001step two wash for 20 seconds that's like okay I think we're all here and students I would just call your attention to a question I asked you in the chat if somebody would like to answer that would be awesome but we'll go ahead and begin this uh regular business meeting of the Edmond School District Board of Directors for March 23 2021 is called to order okay can we scroll down um thank you uh Dr balderas would you please administer the land acknowledgment yes president cougar love to we acknowledge the original inhabitants of this place the snowmish people and their successors the July tribes who since time immemorial have taken care of hunted fished and gathered on these lands we respect their sovereignty the right to self-determination and we honor their sacred spiritual connection with the
002land and water by acknowledging these homelands we commit to working with tribal Nations to further the education aims they have identified in our classrooms and our schools thank you thank you next we have our flag salute um I pledge allegiance to the flag of the United States of America and to the Republic for which it stands one nation under God indivisible with liberty and justice for all okay oh here we are again okay great um next uh would anyone like to make a a motion about the agenda move to approve this is Anne I'll second it it's been moved and seconded to approve the agenda for tonight is there any discussion hearing none I'll call for a vote all those in favor of approving tonight's agenda please indicate by saying aye hi hi all those
003opposed say nay any abstentions and the motion passes next we have uh our school board minutes for the March 2nd study session and the March 9th business meeting is there a motion I moved to approve the minutes from March 2nd and March 9th a second it's been moved and seconded to approve the minutes for March 2nd and March 9th 2021. is there any discussion yes this is Anne because I was absent on the March 9th I will be abstaining since we're doing both of them at the same time um I'll go ahead and abstain for for both okay okay let's have a vote all those in favor of approving the minutes please indicate by saying aye aye any opposed say nay and any abstentions this is Ann I abstain thank you next we have our
004public comments the public comment item on the agenda is an opportunity for citizens to address the school board items brought forward during this portion of the agenda will not be acted upon by the board at this time questions may also be referred to the superintendent or staff for examination and later response and because of covid-19 we are accepting written comments and we do have a few tonight um I'd like to go ahead and ask a board member another board member to begin maybe to you know you could split it with one other I'm happy to be again Deborah thank you okay so the first one is from Mandy Bergen the topic is return to schools uh return to school keeping the same teachers and she writes we are concerned that as our daughters return to
005school at Edmonds Elementary that they be given the opportunity to stay with their current teacher in every model we have heard of from neighboring districts families are given a choice to stay with their same teacher if their teacher goes in person or stays online the student can go in person or stay online and remain with that teacher however we have been told that we first have to choose if we are going to return to campus and we have no guarantees about who will be their teacher for the remaining two months of the of this year staying with their same teacher with whom they have already developed routines in a relationship is of the utmost importance for us as we make this big decision we feel that we are not being given a fair chance to
006choose what's best for the kids to continue with their same teacher there are only two months left of the school year we hope that you give families the chance to maintain as much continuity as possible and give us the choice to stay with our teachers thank you for your attention the next comment is from Carla Benitez Benitez the agenda item or topic is keep late start and she says I think we should keep the late start and the same time school ends why because it's getting harder to keep up with work and school in general you guys are making this harder for us um the third comment is from Rob Glasser the topic is about the ESD robotics program I wanted to take this opportunity to let you know as a parent of a Lynnwood
007High School senior that is both on varsity volleyball and the robotics team that I'm extremely disappointed that you haven't allowed the robotics program to resume following the same covid protocols that you are using for sports robotics is just as important as Sports I am lucky that my daughter does both so at least she is getting some interaction with her teammates this year the same can't be said for those students that are not in sports only robotics or other clubs the robotics team has been huge for my daughter not only teaching her teamwork and stem skills but also Communications and presentation skills that will help her in college and her professional career covid shut down the robotic season just as it was getting started last year and so far due to Edmonds School District policies that
008has been unable to resume this year this means these students are missing out on almost two years of the program this is doing a huge disservice to the students in the first robotics program first is a worldwide organization with thousands of teams and they have modified their 2021 season to a mostly virtual format allowing teams to film their work and submit it for judging school districts locally like Everett and Snohomish have allowed the robotics programs to resume in-person work for this season along with what appears to be thousands of other districts across the country and the world please I implore you to take some time to look at what the ESD robotics programs are looking to do and give them the access they need to let those kids learn and compete this year deadlines to
009complete their work for the 2021 season are fast approaching some as early as April 8th we need action now or the entire season will be lost again fifty percent of the LH the Linwood High School robotics team is seniors including daughter this is the last chance they get to do this before graduating don't make them miss two straight years of first robotics um does someone else want to take the next few I can do that thank you uh the next one is from Dorothy Weber on the new hybrid model I am a secondary teacher in one of the high schools in the district I have a question regarding the use of time and student workload with stage four hybrid schedule for high school we have double the direct amount of minutes that the students are
010in front of teachers from the current model to the new model should we be assigning double the amount of work I worry about the student completion rate of assignments if this is the case in particular for the students who stay remote who are already struggling under workloads next one is from Aaron Graham Bush on the hybrid schedules seeing the schedule for high school I'm curious how this coincides with the messaging sent out from the district throughout the year to slow down and reduce student workload as students are struggling with the remote learning when at least 40 percent of the students will be remaining fully remote having students on Zoom daily from 7 20 to 120 does not seem to be in the best interest of those students who will not be returning to school in
011person what training will teachers provide on how to teach in a remote and in-person setting what does a district anticipate teachers lessons to look like in the setting with remote and in-person students daily while maintaining public health and safety measures while rotating students who will be in person do we know if the student if the school buildings have the tech infrastructure to manage all in building teachers zooming daily in the classroom and the last one is from Zach Raphael Vasquez on the start time of 7 20 A.M I believe that starting school at 7 20 a.m would be detrimental to the student's health due to the fact it does not allow room to gain say eight hours of sleep and a lot of students parentheses that use District transportation or otherwise run parentheses would also
012cause a lot of mental health issues in conjunction with the daily workload of school part-time jobs Etc and that concludes the public comments thank you next we have our consent agenda do I hear a motion I moved to approve I second it it's been moved and seconded to approve the consent agenda is there any discussion I just have one comment I want to thank our taxpayers once again for passing the tech Levy that has gotten us through this pandemic Believe It or Not relatively easily the the struggles that some of the other districts in the state um we were able to avoid so thank you again for being committed to our kids um anything else okay uh Allison may I call for a roll call vote please director McMurray all right director Noble hi director
013Chase aye director cadems aye director kilbore hi and the consent agenda is approved next we have keep going um a student presentation no yes student presentation from Maplewood K-8 the influence of social constructs take it away principal Mathis unfortunately I'm not finding principal Mathis or her students here attending okay are they on the attendees no I've been going through the list I'm not finding yeah okay well that's too bad I hope um we must have had a miscommunication and maybe they'll come in and if not hopefully we can reschedule uh that's too bad um but I'm looking forward to hearing from them soon uh next we have a re-entry update our reports re-entry update Dr balderas thank you board of directors and we will uh be rescheduling maplewood's K-8 uh presentation to the board if
014they do not come on screen here soon so do want to begin with uh the re-entry update if I can pull the PowerPoint product up thank you so much um foreign next slide please thank you so I as you've seen a slide many many times we are currently in in stage two of our um of our rantry and moving towards stage three and four here very quickly and just to reiterate uh the next slide please to stage two I am going to uh turn it over to folks a little bit to be able to to talk about stage two and then move forward but before we do that I kind of want to make sure that the community understands that the emergency Proclamation that came forward uh uh last Friday they kind of changed the
015course Very quickly in terms of what we were planning on doing we had planned on um moving forward toward our hubs and that was turn around again when the governor um provided the edict that we re-enter all kids this year our case six kids in totality will be in no later than April 12th and um are secondary kids no later than April 19th and we had already been planning on K2 coming in we have our second grade that started yesterday I say there and our K1 will begin um next Monday and we did move our Kinder uh students up to March 29th from mid-april to again provide an opportunity for us to build bring another grade level in and and provide these kids some additional instruction so that's something that we were able to do
016I do want to thank eea uh our Teachers Association to uh that we met with last week to be able to agree to the mou in quick fashion to meet the the governor's edict because of the fact that uh this is very very time sensitive so just to really appreciate the bargain all bargaining teams as we got to this uh a solution that uh to best meet the needs of of our families and students during this uh again very very quick process that was presented to us so that was stage two next slide please again as stated the the emergency Proclamation that was announced just roughly 10 days ago that provided minimum of 30 of students receiving at least two days of their normal school instruction so this is something that we have to do
017I know that uh we can't communicate this enough in terms of what this looks like we need to provide at least two days of normal school instruction to our families and have every any person any student who wants the opportunity to access in-person instruction must be provided that opportunity and that's what we're working towards as I stated uh April 12th for all Elementary in April 19th for all secondary and just want to make sure people understand that all that every student has that opportunity and we're still working through through staff leaves because again there's some staff that do qualify for some some leaves and that prevents us from uh again have there has to be some switching that happens in some cases and we're going to actually walk you through what the what the schedules
018will look like next slide please some of the numbers here for K2 I know something that the board had requested early on for K2 57 of the kit I'm not going to read to you it's right there but 57 percent in person and uh for the rest right now it's a dip if you disaggregate the data 65 of kids at the elementary level want to come in and 59 of the secondary kids when I came in and that could change that could change and again one of the things that we did do is we provided the opportunity for our element our K2 kids to be able to switch out their their request to uh once the schedules came out because I think that's something that uh with siblings want to meet the best meet the
019needs of our families we did have a quite a few kids again changed teachers and 100 of the teachers were able to stay in buildings and the majority at their grade level but kids did switch teachers and that's something that that we knew that was going to happen because of the uh of the matter that we were getting requests to be able to stay remote or come in and it does become a math problem in terms of how many kids we can have in building at any given time how many teachers we have and of course it's a space issue that we're going to talk a little bit about here in a second next slide please turn this over to staff on the videos I believe this is harmony um it's Rob I'll take this
020Rob uh good evening everyone this is Rob Baumgartner I'm the executive director of our student learning Department um one of the uh things that we've been working on over the last several weeks is a series of health and safety videos for our students and our families and this has been a partnership between our excellent Communications team and our excellent Health Services team looking at ways that we could really do two things one is to provide safety information and some pre-training for our students and their families that could be utilized at home before students come from in person but these videos could also be used as teaching tools for when students come back into the school several videos have already been communicated on our social media and on our district website by our comms team and
021these include a video on mask wearing our health attestation process some key features about getting to school and hand washing and we thought it would be nice to share one of those videos with you as part of our presentation so shirelle if you could cue the hand washing video for us that would be great [Music] one way to stop the spread of germs is to wash your hands when you get to school the first thing you would do is wash your hands let's talk about the best way to wash your hands step one use warm water and soap rub your hands really well and make lots of bubbles step two wash for 20 seconds that's like singing Happy Birthday two times step three rinse your hands really well step four use a paper towel to
022make sure they're nice and dry shut off the wire using the paper towel and for the paper towel away in the bin washing hands with warm water and soap is the best the other option is to use hand sanitizer it'll be several times throughout the day for you to wash your hands or sanitize foreign thank you cherelle while he's putting back up the slideshow um one of the things that we heard is feedback from some of our neighbor districts that had opened a little bit sooner than us was that these videos really supported a successful transition they gave families lots of good information in advance of coming into the school and so that's our intent as well um we'll uh we'll have to see how that hand washing video flies with our older kids but
