001Okay. Nothing like a little technology glitch to get the meeting started here. So, good evening. I'd like to call this meeting to order. If you're so inclined, please feel free to join us in the pledge of allegiance. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> On behalf of the board, I welcome all members of the audience to this evening's meeting. This meeting is a working session of the board to conduct the business of the district. The agenda for today's meeting has been published and the agenda items to be discussed and or voted on have been studied by board members. I would like to introduce the people participating in this meeting. We
002have recording secretary Peggy King, Superintendent Dr. Irish, board members Elizabeth Sotek, Hun Tran, and Carson Sanderson. I am Sandy Hayes. I currently serve as the president of the board. Director Kelly is absent this evening due to a family emergency. An agenda for this meeting is available online at boarddogs.com and copies are also located at the table at the back of the boardroom. There will be an opportunity for p both virtual and in-person public comment to be shared during the association and public comment portion of the meeting. Community members who are interested in viewing the meeting with closed captions are encouraged to follow the link on our website to the district's YouTube channel. The YouTube stream includes closed captioning for both regular board meetings and study sessions. Visit nsd.org and under our district, click schoolboard, then
003board meeting materials and videos. If you are here to address the board on an agenda item, please sign in using the sign-in sheet on the table at the back of the room and take a number which corresponds with the line where you signed in. The first order of business is the land acknowledgement and director Sanderson will be reading it. >> Thank you. >> We take this time to acknowledge that the Northshore School District occupies the unseated Coast Salish lands that have been here since time immemorial. We honor the ways of knowing and ways of being of indigenous peoples and tribal nations who are still here and thriving in our district community. We also acknowledge that this is a working land acknowledgement that will continue to evolve as our partnership with local indigenous peoples and tribal
004leaders expands. Thank you, Director Sanderson. Up next is the approval of the agenda. Uh when do the board have any changes? And again, just a reminder to the board that changes can be changing the order or removing something from the board, but we cannot because it would not have been previously published add anything to the agenda. So, do we have any changes to the agenda as it has been published? Okay. Is there a motion to approve? Good. >> So, moved. Second. Okay. Any discussion? Then I will call for the vote. We'll see if that part of technology works for us this evening. So far so good. Okay. And the agenda has been approved. Up next is the superintendent report. Dr. Irish. >> Thank you, President Hayes. So, I've had multiple SAP school action plan visits
005since the last time we met. Um, I had the, um, fortune to visit Hollywood Hill Elementary, Canyon Creek Elementary, Ruby Bridges Elementary, Sky View Middle School, Fernwood Elementary, Cooky Elementary, Cottage Lake Elementary, Innovation Lab, and um, and then I've had multiple formal site visits as well. um that's um been at Sornson school visit, Canyon Creek school visit, Kokane school visit. Um and then in addition to that, I had uh the great fortune to work with our stu uh superintendent student advisory board. We spent the most of the time talking about AI and technology, getting their feedback about their frameworks and um and what their hopes and dreams are um and concerns are in regards to AI. Um we uh met with the city of Kenmore um to just talk about future projects and partnerships and
006to strengthen um our communication and ways in which we can continue to partner together. Uh I've met um did a site visit at North Creek High School specifically around inclusionary practices to understand the work that they're doing around co-eing. Um I was um able to go with Deputy Bergie to Wasowbo. Um and Deputy Bergie and I um had a um opportunity to engage with other CFOs and superintendent to start to prioritize um our um our vision and work ahead with the legislature in regards to school funding um and to make sure that we have some common voice around the state um in regards to what we're going to advocate for. Um it was just the beginning of that conversation. And then um I had a great opportunity along with President Hayes to attend the Wasa
007Awards where we got to um honor Paty Trice as a volunteer to help us pass our bond and levy um and the work that she's done as a community member as well as students from the social justice collective and their great work um in helping give feedback in the organization. Um I attended the board retreat with all of you. Um and then I attended the Northshore Scholarship Foundation breakfast. Um it was wonderful to see all those students um receive their awards and to learn about their journeys and what they're going to do postgraduation. Um and then lastly, I had a great opportunity to visit um SAS's um concert of the year at McMinman's um and seeing those kids up on stage um truly remarkable. um and uh and the the array and the styles of
008music that they um played um was incredible. So that concludes my update for the for the week. Thank you. >> Thank you, Dr. Irish. I do believe there is one more update. I think something else happened at the WBO meeting. >> Yes. So our uh deputy superintendent, is she in the room? She's assisting. >> She's assisting other. So, she won um one of our um statewide awards. It's like the Oscars of awards uh for >> CFOs. >> Yeah. For CFOs. And so, she's recognized in the state for the incredible work that she's done, not only in the Northshore School District, but supporting um CFOs and leaders across our state um in um in supporting during these financial hard times and making sure that not only Northshore is um is solvent, but that other districts are
009as well. So great work, Deputy Bergie. >> Thank you. Okay, well that um segus quite nicely into Northshore Spotlights. Once a month um the board sets aside time to recognize the great work that is happening. Um the end of the school year brings a lot. So we're just going to do a portion tonight and more in June. Um we had a number of schools recognized by um the Washington State Board of Education. Uh we have Eastridge Elementary that was recognized for achievement in ELA math attend and its attendance rate and improving it. Um Kenmore Elementary had growth for students in one or more racial or ethnic groups. Timberrest Middle School had growth for English language learners. Arrowhead Elementary had growth for students in one or more racial or ethnic groups. Crystal Springs had growth for
010low-income students, students receiving special education services, and West Hill Elementary had growth for students in one or more racial and ethnic groups and low-income students. So, these were all recognized by the state as doing outstanding work, and we congratulate all of those schools. We also attended, as was mentioned, the um Northshore scholarship breakfast. We had over a hundred scholarships awarded to graduating seniors. So, we congratulated all of those students. I think they said it was $5 million, but that may be total over their years and the math got a little muddied for me. So, um that was like three whole days ago. I can't remember exactly. And then finally, one last shout out. We had our CT um spring recognition. We again in the theme of we have it all here in Northshore. We have
011the DECA advisor of the year um Lindseay Henny at Woodenville High School and we have um Ian Barnes that was inducted into the National FBLA Wall of Fame. So um we congratulate all of our amazing staff and students and the work that they're doing. So up next is association and public comments. The Northshore School District board of directors has set aside of a period of up to 60 minutes to receive updates and comments from district association leaders and community members as referenced in multiple policies adopted by the board. We expect all parties addressing the board to present their comments in a way that is civil and respectful. This means whether we are school directors, uh, where did I go? Oh, district staff, students, members of the community, or some other guest, we must all follow
012the same standards of civility during schoolboard meetings. Please speak directly to the board and address matters related to district operations, policies, procedures, and agenda items under consideration by the board. Washington state law requires that the board limit its business and discussion at the board meeting to only those items that have been captured in the previously published agenda. What that means for us today is that any public comment regarding items that are included in the published agenda will be taken into consideration by the board when the topic is addressed during the agenda. Any topics brought up during public comment that are not included in the published agenda cannot be by law discussed at this meeting and so will not be addressed or receive a response during the meeting. In either case, depending on the nature of
013your topic or questions, a district employee or a board member will follow up on any comments that relate to district business. Please note that the board's silence during public comment is neutral. It is neither a signal of agreement nor disagreement with the speaker's remarks. Also, please note that comments should not make reference to any employee or representative of the district by name or identifiable reference. If you are interested in making comments or complaints regarding an individual, you may use the complaint process available through the office of the superintendent. Finally, please remember that your words have impact and you, not the school district, are responsible for your words. We caution all speakers that it is possible that your statements could violate the rights of others under various laws, including laws protecting privacy and laws prohibiting defamation.
014If you are unsure of the legal effect of your remarks, you should seek independent legal advice. In any case, we ask you to help us model for our student what a respectful and inclusive community looks and sound like. We can attack the problem, but we are not attacking the people. So, um, we're going to start first with associations. Any associations? PTA? No. Okay. All right. Seeing none, then we are going to move to public comment. We Here comes the sheet. Um, so we're going to go in order. We uh have a tradition. We start with students. So, we were going to go to the students. You have yellow is your sheet. Um, and we're gonna go through that. Um, we are sticking to our 60 minutes tonight. So, there are more speakers than likely we
015can get through in 60 minutes if everybody takes 3 minutes to share their thoughts. So, just be prepared that we are sticking with the 60 minutes. It's a late meeting and we've got other business we need to address. So um up first is number one. So if number one student speaker wants to come up, thank you. And the 60 minutes has not started yet. So just don't panic as I share all the instructions. Um so while you're Yeah, we're going to make sure the microphone is on. Um you will have like I said three minutes. Peggy King will announce when there's a 30 second um left in your time. She'll give you a verbal warning that there's 30 seconds left and then a final when your time is up. I don't know why that's vibrating.
