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Defending a thesis proposal do my copying one dvd to another mba thesis format pdf ...a couple of meetings where we had no broadcast tada the Cable Guy has been with us and we're finally back on the air alright so um. Good evening I'd like to call to order the October 2nd Lake Washington school board meeting I'll entertain a motion to approve the agenda so moved I'll second okay he's been moved by a director pleaser and ii w by director with love liberty that we approve the agenda all those in favor please signify by voting aye aye not opposed hearing none motion carries so for recognition we have the recognition of our National semifinalist and commended scholars tonight and please excuse my signature on your pages it's a lot of them to sign which is a great problem to have so just don't try to actually read it you can look me up online all right so dr. Pierce great well we are so pleased at Redmond High School is represented here tonight in gel VanDerveer who is associate principal there is here to say a few words about Redmond high school students and help in presenting the certificates and what we've typically done is once you've had an opportunity to say a few things we have this after we have the students come up then we give them just a moment to to individually share and so we've got a microphone there and with that welcome good evening I'm going to ask the Redmond High School students to please join me up front since 1955 the National Merit Scholarship Program has recognized academic achievement on the preliminary SAT / National Merit Scholarship qualifying test approximately 3.5 million students take the PSAT each year and we are so proud of our Redmond high school students who have distinguished themselves in this competition as xxxii commended students and 11 semi-finalists the semi-finalists will now go on and compete for finalist status so we're gonna ask you guys to each take the microphone in turn and say a couple of things that you've prepared and Joe why don't we have the students come up and just sort of stand along this way and they can face the show the audience sure Emily it's one of just kind of right people come on up just kidding go in the arc here and we'll pass the microphone down the rail a couple - I don't know what you've been asked to say but one of the things we always like to know is where you're planning to go and what you're playing majoring but yes and I am obviously in the process of applying to colleges but I'm kind of looking at USC possibly Berkeley or Cal Poly and I am interested in majoring in some form of engineering currently looking into electrical engineering or aerospace engineering I'm looking to apply to either UC schools or possibly in Northwestern University and I really want to major and some sort of engineering probably chemical my name is Katie Lee and I'm looking into MIT Johns Hopkins other sort of high tier medical school medical schools or pre-med schools and I'm interested in majoring in biology Michael Kovak some of my top college choices are Harvey Mudd in California and Georgia Tech and I plan to go and do either biomedical engineering or astronautics my name is sebastien McCray my top tool schools are Williams college and Whitman here in Washington and I'm hoping to major in environmental science and sustainability I'm keen Ganz my top choice school is the Rensselaer Polytechnic Institute in Troy New York intend to pursue a bachelor's degree in astronomy and a PhD in astrobiology and those my plans hi everyone my name is Julian Guthrie and I'm planning to attend the United States Air Force Academy or the United States Naval Academy and pursue a degree in astronautical engineering I am Roman Midori and I'm looking at applying to u-dub USC UBC among a few others and I want to major in computer science hello my name is Daniel and I want to major mathematics at MIT hi my name is Andrew Shaw sir and I'm hoping to go to u-dub or MIT and want to go into aerospace engineering so now that we've got you all warmed up then we're gonna go back the other way with the microphone we just want ya tell us one thing what is one special teacher who did something that you remember give us one high point from your career mr. Osborn and the Comp Sci class helping us with the hunt the Wumpus project competition now Microsoft I think that mrs. Locke did an amazing job teaching her mathematics classes I'd say mr. Kuiper who's been my Japanese teacher for five years he's always been really engaging and helped me learn a lot mr. Robertson the teacher has done an absolutely fantastic job of creating a great program gave me a home at school the minute I walked in I knew it was part of a greater family and it's been such an enjoyable experience to work under him mr. Miller the chemistry teacher Redmon's remember I was working on a weather balloon with several other students and he drove for three hours each way to get a full tank of helium for us so we could launch it absolutely my patron saint love that guy I kind of two teachers mr. Wellington and mrs. Lao in the honors block class we had freshman year I think almost all of us were in that class and it was very memorable but that kind of widened my worldview and made me want to challenge myself as a student I think my favorite teachers is mr. Goering because he's really enthusiastic about Sciences and that helped me learn about the joys of science and stuff like that I know the second wellington and now because their way of teaching really expanded my boundaries and challenged me my favorite teacher is mrs. Ferguson the orchestra teacher at women high because she's made the orchestra program into like such a great musical program that is today and just really taught me a lot about community and working together like Michael I definitely think that mr. Goering is an outstanding teacher at Redmond he definitely sparked my love for physics and calculus and I'm so glad I have got to have him for two years so yeah and I think it's worth noting that with just a couple of exceptions each one of these students almost named a different teacher so we're so lucky to have not only these students at Redmond high but also our staff as well who support them and work with them every day so congratulations guys all right so we got two more things before you guys can go first is stand still face that direction your parents can come up and take pictures any parents who haven't got their pictures yet okay the second one is could the parents please stand parents of these kids we got a student who just walked up we got someone weak we have to add one someone get here a little bit late there we go give him the microphone who are you where do you want to go to college what do you want to major in and what's one special teacher in your eagerness once the microphone gets to you don't you've got a minute to thing hi my name is Mohammad Rama I plan well I want to go to school at Harvey Mudd College it's a liberal arts college in California it seems pretty interesting but I don't know whether I'm gonna be able to go there it has well have like kind of an open wide program about stuff so generally it's focused towards math and things and I want to major in math and computer science but I'm interested in doing a bunch of other things as well there have been a lot of teachers who I found really important one of the ones I really liked was my ap computer science teacher mr. Osborn he he was really supportive in when I was taking that class and he kind of acknowledged a bunch of the extra stuff that I did in there as well so he would kind of give open-ended assignments that you could expand on which is what I did a lot when I was in that class so I remember him still unlike some other of my teachers like I have a bunch of features all the time that you know you see so sometimes they just kind of fade because there's so many but the one said really unique you will remember so he was one of those yeah all right thank you so much all right thank you so much um I think we have some signed certificates for you somewhere she'll bring it to you okay great again congratulations thank you since everybody thank you honestly you guys are juniors now you're seniors but you haven't gotten into college yet go home and do your homework so our next item on the agenda is our host school this evening on tonight we have dr. Pierce so again thank you and of course you're all welcome to stay but you're also free to go as we continue on with it with the board meeting so thanks so much we're so pleased that we have Audubon elementary here tonight and so I'm going to invite chemo spray principal of Audubon up here to the to the mic and let him get started introduce your colleague and anybody else who might be here from Audubon alright welcome Kimo welcome okay see that's why I need an associate principal to get this mic on that's good and then do we have the there we go okay where we are seeing it even though it's not showing up on that screen we're seeing it on our screen here so okay it's just not on the side one but oh there it is all right all right well my name is Kim Aspray principal at Audubon Elementary I have been here a while the last time I've been at a school board meeting to present was like 14 years ago it was like it was quite a while ago yeah I've ducked right so one of the things I that I I do think is important is that I want to be a good representative for Audubon Elementary it's a great school it is a wonderful school so hopefully I will tell the story correctly here's my co storyteller Ian Maeva who is the associate principal with me here and he's also at Kirk Elementary so why don't we get started with our story once upon a time however your story starts in a land not very far away and the reason all the reason why I put this out there is that Audubon is it's only three miles away but everybody treats it like it's the farthest school ever that no how could where do you are you in Bellevue really no we're not so if you ever want to visit you're welcome to come visit us at Audubon three point two miles away from where we're at right now Audubon Elementary was established in November 1965 I do have to tell the children that mr. spray is actually a year older than the school that's that's painful recently we just celebrated our 50th anniversary the the area that we serve is really from Microsoft and we actually 20% of our our students come from really one apartment complex and it goes all the way down to Lake Sammamish so we are also one of a twin so the twin of Audubon is actually Bennett Elementary which was originally in the Lake Washington school it was in the will a question School District for a time and apparently the layout for those two schools were identical but of course it was time to for them to move on and they're now in the school district this is important Elementary is where children gather from all around and if we look at our just demographic data we see that really we have a high percentage of identifying themselves as Asian actually I personally think that since I'm a I'm a two or more race kid I'm a Swedish Danish Hawaiian Chinese guy I think that two or more races may be underrepresented a little bit but forty nine point five percent of our students are Asian and thirty nine point one percent are white we have we have a big English language learners program 149 of our students are currently being served by English language learners twenty about 25 percent of our school and a hundred and seventy-six students are or 29% are considered transitional bilingual of meaning that they are not served by English language they don't qualify they have a three or four and the ALPA and but but are they have multiple languages being spoken in their their homes and our students so we're gonna do this as a little quiz I should have quizzed you on it is we have 34 languages present and see if you can even list 34 languages at all it's a hard it's actually hard to do and that's that's Autobahn Elementary I do want to also show you cut I thought was kind of interesting I took the demographic data from 2016 and then I also looked at ten years ago October 2006 six and it's a significant difference our area is changing dramatically and so as you can see Asian Pacific Asian and Pacific Islander I'm they're proud to be to nineteen 1.1 percent of our of the population just ten years ago and even in 18 years 18 years ago I think that's right the the demographic demographic was very different with eighty percent students who are white Asian 13 - and then Hispanic 4.1 and and so on a taught upon they were taught magical things now you know one of the things that we want to stress is that this list isn't really that isn't a particularly profound list we teach reading we teach writing we teach math we teach science and we teach technology ok well that's pretty nice but one thing that we've been talking about is more that if we think about the history of Education that reading itself illiteracy was a gateway if you did not know how to read you would not be able to access education and your opportunities in the future were were lessened and then writing the power of writing and the B the ability to write was also a portion of that of it's a gateway to opportunity and success we look at math and you had all these these young people are up here we're telling us about about math and science as their opportunity and now they're going to universities that simply I could not get into they're fed that's their opportunity that opportunities provided by us in education for them to take advantage of and we also say that technology is another if you do not if your technology or technical technologically illiterate you will not be able to access the the world of technology which is obviously a big deal here in Lake Washington and this region only worse thing I'd say about this and the reason why I bring this up is we don't have the option of teaching most of it or teaching well we're really a reading school we're writing school we have a responsibility to teach all of these things because we have to do our part in this journey for students just like the students that you saw up here we have that responsibility we cannot skip technology because it's because we're doing reading we don't have that option and that's a ongoing discussion that we've had with our our teachers well let me tell you a little bit about our teachers here we go let me see if I can even get this to work I want to show you what what we have at at Autobahn and what we have is we have a such an enthusiastic group they're so awesome and they're great to work with and it's a this is just an indicator of the type of people that I get to work with every day help me help me powerful is powerful for our you know crazy but yeah yeah Johanna so chemo just real quick before you go to the to the next part I noticed that that video has like sixteen hundred and sixty-five views so keeps us a little bit more about just briefly why you guys made the video and our students viewing it and you know the motivating factor is that in the next part okay great perfect okay is that work okay so one of the things that we that I think is important is from that video it's not just the video because we actually do a number of videos for it's a is we do them for the beginning of the year we do them for the end of the year for for our students we're really doing it for our students and so number one is like stepping outside of yourself trying something different and and so what we've seen is that we've seen a growth in participation and so that's number one this one was a jog-a-thon so we're working with our PTSA to also participate actively in this thing called school because we have a lot of pride in our school and so we also other things that from that video and the reason why I selected that portion of it when you saw our recess teachers as silly as it was for them to put on their vests and throw that ball and just just get it in the hoop that's almost like a really good example of who they are and who they've become they've actually become a group that starts to think about school and working together and so when it comes to things that matter to them the things that happened on the playground or in the lunchroom or or in classrooms working with it with students they have an interest they have a voice in to how we can make it better and so as silly as them getting together they had to coordinate their efforts they coordinate everything now and so it's exciting for us to be I love working with them and so I hope you can kind of see that we're also multi-generational so we have folks you know we have to have people dancing who are just who are young young as can be just got out of college too some of us veterans as well so again that's kind of the culture that we're trying to put forth that we're people who work together so we're building our culture and some of the things a few things that we have is our student culture owl owl I will be responsible I will be respectful I'll be safe and I'll do my best is something that we say every single morning for our students and the thing about our behavior guidelines isn't so much ice its first of all it's bad it's probably bad grammar but the more important thing is that what we found and I've done through - you know different you know action research stuff is that when a classroom is impacted by students not knowing how to behave this goal isn't here the goal for us is not to have just compliant children what we find out is the impacted classrooms where had they have impacted by hate behavior simply do not learn as much I worked at Alcott Elementary we did the same study with a with how far your curriculum progressed and we had some some aspects over curriculum or three to six weeks behind other classrooms simply because those students were having a difficult time learning how to work together and so to me those are important that student culture also includes student leadership our students are out in front they do the announcements every single morning they decide a lot of what's going on at our school and a student ownership one example of that was Safety Patrol we had a little meeting and at that Safety Patrol meeting we only have what about a hundred a hundred kids in fourth grade seventy-four of them signed up to try safety patrol because they thought it was something that we want they wanted to participate in we didn't know where to put them for that meeting I'm gonna give it over to in real quick ID for this section here we talked about culture within the students the AL behaviors the guidelines