MISD Board Regular Meeting - 2026 -4-23

001under Martinez, seconded 2-0 or two or zero. Okay, great. With that, we will get right into Yes, thank you for the reminder. Dr. Bradley is uh has an excused absence for this evening. He's traveling and is not able to make it either virtually or in person this evening. So, we will move into partial governance, partial governance process monitoring, board policy 1809, communication and support to the board. Um this is the city of Mercer Island update on the final GMHB decision and the order on comprehensive plan. >> So, we'll invite up our city manager um as long as well as Jeff Thomas, the city attorney, the direct and and we've talked about this in one of our uh meetings with the city uh and the importance of, you know, continuing to keep each other informed and

002up-to-date. So, welcome, city manager. >> Good evening. Thank you for having us. Uh my name is Jessi Bon, I'm the city manager for the city of Mercer Island, and I'm joined uh this evening by Jeff Thomas, our planning director. We have about 16 slides just to give you a high flyover of work we're doing in response to the growth management hearing board order. I think we've got this down, so we can probably We okay, Jeff? Okay. All right. Jeff, uh I'll let you take it from here. >> Great. Good evening. Uh good afternoon, everyone. Again, I'm Jeff Thomas, planning director for the city. Um we're going to uh the way this presentation was designed, um we're not going to get into much detail about the intricacies of the growth board decision, but what we're going

003to focus on is looking forward to work that ties into our efforts to comply with the Growth Board decision, but it's work that has come down from the state legislature that we need to do with our work. So, what we've done strategically at the city is our city council and our city manager, we've all worked together to try and figure out things that we need to do anyway. How do we compare that and how does it overlap with the Growth Board decision that came down. So, uh what you're going to see in the presentation is a lot of this work had already started and it will continue. It's just that some of the timing of it has really shifted around a little bit. And uh but it all folds into uh the city's efforts to

004have its 2024 comprehensive plan update wrapped up and uh deemed sufficient by the Growth Board from Washington state, but as well comply with a number of state mandates that have come down from the legislature that we had to go through the planning process to uh to look in the future and uh do some different things as well. So, with that, um yeah. >> Well, just as uh transition slides, I think the punchline here is uh keep in mind this is long-range planning still and that the city's anticipating taking a lot of density um over the next 10, 20, 30 years, likely in the town center area, and that certainly impacts how you plan for uh your own facilities and operations um and services. So, we'll walk you through what's happened and what we're working on

005that we wanted to get for any students you had eyes on this planning work. >> So, uh we're going to this short presentation is in three parts. The first part we're going to talk a little bit about um the Growth Management Act and comprehensive planning. Uh the Growth Management Act, uh commonly referred to as GMA, uh really is a series of state statutes that were initially um brought forward in the early 1990s. And they were brought forward with the intent to manage growth and protect critical areas and natural resources in the state of Washington. Um, what the Growth Management Act, one of the major tenets of the Growth Management Act is that it requires local jurisdictions to adopt comprehensive plans that will essentially rule on 20-year plan periods. Um, so you have a comprehensive plan

006or a comprehensive plan update, you're looking in the future 20 years. Uh, comprehensive plans obviously have to be consistent with the Growth Management Act. Um, and then there's some other regional and county-wide planning policies that also fold in uh, for that that it's consistency element from a top-down type of approach. Uh, next slide, please. So, the remarkable comprehensive plans, um, you know, they really start like with any type of strategic plan with a vision and then goals and policies and implementing actions are developed uh, that correspond with that vision. And again, can't emphasize this enough, it's a 20-year uh, 20-year period that we're looking out. Comprehensive plans are implemented through uh, development regulations and other types of regulations, uh, capital investments, as well as uh, projects and programs. An example of that would be um,

007a transfer of development rights where you take a property that's encumbered perhaps with uh, resources or critical areas, you move those development rights from that property to a receiving area within your jurisdiction. Over on the right-hand side of the screen there on our graphic, uh, these are typically the elements that you see in a the plan. Uh, think of those as chapters essentially of the document. Um they're all important and they all integrate together and uh really have to be balanced uh to have a successful comprehensive plan. Next slide. Okay. So, statewide um all counties in the state and jurisdictions within them have some level of comprehensive planning that they need to do. Here in King County, uh along with the other most populous counties in the state, it's full freight. You have to plan

008fully under the Growth Management Act. Um comprehensive plan needs to be updated. Currently, it's every 10 years. So, every 10 years we have to embark on this major endeavor to um just recalibrate everything in the comprehensive plan. And that starts with a bunch of background work and technical work. And then we get to the point where we bring it forward into a public process. Um ultimately, it goes through legislative review at the state. So, it also goes through the city's planning commission. They make recommendations to uh ultimately the city council who uh will make the final decisions and ultimately take action and adopt an ordinance updating the plan. Infrastructure planning, um I'm going to touch on that here a little bit. Not only do we look at land use and housing and economic development, those

009are very important, but we also have to go through the process of looking at our water and sewer and roads and make sure that the infrastructure is going to keep up with this other work we're doing on the zoning and housing and economic development policy goals and policies. Um we had an interesting bill come about. I believe it was in 20 21. Thank you. Uh it was referred to as House Bill 1220. And it was a fairly significant update to the Growth Management Act. Um, and it really got into uh uh requiring jurisdictions to plan for and to accommodate affordable housing across various income levels, going all the way down to the 0 to 3% which is the lowest band of area median income. And uh that uh bill has really shaped what Mercer Island

010and frankly all counties and cities uh that are going through their updating of the comprehensive plan here in the last couple of years, uh really driving what those updates look like for different jurisdictions. So, the city received um all cities actually and counties received uh affordable housing targets uh from the state in 2023 and those targets complement um the original growth targets that cities and counties have typically received for uh jobs and housing growth growth in their communities. Uh next slide, please. Okay. So, we just referred to House Bill 1220 which was the affordable housing. We're going to talk now about a more recent bill, House Bill 1491. Uh and it um involves what's called transit-oriented development. Transit-oriented development is really a form of when you think about it, it's mixed-use, so it's commercial and

011residential uses mixed together in the vicinity of mass transit. And in our case, um we have a brand new light rail station that has opened here recently. And uh so, we are subject to uh the provisions of House Bill 1491. Next slide. Okay, so this is a 2025 bill. Um and it was I think it was in the works for a couple of years, wasn't it, before it really passed in 2025? So, we were we were we've been tracking it and we were aware of it for a period leading up to the legislative session last year. For jurisdictions that need to plan under the TOD bill or House Bill 1491, that work needs to be done by the end of 2029. And I think Mercer Island was a an advocate of trying to have a

012reasonable timeline for implementation of this bill because there's going to be a lot of work involved. So, So, again, everything's focused around the light rail station. The graphic you see on your right there is really the north end of the island which includes the town center, the I-90 corridor, and then the area north of I-90 which includes Luther Burbank Park, the Mercer Island Island Community and Event Center, and then the surrounding residential development. So, this is all the the transit center which is highlighted in blue there in the middle of I-90. The TOD bill essentially works a half-mile walking distance out from the light rail station itself. So, what you see here is the area in blue on that graphic is the land that parcels sometimes get larger so they can go outside of the

013purple boundary, but the blue is the land subject to the half-mile walking distance and then the purple is the actual boundary that we established using our geographic information systems technology to show what a boundary for this would look like. Um That boundary looks really jagged, a little bit this and that going around there. So, it doesn't follow cleanly streets or property lines. So, what we have the ability to do, cities can do a modified station area that has to be approved by the state, essentially. Next slide. A little bit more more about 1491 and then we'll get back to the boundary. Um So, some of the provisions that are in House Bill 1491, uh multi-family residential mixed-use development has to be allowed within the the area that gets established. Um and if you allow for

014an average of uh 3.5 floor area ratio, which translates roughly to about six stories across the entire area that's in the boundary. Uh a percentage of um all development that occurs in the area has to include affordable housing. And for projects that want to propose 100% of the units being affordable, we have to allow them to go up two additional stories above that 3.5 FAR or or roughly translates to six stories. So, it could be potentially up to, you know, two stories higher than whatever the maximum is. Um let's see here. And uh real key thing for us is reduced parking requirements uh are mandated. So, uh we'll have some work that we're going to need to do on that. >> Can you explain what that means, please? >> Yeah. So, in our development code

015currently, uh for multi-family development, we have um and it's a little bit of a range, but generally we require somewhere generally between one and 1.5 parking spaces um per unit. Um this may require us to go down somewhere in the vicinity of 0.25 to 0.5 parking spaces per unit. So, it's significant. Yeah. >> I'm sorry, can I just ask one more clarifying question? >> Sure. Yeah. Go ahead. >> Are you saying that um that if 100% of the units are affordable, they could do two stories above six stories or two stories above 3.5 or four stories. >> Two stories about the maximum, whatever the maximum we end up establishing. >> Oh, and we don't have that yet. >> Not yet. >> Okay. >> Yeah. >> Okay. Thank you. >> Yeah, sure. Uh, any other questions

016for the policy or Okay. >> I I think the punchline and the density of the density and the planning work for this phase of the project is where you take it out to 2029. >> So, going if you think back that uh the original map that we had on the screen there a couple slides ago, it's been cleaned up a little bit. It doesn't zig and zag so much. Uh, the city council asked us in January to go through essentially a four-step process to uh smooth those boundaries out. Uh, those four steps are here on this slide. Uh, so this would be our modified boundary uh as it stands today. And uh the four steps that we took was we we excluded the I-90 corridor, city parks, and open space. So, that was step number

017one. Um, any areas then that were left as being non-contiguous to the larger core area were also excluded. We did have a little area that's kind of over on the right-hand side of that graphic right near the water that ended up being non-contiguous. So, that got taken out. And then steps three and four really were just cleaning it up. So, uh get the boundaries to follow existing streets or existing zoning boundaries. And so, after we ran through those four steps, we got this fairly clean-looking boundary uh that's in two parts with I-90 running through the middle of it. So, uh that is the boundary that the council has approved um to use as of March. Just uh a few meetings ago for the city council. Uh, next slide please. So, those two pieces that we

018just saw in the last slide have been uh reshaded here to a purple and a lavender type color, and you'll see they're now labeled phase one and phase two. So, this this is where I'm going to reference our growth board compliance efforts cuz this is this strategically is part of part of a big part of that effort. So, um the phase one, which that purple area is our current town center, plus the two multi-family zoned areas that are on the west and east flanks of the town center, kind of going up the hill on each side. That's what that dark purple area is. Those areas have now been combined into this phase one subarea. And then everything else that was left over, whether it's north or south of I-90, is part of phase two. So,

019the phase one area is the area that is being used um to comply with both House Bill 1220, which was referenced at the beginning of the presentation, as well as uh the growth board order that was um that the city received from the state last year. And then phase two uh will basically fold into finishing off compliance for the House Bill 1491. So, you'll recall I said in the beginning in my introductory remarks some of these things overlap, and basically the phase one area, the House Bill 1220, the growth board order, and the House Bill 1491 all overlap. Our town center and those multi-family zones flanking the town center on the east and west sides, those are all contributing to solving essentially three things that we need to do. And then the phase two will

020round out the compliance for the House Bill 1491. >> We didn't uh we didn't blaze our way into this exactly, but just to be clear, our comprehensive plan was appealed and the Growth Management Hearings Board heard that appeal and sent us back to make some changes. I would summarize a lot of that as accelerating a lot of the work that was already in the comprehensive plan. The order said essentially, you should have gotten it done already. So, we're seeing I just want to reiterate what what Jeff's talking about is all this planning work was already on the table. Um We're just accelerating it now. Especially the phase one work. Phase two will stay on the original timeline of being completed by 2029. >> So, in phase one you have a lot of work that's already

021been done that you get credit for. And now you have to figure out what are those extra pieces now that you still have to do on phase one. >> Right. >> From that. >> Yeah, we're going to start Jeff's going to get into some numbers so you can start start to understand the number of units we are planning for. Which um we'll get even more precise as we continue through the process. But yes, the work was already underway. It's just being phase one is being accelerated. >> And you see those dates here on the screen. So, um the phase one work we need to have wrapped up by July 31st. That's 2026. Um and then phase two, which would be the full compliance with the House Bill 1491, is the end of 2029. >> What's

022the final product that you need by July 31st, 2026? >> It's the work of the plan. >> Essentially. >> Yeah, we we need to um we need to essentially amend our comprehensive plan and our development regulations to um fully account for the capacity that we've identified in the land capacity analysis, which we've already completed. So, we have to we have to plan for accommodating that capacity into phase one through our zoning and development regulations and our policies and our comprehensive plan. And then um >> Say that again. >> Well, well, yes, and we have to update our infrastructure plans as well to correlate with that for phase one. >> The product is a whole suite of ordinances, comprehensive plan amendments, and our ordinances and our regulations, some policies separate. It's a pretty substantial body of

023work. So, on a practical level, what we're talking about when this additional housing might actually see build. But you guys have some slides. >> Yeah, that's coming up next. >> Not tomorrow. >> Uh we can go to the next slide, please. And again. Okay, so here are the numbers. And this is actually great this is the first time we've been able to break these numbers out in this particular fashion, at least for this presentation. So, uh the land capacity analysis that I just referenced that we've already completed essentially is a it's it's it's a study that produces total number of units uh that we need to plan for given some different factors, including legislative requirements, which I've already talked about in this presentation, existing conditions, market factors at play, and then development regulations. So, in

024December 2024, which is when we finished our our major update to our comprehensive plan, um we had a total citywide capacity on hand of 1,558 units. And that included an upzone to part of the town center that we did right leading up to the end of 2024. The reason why we did that upzone in 2024 was because our initial land capacity analysis that we did in 2023 showed a small deficit that we we had to do some upzoning to get to the necessary capacity to meet at the time uh what we believed were our appropriate target growth targets that we needed to 2024. So, 13,058 was the number at the end of 2024. In June 2025, a couple of other bills were in play from the state legislature um I believe it was 2024, don't

025want to state that. Uh House Bill 1110 and House Bill 1337, and what those bills involved were requiring cities to not change their zoning, but adopt different housing forms that essentially would be allowed um in zoning districts across the city independent of what those zoning districts were. So, the best the obvious example from Mercer Island is single-family zoning. Instead of just allowing single-family houses, and maybe sometimes a duplex or, you know, an accessory dwelling unit, we had to incorporate and amend our development regulations to allow triplexes, fourplexes, um there were some other fancy names that were included in the different housing forms, but the general idea was upzoning without actually upzoning is what middle housing essentially did. And then accessory dwelling units, the city actually was one of the first um jurisdictions in Washington that

026had accessory dwelling units as a permitted housing form in single-family zones. So, we I do a few things for that, but really the big one was the House Bill 1110, what was referred to as the housing. Um The punchline there is when those regulations had to be implemented by June of 2025, our capacity increased by an additional 576 units way above the 1558. So then, um now working with House Bill 491 and what we're doing currently with our um growth board compliance efforts, a year later, essentially, July 2026, we have to implement the station area phase one. That's the new uh with the upzones we'll be doing in the phase one area, doubling increased capacity by another 1,031 units. Then, December 2029, when the implementation of phase two is required, that is going to be

027a big one because we're taking mostly single-family zoning and we're going to be doing that FAR of 3.5. Um that's going to add and the analysis on this has not been done completely yet, but we are expecting, based on some preliminary estimations, another increase of 3 to that 5,000 units. So, by the time we get to January 1, 2030, uh Mercer Island will went from 1,558 units capacity in 2024 to somewhere between about 6,200 and to 8,200 units in 2030. >> When you say that we changed that, though, that doesn't mean that in practice that will actually happen, right? It depends on developers and demand. >> We will address that on that. >> Yeah. So, this is a capacity. So, this will be capacity that we will have done the planning work to accommodate those

028number of units in 2030 by the time we get to the beginning of 2030. And good segue to the next slide. So, again, along with all that planning for zoning and our work that I just described, we need to also do the corresponding infrastructure plan. So, that involves the transportation, utility, and capital facility elements of our comprehensive plan. So, we're going to need to do some work this year in 2026 by the end of July and then do that work update that work essentially for 2029 for phase two. Um I think I mentioned this earlier, but you know, that involves roads, sizes of water lines, sewer mains, and such, and other services as needed. Um the important thing here to know is the city does not have the money to obviously do all that, right?

029So, we're going to go through the analysis and what we're going to end up with is a funding gap. And that funding gap we're anticipating at the end of 2029 is going to be in the hundreds of billions of dollars of work that ultimately will need to be done to keep up with that land as it develops over time for that increased infrastructure capacity to match that to support that development. Jesse always likes to talk about this part of the presentation. >> Yeah, yeah, the council has asked, "What are we going to do about this?" And my answer is, "I don't know. I don't know." Um we we don't we don't have the number yet. I'll make sure we come back to you once this phase of planning is done, but significant. And certainly we're

030here tonight because you all will have um as units and density are coming into the city, there will obviously be a service level change with school district as well. Um so, we wanted to least start the conversation and stay in touch as we go forward. >> So, let's go to what is our final slide, actually. And this really gets to the question of when is all this going to be built? Uh so, Jesse mentioned this earlier, this 2024 conference update that we did it it gets updated every 10 years. So, in 2032, in preparation for 2034, we're going to start this whole conference planning process all over again. We'll get new growth targets from the state and we'll do it all over again. Um which includes updating the land capacity analysis. When any of this

031stuff gets built, though, um these projects take a long time, right? They often take years in the pre-planning stage on the developer's side to put together financing, to put together to get a a design team together, to work through all the codes, not just planning and development codes, but building codes and fire codes and energy codes and everything else. So, these projects uh they they go for a while in the formulation stage. Um we often see and then go through permitting as well. We'll often talk to a developer like for a town center type project um two to five years before there's actually, you know, a final inspection and an occupancy uh that actually occurs. Um the Shinagawa project that is happening, it's under construction right now in the town center. Uh I think that

032project initially started with the city going back as far as 2018. >> So, that's the one to the west of like Island Books and is that the same one? >> That's correct. Yeah. They're just starting They're getting They're in They're probably about 85% constructed at this point, but they're still doing some work. >> They were not selling 19. >> When it when Yeah, when it initially came to the city as a project that it had financing, it had an initial design. So, they were They probably started on it maybe in '17 or '18. >> Okay. >> And here we are I think COVID probably ran them a little off. >> Well, there as well, you know, so a little bit of time like there, but >> I mean, that's a That's been a 780 year

033project. >> Yeah. >> With a pandemic in there, so >> Um so, is you know, are are the 6200 to 8200 units going to be built during the current 20-year plan period? >> Probably not. In all likelihood, I'd probably not, but um we have to plan for it, though. You know, and we'd have to identify what our needs are and >> Again, I I can't say it enough, going back to >> the infrastructure. >> You know, the needs, identify the funding that I've been putting together. Um how do we project online this evening? >> Final thing I want to cover here is uh it's on the slide, but um the graphic on the right uh is actually a table that's available on the city's website that gets updated every year. And uh we turned it

034into a graphic for this presentation. What it shows is the number of net new units by year that have come online in Mercer Island. So, what a net new unit is is Think of um Think of a large single-family parcel with one house on it. Developer buys it, demolishes the house, and subdivides the lot into four lots. So, four new houses were built, but one was taken away, so it's a net of three then, right? So, these are net new units by year from 2020 year period of 2006 to 2025, the city produced 1,336 net new units. Includes accessory dwelling units, new single family homes. And then the spikes that you see on that graph, uh intermittently there through the years, uh there's a direct relationship between new town center developments being built and those

035spikes. When you see 129 net new units, 229, 159, and so forth. So, all those lower number years are just single family homes and accessory dwelling units. Yeah. >> So, today we um wanted to share the numbers. There's another major component of our planning work related to affordable housing and planning for affordability levels. I think that would be another presentation that we should come back and have a separate conversation about. Um but that's that's a piece here. We we have to write for a certain number of units, and we have to provide um the tools and regulations to ensure that uh we meet certain affordability levels. And that is before the council right now as well and headed to the planning commission. >> Thank you so much for having me today. >> Are you Can

036I just ask a quick question for Frank Furley? Um that transit center area right now would fall into the West Mercer catchment as it currently stands? Correct? >> Um it's interesting. Do you mind going back kind of for one of the So, what's interesting is phase two is really Northwood. >> I see. >> And but phase one and everything to the to the um I guess the south and kind of the west of I-90, that's all West Mercer. >> Okay. >> To the north there, that's actually Northwood um as it goes through there the way we drew those attendance. >> As it is right now. Okay. Thank you. Thanks so much. Any other questions? >> I think for me it's just uh knowing uh when you're talking about multi-family housing, uh are you thinking about

037more like two or three bedroom apartment or more on single like town home town house? So, that that will vary on the capacity of the school. What we will be attracting to the city? >> The So, for the areas that we've discussed here this evening, uh, the futuristic view of that will be studio up through the one, two, and three bedrooms. >> Okay. >> Yeah. >> So, so we're not necessarily attracting a lot of maybe younger families but but not necessarily. I don't know. If you will But also, I'm guessing that through the planning talking with the school district on how transportation and safe school roadways will be very important and how we're going to get all this kids through this new traffic lines will be important through this planning process. So, just a comment.

