School Board Meeting June 26, 2019 Part 4

Back on the record.

Having received legal advice from our acting chief counsel Director Pinkham.

The floor is yours kind sir.

I wish to withdraw my amendment.

The seconder of the amendment.

I support that withdrawal as well.

OK.

Having had.

Comments.

Concerns and questions answered roll call please on the main motion.

Director Burke aye Director DeWolf aye aye Director Geary aye Director Mack aye Director Patu aye Director Pinkham aye.

Director Harris.

Absolutely yes and it's high darn time.

This motion is passed unanimously.

I didn't want to get emotional but this is so huge and you see the importance of it and I really just I really want to thank you Director Burke and.

and Dr. Kinoshita for spending time and coming to our meetings and getting to understand since time immemorial and understand how important this is and giving up a lot of your nights to sit in our PAC meetings.

And all of you receiving our e-mails.

I say ours but the PAC's e-mails on the importance of this.

And.

It was the right thing.

CLECO CLECO.

Thank you very much all.

Number two.

Approval of the 2019 20 superintendent evaluation document.

This came before executive committee May 22nd for approval.

Approval of this item would accept the 2019 20 superintendent evaluation documents as attached to the board action report.

Motion please.

I move that the school board approve the 2019 20 superintendent evaluation documents as attached to the board action report.

Second.

Comments questions concerns on this.

Board action resolution.

Seeing none roll call please.

Director Burke aye Director DeWolf aye Director Geary aye Director Mack aye Director Patu aye Director Pinkham aye Director Harris aye.

This motion has passed unanimously.

Number three approval of the 2019-20 and 2020-21 performance evaluation compensation criteria for the superintendent.

This came before the executive committee May 22nd for approval.

Approval of this item would accept the superintendent's performance evaluation compensation criteria for 2019-20 and 2021 school years as attached to the board action report as Exhibit A. Motion please.

I move the school board approve the superintendent's performance evaluation compensation criteria for the 2019 20 and 2020 21 school years as attached to the board action report as Exhibit A. Second.

Comments questions concerns from my colleagues.

Director Pinkham.

You were reaching for the mic.

Usually I can't see you from my bad eye.

Director Burke please.

I just want to say how excited I am about.

The work done here to align this to our strategic plan.

And the focus on.

You know our African-American males third grade reading.

And I just want to express an aspirational goal.

That we go big with this.

And we go big with the growth.

And that we celebrate it when we do because I know we've got a rock star for superintendent.

And I know we've got rock stars in our classrooms and we've got rock stars in it as administrators.

So that's my ask is go big.

Like that.

And more voices heard from Director Mack.

To that point I want to clarify the what big means because in here it says 5 percent.

I think it actually means 5 percentage points because the example they give is 32 percent to 37. So that would not be 5 percent growth that would actually be a larger.

I want to do the math on it right now but.

So it's for it's 5 percentage points in growth.

Is the expectation.

Right.

I guess my understanding is that that is in the document.

And that that represent.

A floor for our expectations not a ceiling.

OK.

Last excuse me please.

Director Geary.

So.

Will the second year be from the base year or from now.

in terms of the growth.

So if the growth is greater, if it's 7% growth, then is it the additional growth on or is it a total of?

I think it would be 5% first year, second year would be start a new measurement to the next three.

So it'd be a new measurement.

Yes.

So it's additional.

Yes.

So if we can exceed.

Yes.

Then it would be a new one.

Thank you for the clarification.

OK.

When we signed and negotiated our contract with our superintendent we did something a little out of the box for school superintendents and she agreed.

to stake her paycheck and her future on metrics.

And I appreciate that because a whole lot of school districts throughout this country don't have the intestinal fortitude.

I'm looking for a good polite word here to have to do performance pay.

To address bonuses.

And.

To me that's really important that we're willing to stand behind.

Again.

Money talks.

Director Pinkham please.

Just for clarification on Exhibit A for you know yes we are focused on African-American males as we're looking for increase of 5 percent.

But the second bullet point says percentage of all students for first educational justice.

Will increase by 3 percent.

Is that going to.

Lump all the students together and then as a whole those under other under served students have to increase by 3 percent.