and building that that trust with students in that leadership at that ownership and when we talk about our staff and our culture within our staff there's we know each other we have the knowledge we have the trust and our working relationships not only trusting each other but trusting each other to tell things that are important to be told and then developing in interdependence really creating a synergy around the building so when you walk into Audubon you have a chance to see it on the wall you hear it in a way that all staff are communicating with each other and this is not just one thing this is many things whether it's somebody new to the building we have a mentor program that allows them to be on boarded with somebody who's been there a long time whether it's an opportunity after maybe something that was challenging for you to go meet with somebody a building mentor to talk to we have our OneNote our technology we we've included some fierce conversation to ideas within our school all of these our goal really is to build a school and staff culture centered around each other and building towards student success one of the phrases we use a lot is we're either working together to create a positive school culture or we're allowing for something not as positive and now I'll turn it back over to my colleagues professional learning communities this one's mine so while we are one school we're many communities we are part of the Lake Washington learning community we have grade-level teams we have java-like teams and data teams and vertical mentorships and the reason why we wanted to share this with you is we are one school but we're part of a bigger bigger community which is in service to the bigger district as a whole in service of the students all right and one of the neat things that we will a questioned we are able to bring all of our teachers together a grade level and build network of teachers well we know what I know personally is that I'm getting better at being a principal but I'm not getting better at being a teacher because I'm not haven't been I haven't been doing that work and so for all of our teachers they're they're experts in their field and they know these grade level curriculum you know how the latest latest strategies for helping students so we always pump the idea that you are the expert knowing them well is another thing that we pride ourselves on our we're working we're working at maybe I'll say it that way our current perform so we have a lot of information about English language arts and math and if you look at our ranges for the past three years you can kind of see these ranges of and really what it right it kind of comes down to is if you look at the bottom there's it's the approximate if we take a look at about where we're at we have approximately five percent in level one this is based on SBA five to ten percent in level two fifteen to twenty percent in level three and sixty-seven percent they waffles obviously year-to-year math and it follows kind of that same a very similar trend there's sometimes they're they're up and sometimes are down but they're following kind of that five percent five to ten percent 15 to 20 and 60 to 70 percent we're proud of the fact that we have sixty seventy percent of our students at level four we absolutely are excited about that but we want to kind of take one more step and so this is what I'm going to do this is a so if I what I do is all those are little owls and it took forever to put those things up there too so I have 65 owls 65% exceeding standard and this is kind of a look at their performance on large-scale assessment meeting standards about 20% and approaching standard 10% and below standard 5% so one of the things that we think about is micro and macro goals and and we're used to macro goals right if we look at a macro goal a goal like we see down below is goal in this subject area we will increase from 85% to 90% of the students who meet or exceed standard as measured by the smarter balanced assessment and that's a that's that's a fairly common goal right that's kind of what they look like the only concern the only thing about only doing macro goals is that we might be missing something because if we think about what this goal is about the question becomes who matters in that goal who matters and if you were to say who matters I might actually make the case that that it's 5% of kids because we're only moving 5% 85% to 90% we're moving 5% and if we think about who matters within that group that hasn't met standard we can also say that it's those kids that are actually closest to the line of meeting standard which matter more than kids who are not as close right and I don't think that's ever the intention of any of these goals for sure that is not the intention of these goals but if we're only moving 5% then I'm gonna pick those little owls that are closest to the opportunity for them to grow above all right well we kind of have to also think about it as a micro goal and a micro goal I sort of made up that terminology I'll just tell you that we have a responsibility and if we believe that we are a student-centered organization we believe that every student can learn and achieve at high levels it is our responsible to help students find connection value and learning and to challenge all students to learn grow and succeed academically we don't have if I look at this kid who's probably the highest little owl that we have do I have the option of saying it's okay lucky you you did well in the test therefore I don't have to really kind of push you as hard as maybe I need to push some of these other kids it's the focus that we that we have to talk about right and here's the thing those those little by the way I didn't do all the arrows there you know there's a lot of arrows and a lot of owls but the focus for us is we need to figure out how we can get after the understanding of individual students and be able to help them move forward and here's the way that we do that the way that we're tempting to do that is really through the data teams and data teams process data teams have fords us an opportunity to number one deconstruct standards so we understand it and it's in meaningful parts to develop a success criteria that is accessible by students students should know what the next step is it shouldn't be a mystery and we work very we're working very hard at it we also have to establish clear out to reach benchmarks and standards we need to allows us to improve consistency and data collection and analysis because we have to do it in teams we're not doing an isolation I know as a teacher that I used to have like like terrible terrible results on my tests and you know I did I resubmitted the test to them a they wouldn't know what they were supposed to know and then B I shifted the weighting on the tests so it made it seem like they they got it you guys got it right now that was unethical that was a long time ago that was unethical but when you work in teams you're able to to provide consistency and then when you if I identify the learning needs of these students you can share instructional strategies that's the data teams for us that's been done like a five year process for us started before I was at autumn um we also believe in them and this is we won't spend a lot of time because I know you have heard of growth mindset but there is growth mindset is a is is an underpinning of that it's the power of yet and so for us we believe that children can learn and we believe that students that with with with with effort we expect students to achieve not just feel good about school but to achieve they were not alone I wanted to give a shout I don't know the hall you stay that's so nice of you our PTSA autumn on PTSA has been very supportive and collaborative with me I read they're great and so the best part with them is that they listen to us as teachers but they're very focused on the student experience and and growing that and I think probably the one thing I'm really really really really really proud of is that our leadership actually represents our diversity and so when I look at like I have a like our we have our presidents once from South Africa there we go and one is from Israel and we have we just the last was from New Zealand another from Scotland their family from Scotland our pts a borrowed also is in India if you want to learn about different nations just and their perspectives and different school systems India France England Japan Italy and more it's it's it's a cool place to be because the world has come to us in 2016 we did win the Washington Cheban award for overall excellence high growth and English language acquisition there it's a mysterious sign we've also learned won that award in 2016 15 13 12 11 and 9 and we're proud of that fact but the but the question is is that what we're looking for is that what we're seeking is getting a green banner and these and these awards kind of the be-all and end-all and the thing I we will always say is that that's not the Madge the magic isn't getting awards or somebody telling you're doing a great job the magic of Audubon is really bound in our relationships our relationship with children knowing what makes them tick in order to make them make the most impactful decisions that shape their future our relationships our professional sharing the best of us so we can be our best for students our relationships while the community to help and support parents in this important aspect of their child's journey that the children don't belong to us they belong to somebody else and we're just helping in that process and of course what story would end without they lived happily ever after so thank you very time well thank you um all right so thank you chemo Thank You Ian and thank you to your pts a leadership who's here as well just thank you thank you all right so um our next item is public comment on a monthly basis the board of directors provides an opportunity for public comment during our board meetings this time is reserved for the board to hear from the public there are multiple avenues in addition to this kind of time for you to share comments opinions or concerns with the board these include emails calls or letters please know that public comment isn't a Q&A session with the board and that's really just because this is our business meeting other avenues particularly email are much more useful for conversations so we're not going to respond to comments that we hear tonight because our goal is to listen and hear from you and then to finish our meeting before 10:00 typically we allow up to 30 minutes on the agenda for public comment but we don't have anywhere near that many of speakers if you're speaking on a subject that's already been addressed by a previous speaker please do focus on whatever aspects of the topic haven't already been covered saying the same thing over and over and over isn't helpful for any of us all right and in order for us to hear from variety of individuals on within this thirty minutes we allocate three minutes to each speaker over on the side there is a lovely little stop sign when you have one minute left it'll go from green to yellow and when you have zero minutes left it'll go red when it goes red please do wrap it up you don't have to stop immediately but you know get to the point and this isn't as I mentioned at the beginning this is not the end of the conversation rather we always appreciate having your comments in writing we also appreciate hearing from you by an email our board meeting will be going into hopefully not into the wee hours the morning you are welcome to stick around until we're done with the rest of the exciting business if you want to call or us on the go that's basically how it works now I want to thank you I have seen a fair number of these sign-in sheets over the last 10 years and this is the first time that the attendance area has been given his board room thank you do you made my day what we mean by attendance areas what's your home school you know I am assuming that you want to speak to the Redmond school boundary changes you're probably from an elementary school somewhere in the Redmond district so we apologize that attendance area isn't easily translated from the board to ease so when your name is called please push the podium in the middle the microphone is hot you can just pull it down or up to whatever height works for you it's pretty sensitive microphone you don't need to eat it and you your time will start and the timer will start speak into the microphone give us your full name and your school attendance area just for the record I be aware we're all being broadcast this is something where the comments are part of the public record it will be on the streaming for the meeting see it finally some of the important details on it's important for all community members to feel welcome and safe during the board's business meeting so we do not take public comments on issues related to personnel or individually named staff at board meetings your that's really just because it's not an appropriate forum for that I don't see anybody who's suggesting they're going to speak on that so that's not a big deal so with that a preamble the first person signed up to address the board is we go if you'll come to the microphone and again just state your name in school attendance area and then tell us what you want us to hear for three minutes sure thank you very much for this opportunity to speak here appreciate the time my name is Hui I got my PhD in 2006 from how state entry signs are living here in Redmond my peers are two kids attending Norman Rockwell Elementary so I'm here today to make a comments about recent proposed changes about school boundaries in Redmond so what I see is although there's a criteria listed clearly to balance demographics to balance income level but you offer all four proposals right now in the second round I didn't see that happening really why I'm seeing not because for example the nos Randleman elementary it's the new windows Redmond it's expected to have up to 20 percent free lunch and reduced lunch students in all four pop in the four proposals on the contrary at the same time the other new Elementary School in Redmond Ridge it's expect to have at the most 5% in this category they're both new screws remind you here is both have the same neighborhood of the like high income families in the tech industry I didn't see them be materially different but they're being treated differently in whole process so clearly one of them is unbalanced so like I'm wondering here is like like why this is happening and what I see is actually the unseen being different between the two schools at this moment causing this diversity and equality imbalance is that the Avondale corridor a large portion of that community is assigned to not Redmond Elementary which is three miles away from Avenue corridor they're not connected in any way in any fashion which is almost identical to the same school in red vitamin-rich which is just four miles away just one out being different but it's causing such huge demographic differences and causing you quality in the schools so that's why I'm seeing is like this is clearly a failed mission that is to balance demographics to balance income level in the new schools not to mention the existing schools that we have okay today so I'm bringing up this matter to the board because I'm bringing the attention here because in the first round we already gave us feedback to the boundary comedy but clearly like in the second round all the four proposals we didn't see this issue being addressed properly at this at this moment so I highly suggest that at least the two new schools that we have in school in Redmond School District they should receive the same treatment in terms of balancing demographics and income levels if not random and is this ratio I do expect that the brennaman reg have a similar ratio and maybe like which is speaking about Bloods like maybe the best looting is in a different patterns in the two new schools which would even consider maybe balancing all schools in random and maybe which would further split up the Avenue corridor to make sure that every school have its own corporate demographics and income level patterns doubt okay thank you very much for your attention and your consideration is highly appreciated thank you thank you the next person signed up to speak is Krishna Midori did I mangle that name it very much looks like Krishna and Midori okay um in the absence of accretion imagery um new lakshi Saluja okay we have had some yes okay if they put issue you would like to address they were parents who signed in not knowing what this was for that's great okay so thank you for bearing with us as we work through this those are probably parents of natural merit kids all right but we do have another person salmon Eastman please I've got a simple request life changes going on in my life and my kids lives and in order for a parent to begin homeschooling their child all they have to do is speak with one person and that person requires just one signature and I'd like the board it realize that there are two parents these children and just a simple request that in the future and other things can't be changed now but in the future that I hope the school district can make the change that there are two parents that sign a home school form and it's that both parents agree with that decision and my kids have been homeschooled for six months now and fortunately mom's decided to put them back in school for at least two or three classes the youngest is that Rosa Parks Elementary and she's not attending this year she's strictly homeschooled the two are in Evergreen middle school and they miss school they want to be in school they like school a lot and you know it for one parent to have that complete control it puts them at a real disadvantage not only for personal reasons but also for their education I believe that all kids need to get the best education they can and not all parents can provide that singly about themselves and that I do you think that a whole community does a better job at raising a child in a public manner lots of personal reasons that people decide to home-school and I've got nothing wrong with that but I do believe in a family when it's a mom and a dad that should require two signatures from one signature from each parent in that home and I believe that President Carlson you and I've talked about this on phone Thanks that's an email to you bet you might not remember not my phone sorry hard to reach on the phone but it's not the state doesn't like to mess with these rules and I