001>> DIRECTOR DEWOLF: —Ni-Ti-Si-Nihkason. Just I just want to say welcome. My name is Zachary DeWolf. Thank you for being here. I am now calling the June 24th 2020 regular board meeting to order at 1 p.m. We live serve and go to a school go to school in a city that is the ancestral homeland to the Duwamish people, Muckleshoot Nation and the Suquamish Nation. We acknowledge them as custodians of this land since time immemorial. As guests and many of our cases as settlers on this land we extend our deepest gratitude and respect to their ancestors and elders past present and future. I would now like to turn it over to Director Hersey for a moment. >> DIRECTOR HERSEY: Thank you, President DeWolf. I just wanted to take a moment to observe a moment of silence for
002the student Lorenzo who was killed at the Capitol Hill organized protest. Our hearts weigh heavily in this moment especially considering that there is so much violence going on not only in our world but in our city and looking at our agenda tonight hopefully we will be able to address some of the violence that is not only taking place in our city but also in our schools. So in honor of Lorenzo if you could just join me in a few moments of silence that would be greatly appreciated. Thank you very much. >> DIRECTOR DEWOLF: Thank you Director Hersey. Now I'll turn it over to Miss Wilson-Jones. The roll call please. >> ELLIE WILSON-JONES: Director Hampson [here] Director Harris [present] Director Hersey [here] Director Mack [here] Director Rankin [here] Director Rivera-Smith [present] Director DeWolf [here]. >> DIRECTOR
003DEWOLF: Okay. Thank you Miss Wilson-Jones. Superintendent Juneau is also joining us for today's meeting and additional staff will be briefing the board as we move through the agenda. This meeting is being held remotely per the governor's proclamation 28.5 prohibiting meetings such as this one from being held in person. And I'll note that members of the public are also may also be joining via phone or online streaming. I will not be asking members of the public to identify themselves. Now other than when we move into public testimony, but thank you to those joining us. To facilitate this meeting I will ask all participants to ensure you are muted when you are not speaking. Staff may be muting participants to address feedback and ensure we can hear from directors and staff. The chat function of Microsoft teams
004will also not be used for today's meeting. I will now turn it over to Superintendent Juneau for her comments. >> SUPERINTENDENT JUNEAU: Thank you directors and I think you will see a PowerPoint come up soon that we will move through. Thank you. I just want to also echo what we heard this morning and just make sure that we are sending condolences to the Interagency Gray Wolves family and let them know that we mourn with all those who knew and loved Lorenzo. And so that is always really hard difficult news. And also since it is the wrap up of our 2019-20 school year I want to take a little bit of time to share some of the accomplishments from this past school year. As we all know it was a year not like any other that
005we have ever experienced and yet SPS staff still got a lot done. Next slide please. While this year did not go exactly how we had planned we never lost sight even in the middle of a crisis of our priorities outlined in our strategic plan Seattle Excellence. We committed to and held ourselves accountable to centering students of color furthest from educational justice with a particular focus on African-American boys and teens in our decision-making throughout this entire process. Next slide please. Just a few these are just going to be a very high level just a few of our accomplishments a longer list can be found on My SPS and I would just encourage directors to go check that out because that would make you very very proud to be leaders in a district that got so much
006done in the middle of the COVID closures. These accomplishments we recently had you know it didn't dampen the spirits of end of school celebrations and we have we had our annual John Stanford Center annual wrap up of the year celebration and it was actually really a lot of fun even though it was remote but we got to share a lot of the great work that happened this year. Next slide please. If you think way back to where you know before all this it's important to remember some things actually happened pre-COVID like things like we established the African-American Male Achievement Department including the hiring of an awesome executive director and two managers. They launched the African-American Student Leadership Council as you were engaged with our engagement teams around reopening you heard several of their voices included
007and they continue to help us with our major district decisions. Coaching was provided to 42 racial equity teams. There was a Winter Institute that was held and I know that you've also heard through our strategic plan update the piloting of academic parent teacher teams or APTT at three of our 13 priority schools in support of improved family engagement and student learning. Those will be some great lessons that we can expand our family engagement to other schools as well. Next slide please. 1400 educators from 25 schools attended racial equity training during this past school year. I just want to say that again 1400 educators from 25 schools I know that several of you always ask for numbers and so that is really really great that this type of engagement with our staff is happening. And as
008you all know a big celebration is we enrolled six times as many students in the summer of learning as we usually do. 15,000 students enrolled for summer school. We have over 350 support staff that are helping with the summer programming. You remember at the beginning a lot of our educators stepped up to create videos for SPS-TV for at-home learning and our educators made 618 of those videos. Those videos were viewed over 308,000 times for a total of over 26,400 hours of viewing. So I just want to thank all the educators who stepped up to make sure that those were out there for our families to watch and from the numbers they surely were successful. Those we have aligned learning packets aligned to the videos over 105,500 of those packets were distributed at our 26 meal
009sites. We also had community partners that brought them out to our our housing partners. And just a lot of heroic efforts. Those were all translated so out into our community. So just a big heavy lift there and we had a great team at central and across the district who really helped make sure that we were getting this remote learning products out to our families. And so those are awesome numbers and just really want to thank the teams for bringing that together. Next slide please. This is a pretty impressive number as we know that there was still essential staff that was coming that were coming into schools and into buildings throughout this entire closure one of those essential staff groups were our custodial services. And you can see those numbers. They cleaned and maintained 8,797,851 square
010feet. So just read through that slide and just the huge lift and the awesomeness of our custodial staff just really appreciate the work that they kept going throughout the summer. And so you know we have great SPS staff. Next slide please. If you think back way before we were thinking about coming up with a vaccine for our new virus there was a call that we had to get our student immunization records up to date. Our health services department processed over 2,000 records to achieve a 97 percent immunization record compliance rate which is really huge. And so even before all this new virus there was a lot of vaccination things happening. And just read through. There were 8 over 830,00 meals. That's not the final number. So I expect that number to actually be higher but
011over 830,000 meals were served over the 14 weeks at 26 meal sites affordable housing sites and through community partners. And as we know we were also you know scrambling to get devices out to our students so they could engage in remote learning and over and 25,500 devices were distributed that included the 9,000 Chromebooks donated by Amazon. And so I just really also want to thank the DOTS team. They did a heroic lift of you know getting into schools emptying those laptop carts getting new devices in imaging them distributing them. And so that was just a phenomenal job and so thanks to all the staff who got all of these things out. And throughout this entire closure it's been pretty inspiring about our community partners philanthropic partners stepping up to really assist in all of these
012efforts. And just a few of the amazing partnerships that were built or made stronger during this COVID closure to support our students and families. Of course the Alliance for Education. They continue to be a super strong partner working with a lot of different groups to bring money and resources and assistance to SPS not just during the closure but always. Amazon stepped up in a really big way. FareStart. Microsoft. Seacity. Facebook. Gates Foundation. And so so many more. And I as the Superintendent of Seattle Public Schools just really want to thank our community for everything they've done to come up in alongside of us and to support our school communities and our students. And it’s just so important to make sure that we can maintain this effort of our community partnerships because they're going to be
013needed for sure for next year. And next slide please. I also as part of our partners want to thank the Seattle Council PTSA they did a significant lift with our communities and our parents of getting information to us in a timely way and making sure they were reaching out doing all kinds of efforts and so they've been a super strong partner as we've been throughout this closure too. And a lot of the work we would not have been able to lift without them. So thank them as well. And just know that regardless of how we start school in Fall 2020 and I know that there's still a lot of work to be done and a lot of leadership to be provided from the district and with the board we will continue to focus on these
014priorities and to center African-American boys and teens and other students furthest from educational justice as we continue to do this work. So just super thankful. I think you know we talk a lot about gratitude and I am just full of gratitude for all of everybody who came to circle in around Seattle public schools during this time. And as you see from the high level numbers and you know again I would encourage you to go check out SPS-TV and see the longer list. Just super proud of our staff and super grateful that people came together to support our students throughout this closure and hope that momentum continues. So thank you directors for all of your assistance throughout this as well. And I look forward to continuing our good work together. >> DIRECTOR DEWOLF: Thank you. Thank
015you so much Superintendent Juneau and I just wanted to add one additional highlight. Superintendent Juneau myself as well as Director Hampson as co-tribal nation's liaisons sent letters to all 29 federally recognized tribes here in the state and asked if they needed any of our support particularly in the use of any of our educational resources and I know that we had heard back from the Tulalip Tribe and so just another additional place of collaboration and something to celebrate that we were able to partner with tribes here in the state. So thank you for that presentation. We have now reached the consent portion of today's agenda. May I have a motion for the consent agenda. >> DIRECTOR HAMPSON: This is Director Hampson so moved. >> DIRECTOR HARRIS: Second Director Harris. >> DIRECTOR DEWOLF: Thank you. Approval of
016the consent agenda has been moved by Director Hampson and seconded by Director Harris. Do directors have any items they would like to remove from the consent agenda. >> DIRECTOR MACK: A Director President DeWolf this as Director Mack. >> DIRECTOR DEWOLF: Yes. >> DIRECTOR MACK: I don’t want to remove something but I did want to make note just so that all directors are aware that there are two items on the agenda on the consent agenda that have been have come through Ops for approval but they have not actually been introduced to the full board and we typically do that. So just for everyone's knowledge make sure you double check that because they weren't actually intro’d with the full board. They’re intro-action today. They did come through Ops with a recommendation for approval though and I'm not
017asking to pull them I just wanted to call that out so that directors were aware. >> DIRECTOR DEWOLF: Thank you Director Mack. Do have any other directors have any items they would like to remove from consent agenda. Okay. Hearing none. All those in favor of the consent agenda signify by saying [all say aye.] Those opposed. The consent agenda have passed unanimously. Thank you directors and thank you for that clarification Director Mack. We have now reached a moment before our public testimony portion which does not start until 1:30 so I would ask any directors who would like to give their board comments now which we had reserved for the end of the meeting to either provide those now or we can. I would rather not take a recess. So if directors would like to share comments
018now I'll just go through alphabetically and let me know if you'd like to pass that is that's okay as well. And like I say we do need to wait until 1:30 for public comment. So Director Hampson. >> DIRECTOR HAMPSON: I will pass for now. Thank you. >> DIRECTOR MACK: Harris. >> DIRECTOR HARRIS: Pass for now thank you. >> DIRECTOR DEWOLF: Hersey. >> DIRECTOR HERSEY: Not for me right now. Thank you. >> DIRECTOR DEWOLF: Mack. >> DIRECTOR MACK: Also pass for now. Thank you. >> DIRECTOR DEWOLF: Rankin. >> DIRECTOR RANKIN: Well I want to pass too but I feel bad wasting this 12 minutes. I'm not. I'm just not prepared at this moment. >> DIRECTOR DEWOLF: Director Rivera-Smith [okay everybody's here attendees] Folks please mute yourselves. Director Rivera-Smith. >> DIRECTOR RIVERA-SMITH: I’ll pass for now. Thank
019you. >> DIRECTOR DEWOLF: Okay well if directors have all agreed to pass we will take a. We can either pause here for 10 minutes or we can jump to introduction items. My concern with jumping to introduction would be that we will likely get into a deep conversation and I I'm not sure prepared for that. So Ellie I think given that directors do not want to provide their board comments right now it seems like the best course of action would be to take a small recess. >> DIRECTOR HAMPSON: DeWolf. >> DIRECTOR DEWOLF: Wilson — yes Director Hampson. >> DIRECTOR HAMPSON: We have our public comments public testimony list is short. >> DIRECTOR DEWOLF: Yes. >> DIRECTOR HAMPSON: I don't know if if it's within our within protocol or policy to be able to take to ask
020anyone to go earlier or to take additional — >> DIRECTOR DEWOLF: No. >> DIRECTOR HAMPSON: No. Okay. >> DIRECTOR DEWOLF: I think we just need to wait until 1:30 because that's what's been publicly noticed. >> DIRECTOR HAMPSON: Okay. >> DIRECTOR DEWOLF: Yeah. So given where we’re at I will take a 10-minute recess and we will resume at 1:30 p.m. on the dot. We are now back from recess at 1:30 PM and as we have now reached 1:30 PM we will next go to public testimony. And for folks just joining us we are really looking forward to bringing public comment excuse me public testimony back. And so really grateful for today. Board procedure 1430BP provides the rules for providing testimony. I ask that speakers are respectful of these rules which will be shown on the screen
021while I explain the process for public testimony today. And before I begin also want to just share my gratitude to our board office for figuring this out because I know this is a little bit more challenging logistically virtually. So public testimony will be taken remotely with speakers participating by phone or through Microsoft Teams. For those who are joining us with Microsoft Teams you will see the testimony list displayed five names at a time. Staff will advance the testimony list on the screen as we move through the speakers. The testimony list for today's meeting is also available on the school board website as part of the agenda posting for today. Please remain muted until your name is called to provide testimony. When your name is called please ensure you are muted unmuted in Microsoft Teams and
022begin your testimony. If you have joined by phone please be sure you have unmuted on the device you are calling from and also press star-6 to unmute yourself on the conference line. Each speaker will have a two-minute speaking time and once your name is read staff will begin a two-minute timer and if you are joining with Microsoft Teams you will see a progress bar at the bottom of your screen. It will turn orange from left to right as your time is exhausted. For those participating in Microsoft Teams and by phone you should also hear a chime sound when the two minutes have been exhausted. This chime indicates your time has ended and the next speaker will be called. So thank you everybody for your flexibility and patience today. Miss Wilson-Jones please read off the testimony
023speakers. >> ELLIE WILSON-JONES: First for public testimony as Chris Jackins. >> SPEAKER 1: My name is Chris Jackins. Box 84063 Seattle 98124. On final acceptance of the Wilson Pacific project five points. Number one the board report deliberately obscures important facts. Number two the project resulted in three evictions Licton Springs K-8 Indian Heritage High School and the Clear Sky Native Youth Program. Number three the site was landmarked by the city but not because of the murals but because of the importance of the Native history of the site including Indian Heritage High School. Its principal Robert Eagle Staff and the centuries-old importance to Indian tribes of Licton Springs which runs through the site and before the school district fought the landmarking and sued the city to be able to demolish the landmark Native history at the site.
024Number five the project was an horrendous example of wrongdoing by the school district. Please vote no. On the board resolution opposing landmarking of Rainier Beach High School five points. Number one this resolution is another horrendous mistake. Number two the history of Rainier Beach deserves respectful consideration as a city landmark. Number three instead the district has hired a consultant to claim that Rainer Beach has no important history. Number four the same consultant and the same district staff wrongly claimed Wilson Pacific had no important Native history. Number 5 please respect the history of Rainier Beach. Please vote no. Thank you. >> ELLIE WILSON-JONES: Next up for public testimony is Carrie Syvertsen. >> SPEAKER 2: Thank you. Hi my name is Carrie Syvertsen and I'm a licensed clinical social worker and a school social worker at Robert Eagle
025Staff Middle School. This marks the end of my 13th year in Seattle Public Schools. I was honored this year as the 2020 National School Social Worker of the Year. I'm here to speak specifically to the role of the school social worker as we face reopening this fall due to COVID and the need to replace law enforcement with student support personnel. On the agenda for today we are discussing student rights and responsibilities and the resolution 2019-20-38 affirming SPS’s commitment to black students. Both reference the need for more school social workers in our buildings. A school social worker holds a master's degree and a certification as an education staff associate. The role of the school social worker is to provide an integral link between school home and community. This is accomplished by removing barriers and providing services
026that include mental health and academic counseling support for students and parents crisis prevention and intervention professional case management collaboration with community agencies social emotional learning and advocacy for students and parents. At Robert Eagle Staff we use restorative practices instead of exclusionary practices. And the reason we're able to do this work systematically is because of the role the school social worker. We are trauma-informed provide mental health expertise and our strength lies in creating community partnerships and wraparound services for our students and families. In Seattle Public Schools there are thirty five ESA school social workers. About half of those work in buildings. When I began in 2007 there were three of us. Due to the weighted staffing standards and the prototypical school funding social workers are often funded through various grants or discretionary funds at the building
027level. Job position prospects and retention are a concern due to inconsistent funding and lack of an established department in our district. Just this year we have established an Outlook group created a PLC for social workers planned professional development together for next school year and have come out from hiding under other’s titles. We are an established and viable — >> DIRECTOR DEWOLF: Thank you please conclude your remarks. >> SPEAKER 2: —profession nationally and Washington State is far behind where we could be. Seattle could set the example. Thank you. >> DIRECTOR DEWOLF: Thank you. >> ELLIE WILSON-JONES: Next up for public testimony is Anne Sheeran. >> SPEAKER 3: Hi. Can you hear me. >> DIRECTOR DEWOLF: Yes we can. >> SPEAKER 3: Okay so I'm the parent of an incoming senior with an IEP at West Seattle
028High School and an eighth grader without an IEP at Washington Middle School. In the past several months you've heard from our special ed families about our difficulties getting real questions real answers to questions about district actions affecting our students. From continuous learning plans to data collection responses from the special education department are vague nonexistent or inconsistent. I doubt that we have a policy now of keeping our special needs families in the dark and I am concerned about what is going on. I worry that this inability to provide clear information to our questions signifies a deeper problem. That we have no planners or nobody accountable in the special ed department. I'm sorry to be so blunt but I hope that you will find out. I am also concerned about the district's vision and commitment to inclusion
029if online learning is going to continue in some form it seems likely in the fall. The experience so far has been horribly re-segregating for our students with disabilities who without access to their regular services and supports have been cut off from their gen ed classes. Yet when Superintendent Juneau opened the special ed town hall last month she gave a shout out to a special education teacher for getting all of her IEP students together for a weekly lunch buddies a teacher practice that actually sets an incredibly low bar for inclusion and for special educators. And in this case failed to recognize that the students in that caseload are all access students in the first place. That is they receive their services in gen ed and yet all they got was a lunch buddies. Why not find
030a special education teacher who is successfully navigating the sped-gen ed divide during school closures and celebrate that instead of celebrating the most segregated practice of all. >> DIRECTOR DEWOLF: Thank you Anne. >> SPEAKER 3: I am hoping that the school board can help set expectations for how the district will speak about and practice — >> DIRECTOR DEWOLF: Thank you Anne please conclude your remarks. >> SPEAKER 3: —inclusion in the fall. Thank you. >> DIRECTOR DEWOLF: Thank you Anne. >> ELLIE WILSON-JONES: Next up for public testimony is Manuela Slye. >> SPEAKER 4: Good afternoon. My name is Manuela Slye president of Seattle Council PTSA. Thank you for bringing forth this resolution affirming Seattle Public Schools commitment to black students. Regarding the moratorium on SEO’s I want to stress the importance of listening to community and the
031voices of students with an intentional focus on those at schools impacted by this moratorium. We need authentic committed engagement and we need to discuss the life experiences of the students in these communities and the role of the officers in their schools. We need to discuss needs and we need to discuss alternatives outside the police partnership. But most importantly we need to look at a bigger picture. School administrators and teachers must have the skill and the resources to de-escalate situations and avoid calling the police intervention. I hear counselors and social workers are great alternatives and I believe so but painful reality has proven sometimes even those professionals have caused distress to students. So training accountability is really important. Also I think that detailed reporting of school based law enforcement interactions is a huge priority. Last week
032I heard from SPS collaborative policing department. There were 40 arrests on school grounds last year but they were unable to desegregate the data and tell me if the arrested people were students parents or staff. This is the kind of information that needs to be clear and needs to be transparent. Also can you please prioritize the work with teacher and principal unions. Your collaboration is crucial. Pointing fingers is not going to be tolerated. I support the directive of Superintendent Juneau to develop to Superintendent Juneau to develop black studies curriculum. This is also crucial and much needed. Much talk has happened about ethnic studies. In this climate black studies is not only appropriate but also essential. I also want to close by saying that our communities are watching and it is our intent to hold you accountable
033to everything in this resolution. Thank you. >> DIRECTOR DEWOLF: Thank you. >> ELLIE WILSON-JONES: Next up for public testimony is Eli Cortez. Is Eli Cortez on the line. If you've joined by phone you may need to press star-6 to unmute. >> SPEAKER 5: [indistinct] can you hear me okay. >> DIRECTOR DEWOLF: Eli. >> SPEAKER 5: Yes. Can you hear me. >> DIRECTOR DEWOLF: Yes we can. >> SPEAKER 5: Okay sorry. Technical difficulties. Hello. I’m Ms. Cortez a parent and leader of Latinx group at Garfield High School. I have submitted in writing in prior meetings the testimony of my group of the Spanish speaking parents. The consensus is to keep officers. We need them not to policing but to build relationships between law enforcement and the community. But if the politically correct thing to do is
034to cancel them then we need a plan before students to go back to campus to keep them safe. I ask you please listen to the people directly affected the teachers the students administration and the community leaders that live in the communities and the students that attend these schools because they are a crucial part of our daily life. Thank you. >> DIRECTOR DEWOLF: Thank you. >> ELLIE WILSON-JONES: Next up for public testimony is Kayla Epting. >> SPEAKER 6: Hi my name is Kayla Epting. I am a parent at Garfield High School. I want to start by saying fast never lasts. I feel the decision to remove the school resource and emphasis office emphasis officers was made in a knee-jerk fashion and made prematurely. While I absolutely agree we need police reform. I don't think it is