023uh I think it's pretty darn cute so if I were a high school or middle school teacher I'd show it and deal with the groans um but next video next uh slide excuse me shirelle so we are uh gonna talk uh Lots this evening about the upcoming stages of re-entry and um I'll begin by talking a little bit about stage three the key things uh to note here is that it really is the same model that we're using for kindergarten through second grade and so this graphic that is in the slide here is one that you're familiar with and so we've divided our students into a remote learning group and an in-person learning group and we're calling those the cohorts A and B and cohort C so as you can see we're alternating the cohorts
024A and B when they're attending and uh for in-person Learning and then on their alternate days they'll have remote learning uh at home that will be largely asynchronous in this model our group C in this model will continue to receive their instruction with the teacher who is has a remote teaching assignment as well Wednesdays continue as our asynchronous days those are critical days for teachers to do the additional planning that's required for this model it's also an opportunity for us to deep clean our schools and get ready for the next two days of instruction so in some it's really a replication of what we've already shared about our K2 model Lots is already underway to make this happen um our students have filled out their intent forms of their families and we're working to arrange
025Staffing so that we can start the next stage of this model and April on the 12th so next slide and I'll turn things over to Greg Schwab hello everybody uh Greg Schwab assistant superintendent uh and I want to talk a little bit about the secondary schedule uh for grades 7 through 12. so um we are uh doing what we're calling a concurrent uh ABC model and I'm going to try to walk you through it a little bit um and so one of the first things we wanted to do was to match the elementary cohort using the a b a b model for um days of the week that each cohort is in because we want to make sure that we're trying our best to keep students with siblings at other grade levels within the same
026cohorts for their for their week of school so in the ABC concurrent model all secondary students are going to receive instruction at the same time uh how they receive it will depend upon which uh which cohort they're in or which model of learning they choose so we'll actually have three groups um one group will be our a cohort which will be our in-person cohort on Monday those students will be in the classroom receiving in-person instruction from the teacher at the same time on Monday we'll have our B cohort which will be using remote learning to remote into the classroom where the teacher is teaching the live instruction and they'll receive their instruction via Zoom uh and then we see the third cohort or is the C cohort those are the students that have chosen to
027stay fully remote they will also remote into the classroom and receive their instruction from the teacher that is delivering the in-person instruction and then on Tuesday we switch and the A and B chord switch so now the a cohort is receiving remote instruction from the in-person teacher the B cohort is now in the classroom receiving in-person instruction from the teacher and the C cohort remains remote learning but also receiving instruction from the teacher Wednesday is an independent asynchronous learning day for all students and then on Thursday and Friday we repeat that process again with our a b and c cohorts one of the reasons why we felt like this was an important model to to to use was because at secondary we very much wanted to maintain our students in their classes and not have
028to go through a shift of teachers uh with 10 weeks left to go into school year at a middle school or a high school with six classes it just is a it was it would be too complicated with 10 weeks left in the school year to completely unschedule and reschedule students and so we felt like this model allowed us to maintain class configurations maintain students with their current teachers and also utilize the technology that we've been using all year to deliver a concurrent model of instruction so if we go to the next slide please so just to give you an example of what this might look like we have three students Maria Thomas and Sam and Maria is in the a cohort uh Thomas is in the B cohort and Sam is in the sea
029cohort and they're all receiving instruction from their teacher Ms Jones so um on Monday and Thursday you can see that Maria who's in the a cohort is going to be in the building receiving in-person instruction and on Wednesday she'll be doing Independent Learning and then on third on Tuesday and Friday she'll be at home receiving remote instruction Thomas and the B cohort is the reverse of that he will be at home on Monday and Thursday being taught remotely by Ms Jones via Zoom doing Independent Learning on Wednesday and on Tuesday and Friday he will be at school Sam who chose to stay fully remote will be at home all four days of the week receiving remote instruction from Ms Jones so again this is really a way that we we felt like we could maintain
030the Integrity of our classes and keep our students with their teachers and not upset the master schedule for the balance of the the remaining days and weeks of the school year and so with that oh I think I have one more slide um just to talk about before I move on so we go to the next slide please ah here we go so again um the schools uh each of our schools are going to have the opportunity to select either a six period day or a three period block could we go back one thank you uh and the middle school student day will be from 8 10 to 2 10 p.m the high school student day will be from 7 20 a.m to 1 20 P.M and I want to add a note too as
031well about because we've heard from some students and families with some concern about switching back to an earlier start time after having been on a much later start time uh in remote learning for the school year and we understand that this may not this model of instruction may not work so we do have some options to create flexibility for students and families who may be concerned about the length of the secondary day or how early in the morning they're having to start start their day so we just want to reassure those students and families that we will absolutely try to find ways to accommodate them using our e-learning program and also trying to find ways that we can blend and be and be creative to support those families and make sure that that if this
032schedule is really a challenge for them we'll find ways to help accommodate so they can continue their learning for the rest of the school year and I think I'm going to hand it off back to Dr Bell there's next slide please so some of the things that the staff were working on again since we heard last Friday uh not last Friday 10 10 days ago with regards to the emergency Proclamation from the governor again the move from The Hub model uh to hybrid model of instruction we're very happy to be able to see kids on campus I know that we had our second graders in yesterday and they were very excited to be on campus is working through staff and uh Staffing of the classrooms as well as purchasing it quickly technology to make sure
033that this happens and that's something that we're getting a shipment next week I believe with regards to I believe it's a week or 10 days from now to be able to get everything um up and running in our schools and also the instructional space expansion as uh Mr Schwab stated it's there's a limited number of kids that can be in the classroom so there's classes that are larger that need to accommodate additional kids or that we have additional students that want to come in we need to make sure that we have a space available in our schools and we are going to be looking at every available space at our secondary schools to ensure that we have the opportunity to provide students the the hybrid model if that's what they wish to do and of
034course Transportation schedules that are currently being worked on right now again is one of the reasons we wanted to bring some grades in as well is to make sure that we we get the the runs the bus runs ready to go for our kids and and start busing kids and making sure that we continue to to hire drivers and of course the health and safety protocols uh hence the videos the trainings that we'll continue to do uh ensuring that we're meeting the department of health and labored industry standards requirements for us to be able to have in-person instruction in our campuses including the six foot space I know that uh the CDC has uh recently changed the six foot space to the the six foot spacing to three foot spacing and I know that California
035and Oregon have already moved that route in schools and that for us would be a game changer if we could if we could have that here this spring to be able to allow more kids to be on campus so I hope that this state uh moves that way to ensure that we can provide uh as many kids that want to have the opportunity to come in into a classroom the opportunity to do so in their in their classroom space and not an alternative space if uh if we do get a lot of requests so this is something that we are working towards I know staff are working on every one of these elements right right now and um this is something that's that's pressing as we get more students in not just next Monday which
036is uh again the the kindergarten first grade but to meet the proclamation uh the edict by a 12 all elementary and by the 19th all secondary kids are able to have that opportunity to come into a hybrid model of instruction to have at least two days of instruction uh that's mandate that's gonna be mandatory so these are things that we will be working on that are we have been working on and we'll continue to work on to ensure that we meet uh that that edict and I'll be very afraid you know this is something that staff are we know that it won't be perfect we know it won't be perfect but we'll have kids in school and I know that everybody is working hard uh to meet the timeline so I want to make sure
037people understand uh it's been a very um roller coaster ride this year uh I I remember back when I first started in District nine months ago that the first two weeks we were going to be in hybrid in the fall we're working toward hybrid and we're meeting with Dr barbangardner I think we had 21 teams working on different models and on all sorts of things and uh Dr Schwab was working on that as well and it quickly shifted to full remote and then quick and shifted again to bring in some kid's kids in and then having a hub model to now this so I really appreciate the flexibility and the resilience of our educators and really appreciate the resilience and flexibility of our community and our kids and our kids because this is something that
038no one signed up to do this this is something we're doing and it's uh we're you know we're flying the plane and building at the same time and with this guy be bumpy but we will do this and we have a lot of outstanding staff everywhere and we are excited to be able to have this opportunity to have kids back next slide please good evening everyone Dana gazeln assistant superintendent um to Dr balderas's point one of the mitigating strategies for health and safety that we use is our attestations and we've talked about that before all staff that are going that are on site well actually all staff fill out a daily attestation and then our students are given the opportunity to fill out an attestation daily also we have some recent communication this week that
039only if they're going to be on site do they need to complete the attestation students could be on site for a variety of reasons um of course the in-person learning and the hybrid model but they could also be on site for um for testing for an assessment of sorts or for activities or Athletics so they will have a um a attestation mailed to them every day through qualtrics so thank you to our technology department for for all of their hard work on that um we have shared an attestation video one of the videos that Rob was talking about with families we do this digitally every day it's also important because um when we if we do have to do some contact tracing if there is a positive case if there's you know all of those
040pieces we we know where people are and what what spaces in the building they they're in so that is one of the requirements from the Doh to be open in person um one one piece on the last part of this is that it is sent to the guardian one um in in Skyward we don't really know another way around that but we are getting that out and we're working out any glitches that we had in the system so that's the nice part about a little bit of a slower start is we get some of these these things worked out um as we work to have more kids in person next slide some of the mental health supports that we have available and we know that that right now um some of our most critical work
041is the social emotional learning and the social emotional supports for for our students so we are continuing to work with our um through professional development and supports to our staff um to follow the psychological first aid model and it's it's really that critical piece of always having a warm welcome with students whether it be through a remote setting or an in-person setting um relevant instruction with connections to that student voice and listening to our kids and then that optimistic closure um we've I think we've talked about psychological first aid and it's something that we've worked on with our um with our entire staff and we started with our administrators this summer and have rolled it out as the year has progressed classroom activities that are being provided to to teachers through our student learning Department
042um we have talked about I think at the last board meeting the Panorama SEL screeners and the building's follow-up plans for each of those and that data they receive from their screeners that they did um of students continued referrals to mental health counselor Partners um and then we talked just a little bit about care Solas um I think maybe two board meetings ago uh carouselist is a mental health referral warm handoff it's a it's a mental health concierge that we are Contracting with through some title IV funds it provides families with a linkage and follow-up to Mental Health Services um taking into account their needs and their ability to pay and the time that they have and the follow-up with families happens afterward also to ensure that the connection was made and make arrangements if
043it wasn't and it helps the school provider know that services are happening um I don't think there's I don't think we can do too much on the mental health side of things right now our administrators our school psychologists our counselors our student intervention coordinators and our student support advocates or ssas have all received information and training around this and our next steps are to get the information out to our families we're really excited about this partnership and this resource for our students um we have an SEL a steering committee at the secondary level that's providing some good feedback and meaning to um give get information and resources out to our buildings um we have an advisory time through the recent mou um that is continuing at our middle schools and our high schools expanded SOS
044which is a signs of suicide implementation at the secondary level and then Suicide Prevention intervention committee doing that um that work around the SOS implementation and how that rollouts happening and responding to to things as they come up so those are just some of the mental health work mental health work that's being done across the district by many many people next slide and I'll hand it off to Greg Schwab all right hello everybody again this is Greg Schwab I want to talk a little bit about uh just some updates on our Athletics um that we've been offering since uh January so uh back in uh early January we began outdoor conditioning and that lasted for about a month um we are planning another round of open gym conditioning for winter sports and that will begin
045after spring break uh when the fall or when the fall Sports Seasons conclude and we're just as odd as it sounds we are just wrapping up our fall Sports season which ran from February 22nd it wraps up next week on April 1st um and then we'll begin our spring Sports season next and that will run from March 30th through May 7th and then we'll conclude our Athletics competitions with our winter sports season uh later uh in May and early June so that's that's the plan for athletics and I did want to add too I know there I there was the the comment that we heard from the parent about robotics and they'd want to let everyone know that we will be starting up our after school activities which are separate from Athletics as soon as
