Seattle School Board Work Session - November 12, 2020

001>> DIRECTOR MACK: —this board meeting to order in just a moment. Could we please hold comments while SPS-TV takes us live. After a 5-second pause I will call us to order. This is Director Mack. I'm now calling the board special meeting to order at 4:30 p.m. For the record I'll go ahead and call the roll. Director DeWolf has indicated he won't be here until 5:00. Director Hampson. Director Harris. >> DIRECTOR HARRIS: Present. >> DIRECTOR MACK: Director Hersey. >> DIRECTOR HERSEY: Hello. >> DIRECTOR MACK: Hello. Director Rankin. >> DIRECTOR RANKIN: Present. Hi. >> DIRECTOR MACK: Hi. Director Rivera-Smith. >> DIRECTOR RIVERA-SMITH: Present. >> DIRECTOR MACK: And this is Director Mack. Director Hampson. Have you joined. Okay. Well for the record Director Hampson and Director DeWolf aren't presently on the line but hopefully they'll join. The superintendent

002is also present as well as staff who’ll be presenting as we move through the agenda. This meeting is being held remotely consistent with the governor's proclamation prohibiting meetings such as this one from being held in person. The public is being provided remote access today by phone and through SPS-TV by broadcast and streaming on YouTube. To facilitate this remote meeting. I'll ask for participants to ensure that you are muted when you're not speaking. There will not be a public comment opportunity. Staff will be working to administer the meeting and may be muting participants to address feedback and ensure we can hear from directors and staff. We have 2 work sessions today. The first will be the District Scorecard and Operations Dashboard Work Session. This will be followed by a work session on the 2020 Board Evaluation

003and 2021 Board Goals. I’m going to now hand it over to Superintendent Juneau to begin the District Scorecard and Operations Dashboard Work Session beginning with the District Scorecard. But I also want to provide some context that there is a lot of slides here and I understand we're going to hear from 5 different staff and each of them will present their slides and we'll have an opportunity after their individual presentations to take comment. So there'll be 5 different opportunities for directors to comment and question as we move along. So and we have an hour and a half for this session. >> DIRECTOR HAMPSON: Sorry [indistinct] Director Hampson’s here. >> DIRECTOR MACK: Yes. Welcome. Thank you for letting me know and letting us all know. And with that I think we can go and hand it over

004to Superintendent Juneau to go ahead and start us off. Thank you. >> SUPERINTENDENT JUNEAU: Great thank thank you Director Mack. I won't take up much time but just kind of want to introduce the work that's happening here. The these are measurements that our board-approved measurements as you remember. Things that cover like culturally responsive workforce safe and welcoming schools on-time graduation college and career readiness. So staff are here to really discuss that but we want to start with like a disclaimer just because of the situation we're in with the COVID-19 pandemic and the school closures that really have impacted the availability of data for several of these measures. As you know we canceled state of state our state assessments were canceled. So we do not have 2019-20 progress data to share for 3rd grade ELA or

0055th and 7th grade math proficiency goals. We did still produce attendance and discipline measures like that. But those are limited to data collected from September 2019 to March 11th [indistinct] the date that we closed our buildings. As we go through this the measures that are impacted by the COVID-19 pandemic will be marked with an asterisk. So you'll see that specific targets for student measures are not displayed in this year's report. There is target information in the appendix but of course that is subject to change in the future pending analysis and research about the impact of the pandemic on our goals. Progress. The first section that you'll hear culturally responsive workforce those measures are displayed because they they were not as greatly impacted as the pandemic for this last school year. So just kind of wanted

006to start with that disclaimer. So we are all on the same page about what you what you will see and what you won't see. And right now I'd like to turn it over to Chief Codd for culturally responsive workforce. >> CLOVER CODD: Thank you Superintendent Juneau. Good evening everybody. This is Clover Codd chief of Human Resource. As you are well aware there are 2 goals inside of the priority of Culturally Responsive Workforce. The first is that we will improve culturally responsive professional practice. And the second is that we will increase the diversity of staff in schools and central office at the management and director levels and above. The data presented here tonight are for the targets that have already been outlined in the strategic plan and I believe those are part of the appendices of

007this presentation. So you'll see in this first slide that our staff is becoming increasingly more and more diverse. Just as sort of you as a benchmark we've got 3,800 classroom teachers. And so to move the needle on the overall makeup of the workforce we've got to do an exceptional job in recruiting which I'll talk to you about in just a minute. In terms of teacher leaders. Teacher leaders are our career ladder teachers. They’re formal leadership roles that teachers take on. They're paid additional compensation to take on those roles either at the district level or within their schools. We do have a goal to increase diversity as you can see here. It dipped down 1 percent. But our school leaders we're doing actually quite well with the school leader makeup of our workforce. And then at

008central office. So any position that grade 69 or above you will see that we've made significant progress in that area as well. Next slide please. Thank you. So recruitment hiring retention. There are only 2 ways to increase the overall diversity makeup of our workforce and that is you've got to do better recruiting and then you've got to retain the people that you have. So in terms of classroom teachers for this last recruiting class we call them recruiting class of the 20-21 school year 36 percent of our recruits and those that we hired this school year identify as a person of color. 54 percent of our school leaders that we hired this recruiting class identify as a person of color. And in Central Office leadership roles 55 percent identify as a person of color. When it

009comes to the retention of our classroom teachers and our school leaders we've got the 93 percent retention rate from 1 year ago and for our classroom teachers and 89 percent for our school leaders. The 5-year retention rate which is not posted here is hovering right around 66 percent for both our educators of color and all other educators yes in our district. We're not seeing a real differential between in race between the the retention data over the 5-year period of time. And at some other time we can talk more about that. Next slide please. So cultural responsiveness training. We have 2 different targets here of which we are trying to make progress on. The first is that we would look at the percentage of certificated staff that are complete some type of cultural responsiveness training. And

010we've outlined that as one of the series that's also in I believe in the appendices. But it's it's the racial equity literacy series. It is the culturally responsive teacher leadership series. Could be foundational coursework. Could be building leadership 102 with a focus on racial equity or it could be the ethnic studies series. And all of these are more than a one-time course. It's courses where you receive several hours of training throughout the course of the year. And so we exceeded our target. We have 41 percent of our certificated staff who have now completed cultural responsiveness training. And going over to the next part of the slide in foundational coursework. You are probably aware that the 101 series is for our first-year teachers and the 201 series is for our second and third-year teachers. And so

011we have exceeded our targets for both first-year teachers and the second and third-year teachers for taking the foundational coursework last year which we're really proud of because last year was like the first year that we implemented the 201 series. So next slide please. Well actually I'm going to stop and open it up to questions before turning it over to Wyeth Jessee. >> DIRECTOR MACK: Thank you Dr. Codd. I’ll go ahead and get down the list in alphabetical order starting with Director Hampson. >> DIRECTOR HAMPSON: I thank you. I think I just had one question on the. What is included in central office leaders is what you call. >> CLOVER CODD: Yes. So we are measuring we're really looking at management positions. So as you know there there are people that work at central office that

012work in our schools some are classified represented by unions some are non-represented but the real target here on the target that we set in the strategic plan is that we would look at central office management leadership positions. So anybody in a grade 69 or above is considered management. And so when we talk about the diversity of central office leaders increasing we're talking about those management positions. >> DIRECTOR HAMPSON: Okay. That's all from me for now. Thank you. >> DIRECTOR MACK: Okay. Thank you Director Harris. >> DIRECTOR HARRIS: Pass for now. Thank you. >> DIRECTOR MACK: Okay. Director Hersey. >> DIRECTOR HERSEY: Hey. So great presentation on this. One thing that I have. It's just a request moving forward. I want to start thinking about representation of our staff in relation to the students that we

013identify as furthest from educational justice. So it would be really great to see a slide where for our identified target populations that we're trying to uplift we could see how are they being represented in our staff. Just to break it out beyond POC just to see if there are any targeted areas where we could potentially make more gains. >> CLOVER CODD: Okay. Thank you. >> DIRECTOR HERSEY: Thank you. >> CLOVER CODD: Yes. >> DIRECTOR MACK: Thank you Director Hersey. Director Rankin. >> DIRECTOR RANKIN: I the leap from 13 percent to 40-something percent I think. Yeah. Of the culturally responsive training. What. I mean that's a pretty big jump. Was that just because there was more opportunity to take that training. Was there a change in expectation or can you tell me more about that and

014then how obviously we can keep that number going up. >> CLOVER CODD: Yeah. So in the 18-19 school year you'll remember we did not yet have a strategic plan. >> DIRECTOR RANKIN: Right. >> CLOVER CODD: I believe it was approved June of ’19 if I'm not incorrect. And so we did have some ad-hoc cultural responsiveness training that was going on you know prior to the strategic plan but when we adopted the strategic plan we were very intentional with the cultural responsive work group which we have to look across the courses that we have and actually wrote them into the strategic plan work plan and kind of codified. These are the courses that we need to be offering so that educators are being not just exposed but have opportunities to get that training that's a little

015bit more ongoing so not just like a one-shot class if you will. And so there was a concerted effort effort from central office to go out into schools and offer these trainings on what we call those early release green days. And so we served 1,355 educators in the 19-20 school year with these courses. So I really do attribute it to the strategic plan just really bringing some some formal-ness if you will around it. >> DIRECTOR RANKIN: That's great. Thank you. I would love to see it get to 100. >> CLOVER CODD: Me too. >> DIRECTOR MACK: Director Rivera-Smith. >> DIRECTOR RIVERA-SMITH: Thank you. So I’m looking at the same charts here the cultural responsive training and I'm wondering what is what was the target. Because there's no number next to it for the 2019-20 year.

016>> CLOVER CODD: Yes. I know it's in the appendices but let me see if I can if I have it off hand. So 19-20 for first-year teachers with 27 percent. No excuse me for the overall cultural responsiveness training. Excuse me for the 19-20 school year our target was 27 percent and you can see we we vastly outperformed in that area. For the foundational coursework 101 it was 70 percent and for foundational coursework 201 it was 29 percent. >> DIRECTOR RIVERA-SMITH: Thank you. And so I'm guessing I'm [indistinct] these are not none of these trainings are required. Correct. >> CLOVER CODD: Correct. >> DIRECTOR RIVERA-SMITH: So I don't think I'm alone in saying I would like them to be required. I think we've talked about this before and wondering how how do we make that happen.

017Well that's a really good question we've got very limited time in our school day school week school year for professional development. We do have the early release days and we do have a site-based management system where schools vote on the professional development that they would like to bring to their schools. So that is part of a kind of a structural or systematic I don't want to say barrier because I believe in site-based management and I do believe that the educators that are closest to the work should be discussing the kinds of professional learning opportunities that they need. We did do the required course this past TRI-day where everybody it was mandatory and everybody does take the TRI-day training. That is one place where it shows up. But we and even though that was sort of

018like a 1-day 6 hours we actually didn't count that Director Rivera-Smith because it was a one-time PD offering if you will. When we talk about the cultural responsive training that's an ongoing series it's usually around 30 hours’ worth of training to complete the series. That's what we wrote into the strategic plan. To make that required would probably take some some renegotiation with the Seattle Education Association to make it required. >> DIRECTOR RIVERA-SMITH: Okay. Yeah. I would really love to see that happen because again I don't fault the schools at all for what they have to choose between probably a good list of valuable training so I see you know to say that they didn't all pick it you know I can see how they had to make some hard choices there. So finding a way

019that we can make this available I know clearly. Like you said it's gonna take negotiations and that's and that's fine. I think that's that's worth doing because I I we owe it to the students to make sure they they all have teachers who have taken these trainings and are prepared to give them the education that they and the supports they need. So yeah. I mean I definitely appreciate the increases. That is a great leap from 13 to 41 and even 68 to 76. You know that I know these are all steps along the path. So I appreciate that. I just want to see how we can move forward in making these. Getting them to all of our teachers and staff so no further questions. Thank you. >> CLOVER CODD: Thank you. >> DIRECTOR MACK: Okay.

020Thank you. And it's my turn. And do you mind flipping back to the one that talked about the workforce. The is that the previous slide or the slide before. Kind of tacking onto Director Hersey’s comments. When I look at the numbers here too it it's when it's all combined it doesn't help show the actual diversity. And the having I think the definition we've been discussing this in depth in the CEAFMP Advisory Committee about what the definition of diversity is for the district. And my understanding is it's the diversity of our student body. And so in adding on to Director Hersey’s comments that it would be helpful to see the more granularity I think I would like to see the granularity of the data of our student body next to that so that we can see

021that comparatively. If that makes sense. >> CLOVER CODD: Yeah it does. I guess it’s something I can ask my team to try to put together for a Friday Memo in the future. It's it's not one of our strategic plan targets right. Like what we're reporting on tonight is really what was already approved in the strategic plan in those targets. But we do have more granular data. And so let me talk with my staff to see what we might be able to produce and and put together for you all. >> DIRECTOR MACK: Thank you. And now we can move on to Slide 7 through 9 which are around attendance and discipline. Mr Wyeth Jessee. >> WYETH JESSEE: Good evening. Wyeth Jessee Chief of Schools and Continuous Improvement. Thank you for having me this evening. So I'm

022going to present on the next 2 slides really capturing the work underneath safe and welcoming schools. In particular the 2 formal key performance indicators or measures that I'll be talking discussing are attendance and discipline. We also know that we have other pieces of data that we use for progress monitoring such as the missed instructional log. We have survey data. We also have just the structural data that we have ability to distribute resources. Those are some of the things that we also use in connection to this and even things like staff continuity. But for this evening I just wanted to really highlight quickly some of the data points some of this data in particular is is a lot of this data that we've shared previously to the board. But I also want to give you the

023story behind the data. So you'll have here on the left is the regular attendance district-wide K-12 for our African-American males and our students of color furthest from educational justice over the last 4 years. Obviously we had some adjustments due to COVID-19 as Superintendent Juneau was highlighting for us here in attendance this last Spring. And then also for discipline in the in the Spring as well starting in March. But the the you can see on the attendance that we've been going along and had a take this this last year and then for particularly for discipline we've been trending with a significant precipitous drop in the number of suspensions for the students we are targeting here in our strategic plan. That really was what I wanted to get into is about the story of why that that