035responsible to throw things out before we replace them or attempt or an attempt has been made to reform it. I believe making adjustments like having them dress in plain clothes and not carrying lethal weapons on campus would have been a better way to start. I also believe that these choices should be data-driven using statistics on if our SRO’s and our SEO’s have excessive force complaints or instances of biased policing. Have they abused their power in our school environments are there overwhelming complaints about their behaviors from students and staff. Have we seen a reduction in behavior that we felt warranted when their presence was first requested. Do our SRO’s and SEO’s love being in our schools. Do we have a developed criteria for how we pick the SRO’s and the SEO’s that serve in our school
036population. I think that these things should have been fleshed out before the decision was made and I am confident that the deep work required to make such a decision was not done beforehand. SRO’s and SEO’s provide a vital link between departments and community. I will end with this thought. If a situation with a child or your child arose where law enforcement needed to be called to their school would you prefer an SRO responding who has a relationship with your school community or a random cop with an unknown history and no working knowledge of the school community. I don't want to discount the trauma suffered by communities of color — >> DIRECTOR DEWOLF: Thank you please conclude your remarks. >> SPEAKER 6: —at the hands of law enforcement but I know that the way forward requires
037healing conversation and actions on both sides. We can't do the work — >> DIRECTOR DEWOLF: Thank you. —independently it has to be a collective effort. >> ELLIE WILSON-JONES: Next up for public testimony is Lucia Ramirez Levias. Sorry apologies for pronounce. >> SPEAKER 7: Hi this is Lucia Ramirez Levias. I don't believe that children should be policed in their schools. As a mother of children of color that's a terrifying thought. However I also don't think that the voice of the students and the families that have resource and emphasis officers in their schools were engaged in a meaningful way prior to the superintendent’s decision. I am the mother of two boys who identify as Black and Hispanic. One at Aki Kurose and one at South Shore. Until I started looking into this issue I thought that every
038Seattle public school had a resource officer. Discovering that they are only in the schools where there are majority children of color is unsettling. But I want to tell you about my student's experience with Detective Lucas and Detective Roberson because I am not sure this view has been heard. Both of those officers are assets to our schools and have a meaningful and positive relationship with the children including mine. As far as I know they do not play any sort of role in a disciplinary policing manner in our school. In fact I understand that they have been involved in de-escalating conflict in the school. They are members of our community and they are black. Detective Cookie is not a resource officer but she runs a chess club for fifth graders that was hugely positive for my older
039son. The community recently built a park in the Rainier Beach area in recognition of her work in schools and communities. That is why this issue is so complex and requires nuanced and thoughtful consideration from students and families in relationship with these officers. Will Detective Cookie be allowed into the school next year to run the chess club. Can Officer Roberson come to Aki out of uniform next year and still run the lunch flag football league at Aki. These are questions that my children will be asking and I don't have clear answers. I ask that the school district ensure that meaningful engagement with the students and families in these schools is captured. It is our kids and our community that's impacted by this decision because those are real relationships that exist in our schools. As a mother
040of black children I do have deep concerns about police and schools however this issue is complex and deserves meaningful and nuanced attention. Thank you. >> ELLIE WILSON-JONES: That concludes the list of public testimonies sign-ups. >> DIRECTOR DEWOLF: Thank you Miss Wilson Jones and thank you to all of our folks from public and from our community and our neighbors for speaking up and speaking out today. Greatly appreciate you joining us. So that concludes our in-person public testimony meeting. We will now move to items excuse me we will now move to the action items on today's agenda. As we move through these items and later the introduction items I will first call on committee chairs then I'll call on the remaining directors alphabetically for questions and comments. And if I can provide one small suggestion to my
041fellow directors just a little bit editorializing here. Given the large agenda we do have today my suggestion would be to please reserve your time for new comments and questions. Repeating gratitudes comments and concerns may might mean we'll have a longer meeting today and there are plenty of introduction items to work through. You are your own director so take it as you will. But I am sure it will be welcomed by all. So we'll now move to Action Item Number One resolution 2019/20-38 Affirming Seattle Public Schools commitment to Black students. This came through the executive committee on June 10th for approval to have a motion for this item please. >> DIRECTOR HAMPSON: This is Director Hampson. We move that the school board approve resolution 2019/20-38 Affirming Seattle Public Schools commitment to Black students. Immediate action is
042in the best interest of the district. >> DIRECTOR HARRIS: Second the motion Director Harris. >> DIRECTOR DEWOLF: Thank you. This item has been moved by Director Hampson and seconded by Director Harris. This item is on the agenda for introduction and action today. I will start off with just a little bit of background and then co-sponsors direct and as well as my co-sponsors Director Hersey and Director Hampson will provide additional information based on revisions and conversations since introduction. So just to start us off. I am so grateful for the speakers that were able to join us for public testimony today and I think one of the probably the most important word that I heard and continue to hear is just how complex this issue really is particularly as a moratorium on SEO’s and SRO’s advice captured
043within this resolution. So not soon not soon after the murder of George Floyd and the continued protests of directors we we knew we had to do something we wanted to meet this moment and we felt that given our really strong strategic plan we could make a resolution that made some commitments from SPS and I'm really grateful for the collaboration with Directors Hersey and Hampson. I will turn it over to Director Hersey for a little bit more background and ended that with Director Hampson and then move on to additional directors for comments and questions. So Director Hersey. >> DIRECTOR HERSEY: Hey can everybody hear me. >> DIRECTOR DEWOLF: Yes we can. >> DIRECTOR HERSEY: Fantastic. Thank you so much. This was definitely a labor of love from my perspective thinking about how we can be responsive
044to not only the innumerate amount of emails that we received but more specifically our students who have been calling for this change. I do want to give space to the parents especially those of color who are on the call who gave us very clear public testimony that these officers in so many respects have really great relationships with the students that are in their buildings and our district has failed in the past and in some instances in this present to do adequate and robust community engagement in any significant way in many regards right. So I hear you and I see you and I want to make sure that you understand as we move forward with this with this policy that we need to figure out what are the needs that these officers are filling in our
045buildings and also be responsive to the students primarily from all of these schools who have reached out to us and very clearly said that they do not feel as though they want police in schools right. What I think we can do in this situation is thread this needle in a specific way. One of the biggest demands that we've heard is that if we are going to take these individuals out of our schools then we need to replace them with mentorship opportunities in individuals who look like our students. Director Hampson and I have already begun that work in figuring out what that will look like. Before I move any further I would be remiss if I did not show an immense amount of gratitude for Manuela Slye and Sebrena Burr Seattle Council PTSA president and co-vice
046president respectively for the amount of engagement that they have done around this issue. We need to figure out a way to celebrate them and to show them how much that they are appreciated because if it weren't for them we would not have the clear understanding that we do now about the landscape of this issue in our buildings. So I want to make that very clear and very known. If it wasn't for them we would not be here. As we move on and thinking about how we move forward with this resolution I had the opportunity to meet with one of the longest-standing community engagement groups and advocacy groups on the in the south-end that is student-led named WA-BLOC Building Leaders Of Change. My meeting with them was very it was eye-opening in a lot of respects
047because when initially we had the ban set for one year or the moratorium rather set for one year. When I met with this group again predominantly student led they said very loudly and clearly that a one-year ban was not enough. And I believe even in an instance when we are at an intersection to where we feel as though for once we want to do adequate and proper community engagement I felt myself caught in the midst of an equity detour right. So I believe that we have a responsibility as a district to be in a position to where if we are taking something away we need to do the community engagement to figure out what those needs are so that we can make sure that we do not have a student population that feels unsafe because
048in this country and not only this country but more specifically this city and in this region we have normalized the presence of police in schools. And so it is rightfully understandable that we have parents on this call who are very concerned with not only the safety of their students in the absence of these officers but also more robustly the absence of those relationships because for many students principals and educators and para-educators are often not their primary relationship at that school. It's often the instructional assistants individuals who are serving roles like the resource officers or mentorship roles even in some instances the custodians often have the closest relationships with our students and as a secondary teacher I know this firsthand. That being said we also have a responsibility as a system to rethink the way that
049we expose our children to police officers. And I believe that we have an opportunity here to continue to do authentic engagement figure out what needs and services those officers are providing and then also do a better job of working with our community-based organizations to figure out a solution to get mentors in our schools that look like our kids. And that's a little bit of background on why we moved away from the initial one-year ban to an indefinite ban so that we could not only be responsive to the calls of our students and our advocacy groups who have been working tirelessly to tell us very clearly that we need to be heading in a direction that does not involve police in our schools but then also we need to find opportunities to answer those questions like
050were just posed to us. Is there going to be an opportunity for Detective Cookie to come in and continue to do the chess club. Is there going to be an intersection for our officers to come in as individuals. Not no not not necessarily in their roles as law enforcement but rather as community members and continue to engage with our students in a way that does not have the moniker of police or law enforcement on it right. So that is on us as a board and we need to make sure that we are also taking that into account. Very quickly while I wrap up. There are two amendments that you will notice. One is in a whereas clause it is focused around the calling out very plainly that this is not a severing of engagement with
051SPD. This is a severing of having police in our schools right. It would be irresponsible of us to think that if there was not an outside threat that we would still choose not to engage with the Seattle Police Department. We would not be doing a great job of keeping our keeping our kids safe in that respect. That being said we need to have very clear guardrails about what that relationship or rather not even relationship but rather communication looks like. What is the conduct that we are expecting of the Seattle Police Department and when they are dealing with our system as public schools in any capacity. And we also need to have a very clear and adequate definition of what is a threat and a threat assessment needs to be and a threat assessment or a
052threat assessment tool rather needs to be developed so that we can have very clear language that is student-led and driven and written in the interest and protection of students of color to make sure that in those rare instances where we do need to have interactions and involvement with Seattle Police Department that [indistinct] at a systems level and then second there are clear guardrails to make sure that we are not further traumatizing our students. The second amendment that was brought forth is going to be our support as not only a board but as a district in the defunding of police right. Another key aspect is that if this motion passes or excuse me if this item passes and we remove these officers from our schools we need to do serious advocacy to our city partners to
053ensure that those funds go into services that will continue to benefit our students whether that be directly into finding alternate mentorship and advocacy opportunities for people in our buildings family support workers counselors social workers what have you. And when we are calling for the divestment of police it is not only in the instance of saving money for the city but rather making sure that those funds are rerouted in to opportunities to continue to not only support our students but help build the holistic lives that they deserve in the city in which they grew up. We need to make this action now because our students are waiting and have been waiting long enough for us to actually take steps forward when we say black lives matter. And I feel very strongly that this is an opportunity
054for for systemic change. But at the same time we need to do everything that we can to get this right so that we avoid taking away anything from a student especially in the regard of feeling safe but also ensuring that we are not further traumatizing our students in their day-to-day experiences with Seattle Public Schools. And I'll turn it over to Director Hampson. >> DIRECTOR DEWOLF: Thank you Director Hersey. >> DIRECTOR HAMPSON: Pįnagigi tremendous gratitude to Director Hersey to you Director DeWolf for joining me and in doing this work and then to Manuela Slye again and Sebrena Burr for working so hard to keep us connected to community and understanding particular as a fellow parent what concerns parents have with respect to their student’s safety in a multifaceted perspective or way and I think that Director
055Hersey spoke to that really well but I just want to further emphasize and acknowledge that we do understand the deep complexity associated with the need for there to be safety measures in place in our schools so that all students feel safe. And I think that what we have attempted to do here with this resolution is to create a response that acknowledges that while that remains the case and is our obligation to retain and actually improve that sense of safety that we don't we shouldn't feel that we we are only able to access a resource that is not only armed in the form of police but is is militarized. And so that's it's just been it's been a really intense and difficult place to come to honor those those two tensions. And we haven't fully struck
056the balance but but to be really clear this is a resolution. So it is our intent and it is our commitment and then we have tremendous policy work to do in an engagement with all of you that spoke today all of those that we have talked to and all those that we have yet to talk to to reframe how it is that we bring law enforcement into our school buildings and into our school events. And I think that's ultimately what I want to point to as well that gets lost. It gets lost in every single email that we've received is is the lack of awareness of the extent to which law enforcement is in our children's lives in our schools in a way that has nothing to do with school resource officers or school emphasis
057officers. It is something that happens when teachers call 911 when administrators call 911 we we do not have a well-defined or or racially equitable and by any stretch of the imagination set of policies procedures and relationships that allow us to really begin to stem the tide of the school-to-prison pipeline. And for me that that is what this resolution is ultimately about and it is also about forcing our our system our and the people in the system to you know black students are don't have a choice in terms of understanding white people and white lives whereas it's an option for for white folks to not understand black students and black lives and we need to put a stop to that and that's one of the reasons why we put black studies in here as well because
058that needs to also become a focus. It can't just be a you know a protest. It has to become known and humanized and I couldn't be more heartbroken that we're doing this on a day when we've lost one of our own black male students just in the past week to gun violence. It's beyond tragic. And I do believe that we we failed him we managed to to get him a diploma but we still failed in our ability to protect him from violence. So I take that very seriously. I'm I'm proud of the work that we've done here. And I and I really support this resolution but I do want to be really clear with the community that this must be the beginning of our relationship with you in determining what the structure looks like so
059that we can remove the sort of fear and specter of law enforcement as a way to work through just even the simplest behavioral concerns that that that come up in in our buildings if in many cases they are even behavioral concerns because I think that there's a big cultural shift that needs to take place there. So with that I will I will pass it on to the next school board director for additional comments and questions. >> DIRECTOR DEWOLF: Actually Director Hampson will move to ask if there are amendments from directors to this resolution. >> DIRECTOR RANKIN: Yes this is Director Rankin I would like to put forth an amendment. I don't know do I need to make a make a motion. >> DIRECTOR DEWOLF: Yes you do. >> DIRECTOR RANKIN: Okay. I move to amend
060Resolution 2019/20-38 to include reference to another policy and to specifically identify black students with disabilities and I have the language for that but I do I need to have the motion — >> DIRECTOR HERSEY: Second. >> DIRECTOR DEWOLF: Thank you this. >> DIRECTOR HERSEY: mark. >> DIRECTOR DEWOLF: [multiple speakers indistinct] Go ahead Greg. >> GREG NARVER: The motion should be specific as to the language that is being offered. If if that could be read into the record. >> DIRECTOR RANKIN: Okay so I should do that now. >> DIRECTOR DEWOLF: Liza you need to specifically read it out all the words. Yep. Then I’ll ask for a second. >> DIRECTOR RANKIN: Okay so just to clarify. So as part of my motion to amend I read the language in comments to the resolution as it stands
061are — >> DIRECTOR DEWOLF: Now the — >> DIRECTOR RANKIN: Forthcoming. >> DIRECTOR DEWOLF: Yes you need to read the motion and — >> DIRECTOR HAMPSON: You need to read your amendments. >> DIRECTOR DEWOLF: And then another director can second and then we will talk about this amendment and then if this amendment is approved by directors we’ll then move back to the underlying motion for the whole [indistinct.]. >> DIRECTOR RANKIN: Thank you. That's always. I've seen this process many times and it's always confusing. Okay so I move to amend the resolution to include in the 7th whereas which is whereas per board resolution 2017-18 Seattle Public School stands against gun violence and the arming of educators comma I would like to add and per board policy 42-10 weapons prohibition for adults and visitors Seattle Public
062Schools properties are designated gun-free zones and and then the next whereas I would also like to in my motion to amend including include some language about additional disparities in discipline for black students with disabilities. The 5th whereas whereas in the United States black students are three times more likely to be suspended than their peers then I would add and black students with disabilities are further disciplined or suspended for behavior related to their disability at a rate more than twice that of their white counterparts meaning white students with disabilities and and then the original language would continue in our state. According to the Washington Office of Superintendent of Public Instruction black males and other students of color are disproportionately disciplined at a rate of six point five percent as compared with 1 percent for white students.
063And in Seattle black students and students of color are disproportionately disciplined and removed from the educational environment. I would like to add comma widening gaps in access to instructional time and support services comma and. As part of my motion the 3rd addition I would like to add comes at the down in be it further resolved that the board commits to by accountably engaging in substantive and substantial family and community engagement. Et cetera et cetera. That first first bullet point utilize de-escalation techniques and restorative justice programs which should reduce exclusionary practices and narrow racial disparities in discipline comma. And then I would like to add including interventions that address the excessive and desperate disparate loss of instructional for for black students with disabilities. And that — >> DIRECTOR HERSEY: Second. >> DIRECTOR RANKIN: —is my motion.
064>> DIRECTOR DEWOLF: Thank you. I did hear a second from Director Hersey so I will call on directors in alphabetical order for questions or comments on this amendment and then we will move from here to the roll call and back up to the underlying motion. So myself if Director Hersey wouldn’t have seconded I would have so I'm fully in support of these. Thank you Director Rankin for bringing them forward. I will now move to Director Hampson. >> DIRECTOR HAMPSON: No questions I fully support the amendment. >> DIRECTOR DEWOLF: Harris. >> DIRECTOR HARRIS: Oh thank you so much. I think skipped Dover director comments on the initial motion but happy to backfill. >> DIRECTOR DEWOLF: This is just for the amendment. >> DIRECTOR HARRIS: Excuse me you said we would be going [indistinct] and then we
065would be going. In any event with the amendment. Fully support it. Thank you Liza. Appreciate immensely. >> DIRECTOR DEWOLF: Thank you Director Harris. We will have an opportunity to address the main motion is that correct sir. >> DIRECTOR DEWOLF: That is correct. >> DIRECTOR HARRIS: Thank you. >> DIRECTOR DEWOLF: Thank you. Director Hersey. >> DIRECTOR HERSEY: support. Thank you. >> DIRECTOR DEWOLF: Mack. >> DIRECTOR MACK: No questions. Thank you. >> DIRECTOR DEWOLF: Thank you. Director Rivera-Smith. >> DIRECTOR RIVERA-SMITH: I fully support the motion thank you. >> DIRECTOR DEWOLF: Any final comments Director Rankin. >> DIRECTOR RANKIN: Yeah. Thank you. I'm I'm really pleased that that folks seem supportive of this. I part of the something that protects the public from decisions being made behind closed doors but that is can be frustrating for board members
066is the the open public meetings act rule that didn't allow more than three don't allow more than three people to work on work on something that's not public. So it was really really important to me that we got language in here about specifically about disproportionate discipline and that students that students who are black and have disabilities face in our system and I just I wanted to say that the idea of policing of our students is is I I think Director Hampson mentioned not limited to actual police. That particularly for black students especially black boys with disabilities their behave their very behavior and existence is is policed and reprimanded and disciplined at a really unacceptable rate. And and they are they're punished for their lack of willingness or lack of ability to conform with white patriarchal
067norms of behavior expectations. And so it was really important to me that we call that out. That the school to prison pipeline doesn't start and end with police that it goes to at a very very young age. What happens to what our system does to black children when their behavior is deemed either threatening or merely inappropriate to a primarily white adult staff. So anyway really thank thank you for the opportunity to add this and it was kind of tricky to get the language to be you know matched with the rest of the resolution but I appreciate the support and I'm glad that this can be included. Particularly with the work that we're doing in curriculum and instruction around the restraint and isolation policy. So thanks. >> DIRECTOR DEWOLF: Thank you. Thank you Director Rankin. I'll
068now ask Miss Wilson-Jones for the vote on this amendment. Director Mack [aye] Director Rankin [aye] Director Rivera-Smith [aye] Director Hampson [aye] Director Harris [aye] Director Hersey [aye] Director DeWolf [aye] This amendment has passed unanimously. >> DIRECTOR DEWOLF: Thank you. So now I actually need a new motion on the underlying item as amended. >> DIRECTOR HAMPSON: I do I need to restate the motion or can I just move as amended. >> DIRECTOR DEWOLF: You can move as amended. >> DIRECTOR HAMPSON: Okay. So moved. >> DIRECTOR HARRIS: Second. >> DIRECTOR DEWOLF: Thank you for the move from Director Hampson and thank you Director Harris for the second. I will now call on directors for discussion of the underlying item as amended and we'll first start with Director Hampson. >> DIRECTOR HAMPSON: I'm I'm have said my piece.