038>> Uh, Director Thomas, do you have any idea? I mean, other cities who have had either perhaps land available who have been doing some of the affordable housing, particularly the high-density housing, you know, we've always used different metrics about how many kids that's going to generate out? From your colleagues or whatnot, are you hearing that that's generating more students, less students? Is that not a conversation you're necessarily having? Cuz that's a big thing for us is just because you build a multi-family you know, complex doesn't mean that's going to generate as many kids as potentially a a single dwelling. >> Yeah, that's a great question. I don't have a lot of information for you on that. Um, that's a great question for us to look into though. See if we can tease that out a

039little bit. >> It's just It'll be interesting if we can work with some of our partners in other school districts, too. It's just trying to get a handle of what that looks like as we think about boundaries and where the growth but, you know, suffice it to say the north end is really where we're going to If there's going to be growth, that's where it's going to be in terms of this minus housing turning over as we think about the projections and where we might eventually get back to growth rather than decline. >> Yeah. >> Thank you Mr. Powell. I just want to give everyone an update on the number of people who have joined us and just give you something that we're working with our schools. Also, at 6:00 we will start giving some

040recognition to um We've got some student recognition and then after that we will I suggest that we So if you students that we publish your reports till after public comment if so many people are here. So I think we should go We'll go right into public comment from there. But we've got a handful of other things um to address before 6:00 p.m. and uh at some point this evening, later in the evening, the board is going to have a discussion with Dr. Reynolds about uh the proposed changes at Crest. And so uh that prior to student recognition Dr. Reynolds and maybe a couple other people are going to give a brief update on where things are at. But then later in the evening the board will have a chance to provide to give our feedback.

041>> Okay. So with that we will move on to uh board policy 8101 uh fundamental five, diversity and this is in fact policy. >> All right. This is Assistant Superintendent Williams. If I can bring you forward for uh our overview of fundamental five. This is a level two monitoring um meaning we give um more detail obviously on this just like we do the other fundamentals as uh Assistant Superintendent Williams is coming up. And there's a couple of gaps that you'll note in the in the data because we don't have any EDS, but we'll fill those in later. Um and then we made just a couple of changes. We got some information from the middle school on their participation in athletics. So, what you might have seen 2 days ago has been slightly updated, but nothing

042of a great substance. So, with that, I'm going to go over table three. >> Thank you, Jennifer. >> I know about that. >> You got one? >> Yeah. Yeah, um and then we'll scroll to first table one. Oops. Um okay, so there's a variety of tables in this one. Not I mean a lot not a lot has changed since we talked about this in the fall. Uh so, we last presented this, I think, in October or something. Um so, if you take a look at table number one, table number one is about the enrollment in our school district around those categories of race, ethnicity. Um all right, the same thing holds true as what held true in the fall is we've had slight increases in um different categories that fall into here with reductions in

043uh white students. And so, you see predominantly increases. Uh we see some of the small increases in Hispanic and Latino, um and we also see uh participation population increases. Latino and Hispanic are the two categories we've seen the largest jumps in. Um so, there first one is just the overview by year. If you go on to table two, table two is uh change over time. So, this is just um percentage of both of those years in K1 and 11 12. Um so, that has just varied considerably year year over year. In this one, historically we've seen um kind of figure shifts in the elementaries, and I would say that that's um seemingly leveling off a little bit. >> I think on this one, if you go back to when we first started reporting this, I

044think it's 16 17 or so, um our kindergarteners and our first graders look a lot different from our 11th and 12th graders, but we finally matriculated those students through and that's that leveling off that you just heard there where, you know, we're starting not to see such a great discrepancy. >> Yeah. Um, as Frank spoke about, there's an addition to there by the 10 grade categories and in selection totals. So, that's just drawn a little bit differently uh so that you can see that. So, that will be the next addition on the slightly different uh our table. Yeah. So. Our uh we're going to skip past our English language learner survey. Typically, we send that right around this time of year uh and we are due for that this year. We have not sent it

045because we have multiple other surveys happening right now. So, sending uh a third, fourth, or fifth survey is not going to yield a great deal of uh outcome for us. So, we are not covering that. We will bring that back to you when that one's complete. Um, if you want to go down to table four, which is past that blank and gender identity by school year. You guys okay there? Speak up if you can. Uh gender identity by school year, um we have a pretty stagnant sort of uh non-binary uh population uh here, male, female um populations. You can see some evolution there, minor shifts in those numbers. Um, I ask West and uh overseeing high capable kind of any notes that he's had in terms of what he sees the data. I think in

046high cap it's just ebbed and flowed over years um both for race, ethnicity, and uh gender, which you'll see here in just a second. Um, but in that case uh you can see those numbers here, not a whole lot not too discrepant in some categories and very discrepant in other categories. So, that continues to be something that we look at as we're further those. Yes, table six. You can scroll up to table five. Um, So, these numbers are the proportionality numbers. Uh obviously, a one is what we're aiming for. A one is going to be the ideal there. So, in this one, you can see that if the honors um by gender are both at one. relation. Um in some of these instances, we have where we adapted or pulled out uh non-binary students because

047there are very few of them. So, providing any information about uh those students would provide potentially the option to identify who those individuals are. Um table seven. Table seven, uh proportionality index by race and ethnicity here. Um this one I think is continually shown the same challenge over time. So, underrepresentation in some areas and um uh higher representation in others um in these courses. And so, continuing to monitor that um specifically. And you see that same thing play out in table eight. So, if you could adapt to table eight there. Yeah. Um so, again, same idea here where we see uh a discrepancy in terms of the proportionality between the volume of kids that we have that fall into these each of these special service categories uh and whether or not they are or are

048not participating in honors and AP courses. Um continued underrepresentation of students who are bilingual and students who are receiving special education services and stuff continues to be uh a focus. There is uh one of the big shifts that you see there from 24-25 to 25-26 in honors was 504s, students receiving 504 services. And so, that has clearly shifted from that year and moving toward having more students receiving 504 services within those classes. I think we're busy here for uh sports. So, I will go through that to the rest of the mobility. So, you will know nine. So, if you go into table nine, you can see the draw there, the number of sports by gender there. Trying to keep equitable representation across and you can see both MIHS and IMS, which then in subsequent tables

049is going to break that up by gender. So, in table 10, which is just underneath that, yeah. You can see the break out by gender. And again, in this circumstance, I need I need a note here in particular in terms of the small end for students who are not identifying. And so, that number is not included in part of this because it is such a small number of students. So, we didn't want to make that identifiable. Those numbers are maintained very closely. >> And the note in there is just a reminder that boys lacrosse, since it went to be a club sport, that's why you're seeing that difference in table nine, where we have one less athletic team for boys and we're seeing a decrease in the number of participation by boys. It's because we

050can't count them or we don't count them any longer as a fully club sport. >> Table 11 continues to be athletics. That one is students participating in drill team etc. So, you can see that one. Um Label fits for you. Two are available for wheelchair numbers. Table 12, discipline data broken out. This one's tricky just by nature of small end. Again, data suppressed if there's fewer than 10 kids. So, see the information there. Our EES closes, hopefully, Friday. Uh barring that our numbers are as high as we'd like them to be. So, we're hoping to close that tomorrow. And then we'll have that data back for you. So, please go down to table 13. Um, and table 13 just takes the same glass of things, but through the fine arts lens. Uh, and so in

05125, 26 you can see that um, breakdown of demographic associated with race, ethnicity for fine arts and world language. Yeah, that's table 13. Yeah, that's all the yes. Yep. Thank you. Uh, again not too far afield from what we experienced last year in those numbers. Um, so not too much there. This next one on 14, if you scroll down, is that version but for IMS. >> Questions? >> Um, do we have we had any luck trying to tease out the two or more races? Like what that consists of? I know that's a problem of the state data not providing us with permission, but um, We got I think fair enough. >> If you go up to If you go up to the table that's >> Yeah, the one >> that's multi-colored, that's the fastest way

052to find what you >> Yeah, yeah, which we added in this year. >> That's all right. >> Um, yeah, and then bottom graph, obviously. Yeah, so. >> So, what we tried to do on that is take There's over 5,000 different identities when you tease out how the parents um, self-report on when they're registering and or during the RSVP process, telling us that we have a quite quite a or our our race and ethnic um, diversity um, you know, spans a wide spectrum. And this kind of shows that, Director Lee, where you can see um, there are many different races and ethnicities and countries that people can select. So, we can't provide that data in a public forum because sometimes the N is three and then you know who that family is potentially. So, what we

053tried to do is run it through and say, "Okay, Southeast Asian, how do What is that?" So, it gives you an idea of at least what the two or more races are, but there's no real way to dig out exactly the two or more races. The best bet is when we report to the state versus the federal government. >> I find this helpful because it gives us a little cultural context, you know, if we're talking about what holidays families are celebrating, for example. Like, it gives you a little more information that way. I'm going to stop asking about the two or more races cuz >> Like, as we've said for >> two years in a row now. I'm just curious. I'm just curious. >> We added this for that reason. That's why I know what

054I'm talking about. >> And it's in color, which makes it easy to read. So, it's like checking all the boxes for me. >> What are the other things that are important to think about, right? >> Like, as we think about branding our communities, like, what are things that we have an interest in learning about? So, those are all helpful. That's been very helpful to us. >> Thank you. Thank you. >> And so, I don't >> Can I Can I ask a >> I'm sorry. >> because we need >> Well, yeah, but I did did start important questions. So, uh so, first of all, as you know where I stand where I'm coming from. So, I think that maybe we have to figure a way to be ratified those interpretations or figure it out. That's one

055important Uh but my question is I I see all your report and based on your interpretation, uh you put AP and segregate by race, but uh final four is not. And I I I'm very curious about the intersectionality of all of this together. Like, you can see like if you were I know that we see it in different moments in through the the reports of the year. And at the same time, this is the fundamental five snapshot that we are you are showing me all the students based on race that take IEPs, but I don't see the intersectionality of those who might be having a 504 special education based by race and how those they they interact because if we're seeing a difference, maybe we also have to adapt those services if we believe in

056equity. >> So, what would be Yeah, I think about it. What would be the research question or what would be the the essential question that we'd be answering? >> So, I think that it will be the intersectionality uh of based on race on students with 504 uh and uh the outcome on on the students like uh in compare with their peers that are having those uh uh categories. I think that I would love to see if there's there's a difference and how are we getting meeting their needs. >> So, performance in the quarterly assessment. >> So, based on that uh uh because we are seeing some here, but not necessarily the other. And I think that that is where where you see uh equity place. Uh when you when you when you play with the

057intersectionality or the intersectionality, sorry. >> And where you've seen some of that show up is in for instance um school improvement plans. In the high school, you've seen it in the middle school elementary a little bit where they've looked at how are students who have certain identities based on race or ethnicity doing uh with respect to even grades and classes. And what's happening there? And I think I shared with you in a board update maybe a few weeks ago, you know, there was a pretty um remarkable change uh between last year and our first semester this year in terms of students receiving D's and F's with different people. So, there that's definitely a priority area, but I think that might be an example of what you're getting at, but this would be a different way.

058So, >> Yeah. I think that that is where where uh we have to focus on see if there's a difference. I mean, if it's not perfect, but if it is, then then what, right? >> Well, I think we've talked a little bit about like our 5-year internal plan and kind of that graph and that's part of it is disaggregating out some of that stuff. >> Yes. >> Um so, I certainly I think we all have an interest in seeing it. >> Yes. And I will say yes, I know that you're doing it at the same time, but putting in the fundamental five it also presents a different picture when you're studying it as a whole. So, uh It was It's not bad that more than one place. Yeah. Yes. Okay. >> Okay. Any other questions

059or comments? Okay. Did someone just make a motion to uh adjourn pursuant to the compliance of form policy 1831 fundamental five? So moved. Seconded. Students? I. Okay. Okay. I. Motion made duly seconded Dr. Tucker. 2040. >> So, with that, I would like I think that the best panel would be to turn it over to Dr. Randall to if you provide some comments on Crest because I don't want to start the recognition portion till 6:30 so that people will have a chance to arrive. >> Okay. Unless they're already here, then we can do that. Can I let me just ask Are our students here? I think it looks like >> Yeah, I I think there's a lot of students. Yeah, I think they're all outside. Do you want to do that or >> Well, I think

060it's okay. I mean, if we can have a quick confirmation that every single person is here, I I don't want to risk them not >> Students are here and Katie's upstairs. >> We know that 100% of the students are here. >> Both groups are here. Now, the unified basketball team and the K M I H >> Wait, then let's just I'd like to wait. I don't want to risk them not being all being here. So, >> So, um if I could have um our director of high schools, Jose Segura, and our principal from the high school just join me here for a moment here. Um what I want to do is just be able to um you know, I've had conversations with some of you guys on the board um and just have an opportunity

061to just kind of frame where we are at this point in time. Um I think it's both with respect to Crest um but I think it also speaks to just our larger the larger landscape. Um and so, what I I've prepared some just thoughts and notes um just to kind of center us on on what that looks like and um even brought in our and provided you copies just to remind you of our values, vision, and mission. Um so, if I think about you know, where we are and you know, an example of the way that you evaluate me are the fundamentals and the operational expectations um and certainly our four core values. Um and you know, the the four core values that are hanging in my office and that are here is, you know,

062that commitment to the whole child, um equitable or inclusive learning environments, safe and supportive schools, and then rigorous and challenging uh learning experiences. And you know, to me, there is they're not hierarchical. I try to keep think about how do we keep all of those in balance as we're thinking about our schools. And so, you know, given the tough choices that we're facing in public education, um feels like the challenges are requiring us to stay committed to these fundamentals, but it's getting more and more challenging. I think committing to these values with the decreases um in funding is is pushing us to think about new and creative ways. Um enrollment's declining, investment in public education shrinking, costs are rising, budgets are tightening, expectations are increasing, and some of those most highly coveted programs that have

063made our our district unique and special um are also really costly. Um our 7-period day, our four neighborhood elementaries, um the number of athletics and extracurriculars we have compared to other 3A um schools, we our commitment to smaller class sizes all the way from high school through elementary, um especially compared to some of our surrounding districts, and yes, even a program like Crest. We have an impending $2 million deficit to close, and each school and department this year um was asked to make those reductions. The high school, just like the leaders across our district, have really done an honorable job looking at everything possible to achieve these objectives. You have, and I'm not trying to be hyperbolic, um I think one of the most dedicated groups of administrators we have in this state. They are

064high achievers, they put pressure on themselves, probably unfairly, but they want to be at their best for the students, the community, and certainly the staff, and ultimately you um as the governors of our district. But most importantly, they show up each and every day for our students. So, when I think back in the frame of the moment is elementary Spanish, certificated librarians, nurses, associate principals in our elementaries, Mary Way Pool, jazz bands, elementary art, and Crest. They're all ex- examples of those extraordinary things that we have in our district. But, some on this list are gone or we've reduced, while others, because of fees or other structural changes, have been modified or continue to be met. So, following the announcements of the changes to the Crest block earlier this month, we met with families as

065recently as Monday night, student leaders before the break, engaged in other conversations, and we listened and we leaned into the feedback from our families and students about the plan to collapse the Crest block and consolidate the resources onto the main campus. You as a board have certainly received that input as well. After some separate discussions with you and extensive meetings amongst our leaders, we are reconsidering the plans for 26-27, which I shared with you last night that a principal will send to our families. We want to be thoughtful about the future of the Crest block, since the challenges remain and they're not going away. It's important that we take time to think about the Crest block next year, and the decisions that we're making certainly come with some compromises. We will need flexibility in your

066financial goals as we find a Crest block solution that meets as many interests shared by students, staff, and parents, um and you as a board. And if we invest in one space, we have to look somewhere else for reductions. So, let me outline some next steps. We'll use the interests of the various constituent groups to build a Crest block that focuses on the services and experience that have made such a powerful impact on our students. We need to continue the vital work already in motion on the main campus to create even more accessible and inclusive classrooms, and we need to examine the long-term viability of Crest as we face more declining enrollment that's going to hit our high school in 27-28 even harder when our first class of rising eighth graders to ninth grade will

067enter at 300 or less. Not necessarily tonight, but I'll certainly be needing to look to you for parameters as our teams work toward a solution that meets the interests of the Crest block. And the most pressing one, of course, will be the financial aspect. Um this is not only a tough choice that we're facing in preparation or this is not the only tough choice we're facing in preparation for 2026-2027 as evidenced by the riff resolution that you'll be voting on later tonight. It accentuates what I think is the imperative work that we as a governance team and in partnership with our schools and staff to establish the priorities that guide our work are current in the current and future years to come anchored in our values. Um I was walking back from a meeting at

068the high school just today in the last year as even last night I was reminiscing that it was a year ago Tuesday of the bond election. But I was reminded why I show up each day and maintain hope. I walked alongside George, a senior in MIHS headed to Seattle Pacific in the fall to pursue physiology and one day hopes to be an orthodontist. We introduced ourselves and then I asked if he knew me and he said, "Yeah, I've heard your name a few times around here." He asked me and how I was doing and I talked about some of the great parts of our district but that this has been a challenging year. I shared how we seem to always be pushing snow uphill to which he said, "Yeah, I bet the past past couple

069of days have been really like that." I laughed and told him he's quite a student and then he said something profound or at least I think so given the moment. George said just as we parted ways at the top of 86th and 92nd, "Well, it was nice to meet you. And for what it's worth, for every uphill, there will also be a downhill. You just have to weather the ride. What we have to weather right now is the hard reality that it is more than a saying when we say, "We can do anything." But given the constraints we face, we just can't do everything. It's going to continue to be quite a ride. And with that, I'll turn it over just a few thoughts around your thoughts as leaders, especially in the high school. >>

070Thanks, Fred, for the frame. And um those values that I think all the board members have um in front of them, too. Those sit outside my office, as well. And so, how those things collide with our financial health of the district matter. Um because with every decision, a kid is involved in that decision. And so, I'll be curious to hear the guidance from the board about what we do next for next year, but also future years. Because while we make decisions about next year, I I mean, we have freshmen, sophomores, juniors that have multiple years and in multiple programs. And each decision affects all of these people inside of our system. And every single one of our kids matter. They all want to belong. They want to feel seen, safe, welcomed. And so, um how

071our finances shape our values matter to me and matters to our our kids and matters to our educators. And we want to be able to be good stewards of the system, um make great uh financial decisions, while also thinking about all the kids that it impacts and the educators that it impacts. So, um I appreciate the frame, Fred, cuz I know we have a lot of uh I'm sure a lot of heartwarming um stories that are going to be in public comment tonight. A lot of uh educators, um students, family members, and so forth. And so, um I'll be interested to hear the board's take on many of the things that it uh faces our district. >> Eric Chrisman, anything you want to add? >> Uh the only thing I would add to it is

072that we um as we're we get closer to June, there's going to be other things that you're going to hear about and choices that we've had to make because we were asked to cut $500,000 out of the budget. Um so you're going to hear from um one large group tonight and you're going to hear from others later. And so I look forward to partnering to figure out what we're going to do um because this isn't going to be the only thing that we're going to be facing that. >> While we have them, any questions for our school team? Um since they won't necessarily be part of your conversation later on. >> Um do you have a timeline yet for when you're going to be thinking about how to handle, say, Crest Block for next year

073or some of the other churches that have been cut out of that? >> It's a It's a fair question. Um I I think we'll need to know more of the phase of the river a little bit, the guidance, um especially the impact financially, um and if we're making decisions for one, two, three, four, or period. You know, are we are we thinking about on ramp, off like all of these these conversations have implications. And so I'll need to to sit down with a larger team. I'll have a lot of people at the table. It'll probably be members of our our district leadership team, our finance team, business, HR, should we be hiring? What what that all looks like. It's a pretty um significant um change that has the implications. So again, not just money, teaching

074and learning, safety, all kinds of stuff that go inside of that decision. So we'll need to get the right people around the table um to have the conversation. >> Thank you. >> We will need guidance from the board um because however you decide that we're going to to resolve the funding piece, whether that's changing the fund balance expectations or things like that, that will then um help us in the next steps we have to take. There is the May 15th deadline of the reference resolution piece, so that's a timeline that we're bound to. So, the sooner we know uh where financially like CS needs cuts and decisions, the better we can act. Do you have any questions? >> A quick question. Uh so, just to be clear and so that everybody understands, the the block

075the block Crest block and Crest will look the same next year for the students like it is the past 2 or 3 years. That is how they're going to stay for the next year while we do the planning in the interim. Just so it's >> Yeah, I'm not I'm not sure, Christian, because I think that I'll I'll need to really meet with the team to really understand how we can do this uh to to I I I I don't want to It's hard to capture it in this way, but maybe I can do it as a as a practical piece. You know, I was at at the the Crest block yesterday. Uh and thinking about those I think in that period that day it was about 20 or so kids and I think there's about

076five educators in the back. So, that's one to five necessarily like a ratio of concentration of resources, so staff to student ratio, 20 students roughly to about five educators that were in that room. That's a lot of folks, a lot of resources, a lot of money and time and energy and great thoughtful humans around our kids. And so, should that same model be replicated for next year, those have implications of how those resource where those resources come from. Are they from main campus? Are those resources that we thought may travel up to main campus? Where they go? How do we restructure and reorg? Or are we just trying to repeat this year or they could be at 2 or 3 or 4 years. And so, my question will be more about from the board of

077the guidance of long-term planning versus immediate planning. And if we're if the goal is to replicate that's that's a model that I'd be interested to hear more feedback on. >> And I and I will adjust say that uh Crest is very unique and and I also understand like when you say five uh uh staff, I also I like I don't know if it's about professional and neither because of that's the I need. So So I think that that the composition might look very different that if we are counting that moving them to the campus, but uh but I I understand that that you will need planning and guidance to ensure that every need of those students are being met. And that's the important thing that those kids will succeed uh no matter where they are.