know that the school district can hopefully implement a policy change that they're required to signatures on those forms right it's very easy for parents you decide on their own home school kids and I think that puts the kids at extreme disadvantage for if you know this rarely happens but if a parent decides to home-school for the own personal reasons versus what's best for the kids that they can't do so very easily and that's it okay thank you thank you very much yep does somebody have his contact if I was going to say we need your email I don't think it's our rule I think it's a state would find out more yeah what I'd like to do is make sure I don't know that we've got your contact info on this you can give it to Diane but if you could just get an email or something I'm given my for it to be a latte if that's what's required but I was hoping that school districts couldn't make the policy change on their own yeah the administrator who oversees our home our declaration of intent to home-school process does make contact with you if you haven't already yeah talked with administration hi I'm busy and so I suppose the right person so obviously just make sure we have your contact and have start follow-up okay thanks thank you okay Tracy could you follow up on what our what our policy is and board briefs - yeah sure yeah I can follow up on that there is what am I trying to say like a state form that people get connected to and then there's a process but I will follow up with you so you understand you know what the process is and there might be some individual situation that follow up we can do on this beyond the kind of the blanket process policy okay okay thanks so with that is there anybody else who did not sign up who wishes to address the board please come on forward yeah exactly again since you haven't signed in please do give your name and yes sorry about that I forgot this i forgot my name is Lillian by I'm a hardware engineer working for Microsoft and I have a degree a master's degree in electrical engineering which I was deciding to stay here some couple students earlier talking about become an electrical engineer which is pretty cool okay so I'm gonna talking about the same problem which is a boundary problem the you know first person mentioned so I'm not gonna repeat there's actually only one simple principle for me to just keep the kids close to the neighborhood and I had the keys go to the nearby school that's the only principal I think we should follow and that's also should apply to the quest program which I want to mention right now there's a big concern on the current proposal with all the four scenarios for the Qwest program which all the quests on a white society which is no including the ramen l know what rockwell and in Mansi and also the Einstein all those hosting schools with the current student going to quest has to travel to the east side you know which is a router for the proposal that's gonna add extra one-hour commute at least every day for those kids to travel back in the first and my daughter is currently going to the Elementary in the quest program and as a pretty good program you know I've definitely want her to continue the program but if that's gonna add actually one hour commute every day I'm really seriously thinking about as they pull her back and just let her go to the home school and which you know I'm pretty sure all the high school students earlier has been benefited a lot from the quad program make some of them may or may not so that's definitely one thing need to consider with hundreds of students Kearney go into the quest on a website they should have the home school on the white side it's tough you know going to the east so that will reduce the commute and cost less problem the traffic as well so I hopefully you know I know the boundary community is here thank you very much so hopefully you know you can reconsider country consider the proposal and have a better boundary discussion so alright thank you very much thank you very much and that's something I was going to suggest it's a number of you are interested in this topic because we do have John here we're about to have some exciting stuff downstream like reading the donations there's a small window in there where you can touch base with John on where the program is what the next steps are going to be and he can go to a couple discussions around there committee got discussion which is pretty good but hopefully you know I'm for any you know the May discussion they feedback nothing's been yep taking care so thank you thank you very much okay do we have another are there angles of this if it's already been covered you're welcome to say yes I second that okay hi my name is Jing and I'm a parent of a quest student my daughter currently is a fourth grader and she is enrolled in Redmond elementary her homeschool is Autobahn and I really am happy to see that Autobahn get to present she spent two years in Autobahn and she was deeply attached to the school it's a great school and my topic of discussion or comment having to do with the boundary and the quest as well but I wanted to share my personal story or our experience as part of input so she was in Autobahn for two years and at the time we we stayed in apartment so the 2015 boundary change pushed her from Autobahn to ban rush and she spent one year there and she has four question and she got in so it was a family consideration we decided to put her to the cross program so she started she spent two years at remand this is her second I mean this is her second year she's the type of a kid that's really attached to people and she you know loves her teacher loves her friends and she'll hug them all the time so I feel like if she has to be pushed to another school I think that she will not be very pleased not to say she will not survive you know but I feel like it would be it would be a disappointment for her that because she grow into that environment she loves her current environment he should grow into it but thinking back about how her relationship at Autobahn and with that school and and even some of the kids still her best friend is is from Auto bond and they shared ymcx and and a particular a couple of teachers I just feel that it is I would appeal to the board and the committee to really think about moving these kids around so much and and I understand that there are other things into consideration but that is our experience and I wanted to share with you well thank you it's a valid concern so thank you shit thank you very much okay it's similar issue but I want to point through other points name my name is Ming maccaption and my daughter is home school is in the Rockwell elementary and she's currently go to the rest program in Redmond Elementary thanks for the new I read through all four new proposals they're about a 19 quest program class and from 11 to 15 for 1112 certain 15 class is going to be in either our cut East Redmond reach and well Bert all three school is touching the east boundary of the district and it's a majority people need travel through all over the district to that edge of the boundary that doesn't make sense to me and I'm a software test engineer and I always considering about the worst scenario consider those people that furthest from those school then and sometimes they don't they need some alternative way like take the school bus those were kind of really really hard for them and that might cause people to job off the quest program just because of the extra time they need to get to the school well thank you it's nice to see someone who takes boundary cases professionally all right okay my name is Amit so I come here to echo the past the three parents I just want to bring one number we have an email sent out to the cuesta program and to Jung - Heather - - to a couple people on the email list is I think it's about a hundred twenty parents representing those families you know crash the program and most of the parents are our families are in the education hell redmond downtown where's the opinion of the new boundary-pushing or this kid the cuesta programs kids go to the Easter site and we are all concerned about the traffic and all these after-school programs that our kids are attending it will totally destroy our lives and many people are saying what can we do so we put together a email explaining our concerns and we also put some proposals basically the idea is put at least one test quest program on the education Harrow area so we can continue that and for the middle school we want and at least to keep the Redmond middle school so our kids can continue go there just to make our life easy that's it thank you thank you all right well thank you so much and as I mentioned feel free to grab John in the hallway as we get into the fun bits of our meeting and please do follow us up with oh yeah exactly I'm sure he'll be back for this report yeah anyway and also again this is something we're sending email coming in speaking to us we we have a sense but really concise emails framing the problem and I do always appreciate it not getting 120 of the same email one email has the same point if you cut in pace to trust me eventually we notice so but we hear you so we'll see what options there are as the process moves forward it's not cut and dried yet so with that anyone else wishing to speak to us on any other topics okay seeing none we'll close the public comment second portion meeting which brings us to the consent agenda I'll entertain a motion to approve the consent agenda so moved second moved by director Barnard seconded by director please mayor and way too slow director Liberty so dr. Pierce will you please pull the board Nancy yes Eric yes Chris yes sir mark Siri yes okay and per our usual custom dr. Pierce will you please review the donations yes if you turn to tap six you'll see the donations that the board is approving this evening totaling forty six thousand five hundred and eighty nine dollars rounding to the nearest dollar we have a five thousand seven hundred and sixty two dollar donation from Lakeview elementary PTSA to Lake View Elementary to purchase classroom playground and emergency supplies printing services and to support field trips 17 thousand and five hundred and excuse me seventeen thousand five hundred and five dollars from Rose Hill Elementary PTSA two or so Elementary to provide stipends for choir math watchdogs to reimburse copier supplies purchase classroom supplies library books scholastic news and to support school assemblies and field trips fourteen hundred and fifty dollars from Englewood middle school pts a to Englewood middle to purchase copy supplies library books classroom supplies and to provide fee waivers for students in need eighteen hundred and seventy one dollars from Lake Washington High School pts a to Lake Washington High School to purchase classroom supplies and finally twenty thousand dollars from Verizon Innovation learning app challenge to Tesla stem high school to provide staff development to purchase 3d printers laser cutters and micro electronics so all total tonight forty six thousand five hundred and eighty nine dollars thank you and as always thank you to community for your support it is very much appreciated and makes some of our programs possible that are not otherwise physically feasible all right so again we appreciate the generosity the community and that brings us to our non consent agenda and the first item on the non-consent agenda is the review of the 2018 Le'Veon bond measures great so Barbara's going to come up and get the presentation set up and we're going to co-present here so we'll give her just a moment to get up here into the presentation brought up while Piper is bringing that up I will distract the board's attention to tab 7 which is where the situation recommendation is and the resolution language for the three measures that will be presented to the board this evening well there's a situation recommendation and a recommendation the recommendation is that the board takes formal action at the October 16th meeting so the board actually we're not asking that were to take formal action tonight this gives us an opportunity following the multiple study sessions that we've had with the board and the work that we've done with the bonded levy Advisory Committee this gives us an opportunity to do a public presentation and then ask the board to actually take action on the measures and the formal resolutions at the next board meeting so you will see that the resolution has draft language in places as we're still just finalizing specific language with our bond Council and so forth but those are I'm just I'm just trying to feel some time here but that's just to let you know that you want to are not actually asking you to take formal action tonight can Cirie get a cup of coffee sorry as long as you bring me a cookie all right thank you for the sauce we're having some minor technical difficulties bringing the presentation to all of the monitors but it looks oh there we go yep I think it's titled 2018 right good choice okay it looks like we have a presentation ready Thank You Barbara sorry about the delay but we will go ahead and and get right into it so this is our 2018 bond and Levy recommendation and I want to start with just a couple words about school funding in Washington we rely on federal funds and state funds and local funds to operate the district and if you go to the next slide I want to take just a moment to say something about the state funding which is not our focus tonight our focus tonight is local funding and our local measures that we're planning for for February 18 there's been quite a bit in the media though and the press about the state legislature and the work that they did in this past session and the McCleary solution what they're calling the McCleary solution so everyone will remember that there was a lawsuit against the state saying they weren't fulfilling their constitutional obligation to fully fund Basic Education in Washington State so during the last legislative session the legislature did adopt biennial budget and in June on June 30th after as they're into their third special session and the budgets an attempt at meeting the McCleary requirement to fully fund basic education for all 295 districts in Washington State including staff compensation so they passed the biennial budget and passed an education funding plan which they're calling the McCleary solution which outlines a long-term plan for funding of schools and so the the work that we've done is based on and assuming that we're gonna see some additional funding from the state for basic education so I just wanted to lead with that although state funding and how that all works is not the focus of our presentation tonight so our our focus is local funding and local funding irrespective of what happened at the state level school districts are always going to need local funding because the state doesn't pay for things that aren't included in basic education or what they're deeming basic education so that's why we place the board places levies and bonds on the ballot because we rely on that local funding to operate the district and run our programs and build our buildings so go ahead Barbara the last time we placed a measure in front of the public was in 2016 and it was a bond measure and prior to that in 2014 we had levies and a bond and we'll get into kind of some of our history with bonds in just a minute but it at the time we placed the bond before voters in 2016 we made a commitment to the community and in that commitment was that we would build schools continue to build the schools that we need to accommodate our growing enrollment and continue to provide quality learning environments and experiences for our growing number of students and families while maintaining the tax rates so at that time we said we're not going to increase the tax rate well I've got better news tonight and sort of an updated 2018 commitment to the community as part of our building on success plan which is our plan to build schools and continue to provide quality learning environments and experiences for a growing number of students and families however we're going to be reducing the overall 2015 tax rate when you look at our local measures and our levies and bonds so to network you know and pack both what the levies are for why we need them and what the tax rate implications are as well as what a bond is why we need it and what are the tax rate implications okay so again there'll be three we're recommending that the board place three ballot measures before voters in February of 2018 that includes a bond which is the second of four planned bonds and we'll well we left off some digits there sorry about that it says 206 and what it shit should say something got cut but the second of four plan bonds the long-term plan included a 2016 bond a 2018 bond a 2022 bond and a 2026 bond and this is the second of those four planned bonds also a capital projects levy which is a replacement of an expiring levy so it's replacing the levy the 2014 levy which expires in 2018 and finally in educational programs and operations levy which replaces the expiring 2014 levy as well so we're to start just with a little bit about process so we've put together the plan that you're going to see tonight and that includes board input that you know we've conducted the to study sessions prior to tonight and we worked with a bond and levy Advisory Committee that committee included parents community members staff members and what they did is help provide feedback and advice on the plan that were ultimately bringing forward to the bond they reviewed survey information we've got a little bit of that in part of our presentation tonight and community input they helped us consider the overall cost and tax implications of the plan that we're putting forward and they provided expertise and perspective based on their professional rules so we had representatives from our cities PTSA representatives representatives from the community so everyone was able to bring their expertise and perspective to the table we're gonna take each of these measures one by one and I just wanted to start with one slide that gives an overview of what the measure is and what it pays for and then we'll dig into the details of each measure but the bond measure again is the second of four plan measures and bonds provide funding for construction of new schools and classrooms needed to address growing student enrollment we don't receive state funding with the exception of state construction assistance funding today I don't want to get into all the details of that but the