069Thank you for the friendly amendment and will I will move to the next director. >> DIRECTOR DEWOLF: Thank you. Director Harris. >> DIRECTOR HARRIS: Thanks. Appreciate that. I am very pleased to see this. I am somewhat conflicted because we are being reactionary given the times but the fact that we are turning reactionary into proactive excites me greatly. Those of you all that know me well know that I started my legal career representing incarcerated individuals for several years. Those of you all that know me well know that day before yesterday was a cause for celebration because the 9th Circuit turned down the appeal of King County Sheriff's Office for the murder of Tommy Le so we get a trial. Recall that Tommy Le was murdered the night before his graduation from Career Link at South Seattle
070and our little firm and our little team have been working really hard and the anniversary of that was on June 14th just a week ago. So whatever we can do to increase understanding to build bridges to stop the murder of our children we need to do it. Hold hands. Messy as hell. Frustrating as hell and get on with it and I am most pleased. Now do I appreciate that the devil's in the details. Yes I do. But we can work through that and I am hoping that Chief Counsel Narver with his background at the City of Seattle and in the OPMA can help us figure out ways that we get to actually work together without handcuffs on. No pun intended. So that we can communicate more effectively in bringing this information to the fore and
071actually have change. And I will extend props yet again. Even though we're on a time deadline here to Ms. Slye and Ms. Burr thank you ever so much. >> DIRECTOR DEWOLF: Thank you Director Harris. Next up Director Hersey. >> DIRECTOR HERSEY: No additional questions or comments from me. Thank you. >> DIRECTOR DEWOLF: Thank you Director Hersey Director Mack. >> DIRECTOR MACK: Yes hello can you hear me okay. >> DIRECTOR DEWOLF: Yes we can. >> DIRECTOR MACK: I deeply appreciate the work of the directors that brought this forward and sponsored this and the comprehensive nature of it as well as the amendment that was brought forward to highlight additional things that needed to be clearly stated in the resolution. I fully support the resolution and in particular I wanted to mention the references to the policies
072that were we need to review and the superintendent procedures that go along with those that also need review because as Director Harris just stated the devil is in the detail and how we operationalize our policies in our school buildings is where sometimes things can fall apart. And the section in the resolution that talks about the various policies. If I could suggest I think a Scrivener’s error change so not really an amendment but the let me pull it up really quick. The section there is that there is a footnote number 13 that is reference to a policy but I think it's supposed to reference to the all of the policies because it's not directly to that policy. So in that let's see it is the. >> DIRECTOR DEWOLF: It’s where it says amend appropriate policies numbers
0733200. >> DIRECTOR MACK: Let's see here. Yeah it's at a be it resolved be it further resolved section and let me make sure I get to the right one I'm sorry I'm scrolling and wasn't able to print this out I ran out of printer ink but yeah so it's be it further resolved that this board commits to by accountably engaging in substantive and substantial family community engagement I appreciate that a lot and re-examine and amend as appropriate school board policies and I think that the footnote number 13 should be after or on top of the word policy not on top of 3200 because there's a number of policies that are mentioned here. So which is just kind of a editing function and as it was noted here a school-based threat assessment is currently I think
074has been intro’d to the board and I I just want to make note that I have concerns about the superintendent procedures that accompany those not being detailed and that that policy I think references resource officers. So I just want to call to attention that we may need to pull that back and have it come through a committee again so to review that before we adopt it because it may need some changes based on this resolution which I'm grateful that we're talking about today. The last thing that I want to just mention is the the testimony that we heard today from parents and community around you know how important it is to authentically engage the communities there and to ensure that we are we're going to have a plan in place to provide the mentoring and
075supports and all the other things that we need to be doing before the start of the school year. You know I've heard from a number of community members that you know the personalities the people are beloved and and and incredibly important from a community perspective and that that having that community process as we move forward is just really important to make sure that those voices are at the table. So thank you so much for bringing this forward. I fully support and look forward to moving on and having the vote. >> DIRECTOR DEWOLF: Thank you Director Mack Director Rankin. >> DIRECTOR RANKIN: Thank you. Yeah. I just wanted to thank my colleagues who put forth the work and effort to bring this resolution forward. It's it's really critical. And and also to the community members of
076course and especially those who gave testimony today about you know that that we are calling for a indefinite moratorium so that some of the concerns that were brought up in testimony can be better explored knowing that it's it is a more nuanced conversation than yes police no police. And in and the very critical importance of hearing directly from the communities impacted and thanks to the efforts of Seattle Council PTSA we've gotten a lot of e-mails about people's experience in from within the communities that have these the officers so I just on the whole as is so important. And I also just and gosh sorry I just totally lost my train of thought. Oh I know what I was going to say the combination of this kind of in tandem or in addition to what Director
077Mack was talking about with the various policies the combination of this resolution and the threat assessment resolute or a threat assessment policy that's coming to us later in this meeting has really kind of highlighted the need for us to look at some policies together where they overlap with discipline and behavior and the relationship with with law enforcement and other agencies. And so I'm hoping maybe that we can make time somehow to have a work session or some kind of some kind of discussion where we can bring together a bunch of different policies that I think we need to align under this resolution in terms of you know this would go to restraint and isolation discipline a whole host of things so that may not be a conversation for right now but that is something that
078I'm noticing things that are coming through different committees all kind of tied together very directly to this resolution. And so as director Mack was saying you know we have some policies will need to be amended to reflect this resolution but I think that also we need to consider those policies together not just you know making the amend or making the changes one policy at a time. And I think that is it but really important good work. And so thank you to everyone who's has and is continuing to support this work. >> DIRECTOR DEWOLF: Thanks Director Rankin Director Rivera-Smith. >> DIRECTOR RIVERA-SMITH: you. I think it was about a month ago that I I actually I e-mailed superintendent's office and the board just to make share that Dr. [indistinct] and I had had a conversation in
079which I at the time it was [indistinct] district was looking at terminating their contract with the city's police. And so I just wanted to share that that it was something that I had. I said we might be getting e-mails about this. And sure enough we got a ton. And at the time you know I spoke by how Dr. Williams said how it was a viable relationship officer at a school. And I said how it sounded like something you'd want to grow not to terminate. But I want to I want to own that I have evolved on this issue I believe and and I think that's something that's good to admit when we as directors can speak about our own evolution on issues. So I I appreciate the moratorium very much so that it's giving us
080a chance to learn more and to do the community engagement that is necessary for I am a far-reaching decision like this. But I do very much hear our community when they speak about the you know the fear our students have of seeing officers in their schools and the need to to take that away to not not put them in that position because it is real to see they see the TV and they see their families being harmed by police officers and then you see them in their schools that that is a real fear and a real trauma that we want to appreciate and want to acknowledge but at the same time I know I as [indistinct] engaging with the communities that have the officers it is important that we listen and learn and we will
081find a solution together. So I I am. And like everyone else I really appreciate this this this resolution I look forward to the conversations we're going to be having on it. And thank you to all involved. No further questions. Thanks. >> DIRECTOR DEWOLF: Thank you. And I just wanna continue to extend gratitude to our partners and my fellow Directors Hampson and Hersey for collaborating as co-sponsors and also directors for your engagement and really robust conversations around this resolution. So there being no further conversation on this resolution Miss Wilson-Jones roll call please. >> ELLIE WILSON-JONES: Director Rankin [aye] Director Rivera-Smith [aye] Director Hampson [aye] Director Harris [aye] Director Hersey [aye] Director Mack [aye] Director DeWolf [emphatically yes] this motion has passed unanimously. >> DIRECTOR DEWOLF: Thank you directors. We will now move to Action Item Number
082Two approval of the 2020-21 Superintendent Evaluation Documents. This came to the executive committee on May 20th for consideration. May have a motion for this item please. >> DIRECTOR HAMPSON: This is Director Hampson. I move the school board approve the 2020-21 Superintendent Evaluation Documents as attached to the board action report. >> DIRECTOR HARRIS: Second the motion. Director Harris. >> DIRECTOR DEWOLF: Thank you Director Hampson for the motion and thank you to Director Harris for seconding. This item has been updated since introduction. At introduction Director Mack requested that the evaluation introduction documents be edited so that it is more clear there are two goals. Therefore the attached attachments are now labeled Part 1 and Part 2 and the goals are labeled Goal 1 and Goal 2. In addition numbers were added to the summary statement at the
083top of both introductions to reference the two goals. We'll now move on to directors for any final comments or questions before we move to the vote. And as the executive committee chair I will start and just briefly say thank you again I know we had this conversation in our introduction but thank you to the staff Aaron Greg and Superintendent Juneau and all of our partners at SPS for the work on this. And special thanks to Directors Hampson and Harris for a very very robust conversations over the course of four or five weeks. And so thank you to their just showing up and doing this hard work in the midst of everything. I will now move on to Director Hampson and we'll just look through the list and okay director Hampson you're next. >> DIRECTOR HAMPSON:
084I don't have much in the way of comments having had a lot of authorship and I appreciate everyone's input and support and getting these done and to a place that was we hope robust enough to get us to some solid evaluation next year or at the end of this year and we'll fully be accountable for and reflection when we get to the end of that that indicates that we missed something. So I just hope that we proceed in a good way. Thank you. >> DIRECTOR DEWOLF: Thank you Director Hampson. Director Harris. >> DIRECTOR HARRIS: Very very robust no question about it. A couple of things I'd like to point out. Number one it's better than it was. I don't think we're there yet but we live we learn. It's a whole hell of a lot
085better than what we used to do with past superintendents with reams and reams of paper and killed trees that didn't necessarily really tell us anything at the end of the portal. Two things I'd like to point out and then I will quiet down. The word dyslexic is in third grade reading goals and I'm very pleased about that. Two again I remind us that the Spokane Street Bridge the First Avenue South Bridge and our 500 buses south of the First Avenue Street Bridge are going to cause us enormous traffic delays in background and and we have to A embrace that and figure out ways around it. It I feel a little like chicken little and I don't want to be right. In any event I plan to vote for this. I argued passionately and robustly and
086I appreciate staff’s ability to embrace those arguments. Thank you. >> DIRECTOR DEWOLF: Thank you Director Harris and thank you too again for the your fierce advocacy for making sure that dyslexia was in that and just to clarify for folks the two goals are high quality instruction and learning experience is priority and that specifically deals with third grade reading. The second one is about executive management leadership and with a specific focus on HR transformation. And so I will now move on to Director Hersey. >> DIRECTOR HERSEY: I think that these look great. I don't have any further comments or questions at this time. >> DIRECTOR DEWOLF: Thank you Director Hersey Director Mack. >> DIRECTOR MACK: Yes hi. Thank you for the edits that were provided to create some clarity around that there are two goals and
087the narrative in the documents also lay out that underneath each of those goals there's well for goal one they're termed initiatives and for goal two they're termed projects so there's a little bit of a confusion in my mind about are they initiatives or projects. But just to clarify from reading through the whole thing that the rubric that’s set up that goal one is reading and it has four initiatives underneath it related to family and community engagement professional learning teacher collaboration and establishing early learning pathways under the third grade reading goal and under the executive leadership management goal there are three projects or maybe initiatives under HR that are case management training videos and process improvements. And then the fourth one of prepared be prepared to and effectively lead and manage the district I think is
088how it's the organization but under that one it actually has about 10 different points which I think are important to ensure that we i'm calling them out here in this conversation that each of those points inside of that are also important. And I appreciate that they're made here. That these are kind of sub-goals in that in that higher-level goal or initiative i'm not sure what the language is here but that I appreciate that that's there and that that we will be able to refer back to that in our process next year. So thank you for the work on that. Thank you for the edits to the documents. And if there's a way to maybe clarify the difference between an initiative and a project or whether or not that maybe does matter. But anyway thank you.
089>> DIRECTOR DEWOLF: Thank you Director Mark. Director Rankin. >> DIRECTOR RANKIN: No I just want to say a quick thank you to the exec committee and in particular Director Hampson who I know put a lot of time and effort into making this as as we say more robust and kind of end to better reflect the actual job of the superintendent as opposed to metrics of the district as a whole. So yeah. Thank you. No further comments or questions. >> DIRECTOR DEWOLF: Thank you Director Rankin Director Rivera-Smith. >> DIRECTOR RIVERA-SMITH: you. I appreciate that we’ve made it very clear for the public what we are measuring the superintendent's job performance on. I think [indistinct] nice to refer back to these when we get questions and comments from the public and I look forward to using these
090next year so we can evaluate our superintendent’s performance. Thank you. >> DIRECTOR DEWOLF: Thank you. Okay. No being no further questions or comments Miss Wilson-Jones roll call please. >> ELLIE WILSON-JONES: Director Rankin [aye] Director Rivera-Smith [aye] Director Hampson [aye] Director Harris [aye] Director Hersey [aye] Director Mack [aye] Director DeWolf [aye.] This motion has passed unanimously. >> DIRECTOR DEWOLF: Thank you Miss Wilson-Jones. We will now move to Action Item Number Three. Revising Board Policy Number 6901 Capital Levy Planning and Adopting Board Policy Number 6900 Facilities Planning. This came to the Operations Committee on March 24th for approval. May I have a motion for this item please. >> DIRECTOR HAMPSON: This is Director Hampson. I move that the school board amend Board Policy Number 6901 Capital Levy Planning and adopt new Board Policy Number 6900 Facilities Planning
091as attached to the school to the Board Action Report. >> DIRECTOR HARRIS: Second the motion. Director Harris. >> DIRECTOR DEWOLF: This item has been moved by Director Hampson and seconded by Director Harris. To directors for any comments or questions for Chief Operations Officer Fred Podesta before we vote. And I also will as mentioned we'll start with our committee chairs per item and so we'll start with Director Mack who is our Operations Committee Chair over to you. >> DIRECTOR MACK: I just want to urge support for these this revised policy and adopting the policy. This has been a couple of years of work staff and the board collaborating to bring these forward just I’m incredibly excited that they are finally here to be voted on today. And I just urge you to support and thank you
092Mr. Podesta as all the rest of the staff as well. >> DIRECTOR DEWOLF: Thank you Director Mack. Okay Director Hampson. >> DIRECTOR HAMPSON: No questions for me at this time. >> DIRECTOR DEWOLF: Thank you Director Harris. >> DIRECTOR HARRIS: I'm good thanks. >> DIRECTOR DEWOLF: Thank you Director Hersey. >> DIRECTOR HERSEY: None for me. Thanks. >> DIRECTOR DEWOLF: Thank you. Director Rankin. >> DIRECTOR RANKIN: No question. Thank you. >> DIRECTOR DEWOLF: Thank you. Director Rivera-Smith. >> DIRECTOR RIVERA-SMITH: No questions for me. Thank you. >> DIRECTOR DEWOLF: Thank you. And I'll just add I know that grateful for all the work on this and was really appreciative to work with Director Mack and appropriate staff on this. If folks were at our meeting last on June 10th we adopted a resolution affirming our commitment to the
093inclusion of our LGBTQ students staff and community and one of the policies that connects to that resolution is this one. And so really really grateful for the to be able to collaborate with you on Director Mack. Miss Wilson-Jones roll call please. Director Rivera-Smith [aye] Director Hampson [aye] Director Harris [aye] Director Hersey [aye] Director Mack [aye] Director Rankin [aye] Director DeWolf [aye] This motion has passed unanimously. >> DIRECTOR DEWOLF: Thank you and congratulations on the incredible work on that Director Mack. We will now move to Action Item Number Four extending the suspension of provisions of Board Policy Number 2420 High School Grade and Credit Marking through August 2020. May I have a motion for this item. >> DIRECTOR HAMPSON: This is Director Hampson. I move that the school board extend through August 2020 the temporary suspension
094of identified provisions of Board Policy Number 2420 High School Grade and Credit Marking policy previously approved by the board on April 20th 2020 as identified in attachment A to the Board Action Report and to be replaced with the grade marking options A or Incomplete for the course courses that earn high school credits due to the containment of COVID-19. >> DIRECTOR HARRIS: Second the motion Director Harris. >> DIRECTOR DEWOLF: Thank you. This has been moved. This item has been moved by Director Hampson and seconded by Director Harris. So we will now move to directors for any comments or questions for Chief Academic Officer Dr. Diane DeBacker before we vote. I will start with Director Hampson. >> DIRECTOR HAMPSON: No questions for me. Thank you. >> DIRECTOR DEWOLF: Thank you. Next up Director Harris. >> DIRECTOR HARRIS:
095No question. Quick comment. I intend to vote against this. I have heard from a great many higher education folks that are very disturbed by our previous vote and I'm nothing if not consistent. Thank you. >> DIRECTOR DEWOLF: Next up is Director Hersey. >> DIRECTOR HERSEY: No question for me. Thank you. >> DIRECTOR DEWOLF: Thank you. Next up is Director Mack. >> DIRECTOR MACK: Just also to clarify that I did not support the original credit making policy and I won't be supporting this as well. >> DIRECTOR DEWOLF: Next up is Director Rankin. >> DIRECTOR RANKIN: Hi. As the chair of the Curriculum Instruction Committee this came through through us and was also offered as intro at the last board meeting two weeks ago and now is being introduced on action and I'm a little bit disturbed
096that there are concerns that are coming up now that did not reach my ears from either the public or my colleagues about it. So but I will just say that the determination was made that the these these circumstances and situations surrounding the previous policy for the spring are still in effect now and so it made sense to extend that to reduce negative impact on students. And I also want to add that the evidence that we have have gotten or the data we have gotten about the policy this spring has been that it was very successful in being in in being followed through as intended to reduce harm. And I will also just state with in response to concerns about higher education that the that OSPI the whole state is and everyone's grades during during COVID
097during this semester grades around the whole state there is an indication that it was during COVID-19. And so some some districts chose to do an A B C or Incomplete. Some I'm not sure exactly all of the variables but the instructions from OSPI were to not award to award neither passes nor fails in any case. And so are our solution to that was to award A's or Incompletes rather than try to sort out and potentially further penalize the most disadvantaged students by grading them based on circumstance rather than their ability or aptitude or capability for doing the work. And so yeah just wanted to I guess reiterate that and and and say for the record some conver — what the conversation was in the Curriculum and Instruction Committee and why I support the extension. >>
098DIRECTOR DEWOLF: Thank you Director Rankin Director Rivera-Smith. >> DIRECTOR RIVERA-SMITH: you. I just want to reiterate my my concerns that this has to kind of stop here at least in the summer I don't want to see us using this for the fall. I but I also acknowledge that you know it's not just us. I think we're one of nine school districts approximately in the state who took this policy our grading policy on so I also appreciate that there are students transcripts do have the marking signifying that this was a grade during the COVID time so. It's it's not ideal that we have to make these sort of sacrifices these concessions to lack of you know more engagement and more time. But I appreciate that is what we're going to have to just follow through the
099summer and look forward to conversations about the fall grading policy. Thank you. >> DIRECTOR DEWOLF: Thank you. And I have no comments or questions. Thank you for the work on this. Miss Wilson-Jones roll call please. >> ELLIE WILSON-JONES: Director Hampson [aye] Director Harris [nay] Director Hersey [aye] Director Mack [no] Director Rankin [aye] Director Rivera-Smith [aye] Director DeWolf [Yes.] This motion has passed with a vote of 5 Yes to 2 No. >> DIRECTOR DEWOLF: Thank you. We will now move to Action Item Number Five. Distressed School Grant: Approval of Budget Transfer from BTA IV Program Contingency and Award Construction Contract K5107 Bid Number B02206 to Bailey Construction LP for the Cedar Park Elementary School Restroom Addition Project. This came to the Operations Committee on June 4th for consideration. May have a motion for this item please.
100>> DIRECTOR HAMPSON: This is Director Hampson. I move that the board authorize the superintendent to approve the transfer of 354,477 dollars from the BTA IV Program Contingency to the Cedar Park Elementary School Restroom Addition Project budget and authorize the superintendent to execute construction contract K5107 with Bailey Construction LP in the amount of 633,100 dollars including base bid and alternate number one plus Washington state sales tax with any minor additions deletions and modifications deemed necessary by the superintendent and to take any necessary actions to implement the contract. Immediate action is in the best interest of the district. >> DIRECTOR HARRIS: Second into motion Director Harris. >> DIRECTOR DEWOLF: Thank you. This is this item has been moved by Director Hampson and seconded by Director Harris. This item is on the agenda for introduction and action today
101so Mr. Podesta I believe you will be briefing us. And then I will move on to directors for questions and comments. Over to you Mr. Podesta. >> FRED PODESTA: Thank you Director DeWolf. This Cedar Park Elementary is a 1959 constructed landmarked building with one set of restrooms in the interior of the building for the 2015-2016 school year eight portables were added. Significantly increasing the population of the school and requiring students to go from outside entrances into the building and is not the students are not been well supported by that configuration. So this project will add roughly 600 square feet of space to the main building near the portables to allow for easier ingress and egress from the restrooms and additional capacity. And this item is here for intro and action as well as the two
102that were on the consent agenda. We delayed bids in the spring after the governor stay home stay safe order because certain construction activities were prohibited so we didn't really start creating construction bids until early May opening construction bids. And so we had some projects that we wanted to make sure stay on schedule during the summer. This is one of them and the other two that were before on the consent agenda for intro action and that's why we're bringing to the board in this manner because summer is here we need to start work. And that is all my remarks I'll be happy to take any questions you have. >> DIRECTOR DEWOLF: Thank you. I'll start with Director Mack as our Operations Committee chair. >> DIRECTOR MACK: Thank you. I don't actually have any questions or comments.
