001and we're good okay so um this is the start of our work study on uh a possible technology Levy we have all kinds of Staff assembled and I'm going to uh hand it off to the superintendant to start thank you president Weaver and uh thanks you can see we've uh well you you can't see at home but we have a large contingence of our uh ISD staff assembled here to take any questions that the board might have um regarding our Levy development work so uh just to kind of set the stage a little bit uh we are and the board has had some public conversations about a possible 2022 Levy our our current capital technology Levy and our EPO Levy do expire at the end of this year and so um we've had some discussions
002about um running a levy or a series of levies coming up uh in the in the the new calendar year and so we're kind of in that development phase right now and uh just for a little background um Dr Aly and um executive director attorney um CFO Cooper myself we have had conversations as we are prepping uh to De um have create a springboard and you might have noticed that we pushed out some information uh starting the development of a levy committeee a a community-based uh Levy development committee uh we've established a charter for that and um talk we can talk a little bit about the makeup of that and uh with the idea that we would it has been our past practice we would develop some springboard proposals to bring to the committee for
003them as a stepping off point for the the development work for eventually that committee will make a recommendation to me I'll review that recommendation and then I'll bring that recommendation forward to the board and obviously the board has to be the final approval on uh whether or not um the ballot measures what they look like and when they get posted and um put on the ballot so we've started that work again we've pushed it out we are starting to uh form the committee and we've actually set some dates aside and I know the board still has some conversations to have about one what you would like to see in a spring board and we've got folks here assembled tonight again to help answer any questions you might have and then um establish a time you
004know one of the election dates to run the the levy elections as well so I think the uh the main point of our conversation tonight will be around the capital technology Levy um that's that's the levy that has historically provided us uh with Technology support as well as capital projects U situations like if a a roof needs to be replaced or a building needs to be recarpeted critical repairs is what we say so um but I know based on our last conversation that we had in the last Levy development for a capital Levy we had a very robust conversation about um going a one toone a one computer per student system and at that time we made the decision not to go that that direction in part because we know that uh uh we have
005a lot of technology in our community but since then we've also experienced a worldwide pandemic and the force shutdown of our schools and we all know that story very well and the amazing people that are assembled here in front of us pushed out thousands of computers and thousands of Wi-Fi hotspots and you know we we're all learning to do business differently such as um Hy meetings where we live stream and to zoom and YouTube and so we're kind of rethinking um technology right now as well so um I did want to just share that I mentioned the levy development committee information is going out uh the charter the the the committee makeup the scheduled of dates um a communication support plan for that uh so all of that information is being pushed out right now
006as we are soliciting uh community members it's a large committee think there's approximately 50 people or so I know um oh Dr aly's got a handout for the board here that kind of shows some of the makeup of the committee and a lot of this is very similar to what we've done in the past it's been a system that's worked well for us it it brings input from all schools in all areas of the district and uh expands out to reach out to members of our community from um the business Community the senior community community at large of course our volunteers for isqua schools PTSA Council classified and uh um classified Representatives as well as the esqua Education Association so really broad-based input but critical to that is the development of our springboards um and
007I've never not had a springboard get changed through the committee process but it certainly makes the process move along quicker when we have a stepping off point to start from and so I I'm going to suspect president Weaver that maybe a good place for us to begin our conversation tonight would be around um some of the current thinking on uh tech support and what what might need to be in a springboard and potential Levy going forward we do have um directors uh Kathy crop and Diana Edgars here who have done a lot of pre-work and did a lot of work four years ago uh Kathy oversees the infrastructure of technology and Diana oversees the instructional side of it so I thought that might be a good place for us to start and maybe if there
008are any board questions um then the team is here ready to uh respond that sounds good okay you you got do you two want to kick us off so I don't know Diana maybe maybe you can you know we I know that you and Kathy um have been uh doing some preliminary planning work for us and building off the plan work that you did four years ago so maybe give us some thoughts on that and because um I believe the camera is focused on us even though all you are there when you speak if you could identify yourself I think that will really help the public because they can't see you sure uh Diana ERS director of educational technology the question was you what we're thinking around the technology lroom so we have put together
009our little edte group's been working on a draft proposal to share with a larger digital learning experience focus group um to identify not only what we think the student computer ratio should be P 12 uh but what teachers might be expecting to to do with those computers how that that how it would impact instruction both for primary teachers intermediate teachers our Middle School teachers in our high school um with the pandemic we did see quite a bit in the way of how we might need to structure our support systems for both teachers um students and families um I think with the pandemic we found ourselves in tested this as well being um a lot of direct support to students and families and as I've been thinking about uh one to one for those secondary um
010students and that might be taking home devices is how do we provide support in the after school hours for those students who are trying to access materials and um for their learning so what we're looking at um our focus group meets in November so November 16th for our secondary group November 18th for our um uh for our I need to interrupt you for just a minute because I just got a text from somebody watching on YouTube that says audio is not picking up the speakers I think we might need to hold the mics maybe or and can't hear anything this woman is saying so sorry about that thank you that's better so what we're looking at uh for our system or across the system is um at the kindergarten level having three students per one
011device and that would allow for our primary teachers to um have learning stations it would allow for for them to have small group um instruction uh while different students are at learning stations and it would allow for them to um use some of the personalized learning apps that we've brought into the system um at the uh first through second grade we're looking at two students per per computer um the S similar type instructional strategies would be used uh with our uh intermediate level teachers and then at the 35 level having um a classroom set of computers so those computers would stay in the classroom and the teacher would facilitate when it is time for students to access and use those computers and it beginning more in that that intermediate level uh students would be using
012the computers for productivity tasks they would continue using it for kind of personalized learning and they would um use it for creating and innovating uh through the technologies that they have at their hands and then at Middle School um that's where we would anticipate beginning a take-home one toone program where students would be issued a device and they would bring it to school each day and they would take it home each day and that um really begins to reduce well at all levels it reduces the barriers um to teachers uh wanting to use technology so even you know four years ago when we were talking about the levy two of the big obstacles for teachers to use technology in the classroom was the um predict ability and reliability of being able to have devices in
013the classroom based on that uh computer cart model uh so having the devices in the students hands would enable teachers to Reliable rely on students having devices and therefore uh shape their instruction to best take advantage of that it also puts the um tools in the hands of the students so then they have choice in what tool they might want to use they might still want to use a piece of paper um for their learning or they might want to use a computer they might want to um create a video to express what they've learned they might want to create a paper and pencil poster uh so it gives students choice in how they want to express their learning and then continuing that onetoone um up through the high school so starting at sixth grade
014up through 12th grade we would anticipate students having a device that they would bring back and forth to school I guess one question I would have because I I was part of our work four years ago and I know we visited some neighboring districts and the like can you talk a little bit about the infrastructure so it's one thing to buy the computers correct but there's a lot of infrastructure that has to go along with that both um technological infrastructure and human yes and I think that that human piece is is what we would definitely need to ramp up in this particular Levy uh both on the instructional side and on the it um support side um I know that uh Cathy's Department um over the last few years has been extremely taxed at um
015supporting all computers in our system and then we also start to look at you know preco the support structure kind of ran through the school um at least on my side right and on Cathy's um student has a question about um accessing maybe their online textbook or accessing um Canvas OR or another application they talk with their teacher the teacher reaches out to somebody on my staff they help them get access and then they go on their merry way when um when the shutdown happened you know we were in direct contact with with lots of families so I think that that notified us or made us more aware of that kind of at home support that that families students need uh to access the materials that um their teachers are expecting them to access as
016part of their learning so I I think support is key I also think um professional development for our teachers is key and structuring that in a way that's um job embedded uh that it's onsite in the buildings that it's um a person that they can rely on having access to regularly uh this year my tect toas have been spending time each week in the buildings that they support and that has been a tremendous value uh to our um our teaching staff even to our office staff and schools and to our students um even our students are coming to recognize some of the oh you're that computer lady that's going to help me with my uh project today so we've seen Great Value in having somebody on site uh in the buildings regularly for teachers to
017access and Kathy I don't know if you want to talk about the it side before you do that can I a question I'm interested in the um well I guess it makes sense to me the lower grades kindergarten to 5ifth that it's not a take-home scenario is that the standard model if you as you look across uh bordering districts I think it's very typical I think it's very typical for those devices to stay at school you know up through a certain age and then at some point you know they're going home I think U Diana oh sorry that's right I'm Kathy crop I'm the IT director for the district and um so Diana I think covered the the human uh support aspect of that pretty well um in terms of um actual numbers is kind
018of where I come in and the district is actually in pretty good shape right now um with with the exception of of the high schools and that's going to be the the the heavy lift there um if we were to do it today we would need about, 1500 Extra units um and probably at least two to three more uh Building Technology Specialists to support that uh additional number of units at the elementary level if uh we look at the numbers given the uh model uh that Diana just described with uh three to 3: one uh at kindergarten 2: one at grades 2 and three and then 1: one from there on out uh we are actually very close in overall numbers to being able to pull that off today um and additionally we are currently
019doing a one toone uh pilot uh hybrid uh where at the middle schools where students uh bring both their personal device or um should they choose to check out a district device and um right now uh middle school students about 60% of them have chosen to check out a district laptop and 40% have chosen to utilize their own personal device um however today we could actually go uh almost uh to a one toone environment totally at the middle schools as well we had we had to basically prepare for that scenario because we didn't have a good grasp uh despite the surveys that were sent out uh exactly how many laptops middle school students would would check out so I'm actually uh pretty excited and positive about continuing this onetoone uh movement that we um experienced
020during during covid uh because I really think it helps instructionally so do we have any questions yes that was you just got to what I was going to be my next question today in the pilot it is a mix of bring your own and the districts and and that does have its challenges which has a lot of challenges but we'll bring your own part of it so yes being a career it person so I guess I wonder I I would assume the preference would be but this is my question that we would actually go with a district provided device over to bring your own strategy going forward or or no that's that's the current proposal um but I think a lot of that will be brought out in the discussions of of the committee that
021will occur in in November correct Diana yeah um yes uh I I do believe that a district provided machine would be what we would prefer um I know that teachers having at least some commonality among the machines or Windows devices or whatever in the classroom definitely um helps that it helps with getting apps out uh we did run into a little bit of a hiccup uh with our middle schools and the fall sbaa testing because we were um uh cautioned against having students uh download and install the secure browser on personal devices and I don't know that families really want students downloading and installing um apps like secure browsers on their uh personal devices so having a district issued device would make things simpler across the board although I can still imagine a segment of
022parents pushing back and saying why should my kid use this cremy District device when he has this wonderful whatever at home or like me who has just bought another device because he dropped his on the bus so thank you for that I'll take one of yours so I I'd like to maybe amplify on what Diana just uh addressed is the the the testing is is a big issue I just spoke with uh Beaver Lake yesterday and uh middle school and they um they are actually um having to sometimes send students to the library where they still actually have fixed desktops um to accommodate the testing um and and and so they're they're struggling with that uh there's the issue of printing from a personal device at the school um we have there's the issue of
023uh products similar to land School uh that teachers use for both control uh and instruction we um so there's there's a whole host of of things and and capabilities and products that you just can't basically mess with somebody else's personal device so um so I I get that on on the other hand you know we're we're we're doing the pilot and and we're making it work so um I think that's a good thing too I think Mar had a question yes yeah mine was around so so part of this discussion is the growth of the tech Levy but right now even just to have a general um Supply you know the the an annual use is still fund by the levy so at some point we do have to have money in the tech Levy
024for technology correct because all of our current Staffing that goes through that we don't get any of that through the state correct yeah that's actually probably a jake Cooper good Martin Attorney question but yes I mean yeah there's there's there there's a there's a big Baseline that's funded out of the tech Levy I mean it's it's big yeah and this this ask I mean there's there's a personel uh there is Hardware there will be uh some increases in software costs uh for licensing uh there will also be I mean we'll have to consider things like uh do we provide a laptop sleeve I mean there's there's a whole host of things to be considered yeah Char charging extra charging stations for kids um how how are we going to accommodate that but um you know
025again we're we're we're running the pilot at the middle schools so um I think a lot of that information is going to is coming out out right now and and that's why I was really happy to speak with Beaver Lake yesterday on some of those issues I have a question about the SBA I mean if we only have 60% of students that are using a district computer we should have plenty of computers that should have been yes ready yes handle SBA so yes okay yes it's just but it's a logistical challenge right you've got it no I I that's the question I have is how how would it be a logistical challenge if you have 40% of our Middle School population so like there should be 4,000 times 40% so there should be 1600 computers
026that are sitting around available but they might be in room XYZ and this this class you know by by by Logistics I mean the physicality of getting students who have personal devices paired up with those other machines for just for the purposes of testing so and they're not all desktops I mean they're not all laptops no and we and and and most of the labs at schools are gone so I don't know di do you want to amplify on that at all or I think I understand your question so we were able to accommodate those um personal devices so we we just crossmatched the checkout list with the first period schedule of middle schools and then we're able to tell the tech specialist okay this school this classroom at this school needs 10 devices because
027currently 10 kids in that period class bring a personal device we were we did have enough um that that hadn't been checked out at the schools in order to accommodate that yeah I just Rich melish executive director of teaching and learning Services I just want to be really clear they they pulled it off to make sure that those computers got where they needed to for the testing the the the way that it simplifies if everybody has a district machine is that of course the software is already there and um the way that it actually simplifies when you don't have the one to one is you just have a full class set of computers that travels from space to space for testing now we had to match the number of computers to this classroom which varied
028place to place so that and I also want to just point out that we we are pulling off more SBA testing early in the year um at a time when we normally don't so it was logistically challenging on many fronts not just the the movement of computers but um I I just want to say that they pulled they've been pulling it off beautifully and making sure that we get those those students what they need to take those tests so so I think for me I guess my question or concern would be I haven't seen a mapped out plan from an instructional technology standpoint so I am a Middle School Parent and I don't see that there's learning that is different or are necessarily quote enhanced at school for having my child haul a computer back
029and forth each day and I don't think I'm alone as a parent in that so I don't see like a road map to actually have it truly be what enhances learning right now it just seems like we're adding a brick to their backpack well and and to be fair um we haven't had the Ono one in the schools and an anticipation of the Ono one to to have that plan and to roll out that plan the we had gotten um uh some uh feedback from uh both our middle schools and our high schools late in May concerned about having migrated all of their or a majority of class materials to Canvas and then if students are now sitting in front of me and I want them to submit an assignment or to read something in
030canvas which is also their online textbooks how am I going to do that if students don't have a computer in the classroom so late I don't know it was early June late May the Middle School um middle schools came together and and really pushed for what we were calling this school initiated hybrid one to1 knowing that we weren't going to be able to um to gear up the instructional piece uh that teachers might have benefited from so it's really for those it's you know teachers are then in charge of what's Happening uh where this instructional uh training plan would include some key elements that we'd be asking teachers across the content areas to do so I totally understand that for this year because I agree this was a late stage decision but I haven't heard
031anything yet in tonight for like what is actually going to prepare our system like we're only talking about the devices I don't that's only a tiny part of it it's really about how we'll enhance learning and I haven't heard a mapped out plan for what it's going to do and that that's what I I would need to hear to be sold on it okay I I can I can share a few steps of that but that's part part of this digital learning experience committee is part of what they will be doing is talking about that okay once we have this what can we now start pushing out instructionally that was hard when we didn't have the guaranteed predictable use of the technology so the of course one of the huge drivers has been canvas the
032learning management system and really uh delving deeper into how students can use canvas to to manage their learning um we haven't haven't made any firm decisions yet but we're we at some point we'll start uh curriculum adoptions again and one of the things that we've been really running into is that more and more curriculum adoptions are multimedia and they are some of the best curriculum out there opens up the world of information to students so as we move into social studies adoption if we're forced into a single textbook Source it's really hard to get the the level of divers diversity of perspectives if you're stuck with a single text so a lot of the online curriculum that you're starting to see opens up so much more diversity of of literature so much more diversity of
033perspectives and um using those electronic resources when students have all have a device every day really opens up the use of some of those um the middle school math curriculum is is one of the next up uh curriculum adoptions and many of the more Progressive multi-tiered math adoptions have a really strong Tech component in that it has personalized learning components like we're doing with I ready in the elementary and without regular access to the technology it's hard to take advantage of some of that personalized learning opportunities um in the Middle School this year we are continuing um some of the work that we did around nsla which allows for leveled texts in science and social studies um where students can pick their reading level and and get the content they need in their reading level
034we have no red Inc a software that's adaptive to help with grammar and language skills that is again personalized learning that actually builds off the not only the level of the student but also their interests so we have been slowly building in those technology skills and those technology platforms for teachers and one of the big barriers for those taking off has been the predictability of the technology so I do think it's a little bit of a chicken in the egg thing that that you couldn't invest heavily in the technology if the students wouldn't have access to it and you wanted to make sure that you weren't creating inequities by only giving the best tools to those who had their own devices so now that we have those devices we can start ramping up some of
035those additional um supports that we have I also want to be really clear that one of the things we had in as a learning with the middle school was that that some felt some teachers at the beginning felt like they needed to now have their computer on all the time that a oneto one meant and always on and we had we had some really good conversations of saying no no actually Sometimes the best mode of learning is analog is paper and pencil is experiential in the moment and it's okay to have a day possibly even a week when you're mostly screens down because the mode of learning is matched to the instructional purpose of that learning and so I think that we'll see continue to see uh building of those robust digital resources but never
036giving up matching the right mode of instruction to what the learning objective is so those are just some examples but I what we've what we've found in place like with through ITP where we were giving teachers one to one in classrooms is that that chicken and egg Dynamic when when teachers could predict that they'd have the technology they were more willing to start using more Innovative and tech tech driven um approaches but if they knew they had to kind of check out a cart and get it in their classroom and it wasn't sure it was going to be there and ready and predictable and reliable we we ran into more resistance and trying out these new tools so I do think this creates creates opportunities and I look forward to the digital learning environment or