016That's not necessary. Um speaker number two of students again so that we can get through as many people as possible in the 60 minutes. If number two student speaker there is a big white X. >> She's gonna say something >> over there if you want to sign up. >> Are you a You look like a >> I'm an older person alumni of >> Okay. So, did you sign up on the student speaker list? >> No. >> Okay. So, that's number two on the student speaker list. We're doing students first. >> Okay. Okay. Ready to roll. Okay. Now is when the 16th. Now you will start. Okay. >> Good evening, Northshore School Board directors and superintendent Irish. Hi, my name is Addison Woo and I'm a student at Kenmore Middle. I would like to talk about
017the proposed changes to self-contained highcap. I have a younger sister who is here and is currently in fifth grade who would be impacted by this change. She was already impacted by the change in previous years in elementary school. She was in a self-contained EE classroom but was removed as part of the change and sent to an integrated class. During that time period, she was in the E classroom. She was always excited and ready to learn new things and to be challenged. But when she was moved to her integrated class, she immediately found that she was not being given any challenge. She was promised a group of other highly capable students where the teacher would give them harder, challenging lessons and teach them new things beyond what the rest of the class was learning. But instead,
018she and a few other highcap students were sent to the back of the class to do worksheets, while the teacher taught the rest of the class lessons my sister had learned in her EP class the previous year. This change was very frustrating to my sister. She loves to learn new things and be active in the class and engage with her teacher, but she wasn't gain any of those things. Now, in fifth grade, there isn't even a group of highly capable students that are taught together. This frustrates me as an older sister to see our school district failing her. Now, you are proposing to make the same changes in middle school highcap science and social studies just as she is getting ready to join me in middle school. I myself have actually experienced both AAP science
019and social studies classes. I especially love my AAP social studies class even though it's one of my hardest classes because they challenge me and they push me to learn things that I never would have learned in a regular social studies class. To be honest, I was in AAP science class last year, but I decided that it wasn't for me. And so I switched to challenge science this year, which is the only other science class offered. The pace in challenge science is significantly slower than my experience in AAP and also when comparing with my peers who are still in AAP. That's how I know there is a difference between AAP versus nonAP. Superintendent Irish, please do not take yet another self-contained highcap option from my sister and her pe and her peers. They do not deserve
020to be the first ones and do another experiment with their education. >> Thank you. Okay, if you want to come up and then if student speaker number three wants to stand on the X. Thank you. Okay, my name is Anukica Faulk and I will be talking about our Both High School's SRO program. So it may not seem evident to most of most people but he has beyond being an SRO he he's also a dear friend to our students and unfortunately a lot of households and a lot of students what Okay. So, unfortunately, a lot of about 40% of American students are victim direct victims of two or more violent acts and one in 10 were v victims of violence five or more times. Officer, hello officer. Hello. >> You know, just keep speaking and whatever
021is going on technology-wise, we can hear you. officer where he helps prevent and um prevent these instances from happening. And frequently when a child has has experienced violent acts or has faced abuse at home, they are less likely to trust the basically the admin around them and also adults because they have yet to they have yet to experience a trusting relationship with adults in their lives. So when they go to a when they go to an admin or a counselor, they fear that if they report this to the admin or counselor, the the admin, they're just going to report it. They're just going to tell their parents, which is more than likely what happens, which continues the cycle of abuse. When you go to officer wear, he immediately gets the situation under control and gets
022the the students the help that they need. That's it. >> Thank you, Anukica. >> Number three. And if student speaker number four wants to come stand on the >> Hi, my name is Stefon Krosowski. I go to Both High School and I am here to support the SRO at our school. Um, I don't think it's fair that you guys took it away from us and he kept keeps us safe. Just if anything is wrong at school, there's a lot of entry points at our school that are not closed off. I think like 50 plus. Um, and sorry, I just blinked. Um that's yeah he just keeps people safe safe and I I don't really feel safe without him being there like an officer there cuz as I said a lot of entry points and the
023other week we had a ca like an incident at our school. I don't know what was wrong with it, but we had a little safe inside and I felt safe because he was there and I heard that he was one of the first people there to help out and that's that's all I have. >> Thank you, Steph. >> Okay, number four. And then if number five, student speaker wants to come and stand on the X. Hello, my name is Elelliana Hog. I'm an eighth grader at Canyon Park Middle School and a dual qualified High Cap student. I have three younger siblings and an older brother. Me and my younger siblings have all qualified for the EAP program since second grade, except for my younger sister, Gabriella, who is part of the integrated model. I'm speaking
024to you today because I am deeply concerned about the future of our HCAP program and the opportunities my younger siblings or any other highcap student in the district may or may not have. When I first went into an EAP classroom as a second grader, it was hard. I had to move to a completely different school in a class that was mostly filled with people I'd never met. The class work was challenging, which was something I hadn't experienced before. But when I think back to second grade, one feeling rushes to my mind. Pure excitement. During the second week, I remember struggling to answer a question on our entry task. It asked for the correct spelling of the word friend. Panic and feelings of what do I do rush through me. I had never struggled to figure
025out the answer on an assignment at school. My teacher noticed I was stuck. After asking if I needed any help, I nodded vigorously and he told me, "Friends stick together to the end." I haven't forgotten this phrase ever since. The excitement and unexpected joy at finally getting something right after struggling to find an answer for an entire 3 minutes would have probably knocked me over if I hadn't been sitting in a chair. What a new concept it was for me that things could be challenging and that it was more than okay, but something to enjoy and look forward to. Without my experiences in an EAP second grade classroom, I don't think I ever would have realized how wonderful and enjoyable it can be to learn. I would also like to point out some of the
026lasting impacts of that experience and the experiences afterward. In second grade, as well as every grade sense, I learned that it was okay to ask a teacher for help and had wonderful experiences when I did. Let's say I didn't have an EAP classroom for all of elementary school. What would have happened? Stepping into my second grade classroom, I would have looked down at the paper on my desk. Nothing hard. I have completed the questions quickly and never need help from the teacher. I reached the end of the school year and still have asked the teacher for help once and without learning how to work through a hard challenge. This pattern would likely continue for all of elementary school. Then I reach middle school. I know I've had to ask my teacher so many questions. Could
027you clarify this part of the rubric? How could I improve this part of my writing? How do I cite the source? If I were to step into middle school and have never asked my teachers any questions, I probably wouldn't ever ask any now or in the future. Learning how to ask for help when there is a challenge is an essential skill you must learn before middle school and one you can only learn when you are challenged sufficiently to recognize that you might need help. I know there are several families that are already responding to this change in the program. Some families like ours work with their kids to meet their needs outside of classroom hours. Some will take additional classes outside of school and some will leave the district for other districts or private schools.
028However, my concern is for the children and families who do not have the resources of time or money to do this. the ones who can't be here tonight and the ones who will suffer most from this change of program. Thank you for your time and I leave the rest of what our family has to say to my siblings. >> Thank you. >> Okay. And if student speaker number six, awesome. >> Hello, Dr. Irish and members of the school board. My name is Lillian Hog and I'm a seventh grader at Kenyon Park Middle School. I have been in the highcap program since I was in second grade and I've been taking AAP classes in middle school such as English, science, and history. I am grateful that I have had this opportunity to learn at my level.
029And it pains me to hear that some students are not getting the full experience that I did. Ever since I took my first high class in second grade and even now when I'm in middle school, it has been amazing being able to be challenged and learn from those challenges. I have been able to learn and grow every year and that's what every child deserves. In kindergarten and first grade, before the high-cap classes were available to me, I was fortunate enough to have parents who challenged me to read and do math at a level that was right for me. They made sure that I was able to learn and grow even when I already knew what the teachers taught in school. Not all families in our district have the ability time or resources to do stuff
030like this. And many students will be negatively impacted by not being challenged to grow academically during the school day. Another thing I would like to point out is that students who are learning at a faster pace than others are sometimes called names like nerd, know-it-all, and teachers pet. This name calling can hurt and it can make a gifted student feel scared to raise their hand. It can affect their social life and and even their career later on. If they feel that they will get mocked for knowing the answer to questions, they might feel less about themselves and less confident overall, leading to less desire to take on opportunities that could be really beneficial. This this is detrimental to a student's overall success and well-being. Most of you have probably heard of a book series called
031Harry Potter. One of the main characters, Hermione, is constantly shared up for being smarter and learning at a faster pace. As you read the story, she starts feeling really hurt by what other students are saying. This is not something that only happens in books. It is a very real thing that happens to very real people. In my middle school highup classrooms, this dynamic does not exist. Everyone is commenting and actively participating and no and no one is made fun of for wanting to know more or sharing what they know. Highup history and science classes are just as important as highcap English or math classes for learning in academic growth. Highcap history and science classes don't have a different curriculum from normal classrooms. They just invite the students to look deeper into each topic and participate
032more in discussions. However, it's more about the environment like I mentioned earlier with the name calling. Advanced students need a class where they can be challenged to learn and grow. They need to feel comfortable raising their hands. They need a place where growth is encouraged even when it goes beyond a grade level standard. So, I have a few questions. Why are these ch where why are these changes being made to the highcap program? What problem are you trying to solve? What evidence do you have to show that these changes will lead to better results from the original highcap program? The highcap program that I have experienced from second grade until now has been amazing. I'm so grateful that I got this educational experience here in the Northshore School District and it makes me very sad
033to think of future students getting a lesser educational experience and opportunity for growth. Please consider what I have said and please please don't go to the highet program. Thank you for your time. >> Thank you. >> Hello Dr. Irish and members of the school board. My name is Alistister Hook and I'm a fifth grader at Canyon Creek Elementary and I've been in the E program since second grade. I've been I am talking to you today because I want the HCAP program to to stay like it was before instead of what it's now turning into. In my EAP classes, I've been able to learn, grow, practice working through challenges, and have fun. In the self-contained E classes, all students were able to learn and grow at their own level. Now, with the integrated highcap classes, a
034lot of students aren't able to learn or grow at their own level. The integrated highcap kids will be able to learn at their own level at math. But math isn't the only important subject. Reading, history, science, and writing are also very important. Next year, I will be a sixth grader at Canyon Park Middle School. I was really looking forward to being in a highcap science class like my older siblings have been able to be in. I really hope that I'll be able to be in a high cap science class next year. Please keep those classes. >> Thank you. >> For the >> Sorry, >> for the balance of my time, I will share an experience from my older sister, Aliana. She wrote her argumented her argumentative essay on the difference between the two highcap elementary
035models and which one was better. When she was finding sources, it was an it was easy to find research supporting the EAP cohort model. However, she couldn't find any reliable sources supporting the integrated one. We have all been taught in our English, history, history history, and science classes that we must have data to support our claims or thesises. And yet, she cannot find any pieces of evidence to support that the new model is better or even comparable in any way. Please can you please provide all the specific evidence and clearly labeled da d d d d d d d d d d d d d d d d d d d d da supporting the decision to switch to the integrated instruction so that others including experts can may use and analyze it out as
036well. Please do not remove or continue to remove the EAP program. Please do not remove the high cap history and science classes. Can you please show us the data supporting the removal of the AAP history and science classes? Thank you for your time. >> Hello Dr. Irish and members of the school board. My name is Gabriella Hog and I'm in third grade at Karen Creek Elementary. Today I'm going to tell you about my experience with HighAP. I'm in the second year of highly capable students at my school to be in an integrated classroom instead of EAP. My experience with hike math has been great. Instead of my in my math classroom, I am challenged and get to learn new things. I get to work through hard problems, make mistakes, and learn how to solve them.
