001teacher so This was internal. >> Call this meeting to order. Thank you all for joining us tonight. I know it's exciting night. Um I'd like to establish the agenda. Can I have a motion to do that? Thank you so much. urgent students I board members I Jody moved and Christina seconded 2050 >> okay that we will go into board director announcements and I will start a couple weeks ago we had our uh the linkage sessions for the teachers union and with the PTA council and I was remote for the union session and I wasn't able to send the PT council in remotely. So, I wanted to just uh chime in and give a couple thoughts that I had about those. It's been an interesting uh time for me as a new board member to observe
002the linkage sessions and you know each one has its own flavor depending on which group we're meeting with and I have some thoughts about how we can handle them in the future and I've discussed with Fred um that I recommend the board president next year recommend or meet with the groups ahead of time to plan the agenda and to work as a team um whoever it is that the city council, the teachers union, city council to plan an agenda so that everybody can be better prepared and the board can take a little bit more ownership of of the linkage sessions depending on which one it was. Um you know, we did that more or less, but I think we could have more effective sessions if we did that. You know, on the as far as
003the union session goes, I I appreciated on that one that they and I don't think we have any union reps here tonight. I appreciated that they were, you know, kind of about collaboration and wanting to work with us. Teacher voice is really important. Um, I didn't love the tone of the session overall. I felt like it was a little bit of a gotcha moment over and over again and it didn't feel like what collaboration actually looks like to me. So my hope is that you know going forward with discussions and with um our meetings or interactions with work together because we we really want to support teacher voice and we really want to have a strong partnership. Um and I just think we need to think a slightly different tone in the future. Um as
004far as the PTA council session goes um I wanted to just let those who attended know that I have I heard your concerns. Um I noted you know a lot of concerns around tech use that reflects um what I have also heard in the community and the use of technology particularly in the middle school and at our elementary schools and um also the need for consistency across our between our elementary schools and also the concerns about math and math pathways strengthening transitions from fifth to sixth and 8th to 9th safety And you know I those are all important items um for the board to talk about and things that we have been discussing and so I I look forward to um I think you know the community will be hearing more about those from us
005in the near future. Um the board had a chance to complete our second study session where we were coming together as a board and sort of establishing our norms since we are a new board with two new members. Um, and I think it our last one was this week. It was really productive and we talked about we were able to discuss what our goals are going to be for the school board in the coming year and we also talked about how we want to approach collaborate our communications with the community in particular. Um, as far as you know our goals, we're still working on um identifying specifically what we'll be focusing on and working with the district to set some strategic goals going forward. Um there's some areas where we need more information before we
006can decide for sure um which where exactly we want to go with those. But um you know an important clear goal for our district from the board's perspective is student safety. There's a lot in progress there and director Martinez is going to give us a uh an update on that during her report today. The progress that the committee has been making. Uh we we talked about uh work that needs to be done regarding facilities and infrastructure for the school buildings. Um we talked about concerns um of declining enrollment, technology use, math, a number of items. And so I'm excited to see where we go as a board as we proceed. And we also um decided that in the going forward as board president I would be issuing occasional communications to the community um in written
007format and we're still working out exactly how that will be presented and how often. But um I look forward to keeping the community better informed about uh the board's work and thinking um on that end. And we also I'm very excited that um board decided um that it would be wonderful for uh the district and Fred to host a community conversation, sort of a casual town hall type discussion. Um so I look forward to planning that as well. And that is all I have. Um it's been a while since we've done that. We've had an actual board meeting to do a board report. So, I'm hearkening back to the days of February break. Um, and at the end of the that break, I attended a town hall representing the board um that was hosted by
008our representatives and um Tai and Senator Wellman where they talked about their legislative accomplishments um and just the general legislative session. Uh I was the I think the sold board member in town that day because we were all indeed on school break. Um, I also went to the E-car night market, uh, that I know a couple other people maybe went to. That was really fantastic. It's just getting bigger and better. And, um, I just want to shout out that student group for putting it on. And, um, uh, Sandy Sun, who's I think the parent lays on with that. And it's just been I've just seen it get like bigger. I've gone for years now, and it's just gotten more spectacular every time. Um I went to this PTA council meeting yesterday as our uh board
009rep to that and I just want to um note that it is fine arts performing arts season right now at the school. So we are having endless performing arts um our orchestra concerts band concert and um the two major concerts that have the middle school and high school bands and orchestras performing together and the chorus all had concerts recently. Um, the ensembles band went to the Western University, Washington Western University Windfest and also the East Shore uh band tournament. That's not the right word, but there it goes. And um and uh Fred might mention this, but we did recognize at our site visit at the high school last week that um 37 of our band, orchestra, and choir students are representing Mercer Island at the state level competition. Um they've been invited to the to
010the state level honor band, which is a huge honor and 37 is an enormous number for any one school to be having. We recognize them there because uh rather than make all 37 of them come here on a school night. >> Uh yeah very a lot. >> Uh so since then uh I I will uh start with the easy ones. Uh I went to uh to Olympia to work with WA was legislators and I will be doing that through the year working with WASA in in uh program. Uh so this coming week we're going to go and meet with superintendent Chris Rick. So that's going to be next Friday. So this plan was only with legislators and and with the office of the treasurer and and will be working continue the work there. Uh I
011uh had the west Mercer pack. So we visited it was the first time that it was uh during the day and we had the opportunity to visit classes and classrooms and we're gonna next I think week or in the few weeks that will follow we'll do the wolf packs that that's uh kind of what we're going to focus on. Uh it's always great to go to schools and visit the students. So um then we I will say that I know that not everybody knows that we had a visit to the high school and I just want to highlight that I is it was fantastic but for me I think that that opportunity and then last Monday I went to the robotics team. What for me is a highlight is to see how kids uh kind
012of can practice everything that they learn they can put it in something like robotics team. It was not only just building a robot. It was just they could explain and and and curl their math, their their like their language, their everything that they had to do to to make that and they had to do a presentation for for a contest that they have the same with the radio program. So I think for me seeing that is a great opportunity to evaluate how things are going through the district and and it's always amazing to go to see it the school and thank you for hosting. I think that I have to say for the grace post. Um and uh being in the uh I think that what I have focused most and I think that this
013is where I will focus most of my report is the student safety and this one uh I will say that our community has been uh in doing a lot of work. uh we have been uh we have divided and I'm going to also lean on you. We have divided we're working three main groups and that's what we have been focusing the last uh uh month and a half and the next month. Uh and my subcommittee is working on uh reporting and followup. Uh through that we are uh dissecting the different policies. So, we're going line by line and there have been a lot of work and a lot of comments that will come within the work of later on through the the recommendations to the board on a few recommendations, but there's a few that
014have been already uh fantastic uh that have been like um ways to support the students if this happens. How how are we going to support the students through the process or creating this policies? We're also creating a a one that is is with a language target to the students so everybody can understand what it is and what steps to follow. Um then also uh broadly the language of what is grooming behaviors within the the policies. Um so it is in place. we have a lot of work we have like uh to keep going and I think that I would like you to chime in with your sub committees because I think that it was it's always uh important for the community to know what you're working on and um yeah so yes so thank you
015so I am part of the leading the boundaries subcommittee of the safety and wellness committee and so we are working looking at what professional boundaries and policies procedures will change um going forward. And so we're looking at tightening up a lot of language, looking for making sure that you know potential any potential loopholes are closed. I mean it's pretty pretty quickly dry stuff going line by line during through these policies and procedures and just ensuring that you know what what rules are actually appropriate. You know, there are guidelines regarding physical touch. There are guidelines regarding um, you know, gifts, you know, all kinds already in place, but we're we're looking at ensuring that what the boundaries and the rules that we have going forward as a district are really um ensure that, you know, we're
016we're setting it ourselves the district up for success, make sure our students are safe, which is what matters the most. And so, we have, you know, already identified a number of areas. We're working on proposed um revisions to that. And then I know that Fred will share more, but we're looking forward to getting feedback from Presidium when they do their uh work um as far as you know what those um how what our changes look like and if there are other additional changes um and that kind of thing that need to be made. >> And the group that I'm working on is a um it's the student education. What are our students learning K through 12? Um uh and so we've we've been taking a look at the elementary supplemental curriculum, some of the standards,
017and then you know, what does health look like um and high school um with health? And certainly what we're really grappling with right now is the limited amount of time that students have to be in a health classroom um is not enough to cover everything. Um and so what are some other touch points we can have? So, those are some conversations. And then we're also looking at staff training and what does staff training look like um in our school district both um as staff come on board, but what does that ongoing training look like um as well? And then we really just started touching on parent education and that the other, you know, important part of this is what are we doing to better equip our families um as they're thinking about their own students.
018So, I'm excited about that work. Um I think you know when the most recent story um hit around you know a pending lawsuit against the district that they think it for some people it's kind of like oh yeah what is the district doing that reminds me um and I I just want to assure everyone that we're not waiting for a precidian report or waiting for something to happen you know tonight you're going to be voting uh or at least um contemplating 3205 our sexual harassment policy and I know there'll We have lots of conversation there. But part of those changes are coming out of this group. And um today by far we had more administrators than any other district in the WSRMP on a precidium training. Um today's training was on um responding appropriately to
019red flag behaviors, policy violations, and sexual abuse concerns. Um and so the same practitioner who will be on site and I'll mention that in a moment was leading it this morning and you know reaffirming a lot of the things that we've been talking about um you might recall we were having the conversation about is it a report you know when someone is making it or is it a disclosure and we discussed that this morning and got some new information that we'll bring back to the committee. So, um, you know, Prescidian continues to be impressed that we have our committee because I've been asking them things like, "Hey, we're interested in how are we going to measure this?" And they're like, you know, we have great ideas. Just be patient. We'll be getting that to you.
020Um, but, you know, we're taking it seriously and every single um, uh, opportunity is a learning opportunity. Um, and we're not going to miss out on that. With respect to a timeline, just to give you an idea as a board as well, um our next committee meeting is April 7th and then um at the end of April, the 28th, 29th, and 30th, those are the three days that Prescidium, we have two consultants that will be in district um all three days. They will visit each of the six campuses um and spend time with staff uh spend time with um parent focused groups and then at the middle school and high school also student focused groups. They'll also do campus walkthroughs taking a look at our infrastructure and our physical plant. Um and then they will
021also meet with our committee on the Wednesday that 29th. Um they'll spend some time with the committee as well. Then they will take all of the documentation we've been giving them from the committee and from the district plus their their visit and they'll come back to us somewhere around the the week of June 12th and they will um submit a report back. Um we'll have a chance then as a committee to look at that and then I've invited Presidium on June 25th to your board meeting to give you a full update as a school board. Um that will give us kind of the month of July to do some planning. Um and then come back in August with recommendations to the committee as well as to you about what we think would be the next
022best steps um to continue to make our our district um even more uh safe for our students. And then the committee will anticipate restarting its work after it breaks for the summer, probably the first week of September, the first full week of September. So the work will go on. Um, and we have a lot of great opportunities ahead. Um, and always remembering that, um, you know, there's there's lots of new ways that this committee is going to be shaping things and what you see in one policy revision might be coming up over and over because we're going to fine-tune and tweak some things. And and I will um um before I pass it to Julia um will add that through the committee we have had great partnerships and I think that I I I want
023to say that Mercile Youth and Family Services uh and the district and also Kesark have been instrumental in this and I think there have been great proposals of think that will support our families and the students that uh um are fantastic. Um and I also want to acknowledge the students because I think both uh our student reps and our students at the committee have supported our work and one of those other uh works have been that the students have been trying to work with the legislators to help the whole state to uh to make it safer for all the students. And we encountered a few uh hiccups through the way and now we are uh very soon going to uh submit something to the WASA uh uh to WASA that Washington state uh director association
024uh for their platform. So they will uh create ongoing education related to title uh nine requirements and governance responsibilities for all schoolboard directors in the state and the only way to do that is we have to go uh through WASA first before we actually go to the legislation and we uh have figured out and learned that through the process right uh so they have been uh fantastic and also the student in the subcommittee uh well I'm sorry in the student safety committee uh have um kind of stated practices uh to help student report and feel safe. So that is also something the other recommendation that is being uh implemented also in the uh proposed uh position that we're submitting to was so that also through out the state uh this is something that that will
025transend. So this is I will say that I will I really appreciate uh your work and I don't know if you want to say something about that or not but uh I really appreciate your work and also the students in in the committee because I think that that uh the work that that has been done is not only going to help the students in our district but statewide. So >> yeah, that's what I'm I'm hoping that this position and we'll be getting something else much safe Nevada would be amazing to help make sure that all students are safe so that something like in our district could happen in other districts as well. So exactly what you said it kind of to make every student safe. >> Sure. >> The only other thing I would add
026is there's a gentleman who's been instrumental in helping us and it's allowed us to be participants. Um and I think some of our our other members to feel like the district isn't just running it. And um he's here for a different reason tonight with Frank Scott who's been um facilitating. It's just been so helpful to have a thought partner um for the district and and really make it so that other committee members can participate in unique ways but so we can too and he's just been great. So >> forward and that's my report. >> Okay. Uh I had the privilege of spending mid-winter break in Olympia. My son was serving as a page for the Washington State House. During the week, I met with our state representatives, Migan Thai, Janice Zan, spent an afternoon lobbying
027alongside WADA lobbyists, attended multiple education committee hearings in both the House and Senate, and even joined a caucus meeting on Thursday. Was an incredibly informative week. Uh we held our linkage meetings with the MI.A and PTA council. I want to thank both groups for their time and engagement. They provided val valuable information and discussion that will inform our future work. Uh last Thursday, the board spent the day at the high school attending a variety of classes and observing learning in action. Following the classroom visits, we met with the student senate who shared thoughtful concerns around the student safety and well-being committee, the impact of rising student fees on participation and access to college counselors. I want to extend a special thank you to Emily Jing and Gabby Frederick for serving as my TW as as
028my group's tour guides. I knew the students selected to lead this visit would be outstanding and they absolutely were. I left the visit inspired by the students in particular and motivated to listen to their voices as we set our priorities as a board. Last Monday, I participated in the Island Park Pack. We met with approximately 15 students for an hour and had a rich conversation about their school experiences and ideas for improvement. The meeting prompted three key follow-ups. Incorporating student input into the K5 science curriculum review, exploring student involvement in school menu planning, and connecting with the PBIS team around student leadership opportunities and flexible lunch options, specifically eating lunch outside once the weather is better. Again, it is wonderful to see student voice playing a mean a meaningful role. On Tuesday, we held our
029second study session with Marty Schaefer focused on setting uh priorities, a productive and helpful session for the board. Finally, I am of course aware of the claim filed by a former student relating to a former employee. While there is not a lot I am able to say about the matter at this juncture, I want to assure the community that the district is reviewing this matter and we remain committed to student safety. >> Um I feel really short all of a sudden my seat got lowered down. Um like everyone else, I really enjoyed the visit to the high school. Um, I especially enjoyed some of the classes I had seen before like biology, but I especially enjoyed um getting to step into a international relations class and to see the students working in groups together um
030you know playing out different kind of tactical and and economic scenarios in the Middle East. And um I learned a lot from watching them do their thing. I was very impressed with uh with what they what they accomplished. Um, I also got a lot out of our our let's see nine to two five hour session on uh Tuesday of this week with uh with Marty Schaefer. Um, I wanted to just remind you guys that it is still kind of spring concert and performance season. And so next week starting on March 20th, IMS will be performing high school musical at the high school. And uh of course the week after that uh March 25th is the fine arts showcase of the high school in the evening. So thank you. Before we move on, I just want
031to add to my report to say that today I had the opportunity to step into a letters training session that was occurring in this room um uh training district staff, teachers and staff, >> elementary teachers and staff um about the program, the access for all program um uh for specifically addressing uh learning need related to dyslexia scrapia and uh it was incredibly inspiring. This room was full. I couldn't believe how many teachers and staff were in this room. Um it was just really exciting to see the room full of teachers um or educators, you know, here and ready to learn about how to, you know, reach out to to kids with those kinds of learning needs. And yeah, it was just a really heartwarming thing to get to see today. So appreciate that. And with
032that, we will move on to board policy 6970, naming district facilities. We have the uh the presentation by the naming committee. >> Yep, we do. Uh Andre, can you bring the uh presentation up on the screen and I will go through it. Uh so the uh recommendation is to uh name the high school basketball court Ed Pebble Court. uh a proposal to honor for 42 years of excellence. As a part of that, there was a survey done of the community where there were 523 total survey responses uh most of which were alumni but it had a 75% of strong support uh with kind of broad community backing. After the survey, a committee was formed that held two meetings. The committee reviewed the board policy 6970 and had a unanimous approval of all five naming criteria.