046we get the language finalized for uh with our association because those are um it's part of our teacher teacher contract and we needed to finalize some health and safety language for those after school activities and we were very close to doing that when Governor Inslee gave us his Proclamation that said you've got to open so we had to set that aside and get to work on this but we're now going to get back to that and I expect we'll have that language in place very quickly this week so we can get those activities like Robotics and other clubs like there's a student-saving salmon Club at Edmonds Woodway and several other clubs across our district that we want to get back started as well so those will be coming very quickly um the other thing I
047wanted to talk about if we go to the next slide was just to give you all a quick update on a very important um Milestone marker for our seniors and that's our graduation ceremonies um so we received guidance this week we were waiting for it and we finally got it from the Department of Health um that will allow us to do an outdoor graduation ceremony under the phase three opening guidelines of Governor insley's plans for reopening in the Department of Health but because there are some limitations on the maximum number of people that we can have uh at the ceremony at any one time uh we think we're going to need to consider hosting individual School graduation ceremonies and stages uh to allow for maximum capacity limits um so we're working on this plan right
048now but our but our plan is to do outdoor graduation ceremonies more normal ceremonies than we did last year with the drive-through virtual um uh ceremonies that were all videotaped we're gonna go we will probably have some element of that in this ceremony but we will also do a live ceremony um where students will receive their diplomas at the stadium walking across the stage with family present to see it happen so more to come on that but in order for us to do this we think we're going to need to plan two ceremonies per day using a Saturday and a Sunday to allow for the longer period of time needed for each School ceremony so um like I said those plans are in development right now but now that we know what the Department of
049Health says we can do uh we can get to work planning those ceremonies and I'll provide the board with an update uh to subsequent board meeting um just to let you know what those plans will actually look like and how graduations will actually look so with that I'm going to hand it off again to Dana next time all right just a little bit more we're really excited about how many vaccines have been um made available to Educators and and since uh the the table of vaccine of Eligibility got moved up and Educators were included that in that um we have had um I think it was last week that superintendent Ragdoll reported that 70 of Washington Educators have at least one or more doses which is really exciting we've had 18 intercoms department has done
050an incredible job of reaching out we've had 18 staff Communications um since since it was announced that Educators were moved into that stage um even last week it was 4 000 local doses that we put out and were available um it for anybody who qualified in that stage um a second piece is this on-site testing partnership that we are working on um it's provided through Washington Department of Health but and it's through the common health project and some federal funds that have been earmarked for that and what it is is a program to support in school covid-19 testing it would of course be with parent or Guardian permission and staff could be tested as well so what it what it provides is if someone is showing symptoms and and then at on the School site
051they can get tested before they leave and get results within 48 hours but it's reported to me that it's usually a little bit quicker than that and that prevents someone from having symptoms and then having to go then to a clinic or something and having to stop somewhere else they would have the test done and then they would have the the results and that just um to help you know to help stop the spread of somebody being in more spaces so we're excited about that and we're meeting with them soon um and then more to come it would be at each one of our school sites that is open would have that testing capacity and it wouldn't have to be a medical health provider that does the actual testing so we'll keep you posted on
052that as we work through that partnership you know we're going through a lot of of slides with the board are there questions aboard we have a few more I know we expanded our re-entry to just include more information are there board questions or comments um I have a question it's more of a clarification um I want to make sure the public understands the difference between the model that was being shown for elementary and the model that's being shown for secondary in terms of there was a picture of a computer that at elementary was labeled distance learning and at secondary is labeled remote learning and it I think it needs to be clear to people and I I think from the communications you've sent to parents it probably is but I think it's important that in
053the elementary where it says distance learning that's asynchronous and those kids are not then tapping into an in-person teacher at that time which is different than the same color computer in the picture where it says remote learning for the secondary where in fact those kids are tapping in so that the secondary kids are actually getting four days of synchronous learning the elementary kids are getting only two days of synchronous learning am I correct about that to clarify that that way yes okay so I think um in the in the um Graphics that you have it might be helpful if that were more clear because the phrase distance learning versus remote uh for most all it sort of means the same thing and so it seems to me that it ought to be much more clear
054that that is time the students are working on their own on assignments projects whatever but they're not um working with a teacher at that time so thank you for that feedback director cadems it's it's I would agree that we need to ensure that we have clear definitions for our community so it's a it's very crystal clear for people so thank you um hi my name is Isabelle and I go to Edmonds Woodway High School um I'm curious as to how teachers are teaching like the um remote students and the in-person students at the same time like how exactly does that work well you're asking um uh uh a question that is really kind of how is a hypothetical um going to be implemented um right this is this is New Territory um there are some
055models that exist out there at the college level where they've done a concurrent model where students are remote and in person um but it's it's fairly new territory for our high school system uh there are some systems around the country that have used this model for for several months now and it looks a few different ways the way that it will look in our system is really um going to be a lot at the discretion of the teacher and the needs of students and so it will look a lot of different ways depending on the type of class and probably the configuration of students and their needs but to give an example if we were thinking about a lab science class this is one that has come up many times as uh kind of hard
056to get one's head around because the in-person experience could be very experiential right we could have an investigation that we asked students to complete in class and collect data and all of those things but how is that going to look for a student that's fully remote and that's where um you know we know that our teachers can utilize very simulations that may not be the same as a hands-on experience in person but could actually demonstrate using video or some access to some real data that that's scientists have generated those kinds of things that could model or replicate to the degree possible that experience for kids at home and so there's that we had thought about this as in terms of delivering the lesson as you know that the teacher would focus on the students that
057were in person and the students at home would sort of get a live feed and that's that's that's one way that that could work we'd also thought well and then maybe there's a pivot where you put the students not put but but you asked the students in the classroom uh to work on an independent or group task and then you focus the teacher would focus their attention on the students that are zooming into the classroom um well we heard from our teachers that um we're at the the bargaining table with us was that um separating it in those ways was probably not very organic and may not be really responsive to to what's happening in the classroom and so our goal is to support teachers in thinking about what tools we have available what our
058learning objectives are and how we might best support a learning experience for students in both of those settings and it will take um some good thinking some trial and error and um you know the the few teachers that I've talked to are nervous but excited about trying it out and and seeing what it means um for students learning and and getting kids back in person so so I don't I don't think there's a prescriptive model that you're going to see um it'll look probably different in all six of your classes um or seven if you have that many uh but um we're definitely thinking about how we can best support teachers and thinking about those things thank you um hi I'm uh sorelia I also had another question so if kids do the hybrid model
059and they don't like see themselves like learning as well if that's the case or like they're struggling even more in person could they opt out at any time and go back to fully remote or does if they do hybrid they have to stick with it for the rest of the quarter you know it's actually that that's actually an easy thing for a student to do to switch from in person to remote so that certainly a student can make that choice if they wanted to go back to fully to a fully remote option it's a little more tricky if we have a student that starts out the year fully remote and wants to come in person after we've made our staffing decisions but we'll make that work as well but um to answer your question yes
060you could switch back if it wasn't working for you in person thank you can you bring up the PowerPoint again thank you turn over to Lydia I believe thank you so I'm Lydia Sully executive director of business and finance just wanted to give you um a brief update um we will be providing free breakfast and lunch to uh any in-person student who wants one um but students can certainly still choose to bring in their own lunch from home we will continue with our Seven Day meal kits at um community and school locations along with some home deliveries and just wanted to report that in one year we served 2.2 million meals to our families next slide please I'm going to turn it over to Dr Helen thank you good evening everyone my name is Helen
061Jung assistant superintendent and I just have a few Child Care updates we wanted to ensure that child care would not be a barrier to accessing remote or hybrid learning so we have before and after school care provided by Reddit School YMCA Kids crew and boys and girls club in Edmonds right at school we'll be servicing this list of elementary schools so please reach out to them if you are interested in before and after school Child Care YMCA is covering three Schools Kids crew and boys and girls club will be functioning in their own spaces Pavilions and Facilities but please reach out to them if you have needs concerning financial support for child care and whatnot they will be more than happy to make Child Care possible for you so please reach out to to the
062individual child care providers full daycare is also available at the YMCA provided by YMCA at former Woodway Elementary School all five days per week and right at school will be supporting our students at former Alderwood Middle School five days a week and boys and girls club and kids crew will be supporting our students from their own facilities as well for full day care so please reach out to them and if you have any concerns also reach out to our school leaders who have been advocating fiercely for our families to ensure that they have options and if you are having a hard time getting to hybrid learning because of child care we are here for you and we want to make it work so please reach out that's it next slide Dr John yes uh does
063that yes does this mean that a child who is in um hybrid say when they're at Sea View uh they would go to after school child care and then on their off days they could have the option to go to say the former Woodway Elementary for for that or yes yes something like that so they would piece things together right and we wanted to make sure that we had space available and using our former elementary and middle school was the best option but we still have care provided by the boys and girls club and they have space in their own facilities as well as kids crew for full day care so so there would be the family's choice but we can help them absolutely make sure that they have access to all that yes okay
064thank you any other questions all right next slide please so just a this is Lydia Sully again um a brief update on sr1 we have um committed or expended those funds um expenditures already occurred for things like PPE and Technology um and then we've committed just a small portion of our enrollment shortfall through August and then um just a reminder Esser is pretty wide open they want us really to focus on um getting kids back in school making sure that we're supporting those students um sr2 um increases our ability to provide summer learning activities assessments um and things to mitigate some of the learning loss just to point out that ospi said Esser while it's um very helpful it's not an ongoing program to support long-term expenses so they really want us to focus on
065uh one-time costs and immediate needs because there is no expectation that um the state will backfill or the federal government will contain continue to provide additional Esser funds next slide please so um just a reminder that Esther funds are based on title one which is based on a District's poverty um we probably fall in the middle of the pack at um just over fifteen hundred dollars per student and just wanted to point out that there are quite a bit of disparities in the state um because of the poverty it's it's independent of District size um as opposed to um income levels within the district um sr2 has just been appropriated by the legislature so they have authorized us to apply for sr2 we have begun spending sr2 um on we've talked about some of our
066technology needs continuing to provide health room assistance um for covid um monitoring and then uh the big disappointment is that there was another bill in the legislature that talked about how we were going to possibly be backfilled on Transportation or at least up to 70 percent of our original allocation and then when the Esser funds were known by the federal government the state um the state determined that with all these federal funds they were no longer going to backfill Transportation or enrollment shortfalls this year and the um Transportation Bill clearly states that you must use Esser funds to backfill your transportation losses um there had originally been kind of a safety net but even that safety net couldn't be accessed until you utilized your Esser funds so originally um in 1920 we received over 15
067million dollars in transportation funding we're already coming in with an expected 1.6 million dollar loss this year before the full nature of the pandemic was known so they reduced us to 13.7 and then in February we received our allocation our actual allocation for 2021 and it was reduced to 4.2 million so we have made reductions in transportation expenditures um but we do anticipate that we will have a shortfall that will be need to be made up with these sr2 funds um also still the legislature is still in session And discussing how they are going to fund uh 2122 Transportation because um the model states that part of the 2122 allocation is based on some ridership and some expenditures from 2021 which of course we are not um fully in school so sr2 we will be