037Getting math problems wrong was a new experience for me, but it is important for me and students like me to learn to work through challenges. I look forward to going to math each day because I get to learn new things. My reading, writing, and grammar lessons have been very different from math. All of my teachers have brought in books for me to read because the other books in the classroom are too easy for me. This year, all the teaching for reading, grammar, and writing has been easy. It's all stuff I learned years ago. I haven't studied at all this year for a spelling test cuz I already know how to spell all the words I've been given. This is not what my siblings got in their EIP classes. I love to read and write stories.
038I wish I could have more instruction at my level so I can grow in this area. There might be some benefits to an integrated classroom, but so far my experience has been nowhere near what my siblings received, one exception being math. Please consider my experience in an integrated classroom and thinking about getting rid of additional highcap classes. Thank you for listening to me. Okay, if student speaker number nine. Oh, you guys are way ahead of me. >> Number eight. >> I know. And you're right where you're supposed to be. Perfect. I was just going to have nine, but >> Okay, I'm testing right here. Can you guys hear me? Well, >> I'm doing great. Yes. >> Okay, so Okay. I I have a bit of a studio, so it might take a little bit longer,
039but I'll try my best to be as quick as possible. Okay. My to be as to be as best as possible. Okay. So, my name is is Aiden H. My name is Aiden H. Yanimoto. I'm a senior here at BL High School and I came here to talk about the officer situation and I wanted to connect it. Thank you for the hand claps. I am a senior at B High School. I'm also I I'm also your pres I'm also your Jefferson honor society president and I just wanted to come in and talk a little bit about officer wear. It's not in talk about officer wear. So I have so I attended the last session at where was it? Wooden elementary school and after this and after this meeting and after this meeting and a and
040and after this meeting I want and after this meeting I've had a lot of doubts about officer I I've had a lot I've had a lot of doubts about the decisioning of our board. It's because the reason why is is that we are not given context like I think I think it was speaker six but I I I I'm going to give I'm going to give a bit of a connection here but the high cap program and us are in the same boat because we aren't get because while obviously was being removed their high cap program is also being removed so we're not being given any context like we are not like we don't know the full picture on why it's being removed we only just got a few reason like we we only just
041got like we only just got some reason like we only just got like we only just heard from a very small amount of people. We haven't heard from the whole picture yet. I don't I don't fully understand I I don't I don't fully understand the board and their decisioning. I know that everyone has their own biases is but I don't but I I I want to know I want to know I want to know more data and I want to know more evidence like if officer wear if if officer wear had to be removed here if the vote if the board had to say four no the if the board had to say 4-1 then something should have happened beforehand so I think with I think I think everyone who's protesting for the high cap
042can agree with me and for the people who also protest for for office aware we are not given any context for any decisions here. So we need to get more reasoning. So I'm saying though that there needs to be more clear definitions on what I'm like what is what because we are because we are coming in and we are talking to all of you and we are not given any response and we want to get more and we want to get more reasoning. That's all that's all I have to say. Thank you. Thank you for listening to my TED talk guys. Um, my name is Ezra Wilson and I'm currently a freshman at Inglemore High School and I'm uh I am here today to talk about the uh middle school highcap program. And so I
043was a I was qualified for highcap from third to 8th grade or I was in the highcap programs and it was like one of the best experiences of my life. Like um for example before I was in the highcap program like kinder K through two I had like no friends in school. I was Yeah. But then um when I was in the highcap program, I just found it so much easier to make friends and like I feel like it's a lot easier for people in the highcap program to talk to people who like think the same as them and like are getting the same education as them. And also since I have moved into high school where there aren't many like advanced classes, um I feel like I haven't been learning as much and I've
044been incredibly bored in all my classes and often wonder like why I'm going to high school at all if like there's better ways I could learn more. And so I and um my younger brother right now is dual qualified but is in an integrated classroom and is not learning as much as he could be learning if he was in a high cap class. And so I just feel like they should keep the high cap classes in the middle school so that like people can get the education that they need. Thank you. >> Thank you. And if number 11 student speaker could come up. Number 11, student speaker. Hello, my name is Ender Wilson and I'm in sixth grade at Kenmore Middle School. I'm here to talk about keeping AAP classes in middle school. I've been
045in highcap classes since third grade and I think that self-contained highcap classrooms should stick around because highcap students need a challenge. I'm worried that if classrooms if self-contained classrooms are phased out, it will be boring and hard for the high cap students to learn. Thank you for listening. Thank you. Okay, sweetie, if you want to come up. And number 12, student speaker. Oh my goodness. Is there a stool? Do you want to stand on the stool? Let's get you up on a stool. There you go. >> Thank you. >> Good morning, school board. I'm here to I am and I'm and I'm in fourth grade. I'm here to tell you about why High Cap should not be cancelled. First of all, I think that it's too easy if we're all in the same class cuz
046some of us need to learn more and beyond our grade standard. And second, I think that if it might become boring if you just put us all in the same classes because I once was looking forward to like the high cap and I later figured out that it was cancelled and that kind of disappointed me cuz I wanted to learn beyond my grade level and it kind of upset me And also I think that you should let the students get a bit more challenged because I go from um Lockwood Elementary and the only high cap we have is math and I think it should be expanded to ELA, social studies, science and yeah, thank you for listening. >> Thank you. Okay. Okay. And if number 13 wants to come student speaker, great. Thank you. >>
047Okay. Okay. Hey, members of the board, today I'm here to speak up for what I believe in. I'm reading off a script, so I hope that's okay with you guys. My name is Laya Wallace and I'm a sophomore at both High School. I'm not here to tell you how to do your job, but I will because this is this decision isn't going to impact you, it's going to impact me. It's ironic how at the first meeting of this matter, it was known that nothing irrelevant to both school resource officer would be taken into cons consideration. But when it was time for the board to make their reasoning, a story irrelevant to the subject came up. Call me crazy, but I have no idea how a story in the 1950s in a time of segregation in
048Texas is anywhere similar to a story that's actually something happening. A school resource officer in the 21st century in Washington state. That wasn't reasoning. That was an excuse. Hiding behind silence only proves my point that I'm right. Members of the board, you voted no based on your personal opinion. I'd like to correct a board member sitting in front of me today. We didn't choose you to choose your conscience. We chose you to do what the majority of the students want and the majority of the students want where it's unfair to hundreds of other kids that you're punishing me based on your decision, based on some kids who feel uncomfortable cuz I know during a real situation, these kids that you're saying feel uncomfortable are not going to protect me. Officer Wear will be there and
049he'll be the one protecting me. You cannot claim to want the best for your students and then choose to take away the safest person on campus. At both currently there are already two campus supervisors. Those two think of officer wear as a partner. Their job wouldn't be how it is without him. So tell me what would adding a third do since we already have two. It's known that you've all been invited to come and shadow officer wear. But how many of you have actually gone? Zero. >> Yeah. It's not okay for me for you to make such a powerful decision based on your personal beliefs and not my experience. who interact with officer wear every day. The SRO program was put in place for a reason. The most recent school to have its SRO taken
050was Woodenville and now they have two doors that automatically lock. But what about both? We have 52 entrances all unlocked. I believe that if someone who was so against having officer next year, they would have spoken up. But guess what? No one has. You're prioritizing the quiet voices but have zero data to back it up. Members of the board, you're using my own word against me. To say that I trust officer wear translates to him using my information against me. But if I were to hypothetically say I don't like officer wear, you would use that to your benefit. It's unfair and ridiculous. My parents send me to school every day hoping I'll come home safe. I deserve to go from class to class without a heavy weight of anxiety. My teachers, yeah, they deserve to
051work in an environment where they feel protected. Pretending school shootings won't make them go away. Remember the Coline High School shooting in 1999? We live in a world where anything can happen at any time. Simply hoping for the best isn't a safety plan. Removing our user will send the wrong message. Safety should never be political. But here we are because you've made it this way. Officer Wear doesn't create fear. He creates reassurance. Members of the board, I'm hoping my voice will finally be heard. By taking away the person who keeps me safe the most throughout the school day, you're making it seem like protecting me is an option. And it should never be an option. Keeping Officer Wero tells me that my life is worth protecting. Members of the board, you can't control what happens
052to my school in the future, but you can choose to prepare. You can choose to protect. And I'm asking you to reconsider. Choose to stand up for the safety of every student and teacher who walks through one of those 52 doors of the day. As member of the school board making this decision, what kind of role models are you? My safety should never be an option. >> Okay. And then if student speaker number 14 can come up and stand on the X. Can I just start speaking whenever? >> You may start speaking when you're ready. >> Hi everyone, my name is Caitlyn Mahachek. I'm a senior at Both High School. Today I want to address two important topics that affect the safety and well-being of our school and community. Um first, why having a a
053school release officer is the best choice for our than a better choice than a campus supervisor. And then also the common concern that the SR contributes to the school to prison pipeline. Um, I strongly believe that having an SRO on campus is not only improves school safety, but also does not inherently lead to more students entering the criminal justice system. First and foremost, SRO's are fully trained law enforcement officers. Unlike campus supervisors, SRO's undergo extensive training not only in policing, but also in crisis intervention, deescalation, and working with young people. This specialized training equips them to respond effectively to emergencies from medical incidents to potential threats and violence. Their expertise helps ensure that our campus remains a safe environment for all students and staff. Secondly, SRO serves as a bridge between students and law enforcement.