024is happening in particular. We've been focused on disciplined for now the last now we're in our 5th year of focusing in particular around discipline as a district. We did things anywhere from racial equity trainings to the positive behavioral intervention support teams that we have at school sites to reviewing our students rights and responsibilities and having student voice and their impact and having community give input on that particular tool that we use across all 104 schools as well as things like relationships and the outlay of things like also RULER. Those things got us only so far. Those are those are items they got us initial jump on some of the lowering of our discipline rate. And of course they they do help us with some level of our attendance. But also the really are the two

025parallel things of where we've been working the last couple of years and that we needed to move forward is in particular around 1: what are we doing for the services and supports like social emotional learning guidance lessons that were so good in our strong start this year and something that we've had a positive impact putting in summer program. We've just recently heard from SEA saying they really enjoyed those things very helpful for our teachers across the system and most certainly our students. But were our mental health support the board has been so kindly to help fund mental health supports interconnected system framework working with our our outside agencies. Care coordination. Really thinking about how can we get basic services and work with CBO’s across the city. That's something we've been in joint effort now for

0263 years. And in mentoring as well things that again that the board has been great to support us with. The work that you can see actually has real impact on students. And so we feel very proud about that. And I’ll talk about the other piece of parallel work on the next slide. Next slide please. So the data that you have presented here are a list of select schools that were identified underneath a program from the Department of Education. In particular the office of special education programming. There is a program that's got this long name comprehensive coordinated early intervening services. It's a mouthful but what it really is intended is to really help us figure out for districts all across the United States is where do you have a level of disproportionality in particular here for

027Seattle was around discipline for students who identify as African-American with IEP’s. So as identified 3 years ago by the state and using that information we came up with a comprehensive plan to address the systemic and disproportionate discipline for African-American students. What an alignment with our strategic plan. And again if we hadn't done some of that previous work coupled with building out our resources supports we wouldn't be able to get the detailed success that you can see here in this chart. In light we in particularly had been working with elementary schools the 2 previous years. And then this last year. Well basically these last two years we've been working with 7 secondary schools. That is where we've had tremendous impact with those schools in lowering their disciplinary rates. A lot of our discipline had come from

028really primarily the middle school at the middle school level and we knew that as a system we needed to address that. This plan further supported us in that work. And then so what that really did look like particularly was a director of school a director within special education and a director within coordinated behavioral health leading learning support teams which is those cross-departmental teams. Coming in at those 7 focus school sites here 6 of middle schools and 1 high school to really think about how can we lower our disciplinary rates. And I would like to remind us all that disciplinary rates are a downstream measure and really is something that you have to go upstream to really see what are the things that are in place or not in place that really better to serve our

029students. Because it is an adult issue a systems issue to really thinking about how we serve our students. And so within that we knew things like hey you really need to think about how you can build up student leadership. Where is student voice in your things. Do you have classroom meetings or advisory. How are you doing things that are really engaging in your curricular stance. Do you even have things like a position of threshold where you greet students at the door each and every day using student names. Things like that that we know are super powerful. Have impacts on our discipline rates. And so while we have changed and provided training now we are in a place where we really need to get to those upstream measures those things are exactly how we're providing services

030the betterment of education as well as again those supports like mental health. I will lead you here to see the data. I will highlight a few of the schools. I will take Washington Middle School for example it's on the second row in 2016-17 with 102 separate state reportable incidences which means it was a suspension. Was for us for our students who identify as African-American and did have an IEP. So 102 separate incidences. It does not mean the number of students. And you can see as time gone went on we kept working with them and then so for even the 19-20 34 was our target. 19 incidences last year. And so we knew we were even trending even though we were coming short on on March we were on track to meet our goal. And then

031a lot of our elementaries anywhere from schools like Emerson or Laurelhurst or Madrona. We really were working to get ourselves in a place where we could have far less suspensions and we were not having any any of those suspensions all the way up into March this last school year. Because again we're focusing at those school sites really not only just thinking about oh how can we just not suspend but it really is the services to our students and working with their families and having staff change how they address students and involve students that we knew had this kind of power. So I just want to bring those things in light. We'll continue working forward here during COVID. Obviously our shift is really now primarily on attendance. We're not in a position to really doing any

032suspensions. So we're really looking to target ourselves to very very low discipline rates this school year. And so moving forward really teeing us up for that the 21-22 school year. With that I'll take questions. >> DIRECTOR MACK: Thank you Mr. Jessee. I'll go ahead and start. Well call and see if a President DeWolf have you arrived. It is 5:00. Okay not here yet. That's fine. Director Hampson. >> DIRECTOR HAMPSON: Yeah. So do we have any detailed attendance information. >> WYETH JESSEE: I >> DIRECTOR HAMPSON: Like class. >> WYETH JESSEE: You mean like a a breakdown by in particular for schools or what kind of breakdown are you referring to Director Hampson. >> DIRECTOR HAMPSON: Well yeah I mean I don't I I'm still kind of I know there's some data out there but I don't

033have a sense of. I know what it looks like on an individual student level but what's the aggregate looking like specifically for African-American male students. >> WYETH JESSEE: Well that would. >> DIRECTOR HAMPSON: In terms of class class attendance versus you know. >> WYETH JESSEE: Yeah. So that that typically on that attendance it is for us a lot of the attendance and in particular for that in that group of students is at the high school level. A lot of our issues higher rates of attendance come are or lack of attendance comes at the high school level for us and then we can track it like I think you were referring to down to the class. So we do look at that that level of data as well. >> DIRECTOR HAMPSON: And but we don't have

034anything to report at this time about this year. >> WYETH JESSEE: Well I've given that I've given that previously in some of the Friday Memos. I think there was another session that I gave that outline for the both the attendance and the online usage. I I this was reporting back on the bigger summatives as part of the dashboard. But I'm happy to give more more detail out to the board or to you in particular whatever you would like. >> DIRECTOR HAMPSON: Well yeah I mean I think we've definitely had to make when we talk about attendance now we’re we’re not it looks different this year so. >> WYETH JESSEE: It looks. Yeah it's a different it's a different it's it's a it is an apples and orange. The numbers are so radically different. Because what

035I do hear from schools is as much as I can have them log in and our attendance rate for you know African-American males can be at 93 percent you know for attendance rate right now is what it is. I also know that I'm also hearing hey they can log in and then be there and account for attendance but are they really engaged right like that comes into some more subjective measures that come in place for that. >> DIRECTOR HAMPSON: Well and they do get attendance for each class and so less about looking at it from punitive standpoint and more looking at it from a you know being actually being provided education standpoint. Because this is 2019-20 data that we're looking at here so. >> WYETH JESSEE: Yeah that’s the. >> DIRECTOR HAMPSON: That seems like.

036>> WYETH JESSEE: Sorry go ahead. So I'm just I would I’m hungering for some overall data about the current year in terms of where we are on an interim basis. >> DIRECTOR MACK: Just for clarity it sounds like a reasonable request to be making. Are you asking for a follow-up information in the Friday Memo or something about. >> DIRECTOR HAMPSON: Yeah. I can go back and look at what we've had before and I'll just leave it to other directors to provide additional clarity on that but I think you know as we know for middle and high school we we we do need to look at whether how they're you know trending. And I'm I think it's our responsibility to take a look at that quite a bit more deeply this year. Which is again as

037we started this whole presentation that metrics are not as we expected them to be. And we tried to allow for that in the evaluation. So then we have to decide what what what we do need to look at and maybe that may not be the right metric. I'm just putting that out there is something that I would that is of great concern to me on a day-to-day basis. >> DIRECTOR MACK: Okay. Great thank you. Is it is there anything else Director Hampson. >> DIRECTOR HAMPSON: That's it for now. Thank you. >> DIRECTOR MACK: Okay. Director Harris. >> DIRECTOR HARRIS: Do we have an ETA of receiving that information and should that be in the minutes. >> DIRECTOR MACK: I was going to sum up at the end of the meeting. I'm I I'm personally taking

038notes I assume staff is as well. But I I heard the request for the workforce diversity granularity information and I'm hearing a request for a follow up on current attendance data. That's what I'm hearing and I was going to reiterate that at the end of questions and the end of this section. Mr. Jessee is. >> DIRECTOR HARRIS: [indistinct]. >> DIRECTOR MACK: That your understanding as well or. >> WYETH JESSEE: That that is correct. I got that and obviously today's Thursday night won't be in tomorrow tomorrow's Friday Memo but I most certainly can get it. I can even hustle maybe try to hustle to get it it's not that hard I can even get screenshots if you give me if anybody wants to send me an e-mail with some of the details I can I can

039do that too get more deeper analysis if you want to give me specifically demographic groups and timelines I can I can do that as well. >> DIRECTOR MACK: Okay. Director Harris. >> DIRECTOR HARRIS: Yeah my question is we we emphasize these 7 schools. What do the rest of our middle and high schools look like. >> WYETH JESSEE: Yeah that's that. These are the ones that were flagged because of the longitudinal data. So these these are based on exactly this student population that we have here. And so who had the highest rates for 3 years the preceding years that was actually for us was on those 3 years that you have there 16-17 17-18 and 18-19. That's why they had the highest rates for this. And then all the other schools would have lower lower rates

040than these these schools they are talking about their peers at the various grade levels. >> DIRECTOR HARRIS: So that means then in the last 3 years we haven't had any other schools but these 7 with any spikes is that correct. >> WYETH JESSEE: Well for longitudinal data there can be a spike in one particular year. I don't think that's new to I know you and I have had you know those kind of conversations that you know you can have outlier years. It is about trending and so we want to identify where it looked like there was systemic issues and so we wanted to address that in a targeted fashion. And that's what's mandated by the federal government. >> DIRECTOR HARRIS: So the federal government says take your top 7 I'm sorry I'm confused here. I

041apologize. >> WYETH JESSEE: No. They they say that you do have to take a targeted approach to where how are you going to address the issue. Where is it. Why would you target them. You have to come up with a rationale. Our rationale was hey a lot of our primary issues are at select schools. Those are the select schools that you see in front of you. So it's not just 7. And then we did an additional layer on that was to say hey based on this data we were noticing in particular these 7 secondary schools where where is that. And then we we just. That was another part of this plan in addition to just not just the elementaries but we pivoted again to these 7 secondaries because the timing is right. And we were

042able to wrestle with them and to address that issue as you can see so far so far successfully. >> DIRECTOR HARRIS: And it looks really impressive. I guess my next question is then did you pick another 7 school cohort to focus on that is one layer down in terms of data. What happens next. What’s the system here. >> WYETH JESSEE: I love that question for sure. That question is that it is you know we're really in a stance now to do all schools for 2 particular reasons. 1: we are now lowering the rates of discipline so that we're no longer in a more emergent right now like I said downstream just reactive mode. We're going to move to a proactive. And then we're also again in those learning support teams cross departmental you know I

043got special education you have you have the coordinated behavioral health you've got other curricular experts that are there those things those folks working together can address these issues so to me it is now about being able to get on it for all 104 schools. It doesn't have to just be targeted in the previous fashion that we've done it. >> DIRECTOR HARRIS: So does that mean then that a year from now we'll see 104 schools instead of 7 emphasis schools. >> WYETH JESSEE: Well 1: we do have to write a special fantastic report for both the federal government and OSPI so I have to continue along those match measures but for reporting to the board we're happy to pull out the data for all 104 schools. These are just the focus from this plan. >> DIRECTOR

044HARRIS: Look forward to that. Thank you. I'm done. >> DIRECTOR MACK: Okay. Director Hersey. >> DIRECTOR HERSEY: Thank you. Yes. So a similar request to my previous questions of Chief Codd but then kind of in a sense echoing some of the statements made by Director Hampson. I think just for me in thinking about you know the current situation that we're in I know that this was not an explicit conversation before the development of these slides or was or wasn't necessarily in the scope of the presentation. But I would really like to see some more drill down detailed data especially around our Black boys and what access to education and attendance looks like for them from the beginning of the year to now and then like when we I guess you could say delivered the majority

045of our devices. I really want to see longitudinally as much as we can over the past few months with the implementation especially of 1:1 with all that we're doing with getting hotspots to families seeing some type of longitudinal growth you know to see okay are these measures actually getting our kids to log on. And I again I want to make sure that I'm very clear I know that that wasn't necessarily anticipated for this presentation but I really would like to start using these opportunities to have data to get more into a real-time scenario. Additionally with and then like also using it as a means for us to be accountable in a front-facing way to community. The Friday Memo is great for people who have access to our system but for folks who might be listening

046in from community or for you know anybody who was looking for detailed information such as this is such a rarity that we get to have these types of presentations. I think that our community would appreciate it if we came or at least start to consider what it would look like to have more real-time data especially for these follow-up conversations that we're having because if we have you know your average family who might really care about this but not as plugged into our system might not even know where to get access the Friday Memo. So that would be my only request again is to just you know think about how can we get more more current information in these types of presentations. Thank you. I'm really you know this is really encouraging. Yeah I think I

047think that it really does it for me appreciate it. >> DIRECTOR MACK: Okay great. Thank you. Director Rankin. >> DIRECTOR RANKIN: Thank you. Yeah. Great to see these numbers go down but I bet Chief Jessee that you know what I'm going to ask next. I'm wondering what is happening. So state-reportable discipline incident you mentioned but folks might have missed it. That's an out-of-school suspension. So there's a lot there's a lot of disciplinary actions and incidents that wouldn't be reflected here. And I am really interested to know. I mean as much as it it's great that we're not sending kids home for stuff that you know is is especially with an IEP is is something related to a disability and they're being actually punished for for that instead of supported. So it is good to see

048these numbers go down. My concern is that there is still significant time when students are removed from the educational environment that just because they are not sent home is not reflected here. And then also incidences of restraint or other discipline. So I know that at the state level what's reportable is one thing I would really like to see us as a district develop our own internal reporting. I know it's very inconsistent from building to building and then very inconsistent from district to district what actually makes it up to the state level. So some of this discipline data is really hard to see what's actually going on especially with things like restraint that may not that don't have as clear a reporting process which is something that we're talking about with the isolation restraint policy. But