068applying for soon and again Transportation continued technology continued personal protective equipment and other safety mitigations and summer activities sr3 we've just received a word that um there is an sr3 and they're estimating it at 20 million dollars uh 20 must be set aside for learning loss and this source of funding is available until September 2023 so we anticipate that um we would maximize it through the next two school years and then I will turn to the next slide all right this is Lydia this is Nancy sure I have a question if we could go back one slide where you say s or three is estimated at 20.2 million is that for our district or is that for the state for us okay great thank you this is Rob uh Baumgartner again uh I'm going to
069talk a little bit about our summer programming and Recovery Ed uh planning processes um I'll start by talking a little bit about really what our intended outcomes are for our summer programming um definitely we want to address learning loss using research-based best practices we know that we need to have a robust program for providing opportunities for high school credit retrieval and Recovery I also want to support students mental and physical health and knowing that many of our students will still not have been in one of our school buildings for over a year we want to see how we can utilize summer activities to support that transition back to the schoolhouse and a big focus of our programming will be on those students that are really the furthest from educational Justice those students that have really
070experienced a lot of barriers to those opportunities for learning and we'll be using a lot of data and assessment and teacher input to determine who are those students that would most benefit from a summer program to address some learning needs we really want to approach that in the most enriching and um engaging experience experience ways that we can we know that there will be a high demand for summer programming and our hope is to offer a Continuum of options for families there may be some families that want a very small amount of Summer learning support and as an example we might be able to keep a tool like I ready reading and math available through the summer so that students and families could work on that in the ways that best fit for their schedules
071and their capacity through the summer on the other end of the Continuum we hope to have in-person programming for for our students that would benefit most and ideally we'd have that as at as many sites as we could and it would not only include a rich learning experience but some opportunities for enrichment and also some social and emotional and physical health support and of course we'd want to include food service in whatever ways that we can our hope there is to have both an elementary and and a middle school model um some key planning things that are important uh that our directors and our community know about we are participating in a partnership through a Gates Foundation Grant and we are partnered with a consultancy group called Ed Northwest and they are helping us with
072a couple of things but one of those things is uh our summer and Recovery Ed planning and that work is well underway um forgive the acronym on here but SRE summer recovery Ed team we're meeting uh bi-weekly now and really uh moving uh past some of the high level Concepts into some of the the real details of planning for summer which include uh Staffing which will uh is worth elaborating on we know that while we have lots of needs um to be served through the summer we also want to be thinking about our um staffing needs and it's been a challenging year for all of our Educators and we know that tapping that pool of employees to jump in and help out with Summer learning is going to be a big ask so we're working
073and thinking creatively about how we might staff those summer learning programs lots of planning ahead and it just represents an example of the kind of work that we're doing right now we also have to develop some tools and metrics for identifying those students that we think would most benefit as well as working with our various Partners Transportation facilities as well as human resources to work through all of those things and a key feature not so much a key feature but one of the key steps that we need to make is we do need to present a summer recovery learning plan uh to ospi by the beginning of June and you can see there the the various things that that will need to include that's worked that's well underway and our goal is to have uh
074that plan uh well developed and uh ready to communicate to all of our stakeholders as soon as possible so and I think I'm turning it back over to Dr balderas next slide shirelle thank you this has been a longer than usual um presentation but wanted to make sure that the board and listening audience and people on were able to understand our re-entry for fall just be perfectly clear that we expect to have our kids on campus this fall in one format or another depending on Department of Health and Labor and Industry limitations and we hope that in the fall if not this spring that we're able to get to that three foot spacing to ensure that we have more of our students back in school and again this has to do with vax and by
075then you know anybody who hopefully will have uh be everybody would have the opportunity to have been vaccinated if you're uh an employee on our campuses as well as I know we're hearing uh about vaccines for students 12 years plus and uh and also for those uh less than 12 years hopefully the the first quarter of 22 but uh hopefully get vaccines for anybody who's 12 years plus here in the fall sometime and uh that would help with this as well and but we also know that there's going to be a need for some sort of remote learning and I know that's something that's we'll need to provide that opportunity to our communities and of course we need to work with our our partners our our association Partners to ensure that we're able to do
076this very quickly to to make sure that we can communicate to our families here uh before we leave for summer that is the goal so that we can plan out this summer when we are doing our summer school and be able to have our community understand what the model will look like for the fall so again just to reiterate we fully expect to have kids on campus always have always have uh expect to have kids on campus in some form or another begin the limitations are truly from the Department of Health and laboring Industry in terms of how many kids we can have so thank you for this uh again longer than usual presentation I appreciate staff uh some work and putting this together as well and we're here to answer questions but before we
077do that I know we had two of our students weigh in I want to see if students wanted to provide any input to what they heard as well if not I'll turn it over to president Kilgore for any questions from the board are there any more questions or comments um this is Nancy I just want to say thank you to everyone who sat on the bargaining team from both the district and eea for moving so quickly and so reasonably to get to where we are so that we can make this happen and to all the District staff here and uh across across the whole Administration wherever you're working from because the implementation we know is really hard and you're making it happen and so there's so many pieces and parts and we really appreciate all
078the hard work everybody is doing during this really fast pivot foreign I guess I would I certainly want to um say my thanks to everyone but just a reminder we're not back to normal yet so I know there's a desire to kind of um figure out how old is going is going to work but this is still a tremendous amount of logistics that have to be figured out I'm glad that we're able to do this um to in case we we have we have a similar situation going into the fall I'm hopeful that that won't be the case but um we're still we are still not back to normal and I'm not exactly sure when normal is going to show up or if it's going to even look like what it used to so um
079I appreciate everyone's flexibility and certainly the creativity and innovation of um everyone involved to try to make this work as well as possible recognizing that um it can't be perfect and so at some point you jettison perfect and you work with um the best you can get and I just appreciate everyone working so diligently to to achieve the best we can get so thank you for that director McMurray and I couldn't agree with you more and thank you for um for the comments board and and reiterate there will be bumps there will be bumps and uh but we're excited to have kids back on campus again excited to have kids on back on campus yesterday our second graders but there will be bumps but we will get through this again we have a resilient staff
080a hard working staff at the building level at the district office level and again we're do the best we we can um to ensure that we provide the best educational experience for the kids this this spring so thank you okay thank you and I understand that Maplewood is on the call now so I'm going to turn it over to principal Mathis good evening thank you so much for um welcoming us and I invite our teacher Ruth brick and our student speakers to please turn on their cameras and unmute my name is Michelle Jacobs Mathis and principal at Maplewood parent cooperative and for a number of years our staff has focused on issues of equity particularly identity and expression in anti-bias teachers have worked hard on curriculum Miss Ruth brick in particular has been a leader
081in participating in social justice and curriculum related activities with Jeff Stone and I would like to introduce this rubric to tell a little bit about this assignment and then we'll have the kids each read that paragraph or two thank you so much Michelle good evening everyone um I'm sorry that there were some issues at the beginning of the meeting about when we were supposed to present but I'm actually glad that we have the opportunity to listen because we have been faced with so much in this past year plus and um I'm really happy to be here to present the children the kids the students because it's so positive and even with everything we've faced even the kids that have struggled the most I've seen Improvement great Improvement in their writing and one of the nice
082things about this model that there are so many struggles but one of the really nice things it is it is it has enabled me to really work one-on-one with so many students and those office hours are so important and as Mrs Mathis mentioned with the current state of our nation and things that seem to have come up last spring and are continuing to happen I'm really proud this is over 20 years now that I've been with the Edmonds school district and I'm proud that we've been a leader and focused on equity this unit of study was created to support that as well as to teach the importance of using a variety of voices perspectives and uh modes we used sources we used picture books by Jacqueline Woodson we took excerpts from young adult fiction we
083took short stories from the we need diverse books we took a clip from an lgbtq character from the television program Glee and we used an excerpt from Lebanese philosophical author Ahman Malouf in his work in the name of identity students were then asked to address how social constructs affect us as a society foreign so in their writing as well as showing the Mastery of the complexities of formal writing and I just have to remind you these are 12 and 13 year olds they have demonstrated not only their understanding of the real world issues but they are looking to the Future to solve them thank you so much for providing them an audience I feel like they have earned it and I just I wish that we could spend an entire evening and you could listen
084to these amazing kids because it was very hard to pick just for but here are Kylie Richards Vivian Martin Kyler O'Brien and Evan Cole Kylie you go ahead and start us off and I'm going to remind you guys don't forget to unmute as a society we are influenced by the social constructs that have been placed on us we can see it in our everyday lives and through the media because of the we tend to make assumptions about others some sources that illustrate this are the if I were a boy clip from Glee superhuman by Nicola Yoon and Alma malus in the name of identity as a result of these examples we begin to believe that African Americans and white people shouldn't be treated equally and equity equitably and that is not acceptable to be trans
085or identify yourself differently than others therefore if we want to change the social constructs we need to start treating everyone more respectfully and equitably uh do I continue or thank you finally go ahead that would be and maybe another paragraph would be great one social contract that needs to be addressed is that some people think that it's unacceptable to identify yourself differently than others or to be trans and the favorable eclipse from Glee the audience Witnesses three boys bullying a trans character that goes by and they're unique when they say things to her like well well well if it isn't it the queue and the lgbtqyz who gives a crap they're implied to her that she's abnormal and weird this shows and thanks to atrocious social construction such as this one students and others adultery
086each other respectfully look at this [Music] one's Eddie and states that such factors may act as informative as formative influences but they can also cause permanent injuries well of choice clearly Malu feels that unique and infected because when other people make him feel poor he's poor playing that's a quote makes City feel as though she doesn't belong the fact that they don't listen to her if our boy lyrics and that they don't care how it hurts clearly makes unique little trench all the idea being accepted as a trans person or identifying differently than others is an important one treating African-Americans from white people more equitably also needs to be considered the issue of African Americans being treated less equitably than white people is also of grave concern the author Nikola shares the set the sentiment
087in the story superhuman asking why are Americans still obsessed with race and further and youths were more mentions of race and racism occur like the fact that if cops are just killing black men without us then how can we all be okay with that shows that African-American should be in need to be treated equitably well to while the two incidents are not related they do share the same elements and because of this it illustrates that I'm not trading African-Americans and why people actively is harmful because in not doing so it can not only shape the Next Generation into being racist but also make it so that they ignore the fact that that there is still indeed racism in America deliberately or otherwise those around Tim Moulton shape him instill him into family beliefs ripples attitudes
088and also certain they fears is another idea that is instrumental into Shameless combining the loose ideas with others we become aware of all ours and the difficulties we face as a society by treating others with respect and equitably we can finally begin to address some of the problems we have in our society most of these problems stem from our use of social constructs which means that we as individuals and communities need to look back at the social constructs that we have created and dispose of the ones that are just wrong morally Incorrect and racist yeah so that was the end of my paper thank you Vivian Kylie thank you very much all right for our three students maybe um two paragraphs from your paper would be really perfect thank you and Vivian you're next so
089you go ahead um one group of people affected by so constructs are the black indigenous people of color the bypoc community who are often treated differently because of their skin color X who is a black male was shot by a police officer um because the social construct that black people are inherently bad ex was shot by someone who is supposed to be just and unbiased this is not an uncommon occurrence as awful as this there have been many occurrences of black people being assumed to be criminals with little to no evidence or reason other than their race we recently the black lives matter movement has been getting more attention after the death of George Floyd who is another black male treated with extreme Violence by a police officer it is not like the cases of