054They build positive relationships, educate students about the law, and foster trust within the community. Their proactive approach helps prevent problems before they start. Campusires, while valuable, do not have the same authority or training to address complicated legal issues or intervene in situations that require law enforcement expertise. Importantly, it's necessary to understand what SRO's actually do. They're not simply police officers stationed at our school to arrest students. Their role is to build relationships, mediate conflicts, and provide guidance and mentorship, not to criminalize student behavior. They are presence. Their presence as an SRO means having someone especially trained to distinguish between disciplinary issues and criminal behavior rather than ex escalating minor infractions to law enforcement matters. As well as trained SRO can help ensure that students are given the opportunity to learn from their mistakes without facing
055unnecessary legal consequences. Additionally, SRO's can respond immediately to any incident that might arise in situations where matter seconds. Having a trade officer on campus makes the difference between a minor issue and a tragedy. Campus supervisors must rely on calling outside help, which can delay the response and potentially put students at risk. Furthermore, the presence of an SRO can act as a deterrent to crime and bullying. Knowing that a law enforcement officer is present creates an environment where students feel protected and those who might cause harm are most likely to act. Students with a strong SRO program often see improved school climate and reduce incidents of violence allowing student and allowing students to focus on their learning. While campus supervisors play an important role, the unique training, authority, and experience of a school resource officer makes
056them superior option for ensuring our school safety and supporting our students. The pres president of an SRO does not contribute to schoolto prison pipeline with the right training, clear policies, and focus on building relationships. The SR actually helps protect students from entering this criminal justice system and supports a positive inclusive school environment. By choosing to have an SRO, we are making a commitment to the highest level of protection possible for our community. An SRO does not directly violate policy 7 section D which states the avoidance of any actions that might contribute to what is known as a school to prison pipeline. It's completely unjustified. That argument is not like you know it doesn't matter. This argument rests on the misconception that the SR program inher inherently funnels more students into the criminal justice system. This
057is not happening within our school. This is our SRO helps prevent this from happening. Okay. The SR program helps prevent the unnecessary legal involvement besides in the criminal justice system. Thank you. >> Thank you. >> Okay. And if student speaker number 15 could come stand on the X. >> Um, greeting respected members of the board. Uh, my name is Schloka Karate Kerry and I'm addressing the uh changing of the highcap program. The HighCap program has made a big difference in my school life as well as many others. And I believe our district should keep it for younger grades. As a sixth grade student who participated in HCAP from second grade, I have seen and experienced how this program helps kids learn at the right level, stay challenged, and thrive in school. The Highcap program helps
058students learn at the level that is right for them. In regular classes, teachers must teach many students who are all at different learning levels. In highcap, the work is faster and more advanced, so students who are ready for more can keep growing. For example, in AAP math and reading, we move more quickly and delve deeper into topics instead of repeating things we already know or vag vaguely skimming topics that are of deeper interest to students. This helps us stay focused and engaged in school. Secondly, HighApp positively challenges students. In HighAP, we often work on projects that require creativity, critical thinking, and teamwork. These kinds of assignments teach us how to handle difficult tasks tasks instead of giving up. For example, in my AAP science 6 class, we learn in depth about topics such as weather
059and climate patterns, earth sciences, cell structure and composition, and examining organisms under microscope. I learned many interesting facts about the human body and our planet that I may have never learned or understood without the high program and science class. If they create integrated science, history, and English classes, the class material will change and there may be crucial concepts that will not be covered in the class. In addition, the HighCap program helps students feel understood and supported. Students meet other students who are similar to them. This can make them feel less alone and more confident. Being in a class with peers who learn similarly can also improve mental health because students feel accepted for who they are instead of feeling singled out. In a different mixed environment, they may not have peers who share the same
060interests or have the same knowledge or learning level as them. If we change the program, then they will have to completely adapt their learning style and may not have all the resources needed to succeed. I have a younger brother in third grade and if our district moves um the classes to the integrated model, he may not have the same learning opportunities as I did. This is unjust both both to him and all the other kids in his grade and above. In conclusion, the highcap program should stay in place. Instead of making the highap model weaker, our district should strengthen it and make sure all students have a fair chance to participate. As a sixth grader who has greatly benefited from the program, I am grateful for what HighCap has given me, and I hope that
061younger kids such as my brother will continue to get the same opportunities that I did. Thank you for your time. >> That works. >> Hi, my name is >> And then if student speaker number 16 can comes down on the Sorry to interrupt. Go ahead. Hi, my name is Johnny and I'm a fifth grader at Kenyan Creek Elementary. I I wanted to just say that please don't change high tap classes in sixth grade. I really like learning hard things and being in a class that challenges me. It makes school fun and exciting for me. In regular classes, the work can be feel too easy and I get bored in high. in high tap. I feel happy, interested, and excited to learn new things every day. I hope other kids like me can still have this
062program, too. Thank you. >> Thank you. >> Hello. Uh, we're going to take a moment of silence for your guys' bad decisions. >> Hey, we want I'm going to join them. >> Yeah. >> Okay. >> And whoever whoever supports the SRO we want him. >> We want officer where you guys cannot silence. You are ashamed of yourself. >> You should be ashamed of yourself. This is ridiculous. >> You guys have been bashed on every news station in Washington. >> What does that tell you about yourself? >> All right. Hey, can I can I get your attention? First of all, thank you for being here. I'm glad you're standing here. Um, I just need you to have one person speaking or in silence, but not having everybody speak at once, that's not okay. All right. Thank
063you. Thank you. >> Thank you. >> I hope that you will listen to our moment of silence since you chose not to listen to our voices. I hope that you will listen to us. >> Okay. So, that concludes our student speakers. I'm going to move to the adults. Um I know we have a couple virtual. We have no virtual. Okay. Well, that makes that easy then. So, we're going to start with adult speaker number one. Um if you want to come up and then speaker number two, if you want to stand on the X. >> Yes. Hi, my name is Katherine and I'm an English language development and reading intervention teacher here at Northshore School District. I'm here to try to better understand the district's plan to purchase HMH structured literacy curricula for $813,000. The
064Washington State Legislature passed House Bill 1295 in March, which requires district to adopt or update reading and writing curricula to be aligned with structured literacy requirements by September 1st of 2027. Given this requirement, I understand the urgency of reviewing and updating our literacy curricula. I recently learned that Northshore is considering an $813,000 purchase of the HMH structural literacy curriculum, and I'm requesting greater transparency around this decision-making process before such a significant investment is finalized. I'm seeking clarification about how the district determined that the $813,000 sorry I'm saying that a lot structured literacy purchase is the most fiscally responsible and instructionally effective option for our students as well as what contractual obligations Northshore may have to HMH. For some background in 2022 Northshore adopted the original version of HMH into reading curriculum for approximately 6.5 million.
065That version included foundational skills materials that were widely criticized as inconsistent with research and evidence-based literacy practices available at the time of development. HMH later, very soon, like within the year, re-released the program with structured literacy revisions in response to significant public and professional criticism. Unfortunately, by that point, our district had already invested in the $6.5 million earlier version, and the revised materials would require an additional purchase. Is the district's plan to spend an additional $813,000 in in addition to the original 6.5 million of HMH's uh debunked curricula. Given HMH's prior release of literacy materials that were universally criticized for lacking alignment with the best available research and evidence, I believe any further investment in this for-profit company should be carefully examined. There are other evidence and research-based curricula that are widely used across our
066region and the country, which have been proven to be exceptionally effective due to well-informed, careful development and extensive teacher support and are also considerably lower in cost. 6 point 6% of $813,000. In fact, I would also like to better understand what process Northshore used to evaluate other structured literacy alternatives, what criteria were considered, and whether educators with expertise in research and evidence-based literacy practices were meaningfully involved in the review process. This rep represents a major financial commitment funded by taxpayers and our community deserves confidence that the process was transparent, thorough, and grounded in evidence-based instructional practices. I urge the board to pause and closely examine this decision before moving forward with such a significant expenditure to carefully consider other structural literacy alternatives that may be more fiscally responsive responsible and instructionally more effective and to
067clearly communicate the decision-making process to our North educators and taxpayers. Thank you. Thank you. And then if speaker number three wants to come up. >> Hello. Oh, a little tall. Hello. So, my name is Silus. I'm actually a Both High School alumni that graduated in 2017. So, one thing that I wanted to come here about was the resource officer. I saw on the news that these lovely kids are standing up for what they believe in, which I think every single one of us can agree is a good thing. So some things I'd want to say going through the K through2 system I remember that it was a very different time than it is today. Many things have changed and many things have happened. Co is one of them. The world that I grew up in
068does not exist anymore. It is not as safe as it was before. And to be honest, the only thing that I remember growing up is our campus resource officer through K through 12 was officer Maro, our local officer who was there from kindergarten all the way up till high school. Lovely woman. loved her. She was a community member and showed up to every event. One thing that I think right now is that I think if these kids do not feel safe, then they have a right to feel safe in their own school. They should be mainly focused on their education, not worried about school shootings. These are things that have become way too common that I can say was not relevant when I was growing up and it probably wasn't as fully relevant when all
069of you were growing up. But these kids, it's a reality that they get to see every day online. Social media is a thing. They also get to experience it every day with all the drills that they have that also I did not have growing up. So I think that the most human thing that we can do is to reconsider these decisions for the sake of the future and for what these kids need. Thank you. >> And if speaker number four hi bore I'm Dr. Ani Jen. I was a classroom teacher for 10 years. I am a college professor and over the past 10 years I have been training teacher on how to work with gifted or we call high cap in Washington here. Uh I have told at Robin University in the Netherlands and also
070at a Purdue boiler up I was also a Northshore parents with a second grade highcap students. So today I want to speak from an educator's perspective and talk about why keeping the AAP program actually help our regular non-h highcap students. We hear one student uh also refer to hermani in Harry Potter. I would like to invite you to look at the story from the other perspective. Remember how she always act in class. We actually call this hermali effect. When you have she like student like her in the classrooms, she's so eager to answer everything that she sometimes take away opportunity from other students. Remember in the last book when Harry was not in the Hogwarts, other students stand up and become the leaders. It's not my opinions. It's actually a government fund project. It's researchbased
071in a total class grouping uh total total school class grouping project show when highcap students are grouping together other student in a regular classroom actually speak up more and share what they know. The second point is differentiation which is basically mean the teaching to each students level. I used to teach this at the university. We all know our Northshore school teachers have great intention. But if we just put a student randomly in one classroom without any strategy to help our teachers, a teacher had to manage at least six different groups. High highly gifted student maybe one of two but they are so unique. Regular highcap students who need advanced and acceleration content. We also have a student who are not in high cap but are strong are strong in this particular topic. They want to
