001doesn't get mad at us. Yep. Okay, thank you so much. As promised, we are back from our executive session. We're now going to transition into our regular study session. >> Okay, welcome back. So, this is not the budget study session even though that's what it says on the screen, right? And then we do me? Oh, thank god. All right. Okay. So, other order. So, we're starting with the budget study session. This is an opportunity for Deputy Superintendent Berggy to update the board on all of the money that we got in the recent legislative No. Um to let us know where we're at. It's kind of our last the last hurdle in terms of knowing what our numbers are going to look like for fall with the legislative session. So, this is the wrapping up of
002all the information that we're going to have and give us a sense what we will be voting on in July. >> All right, thank you. So, we're going go quickly through the first few and we will do a lighter touch on some of the information, but again, more a deeper dive in June. All right, so the agenda is laid out for you. We'll be talking about uh our timeline, what happened during the legislation, we'll look at our new levy authority, and then we'll take a look at our budget um outlook for both 2026-2027 and the multi-year four-year outlook. Uh for our um guiding principles, those are up in the screen. Those are the things through the lens through which we made budget decisions and received our direction from the board, um considering really these are
003parameters, guiding principles as we developed that budget. Uh just a quick look, this is our annual operating plan, and as we look at 2026-2027, these will be our goals uh for the budget for next year as well as this year. As a reminder, where we started November 10th with our first study session, uh we worked our way through. We're on April 27th. This is the last study session before we bring you a fully developed uh budget in June, where we will have our budget uh our introduction and the required public hearing, uh working towards adoption on July 13th. All right, so the funding update. Now, Director Tran, you were involved in many of these conversations. You've These numbers probably look familiar to you, maybe to you as well, um President Hayes. And in fact, all
004of us had a lot of these discussions when we were together in either other budget sessions or during conference. Uh so, but this is a recap. So, on here first thing out of the gate at the very top, we are estimating a 2. 2.6% inflationary increase for salaries. That's for all staff. What you see there is we received 5.3 8 million dollars and it cost us over 8. So, to provide the inflationary increase to all of our staff at the salary levels that we pay in Northshore versus what the state allocates, it's an additional 3.25 million dollars for us to do that. So, when the state gives that inflationary increase, it is not fully funded. There is always a cost and that cost comes directly out of our levy. So, in addition, we had some
005increases for SEBB or providing health care benefits. That's that second line. We had some pension increase Well, we did not have pension increases. Please though, just note that they decreased those rates for us last year tremendously. And it was a budget trick that they played for the state as well and it will come back to us. That is going to be a 5 million dollar a year increase when they have to restore those pension rates. So, they took them down. They will have to go back to them eventually unless there's something else. So, it's something we're keeping our eye on because we know it's going to come back. Uh we did receive an MSOC allocation. It was exactly 50% of what we actually needed to keep up with our costs. That's related just to utilities
006and insurance. Our We had a small small increase for CTE. And then running start, you know that that was they reduced the maximum FTE that you could have for running start. We've discussed that previously. It's a just a small impact to our district. Sales tax, we did reverse that. So, there's no new sales tax increase. One thing that we did not put up here because it's in the transportation vehicle fund, but they did change the transportation depreciation best schedule. That means that we get less depreciation or replacement cost for our vehicles. So, they decided that they would all need to last longer. Right? Immediately have to last longer. So, in fact, I think we're 800,000? What was the difference this year for us? >> Like 400,000. >> $400,000 difference for us just this coming year.
007Um, and also on the energy tax credits, they did not tell us that that was just a straight deduct and now it's going to be a straight deduct. So, we got some grant awards for um, those green buses and we're paying for that as well. So, not a good session. All right, we're going to move on to levy. So, these are just the high points. Um, we did increase our levy authority by $500 per pupil. We uh, had a lower amount than we had the ability to collect though, right? So, you collect the lesser of what law allows or what your voters approved. And our district had a low approval from the taxpayer amount. Um, and we'll see that in a slide in just a moment. But, that's reversed. In February of '26, we went
008out. We increased twofold. One, just up to the last year's law of what we could collect. And then, we also got approval from the voters to collect the additional newer amount new higher amount. So, we know that we will start those collections in calendar year '27. And after that first year of $500 per pupil, it grows by 3.33% above CPI until 2031 when again it goes up by another $500 per kiddo. So, um does it go up by $500 per kiddo? >> It's It's quite a bit. Yeah, it's it's it just gets us up to the 5,035 which is a little bit below 3.33% so it's a smaller amount in 2031 than it's like 2 and 1/2 to 3% somewhere. >> So, we'll see a chart in in a moment. So, we are significantly out
009of the gate for 2 years. It looks like we're really increasing by a lot and then it's really leveling off. Um so, it appears just from first glance plenty of new revenue, but wait. That's just wait. Let's So, this is just really projected revenues and expenditures so you can see that our revenues will um outpace our expenditures for a bit with that new levy authority where we're currently at today. So, that's just if we hold to what we've planned to spend in 26-27 as of today, uh we will have revenues that will increase our fund balance over time, but then we get to that point where our expenditures will start to outpace our revenues again um without other changes. >> It's uh really that first year that we go back to just CPI just CPI
010and not anything additional is when we start seeing um fund balance go down. >> All right, so just some more really to emphasize levy collections versus the levy lid versus levy approval. You can see in previous years starting in 20 um 2023, you can see what the law allowed is the red line, what the voters approved was uh the blue line overlaid by the green dashed line. So, you can see that we really were under collecting what the law had had allowed by quite a bit. And then in 2027, we crossed that threshold, and we will actually have the authority to not only collect what law allows today, but we do have some capacity sitting in there in case something with the law were to change in the out years, which unless they're going to
011come up with other money, I don't see how that doesn't happen um for our state. And so, that's what it looks like in those out years where we have built in some capacity. Again, we only collect the lower of what's voter approved or what the law allows. >> And so, uh levies are collected based on calendar year, but we need to convert that to the school year and understand what that means for us in terms of revenue. So, uh that's what this slide is doing is it's it's looking at uh what it would mean for us by school year. Uh and then it's calculating what the increase is from year to year uh in and new levy dollars. So, the highlighted yellow amounts are what um what we think we'll be able to collect in
012levy. Uh so, it's what the voters approved minus a rollback. So, what Jolene was talking about with that additional capacity is we're rolling it back to what we think we can actually collect based on our enrollment and the amount per student. Um and then we collect about 46% in the fall and 54% in the spring. And then so, we're seeing what that calculates out uh for each and then um total So, if you're looking at 2027-28, your total revenue of 80.4 million um for both the spring and fall collections, and that's an increase of about 11.6 million dollars for the 26-27 school year. And so because you're kind of and in 27-28 will be the first year of the full levy collection. So you're getting half of it in 26-27, the other half in 27-28.