078So >> I think I would say that I may have more questions for you. One of the challenges is that we literally have not had a chance to speak as a board yet to really even you know get a sense for where everyone stands. And so I want to be careful of going too deep into this because you know we we understand that you need to hear from us and parameters and all of that. And but my I think there's a good chance that we have a conversation tonight and then we need more information from you before we can do that, right? Because this is a we've heard a lot from community members and you know some from the community and you, but you know this is a this is a big a large complicated

079issue. So I think to me I see this like the as the start of a conversation is going to take a little while. >> Let me just get a clarification and then I A lot of kids waiting here. Um So are you guys are you guys the district committing to Crest block in some form next year, but we don't know any details. Is that correct? Thank you. >> Yes. >> Good clarification. >> Thanks. >> Yes. >> Thank you. Thank you. >> Thank you. >> So we will move on to student recognition. >> Should we if there are lots of students coming in, should we move out to the next seating? >> That's a great idea. Two minutes for you to do that. It's a pretty good process. >> Oh, yeah, we will. >> First, I'd

080like to bring forward Katie Gallagher. I saw you earlier. Welcome Katie and your family. Um we made an announcement before spring break, but tonight um is your official opportunity as a school or as a school board to officially approve the new principal of Islander Middle School, and that's going to be Katie Gallagher. Just a reminder about Katie before we turn over her and allow her to introduce her family and talk a little bit about it, but um you know, Katie's been a teacher in our school district, attended Seattle U for her principal program, um where I had a chance to work a little bit um with her at that time, Um but like some of our educators, it wasn't necessarily at the level at which she's going to be leading. Spent a lot of time

081in an elementary classroom and as a former elementary teacher myself who had the opportunity to teach high school, there are so many skills that translate and then there's so much you learn, but we had an opportunity to bring Katie in as an as an kind of interim intern first at the middle school. Then kind of the quasi interim interesting position and then this year as an associate principal and as I said to the staff when I met with them following our introduction, you know, there are times when you look outside an organization for a leader and Jennifer Cleaves is a great example of that recently where that was the right moment there and then there's times when you take a look and you have someone right in your organization who's doing great things already and

082I weighed that heavily because we did have outside candidates who brought experience as well, but when I thought about what is needed following a very successful tenure by principal Burgess and principal Miller and I know it'll be hard for principal Burgess who I saw in here to let go of her baby. But when I thought about where the IMS has been, where it is and where it's going, the continuity that I think Katie brings will be tremendous for the school. So Katie, we're excited. We've already been meeting and having some conversations, but let me turn over to you. Introduce to your family and the floor is yours. >> Hi everybody. Thank you. This is my daughter Alana and my husband Chris. >> Welcome. >> We're just I'm so excited to become the principal. I'm already

083excited to build a team. We're having our assistant principal interviews starting tomorrow. Um and so I'm just so incredibly excited for what the future at Iron Horse holds and I can't wait to build it and so I'm looking forward to seeing you guys. >> So congratulations. >> I just wanted to say congratulations to you. It's been a great to see you grow in your role in the past couple years at IMS and really excited and hopefully in 20 years we'll be celebrating your life. >> Exactly. >> All right, thank you. Uh how about uh Unified Basketball? >> Unified Basketball, you're up. >> Yeah, I'm just pointing this way you're lining up. >> Okay. This way? >> Yeah. Right here. >> See? >> Good to see you. How are we doing? >> I'm great. How are

084you doing? >> I'm pretty good. Good to see you. >> Welcome. >> It's good to see you here. >> Good to see you, too. >> Um all right, well, uh our Unified program uh has really, I think, come into its own and continue to grow. Um I know that was a goal. I didn't know then, but I know now from the story from Jennifer Blazer, um who has been the coaching kind of coordinator. Um, that when she arrived here from, um, Arizona, that she really had a passion and an interest to grow our unified program. And, um, I think you've seen that in the last couple of years where this group has come, um, for recognitions around soccer and other sports. But, today is, uh, around their accomplishments on the basketball court. So, this team

085this year, uh, finished second in Washington state at the champion Uh, they won, they qualified because of their division, uh, winning, uh, championship in February. Um, and I want to thank before I turn it over to the students to introduce themselves. Um, I want to thank Jennifer Blazer as the coaching coordinator, but also our volunteer coaches. We have Jaden Jaden Glenn and Macy, um, back there. And then we have Caden McConnell, uh, right here. So, Behind our students' success are always tremendous educators and parents and volunteers, um, who help facilitate it and then allow our students to shine. So, with Blazer, I'll turn over to you. >> Hi. Thank you guys for having us here. Um, what we do really is fantastic. We provide an opportunity for students of all ability levels to come together

086and participate in a team sport. Not only to compete, um, but also just to build friendships, to learn about how to be part of a team, um, to learn all different types of skills on and off the court or the field. Um, we do play quite football, we play basketball, and we play soccer. Um, we have gone to state, um, championships for soccer, and this is our first time placing for basketball. And we went all the way to Wenatchee to play in this game, which was an awesome opportunity. Um, I think one of the greatest things about Unified are the adults that also participate in it. It is completely volunteer, so the adults that are here are giving up their own time. Kaden has some remarks that he's going to share. He has a sibling

087who plays Unified and a passion for sports and has been a tremendous addition to our team this year. And Jamie Gladden on the end, I love her story because she started coming out and helping to coach when her son was playing, Kaden, if anyone knows Kaden Gladden. And he has graduated now 2 years ago and Jamie still keeps coming and helping. So I really appreciate the work of all of those adults. I will let the kids introduce themselves and I think Kaden has a few things that he'd like to share with the board tonight. So Do you want to do I introduce yourself? No. >> This is Gavin, my younger brother, and I'm Kaden, the volunteer coach, and >> Do you want to introduce yourself? >> My name is Leo. I'm sorry. >> What's your

088name? >> Uh Ethan. >> What's your name? >> Oh, I'm Brenna Avery. >> I'm Jamie. >> I'm Yura. >> All right, I have a couple of words to say. Uh good evening. My name is Kaden Pagano and I had the privilege of coaching the MIHS Unified basketball team this season. I just want to say how proud I am of this group, not only for finishing second in state in Wenatchee, but for how they represented Mercer Island every step of the way. What stood out most wasn't just the wins, but the way this team showed up for each other. They built They built real friendships, supported one another, and created a team culture that was positive, inclusive, and genuinely fun to be a part of. Unified sports are special because of how the They bring students

089together in a way that goes beyond the game. This team showed what it looks like to lead with effort, respect, and heart. Thank you to the district, the school, and the families for supporting these students and making programs like this is And most of all, thank you to the players. You guys made my first season of coaching unforgettable, and the next step is to go win state in soccer. >> Bren, would you like to >> Oh, yeah. Hi, I'm Bren. Um I'm a sophomore, so practice is my second year doing um Unified. It has been an absolute pleasure because as a neurodivergent kid, it is definitely hard finding a fit and belonging with sports. And Unified is Sorry. Unified is like one big family. We care for each other. We love one another. And it's

090just like amazing. I met amazing great like mentors like Mom Dad and Jimmy and then Cayden and Blazen. And it's just been amazing. Yeah, and I'm just really grateful to be part of this team. We had our ups and downs, but honestly, it's like a great team. I highly recommend it if you have like freshmen team just like kids in high school wanting a great like team. Like I just really big family. So, yeah. Thank you. >> I sure. What would you like to say? >> I I'm Ethan, and I'm a sophomore just like Bren. And I did pretty great in basketball. >> Honestly, I feel like Unified is such a good team. Everyone is just so kind, and it's just it's such it's such a beautiful team. I I really love it. And I

091just I love scoring some points. It was fun. You're You're doing a good job. Yes, sir. Yes, sir, brother. Yes, sir. But everyone did a really good job. I'm just really proud of them. So, yeah. >> Thank you. you want to say something everybody? >> We are good. Okay. All right. Thanks you guys for having us here tonight. We really >> So follow this laser and we're going to get a picture with you with the board. Photo ops. Okay, so I'll take the first picture then I'll let parents come up and you guys can do it. So we're all looking at the same camera. Okay. Are we ready? Uh on me in three, two, one. Three, two, one. Three, two, one. Okay, parents parents come on up. No, no, no, no. This with the board.

092>> Thank you. Thank you. >> Okay, we're going to transition in our radio and our TV superstars. They'll be following in next. Yeah, radio and TV. Do you have any others? This one? Is there any Are there any other students coming? >> Oh, no. This is it. >> Morning, Natalie. Come on up. >> Okay. >> Um so, our radio and TV programs continue to just grow and blossom and bloom and um give students not only voice, but presence and and a participation in the world around them. So, the 88.9 The Bridge students and staff and the MIHS TV received awards and recognition at the International Broadcasting System Awards in New York earlier in March. Students brought home top top honors across multiple categories in podcasting, sports broadcasting, storytelling, promotions, engineering, and station operations. Some of

093the students before you tonight didn't win just in one category, but actually in multiple categories as well. The IBS Awards celebrate excellence in student-run media programs across the country, and they compete against high school stations nationwide. Our KMIHS students were recognized for their creativity, professionalism, and commitment to producing meaningful and impactful content. I'm going to turn it over to our two um teachers and advisors here in just a moment. Um but, Michael Ketcham, who I don't believe is here tonight, but who also want to note. Um he was honored as the best faculty advisor on TV uh at this particular awards, which I know um Joe and Natalie and others have won also in the past in various different categories. So, um congratulations to Mr. Ketchum. So, I'm going to turn it over to um

094to Natalie and Lauren. >> Well, thank you. Um so, we have been here before to be celebrated for national awards and uh I guess something that I would just like to say is this time it's more awards and recognitions in a complete in completely different categories than where we've normally been competitive. Um you know, things like our female athletes telling their stories, sheer and utter dedication to our station, um like without even having any anything any grade or any kind of reward tied to it, just like sheer dedication, collaborative projects, um radio drama that we've tried to compete in for years and years and and we we won this year. So, um I'm just I'm super proud that we can keep expanding and and showing our our talents and professionalism of our students in just

095new and exciting ways. >> Mr. Hector, anything you want to add? >> Yeah, I'll just echo everything Natalie said and this is my second year here. So, now I've gotten to work with a lot of these students for 2 years and just see them grow in their voices and all that they're doing and I I just it's a really amazing experience to be able to see that and uh just really proud to be able to work with all of these students and um and see the incredible work that they're creating. And I just want to say on behalf of KMIH, we stand in solidarity with be with press. >> Yes. I'm right, um but we obviously don't have everyone here. But if we want to start here, name kind of what you're up to maybe

096this year, but what was your award? >> Okay. >> Let's do it again. >> Yeah. All right. So, my name's Mia Tamarkin. I'm a senior. I've been in the radio program for 4 years now, so for the entirety of high school. Um I won two categories. Uh one of them was with Maddie, so I'll let her say the other one, but uh we one of the ones that we won was for the best promo. So. >> Um I'm Emerson Woods. I'm a sophomore in advanced and I won the best news feature story for my piece on women's dress code. >> Um hi, I'm Brooke Knoll. I'm a senior, so I've also been here 4 years and I won two awards, one with Ava Chessin, who's not here, but best music directors, and then for my

097celebrity/artist interview with someone that I did last year. >> I'm Maddie. I'm a senior. Um I'm in Abra this year and I've been in radio for 2 years now. I won one award with Mia and I won a second award for the best um website with Audia, who's not here now. >> I'm Ginger. I'm in intro and I won the best radio drama for this year and I'm also a junior. >> I'm Ethan and I'm a sophomore in Abra and I won best student staff member non-management for my work running the radio board while nobody else was. >> Any questions or just comments before we do a picture? >> I will say that I went to to tour the radio when we went to the high school and I was very impressed and and of

098course I am glad right now, so congratulations and to all uh the community members. I think in the website is kind of a schedule of all the programs that I learned when I went and visit, so you can actually get a sneak in at least just a little bit of all the programs that you have. It is totally uh it's a fantastic radio program, so congratulations. >> Thank you. >> Congratulations. >> So you're close together in the back. We don't want lots of space. Right on me in 3 2 1 3 2 1 3 2 1. And then any parents? Um just a couple other recognitions. That's the end of the recognitions from um uh from our students tonight, but just a couple other recognitions. Um the first one that we announced on social media

099and other places, but um the state superintendent started a new award of excellence. Um some of the awards at the federal level have gone away, and so um the state superintendent um Chris Reykdal, um he started the educational excellence for achievement, which is awarded to the top 25 school districts in the state based on attendance, kindergarten readiness, I-Cap participation, um high school level math in the middle school, dual credit, dual credit participation not with CTE, as well as measurements on the um on the um SBAC. So, um we received this, and it will hang in the district. But, this is our award of excellence for being a top district in the state of Washington. We have a really awesome uh May that comes up um in kind of end of April. Um we have our

100National School Lunch Hero Day coming up May 1st, uh bus driver appreciation day on April 28th, um Public School Volunteer Week, National Student Leadership Week. Um but we also have um some other important celebrations culturally. We have Cinco de Mayo coming up on May 5th, which will be just a couple days um before your next board meeting. Um and school uh nurses week. But we also wanted to just take a moment um as a board and certainly as a superintendent to honor someone who supports all of us each and every day. And not always sure how she does it exactly. I get a first row seat I get a front row seat for it, but I still don't always know how it all gets done. But Michelle Mueller is our admin assistant and and board

101secretary. Um and in honor of admin appreciation week and administrative appreciation week, um we just wanted to take a moment and thank you Michelle for all that you do for us. And I'll give each of the board members a chance to. Um but we have a card for you tonight and a uh hopefully it will bring some cheer to your patio and uh and your desk there as well as nice um go over our appreciation. Now we have a nice plant sale some more to come, but >> Um, Michelle and I have actually known each other since I moved to the island. We were in a book group when I first moved to the island. We sat together. Um, and uh, I just stand in awe of your organizational power. Like, I could literally never.

102Um, and if I win the lottery, the only physical sign will be that I will hire Michelle right out from under Fred. I have her enough to be my own life person who keeps my life in order because it's uh, truly inspiring the way that you do it. >> Echo. Uh, and I will also say that if one of you know, uh, our own little defects, maybe you knowing how much we procrastinate or do things. I appreciate that you always uh, keep us on track with a lot of grace uh, to make things You make things happen and in a very good way. So, so thank you very much for everything. >> Thank you. I think the sign of a person who's competent is that when they need to when something needs to be done,

103they get it done. But I think the sign of someone who's like hyper competent, as Michelle is, is that it happens like with magic. Like, it either happens with no one having to ask for it or you do ask for it and it immediately comes back, "Oh, yeah, done." You know, and it's just like everything, you know, turns to gold. So, thank you for everything you do to support all this. >> Yeah, thank you so much for everything you do. Uh, I'm emailing you my board reports at like 11:00 p.m. or something like that. Uh, you're just one of the most reliable >> I will keep >> So, it's just Thank you so much for everything you do. It's like you really are the one that gets the last one for Mr. >> Yeah, I

104think we all have like a sigh of relief when we get an email from you because we realize it's like one more thing we don't have to think about because you covered it. You make our lives so much easier and it's honestly like it's amazing and so easy to take for granted cuz you're so capable. Like, it's awesome. So, thank you so much. >> Thank you. >> So, since we have a big audience on hand, everyone please join us for the pledge. >> Um and those are our recognitions tonight. >> I just wanted to note really quickly that the aisles seems to be awfully warm. I don't know if you guys are feeling it. I don't know if there's something that can be adjusted, but it seems to be extremely warm. So, I just want

105to do a brief check-in before we start public comment. We've got 40 minutes for public comment. So, do we need a break? Do we need a break? We'll take a longer break afterwards. Does anyone need a 5-minute break or are we good? >> I'm good. >> Okay. So, we'll move on to public comment portion of our meeting. I have something that I need to read. School board meetings are business meetings of the board held in public. Public comment is an opportunity for community members to provide input on the work of the board in the district. This is not a time for dialogue between the board and the public. Board directors do not respond directly to public comment. However, the board's silence should not be taken as agreement or disagreement to speakers' remarks. Board may later

106direct the superintendent to respond to issues raised during public comment. Public comments must adhere to the same level of civility that the board expects of itself as specified in board policies. Speakers may not use threatening or profane language in comments, may not direct individual attacks against staff, students, administrators, or board members. Please note that comments have potential to violate the rights of others under laws protecting privacy and laws prohibiting defamation. Comments that name a district student are not permitted without permission of that student's guardian. The board president will cut off speakers who violate any of these rules. Their speaking time will be ended. Speakers should state their full name for the record at the start of their comment and their relationship to the district, if any. The board will hear testimony from the first 20

107individuals to sign up for public comment. And speakers tonight will be allowed in 2 minutes to comment. So, we have a little paragraph under this where we normally say if you wish to make a comment in person, and if not, you can complete a public input form, you may do so, but I know that we have a whole slate tonight, so I'm not going to get into into that. I just want to note that we have 2 minutes allotted for each person, and out of respect for everyone here and the public governance work we also need to do tonight, and important conversations we need to have about as a board, uh I'm going to ruthlessly use my gavel to make sure we stick to 2 minutes. So, please make sure that you are ending your