033Those five naming criteria are significant contribution to the district and community, legacy beyond active time, demonstrated leadership and educational excellence, positive character, integrity and values. uh commitment to diversity, equity, and inclusion. There is one other piece that uh Ed Pebble has been out of the district more uh more than five years. So, that is the other piece. So, a little bit about coach Ed Pebble for uh 42 years of coaching, 952 career wins in basketball, four state championships, was seventime Washington State coach of the year and the Naymith National Coach of the Year in 1998. for sort of the legacy of the contribution outside of basketball. He founded the little dribblers program here on Mercer Island, which is my understanding they estimate about 4,000 kids have gone through. So, kind of elementary schoolers and middle
034schoolers being coached by high school basketball players. That's kind of what created that pipeline to high school excellence. Um, and then after high school basketball, uh, the nomination package is full of letters from former players attesting to that foundation in high school basketball with coach Pebble sort of laid the foundation for their future success in life, becoming CEOs, teachers, doctors, and community leaders. Um, his sort of demonstrated leadership in basketball, kind of creating that blueprint for success. He was also a PE teacher and physical fitness advocate. Um, and over the course of 42 years, that's a long time to work with kids. Uh, his coaching uh philosophy evolved over time as the kids and times changed as well, but he spent a lot of time building uh leaders and not just basketball players. Uh there
035is a Mercer Island reporter article by Greg Aumlis who has about 20 coach pebbisms which include and I think they're all quite nice. Uh first one would be be be a giver and not a taker uh uh have enthusiasm for everything you do. And then the final one is no rain means no rainbow. So just a very optimistic coaching philosophy. Uh yeah, from that uh nomination package, I pulled out a story about one player. Um this is Travis Dure, the who's now the head coach at the University of Montana for men's basketball. As I look back at the 30 years I've spent as a coach, mentor, and counselor, I realize how much the men in my life have not only impacted my life, but the lives of the hundreds of young men and women that
036have come through my programs. Coach Pebble is one of only a few men that developed me on and off the court. I met Ed as a 14-year-old inner city kid that hadn't seen much outside of my Reineer Beach community. Respect, pride, lead uh leadership and accountability are a few principles taught by coaching that later became the values that have led to any success that I can say I have experienced since the day I enrolled at Mercer Island High School. As an Islander basketball player, I learned how to be responsible for more than just myself. I became a young man. Coach Pedle helped me to me adapt to an environment that I thought I wasn't welcome in. In four years, I grew. The young boy that once walked the halls with his hood up and head
037down became a young man that graduated with his chest out and head high. And I thought that really encapsulated a lot of what a good coach can do. So again, the committee met twice. There was about uh maybe not quite 10 members of the committee. We reviewed all five of those criterias systematically uh and the committee came to a unanimous approval on all five of those. So that recommendation comes to the board to name the court floor Ed Pebble Court to honor 42 years of service, leadership, and lasting impact on Mercer Island High School and its community. So just a quick kind of view of what the pictures would potentially look like. Uh it would be a sticker on the high school basketball court. A couple of those stickers. Uh they're sort of working out
038the specifics. So I And then a sign by close by the scoreboard that says welcome to Ed Pebble Court. Any questions? >> Are we doing this? Go ahead. >> I wanted to ask about the 25% of um respondents who were not in favor of naming the court. What were their main Sure. So, uh, of that 25%, 7% were neutral. Um, 10% did not believe that we should name the court or any facilities after anyone. Uh, there were 8% that I would describe as neg as negative responses that largely related to a view of exclusivity of the basketball team and program and potentially complaints about coach Pebble's coaching style. So again, that's only 8% of the total survey responses. >> Could you provide some uh information about the funding for >> uh the funding will all
039be raised through private donations and whatever they raise is what will pay for the final plans. >> Anything can I just anything else? Assistant Superintendent Sullivan, I know this is our first time going through um and you were kind of shephering the process. anything else about process that he wanted to hit on that that wasn't hit on by director Bradley? >> No, just in brief uh provided to you as a summary of those two meetings, members present, staff present, obviously the evaluation criteria and then what was proposed and then also reviewed via the committee. I would like to thank Frank Scott over there for his proposal and kind of shephering also that proposal through the committee but also uh director Bradley for his um kind of mentoring the committee through the evaluation criteria the second
040meeting >> and just to be clear for everyone this is a separate committee than the versus like the committee that that developed the naming policy. There was that initial committee developed the name policy and then once the board approved that we went into the mode of this specific proposal. >> Okay. So we will move on to the community input part of this proposal and we're going to have those you writing input sit at this table here. I'm not going to read the script that we typically do for public input. Um but you each have three minutes to be a timer up there. Uh so the first person is Albertell. Did my time start after >> I learned from the last one. >> Good evening. Um first uh in true sincerity I want to thank the
041uh board for taking the time in this matter and the students of naming up the FEL court. uh as I've learned over the last year and a half, your job your job is relentless and does not get acknowledged to say thank you. And I wanted to start with that. That's something I've learned over the last couple years in this process that I'm not usually uh used to. But thank you. Whatever happens, I wanted to say thank you. Uh in today's landscape, we all know that it's very challenging to find a clear subject to celebrate and honor. There are many opinions and people's own objectives that go into these decisions. But this decision is clearly one that means so much to many of us for so many reasons. Coach Pebble was a leader and a friend
042to so many. He was a teacher to many of us, showing us a vision, teaching us what culture is and what a teammate should be. There were no exclusions. He taught us it was not about being perfect. It was effort. When you bring effort every single day, that's what translates. That's what transformation and happens. And this is where change occurs. He taught us accountability. trust, respect, build real connections, commitment, learn from your heirs, and truly truly understand what sorry means. And if you learn to use this adversity in the right way on and off the court, it will lead you the right way in life. His basketball accolades have been repeated and stated in so many ways. I don't think any more needs to be said about this, but the passion and drive in so
043many of us to get this done is really simple. The lessons were taught on the basketball court, but none of us knew until we endured the real game of life of what he was teaching. We are so thankful for all those lessons. On a final note, his wife of 65 years was a major driver in wanting to hear about this unbelievable honor. We almost lost her a month ago, but miraculously she is doing better, which we could not be more thankful for. It was probably in my mind Ed saying, "Don't quit. Something good is going to happen." There truly could be no better gift for her and the family in her final days to let them know the decision has been passed. I truly want to thank everybody for even considering this, understanding what you
044guys are dealing with, and getting a true brevity in all the things that you're dealing with. And uh just wanted to say thank you to this crew. I don't know everybody there, students and the board and Julian, thank you for taking on this very important matter, but more importantly down the road of finding good people and naming things, not just a basketball coach, a music teacher, a track teacher, a psychologist, whatever it is to make things the right way for all the people to make us better. You are doing such a nice job. Thank you. >> You gave me a lot of time. We do everyone else three minutes. >> Thank you very much. >> It'll be in the reporters. Thank you. >> Thank you. Next up is >> All right. Uh I know my
045role here. I was on team Adele star. So he can get over three minutes. I will not. Um >> really what when I thought about this why I'm passionate on a subject and be clear I am uh it's not because of Ed's uh basketball accomplishments and and there are many you saw those to me what Ed's real superpower was it was around team I said I was not a star player uh but I was on Ed's team from age 10 to graduating high school and I loved it Uh, and I loved being part of a team uh because he made you feel part of something bigger. And to him, team wasn't those 12 players. Uh, it was a much bigger definition team. It was the team manager. My oldest brother was a team manager. Uh,
046it was the statistitians. Uh, it was uh the school. You have a responsibility not just to your teammates, you have responsibility to the school. Uh, it was tumor. Uh, I was super proud to wear the maroon and white and represent Iowa. And we put on the maroon blazer. We had our haircut and and maybe it's not a big deal now. Tell me in the 70s it was a huge deal to walk around with short hair. Um, but it was it those people who you guys are all younger than me, but those people as as you get older that you realize you're fortunate to to cross paths with and uh helped mold you in the person you are. Uh Ed is nearly topless. I I think after my parents it is uh and it's uh it's
047so much of I said life is a team sport. Uh you guys are coming together as a team. You have a lot of responsibilities. Uh Ed instilled that in thousands. Uh it wasn't the 12 people who played the 4,000 I didn't know that number of 4,000 little dribblers. Uh, you know, I felt responsibility when I left this place. I got to coach Charlie Burkus right there uh when he was a little tight. Uh, and that's just what you did. Uh, you gave back to the community. Uh, my love for for island uh mainly came through at at maybe a better person uh maybe a better retailer. Uh, and I I sure hope we can honor him this way. Thank you. Hey, >> Kevin. Tempest. >> One of coach Pebbles's favorite mantras was that proper preparation
048prevents poor performance. Thank you all for your preparation leading up to this moment. I'm Kevin Tempest. I was team captain of a state runnerup in 2002. I continued playing at Lehigh University both with and for Maloi whose coach couples grandson currently coaches Montana State University. My sister and I grew up just a short walk from here and we competed directly for state championships in four sports and as college athletes. We returned to coach more than 15 combined seasons at Mercer Island and some of that's something I continue today on Woodby Island, a place that coach held dear. I joined coach Creed in his first year and for a significant portion of his ongoing 250 wins and seven coach of the year honors. I am privileged to have had even a small role in this story
049tradition and I'm a better person because of the influence of coach Bele and those he surrounded himself with. From then I have lifelong friendships and learn firsthand the power of pulling together while using mistakes as a tool for improvement and not excuses. Coach's records and accolades are undeniable, but he would always deflect attention back to team, community, and family. Winning wasn't about record. According to him, and this is a quote, "The game of basketball, as for all sports, should be coached to help young athletes grow and become better players and better people. When that goal is reached, everyone involved is a winner." Coach's accomplishments leave a thriving legacy through what he offered and who he reached. Coach pioneered the game of basketball in diverse ways. The widely replicated Little Dribblers program is one of many
050examples, such as offering free youth camps in Jamaica that continue to this day. Washington's first overnight basketball camp at 4K Casey near my home on Woodby Island, the Spring High School Premier League at Seattle University, which mixed regional coaches and players to broaden horizons, and the basketball coaches association he helped form, which names an annual Edmond Shirley Peak Service Award, and has 2024 John Wooden Award winner, Coach Cre, on its current board. Connecting those dots to coach CRE speaks to the flourishing coaching tree that presently includes an NBA head coach and scouts, the Jamaican national team coach, collegiate league champion head coaches and assistant coaches, high school coaches including Omar Parker whose passionate commitment turned Liberty from an afterthought into a perennial contender and Bill Ly doing incredibly meaningful work at Sumar needing a community
051that needed deep healing with integrity. And more than half of the current Kingo 3A schools have staff members that are a direct link to Coach Ple. Coach Pebbles's remarkable coaching tree illustrates that leaders and champions are made and not born and serves testament to one of his favorite sayings that all setbacks are tempor are not temporary are temporary. Sorry. The branches of this tree are many but rooted in a mission of building people up while respecting everyone and fearing no one. I can feel coach Ple's presence daily on my own humble branch in a small community near those Woodby Island summer camps. I can't imagine anyone who could embody the criteria for this honor more than Pepper >> only that chair >> sorry rules is it actually in the procedures it's I don't need that
052>> I'm Ron I was born and raised on Mercer Island was in the restaurant business and I was lucky to have a played for coach Captain his first two years at Mercry Island High School. I maintained a lifelong relationship with him which included him letting me sit in in the 1989 season which Travis Deir was part of and observe and he hired me in 2002 to be his freshman basketball coach which I did for 10 years. The last five being his the first five being the last five of his career. Here's three things that I'm willing to bet that most of you don't know about him. Number three, when he came to Mercer Island, he was more than a PE teacher. He also taught English. We invited Coach Bethl to our 50-year reunion Friday night
053at the Ron Oak, which he came. And I was amazed at all the people that came up to him and thanked him. They weren't basketball players, for being a great teacher and motivating them. Two of the women on my reunion committee reminded me that in high school they went to him and asked him to put together a co-ed PE class, which I thought was unheard of at the time. And he did. I said, "What did you remember about it?" He said, "He inspired us to do our best." Number two, nobody outper. I felt that way at on the team that we were the best prepared team. And I think he did that with everything he did in his life. But you know what I thought he did best at as a coach? When we lost,
054he made it so you you couldn't wait to get back out there again. In my case, I couldn't wait to get to practice the next day. He wasn't yelling, pointing fingers, assessing play. He made it so you wanted to get right back out there. And number one, as much as he loved these guys, all the people that he coached, taught, and taught, and helped them, knew that they were going to become successful adults and helped them with that. As much as he loved that, as much as he loved the winds, and he did, so did we. The thing he loved most was Shirley. I picked up on that in high school. and saw that either uh going out to dinner with them um going to lunch with him and talking about it and I knew
055how important she was to him. So you had excellence, perseverance, loyalty and devotion. Not bad things for anybody or any school district to stand forward. Thanks for donating your time to the school district and thanks for listen coach. >> So, thank you. Um uh we've all met, but for the record, my name is Frank Scott and I'm a Merc resident and in class of 75. Um when we started putting together the nomination package to recognize Coach Bele, it was very clear that his players and others he has impacted along the way wanted to tell their stories about how Coach Bele impacted their lives. Tonight, I'd like to share a little known story that speaks to the lasting legacy of Coach Bethle's work. It's also a story about inclusion that I think is quite remarkable. While
056I graduated in 1975, this story starts in 1970. I was attending North Mercer Junior High at the time and Coach Pebble opened the high school gym on weekends for all of us to come play. That was a big deal to be able to go up to Mercer Island High School and play basketball in the open gym. Quite importantly for this story is one of my eighth grade classmates, Barbara Barry, wanted to play with us in the open gym. And 14-year-old Barbara asked coach if she could join us. And coach said, "Play defense, play hard, and you'll always be welcome." That was before Mercer Island High School even had a girls basketball team. So Barb played with us and she competed every week. Thanks in part to Coach Ple. Barb went on to play on the
057first varsity girls basketball team at Mercer Island High School. Thanks to Coach Ple in part Barb then went on to play at Seattle Pacific and UW on their first women's teams. The reason Barb can't be here tonight is that she's coaching her AAU basketball team. Barb asked me to share her story with all of you. Coach Pell opened the door and then mentored Barb all the way into his retirement years. Barb coached at Meron High School, Toma High School, Belby College, and has run her own academy for young women that want to play basketball at the highest level. Barb is in her 47th year of coaching young women basketball players. I'm not sure that would have happened without Coach Ple. Much has been made of coach Pebble's legacy. From the formation of Little Dribblers to
058an amazing tree of coaches and teachers to organizing travel teams that included inner city Seattle kids in the summer. Barb, Travis, Ron, Eric, Al, Kevin, and hundreds more can share stories about how coach made a home for them. Gave them direction, inspiration, insights, and the tools to prosper in the classroom, on the playing field, and in our careers for years to come. Thank you for considering Coach Couple's nomination. >> Thank you. Okay. So, with that, we will move on to taking board action on this proposal. And I'm going to give each director a brief uh chance to speak, including students, if you would like to say anything. Um so, uh we'll just do it try to keep it quick so we can keep moving here. >> Honestly, I think that um hearing about what Coach
059Pebble did was amazing. I think I didn't know a lot about him as a current student. um he coached a long time ago, but these are things that we try and replicate today at our school. You know, not just success, but morality, trying to collaborate and making sure that losses don't affect us. I think these are all things that are really admirable. And I think that especially hearing about how much you did off the court is really awesome because, you know, you walk in and it is a basketball court, but a lot of other sports and events at Marshall High School happen there. um including we have a spring assembly tomorrow. And so knowing what he did that wasn't just sports related is um I think really beneficial and really awesome and something that we
060can all learn from when um we walk in there if it's named after him. >> Thank you. >> Yeah, I totally agree with everything said particularly around who he was outside of just basketball. So like Bren said that's much more than just a basketball court for our school. But I think looking at you know the coach and pebbbleisms on those slides or hearing the stories today really was inspiring for me to learn about that and I hope that by naming the court after that that born students can learn about who coach was learn about his philosophy and that legacy of such an incredible philosophy and incredible person continue to live on in our schools. I think that would be a really really positive thing for our schools and so I'm totally supportive of this. I
