. Justice would have been if that encounter never happened to begin with. What happened yesterday was accountability. And justice
030and accountability cannot be the same. And when I think about the work that we're doing to remove police officers from our schools. To close the school-to-prison pipeline. And all of the demands from our young people for justice. This is an opportunity for us to ask ourselves as well is what we're doing creating educational justice or are we actually taking steps in being accountable to our students and their needs and what they've been telling us right. Because accountability is reactive. If we want to create justice we have to be proactive. We have to squarely focus everything we do on our Black students. We have to squarely focus our entire system. Actually utilizing targeted universalism and relating everything back to our strategic plan. Because as so many of our students watched that verdict yesterday and saw so
031many folks begin to celebrate many of our students saw that as an opportunity to exhale but not one that deserves to be celebrated. It's an opportunity for us to take stock and really take a look at the country that we are living in where we are celebrating the fact that a man who killed a black man in cold blood in the street a police officer who murdered a black man we are celebrating that he is being held accountable for that murder. So as we move forward and as our country moves forward the challenge is to not let up and to take our foot off the gas here. Because if we're really going to be an anti-racist institution if we're as about our business as we say we are then there are still much more work
032to be done and I am really proud and excited of the leadership of Dr. Jones and this board to push us toward that work. But playtime is over. If we are going to be serious about actually living up to the standards of equity that we set for ourselves now is the time. Thank you very much for your time. I really appreciate it. >> DIRECTOR HAMPSON: Pįnagigi Vice President Hersey. I am so grateful to you for sharing those words and using up your emotional energy to put that forth. That when I sat to try to write comments that might be relevant and the first thing that I wrote was ‘justice for George Floyd’ and my immediate thought was this isn't justice. Justice would be his life. Living breathing watching his daughter grow up. And and so
033you're right about the the justice versus accountability and the very critical ways in which that plays into our focus and striving for educational justice and how that compares with accountability. And it's something that we need to be very very very [indistinct] to in our thinking. And so I'm just very appreciative for your crystallization of that concept and ask that we all carry that forward in our in our thinking today. And as are we are going to be looking at a very specifically at specific student outcomes focused on our strategic plan so we're about to to do the work today of putting that into into action for the next last couple years of this strategic plan. So with that I will get back on script and take us next to the what is now the consent
034portion of today's agenda. May I have a motion for the consent agenda. >> DIRECTOR DURY: I move to approve. >> DIRECTOR HERSEY: Yes absolutely. I move for approval of the consent agenda. >> DIRECTOR RIVERA-SMITH: Second. >> DIRECTOR HAMPSON: Approval of the consent agenda has been moved by Vice President Hersey and seconded by Director Rivera-Smith. Do directors have any items they would like to remove from the consent agenda. Seeing none. All those in favor of the consent agenda signify by ‘aye’ [all say ‘aye.’] The consent agenda has passed unanimously. We have now reached the public testimony portion of the agenda. We will be taking public testimony by teleconference today as stated on the agenda. For any speakers watching through SPS-TV please call in now to ensure you are on the phone line where your name is
035called. Board procedure 1430BP provides the rules for testimony and I ask that speakers are respectful of these rules. I will summarize some important parts of this procedure. First testimony testimony will be taken today from those individuals called from our public testimony list and if applicable the waiting list which are included on today's agenda posting on the school board website. Only those who are called by name should unmute their phones and only one person should speak at a time. Speakers from the list may cede their time to another person when the listed speaker's name is called. The total amount of time allowed will not exceed 2 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
036speaker is allowed only one 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 is 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 indicated they wish to speak about. Ms. Wilson-Jones will read off the testimony speakers. >> ELLIE WILSON-JONES: Thank you President Hampson. Speakers please remain muted until your name is called to provide testimony. When your name is called please be sure you have unmuted on your phone and then also
037press ‘star-6’ to unmute yourself on the conference call line. Each speaker will have a 2-minute speaking time and a chime will sound when your time is exhausted and the next speaker will then be called. First on today's public testimony list is Chris Jackins. >> SPEAKER 1: My name is Chris Jackins. Box 84063 Seattle 98124. On the consent agenda. Please schedule public testimony prior to the consent agenda. On the authorization for a reduction in force. The report should provide a range of possible cuts. On amending Board Policy 2190 Highly Capable Services. 6 points. Number 1: I am not convinced that the board and the district are prepared to deliver better education. Number 2: the report concedes the Superintendent procedures to implement some aspects of the plan have not been written. Number 3: the report cites a
038quote “successful history of implementing change” unquote with regard to a prior transition to neighborhood schools and with respect to current remote teaching and learning. 4: in fact the cutting of transportation from the neighborhood schools plan reduced choice and increased racial imbalance according to a court ruling on an appeal I helped file. Number 5: and the board should not be reassured by the results from remote learning. Number 6: the board has not even tried to reopen the African-American Academy and Indian Heritage High School. Please vote ‘no’ on the Highly Capable Services proposal. On the school board recall. Recall charge 1 is quote “failed to adequately oversee timely provision of in-person education during the pandemic compared to other districts” unquote. The court ruling stated quote “this court finds charge 1 to be factually sufficient” unquote. On personnel
039changes. Senior district staff member Clover Codd is leaving the district. I wish to thank Ms. Codd for her service to Seattle Public Schools. And my thanks to Superintendent Juneau. Thank you. >> ELLIE WILSON-JONES: Next for testimony is Clifford Meyer. Clifford Meyer. >> SPEAKER 2: Hi. First I want to thank the board members and all of our district staff for serving our children in this extraordinary and difficult time. I have two children who have been provided Highly Capable Services at Thurgood Marshall Elementary and Washington Middle School. And so I'm speaking today to the proposed proposed revisions to policy 2190. First I do want to endorse the changes that would push much harder on the district to end the decades of racist student identification policies for Highly Capable Services. These have been called out for many years.
040Maybe at this important moment in our country's history SPS will finally become an anti-racist organization in how it treats this set of children who have different academic and social emotional needs. However the proposed changes that we see today move beyond that and set a commitment to providing services in every single school in the district. That may be where the board and district should be soon but not yet. I have two particular areas of concern. Number 1: this proposed policy is not following the recommendations of the 2018 Advanced Learning Task Force. And number 2: the policy does not provide the board with an assurance of accountability to make sure that the district really will properly serve the thousands of students who need Highly Capable Services in order to receive what the state calls a fair and
041appropriate basic education. Regarding the task force recommendations numbers 6 and 7 are quite clear saying that the district should not move forward with changes to the current delivery model without clear evidence that the new proposed model or models are effective. While the district's timeline has a very very clear indication of how it expects to move forward it is not showing within that timeline how it would be evaluating the success of its first 1-school then 5-school pilot within the elementary schools. This [chime] is not adequate. I also want to make sure that you are aware that accountability is not built into this set of policies. There is nothing in here saying exactly what board can expect. That is particularly important and I urge you to ensure very specific data-based metrics and other factors by which the
042district will know the success of Highly Capable Services. Thank you very much. >> ELLIE WILSON-JONES: Next her public testimony is Megan Hazen. Megan Hazen. >> SPEAKER 3: Indistinct. >> ELLIE WILSON-JONES: Megan. >> SPEAKER 3: Can you hear me. >> ELLIE WILSON-JONES: We can yeah. >> SPEAKER 3: Thank you. Okay. I wanted to speak against accepting the changes for 2190 by addressing the many ways that it falls short. The lack of a detailed proposal for a non-cohort service model. The weakening of the state's definition of ‘High Cap.’ And the utter lack of engagement to learn what is needed for High Cap education. However I do believe it will be more productive to look forward. I'm asking SPS take a leadership role in declaring strong support for High Cap students. The law that High Cap students must
043be served exists for a reason. These students have well-defined atypical cognitive development which is expressed in complex ways. They are not merely high-achieving and they're not often well served by typical teaching methods. The research on this is clear. The law exists because when teachers are not trained in the specific needs of these students and leadership does not explicitly demand that they are served they are not served. There is very little in these recent discussions around High Cap that acknowledges this but make no mistake SPS fails these students when they're not protected by Policy 2190. Historically High Cap students are not well served outside the cohort. They are at best neglected and at worst abused in a system that lacks resources to serve them and also has tacit permission to vilify them. High Cap parents want
044to improve the High Cap service model but do not want to see it eliminated. If SPS wants to move forward with renegotiating this policy and eliminating the cohort the district must from top down express the importance of serving High Cap students and providing their basic education. Leaders must stop scapegoating High Cap families. New systems must be developed and further must be developed with full collaborative engagement including allowing actual feedback from High Cap families. SPS must lead in training their staff in High Cap learning. SPS must find a way of holding their schools accountable for actually providing the programing and behavior required [chime] to succeed in this service. I can't stop this board from moving prematurely to remove the only system we have of serving High Cap students but please I am begging you to do
045better in designing a way forward. And you have to move quickly. Our students don't have a lot of time to wait for the adults to figure this out. Thank you. >> ELLIE WILSON-JONES: Next for public testimony is Kathleen Lendvay. Kathleen Lendvay. >> SPEAKER 4: Are you able to hear me. >> ELLIE WILSON-JONES: Yes. >> SPEAKER 4: Great. I have I'm speaking also on Policy 2190 and I have read and learned about the proposed changes on Highly Capable Services and I see promise in some of the ideas presented. But that promise demands that I imagine the new proposed services model in a different district. A district with clear accountability for managing this change. A district with leaders who genuinely believe in offering robust advance learning to challenge Highly Capable students and identifying every student who could
046benefit. A district that will actually do the work to fix our Highly Capable program rather than call it good based on the optics of a policy vote. This is not our district. Voting for this change without the culture change leadership support and accountability structures to make it work is wrong. The board's decision last year to approve TAF at Washington Middle School provides a preview of how this change will go. While district leadership and the board got to pat themselves on the back for adopting a bold change students and teachers were left holding the bag. Last year’s change to Policy 2190 promised continued HC services in a blended model. But almost a year into the program nobody can describe what ‘HC services’ means at Washington Middle School Middle School or how to access those services. Nobody
047is accountable for HC services in the school so it simply hasn't happened. Neither the Advanced Learning Office nor the school administration have the ownership or accountability to deliver on the board's promises and teachers are left with families who were promised something without teachers receiving any of the training standards or communications about what and how to deliver it. It's a disservice to the students in our district to pass a policy change without the organizational capacity to make it a reality. In this district at this time a vote ‘yes’ on this policy change is effectively a vote to just discontinue Highly Capable Services and also to discontinue acknowledging Highly Capable Students. Thank you [chime] for your time. >> ELLIE WILSON-JONES: Next for public testimony is Brian Terry. Brian Terry. >> SPEAKER 5: Hi can you hear me.
048>> ELLIE WILSON-JONES: Yes. >> SPEAKER 5: Good afternoon. Please approve the proposed amendment to school board Policy 2190. In our district today a White student is 6 times more likely than a Black student to be identified as Highly Capable. The mostly White classrooms that this creates are often placed next to mostly Black neighborhood classrooms. This sends a clear message to all of our students. White students are more capable and more deserving. Today's program admits students who are already performing [indistinct] significantly advanced work rather than those with the potential to perform advanced work effectively excluding those students who have the most to gain from advanced learning services. It is time for us to make it a priority to serve all of our Highly Capable students and to eliminate the White supremacy culture in our schools. Please
049support amendment 2190. Thank you. >> ELLIE WILSON-JONES: Next for public testimony is John Persak. John Persak. You may need to press ‘star-6’ to unmute on the conference call line. John Persak one more time. Press ‘star-6’ if you're on the line. Okay moving to our next speaker Laura Marie Rivera. Laura Marie Rivera. Laura Marie. >> SPEAKER 6: Hear me now. >> ELLIE WILSON-JONES: Yes we can hear you Laura. >> SPEAKER 6: Hi. This is Laura Marie. The language that we use is important. As an educator and a citizen it matters. Just like discussed today with the use of the words ‘justice’ and ‘accountability’ it matters. Of course there's a difference between gifted and Highly Capable and I find that in this district and in a lot of these meetings they're often used interchangeably. In the interest
050of time I'd like to ask people to Google these words so we can practice using them correctly. These words matter. And along those lines we need to look thoughtfully and critically about calling programs and their recipients and advocates racist. The existence of High Cap students and the need for High Cap programing are not racist constructs. However in Seattle Public Schools they exist in a district replete with systemic racism and if imprecise language is used that implies that High Cap itself is racist then great harm’s done to the students who are both High Cap and not cis male White students. SPS must be very clear that changes to programing are to address their long-standing and underlying racist structure and behavior. Not to deny the existence or the rights of High Cap students themselves. And so I
051end with an ask that you commit to serving the special needs of High Cap and gifted students from all over the district and support them with the money and programing and training that these commitments will require. Thank you. >> ELLIE WILSON-JONES: Next for testimony is Robin Reed. Robin Reed. >> SPEAKER 7: Hello. My name is Robin Reed. I am the parent of a 6th-grader. I'm asking that the board and the district begin preparations now to offer the option of full-time in-person instruction for all students in September. It's increasingly clear that full in time for in-person instruction will be the norm across the country by this fall. In San Francisco which has managed COVID in ways very similar to Seattle the district has committed to full-time in-person learning in the fall. Other large school districts have
052done the same from Boston to New York City to Chicago. There's a good reason for this. We know much more about the spread of COVID now than we did a year ago and we have studies from the past year showing that when students and teachers wear masks COVID transmission in schools is extraordinarily low. Public health leaders including the CDC support full-time in-person. School the director of the CDC Rochelle Walensky recently said ‘come September 2021 schools should be full-fledged in-person and all of our children back in the classroom.’ Why do I want students to return to the classroom full-time. While I understand that remote education has been an adequate for some students and a positive experience for a few it's been distinctly worse for many others my child included. Online school for my 6th-grader has been
053work and stress and a demand for focus on a screen for hours every day with none of the interaction spontaneity or fun of in-person school. Despite his efforts ours and his teachers it was a disaster. I watched the joy drain out of him and I sincerely worried that he would never want to learn again. And I think Mikayla Morris's comments today really highlight clearly some of the drawbacks of the hybrid model. Transit challenges and limited time for teachers to introduce new material and having to divide their attention between online students and in-person students mean that hybrid education is compromised education. We are not doing enough for our students. SPS needs to begin planning a full-time option now anticipating additional guidance from the state requiring it. Without planning now you commit to the same scramble and
054challenges you faced last month preparing for hybrid [chime] education. I’ve seen many Facebook posts from you Director Hampson stating that the Governor's proclamation left too little time to plan the rollout of hybrid education in an equitable way. Don't let that happen with full-time in-person school. You need to start planning to ensure equity access and safety now. Thank you. >> ELLIE WILSON-JONES: Next is Janis White. Janis White. >> SPEAKER 8: Hi. Hi. Can you hear me. >> ELLIE WILSON-JONES: We can. >> SPEAKER 8: Thank you. It's Janis White President of the Seattle Special Education PTSA. Today I want to highlight some of the challenges facing students with disabilities as a result of the transition to either hybrid or remote learning. Although we've heard repeatedly all school year about the district prioritizing students with disabilities the reality
055for many of our students is very different. Consider these actual experiences. The high school student in an intensive service pathway who will be spending half of his school day in the building down the hall from his gen ed class being taught in-person but attending the class via laptop because the school failed to account for him when planning space for the gen ed class. The elementary student who needs one-to-one support but whose family has been told that the IA can only be within 6 feet for 15 seconds when the student is in-person. The high school student who attends general education classes with push-in support whose family was presented with a revised IEP on the eve of hybrid learning that reduced his IEP services by 90 percent. The elementary student whose gen ed classes are now scheduled
056at the same time as her special ed services forcing the family to choose between their student being included with her gen ed peers for instruction or receiving special ed services. These stories and more demonstrate the operational failure of the district to treat students with IEP’s as general education students first. Prioritize their needs. And as well it demonstrates the lack of an inclusive culture in our schools. Please read the April 14th article in the Sealth Seattle Emerald entitled ‘SPS Educators Confront Issues of Race and Disability as Students Return to Schools.’ Several dedicated educators are quoted in the article about their concern that the about that the overwhelming need for inclusion of Black and Brown students with disabilities [chime] is being overlooked. The article cites a 2007 study showing that 55 percent of Black students with disabilities
057are arrested before the age of 28. We need a cultural shift embracing inclusion and rejecting ableism along with racism. We ask for district leaders to set this vision and then hold staff accountable to implement an anti-racist and anti-ableist culture in our district our schools and our classrooms. Thank you very much. >> ELLIE WILSON-JONES: Next is Elias Kass. Elias Kass. Elias Kass. Elias you may need to press ‘star-6’ to unmute if you are on the conference call line. >> SPEAKER 9: Can you hear me now. >> ELLIE WILSON-JONES: We can. Yes. >> SPEAKER 9: Thank you. My name is Dr. Elias Kass. Thank you for the opportunity to speak. I am a pediatric primary care provider in Lake City. My son is in kindergarten and he has been thrilled to be able to attend school in
058our neighborhood school building for the first time. For 2 hours and 45 minutes he’s able to experience the novelty of being in the same room as his teacher. Being able to see and play with his classmates and raise his physical hand instead of his virtual hand. At the end of the 2 hours and 45 minutes I leave my clinic drive to his school wait in the line of 100 cars to pick him up and drive him to a different elementary school for child care because there's no child care at his school and there is no transportation to the other school. His school has done a beautiful job with the restrictions and the requirements of this modified school day but this is not enough. He actually needs to be in actual school for the entire day
059and my patients also need to be in school for the entire day and patients and families need to be able to plan for the fall. I beg you to commit to full in-person school options in the fall. We need that strong commitment in order to be willing to stick with this district and to give this district another chance. We need to know that this district will do what it takes to secure the funding needed to provide school in school buildings. We need to know that the new superintendent is committed to in-person school. That the new chiefs are committed to in-person school and we can't wait until late August to know what's coming and know how many hours our kids will be in school whether or not there will be child care and whether or not
060there will be transportation. Our kids are not autonomous learning units. They are part of families with other kids’ schedules to figure out and with adults whose livelihoods are increasingly at stake when they have to leave work in the middle of the morning. We need to know that the commitment is there and that we're working towards a common goal something beyond the absolute legal minimum. This district is an enormous complicated system with many many moving parts. It's hard to get everything lined up but it will be absolutely impossible without the desire and commitment to do it. Please rely on the guidance of the CDC the AAP Department of Health and the experience of the thousands of other school districts who have achieved full in-person schooling. We can do it too. Thank you. >> ELLIE WILSON-JONES: Next
061is Cherise Gaffney. Cherise Gaffney. >> SPEAKER 10: Hi. Can you hear me. >> ELLIE WILSON-JONES: Yes. >> SPEAKER 10: Thank you. Earlier this month the CDC’s director said that by September all schools should be fully open for in-person learning and no longer remote. And yet fall planning isn't even on your agenda today. For elementary students 64 percent of families opted for in-person including half of students furthest from educational justice. I expect those numbers are higher for secondary students. And we know that just by reopening this spring we will increase community trust in schools. That increased trust together with widespread vaccine for all adults and most secondary students will naturally drive more demand for a return to full-time school in September. When the vast majority of families from all demographics are ready what is SPS doing
062to make sure it meets families where they are. It's time for SPS to plan a return to full in-person school for fall. Students need real in-person teaching that finally starts helping the students for whom remote learning is just not accessible. Those students have been left on their own for over a year now and the result is a generation of Seattle Public School students who are anxious and isolated disconnected from their teachers and their peers. Those students haven't failed. The adults have failed them. Until SPS provides in-person school that does not rely on remote instruction and until SPS insists on teachers providing actual new instruction in-person we know that a good portion of our students across SPS's community will continue to fall through the cracks. SPS and this board should be leading the charge on full
063reopening as advocates of those students not being dragged [chime] there as desperate parents and health officials. This board needs to act now to direct SPS to build a full-time in-person reopening plan so that you are actually ready this time. No more excuses. >> ELLIE WILSON-JONES: Next for testimony is Anne Goodchild. Anne Goodchild. If you're on the line oh did I just hear Anne. >> SPEAKER 11: Yeah. Can you hear me. >> ELLIE WILSON-JONES: Yes. We can. >> SPEAKER 11: Okay. Great. Yeah. Hi. Thank you. I'm a Seattle Public Schools parent and educator myself and I have had kids in the system for a decade or so and always try to you know help out and do what I can. I'm asking you today simply to communicate with families regarding your plans for fall. I feel
064silly really having to ask you to do that given that your mandate you know and responsibility of Seattle Public Schools is to provide reasonable education for all of Seattle’s students but I think you've heard from other participants today that your community does not have faith and confidence in your ability to provide in-person education for students in the fall and and and really have lost track of your intent. I know that's been a difficult year for everyone. It's certainly been a difficult year for our family and we're really limping along. Everyone is trying to make the best of a tough situation. But what has happened in the last year is not a reasonable education educational option for our family remote learning and we are we desperately await a return to in-person instruction. I'm you know we're
065trying to be patient with everyone who has to adapt as well but I think that your community has lost confidence in the school district's commitment to do that. There is a big question as to whether or not you hold as a priority returning students to in-person instruction when it is safe to do so. The reason for that is very scant communication from Seattle Public Schools. Official communication. I really don't know what's happening. I know there's no opening task force. I don't know what happened to outdoor options. There is no agenda item on the school board meetings about reopening. As a as an active participant trying to listen I hear nothing official about school reopening. And evidence suggests a mandate from the Governor was [chime] required for any movement. The other thing we do see is
066combative and confusing messages on social media by the school board directors. And so in the absence of formal communication from SPS people rely on that as a form of communication which has caused confusion and distress. So I simply asked for your faith for sharing your decision-making for being transparent about your goals and allowing community members to know what they can expect as they plan for their families this fall. >> ELLIE WILSON-JONES: Next for testimony is Aurelie Cabou. Aurelie Cabou. >> SPEAKER 12: Hi. Can you hear me now. >> ELLIE WILSON-JONES: Yes we can. >> SPEAKER 12: Okay. Thank you. Good afternoon. I'm speaking as a parent of two SPS elementary students and as a local family physician. I have seen the stress and strain on my own children as well as my patients and their
067families that over a year of fully remote school has caused. We the parents have fought tirelessly to get SPS kids back in person [indistinct] it's the governor's order for SPS and SEA to do the bare minimum required by that order and not even the minimum for our middle and high school students. Failing to open school sooner and more completely is shameful and criminal. I implore you to right this wrong. Put aside the politics and the fear. Be our advocates and do what is best for our kids. Plan now and commit to full-time in-person school this fall. SPS has already proven to be woefully behind nationally and locally in this regard. This must change. Most urban districts nationwide are already back full-time or have committed to full-time for the fall. Local private schools have as well.