037uh digital learning committee um to to add more to that thinking of where it goes in the future I've got an and then Marne well my question was really the same as as Harland but now that you've gone that far what but what is this more of a specific plan that will actually move teachers to have available that training and then a requirement to move it into theirs because I would also hate to do this get all these computers put them out there but no teachers change their methodology of teaching did you want to talk about your the committee yes so um uh I I agree an that we want to make sure that um all of our teachers have that that training and that background one thing that I anticipate is um my edtech
038toses working carefully um and closely with our um TLS content toas and identifying in each curricular area what is the um where does it make sense to bring technology into this curricular area and what are we going to expect both of the teacher and of the student I really want students to have their their hands on on the computers and creating and developing and designing and innovating um I I think a lot of the the tech tools that we've had historically have been uh more teacher tools uh to to bring you know more uh access to students you know through the um different presentation systems through um some of our different apps that we've had and I I'd really like to focus uh this especially on on the student tools so what do the students
039need in social studies to um to uh enhance their learning and then to be able to create and voice what they've learned so it it is a very key partnership between our our content toses and our edtech toses and identifying um which instructional strategies would best um be supported uh through technology and and one of our mechanisms for doing just that is called our scope and sequence and our scope and sequence defines the guaranteed and viable curriculum one of the things that's been really limiting is we can't put things in the scope and sequence if we can't give the teacher the resources they need to deliver that so we can start building scope and sequence documents that ensure a guaranteed and viable curriculum that includes a positive digital learning experience once we know that a
040teacher has the tools to be able to deliver that um and and so we are gearing up by looking at some of the Technologies and some of the platforms that can really um we think leverage technology effectively in the classroom and once we know that the technolog is there we can start building that in and I think we are doing that in the middle school right now um through this year by um some of the pilots we're doing with no ready I ready Alex and um nuela as as four of those platforms were piloting and experimenting with at the middle school um and then we can always work towards with new adoptions making sure that we integrate that digital learning experience into the scope and sequence because the scope and sequence really is where we
041start getting consistency across classes and I think on that required side because that's you know one little Balancing Act we've always done in edtech is uh most of the edtech training is is optional so teachers attend and they get paid but if they choose not to attend then there's then there's no compensation so we we've always tried to you know balance that how do how could we require this and so as a mechanism during roll out I would like to see some time carved out of either um the school uh um Wednesday time uh so that teams of teachers can work together collaboratively and identify uh these spaces where they collectively are going to add these technology components um to their spaces well I think that last piece was definitely a a thing that we
042need to think about if we're going to be spending this much money of taxpayers money we want to make sure that they're utilized in every classroom to the fullest extent part of me is wondering it it this seems like um looking at approach and how you're going to de it's very similar to when we started with active ports for some teachers they were like glorified overhead projectors and it took time before they became really utilized in the classroom part of that designing um lesson plan so how long do you think it's going to be from getting to basically a tool for you to access a a book to really becoming a piece of of that integrated piece of of delivering instruction is it going to take a couple of years or it's hard to say
043I I would definitely hope within a couple of years um I with the the pandemic I I think in general the level of um comfort and confidence that people have uh with technology across our system has gone you know from here which was high before you know up to here and so now with that Comfort piece I think it will be easier for them to step out just a little further and engage with students in different uh technology projects so um it I I've also cautioned my my folks is you know this Tech Levy when it comes in it's not just all going to drop at once we haven't talked about roll out you know years ago we had talked about different rollouts so we we haven't necessarily talked about roll out strategies um but
044that training would come right alongside any sort of roll out are we going to you know next year 612 all has one to one or are we going to need to Pace that and part of what we've been looking at um to include in the levy is to have some uh building based certificated staff that could help um not only with the the the overall big picture but the day-to-day uh working and modeling uh lessons with teachers in those schools okay I know you guys have questions I have one and I can't ra my hands to be called on um but as you're talking about some of these things well we haven't determined the roll out strategy we're not sure how to staff it you know all these different questions we're not the first district
045to go one to one so are we talking to some of our neighbors about strategies they used what worked what didn't work how much Staffing they needed Etc yes and actually another uh colleague in um I don't I think it's in Federal Way has recently put out a survey asking um just these VAR questions through this email list that I'm on and and is collecting kind of that information and we'll be sharing it out uh we have some very successful models from uh districts around us including Bellevue and Renton um so taking a look at those I was looking at different um structures uh on on the websites of different uh districts today and and realizing too that it is hard to figure out somebody else's structure so phone calls may be definitely warranted uh
046we did visit Belle um a number of years ago um before the the last Levy and uh reaching back out to Belleview and how they've um uh rolled it out and supported it over the years uh definitely on the list Kathy I don't know if you have chatted with other districts around yes absolutely we have and and and on an ongoing basis not just in relation to one: one um and and additionally uh my tech supervisor is actually from the belby school district so she's intimately acquainted with one: one uh and and the uh the infrastructure side of supporting that and so um I feel that's one of the reasons we were able to actually pivot fairly quickly uh in in during the the pandemic and and getting students you know laptops checked out when
047they needed it but um I think I that's all I had to say on that okay um I'm sorry car next okay you know it's really cool actually to look and see your team run it's rarely that we see your whole team so I expect the technology team to come and say oh we want this so what I really want to hear is from a lot of the other experts in the room about sort of what you see as the opportunities and the challenges you know for the four that I would like to hear from I'd like to hear from Elena because I really do worry about an implementation and and how that either advances or challenges our equity and competency work and then for special services I would like to hear that role from
048our high schools to really do like what are High School principles really thinking and then what is the impact be our infrastructure so those three in the back Plus Elena would be who I would love to hear from the experts on the impacts to the system okay Elena seasen executive director of equity now In fairness I have not seen the framework plan and I'm not a part of the committee so these might have been things that they've already thought about but I'm just sharing my thoughts um just in general and then having been an administrator at East Lake High School where they do have a onetoone program and being a part of that so in terms of equity I broke it down into a handful of different categories so just uh in terms of thinking
049about access when it comes to one: one I I would think that as we're you know rolling out the equipment we need to have a roll out plan and a Rollin plan that is Equitable in terms of taking into account the various life circumstances of all of our families they don't you know all have stay-at-home parents or all have kind of jobs that neatly wrap up um during the school day or quickly at the end of the school day so how are we developing timelines and expectations that are realistic for all of our families I also think about hotspot access and that has to be provided for our families I think relying on government programs such you know run through OSI or those pieces is just not feasible or realistic um those websites are challenging
050to navigate they're challenging to navigate for me and I navigate them all the time and so I think we just have to take that as a barrier out of there I also think about the cost of insurance right so if the laptop breaks or something happens how are we providing Insurance Sydney um that I was laughing with you as one mom to another um how are we covering that for all of our families uh I also think one of the kind of prickly points when I was at East Lake was um what does insurance cover like being very explicit with families about what insurance actually covers and what it does not and then um who is actually going to be standing in front of the family as you're having that conversation about uh about that
051I think we covered having an on-site person that is at every building to help with issues that come up during the day Tech issues or what have you you because that could you know the teacher cannot stop all of class just to fix so and so's laptop so that I remember being a helpful piece having laner laptops and Chargers available at school I think the other piece right is when we go and we're already seeing that this year is when you have a learning management system having teachers uh not expect students to be printing out information um outside of the school day so unless as the district are providing printers at home or access to that at home one big one that you already you all already talked about is that are we requiring every
052student to use the district laptop or do some students get to bring in their own sort of like Cadillac laptop or or what have you um I could have a whole separate conversation with you about what that was like when I was at East Lake High School and then just talking about how all of our elll teachers are lrc one lc2 teachers and interventionists who support students um with a onetoone if we're going to that that kind of system they've got to have the Privileges they need to be able to support students in that [Music] way I've just start I'm I still have a lot more people um okay uh in terms of communication uh we really have to be communicating about this program to parents in their preferred languages so all the forms must
053be translated right parents need to know what they're signing uh information regarding roll out and roll in of the laptops needs to be done in the preferred languages uh one big piece right is parents a lot of or some of our parents have never owned something this expensive before so when you talk about insurance we have to be really explicit about what what that means so if we're giving a student a laptop and let's say this family um is on free and reduced lunch we have to be explicit that like if anything happens to the laptop the family is not charged uh because the family's not going to take the laptop if they can't afford to pay for it or repair it in any way so we would have to be really thinking about those
054specific families this isn't all amilies but those families that can't um uh reasonably afford any repairs to it again fine fees Etc have to be communicated to the parent in their preferred language and in multiple modalities right I think there's a lot of hidden assumptions that we all have that all parents are familiar with the school system and how to navigate fines and how to access fines but they're not our department uh experienced that quite regularly when we were supporting families through the enrollment verification process where many families were surprised to find out that they had fines they had no idea they were there how do I even access that or pay for it so again we have to be communicating to families in a way that they understand the daily expectations have to be
055communicated in a way that parents can understand so it's like if the student has to bring the laptop home every day if they have to charge it every night Etc again all that needs to be communicated I talked here um in this case I had just sort of off the top of my head thought about teaching and learning Department would need to be providing robust professional development to parents um so there has to be explicit teaching around uh just the Learning Management Systems in and of themselves the apps that we're asking students to um take part in because if parents are going to support their student at home they have to understand what what it is that they their students are accessing somebody at the school would also need to explain discipline associated with having
056the onetoone laptop so for example you might have students who take the laptop home and are accessing trying to access websites Games Etc that would be like firewall protected by our district but you know kids are smart and they can kind of get around that so just asking you know explaining to to parents and to students that that is that there would be consequences to that even if it's in the the home environment uh having tech support provided for parents um so they know who they can call if there's a tech issue um and they need support there and then the PD WR needs to be done in a way that's accessible to all parents so not all of our parents speak English so how are we providing professional development in a way that they
057um can understand I would also think about how are we providing PD for students who are not themselves proficient in English language um to access uh the different things that we're having with the computer another category I talked about was just hidden Norms or rules so um making sure that like as when we're rolling this out we've broken down any hidden assumptions that we might have that we just assume parents or families would um would know and then just remembering that not every kid's Tech background knowledge is the same and then having effective family Partnerships again we're teaching Families how to ACC where to access information about the onetoone program how to get all the supports again our families don't some of our families are not accessing the district website to be able to navigate
058all this information so just putting it on the website is not um like an authentic or reliable method to reach most of our um uh linguistically and culturally diverse families um they just some of them don't even not having grown up here they don't even understand what a district is they don't even understand that there is a district website all of those things have to be broken down because they've never navigated that themselves and then I would think that we would need to be seeking uh active feedback and engagement from diverse perspectives on how this program is going so that we can adjust accordingly uh as needed and those are just some of the things that I've kind of come up with off the top of my head again I haven't gone into the weeds
059um and I'm not a part of the committee but I trust that uh Diana and Rich would they have an equity framework that I've created and and they might have already thought of things um in a more indepth way than than I have with some of their programs that they've laid out or Kathy I just wanted to add real quick 30 seconds or less Dr Joshua Aly Deputy superintendent uh working with Elena Kathy crop this year and our friends at the squa schools Foundation I see Janelle Tama Alo back there uh we did have that concern as far as students who are low income students who uh uh may be going through a financial hardship this past year about when they brought their machines in uh not being able to pay for the repairs thank
060you isaquel schools Foundation picked up the entire tab picked up the entire tab for all of those students so I just wanted to make sure that we mentioned that I think uh maybe Dr Bailey oh she's already got a microphone look at that Dan Dana Bailey uh assistant soup special services um no surprise special services has a line item that comes from the tech Levy and the tech Levy dollars in Special Services really truly invest in helping students have access to their learning I'll give you some examples we have two part-time assistive Tech teachers search staff who work with students to find just the right devices and teach people how to use them we also have a part-time PA professional who does a lot of fixing and delivering of devices to students for students who
061have hearing loss the students and families provide the hearing aids or cair implants but all the devices that attach connect their hearing aids to what's happening in the school all require some sort of something so it's a lot of little pieces that someone has to order set up fix up to make sure example the teacher wants to show a film in class well there's a device that makes it so the audio from the film goes straight from the teacher's computer into the hearing aid so lots and lots of small pieces in the Audiology world and in the um for the teacher of the deaf also supports a lot of expensive tools in the vision program so all the tools that take print material into an accessible format for students with vision impairments um are it's
062a very very expensive place uh close caption TV and often the students in middle school and high school need them everywhere they go so they don't just get one of those very exciting for um myself is in the world of assisted technology that uses technology to give students who don't speak in the typical way of voice and so the many many assisted technology that we see in the classrooms the students use them to participate to answer their teacher but also to have an opinion and I think having an opinion about what's going on around you is a really important life skill but to to have a student who has limited opportunity to speak their mind to have a way to actively participate in class and have a voice is really really critical and sometimes our
063school is the very first place that families learn about that from an equity or an access standpoint some families have no idea that that tool ever existed so it's really fun to see them go from where they start to where they could go and uh last spring as an example we had a preschooler who got to test pilot a i gaze um piece of technology that allows the student eye gaze to hold on a a thing that he sees that is like a cursor and so he can use just his eyes to drive his computer and his wheelchair and that's I think it's very exciting for him he's not a very good driver yet but I I think that he will be and when we start them using strong evidences of Technology when they're very
064young they grow up to be students who are um adapting into our uh neurotypical World um sh Carver executive director do you have anything else to add that I forgot I think the only pieces that I would add is some of the direct partnership with teaching and learning and some of the direct learning pathways to make learning more accessible for all of our students and how they access the Core Curriculum so those are some of the additional ways for example assistive technology through you know uh text speech uh dragon speak making some of those more universally available for all students both students with and without disabilities is in another way that uh onetoone technology would have a significant impact on the system for all Learners and and in that and in that vein I just
065want to say there's a lot of more mundane assisted technology like the immersive reader and things like that that we just haven't fully taken advantage of yet and so I think part of our professional development for staff would be how to how to make sure that we design instruction and teach students how to access the tools that are universally available for all students uh whether that be text to voice voice to text and other other tools that are readily available for students guess it's my turn uh an M cormic EX exu director of high school education um I think that Elena nailed it as far as what U most High School principls uh and High School staff are thinking is more of our I think the primary concerns um all lie within the equity components
066of this um and so she did a very comprehensive job of answering that I think the only thing that I would um add is that exactly the questions that the board has so lovely put forward which is around the professional development I think that it is a really delicate balance to strike with teachers between using Tech to enhance learning and not pushing kids onto computers and still creating really wonderful opportunities for them to interact with one another um I was just um at isqua high the other day and they were doing this wonderful physics lab and there was loud booms and there was an email to staff to warn everyone about the loud booms because kids are out there doing really cool really cool stuff uh and so it's a it's a delicate balance to
067get all teachers to find that nice balance of using it to enhance learning um but still creating really wonderful inperson uh experiences so I think that the professional development is key to the success of this um and it was mentioned briefly but I just want to support that I think many much of the professional development to do that well has been available but many teachers it's been more of an opt-in format because not all teachers have had the devices like they haven't gone to ITP and have a classroom set and frankly getting devices is a little bit of a pain as a teacher when you have to check out a cart you have to go get the cart in the morning you have to wheel it to your class sometimes your colleague didn't put the
068cart where it was supposed to go and then you get there and there's no cart and you have to send a whole staff email to say where's my cart so not everyone has wanted to opt into those experiences and rely on that for daytoday and the creation of integrating technology in a fun and exciting way um and this would open up the doors I think and so instead of making it an opt-in format I think principles just want to make sure that it's required that teachers all get that training to to learn to to strike that balance and start to use ways that make sense within their curriculum to in that because I think all the research behind quality learning you know involves shorter bursts of um uh activities and technology is a really great
069way to quickly transition between things like a check-in for understanding for like short quizzes and get the data displayed right on your board um so also teachers using data quickly to know where their students did my students get it do I need to retach this do I need to move on um those opportunities are quick and smooth when you have technology available um and so that that I think is what we're all hoping that this accomplishes um and so uh that's I think just that that PD is is and the equity stuff as the highlights for high school who did you want me to send it to next the one bandwidth will be Kathy but the only concern we've we've had in our Department we've been talked to about it is enough circuits in the
070classroom for charging of the computers and and if we haven't asked that question of districts have had the one to one to see if that is an issue or not and just the physical if a student comes to class with an uncharged computer how does that computer get charged so they can use it during class and that's the one thing that we've had a question about and haven't got it answered yet anything else Kathy could you talk to the issue of bandwidth and all that Kathy crop IT director again um yes so um all of our schools are well connected um both to the internet and both internally uh for wireless we do have high capacity access points at in virtually every area including including the high schools and um so I'm I'm confident that
071we may only have a few spot areas uh to fill out again I'm and I'm mostly thinking of the high schools um because that would be the heavy lift at about, 1500 units to pull this off I'd also like to quickly address the equity issue I wanted to make sure that everybody KN knows that um when we checked out uh computers this school year um every computer was checked out with an instruction sheet that was available in English Chinese in Spanish and it also contained insurance information for the families so uh Marne and Sydney I don't know who was first my question is for Kathy really quick um I I think that we've been building our buildings in a way that is you know has provided some more access but I'm concerned or wondering about