072learn more. They want to spending more time learn widely. We also have average learner who are just ready to learn. We have a student who are struggling and don't forget we have our neurode divergent student our tric exceptional student who need a special attention. So this is impossible challenges for regular teacher to manage a classroom like this. By keeping the AAP program, we reduce the number of groups in both the high cap and the regular classroom. When a teacher only has to focus on fewer group, differentiation finally become doable. That way teacher can truly support all of our students both high cap and a regular student. Thank you. And if speaker number five could come up, >> Nick Ferolo on behalf of Laura Ferol. With the actions of the board during the May 11th school
073board meeting and the May 18th conversations with the board meeting, the members of the Northshore School District board of directors have violated policies of NSD while acting on the both high SRO issue. To keep this brief as possible, I will note the policies violated and give examples of the violations from each meeting. I will not include verbiage of the policies except for policy 4200. I assume everyone knows the requirements of the district. Please contact me with clarifications that may refute my statements. Schoolboard policy 0001, core belief number two, safe climate and strong relationships with families and community. Students and family members did not walk into a safe climate at the 18th discussions with the board. The community was told before we were all even in the room to hear the directive that we must keep
074our comments and questions until the end. Questions were limited to 11 people though these questions were never actually answered. Then the audience was told to leave because of PTSA meeting. Those questions were that were asked hit a wall of silence in response. This was a disrespectful and hostile choice of the board. A conversation is an exchange of opinions and ideas. As there was no exchange, there was no conversation. Based on the actions of the board, the community has largely lost trust and respect for district leadership. Goal number five, community and family engagement. This board in the last month has not cultivated the strong partnership with students and community as required by policy. At the schoolboard vote, the pre-written explanations of the no votes were evidence that the students and community were not listened to nor
075taken into consideration when voting. Votes were determined before public comment. The refusal of directors Trans Sotac, Kelly, and Sanderson to answer any questions at the conversation with the board goes against policy by eliminating any chance of partnership with the community. Trust is gone along with respect for this board. Respect is earned, not given. >> Schoolboard policy 4200, community relations, sightbased decision-making responsibilities. This board believes the best decisions are made by the individual and groups that are most directly affected by them. Therefore, when appropriate, decisions will be delegated to building sites. Schools are free to develop other strategies for sharing decisions, but each must include the critical element of school staff working closely with parents, community members, and of appropriate students. On August 22nd, 2022, the school board allowed the voice of eight individuals to eliminate
076the SRO program from Woodenville High School without any input or warning to that school community. The The first of those individuals who spoke at 9:40 into the NSD meeting video is current director Han Tran, who I do not believe had or presently has any ties to Woodenville High School. Only one student spoke during the public comment and she asked for a no vote. The board at the time felt they were listening to the community of Woodenville and voted accordingly. There was not any Woodenville High School community or staff involvement. This policy is being violated with the May 11th vote. Both High staff, students, and community have repeatedly come out and asked for the BS. >> Okay. And if speaker number six could come up, please. >> All right. Good evening. My name is Crystal Rodiski.
077I'm a staff member at Both High School for the last 17 years. I'm also a mother of two students and I'm a taxpayer in this community. I'm going to continue where he left off with Lorie Ferola's message. The policy is being violated with the May 11th vote. both High School staff, students, and community have repeatedly come out and asked for the SRO program to remain. Yet, they were ignored, and the resulting vote eliminated the program. Considerably, more than one student asked for a yes vote. Why follow the voice of one student in 2022 and not the voice of many in 2026. Parameter 7.1, again, these are not a safe, welcoming environment for students and community as stated above, which violates not only schoolboard policy 0001, but parameter 7.1. Director Kelly cited parameter 7 in her
078explanation of her no vote. If this policy is so important, the school board should follow the recommendation of the wellness and uh safety task force, which was created solely to address parameter 7. 30 members of our community recommended for BHS to keep their SRO program and for other schools to investigate the preferred program of their community. It was actually called model 4E. The students and parents were not treated equitably in the May 11th meeting. The Black Student Union president and other black students called out the school board in April 27th for combining black students into a stereotypical group and then assuming that they do not feel safe with an SRO uh on campus. The students gave testimony that this is not true at BHS and the board ignored these students on May 11th by continuing
079to express that minority students feel unsafe without supporting data or any voices in the room corroborating these statements. The board also ignored the voices of six Hispanic mothers and their interpreter. The first uh speaker stated that they came to speak for the program even though they were afraid of ICE. They should have been taken into account when voting. The board violated its own policies and put their own political agenda first. It is patronizing and implies a racial bias to assume that you know what's best for another culture, especially after they speak up and tell you that you are wrong. Parameter 7.3. Director Kelly specifically brought this parameter up in her justification for her vote. However, she has never given any facts to support this vote. She and other the other three directors blatantly ignored student
080voices. The strongest voices in the room were the people of color, but they were not taken in cons into consideration when voting. The board's board also ignored the recommendations of the wellness and uh safety task force, which was not brought up at all by their work, which was done in good faith and also ignored. Okay. The four directors that voted no failed to do their due diligence on this topic. None of them accepted the invitation to shadow the SRO to learn about the program, indicating they put their own bias before the students at both High School. I am requesting a meeting with the board and the bothl high school community to take place by June 8th, 2026 to review the facts that were used for your no vote. Please do not bring anecdotes or political
081talking talking points. The students want facts and statistics that show the number of students who are against the SRO. Transparency used to be important to the board. We are asking you for transparency now in this decision. If the four board members who voted no to keeping our program are unwilling or unable to meet with the community, I'm asking for you to step down from your positions. Please respond. Please respond by June 1st. Each member will be asked for the facts and data they use. Thank you. >> Could speaker number seven please come up? >> Please go ahead. >> Good evening school board directors. My name is Ivan Barios. We have been living quite hectic times lately. So, I want to acknowledge everybody who has put forward their thoughts, feelings, and opinions on the matter of
082the school resource officer in both High School. Many of us in favor of the SRO wish to petition the four directors who opposed the contract to please reconsider in light of the community's input and latest events. We understand that the directors may have based their votes in the survey results and other undefined reports against the SRO program, but we would like to bring some facts into consideration. Many students of color also came forward. You heard from black students and from Hispanic students and students with EIPs and 504s. They all testify they want the SRO program to continue. Several families from our Hispanic community came forward with lots of handd delivered letters explaining that they were not communicated the importance of the survey as many people assume it was just a pro-form survey to improve the
083program, not to terminate it. They actually spoke up asking to have more police presence at school. It is clear that they do not fit the stereotype of being afraid of the police. According to the latest NSD task force, where we review lots of documentation across from across the nation and within the district, the BHS SRO program makes a huge positive difference among our families, especially the furthest from social and educational justice. The SRO program provides students of all colors available opportunity to build trust and positive connections with law enforcement before they are ever faced with more difficult or high stress encounters. The loud voices of these families have proven this point. On Thursday, May 14th, after the vote of Monday, May 11th, to terminate the SRO program, we had a lockdown at at both High
084School because of a student from the 800 building where the adult to transition independence program is hosted got a kitchen knife and was threatened to hurt probably himself. Nobody really knows exactly what happened, but our understanding is that the only reason this student was able to stay on harm and avoid hurting others is that there was an SRO immediately available in the campus and the student knew the officer and the officer knew the students. So the SRO was able to calm him down and because the SRO knew the specifics of the of the student situation, he was able to call the right officers from both PD who had the necessary training to handle this ATI student. There were seven to eight police cars and students were ordered to lower the blinds and to not look
085through the windows. So, you can put things in perspective of how bad it was. I know this because my student was there. I can't say what would have happened if there was no SRO, who knew the student or with whom the student felt comfortable. I can't. I would just speculate. I only know that 4 days after the school board director voted to end the Assuro program, allegedly due to minority communities being afraid, it was thanks to this program that one of our most vulnerable populations, if not the most, was safe from harm in a very contained and handled situation. >> Thank you. And then speaker number eight, uh, my name is Amy Casease and I'm continuing um the comments from Miriam Jurrett. So to summarize, summarizing the available and documented data, a positive survey, black
086students speaking out, Hispanic families speaking out, and students with individualized needs come forward in favor of the SRO program. All of these indicate support for the continuation of the Balfl High School SRO program as the decision does not to appear to be driven by budget considerations. As Roy Bennett has written, "We all make mistakes, but owning up to them is a strength, not a weakness. I do not say that a mistake was made, but I believe more information is now available to the school board that perhaps was available before. So, we respectfully request that the bothl High School SRO contract renewal be included in an upcoming agenda and that the directors who oppose the SRO contract draw from their strength and revisit the matter so as to put forward a motion to reconsider the continuation
087of the SRO program at Balfl High School. Thanks in advance for your consider reconsideration. Miriam Jarrett. >> And then speaker number 10. >> So tempted to stand on the stool here. Board members, Superintendent Irish, thank you for listening again. Uh thank you. I also actually want to thank you for meeting with us earlier today. Um I believe it was a great first step toward the partnership that we're looking for. Um, I also appreciate uh your datadriven approach. I think it's a good objective way to look at the situation. Um, but I would like to say I I'd like to formally request that we release the raw data around um the e the elementary as an example of what is going on with integrated because there is such a disconnect from the learn lived experiences. I
088mean the the testimony from all of these students um is exactly what we've been hearing across the district. And so there is some disconnect between the data that you're seeing and the lived experiences of the students. Uh let's look at the wider picture. We we the data we've been given so far is about three months worth of data. Um the integrated program in elementary has uh been around for at least three years. So if it's from I Ready data, there should be a lot more raw data that we can look at. Um of course anonymized. Um also I would say um in respect to I understand the district has been undergoing the training process or the this process for the year um and working toward this migration in the year. Um that means that the
089teachers and principles should be pretty well ready to go for next fall since it's the end of this school year. Um I'm requesting that the district um ask that each of the principles from each of the middle schools hold an info session. And I've actually already talked to Dr. Robertson from Kenmore Middle School about this, but provide an info session for the parents going into sixth grade where they can um demonstrate um and basically give an explanation of how this looks next year. That's something that all the parents that I've talked to want to see is how practically is this integration going to look? What what is it? Yeah. How is it going to be implemented? Um, and I I can coin that for Kenmore, but I would like the district to do it from
090the district side so that all middle schools have the same amount of information. So it's not just me pushing on Kenmore. Um, and then my last point is, well actually no, one more is um, when we're when we're talking about data, I do want to reemphasize that I think parent perception is critical. Um, I know it's one factor, but it should be a heavily weighted factor because um, parent perception comes from lived student experiences and should not be um, overlooked. Um I know that you indicated that um that a pause is not possible right now because of the ramifications and the impacts to teachers and and principles. Um but I want to re reintroduce the idea that first we do no harm and I push this because of what I heard from the students before.