061think it would be amazing to have this legacy go on in our schools and to continue having this positive very seems like very growth mindset oriented coaching style in our schools. >> Yeah. Um I wanted to just go back a little bit and just um kind of put it in the record that that this proposal got off to a very rocky start like when it first was brought to the board in 2024. Um and the board didn't immediately take it up or do anything about it. Um there were like some we'll just say like very enthusiastic members of the community who um kind of put a lot of pressure on the board that that that kind of became inappropriate involved like threatening board members and threatening the board and the district. And so it was
062a difficult beginning and I'm very proud of the board that against a fair amount of skepticism that it was just like another way of putting it off, another way of saying no that the board resolved to actually say wait we don't have a process for this like we need to actually have a procedure for this. We need to know you know do we name buildings? Do we not name buildings? Do we take money? Do we not take money? And so I feel like we did it the right way like as the board and the community worked together with that initial committee which I served on together with uh director Glowitz um and we worked out a system and like a whole procedure which now has been put to the test um by the our first
063committee and kind of like they've gone through the steps that we as a board agreed to. So, I just want to briefly say thank you to everyone who kind of did it the right way, like who served on those committees and who answered the survey and who has kind of made their, you know, their opinions known. And so, I will be voting on this based on, you know, the merits of the proposal and of process, not on the kind of very unpleasant beginning that we have. >> And we apologize for the way it started and I tried to say that. >> Thank you so much. Yeah, I appreciate that. president, but we do apologize and we learn the system and I genuinely hope you take that apology >> and we have a system now which
064>> uh yes no I've actually really enjoyed this process. I came in late and uh when I was elected in December, um I have a couple personal friends that I play golf with that were former coach Pebble players including Phil Castle and Tyler Besser. Just um one uh wonderful guys, incredibly optimistic. Um, and I just think that coach Pebble through his basketball program has left a legacy of good and optimism that really has been a huge benefit to our entire community. So again, I really enjoyed the process. >> So I think I I'm mix in the sense that I the process was something that we all had to learn and I think as a community we also had to learn. So we are here and I'm happy that we um are better now uh through
065the process at the end and I I had the privilege also to be part of at the beginning of the committee uh and learn a little uh in depth about uh EPO and I do hope that if um the vote is is favor that also all the students and even if it's not that all the students in the district keep knowing why this was considered. I think that the legacy is is more than the name on the court. It is the wise and and I think that that's that matter like teaching our students who are the members that that we look forward uh uh to become our leaders in our community and have uh mirror their examples. So >> thank you. >> Um I just want to appreciate the positive energy that like this group
066of people have brought to this process and this procedures. Um I think it reflects well on the legacy um that the majority of the students that went through coach couple's training have brought with them into their lives and the way they conduct themselves. And I also want to recognize Frank Scott for just his unceasing collaboration and volunteerism and work that he does on behalf of Mercer Island residents and Mercer Island students every day. I have served with Frank on the board of youth and family services and on various committees and he, you know, when they say give time or treasure to the things that you admire, he gives constant time and probably treasure, but I'm not getting into people's business, but um he gives so much time to the people of this community and to
067the students in our district. And I think that is something to really recognize and honor anytime we get a chance to. and I'm, you know, now as his project comes to um, you know, I'm assuming fruition that I really want to appreciate the effort that he puts into making this community and this island a better place every day. >> Thank you. >> I would just say that as a student at high school in the late 90s, I have so many fond memories of attending basketball games and state tournaments and uh, it did so much for school spirit, you know, such an important part of school culture and so I am really excited about this. And so with that, we will would someone like to make a motion to name the court floor of the high
068school ed. >> I move to uh make the floor of the um in name of Ed. Yes. >> Second move and second. Um students would like to vote. I >> I >> Okay. Okay. All in favor of board members say I. >> I. >> All against and any abstensions. Okay. So it is two 0 4 and one. >> Congratulations. >> Thank you. invest and transition the room here go ahead and resume the meeting. We are going to skip over a few agenda items and move on to the recognition portion of our >> great um earlier in the meeting uh director Lee uh reminded us of the opportunity we had at the last at your study session or excuse me at your site visit to the high school to recognize all of our high school performers
069and tonight we're bringing our middle school letters here. So I'm going to start with the choir. So come on forward. >> So we have four students um who've been selected for a Washington music educator association, the WMA Junior Allstate Choir or Northwest ACDA Honor Choir. Students from all 22 Washington State music regions submitted recordings for considerations through a blind audition. and the Washington Junior Allstate Honor Ensembles represent the highest level of achievement for middle school musicians in our state. In a similar blind audition process, students from six northwest region states of the American Coral Directors Association also submitted recordings and this is an especially impressive opportunity as the pool of applicants is even larger. So, the students who are here tonight are under the direction of Anelise Rockout. I'm going to turn it over to
070Miss Rockout. >> Thank you. Um, first things first, just thanks for always being open and opening this space for us to recognize the achievements of our students. They work really incredibly hard for these opportunities and I'm just so proud of what they did and what they how they represented Islander Middle School and our music program here in our district. Um, last week was the ACA honor choirs, which is why you missed some of those high schoolers at the recognition. They were off doing the thing, which is exciting. Um, and we I just want to shout out they're gonna introduce themselves and tell you what group that they represented and what they participated in. But I just want to do a quick shout out that Elsie here is a sixth grader. She made it into an
071honor choir where there were only eight sixth graders from six different states. So that's a it's an especially special recognition for Elsie. She also earned a solo in that choir. So very very proud of her. Um, and then Carmen also had solo opportunities in her AC/DC Daily Honor Choir. And then Elsie and Carmen also had desk camp opportunities in the All State Choir. So they're in the top and then they're in the top of the top. So very, very, very proud of them in their recognition. So they're just going to introduce themselves to you, tell them your grade and what choir you are in. Go ahead, Ollie. I'm in seventh grade and I was in the WMEA troubled weather. >> Um, I'm Carmen. I'm in sixth grade. I was in both the WMEA and the
072ACA. >> I'm Elsie. I'm in sixth grade and I was in both the ACDA and WMEA honor choir. I'm Charlie. I'm a third grader and I was in the ACA middle school honor choir. And that's our choir representatives. Thank you. >> Please join me. And that's >> hang tight. You're just going to kind of step over there and then we're going to do a picture at the end with all of you together. So I want to bring forward our band students from our middle school. Do we have band representation tonight? >> Let me just talk a little bit about our band then. Um, we had two eighth graders um who uh uh we had Terry Kai with the clarinet and Oliver uh Stefan with trombone who have been selected to WMEA Junior All-Star Band um
073and had similar recognitions uh from our band. So, we'll bring forward our orchestra. Come on board orchestra students. So we had 11 IMS seventh and eighth grade students who won spots in WMEA. They met uh they meet in Yakama with other students from across our state and performed in February. Uh students from all 22 Washington state reg uh regions also submitted uh recordings blind auditions just like our high schoolers. And this uh also with our orchestra represents the highest of achievement there under the director of Miss Sarah Hart. And so I'm going to turn it over to Miss Hart. >> Thank you. Thank you for having us. I really appreciate that we get to spotlight this accomplishment and the hard work of these students. Um one thing that to know about this is that this
074is largely an independent project that the students undertake on their own the summer before. And so they practice and work on their own, you know, in preparation for the recordings that we make in the fall. Then I send them off and we were really excited to have this many kids make it. Um, and then they have a all day when they get the music about a month early and they can look at it again pretty much on their own. Um, and then they have a whole day where they go work with really awesome clinicians and um, put together a concert at the end. They have five pretty long pieces. And so it's a pretty um hefty lift of the day and I think they were all pretty tired at the end of it, but it's
075a lot of you know brain power for the for the whole day to to engage like that. So um why don't you introduce yourself, your grade and your instrument. >> Oh, >> and if you'd like to say something about the experience or what you learned, that's great, too. >> Okay. My name is Arya. I'm seventh grade. I play the cello. Um I got orchestra. >> I'm Jessica. I'm in seventh grade. I'm a chist and I live in the St. Holland orchestra. >> There's two of them. There's two groups. Yeah. >> I'm Elizabeth. I'm in eighth grade. I play the violin and I played in the Mount St. Helens Orchestra. >> I'm El. I'm in eighth grade and I played in the Mount Adams Orchestra. >> Uh my name is Aiden and I'm in seventh grade
076and I played in the uh Adams Orchestra and I play the violin. >> My name is Nico Sour. Uh, I played I played the I'm in seventh grade and I play the bass. >> I'm Neil. I play the cello. I'm in seventh grade and I was in St. >> I'm Connor. I play the B. I'm in seventh grade and I played in the St. Helen Orchestra. >> I'm Peter. I'm in seventh grade. I play the violin and I was in the Adams orchestra. I'm played the bass. I played in the eighth grade and I played in the play the Adams or Great. Please join me. >> Why don't we have choir that wave orchestra? You come this way. You're going to go behind the board and we're going to take some pictures. It will this
077time. >> This time we're very close to the wall. >> Tell me where to go. >> Well, if we did everyone behind, everyone will line up in logo behind behind. Shoot up. We don't have to do that. >> We're have to scoot in. So everyone So Jodyie Jody scoot over. Stephanie will be next to this crazy way. All the way down. Okay. Are we gonna get some in front? >> Move in there. You can stand in between. >> Anyone shorter than me? >> He's counting one, two, three, his camera. And then after that, we'll do >> Can can each of you guys sort of turn to your right a little? So your left shoulder is a little bit so you're sort of Yeah. Like like you're doing like do that. I'll turn towards the center.
078>> Girls on the end. You can scoot in a little closer to this character. There you go. >> Okay. Here we go. On me. I'll count. Three, two, one. Three, two, one. Three, two, one. Three, two, one. Okay, now we got some parents that want to take photo. >> All right. Yeah, I think just by There's another guys. All right. Um, >> this is the hard group to nail down because they keep swimming and swimming and, you know, I think we're even missing some of the the athletes tonight because of we're swimming. Um, all four years that I've been superintendent, this is our state champions, uh, our girls swim and dive team. this is four years in a row um that they brought home the state championship and um so for those of you who
079were freshman, you don't know what it's like to finish second place even now seniors. Um and uh but I I think it says a lot about the culture that I know the swimmers who came before you talked about and you know what's that legacy and continuing to work forward and in the end the true measurement isn't the championship. Um but it does recognize a lot of hard work that I know you put into uh into the pool uh each and each and every day during the season but then also outside the season um as you're working through. So, I want to turn it over to coach uh Shantel Johnson who's been at the helm for um all of these and many more. Um before that, uh we have quite a record going on the boy
080side and the girl side, but in particular with our um female athletes. So, Coach Johnson, another I believe uh uh coach of the year honor again for you. Welld deserved. Um you'll deflect it all to the to the athletes and everyone else. And so let you do that and you can start. >> You can't be coach of the year if you don't have people that are performing and doing the stuff. And so it's pretty easy for me to look good when they do all the things I ask them to do. Um I also think sometimes there may be a pity boat or two that come from other coaches because I'm like standing on tables and waving towels and all sorts of fun things. But um they make it really easy. Uh actually just really cool.
081I haven't seen some of them in a little bit of time. And um just hearing people be like, I can't wait for season to start again. And all of those pieces and I've got senior here, seniors here that I'm like, oh man, you're not gonna be here this fall when we do all try to do all of this again is really neat. Um kind of fun experience. One thing that uh you didn't get to mention as part of this, but we were also national champs last year um based on that season. So once we get through the rest of the school year, we'll submit again and see where we kind of fall in that ranking. Uh swimming is really cool because it is data driven. So times match up to scores and you can kind
082of go from there. So you can argue a lot of things in other sports, but you can't argue I'm faster than you. I don't better than you. Um it's it's pretty it is what it is. Um but really proud of of the team. Love getting to do it. Um they buy all the way in. Makes it easy. >> Absolutely. >> Um why don't we have each of you introduce yourselves? Uh you know what your I know some of you were state champions or part of different teams, but what is your specialty and a little bit if you want to about your season? So >> um I'm Emma Mer. I'm a freestyle and backstroke mainly sprint and my season was amazing. It was like the best junior year that I could have asked for especially because
083I was out my sophomore year. So, just connecting with everyone again, all the new freshman, all the sophomores that I didn't get a chance to connect with, it was just so much fun. And the coaches always >> um I'm Julia Shane and I ended up doing the 100 back at state. Um and yeah, I just the past four years have been the best time of my life and I've really cherished every moment that it has a seat. >> Um I'm Ava. I really get put in whatever Shantel wants to put. Um but um these past three years like um I think I've definitely grown a lot um thanks to Shantel and Jenny and just like the support of everybody else on the team. Um and even though this season the end of it was kind
084of rough with injury, but u we're going to be back at it next year. >> Hi, I'm Annie. Uh I'm a junior and my favorite is 100 breast and Shantel is like my biggest cheerleader. So that made my season special. >> Um I'm Claire. I'm a sophomore and I got a dive and final at state. >> I'm Ree. Uh I'm a senior and a captain and I think I'd sum up my season with just what an incredible family that I got to meet. Like lots of freshmen incoming. Um but some some new girls in the upper classman ranks, but also some of the same girls I had got to be close with last year. Um and yeah, it was everything and more I could have asked for. very sad to be leaving, but um definitely,
085you know, a really sweet sweet team and I can't wait to see where it goes in the future. I'll have to check back in for sure. Um, I'm Sienna and I broke my back so I wasn't able to participate in the swimming part, but I was the team manager and it was really great to see from the sidelines how the team was so supportive of each other and what a great community that everyone was able to build within the team and support everyone including me who couldn't even swim. >> My name is Emma. I also injured my back. I was also a team manager. >> Um, I'm Alison. I did not injure my back. I'm a freshman. I prefer breaststroke, but I usually swim whatever Shantel fits me in. And I was excited for SW
086because I heard so many good things from like fellow swimmers and um Emma actually coached me this summer. So, she tried to get me to do it. It was worthwhile and I would totally do it next year. Yeah. So excited. We have about 40 girls that were missing and uh at least half of them are swimming at a meet down in Federal Way. And obviously I've been following the results all day because it's kind of my favorite pastime and they're absolutely crushing it. And you know I got emails as soon as I said, "Hey, this is what we're going to be doing." They're like, "We're going to have a meet. These kids have been working so hard." But um I think it's a testament to the fact that every single kid, the ones that are
087at state performing and the ones that aren't, are a part of what we do. we all win. So, um it's not just the one or two people that are in the pool or the people that are state champs in their individual events. Every single one of these hit kids here contributed to getting better and it kind of cycled its way all the way up. So, um yeah, really fun. Love getting to do this. Nice. My fun time job. It's awesome. >> Congratulations. center. >> We'll need some girls on this side as well. Pass the flag in front of the flag. >> Are we all close together? >> Scooch in together a little bit if we can. Okay. Early there. >> Okay. On me. Three, two, one. Three, two, one. Three, two, one. Any parents? >>
088No. two. >> Also, thank you for all the work you did in the pool. We are the happiest. >> Just a couple other um recognitions. um just all of our educators and everyone who makes the district happen. Um you know being awarded uh in the top 25 uh school districts in the state I think says a lot about um our organization. Um March is a busy time for a lot of reasons but it's a good time to reflect. We have Women's History Month uh and International Women's uh day uh which was on uh March 8th I believe this year. uh national developmental disabilities awareness month uh as we're uh celebrating we also have e uh no ruse uh pur pum forum thank you um and national seal week so a busy month for sure and
089then finally our education support professionals week um uh for March 9th through the 13th so that's coming to an end but we typically celebrate all of our educators um during what is teacher appreciation week in May, but we celebrate everyone at that time. So with that, that's the end of the recognition. >> I'd like to go ahead and finish this section before we go back to partial programs. >> Perfect. >> Turn over to the students. >> All right. Well, last year at SSA, we did kind of an open conversation type thing. Um, and so students were able to pick topics they felt like wanted, wanted to talk about. Um, the school had two topics primarily focused on the first school. Do you have a presentation or is turn on that screen? >> The screen behind
090you is on >> We don't have any pictures for the first one, but um the first one was like increased fees for sports and stuff. And I think my main take away from that was that there needs to be a little bit more advertisement for those kinds of sports like those kinds of like scholarship opportunities for students when they need those financial helps when they need financial help. Um and then students also express some concern about like grade emails. uh even if you guys have students in the schools who may be getting those um that like while they're great for parents and I know I've helped a lot of students that sometimes that can be a little bit stressful for students having to you know see their grades and have those conversations with parents that