090other black people treated similarly and has made many people realize this is not a singular case and this is a real bias in law enforcement stemming from the long lasting social construct of black people or bypoc people being less than or bad when X makes his first appearance as a superhero The public's reaction is mainly centered around his race in the story it almost seems like the fact that X is black is more shocking than him having superpowers this brings up the question would the public react differently to a white superhero in a noon's world at least the answer would most likely be yes for instance in the story she writes the Los Angeles Times headline the day after he saved her read black superhumans or black Superman saves girl this suggests that in the
091eyes of the public he has two defining traits his superpowers in being black this is implying that Superman has to be white because X's race is emphasized being the first word of the headline of the major news outlet and is seen as the one thing making him different other than Superman if x was white or at least assumed to be white there would most likely be more focused on what his superpowers are how we got them and where he is from not on his race and that would be just one example of how black people are treated differently because of their skin color however this is only one social construct and there are many others as well as buyback people there are many other groups affected by social contracts one of them being the lgbtq
092plus Community brought them down upon by Society for how they identify unique is transgender and is bullied for it by several boys who refuse to call her by her preferred pronouns and mocker for dressing outside her biological gender this is a direct consequence of the social concept the gender and identity are limited to male and female and since unique leaves and identifies differently than that she is treated with cruelty that she does not deserve no one deserves to be treated with such unkindness for being different yet this is so common in other words by their words and by their looks other people will make him feel he is poor or lame short or lanky swore of the Year too fair or an orphan these innumerable differences major and minor that Define every personality and shape
093each individual's Behavior opinions fears and Ambitions people who are lgbtq plus are often treated with prejudice and unkindness simply because the way they love or identify looks differently from the projected normal even if someone is different that does not make them less of a person and less valuable one of the boys mocks unique for being lgbtq plus by way of mocking the acronym lgbtq when the boy does this not only you see putting down unique Q simultaneously putting down the lgbtq community as a whole and setting that example for his friends this is some very unfair stance to take not only because it is unkind but also because the character is not lgbtq plus as far as we know so we cannot with Goodreads and try to stomp on the community because he is not
094in it and not listening to what you need who is a part of the community has to say about it so in conclusion the lgbtq host Community is often treated as less than people outside of that Community which is something that needs to stop thank you Vivian Kyler you are next [Music] to see something that's different an example of this is in the book The Day You Begin the character Angelina is seen as different because she's a different from a different part of the world so he stayed at home all summer with his sister instead of traveling like all of her other classes foreign [Music] to be a problem because it means that all the people moving into the country in order to be accepted [Music] if she feels like a girl even though she's
095a boy she ended up being pushed around but related to try to change your identity in relief was deliberately or analyzed around him more affiliation and not acceleration belonging and number one from English words we can see the idea of people around you influence your identity [Music] would and you know Unix personality we can see there will be people who want to I just want to be himself and others will try to change the identity into a more acceptable person in the case of unique you can see this happening with the boys trying to change her personality this shows the ways that people's engines can use Society is influenced by social construction in many ways some of which are helpful the ones are harmful combination of what is a lot of these things it can
096lead to people being shot because your skin is a different color but I'm feeling differently about themselves and they are ridiculed and bullying for it the shoe show in both superhuman and colleagues and unique gets bullied these flaws also cause ID to teach some things as different or not normal you see oops about changing others identities to normal and also in which Student's Book about Andrew being seen as different biographical candidates the package to society down is one of Oppression and separation if we do not turn off this track for today we might not be able to change things and we'll always be living in the society thank you thank you Kyler Evan would you please uh finish up for us some people in this world are people of color that are discriminated against because
097of social constructs in superhuman by Nicola Yoon X gets shot by a cop when he's not a superhero appearances can make people believe some are some people are bad because they're connected to some social constructs that makes the population think that in a way that think that way like the character being African-American Malouf says and soon at home at school and in the next street he will suffer his first Knocks X suffers a big big knock in this instance when he gets shot and realizes people also think of him that not just as a superhero but also as a person who's called or who has done something bad even if he hasn't done anything bad move says that people try and influence you by excluding you X is being excluded by the police officer that
098who that shot him he's being excluded from the white population and the officers being racist X realizes that the world is not always kind to people of color and there's a big problem with Humanity people of color are not the only ones affected by social constructs people are also made to seem outside of normal due to social constructs these social constructs have an impact on some people's lives and it's not a good thing people in this world who are people of color are discriminated against because of social constructs and that'll make them feel excluded and pushed away from the rest of the population and some people are seen outside of normal due to social constructs and that can harm their lives making them feel left out and left behind we all deserve to be treated
099as normal and equal not pushed away discriminated against and excluded we need to make a change to make everyone feel equal and we need to take part we need everyone to take part in realizing that we are the ones who have to make the change thank you thanks you guys you did a great job thank you all very proud moment this was really wonderful uh thank you so much for sharing with us board do we have any comments or questions for the students this is Anne I'm wondering um are were your essays made available to the rest of the class to be able to read them and discuss them um or or were they something that you created that went to the teacher only uh we shared them with some of our friends for just
100to get editing feedback from them but they mostly just went straight to the teacher I want to say how impressed I am what you're writing about and thinking about are very sophisticated Concepts that a lot of grown-ups don't get and you guys clearly get them from your writing it's it's clear and it's important that you realize that your understandings as you go through life and others within your generation can make a big difference and hopefully change the influence of these kinds of social constructs that are damaging um and make the world a better place so your understandings are essential to changing the world in the future and it's amazing um and gratifying and wonderful to hear our students like you write about them and show your understanding and I encourage you to share these with
101your friends and your parents and everybody else and when you see people using social constructs in your life in a damaging way be good for you to point it out if you can in a safe way I just wanted to oh sorry I just wanted to finish up by saying Anne you had asked about the kids the audience and sharing and one of the downsides of remote learning is that the students tend to leave their cameras off or they're they tend to be afraid to ask for help so I have tried to encourage them by forcing them a little bit and pulling sticks and saying okay you're going to share your essay okay you're going to share your essay and at first the kids they said oh this is so excruciating and that was yesterday
102and today they're like I want to go next can I go next and so and they have been encouraging one another I did the same thing in my essay help me at it so for them to have that feedback from one another um Mrs Mathis you said it am really proud moment I am really proud of these students as well as the other 48 who also worked real hard so thank you so much for being such a good audience and for giving us this opportunity yes thank you very much we appreciate the opportunity to be able to share some of our work and thank you for coming we always like to hear from our students and our schools and we look forward to seeing you again okay next we have our equity and Student Success
103Department update Dr Vergara bergara thank you good evening uh president Kilgore board members superintendent Valdez student advisory Staffing Community I have here with me tonight two of our Equity uh team members I have Sally Guzman our family and Community engagement coordinator and Carla Sanchez Bravo program assistant for the equity student and the Student Success department so tonight we are uh we want to thank you for the opportunity we are excited to share with you about two specific ideas that we work with in daily basis family engagement and making event and foster care so under family engagement we are wanting to share with you a little bit about the strategies that we are utilizing for for family engagement especially including uh during uh including practices during coffee times and also talk a little bit about the
104organization of our teams another machine event on foster care we want to share with you who qualifies for making event and Foster Care in our system and how many students we have in Edmonds receiving services and also how how we are supporting students and we want to finish our uh report tonight with an update on our eh have Atmos have uh uh uh system so with that I'm gonna uh pass to that pass it to Sally Guzman thank you Sally thank you Dr Vergara Terrell will you be sharing your screen with our presentation awesome thank you so much um so as Dr regara mentioned I am salisman I am the family community engagement coordinator uh my pronouns are she her and I will be presenting an update for our family engagement if you could go
105to the next slide please Cheryl so it's been a while since my position was created for the district um but I am part of the equity and Student Success Department part of my team is the family engagement Liaisons and the family resource Advocates and the student support advocates I'm going to talk a little bit more about those roles in our team but first I want to go over what our family engagement strategy is shirelle if you could go to the next slide for me please thank you um so the triangle is upside down on purpose I know some people put the triangle the other way for tiered services but the way that I um see family engagement and tear support is your tier one is supposed to capture All Families and so when we think
106about our family engagement strategies in the Edmond School District our family engagement Liaisons and Family Resource Advocates have monthly themes that they use to promote family engagement for their whole building so one example of this is in September and October we really focus on communicating in newsletters during pickup and drop-off about free and reduced lunch applications because we know that that benefits our families to have those applications completed to understand what they're doing and to provide any support in completing that paperwork the themes change and they go along with the elementary school system right now a little bit more than anything else and then um we also do activities with our principals coffee with the principals things like that so those are what we call tier one supports things that we do that is inclusive
107of all families to provide better strategies for communication and engagement with families in our buildings the next is called tier two for us and that is some families not all families will participate because it just might not be what they're looking for one of the programs that falls into this is our natural leader programs for those of you who are not familiar with natural leaders natural leaders is a collaboration um is a non-profit organization that we partner with Washington Alliance for better schools natural leaders is one of their programs that we along with 11 other districts participate in Edmond School District has had over 100 members each year of natural leaders from our district from the 13 schools that have family engagement staff at them and it is for families that are immigrant communities or
108part of a community that needs um support in either understanding the American school system or they connect other families to the American school system and so they get a lot of training they also have unique opportunities through Washington Alliance for better schools that provide opportunities to gain leadership skills as parents and we also sometimes partner with them to offer more broader level learning um as well as a celebration each year to celebrate all the amazing uh work that they do because they often volunteer many hours in our schools tier three is really where our Advocates come in that's both our student support advocates and our family resource Advocates this is for select families and our Advocates really do spend a majority of their time supporting families in crisis to help provide resources and navigate both
109our school system and outside resources in the community whether that this is due to housing crisis Mental Health crisis or a Health crisis our Advocates are providing that tier three support to our families in the buildings that they are assigned to so this has really been our strategy for um Family engagement with our team our small But Mighty team I want to say 13 17 people including myself it's 18. and then if we want to go to the next slide form we please show up so I know I've mentioned these job descriptions before but I know that it's always good to refresh so our family engagement Liaisons um we have four in the district again each Fel supports two elementary schools these schools are are Title One schools not every Title One school has one
110because we also took into account the number of mckinney-vento students the school had number of ell students the school had uh truancy I collaborate with them to see where schools need the most support and we used to also take suspensions and expulsions into account so if it was an analysis Matrix to decide which schools we were going to be placing a family engagement Liaisons into and again family engagement Liaisons provide tier one and tier two supports to assign schools they are amazing humans but they are not trained in or supported to provide case management support to families in crisis and with two buildings that would make it extremely hard to provide that level of intense support for families our family resource Advocates we have four in the district they are primarily at elementary level they
111were assigned to the highest Needs school at the time that they were their program grew which is almost four years ago um in their quadrant one of the interesting things that we did from the beginning of our funding from verdant to expand our family resource Advocate Program is we provide emergency support to all of the elementaries in their quadrant so Cedar Valley Elementary and she provides emergency support to the other five elementary schools and Alderwood Early Learning in an emergency situation so if they have a family that's in crisis and experiencing homelessness or um or let's say they had a mental health crisis that they needed help navigating the school could call Angela and reach out to her and she would provide that again case management support of that family and so our family resource