068Your number one priority must and should be educating our children full-time in-person. Stop pretending that hybrid and virtual learning is good enough. It is not. Please pull yourselves together get organized make a plan communicate that plan to us and make full-time in-person learning happen for the fall. Thank you for your time. >> ELLIE WILSON-JONES: Next for testimony is James David Dack. James David Dack. James are you on the line. If you're on the line you may need to press ‘star-6’ to unmute. Okay moving to the next speaker. Madeline Madeline Kogut. Madeline Kogut. >> SPEAKER 13: [indistinct]. >> ELLIE WILSON-JONES: Madeline is that you. >> SPEAKER 13: Hello. >> ELLIE WILSON-JONES: We can hear you. >> SPEAKER 13: Okay. Thank you for the opportunity to testify. My name is Maddy Kogut and I'm an 11th grader
069at Ingraham High School. I would just like to say please plan to reopen full-time in-person in the fall. High school students need contact with teachers and other students. It's not working to be alone looking at a screen. It's impacting our academic and our mental health and the science shows that we can go back safely to in-person full-time. Thank you. >> ELLIE WILSON-JONES: Next for testimony as Rose Bellini. Rose Bellini. >> SPEAKER 14: Hi. Can you hear me. >> ELLIE WILSON-JONES: We can. >> SPEAKER 14: Hi. I'm a parent of a current second grader. Recently I went to the SPS website and I clicked on ‘about us.’ I read we believe it is essential to place the interests of students above all others in every decision we make. We believe it is our responsibility to do
070whatever it takes to ensure that every child regardless of race gender socioeconomic status language proficiency learning style or disability achieves at their highest level. While enduring a horrendous year of remote school and now a bare-minimum hybrid model one cannot believe that this board or SPS was or is doing whatever it takes for every child. If it were the case my child would be safely learning from a teacher in a classroom five days per week. Families would not be further burdened to solve for problems that could and should have anticipated. Remote learning and hybrid learning are not by any stretch of the imagination equated with excellence for the majority of students here or anywhere. Hybrid models are not celebrated as somehow a best-of-both-worlds scenario and the risk benefit analysis they were based on no longer applies
071in our current reality. I want this board and SPS administrators to do whatever it takes so that the interests of my child your child everyone's child are urgently placed first with an immediate pivot to planning for full-time in-person learning for fall 2021. However imperfect a system might be one cannot fix known problems demonstrate improvement and instill trust in those who are wary if there are not open classrooms in which to carry out that work. I demand this board break its cycle of inaction cease passing the buck and blaming others. I call on you to take the responsibility granted and assume an immediate problem-solving mindset aimed at offering a full-time in-person learning scenario for all who want it in fall 2021. The time has long passed for the work of SPS to be anything but a
072fully-focused commitment to efficiently designed negotiate and execute a plan that provides the opportunity owed to our children to attend school in-person every day. I may not know or care if my child is behind but I know that you certainly are. Thank you. >> ELLIE WILSON-JONES: Next for testimony is Ariana Farrell. Ariana Farrell. Arianna I can see that you're on the line I believe. But we are not able to hear you. One more time Ariana Farrell. And I'll I'll go back through the names we missed at the end of the list. So moving to our next speaker Lisa White. >> SPEAKER 15: Hear me. >> ELLIE WILSON-JONES: Is this Lisa. >> SPEAKER 15: This is Lisa. Can you hear me. >> ELLIE WILSON-JONES: We can. Yes. >> SPEAKER 15: Okay thank you. Thank you for the
073opportunity to testify. My name is Lisa White. I'm the parent of an 11th grader in Seattle Public Schools. I would just like to say what many others have said. Please start planning now for full-time in-person school in the fall. As you know the CDC expects it. The science supports it. And other districts are already planning for it and in fact doing it now. Teachers have been vaccinated and by late summer students in middle and high school will likely have the opportunity to be vaccinated as well. High school students have been struggling academically and emotionally during remote school. Teenagers are not meant to be alone in front of a computer. They need contact with teachers and classmates and social interaction more than just a few hours two days a week. Remote learning was a response to
074an emergency situation. It was not meant to persist indefinitely. We know it is not an adequate substitute for in-person learning. We have learned a lot about about how COVID spreads and doesn't spread and how to function safely wearing masks. There is no justifiable scientific reason to keep schools remote or even hybrid in the fall. Remote and hybrid plans are both hurting students. We're not asking for anything unreasonable. It is possible to plan to go back in-person safely in the fall given the CDC guidelines science experience and vaccine. Schools around the region state and nation have been going back successfully. We don't need to reinvent the wheel. We're asking you to look around at what other districts are doing and to do what it takes to help students thrive and succeed. Currently they are falling behind
075and struggling. SPS begins bargaining with the teachers’ union for the next year’s schedule in May. Please make sure that SPS and the union bargain a solution that includes full-time in-person learning consistent with science and the vaccine schedule to address student mental health needs. Students have suffered academically socially socially and emotionally long enough. Thank you. >> ELLIE WILSON-JONES: Next for testimony is Ryle Good Goodrich. Ryle Goodrich. Ryle if you’re on the line please press ‘star-6’ to unmute. Ryle Goodrich. Moving to the next speaker Carrie Kaplan. Carrie Kaplan. >> SPEAKER 16: Hi. >> ELLIE WILSON-JONES: Is that Carrie. >> SPEAKER 16: Hi. I'd like to just end this with trying to bring everyone together on trying to move forward to reopening our schools in in full in the fall. I'd like to speak us to all to
076to come together not to act as adversaries in the path of school reopening. School is a tool to allow our children to celebrate their differences and use them to promote a healthy and diverse society. Science engagement creativity resolution communication conscientiousness and collaboration are all educational and life skills we can agree on that will move us in the right direction. These are some of the paths forward to reopening and strengthening our schools and what a wonderful opportunity for us to role model these approaches for our kids and not to be in conflict with each other. Barriers and conflicts that we have as COVID are struggles but they are also a path for us to grow together and to become more effective educators. I met with some of the board members a couple of weeks ago and
077they expressed frustration with the Governor Superintendent Mayor and parents. When I have spoken to those who the board members are frustrated with it comes back the same. What I'd like to propose that we all say that we are sorry for the ways we have failed our kids and have failed each other and move on. There needs to be a path forward that is transparent forthcoming civilized fair safe and effective in bringing our kids back full-time in the fall. I hope and I believe we are capable. I will start with the science. This is from the CDC. Evidence suggests that many K-12 schools that have strictly implemented prevention strategies have been able to safely open for in-person instruction and remain open. The absence of in-person education options might disadvantage children from all backgrounds particularly children of
078low resource communities who might be at an educational disadvantage. Now I hope that we can take a look at some of these goal-setting strategies I mentioned and focus on self-reflection and [chime] forgiveness and move forward to work together to reopen the schools in full in the fall. Thank you. >> ELLIE WILSON-JONES: President Hampson that was the end of the testimony list but I can go back through the names that we missed in case anybody was having technical issues. >> DIRECTOR HAMPSON: Yeah why don't you go through one more time. >> ELLIE WILSON-JONES: Okay. Beginning with and if your name was on the list and we didn't catch you before you can press ‘star-6’ now to unmute and hopefully we can catch you in this round. John Persak. John Persak. If you're on the line please
079press ‘star-6.’ Moving to the next speaker. James David Dack. Moving on. Ariana Farrell. Ariana Farrell. And then finally Ryle Goodrich. Ryle Goodrich. President Hampson that concludes the testimony list and I don't see any of the numbers that those individuals gave us on today's call. >> DIRECTOR HAMPSON: Okay. Thank you Ms. Wilson-Jones. That concludes our public testimony for the meeting. We will move now to items that were removed I'm sorry we don't have any items removed for the consent agenda. We will now move to Introduction Item Number 1: Rename and Amend School Board Policy Number 2190 Highly Capable Services and Advance Learning Programs. This came through SSC&I otherwise known as Student Services Curriculum and Instruction on April 6th for consideration. Chief of Support Student Support Services Dr. Concie Pedroza I believe you will be briefing us.
080>> CONCIE PEDROZA: Yes I will. Thank you. I also have with me here today program manager Deenie Berry. At the end we're going to be available to answer questions from the board. So good evening school board directors and the community. I'm here to not only present the BAR for 2190 Highly Capable Services and Advanced Learning Programs but to offer a few thoughts for reflection about our legacy as leaders in our system towards anti-racist practices and accountability. Especially in light of the history of this policy being brought forward several times earlier. Dr. Kendi states and I quote “Americans have been long-trained to see the deficiencies of people rather than policy. It's a pretty easy mistake to make. People are in our faces. Policies are distant. We are particularly poor at seeing the policies lurking behind the
081struggles of people.” End quote. And I just wanted to give us some thoughts of reflection that in critical race theory there are several tenants that we have centered in our racial equity learning as a system over the years. The permanence of racism. The counter storytelling and counter narratives. Whiteness’ property interest convergence and critique of liberalism. So I want to just start with saying that Policy 2190 and it's language specifically around revisioning our services our classrooms and our schools requires us to examine where policy meets social justice and anti-racist actions. This cannot be a moment of interest convergence in this moment and I turn to a paragraph out of the Harvard Review which highlighted Dr. Derrick Bell's theory of interest convergence that the rights of Black people only advance when they converge with the interests of
082White people. 25 years after the U.S Supreme Court ruling in Brown vs Board of Education Bell argued that “the holding cannot be understood without some consideration of the decisions values to whites not simply those concerned about the immorality of racial inequality but also those in policymaking positions able to see the economic and political advances at home and abroad that would follow abandonment of segregation.” end quote. Historically in Seattle Public Schools as evidenced by our own Seattle Public Schools data students of color have not benefited from many of the Seattle systems policies and procedures including the one before you today. And I know that the entire system and educators in our system as well as our school board are deeply committed to up to really supporting systemic changes to support anti-racist actions and that it's going
083to take a lot of time and effort and accountability. For this policy review 2190 I'm just going to highlight some information and reminders and things that many of the community know very well. One and this is documented very well documented this program and our service design was developed over the current model was developed over 40 years ago in order to combat white flight as documented in district emails noted in archives published in two local newspapers. The program was designed for white students. It was not designed to support Black excellence or our students furthest from educational justice. Next point that there are people in our community who philosophically believe that the current policy as is is the only way to do it appropriately advance learning in Seattle Public Schools. If this policy advances tonight and the
084changes that we hope it will do to create a newer system it will take an entire community and a commitment from our entire system to reeducate and unpack our entire community not only as to the why this is happening and why we need to do these changes but the research behind the changes and then also to provide those systemic strategies and structures in place to ensure that we continue to improve our system so that every student that is in these services Highly Capable Services benefits from rigorous instruction. And many of our students from the diversity of our backgrounds and cultures they've shared with us over and over again that they want to experience rigorous learning but they want it aligned with our values of anti-racism that allows students participate with their whole identities and then
085takes into account a decolonization approach to the [indistinct] to material. And furthermore it's important that we shift our focus on talent development for our students furthest from educational justice. And our department has been committed with weekly racial equity training for the past two years. And to continue to design changes and enhance their systems and their procedures and their learning in taking a targeted universalism approach. And finally I just want to another point I want to add is that research and national practices have a broad range of services and processes that we are learning from and incorporating into our system. We are using experts in gifted and Black student success such as Dr. Collins to support our efforts and shift our practices. We are committed to having experts such as these in community to guide us
086as we continue to design process and procedures. Our district has a history of listening to those who don't represent the students we are intending to serve with their [indistinct] with all information and expertise in all things education including but not limited to educational needs of Black and Brown students. We have we the Advanced Learning Department Student Services Department we have done intentional work to prioritize learnings from students researchers families and practitioners who represent the Black and Brown students we intend to serve. And we believe that the work we have done over the past two years will support these students and that all of our students will be served through these recommendations and changes. In closing I want to I I met with the Highly Capable and Racial Equity Advisory Committee and I promised them to
087share one last thought from them. They do not believe that this policy even goes far enough for them because it's not calling out the harm to Black and Brown students in our system by our actions of gatekeeper and centering whiteness in past policies and implementation. They want us to know that that in order for us as a system Seattle Public Schools to build trust with families of color is to ensure our procedures hold our system accountable provide specific anti-racist training to educators and staff and that we continue to refine and draft procedures with the advisory’s group oversight and recommendation and looking and input and feedback to ensure that we are providing the systemic changes that we are set here on forward to change. They believe and I believe as well that if we're not specific
088with our strategies and systems that we will always be in danger no matter what system we create which policy we design or which procedure we design that we could end up creating an unjust system similar to this one. So it's really important that we continue to do those procedural work those accountable works that we need to do to provide those changes as we continue to develop some of our systems in place with the practitioners group the work that's ongoing currently. This is the only way we can rebuild trust with our families of color. Thank you. I'm ready for your questions. >> DIRECTOR HAMPSON: Thank you Dr. Pedroza. I will go first to the chair of our Student Services Curriculum and Instruction Committee Director Rankin. >> DIRECTOR RANKIN: Thank you. Thank you Dr. Pedroza. So this
089policy has been kind of on the docket for some time and ebbed and flowed and been delayed because of previous instructions from the governor to focus on the essential business responsive to COVID. So I think this was even was this last maybe even a year ago. So we've had there's been a lot of kind of back and forth between movement and standstill but I just I want to thank you Dr. Pedroza and your department for continuing to reach out to community members continuing to not give up on this. Keep bringing it forward. And I also we in order to support the board and making sure that that we all have the information that we need there were two-by-two’s offered and not everyone has been able to participate in one yet so I just kind of
090want to remind my colleagues that that opportunity is available. So if there are more if there because our this is introduction now so between now and when this item comes before us for action if anybody feels the need for to take us up on that offer of two-by-two’s and get some have some more time to ask some more in-depth questions or provide feedback to staff from your communities let us know. And I'm I hope I'm not speaking out of turn Dr. Pedroza. I'm sure we will we will try to make sure that we can accommodate that in in people's schedules. >> CONCIE PEDROZA: We will prioritize that. Absolutely. >> DIRECTOR RANKIN: Great. I I kind of figured I figured that. >> CONCIE PEDROZA: Yes. We will. >> DIRECTOR RANKIN: So just a reminder that that
091is available. I wanted to acknowledge some of the speakers from public testimony. And and just say a little bit about this in general and and acknowledge the very real fear and concern that a change in this model is going to mean everybody just goes back to their regular classroom and we hope for the best. I I want to acknowledge that that is a real fear for parents for families of kids who struggle to be recognized and to engage with education in a in maybe their neighborhood school or a general education classroom. I plan to between now and action bring forth an amendment that that addresses what Dr. Pedroza was talking about in terms of accountability from families of color that we don't just recreate a different segregated system that doesn't serve students. But I want
092to include in that also the accountability for the services that was that was mentioned in in in comments and that I've heard concerns about just in general. Because as we've you know talked about a lot all the best intentions they don't mean anything if we don't have the procedure and then we don't have the accountability. So for some further context I also want to help people understand or remind folks that the changes being proposed are over 5 years. Not it's not sudden. And that the culture shift needed is is real and it was it was mentioned by some folks in testimony and we've talked about it. Seattle Public Schools and it may may or may not be unique to Seattle Public Schools but we have as a system somehow conditioned staff teachers families to believe
093that their child if their child has a need beyond a certain scope of general education whether that be Advanced Learning Highly Capable Special Education we have created a structure that requires specialists all over the place and requires students to go elsewhere to be served as for the individuals they are. And that's not best practice. Washington State as a state is forty 44th in the country for inclusive practices. We serve fewer students with Special Education needs in inclusive settings than 43 other states. And I'm bringing this up because a lot of what some of our speakers were talking about are students who are what's called ‘twice exceptional’ which is exceptional cognitive and academic capabilities and in need of Special Education services or or having other disabilities. We have sort of given we have codified this sense
094in all of our buildings that certain types of children do not belong in a general education classroom and have to go to another classroom or to another school to be recognized for who they are and receive education. And so I just wanted to and it's not so we have as as Director Hersey said earlier playtime's over. Like all of our students are all of our students. There may be additional support needed. There may be additional services needed. But the idea that some students can only be served by some people somewhere else is the shift that we have to take. We're done saying this is not my student this is that person’s student. This student what is the student doing in this classroom. Where is the person who's supposed to be taking care of them. Now
095that doesn't mean that everybody just gets crammed back in the same building with one teacher who's struggling to meet all of these needs but it does mean that we have to make that big shift that we don't we as a system can no longer say ‘oh students in my class don't read ahead of grade level if you read ahead of grade level you have to go to a different school.’ That's not okay. That student’s part of your class. And they deserve to be challenged and excited and engaged just like anybody else. The same with a student who is behind grade level. That support needs to come in for them but they're still part of the general education classroom. And so that is a big philosophical shift that we have all been conditioned that this is
096the only way this will work. And the only way students can be served. And it's not the case in other districts and we know it's not the case in terms of what research shows is best practice. And so I just kind of want to contextualize that this is for me anyway about much more than only Advanced Learning and Highly Capable. That and the the things that we need for accountability in this are for all of us to hold the entire system top to bottom accountable for meeting the individual needs of students and embracing them for who they are in order to provide them with the most appropriate education that we can and to have them be fully included members of their community. So I'm just kind of saying that to say it it the the
097policy change is what is going to direct the district to make the changes that some some of our commenters are concerned about. That we can't wait until everything's perfect to then do the policy because you know the policy is what's going to tell the district this is what we're doing now. And so it is a bit of a leap of faith and I do I think that we can do it. We have such awesome educators. We have such incredible families. And we just have to hold ourselves to this and also know that it's not going to happen overnight and it is going to take work and time. And this policy change will allow us hopefully to do that. >> DIRECTOR HAMPSON: Okay. We're going to go now to Director Hersey. >> DIRECTOR HERSEY: I don't
098have any questions. Mostly just an undying regard for Dr. Pedroza and the work that's gone into this. As a 2nd grade teacher like I know firsthand that there are neurologically diverse children. There are definitely children in our system who need specialized learning environments. No one saying that they don't. But what we are saying is that for a long time we have been taking very or at least attempting to take very large steps toward making our learning environment environments more equitable. Making them more inclusive. And making them more accessible to our students across so many different classrooms. So all I will say is as we are embarking on this journey given all of the comment that we've heard tonight many of those folks have been able to share space with in different opportunities over the past
099couple of years is that this is going to be a process as many folks admit it to is necessary and one that we as a system also have to be able to deliver on this this lofty ideal that we've set for ourselves that we're going to be able to serve everybody in their individual classrooms. And so both of those things are true. We need to make sure that we're serving all students and we also need to hold ourselves accountable to making sure that we're going to say that this new model is the direction in which we're headed that we are doing everything in our power to ensure that it is the best possible version of that model. So again excited for the work that's gone into this. Thank you Dr. Pedroza and I'll pass on
100to the next director. >> DIRECTOR HAMPSON: Okay thank you Director Hersey. Director Dury. >> DIRECTOR DURY: I don't have any questions. I do want to say that I'm I too I echo what has been said. I appreciate the context that Dr. Pedroza and Director Rankin have provided for us. And and I I also think that this is exactly in alignment with the board policy move to student outcome based governance. And and I look forward to working in in alignment with that and in ensuring that the accountability piece is there in the in the procedures. And that we are setting the policy and the guardrails to make sure that all students are being have are accessing their greatest level of success. So thank you all. >> DIRECTOR HAMPSON: And has Director Harris been able to join
101us. I don't think I see her number. Okay. Director Rivera-Smith. >> DIRECTOR RIVERA-SMITH: Hi. Thank you Director Rankin and Chief Pedroza regarding all the information you shared with us. It was really reassuring to hear your acknowledgment that it's going to take a culture shift. Just like I said why we're doing this but how it's going to happen and that commitment to following it up with the training research it's going to need. I wanted to ask just if I could regarding the and the change of the policy name. I was wondering if you could explain why we're removing advanced learning from that. >> CONCIE PEDROZA: One of the and I'll just explain briefly and then Ms. Berry can also add. You know one of the shifts we're making is in regards to services. And being really
102thoughtful about our goal is to provide services for students through highly and Highly Capable Services and in alignment with the state. The state law as well. So we're trying to be in alignment with the state using a policy. And then also about programing. I mean if you think about programs and self those already set up in terms of sort of like again this almost self-contained type of environment right. We want those we do recognize that sometimes that has to happen for some students but it doesn't necessarily happen like all periods of the day all the time. And and the goal is to make sure that we really work with schools. That they can provide services to the students in multiple ways. I also have Ms. Berry here that can also answer additional questions. I think
103that was covered sufficiently. >> CONCIE PEDROZA: Okay. Thank you. >> DIRECTOR RIVERA-SMITH: Thank you for that. I had another question. So and bear with me here. This is I was hoping that and I don’t know if you could it might be another staff member but somebody could tell us what happened to the class size reduction that was that was promised in 2014 with the passage I-1351 Initiative 1351 is [indistinct] amended prototypical school funding model formula to lower class sizes in all grades and provide additional class size reductions in high poverty schools. I know that Governor Inslee [indistinct] legislation delayed the initiative’s full implementation back in 2015 and which was [indistinct] for 4 years. But the first biennium by which directors said was to provide the funding for prototypical staffing increases was changed to 2019-21 biennium
104with full funding required by the end of 21-23 biennium. So [indistinct] background. I'm just wondering if anybody can tell me where we are with that. And I will say now that I'm asking because I think we can all agree that MTSS and differentiated learning is aided when class sizes are smaller. And so I'm just trying to gauge if smaller class sizes might be in come into play as we roll out this 5 or 6 year — plan here. So if anybody can tell me where that is that would be helpful. >> CONCIE PEDROZA: I don't have the answer for that right now. It's something we can get to you right. And so I understand the question now so I'm writing it down. And then but we'll get to that question answering that. But I think