legislature has not approved a capital budget still and how that works is you first have to secure the local funding then you can apply for some construction assistance so you'll see that's an assumption built into our bond plan this evening the second measures the capital levee or the capital projects levee again it replaces a levy that's expiring and it provides funding for district technology and facilities that aren't funded by the state and then finally the educational programs and operations levy replaces an expiring levy and it provides funding for important programs and operations not funded by the state so we'll start with the bond measure what is it and why do we need it so bonds fund construction of new buildings and classrooms they provide financing at lower interest rates in their black-backed by the pledge of the issuer to raise taxes to fully repay the bonds interest earned on bonds is tax-exempt and as a district we have a high credit rating we've got a triple-a Moody's rating and a double A+ rating from Standard & Poor's what that means is that we enjoy lower interest rates due to our high credit rating the law says that total outstanding bonds may not exceed an overall debt limit of 5% of assessed valuation where we are as we have less than 1% of unlimited general obligation voted bonds as our total outstanding debt bonds also require 60% voter approval to pass and they require turnout of 40% of the most recent state general election to validate so that's just a big picture what is a bond and now we're gonna get into why do we need a bond and what is specifically included on the 2018 proposal that we're putting forward so you you probably remember this slide from 2016 we are a large district we carry cover seventy six square miles we have 52 schools we serve families and students from Kirkland Redmond Sammamish also we've got families in unincorporated King County and a little slice of Bellevue and we're the third largest district in Washington State and just over the past three to four years we've grown from sixth largest to third largest we're still waiting on our final October numbers we don't know if this next year will grow to second-largest but certainly and then you future it's looking like we will become the second largest district in Washington State so our enrollments been growing and every year we update this chart to show that historical enrollment growth so for many years our enrollment was pretty stable and over the past several years we've been growing significantly and so you can just see how that trend is continuing into 1718 when we look at our numbers specifically you can go to the next slide Barbara we are looking at our ninth straight year of enrollment increases we will not have our official October count until next week next week today is actually yes today is official count date and then we just need to validate the numbers and so forth and then that will be our number but if you look at just the past six years we've grown by about one hundred and six excuse me six hundred and twenty-five students per year and that trend is looking to continue so we have done I think it's important to keep in context what we have done in recent years to address our facility challenges so I just want to quickly go through this back in 1998 to the 2006 timeframe we were passing bonds and we had all of our schools on a modernization cycle at that time we also during that time frame based on enrollment numbers added another elementary school at the time it was Rosa Parks so that's you know many years ago now then that cycle continued in the 20 2006 to 2014 time frame where we passed a bond for the second phase modernization we remodeled replace to another 11 schools and we added Carson Elementary at that time as well then following at that time we had our bonds at an eight year cycle and based on enrollment projections and the growth that we were seeing coming in the future we attempted a bond in 2010 to do a number of projects that you see listed there including building two elementary schools and unfortunately that you can see the color coding there at the bottom that funding measure didn't pass so following the 2010 bond failure we ran a six-year capital levy in 2011 and that levy passed that allowed us to build additions at Eastlake in Redmond High School and it allowed us to build Tesla stem high school and the reason we added high school capacity at that time is part of the plan was to shift to four-year high schools so we wanted to add more capacity at the high school level move a grade level out of elementary so instead of serving k-6 at elementary moved to serving k5 that freed up some space at the elementary level at least temporarily so we passed that six year levy in 2011 we reconfigured to four year high schools in 2012 and then in 2014 again anticipating growth and planning for growth we attempted actually to bond measures we attempted a bond measure you'll remember in February of 2014 that unfortunately didn't pass and when we try to get an April of that same year unfortunately that didn't pass and so once we had that experience in 2014 we knew that we really needed to listen to our community and learn what we needed to do differently and come up with a plan with our community to develop a long term strategy moving forward knowing that we're experience this variance in this growth so in 2014 we convened a long term facility planning task force and they worked with us to study analyze and make recommendations for projects through the long term out through the twenty twenty nine twenty thirty times rame so you'll see that the bond plan and the four phase plan is really rooted in the work of the long term facility planning task force now knowing that that plan required requires a number of bond measures to pass we also knew that we needed to do something more short-term because even if a bond passes it takes some time for those schools to be built so in 2015 we implemented we did a pretty significant boundary change and implemented a short-term space plan so you'll remember from that we did the addition at Redmond elementary we added I'm just blanking on the number of porters the two portables I believe yeah a lot of portables green portables across the district and we did some interior building modifications to create teacher planning spaces specifically at Evergreen and Juanita so we could get a higher percentage utilization of classrooms again that's just a short-term band-aid until we could get some longer-term projects going by passing a bond measure which thankfully we did in 2016 we passed a bond to build two new elementary schools a new middle school rebuilt an enlarged Juanita high school Meade and Kirk and to provide new modulars for Explorer and to refurbish the old Redman schoolhouse for preschool so that bond passed and those projects are all underway and making progress and I believe it was the last board meeting or maybe the board meeting before that we did we've got some kind of periodic updates so we can make sure that our community is kept up to date on the progress that we're making with building those projects so now here we are in 2017 and what we're doing right now is redrawing new boundaries to accommodate you know fill the new elementary schools and new middle school and we also are in the process of developing another short-term plan so at the last study session with the board we talked about that short-term plan and what we need to do potentially in terms of adding more portables and because even though we're going to be recommending another bond in 2018 again this is a long-term plan and we're really not going to be in a place where we're fully reducing our reliance on portables and able to fulfill all the recommendations of the task force until all four if you are all the 2018 and the two subsequent bonds pass so I know I just think that's important to keep all of this in context of what's been done what we've attempted and where we are today so with that a little bit more about the task force it was a 63 member task force that collaborated with the district they worked for nearly a year community input and feedback and presented a final report to the board in February of 2015 so that long term they their overall recommendation was to build more schools and their recommendations for projects take us out through the twenty nine twenty twenty nine twenty thirty school year they also recommended not just that we build more schools that wit that we increase ways of being very intentional with our planning explore creative options make sure we're using our space efficiently make sure that we're building schools that are well built and cost effective in terms of design and so much of what you've been hearing in those facility updates in terms of the design and construction advisory and a lot of that work is rooted in the recommendations of the task force so this slide shows you what projects were part of that April 2016 bond that was a three hundred ninety eight million dollar bond that adds space for three thousand students the 2018 bond that we're presenting to the board includes the projects that you see listed here in addition at Lake Washington high school a new Elementary in the Lake Washington Learning Community remodel and replace an enlargement of Kamiya can middle school a new choice High School in the East Lake Redmond region a remodel or replace and enlargement of Alcott Elementary special education learning spaces land and site-specific contingencies that we build into the program so it's a twenty excuse me two hundred ninety nine million dollar bond that adds space for 2100 students now these projects were mapped out based on the projects that the facility planning task force recommended we then put them into a long-term funding plan and so the 2018 bond is the second of the plan bonds we do know that as we continue to grow we want to midway through this plan re-examine and reassess so we do have a draft plan for future projects but those 2022 and 2026 bonds are also sub to change based on updates because there's a long this is covering a long time span but these are the recommended projects that are part of the 2018 bond so just a reminder that April 2016 bond did pass and it received sixty six point two eight percent voter approval okay so here's a breakdown of those twenty eighteen bond projects in terms of twenty sixteen dollars and what makes up that two hundred and ninety nine million by project so these are estimates at this point and we are factoring in the state construction assistance of fifteen million dollars so the total project cost is three hundred and fourteen million considering the state construction funding assistance of fifteen million that's where we get the two hundred and ninety nine million dollar figure it's gonna move on and then we'll we can address any you know questions or comments from the board at the end so that's the first measure that's the bond measure the second measure is the capital projects levy so a little bit about what it is and why we need it go ahead Barbara capital projects funds upgrades to major facility systems on a life cycle basis accessibility safety and security upgrades site improvements in athletic facility upgrades as well as fields and so forth and so we've got a future slide that breaks that up a little bit but there is a facility component to this capital projects levy and there's a technology component to this capital projects levy and the technology portion funds infrastructure technology infrastructure equipment training student computers professional development for staff and instructional program and software and programs levies require fifty percent voter approval to pass and again this is a four year renewal cycle so every four years the previous levy expires and we seek a replacement levy or a renewal of the existing levy so I won't read you all of these words but I will tell you that the facility portion of the capital projects levy there are four main categories of things that are funded building systems and improvements school and program improvements code compliance Health and Safety and site improvements athletics and play field upgrades so this funds we don't receive state funding to to do these things so that's why we need the levy dollars to do these things so if you go to the next slide this is a similar slide for technology the four excuse me five main buckets or technology infrastructure and support equipment instructional software and support business and technology systems and technology training and professional development so I want to share just a few pieces of data and this was shared with the bonden levy advisory committee because we did ask some questions in terms of level of importance from parents and community members to help inform the proposal that you're seeing tonight so we did a survey specifically on capital projects levy we had 12 193 responses from parents staff and community members and we we asked about you know how important is this to you so for example providing resources for instructional software to support curriculum the board knows as you've been approving curriculum adoptions that have come forth all our curriculum now has a pretty significant technology component where students are accessing software and programs and visuals and all sorts of things online this is an important thing for parents and community and staff we also asked about go ahead Barbara professional learning because we want to ensure that our teachers and staff that are working with students receive training and professional development on how to best integrate technology and best use those resources so again this is important or very important to our community we as you know in 2012 began our one-to-one program student to a computer program laptops for all students grades 6 through 12 and it remains important and very important for our community that we continue that and that's funded through the capital projects levy we also asked about access for elementary students and one of the things that you're going to see in the recommendation is that we actually increase the ratio of student computers at grade 5 still have a cart based model but as students are getting into those upper elementary grades we hear quite a bit from staff particularly and and parents about access to computers so that'll be I'm something that gets funded through this levy as well go ahead Bart Brown it's a replacement cycle so technology changes very quickly and we want to make sure that we've got our devices both for staff and students on a replacement cycle that is an important thing as well as you can see from the survey people agree that's important go ahead Barbara a safe and secure computing environment that you can see is very important it's very important to us and it's very important to our parents and community so now this next portion of this survey is shifting to the facility questions providing warm safe dry learning environments it's obviously very important and people in green agree that that's important and so having funds to replace roofs to replace HVAC systems and those kinds of things that's part of what's funded in the capital levy do you have a question no I just want to point out that I really want to meet that seven-and-a-half percent of people who think that warm safe and dry is not important or even only somewhat important anyway suddenly half percent of people weren't paying attention we also asked about safety and security so through our and you're gonna actually see this in a program report later tonight when we talk about safety and security but we through the 2014 levy we funded a number of safety enhancements and through the previous levy that's why we why we have cameras in our high schools that's why we now have keycard access and interior door locks so all of those things are things that we don't receive state funding for if we want to do those things and continue to do those things they have to be funded by the levy and people agree that safety and security is important as well as replacement of aging systems and I mentioned that as well so this you know just the one that the the final I think this is the final slide for facilities we also asked about field upgrades and play structure replacements because those are also funded through the levy and we don't receive state funding for them so and we were able to there's one more thank okay thank you eyesight obviously traffic flow and parking improvements that's another use of levy capital levy funds and that's also important to people okay so these next two slides break out the specifics of the capital projects levy if you read from left to right you'll see this is focused on the facility portion it specifies the category and then it prides a provides a little more description of what is funded specifically so I'll just highlight a couple of examples so in the category of site improvements athletics and play field upgrades that's how we renovate our tracks that's how we upgrade parking and site lighting site drainage that's how we upgrade things like Stadium bleachers walkways turf tennis courts when you look at school and program improvements I think this is an important one when we think about our short-term facility plans this is how we pay for portables so the description there is to enhance the education program address emergent building needs so as we're needing additional space in particular school or schools we add portable classrooms or we replace aging portables that's where the the money comes from the capital projects levy to do that so this gives you a little more information about the specifics and what will be funded and what the cost per year and then what's the average total cost per year the next slide does the same for technology and I'll just highlight a couple of things here technology infrastructure and support that's how we make network security management system improvements we have a big technology operations operation when you think about the number of staff we have and the number of students in the number of devices that are out and being used so when we look at things like cloud storage and security all of those things in addition to just the devices themselves all of that's funded through the capital projects levy so in that equipment portion that's how we replace staff computer student computers that allows us to expand we have security cameras in there as well Print Center printers all those kind of things that it just takes to to effectively run the district so you can see by category what are the specifics that are funded there and