049basically what I'm getting at is when students particularly Black students with disabilities are being removed from their educational environment we need to know about it. We need to know how often it's happening and we need to know what is missing in terms of supports that is leading to the student being removed from the environment. And so I'm wondering how or what it would look like for us to have a a district expectation of reportable of district-reportable incidents. If that's something that we can do or if that's something that we do do that I'm just not up on because it's it's the loss of instructional time. I mean among many other things but the loss of instructional time is is really critical. >> WYETH JESSEE: So thank you. We this state reportable counts in-school suspensions as

050well Director Rankin. >> DIRECTOR RANKIN: Oh it does. >> WYETH JESSEE: It does. >> DIRECTOR RANKIN: Okay. >> WYETH JESSEE: Our standard is higher. So we count in-school and out-of-school for us in our metrics. So that is how we. That is the rule that we use to report to you and on the strategic plan. Because that is exactly right. Any kind of missed instruction that is through the form of discipline needs to be recorded and reported. And so we want that that transparency but we also want to make sure that we in turn have an ability to go in and have inquiry and work to figure out what is going on at school sites so that we can help you know change our practices and our structures. The notion of the miss we have adopted

051it's been 5 years we have a missed instructional log. It's really a tool for at the elementary level for if there's missed instruction incidences at the elementary level. I mean at the secondary level really only include more the state reportable stuff to your point Director Rankin and I think you you are very familiar with the ins and outs of of elementary schools that you know when students are outside in the hallway or even a neighboring buddy classroom you know are they getting instruction in what is part of that and that is part of our work and we do work with our elementaries to record that data. And I think it's pretty consistent. I don't think it's completely reliable. Just because you know we we continue to harp on hey that that is actually if your

052student has been out in the hallway you know for a meaningful period of time 10 minutes or so then they missed enough instruction that we would want that recorded and that's how we train up on that for all our elementaries and K-8’s. >> DIRECTOR RANKIN: Well I would love to see that data. >> DIRECTOR MACK: Okay. Can I can you clarify quickly what that data is and does that tie into the the previous request or is this something new and different. >> DIRECTOR RANKIN: It would be more. No its new and different. And it doesn't. I mean that could like I'm happy just to look at that. >> WYETH JESSEE: Yeah it's. >> DIRECTOR RANKIN: With you at some point. >> WYETH JESSEE: It's very school-level data. Happy to look over it with you Director

053Rankin. You and I can talk about it at length about that sure. >> DIRECTOR MACK: Okay great. Thank you for that [indistinct.]. >> DIRECTOR HARRIS: And does that [indistinct] send to other director please. >> DIRECTOR MACK: I I I hear Director. First of all sorry. I want to note that President DeWolf joined us at 5:07. I noticed but I didn't note it now. So for the record if that could go in. Thank you. And your question President Harris is whether or not this data would be shared. I would too have the same kind of question about that data. Is that data that's reported in OSPI in that OSPI report. >> WYETH JESSEE: No. That data. >> DIRECTOR MACK: Or is it separate. >> WYETH JESSEE: That data it. >> DIRECTOR RANKIN: It doesn’t go to

054OSPI. >> WYETH JESSEE: Yeah it doesn't go to OSPI. >> DIRECTOR MACK: All right. So it sounds like. >> DIRECTOR RANKIN: Oh sorry sorry. >> DIRECTOR MACK: There is not not clarity on whether or not that would be reported out to the board. Or would is just an individual board member request. I'm not sure there's clarity on that. >> DIRECTOR RANKIN: I mean I think the rest of the board would like to see trends and an overview. I assume. >> DIRECTOR MACK: Okay. >> DIRECTOR RANKIN: Something reportable I but I also want to quickly echo the request from Directors Hampson and Hersey about current attendance. I know that's a little bit off-target of this but the I know that folks are looking at the current status of of D and E's that will become incompletes

055if not addressed by the end of the semester. And I would be interested in seeing that data with what we're calling attendance data and how how those things are are related in terms of trying to measure engagement. >> DIRECTOR MACK: With all due respect Director Rankin. What I'm hearing here in terms of those requests that are kind of piling up is a fair amount of information that I think probably warrants its own work session or a special attention on say C and I committee because I I it it it's a lot and something that we probably do need to have a conversation on. So can I put a pin in that one as we move forward in making note of time it's 5:20 and Director Rivera-Smith is next on the attendance and discipline. We still

056have 2 more sections as well as the actual scorecard to do before 6:00. So Director Rivera-Smith. >> DIRECTOR RIVERA-SMITH: Thank you. Yeah I'm feeling like maybe I should cut my question short. I hate to do that because I do have some questions but in respect of time. I think I can just check in with Chief Jessee via email later. I want to make sure we keep moving so I will. I will email to communicate my questions with him. Thank you. >> DIRECTOR MACK: Great. Thank you my. My question. One question is about the clarification at the bottom of the slides about students of color furthest from educational justice. It says African-American Latinx Pacific Islander Southeast Asian and Native American students. Does that. It doesn't explicitly say African. And so I'm wondering if say Somali students

057are being or Ethiopian are being excluded from this list. >> WYETH JESSEE: They are within that data set as identified for the strategic plan. So when we say African-American that is include in your reference East African or students from East African descent. >> DIRECTOR MACK: Okay so African-American does include East African. Okay. Thanks for that clarity. And so then in the interest of time going ahead and moving on to slides 10 and 11 regarding equitable access. [indistinct] Concie Pedroza. >> CONCIE PEDROZA: Yes thank you. Thank you. I'm just gonna build off of what Chief Jessee’s talking points about the CCIS work and how our special education department continues will continue to coordinate our supports for school teams around this work and that will continue this year. And additionally we will build build off this learning

058regarding CCIS strategies to build upon our strategies for goals this year. So in the in the realm of targeted universal approach this is my moment of putting that stake in the ground around our division’s goals. Student support services will be zeroing in specifically to prioritize identification of students furthest from educational justice with special attention to Black students with IEP’s and then Black students in highly capable services. Our division everyone in the division they are targeting this goal as identified by 0030 equitable access. And each department lead will prioritize equitable access for their goal setting for their students. And then also the goal of leading others for anti-racist actions for the adults in this in their departments. And the system has designed and we just a reminder how the system has designed. These are things that

059we have to work on doing because the system has designed and I'm talking the system not only from the state level to our own system how we label programs and services. And it is our job to work at systemically and institutionally and individually to undo those impacts on our youth. So I'm going to move towards intensive service pathways right here you have some slides in front of you and you can make meaning from some of the data that you see in front of you and in looking at the data. I've decided to. These are the goals that we're moving forward we're going to target these specifically in these areas. But I did want to show you the 3-year trends so in looking at the data that you can see that there are overall increases for

060students identified for intensive service pathways in the majority of student groups with the exception of Native American and Pacific Islander students groups. The Special Education Department is setting the goal to decrease the number of students as mentioned before with the focus of students furthest from educational justice. I want to share that in 19-20 the department added additional components to their data system. This was last year. To begin analyzing in order to target supports trainings and skill building for IEP teams. One of the systems that we are trying to do is really think through what we're looking not only at actually those numbers of students identified in terms of their student categories but we’re also looking at trends in terms of different service pathways. So for example we've noticed an overall increase of students identified for

061access services as one of those trends. And so we're beginning to look at it through a variety of lenses. Additionally I want to share that last year the case managers were provided a flow chart as a guide to support the database change of placement processes. Since the implementation there has been a 25 percent increase of school teams following the district's processes and there's been also our next steps are in reviewing actually how those outcomes are supported that that work. And additionally we need to work on building up and increasing from 25 percent of students following the process to hire. And then I just also want to additionally share that the SEA special Seattle Public Schools special education task force also has a goal in their work alongside. So the members include PASS members SEA members

062and department members and they want to support the work at the practitioner level. And they're reviewing intensive service pathway placements with the goal to do a deep data dive into service placements with race disability and regional trends. Also one of the goals is to mitigate for implicit bias stereotype threat in order to support practitioners when they're making these very important decisions. I'm going to go ahead to the next slide please. Around advanced learning and then we'll do questions at the end. And if you look here again and with these we're showing you 3-year data for the last 3 years. And the you'll notice that the data. This is data in terms of our students and that is the referral data presented. This is not the referral data. This is the service data. But this is

063pretty accurate in terms of the last 3 years. The efforts that we've had last year in terms of referrals have been very positive and there's been an upward trend specifically around students from educational justice. But as you can note very little movement in terms of the outcomes for identification. So that's work that we began started to build off of the task force work with the final report came due in January 2019. So we're still building our processes. Some areas that we're working on is professional development to address racial bias in all parts of the system including identification. We've actually just hired a specialist who has a background in identification and racial equity. And they've been doing deep training every week with the Advanced Learning Department to really understand the interplay of identification and its roots

064in systemic racist practices. They're also utilizing site-based eligibility eligibility decision making. And so part of that work is coaching and supporting the MTSS structures within the schools and also supporting the schools in their decision making processes working with coaching and providing some supports for school teams through that process. And then I just want to add in there that we also are really thinking because due to the closures as you can imagine in March a lot of assessments pieces happening that the department is beginning to utilize and really rethink through a variety of qualitative and quantitative data measures to medicate the impact of some of the in-person assessments that that will be happening for this year. So I am going to pause there and are there any questions. And I'm sure there's lots. >> DIRECTOR MACK:

065Yes. Thank you. I’ll go ahead and start with Director DeWolf. >> DIRECTOR DEWOLF: Thank you Director Mack. I don't have any questions at this time. >> DIRECTOR MACK: Director Hampson. >> DIRECTOR HAMPSON: Can you come back to me. Director Mack can you come back around to me. >> DIRECTOR MACK: Yeah I was speaking on mute and I said I actually I was making a joke but yes I'll try to remember but I also try to remember to actually hit the button to unmute myself. So yes thank you. >> DIRECTOR HAMPSON: Thanks. >> DIRECTOR MACK: Director Hampson I'll come back to you. Director Harris are you with us. >> DIRECTOR HARRIS: I just took myself off of mute. Thank you. I appreciate the team concept. I appreciate the goals. But what I'm having trouble connecting the

066dots with are the fact that we have so few students with IEP’s in buildings getting hands-on. And then I have trouble with the fact that training is going to be offered to special ed but aren't inclusion students general education students first. So. So this is retrospective data and I'm having trouble with it given where we are at this moment in time. Thank you. >> DIRECTOR MACK: Was there a specific question that you wanted to. Was that just a comment. Just to clarify I wanted to make sure if you wanted a response. >> DIRECTOR HARRIS: Well I guess I just want to register my frustration that that that we don't have a whole heck of a lot more of our inclusion students getting services right now and it and it seems very frustrating to me at

067least from what I hear from parents. What I hear from the special ed PTSA and what I see in social media that this is all interesting information but where we are right now is problematic. Thank you. >> DIRECTOR MACK: Okay. Thank you. Director Hersey. >> DIRECTOR HERSEY: No questions for me at this time. Thank you. >> DIRECTOR MACK: Director Rankin. >> DIRECTOR RANKIN: Thank you. Is it possible to go to the previous slide please. Thank you. Dr. Pedroza I wonder. The increase in identification. What do you think that comes from. Is that is that more students being referred because needs are being better addressed. Or is that more students being referred for intensive service or going being identified for intensive services and meaning less time in a general education classroom. Or is that maybe. Maybe

068we can't say right now. >> CONCIE PEDROZA: Well yeah I can say that we we can actually spend some time looking at that more but it's a mix. When we're looking at the different types of pathways. Right there it's different. Some of it's for example it's race-specific. Right there's some trends about race and then some of them are not. And so I think we have to look at that. And we have to look at the programming and services that are being provided. Some of the same students are actually going for example access we said an increase of access but as you know many of the access students participate for much of their day in general education classrooms so we'd have to look at it and take a look at more broader data but we have

069that data and we could spend some time looking at that or maybe we could bring that to a C&I committee. >> DIRECTOR RANKIN: [indistinct]. >> CONCIE PEDROZA: Yep. >> DIRECTOR RANKIN: And I'll go along with that in the the SEA and SPS work group that's taking a deeper dive. Once that's sort of examined is there any discussion of looking at what our service pathways are and how to I guess better better better better serve students and with supports instead of these boxes. >> CONCIE PEDROZA: Yeah I believe that is the role I can share with you when we do the C&I committee I can share with you even if you look at their vision and mission work. Their goal is to decolonize special education that is one of their. >> DIRECTOR RANKIN: [indistinct]. >> CONCIE

070PEDROZA: Goals. And so they’ve that's work we started last year. It's very exciting work. It is a bargaining group. So there is going to be some shifting back and forth but this is a group that really wants to dig in and really rethink through how we are serving our students with a focus of more inclusionary practices. So that is the goal of. >> DIRECTOR RANKIN: That’s great. >> CONCIE PEDROZA: The group. And so we are working on that. But as you know a lot of this work is outlined in the CBA so it's actually pretty good that it's it's pretty perfect actually that this is the group that usually sit on the bargaining teams with our staffs that actually are all aligned in their thinking about really thinking about how do we really have our

071students move more into the general education setting to the and to really be of a school district of inclusionary practices with really for least restrictive environments for our students. So I think that's exciting work. But as you know. >> DIRECTOR RANKIN: That’s really great. >> CONCIE PEDROZA: It's really outlined in the SBA those pathways and those numbers and so there's a lot more work that has to be done with this. So but right now it started. >> DIRECTOR RANKIN: That's great. Thank you. And I might have had another question about the next slide but I will pass for now. >> DIRECTOR MACK: Okay. Director Rivera-Smith. >> DIRECTOR RIVERA-SMITH: Thank you. So I'm I'm looking at this information and it's great to have this and I'm thinking so the title of this is ‘equitable access to