013>> So see so we have to really plan carefully, spend carefully because you have that huge that very large jump for 2 years, but it doesn't last, right? So it doesn't sustain itself. And then you have those smaller years where levies only going up by 4 million, 4 million, 4 million. So as a reminder on the previous slide that we just saw, what did it cost us for IPD? Over 3 million. What were we short in MSOC? Another million. Right out of the gate, we need another 4 4 and 1/2 million dollars every year to one pay for our state increase about 2 and 1/2%. And to continue to keep pace with MSOCs that are where our actual expenditures are outpacing what they're funding. And so this makes it tricky to try to tell that
014story, right? Cuz at first glance it looks like woo, we're doing good. We're on fire. We're we're doing well. But it really is about staying disciplined, staying in it for the long haul, trying to build out budgets that we can sustain over time. >> And so that's what we're doing with this next piece of information is showing you what the IPD is projected for each of those years. So 2.6 to 2.7 then 2.4 for the out years. And what that local cost would be, the additional cost above what the state is funding for each of those years. And then comparing that to what we're collecting in levy, and you can see in 25-26 that was a shortfall of 600,000. And then with the the changes to the levy for the next 5 years, that's where
015we're going to have a net gain, but not quite as much as we were saying with the 11.6 million. And you get to um 2031-32, where now we're returning back to CPI only and it's just barely covering uh an IPD cost. So, now we'll talk about budget outlook and assumptions. Um Uh so, just updating on 25-26, what we're expecting with fund balance. So, we ended last year with 15 or 16.6 million dollars. And that becomes our beginning fund balance for 25-26. Um and then we budgeted conservatively for 25-26 to have revenues and expenditures the same and no change to fund balance back in the fall. Uh we had an early conservative projection that said, "Yep, uh expenditures uh revenues are going to be greater than expenditures by about 2.4 million." We were projecting fund balance
016to be around 19 million. Now, we're showing fund balance at 25 million. And the things that have really changed since last time is our transportation revenue is coming in about $700,000 more. Our net food services revenue and expenditures is up about half a million. Uh facility and field rentals is 600,000. And there's a bunch of other things that are kind of in and out, so I've just lumped that in at 0.8. But, the big thing that's not showing on here right now is uh the um special ed safety net revenue. Um we didn't know at the time what we would be able to claim, so we weren't factoring that in. Since since March, we've known that um our safety net claim is going to be $6 million more than what we budgeted. And so, that's
017the big driver of why fund balance we're projecting a higher fund balance. Um and so, fund balance would then be at 5.4% of budgeted revenues. Then we have our restricted fund balance of about 7.2 is what we're projecting right now. Uh so that would put our unrestricted fund balance at 17.8 million or about 3.8%. >> Take a moment to celebrate that. Yeah. So, we will be back in with the board policy um at that point in time and so just a lot of hard work, a lot of support from our board, which we deeply appreciate. A lot of um obviously work with our labor partners. I mean, everyone in this district really gave to be able to create and restore our fund balance. So, deeply appreciate that. >> And so now for next year, we'll
018talk about just briefly go over the assumptions for next year, which you can read up there. Uh basic education enrollment is expected to continue decreasing. Special education enrollment is continuing to increase. The legislative impacts and the levy assumptions that Joel and I already talked about. And then the last bullet is our class size ratios that we're planning to reduce by two for grades 4, 5, 6, and 9. Um so those are the assumptions going for 2026-2027. Um and then just a little bit more about our enrollment projections. Um we are projecting enrollment to be at 21,118 for 2026-2027. That is a decrease of 280 FTE from where we're currently at. However, it is an increase of 127 FTE from what we budgeted last year. So, uh you can see the orange numbers on the graph
019there going from 20,991 to 21,118 is a 127 increase in budget to budget. And now we're looking at changes in revenues for 26-27. Again, keep in mind this is budget to budget. So, uh 25-26 budget with the $25 million in capacity was 464.4 million. We're projecting that to increase by $29 million. >> Just one pause. So, if we're doing budget to budget, so think about when we developed this year's budget. It was last year at this time. So, just this is how many things can change for us over the course of time once we know kind of our enrollment, once we know safety net, once we know what the ledge is doing. All of those things have impacts and we were conservative for a reason. There was no backstop. Um so, we are coming out
020with an enrollment number that's not nearly as conservative because we feel like we're in a much better place. We really feel like that is an enrollment that we will be happy to hit. Um So, when he talks about the changes in revenues, just keep that in mind cuz this is budget to budget, what what we knew maybe a year and a half ago. >> Thank you. That was in my notes to say and then I forgot. >> Well, we think so. >> You got me covered. Uh Uh so, yeah, total increase of $29 million for next year. And what that represents is 8.1 in state funding for IPD, health pension, and socks. Uh enrollment that budget to budget increase in enrollment not only for basic ed, but also for special ed and ELD 3.1 million.