091they might not have but the parents love them and parents love them yes I know students do not though um okay moving on to the elementary schools um to celebrate February being black history month classes had a schoolwide door decorating challenge classrooms Students and staff decorated their doors with posters and pictures that celebrated important figures, events, and contributions for black history. Each door was so different, many featuring student artwork, educational pieces on important black families with so much more. This activity sparked many great conversations about black history and the work of social schools. Also in the spirit of Black History Month, West Mercer BSU created a Black History Month trolley that visited classrooms across the school. Students stopped by classrooms and shared facts about black history and handed out treats to help celebrate. Students talked
092about revolutionary figures like Martin Luther King Jr. and taught about the struggles black people have faced throughout both American history and just history. Um, also on the topic of Lunar New Year, fifth graders at West Mercer um got a visit from a community member who taught them about Lunar New Year and Chinese culture. Students got to design Chinese callraphy bookmarks with a greeting or phrase in Chinese on them such as spring, happy new year, or good health. Students even got to make these with real calligraphy brought to paint. We're so fortunate to have a community that gives their students these wonderful changes to extend their learning. >> The fourth graders at Wester also recently learned about the significance of the red envelope in the Lunar New Year. They learned how to properly receive the envelope
093and what it means for the holiday. It was a great way to learn about and participate in this tradition. First graders at Lakeidge and Northwood got a super fun visit from the toy maker a few weeks ago. Students got to make mini moving machines. These machines use wood pulleys and connectors to create optical illusions and help teach students about light, vision, and how the brain interprets these signals. This is a super memorable opportunity that so many of the students in our district get to engage in. All thanks to the Mercer Island Schools Foundation, which actually sponsors these. Northwood recently hosted its first annual spelling meet. This event was for third through fifth graders and had great attendance and some amazing competition. Uh big thanks to Northwood PTA for sponsoring prizes in the event and all
094the staff and volunteers who make these events possible. They're really a great way to help students learn how to spell or do other things outside of the classroom. Lor also recently hosted its annual third grade culture fair last week. This is a chance for students to research their heritage and their family stories and then share them with their peers in the community. This event is a great way to create belonging at our schools, encouraging all students to share what makes their heritage unique and celebrate. >> Fifth graders got to take their annual fifth grade trip to island. This camp is a super fun opportunity for fifth graders to get hands-on experience with science and learn about our ecosystems. Students got to go hiking, investigate tide pools, and learn about Pacific Northwest plants and animals. It's
095both a super fun experience for the fifth graders and also a great way to apply their science knowledge. Reenactors from the Revolutionary War visited fifth graders at West Mercer. Fifth graders are learning about American history. So, this was a great way for them to extend their knowledge in a fun way while teaching them more about what life was actually like during this time in our history. >> But first, first graders also got to go on a field trip to the museum of flight. Students got to see airplanes, spaceships, and tons of different types of light technology. They also got to spend time, a bunch of time, learning about how different types of spacecraft and different astronomy tools are used to help scientists study our galaxy. This trip supported what first graders are learning in their
096science classes, bringing the classroom learning to life. Thanks so much to the Mur Schools Foundation again for sponsoring this trip. >> On to the middle school. Director Tuck Tucker touched on this a little earlier. On March 20th and 21st, IMS will be presenting High School Musical Junior. This play is entirely student directed by one of the SSA members actually, Cordelia Ree. And the program of student directed plays has been going on for a couple years now and is a great way for students to learn how to direct a play and showcase their leadership. Make sure to check it out because we know it'll be amazing. IMS students are currently registering for their classes for next year, which according to our SSA members is quote going smoothly and quote clearly communicated and understood. We're grateful for
097all the support the schools give students while registering for classes and all the options available. >> Seventh grade Chinese classes celebrated Lunar New Year by hosting a t-shirt design contest. 16 designs were submitt submitted to the contest with over 300 votes cast by students and staff at IMS. This contest was this contest was part of broader discussions in the class around the culture around Lunar New Year and Chinese culture broadly. This contest has been going on since 2018 and is always a great way for students to showcase their artistic skills while gaining deeper understanding through the language they're learning and having friendly competition. >> Next Wednesday is Gator for night, which is a night that is for incoming fifth graders to gain familiarity with the IMS campus and to gain more insight into the registration
098process. Students will get to do a scavenger hunt around the school where they'll be able to see what the school they'll be going to next year will be like. There will also be PTA representatives and counselors at the event to help answer any questions students or parents have. The Mercer Schools Foundation is hosting a student artwork contest for the annual breakfast of champions coming up later in April. The theme for this year is learning is an adventure. The winning artwork will be used on the cover of the program for the breakfast and the top three will be showcased during the breakfast. This opportunity is open to all students K2. All right, moving on to the high school. As was alluded to in the beginning of the meeting, there's been a lot of performances going on.
099And in the past week, districtwide music performances of band, orchestra, and choir have all separately been able to come together at full performances to celebrate all age groups from 5th through 12th grade. These three concerts for each music group are a fun way for younger elementary and middle school students to watch high schoolers perform and then all of them to get a chance to make music together and learn from one another. for the band's all districts concert which is seen in the photos here. Junior Jonathan Mack referred to it as a quote huge success. He said as the inaugural year for the event, it exceeded our expectations. We had groups ranging from sixth graders to seniors with group sizes being as few as six people to the 100 plus person mega band which combined the
100IMS 8th grade band and the top level weighted ensemble. Matias Hoffsteer, a junior in orchestra, acknowledged that the event is a unique way to get to interact with the orchestra community and appreciated its reform importance as a way to meet younger students who will eventually be advanced orchestra students in the future. Altogether, events like this are how Merc continues to build a legacy and ensure strong future for its music program. Continuing both the performing arts programs and the visual arts programs will be coming together for the annual fine arts showcase which will be taking place on March 24th and 25th this year. As a reminder, each year the showcases two days with both days spotlighting visual art but recognizing different performing arts programs. Make sure to come for drama, band, choir, orchestra, improv, photography, and
101more at the elementary through high school level. Last month, students of the Marine Project worked together to host a donation drive to donate Korean products and youth care, a local nonprofit that supports youth in need. The Marine Project's goal as an ASB club is to donate curated products and feminine hygiene products to local communities in need. And the February fundraiser was another example of how the Marine Project is staying through transmission and doing great things. On February 26th through 28th, Washington State DECA held its annual state career development conference, a businessoriented conference focused on educating students about how to succeed in the professional world through role plays, presentations, and research papers through both individual and partner work. From the state conference, 14 students qualified for the international DECA conference, which will be taking place in
102Atlanta, Georgia in late April. Hosta students also participated in their annual statewide conference in Spokane from March 2nd through 4th. Both competing in medical focused categories and learning about the medical field through breakout sessions, hands-on experiences. Multiple students, including Ena Shapiro and Kate D. Splinsky, were recognized for their community service work in past years in the medical field. Super proud of them. >> Advanced marketing students at the high school have been hard at work this week preparing and executing a lemonade stand competition to emulate real world competition. Students were handed out a voucher to get a lemonade lunch and had to pick the stand that marketed to them the most strongly and the team that performed the best received a reward. Junior Audrey Tintel speaking on her lemonade stand explained that they utilized branding from
103Chick-fil-A to appeal to underclassmen who more often stay at school for lunch, hoping that they would be able to use the marketing principle of a target audience to more effectively sell. Other stands, like the ones portrayed in the posters here, utilized social media marketing to increase their sales. Overall, the project was a fun way to get experience in marketing and selling while also being able to hold a friendly competition. >> This week is spring spirit week at the high school. Each day, students have participated different spring themed spirit days and build energy for the spring assembly, which will take place tomorrow. Today's spirit day was March Madness themes, and any student could participate by wearing the college spirit wear. Tomorrow, everyone will dress up in maroon and white to attend the afternoon assembly. Spirit weeks
104are a fun way to boost belonging and relax stress at MIHS during busy times like March. >> Another exciting part of spring is the beginning of spring sports. As sports begin, many are building rosters, naming captains, and establishing season schedules. Teams like boys soccer, boys golf, girls track, and drill have a particularly challenging season ahead of them because they'll be looking to defend their state titles. Make sure you wish good luck to any spring sport athletes that you know. Additionally, Drill has gotten a strong start on its competition postseason by winning King Co. in the Palm category. Drill competes in three categories at each competition, palm, military, and kick, and are scored separately for each category. This is a really exciting start to what can hopefully become another strong postseason for the Mercer Island girls
105team. >> And finally, MI Rock Trials showed strong in their district competition on February 24th through 28th. Each trial lasts about three hours and includes openings, closing, pre-trial motions, and witness statements to practice all parts of a real life trial. The team placed fifth and will be moving on to the state competition in Tacoma later this month. Compared to other schools programs who have full-time coaches and curricular mock trial programs, Merc has one of the strongest club teams in our area. You don't necessarily need to go watch a three-hour trial. Make sure you congratulate any mock trials triers you know for their showing. That's it. >> Just a little going on. >> Not busy at all. >> Okay, we'll move on to public input. We need one person for public input. School board meetings are
106business meetings of the board held in public. Public comment is an opportunity for community members to provide input on the work of the board and the district. It is not a time for dialogue between the board and the public. Board directors do not respond directly to public comments. However, the board silence should not be taken as agreement or disagreement with the speaker's remarks. Board may later direct 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 and may not direct individual attacks against staff, students, administrators, or board members. Please note that comments have the potential to violate the rights of others under laws protecting
107privacy 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. Speakers will be allowed three minutes to comment. If you wish to make a comment in person tonight and have not yet completed a public input form, blank forms are available at the entrance to the boardroom, please complete the form and hand it to Michelle Mueller. The cut off to register for online public comment is one hour before the starting podium for you. Oh, great. >> Okay, bye. Thank you. Um I wrote an email to
108um Sally Loger through the union um about a couple weeks ago with with some concerns and she suggested that I bring it to you guys tonight. So um we really need to look at tech use and best practices for kids in my opinion. The pendulum needs to swing the other way. We have plenty of data showing that screens are not good for kids. many of us have read now. Jonathan hates work, the anxious generation, that's been on the New York Times bestseller list for like two years now. Um, and if it were ever a question, we know for sure now. Um, best practices are now things like outlying social media for kids in Australia. No screens in bedrooms, no phone until high school, and even then maybe not a smartphone. I am aware that we've
109done we've started to do a lot of due diligence over the last year with the Otter pouches, and I applaud that. As a parent, this concerns me as well as a as a teacher. what I see. So, I'm kind of trying to get both of those perspectives. Um, overall, I feel like we really need um to go back to analog in orchestra. What I noticed is students struggle to sit up straight in their chairs. And I'm talking mostly about the younger kids, um, supported instrument on their shoulder, manage materials, and even press strings down fully. The overall lack of proprioception, I hope I'm saying that word correctly, um, is alarming. Kids seem disembodied. um unable to touch one specific figure to another or feel a stretch between their fingers. Um this gradual decline of fine
110motor skills has long been noticeable among music teachers um anecdotally. But this year an answer to this I've been assigning more and more written work to my fifth graders and they're struggling with that more than I've noticed in the past just pencil to paper neat handwriting all of that stuff. Anecdotally, one thing that I've noticed is, you know, when we learn the fingers in violin or, you know, strange one, two, three, four, just different piano. So, we talk about this and I do things like, okay, touch your thumb to your, you know, your second finger to your third finger. They can do it when we're here. Many can't do it here. They're not They don't see it that it's it's a disability. You're strange. Okay. Um, so, um, I think kids need a lot more
111paper and pencil in my classroom. I've always avoided the screen for anything other than course management, posting materials, recordings, and grades. Students need pencils to mark music and bikers to hold it in. Families purchase method books. iPads are stowed under chairs unless explicitly needed to fill out a survey or make a recording of play. Um, and it seems like the district and the community are starting to see that this change is necessary. So, I again, I'm really happy about that. Um, at the same time, as a teacher, I'm really frustrated at the pre what feels like pressure to use AI, to embrace AI. Um, the push to utilize the tool because it's easier, quicker, more accurate is an issue to me as an as critical thinker and then also as an artist. Um, I find
112the ethics of AI incredibly problematic. Um, what I will say also is that's not to say I don't use it. You know, this is why it's problematic because it's here to stay. I'm not, you know, out with, you know, pitchforks saying we got to get rid of it, but um I I don't think it's going anywhere. Um but, um it's it I do find it problematic. My my partner is in big tech. He uses it all the time, you know, so that we all are engaging with it in different ways all the time. Um, but I do feel like especially in the schools and especially with young people, if we're not examining the ethical concerns around AI from every lens, environmental, social, emotional, political, economic, and artistic pursuits, we really have no business using the
113tool. And neither do our students, not by a long shot. If we're not looking at what AI takes from us as well as what it gives to us, we're ignoring a basic economic principle. Nothing comes for free. If we're getting caught up in merely the issue, the kids will plagiarize and stop the inquiry there. We're missing the forest for the trees. Um, so I just uh wanted to say that uh Andre, you're heading up a committee to start talking about this use of tech in the district that I'd like to be involved with. So, >> thank you very much. >> Really interesting to hear your perspective. >> Thank you. Thank you. Thanks for listening. Okay, we are going to go back to our partial guidance meeting now and start with board policy communication and support
114to the board ongoing staffing updates for 2026 2027. >> Great. Um I'm going to kick it off and then I'm going to hand it over to assistant superintendent Battersby. um this is kind of a um in line with your board calendar uh that's all around a budget, but as we think about um where we're headed with our enrollment and then the impacts of staffing um that's going to play out over the next couple of months. So I want to start off with the first slide um which which is um our slide regarding enrollment um and just kind of reenter us. Obviously enrollment is what drives everything. Um and so this is just a snapshot a three-year snapshot of our enrollment elementary middle high school and then the total. And I think you can kind of
115see that that that downward trend in elementary. Um there's a little bit more variance with the high school, but also the downward trend in our middle school. And the larger bars then on the far right just showing that gradual decline. When we look at our first grade through 11th grade, um we're still attracting more students than we're losing. And so I just continue to um really illustrate to you as a board that this is the largest deficit is or differential rather is between our high schoolers and our incoming kindergarteners. So >> but just to clarify exactly what you mean by that. Are you saying that there are >> it increases between first enrollment increases between first and 11th grade? >> Perfect. So two things actually there's that. Yes. um we gain students between first grade
116and 11th grade um in general uh which isn't always true in every district. So more student more families are moving in over time and fewer are leaving. And then the other point is if you just take our first grade through 11th graders um because they're they're neither necessarily coming in nor leaving um like our kindergarteners and our 12th graders um through just attrition um we always lose um somewhere between three and 5% who just move for whatever reason and that was kind of in the December update. Um fortunately, and this is even without open enrollment, we get more families who move in or more students who return to the district. Otherwise, that decline would be a lot steeper um if it weren't for that. So, yeah, that's a great question. So, with that, then we
117have to continue to adjust our enroll or our staffing to match our enrollment. So, I'm going to kick it over to um Assistant Superintendent Battersby. Um this isn't meant to be a comprehensive full overview. You'll get more of that later on in the month when we start talking about potential riffs, but I'll kick it over. Um, assistant superintendent Bry. >> Yeah, thank you. Um, so basically I want to start just that this is information overview of the process the district follows when enrollment and budget commission required to sort of evaluate staffing levels which uh, superintendent Ronda was saying why that might be the case. We're not asking you to take any action. I want to be clear to both you and all those people who might be listening. Our goal really is to ensure the