105we can I’ll work with my team to provide an answer for you. I don't have that answer. >> DIRECTOR RIVERA-SMITH: Yeah I know I thought maybe I don't know it’s Ellie or someone else JoLynn [indistinct]. >> DIRECTOR HAMPSON: I think Chief Berge can probably answer that question pretty quickly. >> DIRECTOR RIVERA-SMITH: Oh Chief Berge. >> JOLYNN BERGE: Yep. We're nowhere. It's not funded. >> DIRECTOR RIVERA-SMITH: Oh boy. >> JOLYNN BERGE: That’s where we’re at. >> DIRECTOR RIVERA-SMITH: Yeah I know I suspected but I was hoping that there was something going on. I just like I said I think it would add to our community’s confidence in the success of this plan knowing that that would come into play at some point. But I you know I know we're not in charge of that we’re just
106waiting. indistinct. >> JOLYNN BERGE: That’s correct. None of 1351 has not been funded and there are no plans for that. >> DIRECTOR RIVERA-SMITH: Gotcha gotcha. Well hopefully that’s something we can keep advocating for as a district board and a community because that would definitely like I said I think that would just that would come into play in so many of our programs in our schools as a whole right. I mean I know K-3 class size is funded as far as we do have we do get some of those dollars and we have put that to work in our schools in capital improvements. So anyway I I was just asking. I appreciate all the work. I know that this has been a long road. It has been about a year and a half since the committee
107[indistinct] and did not pass it through. But I think its [indistinct] too I think it definitely has grown and evolved so it's a better plan today than it was then. I hope you're around to help us see it through. [indistinct] it would be helpful. It would be great. Either way I know we have a lot of dedication to this. And again we're going to it's going to be an ongoing process of getting all of our staff and communities on board with the changes and the trust building so [indistinct]. >> CONCIE PEDROZA: I do want to add. Can I just add something to that. Just a little bit. I think for one of the things I will say the reason why I feel very confident about this policy coming through is this policy isn't just owned
108by Advanced Learning right. It's actually become a policy that's now sort of we've done so much collaboration with the C and I department. This the work we've been doing has been hand-in-hand with principals middle school principals elementary principals. They've they've advised us. Given us feedback. They sit on all the committees. They sit on the advisory committee. They sit we've had monthly meetings with them. So on the instructional side of the house we're all in alignment. And we're all linked arms with this. And so I just want to share that this is this is one of I can honestly say full commitment this is a district systemic embracing of this policy moving forward. Concie Dr. Concie Pedroza doesn't it's not her it’s a district policy. So I just want to share that with the team because
109I feel really confident that this has really been the baton had to use Dr. Scarlett's analogy of picking up the baton they have picked up the baton and we're all actually they're not letting go we're actually holding it all together. So we're all holding it together and there’s I'm [indistinct] and I’ll just say that share an example of that. So one example of that is our our science department right. Our science departments been now they've been working with our team our Advanced Learning department’s been working with the science department working with Highly Capable teachers in middle school science to develop some of those those those the works and strategies. But as an offshoot from that to say this isn't just about an Advanced Learning initiative now our special ed department is working with that same
110science department to provide those curricular work and supports and trainings for teachers as well. So I just want to share that that that's an example of things that we're doing together collectively together. And and it's so it is it is it is a we policy I'm just I’m just sharing it is definitely a we policy. >> DIRECTOR RIVERA-SMITH: Thank you. No that is that is good to hear and I and I believe that that that is a commitment and shared a shared aspiration by all of us to get this happening. And and I appreciate Director Rankin mentioned that if anything it sounds like it's coming for as far as the accountability portion I will be I’ll look forward to seeing what that entails. So thank you all. >> CONCIE PEDROZA: Yep. >> DIRECTOR RIVERA-SMITH: Oh
111go ahead. >> CONCIE PEDROZA: No [indistinct] say it was a very important point with the Highly Capable Racial Equity Advisory Group that was the number one point and I agree with them 100 percent. >> DIRECTOR RIVERA-SMITH: Thank you. No further questions. >> DIRECTOR HAMPSON: Okay. Thank you Director Rivera-Smith. Director DeWolf. >> DIRECTOR DEWOLF: Thank you. >> DIRECTOR HAMPSON: Oh. >> DIRECTOR DEWOLF: Yes. Thank you. Sorry my dogs were making a noise. So I have just a couple of quick questions. And I want to just reiterate something that Director Rankin mentioned which is that we have engaged with this conversation for a long time. And I know that you've conducted some some shorter one-on-one two-on-two discussions with directors. And we had a really really good discussion at our SSC&I committee meeting. So I just wanted to
112elevate a couple of questions I had because I know we have a lot of folks paying attention and listening tonight. So my first one is just around can you clarify what was done for community engagement because I think that there's some misinformation that somehow we didn't do community engagement but as I understand it there was some pretty extensive community engagement. So I would love you to clarify for folks what that looked like. >> CONCIE PEDROZA: We actually actually if you go into the page so in the the document that's online there's actually a community engagement page that talks about additional community engagement. So we went out into communities various organizations. But we also went to schools and we met with school teams as well. So we developed that. It's actually linked on the page so
113all the engagement we've done. Because that came out of I'll just share that came out of the recommendations from a year and a half ago is to make sure we've done community engagement. And if people want to see an example I'll just give an example that's highlighted of some of the community engagement and the presentations we've done in community. SESEC actually recorded the engagement session we did and it's actually posted on their Facebook page that anyone can view. But we were at Thurgood Marshall. We've been at Cascadia. We've been at all the different schools most of our pathway schools. We've met with the Black families from Thurgood Marshall. We've met we continue to work with our advisory group. We worked with communities SESEC D7 the Indian our Indian Advice Parent Advisory Group we've done we've
114gone out to different community. But it is listed and it is posted. And if there is a broken link or something that I'm not aware of I'll make sure that we get that corrected. But that information is online. >> DEENIE BERRY: May I also add that this is just the start. >> CONCIE PEDROZA: Yeah. >> DEENIE BERRY: The communication and trust building with our community and families and staff is paramount to moving something of this magnitude forward and we're committed to that. >> CONCIE PEDROZA: Yeah and it's not going to stop. We have we have more we have more planned for next year. It's going to continue. Because we as could we still have work to do right. We still have some work to do so we have to provide updates to the community as
115we continue to go. >> DIRECTOR DEWOLF: Understood. Thank you so much Dr. Pedroza. My other question too just to kind of point point out that I'm really excited for bringing on Dr. Brent Jones because I know that his leadership will be really pivotal during this time. So I I know that that will be helpful for out throughout this whole process as well. The other final thing I wanted to ask is if you can clarify the timeline. I think people think that this is some sort of a it's going to happen tomorrow and then everybody's life is going to change. But as I understand it one of the most important parts that I think has attracted some directors on this board who are a little bit tentative about this type of proposal was the kind of
116the long arc of transition to this too. So if you could just share a little more about that for folks that would be very helpful. >> CONCIE PEDROZA: Yes. I'll start and then I'll let Ms. Berry add anything that I've forgotten because sometimes we need to tag team. The timeline actually and I so I'm a parent in the system right and so when we actually choose services and supports for our children there is an expectation that our students continue with those services. So we [indistinct] we carefully thought out of a [indistinct] where we transition over time. And so we need to we still need to develop some of our procedures and processes. We've got many of them in place but there's some refinement we have to do. There's some other things we need to continue.
117[indistinct] we got to test them. We also have to test them. And make sure that they're actually getting the results that we want to get with these these services and procedures that we're designing. So there's all those pieces that have to happen. But it's a going to be happening in one grade level at a time. I don't want to use the term I hate to use the term with the term we use often but we give me another term for transitioning but we're going to be phasing things through one year at a time. And so if you currently are in the cohort model for example I'll just use that as an example. And in a pathway your child will continue in that pathway through the system and so that is what we will continue to
118do. And we will continue to communicate that. And then eventually though as we begin to move some of our services and many of our services into neighborhood schools and build out that model and training and supports for teachers along the way we will actually then move up those. And in those places where there is a cohort a classroom or a cohort school we would have to do some work. This might impact a school like what you're thinking of one of our north end schools that it's a whole school there would have to be a conversation about then what happens to the school but it would eventually become one of the neighborhood schools in the area. But then again just a reminder to the community that too has to go in front of the board for
119a board vote to make sure that those things happen too. So there's there's a lot of board [indistinct] there'll be a lot of board time to sort of work through some of these things. So for one other thing we're doing is refining our procedures. So we'll have to do a submit another draft on those. And board will be part of those processes along the way. So everything's going to be iterative. It's not going to be a it's not going to be a change a swift change. If your family is in the model that we have currently designed that is the model you will remain in until your child transitions until their next into their next grade level or we not [indistinct] their next school or transition period. >> DIRECTOR DEWOLF: Of course. >> DEENIE BERRY:
120And Concie if I could. >> CONCIE PEDROZA: Yep add it. >> DEENIE BERRY: Could I add one more. >> CONCIE PEDROZA: Yep. Thing that I think is really important. Is that next year is a year that we're doing some pilots. And it will be the following year 22-23 when all K-1’s across the district have this implementation with support. >> DIRECTOR DEWOLF: That's all my questions. I the only thing I'll just one final comment I'll say is when we had a rich discussion about this in the SSC&I committee a couple of weeks ago I was really surprised to hear Director Harris fairly enthusiastic about the development and the long work that you have all put in to take feedback and really orient this policy change in a way that I think satisfies the concerns and the
121needs that are brought up from community in the board. So I just thank you for all of your incredible work Dr. Pedroza and Ms. Ms. Berry. I look forward to supporting this and I'll pass to the next director. >> DIRECTOR HAMPSON: Thank you Director DeWolf. And I do feel badly that Director Harris can't be joining us to to speak to this as I know she'd have would appreciate having that opportunity and will but she had some really major work obligations she could not get out of which is always a difficulty with our during during the day times during the workday times for our board meetings. As far as my questions I am very appreciative of having been as a board member well both actually as a community member prior to even being on a board
122having staff come to our Native Parent Advisory Committee meetings to talk about even the prospect of bringing this forward. So I know that this has been a very targeted very long-term process. And that the as was was indicated that the roll out or unrolling and rolling back up into neighborhood schools process is over a very long period of time with ample opportunity to ensure that we effectively develop services within our buildings and for me one of the things that's always remained the the loss amongst not just the lack of access for students furthest from educational justice which is is ubiquitous but also the the loss of opportunity for students who are highly capable. I’m still not a big fan of that term but highly capable in one particular area but not all areas. And we'll
123never be able to provide those services or as Director Rankin described at the beginning to have that inclusionary perspective which is in fact best practice where you know a student who who might really struggle in in literacy but but excel in mathematics would have equitable access to advanced learning opportunities. And I think that that's absolutely critical. We’ve are at a point or it got to a point within my academic career as a young person that we saw kind of the erasure of individuals that didn't have the ability to succeed in all things. You know there sort of became one flavor of student that was going to get accepted into colleges and really in many ways I feel like just became an achievement culture rather than than an inspiring an inspired culture inspirational culture. And and
124really focused on the true depth of understanding of any particular subject. Some students are going to be Jacks of all Jacks and Jills of all and of all trades and be able to excel in those things but that that's that's been a hard thing to see students feel like they're not if they're not smart if they're if they're not you know excelling in all things and that's just simply not not the case. And from a cultural standpoint one of the reasons I appreciated staff coming out to our parent meetings is to hear you know from a cultural and a values perspective how differently different communities actually view the notion of quote unquote advanced learning or highly capable or you know giftedness. And and there really are substantial differences in how we view those things. And
125so I know that it took a tremendous amount of work and bravery Dr. Pedroza for you and and your staff and all other departments to to bring this all together and it's been an impressive process of high a well-communicated process. And particularly to those communities that we're trying to actually finally serve that have remained und — unserved entirely with our advanced learning model or underserved at best. And so I I just want to give up my appreciation to you all for for continuing to move this forward. It is something that is a long time coming and I look very much forward to voting yes for this when it comes up for for action next time. So thank you. And and as always I'm happy to answer questions and talk to school communities about it as
126well. And then the hard work begins. And and we do need to be held accountable to the specific outcomes for students that have access to or don't have access to or access these these programs. So which is again what we're going to talk about at the end of the tonight’s session which is student outcomes focused priorities and governance and I and I think that this particular shift is is going to be something that we're going to be paying very close attention to and I so appreciate all the work that has gone into this. >> CONCIE PEDROZA: Thank you. >> DIRECTOR HAMPSON: Okay and I know you've taken it's hard it's a very very hard transition. And everything you stated at the beginning Dr. Pedroza in terms of the you know critical race theory was really
127well received from from my part. And with that I think I will move us on to the next item. Thank you so much for your time with that. And I was trying just a little bit to buy some time in case Director Harris was able to jump on but she wasn't. So we'll move on to Introduction Item Number 2: BEX IV BTA IV Resolution 2020/21-23 Acceptance of the Building Commission Report for the Daniel Bagley Elementary School Addition project. This came through Ops on April 1st for approval. Chief Chief of Operations Fred Podesta I believe you'll be briefing us. >> FRED PODESTA: Yes. Thank you President Hampson. On July of 2020 our capital team completed project at Bagley Elementary. It was a modernization of the historic part of the building and an addition of 8 classrooms
128and a gymnasium. What this action does is accept a commissioning report. A commissioning is a quality assurance process by which an independent commissioning agent verifies and documents that the new constructions mechanical systems and electrical systems are correctly installed and they work as intended and that they can be well maintained. That process is complete. The systems have been verified and the board approving a resolution to accept that commissioning report allows us to complete the D-Form process as it's known by the Office of by OSP by OSPI because this has state funding in it and it'll help us secure about $2 million dollars of state funding by accepting this commissioning report. And I'll be happy to entertain any questions the board may have. >> DIRECTOR HAMPSON: And we'll go first to Chair of our operations Committee Director
129DeWolf. >> DIRECTOR DEWOLF: Thank you President Hampson. And great to see you Fred. I hope you had a restful break. This came through the operations committee. We voted 3 to zero to approve this to the board. And as I understand it this is fairly technical and procedural. The alternative just to clarify for folks would be could put the district in a position such that we will not receive state funding assistance that is available for this project. So I do support it and look forward to any other questions from directors. >> DIRECTOR HAMPSON: Okay. We'll go to Director Hersey. >> DIRECTOR HERSEY: I don't have any questions on this item. Thank you. >> DIRECTOR HAMPSON: Director Dury. >> DIRECTOR DURY: No questions. Thank you. >> DIRECTOR HAMPSON: Assuming Director Harris is not with us yet. Director
130Rivera-Smith. >> DIRECTOR RIVERA-SMITH: I don't really have any questions but definitely just thanks to Fred and all the work on the building. It’s beautiful. I was able to be there for the ribbon cutting and a tour of the school and it is gorgeous and look forward to our students enjoying it for years to come so thank you. >> DIRECTOR HAMPSON: Director Rankin. >> DIRECTOR RANKIN: I do not have any questions but I also I will just say in response to Director DeWolf’s very kind greeting to Chief Podesta. I do not think he had a restful break. And so yeah thanks Fred. No questions about this item. >> DIRECTOR HAMPSON: And no questions from me. So with that we will move on to the next item which I believe is also we’re going to come back
131to you Chief Podesta. This is Introduction Item Number 3: BEX V final Acceptance of contract P5140 with FieldTurf USA for the Athletic Field Improvements at Ballard High School project. This came through Ops on April 1st and was recommended for approval. Chief Podesta. >> FRED PODESTA: Thanks again. This is somewhat similar to the last action. This is just accepting a contract with a contractor who made improvements at Ballard High School with the athletic fields. As the board is aware we typically renew athletic fields on roughly a decade-long basis so the last improvements at Ballard High School had been in 2008. And this body of work was to demolish the previous field to restore the underlying base. Install soccer goals. Install a new foundation and a new synthetic turf athletic field with cork and sand natural products
132not rubber which we talked about before in these sessions. And the project architect in this case kind of provides our independent quality assurance and is recommending that we accept the process or accept the contract and release any retainage left with the contractor. And this is again somewhat a technical step required by the Washington Administrative Code with regards to our district public works contracts. And and again it's fields in place. The project was done well within its budget and the work is complete so we should accept it. Thank you. >> DIRECTOR HAMPSON: And Director DeWolf we'll go first to you as Chair of the Ops Committee. >> DIRECTOR DEWOLF: Thank you President Hampson and thank you again Chief Podesta. As Fred said this is fairly procedural. This is mostly just a celebration of completing the work
133so fairly. Straight forward and looking forward to supporting. >> DIRECTOR HAMPSON: Director Hersey. >> DIRECTOR HERSEY: No questions for me. Looking forward to supporting. Thank you. >> DIRECTOR HAMPSON: Director Dury. >> DIRECTOR DURY: No questions. Thank you. >> DIRECTOR HAMPSON: Director Rivera-Smith. >> DIRECTOR RIVERA-SMITH: Hi. Thank you. I have one question. So when was when was this work completed. >> FRED PODESTA: Excuse me. >> DIRECTOR RIVERA-SMITH: When was the work completed. >> FRED PODESTA: In the summer at the end of last summer. >> DIRECTOR RIVERA-SMITH: Okay. Okay. I saw that their contract is when your warranty period ends in August of this year so [indistinct] we didn’t really have to use it to make sure [indistinct] there. >> FRED PODESTA: Again it was planned for last summer and you know planned to be used in
134the 20-21 school year. We're using it. We're starting to use these fields now a little bit. And again I think we still do quality assurance on the field and do some maintenance. So I think we're [indistinct]. >> DIRECTOR RIVERA-SMITH: No further questions. Thank you. >> DIRECTOR HAMPSON: Director Rankin. >> DIRECTOR RANKIN: No questions for me on this. Thanks. >> DIRECTOR HAMPSON: And I think I just have one question. I know we're at a we’re at a 10-year time frame it what you said for replacement. Are we seeing with wit newer products are we seeing any shift in the dura — in the it's too early to say right so I'm just trying to think I think we shifted the type of of turf that we were using. >> FRED PODESTA: We were. >> DIRECTOR HAMPSON:
1356 years ago. We were avoiding the granulated rubber. I think we've continued to do work on kind of the foundational layers of the field. So I you know they and they also vary you know how many sports and how they get used but I think we're seeing good performance. I don't know that at this point I can say with confidence that you know we're seeing a much longer duration. So we're we're still using roughly a 10-year period for planning purposes. But you know we'll continue to monitor it and I think we try to get as much life out of fields as we can. >> DIRECTOR HAMPSON: Yeah yeah yes we we all know when we come home with all that stuff in our shoes. As they get older. Okay thanks just curious how it's you
136know I think that's one of the earliest board meetings I listened to was a was a shift in the turf approval and and it's it's something that that quite literally most families come into contact a decision that that literally impacts our students and and something that I know doesn't seem like a big deal but that we all care about so. Other than that I don't have any further questions. And that takes us to oh wait did I miss anybody I don't think I did no. that takes us to our board comments. So thank you Chief Podesta. And so we can if you have committee updates feel free to share those during your comments as well. If we could please try to keep it to keep your comments to two minutes so that we have ample
137time to do the critical work of student outcomes focused governance narrowing down our goals for this coming year. Which is in fact very closely associated with doing the planning for next year. What are in fact we're going to measure in terms of our our success and guardrails. So I'm going to pass it first to Director Hersey to give any comments that you have. >> DIRECTOR HERSEY: Yeah. For the interest of time I'm going to save any comments. I'll take my remarks about Brother George at the beginning of the meeting as my comments so we can move on to the next Director so we can get to the student outcomes work. Thank you. >> DIRECTOR HAMPSON: And Director Dury you're up next. >> DIRECTOR DURY: I don't have any comments tonight. I’ll I'll leave the time
138for our work moving forward. Thank you. >> DIRECTOR HAMPSON: And Director Rivera-Smith. >> DIRECTOR RIVERA-SMITH: Thank you. I guess I'll start with this being the last meeting for Superintendent Juneau. I have to say I [indistinct] so thank you I guess for your 3 years of service to Seattle Public Schools. Although I've only been working with you for the last year and a half it just felt like so much longer. Cause I think that had a lot to with COVID. But you know I I appreciate all of the work you've done for our district. I know it has not been at all easy. Not not even without COVID. And you made a lot of you know you made a lot of pivotal decisions and you sometimes got a lot of heat for those and wasn't always
139deserved. You you are strong you're a strong woman and I and I I appreciate like I said just getting to know you. And I wish we could have had more time together because I always enjoyed our conversations. And again appreciated all the work. I saw how the staff respected you and appreciated your your work with them and I know that we have some staff leaving now so so it’s gonna be a really big shift for us here at SPS. Thank you to the staff for to Chief Jessee Chief Codd others who might be leaving. Again like there's just not much I can't encapsulate all the all the gratuity that you deserve for the hard work. You will be missed. All of you because we are a family and like family we don't always agree but
140we appreciate each other and work together as best we can. And we you know I hope that you leave with some good memories of your time here too because you have a lot to be proud of. The strategic strategic plan and all the work with community and again with the staff. So I really do wish you the best going forward. If you're around I do hope we can still catch up but definitely good luck to you in everything you look to accomplish in the future. On reopening I know we had a lot of speakers today asking about that. And and I will say you know I guess what I do want to say that one of our speakers tonight said that that they have been left their student has been left alone for the last
141year and a half. And I really you know that's that's really insulting I guess to our teachers who really have gone above and beyond this last year to make what they could of remote learning because it wasn't easy for them at all. And I know students a lot of students you know a number of students I don’t know how many but a number of students have struggled greatly in this. And I heard it acknowledged that some have actually thrived. Some of them some have done well. So thank you for the community who acknowledged that. But but to say that the students have been left alone is really just you know not not fair at all because our staff and teachers have done so much worked so hard to make what they could of the situation
142and I commend them for that. Because we can't we cannot just act like that wasn't the reality for them too it was really hard. And and a lot of those teachers actually you know did thrive too in this and some struggled greatly with knowledge all of that and we're working to get to a place where we can be in-person again. I I also you know I I wish that there was more we could say about the fall. And I know this did come up at our Executive Committee meeting I believe it was just this last month’s one. And I and I asked about you know I think as we were talking about the upcoming board retreat if we were going to be doing any planning at that point and and I I won't I have