021Transportation again going up 700,000, special ed safety net as we talked about 5.5 million, and levy as we talked about 11.6 million. For a total 493.4. And then same thing on the expenditures for next year. This again is budget to budget with the $25 million capacity. Um the actual cost of salary benefits for the 2.6% IPD, the health, pension, and some other staffing uh at 11.4 million. Uh and then the staff costs related to enrollment changes for 26 from from 25 26 budget is about 4.4 million compared to the 3.1 million we said in revenue. Um special ed high need safety net, that's just offsetting what we said we were going to get in the revenue, so 5.5 on expenditures, 5.5 on revenue. Um the class size uh reduction of two in grades 4 through
0226 and 9 is a estimate of 3 million. And our fixed cost increases mostly for insurance and utilities estimating at 2 million. Total increase of 26.3 million going from 464.4 to 490.7. And I just wanted to talk briefly about the insurance premiums. This is one of the fastest growing expenditures that we've seen, and our risk management pool is telling us to estimate 18% increase for next year. Um this is a 75% increase over 5 years or about 2.7 million dollars. And so when we put it all together, uh this is what it looks like for the remainder of this year and 26 27. Uh revenues over expenditures by 8.4 in 25 26 to get us to 25 million. And then next year revenue is over expenditures by 2.7 million. Ending fund balance of 27.7 million.
023And then this is that chart again. And we'll uh get into the projections a little more. Now, for the multi-year projections. >> Questions so far? I know it's a a of information that we're providing. Um so let me know. All right. Yeah? Director Sanderson. >> I just want to be clear. When we say that we're talking about the capacity or contingency, that's talking about the fund balance. >> So, can you go back to that slide, please, Chris? So, we talking about the 25 million? Yeah, that's capacity. So, capacity is authority to spend in case enrollment goes up, uh we get money more money from the ledge, or in case we get some big grant, we don't have to come back and do a budget amendment. We'll be able to do that. Now, that capacity is
024offset in both places, both in revenue and expenditures, because if you're going to spend more, you've got to get it from somewhere. You've got to have a revenue source to come and offset that. So, that would be the um capacity that sits in our budget. >> Perfect example of that is the safety net uh grant that we were expecting to get going up 6 million. >> So, these are our assumptions for the multi-year outlooks. We have to do a four-year projection, but because of the levy revenues, we're looking out a little bit further than that. First, you can see our enrollment assumptions, where we continue to decrease, and then it kind of levels off a little bit, but not until pretty far out there. I mean, like we're falling or flat all the way through
025'32-'33. So, that impacts a lot of our other decisions that um we might need to make. Uh we do, but special education enrollment continues to increase. So, those kiddos, uh they're coming to public school. They're coming to public school, and they're coming to Northshore if they can at all move into this district. They they are doing it. And then you can see what the IPD or the inflationary increase is estimated to be at from OSPI. And then other assumptions that we're using to build out those out years are some increases for medical, some increases for pension. We don't assume any ledge increases or new expenditures though, and those levy assumptions are based on the slides that we previously discussed. So there's a lot of numbers here. What I would point you to really is that
026ending fund balance, the ending total fund balance column there. What we have in those columns across is our 25-26 budget, where we think we're going to actually land it. And then what we think those estimates are for those out years. So it looks like everything is great if we only looked at this far, and this is as expenditures currently are today. And then you can see also that unreserved fund balance amount, both the amount and the percentage continues to grow. Now we know one of the things that we haven't yet done is restore all of our class sizes. So we'll look at that in a moment. Um but as I was saying, if we look at more than the four-year outlook, we do need to be careful about what we can or can't sustain, and
027you see that tipping point happen there in the 31-32 school year, where our fund balance starts to decrease again at that point in time. And that's if the ledge doesn't give us any surprises again, because they've teed a couple up. For example, sub costs. That sub bill that ran last session is probably somewhere between 800 and a thousand and a million dollars for this district. So there are some other things that could change legislatively, not just for the positive, but also impact us on the expenditure side that would be unexpected. And also they're talking about another apportionment delay. So And you can see those levy revenues coming in. And again that 27-28 year is really when it peaks. And then our expenditures are just outpacing our revenues if we look out. This is just a
028picture of fund balance and where the district was and kind of what happened over time. So it only took 3 years to go from 56.7 million down to 8.2. And um that was a dramatic fall. Bringing it back is never as quick, right? So we've been kind of climbing back out, climbing back out. You can see where we have that um tipping point. Um again in the 30-31 year where it kind of peaks. Now the orange line across is payroll for March. So this is really what we need in the bank. It's about at least $33 million to make sure we don't have cash flow issues again. Uh that's the comfort point for us is really trying to have enough for that month of payroll when cash starts to get really tight. So just looking
029out um because we know that this is a priority for the board. If we had full class size restoration, so a second phase of class restoration happens in 27-28, this is what that projection Do you have all the columns loaded? Um this is what that projection looks like and and changes, right? So we can see that where it used to say 7 million, now it's 4.1 in that red circle. And it comes back where our expenditures start to outpace our revenues just more quickly. So not to say that we couldn't probably do some, but it's going to be have to be carefully thought out about how and what we spend money and you know, a short-term cost is different than a long-term cost for the district and what does that look like and how how