Or you can look at it individually.

Here's Native Americans.

Here's.

Hispanic Latinx.

So then you know because then I'm afraid that yeah what if one group drops.

And the other group makes up.

Right.

I think it's supposed to be African-American males.

For each year.

But then second the percentage.

I know what it says but I think.

The way it's written.

It.

Means.

That the 3 percent would come the following year.

The.

So I'm reading the second.

Exhibit A it says.

Number two.

Yes.

It is the way it's written.

3 percent.

So.

It could be the possibly that someone one subgroup of the.

That is correct.

Could be declining.

Yep.

And she's willing to stake her future on it.

And targeted universalism spreads to other folks.

This is this is.

Frankly the basis of our next five year strategic plan and I'm willing to make a hundred dollar bet with whomever will take me that we're going to exceed that.

We're going to far exceed that because for the first time in my.

Okay.

Game on.

On the record.

Oh gosh.

I'm not meaning to do that.

I was just saying I think you're gonna I think you're gonna be right.

I want to pull it.

I heard acceptance and consideration.

That's a contract pal.

In any event.

For the first time.

In the.

Many years.

That I have been.

Involved and or watching and or involved.

With this district.

Instead of just talking about.

Metrics.

Or putting.

Real consequences on it.

And and I don't think anybody here more than Superintendent Juneau and her leadership team.

Take that any more seriously than anyone else.

And I. Again am proud of us.

The collective us.

That that we are taking this step.

and to other school districts throughout the nation.

We double dog dare you to follow our lead.

Roll call please.

Director Burke aye Director DeWolf aye Director Geary aye Director Mack aye Director Patu aye Director Pinkham abstain Director Harris aye.

This motion is passed with a vote of 6 to 0 to 1.

Number four approval of the 2019 2024 collective bargaining agreement between Seattle Public Schools and the Principals Association of Seattle Schools also known as PASS.

This came before the executive committee June 11 for approval.

Approval of this item would accept the 2019 — 24 collective bargaining agreement between Seattle Public Schools and the Principals Association of Seattle Schools.

and authorize the superintendent on behalf of the board to execute the agreement in the form attached to the school board action report with any minor changes deletions and modifications deemed necessary by the superintendent to take any necessary actions to implement the terms of this agreement.

Immediate improval is in the best interest of the district.

This is an introduction and action item.

Dr. Clover Codd.

Chief of Human Resources please speak to this.

Yes thank you.

Motion please.

I move that the school — We're collaborative up here.

I move that the school board approve the 2019 through 2024 collective bargaining agreement between Seattle Public Schools and the Principals Association of Seattle Schools and authorize the superintendent on behalf of the board to execute the agreement in the form attached to the school board action report with any minor additions deletions and modifications deemed necessary by the superintendent and to take any necessary actions to implement the terms of the agreement.

Immediate approval is in the best interest of the district.

Dr. Cott, please take it away.

Thank you.

I'll try to be brief.

So as you know, this CBA, should it be approved tonight, would be in effect starting July 1, 2019, and is for five years and will go all the way through June 30th of 2024. So we're really proud about that.

We entered into an interest-based bargaining process early spring and then passed voted to ratify the tentative agreement on June 11th, 2019. The primary goals for our bargain were to ensure we remain competitive as we recruit and retain school leaders.

We embedded racial equity into our discussions as we have a shared interest in recruiting, hiring, and retaining educators of color and our commitment to workforce equity.

In summary, the agreement includes the following changes.

It's five year contract.

There's professional development support for each past member of five hundred dollars per year with the first three years of that being loaded front loaded.

We did clarify guidelines for leaves and timelines for returning to work.

The salary increase includes in the 19-20 school year, 5.4% for all members, that is inclusive of the legislative inflationary increase.

In 2021, PASS will receive the legislative inflationary increase estimated to be about a 2.1%.

In the 21-22 school year we will conduct a salary survey to ensure that we're still competitive and are committed to the midpoint between the third and fourth ranked comparable districts.

In 22-23 we would provide the legislative increase and then in 23-24 we would again conduct a salary survey to ensure that we do not fall below the midpoint of the third and fourth ranked comparable districts.