091Um in self-contained highcap is a safe space for a lot of them. I think that those are real stories real real things. The removal of high cap does not come without costs. social, emotional, well-being, academic. These are real things and the push that could go forward is not without cost. So, please consider. Thank you. >> Thank you. >> And then speaker number 11. >> Good evening. My name is Yelena Krosowski. I'm a mother of a Bathl High School student, an alumni graduating in 2020. a member of the Both community and a taxpayer. The SR SRO program at Both High School is extremely important to continue protecting our children. My child, your elected positions carry the repres the responsibility to represent the majority who voted you in to your positions. I am deeply disappointed, frustrated, and
092angry at the board that they have not listened to the majority of these students, faculty, parents, and B community members. You advocate equality. Yet students, faculty, parents, and community members of color have voiced their support for the SRO program and expressed their feeling of safety with officer wear on campus. It is deeply concerning that you guys prioritize your political views and continue to push this agenda not supporting our law enforcement, our SRO programs. This approach continues to push a division among students, faculty, parents, and community of all colors. Unfortunately, we are all aware the campus supervisors cannot legally address criminal complaints. Contacting the police remains necessary. As elected officials, your responsibility is to represent the views of the district district's community, not just your own. I am scared to send my child to school come
093fall. God forbid something happens. when my son was in middle school. We don't live in the same world that I lived in when I grew up in both. We live in a different world. School shootings happen. School stabbings happen. I got my kid a cell phone. I told myself I was never going to get him a cell phone. I got him a cell phone so I could make sure he was safe. When I re when I knew that he was going to both high school, I knew he would be safe because Officer Wear was going to be there. I am asking you guys, if you cannot support our both High community, you need to step down. >> And if speaker number 12 could come up, >> hi uh Northshore School Board. Thanks for having me
094this evening. Uh my name is David C. I live in the uh Woodmore Northshore Middle Englemore area. Um I grew up in public school. I love the idea of partnering with my neighborhood school for the better of my children's education and the neighborhood. Um, when it came time for elementary school, uh, honestly, when I spoke with my friends, the lack of high cap, uh, services, uh, really made it seem very uncompetitive with a lot of school districts our friends were going to. Uh, and the end result was two less kids enrolled in Northshore School District with the plan for us to return to middle school. uh with the elimination of kind of highcap for middle school then we are now looking at may not return for Northshore school district and overall honestly makes a school
095district less attractive. We've already started discussing about oh maybe we should sell a house and buy elsewhere. Um and I recognize like hey it's a really tough situation. There are no good answers that's going to make everybody happy. But I'd love to see more creative ways to allow the district achieve its goals while maintaining challenging curriculum for the students that want it. Um like I'm I didn't grow up here. I grew up in a different country and the system I grew up in, you know, it provided a pathway for middle school students to basically do three years of school, three years of a subject in two and then that like allowed me to have challenging course load for the rest of my school. career by just taking one grade level ahead without the need for
096me to have special classes. Uh, and obviously there's probably lots of reasons why that's not feasible here, but I'd love to see some creativity here uh as opposed to just kind of just taking it away. Um, but I think if anything, the key takeaway here is that the regression of high cap services for students has already cost you two student enrollments for six years and now likely to be nine or more years and that's 18 or more years of student funding. So, it has costs um because I'm basically living that right now. So, thank you. >> Thank you. and uh speaker number 13. >> Good evening. Thank you for being here and listening. I'm going to read from my little script. I'm very concerned about the changes Northshore School District is making by integrating science
097and history and social studies for sixth grade next year. You've not adequately addressed issues with the elementary integrated model and are not making choices that help all students. I'll be upfront. I've given quite a bit to this district over the past eight years. I've personally volunteered thousands of hours, probably 200 while working. This year alone, I'm a high parent council treasurer, Northshore Council PTSA E Prep Chair, family engagement task force, parent volunteer, PTA board member, and art dosent. Most of what I am sharing today is based on my personal experiences as a volunteer. However, if my trust continues to erode, I will stop volunteering and turn inward for my family and help them either with homeschooling or to fill in the gaps of what we feel is missing. You mentioned the high volunteer rate a
098couple of meetings ago. What happens when parents do the same and stop volunteering? In your rushed effort to detract, you are not taking twice exceptional and neurode divergent students needs into consideration. In my house, highcap 2e neurode divergent are synonyms and 2e means asynchronous development. As an example, my older son was uh reading at two and a half on his own valition and the same kid struggles now at 13 with social emotional middle school challenges. Because many of my volunteer hours have been spent in the classroom, I can attest that many students in highcap are 2e 2 students struggle with perfectionism. I taught several art projects that resulted in tears or acting out from a few students due to their self-induced pressure to get it right. after working one-on-one with an overwhelmed student or many
099they felt better in an integrated classroom. Will teachers have enough training experience and time with students with for students with unique needs. Many highcap students have a very high level of anxiety they will mask all day in order to fit in. Social pressure may mean that they won't challenge themselves in order to not stand out. The integrated model may marginalize our quirky, unique, awesome, neurode divergent, twice exceptional students. Believe it or not, you've already implemented integrated classrooms in middle school. Highcap math algebra 1 integrates sixth graders with seventh graders and at grade 8th graders in the same classroom. This was and continues to be an absolute failure if using social and emotional or belonging metrics um because my kid experienced almost daily bull microbullying from eighth graders. He hates school now and he can't be
100the only one to have this experience. Since we're basing middle school integration on the elementary integrated model, I also have experience with this model not working um equitably across the district. I volunteered during ELA times and can attest that students are receiving the same undifferiated material. I've also noticed that every student in in even grade in a grade is working in the same into reading workbooks. How is this differentiating? Why aren't you first bettering the elementary integrated model with enhanced curriculum and staff and admin training? Thank you. >> Thank you. Hi there, I'm Elizabeth Peruru. This is not a joke. Today, my fourth grade highcap student came home from school and he told me he is repeating the same stories in class that he read in last year's class. So, let's go back in time.
101My student was one of 10 third graders in a split third fourth highcap class last year at Sunrise Elementary. For a portion of the year, he walked to a separate classroom for his ELA instruction, often led by a parent volunteer, not a certificated teacher. Beginning in February of 2025, his teacher gave up and decided to have the third graders join the fourth graders for reading and writing. They still walk to a different classroom for spelling. On February 5th, 2025, I checked my email. I reached out to this teacher concerned that my student would wind up repeating content in the future. She wrote back the next day saying,"I am confident that little overlap will occur for them next year. And in the few cases of overlap, these 10 third grade students would have the opportunity to
102be leaders for their peers." I asked my son how many stories he has repeated in fourth grade class this year, and he said about eight. But he did tell me he would check at school tomorrow if you want the most accurate number. So this means that last year a teacher threw in the towel regarding differentiating by fe by February. This was only differentiation amongst 26 students and only for two levels third and fourth grade highcap. This year his current teacher is repeating the curriculum for 10 out of 27 students all fourth grade highcap. Why not choose different stories? Why not provide differentiation for the two groups? My son's third and fourth grade teachers are awesome. This is not a remark against their teaching ability. This is about what actually happens in classrooms and schools. Additionally,
103my son has plenty of opportunities to be a leader. He is the ASB representative for his classroom. He is deeply involved in Cub Scouts. He is a leader in regards to his classroom academics. I don't want him to be a leader. I want him to be a learner. What happens for him and so many highcap learners is that they coast by or check out of school because it's easy. By the way, it was an NSD administrator that described this phenomenon when I attended the Zoom HCAP info session and we were encouraged to take the EE placement for my son. I want these highcap kids to have their curiosity stoked. I want them to go want to go to school because it is engaging. I want their classroom teacher to be able to support them, not
104just categorize them as leaders or good to go and not provide guidance and attention. School is for learning. I want my son, all highly capable students, and all students to learn first and foremost. The research along with the experience of nor families does not support that the best learning happens when differentiating across an even greater number of student ability levels in classrooms with even a high higher number of students. A final adjacent note, I need to again speak on behalf of the families whose second grade EEP students were forced to return to their home schools for integrated third grade classrooms several years ago. It is those students who will be sixth graders next year. It is those families who were told their students would be just as ready for middle school AAP as their peers.