030do we move that forward? Questions? That was very fast. There was a lot of information. But my boss did tell me if I did not end on time, that would be that. >> Um okay, I had a couple one point to make and then um couple questions. So, if you could go back to the dramatic drop, that one. Wait, there. So, just a reminder to anybody watching, what happened between 2021 and 2022 was that in Northshore got the lowest per pupil uh co- um COVID funding. >> ESSER funding with COVID funding COVID relief funding in the state. But we still had to provide the services that students needed. We still had to provide the protective gear and we had wiped the little bit that we got within the first 3 months. So, that was a
031big part of why um our amount dropped. We were spending it on our kids and we were not receiving funding that other districts were receiving. Um but I wanted to go to slide 24. I had two questions on that. >> Before I go there, I just wanted to point out this is a a slightly updated slide from what we shared before. We just wanted to put more visual in there for you to provide Yep, provide more context. >> Thank you. >> 22? >> 24. Um so, when I had a question about the special ed enrollment, is the increase of about 90 students because we are identifying more of our existing students as needing services, or do we actually have 90 students moving in that need services and 150 then kids leaving? >> I believe that
032to be the case. I don't know if Doreen's are We can get Doreen to weigh in, but really what we have is I I don't believe that we're necessarily identifying more of our own students for special ed services. I think what we have is a larger percentage of our new kindergarteners are coming in identified. >> Okay. >> And we get And we get move-ins. So, right. So, we're losing 162 in total FTE, but really we're losing, I don't know, 250 non-sped students. And then, you know, we're getting the 90. So, the 90 is reducing the total number. Um I should just wait for Doreen. I should wait for >> Okay. >> We're good. Doreen, do you think I got that right? Woohoo! >> And we've added um students um We've added students staying until age
03322 also, but we definitely have >> Okay. >> Um we always have had move-in. I I wouldn't know what percentage, but we absolutely have um a high rate of, I would say, um families moving in and students moving in, and I don't think we're identifying more. It's just I think that we have a whole 'nother year of students that we're serving. >> That's That's important. Okay. I just I don't want the narrative to be that there's all these expensive kids moving in and taking away from gen ed kids. I don't want that to be out there. Yeah. Okay. Anyway, um So, my other was the IPD, um, which is the implicit price deflator, which is essentially whatever it's supposed to be, but with gas now costing twice as much as what it did a year
034ago, and many, many other things then in conjunction going up in price, could we see the state legislature increasing that IPD amount in the next couple years to address that? >> No, because the the implicit price deflator, if we're in a recession, I just don't see that number going up. >> Okay. Thank you. >> Sorry. >> No, no. >> I don't know if you want it to go up or down, but >> Well, I don't want it costing us more. >> Oh, it's going to cost us more no matter what scenario we're entering into, but yeah. >> Okay. And then just of, uh, the, um, expenditure outlook, I'm assuming we included that gas is going to cost us twice as much in the next year. >> Yeah, yeah, gas. I mean, a lot of that
035sits in the transportation vehicle fund. So, some of that, right? Um, but utilities, definitely. Those kinds of things. Yeah. Food. Food costs. No, if you're conti- Are you starting a new thought? Okay. >> I'm going to start a new thought. Uh, I saw on slide 24 the more conservative assumption, and I think it's correct to go that route for legislative increases being nil. Um, with the new tax law that just passed this year, um, maybe this is a bit of a crystal balling here, so you I don't expect an answer, but what are some of the chances of some of that new tax funding coming to us? >> Zero. I mean, there's zero because I think if it goes if it materializes and goes anywhere, I think they're going to push it into early learning.
036I don't think K-12 there is nothing written down anywhere that we've ever seen about where it would go or how it would go. >> And early learning got or at least TTK got transition to kindergarten got cut pretty hard. So, you're saying most likely that'll get some funding from that new tax? >> Or preschool like ECEAP funding might get funded, but there's been no mention of actually having any of that resource actually go to K-12. >> Right. Thank you. >> Do you need questions for you? >> I don't think so. >> Okay. Okay, so um first of all, I am so disappointed that balloons and confetti didn't drop out of the ceiling but our um ending fund unrestricted fund balance gets us up over 3%. That's huge and just a reminder to anybody watching what
037that means is we do not have to borrow money to pay our staff, which means that it won't cost us money to pay staff and we get to keep our money in the classrooms, which is huge. So, thank you to everyone involved for the amazing and horrible hard work that we had to do to get here, but we did it. We got here. um For the board, just a reminder, this is the last time we'll see this until the second meeting in June, which will have a first reading on our budget uh for the 2026-2027 school year, and then the meeting, the one and only meeting in July, is when we'll have a public hearing and a vote on and second reading on the budget. So, again, any questions that board members have over what
038they've seen, um please send them to Dr. Irish, and then he will get them to the appropriate staff member. >> You'll see a lot of the same information in June. It'll be the second time that you see it, and then the third time in July. But, if there is other information or other slides that you want to see, please let us know. >> Okay, so I'm going to set the stage for the next part of our study session. Thank you, Deputy Superintendent Birgy and Chris. So glad to have you back in the district. >> It's cuz of you, that's why. That's why we're healthy, cuz Chris came back. >> All the hard work was done before I >> Okay, so um here the And thank thank you, Director Kelly, for giving me the reminding me
039of how important road maps are. So, I'm going to try to give the road map of how we got here to having this conversation and where I hope to go with this. So, um, we had some changes to the state law around SROs, and in it, it requires an annual review of the contract. We at the same time realized that we had not actually ever done an annual review. It just been set for in perpetuity. And so, what that has meant is this annual review of a vendor contract has produced a lot of angst amongst the board in the community. And after hearing our last conversation, I realized is that we've never had an opportunity to talk about our values around safety and security, and we're trying to squeeze that conversation into a vendor contract,