143to go back and look at what was said at the meeting specifically but I do think there was some acknowledgment of we we have there is and idea of how we're going to get there and what was in what the board has been working towards in process to get there and a lot of that is what this student outcomes focused governance work we're doing. Because because there is you know it's not about just opening the doors to being in-person. There's a lot to go back to. There's a lot that when we do go back it's not gonna look the same. It shouldn’t look [indistinct] left. We've learned a lot and come a long way and we want to make sure it's the best experience for our students furthest from educational justice. An improved experience that
144that celebrates them and acknowledges them and their cultures and everybody is ready for that because there's a lot of work. Again it's not just about being in-person. It's there's more to it and we're being very intentional about that and I hope that there are some communications that can come out soon to let everybody know what that process might look like and what we're going to be doing. You know we’re definitely listening to the science. I don't know that anybody has tried to give the impression that we are against being in-person full-time or against those doing the most we can get there. Again we're going to have a new Superintendent and some Chiefs so there's a lot of players involved that we can't speak for right now. And the people I hope that we are able
145to put together some communications because families are very curious and they some are very anxious to know what's going on and I acknowledge that and I'm with you there and hopefully we'll hear that soon. And I can't say anything better than than chief sorry Director Hersey did regarding the George Floyd the conviction of Derek Chauvin and what that means to our communities and the world really. We all I appreciate his advice on how we should be framing that in our minds and our going forward and I appreciate this board for all the work that we are have done and are planning to do in support of our Black students and making this and anti-racist district. So thank you all. I will pass it on to the next director. >> DIRECTOR HAMPSON: Thank you Director Rivera
146— I'm sorry Director Rankin. >> DIRECTOR RANKIN: Well I have a lot that I could talk about but I don't need to. Yeah I'll just say a very quick thank you to Superintendent Juneau and other folks that are going on to other roles in other places. It's really bittersweet. We’re in this period of tremendous amount of transition in the COVID situation. In conversations around what accountability looks like. In policing in schools. In our commitments to ourselves and our community members. And so I did not have a very restful spring break either. It was filled with a lot of grappling with some you know pretty intense issues but they all come back to where I've tried to land now is a feeling of hopefulness in moving forward and leaning into the sweet part of the bittersweet
147of transitions of of saying goodbye to some folks and welcoming eventually some new people in. And also in looking towards fall. What the possibilities are. So I'm going to just try to focus on that. Gratitude for those leaving us and excitement for those who will be joining us and as we move into this next phase of this year. And yeah that’s a that's enough. >> DIRECTOR HAMPSON: Thank you. Director DeWolf. >> DIRECTOR DEWOLF: Thank you President Hampson. I will be brief too. I want to first thank Superintendent Juneau for your service to the district and the city. I remember about three years ago we were in the midst of hiring and I was a strong advocate for Denise to come on board as the leader of the district. So I differently than I think some
148directors on the call today was have been here since the beginning and I am so so grateful to have had the pleasure to work with Denise Juneau over the course of the last few years. And also just wanted to elevate that the House cap passed the capital gains tax today so I'm hopeful that in a state where we are not amply or really even fully funding basic education that there will be a more reliable sustainable stream of funding for education child care and all the things that will support young people and their development to be successful in whatever they endeavor in their lives and their future. So I'll just end there. I'm looking forward to that. And the other thing sorry I wanted to just to mention was Vice President Hersey mentioned at the top
149of the hour about yesterday's news about the guilty verdict for Derek officer Derek I can't remember his last name I can’t don't know how to pronounce his last name. But and just want to really thank Vice President Hersey for elevating his comments and I absolutely agree and recognize that you know on the same day we were celebrating or how however people felt about the verdict police killed another young person who you know at her age Ma'Khia Bryant 15 or 16 years old would be one of our students. And so this issue is not done. We're not done talking about it. And I hope we can keep the momentum and do what we can as a system to ensure that schools are safe welcoming and places where we honor and value the lives of our Black
150students. So thank you. >> DIRECTOR HAMPSON: Thank you Director DeWolf. I am just going to briefly go over the Executive Committee summary that we didn't this was on the April 8th Executive Committee meeting. We had the initial we had a discussion about the authorization for reduction in force which is not a required board action meaning a reduction in force as is required to be communicated to the the to SEA by the 15th is is not necessary at the board approval level. That is within the authority of the Superintendent. I think you know we're at a time where it is could not be more critical than to start to create some really clear delineations with respect to what is our role as a board. We are not alone in needing to create that clarity. What it
151is that school boards do. What we have authority over. What we don't have authority over and how we exercise that authority effectively or not so effectively. And so this is one of those areas where if it's something that our we wouldn't it wouldn't be taken to action until the next superintendent comes on until Dr. Jones is on and so it didn't make sense to as a committee we didn't we wanted to put it forward for the rest of the board to have a look at and be able to understand that the nature of that resolution. And even though we didn't have a lot of support it was we had put it forward for consideration. But staff had since determined to to pull that resolution as it didn't again represent a requirement for a potential reduction
152in force which again hasn't been confirmed in any case. There's no specific we don't know what that specific reduction might be. So so we had that conversation. It was a good one and that and then ultimately that was pulled off the agenda which everyone can see publicly. Perfunctory items. We did have the we've extended the legacy that Director Harris left on the the committee to have discussions with our labor partners and so we had our carpenters represented at that meeting. That was a a a great discussion and a way to kind of elevate yet another one of our labor partners that we're very grateful for their their hard work that often remains unseen. And so that was a good part of the meeting. And then thanks to Director Hersey we had the opportunity to hear
153from the Rainier Beach High School Design Advisory Team and and then later that week I participated in a a celebratory call as that with the unveiling of that of that design. And I really appreciate the opportunity to hear from that team from their leadership and the very very long-term 20-year process that has led to this moment and I think it's a critical indication of how we often don't tell some of the stories that we need to tell and how how community had to fight to get to that place and is really excited about and proud of the work that's that's moving forward in constructing that new building. And then also talked about our just the very beginning stages of what the very lengthy process will be for a permanent superintendent process as Dr. Jones is
154coming on as the as an interim. So that's it from the committee work and I am going to leave it at that for as far as my comments. Assume Director Harris has not joined us yet and if not then I am going to ask directors to pull up the strategic plan and their notes on goals and guardrails and turn it over to Mr. Crabill. >> DIRECTOR RANKIN: President Hampson. >> DIRECTOR HAMPSON: Yes. >> DIRECTOR RANKIN: Is it possible for us to take a 2-minute pause. >> DIRECTOR HAMPSON: Sure. >> DIRECTOR RANKIN: For a bio-break. >> DIRECTOR HAMPSON: Yes let's just as you need let's take 2 minutes. We'll reconvene at 5:52. >> DIRECTOR RANKIN: Thank you. >> DIRECTOR HAMPSON: [indistinct] We're joined again by A.J. Crabill from the Council of Great City Schools. A.J will
155be leading us in the next step for our work on goals and guardrails for our strategic plan Seattle Excellence. And I will now pass it over to A.J. >> A.J. CRABILL: Good evening. >> DIRECTOR HAMPSON: Good evening. >> A.J. CRABILL: Joy to be back with you again. So this evening's task is fairly straightforward but not necessarily simple. What we're going to do is we're going to go through your existing strategic plan because I want to lift up just going to bring us back to why we're doing this. So you all have already identified a strategic plan. You've already identified you know a mission a vision and theory of action and a set of 4 priorities. These priorities even go so far as to have some measurable ideas about them. What you don't have however is
156a really concise clear way to identify which student outcomes the board most wants to focus in on and actually be able to monitor on a recurring basis. And what you don't have a clear set of a set of no more than 5 clearly-defined community values that are the non-negotiables and a and a set of metrics that you’ll use to monitor progress toward those. And so your strategic plan the intention is not to modify but the intention also is not to deviate from. You've done that work. The sole effort toward which we've been working is just to give you the skills you need to draw from the existing strategic plan the measures that you'll use to monitor progress relative to your strategic plan over the next few years. This is also important because you'll use these
157metrics for a variety of other things. You'll use them to help identify how do you want to spend your time during board meetings. Right now your board meetings are very wide ranging and have as I watched them I don't see really a clear coherent vision that you all are pursuing. That you're saying these are non-negotiable vision and values of our community that have to come to pass. It feels like you all are jumping around and kind of going after whatever the thing of the moment is. Having expressed a set of goals and guardrails from your strategic plan we can then use that. The next step is using those to say here is exactly what we're going to hone in on. That means there are certain things that we're going to focus on in board meetings
158but it also means that there’s certain things that we're going to say no to. Every time that we say no to something that actually strengthens our ability to say yes to the things that we say matter the most. This is also incredibly valuable because you all are going to be pursuing on a superintendent search. And there's a very big difference between going out and looking for someone you know who can talk the good talk but you don't actually know what they can do to what extent can they perform have they had any experience accomplishing the things you want to accomplish. But right now it's hard for you to even have that conversation because you don't have a clear finite set of measurables to evaluate a potential candidate against. One of the other benefits then of
159having a clearly defined set of goals and guardrails is that when you do have candidates available that what you can do is you can look at their past record and try to derive from that some sense of is there any evidence to suggest that they have the capacity to do the things that we say are the most prioritized vision of our community our goals. And that we say are the most prioritized values of our community which we define as guardrails. In addition eventually you're going to want to you know budget resources. And whether that is budgeting one-time dollars that are coming in or whether that is doing your normal annual budgeting process what you want as a governing team is a clearly defined set of metrics that you will use to ascertain whether or not
160the superintendent has focused the resources in the areas that you say demand focus. All right now you as a practical matter don't have a really good tool at least nothing that you show me suggests you have a really good tool for accomplishing that. Your goals and guardrails can do that. And so that's the why we're having this conversation. And that's why of all the places we could draw a set of goals and guardrails our attention this evening is to do the work of drawing out a draft set of goals and guardrails from your existing strategic plan and let you all kind of hone that this evening. And then in a subsequent meeting adopt that so that then we can move forward with actually putting into implementation what it means to actually be intensely focused on
161student outcomes. So that is the why of what we're doing this evening and a little bit about the what we plan to do. Look into your strategic plan and from it draw out a set of goals and guardrails. Before we dive into the work any questions or comments about any of the framing I just offered. Before we dive into the work any questions about the framing. What we are here to accomplish this evening. Any questions. All right. Well then you should have access to the strategic plan. In addition I've jumped back into the notes document that I've shared with you all before that I believe that you all have shared on the website. So I'll be taking notes again. But also be good flipping back and forth looking at your strategic plan to try as
162we walk through it. And so the opening of your strategic plan plan there are kind of two preamble pages. They have your mission your vision your theory of action articulated. I'm going to slide past those. We may in fact wind up coming back to those. Very I think there’s a large likely that we will. But for the moment I want to slide past those and I want to address the 4 priorities that you've identified beyond that. Priority Number 1: high quality instruction and learning experiences. So on this page which is the third page of your strategic plans it’s a 6-page document. So we’re on page 3. But what there is to do right now is to look at it and the first thing we're looking for is goals. Do you see a student outcome on
163this page that you believe if you were going to adopt 3 high-need high-leverage student outcomes to focus on that this would be 1 of those 3. If you were going to adopt just 3 kind of high-need high-leverage student outcomes that you were going to be focused on as a board for the next few years. Do you see something on page 3 that you would lift up as a candidate for that. It's got to be a student outcome so there's a lot of adult inputs on this page. I'm not asking about those. I'm just looking at are there student outcomes on here that you believe are if we were only going to have 3 this one would have to be one of those because it's such a high-need high-leverage area. Take a few moments and look.
164It doesn't have to be. We've got 3 more pages to look at after this. But you're looking for high-need high-leverage. Yeah you got something Zachary. >> DIRECTOR DEWOLF: If I understand the framework and the prompt I think the one that sticks out to me is students of color who are furthest from educational justice will read by at grade level by third grade. >> A.J. CRABILL: Yeah. Yeah so that is clearly a student outcome. It's talking about something that students know are able to do. And so that is absolutely eligible to be one of them. And now let me ask you the follow up question. Why would you suggest that of everything in this document why that might be one of the three most high-need high-leverage areas. >> DIRECTOR DEWOLF: It stuck out for me because
165while I'm I'm very compelled by this the next one down which is mathematics by 5th and 7th grade and I've been a proponent of you know supports in 9th grade for on-track graduation I feel like making sure we start as early as possible is is more compelling to me. And the other two I guess that are really important but for some reason for some reason I'm just called to 3rd grade because I think that's I'd rather be focused on earlier in the child in the child's educational development. >> A.J. CRABILL: Gotcha. Anyone else. Anything on page 3 that jumps out as a candidate for you if the board was only going to pick 3 things that these are high-need high-leverage areas of student outcomes [indistinct] you have. Yeah Chandra. >> DIRECTOR HAMPSON: I would definitely
166think the consider the mathematics goal a a good candidate. I appreciate that it's in the lower grades kind of to Director DeWolf’s point. I think that's pretty critical and it is one of the areas where we fail to provide students we fail the most. I don’t even know how to frame that but we do a really poor job in providing that opportunity now. I don't think it's as well-defined proficiency what does that mean. But I think that there's a that if we better define it that we could have a student outcome in terms of what are students in 5th and 7th grade what do they know and are able to do relative to mathematics that would constitute proficient and that that would be a massive skill and asset that we can provide to them as
167they make their way through the rest of their educational career. >> A.J. CRABILL: Anyone else. Page 3. Yeah Brandon go for it. Yeah for me similarly it was the reading goal. I think we just need to get really specific similar to the SMART goal that I presented last time. Just because I believe that those are tangible skills right. And so if we're having the conversation around how do we set goals based on what students can do trying to figure out how are we aligning our expectations and aims from our strategic plan to actual skills attainment. So that's kind of where my head is at. >> A.J. CRABILL: So how would you sharpen this up to meet that expectation. Do you want me to read the one you wrote last time. >> DIRECTOR HERSEY: Yeah that
168would be perfect. >> A.J. CRABILL: All right. The one you wrote was that by the end of the 23-24 school year 80 percent of Black boys by the end of kindergarten will know and retain with 80 percent accuracy the names and sounds of every letter predetermined high-frequency words and vowel teams digraphs and sounds. Was that the one. >> DIRECTOR HERSEY: Yeah. >> A.J. CRABILL: Okay. >> DIRECTOR HERSEY: And I can imagine that we could do something similarly with math as well. Just throwing that out there. I know it's not necessarily related to the topic. But again that hard-skill acquisition I think is really interesting to me. >> A.J. CRABILL: Got it. >> DIRECTOR HERSEY: Cool. Thank you. >> A.J. CRABILL: And Leslie go for it. >> DIRECTOR HAMPSON: Erin has her hand up. >> A.J.
169CRABILL: Oh I’m sorry. Erin go for it. >> DIRECTOR DURY: Thanks. I just want to second what Brandon just said and also think about the the math one that was proposed in our notes as well. Because one of the things that I was thinking of through these especially from our conversation talking about like what what is left to interpretation. When we say like we'll be reading at grade level one of the things I keep thinking of is how do we measure that and what standards are we using for that and how do we determine the standards to use for that and how does that [indistinct] I just I just feel that the one proposed by Brandon has much more clarity in in how we would execute that. >> A.J. CRABILL: Lisa want to jump in
170as well. >> DIRECTOR RIVERA-SMITH: Sure was Liza waiting. >> A.J. CRABILL: No I thought she came off mute but she didn’t. >> DIRECTOR RIVERA-SMITH: Okay. So I was just going to say that I feel really feel really bad not leaving out the students of color who are furthest from educational justice will feel safe and welcome in school. But I could see how that could maybe be reformed into like a guardrail because it's all [indistinct] I mean [indistinct] I don't know we don't say how it's measurable. I know the goals should be like SMART goals where they have. >> A.J. CRABILL: No it’s. >> DIRECTOR RIVERA-SMITH: You know they have all the qualities of that. >> A.J. CRABILL: It's certainly measurable. It it’s it's very much measurable. However if they feel safe and welcome generally I
171think of that as the result of what the adults have done. If the adults have created a safe and welcoming space. So in my mind that is not actually measuring student outcomes. It's actually measuring adult outcomes. It's not measuring what students know and are able to do. It's actually measuring what adults either have or haven't done. And so for that reason I actually agree with your original statement. I think it serves as a perfect example of a potential guardrail. >> DIRECTOR RIVERA-SMITH: Yeah. And maybe the same with graduating college and career [[indistinct]] career because clearly as a school district ultimate goal you know I mean the ultimate at least the original ultimate goal is graduating students and and of course we want them to be ready for whatever they’re pursuing next so. But again that's
172maybe that could potentially be more of a vision or even a guardrail. >> A.J. CRABILL: No graduating college and career ready students of color who are furthest from educational equity educational justice will graduate ready for college and career is that the one you're speaking of. >> DIRECTOR RIVERA-SMITH: Yeah. >> A.J. CRABILL: Yeah no that that. >> DIRECTOR RIVERA-SMITH: And I know we have some sorry we had a couple like on that on that compilation sheet here that were leaning towards that. And I had one too even was I was [indistinct] the one pursuing life. And I it's hard because we're trying to you know be very focused on like less than five of these so I and I definitely see the the importance of having a math and/or reading goal to be more to be
173more targeted. >> A.J. CRABILL: And just to clarify I would agree with you on this one. That this is descriptive of the student outcome. It does describe what students know or are able to do. Either they can demonstrate college and career ready level readiness or they can’t. At that point we have to be more descriptive about what do we mean when we say college and career level of readiness. But once we define that it absolutely sounds like a student outcome so that works. Anyone else. Something on page 3. [indistinct] >> ELLIE WILSON-JONES: I just hit ‘mute all’ so if anybody is trying to talk right now you are currently muted. I was trying to get rid of the feedback. A.J. you are currently muted and Dr. Jones I believe we are getting feedback from you.
174If I don't know if you have another way to connect to the audio. >> A.J. CRABILL: Okay but everybody else was hearing that noise that wasn't just me. >> ELLIE WILSON-JONES: It was not. >> A.J. CRABILL: Yeah. Brent you're cut off until you pay your Internet bill. For the rest of us we will continue while they figure out that technology issue. Anyone else on page 3 before we transition to page 4. Anyone else on page 3 before we transition to page. >> DIRECTOR RANKIN: I think. >> A.J. CRABILL: 4. >> DIRECTOR RANKIN: Oh I was just going to say I think I'm the only one who hasn't said anything and I pretty much concur with what's already been said. >> A.J. CRABILL: Okay. Let's look at page 4. Predictable and consistent operational systems. Is there
175anything on here that’s a that you would want to lift up with the student outcome that would be one of your 3 if you had to pick just 3 high-leverage high-need student outcomes to focus on for your goals that this would be one of them. Page 4. I'm not hearing any takers so far. >> DIRECTOR DEWOLF: I would. >> DIRECTOR RANKIN: [indistinct]. >> DIRECTOR DEWOLF: Just I would. >> DIRECTOR RANKIN: [indistinct]. >> DIRECTOR DEWOLF: Just. Go ahead Director Rankin. >> DIRECTOR RANKIN: I was just going to say on page the goals on page 4 as as they are stated are are not really student-focused student outcomes-focused. >> A.J. CRABILL: Yeah this is really heavily talk about the customer service work that the adults are providing. That students would certainly be the recipients of but and
176unless your students are running the customer satisfaction you know surveys for your departments then this probably isn’t descriptive of student outcomes. Anyone else see something on page 4 that would jump out at you as a potential student outcome before we transition to page 5. >> DIRECTOR DEWOLF: A.J. if I can just get clarity on how. >> A.J. CRABILL: Yeah. >> DIRECTOR DEWOLF: The goal of page 4 is not student outcome focus and I maybe I should totally get that but. >> A.J. CRABILL: Yeah. >> DIRECTOR DEWOLF: Got the word student in there so maybe I’m. >> A.J. CRABILL: Yeah yeah. >> DIRECTOR DEWOLF: [indistinct] it. >> A.J. CRABILL: So every everything that your school system does has some influence on the well-being of children. Everything your organization does. You know do we pick this meal
177or that meal. Do we pick this schedule or that schedule. Do we use this type of seat on the school bus or that type of seat on the school bus. Like everything you do has an influence on the well-being of children. We're not talking about that. We're talking about what is it that children know and are able to do. And so the question is do you see something on page 4 that describes what it is that students are able to do as distinct from what it is adults know and are able to do. And what I heard Liza kind of describing is that a lot of this is descriptive of what the adults in the system are doing not descriptive of what students know and are able to do. That's the distinction. And so generally
178speaking our goals will be about what students know and are able to do and our guardrails will be largely about what's going on in the adult realm. And so it's not that we're abandoning this page. It's that it right now we're just focusing on goals. That’s all. Anyone else something. >> DIRECTOR RANKIN: Well oh. >> A.J. CRABILL: On page 4 before we transition to page 5. Yeah. >> DIRECTOR RANKIN: Oh I wanted to jump in again and the you know I think kind of related to what Zachary was asking the strategic plan is the ‘the district's’ strategic plan. So when we when we were talking about you know what our goals are going to be in terms of student outcomes it doesn't I'm kind of thinking out loud so correct me if I'm thinking about
179this the wrong way but it doesn't mean that these other goals are not important goals for the district to have. That like providing customer service and everything is still really important but in terms of us as a board giving direction to the district and holding the district accountable for certain things our focus is on student outcomes. >> DIRECTOR HAMPSON: Yeah the reason this is naturally confusing is because we're doing this completely backwards. So in a more rational governance world the board would say here's our community’s vision goals. Here are our community’s values guardrails. Superintendent and staff develop a 6-page plan that describes how you're going to accomplish that. And they come back with this document based on that. That my friends did not occur. And so our options were throw this out and just start
180from the beginning or derive from this the work product that you should have developed on the front-end to begin with. And the good news is and so we can do it this way and it's going to be just fine. This isn't problematic. But if you're wondering ‘this seems a little backwards’ you ain't wrong. So that's why it does seem a little bit odd because normally would do it the other way. And so what you wind up with is there's going to be a finite set of a very finite set of metrics that you all are using to constantly hone the focus of attention and resources throughout the school system that you all will be constantly measuring and tracking progress toward. There is always going to be a much larger set of activities that the school
181system has to engage in in order to actually follow through on even the finite number of goals you set. If you all say ‘hey we really want to see students of color who are furthest from educational justice be proficient in mathematics in 5th in 7th grade’ we're not going to stop teaching 6th graders. Like that's still going to be a thing. Like little A.J. you're in 6th grade. Now fend for yourself for a year and come back and let us know how it turns out. Like that's not that's not what's going to happen. So there's always going to be a whole lot of things that are still happening. The purpose of this activity is to say if you could only focus on a few things that have to happen because they're the highest-need highest-leverage areas.