118board has sort of a clear understanding of process, how it works, and what we do at each point along the line and sort of the why. We don't want to surprise anyone. We want to make sure everyone understands the steps involved. So, this first slide, it really addresss why is a district considering reductions. Um, and that would be reductions in staffing. The reality is, and we've had many presentations from uh Assistant Superintendent Sullivan, that there's a there's a gap. There's a gap between our budget and what we're going to have to spend. So, it's about $2 million. Um, and some of the drivers of the shortfall, again, I won't speak to those in details, but just the increase in risk pool, you heard from that from director Adams, K. Adams, uh, $224,000. The utilities are
119going up. It's $250,000. Um, SE, which is our insurance that is for for uh staff. It's not insurance for the school district itself. That is going up by $200,000. our contracted services are all increasing because the costs that all of our contractors are using th their costs are going up and they're just passing right along to us. Um we have an increase that we will be paying our staff IPD plus one for all staff. Um we do not as you've shared before get funded by the state through the prototypical school model for all our staff IP implicit price the state's version. Okay. >> Okay. Um and then with that in our system there's also a step increase. is more significant with our certificated staff um because as basically as you you roll another year up
120in experience you get you move further down our salary schedule. So you just sort of go further down and then as you get more credits you go further right. So you just the staff become more seasoned and more qualified they become more expensive. The same is true for our classified staff. There are also sort of steps that they have automatic increase based on their tenure. And finally, there's just this increase in materials and supply cost just as our contracted service providers are facing that we are as well. Things like fuel cost significantly more than they did even one year ago or six months ago, maybe three weeks. Uh the problem is is that staffing is the largest expenditure in our budget. So they staff represent about 85% is exact I can't see that far 84.7%
121of our budget. So there's only so much we can do with the other expenditures um to fill a $2 million deficit. So that's sort of the why. Any question on that before we advance to the next slide? >> Yes. Does that uh budget gap include any growth in the fund balance? >> We are we are working for next year um two things for fund balance. One is yes reductions help with that. two is how we are anticipating um enrollment and wanting to be very conservative with enrollment so that we don't overshoot or we don't even want to be right on. So, as you've seen in some of our other budget reports, we're kind of right on with it with enrollment this year or even slightly um under and that doesn't help with with um fund
122balance. So next year you'll be seeing um a much more conservative estimate coming through. >> Any other questions? >> So there's uh steps that we have to do and that we want to do before we get to reduction in staffing and those are we first look at non-staff budget reduction. So operational reduction. So again that's looking at contracted services. Do we really need them? Can we um get fewer services? So, can we reduce them if we still need them, but can we have them at a lower rate? And we look at MSOT productions like is there any way we can spend less on the things we do use every day um to do our jobs? I know and hats off to our staff. I know everyone in the system is working on this. We're spending
123less on paper. We're trying not to buy goods that we don't aren't going to use up and use things to the very last drop. So, hats off to our staff as well. This really is a full system effort. Then we do staffing adjustments. So there's attrition um which will sort of maybe not backfill people. So if someone retires, if we are aligning our staffing to our enrollment, we may not have to backfill that retiree. And same with resignations. Um there's limited and non-ontinuing contracts. So before we have staff in our system who by contract or statue are entitled to ongoing employment barring some major disciplinary issue. um limited and non- continuing people on limited or non-ontinuing contracts. Limited is for classified, non-ontinuous is for certificated. They don't have an ongoing right to employment. So, they
124have no contractual um so we can eliminate the position without it being considered an adverse employment action or a rift. It doesn't mean there's not a person who's not impacted. I want to recognize that there are still people um that don't have jobs here at the district and these are people who have contributed to our our students and contribute to our culture and they are valued but there it's not something we have to bring to you. So that's the distinction there. And then there's provisional contracts and those are certificated staff who are in their third year under state statute. They have less rights than um staff who sort of go beyond their third year. And so as such that even though they may be continual it's the threshold to reduce them is lower. And there's
125also programmatic review. So there's program adjustments. Do we maybe um stack a class uh I don't know a class might be pottery or ceramics. So maybe you have advanced ceramics ceramics at the same time or something of that nature. Um it's also you look at student course registration too. If we only have seven kids registering in four course, maybe we don't run that course. It's very expensive to have a teacher assigned to a course that sets low enrollment. We also look at efficiency measures like so are there ways that we can do less do more with less? Any questions for that? >> Sorry. Um, so this next slide really talks about the internal planning process and what we are doing now. There's a lot happening now and that's been happening and you've heard some of
126that work or got insight just through your conversations with our finance department and you have district staff across the system working to carefully review enrollments, program needs and financial condition. And that planning allows us to determine whether reductions are investing and if so how they can be implemented in the most thoughtful way that has minimizes the impact on people the people being both our staff and most importantly our students. Um so what this looks like in real world for lack of better term is we have budget and planning framework where the business office resources develop budget projections and identify a potential budget gap. So that's the $2 million we talked about earlier. Then we have our teaching and learning and all our registars working on enrollment projections and program needs um that are reviewed and
127then there's sort of preliminary staffing models that build like given this number of kids what teachers what support staff already getting and then we go there's meetings then with the business officer the principal and the school leadership team sort of what really is enrollment and uh superintendent Reynolds sort of gave us an overview of that. So are the kids that we think are coming really enrolling? Do we anticipate the roll up the same? Have we had any attrition in a year? Then the business office meets with the relevant school and department and looks at MSOP reduction. So again, that's why we're looking at things that are nonhuman, like what can we trim here because if we can even trim $5,000, that's a couple hours of care that um we might be able to retain. And
128then we have we've then moved to and this involves business, human resources, teaching and learning all go out to the school leaders, the department leaders. We also have transportation and maintenance operations. And you look at what are the budget constraints, what are the enrollment program needs, and how best can we align them? And so those are the conversations we're having now. And then finally, there's a sort of district leadership review of any proposed adjustments to make sure that it makes sense. Um, and that we're looking not to second guessess those who are leading the buildings, but as people in central office and especially superintendent, at the end of the day, he has to have full oversight of the entire system. So, for example, you may not want even though you have low enrollment in I'm
129gonna pick on ceramics again because it's in my mind and low enrollment in ceramics one or ceramics 2. If you don't have that class, there's nowhere you don't get a pipeline for the more advanced course. So, you need to still maybe instead of a limited class all together, you offer it every other year. So, you still have students who because you don't want to foreclose opportunities for kids. Next slide. Can I ask a question on the >> one before this? >> No, this one. So, when you are in the at the point where you're identifying um possible MSOC reductions or other operational savings, how often are you able to actually find areas to save it? >> We've been pretty successful and um to be honest, we we want to keep staff um and so we're
130pretty ruthless and our leaders have been pretty ruthless um at at cutting things. Um, do again it's sending emails out to your staff as a elementary school principal saying, "Hey, we're going to like reduce our our copier paper, right? I mean, that sounds like a silly example, but you can save money doing that." Or, "We're going to be mindful. I know you've heard, and you've probably seen little stickers on the lights, like we're going to not only are we working, but we're spending less money on utilities. Um, we're going to trim, we're not have food at meetings." Like, it's great. There's something about uh sharing food, breaking bread with people that builds community, but maybe that's something that we're not going to do this year because we'd rather have, you know, Aaron battered be at
131a meeting. Don't want to hire anyone, you know, instead of cutting. So, people are pretty creative and they're also like, how can I make this $1 do more? So, that's the other way that I think that we've been successful. It just isn't ever going to be enough because that portion of our budget is so small. >> Yeah. Okay. The other practice we changed um with director Adams and assistant superintendent Sullivan is um shifting more to instead of um pushing budgets out to teams of this is what your budget has looked like in the past and prefilling things, saying start with where you think you need to put the money. And so instead of it just always showing up in that bucket because that's what we've always done, instead saying no, we're not even going to
132put the money in that bucket. And so we've been able to be much more efficient and lean over the last four years just with that practice alone. >> If you can advance to the next next slide and um for those who've been on the board, you've seen sort of this path before or this slide before, but it just sort of goes through the process like first we do the prer which is everything that I've been talking drip is short for reduction and force and in our system as in many systems reduction and fors are based on sort of an inverse minority. So it's a last in first out concept. So the lowest s and seniority seniority are the first to be um cut and in order to know who's the lowest seniority we have to
133make sure that our seniority lists are up to date. They are published consistent with contract um for staff to review so they can and then they have a period of time to object to make sure that they're placed appropriately because this really does potentially impact their livelihood. So we want to make sure we get it right. Um and based on that we do a reduced education plan. So this is where we identify the amount of server classified FTE that are co efforts that has to be reduced to achieve the targeted reduction and again we use your list enrollment to design what the plan will be. So um then we come to you and we seek and obtain a riff resolution which is riff authority. The key thing is you don't have to use all of
134it. This is like this is what we think we have, but we need that authority because we can't just unilaterally go out and take people's contracts away and cut people and take ad action. And then once we have that, we really look at there's an assignment and bumping process because we may want to cut let's say a robotics class and that person is endorsed in endorsement is sort of what they're qualified to teach in in multiple areas. So you reduce that person, but they're more senior than another person. So even though they're teaching robotics at the high school, now they might bump the person who's teaching computer science at the middle school. So the impact employee may not actually be the robotics at the high school person, if that makes sense. >> So if if
135someone is only certified in robotics though, then would they be >> then they would be cut and then they would be in a rift pool when there's a one-year recall. >> Okay. And then finally, there's a statutory requirement for certificate of RIFF notice delivery, which is May 15th. And for classified staff is that we have to notify them before we give um letter of reasonable insurance. So this is it's later for classified staff, which is sometimes why you'll see a our certificated uh RI resolutions come first and classified comes later. >> Um the next slide. Oh, sorry. I don't know how long it takes to get certified in a different field area, but if someone were on the one-year recall list and wanted to get certified in a separate area, for example, a robotics teacher
136now can suddenly become a computer science teacher, would they be pulled upon if they had more seniority? >> So, they got a um that's an interesting question. I've never had that happen. Um but they have a right to come back to a position for which they are endorsed. So, um, if they have a new endorsement, that may be true, but I want to double check that because it could be someone else who was already in the same choir in robots. Someone went out and got a choir thing. So, someone who had been ripped and they would have been higher in seniority. Um, so that you wouldn't want them to basically step over or frog jump someone who's been in the pool. So, my instinct is to say that wouldn't be permitted, but I would have
137to check and so I wouldn't want to commit to that, but I'm happy to get that information back. Good question. RIP versus RIP authority. Again, the reduction force is actually the process of dis uh decreasing the numbers of staff positions due to valid organizational means. Um where RIP authority is it gives us the ability to do it. So one is we're actually doing it and the other is we have the ability to do it. Um the district doesn't have to maximize the authority given and often we don't. So I think that's just something important to understand. I know when we first had a reduction, it was a bit surprising because we ultimately produced far fewer people than we had projected just because we have late resignations and changing. >> It's similar to projecting enrollment. Um,
138you'd rather underp project than overp project and so you'd be more conservative there. Same thing with RIFF. We may ask for more RIFF authority even though it's unlikely we're going to um execute on all of that. and it's just to make sure that we're monitoring our expenses. >> On the next slide sort of gives you a visual of that which is there's evolving factor. So I want to be clear that things can change. So again you have brick authority which allows us to act but it doesn't automatically go open layoffs because if for example we have a situation where we we were allowed to do open enrollment suddenly we have more kids so that might adjust what we need to cut. There could be program adjustments. There could be staffing retirement resations. There could be
139final budget decisions. We could get money that we didn't anticipate. Um, so those are all things that will be taken into consideration because at the end of the day, we do we do want to keep our people if we can. And so we're always looking for ways to do that. Next slide. So just sort of seniority again as I touch on determines reductions. And I want to be clear that there's a district-wide calculation because again that's what I was talking about earlier where you have the robotics person who actually then impacts the middle school. So your seniority is for the whole district. So if you have and this is probably some of our secondary teachers were nightmares but they happen to also be K8 endorsed and let's say they're math endorsed for the second year
140and they've been teaching calculus for 10 years. There could be a world where we're like, "Hey, we don't have this math position anymore, but you can go teach kindergarten." Not great for kids, but that's the that's their option and they may choose not to exercise that option. But most people with their their option is job that's not ideal or no job. They reasonably take a job and then it's our job to do as HR and building leaders to do the best to support those people so that they can serve our students well. Uh but that's the reality of how it goes and it works in both except for certificate staff it's endorsement area and for classified staff it's job category. So you get experience as a secretary and let's say you've been here 15 years
141as a secretary. You then don't get to bump if that's cut a bus driver if you've never driven a bus, right? So you could you get it in sort of your job area and again it impacts at least senior staff. So, I feel like I've sort of talked about ripping and bumping already, but I do want to emphasize that the in the scenario I gave just two people. So, you've got the high school person and then the middle school person. That knock-on effect, I've seen it go up to five, six people because it's just it keeps rolling. And especially with certificated staff, they'll have multiple endorsement areas. Many of our staff have three, five, six endorsement areas. So, it can impact a lot of people and a lot of areas. the sort of critical dates
142for a possible draft. Um we have a March 26 would be the first reading and April 2 uh3 would be the second reading possible approval before the board. The reason for this is state law requires stipulated staff as I said before received notice by May 15th. Therefore, the board has to act early enough to allow us to do the final staffing analysis, do all those bumping calculations because it can be somewhat complicated and then we're required to deliver them notice. And there's a it has to be in rising and there's a process for that and the notice has to be received on or before May 15th. So we need enough time to actually work out that process. Are there any questions? Because really our goal as we move forward is to continue operating sort of
143the no surprises approach um with board if we're we're thinking reductions may be necessary and so that's why we're here. There's the last item. >> Any other question? >> No. Thank you. >> Thank you. >> Okay. >> So, we are now moving on to board policy support to the board revisions to board policy 1400 meetings. Um I know that uh Assistant Superintendent Batterdsby and uh Miss Mueller have been working uh on this together. Um these are some updates to your meetings and so that's where it comes under there. Who is taking the lead on >> I'm going to be taking the lead on policy 1400. Um so the proposed revisions to this policy really just um updates clarifies the board regular meeting schedule and agenda planning calendar that are adopted by pursuits board policy and
144procedure I think is 108 and 108P and it adds a requirement that regular board meets broadcast live through video conferencing and virtual meeting platforms um with remote viewing instruction posted with the meeting agenda. So, it's just sort of moderizing a lot of this um our policy to bring us and you'll see other uh references to eliminating communication board via fax. I'm not sure that any of you have faxes. I I think we have one fax in our at least in our central office. Um it expands provisions addressing remote meetings and emergency conditions including when meetings may occur remotely or at alternative locations with limited inperson attendance. A lot of those changes are spring from the COVID pandemic. Um, and things that we've learned and public agencies learned during that time about how board music can
145operate. Um it updates special meeting notice procedures clarifying again the 24-hour notice requirement that's new but and then the methods for providing notice board members um and notice to media outlets specifically reference email because that's the payment method we use now more than fax sheets and mail we mailed it to you would be very surprised they clarifies the quorum language u to be three um for members to constitute a quorum I am aware there's a small type over there. Um three group appeared twice and we will correct that as um it adds a little bit more detail to board board voting procedures including the use of voice to vote unless protocol is requested. Um prohibition on secret ballots is sort of called out and clarification absenteeism and counts for quar but not toward the vote