So with that I'll open up for questions.

Comments questions concerns Director DeWolf please.

Thank you President Harris.

Thanks for all your work on this.

So I just have a couple of questions.

My first one is particularly you know I want to be really mindful.

We've had a very.

Emotional year.

At one of our.

Middle schools.

And I want to be just thoughtful about using this moment to just ask about.

How this contract.

Does allow for whether it's.

Professional development plans or kind of a performance improvement plans.

Just to be really mindful that sometimes.

The process feels really slow and it makes.

Families and students feel unheard.

And so what is our kind of grievance process particularly as it pertains to school leadership.

So I think it's important for the public to know that.

Even though our principles are considered management they are under they are covered by the rights of a collective bargaining agreement and we take due process seriously.

We want to make sure it's fair and transparent and equitable across all members.

In particular for performance it's really determined by state law.

RCW outlines.

for certificated staff, what the performance improvement would need to look like for any past member.

And so I know sometimes that is, it's hard for the public because they want answers and these are personnel matters that are kept confidential.

And so I know that can be tricky sometimes.

Understood and certainly don't want to get in the middle of due process and really respect the good faith negotiations that you do on behalf of the district for professional development.

Do we prescribe the topics that the school leadership needs to take each year.

No.

This is this is individual professional development.

It does need to be aligned to the strategic plan.

It does need to be approved by their executive director or their directors of schools.

But it's for them to be able to attend perhaps conferences across the state or even perhaps bring somebody in.

They can pool their money and bring somebody in to help do some professional development across levels.

So it's pretty.

Flexible.

And it's professional development specifically for an individual principal not their school.

And then OK so what are some of the topics that that might be.

I mean is there any requirement particularly around racial equity or implicit bias as part of those professional development topics as one thing we want to make sure they get to or is it just kind of.

It's in a grab bag.

We did not require that as part of the individual professional development dollars.

We actually do build that into all of our leadership learning days or once a month.

It's also built into the principal learning networks where they come together as a few principals.

So racial equity and implicit bias is addressed in the sort of I would say group professional development.

This is really intended to be differentiated so that as an individual learner I as a principal can choose.

The professional development opportunities that I think are going to help me grow in my profession and that would be different.

For the individuals and so we did not mandate.

But again there's approval process it needs to be aligned to the strategic plan it needs to be able to add.

You know be value added to them as an individual and the district.

My last question is what is the.

Traditional timeline.

Particularly.

When it comes to some of the grievance process and due process what is there a traditional like.

It takes 60 days it takes 180 days is there.

An average or.

Every case is unique.

Sure.

Depends on if they're investigations.

It depends on if it's about performance versus misconduct.

Performance is usually a year long process at a minimum for certificated staff members.

Misconduct depending on the nature of the misconduct could be sooner than that.

But when it comes to performance it's typically a full year process.

Cool and thank you for taking my questions.

I like I said I was able to talk to some families today and I just want to make sure that I was able to ask some questions for them.

So thank you.

Director Geary then Director Burke.

I don't think this is really built in but I I'm going to take also the opportunity to at least raise the point.

What.

Discussion amongst principals.

Is there.

Around succession planning.

Because it seems to me that it is the turnover of long-term principles and then bringing newer principles in that we see a sort of pattern of difficulty in cultural shifting for any number of reasons.

And so it seems to me they are the professionals that have the most experience around the issue.

And many of them have come up through the ranks having had to live through that difficulty.

And I was wondering if we are spending any time trying to use their collective wisdom To smooth that transition process out.

It feels to me.

As though every building does that in isolation.

In terms of how a new principal is selected but I'm not sure that that is.

Using.

Our history and our collective knowledge to.

Its most beneficial.

So certainly that all of that is outside a collective bargaining agreement.

But I would want to talk to Mike Starosky who oversees the directors of schools who oversee all the school principals.

I know they have discussions and they're thinking about it.

I don't know what that process is but it is something we need to attend to.

Burke.

This is also just one of the.

Sort of building on what Director DeWolf had.

Had inquired about.

We had some conversations around this.

When this came to committee and I just wanted to be clear for.

The board and the public.