108sentences in advance of the 2-minute mark, because I'm going to cut you off at 2 minutes. But, I'm looking forward to hearing very much looking forward to hearing from you all tonight. Where are we hearing? Where are we supposed to be hearing from? >> Because there's a lot of noise. >> Okay. >> Right here. There's a whole crowd that can't hear anything. >> This seems Can we get some chairs here for them? >> What's that? >> Can we bring some of these chairs that are up here for some of them? >> Um we don't have a whole lot of board chairs. They're kind of all being used. >> right there. And there's a couple here. >> Yes, and just so you all know, as we get settled here, I'll read uh call the names as

109we go. The first speaker will be Jennifer Russell. First gentleman. Grace Jennifer. We're sorry. March the speaker will be Jennifer right there. >> Okay. >> Is this okay for me to be in here? >> Yes, and actually I was going to let you know at the at the beginning that we have a number of students here who are not going to be speaking as I understand, but they have brought signs. So, they're discussing um some um important feelings about Crest, and um I just really appreciate you all being here. At least know that we're paying attention and we read your signs, and we are really glad that you're here. Because if you are a student or a teacher, thank you. Is Jennifer here? I'm Jennifer Weissman. Okay, so what I'm going to do is I'll

110I'll I'll I'll call the first person, and then I'll tell you who's on deck so you know. So, Jennifer is going to first, and then Diana Weissman uh followed by Mason Weissman will be after that. So, please be ready. Uh just state your name. Is Jennifer here? Okay, we're going to go ahead and move on to number for 7% of them, and then come back to Jennifer at the end. Okay, let's go ahead with Diana Weissman and Jennifer Weissman. All right, please everyone please be quiet and give us uh Diana the Thank you. >> Um thank you for allowing me to speak. My name is Diana Weissman. I am the mother of Mason Weissman, who is in the 11th grade. He has been at Crest from the 9th grade to the 11th grade. I really

111wanted to take this time to um just indicate how important Crest has been to our family. We came out of Taipei based on in Taipei American School and it was very clear from the first grade when they started to notice that Mason needed extra support. The school did testing. They pulled us aside and said that they would support him for a little bit at the elementary school. However, we are only really interested in the top 10% of learners. Mason was supposed to be in that. And he managed to convince the school that he needed to go to the Taipei British School or European school or go back to the United States. And frankly, I was very at least they were very honest. We'll support him for a little bit. So we got back to the

112United States actually and started in elementary school in fourth grade and then moved into middle school. He started on his 504s, eventually needed an IEP. I will say that we were told coming back here that the IEP was something that would give him the resources and the things that he needed. And even though it's written in, I will say that each year we've had to negotiate to each teacher and remind them that he is on an IEP and that he does have these needs. And so and my friend who has a kid on an IEP at Lake Washington said that they need to do the same thing. When we came to the high school, he was placed with the freshman and he goes to Crest. And at first I was a little concerned. Is that

113really equitable? Is that more isolated? I will say that Crest has been the environment he needed to get, to feel safe and to be able to express himself. And I cannot thank that team enough. Ms. Blazer went above and beyond to make him feel safe when he was at the high school and felt that he was being singled out. So thank you Crest. Thank you. >> Thank you. Next we have Mason Weisman followed by Chris Richards. >> Good afternoon members of the school board and Mr. Waring. >> And we're all in >> Um I'm here today to say that Crest should stay in the school district for the new generations of students who are going to come here or I know that political science will will be here. However, English and history was a class

114I've taken from freshman year till now and hopefully I will take it in my senior year. It would not be in my best interest to leave that class away as I and many of my classmates have been either bullied by the students at the high schools or have been seen as outsiders by the others. In all honesty, Crest has been a massive second family for them and I. I know that after Crest is shut down, most will still be here. However, it won't be the same. We won't have Crest lessons anymore. We won't have Crest giving anymore, which brought all of us together and helped create more communication between us. On my first day of high school, I came home proud. Sadness, but out of joy since I was finally accepted for who I was

115and who I am. I didn't have to change myself to become friends with others. No, I was accepted for being me and that is all. >> Hi, I'm Christie Shires and my daughter Noa is a senior at Crest. I'm also a former high school a teacher. And I'd say the broader community of Mercer Island is full of very successful and affluent people. For someone who's building self-confidence, it can be a rough atmosphere. Those who do not fit the mold can feel disenfranchised and alone. My daughter Nova has been in MI schools since kindergarten with Brett as principal and has always walked to the beat of her own drum. In elementary school, I was already concerned about how she would navigate MIHS where kids move on to Ivy League schools and other intimidating pathways. When I

116learned about Crest, I was elated and I immediately began keeping tabs on the program as an option for her. Without Crest, we would have definitely pulled Nova out of the district. Many parents don't know about the Crest program, what it has to offer, or how it might benefit their child. There is a stigma associated with the program and the district has done nothing significant I'm aware of to mitigate that in the last 15 years. The district seems to guide students to Crest after they fail at MIHS and do not present it as a viable future option for all kinds of different learners when they are in elementary and middle school. If parents knew more, maybe more would opt to stick with the district and plan for enrollment at Crest. There are countless studies on the

117importance of community and a sense of belonging for adolescents. This sense of community aids in self-confidence and the capacity to be successful. It's critical to mental health. I've seen my child thrive in the Crest community with a sense of home in the Crest building. It has been life-changing and possibly life-saving. It has provided an escape from fluorescent lights, crowded halls, noisy comments, occupied bathrooms, and a plethora of stimuli that are overwhelming for many students. During that escape, she has been able to grow and learn. Removing this program, or even removing it from this building, is like cutting down a forest to build a parking lot. You might have the need for a parking lot, but don't cut down our beautiful thriving forest full of individual and unique life. The need for Crest is critical. Continue

118the success of Crest so that every student can have their successful future. >> Following Nova will be Harry Thompson. >> My name is Nova Shires. I'm a 12th grade student here at MAHS and I've taken Crest Block for all four of my years at this high school. For those four years, Crest has been my refuge, my school. I associate more with being a student at Crest more than at MIHS. Because Crest values what I value. It values grit, community, healthy relationships, and fun. I value working hard on products I am actually enjoying and feel proud of. Crest allows me to do this by giving me the choice on the medium to do and as well as letting me as well as giving me more flexibility in the topics and the ways I want to demonstrate

119my learning. I value being a part of a community that cares about that cares as much as me for it do for it. Crest allows me to do this by giving me ample opportunities to contribute back to the community such as planning community events or even a community action project. I value being able to build meaningful relationships with other students and staff. Crest allows me to do this by allowing me to interact with students and staff who I normally would not be able to interact with in a traditional learning space. And I value to be able to enjoy my learning. I feel like my learning is benefiting me and isn't just for a piece of paper after four years. And and actually contributing to my community and future. I value all of these things because

120Crest sees value in me. And as I graduate, I will remember these four values. I will remember Crest Crest Block and I will remember how if you cut this program, you will have possibly failed thousands of future students. Um Crest Block is the core, the flagship class of Crest. Without it, you would destroy a community of learners that has been built and improved group since 1971. Crest is something that is always evolving at a rapid pace, shaped by students, not by board members. >> So, following Carrie, I will be >> I'm Carrie Thompson. I am a teacher at both Crest and in the high school. I've taught in both high school and Crest, and I want to speak to why that model cannot be replicated at the high school. Not because of willingness, but because

121of structure. Any of us could even be replaced, and our students would still be supported at Crest. None of us are unicorns. Crest itself is the unicorns. Crest has some three essential pieces, curriculum, team, and building. You cannot move any of that to main campus and expect it to function in the same way. Many people say Crest curriculum is easier, and I would say yes, Crest can feel easier, but that's because it's genuinely adapted to individual student needs. Students who want real voice, choice, flexibility, and multiple ways to show what they know will thrive. The high school, by necessity, is teacher-directed and text-paced and deadlines. Students who want to be directed on what to do and when actually struggle at Crest. That's not a bug, that's the design. That works for many kids, but it

122cannot be asked to do what Crest does. Neither path is better or works for all kids. Both paths can be true and good and effective at the same time for different learners. Crest is built around a cohesive team of adults who respond as a team to any student need, whether it's academic, safety, or home support. That structure cannot exist at high school. We would be spread across a large building without consistent eyes on our most vulnerable students and without safety net of a shared space. The schedule simply doesn't allow for a coordinated response, whether planned or in the moment, that our students depend on. It isn't a question of willingness, it's a question of physical and structural capacity. The building, our space was designed for this work. Large and small rooms, kitchen, quiet places for

123discreet conversations while still keeping eyes on our students. The high school with its scale and its hallways simply cannot host that kind of community. The building also makes possible some of our most essential curricular practices. Our student-led conferences, while students may groan about them, are one of the most important parts of our program. They reflect and and explain their learning, their progress, and their world to their family members teachers. We would have neither the space nor the scheduling to conduct 40 30-minute conferences inside the high school's configuration. The model doesn't need a room, it needs our building. >> Katinka is up next and then following her is Elise Forrester. >> Katinka, she's remote. >> Oh, I mean I apologize, I just know that. Do we have Katinka, can you hear us? Hey Katinka, are you

124able to hear us? >> Yes. Am I coming through okay? >> Yes, you are now. >> Perfect. I'm going to go ahead and turn my camera on, one second. >> Yeah, why don't you Yeah, don't restart it. Just wait until she's ready. >> Okay, I'm ready. >> Copy. >> Good evening. My name is Katinka van Eden, a 2024 graduate and a Crest alumna. I am here tonight to fight against the proposed removal or relocation of the Crest block class. The sense of community that defines Crest is not a byproduct. It is a deliberate result of the block structure. Essential traditions such as Crest giving and community events are the primary vehicles for student bonding and peer support outside of the block curriculum. Without the dedicated time and space provided by Crest, these pillars of our

125community could vanish, leaving the students without the social and emotional scaffolding they require to succeed in their own ways. For many of us, the high school environment was a place of building, however, serves as a sanctuary. Its physical and cultural separation from the main campus allows for a different style of learning environment where students feel equal to their peers rather than perpetually behind. The close proximity to our teachers and peers ensures a level of accountability, individualized care, and most importantly, community that the traditional high school model simply cannot replicate. I am a direct testament to the efficacy of Crest. I, at 20 years old, am a successful full-time artist, business owner, studio manager, and I am fully independent despite the fact that I struggled in a traditional schooling environment. I apply the Cresta Centrals, which

126are healthy relationships, fun, community, and grit, to my personal and professional life to this day. Those parts of my character are why I am standing here today to fight for Crest. You cannot dismantle the foundation of a program and expect the community to remain standing. I urge the board to recognize that Crest block is not just a classroom, it is a lifeline. Please preserve the integrity and future of this program for the students, current and future, who need it most. They deserve the support and care I received. Thank you. >> Next is Felicia Forrester, followed by Jennifer Blazer. >> Are you ready? >> You can go ahead and start. >> Okay. >> I'll just go ahead. >> Hi. I am speaking today to bring context to the board of how the decision to close, relocate,

127modify Crest was brought to the Crest table. The last 5 years I have straddled the high school and Crest environment as a staff member, and I have seen how significant changes have happened at Crest because of various changes throughout the district and high school. Crest has seen a significant change and turnover in the high school administration and counseling department. All but one counselor left in the '21-'22 school year, and the administration has seen four administrators leave in the 5 years that I have been associated with MIHS. Amidst all these changes and staff turnover, the new counseling staff and administrative team that was left, though hard working and wanting to meet the needs of every kid, lost sight of their role as a vital lifeline in referring kids to Crest. And this was because no fault

128of their own, but because of limited standardized systems and huge case loads. In this time, we saw a review of the MI online program take place, and the downstream impacts of that moved a math teacher out of our building for a majority of her day last year. We saw We had a chance to do a Crest program review last year, and what started as an opportunity to survey the community and students about their wishes and plan for how the Crest program could continue to meet the evolving needs of the most vulnerable students of Mercer Island quickly turned into a budget crisis, where we were given a 0.8 reduction in science and math offerings and a 0.8 FTE reduction in Crest block, resulting in a difficult decision to run two block sections with only one dual

129endorsed teacher. This has had significant limits on the students we were able to bring into the Crest program because the limited class sizes that are being offered are running at full capacity from the get-go. Despite the changes with staffing and the ongoing budget constraints that Mercer Island and all other school districts in Washington are facing, Crest staff has continually attempted to be a proactive and we have been given many constraints in our ability to partner. >> Next we'll have Jennifer Glazer, Patrick Glazer. >> My name is Jennifer Glazer, and I'm a teacher at Crest. I'm here to speak about this program and what it means to students and families. I'm also a Crest graduate. I'm a direct example of the impact this program can have. Crest changed my life. My Crest teacher Patty Norton inspired

130me to become a teacher, and that experience is part of why I'm standing here today. But, this issue is not about me. It's not about a single staff member. Crest itself is not dependent on one person. I cannot do the work I do at Crest without the program itself, because what makes it effective is a whole integrated system. Every teacher works with every student. Together, we build community, great fun, and healthy relationships throughout the building. It is not just instruction. It's a shared structure that supports the whole child. I've heard arguments that closing block is not the same as closing a program, but leaving two students alone classes does not represent what Crest is. Crest effectiveness comes from collaboration, integration, and the intentional community built through this model. When separated, the model no longer functions.

131What is truly at risk is the loss of a system designed to support students who need a different pathway to succeed. Students who often do not thrive in traditional models, but absolutely deserve access to high-quality education and meaningful support. Crest serves as a safety net and a community helping students stay engaged, build confidence, and experience success when they might not otherwise when they might otherwise disconnect from school entirely. I want to address concerns that have been raised about Crest effectiveness. I have been presented with claims regarding failure rates, and I've provided data showing the opposite. Students in Crest demonstrate a measurable reduction of D's and F's, and that's not an opinion. It's measurable improvement, and it reflects the impact of the program. I've also heard about cost along side suggestions that this model could be

132simply recreated on a traditional campus that raises an important question. If resources are truly limited, how can the same outcome be expected from a replicated version while also maintaining a budget deficit? This program needs to continue so that all students at Marshall have a place to belong and succeed. >> Okay, Patrick is up and Sheena Cutright is on deck. >> Patrick Green B, um In 1971, there were students who needed something different. When I joined the program in 1987, there were students who needed something different. When I started teaching here in 2009, there were students who needed something different. When our student population drops to 1,200, there will still be students who need something different than the institution that is Marshall High School. Kids who need something different are the weird kids, good kids, the

133queer kids, the poor kids, disabled kids, out-of-the-box thinking kids, art kids, theater kids, niche kids, friendly kids, joyful kids, going through cancer kids, struggling with mental health kids, the critical thinking kids, the thoughtful kids, and the engaged kids. They were those kids. Still here. They all still need a safe place. They need They need somewhere to learn, to engage, to be who they are, to become who they want to be. In 1997, Marshall High School brought a wholeheartedly intentional space, built that space for holistic education, taps in the heads, hearts, hands. 2005, we redid that model. Mark Groseclose built uh the the program that we did wholeheartedly. And as a facilitator, we've been overseeing things like Class Bash, Class Giving, Graduation. About hundreds of block kids, many of whom will tell you that this program

134and this community saved their lives. Also had to fight and claw year after year, to justify the existence. Recent administrations have minimized offerings, split up staff, citing dropping enrollment despite relatively consistent enrollment across the past two decades. We understand the program's costly. What would be more costly is a Mercer Island School District without a safety net. No public school outlet for students whose families cannot afford private or bring an attorney to an IEP. We'll continue to revise, review, but we just want the building to stay. >> Hello ladies and gentlemen of the school board. My name is Shaysten Cartwright. I'm the president of the group known as Crest and Representatives. I am here because of program that means a lot to myself and many others who are seeing this discontinued starting next year. I'm here

135to protest, to voice my disagreement, and to share my story. Oh. I had grown up in this district, and I've been here for many milestones in my life. From growing up at West Mercer Island, seeing my fair share of my third grade gymnastics floor tricks, of which the muscle memory still sticks with me. When I was in fourth grade, I was diagnosed with ADHD and attentive type. I remember feeling that I was broken, like I was slower, faultier than my peers, like I was lesser than. As I continued on to middle school, my situation continued to spiral, as did my mental health and my relationship with school. I felt as if there was a disconnect between me and learning. School became a chore, progressing to an impossible task, and the pills in my medicine cabinet

136learned death was the only solution to the fit to the effective mess that I believed I was. As my eighth grade year came to an end, my counselor Dana Nash suggested that I visit Crest and potentially take classes there. I accepted. Upon arriving, I felt immediately welcomed by my future peers. I felt the fresh breeze of belonging in a stuffy room of isolation. I continued to the tour, finally accepting the thought of attending school for the first time in years. As I made my way through freshman year, I looked forward to school. I was excited to learn and I finally enjoyed English class the subject that I hated for years. I felt motivated to succeed and carve path to myself. My Crest class has kept me accountable, kept me on top of my work and

137kept me productive when I made like while I made some life long friends and learned along the way. All of that came crashing down when I saw administrators lining the big room ripping the rug out from under us. I realized something that should be the truth. We were given a 4-month transition period. That day I sat there pondering, where were I where were our voices in the matter? Where was our warning? Where was our chance to fight back? Where was our equity in our corner? I felt as if the rug that we were standing triumphantly on moments ago was now being used to conceal us and to cover us up. One thought echoed endlessly through my head, how could that How could they take away something so important to so many at the snap of

138their fingers? My story isn't original. It was written by the same quill and same ink as many others. Others have found community, empowerment, and success through Crest, which is why removing this program is a mistake. Many success stories like mine were written by the quill, ink, and Crest and many more stories are yet to be written. Don't let the ink dry out. >> And next is Ben Chenoweth. >> No, sorry. Yeah, yes, you're you're next. All right, um hello everyone. My name is Whitney Rig. I am a junior Crest representative and a Crest student. You think students of the Prairie View High School is promoting the website that the high school prides itself with being student centered. The students are their priority. Why are we cutting Crest off? Why are we cutting a class, a

139community? I and many other students see it as a second home here, a safe space, a community where I feel like my mental physical health and well being are truly prioritized. Uh I was in the high school freshman year and when I was there I was mentally jumbled and I was suicidal, depressed, I couldn't engage. I was never destructive, I was shy, quiet, and drawing into the life of the major. Nobody saw I wanted to connect to this. I could have lost my husband with a detergent cord. Uh I had myself mental institutions and after because I reported myself to the institution wards. My doctors decided to suggest I look at Crest. When I got uh there immediately asked my name and greeted. I wasn't judged by my parents, posture, or anything other than what

140was preached in the Pokemon universe with his best rather than his subjects. With Crest with Crest lock, I got a learning engagement where it feels like I truly is truly a human being. I feel like I can take it in in information without worrying about grades, struggling, and I don't feel seen. I am seen. We also have student led conferences. No one likes student led conferences, yet these actually made Crest my learning into uh into my mother who was once so uptight she could not relax. Now my teachers encourage my growth and I have gone from a distracted child who was distracted by anything and struggled on focusing to expressing my thoughts and issues with the how the school board has been handling Crest. I've been told by a friend Crest is highly likely to

141have to go to a different school and have a change of regulation. I fear having to leave as well. I fear I fear being sent back to square one since the temporary roof, head, and home are far from safe spaces. In the depths of my mind when first meeting you once more, if we truly are a priority, uh please rethink your decision. Thank you for your time. >> Uh before I start, I have something to say. >> Thank you. >> So, to Ben is up now and after that will be Ross Albright. >> Okay. Um as alumni of Crest, we are living proof that Crest models work. It is the place we felt seen. It is the place we were able to be ourselves, to learn who we were, who we wanted to be. The

142building itself served as a physical refuge. The adults that valued us helped us value ourselves, embrace our own strengths and our quirks, and helped us learn how to learn. We, and by extension every community we are a part of now, owe a debt to Crest for helping us shape us into the adults we have become. And so, over a hundred of us have taken the time to share our stories and impact this program has had on our lives. For some of us, Crest was the reason we are alive at all. One survey response read, "If I had not gone to Crest, I would likely be a statistic." Another said, "Crest saved my life when all I wanted to do was drop out and end it." And I wrote, "I attribute my time at Crest to