103It came through for consideration because some of the details have not been filled in but the support for the project and getting these things moved forward was was clear. And so thank you and thank you Fred for covering all that. >> DIRECTOR DEWOLF: Thank you. Director Hampson. >> DIRECTOR HAMPSON: questions. Thank you so much. I appreciate that this has a completion date of September 11th. We're gonna need every square foot that we can get particularly in bathroom spaces. So thank you so much for making sure this happens. >> DIRECTOR DEWOLF: Thank you. Next up is Director Harris. >> DIRECTOR HARRIS: Thrilled to see this thank you. Support of. >> DIRECTOR DEWOLF: Thank you. Thank next up is Director Hersey. >> DIRECTOR HERSEY: No questions for me. Excited to move forward. Thank you. >> DIRECTOR DEWOLF:
104Thanks Director Hersey Director Rankin. >> DIRECTOR RANKIN: No much needed and appreciated. Thank you. >> DIRECTOR DEWOLF: Thank you Director Rivera-Smith. >> DIRECTOR RIVERA-SMITH: Yeah no questions I'm really excited about getting this going. I am I love me some construction right now. I went and visited the Daniel Bagley site yesterday and it's so impressive to see the work that our capital projects teams are doing. So thank you for this. No further comments. >> DIRECTOR DEWOLF: Thank you. And I have none here but thank you to the work of the Operations Committee. Miss Wilson-Jones roll call please. >> ELLIE WILSON-JONES: Harris [again please] Director Harris [aye] Director Hersey [aye] Director Mack [aye] Director Rankin [aye] Director Rivera-Smith [aye] Director Hampson [aye] Director DeWolf [yes.] This motion has passed unanimously. >> DIRECTOR DEWOLF: Thank you. We will
105now move to Action Item Number Six. Waiver of Board Policy Number 3130 Student Assignment and Enrollment with respect to new students to the district who would otherwise be assigned to Mercer Middle School and amendment to the student assignment transition plans for 2019 through 2020 and 2020 through 2021. This came to the operations committee on June 4th for approval. May I have a motion for this item please. >> DIRECTOR HAMPSON: This is Director Hampson. I move that the school board waive the provision in Board Policy Number 3130 Student Assignment and Enrollment that states students shall have the opportunity to attend an elementary middle or high school in a designated attendance area based on home address with respect to new students to the district who would otherwise be assigned to Mercer Middle School as their designated attendance
106area school and amend the student assignment transition plans for the 2019-20 and 2020-21 as attached to this to the Board Action Report. Immediate action is in the best interests of the district. >> DIRECTOR HARRIS: Second the motion Director Harris. >> DIRECTOR DEWOLF: Thank you. This item has been this item has been moved by Director Hampson and seconded by Director Harris. This item is on the agenda for introduction and action today. So Chief of Student Supports Dr. Concie Pedroza I believe you will be briefing us. >> CONCIE PEDROZA: Hi. Yes. Thank you and I also have Ashley Davies on the phone to answer questions as well. So just to share some background information. We actually were in talks with the principal Cindy Watters in terms of some of the over-capacity issues and the enrollment issues that
107occurred. They've experienced some extreme enrollment situations to the point where for the 20-21 school year Mercer will have 25 portables on the school site. And in addition there's no additional rooms within the buildings to be converted to classroom spaces. This is this there was a need to think differently about what to do. And we believe that this action to waive the student assignment plan as is temporarily for Mercer Middle School is the best action moving forward. There is capacity at Aki Kurose and Washington Middle School to support students moving into those schools during this time. >> DIRECTOR DEWOLF: Thank you Dr. Pedroza. Now I'll move on to directors for any comments or questions before we move to the vote. And I just wanted to say at least my gratitude to Dr. Pedroza and Ashley Davies
108as well as Directors Mack and Hersey and other staff for coming together really quickly in the last month and a half on this topic and being able to pivot so quickly. So we'll now move on to Director Mack who is our Operations Committee chair to start off our questions and comments. >> DIRECTOR MACK: Yeah. I wish I could say I'm happy that this is in front of us but I'm not. It's unfortunate that we're at this situation with an overcrowded school and having to make a somewhat emergency decision but I'm grateful that we have we're moving forward with our board policies that we passed today and the advisory committee that hopefully we can get ahead of some of these issues going forward. And we all know that everything's up in the air and going to
109be challenging for the fall. But that still this is critical for us to pass at this time in order to ensure student safety in the building. So thank you for all the work in pulling together and bringing it in front of us. >> DIRECTOR DEWOLF: Thank you. Next we move on to Director Hampson. >> DIRECTOR HAMPSON: If you could just clarify the the new student assignment options. Is there any choice or just geographic determination of whether they're going to Washington or Aki. >> CONCIE PEDROZA: I'm going to allow Director Davies to answer that question. >> ASHLEY DAVIES: Good evening this is Ashley Davies Director of Enrollment Planning. So new students to the district would be assigned to either Aki Kurose or Washington Middle School based off of where they live. They would get choice just
110like any other student new to the district to any option school that does have space though. So Orca K-8 for instance is an option school that is in the area of where Mercer is and they do have space so that could be one option that families could also take advantage of. >> DIRECTOR HAMPSON: And then what's the impact on the high school on the high school pathway. >> ASHLEY DAVIES: So there would be no impact on the high school at this time. The assignment would just be for an alternate assignment at the middle school level. They'd still be assigned to their neighborhood or attendance area high school. Once they get to that grade level and there is capacity at that in those areas. >> DIRECTOR HAMPSON: Would they have the option to continue on their
111new their assigned for middle school pathway to high school. >> ASHLEY DAVIES: So the middle schools don't feed directly into the high schools the way our boundaries are. Our elementaries feed directly into middle schools but the high school boundaries don't align with the middle schools. >> DIRECTOR HAMPSON: Right. >> ASHLEY DAVIES: So there isn't a direct feeder anyways. >> DIRECTOR HAMPSON: Ok ok. Thank you. That's all for me. >> ASHLEY DAVIES: Thank you. >> DIRECTOR DEWOLF: Thank you. Director Harris. >> DIRECTOR HARRIS: I appreciate why we have to do this. But it frustrates me no end that we knew this was coming for years and we didn't have the bandwidth or that with staff changes. We were not able to change elementary feeder schools away from Mercer who has been completely slammed for years. We
112knew it and we knew we had room in other schools. So it's a disappointment. I'm hoping that the facilities master planning task force whatever it is that we're calling this that we are looking out for several years in advance. And the good people that we have in the seats presently that are planning for years in advance we don't end up in this situation again. I'm disappointed in us but we're doing the best we can. And onward. I will vote for this. Thank you. >> DIRECTOR DEWOLF: Thank you Director Harris Director Hersey. >> DIRECTOR HERSEY: I'm just thrilled that we got to a place to where we could find a solution that in the short term at least that relieves a little bit of this struggle our educators and administrators and all of our other hardworking
113employees in that building specifically. We will need to find a more long term solution for this. And I'm looking forward to having those conversations and the robust community engagement that it's going to take to make sure that whatever decision we make is a good one. Thank you. >> DIRECTOR DEWOLF: Thank you Director Hersey. Director Mack excuse me Director Rankin. >> DIRECTOR RANKIN: Thank you. Yeah I I mean I have some of the same concerns related to the questions that Director Hampson asked. I don't think there's a good good solution but I I would expect that when it comes time for students to rise to high school that there are going to be some frustrations or disappointments about what what that outcome is. Which is not to say it has a impact on this this item
114right now but I've just you know I think you know there's there's drama and upset when the perception is of not being able to continue in a in a cohort with your with your peers even though as to Ms. Davies’ point the the high school high school pathways don't or high school boundaries don't necessarily align with middle schools. But I'm just throwing that out there. The other question I have is if some students are going to Washington and some so I was not able to I had another director attend the June 4th meeting in my place where this was discussed because I wasn't able to be there at the Ops meeting but was there any discussion or or is there I'm wondering about students being assigned to Washington versus Aki and if it how how
115it will be if we thought about how to make sure that students understand the programmatic differences and TAF and what that means for their student and et cetera. >> DIRECTOR DEWOLF: Rankin. >> DIRECTOR RANKIN: Sorry that was a long way of saying I sense there's drama have we thought about it. Or I sense the potential for drama and has it been considered. >> CONCIE PEDROZA: Well I'll just speak that I know that Ashley's team and especially the admissions office one of the things that they will do is they work really closely with the families and making sure that they’re understanding ‘cause this is more for new families registering into our system. And so we can work with our teams to just sort of work through some of those those situations so they understand the programming
116and we can work with the manager Miss Manu to just make sure that the team is equipped to answer those questions and work with Ashley to get those questions answered. But yes it might be a challenge but for some of our families coming in they might be really excited about that opportunity too. >> DIRECTOR RANKIN: Absolutely I agree. >> DIRECTOR DEWOLF: Thank you Director Rankin Director Rivera-Smith. >> DIRECTOR RIVERA-SMITH: No questions or comments thank you. >> DIRECTOR DEWOLF: Thank you. And I have none at this time as well. And just again thanks for the work on this Miss Wilson-Jones roll call please. >> ELLIE WILSON-JONES: Director Hersey [aye] Director Mack [aye] Director Rankin [aye] Director Rivera-Smith [aye] Director Hampson [aye] Director Harris [aye] Director DeWolf [aye.] This motion has passed unanimously. >> DIRECTOR DEWOLF: Thank
117you. Okay directors we now have ahead of us 26 introduction excuse me 24 introduction items so I'm just encouraging us. We have about an hour left scheduled for this call. Minutes will likely not be as nuanced as the seconds or the or repeat gratitude. I just want to encourage really the burning question and comments. So I will move to Item Number One which is Amending Board Policy Number 1430 Audience Participation and Board Procedure 1430BP Audience Participation. This came through the Executive Committee on June 10th for consideration. Chief count Chief Legal Counsel Greg Narver I believe you'll be briefing us. >> GREG NARVER: I will. Good afternoon. Greg Narver Chief Legal Counsel. And I'll try to get the many intro items moving right along. This came to Executive Committee on June 10th for consideration because there
118were a couple of possible amendments discussed and I'll I'll get to those in a second. What I wanted to do first is just clarify what is in this BAR in terms of proposed changes to Policy 1430 and Board Procedure 1430BP. The first thing this does and this is something that's been under discussion for a long time but got put on hold because of the COVID necessary and routine restrictions for a few months. But it's finally moving forward. The first thing this BAR does is just try to clarify the process a little bit for how the public can sign up for public comment and how we administer it. Among the things it does it recognizes that board meetings won't always fall on a Wednesday. We had a situation I know with a religious holiday at one
119time that required holding it on a Tuesday. That's reflected in the new board procedure. It clarifies the sign up process and the information that we ask speakers to provide to us and it provides some clarification on the slots we reserve for student speakers as well. The other thing we do is reorganize a little bit and provide some clarity on the guidelines that we provide for public speakers. When we make our podium available to the public it's called a Designated Public Forum. We are allowed to put reasonable time place and manner restrictions on speech like time limits and number of speakers. But for the most part we we really don't can't restrict very much what people choose to say. And so what I wanted to do was make sure that our guidelines were consistent with the
120principles of a Designated Public Forum. And I used as a guide the WSSDA model policy and what we have in the proposed changes is a lot closer to what WSSDA recommends. The key principle for us always is that we have to be content-neutral. We can't discriminate based on viewpoint if we don't like a speaker's point of view and we can't provide favoritism either. And I've now included in the board policy an explicit recognition that while we may hear a lot of speech that's negative in tone we will always remain content-neutral in terms of allowing it. We do provide a bullet point list of a few items of types of speech that are not protected under the First Amendment. Things like inciting illegal acts or violence or so-called fighting words. These are far and few between
121and in the meetings I've been attending since September I don't think I've we've certainly heard some direct speech even some offensive speech but I don't think I've heard anything that would have actually mandated the board president terminating somebody's speech. So that's what's in today's BAR. At committee there was discussion of a couple possible amendments. One director proposed that a robust equity analysis be done of the time we allow to speakers and how many speakers we have. That's a really important issue. It's one that just given everything going on we really didn't have time to conduct before before this vote was taken a couple of other directors made the really important point about can we reserve certain speaking spots for particular agenda items because maybe if we have 25 speakers 23 may speak to the same
122item and given that the purpose of public comment is to help inform the board's decision-making you might want to hear about a wider range of topics. That's an important point. It's also a pretty tricky one in terms of the law. It needs a careful analysis and it's just nothing at least I have been able to turn my attention to yet. This is a way of saying while it's up to the board what amendments they want to consider and when I think with those types of amendments we'd be better off giving them the analysis they deserve and maybe bringing this back up in the fall. But I think in the meantime it makes sense to handle these clarification issues. I think that's those are the only remarks I'm going to be making but I'm happy to
123answer any questions about this BAR. >> DIRECTOR DEWOLF: Thank you Chief Legal Counsel Narver. We'll move to to directors for questions or comments. As the chair of the Executive Committee I have none but just do want to reiterate both my thanks but also that I hope we can come back to this because I think what this does is really provides and revises the container for our audience participation and to your point it doesn't add anything with respect to extending our time or thinking about 0030 or strat plan having priorities so I ask my colleagues to come back to those ideas after we have some community engagement and some legal analysis around those challenges. So Director Hampson I'll turn it over to you. >> DIRECTOR HAMPSON: Thank you so much. Mr. Narver for for doing this
124work. I think it's really important despite not having anyone speak to it today in our public comment I do believe it's something that is of great interest to those that would like to advocate on behalf of their their student communities. And I think that the the equitable access is really my primary concern when you're talking about a public speaking forum as you indicated and getting beyond two minutes and how we can do that and still allow a lot of voice. I think my preference would be three minutes and that seems like a tiny change but it would have pretty major implications. So I'm looking forward to having more discussion about about that. But otherwise I think that it strikes a good balance in terms of being clear about what people can and can't say. It's
125a pretty restrictive moment for us and I think it just goes to the fact that we need to find more ways to reach deeper into community to get input. Thank you. >> DIRECTOR DEWOLF: Thank you. Director Harris. >> DIRECTOR HARRIS: Big big breath and swallow here. This wasn’t delayed just a couple of months because of COVID. This has been on the agenda for several continuous months. I well appreciate that the First Amendment slippery slope issues are messy are difficult but our previous policy was just waiting for us to get sued. And thank you Mr. Narver for wading through this morass to get us here. But I do want to correct record and it's not because of COVID. This has been out there for quite some time. Second First Amendment is I think dear to all
126of our hearts but messy and difficult and people have a right to say what they say and they have a right to say who they want to say it to. And for our district to narrow those rights is very distressing to me. The other issues that come with this I agree with board member Director Hampson that we really ought to go to three minutes. There is a very long history of that years ago and there’s also a long history of having our meetings after work in the evening when people can potentially participate. The last issue that we talked about and I was understanding that staff was going to bring up some ideas here is to set aside a certain number of slots to talk about race and equity and white supremacy. Again that's been discussed
127months and months and months and I'm hoping that we can do that so we can put our effort and admittedly our time and these meetings are long and they're going to get longer. But but we need to put our time where our mouth is. Thank you so much. >> DIRECTOR DEWOLF: Hersey. >> DIRECTOR HERSEY: I didn't. I don't have any additional statements. I think my sentiments are covered in all of the comments that were just made. So in the interest of time I’m going to go ahead and pass. >> DIRECTOR DEWOLF: Thank you. Director Mack. >> DIRECTOR MACK: Yeah. Hi. Thank you. Mr. Narver can you clarify. I was reading through the edits and changes. Can you clarify the the whether or not speakers need to speak to agenda items and whether or not they're
128ordered. Did that get taken out entirely because the previous policy had a if you're speaking to action items you would be placed first so therefore it was kind of a more pressing and then intro items later. Is that all removed now. >> GREG NARVER: That's not in here. That again gets into some of the tricky issues about we we we can require that you speak to items on the agenda. There's plenty of case law supporting that idea. In terms of dividing it between intro and action that's not something I dealt with. I have not changed anything about that. Whatever I'm dealing with whatever changes we proposed to the existing policy didn't didn't remove any prioritization like that. It's well the term slippery slope has been used it's a very slippery slope on some of these
129things once we start saying we want to hear about this but not about or that this gets priority over that. >> DIRECTOR MACK: I apologize and maybe I just am having a hard time reading it. So it is that prioritization in the policy now because I thought it was or is it it wasn't there before and you didn't or I just just clarification is there a prioritization in the policy of order of action items versus intro items that kind of thing. Greg I can speak to that if that would be helpful. >> GREG NARVER: Sure. >> ELLIE WILSON-JONES: This is this is Ellie Wilson-Jones Director of Policy and Board Relations. Yes Director Mack that prioritization process is retained in board procedure 1430BP. There is a paragraph that begins with at noon on the day before
130the board meeting and then it speaks to the prioritization process which is that people speaking to action items are prioritized first on the list then those speaking to introduction items followed by those who would be speaking to other other topics. >> GREG NARVER: Thank you. I knew I didn't change it but I couldn't remember if it was in there or not. >> DIRECTOR MACK: So it's so it's not in policy but it is in procedure. How does that fit with the policy of not prioritizing Mr. Narver because I'm confused about whether or not we’re we're being consistent here between what's written in the procedure and what's in the policy. The what I want to be clear on is what's prohibited is viewpoint discrimination. And when I'm talking about whether we set aside particular topics like
131the strategic plan equity things like that which by necessity removes other things whether that's going to be viewed by courts as a form of viewpoint discrimination as opposed to what's permitted which is directing that speakers speak to the agenda. That's just an analysis I haven't had the time to do yet. I think what we have here is fine. But what we can't do is say we want to hear people who are going to speak in a favorable way about something versus an unfavorable way. And we also have to consider a state law that requires an opportunity for oral public comment before policies are adopted. And so that we'd need to make sure we're not moving out people who want to speak to and then those would be action items so that's okay that that's just
132when we get in the topic of are we going to move moving some speakers up and others down in general is okay because we are allowed to focus things on our agenda to help the board. We just have to be careful that none of that is going to be construed as a form of viewpoint discrimination. That's what I want to be really careful about. I don't think there's any inconsistency here but I think it's just something to be very very careful. Thank you Greg and Director Mack I would just encourage any other questions to Chief Counsel Narver and cc the board in case anything else is not clear. So thank you. Director Rankin. >> DIRECTOR RANKIN: No I I will. I have. I could make comments but I'm going to since this is for intro.
133I'm just gonna say thanks for the work and I'm glad we're puzzling over this. And I will reserve for another time. >> DIRECTOR DEWOLF: Thank you Director Rankin Director Rivera-Smith. >> DIRECTOR RIVERA-SMITH: I likewise I will hold my comments I know we're running behind here. But I appreciate the work and I'm excited that we're going to keep looking at this. Thank you. >> DIRECTOR DEWOLF: Thank you. Now we’ll move on to Introduction Item Number Two. It is 3:18 PM. Approval of contracts for development of the new Seattle Public Schools websites and ongoing web sites hosting services. This came to the Audit and Finance Committee on June 8th for approval. Chief Public Affairs Officer Carri Campbell I believe you are briefing us. >> CARRI CAMPBELL: afternoon. Thank you. Yes Carri Campbell Chief Public Affairs Officer. Today
134I'm introducing a BAR that if approved will authorize Superintendent Juneau to execute two contracts. One contract with Domain7. Domain7 will lead design content management system configuration content migration and staff training for new internal and external SPS Web sites. And the second contract with Pantheon who would provide ongoing web hosting and security services. The total cost for the two contracts is 831,577 dollars and would be funded by BEX IV and X. Contracted services outlined in this BAR are through 2021-22. Our websites are our most-used communication channel with over 25 million engagements annually for the district pages alone. Over the past two years we've had significant disruption to service and in some cases at really challenging times including during snow days and when we announced school closures related to COVID-19. When we analyzed our current content management
135performance so our websites and supports for families furthest away from educational justice so analyzing data from Title 1 schools the 13 priority literacy schools as well as schools where we have a higher percentage of English learners it became clear that our families aren't receiving the highest level of service that they could. Families who use a mobile phone or free internet to access our websites experience much slower page load times and in addition schools who have a higher percentage of students who qualify for free or reduced students of color or English learners are less likely to have regular updates to their websites their school websites. And this is defined as at least one update per month. Our school web editors have consistently said that our current content management system school Messenger is cumbersome to use. It's
136now been a decade since Seattle Public Schools has actively solicited for a new website CMS and with the new strategic plan Seattle Excellence and a commitment to better serve and support students and families of color who are furthest away from educational justice it is the right time to make this change. Engagement for this project was conducted in two phases. Engaging with staff and volunteers in the selection of the content management system so that's the platform in which the websites are developed was critical to our future success. As a reminder we use a distributed web management approach with over 500 web editors and this is supported by three central office staff. During phase one engagement a series of workshops one on one interviews and focus groups were held with central curriculum managers school web editors representing
137all grade levels and parent volunteers who edit the websites at the school level department web editors and web editors at the 13 literacy priority schools. Pain points challenges and preferred supports were surfaced during this engagement and informed the first RFP round for a new CMS. Feedback included that the new CMS needs to be intuitive and easy for everyone to use support mobile-first design and provide automated auditing for things like ADA accessibility. Platform demonstrations and 6 in-person usability testing sessions were conducted with various stakeholder groups and the team received 35 survey responses and overwhelmingly staff and parent volunteers preferred WordPress which is an open-source content management system. Because WordPress is an open-source CMS the team then needed to put out another RFP for a web developer and hosting service. The BAR in front of you today
138are for those two contracts. The engagement criteria gathered in phase one including criteria centering families furthest away from educational justice then created the foundation for the second RFP. Technical experts from multiple central departments including DOTS and the SPS web team and the project manager reviewed 12 responses. This team selected Domain7 and Pantheon as the final vendors. Domain7 was selected for their focus on mobile-first design as a reminder I've talked a little bit about this before 70 percent of our families in the 13 literacy priority schools access our web pages using their mobile phone. Ease of use including a clear back-end dashboard and editing tools demonstrated commitment to end-user design and ADA-accessibility. A flexible platform that can meet the unique needs of all grade bands and demonstrated understanding and experience engaging and building sites to reach
139and support families and students for the furthest away from educational justice. Pantheon was selected because of their strong security and evidence of rapid and automated responses to issues. Issues like errors downtime which is what we've been experiencing a lot with our current content management system and security vulnerabilities. If this BAR is approved the two contracts will be executed and we will begin the migration of web content. We will also begin the third phase of engagement. From August 2020 until the websites are launched we will conduct usability testing with the community. Parents students of all great bands staff and community partners. User-experience research will include web traffic analytics navigation studies so really looking at the design of the website to make sure that families and staff and students can find the information they are looking for
140and special attention will be given to ensuring families and students furthest away from educational justice are prioritized during engagement and user testing. And in Exhibit A the contract reference documents included in the BAR you'll see that we've outlined that as an expectation for Domain7. Staff and web editors will also be supported with the training plan materials and support videos. My SPS and the internal sites will migrate first to give staff time to get accustomed to the new CMS and tools that will be done in the fall. And then the external sites including all of the school sites will be completed summer of 2021. I'm now ready to take questions from the board. >> DIRECTOR DEWOLF: Thank you Carri. I will now move to audit and finance committee chair Hampson and then I’ll move your directors
141for questions and comments. >> DIRECTOR HAMPSON: I just want to say thank you so much. I know this is a really long time coming and must have just been tremendously frustrating to have to begin this entire COVID shut down and need to have that next level web presence and not be able to move forward. So congratulations on getting to this point. I fully support this and appreciate all the work and I know it's going to create another level of of communication for us. Thanks so much. >> DIRECTOR DEWOLF: Thank you Director Hampson Director Harris. >> DIRECTOR HARRIS: Could not be more pleased about this. Huge props to all of the interdisciplinary intersectionality team. Huge lift. Critical lift. Happy to have heard about it in great detail in Exec Committee. Go forward. Thank you. >> DIRECTOR
142DEWOLF: Thank you Director Harris Director Hersey. >> DIRECTOR HERSEY: No questions for me. Let's keep it rocking. Good job. >> DIRECTOR DEWOLF: Thank you. Director Mack. >> DIRECTOR MACK: No questions. Thank you. >> DIRECTOR DEWOLF: Thank you. Director Rankin. >> DIRECTOR RANKIN: I'm so excited about this. I did not have questions. I just have much support and enthusiasm and gratitude that we are going to be able to move this forward. >> DIRECTOR DEWOLF: Thank you Director Rivera-Smith. >> DIRECTOR RIVERA-SMITH: Yes thank you no deep deep appreciation no questions or comments thank you. >> DIRECTOR DEWOLF: Thank you. And I have none at this time as well. Carri thank you for the work. Okay move on to item — >> CARRI CAMPBELL: Thank you. >> DIRECTOR DEWOLF: —of course okay. Now I’m moving on to Item
143Number Three we are 1/12 of the way through our introduction items and it is 3:26. This is Introduction Item Number Three. University of Washington Experimental Education Unit Interagency Agreement to provide Special Education services to students with individualized education programs ages 3 through 6. This came through the operate excuse may Audit and Finance Committee on June 8th for approval. Dr. Pedroza I believe you will be briefing us. >> CONCIE PEDROZA: Yes. Hi. Thank you. And you say 1/12. Okay. Just to share that this is the EEU contract. This is the annual BAR that is presented for approval every year. The contract would provide special education services for up to 42 preschoolers and 16 kindergartners for students with IEP’s during the 20-21 school year as well as technical support and training for the Early Learning Department on
144inclusionary practices. These are services that Seattle Public Schools does not have the ability or staffing to offer and we are required by law to meet the needs of IEP students of all our students. And I just want you to note that the contract does include that increase of kindergarten slots from 15 to 16 and that in that we we recommend that we approve this contract. >> DIRECTOR DEWOLF: Thank you Dr. Pedroza. We'll start with Director Hampson as our Audit and Finance Committee chairperson. >> DIRECTOR HAMPSON: So yay EEU. And having said that this is something about which other than the pride with which we were able to bring this through Audit and Finance as a continuation of this incredible relationship I'm going to pass it I'm going to actually defer to Director Rankin if I
145may to talk a bit more about this because she's her own children have attended there and she knows about this organization this relationship very intimately. You’re up Liza. >> DIRECTOR RANKIN: Oh I was like is that now. I obviously was not prepared for that. Yeah. No I am always excited to see the EEU come through for services. Yeah like Director Hampson said both my children had the great opportunity of attending the toddler program the preschool program and one of my children was there also for kindergarten and they were students there with and without special education services and the EEU is a tremendous tremendously wonderful place that I would love to see not only are our student’s families have access to but also just continue to promote their work. And and I would I would really
146like people to understand what an incredible resource we have here. And we talk about inclusion and we talk about possibility. We don't have to look around and wonder what it would look like. We have this incredible early learning facility here right now in our city about two miles from where I'm sitting right now and or three but it is I know at one point in the history of SPS it was described as having by somebody who's no longer with the district as being just full of too many bells and whistles that we couldn't possibly replicate and for anybody who's been in the building there are no bells. Nor are there whistles. It is extremely basic basic structure in some old mid-century building but it's the people and the values and the focus on the whole
147child and bringing families in and including children with a wide range of ability and disability and showing that they can learn and grow together. And it is a obviously tremendously special place to me and to a lot of our families and they I would love to see us strengthen our partnerships want something that they do extremely well is when you have a very young child and newly diagnosed disability it is it's terrifying. You wonder you know your the vision the life you imagined for your family for your kids. There's there's an actual sense of mourning and a sense of loss depending on the severity of the disability of course in other circumstances. But the the fear and uncertainty of wondering what your child's future is like is something that is really hard for people who
148haven't gone through it to understand and I've gone through it to a very small degree compared to a lot of other families. But what the EEU does is really teaches families to advocate for their child and be engaged in their education and and welcome them into participating in that process. And so they not only are a welcoming an inclusive environment but they also are a wonderful model for bringing parents in to teach them how to participate what services to connect to and how to navigate the educational system with a child with disabilities. And then of course the the wonderful wonderful thing it provides for our children is a place where they are all included and loved and valued. And so yes I could go on but I won't. So this is just hugely important. And
149and thank you Director Hampson for giving me this moment to to get all sentimental about it. But an any anybody who's listening and all staff everything we can do to strengthen that partnership is is going to be supported by me. So. >> DIRECTOR DEWOLF: Thank you Director Rankin. Okay. Next we'll move to Director Harris. >> DIRECTOR HARRIS: My what a difference four and a half years make. One of our first board meetings was getting rid of the EEU and perhaps sometimes we need to be scared to lose what we have to recognize its value. But ever since that time we've heard from staff admittedly staff that is overwhelmed staff with limited bandwidth that we can do and lift up such a program ourselves and we we've not gotten there yet. And most of us know
150as well that the EEU is extremely limited. And we turn away dozens and dozens of children. And I cannot echo as much what the good Director Rankin has to say and I can think of 20 children whose lives were catastrophically changed for the better because of the EEU. I'm pleased to vote for this but I really want to see this on our work plans so that we can deliver those services ourselves or we can expand this program. Thank you. >> DIRECTOR DEWOLF: Thank you Director Hersey. >> DIRECTOR HERSEY: This is critical. Let’s move it forward. Thank you. >> DIRECTOR DEWOLF: Thank you. Director Mack. >> DIRECTOR MACK: No thank you. I'm ready to vote. Thank you. >> DIRECTOR DEWOLF: Thank you. Director Rankin Excuse me Director Rivera-Smith. >> DIRECTOR RANKIN: Don't come back to me.