072the the p12 or P20 system or K20 system the actual pipe and its ability if we start having all of our students on it at once in Federal Way and so I just the capacity there because that's one of the discussions we had with representative um Maya gunders I can't remember Yeah we actually as a district uh just uh received a five gigabit upgrade uh uh this uh school year and uh so that's pretty high capacity and the physical infrastructure has the has the capability to be double that um so um and as Rich actually alluded to it's not like every single student in the district even in a onetoone environment is going to be on the network at this simultaneously there's there's going to be moments of instruction where they where they're not so
073um that but that was one of the the items that we actually had to look for uh during the hybrid instructional environment because we were actually quite concerned about teachers uh doing Zoom instructional sessions to students at home while they had students in the classroom so uh that's why we engaged uh the K20 internet to upgrade that bandwidth so um I guess my question is in a slightly different direction I'd like to understand how it gets represented in the levy which is the actual classroom technology olog so I think one of the areas we we got consistent feedback on throughout kind of covid hybrid remote all those different stages was the um lack of consistency from a teacher setup in each classroom um whether that was aging devices or inconsistent um camera setup or the
074lack of microphones uh in the classroom so I'd love to understand what what is the plan and approach for upgrading consistent application of the the teacher technology in the classroom and I guess for me that actually is more concerning to me before I get to putting the tech in the students hands I am so glad you asked that sorry this is this is Kathy CB again so one one of the things that we are going to we've already been talking to Tom mullen's um capital projects is um we have a lot of Aging active boards uh out there that desperately need to be replaced and um so our our new standard is a uh flat panel and um that does require some construction work um and it it can get a little little pricey but
075um yeah our our goal is to ensure that every uh teacher presentation station is what we call it um has a quality working uh method of display and classroom audio so we do still have a few sites that don't have full uh classroom audio Discovery Elementary would be one of them so um we are definitely trying to get that included in this Levy and what's the time frame on that I mean is that a one-year project a five-year project what are we talking um it could be a one-year project or a two-year project it it just depends how you know how how it's funded or how um you know how how it's approached but I definitely think that uh in terms of the active boards there're about 400 or plus um 450 plus uh active
076boards that's a that's a very rough ballp part number uh left in the in the district and mostly at elementary so um that's that's that's a pretty big forklift particularly given the construction uh changes that may have to occur to to accommodate those in the classroom right so just to follow on that point I don't remember where we were if it was one of the one of the many listing sessions lately that was actually a concern of at least a couple teachers that was raised was that the replacement to flat screen was actually less functionality in the classroom than what they had with active boards it was giving them less alcohol display space less ability in the classroom and so I guess that's part of what concerning in the conversation so I'd love to get
077some idea of what does that really like what does the standard set look like and as if we're going to go through a major upgrade of over 400 active boards like it some side by side that gives us a sense that that that we're not losing capability all of our all of our new schools for the last gosh Tom how many years now four or five years yeah so we we have only been in installing the the flat panel displays and so in terms of functionality they're they're they're interactive they uh or they they can be at the at the elementary level they're they're interactive um and I mean Diana I think they give the same functionality I mean they display the desktop we certainly don't have any comp I mean I have never heard
078anybody complain about getting one of those well we did did you really we did during our listening session we had um and and and I might be that the active um board uh software um had some functionality within it that that the teachers then aren't um they're having to recreate their Active Inspire uh slideshows if you will into a different program so how are they Translating that that the what was in their Active Inspire uh software into a PowerPoint and the PowerPoint might not have the same functionality but the the from what I understand those the boards do have touch that's key um being able to uh draw over something that's being displayed so that a teacher can call that out so I'm not sure what additional functionality um is missing but I I do
079believe we do need to um get input from especially our elementary teachers to see uh what exactly it is that that is missing because when we dive into these issues sometimes we find misunderstandings right and I could see that and and I believe these teachers were at the middle school level and it seemed to me that there was something when we put IMS the new IMS together that there was something about a certain group of teachers and I don't know why I think it's math but was it math that wanted those to go back to the active boards and and so we're just raising this because we want to make sure that the the teachers one have the input into what the technology is so it serves their purpose but two if make sure the
080teachers are trained to use them because the technology may be there but they don't know how to use it and so we want to ensure that you know they have that opportunity to have a robust experience and be trained to be able to provide that and and I'd like just to add really quickly that um for IMS um believe those those teachers were upgraded to uh interactive boards for the for the math is that what you would call the active board mean not confused on the different an interactive flat panel oh an interactive flat panel I remember working with K reckling the principal on that I see Jake Cooper yeah you know if I recall um been around here for a while when we started to move away from the active boards to the flat
081panels it was driven by teachers wanting us to move that direction so I think you know it it there's individual preferences and things like that too but we do have to as a system you know we can't have 1400 teachers using 1400 different systems out there we have to standardize it so I think we probably have to do some more work on the professional development side and that keeps coming up as a as a theme I do want to note too that the my understanding on the flat panels is that um they last longer and they use less energy so there's some other advantages to those as well from a system standpoint and just just jump in real quick IMS got caught in the transition between active boards and the interactive flat panels they got
082straight monitors large monitors that were not interactive and that's and and yep yes and that and it was a it was one of those it was C it was cross and Technology uh an adoption and um as they said I think they've all been swapped out to interactive now yes and I'd like to add one more thing on the active Boors is it's really not a choice anymore because um there the the the drivers and whatnot are just not supported um under Windows 10 and windows 11 is right around the corner so we're we're we're having those types of issues so so so then back before you said the new standard is the flat panel are they all interactive flat panels well Tom now they are now they are okay get that word inserted so
083when I say it it's interactive flat yep since I am since IMS was the last one we didn't do that at okay that help except for conference conference rooms right we still do some non inter non conference rooms and you know yeah classrooms so okay I just want to a little Bowl on that last one so what would just be incredibly helpful for me is a similar road map to what is the upgrade for students is what is the upgrade if it's Audio and Sound if it's whatever whatever else we have to do with the flat panels I think that's equally as important to make sure that we can confidently say within within this um Levy that we would be able to care for both and not just the student side and and with that
084the replacement cycle that keeps these things going both for the student and the and the classrooms the teachers how because what just buying them the first time isn't going to be enough what is the cycle to keep these replaced and up to date sorry okay I just want to say we have just under 10 minutes left so plan your questions wisely and I think Marne were you the one the next one up mine was really quick one of the things that we did that was really important to our oneto one for the kids that were taking them home was hotspots and so I didn't know where in all of this discussion we had hotpots in there um I'm not sure where Diana's group has is going with the hotpots So currently um for this school
085year since were not uh remote at all we had a supply of about uh 300 hotspots uh for checkout to needy families a form was developed and sent out to counselors in addition we have another 50 hotspots just in case we encounter a full Elementary School closure um so but uh as a district during remote um I'd say out of the LA out of the hotspots we actually had checked out um I'm thinking probably about there was a need for about 1,200 and that was during full remote so um there you have it and and the reason for my question is because the assumption is as we move towards knowing students have access to this what are we doing inside the classroom with the computers it will also be what are we doing at home
086with the computers and if we don't have if the student doesn't have access to the internet that's going to be crucial again going back to that I don't want to do something if I don't know that every student has access it's imperative that all students have access um at home uh so we we will and I heard from Elena that the government uh program that uh maybe isn't adequate enough uh to reach all students who who need those hotpots at home so kind of adding to the the system that was used this year to distribute the hotpots that were remaining to um families in need I think a very similar approach uh would need to be in place because you're absolutely right kids uh the device at home anymore isn't really useful if you don't
087have internet and and I was gonna correct myself it was a representative Mia greerson I couldn't remember her last name but she's really looking at um technology and the issues with that especially around Equity so if you want any contact I'm sure she's going to be building some type of um bill this session around that would be great a simple bill would be great and I would add to that that the OSI and the state run uh opportunities to get free Broadband if you qualify for it as we dug into that or extremely laborious it looked to take anywhere from one plus months even if you were successful in getting that when we had students and families that needed internet access it was just the most feasible thing to do to get a hot spot
088in their hands as quickly as possible okay an well I was going to say does been a great conversation about what we can um do for both our teachers in the classroom and our students but now we'll need to see a package on what this will cost and what will cost over multiple years as we talked about the replacement cycle um and I don't that'll be the next step well because that would have to be part of the spring well it would I mean and that it it's it's it's all taxpayer funded right so this is something we have to get our community behind and their support so on the one hand we also need to make be able to be clear about our articulation on how the technology is used and how it enhances
089the learning environment for students and teachers but so that there is Great Value versus is just an object that is carried back and forth um and that will be part of what would be needed to to share with the community to get their support if this is in the end what you all want to bring forward as your springboard right because the committee is going to have to to weigh and balance each and I presume we can chunk this out into multiple chunks and each of those chunks is going to have a price tag and it's the committee's work to decide is that going to be palatable to voters is there enough benefit from this to justify saying hey we need money so but you're on that right Martin that's right okay we're there any
090other questions from the board really I well president Weaver I'm as I've I've always not someone who's short for words so I I do have a couple of thoughts just to add into the conversation one I just wanted to make a note that the K20 Network that was uh discussed earlier thanks for bringing that up director moraldo that is also paid out of this Tech Levy so it is another feature of the levy um this has really helped for for us in the development phase of our spring board to get this input on the front end from the school board but I want to remind you as I said in my opening remarks you'll also have the final review as well and I know you'll follow the process of the committee work along the way
091um too so as that recommendation comes to me I always take a look at it as well and try to do my own due diligence and then of course I know that the board does that as well I would just say I do anticipate including some form of a onetoone program in our Tech Levy and I really appreciate the level of detail and planning um that uh the folks here have gone through um like it'll likely have many of the elements that were discussed here tonight I love the fact that we're putting our Equity lens over the top of this work and and thinking about our students who receive special um specialized instruction as well um but I also want to remind us that this is all subject to modification through the committee process through
092the process that comes to me through the final process that goes to the board um and so I I've NE as I said at the beginning I I've never seen a spring board especially when for a capital Levy just get approved as is I mean the last committee I don't know how much time we spent on this very topic um it was very robust so um and uh and I just I love that that and I believe this that and I believe it was executive director McCormack that said it if teachers can uh rely on it and count on it a onetoone will H help Advance our teachers uh technological skill and use of the tool as an instructional model I I I absolutely agree um that sometimes the reluctance was because of the lack
093of consist consy will I be able to get the machines when I need them into the hands of my students and so forth so um I just wanted to note all all of those things and uh this has been great too and partly why I wanted the whole team to be assembled was because this touches just about every aspect of our it let me correct it it does touch every aspect of what we would do instructionally and um you know we've heard from a number of folks but it will impact what uh what happens in our Elementary classrooms how we communicate um so there's it's important for us all to hear your thoughts the questions you have the questions from the community as this whole come whole thing comes together because ultimately what we want
094is a plan that one has a price tag on it and that um can be widely supported by people and feel like that there's been a lot of um good opportunities for input into the process so I thank you this opportunity I know this is a longer than normal work study session that we have and I've assembled a larger group before you than I normally do but it is nice that you all get to see uh see them kind of assembled as well well and I really thank you all for being here and for uh being so eager to answer eager to answer our questions um yeah next time we'll rearrange it so the camera is on you and not on us but um thank you very much take a five minute break and come
095back for a 6:30 meeting so oh let me let me start over my microphone wasn't on I am calling this meeting to order of the issaqua school board for Thursday October 28th and we we will start with the Pledge of Allegiance 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 I am sorry about your back Sydney sorry yeah I down Sydney's wound she was not making a political statement yeah it's a back issue okay thank you very much the board has been in a work study and um that's why we pushed the start of the meeting out we'll talk about that in a minute but right now we are going to move
096to student input and I should have students from Skyline Rishi and pranal if I've pronounced that correctly I hope yes are you there yes um okay so you guys can uh decide among yourselves who wants to speak first and go ahead I would like to speak about ninth graders and their workload at the beginning of their year of their nth grade year nth graders often have a rough transition into high school because Middle School is an easy workload and all of a sudden they come to nth grade and have a very large workload often they're unable to handle it and their grade suffer they are stressed and often face anxiety it is not a true indicator of their intelligence because although their first gr semester grade suffer later they improve it was just a rough
097transition that caused them to have a lower GPA almost everyone I know had bad grades in freshman year and improved dramatically later and during that first semester of high school they cry a lot and felt a lot of anxiety I think that since it's such a common experience it should be changed to better support students needs and health I think that although there are lots of resources available like peer tutors teacher Flex times and other resources to go to a tutor also takes time and when there's such a large workload no matter how much assistance with Concepts you have it still takes a long time to do the work and there simply isn't enough time to do all the work maintain a healthy sleep schedule and live a balanced life this means that students often
098suffer not only physically from lack of sleep mentally from the sudden pressures and stress and from their grad dropping the solution to this is for the first month of high school to ease students into work and give them less workload at the the beginning all teachers should modify their schedule to accommodate for a slower Pace at the beginning of freshman year when students are eased into the workload they will not suffer mentally they learn how to be efficient with work how to do the work and be productive without stressing about it and how to manage all the priorities in their life this meets the students needs and is healthy for them and would overall improve their High School experience thank you very much thank you for your input um Rishi hello I'm Rishi hazra I'm
099a junior at Skyline High School and one of the questions we were asked to sort of provide our feedback on was how in the future student Representatives should be selected to speak at the meetings um I wanted to share some of my sentiments around this and I think it should be an opportunity for two elected student Representatives as I think that would be most representative in a sense of the entire student voice uh but I also believe that the opportunity to present at Schoolboard meeting should be advertised to the entire student body so that they can provide input uh through a form of some sort uh to convey some information that they might want to share to the student Representatives that would ultimately present and then finally I think uh in line with the iso
100School District's mission statement to prepare students for uh Civic engagement I think students should be uh as a whole encouraged to share their perspectives through public comment um rather than differentiating it uh for everyone um so that's sort of what I thought how student representative voices should be heard in the future um and also to have those two elected student Representatives speak with that additional kind of segment that we have here today and also uh we were given a list of questions and one of the ones that I wanted to address is if you could change something at your school or about your education what would it be uh I had two kind of topics the first one had to do with lunches timing and block schedules um I think it's a little surprising that
101with these block schedules some students have lunch at like 10:40 in the morning which is just like two and a half hours after school starts um which is quite early and is not very helpful when the student has about three more hours to go in the day and if they have sports after school they start to get hungry um and it's really difficult now with covid to have snacks later in the class because we can't be eating in our classes around students for obvious reasons um so I think there's some sort of an issue around there that we might need to consider and the opposite is also true some students have lunch around like 1M a good five hours after school starts and um most students um as you probably know Skip their breakfast uh
102because um because they don't have sufficient time in the morning they're trying to sleep in um and as a result they don't have much energy throughout the day they doze in their classes and they aren't able to have the full uh experience and aren't able to stay engaged in their class I think one consideration I had as a potential resolution was to have the cafeteria open throughout the day I know that with staffing issues that might be a problem so perhaps uh we could have simply the cafeteria be open with a snack bar of some sort um and also uh potentially have a way for students to eat by stepping outside of their classes that's allowed through all teachers uh the second aspect I wanted to talk about was the block schedule itself one and
103a half hour classes are really long but I do want to acknowledge that block days are very helpful especially because in terms of workload it cuts it down in pretty much half because teachers instead of assigning homework for the next day it's then assigned for two days so now we have two days to work through the same workload and that I found very beneficial it also gives a little opportunity for us to sleep in um but I do think and I've had this experience in some classes where our teachers give us a five minute break uh between every block period um so we'll have about a five minute break uh after like about 45 minutes of learning and this actually has been really helpful uh especially when students are like dozing off in class falling
104asleep um and aren't able to maintain their attention span uh just giving a quick break even if it's about two minutes I think it would be very helpful and to make that a requirement uh across um all the classes I think would be helpful um and then a final thing that's sort of on a different note I think that over time um we should start incorporating more integrated learning I know that IB Program does a really good job of this especially with uh integrated history with English uh but I think this can also be started for other subjects so integrated learning would help some students kind of take uh what they're learning in their classes and there's always that question that students asks like why are we learning this how will this be relevant to
105us in our future how will it be relevant to others um and I think that some project that students could perhaps take to um replace some of the activities that teachers currently have could enable students to select certain classes that they have maybe at least three or four of those and take Concepts from those uh and apply them to a project that they could um Implement into their community so we can tie uh things that they're learning uh into their local environment uh thank you for the opportunity to speak I appreciate it thank you very much you both obviously gave a lot of thought to your comments which um I really appreciate um and that last bit sounded a lot like Gibs an e um the uh the conversation about student Representatives is actually a
106little bit further down on the agenda um probably in about a half an hour so if you guys can hang on um to participate in the meeting till that point we actually had some ideas very similar to what re was talking about but as the board gets into their conversation um it would be really nice to have some student input so you are welcome to join in in that conversation or any of our other conversations and just you know raise your little virtual hand um in the zoom and uh we will catch you because you're on the zoom so you'll tell me um so thank you very much for your input um okay so the next thing on the agenda is public input um public input is for Community input on items not on the
107board's regular meeting agenda so if you have input relating to a specific agenda item please hold off um until we get to that item um General Rules of Engagement as a rule the board will not respond to public input we make occasional exceptions um please clearly state your name and School attendance area limit your comments to two minutes and she times you um I already said that and the board neither endorses nor censors any opinions expressed in public input we ask that you keep all your comments civil and respectful um and I think before we actually get to Public public input we have a couple of special things on your docket right we do I I'd actually like to invite executive director Leisa Engles to come forward as she has a special ruction to make