That.

Essentially the scope of this CBA.

And how that relates to principal duties scope of you know essentially their job description.

Not being encoded in the CBA.

And I was wondering if you could speak to that just a little bit.

So I'll try.

So principles and assistant principles are evaluated on a performance framework that's statewide.

It's called the AWS framework.

There are eight evaluative criteria.

Associated Washington School.

Principals Association.

I used to be one I should know that.

And.

When it comes to.

Misconduct due process there is some due process and there are some things that are written into the CBA but.

In general the topics that we bargain with principals is much more limited in scope than say other other unions that we bargain with.

Really we're here to talk about compensation.

So we didn't dig into a lot of other issues.

Compensation and competitiveness.

Well when when we say compensation are our interests are that we remain competitive.

But the actual options and topics that we're bargaining is around compensation.

That's the bulk of where the negotiation lies.

And to those folks that we've heard from that say somehow that the board might be shirking its fiduciary duty.

By introing an action.

This at the same time.

Can you explain a little bit about how the process works.

And how the staff.

Lays the groundwork for this.

Advises.

The board.

But that the board does not sit at the bargaining table.

I think it's a very important distinction.

So this is for the public in general.

We sit down with the school board before we go into negotiations and we talk about guidelines and parameters and our interests for the negotiations.

We sort of get our teams together we go off we negotiate with the union.

We give.

Usually monthly updates and as it gets closer and closer maybe more frequent updates on what's happening at the bargaining table.

Those happen in closed sessions.

We did then brought this to the executive committee meeting.

That was a public meeting where we talked about what this contract is.

So it goes to committee and then it comes here for you all to vote on.

I can't really speak to why intro and action.

I mean, I just I do think it's in the best interest for us.

The board does not negotiate the contract.

You're, you know, you're looking at the overall cost of the contract and can we, you know, afford it, which of course we turn to Joel Emberge to make sure that we, we are within our means.

So, I mean, I hope that answers your question.

It helps.

Thank you very much.

Okay.

Director Pinkham.

I just caught a possible error.

Hopefully Scribner's there.

In the.

Motion it.

Let me see.

And the purpose.

In the BAR.

In the BAR.

Yeah.

And the purpose it notes past what voted on the CBA ratification June 12th 2019. But then down in the background information it says June 11th 2019. Well.

They actually did a rolling vote.

So it started on the 11th and ended on the 12th.

So I didn't really want to make it that complicated but they did not go to a union hall per se and all take the vote in person.

They did a rolling vote.

It was electronic.

So some people voted on the 11th some people voted on the 12th.

My understanding is it passed on the 11th.

So.

It learned something every day.

Acting Chief Counsel.

Are we good with this as written or no.

So in one space we're saying they ratified it on June 11th and then I'm not sure where it says June 12th.

Director Pinkham.

I just see June.

June 11th.

I don't.

So.

I don't know.

So again I'm looking at the online version so maybe it's changed since then.

Have we created enough of a record misdirecting chief counsel.

Yes and I think what we'll do is tomorrow we'll check what is posted online and if it needs to be updated it will be updated tomorrow.

OK.

Roll call please.

Director Burke aye Director DeWolf aye Director Geary aye Director Mack aye Director Patu aye Director Pinkham aye Director Harris aye.

This motion is passed unanimously.

Thank you.

We are at D introduction items.

And we have 14 of them.

And we have a time check of.

840 and recall that we also have an executive and closed session after this.

D1 board policy number 3 1 4 3 district notification of juvenile offenders.

This came before Ops June 6 for consideration.

Approval of this item would make edits to the board policy number 3 1 4 3 because a recent statewide audit found that school leaders needed clear guidance on this issue.

The updated policy is a reflection of change suggested by.

Washington State School Directors Association acronym FOWL.

The updated policy is a reflection of those changes to provide more clarity.

Mr. Acting.

Chief Counsel.

Ronald Boy.

Floor is yours.

Yes so the purpose provides a great summary of what happened here.

The Washington State Auditor's Office conducted an audit as far as school leaders understanding of their requirements when they receive notification that they are going to have a sex or violent offender attending school in their building.