105Don't make them guinea pigs again. Use this as an opportunity to look and see the success and efficacy of your elementary integrated program, seeing how those students perform in AAP next year next to their peers who are able to remain in EAP. Thank you so much. Hello, my name is Ashley Watts. Today I'm here to share with you about my own family's experience and specifically my now graduated daughter. We moved to Northshore almost 12 years ago before this daughter entered third grade. This was back in the era of Saturday testing and it took some doing to find out how to have her evaluated, but we did it. She qualified in both reading and math in August and was told there wasn't space for her in EAP. She would attend our home elementary where she'd be
106in a cluster with other single or dual qualified kids. her teacher would meet her needs through different differentiation and she would transfer to an EAP school for fourth grade. It sounded fine. In reality, the academic differentiation she received was minimal. But I want to talk tonight about her social experience. She was bored in class and took to reading a book under her desk in a behavior we now refer to in our family as sneak reading. Because she was because she was tuned out, I doubt she was engaging much with her classmates. Thankfully, no one targeted or picked on her, but in time, she would come home and tell us how everyone from her table got mad because she was reading instead of transitioning to the next activity, and the group never got table points, or
107how the whole class was annoyed because she was reading when it was time to walk to lunch. She did move to a self-contained high-cap class the next year and met classmates in fourth grade that became dear friends all the way through graduation. Some of these kids moved to middle school with her. By high school, multiple kids had moved into and out of this friend group. Some they met in AP classes, but others who came by way of clubs or performing groups, and I doubt anyone at that point asked each other what their high cap status was. When I learned more about the social needs of highcap kids, my daughter's experience made perfect sense. All kids, not surprisingly, need a chance to practice social skills in order to develop them. Highcap kids can struggle more to
108find peers they have things in common with, especially of 2e. If they can find peers to practice friendship with, they develop the skills that help them interact with people of all kinds later. If they do not, they don't. Kids who love sports find each other on teams. Kids who love performing arts find each other there. Kids who enjoy being peer leaders find each other in ASB or web groups. How do the high-cap kids find each other and develop these relationships and the skills learned through them if they are deliberately spread across classes and then additionally spread across groups in an attempt to even out group projects? Being in the same class does not automatically create belonging for these students. Thank you. Okay, we we are way over our 60 minute time. I am so sorry
109we were not able to get through everyone tonight. Um we >> former student I am so sorry there are a variety of topics and um multiple speakers here tonight. So I really appreciate you coming. Um >> I'm just going to speak for three minutes. >> Thank you. >> I'm Excuse me. I'm I'm going to >> No, I'm going to ask that you step down. We We are not going to move forward. The board president has spoken and I need you to please sit. Thank you. >> Yeah. And that's disrespectful to the people that were next. >> Oh, okay. All right. Well, I'll just ask you guys to resign. That's what we would all like. And that's just what I wanted to say. >> Okay. Um, that concludes public comment. Thank you for coming. Thank you
110for sharing. >> I'll talk to you. Would you please ask to help? >> We need We need Cedric. We need people to escort people out, please. Sorry. here. >> WE VOTED YOU. OUR PARENTS voted for you. YOU WON'T REPRESENT US. WE'RE ALIVE. >> Don't tip me. >> Mhm. recall school board. I'll go talk to Okay. Up next is the consent agenda. Is there a motion to approve? >> So moved. >> Second. >> Being moved and seconded. Is there any discussion on any items in the consent agenda? Seeing none, I'm going to call for the vote. and the consent agenda passes. Uh that concludes the consent agenda. Up next are action items. The first up is the resolution 917 which delegates authority to the King Co. Conference for the 2627 school year. This is a annual
111authorization that we vote on. I'm going to turn it over to Dr. Irish. >> Yes, this is an annual requirement. Um, and we recommend your approval with we had some learning about Kingo and that our sports um, our local high schools participate in the Kingo conference. Okay. Any not seeing any further discussion? I'm going to call for the vote. I need a motion. I'm sorry. >> I move that we approve the um resolution to accept the um King Co for this following school year. >> Second. Okay. Now being moved and seconded, I will call for the vote. And that also passes. And going hand in hand is the WIAA school board resolution number 918. and the membership renewal agreement for the 2026 27 school year. Dr. Irish. >> Yeah. This delegates um to W you
112delegate to WIAA the authority to control, supervise and regulate inter school activities consistent with the rules of the WIAA. This is um also an annual requirement and we recommend your approval. >> Thank you. Is there a motion to approve? >> So moved. >> Second. >> Thank you. Any discussion? Okay, seeing none, I will call for the vote. Okay, and the motion passes. Up next is a project acceptance of over a million dollars. Dr. Irish. >> Yes. This uh one project over 1 million was completed during this reporting period. The track and field improvements at Sky View Middle School. And we recommend your approval. >> Thank you, Dr. Irish. Is there a motion to approve? >> So moved. >> Second. >> Any discussion about track and field improvements at Sky View Middle School? We would like
113to thank our voters for approving the funds that we use to make our middle school fields nicer places to be. Having watched my now 10th grader playing um soccer on that field when it was sloshy and before it was improved, I am grateful that her sister is not going to have to be in the mud. >> Thank you. Yes, that came out of our 202 bond. So, we thank our community for that. Seeing no further discussion, I'll call for the vote. Okay, the project acceptance has passed. Up next is the amendment number one for the Inglemore phase 2 architectural agreement. >> Yes, this amendment is for the cost of professional services for the design, permitting, and construction administration for phase two of the Inglemore High School replacement project. The use of the GCCM procurement method
114for the construction of this project was reviewed by the board on March 23rd, 2026. The selection process will begin next month for the GCCM contractor to provide pre-construction um constructibility and construction services for phase 2. >> Thank you, Dr. Irish. Is there a motion to approve? >> So moved. Second. >> Thank you. Any discussion? I was on the Inglemore campus today and there's a lot of activity going on there. I'm very excited. My kids are probably going to get all new buildings done >> by the time they get to high school. >> Y >> very exciting. Thank you voters again for approving the bonds so that we can build a new high school for kids to enjoy. Thank you. Um okay, I'm going to call for the vote. And the amendment passes. Up next is
115the request for approval of the HM version 3 plus structured literacy um K5ELA. Um Dr. Irish, if maybe we could have an explanation of our CMAC committee and how that process works. >> Sure thing. I'm going to call Dr. Butler up to present to the board. >> Hi. Uh so we have um been very aware of the new house bill that has come out uh and our need to be in compliance with um all of the aspects of our house bill and uh that by 2027 that we needed to have uh a new uh structured literacy plan. We had schools that had piloted uh the structured literacy this last year and were very pleased with that. Uh what they were having to do was um navigate between three different texts in front of them and
116HMH came out with a version three where that was all put together into one. And so that version is going to make it far easier for our staff to use the structured literacy which does fulfill the need for our house bill. Um the reason for the cost is that it is a new um book that all of our teachers editions will have. It also comes with a new digital component uh which is also easier to navigate. Uh we have been bargaining with HMH. Uh that cost is over the next two years and it will go through grades K through five. Um the first year which would be next year will be K and one and will include professional development that will align with our implementation of that. Uh the CMAC process is that we had
117the pilot and then the results of the pilot were presented to CMAC. A committee comprised of administrators, teachers uh and um from across the district. Uh it was presented and we have parents on that committee as well. Uh they listen to the presentation given and then we have a vote. uh it was unanimous uh vote to move to version three and that was a pretty extensive uh rigorous questions. Uh there's all kinds of CMAC forms that need to be filled out that uh we moved this one could have likely been done with a consent agenda vote. we chose to bring it off of the consent agenda because it was such a big um change for our district in terms of HMH. Uh and then we brought that forward not not once but we brought it
118forward twice. So the first time we brought it forward we brought it forward just with structured literacy and the second time we brought it forward with version three. So we've brought it to CMAC now twice so that we could be assured that um CMAC understood exactly what we were asking for. So next year we'd be implementing grades K and one. Uh it does come with a comprehensive um component for our students. uh so that we would be utilizing the foundational skills that would put us in compliance with the law as well as providing them with all the other aspects of our five pillars of reading. So it is a full core curriculum for all of our learners. So we are very confident that this fits everything that our district would need. uh and it also
119is the same curriculum that all of our teachers have already been trained on. So we are bringing this forward with the utmost confidence and so we would ask that you would support it as well. So as I understand it, there were three years taken to implement this particular curriculum in teaching with teachers to um learn how to use it and then there was also a lot of um hours spent with Atossa um coming up with tools to use this program. So switching programs would require starting over on a lot of those processes. it would. And um yes, there are cheaper things out there, but they are only one slice of a program. And so perhaps you could find something that would replace the foundational skills, but that would only be one very small slice of
120a comprehensive core curriculum. And then you would still have to find something that would suit your need for um comprehension, fluency, um vocabulary, and all the other components that make up a comprehensive core curriculum. And then you'd have to figure out how to put those all together. And you'd have to teach every single component of that curriculum. We don't need to do that with this curriculum. So yes, >> I'm wondering what other publishers, if any, we considered besides H. >> Well, when that was originally adopted, uh, we considered wonders. Um, that was right as I was entering the district. So, let's see, that was back in 2019, 2020. I know we looked at wonders and that's I'm going to turn I was going to ask Obadiah who else did we look at besides >> now
121you have to have good memory I was going to start saying names too but that's probably not helpful either was it fness >> fountainis and panel yes >> witten wisdom who else did we look at >> yeah witten wisdom would have to be combined with foundations. >> Yeah, I I don't know that I could list all of them. We had um a several year process. We looked at a whole variety of curriculum. Some we brought in for piloting and other curriculum um we just did a comprehensive review to see if they would meet our needs or not. And ultimately and at the end of that process, we ended up with the into reading curriculum. >> And if just thank you to be the old person in the room. Um we did pilot several and received
122the data and it the others that we were looking at were not moving the needle. Um it was the data for uh this one that we saw improvement in student scores. So it multi and um just a reminder to everyone that this is the minutes we get the meeting minutes from the cor the CMAC committee um so we have an opportunity to review these as well and you can watch us we live stream oh god just in case you are bored and I suspect you're always looking for new people to join your committee >> absolutely Okay. Any other questions? Okay. Thank you. >> Thank you. Okay. Um I That was a lot of emotion in here this evening. Um I don't think we have a motion yet for this. Okay. So, uh we'll entertain a
123motion. >> So moved. >> Second. Okay. Any further discussion, questions. All right. Seeing none, I will call for the vote. Okay. And the uh curriculum adoption has passed. Up next is the approval of the Sunburst Agreement through Sourcewell Cooperative Contract 061324. Dr. Irish. >> Yes. It is recommended that the board approve uh utilizing Sunburst as a managed service provider to fulfill district staffing requirements to include but not be limited to staffing for special education students. >> Thank you, Dr. Irish. Uh is there a motion to approve? >> So moved. Second. Any questions on this contract? Um just verifying for everybody that this is for um helping to fill sit uh positions that are difficult to fill otherwise. Correct. >> Yeah. Or specialized. >> It's very specialized. Yeah. Thank you. >> Probably not fully funded by
124the state either, but Well, absolutely not. Who would expect that? Okay. Uh, any further discussion on this? Okay. Um, being moved and seconded. Yes, we did that. All right. I'm going to call for the vote. Okay. and the um contract has been approved. That concludes our action items. Up next is a performance review. It's the monitoring report for goal four, innovative, creative, and critical thinkers. We had a whole robust study session just before this meeting where we went through um this again a little bit different. We don't start with a motion, but we're going to start um with the discussion first. And I don't actually well I could turn it to you for you to say we had a study session on this. >> Yes. I will just say that we um I comply with
125I believe that I comply with the information evidence provided and that um I recommend your approval. >> Right. Okay. Let let's talk about goal four. My favorite of the goals. >> Unlike children I get to have a favorite. >> I I love both my children equally. >> Well done. >> In different ways. all my favorites. >> They're they're I love them differently but equally. Um uh yes, this is Director Hayes's favorite goal and I appreciate the discussion around even though we aren't able to measure parts of our goal uh perfectly at this time. I think it's still agreed that it's still worthwhile to um work towards figuring out how we can give uh give attention to those parts of the goal that um are inherently difficult to define and uh measure in our traditional ways.