112Advocates also are amazing because they spend 20 of their time implementing tier one and tier two strategies for the buildings that they are assigned in again that's only for the two buildings for the one building that they're assigned in that does not carry over into their quadrant schools I support schools in tier one and tier two um through consultancy for any schools that does not have a family engagement liaison or a family resource Advocate assigned an elementary level our student support advocates we have nine in the district we are fortunate through two grants one from verdant and one from Snohomish Health that we have one in every uh comprehensive high school and middle school and one at scriber Lake High School and they provide three tier three support to their assigned School so one of
113the let me make sure I hit all the little points on there my notes yeah so I have additional notes if you want them but we can get to the questions part later if you want if you want to go to the next slide for me please thank you so I wanted to highlight that during the pandemic um when it hit in in March of 2020 I can't believe it's been almost a year our team actually hit the ground running so our Advocates did not take a break knowing that families were in crisis they helped communicate the needs of family they also helped provide emergency support um their case loads almost doubled inside in size going to about a hundred families in the 2020-2021 school year supporting an estimated 1200 families during the covid crisis
114in finding housing and finding food or in triaging other emergencies our family engagement Liaisons also switched gears and came in and started answering the family support line so that families could call in and ask a broad range of questions whether it was I don't know how to log on to zoom or all the way to I'm losing my housing and I don't know what to do so they were amazing and flexible and took turns and are still taking turns answering during the phones for our team and connecting them to the resources both within our district and outside of our district so I have more information there and you're welcome to jump on the family support website to see everything we've also been supporting other departments in doing both Outreach and support so we help the
115family the food and nutrition Department maintain the delivery list and answer questions for families and add and remove families as needed based on their needs um we can go to the next slide please so I wanted to let you know that despite being online and taking a brief moment during spring of last summer to I have last year to support our families our family engagement has continued virtually um through virtual meetings we have some family engagement Liaisons having virtual coffee with the principals we have others still holding meetings regularly at a district level um we've maintained learning through different webinars and we recently did one on renters rights and eviction rights so that families knew what to expect when and if the moratorium and did at the end of March thankfully the governor has extended
116that until the end of June uh we also our team supported the back to school Fair where we handed out over 1400 backpacks and provided uh health checks and other resources for families we also helped in the family Tech event that we did at the beginning of the school year which helped over 400 kids with uh technology needs and two days I think it was um you can go to the next slide please one of the other things that our team really drives and we've been often recognized for our work with our assessments director Brandon lighterquist is our family engagement survey uh when I started off and almost four years ago our response rate to our save survey was about one or two percent um at that time I was asked to design our survey
117and our implementation process based on the road maps project of Seattle School District and along with Dr Anna ishimura and I was able to create a process that we're now calling in Edmonds culturally responsive data collection and what we do is the first year well it's two years so the year one you have the family survey which are schools that participate in our process which they gain about three and a half hours of training in get about 50 percent or higher response rate from their family survey with the highest school last year we implemented being Beverly Elementary with a 90 8 response rate again uh we're highly motivated and work really hard to make sure that we have a culturally responsive approach meaning not only do we translate and interpret the survey we make available
118opportunities for families to understand the process and do a huge push to make sure that families are responding and that when we have those response rates which for the district last year we implemented in 2019 was about 48 percent those results were demographically representative of the families that we serve in our district and we often gather more demographic data than our school system because we do not use the federal race codes for our data um I'm extremely proud of our survey work that we've done but do want to say that because of covid we have not implemented our survey in 2020 and will not be implementing it in 2021 because our culturally responsibility data collection process does not effectively work with the restrictions of covid and we didn't feel like adding added stressors to our
119school and Community but we have been using the data to guide our work when the shutdown first happened and we talked about how do we find out what families want Brandon and I were able to coach the team on what we've learned through years of work in our district of what does and doesn't work so we're really excited about that data but are sad that we have not been able to increase our percentages if you could go to the next there are those who are saying it's not just um Spring Breakers who are there uh one headline of the New York Post says Miami you're immunity sorry I was hearing sound and I couldn't tell what it was because I didn't have my anything else open um sorry that threw me off [Music] um okay
120sorry foreign this here we are excited to welcome Elizabeth puga who is our new translation and interpretations coordinator um as a family engagement team we have really been focused over the last four years on implementing um tier one strategies we saw in our early analysis that you know we really did need to learn increase our language resource accesses for our families we've worked with our communication department on the website we worked with our federal programs to purchase more interpreter kits which if you remember them from our non-covet days are little listening devices that families wear so that they can hear The Interpreter while being in community with everyone else who doesn't need an interpreter and it also allows us to do simultaneous interpretation for multiple languages during the same event which really increases access um
121we've also made sure that all of our Emergency Services notifications to families are bilingual in English and Spanish that means that uh for a good portion of my time prior to Elizabeth I would get up at 4am in the morning to record all of our Spanish snow days um and we're excited that with having Elizabeth on we're hiring new personnels and we're building our own translation and interpretation team within the district that will allow us to further increase our translation and interpretation services to our District staff that will support our families engagement in our school community and so I am done with my portion of the presentation and now I want to hand it off to Carla if we don't mind holding off on questions until the end does that sound like a good plan
122Dr Vergara and Carla yeah either way board members do you want to go with questions now do you want to wait until the end of the presentation president Kilgore I think it would be okay to wait um yeah okay perfect thank you okay if we can go on to the next slide please thank you um so my name is Carla Sanchez and I'm also part of the diversity equity and Outreach team um I have been with the district for about four and a half years and have been supporting schools with truancy and attendance and most recently with makini vinto and foster care which is why I'm here tonight to provide you some updates and information on the program next please so I wanted to start off with a little bit of background McKinney Bento is
123a federal law that was adopted in 1987 and it includes Provisions requiring that all children and youth experiencing homelessness have the same educational rights as non-homeless children um some of these Provisions State um are for states to ensure that that children do not experience delays with School enrollment and provide some federal funding to States for the purpose of supporting District programs that serve homeless students next please so there were some changes to the law after Essa was passed in 2015 um to include children and youth from birth through the transition into higher education so more of a focus on preschool-aged children and more focus on secondary students to be College and Career ready and an increase support for unaccompanied homeless Youth and unaccompanied homeless youth are youth who don't live with a parent or guardian
124and are also not in state care next please so who qualifies for makini bento Services um the law defines homelessness as children and homeless youth as individuals who lack a fixed regular and adequate nighttime residents and we included some examples so um often we hear students are couch surfing living in motels hotels trailer parks and shelters or transitional housing they are sharing housing due to economic hardships I'm living in cars Parks public space and abandoned buildings um and also unaccompanied youth who are experiencing many of the above situations next please so uh the big picture McKinney vinto Act ensures that Provisions be put in place by school districts including transportation to and from school and ensuring that our children attend their school of origin and that is the last school they were enrolled in or
125the school they attended when they first became homeless regardless of the district in which the family or the student resides it also requires that schools register children even if they lack normally required documents like immunization records or proof of residence next please so here in Edmonds um how do we identify making eventual students so every fall we reach out to families that previously qualified to see what their housing situation is um our all families can fill out a questionnaire at enrollment um and this can be done throughout the year um we provide trainings in the fall 12 building staff on procedures and how do I identify students and we also encourage staff to attend ospi trainings and they've increased those um because of covet as well and of course ongoing support to schools by our
126liaison next please so foster care um currently all districts are required to have a liaison and the goal is really for schools for agencies for communities and families to work together to provide Equitable Opportunity Services and supports to students that are in foster care um and students have access to free meals transportation and immediate enrollment next please so identification is a little bit different for students in foster care because these students are um all in child welfare placement so either with dcyf or a tribal placement and care and examples are students that are living in foster care relative placement group homes Emergency Shelters residential facilities Child Care institutions pre-adoptive homes and trial return homes and that means that they're in a trial return with their biological parent next please so how many students are we
127currently are currently receiving services so for foster care as of March 3rd this is when we run our reports um 76 and the breakdown for elementary is 38 Middle School is nine and high school is 29. for McKinney binto um it was 393 as of March 3rd and the number has actually gone up about 15 students um since um this report and for elementary 208 middle school 69 and High School 115. next please and we wanted to share a little bit of um data on the examples for qualification um just to compare from 2019 to the current school year as you can see um our numbers this year are lower and we believe that part of the reason for this is that um our Advocates don't have as much access to the students to you
128know hear their stories and hear you know what their situation is um I do think that our numbers will increase now that our students are going back in person next please [Music] um so uh out of the 393 students that I mentioned previously um our highest uh percentage is Hispanic or latinx students at 44 almost uh 45 and our second highest is um students uh uh White students at 28.5 percent next please and for home language the highest is English um at 286 of the 393 have English as a home language and our second highest is Spanish and um I do want to mention that a big percentage of the Spanish speakers um that qualify for my king eventel Services have also taken advantage of attending the ehub next please and um so how are
129we supporting students sorry I accidentally muted myself once our students have been identified um they are referred to our Advocates and as Sally mentioned we have um our advocates in elementary middle and high and about 300 of the 393 students are currently working with an advocate and our Advocates do an amazing job at referring families um for transportation housing clothing District pantries counseling and referrals to local agencies and many other needs students are automatically qualified for free and reduced meals and most recently have been able to access the admins Hub and the support there and next I think Sally is back yep thank you so much Carla so um I will be presenting on the Edmunds Hub as a part of my doctorate program I've had the pleasure of being an administrative intern and on
130site at the Edmonds hub uh tutorial if we go to the next slide please thank you so um our admins Hub as you probably remember from our previous presentations is supporting our most vulnerable students which are their students experiencing homelessness and are in foster care we're able to provide with the collaboration of our food and nutrition Department our technology department our facility Department our transportation department we've been able to provide support to over 100 students since we've been open um it's interesting because we transition students a lot um and so right now we have about 45 students regularly attending and it's an average of about 20 students per day uh from kindergarten to 12th grade and over 19 schools have students currently coming into our Hub if you could go to the next slide please
131while they're at the Hub they have access to Transportation which is a huge barrier for a lot of families and getting them to and from school some of our students are coming in from as far away as Auburn or um Lake Stevens we also have para support helping them both log on to their zoom and with any learning needs that they may have we also have technology we have a a technology person on site who helps us if we are experiencing something a little more we also have access things to funding for headphones and chargers and things like that so the kids can borrow them we even have extra Chromebooks if a student forgets a Chromebook or doesn't have one because you know transitioning means you're not always with the stuff you want to be
132with um we also have a washer and dryer that students and or families can come in and use and it's in its own room So a family is able to be there for two hours and do laundry um in their own space separate from everything else and we also um thanks to a lot of donations and support we've been able to have a pantry where students get a weekly chance to take home Pantry items like pasta cereal and we even have some frozen food items and our food and nutrition Department make sure we have seven Day meal kits available as well we also have hygiene products for families like toothpaste and deodorant and clothing that we help to distribute as needed next slide please um so this is a picture of our food uh Pantry
133that we stock and we really want to say thank you to the foundation for Edmond schools Washington kids in transition and the Edmonds educator Association as well as community that have stepped up and been providing donations and continue to provide donations next slide please um we realize that we have kids during Zoom time um I call it Zoom land but students need interaction outside of that and so the Washington kids in transition got a grant from ospi to be able to provide a stem and art kits and so these are a picture of some of our students Arts that they have done the one on the right hand side is the constellation with uh marshmallows and pasta and the one in the center is the Holograms and then the one on the left is circuits