The audit did not involve Seattle Public Schools.

It involved a number of responses from school principals across the state.

However, the audit found a resounding information that that principals did not have a clear understanding, in general, of what the requirements were.

That caused WASDA to look at their model policy, which our model policy is based on, and they saw that they could help the issue by providing a rewrite to the policy, which makes the expectations on principals much more clear, and will hopefully help to solve, in part, the issue as far as principal understanding of their responsibilities in regard to sex offenders and violent offenders in their schools.

When we reviewed the WSSDA policy we agreed that it did provide clarity which is helpful.

So we adapted the WSSDA model with a little Seattle school specific information namely adding in our office of safety and security as one of the entities that's kept in the loop of this information.

But other than that we kept the model policy and we feel it is a helpful addition to our policy to just make sure the principals easily can understand what they need to do when faced in a situation like this.

Director Mack.

Thank you very much Mr. Boy for all of your work on this and also I want to highlight that the way that the process for conversation in Ops Committee that this came to us was a little different than it's been in the past and I'm hoping we can continue that same sort of process around policy conversation because instead of having a fully baked policy come to us in committee Mr. Boy brought the conversation of here's a WSSDA model policy that is being suggested to us.

Here's our policy.

We're thinking these things staff is thinking these things.

What is the committee members think around the concept of rewriting this policy.

What's your inputs.

We had a very nice and robust conversation on the front end before the drafting started for clarity of where we wanted to go.

And then when it came back we had a very you know, good conversation around specifically the language and how it played out.

And there was one section that had accidentally got missed and we caught that working together.

So I just want to highlight that I really appreciated the process of policy development work with staff on this because I feel like we were on the front end and having a really good conversation and it didn't It just it went really really smoothly and I just want to appreciate that and I hope that other committees may want to also adopt that same kind of process because it was really effective for us.

Director Geary.

Thank you for this work.

I noticed that it says that.

So once the information is.

Disseminated.

It may not be further disseminated.

Except as by statute.

On and on.

We had an incident.

A few years back that involved.

A student.

Being transferred between schools.

Without a clear transference of information of this nature.

Yes.

Is there another policy that requires.

The dissemination of information.

Is that a dissemination that is allowed under this law.

Or under these other laws.

Or is this the place that that.

Should be because we ended up.

With a pretty big problem.

Related to that failure to disseminate.

Do you have.

Any was that considered in this.

Where do we go.

To understand how that would be handled.

Or is that not handled pursuant to policy at all.

And if it isn't.

Is this a time we should talk about that.

I think that is a good question.

And.

You know the.

It is.

The information should continue to be shared so long as the student is attending or.

Schools and moves up in grade level to.

Other schools.

And this policy does not cover that information.

And I believe that could be an outlet that.

We further define in a in superdense procedure or we could think about adding additional language right now.

And when I come when we come back for action in two weeks on July 10th we could address it.

with an additional paragraph, I feel like that could be easily resolved.

I don't want to add language right now that may be in violation of these other laws.

Yeah.

Or.

If there's something else out there could you please look deeply into that.

Do you know what I'm referring to.

Yeah.

I do know what you're referring to.

And I don't want to live the past again other than to learn from our mistakes.

Yeah.

So.

Could you please do a deep dive.

Into this thinking about that scenario and be able to report back to us as a board.

On how we as a board can make sure that.

We've filled that hole.

If.

That that would be my hope.

And if my board members agree.

I agree and I I will look into it further and I do think that there is a good chance I could come back.

With a policy with a red line edit that may just add a sentence or two.

But I'll look into it first and then we'll.

I. Have a question.

On this theme if you will and I really appreciate it coming up very much so.

I know of at least one incident where a student that was transferring from a private school into our school system where the information was not given to our district and.

Is there.

Is there a way to bind a preceding school whether private or private charter or other public school is required to give us that information as part of the transcript and transfer process.

The transmittal of student records law schools that a student transfers from whether they're private or public are required to provide a CUME file to us so that a student can start school and we can place them appropriately.

That information should have been in that student's file.

Director Harris.

Thank you so much.

Director Pinkham.

Robert Eagle Staff and Cascadia.