126Um, you know, thinking about how people are demonstrating that they're problem solvers and how they're working through things and using creativity with that, not just in the arts, but also in how they're um moving through other things that are like academically challenging. Thank you. I apologize. I have so many pieces of paper I couldn't find the review sheet, but I got it. It's here. So now I can stop shuffling. Pay attention. >> I appreciated the the monitoring report and how it was very brief compared to some other monitoring reports. Um the the report and deck was helpful to understand how we're thinking about creative, innovative, critical thinkers and how we nurture these aspects with our students. I think what I'm taking away or what I heard from our study session before this board meeting is
127it's not so much that we don't know how to measure it. It's a matter of prioritization amongst everything else that the district needs to work on. So I am curious to know when we start looking at our strategic plan how we maintain this goal whether it's um absorbed into all the different work streams and then also how we we want to measure. Um it sounds like there are ways to measure. It's about the resources that it takes to do that work. Um, I want to thank everyone who worked on creating this report. Um, especially uh Dr. Foster and Dr. Dunham who met with myself and President Hayes to um help formulate how they would uh go about presenting this report to us. Um, I really appreciated that um there is thought about what we are
128asking um if what we're asking actually gets us the information we want and if it doesn't a process of revising and trying other questions to see if we get better results from students um reflecting what it is that they think they're getting from us. Um, I appreciate that while the majority of students don't think we are doing a lot with teaching them about AI right now, we are actually working solely and thoughtfully about um coming up with a good plan and how to implement that with them so that we aren't letting the cart go before the horse and then trying to catch up um and put the ketchup back in the bottle um because that's always harder than um starting off in the right foot. And um I appreciate that we are also using um
129things that we already know are focuses for ourselves such as um reading comprehension as measures to help us find if we have stepping stones towards critical thinking. >> Thank you. Um a lot of uh echoing of what has already been said. Thank you for the hard work. I know this is a challenging it has been for the last nine years. We constantly are re-evaluating and um taking coming at it from different angles. Um I I think director Sanderson's point to AI is um exhibit A of why we need this. That's not going to fit neatly into our other four goals. And yet we know that's something we have to tackle and address and figure out how that's going to work. And who knows what is coming next. And so having that space to work on
130the skills that are not measured by standardized tests but that we know that our students will need in the future. Um goal for has given us that place for those things to land. And so again, whatever that may look like, we know that's the work that we have to keep our eyes on and not let it get dropped even if it's not a separate goal. And you know, that'll be sad. But um I can I can survive. Um but as long as the work continues, that's that's the important part about what and how um I'm willing to listen and learn. Okay. So now in the process um there uh I can entertain a motion. Um there are three options for our goals. Uh the board can find the superintendent re simply interpreted the provisions of
131the goal policy and the district is making reasonable progress towards achieving it. the board can find that the superintendent has failed to provide evidence for reasonable organizational progress towards achieving the desired results or that the information the third option is the information is sufficient for the board to make a decision. So with that I opening it up. I move that based on the information provided, the board finds that the superintendent has reasonably interpreted the provisions of the relevant goals policy and the district is making reasonable progress towards achieving the desired results called for in the relevant policy. Second. Okay, being moved and seconded. Any further discussion? Seeing none, I'm going to call for the vote and then y'all get to watch paint dry while we write on our pieces of paper as per the process.
132Okay. So, um passes. We have found that the the Dr. Irish has reasonably interpreted the provisions of the goal for and is in compliance and we're thrilled with the work being done editorializing. Okay. So that concludes the performance review. Unlike our parameters, we do not have a review of the goal as this was written by our community um and and is being rewritten by our community in the coming year. So next up is the information items project acceptance under $1 million. Dr. Irish. >> Oh, yes. Just one moment. I got distracted. All right. So, this is four projects under 1 million were completed during the reporting period. They consist of security fencing at Cooky, kitchen modernization at North Creek, Inglemore High School replacement, portable moves um at Fernwood Elementary and Inglemore High School, and then
133roofing improvements at Sunrise Elementary. >> Thank you, Dr. Irish. Any questions on those? Okay, seeing none, that concludes the information items. Up next is board reports and communications. New business. Do the board members have any new business? Justformational. Um, after attending the WASDA Advocacy Action Network today, I learned that the Washington State Board of Education is planning on repres or writing a bill um to be prepared by I think it was midepptember to be ready for the 2027 legislative session. This bill is going to look specifically at graduation requirements and the shifts in graduation requirement. The task force is still deciding what this is going to look like, but right now there are already 24 credits that are required, 17 core and seven flexible. um they have this task force that's made up of um
134K- through2 students and families, educators, employers, postsecondary partners, and and more people. And so they're getting input from a swath of people. Some of the requirements that they're considering adding, again, this is not set in stone because the task force is still working on it, is financial and dig digital literacy and making that a requirement for graduation. Um there was a thoughtful question uh asked by some of the folks who were on the line regarding funding of these types of requirements. The response that was given is that anything that is determined by OSPI as having financial impact will not be implemented until funding is provided. So that's a insight into how um the task force is moving forward. >> It's a piece of information for our district. >> Thank you. That's really good information. I
135meant to be on that call. Uh yeah, they said that the last time they changed graduation requirements that it wouldn't go into effect and that didn't happen. Um did they talk about the timeline? Typically when they change graduation requirements, it's for the entering freshman class. >> Yes. So they said that this would be the entering nth grade cohort. Um the earliest new requirements. Uh that would be class of 2031. >> Okay. >> Would be a >> current seventh graders because I have one. >> Okay. Thank you. We will we will monitor. Is there still um opportunity for public comment with the task force? >> I think that yes, since they provided their emails and said they would love to hear from the different districts around the state. >> Okay. >> Regarding this. >> Okay. Thank
136you. Maybe you can share that with Peggy and she can get that to us. >> Absolutely. >> Okay. Any other new business? Okay. That brings us to board member reports and first up is Director Tran. >> All right, so let's see here. Okay, I'm not going to work backwards this time. Uh, Thursday, May 14th, I attended the CP and Dorothy Johnson awards. Um, Saturday, May 16th, I attended the board retreat here in the building with the rest of you. Um, Monday, May 18th, conversations with the board. Tuesday, May 19th, coordinating meeting with President Hayes and Superintendent Irish and then also attended the Northshore Scholarship Foundation breakfast. Um, Wednesday, May 20th, NCSA meeting, and then uh attended a middle school spring band conference at the Northshore Concert Hall. Um, Thursday, May 21st, CTE spring recognition. Um,
137Friday, May 22nd, I attended the state auditor office exit conference. Um, this should also have been part of new business. Uh, there were no findings, which is good news. Um, however, because of where our fund balance currently is, even though it is improving, um, we had a I can't remember what it's called anymore, but um, a a letter or a note to management to to keep improving. Um, so it's not a penalization, and this is not um, unique to Northshore. A lot of school districts in the state of Washington have been put into this um this situation due to the lack of funding for public education uh at the state level. Um so uh continuing on Monday May 25th attended elementary book fair and then Tuesday which is today May 26 I attended the WASDA
138advocacy action network and then the goal for study session. >> Thank you Director Sotek. All right. On May 14th, I also attended the CP and Dorothy Johnson humanitarian awards. On the 16th, attended the board retreat. On the 18th, conversations with the board about enrollment and de demographics. Um 521 met with superintendent Irish and director Kelly. Also on 521, attended the CTE spring recognition. And on 5:26, that's today, I was also at the study session. >> Thank you, uh, Director Sanderson. >> On the 14th, also the CP and Dorothy Johnson awards, a humanitarian awards. Um, on the 15th and 16th, I attended uh the Sky View play Allison Wonderland. Um, as well as on the 16th, the board retreat in the morning. Um, on the 18th, uh, I attended the conversations with the board. On the
13919th, I attended the scholarship foundation of Northshore breakfast. Um, on the 21st, I attended the WASDA new director's networking meeting. Uh, had a one by one with Dr. Irish and attended the CTE spring recognition. Um, and the 26th today, um, this morning, I met with the North Creek High School advanced ASB class uh to get their feedback on what they would like shared at graduation. Um, I don't want to give any spoilers, but they had some really good thoughts. um and made my job much easier. Um and attended the uh study session this evening. >> Thank you. Um again, very repetitive. Um also attended the CP and Dorothy Johnson humanitarian awards. Again, thanks to everyone in communications for putting such a beautiful program together. Um, I did attend the WASA awards lunchon for the Puget
140Sound ESD where um, Paty Trice received uh, an award for all her community support. Um, and um, three students from her student justice collective, Malia, Jasmine, and Wyatt were also in attendance because they also the student justice collective received an award from WASA. So that was just a delightful event. attended the board retreat, conversations with the board, scholarship breakfast, NSEA lunch, and CT spring uh recognition event, and then this morning I went to the Woodmore volunteer breakfast. So, wrapping up our last two weeks. Um that's it. That concludes our meeting. I'm calling it a journ. Have a good night, everyone.