182And that you all will take responsibility for saying we're going to constantly monitor this. We're going to focus our energies. And because of our focus we will absolutely help ensure that these things happen while the administration is taking care of everything else. This is what that's intended to be about. And so yeah there's always going to be you know even if you had a thousand goals you would not encompass everything that your school system does in a day. And so what really makes a difference at the governance level is are we prepared to be focused on a few things and cause those things to be priorities across our entire system in every corner of the school system. These things are guaranteed to be a focus of priority. And then everyone else after they've assigned some
183amount of energy and attention to these things are then also attending to all the other many things that they have to attend to. This is just what it looks this is what this is what effective organizations do is they don't try to focus on everything at once. They try to kind of maintain space with all of the things that they have to do while forging ahead aggressively in just a few specific areas. You can try to do everything and that will sound good to people and and everybody will like you more. But your children will suffer for your lack of focus. Other questions or thoughts about page 4 or 5. Anything else you see on there that might be worth pulling into a goal about student outcomes. All right let's look at page 5. What
184outcomes for students are you seeing on page 5 that might be pulled into if you are only going to adopt 3 high-need high-leverage goals that you wanted to constantly monitor and evaluate against on a monthly basis. What student outcome to do you see on page 5. What's a potential goal on page 5. Things that students know or are able to do. Are there thoughts on page 5 before we transition to page 6. >> DIRECTOR DEWOLF: Is A.J. >> A.J. CRABILL: Yeah. >> DIRECTOR DEWOLF: If I'm a student and I see a queer teacher or a native teacher do I know then or can I know that I am represented and I can be a leader I can be a teacher. Is that something that we can say is something that they're leaving knowing or does
185that not rise to that level. I mean it's a stretch because it's not really I mean. >> A.J. CRABILL: Yeah you're wondering if understanding the full range of potential that is within me is something that students would know or be able to do. Yeah you know context does matter. If I live within the context that I can't possibly be an astronaut then I think they're less likely they'll be an astronaut but if I have you know this kind of core held knowledge that I am capable of being an astronaut that context is likely to be decisive in setting what behaviors I do and don't engage in you know regarding science classes and you know so on and so forth. So is that you know is kind of my core knowledge of my own capacity and
186you know worth and potential something a student can know or be able to do. I’d say you can I’d say you can put that in as a student outcome. So I think it could work as a goal of thinking one step ahead. I'm trying to think of you know your measuring measurement for that. I'm not questioning that such a thing is measurable. I am confident that you all have no system in place of measuring it at the moment. And so that you don't have to if if you look at that student outcome and you think to yourself this is one of our highest-need highest-leverage. Like we don't get this thing right like it is we're in such a deficit in this area that it's really going to disrupt our ability to get all the other
187things right for our students as well. If you feel that's then then yes I would select it and then challenge your administration to figure it out. So I wouldn't be dissuaded just because you don't currently have a means of measuring it. But the moment you put on the list just understand that you are directing your staff okay now we do need to find out a way of measuring this thing. Anyone else. Stuff on page 5 before we transition to page six. Any other candidates you want to surface. >> DIRECTOR DURY: Yeah so just on that conversation that were just having. From our notes the I identified one of the goal ideas we had from the notes says within three years from September 2022 to September 2025 SPS will increase the number of students of color
188furthest from educational justice who have achieved proficiency in their home or origin language from 200 to 400. To meet that goal in itself addressed page 3 5 and 6 which I thought was interesting just of my own notetaking. But in 5 specifically because I do think to Director DeWolf’s point that it is important to have representation in your school but I think as an outcome-based measurement that goal would show that would increase the cultural responsiveness of the workforce would increase the diversity of the staff and leadership. So it has multiple multiple impacts on the. >> A.J. CRABILL: I’m I'm confused help me out here. If we increase the number of students who are proficient in their home or origin language how does that increase then call for proficiency of staff. >> DIRECTOR DURY: I guess
189I'm making an assumption by that now that you're recalling that I'm making an assumption about that goal assuming that in order to achieve that we would have adults within the system who could teach the languages and would be culturally responsive to those languages. >> A.J. CRABILL: Got it. So you're assuming that the only way we could possibly accomplish that increase is by increasing access to instruction which means also increasing instructors who have that capacity. Is that the logic chain you're connecting. >> DIRECTOR DURY: Yeah I wouldn’t say the only way but I do think it would be one of the ways that we would see that play out. >> A.J. CRABILL: Anyone else. Something from page 5 before we transition to page 6. Thank you for that Erin. Yeah [indistinct.] >> DIRECTOR RIVERA-SMITH: [indistinct] Me.
190[indistinct] I think we all sort of know that a culturally responsive workforce will lead to outcomes better outcomes for our students. It's obviously turning to trying to measure or quantify pinpoint where that happens and how it is reflected and therefore how we measure it. So you know I almost feel like going back to that the last page 3 with students of color who are furthest from educational justice will feel safe and welcome in school that's sort of like the goal dependent on the workforce. These are like overlapping in a way. I don't know if that makes it into a a student outcomes goal. Because you know we can talk about that then unless sort of we think well yeah we can measure it. We don't do it now and see [indistinct]. >> A.J. CRABILL: Which
191which one did you say. I didn't catch that. >> DIRECTOR RIVERA-SMITH: The we talked about it in page 3. >> A.J. CRABILL: On page. >> DIRECTOR RIVERA-SMITH: The high quality instruction and learning experiences. >> A.J. CRABILL: Yeah which which one on page 3. >> DIRECTOR RIVERA-SMITH: How there was a goal students of color. The first one there the students of color were furthest from educational justice will feel safe and welcome in school. That I think is derived from the culturally responsive workforce. And that's what makes that possible these students being safe and welcome in schools. >> A.J. CRABILL: Yeah. Absolutely. >> DIRECTOR RIVERA-SMITH: So I’m trying to find a way of making it into a goal but again like it's about quantifying measuring [indistinct] we do do the we do the climate surveys in the
192spring we didn’t do them last spring and I don’t think we’re doing them this spring either. So we do attempt to measure that kind of thing. Those are I believe anonymous though so we can't really pin in on which of the students answers are students who are furthest from educational justice we see them as a whole. So I don't know that that would be a way of measuring if students furthest from educational justice feel safe and welcoming safe and welcomed. Anyhow I'm just thinking out loud here [indistinct]. >> A.J. CRABILL: Yeah and again I would not be dissuaded by difficulties around measurement. If it is the authentic representation of the vision of the community then you all need to identify it as a goal. If it's an authentic representation of the values of the community
193then you identify as a guardrail and let the uneasy task of figuring out how to measure it you know you know fall to the guy with the squeaky microphone. Any was that other ideas Lisa. >> DIRECTOR RIVERA-SMITH: Oh no no [indistinct]. >> A.J. CRABILL: We were on page 5. Let's look at page 6. We're still thinking about potential goals. We're thinking about what are the highest-need highest-leverage areas of student outcomes. Things that it is that our students know and are able to do that if we're only going to pick you know 3 of them what are the things we most need to be focused in regarding what our students know and are able to do. What do you see on page 6. You're only going to pick 3. What are the highest-need highest-leverage things that
194students know or are able to do. Like if we don't nail these we make nearly impossible the task of fulfilling on all the other promises that we have for our students. Yeah Chandra. >> DIRECTOR HAMPSON: Well I mean they're not they're not established as goals. They’re inputs. You know giving students voice is a is an input right. >> A.J. CRABILL: Yeah. Generally what I think about anything in the realm of participation is typically at best an output. So for example if we said ‘we're going to have more IB courses for students furthest from educational equity.’ Well the fact that we have more students sitting in courses that's a participation thing. That's it's an output. It's an important step in the direction but it describes what they you know participated in. It doesn't describe what they
195actually know or are able to do. >> DIRECTOR HAMPSON: So and I I think sort of along with the last one I appreciated the conversation or the dialog between you and Director DeWolf around the what it is to have that sense of know of knowing that these are things that I can do and be and what that provides that as a result of having the people teaching you that are reflective of you and your community and your culture and your language. And this is kind of in that same way that you feel that you and your voice matters. That your parent’s voice matters. That that sense of knowing that that I do have a voice so you are in fact then more able to speak up. It’s a something that that in order to measure
196we would have a we have a relatively robust survey tool. We could ask that question. That does get broken down by demographics. We could grapple with that if. >> A.J. CRABILL: Yeah. >> DIRECTOR HAMPSON: We want to make that a goal. It's just a lot less concrete. I think that to me these last two fall into that category of and I wrote the one about the the the language because that's important to me and important to many of the community folks that that from my community and that I talk to. But you know is it is that the sort of as you stated the highest need goal for where we are right now. You know I don't know how to answer that and I think that we could this falls into that this page this
197engagement which is something we really struggle with in this district. You know for me it makes more sense as a as a guardrail I guess in terms of implementation. But that's kind of. >> A.J. CRABILL: Yeah. >> DIRECTOR HAMPSON: Where I am right now. If I was going to try to connect the dots between what you and Zachary said probably the the conversation I most frequently hear board members gravitate toward in this genre is what he was talking about was really kind of I feel like probably fits into CASEL so they have CASEL has the Collaborative for Academic Social Emotional Learning and they've got these 5 core competencies. I think what he was describing was really around probably self-awareness if I had to pick one of the 5. That kind of most closely maps what
198he was lifting up where as kind of relationship skills or maybe self-management might be the closest kind of category that yours fit into. I lift that up only because it's kind of a fairly known framework. I'm not suggesting it's the right one for you all but just as an example. I can think of another district that I'm working with right now and essentially what they said is we're going to take these 5 CASEL competencies. And one of our goals is we want to see an increase in the percentage of our graduates who can demonstrate facility with each of these 5 competencies. Right now we're guessing that 50 percent of our graduates are really demonstrate adequate facility with these 5 competencies and we want to see that increased to 80 percent. And then it becomes the
199task of Jones and company to go figure out okay how are we going to measure this thing. And that superintendent and her team what they've done is they've started building out series of rubrics. Rubrics going all the way back to 3rd grade. So a rubric in this case the the board passed a goal around what they want graduates to know and be able to do with these 5 social emotional you know areas. And the administration's response was that okay here's what we're going to do in 3rd grade you know that kind of begins to plant the seeds for these 5 competencies. And here’s what we're going to do in 5th grade and here's what we do in 7th grade. And at the moment that's where it stops. None of the administration's measures or responses even
200touch high school with there because they're basically making the argument like these things take time to like the harm done that has beat this out of children takes time to restore and if we don't start intentionally building that system at the very you know early grades then we're not going to be able to magically duct tape it at 10th grade. And so I don't know if you all adopted something of that nature I think I think both of you are right I think it fits within the spirit of your strategic plan but I can't even begin to predict where your administration will go with it because there's all because it's such a immature learning space. We just don't have a lot of school systems that have really leaned into this in the way we’re describing.
201So you all can go that way if you feel like this is one of the kind of high-need high-leverage areas that the school system needs to nudge in the direction of. But being prepared for kind of the roller coaster of uncertainty that comes from really being out front of most of the rest of the country when it comes to a conversation of that nature. Like if you all talk about literacy Brandon's always going to be able to rattle off what are the key components of literacy and what are the things you have to do to get there. You start talking about social emotional learning you may not have anybody in your system who has Brandon-level proficiency with SEL of that we did. So it it's just understand that it puts you in a place of
202greater uncertainty. That's not a problem. If it's the authentic vision of your community then lean into it. But just know that it's going to be uncomfortable for you at times as you're navigating that uncertainty that's all. >> DIRECTOR HAMPSON: Yeah thank you. That's super helpful. And I do think that there's as you said because it's an immature learning space also because there's an undiscovered yet I think what it means to experience that sort of quite literally academically as a child and then to actually experience that relationally. And if the adults in your in your system are still operating under the former framework it may not have traction. So it yeah it's a it's a big lift but yeah. >> A.J. CRABILL: Oh it would most certainly require adult behavior change system-wide. >> DIRECTOR HAMPSON: Right.
203Yeah. >> A.J. CRABILL: Just because this just because this is relatively new stuff. Like if. >> DIRECTOR HAMPSON: Yeah. >> A.J. CRABILL: If you've got people who you know been teaching you know for 20 years literally this organization didn't even exist. So there's no way this could have been part of their you know teacher pre-service training. And so yeah I mean it certainly you know would you know create disruption in your organization but that's what appropriate governance goals do. They cause disruption on behalf of the needs of children. Anyone else. Page 6. Any other potential goals about student outcomes that you want to lift up you know and page you know 3 4 5 and 6 all fully available. Anyone else potential goals about student outcomes you want to lift up from page 3 4
2045 or 6. All right so that will still be open. So the door’s not closed on that. But let's shift gears now. Let's go back to page 3. Let's have the same conversation but now with guardrails. So now we're previously we're thinking about what is what it what's our community’s vision for our students want them to be able to do. That’s goals. But now we're switching away from that. Now we're digging into guardrails. So we're thinking what is what are the non-negotiable values that have to be protected. Have to be honored. These are non-negotiables. There are going to be a thousand different things that you want to honor and protect but you can't have all those. If you were only going to pick 3. If looking at page 3 what is there something on page
2053 that might be one of those 3 values that just must be a non-negotiable. If we don't protect this you know everything else is going to fall apart. As you're looking at page 3. What potential guardrail do you see. >> DIRECTOR RANKIN: I think that first goal could be a guardrail that within the context of all the goals the. >> A.J. CRABILL: Yeah. >> DIRECTOR RANKIN: Superintendent will. >> A.J. CRABILL: Yeah. >> DIRECTOR RANKIN: Not allow students of color who are further I'm not sure how to phrase it exactly. >> A.J. CRABILL: Yeah. >> DIRECTOR RANKIN: But not allow students of color who are furthest from educational justice to feel unsafe and unwelcome. >> A.J. CRABILL: Yeah but I know you know that that's literally what I wrote down. Anyone else potential guardrails come from
206page 3. What are the non-negotiable values of community that must be honored. Yeah Hampson what you got for us. >> DIRECTOR HAMPSON: So I think this is where the I'm trying to find it I know we all wrote it down somewhere this is where the deficit not doing the superintendent shall not sorry let me get to my document here. >> A.J. CRABILL: Yeah you wrote down a lot of ideas on this one. >> DIRECTOR HAMPSON: Superintendent well I had two critical ones for me and the first one [indistinct] oh there we go. I'll say this quickly. Superintendent will not allow incidents and cultures of racism and discrimination in schools to go unacknowledged and unaddressed. I'm not fully happy with how that sounds so totally open to that. And I know Dr. Jones has some ideas
207about that as well as I'm sure others do. But then the other was that the superintendent shall not use a deficit based approach when moving goals forward. >> A.J. CRABILL: Got it. Yeah I pulled both of those forward. Anyone else. Potential guardrails on page 3. >> DIRECTOR HERSEY: I have one. >> DIRECTOR RIVERA-SMITH: I had one oh. Do you want me to go. Okay I'll go. I'm sorry I pulled one actually from the BAR earlier for the division renaming of our Highly Capable Advanced Learning policy because it sounded like almost like a guardrail. I’m sorry I have to go back and find the actual line from the BAR now but the way I changed it into a guardrail here was that the superintendent will not allow the district to operate without students having. I’m sorry
208that’s not even it. There it is. Superintendent will not allow the district to operate without addressing the whole-child needs of students through data-informed tiered services support across central office and through a district-wide commitment to MTSS and I don't know if that whole needs to be there. But sort of getting on that we are trying to address the whole child through the services and we're trying to be data-informed. And obviously working we’re trying to implement services so anyhow. >> A.J. CRABILL: Where are you seeing that on page what on page 3 is inspiring [indistinct]. >> DIRECTOR RIVERA-SMITH: Well this is in regard to quality instruction and learning experiences and it's not one that's on page 3 but I mean well it’s a guardrail obviously but which is something that I had [indistinct.] >> A.J. CRABILL: Yeah.
209Say it one more time for me. >> DIRECTOR RIVERA-SMITH: And that are from earlier. The superintendent will not allow the district to operate without addressing the whole-child needs of students through data-informed tiered services supported across the central office through a district-wide commitment to MTSS. >> A.J. CRABILL: And one more time. I almost got it. >> DIRECTOR RIVERA-SMITH: Superintendent will not allow the district to operate without addressing the whole-child needs of students through data-informed tiered services supported across central office through a district-wide commitment to MTSS. And again I really just like the whole-child and data-informed part of that I don't know if the rest. >> A.J. CRABILL: Yeah. >> DIRECTOR RIVERA-SMITH: Is as. >> A.J. CRABILL: Gotcha. >> DIRECTOR RIVERA-SMITH: Broad as it should be but. >> A.J. CRABILL: No no no [indistinct]. >> DIRECTOR RIVERA-SMITH:
210And in that same idea that okay and so and in the same idea of high quality instruction and learning experiences I was also inspired by one of our speakers today Janis White. She's our Special Ed PTSA president speaking about you know our commitments to special ed students and how we we have a lot of we say that we are committing to them and they’re a priority but then sometimes it's not playing out that way. So to so to probably add security there I was thinking we could form a guardrail in that vein there and so have something like the superintendent will not allow the district to operate without students receiving special education services meeting IEP progress on goals. Seems general enough to encapsulate that we want you know to show you how we want some
211sort of guardrail in regards to our special ed services. >> A.J. CRABILL: Can you say that one one more time. >> DIRECTOR RIVERA-SMITH: The superintendent will not allow the district to operate without students receiving special education services meeting IEP I have progress I don't know why it could be IEP goals. >> A.J. CRABILL: Yeah no problem. >> DIRECTOR RIVERA-SMITH: [indistinct] appropriate. >> A.J. CRABILL: Got it. Excellent thank you. Anyone else potential guardrails. >> DIRECTOR RANKIN: I have one that I had brought up before with regard to special education students or students’ receiving special education services and instruction. The superintendent will not allow special education needs to restrict student access to general education buildings programs and opportunities. >> DIRECTOR HAMPSON: Can you say that again Liza. >> DIRECTOR RANKIN: The Superintendent will not allow students’ special
212education services well we can say it a couple of different ways. Superintendent will not allow I guess we could say will not restrict access to general education environments buildings programs and opportunities based upon. No. Superintendent will not allow special education services to determine student access to general education classrooms buildings programs and opportunities. >> A.J. CRABILL: Okay. I think I get it now. Say it one more time. >> DIRECTOR RANKIN: The Superintendent will not allow special education services to determine student access to general education classrooms buildings programs and opportunities. >> A.J. CRABILL: Good. Yep. Anyone else. Potential guardrails from page 3 before I move to page 4. Brandon did you have something. I just realized I skipped over you. Yeah. So I just wanted to see if this kind of fits in especially with the reading
213goal. We have a lot of conversation about budgeting and like how our strategic plan is actually in a separate budget and it needs to be really focused on the whole budget. I wonder if the guardrail could be the superintendent will not put forth a budget that X Y Z I'm trying to figure out like what might the wording be to show that we are actually utilizing the resources the funds we have to directly impact the goals that we're setting for ourselves. >> A.J. CRABILL: Yeah so this is a really important point. And in this kind of student outcomes-focused mindset for governing one of the rules and you'll actually see it in the rubric that I'll provide you all with. Its in the student outcomes-focused governance manual. Is that the board will not adopt a budget
214until the superintendent has demonstrated their satisfaction that the board's goals are the first priority for resource allocation. >> DIRECTOR HERSEY: All right. >> A.J. CRABILL: And and as a coach what I'll tell you is absolutely do not approve the budget until you’re. >> DIRECTOR HERSEY: Right. >> A.J. CRABILL: Convinced and it's not your job to be convinced. In fact I would tell you it's your job to be skeptical. It's your job to start with. >> DIRECTOR HERSEY: Right. >> A.J. CRABILL: I bet this doesn't do what it's supposed to do. Like that is that is your starting point when it comes to the budget. I bet you this does not honor the community's vision the way it's supposed to. And now from that place it's the superintendent’s job to present you evidence. Actually it does
215and here is the way that we've woven the community's vision into the deployment of resources. But it's actually not your job to be convinced oh well it’s the superintendent I guess we gotta to go along with budget. >> DIRECTOR HERSEY: Right. >> A.J. CRABILL: It’s the superintendent’s job to convince you to provide evidence that the budget does in fact make as its first priority for resource allocation the goals that you set. >> DIRECTOR HERSEY: I have two things that I want to say in. >> A.J. CRABILL: Yeah. >> DIRECTOR HERSEY: Follow-up to that. First that feels almost opposite to what we do now. So over the past year especially around budgeting decisions that need to be needed to be made I just want to uplift the work that JoLynn and her department in partnership with
216Director Hampson and I and the board have been doing that's getting us to there. But then my my next question really is. Man I feel like every time we have these sessions it just adds another layer to what the how like we're taking steps toward this. What my concern is is that given the way that we budget now it almost feels as though when we're working directly with community on the budget and this I know what you're going to say to this almost I think. But when we're working on directly with community on budgetary priorities it's almost in conflict with the work that we know that we have to do for our system right. And that's where we get into trouble. Because we know what the financial outlook is going to be especially when it
217comes to like discretionary projects or whatnot. But when it comes to like adopting a budget on a large scale it almost feels if we're working with community then we're working against the District big ‘D’ but if we're working with the district we're not being fully responsive to community. So when we get to that point where we are holding the superintendent accountable to whatever the the drive or the aim might be how do we. Well I guess that goes in before I think I just answered my question my question. Is how do we remain responsive to community around budgeting but at the same time knowing what the budget needs to be in order for us to move forward in a productive way. Those two things often exist in conflict. >> A.J. CRABILL: Yeah so if there
218is anyone left in Seattle who I have not annoyed this is my opportunity to bridge that gap. >> DIRECTOR HERSEY: Nice. >> A.J. CRABILL: So here we go. Buckle up. Buckle up. >> DIRECTOR HERSEY: We get it. >> A.J. CRABILL: All right. So step one. Your job is to represent the vision and value of the community. >> DIRECTOR HERSEY: Yes. >> A.J. CRABILL: Period. Full stop. There's nothing else. Everything about your task fits into that. You are either out to represent the vision of the community or how to represent the values of the community and that is your job. >> DIRECTOR HERSEY: Right. >> A.J. CRABILL: That is completely distinct from representing the wants and input of the community. >> DIRECTOR HERSEY: Mm hmm. >> A.J. CRABILL: So think of it this way. I'll I’ll
219go back to you know favorite example you know you know is the vice president of my neighborhood association you know Mr. Johnson will show up and say I want to stop sign. You know and Ms. Williams will show up and say I want to speed bump. Are those inputs outputs or outcomes. >> DIRECTOR HERSEY: Those are outcomes. >> A.J. CRABILL: I want a stop sign. >> DIRECTOR HERSEY: Well no okay that would be an an input. >> A.J. CRABILL: That's an input. >> DIRECTOR HERSEY: Right. [indistinct.] >> A.J. CRABILL: [indistinct] if Ms. Williams shows up she says I want a speed bump. Is that an input or output or an outcome. >> DIRECTOR HERSEY: That would be an input. >> A.J. CRABILL: That's another input. >> DIRECTOR HERSEY: Right. >> A.J. CRABILL: Now if you
220reach under these the input and Ms. Johnson Ms. Ms. Mr. Johnson and Ms. Williams they can't stand each other. No. It needs to be a stop sign. No it has to be a speed bump. And they have to be. >> DIRECTOR HERSEY: Right. >> A.J. CRABILL: And then they look at me you’re the vice president A.J. which side are you going to pick. >> DIRECTOR HERSEY: The outcome would be safety. >> A.J. CRABILL: The outcome is safety. >> DIRECTOR HERSEY: Yeah. >> A.J. CRABILL: And my responsibility to say to them is I am not here to represent your speed bump. >> DIRECTOR HERSEY: Exactly. >> A.J. CRABILL: Or your stop sign. What I am here to represent is safety. >> DIRECTOR HERSEY: Okay okay. >> A.J. CRABILL: So I'm going to turn to Brent Jones.