143me being alive today." 17% of our alumni said Crest is the reason they are still alive. Crest is designed for all students to feel seen. Every time you walk into that building, the person at the front desk knows your name, even if you are there for just one class. A kid for a kid who's maybe thinking that they don't want to be here anymore, that means a lot. It means a lot of the curriculum that is structured to prioritize student individuality and building itself is built so that every adult is physically surrounding their students with support. A person's performance is a function of their potential minus their interference. On the main campus, there is a lot of interference. It is bright and loud and busy. It's full of distractions. Bullying and microaggressions fly under the

144radar. It's easy for students to be excluded and overlooked, to disappear. The place of instruction at the main building has no room for bad days, for crises, or for complications. Crest, on the other hand, is physically and culturally built to strip away interference and build on students' potential. Students' individuality, diversity, quirkiness, differences, vision, and creativity are seen as superpowers at Crest. One of us wrote, "Crest is a hotspot for neurodivergent success on Mercer Island." Crest is a safe haven for many students. As another alumni put it, "Walking into Crest meant walking into a warm building and knowing everyone there had my back and wanted the best for me. I learned how to learn there." Roz will continue my statement. >> Roz will bring you and then on deck is Annie Crutch. >> My name is

145Roz Weinreich, Crest class of 2001. Crest shapes who we are as people, as community members, parents, clinicians, as educators, as adults. Crest is more than a community. It is a family, especially for those whose family lives were difficult. The names of faculty and staff members spanning all 50 years of Crest's history pop up throughout our stories. Karen and Michael Hagen, Michael Harbert, Sally Barto, Ruby Zander, Carrie Jen, Jason Porter, Patty North, Nancy Beth, Sarah, and many others. We built lifelong relationships from our time there. Crest helped everyone become the best versions of themselves, which is what a family should do. 52% of us say that Crest is the reason reason we graduated high school. As one of us wrote, Crest meant a future where standard classrooms meant failure. Crest changed who we thought we could

146be and what we thought we could do with our lives. It took kids who didn't see a life for themselves beyond high school, didn't see themselves entering college, and helped them find a path forward. Among our ranks, we count a school administrator, multiple special education teachers and social workers. We have writers, public relations professionals, lawyers, business owners, a pastor, a community organizer, a Marine, and a Marine biologist. We are writers, actors, designers, university professors, and engineers. Some of us needed to weather a particular crisis in our lives, others just needed something a little bit different. While some of us are still fighting tooth and nail to get where we want to be, none of us would be where we are without Crest, and we urge you in the most strenuous terms to protect with fidelity

147the long-term continuation of this program. Thank you very much. >> Ann Grutch is next, followed by Ruby Now. >> My name is Ann Grutch, and I'm here today as a parent, an educator, and a long-time member of this community. As a parent, I raised five children, and two of them have unique learning styles that made it difficult for them to thrive in traditional classrooms. Like many families, we faced the fear of what happens when a child doesn't fit the standard model of education. I first learned about Crest in 1986 when my very bright daughter finally had her educational needs met. She struggled in high school and I was not capable of helping her on my own. Crest helped me save my daughter's life and that is very literal. And I know I am not the

148only parent who feels this way. I can say with certainty that without Crest, my daughter would not have graduated from high school, gone on to college, or earned her master's degree. Crest changed the trajectory of her life. As a teacher, I can tell you that Crest represents an essential educational model. It is a place where students build self-esteem self-esteem, learn that they are capable and that they can succeed. As a community member, I know that Crest serves a need for Mercer Island by giving all students the opportunity to learn in the way that works best for them. Crest provides something every student deserves, the chance to succeed on their own terms. I urge you to recognize the value of this program and the lives it continues to change. I know firsthand the impact it has.

149My daughter, Jennifer Blazer, is now a teacher herself. Without Crest and without her Crest teacher, Kathy North, she would not be here today. She would not be a teacher at a position to support students like they do. >> Yeah, we're going to have followed by Ellery Hack. >> Good evening. My name is Ronan Dow and I'm a freshman in the in the Crest program. When I fairly moved to Mercer Island the summer before my eighth grade year at IMS, I just spent almost every day in the Zen Den, a space for students who are overwhelmed or overstimulated. It kept me afloat when I missed so much instruction that I barely passed my classes. When I transitioned to MIHS, I was enrolled in gen ed classes. There really wasn't much discussion or promotion of the Crest

150program, despite the fact that I was an obvious candidate. Three months later, I was having regular panic attacks and spending a lot of time in the counseling office because the environment was too intense for my brain, too overstimulating. It was Mrs. Brown, my counselor, who finally pointed me toward Crest. I almost didn't go because the stereotype on this island is that Crest is where the bad kids go. That stereotype is wrong. Crest serves a wide demographic of learners, different backgrounds, different needs, different stories, who share exactly one thing: the general education model does not work for how they learn. That is not a deficit. That is a population this district has a responsibility to serve. Crest changed my trajectory, not just because of how it's taught, but because of where it exists. The separate building

151is not a detail, it is the program. It removes the sensory overwhelm of the main campus. It creates distance from the social dynamics that make the stigma stick. It allows a genuine community, a culture to form, where students feel safe enough to actually learn. Moving Crest classes to the main campus doesn't preserve the program, it dismantles it while keeping its name. This district has students right now sitting in gen ed classrooms struggling, not yet in crisis, who belong in Crest. They just don't know what it truly is. So, I'm not here to ask to merely keep Crest alive. I'm asking you to fund it, protect its home, and help its community expand it because the need is already there. We just haven't met it yet. Thank you. >> Hillary and then on deck is Phil

152Simon. >> Uh good afternoon. My name is Hillary and I am a sophomore at Forest Grove High School and I attend the main campus. I am not a Crest student, but my sibling Ronan, who just previously spoke, is and I believe the perception of a student who thrives in a traditional model is actually relevant to what the board decides next. I want to be honest about what my school looks like from the inside. Don't get me wrong, I love it, but the pressure is relentless. The social dynamics are intense and there is an unspoken ranking system that runs through everything we do. Academically and socially. For students who are wired differently, who struggle with sensory overload, anxiety, or simply don't fit that mold, that environment can be genuinely punishing. I've watched it happen with my

153own sibling. When Ronan transferred to Crest 3 months into their freshman year, I watched them come back to life. They started talking about school like it was somewhere they wanted to be. They were learning, they were engaged, and they were themselves again. Crest didn't just change Ronan's grades, it changed their lives. I'm grateful this board has agreed to work with Crest, but I want to be direct. Agreeing to keep something and committing to fund it properly are not the same thing. A program with a stable home without adequate resources, without a clear plan, that is not a commitment. That is a delay and for the students at Crest, delay has real consequences. I also want to ask for something specific, time. Time for this community to show up for Crest the way Crest has shown

154up for their students. Enrollment concerns don't fix themselves overnight, but they can be addressed with plan families who need this program actually know it exists. That means the board giving the community a real runway that not a last minute scramble, but a genuine chance to partner with the district, raise awareness, and help secure the resources Crest needs to survive and grow. Berkshire I Island takes pride in serving every student. Here is your chance to prove it. Give Crest a stable home, commit to its funding, and give the community the time and the opening to rally behind it. We are ready to help, but we need you to let us. Thank you. >> Just a second. >> That's okay. Um at its core, Crest is um hold on a second. All right. >> You should probably

155restart, people. >> I was like cuz Jose >> What did you do all these weeks? >> Okay. Yeah. So, at its core, Crest is a community of students and teachers that are committed to taking a different path that leads to a promising future. Crest is a family that cares beyond conventional high school archetypes. Crest isn't caring about how popular you are or um if you're a star athlete or anything like that. Crest cares about your mental health and well-being, and as much as it cares about your intellectual academic progress. Dare I say that Crest is the medicine prescribed to students who are sick of being overlooked by the system. Crest is life, and Crest has saved the lives of students who have contemplated suicide. So, does a diploma matter if you're not here to receive

156it? And as an African-American student, it was easy for me to feel invisible in an environment that doesn't understand your culture or your history. It's not difficult for you to understand that the world only sees you as a statistic or a stereotype. But, Crest has entrusted me with this platform numerous times to express my ideas, my culture, and my history, which was instrumental in the shaping of my identity. So, that tells you that Crest changes who students believe they can be. And I'll close with this. While there's a palpable distinction between the main campus and Crest, the walk is short, but the walk is significant because in theory as a student I can walk to wherever I want to go after the main campus. But I'm choosing to walk towards Crest because I'm not only

157being intentional with my future, but I'm taking the time to go to a place where I matter. Because Crest is a place where I matter, I'm valued, and I'm seen. And as an alumni and just collectively as a body, we all have an obligation to uphold this establishment that has been instrumental in the successful lives of us all because the present student body deserves the same opportunity that we have all been given. So, I end this by saying, "Save Crest because Crest has saved all of us." >> Yes, sir. >> And then after these two we'll be Holly Luther to get her off. I'm really sorry if I am messing things up. These are the ones that I want. And these are some of those parents who were able to speak to >> Board members,

158thank you for the opportunity to speak today. In keeping open Crest for the next school year and committing a committee to secure its future, this team demonstrates that commitment to Mercer Island School District being a place for all learners. This decision took courage, and the students, family, and staff who depend on this program are grateful and appreciate your work for that. While on the right track, the details of what remaining open actually looks like are still unclear, and those details matter enormously. Specifically, Crest must remain open in its building. The calm environment, the separation from the main campus, the predictable, familiar spaces that encourage connection. They're not amenities. These are vital, functional necessities for many of these students. Moving Crest to the main campus would be like moving a surgical suite into a hotel hospital

159lobby and calling it the same thing. This situation also revealed an organizational problem the board and district administration need to reckon with honestly. A decision with profound consequences for vulnerable students was developed in isolation without meaningful input from special services staff, Crest teachers, case managers, counselors, or even families and students who rely on Crest now and in future years. Naming that isn't about assigning blame, but it's not an isolated incident. Decisions moving forward without the full picture and without including people closely impacted is a pattern the district needs to address. The committee is an opportunity to model something different, and the board has a duty to carry that standard forward beyond Crest. Much work lies ahead. We know a one-year reprieve is not a solution. The committee is only will only succeed by drawing on

160the expertise across the Mercer Island School District and our community. Teachers, families, special education managers all need to be at the table from the beginning. As this committee works, transparency is essential. The $200,000 in claimed savings was never clearly explained, and any sustainable path forward requires honest numbers and including a full picture of student educator ratios, not a snapshot. >> Following this committee, is Jennifer back here now? Will he will speak? Okay. We had a uh Oh, she is here. Hey. Okay. No, I don't Jennifer's not here. Okay, so following you, we had someone off the waitlist, Tracy Waxland. Is Tracy here? >> Yes. >> Great. So, Tracy, you're good. >> Jennifer is >> It's not Jennifer Christian, just to be clear. >> Once again, >> You're good. >> Okay. >> You got them in?

161>> I'm going to take >> Four. >> Um I come to you today as a Mercer Island parent of a child with autism, anxiety, and ADHD. A long time advocate of special education and early intervention, and I work as an ABA therapist uh with kids who range on the spectrum from moderately neurodivergent to exceedingly neurodivergent. Um how are you? So, um our family has been part of this district for decades. All five of our children attended MISD, so I understand, personally and professionally, what neurodivergent neurodivergent kids and students need in public. Um my son is twice exceptional. His IQ is in the 150s, but his processing speed lags behind. So, that led to emotional outbursts and five school placements, including uh here from Islander Middle School, excuse me, where he was ultimately expelled from uh

162we feared there might not be a school for him anywhere. Um So, it was um MISD MISD teacher Julia Riggio who first asked me, "Have you thought about ABA therapy?" And that was the first time those words were said to me. Um He was 10 at that point. There was no early intervention for him. Um uh So, we had a school district-funded ABA therapist come to our house three times a week for a year while I home schooled him. When I tell you I saw little miracles every day in that process. I mean little miracles. Tiny little things that changed his whole life. My son then came to Crest and found his home. He didn't have to home school anymore. He didn't like being home schooled. Okay, nice. >> Good evening all. I thought long

163and hard about what I wanted to say and share with the community about how I feel about Crest, our students, and how the leadership team spiriting this mission has turned their backs on our community. I went back to the basics, the Crest Essentials, the four core Crest Essentials that our students embrace. Healthy relationships, fun, work ethics, or grace, and community. While these essentials are in full display by our students as they fight for what they believe in, I lean in heavily on healthy relationships to illustrate my thoughts. Crest defines healthy relationships as healthy connections are taught by building trust through acceptance and keeping an open mind. Respect is highly valued through sharing, listening, remaining honest, and being candid about thoughts and feelings in a safe community where communication is encouraged and incorporated into the curriculum.

164Healthy relationships span friends, family, peers, adults in all capacities, and community members. The words trust, honesty, and respect struck a deep chord with me. As we come together to try to save our school, I'm witnessing the evidence of these healthy relationships in real time with the trust that our students have given us given us as we walk beside them on this journey. They have been honest about their feelings and concerns about what this change could mean for them and their education in a fundamental way and have jumped at the opportunity to share these concerns with our leadership team. They have been respectful of the process as evident here in the work that they have done with their community to bring this issue into the light. As they live up to their Crest commitment, the sentiment

165has not been reciprocated as they look to get answers and gain an understanding from our leadership team. Their concerns have been met with untruths, obfuscation, and a gross mischaracterization of what Crest will look like if it's relocated to main campus. Very little if any of this leadership team's communication have been trustworthy, honest, or respectful. I strongly urge the board >> Before you all leave, I want to acknowledge that many of you are wearing black in support of the Crest program tonight and we see that and I just want to say thank you again. Thank you so much for coming and sharing your stories and for all of your emails for reaching >> Wait till we have a moment that people have come in that have not >> Sure, yeah. Let's wait a minute. Yep. >>

166Vote for Reagan. Vote for Reagan. >> You should see all the people that came here. >> Everybody as they come in, please be quiet. This is the board meeting and so I really want I love that all of you can come in and we can see you and all of your faces, but we do need to continue our meeting tomorrow, so I appreciate your by appointment coming. So, I I just want to say thank you all so much for coming. I know everyone cannot fit in this room. We really appreciate how so many of you have reached out through emails, through in-person conversations, and for being here tonight. The students I want you to know that we we see you and we take you very seriously and really appreciate your presence and your stories. And

167we hear you. So, thank you so much and to all the families also. I I know how challenging this kind of situation is and I really wish I could say I I feel for you also and I'm really looking forward to our first chance as a board to discuss this issue because this is not been a board decision. This was a district decision and we are all working through this together with the district. And so, I appreciate you all giving us the time later on in this meeting to start those conversations. Does anyone else have anything they would like to share? Okay, thank you all so much. We are going to recess for 7 minutes and we'll reconvene at 7:35. >> Mhm. >> We are now turning to board policy 1807 financial administration >> All

168right. Uh we have full governance processing on OE 7. Um it is uh we have a couple of uh you know comments tonight that'll be on the financial side. Um but this is our annual report on OE 7, which is timely in light of all of the conversations around budgets and and the challenges. So I'm going to turn it over to assistant superintendent Sullivan, um who will walk us through OE 7 um and our one area where we continued to not be in compliance. OE 7 is financial administration specifically with respect to the actual ongoing administration of the district's financial resources. The superintendent will take reasonable measures to prevent material deviations in the budget policy adopted by the board of directors, cause or allow any fiscal condition that is inconsistent with the values, vision, and

169mission stated in board policy 0001, or places the long-term financial health of the district in jeopardy. There's 10 items, if you will, in this OE 7. We see that items 1, 2, 3, 4, I will get back to 5, 6, 7, 8, 9, and 10 we deem to be in full compliance. Item 5 is to maintain annual budget reserves of at least 8% with a target of 10% for the prior fiscal year ended as of August 31st. They're adequate to be consistent with a responsible and prudent financial management practices of public school districts. We deem this one to be not in compliance. The obvious reasons are fund balance is below 5%. Though consistently we do report that out almost monthly throughout the year as we've added a widget to the financial dashboard that tells you

170exactly where we are month over month. >> Any questions or your discussion really is whether or not you find our assessments similar to yours. >> Similar. I guess our my assessment is very similar to yours. I mean, it's based on information that you've been providing us, so. But, um I feel like you know, in 2020 we had like a rainy day where we ended up spending down a chunk of our fund balance, and that was because we had a lot of unusual expenses that year because of the pandemic. I mean like actual expenses we were having to buy things like face masks and hand sanitizers and machines to sanitize the classrooms and set up online education and things like that. That was a rainy day in the sense of like having new unusual expenses. But

171I feel like we're in a different rainy day situation now where the rain I guess bad analogy but but the rainy day now is like significant shortfall in our funding. >> Big. >> So I guess my question for you is and I guess this question for you as well and for her lunch rep as well like do we think this is something that's going to change over the next say two to three years or is this the this rainy day situation that we're in now for the next say three to five >> We're in it. >> No, but like >> anywhere. >> We're in it. It's not going anywhere. There's nothing that is going to like swoop in and save us. >> so I mean The state's not coming in to help. >> Yeah. Yeah.

172>> When Crest and other things ran, it's because we had $16 million in an EPNL deficit. The state capped us. Then they started defunding us. So the passion that you heard tonight, I get it. We're the ones taking the arrows right now, but we're not the source of this problem. But the inability of our state to continue to fund our schools where we at one point they were 50% of the budget and now we'll be under 42% next year, that's where we're at. And so I think this the scary part for me as a superintendent, um and it's even scarier for those who know the numbers even better, is just the fact that I think we finished at 4.5% last year. We're going to go over fund balance a little bit later on, but trying

173to get to 8 to 10% given what we're up against. Um I don't This is still raining. You got to go with me. Absolutely. >> I just like I don't I don't think that's a realistic goal in the next 5 years. So, I'm just wondering can we just change the goal like from just >> Well, that's up to you as a board. >> Like that's like Yeah, I Can I >> Yeah, I was going to say something. >> I mean, I I I see what Maggie Ty or Dr. Decker is saying and um and I agree. I mean, I think I feel like they we set, you know, the goal of rebuilding our fund balance um for you and you have really chipped away at our goal. I mean, you you've done everything that you

174can possibly do. And then I feel like the economic scene shifted pretty dramatically in the last couple years to where, you know, we're keeping up with these like raising costs for everything. We see it in our homes. I just we see it in our school budget. Everything's costing more and we're doing it with less. And I think I mean, I feel like I feel like I'm I'm allowing myself to be naive if you're allowing yourself to be. But like I feel like it would be realistic for us as a board to revisit the issue of how fast we're asking you to replenish your fund balance and what level um while we are in this sort of straightened economic condition. While we you know, we hear um you know, the passion of these Crest families who

175for whom this program is, you know, so important. But you know, then we're faced with the idea um of like you know, where would we find the money to save the Crest program? It's other programs that will have to get taken from. And even if that were the factor, it's other you know, it's it's it's like we have to already restrict, you know, like straighten our belts or whatever like to to try to save for anything because everything's costing more and we have less money from the state. So, um if I'm thinking of what Maggie Ty Dr. Decker is putting down, I think that like it is time for us to revisit like how much we're asking you to do and how quickly and to what extent because I think I don't see another way

176forward for us economically in this district and in these sort of times that we're >> And running a 4% fund balance doesn't allow us to stay solvent during the low times cuz the state also doesn't give us the same amount of money throughout the year, which is why you didn't apportion it in advance. So, 4% is probably half a month of operating costs. >> Yeah. >> So, if something goes awry, we only have a half a month worth of money to keep the district going. And so, it's a it's a both and on that. >> What what impact will the new levy have once it gets started started collecting? Yeah. >> The new levy a year from now. Oh, as in financially? About 1.2 to 1.3 million at the end of next year. But overall,

177we're going to make in the sense of we're low and lower enrollment, which affects that levy, but we should see you know, 2 and 1/2 to 3 million more the following year. But with utilities, with inflation, with raises, etc., it's eaten up quite quickly. For M sock >> Well, I'll tell you now the new levy for next year is already it's just making up for the difference of our enrollment. We're losing 1.2, 1.3 million from the apportionment and that levy is just going to be able to cover it. And so, we're getting no new money money for next year. The state only gave us about 150,000 and M sock's more for next year. Our risk pool went up by 220,000. So, we're starting the year at 70,000 in the hole just for insurance. >> I