151>> DIRECTOR RIVERA-SMITH: Yeah. Looks I love it sounds great. Let’s vote. >> DIRECTOR DEWOLF: Thank you. Okay. I have no questions at this time as well. Next we’ll move to Introduction Item Number Four. Head Start Grant-Annual Renewal. This came to the Audit and Finance committee on June 8th for approval. So we'll welcome Chief Financial Officer JoLynn Berge for to brief us today. >> JOLYNN BERGE: Good afternoon director [indistinct. This BAR requests approval for the 20-21 Head Start Grant for approximately five point two million dollars. This is an annual federal grant that we receive from the federal Department of Health and Human Services. In the Audit and Finance committee we were asked to provide data regarding staff and student ethnicity. This information will be coming to board directors in this week's Friday memo. That would conclude
152my remarks. >> DIRECTOR DEWOLF: Thank you. We'll start with Director Hampson as our Audit and Finance committee chair. >> DIRECTOR HAMPSON: Thank you so much. Thank you for that Chief Berge. I appreciate getting that info as that was the primary question that I had in committee. As a product of Head Start I am a huge supporter of this and I think just wanting to make sure that we're getting these services to students and that need them and and working hard as I know — >> DIRECTOR DEWOLF: Excuse me folks would you please mute your phones. >> DIRECTOR HAMPSON: —to make sure that we have representative staff and with that I will turn it over to other directors for questions. >> DIRECTOR DEWOLF: Thank you Director Hampson. Next up we'll have Director Harris excuse me actually
153before we go I just want also highlight Director Rivera-Smith as our Head Start program liaison. And I'm sure she'll have to say as well. So Director Harris to you. >> DIRECTOR HARRIS: I'm good on this thanks. >> DIRECTOR DEWOLF: Thank you. Next up is Director Hersey. >> DIRECTOR HERSEY: Same here. Thank you. >> DIRECTOR DEWOLF: Thank you Director Mack. >> DIRECTOR MACK: No questions. Thank you. >> DIRECTOR DEWOLF: Thank you Director Rankin. >> DIRECTOR RANKIN: I don't have any questions. Hugely important. Thank you. >> DIRECTOR DEWOLF: Awesome thank you. Director Rivera-Smith our Head Start program liaison. >> DIRECTOR RIVERA-SMITH: you. Yes. I regret that I have not been able to meet with Director Brown for last month. We will keep on missing paths we're going to meet on Friday. I'm going to learn more about
154our summer programs and next year’s programming. Regarding this BAR specifically I had I did my already addressed this with her I have some questions about the inconsistency about the funding. Its the numbers don’t match up in different places are called out. So I will be getting some explanation from her on that later. Just that was [indistinct] concern all of us obviously it is a hugely important program I'm excited that we're going to be able to expand the full day classes and I will have more to say at the next meeting. Thank you. >> JOLYNN BERGE: Director Rivera-Smith the numbers are actually I know that they may be confusing. One is representing the 18-19 school year where it says the report for 19-20. It's the report that we issue in 19-20 but it's reporting on 18-19
155and then the number in the BAR is actually for the 20-21 school year. So I did clarify that noticing saying the same things. >> DIRECTOR RIVERA-SMITH: Great no thank you that’s that's good thanks good to know thanks much. >> DIRECTOR DEWOLF: Thank you. And I have no questions. Thank you for bringing this forward. So next we’ll move on to Introduction Item Number Five Renewal of Washington Schools Risk Management Pool coverage for the fiscal year 2020-2021. This came to the Audit and Finance committee on June 8th for approval. Ms. Berge you’ll be briefing us again. >> JOLYNN BERGE: I will. This is super exciting. This BAR is our annual renewal for district-wide insurance coverage for the 20-21 school year. The expenditure amount stated in the BAR is a 20 percent increase from the 19-20 school year
156due to the risk pool claims that have been coming forward. And it's not just our district it's everyone in the risk pool. That's [indistinct] we do continue to work with the risk pool to control future cost increases. It is our recommendation that we continue with the risk pool. That would conclude my remarks. >> DIRECTOR DEWOLF: Thank you Ms. Berge. Next we'll move to Director Hampson our Audit and Finance committee chair to kick off our questions and comments. >> DIRECTOR HAMPSON: Thank you very much. Thank you for this. Thank you to Chief Berge and Richard Stout Head of Risk Management. Insurance is a good thing. We need it and I think at some point as a board we can have a bigger discussion about the extent to which being in the field of education is in
157fact a very risky business. And but I'm grateful that we have folks on staff that are keeping us covered in this regard. And we can always as a board as is it it is our fiduciary and ethical responsibility to make sure that we are supporting the mitigation of risks district-wide. So with that I'll pass it on for questions. >> DIRECTOR DEWOLF: Thank you. Next up is Director Harris. >> DIRECTOR HARRIS: Well if this is exciting to Chief Berge. Thanks a bunch. Appreciate that. I want to add that Richard Stout our Risk Manager sits on the board of the Risk Management Pool and has for several years and that matters a great deal to us. This is compliance-oriented and all the things that Director Hampson said and frankly we can do better at minimizing risk and
158we own this. Thanks. >> DIRECTOR DEWOLF: Thank you. Next up is Director Hersey. >> DIRECTOR HERSEY: No question for me. Thank you. >> DIRECTOR DEWOLF: Thank you. Director Mack. >> DIRECTOR HERSEY: No questions at this time. Thank you. >> DIRECTOR DEWOLF: Thank you Director Rankin. >> DIRECTOR RANKIN: Nothing from me. Thanks. >> DIRECTOR DEWOLF: Thank you. Director Rivera-Smith Rivera-Smith. >> DIRECTOR RIVERA-SMITH: Sounds great thank you. >> DIRECTOR DEWOLF: Thank you. And I have no questions for you Ms. Berge thank you for the work. >> JOLYNN BERGE: Director DeWolf can I can I just give one shout out to Richard Stout as well. He did catch an error that the Risk Pool had made and he saved us several hundred thousand dollars so I just want to give a shout out. Oftentimes we have staff in
159operations who really are making a difference for us every day. And that's one primary example. >> DIRECTOR DEWOLF: Thank you Miss Berge. >> DIRECTOR HAMPSON: Thank you Richard. >> DIRECTOR DEWOLF: Yes. Grateful to have that that person on our staff. Next up we will move to Introduction Item Number Six Resolution 2019/20-37 Fixing and Adopting the 2020-21 Budget. This came through the Audit and Finance Committee on June 8th for approval. Ms. Berge. Back to you for the brief. >> JOLYNN BERGE: All right. Thank you. This Bar would approve the 20-21 school year budget of just over one billion dollars for the general fund. I would like to note as requested by the Audit and Finance committee we have added information to the equity analysis including a link to the equity tier methodology. And second we added
160more explanation regarding the per-pupil expenditures to the electronic version of the budget book as requested. I will now move to the short PowerPoint presentation for the budget. Next slide please. We'll go we'll go over these areas. Next slide number three please. So moving to slide 3. We have you can see that this basically talks about where we are predicting to start the 20-21 school year with that’s the beginning fund balance. How many dollars in revenue and then expenditures that we plan on budgeting for for 20-21 and you can see as we've talked about in previous work sessions we are spending down our fund balance and we are predicting an ending fund balance of about fifty four point eight million dollars in the general fund. Now just recall also that every budget that we have does
161build in capacity for unanticipated receipts maybe like federal care spending or other things like that. So there is 30 or 40 million dollars that we do build into the budget for capacity purposes enrollment increases things of that nature. Slide 4 please. I wanted to this was a request by the board specifically I wanted to remind us in these uncertain times as we're building a budget these are the areas where the board really has flexibility and this is where those over and shorts really are taken care of. So we know that we have some money set aside for infrastructure. We will set aside the five hundred thousand dollars for the HR transformation but we will be using those other dollars as needed for COVID-19. We will also use a mix of the economic stabilization fund. We
162were increasing it to its maximum. We will use that as needed as well as then fall enrollment mitigation dollars if needed. We would not be pausing curriculum based on the on the board's preference and that would be continuing as planned. So I just wanted to highlight those areas as a reminder of where we left this work session. Next slide please. The next two slides talk about headcount and just start trend over time. Slide 6 then moves to AAFTE. So this the slide that we're currently on has the headcount which is how many students we physically have. And then the next slide actually talks about the annual average full time equivalent. So next slide please. And this shows budget to actual for over time. You can see that we are budgeting to be up about four
163or five hundred students from this year's actual number for AAFTE. Next slide please. This slide shows where we get our money from. So it talks about 18-19 actual dollars. What we adopted for our 19-20 because we don't have actuals yet for this year. And then our 20-21 recommended. So you can see that our revenues under the total resources line have increased from 18-19 from nine hundred and fifty one million to our anticipated just over one billion dollars. And then that does represent about a thirty six million dollar increase from the prior year. Next slide please. This slide shows expenditures by state program. This is the numbers laid out in a table. The next slide shows it as a picture. So this will show you the change in regular instruction which is really general education and
164what percent of our budget is going to fund regular instruction or basic education 47 percent that special education represents about 18 percent of our budget. And you can see that the next largest would be those support services as part of our budget. Next slide please. I just want to say that we do have increased costs because of increased labor costs and we do have some transportation increases in our expenditures. Next slide please. So we often look at expenditures three ways. The other two slides were by program general ed special ed vocational education. This slide shows them by state activity. So how many dollars are in teaching and teaching support and in the principal's office. So you can see that these are activities that go the first three lines are direct in-the-classroom type of expenditures and
165then we have the support services for our students and then we have central administration which has been holding at about 6 percent of our total planned expenditures. Next slide please. This is that same information put it put into a chart. Next slide please. This is background information in case you're wondering exactly what those definitions are. Next slide please. And this is the third way that we show our expenditures or track our expenditures and that's by object. So that means how much do we spend on salaries benefits supplies travel capital outlay. So you can see that the vast majority of our expenditures just like most all school districts we’re at about 85 percent of our expenditures are for salaries and benefits for our employees. Next slide please. And the next slide shows this as a as
166a picture. Next slide please. So just another way to look at it. Oftentimes we get asked about direct services to schools and to the classroom. We are at about 84 percent of our budget directly servicing or directly going to that classroom which we call direct services. And then there are other support services of about 16 percent. Next slide please. Same information showing that in graph form. The next slide on slide 17 is a slide that we're required to provide by the state. And this is what's called MSOC. It's our maintenance supplies and operating costs. So these are dollars that we are actually funded by the state for various categories and our associated expenditures for them. You will notice that our state our state funding is slightly more than what we're expecting to spend this year.
167And that difference will be going to offset special education above what the state is funding us. Next slide please the next few slides have high level information for the other funds. This one is for the Associated Student Body. This is for club clubs classes and athletics at the school level. This is student driven. So students decide what their fundraisers are going to be and what they spend these dollars on. Next slide please. The debt service fund for our district is very small. We put enough money in there every year to make the John Stanford bond payment so that's what these dollars represent. Next slide please. And the capital fund we've talked about this a couple different times in other work sessions where we are planning on spending. We have total revenue of about three hundred
168and thirty two million dollars and we are expecting expenditures of about two hundred ninety seven million dollars in the capital fund with an ending fund balance projected of just under one hundred and twenty million dollars. Next slide please. We didn't get this slide updated or I'm using. Oh you we did. I'm looking at my screen. Sorry. So two things that we've provided for information. We have a district-wide staff FTE summary. It really tells us how many of each kind of staff that we have. That is page one hundred and eighty five in the budget book and then we do have school funding allocations that start on page forty one and that is by school in the budget book as well. And I would like to shout out to budget staff who put our budget book
169together every year and they do an incredible job of tracking our billion plus dollars. So with that I would conclude and take comments or questions. >> DIRECTOR DEWOLF: [indistinct] very much Chief Berge. I'll turn it over first our Audit and Finance committee chair Hampson. >> DIRECTOR HAMPSON: Thank you Chief Berge. I'm going to preempt with a couple of questions that I am just assuming folks are going to have that they always ask and for the sake of those listening or that might watch later if you could speak briefly to the source of the information for the for next year’s student enrollment budgets. >> JOLYNN BERGE: Enrollment Planning provides that that. >> DIRECTOR HAMPSON: No I mean we are the last round that anyone would have seen came from February enrollment and it's been updated in
170June to reflect — >> JOLYNN BERGE: Another 60 kids. We didn't really have any change in June. >> DIRECTOR HAMPSON: Okay. And then the next question. I'm just looking at the slides myself has to do with. Oh if you could discuss for the sake of the board and those listening. The extent to which we are seeing both COVID expenditures that we’ll we've already made a lot we know but that will that will be part of next year. A moving target we all realize but if you could speak to that and also speak to the application of the CARES dollars when they get to us the 10 million dollars that we believe we’ll receive in CARES dollars. >> JOLYNN BERGE: Yeah. So we are slated OSPI has told us that our CARES Act funding right now
171is about ten point seven million dollars. As of the end of April I believe that we were at just over 6 million dollars in COVID expenditures for our district. So I would expect that the majority of the ten point seven will be used up from 19-20 expenditures. If there are dollars left right now just for health and safety and PPE we just updated our projection we think we're somewhere around 15 million dollars just for extra cleaning disinfecting and then PPE for our staff thermometers all those types of things that we have to have to open under any model at all. So we are hoping that we will have some savings in some areas maybe not and probably not enough to offset all of those expenditures. So that's where the budget flexibility slide comes into play
172and becomes important at that point. I will also say that if there is a special session excuse me K-12 will be taking cuts. We don't know what that looks like yet. >> DIRECTOR HAMPSON: Thank you. And then I appreciate. I also appreciate the the work that the budget team puts into the budget books. I spent the better part of the weekend with both last years and this years working with community members to help them better understand their school budgets. So I just wanted to clarify for folks that what in the context of the Governmental Accounting Standards that that are utilized and the information that we're that we have the the budgets in the at the building level are not actuals but budgeted even if there were demons — look if you're looking at prior years
173and so when you look you look at changes in how things are budgeted from one year to the next but they don't necessarily represent all costs. I mean all sources of funds can I say that with authority because there are other sources of funds that come into the school budgets that aren't necessarily represented PTA grants that kind of thing. >> JOLYNN BERGE: Yeah a small amount a small amount of funding may come after we set the budget. >> DIRECTOR HAMPSON: Okay. And I think that that is it from my end so I will turn it over. Oh I had one other thing that I noticed that — >> DIRECTOR DEWOLF: Thank — >> DIRECTOR HAMPSON: Hold on just second that I wanted to to bring up and then for later discussion that when buildings apply
174for waivers the process by which they do that first goes through requires an approval through the Directors of Schools is that correct. >> JOLYNN BERGE: Do you mean for staffing waivers. >> DIRECTOR HAMPSON: Yeah there's a whole series of them in terms of for example when you get an art teacher or when you use your PCP dollars to pay for PE and then what do you use it for next and depending on the per the weighted staffing standard and CBA’s there the money goes towards certain things. And that waivers for that have to go through a series of approvals at the when the building applies for those but the first line of approval is the Directors or Schools. Is that correct. >> JOLYNN BERGE: The first approval is really the the central admin. Yeah. >>
175DIRECTOR HAMPSON: Okay all right. Thank you. And I'll pass it along. >> DIRECTOR DEWOLF: Thank you Director Harris. >> DIRECTOR HARRIS: We don't have enough time for my questions. I've got several but I'll take those off line. I appreciate Director Hampson addressing the fact that the school budgets are not actual but estimated and budgeted which which I think is misleading. Second we have got to address the PTSA backfill funding inequities throughout the city. Third I appreciate Director Hampson brings up the Executive Directors of Schools roles with respect to waivers and changes thank you and thank you to the staff putting all this information together. >> DIRECTOR DEWOLF: Thank you Director Harris and we will have also on July 8th is our on July 8th we will have the budget hearing to go over more of
176the budget too for folks public on the call. Next up is Director Hersey. >> DIRECTOR HERSEY: My concerns have been laid out pretty thoroughly so in the interest of time I have nothing to add. >> DIRECTOR DEWOLF: Thank you Director Hersey Director Mack. >> DIRECTOR MACK: Thank you. I do have a couple things but I'll try to make them very brief. Thank you Director Hampson for asking the question about where the enrollment projections come from. I'll just note that the enrollment projection is closer to the actual from a couple of years ago and so trusting that that estimate is closer than last year’s was. And happy to see that. The one question about the enrollment projections so that I don't quite understand is the summer school number of 36 students. Do we not get apportionment
177for fourteen thousand students fourteen hundred fourteen hundred fourteen thousand. >> JOLYNN BERGE: We do not [indistinct] you can only claim each student a 1.0 for 10 months and so if they've already been claimed they're not qualified for summer time. If there's FTE left over from those students and they take summer school they can be claimed that difference. >> DIRECTOR MACK: Okay so that so the the summer school costs are coming out of levy funds. >> JOLYNN BERGE: Yep they're all on us. Well sometimes we use grant funding right. We use Title 1 and LAP often to supplement summer school. Yeah. >> DIRECTOR MACK: Okay. Okay so a question to the school budgets and the approval process. The BLT’s have to approve school budgets. Is that done before this book is put together so have all
178the BLT’s approved each of the school budgets that are in the book now. >> JOLYNN BERGE: Yes. >> DIRECTOR MACK: Okay so they say yes we are we are happy with the staffing arrangement. So all the BLT’s — >> JOLYNN BERGE: Yes. >> DIRECTOR MACK: —have approved [indistinct]. >> JOLYNN BERGE: That is that is something they have to finish before we can put the book out. >> DIRECTOR MACK: Got it. Okay. Great just for clarification on that. And then the last question I had was around what next year is going to look like and the apportionment that comes from the state and everything is based on actual counts done October 1 etc.. And you have a sense of what impacts might happen if they you know if with the the impacts to actually our revenue
179on our apportionment from the state then that we're likely to see a lot of variability in actual enrollment numbers in the fall. Do you have any sense of plans for how districts are attempting to work with OSPI in order to not take a massive budget hit. >> DIRECTOR DEWOLF: Director Mack [indistinct] to be specific to the item. >> DIRECTOR MACK: It's about the [indistinct] enroll the apportionment from the state is based on enrollment count I mean our entire budget’s based on revenue. So my question is whether or not whether or not there's conversation about how to manage that in the fall. >> JOLYNN BERGE: We are having conversations. >> DIRECTOR MACK: [indistinct.]. >> JOLYNN BERGE: Yeah yep so two critical things. What happens if enrollment doesn't come in we're talking OSPI about that we also
180need to have those conversations with legislators and then it's the same with the state budget impacts. We don't know what they're considering. We know that they're considering cuts. We don't know what those look like again. We need to work with the legislature so we built this budget without knowing a lot of things that are yet to come. But we are you know we're gonna we're gonna make it through this. >> DIRECTOR MACK: Thank you very much appreciate it. >> DIRECTOR DEWOLF: Thank you. Director Ranking. >> DIRECTOR RANKIN: Just one statement that I I think that there would be a special session to consider cuts instead of to consider additional revenue is is really shameful and disappointing and other than that thank you Chief Berge for your work and for being flexible and consistent and all
181of that. Thanks. >> DIRECTOR DEWOLF: Thank you Director Rankin Director Rivera-Smith. >> DIRECTOR RIVERA-SMITH: you. Also likewise appreciate the budget book being sent out mailed out to us. And also this on the slide show here I appreciate all the clarity of numbers. I really like Page 8 of the slides. The expenditures our state program looking at where our money goes and I'm wondering where Early Learning is represented on that page in those numbers. >> JOLYNN BERGE: I'm sorry you cut out for me. Say that again. >> DIRECTOR RIVERA-SMITH: Yeah. On slide 8 I'm wondering where Early Learning is represented in those categories of those numbers. >> JOLYNN BERGE: It would be in other instructional programs generally. >> DIRECTOR RIVERA-SMITH: maybe I find out later where I can dive into that category more where you can
182where I can find information on what that what that includes in that category. Other other along [indistinct] regarding as we had a community member point out that the meeting for the budget is like literally right before the board meeting at which we're supposed to approve it. So I'm concerned that that's not really keeping with the spirit of the mandatory public hearing on the budget since anything I mean I don't know how much can change in that minutes between that meeting and the one we vote on it and it seems it seems almost unlikely that any real effect can be had from anything we hear at that meeting from the public. I don't know that they're generally this this bumped up against each other I don't. I think last year there was more time between them
183but maybe I'm wrong and yeah — >> DIRECTOR DEWOLF: Director Director Rivera-Smith. This is tradition how it's been. As well as we have these discussions throughout the whole year so that we can bring up these issues as opposed to having the whole conversation on July 8th so I'm hopeful that we can capture all these concerns throughout the year during that process or through our committees the Audit and Finance being one of them. >> DIRECTOR RIVERA-SMITH: I have no other questions or comments. Thank you. >> DIRECTOR DEWOLF: Thank you Chief Berge. I don't have any other questions at this time [indistinct] grateful for your continued work bringing us together each month to talk about our budget. >> JOLYNN BERGE: Thank you. >> DIRECTOR DEWOLF: We will now move to Introduction Item Number Seven. For directors we