221Brent we are for safety. We have a guardrail about safety. Safety is important. What are you going to do to accomplish safety. And Brent’s going to look at Ms. Ms. Johnson look at Ms. Williams and say well I've had my team study it and we're going to install a cul-de-sac. >> DIRECTOR HERSEY: And we have to be like cool. >> A.J. CRABILL: Yeah. >> DIRECTOR HERSEY: Because it doesn’t go against a guardrail right. >> A.J. CRABILL: Because the question is in that moment have you represented the values of the community. >> DIRECTOR HERSEY: Yes. >> A.J. CRABILL: By funding the cul-de-sac. >> DIRECTOR HERSEY: Yes. >> A.J. CRABILL: Have you represented the wants and inputs of the community. >> DIRECTOR HERSEY: Yeah no. >> A.J. CRABILL: No. >> DIRECTOR HERSEY: But that's not our job.
222>> A.J. CRABILL: That's not your job. >> DIRECTOR HERSEY: Right. >> A.J. CRABILL: That is the distinction that you have to look at that you have to live inside of as uncomfortable as it is. >> DIRECTOR HERSEY: That's going to be real different for a lot of folks. >> A.J. CRABILL: Right. >> DIRECTOR HERSEY: It's going to be real different. >> A.J. CRABILL: So so what happens as people are gonna show up. They say Brother Brandon. >> DIRECTOR HERSEY: Yeah. >> A.J. CRABILL: You you I know you got that stop sign for me though right. And your responsibility in that moment is to decipher under what is the value underneath the input that they were. >> DIRECTOR HERSEY: Right. >> A.J. CRABILL: Surfacing for me that I do have an obligation to represent. And I've
223got to check is on does that already live in one of our goals. Does it already live in one of our guardrails. If so then we've already got a system in place but if not then maybe maybe there does need to be a conversation about that. But. >> DIRECTOR HERSEY: Then really quick really quick one more thing. So that sounds like what we need is the communication and the relationship necessary. Say we are in a community meeting. Folks are mad they want to stop sign and a speed bump. We go to Dr. Jones and we say yeah we got to do something about safety. Dr. Jones says cul-de-sac. Then it's our job as board directors to go back out and say yo cul-de-sacs. Right. [indistinct.] >> A.J. CRABILL: [indistinct] your job to say. Your job
224first and foremost to say the priority in this community that I have heard is safety. Did I hear you. >> DIRECTOR HERSEY: Right. >> A.J. CRABILL: Correctly. >> DIRECTOR HERSEY: Right. >> A.J. CRABILL: Got it. Okay. So safety is what y’all want. Here's the strategy that the district is putting forward to accomplish safety for our children. >> DIRECTOR HERSEY: Right. But then we also need to be able to articulate why we're not doing stop signs why we’re not speed bumps. But. >> A.J. CRABILL: Oh yeah. >> DIRECTOR HERSEY: Why cul-de-sacs are the best option. >> A.J. CRABILL: Yeah notice in my example. >> DIRECTOR HERSEY: Right. >> A.J. CRABILL: You know and I turned to Jones and said hey he says look I already had my people study this and the best way to create
225safety on that block is we need to install a cul de sac. And so at that point he does have an obligation to express to you why of all of the different safety possibilities. >> DIRECTOR HERSEY: Right. >> A.J. CRABILL: His team leaned into a cul-de-sac over a stop sign. >> DIRECTOR HERSEY: Yo. >> A.J. CRABILL: Because some people gonna tell you well wait a minute a stop sign would have been cheaper. How come y’all doing these expensive safety situation. And you could be like yeah well we could do a stop sign but we did some research and the research told us you know that stop signs you know reduce you know the flow through traffic by 10 percent. The cul-de-sacs reduce about 50 percent. >> DIRECTOR HERSEY: That means we got to start really
226digging into our data in a new way y’all. Like our data our data allocation attainment all that. [indistinct.]. >> A.J. CRABILL: It’s not enough to say that you're honoring the values of the community. You will have. >> DIRECTOR HERSEY: [indistinct]. >> A.J. CRABILL: An obligation to prove it. >> DIRECTOR HERSEY: We gotta to prove it. And we can't and and what that also means on top of that is that like we have to hold ourselves accountable to not just collecting data any type of data but high-quality data. And that and that's where I think another big piece of our system is going to really need to experience a shift. Because we have to have a data collection strategy right. There's just so many layers here [indistinct.]. >> A.J. CRABILL: Well and so the. >> DIRECTOR
227HERSEY: I’m done right now. >> A.J. CRABILL: Next piece of this once you've identified some draft goals and guardrails I will then be working with your superintendent to identify some interim goals and interim guardrails. The these are the next layer metrics that you'll use to actually monitor progress to figure out are we. Because the thing about your goals and guardrails these are generally outcome metrics so you only get an update on them once a year. And so the interim goals and the interim guardrails are your output metrics that are predictive of that are correlated with your goals and guardrails and that's the data that you look out to look at throughout the year to figure out are we actually getting closer or not. And so yeah that that that data that analysis of what data
228will be used to monitor progress that is literally the next step in this process. After we get after the boards puts this its stamp on this then you hand that over to staff and I'll work with your staff for each goal and for each guardrail to come back with you know 3 of these progress measures to say okay here's how given you said this is the vision here's how we will monitor progress throughout the year. Given that you said this is the value here's how we'll monitor progress throughout the year. It's not enough to go back to the community say well we think we're doing okay on this whole value situation. No. You need to be able to prove it and you need to be prove it in data. Yeah Hampson what’s up. >> DIRECTOR
229HAMPSON: Oh I just wanted to scroll all the way back to the guardrail that Brandon was proposing because I think it's an important one around making sure that our that our budget that we have that the superintendent shall not. I I I had a different one that wasn't as I had written a different one that was in our notes that is was about making sure that resources were allocated equitably or something. That that was a guardrail or the superintendent shall not allocate resources inequitably or. But what Brandon's getting at I think is more important which is the superintendent shall not I don't know what is the guardrail Brandon. I want to make sure we captured that. >> A.J. CRABILL: What I wrote down was the superintendent will not put forth the budget that does not
230prioritize the board's goals. >> DIRECTOR HAMPSON: Right. Thank you. Yes. So I just want to make sure that that was so we had that one [indistinct.]. >> A.J. CRABILL: Oh yeah yeah. I’m taking notes I’m I'm on the job President I’m on the job. I don’t want to get fired just yet. So first I saw Erin and then Eliza. You have potential guardrails that you're pulling out of page 3 and let's go ahead add page 4 in here as well. So start looking forward to page 4. Go ahead Erin. >> DIRECTOR DURY: I actually have a clarifying question because from what I was understanding from the conversation you just had do we need to have a guardrail about the budget if the entire premise of all of the work is that the budget must. >>
231A.J. CRABILL: Yeah so. >> DIRECTOR DURY: Align to this. >> A.J. CRABILL: Yeah. You are incredibly clever. I went ahead and wrote it down because it was literally said and so I just want to you know honor the process by having written it down. But no I would submit to you that I was going to talk to you out of it later because we're going to design a system to ensure that that actually happens. And so you show that for example you shouldn't have to spend one of your guardrails on the superintendent will not embezzle all the money. Like there are certain kind of fundamentals we're going to bake into this thing. I know dang it. That you so you won't have to do really basic ones. You won’t have to say superintendent you know
232will not break the law. But another one that you shouldn't have to say is that superintendent you know will not put forth a budget that does not prioritize the board’s goals. We actually are going to bake that into the system. And then I'll be providing you training and it'll be on a timeline like we'll literally have a calendar item on your timeline that says okay during this month like a full 4 or 5 months before we even adopt the budget we're going to have a conversation about what is the what's the superintendent’s plan for demonstrating that the goals are the first priority for resource allocation. Like we're going to we're going to hyper-frontload that into the process. And so yeah. You you picked up on that quickly. But I did to be faithful to the
233process I did that's why I did go ahead and write it down. Eliza. >> DIRECTOR RANKIN: Yeah I had another guardrail but also a reflection on what Brandon and Chandra were talking about in terms of the the budget. And I think it's this need to be proactive versus being reactive is something that we as a board have already kind of been identifying we have several things that we've asked sort of you know can we can we see that sooner or can we move up in the process can we you know. Chandra and I've had meetings with research and evaluation about the district has in the past tended to collect and report out data that sort of proves backwards instead of examining where problems are and helping to plan forwards. And so we've been having those
234conversations about just how to use instead of saying oh look that thing that we wanted to do. >> A.J. CRABILL: We did it. >> DIRECTOR RANKIN: We did it. Yay. But it doesn't really help identify you know forward-looking work. So I'm just sort of thinking about how this feels feels good to be having this conversation at this time to sort of a lot of things that I think have been sort of in the ether over the past year are kind of coming to the to the same point. And in terms of the budget too I think in the past the budget has sort of said you know we don't have that much money and so here's what we're limited to. And and kind of serving as a way to because of budgetary restrictions kind of
235force the maintenance of certain operations. And a lot of times there's not time too to say well hey wait a second our bigger picture values are this and how do we. I'm going to talk about theater again you know the story that you want to tell the production that you want to fund you can't start by saying well we don't have money for you know a beach scene and a this and a that and whatever. You have to start by saying this is this is the things we want and then within the reality of the budget think about okay within our realistic constraints how do we still achieve those things that are really important to us. So I have just I'm liking the the proactive goals instead of looking back so much. The other guardrail
236that I have is one I brought up last time too which is that and it goes with safe and welcoming schools on page 3 is that the Superintendent will not allow the use of disciplinary action or physical intervention as a substitute for culturally responsive behavioral and social emotional supports for students with and without disabilities. >> A.J. CRABILL: Yeah got it. [Indistinct] surfaced that as well. Thank you. Anyone else. Potential guardrails from page 3 or from page 4. We're adding 4 in as well. 3 or 4. >> DIRECTOR HAMPSON: Yeah Chandra. >> A.J. CRABILL: Oh I'm just trying to Dr. Jones said this is transformative. He wanted me to quote that. Do you want to try your mike one more time. >> BRENT JONES: [indistinct]. >> DIRECTOR HAMPSON: So anyway. >> DIRECTOR RANKIN: [Indistinct.] >> DIRECTOR
237HAMPSON: He said he's confident that that we can find the the measures and supporting data. So just a thumbs-up that he's he's tracking and supportive of the direction we're headed. So yeah let's get our I just wanted to get us make sure we're on time to finish up at 7:30 with our get our guardrails for these next couple of pages. I know we've got more of those. An abundance of those so. >> A.J. CRABILL: An abundance no doubt. Anyone else on 3 or 4 potential guardrails and again. >> DIRECTOR RIVERA-SMITH: Indistinct. >> A.J. CRABILL: And and yeah I want to highlight this because we're up to 1 2 3 4 5 6 7 8 9. So we’re up to 9 and so I'm asking you is if you could only pick 3 because let me
238give you a hint there are not going to be 9 when we're done. And so you’ll just want to start thinking about if I could only pick 3 would this be 1 of the 3. There's a whole bunch of stuff. But if you try to do everything then you will undermine your ability as a team to get any of it done. And so you're going to have to enact discipline which means there are certain things that are very near and dear to you that might not be on the final list. So what that might mean is that you have to take some of these and say okay what is a more broad version that captures several of these. I mean so just start thinking in that way. How are we going to get this down.
239If we were just going to pick 3 what would those 3 be. Lisa I think you were jumping in next. >> DIRECTOR RIVERA-SMITH: Yeah I'm I just had I’m looking at page 4 because you [indistinct] to include that on. >> A.J. CRABILL: Yeah. >> DIRECTOR RIVERA-SMITH: The [indistinct] operational systems [indistinct.] We had and it's on the form there we have in as guardrail. I [indistinct] about superintendent will not allow [indistinct] operations [indistinct] in a manner that makes it harder for them to focus. I didn't write this one. I don't know you did but. >> A.J. CRABILL: Yeah I I remember that one. >> DIRECTOR RIVERA-SMITH: I thought maybe it would even be more because it makes it harder for them to focus I was thinking we makes it harder for them to learn and learn
240and grow. Because focus just seems I don't know if that’s specific being being in a classroom and something [indistinct] but more operations are all over the place in terms of how we are provided and how they're executed so maybe like I said it could be superintendent will not allow [indistinct] students in a manner that makes it harder for them to learn and grow. >> A.J. CRABILL: Yeah. Got it. >> DIRECTOR RIVERA-SMITH: Learn and acheive. Something. >> A.J. CRABILL: Learn and achieve. Okay. Anyone else from 3 or 4. In a moment will transition and add 5 in as well but any any other potential again if you had to pick only 3 one of your top priority high-need high-priority high-leverage guardrail value that absolutely has to be protected. Anyone else. Page 3 or 4 before we
241transition to adding 5 in. All right anyone on page 4 or 5. Let's move forward a little bit. On page 4 or 5 now. High-need high-leverage must have. If we're only going to have 3 guardrails this this would have to be one of them. >> DIRECTOR DURY: For. >> A.J. CRABILL: Who’s got an idea. >> DIRECTOR DURY: Page for page 5. >> A.J. CRABILL: Yeah. >> DIRECTOR DURY: From the last time on the from the notes we had from last time the superintendent will not retain educators who do not complete antiracist and/or culturally responsive training offered by the district. >> A.J. CRABILL: Got it. >> DIRECTOR DURY: I. >> A.J. CRABILL: Yeah. Anyone else anything from 4 or 5 yeah Lisa. >> DIRECTOR RIVERA-SMITH: There you go. Can you hear me. Sorry. My headset died
242so I'm not sure if you can hear me very well now. >> A.J. CRABILL: You’re good. >> DIRECTOR RIVERA-SMITH: That one [indistinct] that was the one that I offered it before and I'm trying to and I still like it. [Indistinct] maybe more general a lot of our [indistinct] coming to light in the last year or two are with students abuse abuse by our staff and isn’t just physical. Emotional and psychological all that. So I'm wondering if it's should maybe could be broader as in superintendent will not allow unsatisfactory employee performance to go unidentified or unaddressed because that that seems like more you know it goes towards towards all kind of performance of staff. But again I think they're both candidates I leave it to anyone else to chime in. >> A.J. CRABILL: Say that once
243one more time. >> DIRECTOR RIVERA-SMITH: Oh I was just saying that was just my thoughts on that. Either one to me is is is well would be effective in what we’re trying to get towards with the culturally responsive workforce. >> A.J. CRABILL: Yeah. >> DIRECTOR RIVERA-SMITH: Because this is about culturally responsive but that’s overall performance. >> A.J. CRABILL: Yeah. >> DIRECTOR RIVERA-SMITH: And we want we want unsatisfactory performance to be addressed in an. >> A.J. CRABILL: [Indistinct] identified and then addressed. Yeah. Got it. >> DIRECTOR RIVERA-SMITH: Well not allowed to go unidentified or unaddressed. >> A.J. CRABILL: Right. >> DIRECTOR RIVERA-SMITH: Kind of the backwards of it. >> A.J. CRABILL: Anyone else. 4 or 5 before we transition to adding 6 in. Anyone else. 4 or 5 [indistinct.] >> DIRECTOR RANKIN: I have I have
244one I I have one I think. >> A.J. CRABILL: Yeah. >> DIRECTOR RANKIN: For 4 no for 5. Yeah culturally responsive practice and diversity increasing. How do I want to phrase this. >> A.J. CRABILL: Tell me what it is you're trying to say and then I can tweak it up for you. >> DIRECTOR RANKIN: The superintendent will not allow. I'm trying to talk about relationships between adults and from adult to student in terms of race and identity. We tend to or I have been included in conversations between from educator to educator educator to student principal to educator and I and I where the the comfort basically where White feelings are protected more than educators of color and students of color being affirmed and seen and valued. And I think that’s definitely you know prevents us
245from having a culturally responsive workforce because some of our educators of color are demeaned and diminished by their own colleagues. And so how can anyone stand up for what's right for students if when an incident arises you know I mean I I've heard well I've tried to talk to her about that but she just takes everything really personally. Like well but she did a there was a racist lesson and you can't let that keep going so she might take it personally but like why is that more and why is protecting that individual's feelings more important than calling out something that is absolutely you know the opposite of cultural responsiveness. So I don't know that the superintendent will not allow White White feelings to be to to diminish the impact on so I'm not sure how
246to how to phrase it but. >> A.J. CRABILL: [Indistinct.] >> DIRECTOR RANKIN: Like we can't shy away from incidents of racism because the people who are perpetuating them are uncomfortable by having it pointed out. >> A.J. CRABILL: Want to phone a friend right quick. Anybody out there want to help. >> DIRECTOR HAMPSON: I I might have something. So mine was the superintendent will not retain leaders who do not support and promote values of racial equity and social justice in our delivery of education. Is that what you're because for me it's a values-based thing. It sounds like you're trying to we want them to be. >> DIRECTOR RANKIN: I think we have a lot of times where people would would say that their values are one way. But then when it has to do with them
247personally their behavior indicates a different response. So I think most most people most educators staff the board would say oh yes our values as a person working in Seattle Public Schools are to be anti-racist and to uplift students of color. That is what they believe is and this is you know Seattle White Seattle as a whole. This is what they say their their values are. But then when confronted with an actual decision or an actual incident of non-cultural-responsiveness or active racism. >> DIRECTOR HAMPSON: Don't we kind of [indistinct]. >> DIRECTOR RANKIN: It’s deflected. It's deflected and becomes about the individual being upset instead of. Or or people’s not wanting to deal with it because they know that someone will be upset but it's at the expense of the person who was actually harmed. >> DIRECTOR
248HAMPSON: So I'm just trying to figure out what the superintendent can can do about that because these are guardrails for the superintendent. [indistinct]. >> DIRECTOR RANKIN: [indistinct] well I think that the superintendent needs to hold principals accountable to address that that those incidents in their buildings even if it's not comfortable. >> DIRECTOR HAMPSON: I think it's included in some of these other things. Can I just read. Brent is sending me a couple that he wants to put forward. So from page 4 guardrail the superintendent will not implement relevant and tangible support without engaging those we are serving in the solution. And then 6. 6 is [indistinct] that's my next one’s page 6. So I just want to make sure I got that in there. >> A.J. CRABILL: This feels important to me. And I'm trying
249to be objective and not just self-serving since I've been Black for a while. But I think we are having some difficulty nailing down the language. So my request is cogitate on this a little bit more. Let's keep moving so that we can get comment in about page 6 as well. But then remind me to come back to you so we can just spend give you a few more minutes to spend time thinking about okay what my the what is the how do we put this idea to language in a way that works. So we're not skipping over that we'll come back to it but just give some more time for refinement. Anyone else. >> DIRECTOR HAMPSON: Yeah sorry I wasn’t trying to I just wanted to make sure I got Brent’s in there before we.