108of the newest member of our Communications Department team I see Alicia is working her way you'll recall that uh we our assistant director um moved on to a different assignment in a neighboring District uh earlier in the fall and so we're happy to have this announcement tonight is your mic on oh it is now yeah um good evening board and superintendent thely Board of Distinction actually congrats on that um I'm happy to introduce Wendy castelan she is our new assistant director of communications she's joining us from Tahoma School District where she's been a communication specialist there for the past seven years and she also has experience working for um reporting news reporting agencies prior to her work in school Communications as well so I'm going to allow her to talk with you guys for a
109moment as well thanksa I'm a little short there you go thank you superintendent fely and board of directors it's nice to meet you I'm excited to be here joining the issaqua team and um I actually have some connections here in the issaqua community my husband grew up here and attended Sunny Hills and Pine Lake and graduated from isqua high school so and then later on in life I I had the chance to be a reporter here in isaa too so I've had the chance to cover some of the awesome things that happen in isqua from that perspective as well I just look forward to meeting um all the all of you out in the community and then also just visiting the schools and getting the chance to tell the story of what's Happening um from
110the student perspective staff perspective and hearing from our families out in the community too thanks so much welcome thank you welcome to issaqua um we can always use good Communications people so that is great when has been busy too you've already probably seen her work as she did a story on school bus safety week last week as well so we she's hit the ground running and then uh we also wanted to invite and I believe they're in the zoom we have some special guests uh students here tonight from our newest Middle School Cougar Mountain Middle School and they'd like to share uh some important work that they've been up to and I don't know I I okay I see um Olivia and Nadia Taylor and Ria it looks like there we go all there good
111welcome guys uh thank you uh hello my name is Olivia phha and I am one of the representatives for cuer Mountain Middle School uh we are a new school that consists of people who are primarily from Newcastle isqua Valley and Cougar Ridge Elementary uh we're a new school and we are really excited to show our progress so far hi my name is nadam and I'm here to explain our constitution we are excited to present your new our new found Constitution that will allow the Falcons of our school to feel safe and accepted here at kgam and Middle School we've been working hard on this document and have spent the last few weeks trying to combine all of our ideas as a leadership class to create what is now our constitution for our school we as
112a class have demonstrated our flexibility while understanding others opinions on what's best for our student bodies ASP this has allowed us to finalize our constitution to create a strong andour encouraging School Community hello my name is Taylor Herz and I'll be sharing our goals and what's ahead of us here in the future here at CMS as the newly founded School in this called School District it is our goal to become a United school and to share with that Community the equity equality leadership and outstanding student body that kougar Mountain Middle School upholds in the future we plan to make a well-prepared and sophisticated ASB to represent and Lead our school through clubs Sports and activities my name is Ria dupta and as you have just heard we have created a constitution based on creating a
113welcoming environment for all students we want our school to be a place where everyone feels accepted and the ASB is working to create this positive spirit that every school should strive for in fact tomorrow we are hosting our first ever elections and we have created roles that focus on teamwork and collaboration especially during the pandemic students need people to turn to and something to look forward to and we hope to achieve these goals and many more throughout the years thank you for listening and go Falcons well thank you very much that was h a really interesting presentation um I also want to thank you for being incredibly good sports about the sort of extended field trip that is the ringd doll school in Belle um and please rest assured that we are working hard to
114get you back to Cougar Mountain um in in your proper school as soon as it's done but we also want it to be safe for you so thank you very much um and I'm lost I have a big smile on my face underneath this mask after listening to those students and how exciting to have a a new school and I just hats off to the staff up there as well and principal mcke and bosart and and all the work that they're doing to uh really get that school off to a great start well and I was at the uh PTSA Council meeting this morning and the Cougar Mountain PTSA people talked a little bit because they're just getting their PTA off the ground so um yeah everything's everything's moving forward on our new schools it's
115very exciting Marne has that comment I I just wanted to say it was great to hear things about like forming a constitution and understanding how policy affects their work and how to create a policy that will then create an environment and so I'm really I'm excited to hear about these new policy wonks that we created shades of Civ engagement too um okay so now that's it on so now we're going to go to the real public the real the community public input sorry about that um because we love hearing from our students we really really do um but we will go to the community public input I already read the spiel about the rules I don't see any hands do we have no um well yes but nobody that wanted to speak um do we
116have anybody on the zoom I'll try one more time that wishes to give public input seeing none I will move on there's no one in the room that wants to give public input no okay um that brings us to the consent agenda and the consent agenda is not coming up here we go the consent agenda is a meeting management tool whereby the board is able to pass multiple items with one motion the consent agenda items have been reviewed by each board member prior to this meeting and any board member May remove an item from the consent agenda and place it on the regular agenda for discussion if he or she so chooses do I have a motion I move the consent agenda be approved as presented second okay it's been moved and seconded all in
117favor please say I I I opposed okay motion passes establishment of the regular agenda are there any changes there are none okay moving right along okay so the board started uh this evening at six o'clock with a work study um with actually a whole lot of people I was gonna say the majority of your cabinet we had technology we had some additional directors as well yeah we had all the people it was really quite nice and we had a very robust discuss discussion of um what a possible Capital SL technology Levy uh might look like when we uh whenever it is that we choose to go out and run a levy um and we talk to the tech people we talk to teaching and learning we talk to equity we talk to special services um
118so we got a lot of perspectives um I don't know is there anything specific that anybody wanted to share out no oh yes you're nodding but you're not raising your hand so I'm confused okay I'm sorry Haren please go ahead so I appreciated the opportunity for us to talk about the tech Levy because I think it's a big part about what our community will be talking about and I appreciate you bringing your whole cabinet here because I think it does touch every part of what K12 education is I know there's been a lot of conversation about one to one and what grade span that might might entail I do have some convincing to be done you know I think that if I think about King County's goal is for all King County Children to be
119happy healthy safe and thriving I really want to know how does putting a laptop in every student's hand enhance that because I'm not convinced that it does at least as presented and so I think that a technology plan could include a very robust professional development plan that the first couple years of a levy plan could be just investments in professional development before we actually put devices in the hands of students I don't think it has to be where devices have to come in year one necessarily so I hope as you guys think about putting a package together for us to consider that it is more broadly or it isn't just about a light switch because I don't think that that's necessarily going to get us to where we want to go and and I really
120worry about the balance of ultimately we want our our students to grow up to be well adjusted adults contributing to their communities and I don't want it to be where they're glued to a device and forget how to interact and how to have just normal dialogue we certainly have seen the impact of I think social media and how it's done more siloing work across Society than not and lastly I just say like our and student ends we modified them several years ago to include very specific things I don't think the district has made reasonable progress to and so I guess I'm a little concerned that we believe that we can immediately go from like we are going to enhance learning and put a device in every student when there are specific ends uh uh so
121it would be 4 uh two and 4.3 so understand and apply principles of sound mental and emotional health and learn to identify signs of emotional health concerns in and others and when to seek support of resources understand the opportunities and risks posed by digital technology and social media including social emotional risks and safety impacts as well as ends three which is 3.5 understand appropriate and respectful responsible and ethical use and impact misuse of technology and social media so for me before we would get to put devices in hands of our sixth through 12th graders I would need assurance that those parts are in place because we're not I do not believe the district is doing those things currently to a satisfactory level for me to been like okay let me add more risk to you
122as a student and potential Mental Health social emotional digital citizenship Parts without having that really uh important framework in place to make sure that our students are safe from a Mental Health social emotional wellness and all of those things lastly I do want to encourage when we've heard I think I heard digital what was the committee name digital learnings or so something about that committee because digital learning experience committee digital learning experience because that I think probably encompasses so much I don't even know what it is and I don't even know who sits on it but I do know and I I I I will hope that we actually have teachers not just tosas sitting on it so they can actually hear what are the needs and impacts in classroom because we talked about classroom
123technology as well as I hope that there's an equity representative whether it's a staff member an administrator or a parent because I really hope that anything that we talk about when it comes to technology that it really is filtered through the lens of well how do we actually equitably both build a program and implement the program I will note that that was a big part of why we wanted to have this conversation tonight uh director Galler was to hear input like that from the board and from the rest of your colleagues on the board as well so appreciate that m so yeah I have uh a lot of thoughts and wonderings and I think for me it's it's where it's the community engagement in the process um because you know I'm always aware that we
124are spending other people's money at any point and so I want to make sure if we're going to be spending other people's money do they really want it and will they really use it and is it is it increasing or breaking down barriers for students you know when we talk about Equitable opportunities so I'm not saying that it that the current proposal does or does not do that but those are going to be some really important answers for me is you know what does the the actual users of that technology if we do one to one what are they anticipating they'll get out of it um and I I cannot imagine providing something for every student and going through the expense if there's not buy in from from our teachers so it is about making
125sure there's a teacher voice and I will always go back to my leadership Eide learning that you have to have the voice of descent in there if you only have people that want to move forward you're not going to know what road bumps you're going to have so what are who are the people that are your biggest dissenters because if you can get them to buy in in the end that's the product that will be um easier to push out and so I think those are some important important things that as we consider this I I do think that there when it comes to um some of the educational products that are out there I think we're moving to a point where we aren't going to be able to have a robust access to those
126Technologies or those those learning opportunities if we don't have technology to back it up so I do think that we have um waited a really long time I think every year that I've been to nsba there's been breakout sessions on one to one and that's been you know 11 12 years now so I think it's time to really have a bigger deeper discussion about that and what it's going to look like yeah and I would just like to pile on to your comment about hearing from the denters um because I know uh that the superintendant said uh applications for the levy committee are just starting to go out now for that committee that's uh going to convene in uh late November December and um I think it is really important that we have people on
127that committee that will ask hard questions and will say gee I'm not sure that we should be spending Community money on these things convince me um because that's where we have robust discussion and that's where you know if there's someone on the committee that is questioning things then you know there's a hundred people in the community that are questioning it and since we never pass levies by 100% we know there are people that have questions about what we're doing so I would really encourage people who were thinking do I don't I want to be on that committee that um you don't have to be a r School supporter everything the district wants this wonderful kind of person to be on that committee and in fact we are really hoping we get some people that will
128ask some hard questions was did anybody have anything else um on the work study Sydney I I think um I think for me my my Prime concern is about the infrastructure in the building the consistency of the teaching environment and that that's conducive to delivering education that we've got um feedback in that process that says what we're putting in classrooms is working is useful is is facilitating robust experience I think um I'm probably one of those people that has to be convinced about Ono one um for students uh mostly because I I I feel like it's become a sort of a moniker for progress versus an actual real tool that we're using like other districts have one to one or shouldn't we have on to one I think it's an amazing tool in the circumstance
129we just exited with with covid which is can we run a remote Learning System um how do we do that expeditiously um [Music] and so I I'm in full support of being able to do that going into the future I just want to make sure that I guess for me that the why is clear of why one why oneto one what additional outcome will it will it bring um I'm sure they're there I'm sure there's lots of great reasons for it I just want to make sure that we're clear in that intent so that we can meet it and not some other you know not some other because others have have one to one I guess is where I land on it yeah well I would agree with that I think it's about the uh
130the educational experience for students and to to don't don't just need computers in kids backpacks we need an enhanced and robust educational experience that encompasses that as a learning tool and I so taking that as the foundation what I want to understand is how would students get that consistently across all class teachers right so that we don't have a very uneven where some teachers choose to use it and other teachers don't and so it would be important that kids get similar experiences in the way that they're using the technology to enhance their education and that's what I also want to learn more about to see that this is where we should be going okay anything else all right thank you um and thanks to all the staff that was here to present for us it
131was a very helpful session uh we had a lot of questions and got most of them answered which created a lot more questions uh that's kind of how it works um okay the next report out is on the um meeting with ISD leadership and issaqua city council leadership so we met with uh what I assume was the President and Vice President of the council uh Victoria hunt and uh Chris Ray and uh it was director moraldo and myself and the superintendent was there anyone else that was it right oh and the city city manager y um and the topics that we discussed uh the city gave us a brief update on their climate action plan we um talked a bit about school safety and SRO versus ssos and what are plans were um at the
132corridor schools uh Ron provided a covid-19 update um and we talked a bit about construction and the fact that we're going to that we pulled the sepa we hired a an outside firm and are progressing uh with filing that again um and that's pretty much what I had on my notes Marney did you have anything you wanted to add yeah no I I didn't have much um I think you know the SRO SSO conversation was good and and um kind of what our plans are moving forward and I think it is going to be helpful for them because I think they're really struggling with a number of of um police officers already yeah and since we were slapped recently from talking too much in acronyms we are talking about the fact that the uh city
133of issaqua police department is not currently providing us with a school resource officer which was a joint program between the city and the school district and we are talking about uh replacing that individual with school security officers so we have a tendency to just talk in letters superintendent yeah and I just wanted to note as part of that conversation um a lot of a note of gratitude to the esquad police department uh one because they we've had a really good partnership over the years in the SRO program there um but we're excited about the opportunity to expand our school security officer program and as part of that a commitment from the isqua PD um to continue to be a good collaborator and partner and um to paraphrase when you need us we will be there
134and the one time so far this school year where we've needed them they were absolutely on top of it and so very appreciative of that and that on going collaboration with them uh for the safety of our students and really everybody in our community so and I just appreciate the opportunity to meet with our our city colleagues um thank you um president Weaver and past president moraldo for carving time out to do that I think they appreciate it as well Sydney was first Sydney is is there something on the the climate action plan that causes some action for us is there some something that we would do with them or is just an update from their side I think it was more of the latter it was just an update on what they were doing
135it I will say um director mullings though um issues of s sustainability and as that relates to their climate action plan have been one point where I felt that the school district and the city have really collaborated well um our our green teams which we have green teams that and this goes back a long ways it was something that I pledged when I became superintendent nine years ago I wanted every school in the system to achieve a a King County green level school and we accomplished that goal early on in my tenure here and uh the city uh office of sustainability has worked with Don Wallace here in our department and I think it's really been just a a wonderful collaboration we share a lot of common values it was an opportunity for me too
136to brag about some some of the um sustainability work you can see some of the trophies back there in the case at the back of the room and talk about um some of the amazing things that I have to say is mostly done by our students which you know and I've shared this before um in that Arena I think um the youth are really kind of the leaders and I can say on a personal level with having two um young adult daughters in their 20s um a lot of my beliefs around this were shaped by them they were growing up and both my daughters happen to be the presidents of their High School Green teams as they were going through as well so um I just think it's a nice area of collaboration that we
137have with the city I'm sorry an did you have something no I just think this is um it's a great a great thing to have this partnership between the the city council and the school board um how often are you guys meeting with them or do you have a plan for the next I think we set it up as like a quarterly thing yeah a quarterly I I do want you to know that the city manager and myself uh we meet uh on a regular basis as well or at least we schedule meetings on a regular basis what we have found is you know we just have a a good working relationship so we will text each other or call each other on an as-needed basis too so I've appreciated that and we just so
138happen to both be rotarians in the same club together as well another plug for rotary there yeah and I think this would be something that um would be helpful to implement something similar with the city of samamish now I understand there's massive elections going on so I haven't I have chosen to not reach out again to the city of samamish until after the elections I think it's probably for the best um but I would very much like for us to um be having conversations with that city as well I think between those two cities that's I'm gonna guess 80% of our district yeah that would be that would be about right not that we don't want to you know we'll always engage with our other cities of Newcastle and Ron and Belleview for sure but
139you're you're correct isqua and suami do make up the Lion Share of our student population well and I think what's interesting about those is is they'll come with a few Co topics of what's on their minds and we come with ours and so it's a way for us to really kind of talk about what our priorities are and where they then link up together so I think it's a really good conversation to have um and then I think it takes away from the no surprises I think part of this really started when we were having the discussions around the you know the property and and what it should be called you know is it going to be there was conversations about it becoming an open space you know the the facilities um designation for the
140zoning um and so I think I think it is about really having conversations about what are our priorities okay um next on the agenda is our conversation about board student representatives and this is something that the board discussed a bit in our retreat but of course we don't take action in Retreats so um we decided that we had enough of a conversation to bring this onto the general um agenda the public agenda um we currently have student Representatives that come from the asbs of our four high schools and they rotate so we get um we might get two or three meetings from the isqua student reps two or three meetings from the skyline student reps then Liberty then Gibson NE this year they're they're mixing them up but it's still basically each set of kids
141gets about three meetings um it is helpful to get student perspectives but my feeling is that the board is not really getting the value from this that we want um because there there isn't um consistency or continuity among the students and I think the students are only getting a very superficial idea of what the board does um excuse me we have talked to other districts that have done it differently um I I think the gold standard in our areas in in in our area in some ways is Riverview now of course Riverview is much much smaller than we are I believe they only have one high school but they their board goes out and SE and they have a a selection process that they go through and every year they have a junior and a
142senior on the board each person serves a two-year term so the senior is always mentoring the junior um and they do some really really deep dives into things and they connect with their student body and they bring that input to the board I think they do some kind of a project um they do a lot of different things um we didn't really think that that model would scale up to a district with four high schools um but at the last wasda conference um I attended a session and I always forget the school I think it was Richland that had three high schools and still did roughly the same thing they had one representative from each of the high schools those three kids came to every meeting and it was a much more in-depth um relationship
143so um that was kind of the the kickoff to the conversation we had um and I would throw it open to the board at this point um what our next steps might be or are we happy with the status quo or do we want to make some changes and um certainly I'll hear from the board first but certainly if the students want to chime in they are welcome to do so Mar yeah I am looking forward to hearing from the students as well I would say I'm not satisfied with status quo um I think that um there are so many kids cycling in and out and we don't know which ones it's going to be and sometimes it's the same kids some high schools send us the same two kids when it's their turn and
144other high schools don't but I think what I'm seeing is a lack of Engagement and how we want to really hear from them during our board meetings um so I think I would be I would rather have it be students that want to be here and dig deeper um into all the work so that they would be the same ones that would go to annual conference with us or they would go to um the legislative conference with us that they would have an understanding about our system what we're doing what the board is doing how we want to move forward so when we're talking with legislators they've been in so many of these conversations so I think um looking at somewhere around the Richland model where you have maybe one representative from each of the