professional development is included there in the last portion okay so just real quick Barbara goals so the total this breaks out the cost per year by category and then the average cost per year for the capital projects levy okay then finally is and I want to say last but not least because this is a very important part of our school district funding is the educational programs and operations levy so you can go ahead so what is it why do we need it the educational programs and operations levy funds all those programs and operations beyond the program of Basic Education that the state doesn't fund so there are many staff including special education staff including substitutes there's compensation beyond the program of of Basic Education there's professional development special programs all of those things things like our new teacher support program all of those things are funded through the educational programs and operations levy now the state did put as part of their McCleary solution put some new limits on what districts can collect through educational programs and operation levies so the state limit is a dollar fifty four thousand of assessed value or $2,500 per student whichever is less and we'll get into what we're asking for from our community in just a moment levees garner after garner 50% of approval to pass and again it's renewed every four years so this levee replaces the levy that's expiring their state also as part of the McCleary plan is getting specific about the categories of things that can be funded through the educational programs and operations levy so I won't read all of these to you but they specify additional staff for class size reduction and beyond prototypical you know funded staffing ratios professional learning athletics and extracurricular activities are all funded through this levy additional course offerings you know extended school days and so forth so we'll unpack this a little bit but we've aligned obviously our plan to the state approved categories so if you go to the next slide this looks very much like what you saw for the education or for the capital projects levy but this shows the categories so we've got five categories of things that are funded through educational programs and operations and then a description associated with each so I want to highlight a couple of things here if you look at staffing for program safety and security that's one category the way we can maintain so kind of keep our status quo in terms of classified staff and certificated staff levels for programs that are beyond basic education including special education highly capable or quest English Learner programs those additional staff are funded through the EPO levy also it's how we we receive very little funding for substitutes and we know state funding for substitutes and we know that when a teacher is gone there needs to be a qualified substitute in that room and so we spend proportionately much larger dollar amount for substitutes the what is actually funded from the state and that's what's needed to operate a school effectively nurses school nurses and health room staff so that increases to health room staff and those things that we've done as well as campus security all that's funded through this levy professional learning I wanted to mention that and we've had this conversation before that we have our teachers come in for five days prior to school actually starting that's not funded by the state so basic education would be teachers show up on the first day of school along with their students and everybody's ready to go and we know that that's not realistic it's not feasible we pay teachers to come in the five days prior to school starting so they can look at data and set up their rooms and participate in professional learning and be ready for students to actually start school on the first day of school so those additional days for staff are funded through this levy our new teacher support program that's our mentoring program for our brand-new teachers part of our goal to recruit hire retain highly effective personnel we provide a one to one mentor consulting teacher for our brand-new teachers that's not a state-funded program that's funded by this levy mentioned athletics and extracurricular activities and so you know maintaining what we currently do is what we're seeking to do through this levy and I do want to highlight one more thing and that's the additional course offering so as you know there we convened a college and career-ready task force and they looked at all the implications around the new twenty four credit requirement for for graduation so state graduation requirements increased from 22 credits to 24 credits we currently have a sixth period high school day there's four years of high school so that means you have now 24 spots to earn your 24 required credits and they increased some of the requirements in certain areas which decreases elective offerings for students so we had a task force look at art what options we have to provide more flexibility and more option for our students and they are recommending that we implement a seven period day for our high schools we've extended the work day for our teachers as part of our recent collective bargaining agreement that was settled in the spring so we have that part in place and then now what we need to do is actually be able to hire the additional staff that it's going to take to provide a seven period day and I order to do that we would need to rely on educational programs and operations levy funds so you'll see that's a line item now in the in the levy plan and then early learning is the final category so this shows the cost per year by category and then the average cost per year of sixty three point five million for the e P and O levy okay so the next thing we want to do is talk about the tax rate information so I led with we're actually going to be reducing the tax rate so we want to show you how how we're doing it that and what the assessed valuation assumptions are behind all of that so if you go to the next slide what this shows is if you look at 2017 in 2018 that's what was approved in the 2014 levy so those levies are expiring in 2018 and the bond plan that we put forward in 2016 is included here as well but you can see the rate per thousand and Barbara's gonna unpack this a little bit more for us in terms of what do we mean by rate per thousand but we're going to be decreasing the rate per thousand for the educational programs and operations levy from a dollar 26 per thousand of assessed value to a dollar three part of this is an in response to the anticipated increased state funding as part of the McCleary solution however is you just saw there are many many items that are not part of that McCleary solution that we can only do through a piano levy however we are able to decrease that in response to the state plan and then you'll see that the capital projects levy remains at the fifty nine cents per thousand of assessed value and the bond remains at a dollar thirty so when we talk about total tax rate the commitment that we made previously is we were gonna keep the tax rate at that 316 per thousand of assessed value however we're actually now able to decrease that overall tax rate from three dollars and sixteen cents to two dollars and ninety three cents so this next part we just want to unpack a little bit how the assessed valuation assumptions play into this and so I'll let Barbara speak great so I'm gonna talk a little bit about how local school taxes work because sometimes there's some misperceptions because for school districts things are different than for other jurisdictions for school districts we establish a total amount that the district can collect and that's what the voters will vote on is the actual total amount that a district can collect so for example our a piano levy is sixty three point five million which is the average per year and that's typically expressed then in a rate per thousand of assessed value so our EP no levy is a dollar three per thousand of assessed value the rate per thousand determines what tax payers pay in their tax bill for school levies so and that's just one school levies are just one of the many things that taxpayers see on their tax bills levy the levy rates are determined by dividing the total amount to be collected the dollar amount that six and by the district's total AV and multiplying by thousand for example in year one of the EP a no we will the total amount will be fifty nine point two million multiplied by a thousand divided by the district's assessed valuation of fifty seven point six billion that's how you get the dollar three per thousand the again the levy rates are determined by dividing the AV and multiplying by thousands so as the example we provided year one is the fifty nine point two and a dollar three in year two the collection amount is sixty two point two million the assessed valuation has increased slightly to sixty point five billion and the total tax amount is still a dollar three so this slide shows our assessed valuation over time rav growth so in the last five years the average AV growth has been about ten percent and the last ten if you look at a longer period of ten years six percent fifteen years nine percent and then you know 25 years at 17 percent so this chart shows the annual change in a V and you can see in 2007 we were seeing double-digit inflation from ten to thirteen percent growth each year and then when the housing market crashed and it always takes a while for the AV to catch up but in 2010 we saw the first decline and we had four years of declining AV and then in 2014-15 back to double-digit increases and in 1617 we're in a eight point two eight point three percent so we are projecting our Lake Washington assessed valuation projection that we're using for the next the four year levees is five percent in 2019 five percent in 2020 four and a half and twenty one and four percent in twenty two and and we believe these are reasonable AV assumptions and I'll explain we don't want to be too aggressive in our AV assumptions because it could put our tax rate commitment at risk because as if you assume too high of an AV and it doesn't materialize that actually increases your tax rate per thousand so and we want to make sure that we meet our commitments and if AV does grow it doesn't mean that we're collecting any additional so if AV grows or if a bee declines we collect the amount that the voters have approved so and that is different in other jurisdictions other jurisdictions can levy a rate per thousand and sometimes their collection changes based on that but our collection is a flat dollar amount okay and then this slide shows so our long-term financing plan based on the AV assumptions and the e piano rate is a dollar three for the EP no 59 cents for the capital projects Levy and continuing the dollar 31 for the bond so the total rate per thousand will go from 316 in 2018 to 293 for the next four years and again the assumption is that the EP a no in the capital levee and bond amount collection grows at the same rate as AV growth if AV grows more as as we said earlier collection amount stays the same okay okay so just to summarize that is the 2018 plan with the three measures that we're putting forward for board consideration the complete situation recommendation is tab 7 along with the resolution language tonight we're our recommendation is that you take formal action at the October 16th board meeting so no formal action tonight and we're happy to hear any comments or questions so with the exception of the 7 period day these levies are about maintaining existing standards of service that is accurate that is true okay and the reduction reflects new money from the state in their current budget so we're able to move things on to a different budget we're not eliminating programs that's correct anyone else Jessica from the art music drama those that were funded with 2014 levies owes costs have then also been shifted even though it doesn't show up in our living that's right so what shows up is the plan moving forward so if you were to compare what's included in the 2018 EP a no levy to the 2014 EP a no levy you're gonna see some things and you might wonder what about you know I thought art and/or Martin music teachers or music teachers were funded well the state is increasing funding as part of the McCleary plan in part of the budget so now we're able to use State dollars to pay for those teachers and not have to rely on the levy to pay for those teachers so the program hasn't changed and won't change it will continue through the use of State dollars but that said those levies that we will be seeking to fill if we don't achieve those that we program so we won't be able to fund and there'll be situations we won't be able to fund whether it's positions whether it's programs services that people wanted 7 . day as you mentioned in others yeah mark that's absolutely accurate and it's interesting because in our work with a bond and levy Advisory Committee there was a couple of folks in the room who sort of had an aha moment of we'll wait so if if you didn't run these or these didn't get funded you wouldn't be able to do those things and we said yeah that's absolutely right that's how we fund these things so there's no state funding for these things there's no federal funding so if they don't if the levees aren't you know put out to voters on a four year cycle then we can't do all of those things that are listed on that sheet absolutely correct in addition to the same period day can you give a couple other examples the programs that most of the parents would expect to have their kids to have yeah so if you maybe just go back Barbara to the the next one so this one I think is a you know a couple of really good examples just to highlight again so the the seventh period day is actually a new thing that we don't currently do that we want to do in response to the increased graduation requirements that we want to do for our students and so that if we want to do that that's got to be funded through this levy and there are numbers of things that are just maintaining what we do now so if you look under professional learning I gave the example of the five days before school starts if we didn't have this money our teachers would need to start school the same day our students start school part of the future plan from the legislature is to fund three days we provide eight days and so we're counting on them coming through with a three because we're only planning on the five so but they're they're not going to fund the five the most they're gonna fund is the three and those occur throughout the year those aren't the five that occur at the beginning of the year new teacher support program is another example we wouldn't be able to maintain that program that we've had for I don't know I'm well over 10 years 15 well over 15 years now I think and that's always been funded through the renewal of this levy we wouldn't be able to do that program without this levy and so really there's numbers of things on here nurses security staff and so forth and that's more directly to this I mean the others are important but when you look at the fact that you wouldn't be able to have school nurses that health room staff the security staff for that matter some of the basic programs special ad English language learners all those programs that we take advantage of and expect as parents would disappear right and I should just be just you know really specific we do get some funding for special education for example but the funding that we get for spacial a special education compared to what we really span and need to serve our students there's a huge gap and so this levy fills the gap between what's funded and what's needed and this the local levies have always filled that gap for these programs this is some nothing new but I think it's important to say that now because a lot of the debate that went on during this the extended spring session silly shy say gave the indication that those gaps will be funded by the state and they're not unfortunately so I'm fortunately missing in the next meeting when we vote to approve this I wanted to if you permit me to get off my soapbox now give it to my - yeah so I I wanted to commend staff for for putting together a series of measures that addresses problems that we know are coming in the future and for taking the time to really crunch the numbers in this dynamic funding environment that we are in and and in putting together measures that are fiscally responsible and address what we need to operate as a district so if I if I were here I would be voting to approve this and excellent job go ahead and just count it right now yeah nope but so yes we do have any questions oh I'm just having some fun doing the back of the envelope math so 12 million out of this 64 million is for the seventh period day that's a dollar out of the $1.00 per thousand valuation that we're collecting to support the 64 right summer learnings also in that yeah summer school is a drop in the bucket relative to seven period day anyway my point is that getting us a seven period day of high school is gonna cost us 20 cents per thousand however the two ninety three were asking for it is a small piece of that and it is a very valuable piece of that so you know what when you look at the fact that the kids right now in high school they can't afford a bad semester they can't there's no semesters because you've only got 24 to make 24 and that's an incredible amount of pressure put on students and in today's society we all know that the pressures that are put on students are having some very nasty emotional repercussions and so this gives them a little bit more breathing room yep exactly anyway any further discussion all right well thank you very much that was marvelous and you know the recommendation is we act next week not in two weeks yeah so I think the only thing I would add is part of the reason that we wanted the President and have that two weeks before that final approval is the opportunity for to hear feedback from our community if they're interested in providing that to us through email or any other fashion because it takes time sometimes to process all the information for us as a board as well as our community so please if you have both positive negative suggestions whatever you'd like we'd love to hear it thank you so our second agenda item is er - okay so typically we plan for about 30 minutes for an ER report but we're gonna see with our new format if we can keep it to about 20 minutes and just as a reminder you've seen the written report you