072services.’ So I'm trying to bring it back to that for my questions because for special ed students right now very few are receiving their services correct. I mean they’re. They're identified for it great. I mean that's that's part of the that’s half-way there but they aren’t getting it. So and I'm wondering do we this is only you're only showing us the intensive service pathways. Does that include 504 students are they in this or are they separate and do we have data on them. >> CONCIE PEDROZA: I yes we do have data on all of our 504 students. We have them broken down by race. Actually I will even share we even when we went into closure Mia Williams and I worked through a plan of when we targeted supports at the secondary level all the

073504 case managers had a list of students African-American students that they identified to really target and bring in supports for. So we've coordinated very closely with that office. I have that data. It is separate. It is separate. But I can if you we can figure out how are you also a member of the C&I committee’s SSC&I committee so we can talk through how you would like that data brought forth in one of our updates. If you'd like to do that we can we can work that through. >> DIRECTOR RIVERA-SMITH: I would I would thank you. And then I'm wondering too how are we. How are we defining right now access to services because this is it measured by log-ins by engagement how how are we how are we measuring that. How well what are we

074calling access right now. >> CONCIE PEDROZA: Okay. So well this data is to talk about our whole general education programming and this is regarding programming for the last several years. Our students are in when we talk about an intensive service pathway we're talking about students who most of the time is spending their day in a more restrictive environment. So their service provider typically is their classroom teacher in most cases. And so that is part of the scheduling that happens at schools. And so they are just as well as part of any of the regular attendance similar so they that those are all being recorded. Those are all those so when we talk about intensive service pathways we're talking about the students that are in most likely in more restrictive environments and where many of their

075case managers or their teachers are actually their teachers serving them in those settings. So they are in their classes most likely for most of the students. Does that answer your question. >> DIRECTOR RIVERA-SMITH: Well kind of. So how is it measured then by by log-in by attendance by just. >> CONCIE PEDROZA: Yes all of that they are measured by log-in and attendance especially if they're in those classes. Yes. >> DIRECTOR RIVERA-SMITH: Yeah. Okay no. Yeah. All right. No. Thank you. And then I think for the next page was the highly capable page I had a question on that because you said when we were looking at this you said this is showing identification but not outcomes. So are are these students who it says referred into do actually get placed into highly capable pathway or

076is this are these what are we looking at here. >> CONCIE PEDROZA: These are all the students that actually have been that so I made wanted to make it sure that we have a difference between referrals right and then students being served. So if you look at the right hand side it says ‘count of referrals for highly capable students.’ So you’ll notice that there was an increase of referrals. So those are 2 different measures so they're not the same slide. So those are the number of students. And as you can see what I was referring to is we have a huge effort on referrals. And so if you look at students furthest from educational justice the inch increase of changes African-American males by 90 percent students furthest from educational justice 48 percent. So our referral

077process all of our efforts around referrals have been really great. However if you look at our outcomes these are students that actually went through the referral referral process that actually were identified and then were then placed into highly capable services. And if you look at the left very little change within the last 2 years. So what I'm saying to you is through this presentation is yes we've we've got one thing down the recruitment pieces the referral pieces are down but we need to really be focusing on the identification process. I'm showing you this data because this is the work that the department's going to be honing in on this year to get that right. Gotcha so the left is the outcomes [indistinct]. >> CONCIE PEDROZA: Yes. >> DIRECTOR RIVERA-SMITH: Okay thank you. No no further

078questions. Thanks. >> DIRECTOR MACK: Okay. I think I hope my question is relatively quick and then I'll circle back to you Director Hampson. If we could flip back to the other one on the special education the counts of students identified for intensive service pathway. Questions that were raised I think by Director Rankin and Director Rivera-Smith around current services and supports is also something that's really fresh on my mind. Identifying students for a certain pathway. There's there's two sides to this coin. One is potentially pigeonholing a student into a pathway that's inappropriate and isn't going to be the right level of service for them. But the flip side of that is actually having equitable access to the appropriate level of service. So the services that I can think of kind of off the top of my

079head are you know specific accommodations like you know an IA doing a check-in daily with that student or you know specialized assignment sheets et cetera et cetera. And I'm wondering whether or not we actually have data around that and the focus on are we appropriately providing the right services to students. That's the question I'm. I'm not I kind of feel like there's a disconnect between this metric of identifying students for intensive service pathway and whether or not it's are they are more students that need appropriate special education services to meet FAPE are they getting those services. And I don't know that this metric actually gets to that so I’m and maybe that gets to Director Rankin’s question. Ms Pedroza can you. I hope I'm being somewhat clear enough. Do you understand what I'm trying to

080get at. >> CONCIE PEDROZA: I think. I think so. So let me let me let me. So the one is when you're talking about you’re talking about two different things. So what I'm this slide that I'm presenting here is talking about because we we have talked about for many many years and it started with the conversation. And I want to bring this back to the CCIS that you that we had we had a problem right. An over-identification of African-American students identified in disciplinary actions. Right. And specifically we had over African-American students with IEP’s that were being disciplined at a higher rate than other students. So that's like the problem of practice that we were dealing with. Right. So the slide in front of you in terms of special education which I will flip to the

081next slide please which is the special education one. This is also addressing that problem of practice. So we have we have our our intensive service pathways. Right. So these are our most restrictive environments including SEL. So many students who get disciplined also end up in SEL services. So I'm just going to use that as an example. And our SEL classrooms if you look at that have a higher higher [indistinct] higher number of African-American students in those pathways. That's one example. Right. And those are very restrictive environments. However if you we look at Access programming that actually has a trend of more the other students our White students actually trending higher into those Access programs and most of those students are serving getting served in general education classrooms. So this data is to sort of analyze

082all of that problem of practice that we have around A: race and also service pathways. Right. So if we know that our goals are to have students access more general education curriculum then we really have to not only look at how we’re identifying students which in some service pathways can be attributed to race to bias of all these things but the other thing is to look at how are we actually serving students in those pathways. So there's it’s a two-pronged problem you're right and it's something that we have to dig deeper on. And so I wanted to sort of show you the problem of practice that we're digging into because it's something that's just like CCIS that's been a 3 more than 3 years of work to get to the place that we are. This

083is work that we're starting. I wanted to be bring you the data in front of you and I want to share with you as we move through our progress some of the work that we're doing to sort of attack sort of really work on both both problems. It's two-fold. >> DIRECTOR MACK: No. I I I. That helps explains a little a bit more. I think my comment to feedback to the C&I committee as this work progresses is that the goal is to ensure that the appropriate least restrictive environment is provided and that it's not disproportionately restrictive. And so I hear that that's what you're trying to pay attention into and dig into the why of why we may have more students being focused into a restrictive environment. I'd like to add the thought that question

084why is that environment restrictive and whether or not it's actually restorative appropriate services for students and whether or not it's anti-biased and culturally responsive. >> CONCIE PEDROZA: Right yes. >> DIRECTOR MACK: I think like digging into whether or not the programs themselves are supportive and appropriate. So thank you. >> CONCIE PEDROZA: Yes. >> DIRECTOR MACK: Very much for kind of clarifying that. Director Hampson. >> DIRECTOR HAMPSON: Thank you. No I was just gonna say I appreciate seeing the disaggregation of Asian-American and specifically here Southeast Asian. So I just wanted to I I apologize if I if you mentioned that earlier and I missed it I did take a call earlier in your in your slides. Dr. Pedroza. So I assume that I can take a standard definition for that. And unless you tell me otherwise

085and then I don't can you just tell me a little bit more about how we're collecting tracking how representative that data is. >> CONCIE PEDROZA: Yeah. Regarding the. Can you just ask your question the not Southeast Asian category. >> DIRECTOR HAMPSON: Well yeah. I mean both you know I was just trying to like okay thinking in my head that I know what Southeast Asian is and then I'm like well wait. Does that include the Philippines or not. So yeah if you could elaborate on that that would be helpful. >> CONCIE PEDROZA: Yeah. Yeah okay. Yes. And I don't have all of my notes in front of me to be honest but I will note that not not Southeast Asian comprises of you know our Chinese students our Japanese students. And so and then our Southeast

086Asian students are the ones like Cambodian Lao our students that actually come from those Southeast regions the ones that we have we've been working with a lot in the last several years. I don't I don't have exhaustive list but I can actually put that in here but I just we wanted to make sure that we had that separate because we wanted people to note that that we're looking at it differently. So especially because it comes up a lot when we talk about students from furthest from educational justice as you notice the Southeast Asian students are the only Asian students that are actually highlighted in this group and that's what I want to make the distinction but I don't have all the subcategories and how they're distinctive but I can get that for you. >> DIRECTOR

087HAMPSON: And are we. Are those subcategories consistently represented. I'm just other than going in and trying to fill out an enrollment form. >> CONCIE PEDROZA: Yeah. It's listed it is listed. It's all the same information that we're using. So. >> DIRECTOR HAMPSON: It's all on there. >> CONCIE PEDROZA: Yeah it's on there it's the same. So I'll just make sure we get it for you. See you guys know exactly how it's how it's how each one is coded so I'll make sure that we get that information to you but it's through the enrollment planning system it's the way we all identify our data. I just wanted to make sure I really had it spelled out for you. How we're looking at this data. >> DIRECTOR HAMPSON: And then does that include. But it probably doesn't

088go down to the level of detail of like Hmong communities. >> CONCIE PEDROZA: You know I. Like I said I I think I do. I do remember seeing Hmong communities as part of the. >> DIRECTOR HAMPSON: Okay. >> CONCIE PEDROZA: Southeast Asian communities. >> DIRECTOR HAMPSON: Well yeah. >> CONCIE PEDROZA: But I don't know how further. There's so many cultures and there's you know. Having been the former principal of Seattle World School over 130 communities so. >> DIRECTOR HAMPSON: It’s really it's important stuff and I appreciate [indistinct] >> CONCIE PEDROZA: It is important. And we'll and we'll get it for you. >> DIRECTOR HAMPSON: Okay great. Thank you so much. >> DIRECTOR MACK: Okay great. Then we have one more section before we do the Ops scorecard around graduation and CCR. Diane and given the.

089>> DIRECTOR DEWOLF: Time. >> DIRECTOR MACK: But given the agenda and the time it looks like we're gonna be pushing into the board goals or. >> DIRECTOR DEWOLF: Director Mack I would encourage us to. I would encourage us to try to get done as close to 6:00 as we can. >> DIRECTOR MACK: Yeah. Unfortunately the amount of content presented and the number of breaks for discussion made that really difficult. So what is your suggestion at this point. Should we continue through with the graduation and CCR and the OP's scorecard or do we want to just skip the OP's scorecard. Because I don't I mean we if we have 10 minutes left each of these sections have been taking about 20 minutes so we have somewhere around 20 to 30 minutes left. Would you have a

090suggestion President DeWolf. >> DIRECTOR DEWOLF: If we could be done by 15 after 6 that would be probably okay. We could eat into some of the time of the next session and maybe just move to this the dashboard. >> DIRECTOR MACK: Is what I could yeah. What I'll suggest then is that if we maybe go through the graduation and CCR slides and the Ops scorecard briefly and then at take questions at that time on all that content. Otherwise we're definitely not going to get there. Is that is that okay with people. Hearing no objections Diane. And thank you President DeWolf for the support. >> DIANE DEBACKER: Thank you Director Mack. I think I can go through this section pretty quickly. We'll be talking about graduation college and career readiness and college enrollment. So as you

091see from this very first slide you'll see that the percentage of 9th grade students earning 6 or more six or more credits increased from 18-19 to 19-20 for both our African-American males and our students of color furthest from educational justice. The graduation rate also increased by 4.2 percentage points for students of color furthest from educational justice and 2 percentage points for African-American males. So that's the really good news. We're pleased with the increase. Helping our Seattle Public School students earn 6 credits has been a focus for a number of years in the district and so we're making progress and that's obvious from this slide. But at the same time we're focused on our future classes. Now that students need to meet 24 credits and we have House Bill 1599 Graduation Pathways. So we're actively supporting

092schools and helping students meet students meet those 2 challenging goals and we're looking at the state at potential additional flexibility as they did in this past year. Next slide. Now we go into the college and career readiness slide and in this slide again you'll see that students of color furthest from educational justice successfully completed advanced coursework and it remain but it remained stable from 18-19 to 19-20 and it decreased by 6.5 percent for African-American males. This is obviously an area where we need to make progress. We've seen that these numbers are relatively flat for students of color furthest from educational justice over the past two years. And we do believe that there’s some negative effects of COVID on testing and thus these numbers. As you can see on the the right hand side the college

093and career readiness and ELA assessment. You will see that the numbers that we count in there include the Smarter Balanced Assessment S.A.T. and ACT. And you'll recall we did not have the smart Smarter Balanced this year. So that could account for some of that drop. We also are concerned about the drop of our students of color and advanced coursework. And actually we're digging into this because it doesn't match our understanding of the efforts of our high schools to expand AP IB and college in the high school. So we're working with our schools to better understand why this drop may have happened. We have some hypotheses early hypotheses that say that some students may have moved from IB or AB to the bridge to college to ensure that they met the House Bill 1599 pathway. So

094we're still digging into it but we're really excited and if you were listening in last night at the SSC&I committee meeting or you read the packet you'll know that we're bringing forth a BAR for Equal Opportunity Schools and their efforts will be in exactly this area getting students furthest from educational justice and their definition is is expanded a little bit beyond that but to get students into these advanced coursework. So we're excited to talk about that next week. Next slide. In this slide we talk about the students completing college and career readiness. In our math you'll see that we increased by 3 percent for African-American males and by 5.4 percent for students of color furthest from educational justice. But it still remains very low. We are not proud of this particular slide. For math things

095are a little bit more encouraging but they're still concerning. Again we believe the effect of COVID on testing had something to do with this because you have that same SBA in the right or the left hand graph there that may have some of that. And then again our hopefulness in this area is that our Equal Opportunity Schools are as we refer to it as EOS will help us with this. Next slide. And this is our last slide in this particular discussion. And it's about college enrollment. As you can see it first-year college enrollment for the class of 2019 decreased by 2.6 percent for African-American males but it increased by 1.9 percent for students of color furthest from educational justice. In enrollment in Seattle Promise increased from 399 students for the class of 2019 to 696