145high schools now mind you we have four right now in the future we'll have five so do you do it where you have two and two and like a rotation and how do you get them involved uh but I think um it was interesting hearing from students just even during their comment period talking about wanting it to be elected by the student body which I thought was interesting because you'd have people running for it that were interested in pursuing it um so it takes away the board choosing because I feel felt really kind of uncomfortable with some of that like we're going to interview and we're going to choose I do like the idea that it is representative similar to us we're representative and so um yeah so I'm definitely not satisfied with the status
146quote I think it can be a much richer um relationship between students in the board and that they would want to be more engaged well I I would agree I think you know at times I think we could get a lot more out of our students if they had the consistency of coming to more of our meetings to understand where our work is going and I think you know we've had that in moments where schools have sent the same two kids we've had them a couple of times and it's given us a chance to have them be a little bit more engaged so it's it's just hard when kids only come once right versus more often I could see especially with four high schools going to five if we created you know there if there
147was something one from each school and maybe all five wouldn't necessarily come to to meetings to engage but maybe they could somehow determine how two and two come in that they come for a couple of meetings so that they have some consistency and they share back to their group of five um and we also want want to well they'll have to understand the the um the time commitment to to be coming to our board meetings and engage with the board to get what we want so we'd need a really good job description for them so that they would understand what their obligation is to us and the board right because I think um you know the the concept of having the students choose the representative is really interesting but whoever they chose would need to
148understand understand that these are the expectations of what you do and Marne touched on something that I think is really important which is wasda which is our state Association for our students it's the Washington State School Directors Association um and we do have a number of conferences we have annual conference we have legislative conference and Wasa has a lot of systems in place that support student representatives and when we go to conferences um sometimes the the student reps can go to classes with us other times they go off on their own and they meet other student reps and there's there's a real strong support system there and kids who are into legislation have really shown when we've taken them to um Olympia and they've spoken with the legislators because legislators would much rather hear from
149students than from the old people that sit behind the Bas so and um I see that Rishi has his hand up so um please unmute yourself and yes thank you um I I wanted to Echo that I really like the idea of having the same students um present as kind of the student voice uh from time to time whenever there is the student voice section um so I think um mixing that with having an elected student so it's like a representative of the student body and someone who's willing to put the time in and research what the school board actually means what the school board does and to be present not only when they're sharing input but also just at Schoolboard meetings as a whole um throughout the year I think that could be maybe
150most valuable for both the school the student voices uh and the school board uh you're still talking but you're you're muted or or is that oh maybe the video okay the video was just not hadn't caught up sorry my bad um and you know the other thing the only thing that gives hesitancy about having the student body elected and maybe it's because I haven't been in high school for 50 years um is I would not want it to turn into a popularity contest right I would want you know this this is a serious position it's a timec consuming position and it's something that that actually potentially has impact on School District policy moving forward so it has to be someone who's really serious about doing the work and about the commitment and I'm not saying
151that that couldn't happen through a student election I just I kind of mentally have to think through the logistics of it Rishi did you have another comment yeah I was saying that perhaps it could be like a uh mix of both uh maybe there's a few students nominated by teachers perhaps the activities advisor uh and then maybe the ASB votes on who they think would be a best representative for the student voice just so there's a balance between the two yeah and my only concern about that would be um and I think director mullings brought this up during the retreat which is I don't want to limit us to kids who are involved in leadership and kids who are involved in ASB there's a lot of students out there and um you know it could
152very well end up being an ASB student but it wouldn't have to be so I I don't want to limit us but I think they saying that they could be the ones that vote like so mean you could take applications or nominations from both teachers and students But ultimately the group that does it is all the ASB students that come together that you guys usually meet with for orientation and they're the ones that are elected by their peers to be leaders so would still be qu elected that's okay yeah so they could be outside ASB be nominated go through the application process but rather than it being a vote of the school it would be the vote of the ASB that's interesting yeah and I guess my only thing would I wouldn't want to limit
153it to nominations I would if a kid thinks I would really like to do this I would like him to fill out an application or some kind of form that indicates why um and you know ticks off the boxes that that we want to make sure a representative would have um so assuring a self-nomination process but yes I would I would absolutely want to include a self-nomination process um because you know we get we get sleepers um you know some of some of the kids that have really provided us with really really thoughtful input are not necessarily the ones you would expect and I'm not going to say anything more than that but it's just that they can surprise you Sydney so I I like the idea of having it be a representative from each
154school and um I think a group of four and then five would would not be too onerous I think the only thing that might get interesting is at any given meeting what's the time for the time allowed for input I mean that could get a little long with five so there could be a self self-directed nature of who's the who's the representative speaking at any given meeting but I like the idea of having one from each school um I do feel strongly that a self uh nomination process or a wider net which is a bit on us right right what is our compelling video that we would create of why would you want to do this job what does it lead to what are some things that you might be interested in I think that
155gives us some work to do in that process I think the election is interesting however you would do it whether you do it by a general student body Vote or by the ASB that says oh this is interesting these people filled out a form or talk to us about why they want to represent our school in this way it's kind of an interesting way to get there actually having the as be in the school VAT on it um but I I wouldn't want to feel constrained by it just being a couple at a at a time I think there's a way that we could work on having um a rep from each School engaged and then just work through what might be air time in a given meeting I think it would actually be pretty
156interesting to get that variety of thought into the process well you what you could do is you know well there could be two that do the general public input you could in any given meeting you have like a two assigned to like whatever ends or El or monitoring yeah so they give their perspective on that and then you know one doing something else type of things so you could just create a matrix of rotation like we do on our ends monitoring report I like that and they could build it around their academic schedule because I think the benefit of having that much voice is on any given week there may be challenges but if we map it out ahead of time then they can at least know where they plug in and provide a consistent
157voice because there are many parts like for instance our academic ends like that's over multiple meetings so I think that's how you could have uh respective input in a way that's targeted and strategic and then really encourages the Buy in and in particular the parts that we really want to get implemented so and just so I'm clear on what you just said you're saying that you would leave it to the student students to decide who's giving input at a certain meeting or who's doing the Deep dive on a certain e yeah so I think that we would map out what our expectations is for the board calendar with columns and they would decide how those columns get filled out okay right because well that helps the students because they know exactly which things they should
158focus on versus everything in our meeting right because that's too much to ask any of the kids to do but if they break it up and have a very Target piece they're working on at any one meeting or over however many meetings um I think that would help both of them and us because it helps their workload but yet gets them deeply engaged in something specific and the expectation would you expect all four of them to have a conversation or they can be on teams or Zoom ahead of time on what end or but two of them are providing voice to it in the same way the two that are providing public input certainly we hope that they have reached out to their executive boards respectively across the district and so we need to change
159it from like What's happen this is us to change the questions like not what do you excited about your school that that that's got to Pivot away from a more global perspective on hey you know gosh what what what have you learned and what are you learning and you know as you've seen this migration to the seven period day and we built this for acceleration exploration and Remediation how is that impacting you so we we need to reframe our questions from them to be broader and not just so school specific right and I I think to um we have to help the students understand and they have to figure out what's the best way to get that input from the rest of the student body because it isn't just the it isn't right it isn't
160just the ideas of these four let's say or five when we have five but that they're representing their school community and how are they going to get some feed feedback on different things and and and some they can easily have a connection to ASB who are the elected leaders of a school and get input that way but that shouldn't be the only way that they're getting input so that they're hearing from a wider range of kids I like uh pranal did you have um any input or questions or thoughts um for the most part I agreed with what everyone said um I think that when people are like elected by the school to represent um they probably ran for the position because they have some like change they want to bring about and they probably
161have like a lot of ideas so I do think that they would be a good input for the meetings but I would want like outside people to also give input which is why I think like if the exact boards maybe all limited their ideas to like something really short and like all of them gave something really short in like one meeting rather than them like splitting up a lot and giving it over a course of like a lot of meetings so that way we would still be able to express our ideas and what changes we would want to make while we would still be giving voice to many other student stud and volunteers okay thank you um and I do want to just add one point and I think it was Rishi that brought it
162up in his um initial input at the beginning of the meeting which is there is absolutely nothing that prevents any student in the district from coming to one of our meetings or zooming into one of our meetings and giving public input I ask for public input at every meeting you have up to two minutes to talk about what whatever you want to talk about and absolutely students are welcome to do that and I would encourage it so um if students have issues that they feel the board should hear about they can absolutely do that and they don't have to be any sort of a student representative um you guys get sort of top billing I don't cut you off after two minutes there are there are some perks to being the student rep but we're
163happy to hear from any student at pretty much any time uh Sydney I I just want to follow up what um pranav on your comment because it's really interesting and I guess I should have thought about this before but not until what you said is what we haven't heard is what is the item that the student really wants to be working on or thinks it's critical to drive change in their in their environment and I think that's where you were getting to is some of the students would be coming to the table with their own ideas about what needs to be what change they want to drive or what thing they'd want to do I'd be incredibly interested in what is that item that you know a student would want to commit to Rally their
164own um student body around and I guess Lobby us and or others in this process to work on I think that makes it an incredibly interesting um part of the program if that's something that they would really want to uh advocate for you know it would be challenging but if they came together as a group with something they wanted to work together a project which is what I think um River does um that is something as a collective group um that they're trying to implement whether it's a change or something new or or or whatever whatever it is but it could be a collective voice coming together okay and I just had something I oh and then the other thing um that I'm really unclear about in our current setup is what are the students
165getting out of it I mean we've had students that you know came to ledge conference and obviously had a really rich rewarding experience the students who come to the meeting and speak for three minutes at the beginning and then check out you know are are you just ticking off a box or I'm an ASB I'm expected to do that is there a value to the student I don't really know the answer to that question I mean you guys both obviously think students would have to tell us if there's a Val you guys both gave really thoughtful input tonight um and sometimes our student input is just well here's what's going on at my school we had homecoming and there was a party and other times we get things that are very thoughtful so um it's
166really unclear to me what the students get out of it as it is versus what oh look at all the hands um why don't Rishi you go and then PR just because I'm to right and that's where you are on my screen yeah I think there's an intrinsic value to being able to share kind of of what we think um and have it heard and recognized with importance by the school board um by your community community um leaders and officials I think there is a value and satisfactory element in that um I do agree though that sometimes uh when it becomes more of a force thing when you don't necessarily have something that you want to share uh when you don't have something that's you know if it's just like a simple update on what's
167going on at your school I don't see what students would get out of that but I think at other times this opportunity is um pretty fulfilling um just to have your voice heard thank you and fral I think this is a great opportunity especially when um you see like issues around you and you want something to change it's like a really nice opportunity to share that with people who are in power to make the changes and um I think that it provides value as Rishi said to feel that you're being heard and so I agree that I feel like it is valuable to us to share what we think is going around us and basically like what changes we'd like rather than like just like a update on what's going on in the school because
168that isn't particularly going to like make changes so I think it's more important to have like questions that'll ask us like what changes we'd want to make and stuff like that thank you okay thank you um so I kind of feel like our next step is to appoint a couple of board members ask for volunteers not app Point um to go off and sort of um write up the list of expectations I think that's the first thing we need you know what what is it that we expect from a student rep and also maybe flesh out um or or come up with a couple of different options for how we think that selection process would best be done because we've thrown out a few different ideas tonight um and each of them could be workable
169each of them could have flaws I haven't really thought it all through yet um do we have anyone um for whom this is a burning desire and they would love to work on it I would I would love to work on it next month it doesn't it doesn't well this month only has a few more days in December um I mean Marne I I think I would be willing to work on this as well and I think if there's a way for us to engage the students that are currently involved um with so maybe coming up with what questions do we want to ask them as we're going through this process because I think it'll take us a several months to really come up with something vet it with them fed it with you and
170come back with something that's going to be actionable um because this is going to be for next year I would assume but trying to get it sooner so that by Springtime we can already know and start talking to the kids that are coming up who wants to really uh pursue this when the new school year starts and I mean certainly we can ask um because right now we are dealing with ASB students in terms of our reps we could go out to our ASB classes and ask them for a little bit of time to engage the students um on this question if they had time in their class schedule um that would be one way to do it we could and um the idsc when when the high schools all meet right their asbs all
171meet together crash another meeting they could yeah we could inter District student coun at Andrea and she says yes we can crash another meeting that would be a great way to engage they they do that that is that once a month monthly no quarterly okay okay okay so for people who couldn't hear her screaming from the back of the room there are four meetings of that interdistrict student council per year and we could definitely get on the agenda for November or December December well I don't know which one is there are you saying there's a meeting in November and December or you just don't remember when it is yeah you should come to the m I'm sorry she's um I might make a long trip well Andrea is making the long trip um just a
172thought um and Andrea might even be able to touch on this if you can wrap up your work by the spring thank you for clarifying director Moralo we're talking about for the next school year because I I don't doubt that there might be somebody out there hearing this going oh is this GNA start happening we've committed to this way to these kids for this year these students um but that if there's going to be some kind of an election uh process typically that does happen in the spring of the year I think at the high school so it might be good to have that process ready now executive director McCormack can correct me on that if I was wrong yep Andre McCormack executive director of high school education um the idsc means there's four total
173in a year and they're front loaded in the fall so um we are there's some scheduled in November December and January so I can give you the dates of what will work and it's just an easier way to have the uh ASB feedback condensed into one meeting so you don't have to visit all four schools because they're all going to be there with their um advisers so um I think that's a great option I can send the board an email with the date options and we can solidify and put that on the agenda yeah and I would love to do that after we have our list of this is what the board really wants to get out of the student rep position you know this is the kind of feedback the kind of input that
174we want um and then get the student feedback of a is that appropriate B would anybody be interested or if we just describe the world's most impossible job and it should be three high school credits um hopefully not but you never know um and then what their feedback would be and and get some input because I'm still really fuzzy on the best um selection process I think I know in my head given some time I could I could write down all the things that I would hope to um get from a student rep but how to choose that person um is a little fuzzier for me it sounds like listening to the time frame maybe the January meeting might be a better time for us that's what I'm thinking too to meet with them so
175yeah if we if we can get on that January agenda um one or two of us that would be great um so am I hearing that Marne and Sydney want to do this or I mean I'm happy to do it if if one of you doesn't want to but if you guys want to run with it that's fine I'm happy too unless I get overwhelmed and then I'll H it your direction okay well that's fair that's fair and then I think um for the remaining three of us if anybody has any burning thoughts about you know what should be on that list obviously share it with Sydney and Marne um and then um marney's in agenda planning with me so we can talk about well at least for the next for the next little bit
176marne's in agenda planning with me and um we can talk about when we want to bring it back on the agenda because um it's easy to let these things go too far and then we found out oh wait we missed the window for if we want to do an election type thing right we'll probably have to have it back by well December if we're going to chat some or beginning of January depending upon when that January meeting is yeah yeah and we only have one meeting in we only have one meeting in December so probably needs to be then be on the December meeting um yeah just bring back on the December agenda yeah this is something I've been wanting to do for years and I just I always thought well Riverview models riverview's model
177isn't possible and I kind of didn't think it through until I saw the Richland presentation and I thought well that that's possible so yeah I'm excited about this and thank you very much to our students for um your input on it it's been really helpful uh stay tuned for the December meeting um because even oh yeah even if you're not well the December meeting where we bring it back to discuss because even if you're not the student reps to that meeting you are always welcome to attend the meeting you are always welcome to give public input um so okay anything else that um we want on that or we have our marching orders okay oh I'm sorry yeah I should have asked that was there any public input on this topic from the zoom or
178the room or the room one poor man in the room uh okay seeing none um thank you very much okay um and we're oh and now we are up to uh the ancestral land Proclamation and um there would be a motion I move the board adopt the proclamation to partner with the snow qualmy tribe ancestral lands movement as presented second okay it has been moved and seconded and attached to the agenda is a proclamation and I believe the superintendent was going to um do that and Elena and Don are coming I've got I've got some support here but uh first of all it's my pleasure to share for the board's consideration this proclamation of ancestral land awareness at our last school board meeting our executive director of equity Elena civid daon with help from staff
179did an ancestral land acknowledgement and explained how land acknowledgements are being used in the isqua school district tonight we would like to share a proclamation on ancestral land awareness and if you can just bear with me a little bit I'd like to read that Proclamation whereas the snami tribe as a sovereign tribal Nation signed the Treaty of Point Elliot on January 22nd 1855 by signing this treaty the United States government affirmed and recognized the snami tribes in aable inherent status as a separate Sovereign Nation that has existed since time immemorial in return for extensive concessions by the snow kwami people the United States recognized and promised to to respect and protect the snami tribes reserved rights including the ability to fish Hunt and Gather in their ancestral homelands as they had done for thousands of
180years before and whereas the snami tribe has launched the ancestral lands movement where through education and awareness individuals can integrate land acknowledgement and respect for the snami tribe into their recreational practices and experiences the ancestral lands movement seeks to spread awareness of the snami people who have lived in the southern Salish sea region since time in Memorial and share the significance of these lands and provide information on how people can help the tribe in respecting restoring and protecting these lands and whereas the Sal sea region has grown in population the snami tribes ancestrial lands have been heavily impacted by Recreation and where where increased visitation has resulted in a de degr degradation of land and whereas the isqua school district pledges to support the snami tribes ancestrial lands movement and demonstrate respect for the snami