134so they actually got to draw a picture tell us where the light bulb was going to come out and then see how they connect it to the battery so that you can see how electricity works so we had a lot of fun with that one and Carl's husband had to help us because we couldn't figure it out on our own um next slide please uh recently in the last month we are excited to say that we are collaborating with our move 60 team to have them come every day for 30 minutes and take the kids outside or to an indoor space to play and be active for 30 minutes we don't get 60 minutes because we have to feed them too but they've been really enjoying it and it's really been brightening up the day
135for a lot of our students because most of the day they're pretty much stuck in their we call it their bubbles so this gives them an opportunity to move around and get some exercise instruction on uh in person next slide please so um I wanted to make sure that we acknowledged all of our partners um again I've mentioned the grantors that we have now in order to provide our staffing um the foundation for Edmond School Districts supports our family resource advocates our Snohomish County Human Health Services and verdant support our student support advocates Vernon also supports our family resource Advocate and Washington kids in transition has been supporting the Edmonds Hub and our advocates in providing resources Partnerships I that's just a glimpse of all of the partners that it takes for our Advocates to
136do our work for our family engagement team to do their work for our liaison to do their work so we just want to remind uh that this is a community effort and Community work I want to say next slide but that I think that's the last slide I think we're done thank you sonny and Carla and uh before we open up for a word for questions I really want to publicly acknowledge the support of the equity team um specifically about the ehab uh the leadership of Sally Guzman and uh Carla and all the equity team that is without the equity team the ehab will be pretty much Mission Impossible I mean we they are every day there this is like running a mini School let's let's let's think that way and uh we're extending the
137hours now uh we are um we're going to because the high demand we are going to be able to open and more support and provide more support for about extra 15 to 18 students in a daily basis so I I really want to appreciate what the equity team is doing uh and again Sally Carla and and the rest of the team all the take the part-time and transportation is this is just a huge effort and I I really please I I I hope that the boardroom members that we start back in November with one student and and this is getting bigger and bigger and we're really pleased for for the outcome and and hopefully continue so thank you and without like to open up four questions I want to everybody but it's particularly critical during
138this pandemic time I had one question um you talked about the family survey and you mentioned that you used the results and I'm wondering what are some examples of ways that you use the information from the family survey thank you Nancy um so I will say I have a little bit of covid fog but I will say like one simple thing is we realized one of our language interpretation because one of our questions in there is how do you know how to access interpretation and translation um and then you know how are you feeling about that translation and interpretation and right away we were able to notice that at one school there was something off with the translation and interpretation because they were not getting the same results as other buildings and so that building
139was able to go and look um I forgot to mention in all my fun that year two of family surveys is we do focus groups um so our team really believes that our survey gives us a good temperature check of a lot of things there's like are we being welcoming are we being culturally responsive do families know how to engage these temperature checks let staff know how families are feeling but then the focus groups they really do get to dive in so we had one Elementary School that families said that they weren't always feeling welcomed and that they didn't always have a connection um to the school and so that school did focus groups with Elementary fifth graders um families who spoke languages other than English and Kinder sixth graders and I want to say
140one other group that I can't remember right now and they were able to find out that they needed to do more in their onboarding that their kindergarten families were not able to easily connect to the school Community um and that their their population was less diverse and so they need to be more intentional about some work to make that family and Community feel more welcomed into their building so that's a way a building would use it district-wide we noticed trends that are nationwide one of the interesting things that if you look at Family surveys throughout the nation is that our secondary families often feel less connected in family engagement and how they connect to a classroom and so our data shows that same data and this year we were going to have not this year
141but last year we were going to have secondary schools for the first time do focus group to dive deeper into that data that we got back um but unfortunately through the pandemic we weren't able to really dig in there and see what was happening um so that's all I can remember right now but I want to say that when I do a family I did a family engagement presentation for our ell department and I could actually pull data based on families saying that they had ell services and I gave them some quantifiable things that were better than other I want to say that their families actually felt the most engaged and had the highest connection to like knowing who to go to um than even our gen ed students so that's an example of how
142I've used the data in the past and it is um I put a link to the website on there and it does have a public portal where you can actually see our data either by District or by school through Panorama our provider thank you those are great examples and and really hope it come alive as to how you're using the data to follow up that's great thank you and this is Ann is the is the reason that you haven't been able to do this survey for the past two years do the pandemic because of not being able to create the focus groups and do you anticipate being able to deal with that these types of restrictions to be able to um to ramp up the survey again in the 21-22 school year so one of
143the things that um Brandon and I pride ourselves on is the high response rate if you have a data response rate that is too low the data is invalid it won't show you what you're wanting and it won't and if it's not representative of the community that you serve it's also not useful data and what we've learned through years of implementation is that our non-english speaking community and our families in our Title 1 schools need us to be able to do large events where we bring them in and walk them through the survey and provide in-person interpretation and groups focused by language that is not feasible during covid and zoom is a big barrier for our families we could actually do focus groups almost easier if we are looking at technology Savvy demographics um because
144then you're not constricted by travel and time and all these things so it large part of it is to hold true to our value that data is only useful if it's representative of our district and our cultural responsive data collection process requires too much in-person contact for us to have had data that we felt would be viable I want to thank all of you for such a thorough informative presentation if this is wonderful information I did um have a question about the Foster students um so with some of the challenges of covid um I was under the assumption that our foster kids were the fost the students in foster care were able to access additional services and addition additional agencies um in our buildings and so I'm not sure if that's true or not I'm
145just kind of wondering what other um coordination with agencies are we able to help facilitate or if that's part of our mission Sally can you help answer that one so our foster care families have had the same access to the mckinney-vento hub as the other students we do have dcyf which is most the Department of Youth families I can't remember the acronym sorry I always get them lost because they've changed their name too many times um and they do partner with Treehouse Treehouse has opened up additional funding for them not necessarily through us so their social worker can request that directly they don't need us to do it but we also have access to it through our liaison um additionally the tree house does work with us for our secondary students so we have an
146advocate from tree house which is I want to say college success Advocate his name is David I do know his name um and he works with our 9th through 12th graders I want to say 13 of them and he his he would also be accessing those additional funds through tree house um but again it doesn't always go through us it can go straight from the social worker and they do pay for things like tutoring um whether it's like one-on-one or via Zoom they're much more flexible with their funding than we are and they have way more funding than than we have available through the limited funding from ospi great thanks Sally I have um first of all I want to say I'm very very impressed with what you've uh done with family engagement from the
147data collection to the in Translation and interpretation to uh The Hub and all the many uh many services that you provide to the families in the district um it seems like such an incredible Hill to climb and you're doing it in what seems like a very organized uh fashion so I commend you on your leadership and um uh I think what what so impresses me is um the uh the the workload you know frankly you know you have a staff of of just a few you know I mean did you say 17 18 including yourself and um and it seems like uh with covid and the workload doubling um it's been even more extraordinary I know that I heard a presentation a year or two ago from from some of our Advocates and I was
148impressed then so I can't even imagine what they are doing now um so please convey my appreciation to them as well um I have a question I guess um I think it's a question about uh the re the the source of funding um you said that uh to cut to pay for the staff we have Foundation money burden and Snohomish Health how uh stable is that funding and um yeah that will be my question it's a good question so it's kind of a complicated one I because with grants it's about how well you portray your data and how well you align yourself to the grantors needs and requests that allow that feasibility so our grantors are very happy with our data outcomes that we provide them and our team is always working to make sure
149that we're doing our best to continue that reporting you'll note that on our family engagement website I actually publicly post our reports that are community-based reports there's one for this last school year for our fra team and the last calendar year for our SSA team um verdant is stable uh granting for three years so it's a three-year cycle for their approval uh and then for Snohomish it's a yearly approval but the Snohomish District is based on a tax revenue and so it's very stable and the amazing thing about our Snohomish County funding is that um they originally I think funded just us and maybe one other program and they've actually duplicated the SSA program throughout Snohomish County to where there are now nine districts that have student support advocates and that's based on the tremendous
150work and advocacy of our student support advocates for their own positions um with them so that is stable in that sense but it is a yearly renewal and contract that we have to do which was on your consent agenda last um the foundation same thing they have funding that they help us find and support but it is yearly to which they award that funding um but it so long as we're working on our partnership through whole family's whole Community we maintain that partnership and those fundings so stable but does require a lot of reporting and making sure we're we're keeping those relationships happy thank you well um well thank you so much for this report as uh Nancy said it was extremely informative and um good luck keep up the good work and um it
151seems like if you have other ideas I'm sure we would be supportive of of those things as well so thank you thank you thank you so much okay I think we're at unfinished business okay our first item is a second reading to adopt new policy number 3225 school-based threat assessment do I hear a motion Amo to approve I second it it's been moved and seconded to adopt new policy 3225 uh is there any discussion hearing none uh I'd like to go ahead and call for a roll call vote please Maybe my spacebar wasn't working to unmute director McMurray hi director Noble hi director Chase hi director cadems aye director Kilgore I as the motion passes and the policy 3225 is approved uh next we have a second reading to rescind policy 4314 notifications of threats
152of violence or harm do I hear a motion I move to approve a second it's been moved and seconded to rescind policy 4314 is there any discussion hearing none uh I'd like to call for a roll call vote please director McMurray aye director Noble aye director Chase aye director cadems aye director Kilgore I and the motion passes and the policy is rescinded next we have a second reading to adopt revised policy 4215 use of tobacco nicotine products and delivery devices uh do I hear a motion move to approve is Karen a second it's been moved and seconded to adopt revised policy 4215 is there any discussion foreign none I'd like to call for a roll call vote please director McMurray aye director Noble hi director Chase aye director cadems I director Kilgore I and the
153motion passes and the policy is approved this is policy 4215 the revised policy next we have new business the first item is a single reading to approve resolution 21-09 redirection of capital project funds to the general fund do I hear a motion this is Ann I moved to approve I second it it's been moved and seconded to approve resolution 21-09 is there any discussion foreign I'll go ahead and call for a vote uh roll call vote please director McMurray aye director Noble hi director Chase hi director Kilgore aye director tatums hi and the motion passes and the resolution is approved uh next we have a single reading to approve resolution 21-10 acceptance of completed Public Works contract for former Woodway Elementary School roof replacement is there a motion this is and move to approve I
154seconded it's been moved and seconded to approve resolution 21-10 is there any discussion hearing none I'll call for a roll call vote please foreign director Chase hi director cadems hi director Kilgore I and the motion passes in resolution 21-10 is approved next we have a first reading no action to adopt new policies 6340 debt management is there any discussion or are there questions this is Ian I'm just wondering um if Lydia Lydia could um come come in and just explain um uh it sounds like this policy was created based on the financial advisors that we use but was that doesn't have a model policy so I'm just um I just would like a little more background on this certainly so um uh this was written in conjunction with the support of our financial advisor and
155um when we go to sell bonds um this is what our rating agencies such as Moody's or standard and cores looks to be sure that the district it improves your ability to achieve a better rating if you have a debt management policy it's really a compilation of all the laws that we operate under for debt um just produced in in policy format so that the rating agencies have assurance that we're doing all the things that we need to be doing sure hey Lydia this is Karen thank you for that um since wasdon does not have a um model policy would it um what if we sent this up to waza to see if they um might have some thoughts on this as adopting a model policy like this Ernie any input at all certainly an