040and it just was not working. So, I I'm proposing that we pause and not talk about the vendor contract at all, and have a high-level conversation around our values, and I'm going to limit I'm going to propose limiting it to the four comprehensive high schools campus and safety and security. Because safety and security looks different at Sorensen than it does at a comprehensive high school. So, um, I have asked Peggy to provide us all with our strategic plan. As well, I went through all 14 parameters, um, and felt that the student learning environment parameter number seven had the most expression of values. And so, what I'm going to, um, suggest that we start with Oh, I haven't finished my road map. So, I that's how we got here. And then, my goal is that if
041we have the conversation and and express what our values are, then staff can see, "Okay, does this contract align with those values?" And then, hopefully, however the vote goes, we are done with the values conversation, and the vote just then becomes a vote on, "Did this contract follow state law? Is it in alignment with what contracts are supposed to do? Did they follow its process?" And we can stop upsetting ourselves, upsetting the community of trying to have this conversation every time we review the contract. And we can just Yeah. So, that's my goal. I'm probably naive, but that's my hope of what will happen today is we'll get that, staff will see it, and we'll reflect. So, there are statements about student safety on our campuses in our strategic plan. They're also in this student
042learning environment parameter. And that was just my starting point of having us read through those, share out what we see in them as reflective of our values as a board, that we would want any work done around safety and security at our four comprehensive high schools to be reflective of those values. And then, we'll talk about anything that maybe we still feel as values, but is not reflected in those two things. Does that make sense? Okay, I'm seeing head nodding from those board members who are able to be here in person. >> I am also nodding. >> Ooh, and Director Kelly is nodding virtually. >> So at this point, I'm just giving the board a cuz I got to cheat since I knew what the questions were. Um a few minutes to look through those
043two those two items and and then share out what they're seeing as reflective of values around safety and security on our four comprehensive high school campuses. >> Mhm. >> Okay, I'm going to bring us back in 1 minute. Okay, there's been a a lot of hard work going on here. So, thank you for that. Um I'm going to I'm going to toss it to Director Tran. What we're going to do is um have her share one uh either something from the strategic plan or from the parameters that uh she feels that reflects her values and then we'll just see if everybody else found that as well. >> I also cheated because I looked at this ahead of time. >> Well done. Good job doing your homework ahead of time. >> So, the one that we
044discussed was in goal two. It's each student will will feel safe as a responsible and persistent learner open to and accepting of diverse cultures and perspectives and empowered to advocate for and pursue for their own educational passions. That's one of them, but the first bullet is what encompasses it. Um so, increase percentage of students report reporting a perception of safety, fairness, and inclusiveness, and supports for emotional, behavioral, mental, and physical health. >> Thank you. And um I'm just going to be very vulnerable here and let those of that you know watching at home, I'm not going to write all that out cuz I didn't go to teacher school and I can't write the very legible way. So, I'm just going to write what it is. It's goal two in the strategic plan bullet point one.
045So, those of you can go to our website and find the strategic plan and follow along at home. Okay. Um other board members identify goal two bullet point one. I'm seeing nodding of heads of uh board members here. Director Kelly, you're nodding. >> Sorry, I I couldn't hear Director Tran, so it's not until you gave a recap that I was able to go and and read. >> Okay. Is that one you would have identified as a reflective of our values around safety and security on our campuses? >> Yes, nodding my head there. >> Okay. Great. Um okay, next we're going to go to Director Sanderson, and I will recap as well. >> Um also under that one, I put a question mark, but I thought um increased percentage of students who have continuous access to
046an advocate, mentor, or counselor, because that also affects whether or not students feel safe um dealing with their issues or get stressed to the point where they ex- they act out on their issues. >> Okay. Uh I'm seeing some nodding from at least one board member on goal two, bullet point three, as reflective of values around safety and security on our four comprehensive high school campuses. And other board members thinking. >> Nodding, okay. Okay. Uh Director Sotak. >> Can I jump over to the parameter? >> That's why I've already written it right there. >> Thank you. Um so in uh P7, there's uh in number two on in there uh point A, 2A. >> Mhm. 2A in parameter seven. >> Yeah. Um thinking about so parameter number two in parameter seven is protecting against unsafe
047conditions, behaviors, or inactions by um adults or students that might threaten the academic performance or health or well-being of students, including um acts of discrimination, harassment, intimidation, bullying, cyberbullying, the existence of a school environment or culture that may cause any student to feel unsafe. Um and then friends with that one is uh number 4C. Which is the protection of students within the school environment from retaliation if they voice grievances. Okay, so did other board members identify parameter 7 number 2A and 4C? I'm I'm seeing some head noddings. Um okay, so we've got some board members saying I didn't identify it, but I can see that reflective. Didn't not in disagreement as being reflective of values. Director Kelly. >> Um I had I also had not identified 4C, um but I I can see the application,
048yeah. >> Okay. All right, I'm going to send it to you, Director Kelly. What What have you identified that we haven't listed yet? >> Uh well, the first thing I identified, which might be a bit on the nose, was inner policy 4D, which avoiding any actions that might contribute to what is known as the school-to-prison pipeline. >> Yeah, I'm seeing some head nodding here in the room, so that is one that other board members have also identified as a core value for this work. Okay. Uh any What else? >> I would also say that just for itself with all policies and procedures regarding discipline are enforced consistently and equitably and proportionally. >> Okay. >> Just for itself without the subparts. Um And also with A as it it refers to um involving teachers, administrators, students,