181tribes ancestral lands by helping to protect and restore these lands for generations to come now therefore we the isqua school board on behalf of the isqua school district is proud to be a partner to the soami tribe and drial lands movement and at this time I would ask executive director Elena civid daon to share some information related to the work that we've done with our neighbors the snami tribe and to introd and to introduce a couple special guests we have with us tonight one from the tribe itself Civ Aon thank you superintendent thely Elena civasan executive director of equity joining us tonight from the tribe we have McKenna s Dorman and and she has been an amazing resource to the issaqua school district uh both around tribal sovereignty and since time of Memorial and I
182have invited Don Harper who is a teacher on special assignment or aossa with us in the teaching and learning Department who has worked uh very closely with McKenna over the past handful of years tonight we have a special award we would like to give McKenna for her uh work that she has done with this Quest school District uh we would like to thank her for her time care and guidance that she has given the isqua school district over the past 5 years through conversations collaborative worktime professional development she's helped shape our understanding of since time Memorial and tribal sovereignty and through our hard work and dedication McKenna has helped the isqua school district pave a more Equitable path forward with this work and we want to take the time to thank McKenna um for her
183her hard work and dedication so McKenna I don't know if you can see it but uh We've created um this special plaque with for you and uh for the snow paly tribe and we just appreciate all all of your work with us on our elementary social studies curriculum adoption and also on helping create uh more um professional development and awareness around land acknowledgement as it ties into tribal sovereignty since time of Memorial so thank you so much thank you all um no really this this work has been um it's so important and Elena and Don the work that you each do in this District too um I raised my hands to you because um that voice and that advocacy and that partnership that we have had in this handful of years and many more to
184come I look forward to it it and um to the board and superintendent thank you all for um the work in leadership that you bring to this District as well we're very excited to continue this partnership thank you thank you McKenna oh that's awesome thank you um any comments from the board or discussion before we uh take a vote on the proclamation Mar I think the only thing is I mentioned this uh in the last meeting is that you know at some point I'd love to have an opportunity to meet with the the tribal um Council as well as a government to government uh relations um opportunity I suspect we could arrange something like that we've got some key players right here great um okay so we have um a motion that's been seconded all
185in favor please say I I I opposed the motion passes and the proclamation is you do the proclamation approved adopted adopted it's adopted okay thank you very much and thank you uh to Elena and to McKenna for um all the work around this yes and Don has been a wonderful partner with that as well so and thank you to the school board for allowing us to bring this forward okay and that brings us to el3 Personnel Administration which I believe was a set on the table at the last meeting I'm getting better at this after 15 years I should um okay and I would uh entertain a motion all right I move the board accept the annual internal monitoring report for el3 personnel Administration as presented would someone like to second second I thought I
186had you guys trained um okay so el3 is back um do you superintendent do you want to touch us real briefly on the changes I promise I will be brief uh I want to first of all thank the board for the opportunity to bring this back uh to bring back our monitor el3 after our monitoring discussion during our last board meeting I also wanted to thank assistant superintendent for human resources Donna hood and her staff for Gathering and including some updated data that the board had requested uh first we updated data on misconduct and complaints that chart found on page five of the report um with some additional clarifications and explanations U from the questions out of our last discussion we've also included data charts on our certificated evaluation ratings found on pages 10 and
18711 along with um some additional explanation there as well uh finally I will note that um that team and I will follow up on the idea that was also discussed at the last board meeting to consider ways that we might map our evaluation system criteria back to the board board's ends for students and the executive limitation that is Future and ongoing work and uh just really appreciate the opportunity to do it I think it it's a nice Improvement on the report um particularly um the the um C certificated evaluation ratings data it's pretty clear now as as we put it in the report at least in my opinion of course if there's any questions are there any questions or comments from the board Arlon I just say thank you you know I was the one
188that kind of held this one up so I apologize for the time that took but thank you for cleaning it up and providing uh the additional details yeah I think um it actually makes for a better report so I I think it was time well spent and again really appreciate the folks in HR for um gathering this data and putting in the tables and getting it in there for us anything else from anyone okay um we have a motion on the floor uh all in favor please say I I I I opposed okay motion passes thank you so oops just eliminated the agenda back it's back we're done oh you wish um but we are all the way to capital projects which is exciting if it weren't for the fact that we're going to spend
189a really long time on legislation um but the good news Tom is you get in ahead of that yeah and and so director of capital projects Mr Tom Mullins is making his way forward at this time so don't say I never did anything nice for you see Tom's got some slides up there tonight good evening everyone as we know um e16 is open and uh e16 it's not e16 yeah Cedar Trails such an angle to the screen it's kind of oh sorry Tom we we did move that over so we get better look at it you're good you're good Cedar Trails uh fully open fully functional and the one thing that we'd kind of have left there was a playground that got caught up in the uh playground equipment that got caught up in the
190covid supply chain and that is now in and they're letting some some uh adhesive and things cure and it will be ready for business on Monday so ex there so that's exciting for them you can flip that look at that they went with bright green there's a cover over that yeah given the weather in the background I like it yep um Cougar Mountain Middle School is is coming along we finally got the permits required to continue our work on wall three that were affected during that uh soil displacement it's caused some delays behind it as you can see the field area and the walls down below are still uh they're still working on those the building is coming along nicely um we're expecting Furniture in in uh in late December and um mid to late
191December so that project's moving not quite as quickly as we'd like this is a picture of the retaining walls wow it's the lower ones that had the problem down where the the uh wood forms are at and that's that's the main area that we had the problems and all of the work below that is held up due to that so Tom I just don't understand how you could have problems it looks like such a simple thing that we're doing there on that bank see my take on it was different I'm just really appreciative that you're GNA do this right because it seems like the the repercussions from doing it wrong dramatic that you're that's a very good point and that was pointed out to uh we pointed that out to everyone involved that that uh
192thought we should just move ahead um this is trying to show some more of the more finished areas this is from the corner of um Falcon Way and Talis Drive looking down over the top of the parking garage towards this um main entrance to the building the parking garage is nearing completion and um it's turned out nicely this is the other side of the parking garage the as you come in the main Drive you'll go in and that's the one main main entrance into the garage right there I would note that is the first structured parking that we've ever built probably the first yes yes I almost said in the state of Washington but I don't know that for sure is schol science classrooms nearing completion uh there's some locker rooms coming along um music
193room on the left one of the music rooms uh part of the gym um High High School Number Four elementary 17 um continuing to work with the um city of isqua we we've got our new um responsible official on board he's for the sea process and he is going to be he's reviewing the documents and uh we expect to have something more out of him not next week but the week after so we're moving along nicely excellent May Hills Elementary School is substantially complete they're in punch list all of the spaces that were affected there are usable and it's turned out to be a a good little project that was a little bit of a struggle but uh turned out very nice there's the new book room this is the new um at that school
194you you um had to go outside to get into the gym and uh the architect did a nice little design there that encloses so the kid going go to and from the gym without having to go outside leave the security Beaver Lake Middle School is um it's the work is coming along nicely We've ran into the covid supply chain issues um we're in this waiting phase right now for finishes doors those kind of things so the school is kind of in a the interior is in a little bit of an unfinished state for longer than we hoped but um we're doing everything we can to get those those finishes and doors and everything to the site so they can get installed flip yep there's the music room on the left is the new addition for
195that the music room storage and this is the cupboard play on the right there's new lockers and there's a view from the from the up above down and those unfinished panels there above the stage are are particular portions of the that are that are pre-formed panels and they're caught in the covid supply chain problems we're having So isqu High Stadium improvements are still caught up with the city of isqua I'm um they're stuck in the amount of parking for the number of um bleachers that we're adding the number of seats we're adding we've cut it back they're looking at it again we think we're there they came back and wanted some additional information on management of parking during games were in events or putting that together and getting that we feel that's kind of the
196last piece that it'll take for them to uh approve that project Holly Street campus Early Learning Center oh so so the the parking versus seting was there too much parking was there not enough parking what was the it's always not enough parking okay just want to make sure we you know the the the C I don't know what the city it might be hey we don't want you to have all those parking spaces we want you to use mass transit I mean you never know and it was a case of of the number of we maximized the number of seats on the visitor side we could and it ended up being too many in their calculation so we cut them back we reapplied cut it back again and I like I said I think we're
197to the point now where it's just a traffic or a parking management plan that we can do to satisfy them and we're near putting that uh resubmitting that Holly Street campus is underway demolition on the interior is done um they're starting to put things back together now the pictures on the next slide do not look like it but they are actually installing uh Plumbing Underground and those kind of things and um putting new footings there's uh we had to do quite a bit of structural upgrades to the building in order to do the work we wanted to do so that's why we've torn up the floor for plumbing and footings for the new sheer walls Holly Creek Bank sits um still waiting we're going in for permits next week and um it's just one of
198those slower moving projects that we will see and more activity in the spring any questions oh in the eye line is moving okay any questions from the board have we had any trouble with this torrential rain the rivers of water that are coming down in any of our schools so I'm gonna I I'm not sure if we just Jinx things but uh as I was looking at the bank and and I I I there frequently because that's part of my walking route it just I just kind of flashed back to February of 2020 and boy uh I I hope we can avoid that because if that happens again now while it's still in that shape that's going to significantly impact our parking lot yeah the temporary parking or the temporary Creek bank erosion that we
199have there suppos to place uh oh why Mar keep keep in mind it was that flood that took that out last time so uh I just wanted to mention that our facilities team actually has an alert that they get on their phone if we get up to a certain level in the creek and they will respond immediately so oh as of right now we're okay thank you okay so that alert has not gone out yet good we don't want it anything else anything from the board okay thank you very thank you Tom thank you to all the workers out there okay um legislative matters um I will turn this over to Haron we have a number of things we have we have had meetings with I think all of our 41st legislators over the last
200uh week or two and um we have some letters to discuss and possibly word Smith so I'll let you decide what what order you want to do that all in no I think we should start with the report out that would be typically what we do so first of all thank you to our superintendent and for Martin turny for joining us uh with those as well as director moraldo and Dr Weaver so uh we met with uh the three folks from the 41st and really shared with them I I created like a just sort a framework PowerPoint Le more just to guide the discussion uh less presentation style more just so anchor the conversation in real numbers because it's always surprising to them or surprising to me when they're surprised by the Numbers however weone
201to look at it so I actually will open up to you guys because I have a lot more talking ahead of me on how you think it went things you guys learned I I if I could just um jump in first of all I want to share my appreciation to our 41st uh our Senator Wellman and the two representatives for giving us a full hour and in fact I think our first conversation exceeded an hour um and I I will say there was one uh note of encouragement that I had um and that was on the idea that um the revenue picture looks quite strong for the state of Washington and that's encouraging um you know um and I rarely do I hear uh legislators kind of acknowledge that so obviously we'll get the uh
202official revenue forecast will start coming out but um I that's a that's a good sign that there may be some resources available to help address some of the issues that we're bringing forward and I always just appreciate the opportunity and and and thank you director gallinger for setting that up and having a good structur so we could make good use of our time in those meetings I guess I found it a little bit discouraging maybe I was just in a discouraged mood that um given that the 41st is right in the middle of all the districts that did not get adequate Esser dollars I'm trying to say this in a nice way um that there it didn't well I was only in one of the two meetings but I didn't get the sense that there
203was any urgency around it it was like well yeah you didn't get quite as much money as other people did and that's really unfortunate but you know the legislators are kind of bored with education now because we fixed it with McClary and now we want to do something else um now that that could be a really negative spin and just because I was in a bad mood but um I think the numbers that you put on the slideshow were really compelling and I didn't I didn't get the sense that it was found to be compelling I thought that well when we attended different meetings we did we did um one of the things I appreciated was representative Tai really kind of going after how much of what you're doing really belongs under Public Health when
204it came to co mitigation and why are we paying just because it's in the school building doesn't mean the school should be paying it so we've had we basically have helped Public Health not have to hire a bunch of people imagine if we weren't doing the contact tracing and they were required to do that what would it cost them and the and King County got what1 billion in in uh car's money to put towards covid relief and covid work so is there a way that we should be actually tapping into that through Public Health should Public Health be funding us for any test that we might have to be paying for as opposed to the ones that are like the test to learn or the or the time and the Staffing that's required uh to
205do the contact tracing to do to do all the paperwork required with it and the tracking so I think that that was some of that conversation I thought that was really good and then I think you know Senator Senator well did go back to the fact that her understanding when they were talking at least negotiating the bill was that for this for the districts like ours that bottom 14 that we would be getting an additional $500 per student not that it would take us from whatever exra dollars we got up to $500 per student so I think she still had in the back of her mind a number of 1500 was that am I correct in saying that it would be more like 800 because it' be the 500 plus right 500 plus um but
206but I think there was some sense in her mind that we would have some dollars that maybe looking at that and I think she kind of agreed with us about the money that from Rik doll and so I think you know that really encouraged us the letter we'll be looking at later on to be able to respond to what we got from uh superintendent Rik doll so that really sort of grounded Us in sort of getting our response back to superintendent re doll and I think that for me what was concerning challenging frustrating would be sort of I felt the tone of the letter was let me clear up some misconceptions as in like your numbers are wrong but our numbers didn't actually correct any of our numbers and then proceeded to give this laundry
207list of all these things that that the state is is funding and yet all those things that the state is funding was not at all anything that is a quas I think that that's that's for me is what the concern was or is and that's why I hope that we can work on this letter so if there's any questions about the legislative linkages uh our plan will be to reach out to the fifth and get them uh scheduled syney so I guess my um in I read the two letters and I had a more general question about the the King County letter and is the Genesis of that letter the conversation that you were just having about shouldn't Public Health be in some ways accountable for this okay because I was when I was reading
208I was just like I don't know what I didn't know why we were um starting that conversation so that was helpful thank you so now I have it up on the screen so I can type as you guys dictate I have and and I get that we're frustrated and I get that the answer that we got from um oops I'm echoing uh that we got from OPI was a little frustrating um the first paragraph seems [Music] um for lack of a better word a little bit snarky um and it also uses the word clarify about six times um and I don't I I just feel like it's kind of setting the wrong tone was I the only one that I don't know um I know that he said that our assumptions were erroneous but I'm
209not sure I would parrot that back um do we really want to ask them to fill out a table I do yeah I mean maybe that's okay I mean because he allude I mean he essentially implied that these are all the things that we're funding but if we're not getting any of the money that part is irrelevant I'm happy to rewrite I'm here yeah no um I did kind of get your sense like we there's definitely a sense that we were displeased with the response from the superintendent yeah and that and and we were um I just I wan to I want to take the higher ground um so I think when I read this one I thought the the start for me was maybe a too abrupt is when I read it but I
210thought it maybe if we add it in the beginning um you know thank you for your response are we took away the the following three areas we'd like to ask additional questions on and summarize at the top what the three are because we kind of we go on them individually as we go and I think that would just maybe take take a little the edge off of the front of of the letter so you know we we would love to explore three things more deeply based on the conversation first is the distribution of specific distribution of the funds as you mentioned and what that means to isqua and then the the next two I think that for me that might soften the start yeah I like that and I like it particularly because I think
211the last two paragraphs are really good and they're really look you know this is this is what's right for kids and these are all the kids that are being you know we we have 20 over 25% of all public school children and obviously you didn't want to hurt them in this way we're sure you didn't so if you could make that just the tiniest bit bigger Harlen um I could actually read it oh so much better thank you I've got my glasses on it wasn't helping this is much better and I think do you want to be specific on what amounts of the what is this the set aside or the 10% set aside well it's all it's listed in the table as far as the Statewide amount no what I mean that that just
212that phrasing So when you say if you could share what amount that is qu School District so say what amount of the 10% set aside or however it's named I don't know um on the is that the you know legislator directed funding which is how you have it titled legislative directed py well that yeah that's what you have at the top of the chart I didn't know if that that wording helped to bring it back so that third sentence could we just say um the line item funding that the legislator legislature mandated and leave off allocation for because that kind of dangles yeah thank you um those category or a program stuff good is this where those something yeah yeah is this where I get picky and say legisl hyphen directed yes thank you because
213I was going to but I'm always the one that's pting yeah good thank you that scratches an itch um like that second so we like the with you second first it's Clarity Clarity on the specific funding second it's the you know maybe share feedback from the congression great um second would be to share you know feedback or the outcome from our discussion with Congressional staff and then third to revisit the dist distribution uh algorithm or C calculation and then paragraph Yes and then paragraph then then it's then let's first talk about yeah that the um the legislative directed funding right exactly you want this to now I don't know Harlem we did not hear you no no I think for me that felt better sorry um for me that felt better than you can start
214this paragraph which is about that 0 one so I think yeah I was feeling good at with just that change there um I would lose the last part of that sentence I would just say that um it would be helpful for the community if you could share the amount of the funding that isqua school district is anticipated to receive for each of those programs listed period I don't think we need to say what he implied um yeah that's better if you yeah on that s you just were working on youit first comma we seek clarification oh okay then you need a comma after second if you're going to write it that way perfect the sentence that starts this makes sense in Broad terms um is hard to follow and I wonder if it should be
215two sentences um this makes sense in Broad terms based on the spreadsheet of Sr allocations period the average since the average is 3200 there would be flexibility right and when you refer to um the Esra dollars outlined in the spending is approximately 90 million in of the 10% hold back you're referring to the list up above I just okay and so what's the remaining well and and um besides asking how the 130 130 million is allocated how would isqua benefit from it because again that's where they come back and tell us it's going to be used for this this and this but isqua doesn't in the end get any of it right so let's just cut to the Chase and ask both questions so how is it reallocated and how would isqua benefit your and
216I get rid to clarify the disposition of your letter outl only oh good because that gets rid of the two clarifies and that was bothering me too your letter um just leave it on I'll just leave it on um your letter outlined the spending of only 90 million of the 10% hold back um maybe I would go period there um um please clarify how the remaining approximately $130 million is allocated um and how and and what isqua would benefit from in that something like that there's a comma before and after if any what portion comma if any comma I was going to go back up to um their reply was that Washington's office of superintendent Public Instruction was provided the flexibility with the 10% roll back to mitigate the inequity I don't know if you
217want to use inequities but to mitigate the allocation model the federal allocation model how's that comma which translated to 2020 million wait isn't the 220 the 10% hold back no so it's the 10% hold back was the 90 million so they got a total of 220 right 220 220 is the whole total because 2.2 Milli 2.2 billion doll no no no but I'm say now now wait a minute let me read it again maybe maybe it's okay so there was oh no I guess that's okay yeah so there was 10% held back 90 million of it he told us how it was going to be applied with the new table and there's the remaining 130 that he didn't explain at all which equals 220 okay it's just sort of seems like the 220 is referring