178I have a lot of conversations with a lot of people over the last week and um one was with a with a person who said, "I understand the district is between a rock and a hard place." And I was like, "No, you don't quite understand because the district is between like a rock and a hard place and like a concrete floor and like a metal ceiling that is coming down a little bit every year, you know?" Um but I do feel like as a board just if others are willing to talk about it, whatever the right point is to to to have that discussion. Like I think if we could lower that metal floor a little bit or whatever concrete floor a little bit and just give a little bit of breathing room, it might

179make things a little bit easier. Or it's not easier. >> I I'm not extra difficult. >> I think that the you all have had a longer term on the board than I have. And uh so to me, I you know, I think that certainly it would be a larger discussion. I'm not sure that I'm comfortable lowering the goal just because things are so hard right now because we also need to look at where we want to be in 10 years, right? And it's not just about the next couple years. I don't know that things aren't going to get better. I don't have a lot of hope that our legislature is going to take care of us in the near future. Yes, they haven't. And I'm very frustrated with that. But uh you know, I I

180think that this is a bigger conversation and so for now, you are all okay with that, I'd like to go ahead and uh vote to approve this um and then we will we can talk about that for a future agenda planning. >> And and I I think if I'm reading it, um Director Tuck, you're just bringing up um you know, the possibility I mean, obviously your language review is what you would adjust that or that conversation. So um but >> And it's not that I don't think we should have like a higher fund balance. It's just like it's I don't know. As an occupational therapist, we like to set goals that are like the just right level of challenge, right? So I think it's better to have like a lower goal that we have a

181chance of actually meeting than like an impossibly high goal and just every year be like, "Well, we didn't do it again." >> Yeah, I see I see the logic in that. >> It it does with my perspective of of the last I guess seven years, I will say that what that each 10% seemed to be very logical and reasonable in 2019 like at the end of 2019 beginning of 2020 and then when the pandemic hit it was like wow, well this was a quirky one time thing that will never happen again. So sure we can make a little exception for a little while, but of course we'll snap right back to that 8 10%. That that really seemed very plausible back then. >> I think going back to your question about the rainy day. So

182the next two years for sure the state are just starting to review what they're going to maybe put as a different formula. So for sure the next two years we're going to be in the same situation considering what the inflation and so and how much has come up in the last I don't know the last two months. So that will all have a really big impact so >> Okay, thank you. That was good. We get a motion to vote on the plans report policy 1807. I vote we find the board that I would vote we find the district in home plans is it is that with the one exception? Yeah, noted exception. to item five. Yeah. students So director Parker moved director Lee seconded. 2040 vote. We're now moving on to fiscal governance fiscal monitoring

183board policy 1807 financial administration fund balance projections. >> So just before you jump in just to contextualize you had kind of asked to kind of keep a scoreboard here of kind of where we are. So we're Oh, did I steal your thunder? Go right ahead. >> My team was just going to talk about up this is that and I will just sit to the side while our professional selves >> As so provided to you in January is our budget calendar 10 6 27 competitive season. As always we will provide to you as much as we can as soon as we can parts of the budget summary walk them through prior to initial budget study session in the early June. Tonight we have our summary or page 26 it should be the budget summary of our

184fund balance for our five major funds and then also we page 60 estimated page 60 which will be student fees. I want to thank Director Adams and Assistant Director Garcia Oliver for their work on this. They have been living in our buildings and our departments over the last month or so working on student fees which are pretty much finished but there'll probably some changes as we move forward. Ironically one of the changes we talked about today as they'll talk about will be a gas fee for transportation obviously but a thanks to them for all the work they have done. >> We can start with the fund balance report um It is not with great pleasure that I say that it looks like we might actually take a loss in our fund balance this year because

185we did not meet enrollment, we did not make as many cuts as we had planned last year. We ended up with also some additional special ed costs that are not going to be fully recovered because safety net for our district is at 39,900. They only lowered it for districts under 1,000 1,000 students. >> So the reminder on that one is there was hope that the legislature would include everyone in that higher amount but they did not. So districts like ours don't get to collect at that higher rate, we're stuck at the lower rate. Meaning, we pay a certain amount and then after that safety net kicks in and our safety net net number did not escalate, it actually stayed the same. >> So, that's that was another non-shortfall. So, we're looking at the general fund

186and this is a very conservative, I want to give you a heads-up. This would probably be the lowest number we have. I'm hoping and we're working with the buildings trying to control spending. Additional cuts we made, cuts in our end socks out when we did need a realignment. We've done everything we possibly can to save money since the beginning first count day came in. And so, we're looking at about 2.7 million, almost 2.8. Um that is a low estimate, but I'd rather have you prepared than surprised at the end of the year. I don't want to surprise you guys at you know, September, October when we close the books. Um if you look at CapTech, yes, it's going down to um 351,000. We had an unexpected expenditure, the Island Park roof of 730,000. That project

187was not on the books this year, but we have to replace the roof. That's not questionable. Joe didn't like the water feature in his office. So, and then if you go on down to debt service, debt service is all on the bond repayment plan. So, that's about 5.7 million. That's just set up on our schedule. So, that one is in there. ASB, we always promote money that is raised that year should be spent on that year. Because those students raised it. So, you see there's hardly any change in the ASB um fund balance, which is great because those students have raised that money should be able to use it up there. Which is about 401,000. Transportation, we're looking at about 1.8. That is if the buses come in in August and we actually can pay

188the bills in August. What happened this year, we didn't get the buses until after August, that's why we had to do the budget extension because we couldn't pay them out of last year. So, we're hoping they say they're going to be here in August. But, who knows? >> And this isn't a cash flow issue. This is a delivery issue with the buses and obviously given the economic environment with all our uh supply chains are working these days, so you see it's really a late date of receipt of those buses. >> And to let you know, we have made as many possible cuts as we possibly can on the material supplies and operating side. Um inflation has caused a lot of issues. We've had to increase our purchase orders on all our utilities cuz we've exceeded

189them. There's We have to have power. We're increasing our fuel cost purchase order. There's nothing we can do. The buses have to have gas. So, we have done everything we possibly can to save money through our budget, and that's when the hard decisions have to fall on you and decide what we can do to help raise our fund balance and help to be able to support all the students that we possibly can. >> So, this is not an action item. It's just open for discussion or questions. >> I I will just have a uh a comment. I had a question about the uh um the pricing cost of the uh the chemical cost, but you answered it. It was the um Ruth, and as as this is something that that correlates with our with our

190long facility planning, and uh I think that that is is part of the conversation that we all have to have because also we'll have to have with whatever anything with the bonds, too. So, um these decisions of of are we just patching every school or are we going to build and and we'll keep having a real impact in our budget. And um I'm very worried about the M&O with the current situation and how the situation will come this this next September. Um, and I think that this is a a larger conversation also um in the document. This is this this this what is happening and and this is this what we have. I don't know. And I really appreciate all that you have done in the charter saving cost. I think that that we have

191seen >> Oh, thank you. >> Yeah. So. >> Thank you. >> I also really appreciate all the hard work that you're doing and And you know, it's it's a lot of little things, right? And that can add up. So, we I I really appreciate that. Times are hard right now. With education and you know, a lot of the conversation we're having tonight. >> Yeah. >> And as we know, that cuts have to be made, hard cuts have to be made somewhere. So, we appreciate your update. >> Thank you. >> Any other comments, thoughts, questions? Okay. Thank you. >> One more item with them. >> Yeah. >> Yes. Board Policy 1806 86 Budgeting Financial Planning Proposed Changes to 2026-2027 Student Fees. >> All right. This is going to be should be page 16 in the budget

192summary. Obviously, there is a look back of about 3 years the estimated changes for 26-27. I don't know I don't know I don't want to take too much of this because our CPO is uh any changes are in red year over year and most of those I think we voted on like the mileage and the cost of commodities etc. >> Well, that's it. So, what like with the fees for activities and stuff, I'm assuming that there's funds to cover like if a if a family cannot afford for their child to pay to participate in like field trips >> I'll spell 1663 of it. >> And it I there's a couple different mechanisms. We live in a community and work in a community that um booster clubs and others have been also um supporters of that.

193Um certainly at the very end we'll always waive the fees. Um so we have lots of different mechanisms. Feedback that we received from students is um how can we make sure that it's really transparent and even more um uh accessible potentially to students who may not know about that option that it can't be and so we've listened to that. Um our team visited with the ASB or the Senate um leadership team at the high school who had a lot of concerns about the rising fees. Um not unlike all of us with concerns around the rising fees as a you know paying our bills and um you know I appreciated you attending their class to have a conversation with them. It is and it's not what we want to do. We don't want to put these

194things on the on the um pocket books of our parents but at the same time as I outlined um you know they're they're just if we want as many things as we have now we'll have to do everything we can to keep them going and fees is one way. >> And the meeting was wonderful. They're very enlightened. They're very aware of the cost of things. The questions were quite pertinent. Um any increases were Dr. Mills' fault. So >> It hurt. >> So as part of our budget process we met with all of the principals of the schools as well as the departments and reviewed the fees that we currently are charging and the need or not to make changes for the next year. As assistant superintendent said, the amounts that are in red are the

195changes that are being made. So with the fifth grade um fine arts program. They're looking at a range of $400 to $600 per student to attend and that helps support the cost of the program. Um with the fees for orchestra as well as media, radio, those are to help pay for the consumables that are um part of those programs. Uh and we are also looking at ways to look at sports transportation, increasing that fee to help offset with the rising fuel cost and then the bus rate that we currently charge is $5 per mile. We'll be looking at that um because of the increased cost for especially diesel and um gasoline, we may be increasing that cost as well. Um but we'll bring that to you June if that is the case. Um device replacement

196cost, the cost of laptops, iPads, those are those costs have also increased with the tariffs and so forth. So products themselves are costing more. Uh the food service rates are going up a little. Again, that is part of the food cost, the commodities um and this is to help charter schools' pocket. This is to break even with the district. >> They're all over those stocks. >> So uh any questions? >> I mean, I think to me these >> This is >> makes sense given overall situation and financial situation that the district is working through. I would just you know, I would just you know, work do everything you can to be really clear in communicating to and um families with the option of support. >> I'm going to echo that. I think that this is

197the first year that I have heard students saying they would not enroll in like in in athletics because of the rising cost of even with the opportunity of of having financial support that we talked about the cost for that is actually coming out. So, uh And I and I also um I don't think it adds up when you um the transportation and everything else. So, um both the district and uh the um the clubs and the ASB program to uh uh inform students on on opportunities to support them. >> I would also add to that to have a consistent approach for ensuring privacy and general making it clear to families that you know, maybe partial support or that kind of thing somehow since there'll be many different groups that will be probably sending that information

198out and there'll be a great diverse way to do that. >> It's cleanest for our students um who do qualify for free and reduced lunch because it can be just coded on the back end. So, that when I go through fees and photos and everything else, there isn't even a it just shows up as they've already paid just like anyone else. Um it's a little more challenging when they're not. We have to know what that looks like. So, uh our counselors and we give them tremendous credit on that. Our administrators have really tried to work that out. So, it it makes sense to um to to work towards that. >> Is there a difference between families that can pay for lunch like can afford the extra curricular activities and also the people that you would

199you think so, you know, like And it's and it's also possible for some families to get hit very hard by those fees just because they happen to have a kiddo who was like counting on summer school and then they've got like one coming behind who does a sport that has a lot of road trips and then they've got a very, you know, artistic kid who's in all the plays, you know, so it's like you could have an equal family that was feeling a lot of burden from the fees that would need a little help even though in general they're by their classes. >> Right. >> Any other questions, comments? >> Thank you. Just for a second though, it's kind of the first year that I've heard that from students as well. It's It's been hard,

200and so I just appreciate the work that you guys are doing to make sure that that's really transparent to them. >> Do you think those students don't know that there's an option for support? >> I don't think students who don't qualify know that there is an option for support. Like if they're not in free or reduced, I don't think they know that. Like their family isn't known by the district to be low income, and then just the general student population doesn't really know anything about that. Which I think is part of the reason why you're getting a lot of concern from the students is cuz there's just not general knowledge that if they do qualify, they get support. >> Can I add that our athletics department is doing great? They set up payment plans for

201um families that might not be able to pay the full amount one time, which is is which we're willing to do, we'll work with anybody in that way so we can make it like three equal payments so it's not all up front. So that's something that we have They have done at the high school that I'd like to recognize what they have done to help families with that rising cost on certain courses, the payment plan. So. >> Thank you so much. >> Thank you. We'll move on to board policy 239 to "Tuition Sports Support". >> First divisions to board policy 232, 3210, "Non-Discrimination". >> Um Yep. >> Uh >> And then there's that. >> Two else. >> Okay. >> And then we find the same thing. >> Yeah, we have so many that are like

202that, gifted and stuff. >> Yeah, for the same reason. >> So I'm going to turn it over to Assistant to Superintendent Battersby um on this. Um the this can be a first reading um though you don't need to make it just a first, but want to turn it over uh to your assistant superintendent of equity. >> Right. Do you want me to If I find them here? >> You're fine for right now. >> All right, perfect. Um So, really most of the changes are as it looks significant, but it's reordering the policy and making more accessible to Is it pulled up? >> Can you pull up? G? Not G. Well, my default is perfect. Yes. Can you pull it up a little bit, please? >> Um so, the changes to this policy it was served

203to align us to more closely align with the law model policy because they did make some revisions and updates. We had a lot of the same language, so the objectives were the same. However, our language didn't exactly track. It's also been reordered so that it has headings and it's easier to navigate for those who don't live in this world because the goal overall is to make sure that it's accessible to our administrators and staff and also the community. Um additionally, there were requirements model handbook language and that was actually in our procedure, but we moved it to the policies because that is a state requirement through OSPI. So, we felt that it should live in the policy just the procedure. Um you will see there's a comment on the side where there's additional language. Again,

204there was already language in our procedure. I added it here regarding what the compliance officer and that type of thing. Again, this is all just for transparency and alignment with WASA. The other piece that we did add, and this was in the procedure, I believe, for WASA, but we're putting here just based on some of the feedback we've gotten through our student safety and well-being committee, that there are some concerns that people have about risk of retaliation, and wanting to be explicit that retaliation is prohibited in our community for participation in or reporting concerns about conduct, be it about sexual harassment, sexual misconduct, or things like discrimination, anything that is not acceptable in our community. Um so, that was pulled into the the policy itself. It will also be reiterated in the procedure, and it's

205reflected in the actual WASA, as well. So, we would have had to follow that anyway, but we're just being explicit, so that hopefully you remove any ambiguity for those who might want to report something and have concern that there would be no protection for them for retaliation. Any questions? >> This is a second reading, I'm sorry. >> This is the first time we're seeing it. >> time we're seeing it, but it's the first reading, but if you have no concerns, we can Our preference would be to adopt it, but we think it's clearer, follows more direct, and it's it really standardizes the language. >> So, do we have the option to uh um approve it tonight, or we can uh send it back if we have further changes or questions? >> I I like the

206whole thing. I didn't see it. I don't have a problem with any of it. I think we should go ahead and approve it tonight, unless someone feels completely >> I just want to keep one more thing off. Yeah, I I like that added the retaliation. I think that's great. >> Yeah. >> Thanks. >> I think that's it. >> Let's just wait to um the moment any ambiguity here is you said. So, that's there. Any other questions or comments? >> Oh, I I neglected to mention one other thing. We're also as we do these joke continue to see a static cross-references to our other policies. So, we did add staff a cross-reference to 3205 which is sexual discrimination sex-based harassment policy as well as prohibited 3207 policy which is our anti-harassment and discrimination policy. >> Yeah,

207so that too comes good. >> I move that we approve the revisions to board policy 3210 non-discrimination. >> Second. >> Any students? >> Adam. >> Okay. >> I I So, Director Tucker moved Director Martinez and I 2040 in favor. >> We'll now move on to H. Board policy 8007 Angela Administration draft resolution number 754 April 26, 2027 reduces education certificated. >> Um before I kick it over to Assistant Superintendent Battersby, it's just um I think it's been unfortunate and maybe it speaks to what you were saying earlier Director Tucker and that is, you know, the rainy day that we're in feels like it's been for a while as we continue to um unfortunately in late April continue to have to bring the resolution for riffs. But, it speaks to both the enrollment challenges that we're

208having um which are not unlike the rest of the state, but also the economic challenges and it's never easy to bring these to you because um I think Director Assistant Superintendent Battersby does a great job always reminding us that behind these numbers are people. And they're people that we've hired and that we've um developed relationships with and we've invested in um and they've been tremendous contributors, but we also have to think about how do we shape and influence this and while it's usually not a full person, um it can take a small hit. So, someone who's a 1.0 might be a 0.8. Um and as rising costs are for individuals, so it's hard. It's not taken or lightly, that's for sure. >> Yeah, um the resolution is unchanged from what was previously provided to the

209board. That again, I want to emphasize that this is capacity. This does not necessarily mean that these this number of FTE will be impacted. Um and really the process is if this is occurring, it will go through the appropriate notification process as required by law and statute, so which is basically to change it to make sure that they receive this. any reductions. And this applies to those people who are have a right to ongoing employment. Again, this is not necessarily those changes within the system where they don't have a right to ongoing employment. So, and as Superintendent McDonald emphasized, these are people who we care about, I care about, we care about our kids. So, um it's the unfortunate reality uh we're all facing now. And it's why, you know, we have to think sharp

210in our pencils trying to reduce MSOC spending, that kind of thing in a time when everything is getting more expensive. Uh so, that's where we are. So, we're at 2.5 overall and that doesn't make sense. And I will say one other thing that if someone is reduced, they do go into a ripple consistent with our CBA. So, if something were to happen after a person receives their written notification and and someone just say chose to take a leave in the same area of their employment, we could bring them back. So, they have a right to first right of refusal to open up to me should it be you know what I >> Questions or >> No, I appreciate the thoughtful approach that that you guys have taken to this. I know any way you look

211at it it's tough. >> I just have one question but uh um it's more on I see the English language and the social so scholars to eliminate and I'm just curious before the conversations of how fresh block will look like if this is something that will affect and will really come back in a different way or does this end in a different area? >> Hold on a second. >> Totally. >> That's a long question. That's um And again, I appreciate this is I know that this is not an easy >> So maybe I just missed this but production 1.4 FTE instructional coaches that like two instructional coaches full time or is that one person and then a another person half time? >> So how ultimately this shakes out is is sort of a personnel like

212decision. This is necessarily more than one person and we typically it is it's challenging to survive on a point four teaching situation. So the general rule of the general advice is that you don't try to spread the pain across and this what it is it's painful. You don't try to spread across multiple people and create a situation where they're not making you have 10 people not making a living wage. So we do try it tends to be this could be two or three people at most. Um That's sort of important. >> Thank you. >> I took the decision to speak at the end. >> Okay, here. >> Someone like fine. like to make a motion to approve the truck resolution 75 cards right now. >> I move to what is it S3? >> Second. >>

213Students? >> She is and director Lee seconded 2040 in favor of it. Thank you. >> We are now going to just get forward to the student needs. >> Okay. Um so starting off with SSA, we had SSA on the 25th of March and so we got started planning on the annual IMS and MHSA new student event. So, these have been annual projects that SSA has been taking on to boost belonging in the middle and high schools for students new to the district. Um the high school has been putting on one throughout the past 2 years and this was the district's first event for the middle schools this year. Um the new student events happened in late summer just before the first day of school and so new students can familiarize faces, get acclimated to the

214school before their first day, and meet some new people. >> And then what's been happening at the elementary schools? It's been a busy month on April 9th, Northwood earned an extra school-wide recess which some of us saw as we were there um because of their Crescent turnout in the food drive for Northwest food bank. The school raised 3,100 food items, well over their goal of 1,500, resulting in the reward of an extra recess. They use extra recesses at Northwood as occasional rewards for projects like these to help the value of philanthropy in students at their school. Uh fourth graders at West Mercer spent time at Village Theatre, a local theater group, at the end of March. They participated in an hour-long session where they worked in groups to boost their confidence in public speaking. The