146outcome. Um, and then there's a clarification with respect to student board representative advisory votes may be recorded separately just because when we haven't always had students, so we're very glad you're here. Um, and then it adds language confirming the members of the the public may have to inform you remotely when such access is provided. And then throughout its minor technical edits and formatting and update statuto reference. So you see at the bottom there's lots of red um messages with adding link and whatnot as we touch policies. I'll try to remind cross references and RCW links. Any questions? Uh I have more comments but I uh uh so um since I'm very involved in this wasa adventure uh I took the opportunity of looking at the wasa model policy um and after our conversation on Tuesday
147that we were talking about how to incorporate the the the Robert Bson Porter. One of the recommendations on the WASA is to include it in within this policy uh to make sure that that is there's a reference uh that uh the Robert Rous order may be used as a guide for reading conduct unless uh suspended by board policy and that's a recommendation to be included there. So it's it will be a way to include it in our um uh governance model. Uh and then there there's another one another recommendation that uh there's a clarification that is it relates to the agenda and right now it says the policy um our policy currently says that the the addition of the agenda should be approved by the board president prior to the meeting which helps to coordinate
148the agenda preparation and there was a model uh suggests that um that sorry it says it's a sentence that the board may revise the agenda or order of business during the meeting by majority vote. So that changes to create one voice instead of of um um and uh that's it's just a change of of order. So so I'm going to I'm going to put you an example. So right now it says additions to the agenda regular meetings should be approved by the board present pri prior to the beginning of each meeting and the was policy. What it says the recommendation is the board may revive the agenda or order of businesses during the meeting by majority vote of the members press. Okay. So I I'm all for incorporating the Roberts rules of order provided when
149I think that it it makes us have once a certain standard that follow and just memorializing that. Uh uh as far as the other change the procedure that we follow the board has followed is you know for a while as far as I'm concerned is that the president meets with the superintendent the vice president and then they do just determine the set of the agenda. But I'm wondering if we could keep that part and then also add this next the next sentence because the board does approve the agenda right as a whole. >> So instead of taking that one and replacing it, I don't know what I wonder if you can just add that sentence. It can be a so the I think that this this what it means is is that how it's written
150it gives kind of the present the the facility to modify the agenda but not the other board members and incorporating language like this. Well you might have both like you will plan the agenda of course but then uh the board may have a voice if needed on that. So are you saying that that you like of adding it or >> adding it? Yes, adding it and not necessarily with the but adding it. Yes. Question. >> My question just just to that separate from what I was going to say is um do don't we have to notice anything new that's going to be put on like 24 hours in advance? I thought that was a requirement. >> If we're going to be taking action, but you can have discussion >> or if you're including material, >>
151right? >> That's the 24. That's 24 hours. >> Yeah. Yeah. I I mean, the way we've been doing it is that the board, anyone on the board can ask for something pulled off the consent agenda during at the beginning of the meeting if they want to have a discussion about something that otherwise would just be tucked into the consent agenda. So, that's kind of written into our procedures now. So, we have that capacity. But just to have a new discussion about something else, not taking action right now is the prerogative of the president, although it's not Well, the I mean the board does have to approve the agenda as a whole, >> right? So if if the president wanted to add something, she would have to get the board to approve that modification to the
152how the agenda was posted >> or or if another board member wanted to change something on the agenda, they would have to get board approval. >> Also, sorry, I just want to interject one thing. It's only that you do also have uh board policy 1420 which is proposed agenda and consent agenda. So it's an entirely separate policy that's specific to agenda. So I just don't want to like lose sight of the fact that this may be referencing something more appropriately edited in the proposed agenda and consent agenda which is 1420 BP which is not right now. >> Okay. I think that we should >> Okay. Can I just add to something uh just to reply? So uh for example I know that the consent agenda but for example if there's an issue that have happened
153and uh in the committee we in the past yes >> we ended up at or at the end of the four reports we ended up having a discussion at that moment and then we had to wait to add it to the agenda and sometimes there were some pressing issues that we wanted to discuss so there was not a process there so I think that this allows that if we need to and uh it's just that >> okay so we're getting into a deeper conversation and It's hard to address these without actually being able to see the extra policy and all of it. So I'll get to you in a second. >> Um so what I would suggest is that we take action on the changes as they are changes that have been recommended and then
154we can um Erin if you could share those policies with the board um so that in advance of the next meeting we can look at those other changes and make a decision. Um friend did you have input into that? Yeah, I was just going to say I I think I understand the interest and that is you know there what is the mechanism if the board wishes to have a discussion about a different item and at this time it's unclear as to how that would happen or whether or not it has to be the 24 hours there's this other wasda language that we can look at in conjunction with 1420 um and so if you want to take action on this first part tonight then we can add this to the next agenda or a future
155agenda and we can continue the conversation about these amendments or changes. >> Okay. Do you have I had a different issue. So that sounds good to me that we can like pull it out and look at it separately next time. >> Next time are we talking to the next meeting? Is that okay? >> Okay. My my is totally different. So the board attendance and voting section. Um we have here um in the event a member has four consecutive unauthorized absences, the remaining members of the board shall declare the position vacant and appoint a replacement as specified in policy 1110 1. But we never say what is an authorized absence. Like does there need to be communication between the board member and the board president in advance of the meeting for example saying like I will
156not be attending the meeting and then the board president says fine and like there's like paper trail there that like that was like an authorized absence like my kid is sick so I will not be attending the meeting you say that's fine I hope your kid gets better does that constitute an authorized absence question >> you know or scenario we could take now >> yeah like if I god forbid like a tree falls on my car I'm And I just don't show. Well, okay, that almost happened to me last night. So, so and I don't show. That's not an authorized advance absence, but I imagine that if I like called later or the next day or sent an email and said, gosh, sorry, I couldn't make it like a tree fell in my car. You
157know, then you would retroactively say, "Oh, you know, that was fine." Like, I understand excuse. So, but but specifically, we have had this issue come up with a board member missing multiple meetings and then retroactively claiming that they were excused absences. So, so I I would love to get something in here that explains like what is an excused absence and how do we prove it? >> Yeah, I think that's a good point. So, why don't we add that to what we discussed next week and give the a chance to propose some language to address that because it is a hole and it would make sense to fill it. Can I get a motion on the revisions as they we currently see them? The understanding that you make potential the few other revisions for the next
158meeting. Um so I I'm looking for a motion to uh modify board policy 1809 communication and support to the board uh meetings with regard to meetings >> policy 14 >> as rich. >> Yeah. I I move that we approve the modifications to board policy 1400 as written. >> You need a second, please. >> Second. >> Director Tucker moved. Director B from the seconded students >> board 2050. >> And just if um if you have specific places where some of that would go in or you have notes, if you'll just send that to me through email and then we will uh huddle together, that would be helpful. >> Thanks. So now we are moving on to board policy 180009 communication and support to the board proposed revisions to board policy 3205 sexual harassment of students prior.
159>> Great. As I mentioned before this um is both some recommendations coming out of committees as well as continued um just changes that have that come through um based on other policy changes. So, why don't we first just start with a basic 3205 cleanup and then I'll turn it over to anyone from the committee to talk about um other adjustments. So, um assistant superintendent Bersby, anything on 3205 you want to point us to? Yeah. So, essentially um just for context for those who was were not on the board last year sort of um we did a lot of work to put in a bunch of new policies and procedures based on changes to title N laws and Washington state laws and then that was vacated in January. uh we then had to sort of strip
160out all of our changes and restore our prior um prior versions which dates back to 2020. Um and I think that was a change of procedure. I actually think the policy the board policy itself may have been older but either way we had to put back in place everything that was happening in 2020 and um at that time we just put back the policy that we had there the policy we had at that time did not perfectly align with Mazda policy and in light of the work that we're doing to reook at all of our policies and procedures especially as it relates to sexual harassment and sexual misconduct Um and with the safe safety and wellness committee, am I saying >> Student safety and wellness committee. Um we were already doing work on the procedure
161because there have been recommended updates to WADA regarding procedure and then we added in the policy. So that was work that we had slated. Um and then in the middle of that we also got recommendations from the subcommittee of the student safety and wellness committee regarding some other changes. So before you reflect sort of the combination of that which aligns us more closely with WASDA and it reflects some of the changes from the committee. One of the things um from WAZDA that is a change it was a change is that in general it just clarify it's what we were doing anyway but it clarifies it for transparency for all of the those who might be looking at the policy who are not trained to be title investigates etc. that in general the more severe the
162conduct the less necessary shows to repetitive uh show a repetitive series of incidents. So one of the things that you look at if something lower level has happened over time it still can rise to a level of sexual harassment and creating a hostile work environment and it's just calling out which is something that is was already known. Um but it's highlighting that something that's more egregious a single act could in fact be in itself u a for sexual asset misconduct. If you flip to the next page, this again it's state law and it's something the district was complying with, but we added a piece that uh it says district school staff should not provide a recommendation of employment for an employee, contact or agent that the district or school or the individual acting on behalf
163of the state or district or school knows or has probable cause of leave has engaged in sexual misconduct with a student or minor in violation of the law. We were already doing that but because it was the law and is the law but now it was captured in our board policy for all to see u and it was in one of the cross references later see um the other thing this was a recommendation out of the committee I believe is that the policy tends to refer to those raising concern regarding sexual harassment sexual discrimination as complaintants. Um, I think that can be dis I think there was a sense that that could be disarming or alienating for some of the people that were reading this because they want to exercise their rights under the policy.
164And so to be clear, it is all staff are responsible for directing individuals who report sexual harassment. It defines what a complaintant is just so people know and makes it a bit more accessible to all people. a little bit. And the final piece is there again there's recommendations as to how this policy is reviewed and that's something that we want to make sure we are doing consistently. We also want to make sure that we are having um the voice of the public as part of this. We are required to have a title nine meeting annually at least annually and that is a committee that looks you know we bring them through I believe it's 09 to the board regarding participation athletics um and and concerns related to sex harassment. So as part of that committee's
165work which involves staff students community members and it has to have the title n compliance uh coordinator as well. Um, we're also going to look at that policy um and bring those recommendations. That doesn't mean we won't bring recommendations outside of that if there's some emerging hate, but we at least be bringing it through that. And under our district, um, in our district, we have it is more most naturally done in OE, which is a little different than the Vasa language, but basically the idea is the superintendent has obligation to share with the board with transparency what's going on with Title 9. Okay. And then the final thing, you'll see certain updates with cross references and what have you. We'll do a final scrub on that just to make sure there's internal references to policies.
166Um I think one that we probably want to add is a cross link to our professional boundaries policy which is not recommended by law but I think that's something that was recommended intentionally by the committee or we would make that recommendation as well but that's not necessarily just >> question. Yes. And I'll I'll get to you, director Tucker. Um I I No, sorry. >> So I am fine with the recommended changes, but I wanted to talk about the definitions section. Um I first wanted to address where it says under federal and state law, the term sexual harassment includes. Does that mean that federal the def there's some sort of defined definition of sexual harassment that's identical in Washington law and federal law? >> Uh yes, this is taken directly from the model policy. >> Okay.
167This whole section is >> I I just think it's it's confusing. >> It's not the model policy. Like I don't I don't love it because it says, you know, up the top for purposes of this policy, sexual harassment means unwelcome conduct or communication of a sexual nature. So that's in theory defining what sexual harassment means means. Then it has other things that it might mean down here. That's the first thing that I I feel like it's not clearly defined. Um, like I feel like it it should some read something closer to for purposes of this policy, sexual harassment means unwelcome conduct or communication of a sexual nature not limited to but including these items because that would to me just read in a more straightforward manner. Um, one of my other concerns is that there's
168this concept of hostile environment that's addressed here. But hostile environment is only referenced under the bullet that says unwelcome sexual or gender-directed conduct or communication that interferes with an individual's educational performance or creates an intimidating, hostile or offensive environment. And so it appears that in for all of the other bullets, it doesn't matter whether it's a hostile environment or not, which is um I'm just wondering why why this particular act in requires a hostile environment also and why it couldn't just be unwelcome sexual or gender directed conduct or communication. Um like why why is it necessary necessary to add that qualifier? Um and then my other comment is that I think that there should be you know the term unwelcome the this broadly applies to students you know adult to student student to student or
169groups of students or adults so it's pretty broad and so in some contexts the unwelcome um term makes sense but I think there should be a statement that says that there is a presumption that any sexual advances between an adult and a student would be deemed to be sexual harassment because it doesn't m from looking at these past cases is that you know of course we know that if there's something between an adult and a student even if it appears to be welcome by the student it's still not appropriate still against the law. Um, so what we could do is similar to the if and there could be others too, but we could do a similar piece where um we could approve what this is and then bring it back. I have a feeling this
170particular policy is going to come back to you probably quite a bit in the next year as the committee does its work and we refine it. Um, I'm not saying to wait any longer than the next meeting, but I I think it's will be a good exercise because I think we're going to see a lot of these nuances come up. Great points. >> Well, I'm fine with, you know, if if the best of priority is to take it to the subcommittee, the boundary subcommittee and work workshop there. That's also fine with to approve or not approve to vote on the other changes tonight and then the understanding that we work on it because I know that that a lot of feedback. >> Yeah. So um a couple things again this is we have made efforts
171to align more closely with the WASDA policies as we work through things many policies over time have not aligned with me and others in administration. Um there are there may be room for changes. I'm not going to say I disagree with anything that you're saying. I just would want to be careful about how it's uh any written so that it did align um with law and didn't create any unintended consequences. I would my ask would be because I do think it's important um especially with respect to the um I do think it's important if there is not an objection to the proposed changes to have those approved and I'm happy to work proactively just as at the administrative level um leadership level on making revisions and giving giving the form feedback based on that comments
172of the board so wishes and then directed to do so. Um or alternatively refer to committee whatever makes the most sense but I think that these the changes proposed are consistent with the district's obligations and also increase transparency because I said these things we we are doing uh but I do think it's important that state that we're going to be held accountable for that. So for some reason we didn't it now is a violation while there's a viision policy >> Dr. D. >> Uh so in our committee this is one of the policies that we're looking at. So this one of um the your comment was one of the ones that came and I did a little bit of research and I think it's a little more complicated than than uh um than we think.
173So so because of some of the language come from uh civil rights law that is in state. So I think that that is gonna we're gonna have to be very careful and at the same time I see exactly what they're saying and the problem with this. So I think that we're gonna have to either reference a lot of laws within this policy too to ensure that people is clarified but at the same time one of the things that was came out our from our committee was that we need like a mirror policy that is easy to read for everybody to understand like when we say unwelcome advances this is what it means. It means it's not doesn't mean that it's welcome like any advance from a teacher. It is unlawful because it is an opposition
174of power blah blah blah. So all of that there's a lot of policies and a lot of reference that we're going to have to kind of tie together. But there will have to be a mirror uh document for the community and students to understand uh this without altering or policies or laws and being without uh out of them. So it will come back to you again. But I agree that passing this is is a step forward and and it might come again maybe every meeting depending on the changes maybe every so often but it's not going to be yes and and I have written down your some of your comments too are important. So >> well I I almost think this falls within the boundaries group. >> I think it it's hard to separate them.