218to the allocation formula and not to the 10% hold back um because which usually app so maybe say instead of which translated to just say totaling so take out which translated to and just put in totaling I guess the question that needs to be answered here is talk to you you said talk to Congressional staff they said it's you so I guess is it a question or a statement that you know our working assumption is now that you are the final decision maker I just think it has that has to be more like stated because I don't I don't you guys do more but I don't want to go on another loop dloop of well then go talk to some other elected someplace so you know after this um your request we did meet with
219Congressional staff the reply was provided you were provided flexibility given this given this direction from congressional staff um we we assume that you are the final decision maker or something here that gets with you I think that moves into the next paragraph right kind of that discussion yeah the next one well I think that's that's what we really specifically talk about over the next two paragraphs I'll go backi is still choosing to use that fun that method yeah so I think that for me that that paragraph is fine well I think you is understand not understands so can I ask um so how so you indicate when isqua receives 351 did we really get 351 or did it get bumped up to 500 per student or are we differentiating there we aren't differentiating there that's
220where it's allocated and we actually haven't gotten that yet we haven't gotten the bump 500 but we expect to get the bum so no estra $3 have been released contrary to what you heard today from our meeting there's no extra dollars that have been released because they haven't been given to St okay I wondered about that okay because did not complete the application to doe sufficient detail all right so then maybe instead of saying when isqua received 351 because we didn't receive anything when isqua was allocated 351 or is expected to receive well be careful because you've already said that other districts receiv received 5,000 so those two things have to be consistent okay well some districts have received I can just use change the word allocated you want okay this quote was allocated has
221to be were allocated was allocated okay a couple of um little knits on the line above I would say this only exacerbates the inequities and gives even even more funding um and then while Isa was allocated yes I'm gonna go back to the little edit I'm gonna go back to the first one and this might get it the um way to make it more polite is to just say finally given that as or dollars were distributed yeah see you're finding the things that were rubbing me the wrong way they were they were small um okay in the second to last line after covid-19 there needs to be a comma are those the right numbers yeah for the roughly oh I don't know oh oh 8% yeah okay in the last paragraph were you say I
222suspect I think we have to suspect because we suspect yeah we're we're all signing this well and I are signing this letter um what's Public School underlines it want it to hyphenate it but I don't believe no I wouldn't hyphenate public school I like hyphens and even I would do that I and I think the next one instead of no solution that does not address it's any solution that does not address any solution that does not address is not a workable solution if you're going to do it that way right and a solution that does not address covid is not a workable solution yes anything else I feel better about it thank you for giving us a really strong template to start everybody um giving input make sure you save we don't want to do
223that [Laughter] again well I think we were more efficient on that one than we were on the first letter we're getting getting it down yeah I just think we need to we need to do our parts to Pivot from admiring the problem to at least saying we're doing everything we can to Advocate on behalf of our district we're going to go ask our community for come support us with more tax dollers well and as I said in the meeting today I am really concerned about the narrative when we go out and ask our voters for levies and they say but you got buckets of money from the feds right everybody got buckets of money they got 80 million they got 70 million and nobody's going to know that we only got seven um and so
224we not only need to be able to tell the story that yeah it was allocated based on poverty which we don't have very much of but um we tried everything we knew how to do to fix it and everybody told us to go talk to somebody else try to get money I mean just rough math what we got of that was uh equivalent to just over or approximately 1% of our normal annual operating budget so $7 million out of a $350 million organization that is not life-changing money in any way shape or form no it's better than not getting it but we are what we spent in Co oh yeah I mean not even close well yeah absolutely well and yeah which brings us to the second letter and we're to spend on covid and
225I here's where the numbers are even more profound so if you think I need to isolate those into bullets to really highlight that rather than text I'm happy to do that but here you guys go so you guys go line by line so and why I started with this because I I want us to have a linkage meeting with these two people who seem to be reent and it's time for us to say we deserve a conversation about this now you under the second oh can you not see it no yeah we're still looking at the last one well that's hard I can see it on my computer you have to share okay so I have another level setting question here this um so now that I understand why we're going there the ability to
226access Public Health funding is that something we have gotten in the past normally get is there a process for this or how far out in the unusual is this well there's never been a pandemic that has required oh I know no but truly like that it's it's in the never category because there's never been where okay King County has gotten a billion dollars of pandemic money and yet the school district is required to have a a CO supervisor in every building yes to do the contract contact tracing yes do the testing to record all the data yes so yes we're asked to do it all and the county keeps getting all the money for it I totally understand the sentiment and again I feel like the first sentence in the second paragraph is awfully strong
227it's probably true but to say we're doing all the work and you're getting all the money it just feels like there's a more tactful way to phrase that you're already skipping the second paragraph yeah oh well I was yeah that's because the first paragraph didn't offend me okay um no if you if people have input on the first paragraph go for it I don't have any changes to the first one I just needed the context okay start typing um so I guess maybe um we've appreciated the partnership with public health but I don't I want to say it I think you end that sentence don't put a butt there we yeah we' appreciated the partnership period look he did that already okay um could we go ahead well I was going to say in fact
228isqua has i' say say do all the public implementation work but has done a significant amount of the public health implementation work we've done all of it well all right like there is not a part that they've done like it really has literally been our superintendent his cabinet his principles and his employees essentially our staff yeah okay Sydney help me out of this yeah so I would like to try something like um you know we've appreciated the partnership we have we have greatly benefited from your information guidance yes um and uh an alignment with Federal whatever and state federal and state policy however the share of Labor associated with enacting or or putting into following those guidance has fallen on the district over the the um the the the labor the the effort the Staffing
229required to execute on the guidance we've received has fallen um solely at the responsibility of the the district and then we maybe go on from there yeah like we appreciate the guidance but right all we got was guidance we got guidance we did the work we got guidance to do a lot of work yeah and then in the next sentence we say the school district received no money for that while Public Health received whatever the school district received no money while we understand Public Health has received significant funds uh to cover like activities you can even say school districts plural because I think you're like you're not you're are not ready to do that huh they can get they can fight for their own money well there's so wor stepping on to kid just lose
230that's the whole problem this like we're like all so worried about stepping on toes or going outside our swim Lane that therefore we don't get any money so if we don't ask for it then oh no I'm saying we should ask for it I just didn't yeah but right and and to the counter so many other school districts got so much of the money from the other things could be used towards this but yet since we didn't get that money we're looking for another Avenue to help fund the work that we are doing to implement their policies which we all want to do because it's keeping kids in school yeah I'm amazed he can listen to all of us and actually write coherent sentences it's just it's a it's a skill anding where's he going
231I don't know yeah oh there we go and Reporting and Reporting you have contract put order Sor oh oh okay sorry sorry sorry sorry go in and while you're at a pause guidance is underlined because it needs a semicolon after it not comma I don't know if we want to add the Staffing of isolation rooms oh because that's in addition to you know our our actual nurses stations in our buildings we had to create it separate which part where where do you want do that I think the laundry list just in your laundry list of all the things we're having to do that's what that's what King County receive did they receive money for that I don't know that oh that I don't ien I know that these are things they would be doing if
232we were not right yeah right um in the last sense our district and staff need the financial support to continue to carry out this important work critical work uh something yeah okay and we value our pleas should instead of normal in quotes should we say expected I just like the word normal anymore should we call out and hear the actual conversation um you legislators that refest no I think that we do that in the meeting with them okay we've had so we meet with these folks monthly so not with these two yeah yeah right oh you need to get rid of the comma after um mitigations should be the layered mitigations that INE yeah District I think it's did this come with dependencies yeah come the second page oh maybe you didn't print it maybe
233I didn't I it's hard to read I know I just I printed the whole thing yeah oh I clearly did not they're in the packet no that's okay okay that's okay got it I got it thank you I probably did and just it's Beed in my folder okay where are we we estimate um just flip on the second line flip only and received we received only 7 million and do you want to say in all federal Elementary secondary because there's three of them right s are one two and three so or only7 million cumulatively I don't think that they even know those things yeah I think I think it reads um after 149,000 students comma after no no no after students I'm sorry students comma which students which translates and again on the second to
234last line after 116,000 students there should be a comma yes thank you it is and it has St I may this is the most essential one so will to break it up however you want to do it like said this will be bulleted out instead uh but I really want to highlight fact that like we've gotten like a 10 so so you're much less maybe what you can do is put a period after your paren this last second to the last line in that paragraph so much less ongoing needs um I think the sentence break up would be that sent unlike the six school districts these districts translates into that much per student this does not take into account the ongoing need for public health so that's a that's a way of it here at
235a px b period just change in move the word un like to say six School District Six school districts across South County Seattle yeah I used the word that because I wanted to make sure you all of them okay so then it should be the six school districts across South King County in Seattle received get rid of who stud period yes in contrast most of the school districts east of SE just actually remove the most no no one got so okay contrast school districts east of Seattle did not re did not receive the necessary or adequate funding and in instead of just recovery but some of this is at least related to Public Health is the mitigations I don't know actually you're getting to what I was just about to go back to so earlier
236in the letter we called out what were the items that we believe King County actually got funding to do so hold I want to get back to her question so remember so this isn't we're asking for mitigation money but I'm referring to co recovery dollars yeah we we not only don't have the but we didn't get the recovery we needed to use any of that towards our right and that's this is trying to say this is the recovery part like paragraph about what we didn't get okay and then the need for mitigation right I was trying to tie it back to what that they do for us well that's where I guess I'm still I'm still act because what is a little awkward is earlier on we say if you go up to your the
237paragraph before what do we know they got funding for contact tracing case report ing testing but there's actually nothing if we look at our appendices we don't call out what that is costing us so I'm I mean it's a tactic right but it is a question of saying we know we know you got funding for certain activities we're underfunded but we're not actually detailing out how much those activities we know they're funded for cost us well we are so no that's okay so remember so that the table is the to date so of all of the year before up through of October of this year right that's what that list is in appendex here I lead off specifically in the very last sentence with what I'm asking for for what we will spend going forward
238for those jobs right so I'm that fall under Public Health correct I'm asking for the money going forward I'm not asking like this but is what we were addressing for the state yeah right I think he's trying to show that one one response back from them could be if we just ask for the public health money is oh my God you got all this these eser dollars use that to do this and so he's nipping that in the bud by saying right off the bat we didn't get eser dollars so don't even suggest saying we should use eser dollars to do others use got SRA dollars and they may be able to use it but we didn't so we need help with the basic Public Health um mitigate things that we are doing here in
239our schools but but I do see make sure on but I do see to Sydney's Point At what point do we spell out how much those dollars are but but again he's he's not saying we want money from what we've done last year he wants going for this year and he does say how much he wants or we want okay so then I I totally get what you're trying to do I'm TR trying to see if I was the receiver of the letter would I read and I guess it is a little murky so unless what we were to say is we let me give you the background of our circumstance as a whole this was our underfunding we're already in a deficit based on where we were to date um and while we're not
240expecting you King County Public Health to take action on this previous deficit position we are looking for your support in our go forward to to help us support our go forward activities and continue to mitigate covid-19 in the schools yes I think that's what the last is for that's yes so what she's saying is you don't feel like we're getting there well I don't I think we can go back up there if you think so I'd rather so no I think that's what the he's saying that's what the last paragraph is for I just when we get there I want to try to pull that out a little bit bit more which I would I really want to Anchor part on you see like so those seven school districts got over half a billion dollars
241of money five hopping amount of money yeah for six school districts no matter their size seven but yeah or seven sorry our eight School dist east of Seattle but we have almost the same can you put the uh pen back in front of the eight I think it got lost somewhere well I just didn't know if we were gonna change the the mirror the other one that's why like um because I don't really need anyes now oh I see so I'll change it other words you want but something in contrast school districts east of Seattle did not receive necessary adequate funding support I think you could just put a period after recovery yeah that's what I'm thinking dist those eight school districts receiv received yes yes technically yes school district and then get rid of
242the who those eight school districts received which then get rid of the closed peren leave the comma I mean this is where we can can like do get get to the point that Sydney's wanting to make yeah about what's let's pivot from being there's money we didn't get like we don't have money to to spend on recovery much for us to spend on public health wait a minute the LA the last Clause of that last sentence now doesn't make sense no oh okay I'm sorry I'm Sor want to get out is this part right here yes and you just said exactly I wanted to say like you know we don't have the money to spend on recovery little loan go forward Public Health like I think that's the exact phrase that I want yeah yeah
243I like that this is just us in every school in our district school I'm sorry I added the word school yeah right okay um because I don't think people realize oh you have 26 build your like that's like a health system yeah okay um unless you want to say in each of the 26 schools in the district oh yeah there 26 is it 27 would you count echo in this context well are we doing are we doing anything yeah if we're not doing yeah 26 I don't think we're doing test say yeah no yeah okay I would I would say um translates to only 523 per student make our point clear and then um shouldn't it be the isqua school district at the start of the sentence yeah that capture the thought that you're wanting
244to yes I think it gets did not rece yes reive I go without but I'm fine um then nor does it have the financial capacity oh wait but now that our district doesn't make sense because the ASA School District did not receive in things to each of our in each of in each of its 26 schools okay oh okay the the first sentence of that next paragraph it's um far exceed well I because that's been bugging me for a while yeah thank you I'm done now can I hold it do it what lot of time on that Parra shees the presidential privilege to move us along so this I literally pulled from their website and this is the again the italicize is their it's this is what it looks like on their website at the
245link listed which is zero so it's trying to establish like so you guys have the money and don't try and me yeah so it would be comma and then lowercase while King County received more than yeah either that or get rid of the wild and just say King County received more than a billion dollars you can say contrastly contrastly is not a word in contrast yeah in in the um in start contast no I I think they get the start contrast I think it's implied where we talk about the Staffing CL of coordinating mitigations contact tracing and testing did we add anything up above in the list that you would want to include to oh here's where you would say um the this where we had the rooms the isolation rooms this is where I
246put it yeah is that the one I couldn't remember what item case reporting just seem like make theist we made testing before contract tracing because we our word smithing gave our only viewer today too much it's just too much well to be fair he was on the phone got a call I think he got a call and we have like nine people on the zoom so this is really hard to watch um okay so the Staffing costs of coing mitigation testing contest tring case recording and and Staffing isolation room um and then you got to get rid of the comma after rooms far the Staffing costs far exceed the funding our school district received for public health or for these services or I don't and then make Public Health lower case yeah that's that's problem
247you make Public Health lower yeah our Public Health that's that's the problem is it was is I'm not sure it's it's both past and current I would just go with exceeded the funding comma Z or or you could put it in forends yeah and then a period after services [Laughter] county where we're going with this and list came from their website that's you can go to the website while you're at it okay yeah there it ispe in covid-19 response and Recovery because I and I don't know if there's a lot more on there on the list actually only pull the ones that were directly related to Public Health funding and Co mitigation okay and then in your last paragraph you've got the ask which is we we estimate that this year it's going to cost
248us three million and that number may be higher I don't know what you want to say that's what that's what I was no I actually um my mind was calculating what I thought it would be if we were gonna hire 26 Co supervisors including someone to supervise them from here I went to the same place when I saw the draft Harland and I just did rough math at approximately $100,000 per site plus a district person then you add in benefits and payroll tax and all of that and you can pretty quickly get to $3 million so I think that's a very fair what about the cost of testing and that's that's that comes so there's no cost for testing that's oh that's right I'm sorry that's right it's it's really the staff um okay that's
249why people leave like oh well the tests are free you're like right yeah the tests don't magically um do themselves yeah okay so so in that should Public Health be lowercase on that sentence as well the the that's where he is mar you got it well I was I went back up into the italicized part where it says you know the cares act provides for payments to State local and tribal governments and my question would be um are we considered a local government a local government agency right and I think that I don't know the answer to that but could we be considered I don't think for the intention of what the car Act was I don't think the answer is yes but it was for them not to it's for them to distribute the
250money to enact all these things right I I think it's complicated too because you know you have areas like New York where the city itself operate is primarily over the school district so there's a blending you know and this is a a federal program so yes we are certainly a local government entity and May maybe that's not exactly what they meant meant there but again there's over a bill we're providing the service so that isqua Newcastle B do not have to right exactly would normally be the people that would get this kind of money to provide for testing sites which there were not too many we had on hard for that one yeah I don't think without our advocacy that there would be one in Bel yeah like that was literally us beating that drum
251for like nine months okay I have a couple of knits in the last paragraph um uh instead of diffuse these toss can it be offset I'm just typing out that whatever you want well then I ask the other three people in the room um I would also say our fund balance is forecast to drop not dip good point um and then instead of yet our tax rates I'd say while our tax rates I told you these were NS well it's a true statement related to the best arts for kids do we think that that I'm just wondering knowing how near and dear that seems to be to the county Executives um well so they use Co mitigation dollars in best starts and oh yeah so they they redirected best starts for kids money last year
252oh I was not aware of that right huh I right yeah they redirected $2 million right out of the box to support preschools in Seattle and sou County okay so even though it may be near and dear to his heart the fact of the matter is you did divert some of that money this way that was two million bucks interesting we're asking for three million here divert some more of it this way and the renewed Levy remember is million um we'll get three times that zero dollars we got yeah um and the last sentence I I would eliminate without financial distress because it reads like Risk mitigation without financial distress and without social emotional recovery that's not right so can we just say we deserve yeah interesting you just do what I ask without question
253no it's I I I I think that was good that's it I know better I was expect no I was expecting push back now our children deserve to have the same push I think this this ends nicely and I like at the end how we do give give them credit for helping our community get through this you did all these great things now just do one more right what what what else you got no no no I was saying you were almost there yeah and we're good oh oh I see what you're saying I thought you were talking about our editing no no I was just just I'm so laser focused right yeah one more thing oh do you I guess we go the appendixes are you guys okay with the appendix all I did
254is uh bring in the whole document that as provided to us yeah I think as well as I highlighted five of the eight districts that all the ones that were less than $500 yeah the bottom well I think it's goodish has 51 students uh yes really yeah it's just a little tiny huh and it's actually in King County that's amazing it's in King County yeah I think you actually have to drive through snom County to get to it if I'm not mistaken and is it correct is Bashan Island in King County that uh yeah Bashan island is in King County did they get them all correct in the 19 I have no idea I don't know if you're missing any but uh no you got it yeah no he's that is correct I'm getting it