250>> DIRECTOR RANKIN: No no no yeah that’s fine. >> A.J. CRABILL: So yeah we will come back to this one around kind of how do we you know how are we creating a safe space for our staff and students of color you know to be able to confront issues that we’re addressing and how we how are we not allowing the safe space for patterns of oppression to be perpetuated in our system. I don't know how best to think of that. I would have add to the conversation page 6. Any ideas around page 6. >> DIRECTOR HAMPSON: So let me give Dr. Jones’ the superintendent will not design community meetings without engagement principles that are predictable consistent and coordinated. >> A.J. CRABILL: Say that one more time. >> DIRECTOR HAMPSON: The Superintendent will not design community
251meetings without engagement principles that are predictable consistent and coordinated. >> A.J. CRABILL: This was from last time wasn’t it. >> DIRECTOR HAMPSON: I don't know it. >> A.J. CRABILL: Yeah. >> DIRECTOR HAMPSON: Okay. >> A.J. CRABILL: Okay I got it. All right anyone else from page 5 or page 6. >> DIRECTOR DURY: In alignment with that and also overarching and to bring back another conversation I think we had I don't know that I have a great guardrail for it but I am noticing that we do not have anything regarding student voice or youth voice in in what we're talking about. And I and I do think that that's really important. And so the there's a goal on page 6 of the strategic plan that says students of color who are furthest from educational justice will
252have meaningful voice and leadership in school and district initiatives. So I wonder if we add superintendent will not allow school and district initiatives to go forth without students of color who are furthest from educational justice having a meaningful voice in leadership. I feel like there's some words left off to make that a complete sentence but. >> A.J. CRABILL: No no no. I think I've almost got it. Read it one more time. >> DIRECTOR DURY: The superintendent will not allow school and district initiative to move forward without students of color who are furthest from educational justice having meaningful voice and leadership. >> A.J. CRABILL: Got it. Who else page 5 or page 6. Lisa. >> DIRECTOR RIVERA-SMITH: [indistinct]. >> A.J. CRABILL: And keep in mind folks we are well we're well on our way to 20
253and we're going to have to trim this thing down to close to 3 here very quickly. So we're about to cut off. >> DIRECTOR RIVERA-SMITH: Yeah. >> A.J. CRABILL: Any new ones here in a moment. Lisa what you got. >> DIRECTOR RIVERA-SMITH: I wanted to say so like I think that Erin just said there was valuable and it’s also might already be covered in our recent policy adoption to have student representatives on the board. Because as I was doing this look at this I realize that a lot of them can be just brought forward as policy changes as opposed to make them actual goals or guardrails because they are very limited. So like that one while it's a goal we’re carrying it out through policy already so maybe that helps take it off the list.
254Because again it's important but it also might be covered again through policy already so that could help us narrow it down. It’s just my thoughts. >> A.J. CRABILL: I wouldn't rely on that if there is something that you think is the highest-need highest-leverage high priority vision or values then we should make an effort to capture it here. Simply put from a board perspective I wouldn't counsel you to trust that things are happening unless you are monitoring them. And so the goals and guardrails is a set of your policies that is finite enough that you will be able to be constantly and rigorously monitoring them. So these are things that you will know whether or not they're happening or to what extent they're happening or not happening. And so if it's something that is absolutely critical
255this is the stuff you're going to spend time measuring. And so if it's absolutely critical it's you want to put it in the bucket of things that are measured not leave it in the bucket of thousands of pages of things that are not necessarily monitored. And so if it's mission critical don't trust that it's being happening somewhere else then [indistinct] here. But again you also only get so many items here. So you've got to kind of weigh the pros and cons. Anyone else page 5 or 6 before we cut off additions and move into the contractions. All right. Then first I'm going to read through the goals. And the question is are there any of these can be combined. Are there any of these that can be combined. >> DIRECTOR RANKIN: Can I have another
256goal that I didn't say before that I need to say. >> A.J. CRABILL: Oh and also I was going to come back to you with a guardrail idea. So I will look aside give you the side eye. >> DIRECTOR RANKIN: I know it's forbidden. You're drop me into the floor right. >> A.J. CRABILL: Where’s that button at. All right so one more idea on this goal and then then you still have this other idea for guardrail [indistinct]. >> DIRECTOR RANKIN: Yeah. So the the goal is and I need more data to plug into it but the number of students with IEP’s who graduate college and career-ready with a regular diploma will increase. We've got two different types of diplomas for students with disabilities. And for me this goes along with the strategic plan because there
257is a pretty straight line from incorrectly serving especially students of color with disabilities in the you know to prison. So something like 49 percent of those incarcerated have a disability as compared with 12 or 13 percent of the general population. And of course the we know that the population of people who are incarcerated are a higher percentage also than people of color than the general population. I don't know the data as much but I would assume the same is true for those experiencing homelessness. My experience over the last couple of weeks very direct personal experience over the last couple of weeks disability is a big piece of what could could lead to a situation where someone becomes or it's a it's a it's a factor right [indistinct.] >> A.J. CRABILL: So got that on the
258goal side. >> DIRECTOR RANKIN: Yeah and so the goal would be. >> A.J. CRABILL: Were you able to come up with some language on the guardrail side. >> DIRECTOR RANKIN: Say that again. >> A.J. CRABILL: So I I I got the goal concept written down. >> DIRECTOR RANKIN: Okay. >> A.J. CRABILL: Were you able to come up with some ideas on the guardrail side that I said I’d come back to. >> DIRECTOR RANKIN: Oh for the previous one. >> A.J. CRABILL: Yeah. >> DIRECTOR RANKIN: Yes and actually with help from President Hampson from one that she had had before which is that the superintendent will not allow what was it Chandra. Will not allow building leaders to isolate themselves or excuse themselves from district-wide values vision and equity charges. Meaning that we expect principals to
259be held accountable to hold their staff accountable to respond appropriately to manage their building when there's incidents of racism bias discrimination retaliation and that the superintendent will not allow principals to sort of excuse themselves of having to be responsible for cultural responsiveness and anti-racism in their building. >> A.J. CRABILL: Got it. Thank you. All right so now as we go back up to goals we now have 6 and so the question is are there any of these that could be combined. So give me the potential combinational language. Students of color who are furthest from educational justice will read at grade level by 3rd grade. 80 percent of Black boys by the end of kindergarten will know and retain. Students of color who are furthest from educational justice will be proficient in math by 5th and
2607th. Students of color who are furthest from educational justice will graduate ready for college and career. Number of students of color furthest from educational justice will achieve proficiency in home language. And the number of students with IEPs who graduate with regular diplomas. So of those 6 ideally crunch that down to between 1-5 preferably 3. Fewer allows for more focus. More of them allows for less focus. Who will offer me ideas for combination. Any of those that sound like they might be able to be combined. >> DIRECTOR HAMPSON: I don't know if you can. >> DIRECTOR RIVERA-SMITH: [indistinct] oh I’m sorry. I only heard five there. I know I missed one in there. Is there a way I don’t know if there’s a way to share on your screen. >> A.J. CRABILL: Yeah we’re we're working
261on that. I'll read them one more time while we're getting that. >> DIRECTOR HAMPSON: He sent you the Google doc as well Lisa. >> A.J. CRABILL: There it is. >> DIRECTOR HAMPSON: Okay. >> A.J. CRABILL: Yeah you all can see this but nobody can edit it but me. Okay so of these 6 the question is are there any that can be combined. >> DIRECTOR HAMPSON: So I have two thoughts. One is whether or not 2 3 4 and 6. >> A.J. CRABILL: Good point let me fix that. There we go. >> DIRECTOR HAMPSON: What. Oh whether or not 4 and 6 could be combined and then I would even though it's one of my favorite ones I think we could probably take off number 5 because there's other ways to. Like if that could be
262part of literacy because dual-language is part of how you achieve literacy from my with students that are English learners. Those are my suggestions. Brandon do you want to go next on the combination. >> A.J. CRABILL: Ideas of things could be combined who else. >> DIRECTOR HERSEY: Sure. I haven't really given much thought to the combination quite yet. I think we still have a little bit of ways to go. Yeah will you come back to me. Ones that can be combined and if so what would the language be. So we've got two ideas that both around graduation. The question is can they be combined. Maybe they can maybe they can’t. But if so what language would you offer that will be a combination of them. And so if anybody the floor is open. And preferably sooner
263rather than later we want to get this thing moving. Y’all got other things to do. So anybody want to offer combinations of any of these items. >> DIRECTOR DURY: We have two reading ones. >> A.J. CRABILL: Which ones are those. >> DIRECTOR DURY: Yep they all moved around so now I'm like wait hold on 1 and 2 are both around literacy and reading. >> A.J. CRABILL: All right so is there language that could be offered that might serve as a combination of the two. How verbose can we be in in a goal [indistinct]. >> A.J. CRABILL: [Indistinct] as long as the goal resolves down to one single metric then you're fine. >> DIRECTOR DURY: Oh. Mm hmm. >> A.J. CRABILL: Yeah. >> DIRECTOR DURY: My idea then doesn't that doesn't work. >> A.J. CRABILL: No
264no no. This whole wishing for more wishes hack the people are to do it. You can't have a goal with 12 different metrics. It has to resolve down to one discernible metric that we can then track. >> DIRECTOR RANKIN: Could we make it by the end of the 2023-24 school year 80 percent of Black boys by the end of kindergarten will know and retain with 80 percent accuracy the names and sounds of every little every letter predetermined high-frequency words and vowel teams diagraph sounds to ensure or to to improve the likelihood that they will to prepare them to be reading at grade level by 3rd grade. >> DIRECTOR HAMPSON: So I would actually just get rid of the grade level I'm I mean that's just my I don't know about the reading at grade level
265I think the other those skill sets are that the read at grade level by 3rd grade that's a output isn't it. >> A.J. CRABILL: Depends. Depends on how the board chooses to. >> DIRECTOR RANKIN: Well if they will. >> A.J. CRABILL: [indistinct]. >> DIRECTOR RANKIN: They will be able to. They will be able to read that's a know and be able to kind of thing at grade level. >> A.J. CRABILL: All right. So think on that a little bit more. We can come back to that one. So we've got something about literacy perhaps with the ability to combine a couple. Something about graduation perhaps we’d be able to combine. Any others that could be potentially combined or is there any possible language folks want to offer. Or any that maybe need to be dropped. >>
266DIRECTOR RIVERA-SMITH: Well I I agree I think with Director Hampson that number what's now number 3 could probably go. It's about literacy again and we have that now obviously in number 1 so that could probably be cut. And then and I like Liza’s recommendation [indistinct] of literacy. I don't know we say what the what the achievement is by 3rd grade except at grade level so anyway that was my thoughts on that. On number one [indistinct]. >> A.J. CRABILL: Understood. >> DIRECTOR HAMPSON: And I don't know I would defer to Brandon whether you could say for to combine to fit C 1C into 1B by the end of the 2023-24 school year 80 percent of Black boys by the end of kindergarten will know and retain blah blah blah vowel team sounds whether in English or
267language of origin. >> DIRECTOR HERSEY: Yeah so the reas — yes. Could be in could be in either one. I think that that would be great for it to also be in their language of origin but the reason that I structured the those differently in that way is because of the like need for them to build off of one another so if we're going to do that I would just say let's look at it across the entire the entirety of those goals. But and then also those might not be the goals that we end up choosing right or we might you know I don't think. This is this is becoming more and more complicated because for me it's almost like we need a goal for like literacy and then within that literacy goal is there
268more opportunity to set measures and things like that within a goal or is it just like that flatline goal. Because I'm trying to figure out how do we encompass like all of this work that needs to be done in just like these few areas that we've that we've identified narrowing it down. >> DIRECTOR DURY: I'm going back to A.J. what you said earlier about having the other district that had a goal that was set for much later in in the school lane so like I think you said high school and then there's the the superintendent and the staff took that and broke it down into different measurable interim goals. And I’m so it's I just I just want to put out there that that is sitting. With me and that the idea of having goals
269that are to be achieved sort of later that break down in the interim goals it there’s I have a draw to that. Because I guess I guess what I'll say is my worry is that if we have a goal that is directed at kindergarten then and that then what happens after that. Does that make sense. Like we're not insuring any advancement past we're not check I would want another goal at least in another area that is that is checking and and keeping us hyper-focused on achievement later on in their educational career. >> A.J. CRABILL: This is the tough part of goal setting. You've got to set priorities and you’re not going to be able to prioritize everything. What do you all want to do. Is there anything about the. You can't keep all the things.
270It's just it's too much. You won't be able to focus. You're going to have to make some combinations or some deletions. This is the tough part of leadership. Time to do the work. Somebody offer me some language that we can lean into. >> DIRECTOR HAMPSON: Could on number 3 for graduation. I think I'm trying to add two metrics but students of color who are furthest from educational justice will graduate ready for college and career. It's not coming to me. >> A.J. CRABILL: This is tough stuff. >> DIRECTOR HAMPSON: Is there Liza is there a way to combine those. >> DIRECTOR RANKIN: Yeah I think I think there is. Well because I think yeah there is. I mean students of color who are furthest from educational justice justice will graduate ready for college and career is
271to me super broad and and like what is that actually what does it mean to be ready for college and career. And then in the shorter term if we're thinking about these as one-year goals. >> A.J. CRABILL: 3 to 5-year. >> DIRECTOR RANKIN: Oh 3 to 5 okay that that makes more sense. I mean we could say so students with IEP’s are disproportionately students of color. I mean the number of students with IEP’s who graduate with regular diplomas ready for college and career will increase. >> A.J. CRABILL: All right say that one more time. >> DIRECTOR RANKIN: The number of students with IEP’s who graduate with regular diplomas comma ready for college and career comma will increase. >> A.J. CRABILL: Okay. >> DIRECTOR RANKIN: I mean we could even say the number of students of
272color with IEP’s but already IEP’s are students of color are overrepresented. >> A.J. CRABILL: All right folks. Does that work as a combination. >> DIRECTOR RIVERA-SMITH: I'm wondering if then again [indistinct] to it I'm wondering if they should be [indistinct] graduate ready for life college and career because not everyone sometimes you know I don't if it’s presumptuous to say they gotta be college or career but also that life skills that you want to focus on making sure students are equipped with when they leave school system so [indistinct]. >> DIRECTOR RANKIN: We do need to make these. Sorry. Well but that's sort of that's sort of I mean why. >> DIRECTOR HAMPSON: Can I just point out these do have to be SMART at the end of the day. >> DIRECTOR RANKIN: Yeah. >> DIRECTOR RIVERA-SMITH:
273Yeah [indistinct]. >> DIRECTOR HAMPSON: [Indistinct] that we have. so it's. >> DIRECTOR RIVERA-SMITH: Definitely. >> DIRECTOR HAMPSON: Gotta be something that’s measurable. >> DIRECTOR RIVERA-SMITH: And and I so I I did some research into other districts who do this kind of work. And one of them was the [indistinct] had a life college and career one and they have a way of quantif — measuring that. How you're ready for life versus like for college and career. It's the Anchorage School District. So they do have measurable goals or even for life. There is a successful completion of financial literacy course. Successful attainment of or completion of one or more [indistinct] indicators. I don't know what exactly [indistinct] are but they do have a way of measuring it is all I’m saying [indistinct]. >> DIRECTOR HAMPSON: [indistinct] I
274want to be careful we don't start adding things right. And that we because and then it has to be based on the strategic plan. Otherwise we're going to be here forever. So we need. >> DIRECTOR RIVERA-SMITH: [indistinct]. >> DIRECTOR HAMPSON: To. This is a thing that our board struggle with is and this board in particular is letting some stuff go. Yeah I do remember hearing from students I believe it was NAACP Youth Council talking about some of their some of their goals or demands were about just like life skills kind of attainment. So anyhow I [indistinct] I can't quote anybody but it sounds to me like maybe someone else remembers that better than I do. So. >> DIRECTOR RANKIN: I think what you're getting at Lisa though I think is already included in this because
275if the if the idea is that of students with IEP’s too many of them don't graduate right. Like a higher number a higher percentage of students with IEP’s than students without IEP’s don't graduate. Of the ones that do there's two different kinds of diplomas. There's your regular diploma and then there's I can't remember what it's called but a provisional kind of you've completed high school but. And it may be more of a life skills thing. You completed some requirements but it's basically sort of saying you graduate but you didn't actually you didn't complete the coursework that a typical student would be expected to complete. So if the goal is to increase the number of students with IEP’s who graduate with a regular diploma that means that we have to make sure that students with IEP’s
276are getting the access to the supports that they need to enable them to meet that level of being prepared for graduation. >> A.J. CRABILL: Okay. >> DIRECTOR RANKIN: Does that make sense. >> A.J. CRABILL: So we have made effectively no progress on the shrinking. Coming down to a reaching a consensus on fewer. So let's slip away from goals for a moment and go to guardrails and see if we can muster up some more energy and maybe that'll give us some momentum going back up to up to goals. >> DIRECTOR HERSEY: Here's an idea as well. Can I offer. Is because some I think before we start trying like to blend them together I think we start potentially eliminating some things in terms of prioritization for us just because like the more we blend it as
277was stated before this board being incredibly educated does get into the word smithing in the weeds of like what we're trying to get at a lot. So maybe instead of trying to figure out like the perfect verbiage for it we can start eliminating some things collectively that we think that we can let fall not necessarily fall to the wayside but that can we can put aside for now. >> A.J. CRABILL: The question is yeah what's the highest-need highest-leverage and not all goals are created equal in that regard. Make one more pitch. Is there anything that can be eliminated or combined. We have identified 3 broad topic areas. That doesn't mean but that doesn’t mean [indistinct] we can get rid of those. Is there anything that could be deleted or combined. Anybody willing to make a
278pitch. >> DIRECTOR HAMPSON: Liza. By definition of students of color who are furthest from educational justice graduate ready for college and career isn't that isn't B more likely to take place as a result of that. Meaning B is more prescriptive than A. It could be a subset of A. >> A.J. CRABILL: [indistinct]. I feel like B is more measurable. >> A.J. CRABILL: So they’re both measurable. I don't know that one is more measurable than the other. They both have you know pretty defined terms in them. But I do think you all need to wrestle with. So the the big distinction I'm hearing between them isn't what they're trying to measure you know. They're both trying to lean toward some degree of appropriate preparation. I think the biggest thing you have to wrestle with is that
279they are talking about two different populations. In the Venn diagram there’s. >> DIRECTOR RANKIN: Yeah. >> A.J. CRABILL: A fair chunk in that middle slice but there's also a fair chunk that's not in the middle slice. And. >> DIRECTOR RANKIN: Mm hmm. >> A.J. CRABILL: So you all have to wrestle with do we want. >> DIRECTOR RANKIN: Yeah. >> A.J. CRABILL: To focus on the middle slice. Do we want to focus on the slice of the left or the slice on the right. >> DIRECTOR HAMPSON: And the the strategic plan is expressly focused on Black students students of color furthest from educational justice Black students Black males expressly. So that's why I'm suggesting that it could be seen as a subset we've got to let go of some things and get focused. So I'm suggesting
280that we get rid of B. We need to make these SMART but. >> A.J. CRABILL: Yeah and don't worry about making them SMART and necessarily metrics because we've clearly run out of time for that this evening. So what I'll do is once you've narrowed down to which ones you want to focus on I'll work with your administration to SMART them up and insert the real data. So for example we don't know what the baseline for any of these is but I'll work with the administration. We'll figure out what the baseline is. We'll plug all that in and bring that back to you. So so some of this some of this work we’ll take off your hands. We’ll do for you instead of us going through together this evening. But then you'll have to [indistinct.] >>
281DIRECTOR RANKIN: I feel like for just me. >> DIRECTOR HAMPSON: If I. >> DIRECTOR RANKIN: Oh. >> DIRECTOR HAMPSON: If you say students of color who are furthest from educational justice will graduate with regular diplomas ready for college and career is that. Brandon do you have a suggested combination on literacy. >> DIRECTOR HERSEY: Yeah so the literacy one can be combined down and just create like blend the years. So the beginning year would be 2023 and the ending year would be 2025. And then the combination the same thing is true for 80 percent. We can take like by the end of kindergarten by those like that can be workshopped down. I just don't know if we need to do that here. I can I would be more than happy to submit something where it's more
282more concise. I’m happy [indistinct]. [indistinct] so I guess my two questions are if you were what is the literacy goal. >> DIRECTOR HERSEY: Literacy. >> A.J. CRABILL: Who is being measured and. >> DIRECTOR HERSEY: Right. >> A.J. CRABILL: What are you proposing be measured. >> DIRECTOR HERSEY: Right so Black boys 80 percent by the end of 2025 regardless of their placement kindergarten. >> A.J. CRABILL: All age. >> DIRECTOR HERSEY: Are all age within well no I don't want to deal with all age so I would say somewhere in K-3 whatever that looks like. And then the outcomes that we put forth before right. The high-frequency word alloca — acquisition all letter sounds that. But then that's the trick right because it has to be broken down by year for it to [indistinct.] >> A.J. CRABILL:
283I was gonna say because that’s relevant for kindergarten but makes sense. >> DIRECTOR HERSEY: Right. >> A.J. CRABILL: For third grade. >> DIRECTOR HERSEY: Exactly. >> A.J. CRABILL: Like if they're learning digraphs in 3rd grade we have already missed serving them well. >> DIRECTOR HERSEY: Right. So maybe like for this goal particularly there are these subgoals that exist within the plan to get us to the goal. >> A.J. CRABILL: Yes. Yeah so remember when you all adopt the goal the next step is your staff’s going to come back with 3 goals that are kind of sub that are formative interim data but that are predictive of the goal. And so you said K-3 is the goal. You have to think of what do we want K-3 to know and be able to do. And then
284we go and use whatever pieces of this aren't part of the goal try to fold those into one of the progress measures. >> DIRECTOR HERSEY: All right. >> A.J. CRABILL: So with that in mind what should the goal say. >> DIRECTOR HERSEY: The goal should say by the end of 3rd grade 80 percent of Black boys in our system will be able to do X Y and Z. So it'll be whatever those parameters would be. Because even like letter acquisition you know there are tons of students in our system regardless of the color of their skin in the 3rd grade that do not have the letter acquisition necessary and that's an issue across the county. But I would just say for now let's keep all of the goals or at least the outcomes that I