175It's hard to separate them. So, but maybe we can each sort of work together and figure out how to how to handle that. >> Well, I just also want to be clear that as as soon as a staff member or adult is involved, then we do we apply both policies. So, both are if both are implicated, it's similarly um it could be you have a person who's bullied a person but is also violated. you know I was also implicit is a violation of our property policy like the whatever policies could apply get applied in a situation so there could be bindings against multiple things >> okay and I think that that that is where the cross reference and the and the legal references will matter I think that we might be missing a few to
176clarify some of those definitions >> we might be but I just think we shouldn't have a policy that reads this way I mean and hopefully there's ways around the the laws because I mean you know around needs to have a good policy on sexual harassment and this isn't just >> anyway and this will be a great also recommendation to take back to both WASA and the legislator saying like this doesn't make sense for >> does anyone else have any comments on this >> I mean I think it is going to be complicated and I I agree that that the overall of your remarks for sure um I think it makes sense to update this so that what we're what the groups are working with is the most recent updated language with the obvious kind of
177note made kind of on the side that we'd like to address that point a little differently. We just have to figure out how to do it correctly so we don't mess anything up. >> Yeah. Great. Absolutely. Okay. Any other comments? just that you have um we also have a procedure with this and so just a reminder that the policy is sometimes a little bit more rigid and it's our procedure where we get to describe a little bit more about what we do. Um and so we'll be looking at it from both lenses when we're when we're doing that work on our end. >> Okay. Oh, could I get a motion to revise uh board policy 3205, sexual harassment of students prohibited as recommended? >> Second. >> Okay. Moved by director Lee and seconded by director
178Martinez. Students >> I 2050 in favor of making the changes. So we'll move on to board quality 1605 monitoring superintendent performance superintendent eval evaluatory letter and excuse me of course right now you have to talk a bunch so this got broken up into two portions because I wasn't able to attend uh last the last meeting in person and so we the board formally approved the um the fact that Dr. made um the OE requirements um and at the last meeting and today we're going to discuss um in more substance uh the board's evaluation and so the board met and identified in several areas that we wanted to highlight of your work over the past year. And so I'm I said I'm actually just going to read what is in here because I I think it's
179the way it says it is, you know, intentional. And so and then I'll I'll read this and then give everyone else a chance to share what they would like to share. And I would start by saying that the board is pleased with your progress towards goals and confident that you've capably fulfilled your obligation under Washington state law over the last 12 months and we agree that you've met our expectations as superintendent the district. Uh so the first area that we wanted to highlight was the area of student safety. The board of directors recognizes the concern expressed by students, families, staff, and the broader Mercur Island community regarding student safety following the revelations involving former MIHS teachers Chris Twanley and Curtis Johnston. The board appreciates the seriousness with which you have approached this issue and your
180commitment to strengthening systems that ensure a safe and respectful learning environment for all students. We recognize several important steps that have been initiated including the establishment of the student safety and wellness committee. I had well-being communic to review professional boundary expectations, training practices and reporting procedures. The board also appreciates your engagement of Presidian to provide expert guidance as the district reviews and strengthens policies and practices. These actions represent meaningful progress toward reinforcing a culture that prioritizes student safety and well-being. As this work continues, the board encourages the district to prioritize the development and adoption of updated professional boundary policies and procedures. The implementation of comprehensive training for students, staff, and other adults who interact with students, and improvements to reporting systems so that members of the school community understand how to raise concerns and feel
181supported in doing so. The board looks forward to receiving updates on the district's progress in these areas in the coming months. The board recognizes that strengthening student safety systems is ongoing work. We look forward to continued updates on the implementation of these measures and to monitoring progress as the district incorporates best practices, strengthens policies and training, and ensures that reporting systems are clearly understood and accessible to all members of the school community. The second area we wanted to highlight was district finances. The board appreciates your leadership in guiding the Mercer Island School District through a challenging financial environment for public education. The district continues to face significant fiscal pressures, including the state of Washington's failure to fully fund public education, the impacts of levy restrictions, rising insurance costs, inflationary pressures, declining enrollment, among others. The
182board recognizes your efforts to address these challenges while seeking to minimize impacts on students and school operations. In particular, the board appreciates the solution developed last year to maintain adequate nursing coverage at each school while still achieving cost savings for the district. Your focus on balancing fiscal responsibility with the needs of students and schools has been important during this period of uncertainty. Looking ahead, the board supports continued efforts to strengthen the district's financial reserves. We recognize that doing so will require careful planning and difficult decisions, and we remain committed to working collaboratively with the district leadership to support the long-term financial stability of the district. And I would just add that as I mentioned to you earlier today when I was first drafting this to present to the board, I thought of it. I the
183analogy of it, you're the captain of a ship when it comes to finances and that there's water waves crushing in on all sides. Um that's feels like what it is right now. Um and we appreciate you continuing to capture this ship and do your best to to steer us as we move through this these stormy waters. And then finally, we wanted to highlight your work around leadership, communication, and community engagement. The board recognizes the professionalism and steady leadership you have demonstrated during a particularly challenging year for the Mercer Island School District. You have navigated a period of heightened public concern while continuing to support students, staff, and the day-to-day work of the district. The board appreciates your responsiveness to community members and your willingness to engage directly with families and stakeholders to hear concerns and
184answer questions. We encourage continued emphasis on proactive and transparent communication with the community as difficult issues arise while recognizing that legal and operational considerations may at times limit what must be shared publicly. We also appreciate your willingness to host an upcoming community conversation which we believe will provide a valuable opportunity to strengthen trust and foster constructive dialogue between the district and the Mercer Island community. Finally, the board recognizes the significant effort you have devoted to supporting Kist staff during a year that has been particularly demanding for teachers, staff, administrators, and families. The dedication demonstrated by MASD staff reflects a strong commitment to students and your leadership has contributed to sustaining that effort. >> Thank you. Appreciate it. Director Lee, would you like to >> just want to recognize like what a what a tough year
185last year was just um as a general things coming at us point of view. Um and I am struck always by the remarkable grace and um balance that you show when ch um faced with challenging individuals or challenging situations. Um I have often tried to model myself reactions on yours. um doesn't always work for different people, but I think of you when I think of a way to um effectively and probably for the best react to public um reactions and I think that you are a model for the entire district of memory. So um echo what it says here and what she has said. Um uh I really admire that you also during this talk time and and in August you were able to start school year without hiccups for our student like the reality
186like they are on way to graduation very very soon and you'll see that it has been minimal in terms of the education that they have received the hiccups that that have happened. So, so it has it takes a lot of leadership that the disruption was minimal during this big struggle that we had this past year. So, uh and uh yeah, it's it's uh first I'd like to thank you for your service to the district. You put in a lot of hours that people don't see and you know, we as the board do see it and it is appreciated. you go to a lot of events after hours and I think that um you probably have personal relationship with more people in this district than people appreciate and understand and that goes a long way with
187helping us as a community and doing a good job in the schools because I think one of the things that you know particularly at the high school is people want we want our students to have a trusted adult in their lives and you are a trusted adult for your staff members and students alike. Um, I do want to highlight a couple of items. I'm stealing this line from Marty Schaefer. Uh, leaders train leaders. Um, I think that, uh, individually, you know, you do so much for the district. It's not clear like who would step into your shoes if an emergency happened. And that would be helpful uh both for us as a district and I think that you know in Washington state there need to be more leaders in schools. And so as you identify
188your staff members and encourage them to go on their own uh journey as leaders to become certified to be principles and that would be very helpful. And then for those of us that have been long-standing volunteers and and you know floating around the district, it's very clear that you basically have an open door policy. Um for those that are less involved, I think it would be helpful on your superintendent web page to include some type of verbiage of how to get in touch with you and how people could expect your back so the people that are not as included in the district could feel that they could reach out to you as well. Everyone has these like well thoughtout comments and I just really am very grateful for to have you here and for everything
189that you do for our district and for as has already been said you know grace you've handling some very difficult challenges over the last two. So thank you. >> Yeah I'm so grateful to have had you as my superintendent for these past four years. I feel like I've had such an amazing experience at Rhode Island High School and I think it is because we have such a good leader in our district that really makes it a place where students feel like they can belong. I'm also consistently like appreciative and struck by your ability to like kind of balance the perspectives you hear from our community. We have such a strong and vocal community and I'm just so appreciative of your ability to focus on student voice and really feel like I personally really feel like
190you value what you hear from students. and we're in SSA when you're talking to us. I feel like you really truly value that student perspective and you take into account and you're able to balance that perspective from the parents and the community and everyone across and do what is best for our students which is not an easy task and I'm really appreciative that I have a superintendent that's able to do that. Um, and so yeah, this year was definitely a tough year, but feel like it really just showcased your leadership and your ability to grow and be amazing. I'm just so grateful. >> Um, I mean, I think balance is a great word. I think that it's tough running a district. We talk about deficits. We talk about um sexual misconduct. Like there are so
191many things that happen in a district that has, you know, we're small other ones and you have a great way of balancing what goes on here. You hear all ends of the spectrum. We talk about things as insignificant as grade emails and students are outraged. You know, they don't want them. Love them. >> Oh, outrage now. >> And now you have the job of talking with both groups and being the mediator. And that's something that is not in the job title. Like those there are so many things that aren't in the job title that you pick up. We had an SSA meeting in November where it was um soon after an article about Mr. Johnston came out and you gave an hour of your own time after the meeting had ended just to answer questions
192and be super transparent and you know provide that balance. why did the district do what it did in response to that article even though maybe students didn't understand it? And you were very clear and it helps students understand and sympathize with the tough the position that the district is in. Um and it is amazing and remarkable the things that um both you and the people that you lead have been able to accomplish in what everyone can acknowledge has been a tough year, a tough four years of course and this one has been particularly challenging but in in terms of balance and in terms of um keeping people feel like they can trust their leadership ship in a time when trust should be lost. You have done again remarkably and it's something that we as students
193um and I'm sure community members feel and appreciate every day. >> Thanks. Um I will not ask my team our team to go back and watch this film at all. But what I want you to do is to make sure that what they're talking about is a reflection of all of you as well. Um, who I get to work with. Um, I just try to surround myself with really smart people and then hang on to them as long as I can before they're ready to fly as well and go to do different things. And um, some of the people in this room I've spent 17 years with and and in different positions and others it's been um, less time. But it doesn't happen without so many people and and really trying to work together and
194the community also electing five people who I really think are here um to join forces and do great things for this school district. And you know, as I look towards the future, um as as dark as the waters are and turnurning, it's still bright. Um, this is an amazing place with tremendous um, people. This morning I sat in here with the schools foundation and got to listen to their passion to try to reach a $ 1.5 million goal. Um, that's amazing. And then to be able to cap it off tonight celebrating students, hearing from students, and then just getting to look at the team um, who's there and is they see me at sometimes not my best um, and they still prompt me back up. And so just thank you, Dick. >> I'm just saying
195students, if you turned your assignments in on time, you wouldn't have to have difficult conversations with your parents when we get it's not hard to have a conversation about all. I'm just saying >> always no matter what's happen. >> Okay, we will be moving on to the consent agenda. Could I get a motion to approve it? So moved by director Martinez students board. >> Um a couple things. First off, I just want to start off with technology. Um and in my memo to you this week, there's going to be a lot more information. um been talking to uh Director Bronzer uh and I think just on behalf of all of us, but certainly I know director Ronzer, myself, we certainly hear the community um and their concerns. We share some of those concerns as parents
196ourselves. Um as educators and you know, where where do we need to go next? And um what's important that I want the community to know is that it's not as if nothing has been happening and it's not as if it's going to take a while. There are things that are underway. So I wanted um Director Ronzer just to point out a few things um just to put them out on the table. I'm going to get you more information. And then your study session was excellent in giving us some ideas about so much more that we want to continue to share and work that we want to do with our with our community. And as I said um to our PTA, this district does best when it does together. And um I've seen plenty of initiatives
197start that the district got out ahead of the parents and it fell apart. And I've seen initiatives that were just brought by parents that just never stuck. And it's it's because it's when it's not together and everyone having an opportunity to weigh in then it doesn't have any lasting power and that's what we need to do. So director Ronzer want to give you the floor for a few minutes. >> Yeah. So I just wanted to you we shared some of this information as we had the the session with the PTA but just some of the things that we've already done um and then some of the things that are coming in the short term and then kind of moving forward on that just you responded to some of the comments um you know that we've
198been been hearing and trying to address that. Um so one of the big things that that we're looking at is just that off behavior um access to non-educational materials uh in regards to our our content filter. Um and so uh we have been making several adjustments to our content filtering policies uh to try and limit distractions and keep kids uh focused on learning uh both at all three levels elementary, middle school and high school. Um we know that we need to gather more data um and really understand how our students are utilizing technology in those classrooms uh both qualitatively and quantitatively. So, we've completed a survey with our K5 staff um to gather that data um and we want to continue, you know, gathering that data, especially as we think about that technology advisory group
199and and going through there. We know that our our families want to see the data behind that as well as hear from from our staff, uh from our administrators, from our leaders. So, we want to make sure that we're gathering that data um and that we can we can validate it um to have real honest, you know, and authentic conversations um around that piece. Um, and then from some of that data that we gathered from the, uh, the K5 staff, uh, we are implementing the shift in our take-home policy, um, so shortly before, it was right after COVID, uh, we allowed our fourth and fifth grade teachers to choose if they wanted to send devices home, whether that's in whole group, uh, small project or or individually. Um and you know through some of those
200feedback and and concerns around screen time, eye strain and various other like that um really part of that survey was to identify some of those instructional practices behind sending those devices home. Um and even though there there you know feedback on both sides um we want to implement that shift to keep those devices in the classroom. Um we know that one uh some teachers have expressed concern around equity um especially as we think about you know students that might be absent for a period of time. how to help them catch up. Um, and so if families do not have access to technology at home or able to access uh, you know, tools that they might be utilizing, we can do an opt-in program that still provides families with that opportunity. So maybe just shifting that
201whole uh, you know, this whole class practice uh, uh, around that. So, uh, we have shared some of that survey data back with our principles, uh, back with our staff, and we're reviewing that, um, and making sure, like I said, to be able to share that with that technology advisory group and the larger community as a whole. Um, at our middle school, you know, again, um, looking at those those content filtering policies and limiting distractions. Um, there was a lot of conversation around, you know, kind of some of the game nature of some of these educational tools. Um, and, you know, completely understand that. Uh so one thing that we did already is block access to some of those tools outside of the school day. Um where teachers might be utilizing it for fluency checks,
202practice regular pieces like that. It isn't necessarily needed outside of that school day. So outside of those school hours, blocking access to some of those resources including Gimkit uh in Cahoot. Um I have heard a lot of uh feedback around YouTube access um and potentially embedding YouTube into Cahoots, right? and various other ways uh that students are accessing uh YouTube in there. And so in uh January, we started this process of implementing a thirdparty service called safe share.tv um using a completely separate service. So part of the reason why it's so challenging at at the middle school to allow access to some videos and block others is because of a lot of the changes that Google and YouTube and our filtered, you know, company makes. It's kind of this evershifting, you know, piece um that
203is sometimes difficult to stay ahead of. Um and ultimately we decided it's best to just block YouTube altogether and then just implement a third party service to prevent some of those back doorways. Um so we are uh starting that in the third trimester. So just in a few weeks here we wanted to give our teachers the ability uh some time to be able to shift their resources over to safe share.tv TV um and and help support them in that transition and make sure that that solution is going to work for them. Um but that is um the timeline for locking YouTube as a whole at the middle school and then using safe share.tv um as that utility. Um I also heard you know feedback around uh broken keyboards in seventh and eighth grade. Um and
204so we did receive additional shipments. We reached out to our vendors um and for several weeks now we've been sending messages to our students asking them if their keyboards aren't working to come in and have those keyboards replaced. Um there's no charge or anything like that. It's it's not working. We're just going to swap it for you. Uh going through that process. And we actually had uh the first round of SBA testing which was our English language arts testing at the middle school this week which does require access to a keyboard. Um and so you know we also want to make sure that the keyboards are working there. But it was a great opportunity for us to make sure those keyboards uh are working. So if a student, you know, didn't come into the tech
205office during SBA, swap that out for them as well um and make sure that's working. Um as well as you know, I did hear this uh uh parental strategy around being able to print materials at home um on the iPad. So if there is uh work being assigned um printing it out as opposed to having the student utilize the iPad to minimize some of those distractions. Um and there was uh an issue where students were not able to print and we have to resolve that. Uh so students are able to print at home as an additional strategy for parents to limit uh some of that screen time limit uh distractions there uh at the middle school. Um at the high school uh earlier this year we aligned our uh district laptop policy to align with
206the full preschool policy. Right. So, as Fred mentioned, u you know, our our goals are aligned in terms of limiting distractions and increasing engagement uh student engagement in our our classrooms. And so, we uh we shifted our policy to a district provided device policy, um and asked that students utilize a district device in their classrooms. And that was primarily to help provide a um a consistent uh interface for our students and our teachers uh limit some of those distractions on uh personal laptops. perhaps maybe they have access to iMessage um you know VPNs, personal Chrome profiles, other things that would you know just causing you know some challenges and so making that shift over in the district provide uh district provided device policy to align with our full preschools policy. Um we also implemented an