049parents, and the wider community. >> Okay. Anything else that people identified that hasn't been shared yet? Just a reminder, we have goal two bullet points one and three and parameter seven two A and I'm going to go in order. Four, four A, four C, and four D. >> In goal two, it was also just goal two itself. It >> Oh, goal two itself. Okay. How do I want to phrase that? Okay. >> I would add also um under goal five measure three, increase percentage of students who demonstrate acquisition of practical skills and dispositions for life after high schools. E.g. goal oriented goal orientation, self responsibility, time management, team works, finance, insurance, and housing. But, there will be points where interactions with you know, any other laws or things would apply to that as well, I
050believe. >> Okay. >> Do I >> our Sorry if I'm interrupting our factors. >> Um from our strategic plan, when we're looking at and and I don't know if it's okay to go outside of our goals and measures, but I'm looking at our four building blocks. Um number one, if teaching and learning is the central function of our school system. I think of that. It's really important to orient when we're looking at any function. >> Great. Thank you. Nope, if it's in the strategic plan, it's a reflection of our community and therefore should be a reflection of our values. >> Can Can I add >> Yes. >> from building blocks, since somebody else already started it. Um number four building block is um you know, we will base decision on fact rather than opinion. And
051we'll ensure that resources and people, time, money, etc. are allocated equitably in line with the needs of our students and schools by the priorities established by our community. >> Okay. Thank you. Um okay, so I had a couple that I haven't heard so far. The big one is goal three in our strategic plan bullet point four. Reduction of the disproportionalities and discipline suspension and expulsion rates across student groups. >> For me that was a value. I'm seeing head nodding. >> Okay, going over here. Okay, thank you. Okay, so I'm not What I have heard so far from the board is the goal two in our strategic plan bullets points one and three goal two itself. Goal three bullet point four, goal five bullet point three in the building blocks one and four and then parameter
052seven and we do have 13 other parameters. I did go through all of those, but facilities and finance protection of assets technology didn't seem too relevant to this conversation. While important, didn't produce anything that I felt reflective of safety and security. So we focused on parameter seven, which is the student learning environment and two A as well as four itself four A, four C and four D. Anything else? >> I would add that two B the unsafe access to and or utilization of online information. >> Okay, two B in parameter seven. >> Correct. >> Okay, so these are all statements around values of keeping our students safe while on our four comprehensive high school campuses. Now, what I'm going to propose that we do is what's missing. What are values that we feel are part
053of that work that are not stated in either the strategic plan or in parameter seven? >> I don't remember the order in which the department was created, but I would expect a school that's focused on racial and educational justice to have some form of REJI language within its goals. >> Sorry. >> No, it's fine. >> Okay, there we go. All right, sorry. Say that again. >> You're all right. Thank you for doing this, by the way. Um all right, so uh I was saying that I'm I don't remember when the REJI department, racial and educational justice department, came around, but I would have expected North Shore to have some mention of REJI directly in there. I know there is a statement about the school-to-prison pipeline and it's in it's implied, right? It's supposed to be
054be sprinkled all throughout our strategic goals and and policy. Um but I would have assumed that we have something explicitly stated. So, not saying that it's necessarily missing and it's going to serve a purpose, but I would have assumed it to be there. >> I think it's it's it's uh in there, it's just different language. Okay. Like student subgroups or, you know, reduction of disproportionalities in discipline across student groups. So, I think it's it's just not >> in there. It's not explicitly stated. Yeah. Okay, so if I say not overtly not not an over Well, okay. I used That's not grammatically correct. I apologize. But, the idea is not an overt statement around equity. >> I I think tied to that, too, was my thought of um more support for those who are farther away
055from educational justice. Like that's also not explicitly stated. You could interpret things that way, but >> Okay. Okay, you are beginning to see why I don't write. >> You're doing great. >> I know there's a class in teacher school, and I have not had access to it. Farthest from educational justice. Okay. Um >> Sorry. Um >> Yeah. >> One more thing. So, usually when we're making these decisions, and I think it was Vice President Sutak who pointed this out in goal or no, sorry, building block four, we will base it decisions on fact rather than opinion. A statement on there tying programs and and other district related I'll just just stick with programs. Um It should be tied back to a problem of practice. Like what problem are we actually solving? >> Mhm. >> Um
056and not just like reacting to everything around us. >> Okay. I have I was my other thought was um, there's nothing that explicitly talks about a focus of restorative justice. Okay. Um, one thought I had that um, isn't stated as sustainability. Um, that having um, a program that's not based on um, an individual. That it's based on a system-wide practice. And so there's equity of of um, I don't want to say equity of access, but equity of experience, consistency of the program, and that um, it's not dependent on a personality. Um, and I >> Sustainability. >> Um, I say this because we have a staff member that is um, the national paraeducator of the year because of the work he had done on on one of our high schools safety and security. He's no longer
057in that position. Is the are the students receiving those same services at the same level? Um, is that sustainable? Um, obviously he was quite amazing, and so are do we have a system in place that it's not dependent on one individual. That if that individual is no longer in that role, do we still receive the same quality of services? So, sustainability was kind of a value that I didn't see, but is important to me. >> Sustainability and also systems systems thinking. I think that was another theme that popped out as you were talking. >> I have to sit down. >> And I agree and that goes back to building block four where it's managing the whole so that all aspects of our school system are goal aligned and moving together in an equital equitable mission