184are one-quarter of the way through we've done 6 items out of 24 and we're 4 minutes over time. So we'll move on to Item Number Seven which is Approval of contracts for Private Schools Proportional Share Services RFQ03969 the provision of equitable services to private school students eligible for special education. Providers include Hamlin Hamlin Robinson Hampton Tutors Ryther and Spring Academy. This came through the Audit and Finance committee on June 8th for approval. Dr. Pedroza I believe you'll be briefing us. >> CONCIE PEDROZA: Yes. Thank you. Just to share that this is an annual BAR that comes before the board for approval. Seattle Public Schools is required by IDEA to set aside a proportionate share or IDEA funds to serve students who have been placed in a non not-for-profit private school and are eligible for special
185education. Students identified for services through the special education evaluation process and that are then placed in the on a service plan and may access services as determined by the proportionate share process. The services are available for determined determined through a set process outlined by IDEA. Just to share a little bit of information about some of the services that actually are utilized through this service. We have a contract with some of the each of the private schools one-to-one instruction in one academic area 90 minutes per week could be an example. Social skills groups. Sometimes there’s workshops related to executive functioning to support teachers and parents and just to let you know that in addition we we as the Seattle Public Schools provide equipment to students with vision hearing and mobility needs for their use at their
186private schools as well. >> DIRECTOR DEWOLF: Thank you Dr. Pedroza. We will [indistinct] to directors for comments and questions starting with our A&F committee chair Director Hampson. >> DIRECTOR HAMPSON: Thank you for this. No no questions for me. And other than this is a small group of services that we need more of in absence of having the capacity to provide internally and I wish we had. I wish we had more of them. Thank you. >> DIRECTOR DEWOLF: Thank you. Next up is Director Harris. >> DIRECTOR HARRIS: Emphatically agree with my colleague Director Hampson and would also suggest that again aspirational given our bandwidth issues if we're working with these schools and they're doing cutting-edge work on things like dyslexia perhaps we could have a trade in terms of curriculum and a professional development etc. Thank
187you so much. >> DIRECTOR DEWOLF: Next up is Director Hersey. >> DIRECTOR HERSEY: None from me. Thank you. >> DIRECTOR DEWOLF: Thank you. Director Mack. >> DIRECTOR MACK: Yeah. Is this the first. I don't know that I've seen a contract with Hamlin Robinson in the past. Is this the first or is this something I just didn't notice before. >> DIRECTOR DEWOLF: Dr. Pedroza. >> CONCIE PEDROZA: So I believe we have had contracts with them in the past. I'm not sure about the contract from last year. I actually have Director Campbell is online that she can answer that question specifically in comparison to the last few years. Director Campbell. >> CARRI CAMPBELL: This is Director Campbell. I am not sure I don't have that right in front of me so we can get back to you
188with that information. If they were on the on the proportionate share contracting list last year and we can get back to you and let you know. >> DIRECTOR MACK: Yeah I. That's fine and I appreciate that. I just want to also underscore Director Harris’ comments around potentially utilizing some of the some of these providers to support PD in our schools specifically around things like dyslexia and dysgraphia. So thank you I look forward to getting that information back. >> DIRECTOR DEWOLF: Thank you. Director Rankin. >> DIRECTOR RANKIN: Nope just want to echo the comments made by Directors Hampson and Harris. >> DIRECTOR DEWOLF: Thank you. Director Rivera-Smith. >> DIRECTOR RIVERA-SMITH: No questions or comments. Thank you. >> DIRECTOR DEWOLF: Thank you. The only thing I'll say in particular when we speak about special education is to
189just really highlight the fact that the state does not reimburse us fully for us providing special education services which our students need and deserve. And that is a shame. Next we’ll move to Introduction Item Number Eight. This is Approval of the 2020-2021 Students Student Rights and Responsibilities (SR&R.) This came through the C&I committee on June 9th for consideration. Excuse me C&I means Curriculum and Instruction Policy Committee. Chief of Schools and Continuous Improvement Wyeth Jessee I believe you will be briefing us. >> WYETH JESSEE: Good afternoon. This particular motion is around the 20-21 Students Rights And Responsibilities. This is our annual approval of what we called the SR&R’s. This particular document helps to give us information regarding the rules and regulations around student behavior as well as the structures and procedures that schools do in response
190to the behaviors that are exhibited across the district. This is in accordance with the disciplinary laws of the state of Washington and for us has had significant changes over the past five years. This year happens to be one of those years where the state has not moved forward any significant changes. Most certainly not like last year but in turn what we did do is pull together a student group of 149 students representative across our elementary middle and high school levels. It was really good to get that feedback and the thing that students really called out for us as we think about these particular rights and responsibilities for our students is around just the relationships that they have with the adults at the school and I know I heard that part of the conversation of the
191previous board resolution that was passed 2019/20-38 and then also just also about the the differences or the imbalance in the amount or type of reactions the student behaviors across our schools and so that feedback was really about not so much around the content of the students rights and responsibilities which they highly supported and said were well written and intended since that is the work that we've done over the last five years to make sure it's inclusive inclusive of student voice and that it's also something that they can understand but this time it was about truly the implementation. So for us we know that we're going to continue to move on with professional development to address those. We know that there's a lot of things tied to student discipline I know I heard that as part
192of the earlier conversation. But I’d be remiss not to mention that there is a lot of things upstream to help address so that we don't even approach the areas of more formal discipline and that we are building in community building on relationships teaching social emotional learning skills and most certainly providing an inclusive education. And then in sense of the building community is most certainly building in those restorative practices and engaging instruction. There were some other parts of this that we did make some grammatical changes. Updated the hyperlinks that became outdated and then aligned our language to the strategic plan. We also developed and aligned some of the definitions as you'll know later on as I present the new update to the threats assessment and school based threat assessment teams and our new policy 3225 and
193then aligning our so this work to the possession or using marijuana which is the new board policy 3423 and then that's some of the updates that we have made to the Student Rights and Responsibilities for this year. With that I'll take any questions. >> DIRECTOR DEWOLF: Thank you Chief Jessee. We'll start with Director Rankin [indistinct] Instruction Policy Committee chair for questions and comments. >> DIRECTOR RANKIN: Thank you. Yeah. We had some discussions around this in our committee and the something that I would I would like just to re-emphasize I guess or just state for the public is the the discussions that we had around this really instead of being a kind of box-checking behind-the-scenes sort of document figuring out ways to better communicate out to students and to empower students that this is their you
194know that that they have the responsibility that they carry responsibility but they also have rights. And that I know it's right in the thing there. But it's I think there's you know it tends to be a thing that's passed out maybe on the first day of school or there's a link somewhere and a short one-pager and it gets it gets buried and then an issue comes up and a student or and their family may not realize that that this exists. And so trying to figure out ways to kind of educate our our kids about how this applies to them making it more accessible and then apparently the student groups address that as well and had had some solutions. So I look forward to that developing more. This goes along a bit with what I was
195talking about earlier about the need to sort of align things across policies and yeah I just I want to make sure that where we are you know deliberately putting equity and updating and addressing institutionalized racism in all of our documents and our practices that we're really aware of of the critical importance of our language use and consistency of language use so saying things like orderly or civil or just terms like that that are pretty subjective and also could be couched in dominant culture as opposed to being more reflective or responsive to the the many cultures and backgrounds of our students. I don't I don't know that the students rights and responsibilities is as much impacted by that desire that I have to sort of look at policies altogether but it's certainly anything in there should
196be reflective in Students Rights and Responsibilities but I really appreciate the work and and and the conversations that we had and can [indistinct] that seems like we are aligned in in moving forward. >> DIRECTOR DEWOLF: Thank you. Next up is Director Hampson. >> DIRECTOR HAMPSON: Hi thank you. So I I guess I would just to try to keep it short. I do believe that I know the timing of this approval is intended such that it's ready to go in the fall. And I believe that we're probably depending on how what we can get accomplished relative to aligning the critical work around policies that pertain to how our students come into contact with law enforcement and then the forthcoming anti-racist policy which I think will actually have a substantive impact on this. I'm not sure if
197we want to consider and then I also see that there's a threat you know the threat assessment definition is in here as well. So from a timing standpoint I do think that this will be impacted by decisions made in the next couple of months work that we do in the next couple of months and I don't know if that means that we just look at this again so that it's revised for next year or that it's revised in real time. It's historically been the paper document that goes home with students. We're pretty much looking at everything electronically right now. So I just want to put that out there in terms of that I do think that there will be I don't think that this document passes the test of of being consistent with what it
198needs to be in anti-racist organizational context is is kind of my final statement. So I think we need to work towards that. Thank you. >> DIRECTOR DEWOLF: Thank you Director Hampson and obviously that conversation is forthcoming. Director Harris. >> DIRECTOR HARRIS: I'm good. Thank you. I agree that we have a great deal of work to do. I worry about the bandwidth. I worry about having 27 intro items and narrow opportunity to speak to them in Leg meetings and we probably need to unfortunately make our meetings longer. Thank you. >> DIRECTOR DEWOLF: Thank you. Director Hersey. >> DIRECTOR HERSEY: I have the same sentiments around specifically moving this document toward a more anti-racist focus. I share those concerns with Director Hampson and I will leave it at that. Thank you. >> DIRECTOR DEWOLF: Thank you. Director
199Mack. >> DIRECTOR MACK: Yeah hi. I'm going to my my question I think is back to my fellow directors and staff as you know the is do we do we want to approve this if it's not aligned with the resolution that we just passed or do we move it forward anyway. I'm I'm just a little curious whether or not we want to have that review before we move it forward. And that's a question of my fellow directors. >> DIRECTOR HERSEY: Do we have a time crunch on this would be my question. >> DIRECTOR DEWOLF: Chief Jesse. >> WYETH JESSEE: Yeah. This we we make these every year we'd make an annual we could most certainly I know there's a lot of conversation and I also was obviously heard an earlier that yeah we could make
200more changes you know and come into a shorter cycle somewhere in the fall. I know there's a lot of other intersects with other policies. And then the anti-racist procedure the policy procedure that’ll be moving forward so we can we can do that. I think it's just the kind of as soon as it gets landed we can take action right out right after that to make sure that it lands and it coincides with that as soon as possible. >> DIRECTOR MACK: Yeah I would like to suggest that because this is so important and so tied to that and that there are some questions about the language that we probably should do that work before we finalize it. I mean I recently read an article that was put out kind of questioning whether or not PBIS is
201you know as a as a structure as whether or not that is appropriate or whether or not it's anti-racist. So I'm just I just would like to have that work done and not just approve it. If if we have the time to do the work I'd suggest that we do it. >> DIRECTOR DEWOLF: Thank you Director Rankin. >> DIRECTOR RANKIN: Yeah. This is Director Rankin again I just want to echo that. Yes this conversation sounds like it's going along with what was discussed a little bit earlier about the need to sort of look across several documents and be sure that they are supporting and reinforcing each other and very clearly rooted in anti-racist policy. [indistinct] >> DIRECTOR DEWOLF: —you are the chair of C&I if you’re are you suggesting to pull this today. >> DIRECTOR
202RANKIN: What does that. What does I mean. It's an introduction item right now. So when — >> DIRECTOR MACK: I could make a motion. I could make a motion to refer it back to the C&I committee to align it with the resolution we passed earlier. >> DIRECTOR DEWOLF: This is just the introduction so I think we could just pull unless Greg you have an additional ideas. >> WYETH JESSEE: This would mean that we would to hold off. I'm sorry to interject but I would just say that this means that we're going to use the old documents so there wouldn't be the updates so we can move this forward and then just simply keep continue to make more updates to it. >> DIRECTOR RANKIN: That's what I was going to ask yeah is there is there
203a possibility of what are I guess what are the what are the options for moving this forward and continuing to amend. >> DIRECTOR HAMPSON: I think Chief Jessee made that clear. >> DIRECTOR DEWOLF: If I could if I could just add here too when we think about policies that are not actually policies yet when we think about 0040 anti-racism it's technically not a policy yet. And so to make concessions for a policy we don't know in this now I think would probably not be smart but I think it could be updated live as new policies are added If I hear Chief Jessee right. >> DIRECTOR RANKIN: Well but I'm also thinking about if we're looking across multiple documents that do exist. And and time you know work to be done in a possible work session
204or I'm not sure what can we approve this so that we're going for going from an up you know not reverting to last year's but going to this year’s knowing that there may be changes made in response to either other policies or or the new policy. >> DIRECTOR HAMPSON: Director DeWolf can I make a recommendation. >> DIRECTOR DEWOLF: Hampson. >> DIRECTOR HAMPSON: My recommendation would be per Chief Jessee’s comments that that we can move this forward with to action item with a specific statement about being able to make a mid-year change meaning we would have another round of changes after that. >> DIRECTOR RANKIN: My question really is do we need to make that statement or does a procedure exist already in which we would be able to make amendments as needed in the future.
205>> DIRECTOR DEWOLF: Let’s let Chief Jessee jump in here. >> WYETH JESSEE: Yes. And so on policy 3200 it it's under the written rules for student conduct. It specifically calls out the school board has to annually approve a Student's Rights and Responsibilities. That we [indistinct]. >> DIRECTOR DEWOLF: Harris. >> DIRECTOR HARRIS: Thank you so much and I'm thinking between Chief Narver and Chief Jessee we can answer this. This is the document that provides the legal basis for all kinds of things. Is that correct. Discipline expulsion etc. That is correct that's what this document covers. >> DIRECTOR HARRIS: Okay. And in past years when we've had issues with it we've said well we have to get to the printer before fall. Is that still an issue. >> WYETH JESSEE: That is also correct we have to
206update that information posted as part of the handbook. Yes. That we must distribute by law. >> DIRECTOR HARRIS: So if we are tinkering around the edges with it sometime during the next year is that consistent with notice and due process. And I guess this is for Chief Narver. >> GREG NARVER: And you know I've got Ronald Boy on the meeting as well. And if if I can call on him to speak to this I'd appreciate it since he may have more more information on this than I. Ronald sorry to put you on the spot but can I ask you to speak to this. >> RONALD BOY: Yeah of course. This is Ronald Boy a Senior General Counsel. The student rights and responsibilities handbook does include a number of really important due process rights that a
207student has the or reflection of the law as to what happens when a student is disciplined. So it details when you are long-term suspended or expelled or any variety of types of disciplines what does the legal process is to have due process and appeal the discipline that you've received. So it's really important that this gets put in place for next year. In addition this year's updates have a number of changes to the definitions of our discipline codes which are important to align with the law. And in addition the it's really important and it's legally important that the SR&R is translated into our top languages. And because this is a significant document as far as the number of pages translation takes a good part of the summer. So it is as far as timing it is
208really important that we get the translation started so that can be distributed to students and posted at the at the start of the school year. >> DIRECTOR HARRIS: I have a follow up. >> DIRECTOR DEWOLF: quickly. >> DIRECTOR HARRIS: Thank you. So can we ask that this process be started in December of 2020. So we're not jammed yet again year after year in June so that we can align these processes for the next coming school year. >> DIRECTOR DEWOLF: suggestions. >> DIRECTOR HARRIS: [indistinct] thank you. >> DIRECTOR RANKIN: Can I. It's Director Rankin as the C&I Committee chair. May I ask that we move this forward as-is so that we don't revert to last years but may I request a mid-year or winter review of this one in the coming school year. >> DIRECTOR DEWOLF:
209Director Rankin yes I think to a finer point Director Harris is has a great suggestion because I think having this conversation the week before our final meeting feels a little bit rushed so anything we can do to improve that process by talking about this earlier would be helpful particularly as you know hopefully 0040 anti-racism is passed and obviously needing an update for the 2021-22 school year. >> DIRECTOR RANKIN: Sure but that doesn't help us right now with this one. >> DIRECTOR DEWOLF: understand. >> DIRECTOR RANKIN: Okay. >> DIRECTOR DEWOLF: But they're going to move on to Director Rivera-Smith and then I’ll come back. Director Rivera-Smith. >> DIRECTOR RIVERA-SMITH: Hi thanks I'm no I I appreciate all the conversation on this I'm glad that we've taken the time to have this conversation right now even though
210I know we're really behind with our meeting. I would I I feel like Director Rankin said it's probably wise to move this forward so we have something that's not the old one in the effect in effect right now I and probably more conversation is needed. No further comments or questions thank you. >> DIRECTOR DEWOLF: Thank you. Okay so Director Rankin before we move on. Can you just clarify what you're hearing for today. Synthesize that back to us. >> DIRECTOR RANKIN: Yeah for today my preference and what I believe I'm hearing is that this as introduced move ahead in the usual process so that we do not revert to last year's by default and that we reserve time to re-examine and implement in in almost real time any changes from the next few months of work
211that would impact this policy. And then I am also hearing that the entire process of creating the annual rights and responsibilities document should be moved up in time so that we're not crunched at the end of the school year to approve the following year’s document. >> DIRECTOR DEWOLF: Thank you if there are no further questions or comments I think SPS you've heard where the board is wanting to move with this. I would love to move on to Item Number Nine. Okay. We'll move on to Introduction Item Number Nine Approval of new Board Policy Number 3211 Gender-Inclusive Schools Transgender and Gender-Expansive Student Rights And Supports. This came through the curriculum and instruction policy committee on June 9th for approval. Mr. Jessee I believe you'll be briefing us once more. >> WYETH JESSEE: Thank you. Today I’m
212moving forward for approval for a new Board Policy Number 3211 around gender-inclusive schools. This is in relations to a new state law. RCW 28.642.080. This work is builds off of already the great work that we have done here in the district and in support of the school board. Much of this information is detailed in Superintendent Procedure 3210. This provides us an opportunity to shift create this new policy and a drafted policy. I'm sorry Superintendent Procedure to support 3211. This is a amazing amount of work and guidance around helping our students giving inclusively and then also just for us to think around issues around student dress access to spaces and participation for our students and gender expansion of students. So I just. This particular new policy is exciting work for us and especially in light of
213the recent issues passed by the Supreme Court and I wanted to just thank you and I'll take questions. >> DIRECTOR DEWOLF: Okay. We'll start with Director Rankin as our C&I policy committee chair. >> DIRECTOR RANKIN: I don't have any questions. I'm thrilled with the work and support that has been happening around this policy. And let's keep it moving. >> DIRECTOR DEWOLF: Thank you Director Hampson. >> DIRECTOR HAMPSON: I don't think I have any questions I didn't get any emails or anything on this that I saw that I saw. I think the only question I have is whether or not we have. I didn't see any partners listed. We have go-to partners around this work that would potentially be referenced in the BAR or oh I said I guess. >> DIRECTOR DEWOLF: It's students a lot
214of students. >> DIRECTOR HAMPSON: students. Okay. And then GLSEN is on there too as a as research. But I didn't know if we any local partners that we needed to reference. >> DIRECTOR DEWOLF: I'll let Senior Legal excuse me Senior General Counsel Ronald Boy maybe potentially jumping here. I know that he worked on this a lot and we collaborated a bit on the LGBTQ resolution that directors approved a couple weeks ago and this was one part of those kind of policies that were coming in connection with that resolution. And I know Ronald has worked on this so if he has any background he wants to provide. >> RONALD BOY: Yeah I would be happy to. You know this is this specific policy is it's really more in response to the the new law which is
215great which requires the district to have a policy in support of our transgender students. As you know we've offered rights and supports to our transgender and gender-expansive students for many years and those have lived in Superintendent Procedure under our nondiscrimination policy and our procedure is one that is in I would say in constant state of refinement and we have a number of partners in the community that we work with. Whenever we do refinements and those are partnerships that Lisa Love and myself have worked on and there is a there is a number of transgender groups as well as our student groups in each one of our schools that we meet with on a pretty regular basis to discuss changes that we're considering to our procedure to you get feedback. Our most recent changes to our
216superintendent procedure were a result of a good year and a half of working with students at a number of our schools and they gave us gave me feedback as far as what they needed to see in our school. And so every you know every year or so we've been working with with our partners and our students especially to refine and enhance our procedure. And it really reflects the most current things that we can do legally as well as as far as also it's a kind of legal determination when we work on a procedure as well as just a response to further awareness in our community and in our schools of the needs of our students. And I'm really proud of the fact we've able to been able to respond to those needs and and change