207additional layer of filtering for filtering for our ninth graders. Um and we've been talking a lot about those transitions between fifth and sixth grade uh eighth and ninth grade. Um, and so there's an additional layer of built filtering that creates an additional step between our middle school built-in policies and our high school filtering policies to help support that. And we've been checking in and working with our nth grade teachers um to see, you know, how those those additional controls uh have been going. Um, I did hear some comments around just reliability on the laptops and those pieces as we did the uh the board visit. Um, and so, you know, one thing that comes up is the the stylus on the on the devices. Um and so you know from the time that we've implemented
208the laptops if a student's stylus is broken or is not working if they come to the tech office we'll replace it for them. Um so just you know a reminder to our community that if your students uh stylus is not working or it's not writing on the screen please come and see us in the tech office. Um we you know if the touchcreen isn't working let us know. Um our our standard practices will if the touchcreen isn't working we'll swap your laptop over. will help the student transition over to another laptop and then we'll repair ourselves if it's something that's a fix that we can repair. Otherwise, we have a local repair facility uh that we utilize to do those repairs as well. Um and then in terms of uh just that reliability, we're currently
209in the process of a device review. We just completed the third year of the the 1:1 laptop program and from those three years, we you know gathered feedback around the device and what our students need. Um, and part of the reason for these reviews are to remove uh barriers. Um, and so we're currently in the process of a device review. We have a subset of students that are trying out uh a variety of different devices. They try it out for about a 24-h hour period. They get a chance to see that full battery life to make sure that it's going to work all the way through their classes um and gather feedback through that. And so we're continuing to engage our our staff, our students, our parents in that feedback to help ensure um that
210the devices are are working well for them um in that process. And then when I think about work that is currently in process um and coming through um through a partnership with uh several PTSA members, uh there will be a community survey uh going out soon. We're currently working on developing that survey to gather additional feedback on student tech use. Um there you know uh is a strong desire to reform the technology advisory group and we've talked about that. So I've been working with you know Fred and other leaders in teaching teaching and learning um to really think about that process and make sure that we have uh equal representation and we're hearing all voices you know at that table. Um and so really thinking through what that looks like when we form a technology
211advisory group uh in this process. Um and again part of that process is to gather data resources um you know studies around this so that we can have those conversations and look at really you know all all sides of those pieces not just um you know and and there's you know definitely concerns around you know maybe the mental impacts of technology on students um but I also don't you want to just focus on like the accessibility issues. I want to be able to to have a very diverse set of voices at that table um to make sure that we're representing including student voice, right? So, um that was one piece that uh you mentioned it, you know, in terms of of, you know, the the comments around Fred is just being able to make sure
212that we incorporate that student voice as well um in that process. Um and then the the last piece that I'll I'll end on is, you know, I will I always like to be honest and transparent um and and take ownership of issues. And so one area where we definitely need to improve is our content filtering and making sure that our students are teach our our students, teachers and community have tools that have the appropriate guardrails to help support uh teaching and learning in that piece. Uh so we actually started up highlight in January for a new content culture company. Um, and I, you know, I don't ever want to overpromise and underdel, uh, within that. But with those pieces, it's really, you know, ensuring that if the current filter is is not meeting the needs
213and the expectations, I don't want to just continue making adjustments that aren't moving the needle. Um and really making sure that we look at that uh that piece uh doing a pilot on uh different content building companies and really prioritizing accurate uh accurate website categorization, right? Is definitely one challenge that we're we're having is just you know sites that aren't classified as games have games on them, right? And various other pieces like that. So it's that that game of whack-a-ole. So really prioritizing just that accurate website categorization so that the settings align with the experience right um as well as uh parental reports of you know making sure that parents have access to how the technology is being used how much time uh is being spent on the devices and what's uh being accessed as
214well as parental controls. So some of these uh content filtering companies also have the ability for parents to implement some additional controls outside of uh the class uh the school day. Um and then of course as we you know think about this and really it's about engagement in the classroom is just also prioritizing those classroom controls. Um so you know we're currently in the process of that pilot going through that. I'm expanding it out to our instructional coaches and teachers and really you know going through that process. Um, and so hopefully, uh, through that piece, we'll we'll have a better content filter that'll that'll be able to respond to some of these, uh, some of the concerns that that we're hearing, right? In addition to, you know, continuing that technology advisory group and uh, going
215through and reviewing, you know, we've talked about, you know, potential instructional practices or gamification or or what resources students have access. >> Thank you. That's a that's a lot of information. lot of good information. Thank you. Um I'm looking forward to hearing more about it. I have one question. Do you is it possible to measure the average screen time use on the iPads? >> It is not not as a whole. >> Um so that is something that we've shared with Apple for for some time. Um there is a setting called screen time >> which is what is used to track um the amount of time spent on it but also to implement you know additional restrictions and controls and unfortunately they do not give us a way to manage that across the system. It has
216to be done individually on each device. Um and so it isn't something that we've been able to implement. Our content filter filters traffic 247. So we are able to use that to gather some reports >> but it doesn't give a a holistic picture of how the it's really just looking at you know internet sites that are potentially used um and those pieces but not necessarily apps that are local resources um and those pieces. And so u we do have a resource on our website that talks about screen time and enabling uh you know screen time and we share that information out with our community. Um and some parents have uh you know even within the past few months um as they've talked about this have implemented screen time and I always look at that as
217an opportunity to gather more more information. And so I've been you know checking in on them and and partnering with them to see what what they're seeing. Um and you know oftentimes if they find um you know there's games that are miscatategorized will block that for all students going through that process. So, um, part of of this other tool is also being able to to gather that information and have more visibility in that process to me. >> Can I add something to that real quick? >> Sure. Um, I did have a following the last linkage session, I did talk to the middle school about, you know, in my old rudimentary way. Is there a way to to have a couple kids even like start a stopwatch when they're on technology during the day and stop
218it and just try to track um, unofficially how many minutes they are. And I think they're doing that with a couple kids. Okay. So, it might be some data points. I think Katie's doing that. So, it might be some it's not going to be perfect, but just to see it is what what kids are reporting the reality of how many minutes it is because I'm not sure what the reality is, but I think they're might be doing some of that stuff. Part of that is we do have a tier one meeting on March 19th um where our build uh our teacher candidate our building cabinet and teachers are uh preparing to provide information about that classroom use of technology primarily 68. >> I wonder if you couldn't just ask parents to report on their or
219students to report on screen time statistics on their iPads. I bet a lot of parents would be interested doing that too. Director Bradley. >> Yes. I had a couple questions on the technology advisory group. Um, has that first meeting been scheduled? Have invitations to join gone out? Subcommittee structure, right? Because part of the tech the questions with technology is just framing the problem. And there are when we say technology, there's actually a bunch of issues that fall under that. And so I was just curious about the setup of that group and how they're going to go about framing the problem. >> Right. So uh we have not sent out any communications tonight. Uh so I am planning on sending out communications and invitations uh starting next week. Uh so far what we've been uh really
220talking about is a little bit of that process is how do I how do we identify members uh to be a part of this process. Uh so we're planning on the committee to be about roughly 25 members uh representing roughly about 12 uh 12 parents. We want to make sure that there's representation from the various groups. Um so as we think about you know uh PTAs and and pieces like that we want elementary uh middle school and high school representation um we want to you know include um some of our um subcommittees right so we have heard from uh several members of salad um around students with um uh students with uh better diverse learners um so we want to make sure that their voice is included um but we also want balanced voice right
221so we don't want close parents to all be representatives of any one of those those sub committees. Um and so we want to make sure that we have balanced voice. I also um have messages drafted up to encourage our our staff. And so I've been reaching out to building administrators uh to our instructional tech approaches to identify teachers and again not just teachers that are our um you know high flyers in terms of tech use and the ones that are always our early adopters but really making sure that we have that adversity. So, you know, you heard from one of our orchestra teachers today um that talked a little about some of the strategies that she uses. Um you know, at the end she mentioned that she'd like to be part of that group. And
222so, I I want to make sure that we um are thoughtful around how to to develop that. Um you know, I was actually meeting with Fred earlier today and we were also talking about how to incorporate student voice within that process and what that might look like. it's sometimes challenging to include, you know, students in meetings when we have community members and staff because their schedules will sometimes not align um as needly. So, we talked about what that process would look like. Um, one, you know, really interesting idea that I had uh that we had in terms of this process. Um, was, you know, there's some conversation about how we're preparing students uh for life after high school. Um, and so we have had several uh recent student reps uh that have uh graduated. Um,
223and so we thought about potentially reaching out to them, um, and seeing if they'd be interested in participating and sharing their experiences or even, you know, other students that weren't student reps, but those that have have gone through the system and have now, you know, either, you know, entered the workforce um or are in college or, you know, whatever they're doing now, how do we incorporate that experience um, in this piece? So, really just trying to identify the framework of that piece. Um we are meeting with those uh girls partners with the PTS uh PTSA um shortly and you know they've developed some uh community questions. We've developed some discussions. So we want to use that survey as well to try and identify parents that want to be part of that process. Um but really
224thinking through kind of what what that might look like. We are in March. Um I do think that there's changes and things that we could do this year but part of that process uh of that tag I think initially will be to identify kind of those those norms and those structures and and some of those priorities we've heard about you know many of them through emails uh through the linkage sessions but having that opportunity from that survey to also start with that um and then I'm also compiling a variety of resources and data uh to be able to utilize as part of that process so that when we're we're ready uh to start that process process. We're not starting from program zero and we've already done a lot of that leg work. Um and then
225of course you know having you know committee members bring you know their own perspectives to the table um through that process. So uh you uh committee members should expect to see a survey uh hopefully next week uh in that process. Um and then I'll be reaching out to to staff and others as well. Um I just uh thanks for for reminding us that it's always been possible to replace your broken keyboard and stylus. Um I'm not sure that that information is getting across to the parents apparently because I was surprised to hear that as a major sort of sticking point in some of the conversation we have with the PTA because um uh I think it's been fairly easy to do so to have your device repaired or replaced in the past. Um so I
226think it's important for people to know that that is an option. I'm not sure how we can make it more clear to them that it is, but >> I I will say to their their credit, you know, that feedback was coming from the middle school that we did have some challenges with our our vendor and their their production line um around that. So there have just full, you know, being transparent and honest, there have been times um kids have come to us with broken keyboards and we haven't had replacements uh to to provide them. Um, but we we were able to receive additional shipments of those. Um, and we really prioritize sending out messages to kids and and asking them to come in and have a few replaced. >> Fantastic. Thanks. >> I just want
227to mention then the stylist the high school I know I don't know if this is true or not. I know there's definitely rumors that it's like a bunch of money to replace your stylist for some reason. And I don't know that might be a sticking point for a lot of students if they're not getting their stylist. It'll cost them a lot of money. >> Yeah. And so, you know, one thing that I mentioned is if their stylus is broken or not working, right, we will replace it no charge. If it's an instance where their stylus is just lost, for example, that's when there there's that charge. Um, I don't want to miss, but I do believe it is $40 uh for that stylus. Um, that is the cost of the replacement, right? So, it's not
228like the district is, you know, adding any sort of premium on that. Um, so it is when when that status is is missing, right? any loss. >> I just want to say that um I appreciate everything that you're doing because I know that technology goes way faster than you can catch up. So this is going to be a lot of work and also from lessons learned of our committee is that focusing one problem first and also while also thinking about the next things that you will have to address with the subcommittee because I also see how this portion of the technology in the classroom might be uh one point that you want prioritize but for example when we were talking um previous in the year about AI >> how does how you're going to evolve
229different people for data privacy or ethics or or how those AI will look in the classroom. So so just uh thinking on that and just I know that it's going to be a longstanding committee just like this and it's here to for a long time just >> um thank you Andre. Um couple other things. One is the instructional materials committee met this week and you'll have two different um requests coming to you for approval for core material in two weeks. Um our standard process for that is we notice the public and we make um copies of the materials available in the district office with some information on that for anyone in the community to come and view. Um and then if you are interested one of the texts um is home uh homegoing uh which
230is for I believe a senior level uh English class. And so if you would like a hard copy and you want to read it um we have copies for you um and it's not an expectation that you read the whole thing but if you would like to we have these copies. So want to remind everyone that we are purchasing hard copies. We also purchase the ecopies because we still have some students who prefer that. but it will be in both formats. And the other one is a uh AP um cyber security class that we need text for. And then lastly, uh winter weather might be here tomorrow morning uh is what Tony let us know before this meeting tonight. Uh some of us have been up since 4:45 this morning because of the wind uh
231and preparing. Just want to thank uh William Gertis and Tony for all their work this morning. big tree down on East Mercer Way causes havoc for our buses that travel can only go one way on the Mercer Ways. And so when we have a tree down, we have to run shuttles and they shuttle kids back to big buses so we can get to the schools. Um kids were on time uninterrupted with today and a lot goes into that. So hopefully no snow tomorrow morning, but uh stay tuned and that's it. >> All right, this is the um legislative report. Uh yes, this was prepared a couple days ago, but today is March 12th. Uh the legislature has now closed. Uh not much as of for us, not much to report, but I'll go through the
232full report, but uh as of March 10th 10th, the legislature has entered the final days of the legislative session ahead of the March 12th adjournment deadline. They are now adjourned with most policy deadlines now behind the legislature. Attention has shifted almost entirely to the budget negotiations between House and Senate leadership. Lawmakers are working to reconcile differences between their supplemental operating budget proposals while addressing the remaining projected shortfall in the 2025 2027 budget. Several bills affecting K12 governance and operations have been sent to the governor for signature and a smaller number of bills remain active as the session concludes. Budget discussions continue to reflect significant fiscal pressure at the state level. While earlier revenue forecasts, provided modest improvement to projected collections, maintenance level cost increases across state programs continue to outpace available revenue. As a result,
233the House and Senate proposals rely on a combination of reserve transfers, targeted reductions, and long-term revenue assumptions to balance the budget. One proposal that has received significant attention is Senate Bill 6346, which would establish a tax on personal income above $1 million as a potential long-term revenue source for the state beginning in future budget cycles starting in 2029. for K12 education. Several proposed adjustments remain central to the negotiations. Those include reductions to local effort assistance, LEA, adjustments to transition to kindergarten, TTK, and changes to school bus depreciation schedules. LEA is designed to support districts with lower property wealth that cannot generate comparable local levy revenue. While TTK programs provide early learning opportunities for students who benefit from additional preparation before entering kindergarten, Mercer Island does not receive LEA funding. So, but these proposals remain significant
234within the broader statewide funding framework and may influence final negotiations affecting public education. At the same time, longstanding funding pressures in key areas of basic education remain unresolved, particularly related to MSOC, special education, and transportation. These areas continue to be closely monitored by school districts and education or organizations as the legislature works towards finalizing its budget. As the session concludes, legislature activity is expected to focus on those final budget reconciliations and passage of that remaining uh legislation. >> So I will just complement that. Um as of around 3 4 p.m. um there was two bills related to the kitchen that did pass. So one is uh 6 to60 and um that one was a a bill that that um to balance uh it was a budget balancing bill. So it's it's yes it's not good
235foration period. It's absolutely so that extends the depreciation for buses for so our transportation budget is not going to help. is a diminishing uh budget for running start limits transitional to kindergarten rem uh uh removes the bonus of splat for inflation for staff uh limit. So for education, this was not definitely not. I think that this is uh something that we had to think how how are we going to work with the the legislators. Um the millionaire tax did pass. Uh uh so um that I don't think that there's anything marked for education from that. So I don't know. And then >> there is a 5% of it is dedicated to Head Start and there's a kind of a funding note to pay for school lunch but not uh binding. >> Yes. Exactly. So So
236it's and then uh bill um 19 1295 and that one is is good news for education. Uh that is um uh evidence-based literacy curriculum for K4. So that is to uh improve how is going to be uh literacy taught in schools. So it's going to change and addressing phonetics and and helping especially kids uh with um learning uh disabilities. Um so that will be a change. It will take time because I think it's focused more on training the teachers that are right now in college on how to teach this this curriculum better. But uh it's only limited for K four. So at the same time it's very limited and it's a nonfunded mandate. So also um it's good news and bad news. So um and that's pretty much nothing else and I don't know if
237well mine already left but I don't know what happened with tax if they if they have uh corrected that we won't be exempt or not. It's I couldn't find anything at all. that may be they take they consume their time. >> It looks like we'll be exempt um based on all the language in there. Uh you know, we never know until it's all signed, but >> you know, that's about a um since Superintendent Sold's not here, but I think it's about a 60 to $70,000 help overall. overall >> uh but just shortly uh we are moving now to wasa and well we we will strategize on how are we going to move through the year with the legislation because I think that the the better we engage and we decide things that how to move
238we're going to plan for the future but I might contact you through the week once I uh finish speaking uh to was regarding the possibility or not to send this the proposal uh um to for the general assembly for was so uh I I'm just waiting for some days for them to confirm when is it due in order for me to either call you ahead of time before for our next meeting or on our next meeting I will peel it off. Well, and I will say I mean from my experience spending a week in Olympia, the more all of us can show our faces down in Olympia actually makes a big difference. Like when you hang around for a week, people start to recognize you. And I mean, and there's not that many people down
239there. And so, you know, there are times when you are the only person in a committee room that has any experience with what they're talk with what they're discussing, right? Like there was a proposal for mandating financial education at WASDAB board boot camp. I can tell you of the 40 people in the room I'm the only person that was that had ever done was to boot camp. So you know it really is in fact important for us to show up in Olympia. >> Thank you. Could we get a motion to adjurnn? >> I move to adjourn. >> All right. Dr. Martinez motion and multiple people. >> Everybody second. >> Uh students in favor. >> Happens when you almost >> there was a time that board meetings didn't even start till 7. Yeah.