096students for this current class of 2020. And that includes 455 students of color. So the percentage of students from the class of 2017 who did not enroll in remedial classwork increased substantially for both groups. And that completes my my my comments. And I talked to really fast. >> DIRECTOR MACK: You did and great and in the interest of time if we could go ahead and if that's okay to move on to the presentation on the Operations Data Dashboard and then we'll take questions at the end of that. I'm not sure who's starting on this one. >> CLOVER CODD: I believe that would be me. This is Clover Codd chief Human Resource Officer. We're not doing questions on Diane's last part we're going to go straight to this complete this and then do questions. Is that

097correct Director Mack. >> DIRECTOR MACK: Yes on all of it. Just in the interest of time. >> CLOVER CODD: Okay. No worries. All right. So I think it's important as you look at this human resources data point that 4 years ago when we set out to redo all of our operational processes and our strategic efforts everything was aimed everything we did was aimed at making sure there was a classroom a teacher in the classroom on the very first day of school. In the 16-17 school year 87 percent of our classrooms were filled with a teacher on the first day of school but that represented over 100 openings. And that was the norm. And those vacancies were disproportionately impacted our Title 1 schools. So whereas our Title 1 schools make up 30 percent of our schools

09841 percent of the openings were in our Title 1 schools. Today you'll see that that is now increased to 99.2 percent of our classrooms are filled on the first day and that represents just under 30 positions and we have completely reversed the disproportionate impact on Title 1 schools. So now Title 1 openings are actually underrepresented in these numbers and first-day openings. And I am finished with mine. Moving on to nutrition services. >> DIRECTOR MACK: I believe that may be Mr. Podesta. >> FRED PODESTA: Yes. Thank you Director Mack and Doctor Codd. Some of these measures you've seen before and some have been rethought for the 1920 school year. I think we've often reported lunch participation rates which we measure as to as we are trying to improve the menu offering and make food in Seattle

099Public Schools more welcoming and attractive we're tracking again participation rates for lunch the 19-20 school year while we were serving meals in buildings it was 28 percent which is a slight increase over the year before. The transport I'll just go ahead through the 3 Operation Division measures and then turn it over to Dr. Pedroza. For transportation we’ve long talk which was our focus goal in the strategic plan this year we've long had many discussions about timely service of school bus service and we actually changed the measure this year because the district had been really relying on the operations the transportation operations center reporting numbers of routes that were reported late and not really using the increasing technology that we had on our buses and the Zonar system to actually track on-time performance regardless of whether

100the bus had been the route had been reported late. So given this new metric and a 10-minute window overall for the school year while we had yellow bus transportation and service we were achieved 96 percent on-time rate which means 96 percent of the 1,400 bus routes reached their school destination within a 10-minute window of arriving at school. And again we're using different numbers to get more precise measurements. This does represent a significant increase in improvement over the years before but it's a little bit apples-and-oranges how we're counting. Capital planning and execution is also a new measure but we were able since we didn't have the data we were able to retrofit it to prior years. Previously the OPs data dashboard had just counted the number of projects that were closed in a year and how

101many were on time and on budget. We've migrated that to just focusing on budget and the percent of budget variance compared to the actual spend. There have been no significant overages of negative budget variances in the past three years. So what this specifically measures for the 19-20 school year is of the $104 million dollars of projects closed out in that year what was the spending relative to that. And again they all came in on budget and I believe Dr. Pedroza or perhaps Ashley Davis is going to talk about enrollment planning so I'll turn it over to them. >> CONCIE PEDROZA: Hi it's me Concie Pedroza and I'm here for Ashley tonight just to share a little bit. And as you can see the projection rate is 98.7 percent from the enrollment planning department. They have

102been pretty steady in terms of their overall accuracy in predicting enrollment annually which as you know has huge budget implications for staffing and so forth. And I will just note that this year that the shift for the first time in a long time went down and that is in alignment with state and the national trends related to closures. And we've we've submitted the numbers of enrollment numbers related to specifically the trends in high school and kindergarten. And with the noted that kindergarten had over 600 students were under-enrolled over 600 students in kindergarten for this year. And with that I will pass that information on to the next person. >> FRED PODESTA: That's back to me. >> CONCIE PEDROZA: That’s back to you yep. >> FRED PODESTA: For facility work orders of the roughly 5,000 responsive

103work orders that come to facilities typically around 10 percent are emergency work orders that either need immediate attention or represent a life safety issue. And 100 percent of those were completed on time usually within a 24 hour need date. And I will turn it over to Chief Financial Officer Berge. >> JOLYNN BERGE: Thank you. Good evening. So the first one I have is how many dollars we're spending on direct services to schools. We’re up slightly at 0.3 percent. That is in line with our expectation. Generally we believe this is related to increases in compensation. And if you want more information about what direct services to schools mean for 19-20 that's on page 8 of the budget book and page 7 of the current year budget book. So with that I will pass it back to

104Chief Podesta. >> FRED PODESTA: Yes. And at the start of school schools are asked to revise their emergency management plan to make sure of the contact information if their staffing changes or any of the program changes are reflected and file revised plan with the safety and security department and we track those through the month of September. And all schools got a completed plan that had been reviewed by us this year by the deadline at the end of September which represents a bit of an improvement in terms of all getting done and all getting done earlier. And I think I assume this goes back [indistinct]. >> JOLYNN BERGE: Back to me. Yep. Thank you. So first call resolution rate says we're able to help a person resolve their issue without referring them elsewhere. And so from

105March to August we were in COVID pandemic our numbers were shooting up. So while we are down 2.1 percent we were actually pleasantly surprised that it was only down by that amount amount. It was a lot of higher call volume with a lot of different issues than we had been dealing with in the past. So we were actually pleasantly surprised with that variance. Now with that I would conclude my remarks and not sure who I'm passing it to. >> SHERRI KOKX: That is me. This is Sherri Kokx Chief of Staff. And the last 2 pieces of data that I want to share with you are the school leader communications overall satisfaction and this is the overall percentage of positive school leader responses to customer survey questions about central office communications. And then the second piece

106of data there is the school leader satisfaction and that is the overall percentage of positive school leader responses to customer survey questions about central office department customer service and management of operations and those divisions include the business finance and technology coordinated school health equity partnerships and engagement human resources operations student supports and then the teaching and learning departments. And if you remember we had agreed that we would not do customer satisfaction surveys for our students and our families due to the COVID closure. And that concludes everything from staff Director Mack. >> DIRECTOR MACK: Okay. Great. Then directors in the interest of time I think this is the last opportunity to ask questions and provide comments on both the graduation and CCR information as well as the entire operations data dashboard. And if it's okay I'll

107go ahead and go backwards and start with Director Rivera-Smith. >> DIRECTOR RIVERA-SMITH: Thank you. You know I think I don’t really have anything that no pressing questions that I need to take your time with. I know we’re running late. I want to say that I was fooled when I looked at this student satisfaction family satisfaction I thought they were at 100 percent I’m like whoa and then I realize that they're not there at all its false 21 so. But they can be our goal. Let’s aim for 100. Otherwise yeah. This is great. I love all the information. Thank you for for that and I’ll pass for now. Thank you. >> DIRECTOR MACK: Okay Director Rankin. >> DIRECTOR RANKIN: I'm fine to pass now too thanks. >> DIRECTOR MACK: Director Hersey. >> DIRECTOR HERSEY: I have

108no questions at this time. Thank you. >> DIRECTOR MACK: Director Harris. >> DIRECTOR HARRIS: Appreciate the information immensely and will continue to beat the drum for next year when we're out of COVID that our fleet of busses are South of the 1st Avenue South Bridge which is a nightmare that I drive every day and don't hold your breath for those good on time going on because otherwise our bus drivers will be up at 3:00 a.m. They're going to be corked there along with the rest of the West Seattle folks. Thank you. >> DIRECTOR MACK: Okay. Director Hampson. >> DIRECTOR HAMPSON: No questions thank you. >> DIRECTOR MACK: Director DeWolf. >> DIRECTOR DEWOLF: None here. Thank you. >> DIRECTOR MACK: Okay. Then it gets to me last questions and comments. I'm first curious about whether or

109not we will have the opportunity to revise these metrics and maybe consider other metrics that may be more aligned to certain goals. Or is this in perpetuity the way that these metrics are laid out at this point. >> SHERRI KOKX: Director Mack this is Chief of Staff Sherri Kokx. And if you remember these were the metrics that are in alignment with our strategic plan that the board approved I think it was in July. I'm not sure exactly but recently around Superintendent Juneau’s evaluation if you remember realigning the operations and the district scorecard was part of last of her 2019-2020 evaluation process and these were the agreed upon forms. It's not to say that. >> DIRECTOR MACK: Okay great [indistinct] >> SHERRI KOKX: It's not to say that each team isn't collecting other data points. And

110I believe we agreed that we would share out those other data points at various points. For example during the sessions around Superintendent Juneau’s 2020-21 evaluation there is an overall goal of overall operations where other data points could be shared with the board. >> DIRECTOR HAMPSON: Okay. Then I would provide some comment at this point about a couple of the metrics that I think are not capturing formulate information that we need to be tracking more transparently and one of those is around facilities and the maintenance of our buildings. I think we've lost that metric I think kind of high level as to whether or not we are appropriately maintaining our buildings. And the other is aligned with the safety and security metric. Emergency management is incredibly important and given a lot of the incidents of the

111last year I think our students’ individual safety in our buildings and the incidence of issues or accidents and having some more transparent reporting out of incidents that are unsafe incidents or accidents or other issues would be more helpful to identifying whether or not our buildings are safe and secure not just the emergency management. So I'd like to encourage that in that next conversation data is brought forward around student safety in some form or another. And I I I'm sure that we'll have other conversation with the rest the board and staff going forward. And with that. >> SHERRI KOKX: Director Mack. Director Mack. Can I just give a huge shout out to our teams who put this data together for us. Eric Anderson and his research and evaluation team and then our business intelligence team that's

112led by Anna Cruz and I believe every one of those folks is on the line. So I just want to make sure we acknowledge the hard work that went into preparing these reports. >> DIRECTOR MACK: Absolutely. And thank you for bringing that forward. Deeply appreciate it. And so with that Director DeWolf it looks like we may have been successful at ending before 6:15. Would you like to allow us to take a couple minute break and come back at 6:15. >> DIRECTOR DEWOLF: Yeah. Why don’t folks come back at 6:15 yes. That’s be great. >> DIRECTOR MACK: All right. And and Ms Kokx thank you for raising those thanks and additionally thanks to all the staff for all the work [indistinct]. >> DIRECTOR DEWOLF: Directors it’s 6:15. Thank you for raising thank you for giving us

113pause. We will now move back into the second work session tonight on the 2020 board evaluations and the 20-21 board goals. Miss Wilson-Jones has put the work session PowerPoint on the screen for those of you who are able to follow. And I want to just start by first sharing my gratitude for Miss Wilson-Jones as well as Director Rivera-Smith and Director Hampson on the work around our board goals and just thank you for the behind the scenes work to make this possible. Okay next slide Miss Wilson-Jones. Okay so I'll I'll tag Director Rivera-Smith in here momentarily but wanted to go through our agenda for this session. We will start by reviewing the board policies related to goal-setting and self-evaluation. Next we'll review the process for the development of the 2020 board goals. We will then review

114those 2020 board goals. After that we'll gather any more feedback on implementation of the board goals. As you can maybe remember or if you're not all I'll remind folks tonight's conversation will require an additional step for Director Rivera-Smith and I to take any final feedback and incorporate it into the document because that document needs to be done by tomorrow for the 2020 board goals because we will be voting on that or excuse me that is that our agenda next week. Not voting on but it needs to be posted for next week's agenda. And after that we'll do next steps for finalization of this evaluation and then talk about 2021 board goals. Next slide please Miss. Mr. Director Rivera-Smith do you want to go over the policies that we are connected to in this process. >>

115DIRECTOR RIVERA-SMITH: Sure. Thank you. So the process is all dictated by Board Policy 1810 as you can see here on the slide the annual goals and objectives. The board will their goals and objectives and those were laid out. I think we did them I had a timeline earlier it’s we did them back starting in December at the board retreat. Those are put together by Director Hampson and formulated into what we approved in March I believe which gave us a little less than a year to go through them. But anyways at the conclusion of the year we reflected. So this is the end of the time. I communicated with the individual board directors to gather the individual goals portions of that and Director DeWolf and I met to go over the sort of the graph that

116we had that laid out all of our goals for the year to see what had been completed and what had not. And I put together a narrative which you'll find at the end of this presentation packet. It's at the very end it’s about 3 pages. And thank you for all the members who got back to me with their input on those. Next slide. >> DIRECTOR DEWOLF: So just to clarify the evaluation is is enumerated in policy and requires us to do an evaluation at the end. And so now we're on 1820. Go ahead Director Rivera-Smith. >> DIRECTOR RIVERA-SMITH: So yes so now that we're at the conclusion of our year we have done the evaluation of our performance in terms of the generally accepted principles and successful board operations. And in relation to its annual

117goals and objectives. Self-evaluation has addressed performance in those areas. And again as you can see at the end of this packet the results of the self-evaluation can be used in setting goals for the subsequent year which this year’s packet even did carry over one of the goals from 2019 that had not been fulfilled and we'll get to that one here too. So as we look at these this year’s goals and where we stood and we landed we can definitely take that into our composing our goals for the following year. There. >> DIRECTOR DEWOLF: [indistinct] timeline. >> DIRECTOR RIVERA-SMITH: Yeah. There is the beautiful timeline that Ellie put together for us. Thank you. We had the board retreat. We developed our goals there. I mean we were all and I think half of us were fresh

118on the board so that was quite the quite the event to bring that together. At the retreat we the executive committee developed the proposed goals and there was additional feedback given. We approved them like I said in March and then we so March to present we worked on those goals but of course you know this has been a very unexpected March through November clearly with the pandemic and school closures and everything else that we've been having on our plates. You'll see as we go through the narrative which parts were not completed and which parts we we were able to pull our attentions towards. And now this process has been October November Director DeWolf and I have been getting together to complete the draft and work on this presentation here. And today like Director DeWolf mentioned