156option um this was actually I first wrote this in my neighbor District um and then I brushed it off um and made sure that everything was still current with our financial advisor um that's that's certainly something we could do yeah this is Ann especially if there's nothing in there that is Snohomish County specific um was this certainly been very beneficial to us in providing model policies I'd like to return the favor I could see what that would involve great thank you I had a question um what would be 3 8 of 1 of the value of our taxable property actually that is that is very good timing because um we may actually come to you um later in the spring to consider um non-voted debt for the first time um I think ever at Edmonds
157although other districts do it more frequently and I believe it's 32 million no excuse me I believe it's 132 million sorry wow it's fairly substantial not that you would Avail yourself of the full amount but they're certainly um capacity in the law to do some non-voted debt and where does the revenue come from to pay back the debt exactly so this is uh if our Capital Levy is successful and if we wish to get started on the spruce project sooner we would um ask the board to consider um borrowing against uh the 2022 Levy proceeds or not not the entire amount but a but a portion to get started on starters so yes you definitely have to have a revenue source for repayment and uh the levy lends itself to that one quick other question
158um on our bond ratings we maintain pretty stable haven't we we haven't our bond rating hasn't changed for a number of years at least as far as I think since I've been on the board is that correct well or just for a number of years at least that is correct uh it's just another tool in the toolkit okay other questions comments thank you Lydia uh our next item is a first reading no action to approve revised uh policy 3414 infectious diseases are there any questions or comments about this revised policy I had one comment uh paragraph three and paragraph six were essentially the same paragraph I think they one of them's in there an error I don't know which one is the preferred one director Noble I saw that too and there's just a little
159wording difference this is wasta's policy so I think that so Mark cleaned up a little bit and then the only ad is really the the in paragraph two so we left it as is but I agree I saw that that was really duplicative and I was like what so yeah says the same thing I guess they really meant it I think we could eliminate one of them we can take you back and do that my suggestion would be to eliminate the third paragraph and keep the fifth paragraph in there with any changes that might need to be tweaked to make sure that we didn't lose any wording in that third paragraph I agree okay anything else okay thank you uh next we have our comments um first I'd like to open it up to our
160students if there are any left that looks like we have a couple us Kai hi hi um I just wanted to thank you for the investment in students mental health and programs surrounding that especially going into the hybrid model I was a little worried that some of the students that were continuing to stay online would be kind of uh not not forgotten but just uh not as much attention brought to them as the hybrid students but I you guys they're not being forgotten and that's very good to see and also uh I want to thank you guys I'm amazed to see how much work you've been able to do in such a short amount of time especially like many of you been saying these are new Waters everybody's in right now so you've been doing
161a fantastic job with the time constraints in mind so thank you sorelia hi um I went into this meeting with a lot of questions but as you um in the board and everyone was like presenting all my questions were basically answered as um I was talking to my friends if they wanted me to ask anything and most of it was answered but I just wanted to say that a lot of us are scared and we understand that teachers and parents and adults and everyone in general is like very nervous with this new system and we're just here to say that thank you for the support and um to try to make the best out of this situation for everyone thank you Isabella yeah I definitely agree with um what they both said I can't imagine
162having to figure out um how to return students to the hybrid model in like two days that's insane um so thank you very much to all of you who um have figured that out and I also really appreciate the students who shared um their essays I think I mean that was incredible I really wish that we would have learned about those topics that are very important and should be like taught to all students starting at a young age when I was in Middle School or even elementary school so yeah I really appreciated all of it thank you uh ratika um to Echo what Kai and sorelia and Isabella have said I I can't even imagine how much work has gone into this and um Dr Baumgardner um Dr balderas and everyone that was a part
163of that presentation earlier extremely slick extremely smooth um cleared up I think it was just very well put together presentation to really explain how things are going to go but I mean this is Uncharted Territory there's a there's a lot of nervousness going into it and um obviously as much as many people as are going in person there are still kids that are staying remote and dealing with all of those all of these changes this close to the end of the year um is going to be a lot I think one of the public comments earlier mentioned one of the things that uh I've been thinking a lot about is I know from teachers that have been in the building but the internet access at the school level has been spotty of late um I've
164had teachers with their computer crashing uh already and just thinking about you know them having to teach in person while also doing Zoom given the constraints that the internet has and then also you know the incredible amount of work that they're going to have to do is definitely going to be a learning curve and um but appreciate the support and all the effort that's gone into this from all angles like just I can't even wrap my head around how many things had to be thought through and are continuing to be thought through so yeah thank you students at director Noble yeah I guess uh first I'd like to thank the Maplewood kids for the presentation I think it's a pretty incredible these middle schoolers and the and the depth of their understanding and able ability
165to express their thoughts on a very very important subject so thanks for that presentation um on the re-entry geez thanks everybody that has done such a huge job of putting this together quickly and one group that really never got mentioned is our bus our transportation people they've had to put together bus schedules for kids that they just figured out like yesterday who they have and they are having to put together things just as fast as everybody else and doing a tremendous job of that so thank you director McMurray I certainly agree with just really impressed by all of the presentations tonight it's it's it's amazing to me that in with the amount of energy that that the pandemic and and um responding to all of the different changes how much that how much energy gets
166gets sucked into that that there is still so much going on so much positive work going on people responding in creative and Innovative and positive ways to meet needs and to look for ways to solve problems um in an environment where there are just so many so many moving Parts I'm just I'm really really impressed and I and I I understand the anxiety of students and staff and the community about the changes and I just hope that um that there that there is a kind of a uh a Wellspring of Goodwill uh to uh to allow for patients allow for us the district to be able to respond and make changes when things don't work the way they that we hope they would I'm just hoping that there there's a little bit of that out
167there I'm very excited about getting kids in school before the end of the year so we can really look forward to how we can get back to having a kids more kids in school longer in the fall and so that parents and students have an idea of what school is actually going to look like in September so thank you to everyone for your work and for um uh finding ways to make progress in the midst of some pretty challenging situations director Chase thank you um echoing my colleagues comments about the um insightful student presentations as well as all the fine work of everyone involved in getting our our students back to school takes a village I must say um it has been a busy two weeks in the legislature the last week involved the collaboration
168between wasdo wasba and wasbo on meeting with our legislators which I did along with director kill Gore was able to join a few join a few of them also um we were bringing the joint message of which the three topics were student well-being budget stability and graduation flexibility as a combined message the value in these meetings is to continue the relationship building um which is is much more more than just a brief 15-minute meeting during legislative session it's a year-round continuation and our legislators will be um I'm interested in meeting with us outside of the legislative session and eventually maybe in person we'll see what happens I'm just going to wait on that because as we know you know the the Snohomish County rates are doing well but they seem to be plateauing so we'll
169just see what happens we're still in a pandemic even though we continue to move forward on this I did um testify on the Senate Bill oh my gosh I'm forgetting the number I think Lydia this was from Lydia it was the it's a transportation bill and the message was brought forth loud and clear that we need flexibility um and so I did represent wazda Lydia so that we could make sure uh flexibility in the transportation funding and some of the challenges being faced I do know that this was put into executive session and a striker which means there was the entire bill was changed but I have not yet had a chance to see if to really take a look and see what those changes were um if they were significant enough to allow us
170specifically um to use State dollars rather than to try to rely on any of the federal I do know that there is significant information put in there to allow flexibility so um it's in the next committee right now and we'll see what happens I do know that our allies are always ready to make floor amendments if we can demonstrate the urgency so that's it so as we've pushing four hours on our school board meeting I'll end comments there oh wait some one more thing we do have legislative positions the opportunity for school districts to weigh in on legislative permanent and standing positions for wazda is open now so there's an opportunity for us to think about what we think um wasda should have a position on so that is open now and I will send
171some information along um there may be something that we wish to bring forward is a permanent position for the state and now would be the opportunity for us to think about doing that I as we're listening to some of our presentations you know the student engagement um presentation or the family in the family advocates you know there I think there's a position that we may want to think about um formulating for Wasa on the necessity of the family engagement service providers so that's my thought on there thank you director cadems I have to say tonight that what I'm feeling probably mostly is really proud to be represented in this District um the reports tonight the re-entry report the family engagement report the kids from Maplewood everything has a feeling of being student centered which is
172what we're all about um I particularly like that in our re-entry we're being very flexible and allowing kids for whom there will be challenges of the early start or other kinds of potential challenges of flexibility and helping them find options that meet their needs um letting the K2 parents who need to change their original choice change it with the changes being able to to meet kids needs is what we need to be all about and I feel like that came through loud and strong I know there's some worries about the uh expanded time for the secondary kids and I'm really hopeful that teachers will use that to allow kids to have more discourse to work on deeper thinking projects and application to work on their assignments during the day so it can be part of
173class but during in-person class or whatever kids get time to work on assignments to do reading so that they're not just zoom when they're remote necessarily but that that extra time will allow kids to feel less stressed and less pressured and with deeper learning going on and a particular thanks I said this earlier with the re-entry plan but to the bargaining team the eea bargaining team in the district bargaining team to come to agreement on this expanded re-entry plan so quickly and so well um is just very impressive and phenomenal and I'm going to reiterate I feel really proud tonight and I want to thank everybody for all the hard work because there's a lot of it going on in the district thank you director cadems yes as my colleague said Thank you thank you
174thank you for everyone who has uh putting in such such hard work and such creative thought um to getting our kids back in school which is is just uh one of the the most wonderful things that I I feel I'm seeing right now um living very close to an elementary school I get to see the school open and um in business the school bus is running and so forth and the kids um coming to school so that's great um I just had one small comment about I'm also especially excited about us having some in-person graduations this year um I am I'm really thrilled about that and I thank you uh Greg for making that happen just on a personal note the first two years that I was in this position I had my own graduates
175I had two boys graduate one year after the other and I had it in my mind because I couldn't make too many of the graduations because we had relatives coming in to see our kids graduate that the next time I had a chance I was going to go to as many graduations as I possibly could to make up for not being able to make so many and then of course covet hit and I couldn't go to any last year um so I'm really looking forward to this and keeping that commitment um and that's it and I'll turn it over to Dr balderas yeah I'll be quick again I just it's been a long night I really appreciate the board's attention and uh just reiterate everything that's been said really appreciate the staff effort to be
176able to get uh everything up and running from the uh like director Noble Center transportation department nutrition technology I mean I didn't keep going on and on to our teaching staff have done phenomenal job or Perez um and of course just doing everything we can for our kiddos I was able to participate in a uh meeting this morning with uh U.S Secretary uh Miguel Cardona uh it was a small audience and just invited so it was great to be able to to meet the secretary and be able to share some some points from a small superintendent group from across the country on re-entry and just discuss the issues impacting us across the variety of states and and we were represented in Washington state by myself and Susan Enfield from Highline uh who's a strong advocate
177for uh for for Washington State so just appreciate that um and also just for me being here being I mean month nine on the job here and my cohort is I just want to like just really really want to give just appreciation to my colleagues that have been thought Partners here in Washington state for me from Mukilteo Everett Highline Bellevue and Shoreline those are the people I count on those are the people I call all all the time text all the time just so they've reached out and we've developed a close network of uh of colleagues I've I've developed a close network of colleagues that I can count on here in Washington state so it's all about helping each other and during this covet time we are helping each other because we uh we need
178each other right now not only here in the state but across the country and again just reiterate look forward to seeing students on campus more and more next week uh again our K1 followed by all uh k6 by the 12th in all secondary by the 19th and look forward to providing uh greater updates for the board here on a continual basis so thank you for your attention tonight and uh students thank you for still being on great appreciation for you Kai I owe you a letter haven't forgotten so thank you so much everybody okay with that um being adjourned good night