Those are two different schools and Robert Eagle Staff and Licton Springs are two different schools.

What if the students.

At Robert Eagle Staff and the victims at Licton Springs.

How would we handle that.

Or if it's at Cascadia because aren't those different schools but they're in so close proximity.

That is a good question.

And I. I would say that that.

Additionally, would be room for.

No vacation for you for two weeks.

And I think that it would be, it would honestly be the fact where we have schools co-situated in a building.

I would have difficulty probably justifying an overall area, but within the same building, which we, I think, have a unusual number of those unlike other districts.

I think that it is a good good point.

Director Geary.

That one seems like it could be neither shall the student be assigned to a classroom or building where another student was.

I mean the insertion of the word building would cover.

Beyond school.

Yeah.

OK moving on.

Number two BTA IV resolution 2018 19 dash 27 final acceptance contract K 5 0 7 5 with Lincoln construction for the Roxhill Elementary at EC Hughes school modernization project.

Ops June 6th for.

Approval.

Approval of this item would give final acceptance of contract K 5 0 7 5 with Lincoln Construction for the Roxhill Elementary at E.C.

Hughes School project.

Board approval allows the district to submit required documents to the state of Washington Department of Labor and Industries Department of Revenue and Employment Security and close out the project including authorized.

Authorizing.

The release of project retainage.

Take it away, COO Podesta.

So this is the beginning of the end of the administrative process to close out a project, a public works project.

The work was completed last summer.

This was kind of a modernization of the building, changed out the mechanical, electrical, plumbing, lighting, a few structural and architectural changes.

The work was completed on time and to our satisfaction.

And quite beautifully so.

And the building's in use.

It's time to move on.

OK.

Number three approval of the capacity enrollment and facilities master planning CEA FMP advisory committee.

This came before Ops June 6th for.

Approval of this item would approve the formation and charter of the capacity enrollment and facility master planning.

And what is the acronym sound like.

You guys are killing me.

Advisory committee as attached to the board action report.

Director Mack would you like to address this one because I believe this has your fingerprints all over it.

Yes Director DeWolf and myself are sponsoring this.

But this has been discussed and.

Promoted for many, many, many months.

No, years, I think.

Indeed.

Last summer we had, if you'll remember, we spun up a task force around facilities master planning related to BEC so that we could have a more robust community engagement.

And that was a really successful experience and supported our equity analysis really helpfully and supported us in our decision making around BEX.

The district doesn't have a advisory committee on the planning side of the facilities and capacity.

We have the BEX BTA oversight committee that supports with the building side of things and kind of watching budgets as they move forward.

But all of the things around.

boundaries and student assignments and the complexities around those.

We've had a number of different task forces and committees spun up over time to support that work.

But having an ongoing advisory committee would be really helpful to I think the district and the board to help inform our decisions.

So that's the purpose of this.

The advisory committee is to support robust analysis and community engagement in the district's planning processes.

for school capacity enrollment facilities and to make recommendations to the school board on these matters.

And we talked about this a lot.

We talked about it in committee.

Both Mr. Podesta and Ms. DeBacker, we had a number of meetings around the charter specifically and whether or not it works with the structure and And they were incredibly supportive of moving this forward for consideration to you all.

So I'm super excited that here we are.

Can you answer why for consideration as opposed to approval?

Because when we actually I didn't I wasn't sure if it was going to be ready at the last Ops Committee meeting and I had the charter drafted in with all the comments and so forth but I didn't have the bar written yet.

So the actual explanation of everything for the bar hadn't been written.

So we set considerations since the bar hadn't been written.

And then I want to give a shout out thanks to staff to supporting drafting the bar.

So.

That's why.

COO Podesta, did you have any comments or CAO DeBacker?

Y'all are the ones that are going to help do the heavy lifting here.

You know, we found our previous task force to be quite useful in institutionalizing that work makes sense because we're always planning for capacity.

You know I think just from a staffing standpoint any help that we can get from community members as we look at the student assignment and transition plan is greatly appreciated.

Some more voices at the table.

We support that.

Any questions comments concerns from my colleagues at this time.

Keep.

No you may not vote on it now.

This is an intro item.