119we are evaluate we're going to go through the evaluation. We can all give our own input onto how we how we feel about our progress and we can move on to the next portion [indistinct] we’ll complete the narrative with input gathered tonight I guess tomorrow again like you said and we'll get that posted so it can be presented at an upcoming board meeting. It's not going to be acted on. There's no there's no vote but it is just presented in the regular board meeting. Thank you. >> DIRECTOR DEWOLF: Thank you. Okay next slide. Okay. So we're going to quickly go through and we'll just we'll switch off Director Rivera-Smith we can I'll do 1 and 3 if you can do 2 and 4. >> DIRECTOR RIVERA-SMITH: Okay. >> DIRECTOR DEWOLF: So just to kind of

120talk about the 4 bucket areas of our of our 2020 board goals. In alignment with our strategic plan we wanted to pursue a pro-Black agenda and assertively engage in pro-Black relationship building dialog and normalization of the centering of Black voices and in Seattle Public Schools model anti-racism via policy and decolonization of our leadership practice. I think this is probably not only something we want to think about in the immediate but is certainly something that is likely more of a long-term practice in our goals and so hope to see that again. The other part of this bucket was to participate in trainings pertaining to Ethnic Studies Since Time Immemorial and anti-racism in policymaking. And I want to just elevate one thing that Director Rivera-Smith said. One of the goals in our 2020 board goals if you

121remember was a social event with staff and board. Obviously with pandemic that didn't happen. So some of these goals like this participate in trainings we're hoping can be multi-year and since we have room in our 2020 board goals there's obviously opportunity for ethnic studies pedagogy for example. Director Rivera-Smith I’ll let you take slide number 2. Or next section excuse me. >> DIRECTOR RIVERA-SMITH: Of course. Community engagement. This was definitely I I love how everything around our board is very attuned to being centering community in our decision-making and we wanted to make that a priority this year in our goals. Part of that was to create some sort of system that we could use to collect and analyze our incoming community communications. To basically track the unique interactions relationships. This was part of I think on

122a higher level than our one-on-one meetings with constituents. This was more looking at the organizations we were speaking to and who we were going to you know trying to broaden our scope especially to include communities of color and make sure that we are using that to build upon our work. So this that part of the that was part 1. The second part was to hold 1 meeting to engage with the dual-language and multilingual families. We did that via a work session right after school closure for the DLI or sorry not the DLI the EL. Sorry EL sorry yeah the acronym is all screwed up. Really EL department and we'll talk more about that in the narrative but yet those were the two pin points for that communication piece. >> DIRECTOR DEWOLF: Thank you. Okay. Next

123slide number 3 is continuous improvement and this focused on 4 areas. Executive committee review of all committee work plans to ensure alignment with strategic plan and calendaring. The next to was each committee chair in collaboration with their board directors on committee and appropriate staff will participate in 1 racial equity analysis tool kit completion for a BAR. The next one was board will review and revise our meeting retreat work sessions committee and other process functions as appropriate to ensure maximum alignment to strategic plan and use racial equity analysis tool. And I say as appropriate because some of these as when we did verbal reviews in our committees didn't necessarily rise to the level of needing to address that function just yet. And then the last one was the board will develop criteria for work sessions. And

124then next one’s you Director Rivera-Smith. >> DIRECTOR RIVERA-SMITH: It is. The board-staff relations. The board as Director DeWolf mentioned we well part of that goal was to have a staff social because we thought that would be an awesome opportunity to see each other outside of the John Stanford Center. And unfortunately again we finalized these in March and that was about when COVID hit. So we did not get a chance to have that social. I hope that we can still look towards that in the future once we are able to be in person again. Or maybe we can get really creative and do something online. You never know. Second part of that was to review revise clarify and develop where necessary the board-superintendent/board-staff communications policy and procedures which are in 16 board policy 1620 and board

125procedure 1620. That was a carryover from 2019. My district predecessor director Rick Burke had been working with Superintendent Juneau and staff on that. Had made a lot of progress and we’re trying to finish it up this year. Unfortunately that one did not again get finished up. A lot of lot due to just the pandemic. A lot of unexpected work that came across everyone's plate here so that is one that we probably want to keep looking at for next year again as we go forward. >> DIRECTOR DEWOLF: And so I think if one thing is is being elevated from our discussion between Director Rivera-Smith and I some of our goals are not not some but I believe our board goals were we're fairly ambitious as well as our our committee and policy calendars and we were

126very ambitious in January when we thought we had a year full of the same systems and processes do the work. So I think some of these have certainly been affected by COVID much like the talent show or sports event although I was rooting for the talent show. And so I think we can move into now talking about the next steps and then we would love to get some feedback on the actual narrative. And again this what we talk about tonight we’ll capture and we will quickly incorporate that so we can get this posted in time tomorrow for next Wednesday's board meeting where it needs to be posted for the public. So today's work session will be incorporating any final feedback on the self-evaluation narrative. Between tonight sometime and tomorrow Director Rivera-Smith and I will quickly

127get on the phone and kind of work to revise and and polish up the document. As as of as of now as we think moving forward because this is obviously a look back in the development of the 2021 board goals we've already started a discussion between Director Hampson and myself. I've been tasked with supporting Director Hampson as the lead on this. So doing you know all of the manual labor if you will around it. So you know gathering input from directors putting it on document and all that. We are beginning the discussion of that tonight. And on the 5th at our board retreat we will have a larger chunk of time to discuss further ideas help refine help iterate. And then that will go to the December 9th Executive Committee for finalization to send up

128to the board. Hopefully we can introduce that to December 16th and vote on that on the 13th of January. That's a very ambitious timeline. So we will try to stick to it. Next slide please. I think this puts us to the actual document the actual narrative. So if folks have that themselves that is helpful. Miss Wilson-Jones if you could put it up I don't necessarily know that we all need to look at it and use that one in case we can lose it at our at our own devices. But Director Rivera-Smith I'm wondering in maybe 5-ish minutes if you could just walk us through the narrative and we'll take feedback from directors and then we can do one final sweep and then move to talking about 20-21. So over to you Director Rivera-Smith. >> DIRECTOR

129RIVERA-SMITH: Of course. Thank you. So as we went through earlier we the goal 1 was the alignment with the strategic plan. We were centering that a lot around developing our pro-Black agenda and modeling anti-racism which was to be achieved through our trainings that we hoped to attend. Which we did. We had many of us I believe if not all of us attended the COSEBOC a Coalition Of Schools Educating Boys Of Color trainings. There were several of those and they still are continuing with those so. This again we don't need to stop any of these goals working towards them. We still have whether or not it's a board goal I think we are all invested in attending more anti-racism trainings. These are these also this is work also included the books we read which we went

130over at one of our board retreats. ‘We Dare Say Love’ and ‘You Failed Us: Students of Color Talk Seattle Schools.’ We also we spoke about like and we shared on our readings at that board retreat. The next and the next page there was also part of that was also in developing our individual goals which I have notated some here in the document for people I heard back from. Director Rankin sent hers in today. Thank you for that. I will I’ll incorporate that into the final document. Thanks Liza. And those were I just wanted to be able to give at least one example per director if I could. I know you might have made [indistinct] person. And that's great if anybody wanted to. I would invite maybe a Directors Harris so I guess Director well Director

131Rankin and Director Hersey if you want to share on those since you did not get a chance to be represented in this document you're welcome to. Well we also. So look again we are going to be finishing up this document so if you don't want to share them tonight that's fine maybe you can email me sometime tonight or in the morning that would be wonderful. >> DIRECTOR HAMPSON: Director Rivera-Smith I don't I don't. If we were sent a revised version of this document I don't I haven't seen it. >> DIRECTOR RIVERA-SMITH: I sent oh like I said about maybe a week ago just to get that last piece in. We're basically. >> DIRECTOR HAMPSON: Oh no I’m just saying this version of it we don't we don't have I don't know if. >> DIRECTOR RIVERA-SMITH:

132No we probably don't then because yeah I sent it out again I sent it I guess. >> DIRECTOR HAMPSON: Okay no I'm just letting you Director DeWolf know that we. So there's the prior one. And you have it now in these [indistinct]. >> DIRECTOR HAMPSON: Just look at. >> DIRECTOR RIVERA-SMITH: [indistinct] now in the board materials for tonight but you did not have it previous to that. Not this version. You’re correct. But anyways as we’re going on. That was. >> DIRECTOR DEWOLF: Director Hampson was that something that we need to see here or to call out here. >> DIRECTOR HAMPSON: No you just suggested that we pull it up and I was looking for it on my computer and I just have the older one. So if that's the one you're referencing I'll pull that

133up I just didn’t. >> DIRECTOR RIVERA-SMITH: Yeah you can pull it up on today's. >> DIRECTOR HAMPSON: Document. >> DIRECTOR RIVERA-SMITH: Materials. Yeah you would pull it up on tonight's tonight's link of materials. There you go. Again. So community engagement again that part of this was that Director DeWolf had committed to creating a template that we could use for post-engagement to document our communications and then. >> DIRECTOR DEWOLF: I think we’re still on 1. Director Rivera-Smith I think we're still on 1 here just to finish that one up. >> DIRECTOR RIVERA-SMITH: Okay. Yeah I was just trying to [indistinct] >> DIRECTOR DEWOLF: The goal is near completion. >> DIRECTOR RIVERA-SMITH: Yes goal near completion. Because we again I because as Director DeWolf mentioned we were not able to do some of the trainings we'd hoped

134to do. It was a very busy year not just for us but for all districts. So many trainings were at capacity. We were not able to get into some of the ones that we wanted to. So that one that's really the biggest reason not ones near completion and not completed. Our we will continue though to seek out those trainings and get those get those completed in the near future hopefully. Thank you. So now yeah then goal 2 engagement as I said part of that was to create that template. I believe Director DeWolf is probably very near completing that. And so that we can look for that soon. Directors also we held the meeting with our dual and multilingual families. That meeting was held on April 1st of 2020. It was in fact our first ever

135remotely-held work session. So that was the beginning of what we've now gotten more accustomed to doing here. But we are we are joined by our Director of English Learners Michelle Ota who opened our eyes to a lot of the works of her department and the family's needs. And I think we are continuing to seek out those communities in our community engagements. This goal is on track to be completed. Again this is sort of just I think waiting on that final template from Director DeWolf. But I feel I feel confident it will happen. >> DIRECTOR DEWOLF: Yes Director Rivera-Smith I'll have [indistinct] to the executive committee on the 9th of December. >> DIRECTOR RIVERA-SMITH: Awesome. Thank you. Goal 3 with the continuous improvement. This is mostly centered on operational. So a lot of this was work

136done by the executive committee. We’re tasked with reviewing all committee work plans which they have been now doing. Each committee chair in collaboration with their committee's board directors and appropriate staff participated in one racial equity analysis toolkit completion. We believe this was completed but if any chairs have not done that let us know because I know the executive committee did and I am not the chair of any other I'm not a chair of anything but I don't know that the other committees completed that. The board reviewed and considered changes through to the board action reports meeting format retreat work sessions. A lot of things were covered and I believe these were all covered this year. Again I welcome any feedback that questions that are maybe says there was some work still to be completed there.

137Goal 4 we’re going into board-staff relations again. I was the director designated to work with the superintendent and our members to look through 1620. I utilized Director Burke’s then Director Burke's notes from last year. He again had done a lot of work on it. I think things changed though because obviously when he did it was a different board kind of. It was you know 4 different people were on it and so I think this is the kind of work that does need to be done in collaboration with board members directly so I do have it as a goal to still reach out directly more with you. I've spoken to a few of you on these topics on this on these policies and procedures but definitely have not finished work so. I'm direct I'm sorry Superintendent

138Juneau is is just you know looking for our direction in that and is ready to you know work with us in however we want to go forward with those policies and procedures. And then of course the social events which I know everybody was pushing for karaoke I think we could maybe do that online. I don't think it's out of the question but we'll see what we can get done there. This goal has not been completed but we’ll keep working on it. Was there anything people or any other board members learned to make comments or questions on this. >> DIRECTOR DEWOLF: And I'll go through directors one by one and I just want to elevate that today is November 12th. So this does go through 2020. So part of our discussion today can forecast for the

139December meeting with the hope that some of these will be completed. I don't think we can necessarily get a ton of any things that haven't been completed done by then but some things may change that we'll need to revise at that meeting at that time. But as of today with the document that was so graciously and helpfully created by Director Rivera-Smith I'm going to just go through directors alphabetically to gather any final feedback comments or anything. And Director Rivera-Smith I'll just encourage you to kind of capture that somewhere and then when we do our call tomorrow we can we can update this all up. >> DIRECTOR RIVERA-SMITH: Yep I’m typing this all up. Whatever people say I got it. >> DIRECTOR DEWOLF: Okay thank you. Okay. We'll start with Director Hampson. >> DIRECTOR HAMPSON: I

140don't have any additional feedback. I'd provided a couple comments earlier and so I think that was otherwise I think it make makes sense. We were definitely ambitious and I think we still had hopes that maybe we could pull something together. Even with the with a remote version of a actually coming together socially. But you know it's been a bit of a busy year so I feel pretty good about it. There are things about the work that we set goals that we set for ourselves. Like with the COSEBOC session that each of those individual pieces that we did over time I felt ended up being incredibly valuable. And so even though it wasn't in the same format as we had predicted. Definitely good things would have come out of us all being together in at the

141COSEBOC conference. And I hope that we will be able to do that. I also think that we've managed to have multiple sessions over many many weeks and have really appreciated it and appreciate staff’s facilitation and making sure that we made that happen as well. So thanks for putting this together and yeah I don't have anything further to say about it. >> DIRECTOR DEWOLF: Thank you. Director Harris. >> DIRECTOR HARRIS: This is great work especially in the middle of a pandemic and appreciate my colleagues and the lift and staff’s assistance with the lift. Thank you. >> DIRECTOR DEWOLF: Thank you. Director Hersey. >> DIRECTOR HERSEY: Yeah I'll just echo I really appreciate the work that's gone into this. Director Rivera-Smith apologies given the school year I have been abnormally busy in comparison to a few months