received that a couple of weeks ago and you received a draft version of the presentation that we're going to do now we have added just a little bit to the presentation between what you saw at the end of last going to see tonight and before it get started I just want to say thank you to the board because this new format and process is really one that came out of the extended study session last year when the board was focused on governance processes and how can the board improve and how can we as a organization improve and help the board better monitor our student progress so you're gonna see a very different looking presentation tonight than you've seen in previous years and part of the agreement too was during the presentation Diane was going to you know take us you know close to verbatim notes in terms of board comments and questions and then we will turn that around to you tomorrow so the designated board member which I believe is theory this time can work with the board and complete the assertions and exceptions page that then the board will discuss at the next meeting and adopt the you know or approve the ER report okay so Matt and I are gonna kind of tag-team this one and just you know to this has really been a team effort between Matt and John and Mike and Tim Krieger and me putting together both these written reports and the presentations and so we're going to rotate through kind of who's presenting - so Matt's gonna start us off tonight with literacy and then Mike's gonna do the next one and so we have a little rotation as well so throughout this process what you'll hear from Mike Mike and Matt and John and me and all as we go through the reporting cycle this year so with that tonight's all about literacy and we've got just a little bit lead-in about what is our literacy program so that's connecting to the e-l of academic program and then of course we're really focused on end results specifically end result - literacy and language so go ahead Matt so Matt's gonna start and just give a little bit of context about our literacy program our program of course has each level slightly different want to talk first of all about elementary school weekly teachers are spending with students about nine to ten hours a week dedicated to language arts and literacy the core materials are wonders literature wonders reading and writing workshop and our supporting resources as you could see our alignment guides proficiency scales and supplemental writing units that are being implemented in full this year our last ela adoption is was four years ago hard to believe that that's gone by but we're in our fourth year now at the middle school level students are spending about 250 minutes a week actually with their teachers the core resources used our prentice-hall literature prentice-hall writing and the right source English and language arts has taught at all three levels we also have social studies and Sciences included in some of those standards the teachers have selected supporting resources to include various novels that are taught at each grade level so that those are allocated in a way that there's dedicated novels per grade that last ela adoption is coming up again soon in 2020 as the last one was twenty two thousand six and seven the high school level we have four years of English as a requirement students are earning four credits of English 911 focus on world and American literature where grade 12 has a lot of electives in the areas of literature and written composition it's also where we see our AP courses in both 11 and 12 the core materials include literature and language arts for ninth prentice-hall in 10th and the literature and language arts again at 11th also with the select novels this one 2 is coming up for a new adoption in 2019 how are students performing it in literacy want to start with our literacy assertions overall we see reasonable progress being made exceptions to this are revealed when we examine progress of specific student groups and the achievement opportunity gaps do persist I'm gonna jump in just real quickly here and just remind the board to that so the way we set up the written report we start with the assertions we start with sort of the the overall picture and then we'll dig into the exception areas so the format of tonight's presentation follows parallels the written report not every piece of data is part of this report because you also have access to the - bored and but you're gonna see a couple of things in the presentation tonight that you didn't see in the draft you'll see a series of graphics of how our students are performing comparable to other school districts and as you see here our literacy performance of grade three all students ranks first of the largest 49 districts in Washington State eighty percent of our third grade students are at proficiency here you can see again how our literacy as strong as the performance in grades 3 through 11 when you combine that ranks between 1st to 4th of the largest 49 districts in Washington State our trends show student growth and literacy with a three to four year trend showing consistent growth for all students all student groups in kindergarten we also see this three to four trend shows consistent growth for most student groups in grades three we'll be showing some of those exceptions as trace explained in the next part of the report 97% of our ninth graders our earning nine credits are earning their full credit rather not nine credits their full credit that's needed in ninth grade overall I'm not saying that correctly am I let me try that again 97% of our ninth grade students are earning their full ela credit that is required in ninth grade gaps are closing 55 students earned the seal of by literacy and that's broken out as you can see there is 35% are earning the seal our English language learners and 65% of the students are earning the seal of by literacy who are not English language learners before we get into the exceptions the other piece since this is new and our first presentation just reminding everybody that the board spent the time to update the key performance indicators as part of this and what data points we were going to look at so that includes this by literacy it includes credit accumulation and so forth so all of that first part that you just saw is tied directly to that in addition when you if you remember the data overview sheet that's part of the written report it's color coded that's where the board established you wanted to look at our performance compared to districts over 6500 across the state we've got the the ongoing target of 90% of our students meaning standard and the third I'm completely blanking now on what the third was different trend yes the trend over time so you'll see that we built those pieces into the report as well thank you I'm glad that you remember okay so the overall assertion is that we are making progress in literacy when we look at the key performance indicators and when we look at the data that the board wanted to see in terms of comparable districts trend and overall performance and there are some exceptions to that progress and so the next part digs into more the performance of our English learners our special education students our low-income students and our Latino Hispanic and black African American students our grade 8 data shows gaps when you're comparing the all to these groups that we just named our exceptions groups gaps are similar grades 3 5 and 11 the three-year trend is showing a decline for these groups we're gonna take each of those groups separately and then do the same analysis around comparability trends and the third one was the overall performance thank you I'm gonna start with the English learners when we compare them to comparable districts that are greater than 6500 you can see that the literacy performance grades 3 & 5 English learners ranks 2nd and 4th I also want to point out that you may start to count the bars and you will sometimes see more bars than the number it's because the score which is very hard to see is tied with another district so for instance we happen to be tied with Sumner which is also at 28% on the right for grade 5 I just wanted to point that out because this is going to be evident in the slides that follow for each of the groups when we look at grade 8 and grade 11 you can see that we ranked 4th in eighth grade and 10th amongst school districts worth greater than 6500 at 11th grade our English learners and grades k-2 are not progressing when compared to their non PLL peers this is showing us dibbles data which spans kindergarten through 2nd grade the scores for their English learners is showing a decline in those grades however it's important to note that 50% of the students enrolled in kindergarten are making sufficient progress to exit by the time they're at the end of second grade PLL students who are continuing our students who have need and who have greater language acquisition needs and they're not exiting so 46% of the ELL students met standard in grade 3 we point out there in our analysis that the assessments themselves are increasing in their complexity of what's being assessed in language each year and coupled with new students are entering the yel ell program each year so that's a continuous revolving door of new students coming in with students who have greater needs staying with the program our two and three-year literacy performance trends show a decline in grades 5 8 and 11 the assessments also as I pointed out are increasing in complexity the higher up you go it's also showing the new students entering of the program are also posing challenges we can say that e-l students perform higher in literacy at lower grades and perform lower in literacy at higher grades you can see the gap widening between the two by the time 11th grade is arriving students that I want to point out here that's mentioned Aniston wasn't as mentioned before who are entering at higher grades are typically having much more complex needs that are coming in in high school than they would have in earlier grades and especially in primary grades so I want to just pause here because two up to here we've been focusing on English learners who are in English Learner program and what the board has asked for is okay so we understand that if you're still acquiring the English language the likelihood that you're going to be meeting literacy standards is is probably not high but how are our students who have exited the English language learner program how are they doing in terms of meeting standards so we actually now pleased if they have that data here and in the dashboard you'll see is who distinguish the bars and these are new slides that were not in your original written report and they weren't in the draft preset you got last week so I want to make sure you get some time to see the numbers and see the bars and what they associate with so you'll be seeing that this is divided into e ll that light green at the time of the test is this top or this next one in the middle as X exited e ll at the time of the test or the tan would be students were never any allow so it's breaking up the data that way you can see once students become proficient they're either performing as well or in some cases even better than their peers who have never been in the English language program this is showing grade 3 in grade 5 data for students who have exited similarly at the grade 8 and 11 you'll see a similar pattern or trend bearing out once they've been exited they're performing either as well or in some cases even better than their peers so what are we doing about it the question of we then move into strategies in terms of what are we doing to close those gaps to increase the likelihood that students will reach standard there are four areas that I want to highlight the first one is the SIP lands at the building level these are the continuous improvement plans that principals and their staffs right you heard chemo spray this evening talking about the plan that they do at Alcott to ensure that all students are making growth each school set school level goals for their English learners unique to their school needs based on the data that they analyze during those five days before school starts in our directors school support and our director intervention services support principals and schools in that effort as well thank you in the area of professional learning we've dedicated resources the last several years and continue to provide what's known as a sheltered instruction observation protocol or SIOP training this is a research-based model which is giving teachers strategies to use which by the way result in increased achievement for all students not only ELL students but we are using that as a strategy and have been in training both e-l and general education teachers in elementary and secondary it says we'll be trained and I would say continue to be trained because they already have begun that training and it's continuing for the last few years our summer literacy programs is the third area I wanted to highlight where we have been providing tuition free al summer invitation programs to students who are not at standard so that money is not an issue tuition is not the issue we're ensuring that the kids who need the intervention are being invited and encouraged to attend the fourth and important area is increasing our parent and family engagement efforts many of our schools are holding school-based Literacy nights in ways to engage parents particularly ELL students and their families and in the last few years I want to say I think when our third year now with natural leaders which is a program where we're using title one funding to engage underrepresented film it's four schools receiving title is the title fund rate schools that are receiving the title one funding are using the resources to engage their underrepresented families in leadership roles now I'm going to move to the next area which is on special education students is the second exception area same pattern starting with comparability you can see that our literacy performance of grades three and five ranks fifth among school districts that have more than 6500 students our 8th and 11th grades ranked fifth and second amongst those same sized districts in terms of comparability students who are receiving special ed in grades k-2 are not performing as well in literacy as their peers that are not receiving special education 63% of kindergarten students receiving special education met benchmark on the end-of-the-year dibbles compared to 91% of non special education kindergarten students as kindergarteners 63 percent of our students met benchmark and in second grades fifty-three percent of students met benchmark the assessment again is increasing in its complexity each year and this is a cohort of students who had been together now between same students K through two gaps persist at all levels literacy standards are increasing in rigor as they are is the same point made with the e L students as the assessment increases in complexity each year the data does reflect that all students with IPS whether or not they are receiving specially designed instruction in literacy students receiving special education performs slightly higher in grades 3 and 11 compared to performance in grades 5 & 8 these significant gaps persist when we compare students who are receiving special ed to those that are not the strategies that are in place to close these gaps for this group of students again I mentioned the continuous improvement planning which is done at the school level supported by directors of school support supplemental curriculum k5 wonders has a supplemental program known as WonderWorks that's used with both safety net and special education students reading mastery read naturally and rewards progress monitoring is done as a way of regularly checking at the intervals how students are performing so that adjustments and instruction can be made and the inclusion service delivery model of co-teaching and looking at that at both elementary and secondary level I'm gonna move to the low-income group comparable wise our literacy performance of students in 3 & 5 ranks fourth and seventh in in districts similar size greater than 6,500 students at eighth and eleventh we're ranking 9th and 12th 64% of students in grade 11 did not take the test these scores factored as zeros you look like you were well just so I just so we're clear on that there's some the issue of the grade 11 participation is a factor in this data just like it is in the all student data so just pointing out you know that ways that students don't participate in their scores factored in a 0 it's hard for us to make meaning of that data jobs persisting when we compare the performance of low-income students to non low-income Pierce they begin in kindergarten they widen in grades one and two even with the complexity of the assessment we see these gaps increasing they persisting in grades 3 through 11 as well fifty to sixty two percent of low-income students meet standard each year compared to 84 to 90 percent of their non low-income Pierce the three year trends show gaps widening except for grade three low-income students perform slightly higher in grade 11 compared to performance of students in grades three five and eight significant gaps persist at all levels when we make that comparison it's slightly less than 11th grade I'm just gonna jump in real quick and and maybe I'll highlight a couple things on this one but I think no it goes without saying and it needs to be said that we believe all of these students in these exception Ares can achieve at high levels and we need to figure out how we need to do things differently and two differently support them so they can I mean that's what all of our achievement gap closing efforts are so it's not as we look at this data it's not that low-income students can't achieve they can just like all of our students can and so what we're continually trying to do is look at the data look at those exceptions where students aren't performing and what can we do differently and that's what the strategies to close gaps are all about Matt already mentioned the work that happens at the building level in terms of data analysis and goal setting and focusing on the needs of individual students when it comes to low-income students some of the similar things you see as supplemental curriculum essentially it's you know this is for students who aren't meeting standard and so all of the curriculum that we adopt comes with supplemental materials to help students learn it in different ways help the teacher deliver it in different ways