Director Burke and keep in mind the time it's eight fifty five and we are now on.

Item number three.

Keeping in mind the time.

I guess I'm not looking necessarily for answers to this but.

This is this is great.

Thank you so much because I think it is something we've talked about and so I have.

Four things.

The first one is that the membership is identified as three years.

And so that's something to be thoughtful about if it's you know if that deters people from applying or if that's something that provides stability because I can see both of those.

And I. With the debate between like two is too short four might be too long.

So we kind of split the baby.

The other one is I'm thinking about the how how great the BEX oversight committee as a standing committee it's one of our success stories for stability and information and you know universal value.

They.

They self manage their charter.

Essentially they you know in the meetings they've had conversations about oh do we need to adjust this and basically bring recommendations back.

I'm not exactly sure what the process for that was.

But there's nothing in here that says that.

The task force will.

The committee the advisory committee will.

Have a way of modifying or owning or adapting.

their charter so that's just something to think about.

Doesn't necessarily fit in here but I just want to.

Isn't that delegation of the board authority.

Yeah I don't I don't.

Well it would have to come back to the board for approval.

But that's the.

Okay.

Didn't hear that part.

That was the process.

Thank you for clarifying.

I think that was the process that the.

You know 3 5 10 years down the road.

Will this language still apply.

And we don't have the foresight to know exactly but by empowering the committee.

To.

Adjust and report back That was that was one of them The third one.

I guess there are only three.

Is under Article 4 responsibilities.

One of the responsibilities talks about adding to or renovating buildings.

And I'm just curious if that scope.

Should be adding to or renovating buildings.

For capacity reasons.

Versus other things around age or condition or something like that just to keep it from.

Becoming.

All things for all people.

And again you don't have to answer that as well.

But I just those are the things that I flagged and.

I think it's a great.

Document and.

I'm excited to support it.

Director Geary.

I guess.

My concern.

Thinking about.

When we're talking about boundaries.

And adjusting schools.

These are such.

Personal decisions.

And so input from a board from a group like this around them could both be.

I guess getting the reliability is what I'm a little worried about in terms of.

The public view because we certainly can't have.

Somebody from every school or every boundary.

On both sides of any boundary issue.

Participating.

And yet.

If somebody on one side of a boundary issue is participating and it kind of comes out.

In a way that appears to be in favor.

So.

Unlike.

The BEX oversight where it's very clear that the people who participate are either employees of or do not have any type of conflict involved because they can't take our contracts.

How will this particular task force work through that or what what guardrails do we have for it.

And then it's my understanding that over time the FACMAC, which existed in the past, ended up coming sort of apart and people started dropping out, maybe perhaps because of those kinds of conflicts.

So I'm just curious what discussion and what has been built in.

Yeah we did have conversation around that.

The thing about a task force is that it's short term and this one's an advisory committee so task force you're appointing and what we did in the past for the high school boundaries was around a very specific topic.

So then you in that kind of engagement you have the opportunity for people to come in with a preconceived idea and they're already focused on X thing for that specific thing in a task force.

The I think the benefit for this being advisory committee is that when the selection process is happening it's it's a long term commitment to the whole district and we're intentionally going to be looking at balanced representation across the district and folks that are interested in not just their own specific school but the district as a whole.

And and by focusing it that way it helps to reduce the.

You know you're you're not just talking about.

A specific.

Two schools and their boundaries.

This is this is ongoing advisory committee for the entire district's capacity and management.

I appreciate that.

So does this then work better or should there be a component of this sort of like.

Going back to.

Not meaning to traumatize anybody.

Should this function as sort of a.

Instructional materials committee then that would be in charge of creating or influencing the creation of more specific smaller groups to address do deep dives into particular questions.

And has is that at all part of this.

We also did talk about that that there may need to be subcommittees spun up and I don't think the charter disallows that we actually kind of we've talked about and wrote it broadly enough that the exact nature of the work needs to be aligned with the board's decision making.

So if we know that you know we're coming up to decision making around X boundaries Then maybe there is a subcommittee that needs to come up.