142ago. So if you could just send me the most recent document I would be more than happy to provide some comments in the next couple of days here. >> DIRECTOR RIVERA-SMITH: No problem. Thank you. >> DIRECTOR HERSEY: Thank you. >> DIRECTOR DEWOLF: Director Director Hersey the only thing is we need to post something tomorrow but if if over the weekend director Miss Wilson-Jones if there's anything that Director Hersey [indistinct] can we red-line anything on Monday or Tuesday. >> ELLIE WILSON-JONES: Yes we can certainly repost on Tuesday when we do our next posting. >> DIRECTOR HERSEY: Okay thank you for that clarification. Yeah absolutely. Thank you. >> DIRECTOR DEWOLF: Okay. So Director Mack. >> DIRECTOR MACK: Yes. Thank you. I echo my gratitude for all the folks that took the time to do all this work

143putting this document together and that in and of itself is a lift. So thank you for that. And I I do feel as if our our our goals were you know it's it's good to set high goals I think. But I do want to I do want to see about being I don't know maybe maybe more pointed and strategic and reasonable with our expectation of ourselves. And in Director DeWolf are we also talking about the next year's goals right now are just this document. >> DIRECTOR DEWOLF: We will get into that momentarily. >> DIRECTOR MACK: Okay. So then I'll hold my thoughts on that. So I just. Yeah yeah no I appreciate all of this. I think it's an accurate reflection. And we can move on to the next. >> DIRECTOR DEWOLF: Okay. >> DIRECTOR

144MACK: Thanks. >> DIRECTOR DEWOLF: Okay. Thank you Director Rankin. >> DIRECTOR RANKIN: Thanks. No I I don't really have anything to add. Just thanks to Director Rivera-Smith and President DeWolf for taking the time to put this together and connect with us all about it. And yeah I think that it. >> DIRECTOR DEWOLF: Thank you. And while we both Director Rivera-Smith and I have the mike just want to make sure Director Rivera-Smith do you have anything that you want to add or name here now. Because I have just a small couple of things. >> DIRECTOR RIVERA-SMITH: I think well I in doing putting this narrative together I realized and as I communicated with board members I realized that a lot of people kind of lost sight of this document because or lost sight of our goals

145because it's been you know it is what it is our work is ongoing. So I'm wondering if maybe there can be going forward like next year’s there could be check-ins about in regards to the goals even if it’s just to update the board say hey board here's where we are right now don't forget about your individual goals because this one did have individual goals. I don't know if most board goals for a year do have individuals like that that we develop on our own and carry out on our own. But you know I think just reminding our board about that this is you know a document that lasts the whole year and just so it's not like we approve it and I never hear about it again until the end because then sometimes we don't

146realize that hey we're doing this work or that we're not doing this work. So just some sort of check-ins like that I think might be helpful. >> DIRECTOR DEWOLF: Sure. And just for clarity we do get a board goals check-in from Ms Wilson-Jones during exec but it's certainly not board-wide. >> DIRECTOR RIVERA-SMITH: Yes yes. Thank you. >> DIRECTOR DEWOLF: We can think about ideas for sure. >> DIRECTOR RIVERA-SMITH: Thank you. But yeah and again I appreciate everybody who gave me feedback on this. That was really helpful everybody from finding typos to giving opinions. It was good to just have this document that kind of binds us in our work. So I really appreciate it. >> DIRECTOR DEWOLF: And the only thing I would add is I think that while this is great it does especially

147in alignment with strategic plan. I'm curious if we can elevate the work that we did with Erinn Jones around this as well. Even if it's just a sentence or two in goal 1 section just to highlight probably in the fourth paragraph where it starts with wait anyway I think it would be in goal 1 we'd want to maybe think about something with Erinn Jones kind of coming in helping facilitate kind of centralizing our conversations around anti-racism would be my only small suggestion. And we can work on that off-line but that would be one thing I think we could add there. >> DIRECTOR RIVERA-SMITH: Sounds great. Thank you. >> DIRECTOR DEWOLF: Okay. If directors have no other comments or questions on the 2021 board goal narrative look-back. I wanted to move us into the next section

148which is just starting to formulate ideas for the 2021 board goals. Given you've just looked at the 2020 board goals narrative and our self-evaluation you're getting some ideas of where we've been where we still need to go things we need to double down on. So I would love to just go around and I don't necessarily want you to be too exhaustive or stressed about this today because we will come back in December so my suggestion would be throw as many ideas as you have on your heart and on your minds out for the 2021 goals and then when we come back on the 5th at our December board retreat we can kind of refine and and and narrow down into I think maybe more realistic and achievable goals. Not to say we shouldn’t be ambitious

149but I think we were fairly ambitious also during a pandemic and so maybe we aim for future things we can excel at. So with that. I'm gonna start alphabetically backwards with Director Rivera-Smith on any thoughts on 2021 board goals and I will take a note Director Rivera-Smith do I still have you. Okay let's start with Director Rankin because I don't see Director Rivera-Smith on. She might have gotten booted. >> DIRECTOR RANKIN: The first thing that comes to mind and tell me if I mean if this even is is kind of where this should go. I would love for us to have as a board goal to come up with process or preference for how we communicate with each other. Obviously within the bounds of OPMA. But just you know I think we've all developed our

150our own ways of CC-ing when we think we need to CC and including who we think needs to be included. But I don't think we've ever really outlined it for ourselves or each other and especially in a remote setting I think would be helpful if we had kind of some common expectations around that. >> DIRECTOR DEWOLF: And while you're thinking about that Director Rankin Director Rivera-Smith is back on. And I know she was working on 1620. Does it sound like it's part of 1620 or is that something different. >> DIRECTOR RIVERA-SMITH: I think that's a little. Well I think I think what I caught Director Rankin said I’m sorry about that I dropped off there for a second. I think that part of what she's talking about is definitely work that needs to be accomplished

151to develop and effective 1620. First we kind of need to understand our communications with each other and what our our must haves are in that and our goals. So I think they're definitely related I don't know if it’s if it's one and the same. Yeah. >> DIRECTOR RANKIN: I think it may be related but it also could have to do more less with policy and more with just personality and the different different ways in which we all communicate in the different ways that we think various things are important. I don't know where that would live because it would change as soon as as any person on the board changed. But that's that's just something I think would be good to think about. >> DIRECTOR RIVERA-SMITH: No and I do [indistinct.] >> DIRECTOR DEWOLF: [indistinct] is

152the word process. So I think you're right. There will be many directors that that serve on this board. We can maybe through that conversation kind of elucidate a potential process that we could kind of help give so that we don't have to recreate this conversation every [indistinct]. >> DIRECTOR RANKIN: Yeah and I think I think some of it lives in some places like that you know the board president is sort of the public spokesperson for the for the board as a whole. But and as like Let's Talk and and things get built out that might also solve some of those things but I think yeah. So it is procedural and kind of like who who needs to know what when and how within the context of OPMA and all of that stuff. Because if you

153know if it was just like if we were just a board of you know some organization we could just CC everybody if you know there was something that seemed seemed important or you know. Oh I I we're having this meeting come if you want you know kind of thing. And because we can't do that. I think a lot of times people end up feeling like well I didn't know you were doing that. I didn't know you were doing that. And then there's either doubling of efforts or just just messiness. So I think some of it might just be re-emphasizing things that exist already about OPMA and about board roles in terms of like the responsibilities of the president and stuff. But yeah anyway. I don't need to keep going I think you guys understand what

154I'm getting at. >> DIRECTOR DEWOLF: Yeah. We do Yeah. We do. Thank you. Anything more. For goals ideas. Or can I move to direct [indistinct]. >> DIRECTOR RANKIN: Go ahead. >> DIRECTOR DEWOLF: Okay. Director Mack. >> DIRECTOR MACK: Actually what Director Rankin was talking about is something that it’s along the lines of the thing that pops into my mind as something that it would be really helpful I mean I think it's important that we do focus on the board-superintendent relationship policy and determine whether or not that actually needs any revisions or we need to figure out how to apply it more effectively. I mean I think that's that's the question. So I. So I would agree that that needs to maintain or I would like that to maintain on our board goals going forward that

155continued work on that policy. But the corollary between that you know in the context of OPMA we we’re limited. However there's more things that we could do to to communicate more effectively with each other so people knew what was going on and and I think that actually having that conversation about additional processes and clarifications. Being on the board for three years and having worked with other individuals I don't actually see this as a problem of personality as much as a problem of process and way over extension of workload. I mean we do not have as we we have 1 1 2 people in the board office that support us in some scheduling and Ellie you do amazing work. And Tina before and then hopefully we'll have another person coming in but in terms of actually

156having the support to do all of the work that we as board members could be doing more of it's you know it's it's a ridiculously huge job to do all the things that we should be doing. That was one of my first in in the first year I felt really disappointed in myself because I was not able to keep up with reporting out and sharing information with my fellow board members and the public around many of the things that were going on in an effective way because just simply lack of time. There's just not enough time. And so if we had kind of some additional processes for you know for example I do think that stuff like having the committee and liaison reports come back to the board meetings. Maybe even being more specific in

157like what kind of information we should be sharing with each other. You know it would be helpful to know and get a heads up if you know somebody is having community meetings and you know it would be helpful I think to have more of a process where we appropriately can be communicating with each other not breaking OPMA but also not feeling we're kind of you know don't know what's going on in some cases. And my second thought. So I do feel like that would be a really good goal is process around board communications with each other not just the superintendent and staff. But I think that would be it would be nice to spend a little time working on that. And my other thought about the overarching goals is that you know I'd like to

158see us be as kind of not trying to swallow the ocean or boil the ocean whatever the saying is or is it eat an elephant or boil the ocean. I don't know or whatever. I you know I think that we often in general people in general have really large appetites for doing the work that we all want to do. And then the reality of what we can actually get done is more narrow and so I don't know if this is a board goal or not or if it is just in consideration of making our board goals that we do some thinking around you know reasonable expectations of workload and each other to the extent we can. So those are my thoughts. Thank you. >> DIRECTOR DEWOLF: Thank you. Director Hersey. >> DIRECTOR HERSEY: Hey thank

159you. So I've got a couple of notes here. I think in relation to what Director Mack just mentioned what I would also like to see is how do we not only communicate with one another and assess the workload for our colleagues on the board but additionally how can we also do that for staff. Right. So what can we do to get a better understanding of the workload especially of senior staff. And where is there overlap where is there opportunity for collaboration and where is there opportunity for refocusing right. Because what we. What I often see from our perspective as the board is that when we develop a policy I just want to make sure that we have a full understanding of what comes next for that in terms and what does what do those implications

160mean for staff. Right. Like I just want to make sure that we are doing a better job of being not only not necessarily pragmatic. I don't think it's the right word but just thoughtful around you know making sure that when we are discussing policy on our end that we have an understanding of the implications for time management and the ability to deliver in an effective way for staff. Right. Because I think that where we are now is that there are probably a ton of staff. I know for a fact that there are who want to support us in moving forward as a district in these various ways. But with that ambition also comes from the realities that we all face of workload and then making sure that our communication is clear in terms of priority

161and timeline. The next thing that I want to take a look at is as a board specifically what can we do to create a culture and policy potentially and maybe not policy but maybe policy. You know as I think about this the more what I'm really trying to get at is watching how over the course of my first year how various women of color specifically Black Brown and Indigenous women have been treated within our system. I really want to take a look as a board about what can we do about our culture in terms of supporting and helping women of color thrive in our system. I think that there's a huge focus especially out in community around Black males as there should be. But but we also at the same time need to be showing

162up equally as hard for Black women. And we we just need to hold that in in ourselves for a moment because I don't know if we are I don't know if we’re doing the best job of that at any phase of our system. So that would be a conversation that I'm interested in happening excuse me interested in and having. Continuing to think about opening up processes like we are beginning to do for the legislative agenda and participatory budgeting. What other processes exist in our district that we could do a better job of reaching out toward community and really putting them in the driver's seat. I think that we're doing a great job of that especially during this pandemic with with a few things and I think we just want to continue that momentum because there

163is a lot of excitement. The more that we go out and we can we tell folks that you know we're thinking about participatory budgeting well not just thinking we're moving forward with participatory budgeting where we're working on opening up these processes and even potentially putting a student on the board in some in some way shape or form. And that that has generated a lot of excitement and a lot of interest around how folks can participate. Right. And I think if we think that there is a silver lining if you could even call it one from the technological position that we're in right now. We've got a lot more families especially those of color who are engaging and really really holding us accountable in new ways for their children's education beyond just a classroom. Also you

164know from the senseless murders of Charlena Lyle Breonna Taylor excuse me Charlene Lyles Breonna Taylor George Floyd and countless others you know there's this sense of advocacy especially in places like Seattle that has not waned and is just continuing to grow as people become more engaged in their various systems of local government. So so what I just want to make sure is that we as an elected body are really thinking very very thoughtfully around what other processes can we open up to the public. I've got a couple more here. I would really like to think about the last thing that I have written down is pacing right. So understanding at the onset and being able to see very similarly to the operations data dashboard. What are some of our key initiatives that are happening right

165now and what are their pacing’s. What are their timelines. What are their milestones all in one place. You know if we could just get sort of like a like a centralized document. Maybe it's not a document. Maybe I'm thinking too small here. But something where we can have a shared understanding as a system especially at the top of it where we can have a shared understanding of where work is where it is heading and what's immediately next for a specific piece of work. And maybe that could be broken down by committees maybe that could be broken down by initiatives but just something so that because I think where a lot of our breakdowns in communications are coming from is that I don't know if we all have a real understanding of what one another's day-to-day

166is like right. So like what is on the plate of senior staff. What is on the plate of the superintendent. What is on the plate of the board. And how all of those things interact together. That again that is incredibly ambitious. I understand that. But even just having a conversation and getting ideas down on paper about how we could capture that information would be of interest to me. And ultimately what I think all of this yields is an opportunity just for us to take stock of where we are in this moment and where is it that we're heading next right. Because this pandemic will end. We will be in some way shape or form returning to classrooms somewhere in the next year hopefully. Can't predict the future. But as an educator I hope at some