217our our policies and procedures appropriately. >> DIRECTOR HAMPSON: So thank you for that. I'm super excited to see this coming through and I mean part of the reason why is I think it's such a huge issue for our transgender students. And then so my last question and sorry that I do have questions I know we all want to get through this agenda but how what what the professional development plans might be is that kind of next stage to really get this into buildings. >> RONALD BOY: Yes so. It's so Lisa Love and her group in health education offers trainings the last this last year prior to COVID monthly trainings were offered for students that were led by Brennon Ham who is one of her employees who has a lot of expertise in this subject and
218with the trainings it's always important to remember that they are voluntary so we don't always get everyone that necessarily needs to attend the trainings but we do have attendance each month that they are offered and in addition this policy requires that Lisa Love as the district representative and point of contact for this policy that she also receives training through OSPI which OSPI will be offering this next year. So there's I would say that Lisa Love is already has like a high level of expertise and and does this but it is great that the training is available through OSPI for the entire state. So that's kind of where we're at as far as training right now. But we'd always love to have more opportunity. [indistinct] — >> DIRECTOR HAMPSON: So we would need to work with
219union partners to have PD that goes into for staff and buildings. >> RONALD BOY: Yes. And as you know that's always a struggle. >> DIRECTOR HAMPSON: Okay. >> WYETH JESSEE: Can I add to that. So. So we were. Yeah. So like we we also for Lisa and herself around the safe and welcoming schools we integrate that into a lot of the other content areas whether that's book selection stories as mentor text in ELA or around our social emotional learning framework when we're doing lessons especially including our anti-harassment anti-bullying curriculum that we use. And so we definitely use these as highlights so that we really work about you know an anti-harassment non-discriminatory policies that we have here. We do do that with staff and then in turn expect them to look that off into their classrooms
220for a warm and welcoming space. >> DIRECTOR DEWOLF: Thank you Chief Jesse. We need to move on to Director Harris. >> DIRECTOR HARRIS: And I would suggest to Chief Jesse I love that is an aspiration but we've seen that that doesn’t happen and again I want more accountability and I want more PD and so pleased to see this come through. Thank you. >> DIRECTOR DEWOLF: Thank you. Director Hersey. >> DIRECTOR HERSEY: None from me. Thank you. >> DIRECTOR DEWOLF: Thank you. Director Mack. >> DIRECTOR MACK: I need a button that's closer and I don’t have to switch screens back and forth. Thank you. No questions. >> DIRECTOR DEWOLF: Thank you Director Rivera-Smith. >> DIRECTOR RIVERA-SMITH: you. I'm wondering how this. First of all I love this. I'm really supporter totally I'm glad that we're getting
221this taken care of here. Or will be the next meeting at least. I'm wondering how this applies to our policy-making also because I want to I want to if I can hearken us back to back in the earlier portion of our meeting when we were looking at policy 1430 1-4-3-0. It's the participation policy and several times in this policy or says he or she. I think it could be replaced by just saying the speaker [indistinct] speaker [indistinct] stop. You can ask if he or she could be asked this or you could say replace that with he or she replace it with speaker or I guess they could be replaced too. Either way I'm wondering if this will apply to our policies also because I those I feel like that I'm sorry I didn’t mention this
222when we looking at that policy. But I'm wondering again like will this apply then to our policies our our verbiage we use. >> WYETH JESSEE: I'll refer to Senior Legal Counsel Ronald Boy I don’t know if he wants to answer that. >> RONALD BOY: You know I I would say that speaking for myself in the last year that I've been editing policies and writing policies I tried to make an effort to not include he or she and use more inclusive terms in the writing. And I think that that is something that I'll be I can discuss with Ellie Wilson-Jones as far as creating a guideline to distribute to staff and policies and something that we'll be thinking of to make sure that those terms are used. >> DIRECTOR DEWOLF: Yes Ronald and what we could
223do I know the conversations we're having in Executive Committee are about the BAR and and/or there may be a mechanism where we can just add that when we are developing our policies to think about just to review it to make sure that it is gender neutral. >> RONALD BOY: I agree. I think that that's a good suggestion. >> DIRECTOR HAMPSON: Can I ask a sorry Director DeWolf. >> DIRECTOR DEWOLF: Yes if it's pressing please. >> DIRECTOR HAMPSON: Well I just want to suggest that we consider at a future time in Exec that whether or not it's possible legally to do a universal pronoun removal change to they from she/her throughout our policies. And I'll leave it at that. >> DIRECTOR RIVERA-SMITH: I guess I [indistinct] my question my point of it all was that maybe
224we do need a separate policy about what pronoun usage in our writing of the policies. So anyways that was the only thing that I had a question about again super supportive of this. I'm so thankful for all the work that's been done. No further comments or questions for me. Thank you. >> DIRECTOR DEWOLF: Thank you. And just to thank you again Ronald for your work on this. And we're just really excited to see that the resolution and the corresponding policies are moving through this is exactly what we hoped to do in our work. So thank you. Now we'll move on to Introduction Item Number Ten. This is an Amend Board Policy Number 3207 Prohibition Of Harassment Intimidation And Bullying. This came through Curriculum And Instruction Policy Committee on June 9th for consideration. So Chief Human
225Resources Officer Dr. Clover Codd you'll be briefing us. Thank you. >> CLOVER CODD: Yes. Yes. I'm also joined here by Tina Mead who is the Director of Investigations and Compliance. Also our designated HIB compliance officer for the district. So can you hear me. Okay. So per Washington administrative code every school district in Washington is required to adopt the state’s model HIB policy developed by WSSDA. In 2019 the legislature passed requirements revising the model policy which meant we needed to revise our policy. The BAR before you the edits are not only required by law and they are oriented in compliance. We did incorporate feedback from the Curriculum and Instruction Committee. So for starters we changed the title of the policy to the Prohibition Of Harassment Intimidation Or Bullying and made it very clear that this is
226about students not adults. We differentiate between policy 3207 and 5207 where 3207 is when the targeted person is a student and 5207 applies when the targeted person is a district employee or volunteer. We provide reference to RCW 28A.642.010 which is the statute prohibiting discrimination on the basis of sex and inequality in educational opportunities afforded to women and girls. We have explicitly stated that harassment intimidation and bullying are separate but related behaviors and that each behavior must be addressed appropriately. We change the label of the person allegedly engaging in negative behavior as an aggressor versus a perpetrator. Additionally we added the requirement to convene a 504 or IEP team if the aggressor or the targeted student is a student who qualifies with a disability and this is already something that's done in practice but now this
227will be represented in policy. So additionally we have added the protected activity of anybody who is participating in an investigation as possible grounds for a retaliation claim. We have included an explicit reference to restorative practices as a possible intervention. This was was a request made by directors at the C&I committee and there is mandatory training requirement for the designated HIB compliance officer to attend trainings offered by OSPI and then we added the word directing versus versus authorizing the superintendent to develop an associated procedure should you approve of the changes to this policy. And with that I'll open it up to questions. >> DIRECTOR DEWOLF: Thank you. We'll begin with Director Rankin who is our C&I policy committee chair. >> DIRECTOR RANKIN: Thank you all. Yeah. This came through our committee twice I think and we
228had a lot of conversation. There was lot of confusion the first time around the well not while not around the decision but around separating the two separating the policies into you know if the the if the target is an adult versus if the target is a student. And so there was some confusing tangled language that that muddied it a bit. So I really appreciate the collaborative work that was done to respond to board comments and the discussion that came out of that and some of the changes that Dr. Codd mentioned. I in thinking about that greater context and where these various policies overlap. I'm wondering if this policy doesn't also fall under the umbrella of needing to be re-looked at in context and across across policies in relationship to our just-passed resolution and I don't
229know that I don't know how to answer that — >> DIRECTOR DEWOLF: Rankin. >> DIRECTOR RANKIN: —it’s a wonder that I have if that needs to be included in that. >> DIRECTOR DEWOLF: Sure one thing that comes up for me is that these policies don't stop being living 03:49:35,440 --> 03:49:34,770 documents when we approve them. And so any new stuff that comes through whether resolutions or new commitments or directives are always being examined against our policies and hopefully we're updating them. I think what we could do is just if this does feel like there's a connector intersection we just think about bringing this forward once again. >> DIRECTOR RANKIN: Okay. >> DIRECTOR DEWOLF: Hampson. >> DIRECTOR HAMPSON: Yeah. So agree with the fact that this will be needs to be looked at again on that
230context. Just a couple of quick questions one I’m a have mixed feelings about using the RCW reference instead of the list because this does serve as an informative document to the public to community to our constituents who read this policy and I don't think we're yet at a place yet where we don't have to call these things out. So that's my two cents on that. And then the other piece of it is I really appreciate immensely the inclusion of the IEP portion IEP and 504 portion and I the thing that remains for me is it it talks about triggering an IEP meeting if the person is the victim or am I misreading it. Is it whether they're the aggressor or the because we don't have any protections of students with IEP’s in in these scenarios
231where they're treated the same as a student that you know. And so I really appreciate this being here. I just can't tell if this is only meant to provide support to the victim or the person who is the perpetrator or the aggressor sorry switch of language is is also triggered to have an IEP meeting. >> CLOVER CODD: Director Hampson both because in one sense you could be looking at the aggressor and whether it's a manifestation of their disability. >> DIRECTOR HAMPSON: Right. Right on that that's on the one hand but on the other the IEP team might also if the if the victim has an IEP or 504 we would want to make sure that that if the harassment is occurring or the bullying is occurring then that it's not interfering with their sort of
232fate as a result of the harassment termination or bullying incident. And so it's really meant to include both. >> DIRECTOR HAMPSON: And I and I and I so thank you for that. And then to just be really really clear note that that includes as it pertains to involvement of law enforcement which is something that we have to that's not here but that we have to clarify because there is that intersection and then I had another point but I lost it. So I'll just move on. Go ahead. Thank you. >> DIRECTOR DEWOLF: Thank you Director Harris. >> DIRECTOR HARRIS: Yeah. Close to my heart issue. I won't be voting or any policy that comes through without a procedure written out in a draft [indistinct]. >> DIRECTOR RANKIN: Sorry Director Harris Director Harris I'm I'm I'm only
233catching about every half a third word can you. Can you repeat yourself. >> DIRECTOR HARRIS: Certainly. >> DIRECTOR RANKIN: Thank you. >> DIRECTOR HARRIS: Is this better. >> DIRECTOR RANKIN: I think so. I think so. >> DIRECTOR HERSEY: It’s not for me. >> DIRECTOR HARRIS: Okay. >> DIRECTOR RANKIN: It is for me. I won't be voting for this policy unless it comes together with the superintendent procedure. To wait for the superintendent procedures and not to vote on it as a package is extraordinarily distressing to me given the fact that we have paid out a great deal of money on these issues. It it is our fiduciary duty not to delegate that and wait until some time or a to be to be certain. And and we really need to work on those details because again
234people's rights are at stake. Student’s rights are at stake. And if we say what we believe in then it needs be a package. Thank you so much. Lastly — >> DIRECTOR DEWOLF: Hersey. I'm sorry — >> DIRECTOR RANKIN: We had we had this discussion. >> DIRECTOR DEWOLF: Pause. Please let Director Harris finish. >> DIRECTOR HARRIS: Thank you sir. Appreciate immensely. I would like to see us do our investigation with declaration that talk about penalty of perjury. This stuff is serious. People need to stand by what they say with the consequences thereof and I still cannot understand why we don't do business in that fashion. Thank you. I am done now. >> DIRECTOR DEWOLF: Thank you Director Harris Director Hersey. >> DIRECTOR HERSEY: Yeah I tend to agree with Director Harris on the bit about making
235sure that we have superintendent procedure that is aligned with this. I think that that's poignant specifically for this policy. So I definitely see where those arguments are coming from. No further comment. >> DIRECTOR DEWOLF: Thank you Director Mack. >> DIRECTOR MACK: Yes. Thank you. And I apologize I have to let you know ahead of time that I have to get off at 5:00 exactly so I won't be able to continue and I apologize for that. And I trust Fred to intro etc on all of the OP’s related things. Related to this HIB policy. I agree with Director Harris and also director Hersey that there are superintendent procedures that are currently written. You can read them online for this policy. There's a lot of places that leave questions and there's a lot of gaps in my
236mind in terms of things that are not clear and some places that potentially have issues and in particular at the resolution that we passed today how we manage these and how we talk about them in policy and procedure is critical and not having the superintendent procedure drafted at the same time so we are having that conversation as a whole conversation instead of just [indistinct] that it'll be done later in a way that aligns with our policy I'm simply not comfortable with. I agree with Director Harris. I won't be able to agree to a revised HIB policy that doesn't have drafted updated superintendent procedures along with it in its presentation to us. And that goes as well for the next the — >> DIRECTOR DEWOLF: Thank you Director Mack. >> DIRECTOR MACK: —and the other policy
237that’s on intro in just a few minutes. So thank you. >> DIRECTOR DEWOLF: Thank you — >> DIRECTOR HAMPSON: assessment. >> DIRECTOR DEWOLF: Rivera-Smith. >> DIRECTOR MACK: Yes. It’s the threat assessment policy and those have been posted but they I'm not sure that they've been fully updated or whatever but we did actually have them on the threat assessment ones so I appreciate staff doing that. With this one I've asked repeatedly and I feel very strongly about it that they need to be included. >> DIRECTOR DEWOLF: Thank you. I think they definitely have heard that comment. Director Rivera-Smith. >> DIRECTOR RIVERA-SMITH: Hi thank you. Yeah I I appreciate the I appreciate the inclusion of the restorative practices originally asked to be adding to this I question though that it's followed by when voluntary and appropriate because
238all of those are are sort of when voluntary inappropriate so it seems weird to single that one out. We're having that directly follow it. I'll even have at the end of our sentence as appropriate. So it seems if nothing redundant but also king of odd that it’s directly tied to the restorative practices piece. I'm wondering if that's necessary. I'm I I would I would maybe call for then having that voluntary and appropriate taken off of there since again all of those [indistinct] are all kind of voluntary and appropriate I believe or at least you assume that they will be used when they're voluntary and appropriate. So that is my concern. >> CLOVER CODD: May I speak — >> DIRECTOR RANKIN: Director DeWolf oh. >> DIRECTOR DEWOLF: Thanks Dr. Codd yes. >> CLOVER CODD: Yeah I
239just wanted to make a note that the reason why voluntary and appropriate is added is because you cannot and we would never want to force the targeted individual of harassment intimidation or bullying to sit down and mediate if you will with the aggressor that it's not appropriate to force it. So it needs to be a choice. And so it's voluntary both parties have to agree. And it's not always appropriate for those reasons. >> DIRECTOR RIVERA-SMITH: Oh of course not. And that’s what I'm saying all of these are things we wouldn’t force anyone into. Counseling. I don't know that you’d force somebody into that. My point is that those are all voluntary and appropriate things so it just seemed odd to have [indistinct] specifically to the restorative practices one so my concerns stands I guess on
240that. >> DIRECTOR DEWOLF: Thank you. >> DIRECTOR RANKIN: DeWolf. >> DIRECTOR DEWOLF: Director Rankin quickly please. >> DIRECTOR RANKIN: Sorry. Thank you. I just wanted to go back to the policy and procedure thing because we did have a conversation about that in C&I in relationship to this. And what was determined. So I'm not sure what the path of the communication was but we determined that we agreed there was a need to address when there is expected to be procedure accompanying policy. And I need to I think I think what we decided is is to sort of put that forward to the Exec Committee as something that needs to be solved because I will say in some cases we do need to see the procedure with the policy but I would not want to ever say
241that we have to have both at the same time because of the potential waste of time and resources in developing a procedure around a policy that then is not approved. So yes. So we we talked we discussed that in committee and I don't know where I know it was made note of but that is clearly a discussion that we need to continue on the bigger scale not just with this item. >> SUPERINTENDENT JUNEAU: And I guess this is Superintendent Juneau I would just second that too if you go back to policy 1310 it's something that we should review at Executive Committee cause I do believe I mean it's hard for staff to add time into to developing procedure and bringing it forward with policy. Also a little weird to develop a procedure before the policy
242is adopted. As things change as it moves through the process. So I guess I would ask us to keep moving this forward until we can clarify exactly how the board would like to move forward with policy and procedure because right now it says there's not a need to bring it forward at the same time. And we put that in a Friday memo recently. >> DIRECTOR DEWOLF: Thank you. It sounds like we may be able to it sounds like we could also add this to our executive August Executive Committee. So we'll now move on to Introduction Item Number Eleven. This is Approval of excuse me Approval of contract with Northwest Education Association (NWEA) to increase Measures Of Academic Progress (MAP) testing and professional development. This came through the Curriculum and Instruction Policy Committee on June 9th
243for approval. Dr. DeBacker I believe you'll be briefing us and it is 5:01 PM and we have 13 items left. Over to you. >> DIANE DEBACKER: Good afternoon and thank you President DeWolf. This item that is in front of you is to increase our use of MAP in Seattle Public Schools. Currently we use MAP in grades K through 2 and we have done that for about 10 years. We are asking that we expand MAP to the use of grades K through 8 or 1 through 8 actually. And the reason for that is in the absence of Smarter Balanced Assessment data from this past spring we feel that we are going to have a need to be able to look at how students are doing as they come into school at the beginning of this school
244year and MAP is an excellent instrument to do that. We also know that in our strategic plan with our third grade reading goal and with our fifth and seventh grade math goals we are going to need some data to look at how we are meeting the promises that we made in our our strategic plan. The reason this is coming before you is because it is it exceeds the threshold of two hundred fifty thousand dollars by us doing the expansion. So with that I will stand for questions. >> DIRECTOR DEWOLF: Thank you. We'll start with our C&I policy excuse me C&I policy committee chair Director Rankin. >> DIRECTOR RANKIN: Thank you. Yeah. We had a good conversation around this in over a couple of sessions in committee. And I'm I'm it was it was noted pretty
245specifically that this was you know increasing standardized testing is not something that there's a lot of support for however in extent in these bizarre circumstances the the ability and need to sort of take a quick gather a gather a quick picture of what's happening with students and especially in the event that a lot you know a lot of times students or teachers will have information or details about students or potential different reading levels different math levels whatever from the previous year's instructor and it's been it’s going to be a long time since kids were in class between this year and next year. So just trying to figure out a way to support getting kind of an even baseline for everybody. I did ask about you know possibilities for other kind of measures. And the reason
246that the MAP was chosen is because it's a contract that we already have. And so it would expand an existing contract. It is a low stakes test that is a small. It requires a a short amount of time. This isn't one of the several hours over several days. It's it's it's it's a short time period to administer and take the test. The other thing that I want to note is we discussed the importance of ensuring or at least that I as a as the chair of the committee and also just as a board director asked for the assurance that that the results of the testing would be used with a narrow very narrow focus not not in a punitive way against educators or schools or students but as a quick kind of flash point. And
247the other thing that I want to note that's important is that it was I think when it was first presented the idea was to require it for some schools and offer it to other schools. And my feeling was that for the data to really be meaningful across the district and and also just out of sort of matter of principle I guess I felt really strongly that if we're going to require any groups of students to take any schools to administer it that for grades 1 through 8 that we should require all students not just low income students that just didn't that didn't sit right with me at all. Individual families will still have of course the opportunity to opt out individually but it seems like as a data collection tool and and and to be
248meaningful that everybody should be administering it. >> DIRECTOR DEWOLF: Thank you Director Rankin. >> DIRECTOR RANKIN: So that's sort of. Yeah. The nutshell the big what's bigger than a nutshell. >> DIRECTOR DEWOLF: Thank you Director Hampson. >> DIRECTOR HAMPSON: I do have questions about this but for the sake of time I will provide them to Diane DeBacker and Curriculum and Instruction chair off-line and let others go. >> DIRECTOR DEWOLF: Thank you Director Hampson and as always folks can ask these questions to these folks between our introduction and action as well. Director Harris. >> DIRECTOR HARRIS: I'll be voting against this. We worked very very hard to get MAP out of the district back in the days of Superintendent Goodloe-Johnson with the huge conflict of interest. I am anti-testing prior to getting on the board. I
249help people opt out and would like to be able to do so again except for the fiduciary duty if we pass this as policy. I don't think that they're culturally responsive and I think we can do a hell of a lot better. But to sneak this in for one year and to think that it's not going to continue and that the pendulum has swung is to be naive. Thank you. >> DIRECTOR DEWOLF: Certainly not a fan of characterizing colleagues but we'll move on to Director Hersey. >> DIRECTOR RANKIN: I want to add I usually opt out my own children and there is nothing sneaky about multiple opportunities to engage on this issue. >> DIRECTOR DEWOLF: Hersey. >> DIRECTOR HERSEY: I have no questions at this time. Thank you. >> DIRECTOR DEWOLF: Thank you. Director Rivera-Smith.