058focused manner. Um so that we have again that equity uh and consistency across the district. To your point, creating systems that are reproducible um across the district so that we can maintain um that stability that students appreciate that students need and staff need. >> Okay. I'm I'm setting down the microphone so I don't cut myself as I move this paper piece of paper, but Director Kelly, if you have something you want to share. >> Director Kelly. >> Okay. So, what we're focusing on um I kind of there was a lull in the conversation around what is already stated between our strategic plan and our parameters around that we think are reflective of our our values around safety and security. I'm so glad Miles is here to participate. Um it's delightful. Um and so now we've
059transitioned to what's missing. What isn't explicitly stated that we feel um is either needed or would be reflective of our values around safety and security at our four comprehensive high schools. And I know I took the page down and it doesn't matter cuz you can't read it anyways. Um but there are there's no avert statement around equity um related to safety and security and um nothing avert around safety and security for those farthest away from educational justice. Um we there isn't a statement of the problem of practice. What is the problem we're trying to solve? Again, um there isn't a specific call out around restorative justice. Uh and then we just had a uh conversation around um sustainability of those uh roles and a system-wide thinking um of the creation of the work around safety
060and security on our four comprehensive high school campuses. And And it's you don't have to come up with something new. That's okay. It's not expected. Um if there's anything that's been said that you that really jars you is thinking, "Nope, that's not reflective of my values." That also is important for us to hear. If all of that you say, "Yeah, I could see that that would be helpful if those were stated." That works, too. >> Um I haven't heard anything that really jars me so far. Everything that has been shared I feel in alignment with Um um particularly what I I gleaned from Director So Tech speaking about um like our ability to reproduce systems and make them sustainable and I think Sandy you spoke to that as as well um that we're not just
061relying on one personality but that we're we have the systems in place um that align with our our values and provide our students with the teaching and learning um that we are seeking to provide. >> Great. Thank you. Well done. See, you you're you're ready to roll even even with all that you have going on at home. Great add. Thank you, Director Kelly. >> I was thinking about um the understanding of rights and responsibilities as students. We talk about it explicitly in schools, but um rights and responsibilities as they reach their majority and as they are leaving school. >> Okay, so rights of responsibilities as citizens. >> Yes. >> Okay. Tell me tell me more how that's reflective of our work as safety and security on our four high school campuses. >> Um like an
062understanding of um Miranda rights or how um relationship things change between age groups as one is 18 and one may not be or those sorts of things was where my brain went first. >> Okay. I'm going to say that's a good one to keep in mind. It doesn't I for me at least it doesn't factor into the what do you call it the what our goal is here, right? Um which is our values. So, I think I think it's good to keep in mind though because that could come up later. As a lawyer, I'm all willing and on making sure people know what their Miranda rights are, but I would agree that it probably is not um germane to what we're talking about right now. I also had a child that felt the need to
063point out to me that our student rights and responsibility book half a page of rights and 30 pages of responsibilities. He felt it was not equitable. It should be evenly balanced, but anyway. Okay. So, I'm going to write something to keep in mind. >> I I think that there is something to what Director Sanderson was saying when we consider that in school settings often students do not enjoy the same access to their constitutional rights. Um and that for me is a core value in education is making sure that that students understand that these rights apply universally and they do not end because you're um under an age limit um or you know, whatever. Um so, I I do think that there that is something to think about as a core value and the susceptibility to
064the systems that may or may not reinforce what that looks like. >> I am so trying to restrain myself. I'm ready to go down Tinker versus Des Moines. You don't leave your constitutional rights at the schoolhouse gate. However, um one that's in the dissent. Second of all, you cannot disturb um disrupt the educational process. Anyway, I agree. Um Also, I'm going to I'm going to kind of go back to what we were saying. I I agree and and you've you know, made me so so happy. Um but I'm not sure how that fits into our values around campus safety and security in terms of what we as assistant provide on the campus. >> May I May I had an idea pop up. I I think this is germane to the vendor conversation because we but
065then it relates back to our values in this way. >> Okay, go for it. >> We have to ask ourselves, are we a type of district who want to teach the students this kind of thing, right? Which is the the rights and responsibilities as citizens, right? Um so, I think as far as the value statement perhaps it's not in there yet, but I think it is a something we need to ask ourselves of do we want to be that type of school district? >> Okay, and then keeping in mind we had a great conversation around sustainability and system-wide thinking, how would that that I'm I'm assuming that as we talk about our values that it's for all four comprehensive high schools, right? And so how does that how does Tinker Tinker v. Des Moines uh
066apply? And then we got to go into Bomb Hits for Jesus cuz that's my all-time favorite name of a court case. Um Sorry. I Yeah, Bomb Hits for Jesus is really the best >> Yeah. >> Supreme Court case around students' rights. Okay. Director Soetag >> Is this something that's more along the lines of the education piece and are we setting the district up for a new class? Um >> It's exactly part of the tinkering is what it >> Right. Right. Is this like financial literacy or is it course is a value add but we don't have any money for value. Um But I think it's a very valuable thing to have in in our minds for sure because it is something that kids definitely need to understand and have access to that knowledge. Um but
067I when we're thinking about on campus, I think that's a broader conversation than the the size of what we're looking at at this point. My opinion. >> Okay. Thank you. This was great. What we're going to do next is we are going to sum up and I'm going to really apologize to Director Kelly cuz I haven't figured out quite how to get these available. But what we're going to do is summarize into a word Oh, okay. Director Soetag is going to take a picture of the two pieces of paper and um send text them to you. And so again to our community watching, that's what the texting is going to be involving. And we're going to try to summarize these into value state statement nouns. Right? So, sustainability, equity, some of those kind of statements.