to meet the needs of the students when it comes to low-income students our early learning in early intervention again this is an area it's funded out of the educational programs and operations levy in terms of you know part of our headstart funding comes from federal sources but we also have ready start preschool that is specifically for students from low-income households to help prepare them for elementary school so that early learning work also comes into play with safety net and general education teachers in terms of using that dibbles data to find out you know where we can strengthen our service delivery one thing to point out here with the inclusion service delivery is through intervention services co-teaching is a factor as well we're trying to find ways not to pull students out of core instruction and give them supplemental service services but have them participate in core instruction and then get differentiated support along with core instruction and so that's an important piece progress monitoring is one that is a strategy that you heard before and then parent engagement and wraparound services and what that looks like for low-income students and you're actually going to hear this tonight when we do the program report on intervention services but we have a McKenney Vento liaison who helps us to identify and students who are classified as homeless and to provide both academic services in the school and also social supports and wraparound services from the community so ok I like that the last category that we're dealing with this race and ethnicity starting with comparability and starting with our black african-american students and highlighting both the black African American student as well as our Latino Hispanic starting with the black african-american our literacy performance at grade just I'm sorry Matt but just to put context to our viewers or our audience why are we focusing on black African American students and Hispanic Latino students is when we look at that data overview sheet that we put together in terms of the three things that we're looking at the trend the performance to the comparability and we did the color coding of the areas that need attention which isn't part of this presentation it's part of the written report that's why we're honing in on students of color because that's where we're seeing the the biggest gaps and the biggest area of need the slide shows that our performance at three and five ranks first and seventh among these districts we look at eight and 11 we are ranking seventh in these the performance of hispanic latino students at grade three and five is ranking sixth and fourth and eighth and eleventh its fifth and eighth when we compare all groups we will see that 95 to 99 percent of our white and Asian students meet standard at grade k2 we're 73 percent of our black african-american students about literacy benchmarks in kindergarten the percentage increased eighty two percent by the end of grade two seventy seven percent of our Hispanic Latino students met benchmark in kindergarten that percentage increased to seventy eight percent by grade two the gaps between performance of white and Asian students and black African American and Hispanic Latino students are larger in grades three and five that in grades k-2 the three-year trend is showing little change in in growth when we compare the performance of white and Asian students in black and african-american and Hispanic Latino students it persists varies based to the size of the group and it decreases in grade 11 so the percentage of the black African American group at grade 8 students meet literacy was highest in 2015-16 and lowest in 2016-17 the performance of Hispanic Latino increased slightly each year by grade 11 the gap is less than the gap was in earlier years we then also looked at income which we know is a variable and sin it's one that we've looked at before and asked well what is the impact or the the effects of income on students as we would with any group here we're looking at non low income black african-american students compared to low income counterparts the income gap is largest at grade three and smallest at grade 11 at every grade level this is in the information on your cover page and it's not show necessarily in this graph but in the covered summary overall every grade level the all students low income group performance is anywhere from seven and twenty four percent higher than black african-american low-income students low-income black African American students in the class of twenty twenty seven performed better than their non low-income counterparts so actually this is the cohort group of k2 the class of cohort included 22 students the non low-income student performance increased from grade K to Grade two which is not true for the low-income students low-income black gap in American students in the class of twenty twenty-one so this would be sixth seventh and eighth grade cohort performed better than their non low-income counterparts this included 27 students the low-income student performance exceeds non low-income student performance by grade eight we look at the hispanic/latino students the non low-income perform better than their low-income counterparts the gap is smallest a grade three and largest at grade 11 again in looking at the overall summary data page when you look at the all students low-income group the performance is 7 to 17 percent higher than Hispanic Latino low-income students however low-income non IL Hispanic Latino students perform better than the all students low-income group accepted grade 5 so just to highlight that a little bit more what we what we're looking at when we look into performance of students of color we're looking at the two factors of income and race ethnicity and then when we also look at our Hispanic Latino students we look at race ethnicity income and language so that third talking point is factoring in language for the class of 2027 cohort data we had 216 students in that group the non low-income student performance increased from grades k-2 grade 2 which was not true for our low income students non low income Hispanic Latino students in the class of 2021 performed better than their low income counterparts this is representing 177 students the gap is largest at grade 6 decreases slightly at grades 7 and 8 we've highlighted strategies before 4 in place I'm going to just emphasize that one of the things that we emphasize one of the things I think is that that we haven't mentioned up to this point is the parent engagement professional learning and cultural competency you just wanted to highlight that many of the things we've spoken to before in this area the work that we're doing around equity focusing on competency and cultural responsive teaching and strategies work is is definitely going to move us in the direction we need to go to be and using culturally competent instructional strategies with students and continuing that work is going on I know it in in various ways that each of the buildings we've got all variety of F focus on equity it includes equitable approaches to student discipline and social-emotional and well-being as well so to conclude we're seeing our assertions of the overall reasonable progress is being made and we've highlighted the exceptions to that progress in the section I just completed okay so now we want to capture and Diane will record right you know the questions or comments that the board has we're not necessarily going to attempt to answer all the questions I mean if they're clarifying kind of things that we can but this would be more of the questions that you would potentially like us to you know answers were moving ahead first of all this is the first time we had this new presentation format and I thought it was excellent it really I for the first time often understood what each slide was trying to convey to us or always understood I should stay so thank you it was a really really good job because it was so good it made me eat and because it was so clear where we're failing it made me sad to see a lot of it and I think it's I mean that this board cares deeply about closing the gap for low-income students with with non low-income students I know the staff cares deeply about it and it's really sad and frustrating to see that we're we're not doing that yet I don't I just I want to I'm sure that everyone else will echo this but it's very very important to me that we marshal resources to to do that immediately so broadly speaking I'm much happier with this format the thing that actually makes me the happiest is the structure of identifying important gaps and then flagging the strategies to close those gaps one piece that I did notice is that a lot of these strategies are actually extrapolating across multiple gaps and that is good because you can it's useful I've got a whole bunch of little tiny details that I will bring up separately there's just no point in wasting every time going through those and I'll I'll stop there I don't have much else I'm I'm pleased that we're we're moving now is a trend analysis of are we getting better at this doing well do we need to get better at blank and are we getting better at it that's really useful thank you echo their comments I do like the new format I'd like the clarity it is disturbing to see it so clearly laid out I did you know just a quick look shows that some school districts that are fairly small appear to be doing consistently well are we looking at them to share strategies I mean obviously we're not the only district working on this issue it's a statewide issue we are that's what I would be interested in I mean obviously we're clear on what we are trying to accomplish but sharing strategies with other districts makes a lot of sense to me also the whole issue of getting children as young as possible into our system with as many resources as possible um so yes I would echo that I appreciate the report um I really like the table with all the colors that's the one that I find one of the most helpful and there were a few things of on analysis and my looking at it that that I would want to highlight that I didn't see under the strings or the the opportunities it's pretty clear and looking at this that how they come in in kindergarten will somewhat predict what will happen in the future I think that really gives us information of where we might want to target I know it's outside but that may be partnerships working with other places as we discussed in the area for preschool hitting our at-risk kids there and possibly doing a focus at the foundation knowing third grade is key and you can see the the percentage that pass at third grade tends to be we don't much move that higher until eleventh grade it's shifts um in fifth but then you don't see an increase in middle school either that's a little disconcerting to me is that fifth and eighth and that change in there you don't see a shift so is there something we can do with curriculum instruction and that component I think that would be interesting to look at would be one of the pieces the 95 percent target that we have set when I look at thank you for adding the stars that was very helpful in my to be able to look at that we get to 95 percent when it's our language arts class right in ninth grade we hit that target pretty consistently across the board the question is then why are those students not able then to pass the ela if our curriculum is aligned if we're doing what we should do what's happening there and what's that disconnect I know that we have more opportunities to be able to provide support and opportunities for students to be successful but I would be interested to know and that would be something I would suggest gets looked at of what we can do there and then sort of lastly was looking at the bilingual component we currently don't do much in regards to that piece but if we're going to set this as an indicator I would say this is something we want be looking at more effectively of how do we build that stronger within our system I know the dual language emerging is a piece of that and the other components through there but I do think that's a piece to think about if if we're going to have it here then what are the strategies we want to use from a big picture so that's one of those I would agree with your exceptions that were put forward I was intrigued the african-american group tended to not necessarily follow the trends as expected it's a small number as well in the overall so I imagine that's making some play and those numbers pretty heavily ëall High School is the biggest challenge and I'm assuming that's native language acquisition at that point so are there strategies on how we more quickly do language acquisition we do summer programs I believe a lot of its around core competency is there a way we can help students learn the length if if we know when they exit they're doing better that they're at standard can we speed up the language acquisition can we do it through summer learning opportunities that aren't necessarily core but allow native language speakers to be with non-native language speakers have English students english-speaking having just been in a country where I don't speak the language at all Poland and I was living with a family who spoke English who was learning English it was amazing to watch the change and how much their English improved because they had to speak to us and the native language capacity to do so so that just be something as we look at these strategy as many of the ones that I read at the end these are things we're currently doing and if we're not getting the change that we want to see my question would be what are the things we can shift to move quicker to move forward knowing that wraparound services and those social supports and opportunities are a key thing how do we look at moving these shifting these gaps possibly from a different angle is it through opportunities is it avid as a component that could help to do this or is that so those are the pieces that I think we're missing in the analysis is what are other simple ways we want to approach an attack if I were to give my priority of where I would put focus third grade reading would be it's got to get to 95% if we want to shift the other things I think it's a it's a predictor of where it goes I think in special education it'd be interesting to break this up by our big types specific learning disability now remember the other categories when you've broken them out that way before I was actually thinking hard about exactly that and you know it would be potentially easy to break them out by three categories which is simply the standard SBA's SBA's with accommodation and alternatives measures which i think might be easier for us to interpret rather than trying to break them out by percent integration in the classroom yeah it was just a thought that to be able to look at that and how I might want to be target honestly dyslexia is what came to mind and specific learning disability knowing that reading is that that's a fairly common reading challenge and are we effectively dealing with it is the question so those are sort of my whole thing I have you know three pages written as well so I won't give you all of those I do think and the key thing is I do think we have to speak to that 95 percent goal if we have that goal that that is what it is then we need to be doing it and we need to be able to show accelerated growth I recognize that the assessments get harder each year but then that means we have to accelerate that growth that much more knowing that that has to happen so that's I would say yes we do a very good job I think we have those places and I would agree with Eric statement it still saddens me that we haven't quite got that piece yet and I know it's a common issue and so how do we think broader outside the classroom how do we think of the social determinants that impact how our students can learn and how do we better support them that way because you start to see that across the board and that's the piece I think is sometimes missing in the strategies and how they're presented I know we do them I know our piece yeas do a lot of it I know our staff does a lot of it and there's a lot of strong programs there how do we start to build that more effectively I continue to struggle with the idea of how to assist and instill a desire for academic achievement with low income having come from that area I'm always amazed at the kids that do excel and the ones that can't or don't and the fact that they can when given the opportunity to and I think the key as you mentioned sherry was the is the third grade reading I also wonder I've been very impressed by the avid program and the fact that we're expanding it in middle school and going higher into high schools if I recall correctly I'm wondering perhaps if we're starting it a little bit too high and maybe we need to start thinking about looking at in elementary school if that's at all possible or at least some aspect of it as an adjunct to or a follow-up to the push for greater reading achievement in third grade because these are the students that then end up in high school and become what I consider them the invisible students there that B and C students the D student perhaps he's just floating through the system and becomes invisible because he or she isn't either failing miserably or exceeding well and those the ones that end up not being able to go to college not being able to even go into an associate's program or even a trade school because they've been beaten down and been told they can't learn and it's not true they can if I can learn hell anybody oh okay so um I've got one last time you so comment I wanted to capture and that is that I like I'm thrilled to see the e ll break out this time to get post e ll versus current e ll and there were some what's interesting to me is that there are two different gaps that I perceived in the data the first is that there's a widening gap for current ll students as you go up higher I'm not worried about that one at all if you have a problem speaking English of course you're gonna fail the ela that's that's just not rocket science but there was an interesting piece for the kids who were post yeah post DL well where they were outperforming their peers at the elementary level but there was a gap that was opening up as they moved into high school is this because they are recently e ll in high school and they just got more mileage to make up or is it something that maybe Els two different problems at the elementary and the high school level and maybe we need to be thinking about them differently in terms of