167point I'm going to be able to rejoin my students in a in a physical way. That said this is the perfect opportunity to really analyze where we are at as a system and then really think thoughtfully about when we come back. How do we not only continue this really bold and ambitious work but how do we operationalize it and how do we do it in such a way that our system actually that is thoughtful of the capacity that our system actually has to get it done. Because that's the last thing that I want us to do is over-promise and under-deliver in the sense of being bold just not necessarily just to be bold but also being bold with the cognizant understanding of what does this pragmatically mean for our system and how should we be

168having conversations around expectations timelines things of that nature for our community. Because I think that that's really where for me at least I want to focus a fair amount of time going into next year is because it's really just focusing in on how are we not only communicating what we are doing to our community but how can we be realistic in communicating what our expectations our thought processes. What are specific timelines are for for initiatives. And the only way that that's going to be able to be even a remote possibility is if we really build in some opportunities for for board senior staff and leadership what have you to really come to an understanding of where we all are at and where we individually think we need to head and to come to some some

169consensus around how do we communicate those things out. So that's all I have for right now. Obviously I'll be continuing to think about from my perspective and from District 7 what are some goals that I would really like to set for the board. But but really specifically I just want to bring it back to how are we making the system a safer place for Black and Brown women throughout. So yeah I think I’ll end there. Thank you very much. >> DIRECTOR DEWOLF: So. Before we move on I do want to just synthesize back. >> DIRECTOR HERSEY: Yes. >> DIRECTOR DEWOLF: One thing that I want to be really thoughtful about is that the board goals should be focused on us. >> DIRECTOR HERSEY: Okay. >> DIRECTOR DEWOLF: And I only say that because as you

170mentioned this last one around key initiatives around pacing timelines and milestones some sort of a centralized document. >> DIRECTOR HERSEY: Yeah. >> DIRECTOR DEWOLF: When I I hear it it actually is work for somebody else not the board. And that's and that's a little nuance of making sure that they're directed at us. Because if our goals are just giving people at SPS more work then that feels less like it's our goal. >> DIRECTOR HERSEY: Yeah. >> DIRECTOR DEWOLF: So I think there's ways to kind of navigate this but I just want to elevate that that way when you said centralized document I was thinking I don't necessarily want to make I don't be giving Ellie for example for her to work on our goal. >> DIRECTOR HERSEY: Yeah absolutely. And so in that and I

171appreciate that feedback that's really helpful. I think from my perspective what I really just want to do is start a conversation about what that even looks like. You know what I'm saying and maybe we could do that work in a board retreat. Maybe we can continue to have conversations around that in work sessions or whatnot. But you're right. The last thing I want to do is create more work for staff. So even just having a conversation around what this potentially could look like could could be the first step for me. >> DIRECTOR DEWOLF: And I think to your I think to your point we can actually name this goal as you know in 2021 we need to have 2 work sessions that will bring bring this to force. We have just so it could just

172be similar to our resolution where we just said we were going to introduce policy 0040. We could set it as a little bit higher level broad like that. >> DIRECTOR HERSEY: Yeah. >> DIRECTOR DEWOLF: As a goal of of ours as opposed to saying you know create the document we could say something like we will have 2 work sessions to you know create a some x y z thing but there's ways to massage it. I just wanted to elevate that. >> DIRECTOR HERSEY: Yeah absolutely. Thank you. >> DIRECTOR DEWOLF: Director Harris. >> DIRECTOR HARRIS: Min are oft-repeated requests and I appreciate the requests that have come forth with respect to board intra-communication and how we get there from here. I think several things will help. 1: we're starting to do action plans at the end

173of some of our meetings. 2: if our work sessions and committee meetings are being recorded then we will get more timely information. And I think that's fabulous. But the other thing I think that would be very helpful in terms of board intra-communication is A: to make sure that we get Erin’s job filled as soon as possible. And Tina’s as well before we drive out Ellie because that workload is backbreaking. And I hope that we can each find time to add a page or two occasionally to the Friday Memos and use that as a communication tool as well. But I guess the other piece that would help me immensely in terms of these big issues and I appreciate we don't want to give staff more work but staff doesn't share their work plans with us. And

174their ETA’s and their project management. And I think sharing that would give us an enhanced understanding of what is going on in big picture and allow us to not have to beg for information but that already do our homework and know where we are on the cycle or the continuum. And last is the old adage to the best as is possible not to be blindsided. And have to read information and incoming on social media or in the newspaper or on the radio when you're driving home so you don't crash the car. I think we've gotten better at it. I think we've got a long way to go. Thank you. >> DIRECTOR DEWOLF: Director Hampson. >> DIRECTOR HAMPSON: Yeah. I have some pretty specific thoughts about what I'd like to see us tackle next year. One

175starting point for me is actually educating ourselves as a board about the kind of the history of school boards and the history of the various factors nationally and in the state that impact how we function. I think that they're not we don't have enough of an understanding about about those things and we certainly know we don't provide that as orientation for new board members coming in. And that kind of leads nicely to the second piece is which which is that I really want to make sure since we have next at this time next year we will have just elected possibly new or continuing board members. But if we have new board members then we will want to make sure that we bring them in and I believe provide them a more comprehensive onboarding than than

176what you get at at WSSDA and then just sitting down with senior staff. Everything from budget supports and it doesn't necessarily mean we have to do that. But I think we need to be quite a bit more clear in we have some of that written in policy maybe we need to be clear in procedure as far as what that looks like so that folks come in ready to hit the ground running. And also that part of that history should be something that we provide because it is really critical. It's a shock to realize. It doesn't really you can know that that we're subject to OPMA. You can know that you know we can only do X Y and Z. You don't really understand it until you're in that position and have to really restrict everything

177that you do because of how we're hamstrung. Don't have staff. Don't receive any pay or benefits. So to me that's that's something that I would like to see us work on. And then that goes to another big piece that I'm really interested in which is I would like for us to start talking about potentially looking at moving to a policy governance model. My understanding from Director Hersey and I had the opportunity to interview a former very well respected former board member in Federal Way who talked to us at length about their transition to a board to a policy governance model something that Erin and I had been talking about quite a bit. And it encompasses a number of the structural and relational issues that boards face in working amongst them amongst ourselves and then also

178with staff. So so that's would be a top priority for me as well. And and then picking up anything. I certainly don't in any way disagree with other things that have been that have been stated. I think the other anything that we can do from a board standpoint to support the prospective board members that might come in. Any advocacy that we can do that would provide more support such that you know whether it's figuring can we give board members health insurance for example. I feel pretty awful about expecting people to run for an office for which there is inadequate compensation to say the least. But also just really puts people in a difficult position if your employment is at all at risk and then you end up without health insurance and and you're having to

179contribute at this level. It's just there's no way that we can really have good solid representation when those are the cases. And we can't necessarily change state law but there you know in the immediate term this next year. But we might be there might be some other things that we can do to make it possible. And or to make it more more of a possibility for some. And then that my last piece would be kind of around the board office and how that's structured to support all of us and support our communication. As Director Harris said that is absolutely no where Ellie is completely flying solo right now that is not the situation that anybody should be in. It doesn't it doesn't help anyone in this system for us to be so anemic in terms

180of our our kind of administrative capacity as board members. So so those are kind of you know again all always in line with our strategic plan goals and and all the things that have been stated thus far I would hope that we would carry kind of much of the spirit of work that we did this year forward and maybe even have a similar or something that speaks to that to make sure that that happens. And you know there's probably a lot of others but I think that's plenty for now. >> DIRECTOR DEWOLF: Thank you Director Hampson. Director Rivera-Smith. >> DIRECTOR RIVERA-SMITH: Thank you. Sorry about earlier. I. I appreciate a lot of the suggestions already shared definitely and some of mine might touch on those a little bit. But so I wanted to start by

181looking at the actual you know what is because like you mentioned some of this is gonna be more staff work than our work and we don't want to. That's not what the point of board goals are so I wanted to look at what are what's our jobs what's our duties. So I was looking at Policy 1005 Responsibilities and Authorities of the Board to try to get an idea of like what are the core pieces of our jobs and what should we be trying to build upon. So one of those I found under accountability and just a piece of that which I am going to pull out of it is to keep the public informed about district programs and progress. And I really feel like as a board I mean I know some other members mentioned

182how it's difficult to do this work because we're so busy and there's so much on our plate but I really feel one of our core you know core duties is to keep the public informed of what not just our districts doing but what we're doing. So I would love to find a way that we can systematized that. That we are better communicators with. Or just like maybe comes from being an old reporter that I feel like I have all this information I go to every committee meeting and it all just sits in me and I hate that it all just that information everything I'm learning doesn't get anywhere so I want to. This is a personal goal but I think all of us could benefit from finding ways to to share out what we're doing

183in committees through our liaison roles and just as a board communicate with our with our constituents. So something about that and I and I appreciate Director Harris’ Friday Memo idea because I know that has been mentioned before that we are we are allowed to do that. And I think that is a great step there. The general public deserves to see that definitely not the end all of it. But you know I try to do it on my own Facebook page or whatever. There’s I think there's just again maybe something we can look at as a board or how we can be better informants and communicators to our public. And then another part of this policy goes on to advocacy where the board should serve as an advocate on behalf of the District the students the

184schools. And I think about that and what our duty is to advocate for our our district as a whole. And I kind of touched on this at a previous board meeting about with the Native American community having there’s some fractures there in that I feel like I'm not part of that community. I'm not you know I'm not part of the Native American community directly but I still feel a responsibility to bring some restoration to to conflicts and it’s not just that one community all communities I feel like part of our job should be to live out our restorative practices in our work as a board in our communities because we have so many communities that are hurting for many different reasons whether it’s their principal is out they had an abuse something go on they

185they they're not not getting the services they need. Our certainly our special education department department but our community there's a lot of circles there especially with remote learning. So I feel like these things happen and we try to fix them as a district but then there's so much restoration that's not done. And that hurt doesn't go away and it carries over to the next the next drama or the next you know the next news article that that is critical. I want to find ways that as a board we can really hone in on helping our communities come back from the hurt and the pain and have those restorative practices and somehow. I don't and again I don't know what this is. I don’t know if we hold sessions in community. >> DIRECTOR DEWOLF: [indistinct]. >>

186DIRECTOR RIVERA-SMITH: Yeah I understand I'm just trying. >> DIRECTOR DEWOLF: If you could zero in on a goal that would be helpful here. >> DIRECTOR RIVERA-SMITH: Well [indistinct] the goal I think is like to just find ways that we can help our communities get the restore restoration they need when they're faced with these conflicts because we each have them in our own districts you know. Leschi and [indistinct] what's the one we just had the option school with pay [indistinct.] I'm sorry I'm losing my names of schools here. Thornton Creek sorry. So finding I don't know just ways that we can help that our communities heal because that is part of our job not just on you know as a as a board we're here to advocate and support our schools. So I don't know I

187again like maybe that's a really squishy and wishy-washy but I really do feel like it's something that I think as a board we can focus on if we if we prioritize it. So all right I will end there. Thank you so much. >> DIRECTOR DEWOLF: Okay Director Hampton you had your hand up. >> DIRECTOR HAMPSON: Yeah I just. I'm sorry Director Rivera-Smith I just have to respond. You stated something that was very triggering to me which is that you said you felt some responsibility to provide restoration for the Native American community and that's a really dangerous place to go as a well that's what you stated and I just. We don't have to talk about it at this moment but I don't actually believe that that's an appropriate. I know that you're coming from a

188good place with that. But it's a it's a very. Can I just finish what I'm saying. As a member of that community where as a with somebody that has very strong personal connections to very many of the people with whom you believe that you have this role to provide restoration I would ask you to take some more time before making that assessment and that there are other ways in which our board can be productive in making sure that the community feels heard without taking on a role that is what I would consider not respectful of some of those folks in community and that they're not you know or even assuming that that one particular person or group represents all of that committee. There's no monolithic approach. And so there's been a number of things around

189that and I just have to take this moment to say please take some time to talk to your fellow board members who are members of that community as well as taking learning how to take a broader community approach to that. And and yeah I think that's just getting into a really dangerous area and I just need to say that. >> DIRECTOR RIVERA-SMITH: Thank you I appreciate that. And I and I use it as an example of how again like I feel like responsibility to all of our communities and that was just one I had spoken about recently so I I was just using that. I'm sorry. I definitely don't expect any of us to go into another group's community and expect like hey I'm going to save you and I’m going to fix this for

190you. That's not that's the last thing that’s the farthest thing from what I'm trying to say. I was just saying I want us to figure out a way we can support again support our communities in whatever way that means communicating between them and the district and or just finding again. I don't have the answer. I'm just trying to say like. I want us to not lose sight of that there's a lot of hurt out there in different communities and I'm not you know White or Black or Asian but they're still communities where if they're having a need for some sort of justice I want to know and find out how I can support that and help them get what they need there. So yeah again I just I appreciate this conversation. Thank you. I'm so

191glad you said would you said here Director Hampson and I will definitely take it all to heart. Thank you. >> DIRECTOR DEWOLF: Thank you. Yeah. I think she. I mean I think what came up for me too was you said helping communities heal and I want to just be really thoughtful that there's a way that we don't need to kind of parachute in or white savior things like we can we can support or be part of or connect people but I think anything where we'd be helping communities heal taking a leadership role would be very tricky I think. So I think I want to pull over at least two from our our 2020 goals which would be prioritize anti-racism and policymaking as a training and then the other one is just to continue the 1620.

192And those are all I have today. I know that we've all been on the call here for a long time and our brains are fried and we're all stressed and the world's really stressful. So I don’t necessarily want to push too much more tonight to give folks some time to kind of sit steep in the information and let it you know kind of sink in and then when we come back on December 5th I will bring what I took as notes for this and will help our discussion and then we'll just need to help kind of narrow it narrow down zero in on some goals at the board retreat on December 5th. So if folks have nothing further on these items. Anybody anybody anybody. Okay as there is no further business on this agenda tonight's

193meeting will stand adjourned at 7:24 p.m. Thursday November 12th and I will talk to you all very soon if not tomorrow or at least at our board meeting on Wednesday. >> DIRECTOR RANKIN: Thank you.