068Um and try to summarize some of those into one or two word nouns. If that makes sense. To try to kind of streamline so our values are clear. >> So maybe something like um sustainability or sustainably or sustainable systems of safety. >> Yes, I like that. Okay, I'm taking this piece of paper and we're going to put it over here so that I get off of my Supreme Court cases involving student rights because they're fun. Um okay, say that again, Director Sanderson. Sustainable >> Sustainable systems of safety. And restorative justice. >> Okay, wait. Wait, no. I'm going to limit us to just a couple of words. Let's not try to keep and >> Separate >> the red line telling me when I've spelled words wrong, so I'm going to rely on you guys. >> Restorative
069justice. Okay. And what let's So that's a practice. What is it about the restorative justice that's a value? >> It's a little practice. >> Why do we value restorative justice? What is that about it? >> of action words that would be appropriate here and it's like recognizing or um acting upon but none of them are really applying. Let's use Let's come back to it. >> Okay, we're going to put a put a pin. My husband is the engineer is like, "Why do you keep talking about crosswalks and parking lots in your Are you building those? No, it's just fancy talk for how we have meetings. They don't do that in engineering world. Um okay, let's come back and and be thinking about what is it about restorative justice that is reflective of our values? And
070I'm not to screen cuz I have a restorative justice practice. But let's put that in action words of what is it that is important around restorative justice practices. >> And this is a subsection of restorative justice, but I'm thinking elevating voices furthest away from educational justice. That's kind of a long phrase, but if we're trying to talk about action, that would be one. >> Cuz it also elevates the voice of the victim. Right? In those situations. That's another value add. So, um making sure all voices are heard. >> Or like repair of like, you know, repair of community relations like >> Repair of harm. >> You know, repair of harm cuz that's really what the core of restorative justice is to do. It's not necessarily to punish. It's to try and mend the rift. >>
071Mhm. >> Mend the bond broken by pride or whatever. Meredith. >> Okay. It's Monday. >> It's Monday. >> Um I I really like the sustainable systems of safety. >> It really does. >> I love alliteration so much and it just makes me so happy when I see it. Um yeah, I I like I like that. It it rings. Um but I don't have anything else right now cuz my brain stopped working about 5 minutes ago. >> It's okay. We We covered a lot of ground here. Um there s- something around equity, students farthest from educational justice. >> I think I'm struggling with this part of the assignment because I and and it's not you, it's not you. It's just I'm not sure what the end goal is for >> It It um that's an excellent
072question. Um the idea is to to give this a synopsis for staff then to take forward as they continue cuz this is a forever work, right? Our camp before our comprehensive high school campuses are always going to need love and support cuz God bless our teenagers, their brains will always give us work to do around safety and security. Um and so just kind of giving them some core values in a way that's digestible to send them forward with the work. >> Okay. It's a pretty short list. So if it were like a few pages, I would be like, "Yeah, let's summarize it." >> Well, and don't forget we also have the ones that we've already that we already have. >> Yeah, that's true. >> Connections and support. Community connections and support cuz we were talking
073about talking to counselors and things. Um >> So community connections. And if you can come up with another C word then we'll write that in, too. >> All right, I'll work on it. >> Okay. Make Elizabeth happy. >> K- and care. >> Oh, there you did it. >> Centering problem centering and identifying problem of practice. >> Okay. Okay. Um, yes, director Sotech. >> Does systematic uh Oh, oh, I just had it. It was like systematic equitable safety or something along those lines, but like I want um systems and equity to sort of be together because I want an equitable or I'm thinking about equitable systems. >> That's just >> support or >> call equitable equitable systems. >> Yeah. Thank you for helping me with my words. I I'm not trying to alliterate and I'm very
074disappointed in myself. >> It's okay. That's good. That I um I feel that's reflective of a lot of what I heard earlier. >> Uh honoring the voices of students farthest from racial and educational justice. >> Centering. Centering honoring. I'm very Honoring? Honoring. Okay. I just I heard a lot of that earlier, so I want to make sure that doesn't get left out. >> Routing away from school to prison pipeline to build off of Director Kimberly's >> Yeah, honoring voices uh uh >> Okay, I'm abbreviating cuz I'm tired. Okay, so we've got 1 2 3 4 5 6. I feel like that's plenty. Um six statements. I'm going to read them out loud again cuz and yeah and then my handwriting stinks. So um kind of summarizing what we have talked about, we are our hope
075for the safety and security on our four comprehensive high school campuses is that it is a sustainable system of safety that we are repairing harm. We're doing repair of the harm by these delightful teenagers and the impulsive actions they take. Um a community connections and care, centering and identifying the problem of practice, equitable systems, and then honoring the voices of students farthest from racial and educational justice. >> These are good. They're all except for one seemingly reactive. So I'm wondering if we build in something that is proactive around the environment itself and building an environment where it prevents harm. >> But I felt like community connections and care is supposed to >> That was that was my aim with focusing on that one cuz I was thinking of the counselors and the advocates and the
076people that they can talk to in advance of crisis. >> In advance of crisis then, yeah. So, it does take away the fabulous alliteration, but what if we change that out to preventative practices. Oh, we do still have alliteration. Is that a Does that >> Preventative practices can promote community connections and care. >> Okay. All right. Preventative practices. Okay. Okay. Thank you. That was a lot. I don't in any way believe that this has solved all the world's problems, but this gives staff a clearer idea of where to go with this work. Um and then will help us as we make decisions uh ongoing in the future. So, um we will get these uh six to the board so you can see that as well. Okay, it's 6:34. That is the end of our study
077session. We will