255mixed up with snow homish yeah which yeah but but it is that it is way way up there have a story about something at the very least it will educate them on how little money we have and how as they continue to r i mean there's nothing to lose money to South K County like just so yall know like you keep redirecting money there but at some point like yeah oh it's well and it's why you know just in the conversations we had you know I'll always go back to this I probably will until I see something done about it when we talk about what's considered for by the department of Ed and what's considered for by the Housing and Urban Development I would really like to know you know we get these EST we
256get these idea of here's our free reduced lunch but what we don't know is the difference between free and the difference between reduced because until you get to six kids what's considered very low income in East King County only qualifies for reduced lunch you don't qualify for free lunch under that very low which is excuse me extremely low which is the lowest one they have that's 30% of the area me income you're still only getting reduced lunch prices you have to have six kids in the family and extremely low poverty in order to get free lunch so it would be really interesting to start looking at all of our school districts what's our free lunch versus our reduced lunch well thank you everyone for being willing to support this uh I think it again just
257it pairs with our legislative advocacy work and what we're doing so but I think that I think we kind of run the end of the line yeah well thank you for drafting all of these thank you for pushing us to do it I think um I don't really expect to get a check in the mail but I do think it's important and worthwhile to point out these discrepancies to the people that have some control over them I I would agree and I think it's also important for your constituents our community to know we're doing everything we can to try to address this what I would consider an unfairness that's in the current structure of how covid relief has been dished out at the federal state and County levels okay anything else I just did we
258need to take action on that or we're just giving direction and we're fine yeah we just give direction and that's how we've done letters in the past it's just because I've had a whole thing about letters over the past two yeah we know I think we have a good record here director moraldo that there was lots of involvement of the entire board on this and and a lot of involvement of the staff too because I know Harlen has been communicating getting numbers and so forth as well okay that takes us um to Works in progress yeah um so I'm sorry if you're you're tired of this but I want to say just a little bit more because it does relate to a work in progress um um because our Puget Sound DD superintendent you know
259even though many of the districts that includes Pierce and King County did receive large amounts of Esser funds um the fact of the matter is we are still struggling um and and all districts are struggling to be able to implement the mitigation strategies and so we have actually also um drafted a letter uh that um basically says we need um the go it's to Governor Insley and Dr Shaw the Secretary of Health we need um a more rational approach brought into some of the um requests of us in terms of just much of what we've been talking about um the contact tracing and the like and we were asking for kind of a more reasonable approach to how some of these mitigations occur we are very fortunate in this district and I I will say
260it's because of the great work of our staff and community on covid mitigation to not have some of the really incredible numbers of students who are being deprived in in-person education right now as a result of close contact um we in our letter note districts not our district but but districts um actually smaller than ours that are averaging 500 students in quarantine each day now the so we we're struggling with some of this so I just want you to know that um this advocacy for children and inperson learning um is being fought at many levels and so um hopefully soon this letter will go off and uh we we really need this and a lot of this is directed at the State Department of Health because they're the ones who set the rules and in
261the county you know so um I just wanted you to be aware of that that at at the um ESD level we also have some concerns and are advocating for our students to be able to stay in school I think for us and and I know that you all know this but it's truly a fundamental misunderstanding of the impact that Co has had on all Public School Systems even those that serve communities with low free reduced lunch rates and we could talk about what does that even mean a low free and reduced lunch rate mental mental health impacts on our students are I would argue at the same rate as they are in Kent the district that I went through as a student and uh and in fact uh when we met with representative sen
262today she referenced a CBS news story that was done on mental impact uh the mental health impacts on high school students comparing a what would be described as a poverty school and Mercer Island high school that was actually the school featured and the takeaway was they had the same rates if not even higher mental health issues so we know that that happens we know that other mitigations PPN and um are the the the same that they cost the same for us as they do uh for any other District M and then again this idea I don't know if people understand we have nearly 2,000 students that are on free and reduced lunch in this District that's probably close to the same number that are in the tuck Willet school district and so this idea that
263East King County again it's just a fundamental misunderstanding you know what if they had decided to disperse those funds based on FTE and they looked at the FTE number for a district of students on free and reduced lunch so anyway I I so I just truly appreciate the efforts here and your advocacy for our students and for our community and I I guess it just goes without saying too um we've been talking a lot about where the tax uh where the tax dollars are going and how we feel like we're not getting supported we haven't really talked about where a lot of the revenue comes from and we know that it comes from East King County so we pay in a lot and and I think that my experience with the my friends and neighbors
264and I've spent a you know half century in this area um is that by and large we're happy to do it we're a very giving Community but there's a limit and you know we just keep getting squeezed and we're just asking for I would argue a a fair Shake on the services so anyway thank you I just that I wanted to address that letter from the Puget Sound ESD superintendent um because that is literally a work in progress so I won't go any more into that and I'll be once you do have I don't know if it's in the final form but could you just forward it to us I will once I get once I get it into final form for me what was really interesting about it um director Moore was just some
265of the examples they give and it's pretty like 500 students on quarantine I'm so proud of the fact that we quarantined two students last week um and the test to stay program and the work that um the folks out there that we're trying to advocate for and and maybe make them not have to do that job if somebody else can come in and do that job um they're doing an amazing job I I just have to say just really about quickly about the test to stay I did mention that in the um Central Washington University samamish advisory committee yesterday because they have you know a number of our students are in their running Start program and they were unaware of the program so I I said I don't know if higher ed qualifies but especially
266since you're housing high school students you should look into it absolutely I I I will say um and I know that Dr Aly uh has been in conversations with the number of districts in our County who are struggling to get their test toate program up and running they're literally like who does it how do you do it and he spent time on the phone explaining to them and again part of it is we just have we had the willingness of our staff to do it and we know that um that uh assistant superintendent Hood did some good work to at least get a little bit of grant money so we could support them a little bit um but at the end of the day um you know I'm just so proud of our staff for
267doing that because it's keeping kids in school and the number one thing we can do for the social emotional well-being and academic advancement of our students is have them be in our schools absolutely 100% well and just thaning to that point and when we were talking earlier about why are we writing these letters I hope that staff in the building understands that one of the goals of writing this letter is we do recognize how hard they're working and we're trying everything we know how to do to to ease the burden right if we could go out and actually hire 25 covid supervisors that that would take a lot of work off the shoulders of a lot of people it would let our principles be principles again we do recognize how hard people are working we
268absolutely carry this for for you and uh and when I meet with our union leaders and so forth absolutely we will carry this message forward if they weren't I know some of them were in earlier tonight I know it's gotten a little late they may have dropped off but um you know yeah truly appreciate the effort the last thing I just wanted um to touch on as a as a work in progress something earlier in the week was the power outage in the district and the response and uh again you know it had been a while since we had had to respond to something like that and I was really proud of the staff uh I will tell you that we were very busy through last weekend um there was a kind of a constant
269communication as we were watching The Storm Come and then as we started to feel the impact of the storm um at one point on Sunday we had about 14 a collection of schools and Facilities without power it was real iffy in my mind if we were going to be able to get the schools open come Monday morning um we contined to communicate until finally psse told us at about I want to say six o'clock on Sunday night check back in with us at 4 in the morning which you love that so uh so at about 4 in the well I set my alarm for 4:30 because I figured I would give him a half an hour to have the conversation with psse and then we started communicating my team and I at that time and
270um first we got some incorrect information but my team is smart and they know to check we got all your schools are and facilities are powered up except for isqua high and isqua Middle School we're excited okay we're going to move forward and then uh I believe it was Mr turny said should we check Clark and Gibson I mean they're pretty close and then what about the trans Transportation facility um and we actually just so you know we we send bodies out to verify um because we weren't sure if Skyline and Creekside had been powered up but by the time we got there they had been so we were happy about that but the team really came together and I don't know if you noticed but just after 6: am we had confirmed that the
271only sites that weren't were those in the corridor area unfortunately we did have to close those sites we we we can't open a school that hasn't had power in it for at that point it had been about 24 hours and they were telling us that it that there wouldn't be power restored that day as it turned out it came on late late morning but um and just to be clear we don't have to make up that day we didn't burn our snow day yet um because you when you have just single School outages like that you're you don't have to use it um so I was just really uh I was proud of the team and then short shortly after 6 we were able to get on the flash alert and get our messages out
272and uh you know full two almost two hours before the start of school and I was able to confirm that we can roll our buses out of the the transportation center even if it doesn't have power so there was just a lot of um talk and Communications that had to happen get got those out and then a lot of work um related to cleaning up those facilities the ones that we did open the vast majority before people started to arrive on campus because we had some areas where we had branches and obviously so maintenance and uh facilities team did a wonderful job you might have noticed just that week on Tuesday we sent out our uh winter weather preparation bulletin I was really glad it got out when it did and it's posted on the
273website and uh the transportation bulletin so um you know it it was I I felt like it was a good test of the system again and uh I will tell you wind storms can be real tricky because they don't hit the same way that snow often does and and and things like that so anyway I think we were lucky that most of it happened on a Sunday because I know as I was checking my telephone app pretty much the entire city of samamish was without power yes and there were trees on all the major thoroughfares yes so if that had been a weak day that would have been fun it wouldn't have been and it's somebody who uh sat through the 1993 inaugural inaugural day storm with a class of students and uh you know
274we were literally watching the inauguration when the power went out that was at around 10: in the morning and I think I left the building at about 8 or 9ine that night um I was in a building built in 1926 that was on a septic system in a well in the tooma school district and when you and half this half the classrooms were interior with no exterior windows so it was an interesting place to be at that time so yes I was thankful that the storm did hit when it did um I was more thankful that we were able to open up these schools and and keep progressing and by Tuesday things were back to normal so uh just wanted to give a a shout out to the team for doing a good job with
275that and for making sure that they had gotten all the information out as we were heading into the inclement weather it did make me raise some questions that as we move towards the idea of you know we've had community members asking about electric vehicles especially in our buses just what kind of mitigation or possibilities we would have I can't imagine if our Transportation Center went without power we can't be rolling out buses yeah I I think it could present a problem I will say you know our gas pump is down at that location and wouldn't function either with without power so you know I suspect I I didn't check on this well I checked can we roll the buses the answer was yes I didn't ask any more questions um I'm I don't know if
276it's because we have a generator uh there or we make sure to gas the buses up on Friday a evening before we go away for the weekend but the buses were ready to roll um but you're right I mean if you're going to rely on an electric charging station I I mean it it you would probably have to have some kind of a backup generator so that you can keep your you know your buses charged that's for sure so anyway um other than that you know we've been working on the levy development committee and uh working on the expansion of the SSO um program and all of that so but those were just the items I wanted to touch on tonight that's all I had okay thank you and then question oh Marlon oh uh
277yes I remember that storm because I was in one of those High School classrooms that had no windows and got stuck in a building for hours and I was even a walker and they're like we we weren weren't even allowed out of the building hours no yes fun times in high school yeah uh I just really want to give a shout out like the test to stay program like it it is incredible in concept and how ISC does it has been remarkable yeah I don't know any other school system that is quarantining two children a week yeah I mean so I know it's been a big lift yeah and I know I was really pushy with that so well I really want to say thank you on behalf of our our students and families for
278giving them that option and I'm sure you're the Envy of a lot of superintendant well that's why we're getting calls uh how how are you doing it I have to give the credit uh primarily to Dr Aly he has just he was is a a a real bear with that one uh to to make sure that that would he stayed on top of it to make sure we would get that into the schools and if you look at our first of all just our overall data set is really good and and and by the way our I think our dashboard is excellent as well um since Testa stay we have had a dramatic drop off in quarantining dramatic drop off and that's wonderful so I'll be sure and pass that along to him too unless
279he's listening oh he's still here oh I thought he slipped out okay I got a couple of stragglers in the back of the room that's awesome yeah yeah don't think anybody's left on the zoom and since nobody's left on the zoom um some I can't remember who it was dropped it earlier but congratulations on being a board of Distinction for the 12th yeah because it's since 2009 was the first we are the only School District that has earned it every single year since it's been out there I've seen two um articles that other people other districts have posted so I look forward to when I get to post one as well yeah we historically we've done that during the conference we've talked about it Leisa and I I saw that too in fact I saw
280a couple on my Twitter account go out prior to what we were supposed to uh send it out so I mean we certainly could do it differently if the board would like but uh it's it's incredible you know we usually well you know so when we actually win Board of the year there's something different well that's okay Fair Point bre for that yeah but uh um and we always like to be able to put a nice picture up too of of the board usually you know we get get a picture with your with your you know whether it be your board of the Year trophy or whether it be your board of Distinction but yeah as as I know I shared with you in an update um thank you you've kept my streak alive I
281have never not worked for a board of distinction so congratulations we do what we can and and in all fairness the work that you're doing right now in advocacy for our community and the letters that you have uh drafted I think that that shows to me that is really what a board of Distinction is about I mean I think you you modeled it here tonight it's not fun to do this I get it and we see people drop off but those letters regardless of I don't know how much impact they're going to have I I'm hopeful but we are getting the story out we I feel like we've been having to tell the story of this CLA school district for 20 years first it was the being at the bottom of the levy yes Levy
282the myth that we were a well-funded district and finally working through McClary and now we're back here again fighting The Narrative that it does have a deja vu all over again feeling doesn't IT director Moore yeah it's important that people know like when you go through RI that we don't want like this isn't something we enjoy that we're trying to fight for every single funding source we possibly can to support our students and our staff it's exactly right but you mentioned the levy development committee uh Dr Aly handed us this and so I don't know if you saw where he handed us this I had uh two wonderings the first is if as currently outlined does this really set up a possibility of even getting a dissenting voice so it just by how it like
283when I look at the selection criteria I just I I I I'm not sure you're going to get there number one and the second wondering I have is when I look at the application procedure and even just the structure of it I I feel like I'm missing the lens of equity and so when it looks like the the in questions that they want to answer I would love and want to see people included that really understand and appreciate how Equity funding like that essentially our budget is our value statement and sort of having that be part of it even if even the board's priorities were attached from our last the one before our budget development but somehow I I I not seeing equity and when I look at the bottom on the front page of
284all the technical team that's there when our budget is our value statement I I don't see Equity there and I just would love for this to look like and reflect our values in being inclusive and Equitable and I'm not convinced that as currently written or stated that we'll get to those goals and I don't think that's the intent at all right but I just just remember that form follows function and we have to be intentional if we want to do it differently to get different results uh I appreciate that input and the the technical team piece is easy uh to do um I think we might need I I I heard the board conversation tonight about dissenting voices we may need to do some follow-up messaging as we're pushing this out uh related to that
285and with our principles too because to be perfectly honest with you what typically happens is we push this out and it's not uncommon for us to get zero interest and then we say to our principles can you go help us you know you have relationship with the folks in your community and um interestingly because I I as I was listening to the board tonight talk about dissenting voices that is guidance we can give to our principles as well as we are um trying to identify folks right and and to go beyond that what is the plan to get out the word to the business representative the senior community representative the community at large because that's another place to get the dissenting voice but got to have a means of going out and I mean I
286know this is all just coming out because I don't even see it on the district website I only had seen it in school E news yeah it was coming out in E newss is historically um those have been very challenging to Phil I have often had to like make personal phone calls and and invite people so that is another place where we can you know I can have conversations and uh and tell people you know we're looking for somebody who will bring a critical lens or a critical eye to this process um we've gone through the chambers that's one way that we've gone for ex uh business Representatives the senior community you know we've reached out to some of our Senior Communities before um so we might be able to find a dissenting voice there
287as well um you're you're right I mean when you talk about you know principles and an IA rep in a council rep you're likely not going to get a lot of dissent from those folks however I think it's important that we have those voices at the table so I did hear that from the board tonight and and in our previous conversation and so I know we've got some work to do there so um I'll I'll Circle back with the team and we'll you know in terms of like adding to the technical team and um being intentional about how we can recruit some if not dissenting at least critical to you know who who will ask good hard questions um of the organization and the other thing is I think it would be good to consider
288uh City Council Members like in samamish and isqua might be potentially important people that can be part of this yeah we used to have local for bond for bonds we do oh yeah maybe but I know that there would be several in Bill camps that would probably be able to provide you that critical lens part of the problem is um at least in samamish is the timing oh no it's December I'm sorry de never mind election is November 2nd I yeah we should we should be well out of that so I I just added the note to local government uh local governments because we can do some Outreach there as well and and in my committee so I've got lots of flexibility with how we do it and I wanted I I completely hear what
289you're saying I think the better we do this work even if it runs past these timelines or anything the better it'll serve us when it actually comes to the campaign and the actual election itself so that's good input thank you I was once again going to jump to calendaring without um doing announcements in correspondence I'm not sure what um announcements and correspondence does anybody have anything that is not already on the board agenda AR I have I'm putting them together um uh Jean Paul uh regarding um a legislative agenda for the city of isqua I had um a j a g Jensen with a critical race Theory question that one came to everybody did okay and I responded but I don't think it's on the list yeah and then B tally with regards to the
290nsba did you have something oh every once in a while it happens um okay now we're at calendar and future agenda topics there but I have Diane's notes um looks like we have some elementary teacher listening sessions to schedule I do okay I move the board hold elementary teacher listening sessions from 2: to 3:30 p.m. on January 26th at Apollo Elementary February 2nd at Clark Elementary and February 9 at Sunset Elementary second did I do it wrong what did I say sorry it says Sunny Hills so just go with that okay sorry I don't know where I got that one okay and I'm sorry second okay any discussion all in favor please say I I opposed okay um we officially calendared the town hall already but now the theater is confirmed is that correct so
291that is on and are we going to the district's going to do something to um advertise that I assume yes we will [Laughter] okay um okay that's it and does anybody have anything else no did we do anything about um students for the wer conference that's probably question okay um anything else for the good of the order what's going twice I was just going to say for that one I mean if we can really kind of press for the other ones because I think that student would feel awfully lonely being the only one yeah yeah that's true we some pretty engaged students tonight so yeah of course we got a really good topic for them to engage on but okay so if nobody has anything else