how we approach them so anyway I was particularly struck by the fact that if the 11th grade level the red line is substantially below the black line or sorry black line is below the red line whereas an elementary school they're close enough to be comparable to me so there is something different and I'm I didn't know whether these are kids who exit DLL back in elementary or if they've exited eol how recently they had exited it because it anyway that was something that I noticed is it has an impossible corollary here I mean maybe we can get some leverage off of that but I was thrilled to see our post DLL kids in elementary are doing as well as their peers that's exactly what even wants to even the system so that's my last major great so this is this I I really appreciate the new format as well because it allows us to give the full presentation allow individual board members to share their reflections and comments and so forth and then the next step is going to be Diane's captured all those individual board member comments and then though those will go to syria's the designee for this time and you're gonna take that and try to consolidate it into a board statement in in that form and share back with the board right and then at the next meeting at the October 16th meeting you'll bring back that completed form and that will give us direction not just five individual board member you know comments but an actual document that says this is what the board says as a body in terms of progress and exceptions and here are priorities here is where we want you to focus we're most concerned about this that then tells us to your point Siri if the board says are you know we want you to focus on third grade reading for X then we know that's that's the board's priority and that's where we need to seek new strategies potentially add additional resource so it's we've shared with you what we are doing and then this gives the board based on the data the opportunity to say we want you to focus more here and then we take that back and figure out what strategies we could learn from other districts or you know other parts of the country or you know whatever and what could we do differently beyond what strategies were already employing so I think this system will work for us too so I just wanted to be transparent around you know individual board members posing questions and making comments we're not going to attempt to you know speak to those in the presentation we're just gonna collect those give them back to you so you can compile and and give a board direction at the next meeting so that's great real quick Chris your point stimulated question for me about the difference between the eol ability to move out in elementary versus high school and to me the very simple thought just hit my mind there's the complexity of the course level and so maybe what we need to be looking at is how we approach it it may be actually two different avenues so I think it you almost have to break it out in the complexity of each subject level when you're hitting the EO in high school just something to think about how I don't know that was kind of where I was going with it so you're on the same page good okay yes nothing they're about to turn into pumpkins so before you enter into a pumpkin um yeah I would ask all of you as you start to as if you as you go home and if you start thinking and you think about this at all if you have any further comments to make sure to email them to me by Wednesday and then I will try to make sure that that also gets incorporated and what happens so if there's something that comes up that pops in your mind of the discussion then just make sure that I have it so I can incorporate it at then you'll also have time then to discuss it I'll get it out to you before the meeting I was just gonna make a friendly amendment to for consideration on the agenda given the time so you know originally the October 16th meeting would be a consent only early meeting but because the board's taking action on bond and levy it's a 7:00 p.m. meeting there's not we don't get Diane I'm confirming we don't have a host school for that evening because it's you know so we could put on that agenda we could move the intervention program report intervention services to that night and we could actually also move the safety part of superintendents report and keep nutrition services because I would feel horrible if you stayed daran until 10:00 p.m. and then we didn't do the program report so my suggestion is we move the other reports to any concern with the friendly amendment I'm in supported it'll still have a short meeting okay go we will just move on then to superintend report and we're are excited because we've got Daren here from Sodexo and this is our annual update on nutrition services and so thank you for staying until now and so Barbara and Darrin are gonna present for us all right I'm pleased to present our superintendents report on nutrition services so you are we're gonna do Darrin is actually going to do most of the presentation but you'll hear things on focus on our we'll talk about our Sodexo partnership nutrition services goals and you'll see a focus on healthy choices providing a quality k12 breakfast and lunch program and a focus on communication and customer service we have been partnering we contract with Sodexo to provide our nutrition services program we are required to rebid this contract every five years o SPI monitors this contract Sodexo has been the successful bidder each time we are celebrating 36 years as partners with Sodexo and our nutrition services program so as Tracy mentioned Darrin health practice here and he is going to share his passion with you around nutrition services so I'll let him do the rest I'm losing my voice a little bit so I'll try to keep it I'm helping me go a little quicker too I could talk all night this this is definitely my passion and being a Lake Washington so but as we talk to you know we know that the district's mission is that each student will graduate prepared to lead a rewarding responsible life and contributing member of our community this is a slide I believe I started with last year because it is it's really our mission is how do we tie back into that that district you know the district mission and with what we do and we you know offer an access to nutritious meals allow in every student the opportunity to succeed that's how art we have our staff really connect within the district and the important roles that we play within the whole education and as we talked with test scores and stuff we know that students that are well fed are going to do better in school so the nutrition services goals and we do have a Wellness Policy that's in place and this really helps us with what you know what we're focusing on making sure that students do have access to two nutritious foods and they're better prepared to learn we also comply with the the state and federal nutrition standards that are outlined and you know the key is is we want to serve nutritious meals that that are there there's a variety of for children to select from for students so and and really make it an educational part of their day also so the breakfast in my program it's a federally funded program and it's managed by the USDA so the regulations that we work under are the hungry Healthy hunger-free Kids Act of 2020 ten regulations and then we're oversaw overseen by the OSPI so they they really the USD a-- rolls down regulations then OS pi OSP i rose those out to us and that's how we run the program we're also we have compliance standards we do you know the the each year we have two health inspections so just like any restaurant the health department King County Health Department comes in and inspects our facilities we also have a with Sodexo we have an independent third party that comes in and does a very extensive food and safety audit of this feature they come in very limited and announcement so and they'll pick random sites that we go out to and they and it really helps us make sure that we're doing what what we need to do to make sure the food safe and that our our staff and everybody is safe they're also we also have a minister of review that's conducted by OSPI every three years we actually completed that last last spring and it was very you know it's always nerve-wracking leading up to it but our team performed outstanding you know I think it's because of the things we do every day and what we had in place but we did receive a near-perfect score from OSPI so we're very proud of that and we're glad we don't have it for another three years now then we also have the federal state audits things that come in and sometimes they'll pick nutrition services and they'll go through different procedures so those are the compliance standards that we have you know this is I'm starting my third year last year was was was a fantastic year for us we saw a lot of growth we're gonna break into those numbers a little bit but want to just give you a breakdown of where our revenue sources come from majority of our the revenue that the program it comes from the fees that we charge so whether it's the lunch prices though you know breakfast prices that type of thing then we also federally we get about 22 percent of our our revenue comes from the federal that's the USDA for under the national school lunch program and breakfast programs you see the state funding is very minimal I now the other one big I wanted to point out is the u.s. commodities 6.7 percent that's a program where we're actually we receive product from the government that we were able to utilize in the program it has to be a u.s. u.s. made or grown and the thing that we really took advantage of last year and we're gonna show highlight here in the presentation but is they they offer through the Department of Defense DoD they offer a fresh produce program and we we got a lot of our fresh produce in but again it's a lot of its local were able to get local produce for that but we took really took advantage of that this past year and as you're gonna see in the future this coming year we'll be doing that again the numbers look great we had an overall participation increase of 7.4 percent you can see where a breakfast we were up 7 percent on that we were able to introduce a couple new breakfast programs based on the breakfast after the bell program that had a lot of success in the interesting thing is we're finding that it's not just about a free and reduced program it's it's really about those families no matter what your social economic statuses they can take advantage of the breakfasts at schools and so we're seeing a nice participation there are like our lunch program was up two and a half percent and then a la carte was up 11% so I guess I said overall we're seven 7.4 percent increase so the the focus for this coming year so where we've been and now where we're going we're gonna talk a little bit I'll show you a little bit about the breakfast and lunch celebrations are enhanced garden bars and then also communication how do we get the word out to parents and students under our celebrations it's it really is it's a time for us to celebrate and the idea is really making the the lunchroom a fun place to come it's a place that's to be able to come there and enjoy meals with your friends and have different activities that are going on and we put in a very comprehensive marketing plan last year that really worked on those celebrations and these are some of the things you can take an advantage of the minions you can see up in the left town corner on the short minion I believe that's Stuart Stuart we also we just recently had a emoji lunch where as was geared around the emoji movie and you can see down in the right bottom right corner one of our custodians actually posed as a as an emoji for us we've done luaus the back to school we've done just you know dr. Seuss many different different ways the other big one is blue Friday doing the blue Friday this year we've expanded it to breakfast also so we're doing some of the the cool things that we're doing our breakfast just wanna make sure I get them right thee we're doing a blueberry blitz smoothie with Jimmy Graham's we got the football egg with whole grain boom toast and we got 12th man blueberry overnight oats and we've seen our breakfast program on Fridays they kids are really enjoying that just as they do with the the regular blue Friday celebrations we do at lunchtime the other big thing that we've really focused on this year is our garden bars so kids have unlimited access to to be able to go and get those fresh fruits and vegetables and this is some of the pictures of things that we're seeing out there we we've introduced some things that kids maybe not are normally getting as you know the we have nectarines has been very popular we've also been able to get some blackberries and blueberries this year again it's focusing on local things Wednesday on our garden bars is is local Wednesday so we try to get as many local products as we can on the garden bars that day and we're also this year we introduced something new and that's our organic spring mix we've had a lot of feedback from parents of trying to move more towards organic and so as that whole industry evolves we're able to expand that and we're really you know that's that's been a Wednesdays has been a big success and the beauty of is it carries over to other days because we can use allies we don't always go through that product on Wednesday so we can utilize it on other days also regarding Communications focus you know is how do we really let parents know and and students know about our program very proud of the nutrition services the back-to-school newsletter that we did very well received a ton of great information and they're really helping educate parents maybe new to the district or ones that just you know talking about some of the things like the garden bars and and organic in local Wednesday's those types of things we've also updated a website along when it came along with the district website so I think it's much user friendly it's easy to find information there and we'll continue to evolve with that then the other big one it's it's coming on and coming this this November we're actually moving to an online menuing system and that will replace our our right now we do it's a PDF file that's posted on on the district website so the this was in November we're going to go to an online system where we'll actually be able to be interactive for parents an example I show you on the next slide is say if your if your parent your child has an allergen of allergic to dairy this new system will be able to go in and select the your allergens and then it will actually identify items on our menu that contains those allergens so it again very interacting it allows the parents to kind of really hone in what their the kids are receiving or gonna be eating and there also has a new access to the nutrient analysis when you hover over items it'll pop up the the nutritional information and then I even a photo of of the items here that we're gonna be and so I think it's it's a great tool for parents it's actually going to allow us to cut back on the amount of paper that we're producing from a menu standpoint and give folks that in up-to-date information and stuff that they can really dig into what what is available for their students and so just to finish you know all the great things we're doing I still think this really sums it up for the sums it up for us this is the best part of our day and it's so smiles so we don't have to worry about test scores we get to worry about putting smiles on kids faces so I appreciate the time to share hopefully didn't take too much time this evening and it's always a pleasure to be here it's awesome thanks so much thank you we moved a long ways in 20 years actually I'm thinking more like 26 years since Amy started kindergarten and I came home and thinking these kids were sleep-deprived nutritionally deprived and something else I can't remember the third I was just appalled at the poor nutrition in our school so it's nice we've come so far all right well thank you which brings us the abbreviated soup's report it brings us to the legislative update which I'm hoping is brief they're not there right on okay Nancy okay so the board follow-up future agenda items and or debrief or if we board member comments I'm gonna roll all four of those together because you all look very chatty great no not having one thing sorry G nitpicky details that you said you still had on the ER send those to me so they can get into the summary there we go that's fine all right yeah you can do the next one that's mine this is let's do it right so yeah I would be interested after Ottomans presentation he talked about the dated teams and we've heard about that it'd be nice at some point either through board briefs or something just to sort of get an idea as to what that strategy is I think it's been going for a while so I would be interested I don't know if anybody else's but important briefs is fine all right any other closing items hearing none the and I was trying to the was the conference is coming up in November the end of November I believe exact date I can't recall yeah it's in Bellevue this year not in Spokane I found it very beneficial to attend the last two years I think it'd be great if the whole board made an effort to at least go to a day or two I would second that pressure remind me of the date speaking of the whole board there is a candidate forum on the 11th at Redmond High School where you can meet the candidates to replace me excellent nobody can replace you Nancy alright the esight pathway is the collective impact model there is a national conference the district is has two individuals who are going I'm also attending for my other hat but it will be an opportunity to hear nationwide as to what is happening with collective impact so it's kind of a exciting opportunity to be able to build those connections and our role with that all right cool so before anybody else brings anything else up our next board meeting is October 16th we have a 5 p.m. study session with the topic being the boundary process and then at 7:00 p.m. we'll be holding the board meeting here and taking action on the proposed bond and Levy I will now entertain a motion to adjourn that Kent Thank You Siri you just you're killing me here all right so moved by Director of Liberty seconded by director Bernard all in favor aye aye all those opposed hearing none motion carries meeting is adjourned buy nursing dissertation writing services online The Debbie Friedman School of Sacred Music.