215in-house field trip was sponsored by the Mercer Island Schools Foundation and that's a big thank you to MISF for making the learning opportunity possible. >> Toby Stouffer, a fourth grader at Northwood, won the school spelling bee. By winning, then he became eligible to compete in the King section of Homosassa County Spelling Bee at the end of March. So, congratulations for Toby. Um this week was the beloved fifth grade camp for West Mercer, Northwood, and Island Park. Fifth graders got to spend either one or two nights at Camp Seymour, a camp on the peninsula with both fun excursions like a zip line and climbing wall, but also educational experiences including a dissection and a stream table. This is always a super fun end of the year opportunity for fifth graders. >> West Mercer parent West Mercer

216parent Shelley Chen presented nine classes about Chinese culture earlier this April. The students got to hear a story called Mooncakes Meets Family and ask questions about Chinese culture and food. The event was put on by the West Mercer Equity Team. We use opportunities like these to boost the tally and different stories and help elementary schoolers understand different cultures. Additionally, March was Read Across America month. West Mercer kindergarten classrooms celebrated with read alouds of books from all different regions of the United States. Each day teachers would read a different book and chart its setting on a map of the United States out in the hallway. It became a fun way to celebrate learning about people from different parts of our country. >> Yesterday, to celebrate Earth Day, Ms. Morrison and Ms. Adams' fourth grade classes at

217West Mercer from Keith Elementary completed an Earth Day art activity with repurposed newspapers. The newspapers, usually quickly discarded, were used to paint on demonstrating to the classes what beauty can be achieved with reused objects. Also celebrating Earth Day, two first grade for two first grade classes at Lake Ridge traveled to the Bellevue Botanical Gardens. They got to connect their classroom science with the learning with the life contained in the garden including lessons about seasonal changes, plants and habitats, and how to boost curiosity about wildlife. >> And at the middle school, they've also been really busy. Yesterday, members of the Mershon high school leadership class visited IMS lunches to promote the high school leadership class to middle schoolers. Leadership is a unique class in which students have to apply and are either elected or appointed to

218be members. At the middle school, members of leadership plan spirit events and greet students on Friday mornings to boost morale, and they have the opportunity to continue into high school leadership. So, congrats to the student leaders. >> The middle school band, choir, and orchestra all played in the fine arts showcase on March 25th. The theme of the event was come together, and the performance opportunity for all middle school students was a great way to demonstrate the strong art programs we have in our school district. Additionally, orchestra students in the middle school got to collaborate with Orquesta Northwest, a mariachi band from the area. Students in the orchestra program got to learn mariachi arts and perform it all in the same day. The excursion was a way for that middle schoolers were able to diversify their

219educational experiences while getting to stay completely anonymous. >> The IMS track and field team had their first meet of the season yesterday against Toll Middle School, and as usual, the team dominated, and returning runners alongside new runners used their 2 weeks of practice to start their season strong. IMS had their annual Gator for a Night event on March 18th. Uh the event was a fun time for incoming sixth graders who got to go on a scavenger hunt to explore the school and introduce them to the new campus. Web leaders in eighth grade helped administer the event and guide new families on their way. The event even featured performances from art groups, including orchestra, choir, and band. >> Yesterday during Islander hour, there was a Q&A assembly around all of the recent student safety concerns that

220was just for seniors. The assembly had question I had information about next steps from Mr. Wooden and Dr. Randall, and then time for more questions for seniors. The event was spearheaded by seniors in leadership. Um in a review about it, senior Jordan Rommel said that the assembly kind of felt somewhat pointless because things people really wanted to know they could not say, putting them in a little bit of a bad spot. It also felt like they were trying to make up for the webinar, but it's now that it's far in the past it kind of didn't wasn't able to. People want wanted new tangible information, but they didn't have it yet. Um but she appreciates the effort, but it fell flat. Well, this is one student I have seen that sentiment mirrored in some others

221that it was um kind of an appreciated effort, but that it was difficult to see the actual progress being made since a lot of it is early on in the process and some of the questions people wanted answered um particularly around the surrounding you know earlier reports about Mr. Robinson weren't able to be, you know, fully answered, but which was a struggle. >> A lot of the um momentum for the event that took place yesterday started from a senior sexual assault assembly which took place a few weeks ago. So, the entire senior class got together in a 90-minute assembly in either the second or fourth period and heard a story from Tanny Brooks about how she was raped and became um confident and able to tell her story. And she wanted to switch the narrative

222and help people understand that the people who should be ashamed in a story like that are not the victims. Uh and this is a yearly opportunity and annual opportunity for seniors to learn directly from a survivor about sexual assault before they go on to college um and go beyond Mercer Island. It's put on by leadership and it was started by two members of the KSARC um advisory council and also the MISD well-being safety committee and it was a very mindful week. >> Uh There are also other topics. Uh we had two seniors this year, Amelia Bernstein and Maddie Siekhuis, win corporate sponsored National Merit Scholarships. This is an incredibly prestigious award with only 18 people in Washington and 700 nationally winning it. So, to have two winners from our school is truly amazing. Maddie received

223a scholarship from the National Distillers Distribution Foundation and Amelia won her scholarship from Boeing Company. >> Over spring break, the Mercer Island High School Choir got to travel to California to participate in the American Choral Festival, recorded record at Disney Studios, and got to have a day at Disneyland. The trip was a great combination of education and fun. The choir students were able to collaborate with prominent West Coast um composer West Coast composer Cody Raven Morris and multiple other choirs across California and Nevada. The collaboration was a way that students could boost musicianship and also get to connect with students who share musical interests. >> Mercer Island Robotics is going to the Robotics World Championships. This is the first time in the program's 10-year history that they've gotten the chance to compete at worlds. So,

224this is a massive milestone for the program and really showcases the fruits of so much time and effort that the students put into it. Um senior Amelia Burnson said that they're really excited and have been working on January for the since January for the competition. Um they've all definitely put in long hours and lots of that work for it. The team qualified by placing in the top 16 in the state and will compete at worlds in Houston, Texas from April 28th to May 2nd. So, good luck to them. >> Four MIHS advanced programming students, Gabby Odeh, Derek Borton, Derek Weiss, and Andre Fatiev won the award for excellence in engineering from the Society of Professional Engineering Employees in Aerospace at the Central Puget Sound Regional Science and Engineering Fair. Their submission was titled Computing the

225Future: The CPU. There were over 350 projects entered into the fair, so it was a great achievement for this group and yet another representation of our outstanding tech program at the high school. >> Issaquah High School debate recently competed and won in time at state. The team took home fourth place at sweepstakes, which measures the whole team's achievements. And then senior James Young individually took home first place in Lincoln-Douglas debate. >> One of the most competitive forms of debate. >> And then and also won second speaker in Lincoln-Douglas for speaking abilities. Adani Alwani, Jocelyn Saiman, and Wasila Jasmine Said, Amy Zhao, and Linnea Zhao make up the world schools debate team for this school. Made it to quarterfinals. And Soha Shah won 10th place in congressional debate. All in all, this is an incredible showing

226for MIHS debate, one of the best in the district's history, total. >> And alongside a lot of other fine art and visual art, this year during the fine art showcase alongside the demonstrations of all of the other art ceramics classes put on their eighth annual empty bowls fundraiser. Each year we will find ceramics classes research search a Pike Street Market Seattle area nonprofit to fundraise for. This year the class chose the Northwest Center, a nonprofit that helps kids and adults with disabilities find jobs and live more independently. The class together raised around $3,000. >> The Symphonic Wind Bands have been named 3A state champions, state academic champions. This 55-member strong section of our bands has a combined GPA of a stunning 3.97, which is the highest in the entire state. This is an absolute accomplishment,

227especially considering all the time these students pour into the band. That's all we have. >> That's amazing. Thank you so much. >> Thanks. Of course we can send you a short video of that. >> Great. This is such a great view of what's going on in the public schools. So much good stuff. >> What do you love? >> So much good stuff. >> Really good the lifeguard. >> So we are going to go down with our consent agenda. Uh if there are no comments regarding the consent agenda, I would appreciate a motion to approve it. Second. >> The consent agenda is posted. >> Second. >> Director Christian. >> Students. >> I. >> Director Juarez. >> I. >> Director Tucker. Again, I'm slowing down here as my mic goes on. Director Tucker. >> Okay. So, we

228are now kind of down to see >> Uh just a couple things. Um that I already shared earlier my comments. Uh Breakfast with Champions is next week uh on Tuesday morning at Marshall High School, which should be a great opportunity to need a um bring community together. And then also next week we have the Presidio, who will be here on site in our schools on Tuesday, Wednesday, and Thursday. Um that is the organization we've hired to help us um have a third-party audit on our uh safety and and intervention and prevention measures around sexual assault and molestation. And so, they will have two um people from their organization. They will do uh focus groups with students, staff, and community members, including parents. Um then they will also tour all of our schools and they will

229look at our facilities so they can make recommendations if we have areas that we should address. Um and ultimately, they're also looking at all of our documentation that we then provided that's from our um committee uh that Directors Martinez and uh Burnett and I have been part of as well as uh 30 other people. And so, the next steps for you as a board in mid-May, uh we have one of our linkage sessions. Following the linkage session, we're actually going to have our committee come to the board and have a conversation with you as well. And so, that will give us a chance to provide the full board with an update about what we've been doing, some of the recommendations that we're making. And then at the end of June, your very last meeting with

230Presidium will actually be They probably won't fly in, but they'll be virtual and they'll provide an overview of their entire report. We'll then have a chance to um kind of talk about, you know, what the next steps look like, but you know, I plan to spend a good portion of the summer taking a look at how do we turn those two recommendations into action steps so we can pace out improvement over time. So, next week will be a great opportunity um for our community and others to engage with Presidium. Um and then lastly, we've just finished uh we're in the final stages of editing and getting a video ready for the community on an update. Uh directors Martinez, uh Burnett, myself, students um were interviewed by MIHS TV in kind of a question-and-answer format and

231we were able to give an update. So, rather than a verb written update to the community, we're going to get a video um probably first of next week, um possibly tomorrow. Tomorrow? >> Tomorrow. Hopefully tomorrow. >> So, it'll be out tomorrow. >> Yeah. >> So, those are really my updates. Oh, and I'll be on personally tomorrow with background. >> And I think we want to use this as an opportunity to have that Crest discussion now. >> Yeah, with your board reports and you wanted to move all of that. So, yes. >> So, let's let's start with the I guess what we could do is I mean, let's just start with the Crest discussion and then we can do the regular board reports and the website update and stuff. Uh I'll go ahead and kick things

232off. Um it's been I've I've I've learned a lot in the past couple of weeks about the Crest program and the value that it provides and the unique nature of it. Um, I appreciate the team members educating me about sort of the ins and outs from day-to-day basis, what it looks like, and why it works for students. Um, you know, I think I'm trying to get my fingers I got to get this written down. My overall thoughts are that I feel that the closure of Crest um, comes really quickly and that it's such a momentous change for some some of our most vulnerable students in the district that um, I'm really appreciative that the district is implementing this change down. Um, personally, I would love to see you know, Muskegon in its current role for

233another year and then during that year, a committee forms to evaluate what, you know, how, you know, sort of almost to reimagine how could you you know, create a Crest potentially environment that is financially sustainable or that, you know, whether that's finding ways to bring in new students or finding, you know, other ways to move classes to it or whatever that may be. I think it's a complicated issue. I think it requires a lot of thought. I think that's something that the district needs to tackle, not us, but I think that that's something that involves parents and teachers and and students and um, and and even if even if the ultimate decision isn't you know, isn't isn't it's not possible to be financially stable, I I think that it's worth really doing a deep dive

234into looking at that. I I hope that that's not the answer. I hope that it is something that can work. Um, and so I'm you know, I would like to see it operating out of that building for the next year. I guess I would also just say that you know, I think that you know the idea of moving across block to the the main building you know, at first when I first heard it, I thought that sounded like it would might work. But now that I actually am so many of these students have these sensory needs, and they are um you know, on a on a day-to-day-to-day basis, you know, frequently that there is really truly value in an actual building and be from that um really safely tonight. So, um you know, my perspective

235as I'm learning more about it, I I think that there really is a lot of value in that building itself. But I did have a couple of questions. One of them that came out of the comments tonight was I was curious whether the MI online program as it has grown uh if there's any correlation to lower enrollment across. >> Um I don't think so. Our MI online some of our MI online is truly ALE. Alternative learning experiences, which means that we are um collecting dollars from the state, but it's at a lower rate. So, we actually spend more on my online than we receive back. Um so, it's a cost to the district, but um it's we've been MI online has been at Breast for where the check-ins happen. One of the criticisms from some

236have said it's not as accessible because it's at Breast. And if I'm on the main campus during my day, and that's my one time, then I have to walk across. I could certainly bring team members um uh two the table at at a time. I know that um Director Prescott um works a lot and has done a lot of work over time with that, but I don't think it's competing necessarily for FTE because a lot of those courses are ones that kids can't get because we don't offer it whether or not it's Japanese or something. It's not the courses that we do offer or it's through credit retrieval or or other options. You want to add anything to that? Okay. >> Is it going to come down to this about Crest, the math program in

237Crest or something like that? That's just a random thought. >> Um the we just that particular class that we were offering there was just diminishing enrollment. It was an applied algebra sequence and more students were choosing other algebra sequences. Um there are always students that also choose a private school or private or others and that certainly takes away from FTE options, too. So >> I have a kind of related question. Do we currently allow open enrollment into Crest? >> Yes. >> You do? >> We have students who are here through open enrollment who also attend the Crest block or receive services. >> For me, I think that um I don't think that it would be fair to have a conversation about Crest by itself as a silo without having discussion about the district itself. I

238think that we had the same conversation before we came into the board when you're you're the as past board had a conversation about Island Park. And then it was silo and then this is silo. So and I think that the community as Mercer Island, we have to sit together and say like, what do we want? How are we going to meet the needs of all the students that are in the island in the district? Like that is from Lake Ridge all the way to the high school and uh um geographically. Not necessarily about just talking about a program or a school. It is we are we have to make the decisions. It's It's a house that we have two cars. We cannot have have two cars. Which one are we going to give away? So,

239this is a conversation about the whole community. It's not about Crest, it's not about Allan Park, it's not about Lake Ridge, it's not about North Oak, it's about the whole district. Um I believe that it has to be the whole community. The Merz telling community has to come to this conversation. So, and also know that we are here and we are going to make decisions and that's period. That there's there's no other way. We also have always talked about meeting the needs of the students and and have the least impact to students and I think that that is also that we have to ensure that that um I think that that's a value that I really appreciate of the district that that trying to minimize the impact of the students and this is a a

240portion of students that their needs may be greater than than generally the average curve. Um but also I think that that's where our value on equity also shows. So, this is a conversation uh that we we have to expand and virtually >> Do you have thoughts on how we would gather that input in the community? >> I think we have to be just uh this is a topic cuz I think that the Merz telling is very passionate. So, if you're talking about one issue like all the like we still are talking in circles and I feel that like we have talked about maybe 20 times about doing different things but we need I don't know how to engage the parents to say we are having great decisions and this is what this is the shortfall

241is is this this amount of million dollars and we are going to have to cut. And the same happened last year, it was the same thing. It was we were talking about librarians and nurses like we are making these decisions but we're doing it one slice at a time. So, are we going to do one chunk and we can stabilize until the the legislature comes up with a formula in 2 years and we're going to kind of have to with weather this until we have the new formula that they might come in and in theory three years and maybe five or six until it has a real impact in the district. So, we have to make a decision. This is how much we can save doing this this chunk. So, and also we are hearing

242the city, right? Like they're increasing this they have this vision of having an increase in population of the north side. So, so we have to kind of talk about all of that at the same time. How it's going to impact the the enrollment maybe on the on the elementary probably the north side, but at the same time we have to make cuts. So, I think it it it it's it's a I don't know. But, I think I would have to make I will I will have to think about it and we'll get back to you on the best ways, but at least for sure I have said it in public records. I think that the community has to kind of start talking about this and >> Right. Just to answer your question, I love that

243thing which I can never remember the name of it that we used during the superintendent search. That like probably thought exchange was so great for this exact kind of thing like kind of having an open question and hearing from the community and honing in on like maybe top 10 ideas and then letting people respond to those ideas. At the time it cost $25,000 for the year. I'm sure it cost more now. It's not going to help us with our budget situation, but I do wonder if there's like a free or very cheap equivalent now that we have all kinds of new technological tools. Like that was free platform for for really getting polite, nice, you know, helpful community discussion going. And then we also did during the superintendent search like a series of well, our

244superintendent search consultant did a series of of focus groups with individual groups of like parents or you know, bus drivers or whatever. And I thought that was actually a really great way to get some conversations going. I don't know whether that's something like individual board members could each do a focus group or you know, like I don't want to put more on Crest play or more on the administration's plate, but just that that idea that there are different constituencies that need to have their voices heard. >> And it's a little bit of a time to budget. I I agree with you that we need to look at it, you know, we can't just look at each individual I would take the year and make sure we're looking at it all at once and really say,

245you know, what are we gaining and what are we losing, but I guess if Crest in particular in my ideal world, I I sort of look at it as this next year with Crest and then every year after that because I clearly some changes need to occur. Especially given where we are at. I just think that given the normal population of these students, if there was a way to make it work this year and then and then give that community and the district a year to figure out what they can do going forward and maybe hopefully have some time to be creative and to you know, put their minds together and really figure that out. That's what I would love to see. >> Cuz I was in town over spring break, so I actually had

246the opportunity several different Crest parents. Like I just went and made myself available and met a lot of people for coffee. Um and I did hear a lot from Crest families say that, you know, that they would be they had some ideas for fundraising or something that would sort of fit in the program and what that would look like. You know, using the model of like how they would have done the services foundation funds. How services are working out. That's the sort of thing. So, I think that you're right that absolutely Dr. Burnett that like what we need is a little breathing space to sort of see what is possible. Um and I have said this before, but I just want to repeat that I absolutely think that the district approached this decision and approached

247this whole action with like the best of intentions and the best goodwill toward all of our students. I mean, it's it's a high resource program and I think that what and I think that that from the district you know, we we asked our principal at the high school to cut a bunch of money and he came up with a way that, you know, if we didn't have to cut a bunch of money, we wouldn't have done it, but we had to. And um I just I just don't want to lose sight of the fact that I think we're all just trying to do the best that we possibly can for all of our students. Um and but what I think that maybe none of us anticipated was the just the sheer volume of sort of

248first-hand accounts that we got of just how very life-saving literally this program has been for students. Um and you know, I I've met with parents that I've known for years. I did not realize, you know, like the effect of the program in Crest and how it helped their students, you know, survive through high school. So sort of like Dr. Martinez was saying, it's like such a high-impact program, but we can also have to remember that like well, then we'll have to cut some more else. Like you know, are we going to next have like, you know, orchestra students, I know, because we're cutting an orchestra out or, you know, like it's we can't continue as we were in the sort of like relatively flush times before COVID or not even relatively flush, but, you know,

249better times before COVID. And try to do everything that we could do when we had all that bond money and we had all that like letting money and and we were able to be ambitious with our schools. Now we're just trying to like keep providing the best education and we provide an excellent education for students, but just keep that. And it's it's hard choices every every day. Like Christina is like Dr. Martinez was saying, like we're making hard choices and we need the community to sort of meet us there and say like we recognize that you're making hard choices and you know, everybody has a program that they that they feel passionate about they love. And you know, we have to recognize that everybody's program can't continue as they have been. >> Yes. >> And

250>> I was just going to say that I think for a lot of people in our community who have kids right now in the schools, this was their first real like face-to-face encounter with the effects of the the underfunding of our schools. Because I think people have been hearing kind of vaguely, you know, oh, there was a school um you know, what do you call what do you call like the on the east side the the um the new funding school funding formula you know, event forum, thank you. You know, and and and you know, we report about it board meetings and so forth and yes, we're not, you know, we're getting less money this year. We're like, you know, they've cut this, they've cut this portion and and I think that this is the