285put there the same. >> A.J. CRABILL: Okay. >> DIRECTOR HERSEY: Does that make sense. >> A.J. CRABILL: Let me work with your staff. >> DIRECTOR HERSEY: Okay. >> A.J. CRABILL: On these three ideas. >> DIRECTOR HERSEY: For sure. >> A.J. CRABILL: And we'll bring that back. Let's slip down to guardrails right quick. >> DIRECTOR HERSEY: Okay. >> A.J. CRABILL: There are 15 ideas here and the question is is there any way to combine. Are there any combinations that are available. Let me just make a new page here. Any combinations available for guardrails. You want to go ahead and scroll up I just bumped them down to the next page. Whoever is driving the screen. All right there you go. Let's do the exact same thing. Try to move with some haste. Are there any that
286could be combined. Are there any kind of common topics here. >> DIRECTOR HAMPSON: Definitely. >> A.J. CRABILL: That was a trick question. >> DIRECTOR RANKIN: And some of them I feel like are sort of you were saying there are some things that are a given like the superintendent may not embezzle funds. >> DIRECTOR HAMPSON: Yeah [indistinct] I mean [indistinct] I [indistinct.] >> DIRECTOR RANKIN: Some things here that yeah seem like it's sort of some of the stuff is already kind of a given. >> A.J. CRABILL: All right. Give me an example of a given. >> DIRECTOR RANKIN: Superintendent will not allow the district to operate without students receiving special education services meeting IEP progress. I mean that's the law so. >> A.J. CRABILL: We're not going to delete that yet but we are let's slide
287it down here to a parking lot and we'll come back a we’ll so that we can reexamine it. Other things. Anything that could be slid to the parking lot or any that can be combined. >> DIRECTOR HAMPSON: I don't know what number 4 really means because I don't think it's well defined and I think there are very different value bases for that that are that so I have a hard time with number 4 I mean maybe it's just because it's too much but also it's not. >> A.J. CRABILL: I guarantee if I polled each of you and asked what it meant I would get at least 9 different answers. >> DIRECTOR HAMPSON: Right. >> A.J. CRABILL: [indistinct]. >> DIRECTOR HAMPSON: And I know. >> A.J. CRABILL: There are some things in there that I think
288just different people like different people have very different ideas of what ‘whole child’ means for example. >> DIRECTOR HAMPSON: Right. Yeah so that makes me a little unc — it's just it doesn't feel specifically connected enough to the strategic plan goals. >> A.J. CRABILL: All right so first let's so we could potentially nudge that to the parking lot but before we do that are there any on here that can be combined like thematically we're talking about the same thing. >> DIRECTOR HAMPSON: Oh sorry sorry okay. >> A.J. CRABILL: So [indistinct]. >> DIRECTOR RANKIN: Yeah we have some of the culturally res — some of the culturally responsive kind of ones could probably. >> A.J. CRABILL: Shout. >> DIRECTOR RANKIN: Be [indistinct.] >> A.J. CRABILL: Shout a number out for me. >> DIRECTOR RANKIN: Well definitely
289related 1 2 8 10 14. >> DIRECTOR HAMPSON: 15. >> A.J. CRABILL: 1 2 8 10 14. >> DIRECTOR HAMPSON: Oh was 15 the culturally responsive [indistinct]. >> DIRECTOR RANKIN: [indistinct] where they're going. Yeah. >> DIRECTOR HAMPSON: Was it culturally responsive and anti-racist. I mean is that the. >> A.J. CRABILL: Anything else that could potentially be combined or shifted to the parking lot of. >> DIRECTOR HAMPSON: Okay somebody else do a combination. Erin. Lisa. >> DIRECTOR DURY: Yeah yeah [indistinct] number so about community engagement student voice number 9. And I lost what number the student voice one went. >> DIRECTOR HAMPSON: It wait that is number 9 isn’t it. >> DIRECTOR DURY: Oh yeah sorry the number 8 and 9. Oh they're right next to each other. 8 and 9 can be combined into community
290engagement and voice. >> A.J. CRABILL: Any others that can be combined or moved to the parking lot. >> DIRECTOR HAMPSON: Lisa I mean Lisa Brandon Zachary. Is Zachary still on here. >> DIRECTOR HERSEY: I'm reading still. >> DIRECTOR HAMPSON: Okay. Oh wait. >> A.J. CRABILL: He’s allowed to read. >> DIRECTOR RIVERA-SMITH: [indistinct]. >> DIRECTOR HAMPSON: Go ahead Lisa. >> DIRECTOR RIVERA-SMITH: Things keep moving so I’m just trying to. On the number 9 culturally responsive and anti-racist well I was just looking back at the previous one but you go one at it's not in there it's not in there although it's a staff one. Oh number 7 [indistinct] ineffective staff performance go unaddressed unidentified and unaddressed. And I wonder if if in the interim it's decided that effective staff performance is to be culturally responsive then
291that one would cover all of those culturally responsive ones. If effective staff performances like I said determined to be anti-racist culturally responsive. But I see the value in saying it out and spelling it out in those words of what can be culturally responsive and anti-racist so I hate to just make it as simple as number 7 although know and even [indistinct] actually got the main [indistinct] should have one like that there. So [indistinct] ineffective performance. >> DIRECTOR HERSEY: I think that we could probably combine number 5 with number 4 in some way. Resource allocation with prioritizing board goals. >> A.J. CRABILL: Yeah. >> DIRECTOR HAMPSON: Agreed. >> DIRECTOR DURY: But didn't we also say that we don't need to have board goals [indistinct] budget in this because it's covered and it's embedded in the process
292of the. I was going to say we could delete the budget one. >> A.J. CRABILL: Okay. And so you know it may wind up that you really like that one and decide that you don't need you know that one. Got it. Any others that can be combined or potentially deleted. >> DIRECTOR RANKIN: Number 4 is like super clunky for me. Like I get the intent but I don't know. I mean that to me is sort of like a given. Like all of our operations should be in support of student success so. >> DIRECTOR HAMPSON: Wait are you talking about number oh yeah that's right yeah I I I was wondering about [indistinct.] >> A.J. CRABILL: [indistinct] parking lot for now. >> DIRECTOR HAMPSON: Yeah. >> A.J. CRABILL: Anybody else. Ones could be for the parking
293lot or combined. >> DIRECTOR RANKIN: 5 I I'm sort of worrying about too because what does it mean to be effective. What is it like. That's I mean and that's really a whole that's a really big conversation of like what does it mean to be effective or not. How do you measure. And that I would think would maybe get into contract issues about performance I don't know. >> A.J. CRABILL: All right. Anything else can be done any recommendation for what to do with 1 2 3 4. Is there any combination. Is there any particular theme that they should be slotted into or should they put be put in the parking lot. >> DIRECTOR DURY: So when I hear Eliza that you were saying that number what is now number 4 should go in a parking
294lot. >> DIRECTOR RANKIN: Yeah or it kind of goes along with the where is it now. >> A.J. CRABILL: Culturally responsive. >> DIRECTOR RANKIN: Yeah. >> DIRECTOR HAMPSON: Yeah about staff performance. >> DIRECTOR RANKIN: And not not allow building leaders to isolate themselves and that kind of yeah. A variation on that theme. >> A.J. CRABILL: Number 3. >> DIRECTOR HAMPSON: I mean I feel like 2 and 3 are kind of mushy. Well no 3 is actually very specific. It's about special education. Number 2 I think if you're talking about really you're talking about the whole child then all of that should be covered number 6. >> DIRECTOR RANKIN: Yeah 2 I feel like could parking lot because it's like the district has already made that commitment to MTSS. I mean you know. >> A.J. CRABILL:
295And number 1. >> DIRECTOR RANKIN: That kind of goes in a culturally responsive maybe-ish. >> DIRECTOR HAMPSON: Maybe. I feel like well yeah possibly. >> A.J. CRABILL: If you were to assign it assign it it's own thing what would the thing be. >> DIRECTOR DURY: Is number 1 a value or like a like a principle of the organization. >> A.J. CRABILL: It could it could serve as either. It could if if if you all needed it to be here it can definitely be here. I'm just curious about thematically what are we talking about. >> DIRECTOR DURY: To me that goes into like if you wanted to add like communication community engagement and student voice but that that's about how we engage and talk about what we're doing. >> A.J. CRABILL: All right so essentially we're
296down to 5 things. We don't have to keep all 5 but it definitely would be helpful to do some combining. But sounds like and then decide which ones you want to keep or not so let's start with the tough one number 5 since there's a lot of stuff here. If you're going to have just 1 or maybe 2 you know probably not more than that but if you're going to have just 1 or 2 items from 5 you know if you were going to rewrite something that was broad enough to encapsulate all of them what might that be. >> DIRECTOR HERSEY: I think community engagement and communication could probably [indistinct] could probably be blended. And special education could probably be blended into culturally responsive and anti-racist. Because to me what the work there is is
297to take a look at our system and see how are we serving and centering our marginalized students right. And I believe strongly that we can roll special education into that one as well. And because many of our yeah number 1 and number 4. >> A.J. CRABILL: Eliza I think you were the one who wrote that one. >> DIRECTOR RANKIN: Yeah and I was sort of I was nodding in agreement that that that makes sense to me what Brandon was just saying. >> A.J. CRABILL: Gotcha. >> DIRECTOR RANKIN: And because it could sort of go along with 4C well not really but. So yeah it does. >> A.J. CRABILL: Okay so. >> DIRECTOR RANKIN: Because it also has to do with allowing stu — with not removing students from their communities. >> A.J. CRABILL: Okay so
298if we were going to have one or two items to try to either encapsulate all of these or that were the priority what might that one or two be for this third topic culturally responsive and antiracist give me some combining language. We’re officially about 30 minutes into overtime and I'd really like to wind this down pretty quickly. >> DIRECTOR DURY: So I don't have one for number. I think I've combined number 2. No. >> A.J. CRABILL: Okay how would you do that. >> DIRECTOR DURY: Yes it was number 2. Although so it would be something along the lines of the superintendent will not allow school and district initiatives to go forth without engaging community and students of color who are furthest from educational justice following principles that are predictable consistent and coordinated. >> A.J. CRABILL:
299Got it. Or at least I think I did. >> DIRECTOR DURY: I'm looking at a different screen now because I had to write that somewhere [indistinct] yeah yep that's what I said I don't know if that's. >> A.J. CRABILL: So the question is does this capture of the items 2B C and D for folks. Going once going twice. >> DIRECTOR HAMPSON: I think generally so I don't think the asset-based part is in there but I don't know I don't know that it fits so. >> DIRECTOR DURY: Yeah that was added after I had started working on a different page sorry. >> A.J. CRABILL: So we've got we've got an idea there let's talk about 3. Culturally responsive and anti-racist. How would you combine or what what is a umbrella topic or is this bifurcated are
300there two different ones. Somebody give me some ideas. >> DIRECTOR HAMPSON: I guess I would focus my inclination is to focus on the things that are about creating a just environment a just and responsive positive environment versus the accountability. But yeah. >> A.J. CRABILL: What would that look like. >> DIRECTOR HAMPSON: I mean I mean I'm thinking more along the lines of the superintendent will promote retention of staff I'm thinking of shifting it to a positive who promote anti-racist and culturally responsive affirming asset-based school environments. You know that that’s a that there's that value that is associated with the adults in the system and that their ability and dedication to providing that is what makes them is part of their value as an employee. That's what I'm trying to get at so I don't know
301if it's better just to state it as a negative or a positive. As a negative it would be superintendent will not retain staff who allow incidents or cultures of racism in schools to go unacknowledged or unaddressed. I think that would be my or or even you could add deficit-based in there too but that would be my short version of all of those. Superintendent will not retain staff that allow allow or promote or support incidents and cultures of racism. >> DIRECTOR DURY: Could you take out retain staff will not allow incidents of cultural or is that too broad. >> DIRECTOR HAMPSON: I don't know. I struggle with the retain staff people it's more a matter of like wanting it to become part of the evaluative culture that it's back to what Liza was saying before. It
302just keeps rolling over. And their like it's like oh well we'll just train them we'll give them training and it's like they do the training but then their behavior doesn't meet that but there's no there's no we just keep. >> DIRECTOR RANKIN: There’s no accountability. >> DIRECTOR HAMPSON: And we just keep hiring the same people and letting them do the same things and it's not a it's not a norm it's not an expectation. And maybe it's that superintendent shall set the expectation that. I mean the example I could give us is a school recently the that where the principal put out a survey that for school building funding basis racial equity training for staff was op — was an option and it got voted down by the community which has had lots of racist incidents.
303And so that's why it's not optional. And so that shouldn't happen but and then there's nobody. >> DIRECTOR RANKIN: What about the superintendent will not allow oh something about basically will not allow it to be optional. Like seeing our students and each other as our full identities and everything that makes strengths challenges gifts. Like seeing. >> DIRECTOR HAMPSON: Okay now you’re adding though. >> DIRECTOR RANKIN: But seeing students and as people like is not a choice like you don't like the superintendent will not allow the superintendent will not allow school environments that don't [indistinct] trying to say. >> DIRECTOR DURY: [indistinct]. >> DIRECTOR HAMPSON: [Indistinct] and I didn't hear any feedback when I said super. >> DIRECTOR DURY: Does F address what you're trying to get at. >> DIRECTOR RANKIN: Not enough. >> DIRECTOR HAMPSON:
304I mean it does because I wrote it but. >> DIRECTOR DURY: But can we can we start there and expand it or can’t like is there an opportunity to utilize. >> DIRECTOR HAMPSON: I mean I'm fine with it. I'm fine with it. If we want to talk about retention of staff and discipline and you know you can try to throw all that stuff in it. I don’t it’s like what is really the priority. It's incidents is it incidents or cultures I think I would add well no it's says cultures. >> DIRECTOR DURY: Right. >> DIRECTOR HAMPSON: Yeah no I mean I'm fine with F I feel like that covers most of it. It doesn't cover will not allow special education services to determine student access to general education classrooms. >> DIRECTOR DURY: But [indistinct]. >>
305DIRECTOR RANKIN: Which I'm okay I'm okay with letting go of that one because it is really specific and it's really about student assignment. And that’s that that is something that like for me I want I want and hope that we value serving students where they are. But G is is very specific and maybe. >> A.J. CRABILL: Okay so. >> DIRECTOR RANKIN: It’s better addressed other places not in our guardrails. >> A.J. CRABILL: So so put a pin in G for a second. Let's come back to that. That's a that's a topic is sufficiently differentiated from what I've now moved up to A. What changes would need to be made to A to have it cover as much of the other items in 3 as possible. >> DIRECTOR DURY: I think we need to add accountability.
306The superintendent will not allow incidents or cultures of culture of racism to in schools to go unacknowledged. There there to me there's a lack of accountability in that because the word unacknowledged like okay so I can just say like yep that was bad and then we move on. You know [indistinct]. >> DIRECTOR HAMPSON: Well that's actually we can't even do that right now. >> DIRECTOR RANKIN: Yeah we can't even get it to be recognized. >> DIRECTOR DURY: No I understand that. But I'm saying that I think that if we're going to create a standard we should create the standard we want that. And to me that has to have some accountability in it. So maybe unacknowledged to be unaddressed like take out and unacknowledged to be to go unacknowledged and unaddressed and held within accountability
307or something like that. >> DIRECTOR RANKIN: What about kind of a combination of A and C. With the Superintendent will not allow school communities building leaders or staff to excuse themselves from participation and active upholding of district-wide values vision and equity charges. >> DIRECTOR HAMPSON: I mean yeah that's that doesn't talk about incidents but of it doesn’t talk about culture of racism or incidents of racism so it's fine if we but we don't actually have that. >> DIRECTOR DURY: I mean. >> DIRECTOR HAMPSON: Maybe add anti-racism in there instead of equity values vision and anti-racist. You can change it to be that. Now you have to rewrite it Liza to change it to include anti-racism. I mean it isn't part of district-wide values. >> DIRECTOR HAMPSON: Yeah that's fine. >> DIRECTOR RANKIN: [indistinct]. >> DIRECTOR
308HAMPSON: That's fine. >> DIRECTOR DURY: What about values vision and I mean this is the stated vision and values but focus on students of color furthest from educational justice or something to call out what is in ours the value of our strategic plan the centering of Black boys and such. >> DIRECTOR RANKIN: [indistinct]. >> DIRECTOR HAMPSON: This is this is separate. If you go back and look at the particular goal this is more consistent with that goal. Otherwise then you start putting the like this is on everybody and this isn’t. >> DIRECTOR DURY: Yeah. >> DIRECTOR HAMPSON: I mean I’m for now I'm fine with about the way that it is. Does anybody feel like it doesn't have what it needs. [indistinct] there Brent oh wait sorry Brent texted me two minutes ago. A plus
309F. >> DIRECTOR HERSEY: Yeah I think we were in the opposite situation we have a ton. We just need to be able to trim it down a little bit. But I think folks might just be experiencing a little bit of overload. I know for me staring at the screen is getting tough. >> A.J. CRABILL: It is taxing no doubt. >> DIRECTOR HERSEY: Yeah for sure. >> DIRECTOR DURY: [indistinct]. >> DIRECTOR RIVERA-SMITH: I feel bad rushing through this because I know we’re already so far over time and I feel like it doesn't do this justice [indistinct]. >> DIRECTOR HAMPSON: Oh so Brent did you say A and he's saying to add you want F. Oh so maybe superintendent will not allow school communities building leaders or staff to isolate themselves excuse themselves from district-wide vision values
310or anti-racism's efforts or create unwelcoming environments I think. I don't know. Does that combine it Brent. >> DIRECTOR DURY: I have maybe possibly a newbie question and possibly just trying to clarify what we're trying to achieve tonight. Is this something that we can sit with for a minute. Like I I would do better. >> DIRECTOR RANKIN: Yeah. >> DIRECTOR DURY: I like work on this on my own and then bring it back to the group and be like here's some things. Because right now it's just I'm a slow reader. >> DIRECTOR HAMPSON: So I just FYI this is we have a set number of meetings to get from point A to point B. And then despite what we heard from our constituents this is this is in fact what is going to provide that the
311the goals and the guardrails for planning for next year. And the year after that and the rest of the strategic plan. And so and we have to do this publicly. If we go home and we work on it separately then somehow that has to come back together so we sort of end up then trying to put those things back together. It always seems ideal but and when you have when you're a body of 7 it becomes an impossibility. >> DIRECTOR DURY: Okay. That's clarifying. Thank you. >> DIRECTOR RIVERA-SMITH: I would I would be for another meeting because. >> DIRECTOR HAMPSON: Well. >> DIRECTOR RIVERA-SMITH: We don’t know if we’re going to get this done tonight and we we could stay here longer of course it just feels bad to rush through because of the time
312constraint because this is obviously very important. >> DIRECTOR HAMPSON: I mean I do think we've made some excellent progress. I you know I mean given that for me when I went into this some of this is also about your our preparation right. So I had as the guardrails I wanted to make sure that we covered I wanted something about community engagement something related to racism in our schools and something around identity safety. And I feel like we’re we're pretty close. So I don't know in terms of the guardrails like if you think of it in those terms what do we want to make sure that we're controlling for. Well we have that and more [indistinct] again it is a lot of information right now [indistinct.] I think again I don’t know I would kind of
313like Erin Erin [indistinct] having taken this aside. Working on it individually and coming back at another meeting to compile in comparison to the number we need I think would be preferrable but I mean [indistinct]. >> DIRECTOR HAMPSON: Okay. >> A.J. CRABILL: So it feels like we have squeezed all brain power. >> DIRECTOR HAMPSON: Yes. >> A.J. CRABILL: Out of the team for one session. I’m I’m I am a big proponent of letting adult learners struggle a little bit to see what creative juices that turns up. But after a while you have to recognize that we are where we are. So what I what I hear is that we've got 3 solid goal ideas and if and if there is any lack of consensus let me know but otherwise I'll take those forward work with the
314administration and try to bring back to you those apply have with numbers applied to them and start to think through what are possible progress measures for those. What what might the interim goals be. What I also hear and let me know if there's a lack of consensus I also hear ideas for at least 2 guardrails. I felt like we were dangerously close to this one reaching some type of consensus as well but I didn't quite hear that. But at least 2 potential guardrails that I could then go back and workshop with your staff and try to identify how would we progress-measure these kind of what would the metrics around that be. And so that gives us a bunch to work on if you all want to take a break from here. I would recommend then
315make a commitment to come back next week preferably. I I I wouldn't let too much time get past you largely because you really want to have these fully fleshed out and use them to help drive your superintendent selection process and make them available to your interim superintendent to help with ongoing planning and resource allocation for the fall. Like they all those decisions are being made right now of frankly I suspect a bunch of them have already been made. And so that's if there seems like there's a little bit of urgency it is because the sooner you get this done the sooner they start to have an influence. The sooner your collective vision and values really start to be able to be used to drive decision-making throughout the school system. But that being said if there
316is consensus around it we can workshop the 3 potential goals and the 2 potential guardrails and have some follow-up prepared for you all for those. Or at least start to get some of that done. And then let you all kind of marinate on this a little bit more and then come back again ideally next week and then try to finish up with identifying somewhere between either 1 or maybe 2 more potential guardrails. >> DIRECTOR HAMPSON: Yes and I we are pushing hard because this is this is the hard work and we need to get through it in a relatively short period of time so I appreciate your effort and your brainpower. I know it's it's difficult. However I do believe based on what we watched happen this past couple of years in terms of going
317through evaluations and dashboards and to have this much simpler clearer focal point that is about student outcomes that is already that is connected to an existing strategic plan that's already been at least from a district standpoint well I don't want to say understood necessarily because I don't know that it's all gotten down all the way down to the building level and that's some of the stuff that we're talking about. But we're not completely reinventing the wheel but it will I believe it will pay dividends for us in the months to come if we can get really clear on this. And I think y’all believe that too it's just yeah this is hard work. So I think if you take you look back at what's on this page I think it's pretty solid. >> A.J. CRABILL:
318So what I'll do is I will I did not hear any break of consensus with my proposal to workshop these 5 items that you've given us and so I will work with your team and get started. That is not a press a magic button and you know crank-out-stuff process. So I definitely wouldn't expect that stuff will be ready next week. It might be but I just wouldn’t expect that. It usually takes you know a few weeks of really hammering away on this stuff before the administration come back. But the fact that they can get started on these 5 items now means it'll start to speed up the process. And so since I did not hear any breach of consensus I will take that as my imprimatur to work on your behalf with your administration. And
319then I will listen to y’all’s leadership for when you want to come together to finish the work. That being said unless there’s anything else you need from me madam chair back to you. >> DIRECTOR HAMPSON: Thank you Mr. Crabill. Okay everyone as there's no further business on the agenda this meeting stands adjourned at 8:21 p.m. Go enjoy the sunset for those of you in Seattle. >> DIRECTOR HERSEY: Thank you. >> DIRECTOR RIVERA-SMITH: Good night. >> DIRECTOR RANKIN: Thank you so much.