250>> DIRECTOR RIVERA-SMITH: I appreciate Director Harris's historical perspective on this I know that none of us want to undo what has been worked on for years I also I do I feel that this is something that has been that we have discussed this at length and we have I've had opportunity I know to ask all the questions I have on it. And assuming it is just one year I'm hoping that that that stays too. We'll see where we go from there. So thank you. >> DIRECTOR DEWOLF: Thank you. I have no questions at this time but I'm grateful for Director Rankin for the conversations about this. So we'll now move on to Introduction Item Number Twelve. The 2019-2020 City of Seattle Summer Food Service Program Services excuse me Program Project Services Agreement. This came through
251the executive committee on June 17th for approval. Mr. Podesta I believe you will be briefing us. >> FRED PODESTA: Yes. This is this here is a contract with the City of Seattle by which the city engages the district's nutrition services team to be the producer of meals for the city's Summer Food Service Program. They this agreement completely reimburses nutrition services for its cost to produce meals which will be distributed at sites chosen by the city at various locations this summer. There's still some work to be done on where you know what community centers or other type facilities might be available. So we'll still have some negotiations to do with the city. But again we end up being the producer of these meals and have been for many many years on an annual basis. And I'm
252happy to take any questions. >> DIRECTOR DEWOLF: Thank you Chief Podesta. And I just wanted to clarify that this came through executive I think just because of timing with committees correct. Usually this would likely go through Ops — >> FRED PODESTA: Operations. But be because the city was having challenges thinking about where they would place the program and distribute meals they took a bit longer to get the contract together and get it to us. And by then the final operations committee meeting for the spring had occurred. So we took it to Exec to make sure we could get this in time. They would like to produce meals by July 1. >> DIRECTOR DEWOLF: Thank you. Next we’ll to move to Director Hampson. >> DIRECTOR HAMPSON: What did you say. >> DIRECTOR DEWOLF: Hampson. >> DIRECTOR
253HAMPSON: Oh no question thank you. >> DIRECTOR DEWOLF: Thank you. Director Harris. >> DIRECTOR HARRIS: Could not be more positive about this one and Aaron Smith and the lunch ladies and bread and the whole team. Thank you so much. >> DIRECTOR DEWOLF: Yes thank you to all of the folks who serve our meals. Next up is Director Hersey. >> DIRECTOR HERSEY: No question for me. Thank you. >> DIRECTOR DEWOLF: Thank you Director Rankin. excuse me yes Director Rankin. >> DIRECTOR RANKIN: Oh Director Mack okay sorry I forgot that she said she was stepping off I was confused. No no questions. This is great. >> DIRECTOR DEWOLF: Thank you Director Rivera-Smith. >> DIRECTOR RIVERA-SMITH: questions. Thank you so much. >> DIRECTOR DEWOLF: Thank you. Okay. Next move on to Introduction Item Number Thirteen. The 2020-2021 Puget
254Sound Joint Purchasing Cooperative Interlocal Agreement. This came through the Operations Committee on June 4th for approval. Mr. Podesta I believe the briefing us once more. >> FRED PODESTA: Yes this is a one-year extension of our Interlocal Agreement by which the district is a member of the Puget Sound Joint Purchasing Co-op to purchase food a variety of food products from US Foods. We leverage economies of scale by joining with other districts to participate in this cooperative and feel we negotiate better prices than we might on our own. I'm happy to take any questions. >> DIRECTOR DEWOLF: Okay. Thank you. We will actually start this with Director Hampson. >> DIRECTOR HAMPSON: Sorry. I just to note it's taking a long time for the PDF to load back up for me. But in terms of does this at
255all interfere with potential to for Director Smith to be able to to purchase fresh foods to have contracts with tribal providers. Can you speak to that briefly or I could take it off line. >> FRED PODESTA: It does not. This is really kind of a backstop that that US Foods provides a wide variety of products that we can order from it doesn't require us to have them as a sole provider. >> DIRECTOR HAMPSON: We’re not locked in. Okay. >> FRED PODESTA: Yeah. We will continue to look for as we try to improve our menu. Of course the coming school year will be perhaps a bit different but we will continue to look for other providers and continue to broaden the menu. >> DIRECTOR HAMPSON: Thank you so much. >> DIRECTOR DEWOLF: Thank you. Next up
256is Director Harris. >> DIRECTOR HARRIS: All good here. Thank you. >> DIRECTOR DEWOLF: Thank you Director Hersey. >> DIRECTOR HERSEY: None from me. Thank you. >> DIRECTOR DEWOLF: Thank you. Director Rankin. >> DIRECTOR RANKIN: I’m good thanks. >> DIRECTOR DEWOLF: Thank you. Director Rivera-Smith. >> DIRECTOR RIVERA-SMITH: No questions thank you. >> DIRECTOR DEWOLF: Thank you and none here. Chief Podesta. Okay next we will move to another likely robust conversation Introduction Item Number Fourteen Approval of Board Policy Number 3225 School-Based Threat Assessment and Amending Board Policy Number 4314 Notification of Threats of Violence or Harm. This came to the Operations Committee on June 4th for consideration. Mr. Jessee I believe you'll be briefing us. >> WYETH JESSEE: Good evening again. Yep so moving forward for hopeful approval of the Board Policy New Board Policy 3225 as
257it's revised based on new state law. State law requires all school districts in Washington State to revise and make up a new Board Policy around school-based threat assessments as well as a superintendent procedure. And that is what is attached to this particular BAR. I think this is in response to over the last at least decade plus around shootings onsite on campuses whether that's Sandy Hook or Stoneman Douglas High School. Some of the key tenets of this particular policy in response to new state law talk about the development of threat assessment teams for our schools to help make a determination of any generalizations determine the threat without fully thinking of the level of threat rather than discussing or identifying through implicit bias personal characteristics that will include a required training for each of those school-based threat
258assessment teams as well as a review process that they’ll have to go through that will include a racial bias equity tool to review what happened at those school sites if they did make any references to any referrals to threat assessment. I think also part of this is just around really doing more inquiry work and thinking about what's going on as far as the threat itself. Is it really an intimate sorry imminent or is that a more medium or lower risk assessment and we really would want to think about getting additional supports to students support of families in our CBO’s which may include things that are around connecting with their community or mental health supports if necessary. And so this particular policy has a lot of things we did to it. This again is part of
259the requirement by the state to have this in place for the 20-21 school year. Like the Students Rights and Responsibilities we would want to most certainly align with any of the moves that the board makes around new policies that would impact this particular policy that we have in front of you. With that that includes my comments. I’ll take any questions please. >> DIRECTOR DEWOLF: Thank you. We'll start with Director Hampson. >> DIRECTOR HAMPSON: Okay so obvious issues I think that we've talked about and I this particular policy I worry more about than even the HIB and the Students Rights and Responsibilities in terms of moving it forward in part because it's it's difficult for me yet to tease out with respect to what the state law provides that we need to do and then because
260I believe the state law also dictates a certain level of conflation between student behavior and how we respond to that and how we judge that and threats that are of a mass shooting scale anything that comes out of Stoneman Douglas or Sandy Hook or anything like that is in many cases an external threat or a threat that is related to the student but is very different than behavior that's happening during the school day that then gets assessed as a as a threat to safety and so I'm really concerned about that conflation as it exists currently in this policy and I realize that that is somewhat dictated by state. But I think we have the oblig — I know we have the obligation to tease that out as much as policy and wonder if there aren't
261in fact two different policies here. So that's my statement on this. >> DIRECTOR DEWOLF: Thank you. Director Harris. >> DIRECTOR HARRIS: Agree with my colleague. Thank you. >> DIRECTOR DEWOLF: Thank you. Director Hersey. >> DIRECTOR HERSEY: None from me. Thank you. >> DIRECTOR DEWOLF: Thank you Director Rankin. >> DIRECTOR RANKIN: Yeah. I share the concerns brought up by Director Hampson and I I also am wondering why this would have gone through Ops and not Curriculum and Instruction even though I mean yeah. >> DIRECTOR DEWOLF: question. >> DIRECTOR RANKIN: Or both and I unfortunately even though I do sit on the Operations Committee this came through in a meeting that I was not able to attend and had Director Rivera-Smith attend in my stead. Yeah I have a lot of the same concerns that my my
262kind of understanding of what the state guidelines are and what this policy is maybe intended to address is external threats. And I really worry about it bleeding into interpersonal inter-student disciplinary measures. Yeah and it it's it's it makes me nervous as it sounds sort of like the 2020 version of the 80s or 90s versions of putting lots of cops in schools to keep people safe and ending up targeting black and brown students. So I'm really worried about that and especially when we talk about external threats and things like school shootings which are rare are across the boards nearly all perpetrated by white males. But in our communities what we've seen is that who is perceived as a threat is a different demographic. So I have a lot of concerns about how this relates as Chief
263Jessee said to to the other policies that we're talking about today and and also frankly concerns about the ability of adults in some of our buildings to even with a training accurately assess what is actually a what is what is a threat what is an emergency and what is just something that makes them uncomfortable. >> DIRECTOR DEWOLF: Thank you Director Rankin Director Rivera-Smith. >> DIRECTOR RIVERA-SMITH: I think I've got all my concerns have been shared. I echo what Director Mack and Rankin have talked about here so I won’t keep us no further questions. >> DIRECTOR DEWOLF: Thank you Director Rivera-Smith. I think if this highlights anything just to reiterate is that we should you should utilize both our new resolve our recently passed resolutions from today and any future maybe potentially at the anti-racism policy
264to look at these policies for next year just to continue improving them. So next we'll move on to Item Number excuse me Number Four Fifteen excuse me Approval of new Board Policy Number 3424 Opioid-Related Overdose Response and amendment to Board Policy Number 3416 Medication at School. This came to the Operations Committee on June 4th for consideration. Chief Jessee I believe you'll be briefing us again. >> WYETH JESSEE: Thank you very much. Yep so this is another this is a new board policy this is around related to opioid-related overdose response. This is for us to think about how do we respond if there is a overdose and what is the [indistinct] on site and who delivered it. So it really does proceduralize wise how are we going to respond if there was someone to exhibit you
265know what what are the identifying factors who would respond to it how do you differentiate from what is a real situation or not. And then who is authorized what training do they we provide to respond as cases. This this issue has hit our community. And so I feel very fortunate to bring this board policy forward to the board today so that we can set forth and address just these issues that are identified just even in our own health survey that you know 2 percent of eighth graders in Washington have experienced or tried heroin. 3 percent for 10th through 12th graders. That's something that we just need to be make sure that we here in the district have an opportunity to again have folks who are adeptly trained in identifying these issues and can respond to
266it at our school sites of course with those folks who are meet the adequate training and requirements. I'm also at this time Chief Counsel I’m going to go back I mean Senior Counsel Ronald Boy also helped draft this so I’m going to hand it over to him. >> RONALD BOY: Thank you. Yes this is a in response to a new law that the legislature passed. It allows school districts to become designated providers of NARCAN in case of an opioid overdose. And luckily the law allows for us to not provide or not have the NARCAN in stock if funding doesn't allow. So long as we make a good faith effort to find a donation source for the NARCAN we are excluded from it. However we definitely do want to provide NARCAN and have it available in
267our schools in case it's needed as it could have an important lifesaving impact for a person suffering from an overdose. And with this with this law we have to have the policy in place. So this is the policy we will have our school nurses trained to become the designated providers in schools and we'll also have training available for other staff members as appropriate. And for this next year the City of Seattle is providing the funding for the NARCAN as well as the training. So that will take care of the obligation on our part to seek out a funding source for this next year. And they are also covering it not only for our high schools but also for middle and elementary schools as well. So it’s a great funding initiative from the City of Seattle
268and we're very appreciative of it. >> DIRECTOR DEWOLF: Thank you Ronald. Okay we'll start with our we'll start with Director Hampson. >> DIRECTOR HAMPSON: I think this is important. I appreciate it. I think the equity analysis could use a little more juice. But other than that I really appreciate all this work. Thank you. >> DIRECTOR DEWOLF: Harris. >> DIRECTOR HARRIS: [indistinct]. >> DIRECTOR DEWOLF: Thank you. Director Hersey. >> DIRECTOR HERSEY: No questions for me but also just want to shout out that I have to step off at 5:30 for a scout meeting. So just a heads up. Thank you. >> DIRECTOR DEWOLF: Thank you Director Hersey and we're so close. Okay. Director Rankin. >> DIRECTOR RANKIN: I'm I'm glad that this is moving forward and that we no longer I know for the past couple
269year or two have had to rely on individual adults being willing to carry the medication and then they were allowed to deliver it. So having a broad policy is much better. While frustrated about the funding situation I mean glad for this year. But in general that's not super great that we're going to have to figure out how to do this every year. But then also that it's okay if we don't and then we don't have to have it in which case like you know that's just a little weird but. But that's for another day. >> DIRECTOR DEWOLF: Thank you Director Rankin Director Rivera-Smith. >> DIRECTOR RIVERA-SMITH: questions. I appreciate the clarification in the medications at school policy separating the opioid paragraph from where it says written permission is required for drug for medication use because
270that was an issue at the committee meeting but I so thank you for that. And no other questions or comments. >> DIRECTOR DEWOLF: Thank you. We will now move on to Item Number Sixteen. BEX V Resolution 2019/20-35 Oppose Landmark Nomination and Designation of Rainier Beach High School. This came through the Operations Committee on June 4th for approval. Mr. Podesta I believe you'll be briefing us and if I could ask you do that please very briefly I'd like to make sure we can at least get — >> DIRECTOR HARRIS: DeWolf. >> DIRECTOR DEWOLF: directors. Yes Director Harris. >> DIRECTOR HARRIS: I'm sorry I have to leave for work commitments my staff has been here since 5:30 and they don't get to go home until we do the QC. >> DIRECTOR DEWOLF: Understood thank you. >> DIRECTOR
271HARRIS: I apologize. >> DIRECTOR DEWOLF: Thank you. >> DIRECTOR HARRIS: And see you soon and I'll listen to the conversation. >> DIRECTOR DEWOLF: Appreciate you Director Harris have a great rest your day. Okay Mr. Podesta please. >> FRED PODESTA: Certainly. This action authorizes a resolution opposing the designation of the existing Rainier Beach High School building as a landmark. The you know replacing Rainier Beach High School is a key goal of the BEX V levy and was clearly a full replacement of the building and a renovation of the performing arts center has been in scope for the board that created the levy and remains the wishes of the community and a landmark designation would severely constrain our ability to design a building that meets our high school educational specification and would impact educational outcomes at the
272new school negatively. I'll take any questions the board has. >> DIRECTOR DEWOLF: Thank you. Okay. Director Hampson. >> DIRECTOR HAMPSON: questions. Thank you. >> DIRECTOR DEWOLF: Thank you. Director Harris. >> DIRECTOR HERSEY: I believe she stepped off. >> DIRECTOR DEWOLF: Okay Director Hersey. >> DIRECTOR HERSEY: That was my last one. No questions. Thank you. Y’all have a good day. >> DIRECTOR DEWOLF: Thank you. And I was grateful that you could join I just wanted to make sure I know this school is in your district so I appreciate being able to stick on for that. 04:30:08,064 --> 04:30:07,530 Director Rankin. >> DIRECTOR RANKIN: No. Just to say I know we've gotten maybe a comment or multiple comments from a small number of people or the same person about this. And just to reiterate what Mr. Podesta
273said which is that the community of Rainier Beach High School and around Rainier Beach High School their desire is for a new building. >> DIRECTOR DEWOLF: Thank you. Director Rivera-Smith. >> DIRECTOR RIVERA-SMITH: No questions thank you. >> DIRECTOR DEWOLF: Thank you. And I have none and I'm grateful that you can provide that the background about the community. Next we'll move on to Item Number Seventeen. We have about seven to go. This is BEX V Approval to fund a school-based Health Center at NOVA at Horace Mann School From the BEX V Program Placement fund. This came to the operations committee on June 4th for approval. Mr. Podesta I believe you’ll be briefing us today. I did want to share one small bit of background which is that back in 2018 as the city was working on
274the FEPP levy I worked with council member Bagshaw on really fighting for funding in the in the FEPP levy for health center infrastructure at NOVA. So I'm really grateful to see kind of our meeting that additional demand with the support from BEX V and obviously NOVA is in my district so really excited to hear this. Director excuse me Mr. Podesta. I'll let you jump in first. >> FRED PODESTA: Yes this transfers two hundred and fifty thousand dollars from the program placement fund which is the flexible funds in the BEX V levy to cover our staff costs and permitting costs for tenant improvements to create the health center at NOVA. The actual construction costs will be reimbursed by Seattle King County Public Health. >> DIRECTOR DEWOLF: Thank you. Okay. Director Hampson. >> DIRECTOR HAMPSON: Happy to
275see it. No questions. Thank you. >> DIRECTOR DEWOLF: Thank you. Director Rankin. >> DIRECTOR RANKIN: questions. This is great. And something I know students have advocated for and I'm happy to see it. >> DIRECTOR DEWOLF: Yes Director Rivera-Smith. >> DIRECTOR RIVERA-SMITH: questions. Thank you. >> DIRECTOR DEWOLF: Thank you. And I have none obviously I spoke a moment ago. Next up is Introduction Item Number Eighteen BEX V Approval of Budget Transfer and Construction Change Order number 3 for the Van Asselt (the school was renamed Rising Star Elementary after the contract had been executed with Wayne's Roofing Inc.) Elementary school at the African-American roof replacement Academy and I want you to know all of that was in parentheses so if that sounded confusing I apologize. This item did come through the Operations Committee on June 4th for
276approval Mr. Podesta. Back to you. >> FRED PODESTA: Again. We've discussed with the board that of localized roof repair at Rising Star. Once the repair was started it was clear that the damage to the existing roof was covered a much larger area than we expected. This was work begun last summer. And so this is why we have program contingencies in our capital program when we uncover surprises. So this gives us the funding to complete the work and the completed roof repairs will be done this summer and be ready for the fall. >> DIRECTOR DEWOLF: Thank you Fred I will let you grab some water there and we'll jump over to Director Hampson for any comments or questions. >> DIRECTOR HAMPSON: None for me. Thank you. >> DIRECTOR DEWOLF: Thank you Director Rankin. >> DIRECTOR RANKIN:
277No no questions just yay. >> DIRECTOR DEWOLF: Thank you Director Rivera-Smith. >> DIRECTOR RIVERA-SMITH: No questions for me. Thank you. >> DIRECTOR DEWOLF: Thank you. And none here. Thank you for bringing this forward. The next Item is Number Nineteen BEX IV and BTA IV Approval of a transfer of three hundred thousand dollars from the BEX IV Program Contingency Funds to the Daniel Bagley Elementary School Modernization And Addition Project. This came through the operations committee on June 4th for approval. Mr. Podesta back to you. >> FRED PODESTA: Yes we're currently working on a 10-classroom addition in addition to the gym space at Bagley I think Director Rivera-Smith toured the job site yesterday. The original project budget only included new furnishings for the 10 classrooms. But as we got into the project it was clear that some
278of the furniture that would remain in the existing historical building was in very poor condition and we need to replace some existing furniture so this provides funding for that. >> DIRECTOR DEWOLF: Thank you. We'll move to Director Hampson. >> DIRECTOR HAMPSON: questions. Thank you. >> DIRECTOR DEWOLF: Thank you. Director Rankin. >> DIRECTOR RANKIN: questions. Thanks. >> DIRECTOR DEWOLF: Thank you. Next up is Director Rivera-Smith. >> DIRECTOR RIVERA-SMITH: Yeah. Thank you I did get to [indistinct] was it's beautiful really excited glad that we’re going to be getting equally new functional furniture so thank you. Thank you one I don't have any questions at this time we'll move on to Introduction Item Number Twenty item is BEX V Award Architectural Engineering Contract P1753 to Bassetti Architects for the Van Asselt School Addition project. Mr. Podesta over to
279you. >> FRED PODESTA: Again that we are making significant addition to Van Asselt school 30 classroom addition and a gymnasium addition and this is the really kicking-off point for this project to hire a Bassetti Architects to do architectural and engineer work for us engineering work for us the contract value is about three point five million dollars and will begin to design the new school. The or the addition to the school which we plan to support many other projects as interim sites. >> DIRECTOR DEWOLF: Thank you okay. First up is Director Hampson. >> DIRECTOR HAMPSON: No questions thank you. >> DIRECTOR DEWOLF: Thank you. Director Rankin. >> DIRECTOR RANKIN: Sorry did you say Director Rankin. >> DIRECTOR DEWOLF: I did. >> DIRECTOR RANKIN: I don't have any questions. >> DIRECTOR DEWOLF: Thank you. Director Rivera-Smith. >>
280DIRECTOR RIVERA-SMITH: question. Thank you. >> DIRECTOR DEWOLF: Thank you and none here. Thank you Mr. Podesta. Next up is Item Number Twenty Twenty-one excuse me. BEX IV BTA IV Resolution 2019/20-32 Acceptance of the Building Commissioning Report for the Lincoln High School Modernization and Addition project. This came to the operations committee on June 4th for approval. Mr. Podesta. >> FRED PODESTA: As the board is aware the district's successfully reopened Lincoln High School this past fall. As part of that process the school was significantly improved and new mechanical and electrical systems were put in. This action accepts the commissioning report when we hire kind of a quality assurance consultant to test all our new systems to make sure they're functioning as designed and a consultant tested all the systems they’re working as designed and recommends that we
281accept the work and and the report and this it gives the board's blessing on such an action. And I'll take any questions. >> DIRECTOR DEWOLF: Thank you. Director Hampson. >> DIRECTOR HAMPSON: questions. Thank you. >> DIRECTOR DEWOLF: Thank you. Director Rankin. >> DIRECTOR RANKIN: I don't have any questions but since Director Mack is not here I will just say that I know how much she likes final acceptance. >> DIRECTOR DEWOLF: She really does you're right. >> DIRECTOR RANKIN: So in her stead yay. >> DIRECTOR DEWOLF: I appreciate you. She'll appreciate that. Director Rivera-Smith. >> DIRECTOR RIVERA-SMITH: Yeah equally excited for Director Mack thank you. >> DIRECTOR DEWOLF: I have no questions here. Thank you. I will now move to Introduction Item Number Twenty-two which is a BEX V Award Contract P5142 for General Contractor/Construction Manager
282otherwise known as GC/GM to Lydig Construction Inc. for the Northgate Elementary School Replacement Project. This came to the Operations Committee on June 4th for approval. Mr. Podesta. >> FRED PODESTA: Thank you. For complex projects like a whole school replacement as in the case of Northgate the district uses the alternative public works process where we hire a general contractor construction manager to be our partner and advocate and to help us conduct the actual construction bids and manage the project from before the new building is designed. We had a competitive process and got four bidders to four respondents to our request for proposals and selected Lydig Construction to help to be our partner as we work through this project and as we'll be excited to have them on board. Construction will go on starting next year through
2832023. >> DIRECTOR DEWOLF: Thank you. Director Hampson. >> DIRECTOR HAMPSON: question. Thank you. >> DIRECTOR DEWOLF: Thank you. Next up is Director Rankin. >> DIRECTOR RANKIN: No questions I just want to note Northgate is one of my district schools and it's a really special community and just want to express particular appreciation for the work so far that it has gone into the design process and including the community and I'm excited to see construction move forward in creating this really special school for a wonderful community. >> FRED PODESTA: Yeah if you’ll let allow me I can't say enough about the project team and the school team really embracing this project and being supportive of it I'm very excited about it. >> DIRECTOR RANKIN: Yeah it's been really awesome to witness that partnership and community authentic community
284engagement. >> DIRECTOR DEWOLF: Thank you. Director Rivera-Smith. >> DIRECTOR RIVERA-SMITH: No questions or comments thank you. >> DIRECTOR DEWOLF: Thank you and thank you everybody for sticking through. We’re at Item Number Twenty-three. I don't have any questions on that one. Mr. Podesta we’ll now move to Introduction Item Number Twenty-three BEX IV and BTA III Final Acceptance of Contract P5088 with Lincoln Construction Inc. for the McGilvra Elementary New Cafeteria Building and Seismic Upgrades in Main School and Main Building School Project. This came through Ops on June 4th for approval. Mr. Podesta. >> FRED PODESTA: Yes again this is our favorite milestone a final acceptance to close out the contract. The construction was successfully completed in August 2018. A new cafeteria and seismic improvements to the building. And you know we're past the warranty stage and this
285is where we release any final retainage or bonds on the project and call it done. And this is why Director Mack likes these so much. >> DIRECTOR DEWOLF: Yes. Thank you. I'm actually not going to call directors but if you have a question or comment let me know now. >> DIRECTOR HAMPSON: Oh I would. This is Director Hampson this is my district this is a great little innovative solution to absolutely no space for a cafeteria. So I'm grateful that they were able to get this it's a beautiful little space. >> DIRECTOR DEWOLF: Thank you. Director Rankin or Rivera-Smit. Anything. >> DIRECTOR RANKIN: Just yay final acceptance for Director Mack. >> DIRECTOR DEWOLF: OK we will now move to our final item. Introduction Item Number Twenty-four BEX V Final Acceptance of Contract K5110 with shoe Schuchart
286Corporation for the Cascade Parent Partnership Program Roof Replacement Project. This came through Ops June 4th for approval. Mr. Podesta one final time. >> FRED PODESTA: Yes. Likewise another final acceptance the project was successfully completed last fall and we're ready to close out the contract. >> DIRECTOR DEWOLF: Thank you. Directors any comments or questions. >> DIRECTOR RIVERA-SMITH: Nope. >> DIRECTOR DEWOLF: Okay. Hearing none. I want to offer that if board directors would like to provide comments. This is the part of the agenda where you are welcome to it is 5:42 PM and we are 2 we are an hour and forty two over so I will let you decide from there but I'll just go through alphabetically Director Hampson. >> DIRECTOR HAMPSON: Sorry are we doing board comments. >> DIRECTOR DEWOLF: Yes please briefly. >> DIRECTOR
287HAMPSON: Okay. It's been a long evening. Thank you. I just want to say thank you to staff for sticking with us and doing all the incredible work that I know it takes to get these BAR’s together. And you're doing that on top of trying to recreate an entire school system. And so I just want to take this short moment to show my appreciation for all of you we do recognize how hard you are working and grateful to all my fellow board members for your ongoing work and collaboration as well. Pįnagigi and have a good evening. >> DIRECTOR DEWOLF: Thank you and I concur Director Rankin. >> DIRECTOR RANKIN: I'll just echo the big thanks of Director Hampson and I kind of forgot that the school year ended so and this is technically you know now
288we're moving into summer. >> DIRECTOR DEWOLF: For whom. >> DIRECTOR RANKIN: It feels a lot the same but just way to go everybody I guess for for making it. And and yeah onward and upward. >> DIRECTOR DEWOLF: Thank you. Director Rivera-Smith. >> DIRECTOR RIVERA-SMITH: Hi. I sometimes don’t feel prepared for board comments but I actually had prepared but you know what I'm not going to make us sit through whatever I was going to say and I'll save them for next time and I'll be ready for that. So no questions no comments no other things. Thank you everybody for all sticking through it. That’s all. Good night. >> DIRECTOR DEWOLF: Thank you Director Rivera-Smith and I will just add I don’t have any comments this evening other than thanks to the folks who are supporting their
289resolution and for all the folks that sent in emails. But what I want to clarify is tonight's excuse me today's meeting was a little bit different in that we have basically been collecting a ton of work over the last few months or work that has just finally piled in after the governor's order allows us to do work that's not necessary and routine so I apologize to directors and staff for disrespecting your time by going over by an hour and a half. But thank you for allowing us to have a really robust and thoughtful conversations. Next meeting next July 8th meeting will likely be a little bit less items because many hopefully will be moved to consent so hopefully we'll have a little bit better of time management on my part. And I thank you all
290for joining us. I do concur with Director Hampson and my other colleagues that you've done a tremendous amount of work just to support us on this meeting while also trying to serve and support our students across the district. So thank you. With that there being no further business to come before the board today the regular board meeting is now adjourned at 5:44 PM thank you all and I will see you very soon.