251first time for people where really it's like hearing that your finances for your family are like a little bit, you know, pinched, but then suddenly being like, oh, I can't pay the rent, you know, like I can't pay for you know, this food bill whatever. It's a shock, I think, to people. And I I do agree with Director Martinez that we need to have that conversation like as with the community but sort of overall because it isn't really fair to just to listen to the squeakiest wheels that come to us first with good reason for being squeaky, right? But like then, you know, if it's orchestra that's in danger, you know, a month later go, oh, sorry, like we we committed to funding, you know, Crest fully for this year, so you guys are out

252of luck, right? You know, like we have to have a discussion about like, what's critical, what's life-saving, what's going to what's going to make the difference between a child really not receiving an education and receiving an excellent education and you know, what's a nice to have and what's what's a this gives passion and meaning to my child's life because, you know, they like they love music and it's what makes their life make sense, right? So, those are not happy conversations to be having, but I do think we have to have some kind of overall discussion of how we're going to get through this budget period. So, but I agree with the general idea that like time is needed and thought is needed because the more that I was hearing from individual parents about like how

253complex their child's, you know, IEP was and the fear really like like gut-wrenching fear of having your child just sort of uprooted from what has taken years to develop and to get them comfortable with and plopped down in, you know, this environment that they had initially found hostile when they first tried, you know, made it go with MIHS. Like I completely understand that that fear and that that need for kind of like smooth, you know, on and off-ramp, you know, for how services are going to be provided and needs are going to be met. So, but >> And I Yeah, I I agree with both of you. I mean, I actually agree with everything you're saying, but you know, that that we we have to look at that. And this isn't a matter of just

254picking one program and that kind of thing. >> I think everything that was said by the Crest families that they were they were the squeaky wheel because they came to it they were it was forced on them and now they're having to respond and they're families who are already super short on their kids' education >> For sure. For sure. >> or even mental health needs met. >> It's not about being the squeaky wheel. I didn't mean that in a pejorative sense. Like just the wheel that's squeaking up works off. Let's put it that way. >> Yeah, well, and also something that direction could be taken that I really said out loud was that I have also heard from Crest families that some of them are very passionate individuals that have discussed the idea of maybe

255having fundraising efforts to help get it back get it through that first year. So, I'm not just saying that I think that 100% the district needs to fund that. I'm hoping that there will be also an alternative support or I don't know where if they if they'll be able to find other supports. I don't know if that's a PT donation or or when it might be that would help, you know, for this year while things are figured out for the next year to sort of help that along. So, it's it doesn't um impact the budget as much as it would. Um >> I'm pretty sure that's outside the PT's budget. The minutes are >> Well, yes. It may be a combination. Yeah, exactly. So, I I'm just, you know, or maybe there are other other

256ways to get there, but I think that those families have expressed to me some that they are really to put to put some effort into that. I guess my other concern from a district perspective is that I'm concerned that the impact of shutting down Crest so abruptly will result in lower and kids leaving the district or going to private schools or the district having to fund some of those kids in private schools um and that it won't necessarily result in as much cost savings as is originally indicated but and that's another concern of mine you know I think we should be focusing on increasing enrollment as much as we can right now to overcome some of these difficulties and that puts us in the wrong direction and I'm I'm concerned that if we if we

257were to shut down now with the way people feel and the way it's been such a really the community feels so passionately about it I have concerns that that's just going to sort of create more momentum in terms of people feeling unsupported and that's just not where we want to be as a district right now so that's another reason that I feel that you know I think it's worth it to if possible especially if we could help some support from Crest families or fundraising in some way find a way to make it work for them as well. >> Can I ask Dr. Arnold do you know how many students are in the Crest block right now this year or how many are enrolled to take it next year? >> Um there are four over I

258can get you those numbers for this and our over 40 who are in the Crest block um between the two blocks um this year I think there are 11 rising seniors 11 rising juniors six or eight or so rising sophomores um so those are some rough numbers there I think there are 12 seniors as well but I'd have to dig into those exact numbers. Um the I think it's 46 but I'll give you exact numbers. There's been at times where there has been two classes of 30 where we put 60 kids in the block. We're at kind of our low point right now in terms of enrollment. My concern for not just Crest but all the programs that we offer. I think I've shown I don't have it ready for you tonight but I've shown

259you the stair step effect that's happening. Where our high school is big as it's going to be for many many years to come. And that class that's coming up this year is the last of the 350s. The next group is at 300 and we're sitting at three classes of 300 or less in our middle school and that goes kind of to our fifth graders and then there's are going to be another major drop. And so we're looking K3 right now of 250 260 kids in a class. So the reality is that the number of kids that are just available not just for Crest but even to fill band and orchestra seats, to fill radio seats, to fill AP seats, as they shrink it's going to be harder and harder to offer what we've been able

260to offer. >> Just to say before anyone starts saying this is like probably need to Mercer Island or some side effect of things that have happened on Mercer Island. This is a statewide trend. There's a countywide trend, a statewide trend and a national trend. I just read an article about a lot of like smaller liberal arts colleges are closing their doors because of low enrollment because of the demographic trends. So it's truly not us. >> Pacific Lutheran, a private liberal arts college, just changed their admissions to match the guaranteed admissions programs from many of the state schools. Mhm. they know they need to get enrolled. And we're going to see that more and more. And we are going to see attrition at the higher at higher ed. That is a major conversation. There's um plenty

261of conversation there. And so, I do agree that um community input is important. Um unfortunately, the seven of you and me, we are in the hot seats because we're the ones that are either hired or elected or selected to make these tough calls. And you know, I I've heard plenty of times over the years that I've seen different things of people criticize the process. The process wasn't transparent. The process was too fast or what not. Well, if I back you up to the process when we tried to even just float the idea of closing an elementary school, that came out of a committee that was operated by a third party over many months with two board members. And the idea was, I think we should close the school. So, they sent the superintendent out, yours

262truly, and we had gymnasiums and cafeterias full of people, graduates from Island Park, current students, parents, staff, very angry about And so, there was a major process there. And so, that pushback is going to be there because people care. That is absolutely one of the greatest attributes of this community is people care about education. And that's what keeps some of us here is because we know there's so much investment in that people are behind this. But they're also very passionate about the things that matter to them most. And there are people now who say, "Well, if I would have known that closing an elementary school would mean that we would have nurses or librarians. I would have been behind you. You're like, yeah, cuz you're not an island. Your kids are at somewhere else. And

263And it it's human nature, but at the same time um you know, we've tried all kinds of different ways to to roll things out or do different things. And at the end of the day, it's just going to definitely be hard. And that That comes as a dad myself with a kid in this district who benefits from tremendous services. >> I will say on the side of students in our schools, whether it be Crest or Main Campus, like I mean, everyone in our district has done amazing job already at keeping these cuts small, but we've started to feel them. And I think it's become really clear that no matter what's done, like our school is not going to be the same in coming years. Again, whether we're at Main Campus or on Crest. And I

264think that people are stressed and they don't know what's coming next. They're feeling like lobbying. People are being lobbied to join certain classes because that's how you have to keep the enrollment up. People are realizing, oh, the class I signed up for it isn't going to exist anymore. I'm going to have to figure out what to do. And so, I think that just um as a student leader and as a student who has friends, who has classmates who are in these classes that are going away, I just want to recognize that no matter what anyone does here, it's kind of a losing battle because as we mentioned earlier this evening, this is not a problem that we started or a problem that is necessarily attributed to us in this room or in this district. And

265I think we just have to deal with the cards that we were given. And unfortunately, it's the tide is not going our way. >> Yeah, and I mean, in terms of Crest too and and how I see it, if you have a program that has that level of impact and has that level of, you know, saving people's lives, there are things that are high school that are more nice to have. So, you know, if you look at something like orchestra or band, I don't you know, any example, right? Those are programs that serve students really well and are things students really want to have, but in seeing those students who request and hearing their stories, that is a level of impact that I I just don't think any other program at high school has. So,

266you know, the most fundamental thing of the school, I think, is making sure that every single student can learn and has that opportunity to learn. And you know, obviously there are many ways we can look at it and do it, but I think the main objective of bringing those kids in really really because it's not an easy transition and we want to make sure that every every single student is able to learn in the way that they can and um you know, I think having that as a student in the main campus, I think a lot of times you don't understand what is going on at Crest because it is so separate. Um and I think for me, understanding that and seeing that more, and I hope that more students at main campus can see

267that because it um is truly just it's another level of impact. >> Yeah, and adding to that, you know, we have students with, you know, different needs on main campus and and what that looks like and how do we make sure we have services for all students and um you know, the conversations around Crest are not about the not valuing what happens. There are our administrators, our teachers, and everyone and to your point, Lucy, absolutely, you know, the impacts that um all of our programs have, including Crest, on the lives of kids who will tell us that they're only here because band has kept them in our school district or they're only here because drama has kept them here. Um There are some passionate things and all of those are so important. And that's what

268breaks That's what's hardest on me as a teacher. I think I got into this profession as a teacher. Trust me, I did not ever think or wanted this job. But here I am. Um Maybe over time I wanted it. Um and I love it. And I I get up every day because I want to make a difference. But I got into teaching for kids. That's why I got into it. They differences each and every day. That's why all of our principals, all of our teachers, all of our paraeducators, they are for students. And that's what makes us hard this time hard is the economic realities of what's the priority of the state. Um We have lots of priorities in the state, too. Homelessness and food insecurity and um uh health care. All certainly important, but

269why not to fight for education? And I'm here to say that's not a priority of our of our state. Cuz I don't know why we wouldn't spend $3 million out of a levy on special education. >> So, we're sort of we're sort of in or we have to, you know, we have I it's hard to find where we have to decide if there's something we want to make a choice on tonight. It's a little bit of my perspective that strange dynamic right now because you are in the process of you're free-sitting your plans, right? And it sounds like, you know, I understand the essence is that, you know, you've got a lot of ideas, but you're working through those. And so, it's up to me, it seems a little bit awkward right now for us

270to >> We can't even vote on that. >> Right. I don't even know what the stuff is. >> I don't The direction I need is, you know, are you comfortable with um as we slow down the process um here with the decisions around Crest, are you comfortable if the as we're thinking about the budget for next year, we're slowing down our ambitions about fund balance? You know, and you don't I can vote on that, but that's what you need to be thinking about. And are you in thinking around the parameters? I I heard you talk um President Burnett around um Crest at the Crest building uh or excuse me, the block class at the Crest building is a value for you after hearing from families and whatnot. And so, those are kind of some of

271the parameters. Now, we need a lot of latitude to kind of think about where this um goes. I need to meet with the finance team and make sure that we um uh are thinking about different components. I talked to some of the parents, one in particular, around one of the opportunities for fundraising and what that might look like. Um you know, we're literally writing grants to foundations at our own foundation to try to get extra dollars because this isn't the only issue that's going to be coming. We have honors classes and AP classes and others, and it's not to say those are more important or Crest is more important, but we've got issues coming down the coming at us around how can we run all the courses that are being asked for by our students?

272>> And then the Crest building, too. We can put them in It holds 250 people. That's I don't think that space is the issue. I just wanted to clarify that it's not at least for those of us that have been on the board for a while, it's not that we're we just like discovered Crest and realized how important the building was. Like we visit every every other year just like we visit all the schools every other year, and every time we go there, I'm always just blown away by what is happening there. And in particular, as a person who works with kiddos that have sensory issues, I've always really taken note of the students saying to me like I love eating lunch here because it's so quiet because I can have this light off. Like

273I can have, you know, kind of like a little sensory peace and quiet. Like like it's It's just we're not getting just like a all learn about this like this week, you know? so um, I personally just for myself, I like I'm not looking forward to the next, you know, 6 months to uh 9 months of of conversations about the budget and kind of like how we're going to get, you know, squeeze a little more juice out of the orange. Um, but I'm personally very comfortable with not trying to build the fund balance, you know, for the next year. >> I I I agree with that. Don't feel comfortable, but I agree that's the difference. >> Yeah. >> Uh and I will say that uh in terms of direction, I think that the the sooner

274the students know how the that would look like next year, the better. I think the day they will thank you for that. >> Yeah, um I'm I'm with the director Tucker and Martina is like I think that you know, we have to be realistic in what we're asking for you and if we can't give you some relief in this one area, I think that's something that's that's realistic for us to want to do. Um I also appreciate I know that you guys have a lot of like stunk kind of effort and energy into this idea that I think that you came, you know, that you approached with like the best intentions and um and then we asked you to sort of yank back from all that work that you've already put into it and I

275still appreciate the sort of flexibility and nimbleness that the administration showed in this instance of like, you know, this is something that solves some problems that we have, but we can't have this tool in our toolbox anymore. What do we do next? And that's where we are now, like what do we do next? But I it's it's nice to see our administration being so responsive to what we hear from the community. Um and you know, I think that that I know Burnett said this before, but like this was this was an operational level decision that you made >> Absolutely. >> and we found out about it shortly before the public did and I think that I appreciate you taking our input that we heard from our the people you know, our constituencies and saying, "Okay,

276I I I hear your board input and and and we can be flexible on this." And I just wanted to point that out because I know a lot of people in your team put a lot of effort and time into this trying to solve a problem that you didn't make, but that you are have. So, I not ready to say that I'm I'm comfortable with just, you know, saying that we know don't think that we should be working towards increasing the fund balance, but what I would say is on this in particular, I mean, I think that's an ongoing conversation or how sections are affected. But, I think that given a couple of things, one that I I feel that this is um this expense in particular is is is a safety issue for for

277certain students, um such as Lucy was saying to you to say I mean, the impact is so large on these students, and given, you know, the timing of it and also given my my doubt that it will be as cost-effective as it as it might be given what could happen with those students might choose to do for enrollment, um you know, I think that you know, right now I yeah, I my preference would be to delay it and find a way to do that. I hope that there's ways that we can mitigate the even impact on the budget on that. >> We'll continue to be busted on that as we look forward. I mean, it's really about interests. What are the interests of the students, the staff, the parents, the community, the administrators, the teachers,

278you know, all of those different pieces, and then how do you find the best solution possible with the resources that we have? Um and um I think we will always go back to where I kind of started us tonight, and that is, you know, what are the values that you set forward as a board? And I know that not all of you were on the board when these were um put into motion. I think Director Tucker, you might be the only one who was there when we said that our values are to support the whole child, make sure that our settings are inclusive and equitable, that we have schools and communities that are safe and supportive, and that our learning is rigorous and challenging. And that will always anchor us back into what we need

279to do and not just at Crest, but all of our learning spaces from pre-K all the way through college. >> Okay. Do you have another direction for us? >> I do for tonight. >> Okay. So, this will be a conversation that will >> Well, I will say that that I'm guessing that Director Bradley I have some. So, >> Yeah, you can go. >> that I will say is important. >> I did reach out to him just as I've talked to each of you this week. Obviously, he's traveling and he's he's away. And we have plans to catch up next week. And I know some of you might connect with him as well. >> Okay. So, legislative report. >> Yeah, I I'm going to The good thing is that the session is over, so there's not

280much, but uh Director Bradley, Dr. Lowe and I go together to start kind of but to create what will be our priorities for the next legislative session. And we're on the same spot like the conversation is the same that >> we have had. >> So, I think it's pretty much uh uh special education and SOC not being lower than 18%. Special education has been the conversation up tonight, so it has to be fully funded, and that will keep advocating that. Uh And also uh we will uh keep talking about student safety and well-being for students with the legislators and how will that will shape. And I think that the most important conversation is Talks are happening right now with OSPI and legislators and how with all the level of playing. And I feel that this

281is where we want to see how we're going to engage more in those conversations. And Dr. Stoll also started to reach out to the governor's office to start talking about the education budget, too. And we have that we're we're reaching out there, too. And so far, we'll see if we're done taking us, but uh And we all talked to the advocacy. I will meet with the advocacy in CA tomorrow to align priorities and continue this conversation, too. I think that that was pretty much what we talked about. >> The only other thing to just give you a heads-up on, we are looking at I think it's a I think it's the right time to look at advocacy in Olympia and who's supporting us. We've been with the School Alliance for a number of years. Um

282and we're going to take a hard look at whether or not that's the best representation for us down in Olympia. There are other options, as well. And so, I have asked Assistant Superintendent Sullivan to begin looking at some options there. No decisions have been made, but um I want to make sure that who's representing us is really representing the interests of us and not just our alliance, cuz our alliance is very diverse. And um I have been thinking a lot about that. I think we need to do I think we owe it to ourselves to at least look if there's other options out there. >> I will add to that. And I think that that in that sense, the old districts are in the same position. I hear that when it doesn't align, it's like

283when we have and I've said when our students are we don't get the full refund of any special education services or things like that, then it is very beneficial to us and because where we are economically or in numbers, you know, we're just going to we're we're falling into the cracks of any legislation that any legislation that is passed. So, that's pretty much what is happening. You got to recognize this thing. And yeah, I I I definitely thank you. I want to recognize that that Representative Santos here tonight and I appreciate that you are here listening to this conversation. You got a very uh interesting night to come, but you know, a very important night to come to listen to. I don't know if you were able to listen to the stories of the students,

284but uh it is it is how uh the the non-funding uh bias to the needs looks like and and this is it. So, thank you for being here today. >> Uh board reports. Should we do speed board reports? I went to the PTA council meeting. Okay, that's what she said. Here's my chance. >> Uh my only uh it will be more of a request that if uh any of you will go to the WASA regional meeting cuz uh Director Brett and I will not be able to attend. Uh I think and it's 29th of April, I believe. >> It's probably next week. >> Okay, so I'm going to ask uh all right, so and it is I know there will be some legislators uh attending, so I will talk to him to let him know

285that's important. And then for you uh there is uh at WASA uh the model policies are how they structure them. I'm going to start looking deeper and they're starting to ask for input from from legislators. So, I'm going to send you the one that they will will start looking at the model policies just so we can actually give them feedback on how does it look on our point. and I think that I have to uh director of night uh have um done a lot of uh looking for policy and how does it look at in practice or to students. The impact of directors matter a lot on those models so we'll also send through the two degree verification. >> I mean we all went to uh visit Northwood which was fantastic. Like great visit, really

286fun. Um saw some really amazing programs there. Saw a very innovative um I forget what it's called but like the the morphology. Yes, morphology lesson where the the students were learning um fifth grade students were learning Greek and Latin um like roots for words and spelling words spelling the words and sort of acting them out. There's like a physical sort of like a movement component to it and I saw that and I thought, "Wow, that's such a great program. It's a pilot program. We have it in two of our schools. It would be amazing if we could have it in all of our elementary schools." But that's the kind of thing we're like just are kind of out funding for you know extra bonus amazingness right now unless we can get it in some other

287way. >> Right, so that's part of the action scroll program. That was so inspiring. I think it was fantastic. >> in person and see how well those kids had picked up on those um those words and the under and >> Of course we have a lot of extra already trained in that. >> Yeah. >> Um >> And that was really great. I really enjoyed Northwood visit. I really liked the visit to the music class when they were playing on the upside down buckets. And I felt just sad that only half the kids had a bucket and they had to switch cuz when I didn't have a bucket I also was bored and so >> The whole school it was it was great to see all the child's buckets on the music room. >> It didn't

288look spacious. >> So um I got to see the IMS orchestra's artist in residence program at the middle school. So great, so fun. Um the kids really enjoyed it and that was great. We did the filming for the TV being committee which was really neat to see the high school um the studio and to to do that. Hopefully those will turn out well. We'll see. And we did have since our last full meeting we had we did bunch of committee meetings and safety mobility to the community. We also discussed lots of work and we're looking forward to discuss again. We're moving forward with all of that and we also met with SJP leadership, city manager and the mayor a couple weeks ago and that was really good meeting and look forward to continuing that. Would

289someone like to make a motion to adjourn? I make a motion to adjourn. All of you? Second. >> Second. >> Okay. >> So be it. >> I. >> Board chair. >> I don't know what to >> Good job everyone. Thank you. >> Thank you everyone. >> Thanks for sticking with us. >> Would you prefer the handouts that came in hard copy? Electronic. >> Hard copy. I don't want to do >> Uh it's streaming right now. >> It wasn't >> before. >> Can I get your hard copy >> I'm going to >> I need to make sure that >> I need to >> Thank you.