I do want to also note that I consulted with North Shore who and there's a number of other districts around us that have successfully had committees of this sort ongoing for quite a while and North Shore in particular was raving about their success in having confidence in the solutions that came forward out of these processes.

When they get got to the board that you actually had a really robust process and folks to turn to and that those conversations were had and that they weren't.

They weren't biased from the start because there were people that had been committed for as long as they've been committed.

If subcommittees are something that is a potential and not excluded.

Then given the bullet point lists of responsibilities.

When you bullet point things out so finely and you don't include a bullet point then you are somewhat excluding it.

So if that is a potential responsibility that we could foresee we may want to include that in that list of responsibilities.

Would be my suggestion.

I'd be happy to find a way to add of you know the specification that subcommittees or whatever could be formed.

Yeah.

Thank you.

Director Pinkham did you wish to speak to this.

Yes.

Just looking at the qualifications.

I guess I'm kind of stuck on the word technical because the technical nature of the review that is needed previous engagement and related communities committees and or and there's extra in there expertise in urban capacity enrollment and our facilities plan our desired qualifications.

I also in being.

Working in the College of Engineering yes technical can be a lot of things but we also need the social.

Expertise.

So I just hope that when we're looking at the technical nature that we end up not just getting a bunch of engineers at the table but also make it a good nice.

Good representation.

So.

So then we would be talking about things like separating families.

And communities.

That are contiguous etc. to talk about the ramifications of that.

Is that where you're going.

Yeah.

So the social aspects of it if we just do a technical blue the line goes here because there's this number over here and this number over there and that's the obvious place to draw.

Whereas.

Oh but wait.

What families are we impacting within that nature.

Those kind of boundaries.

Terrific.

Moving on.

Excuse me.

Revised board policy number 4 1 3 0 title 1 parent and family engagement.

This came before exec June 12th for approval.

Approval of this item would amend and retitle board policy number 4 1 3 0 title 1 parent and family engagement as attached to the board action report.

Take it away Chief Scarlett.

Dr. Scarlett.

This update puts us in compliance with federal statute 20. It's a long code 6 3 1 8. That governs family engagement.

Every district must have a general policy and attendant superintendent procedures which we have.

Procedure number 41 29 for the policy and then.

41 29 superintendent procedures.

The S.P.

guidelines from the task force that we had made the family engagement sustainable.

So this update is aligned with the WASDA WSSDA.

I hope you know what that means that acronym.

Recommendations that districts fold the procedures into the policy.

And so the major change for this is the folding of the procedures.

of forty one twenty nine S.P.

into the actual policy.

Thank you.

And I believe in committee we talked about.

Enhancing.

The community engagement portion of this bar.

And I see Anita back there.

Nodding her head.

Can you introduce.

Your.

Colleague please.

Absolutely.

Anita Coyier Mwamba.

She is our family engagement and partnership manager.

Who has really led this work.

Thank you.

Thank you.

And board directors receive red line copies for clarity.

Of our.

Enhanced.

Explanation.

Of the committee engagement that was done.

Director Mack.

I was looking at this and it makes total sense to me based on the law and needing to get updated But I just wanted to kind of publicly point out.

That I think it is actually really really odd that we have a specific.

Policy related just to Title 1. Family engagement.

That is the thing that I just from a legislative standpoint that.

To me feels.

Welcome to education reform world.

Right.

So I just.

The fact that that is like we're in compliance but it to me feels really.

Not good.

But we do have in the policy right above it is forty one twenty nine which is family engagement or family.

So we have a policy around the whole district around family engagement that isn't Title 1. But I just I just wanted to publicly state that I just think it's a little.

Odd.

Director Burke.

So recognizing that this is essentially the.

There's a lot of changes in the policy the majority of that is.

Integrating procedure into policy.

Makes it look like all of a sudden there's a lot more work.

My question relates to fiscal impact.

We're all.

As it looks it also looks like we're trying to raise the quality or the.

Kind of sustainability of that engagement.

And my feeling is that needs a greater investment but I don't see a fiscal impact.

Is this something that needs.

Greater investment to deliver.

Or can we do it with what we've got.

You've got JoLynn's attention.

So obviously we always need greater investments.

How we determine.

Who gets what in terms of Title 1 funds is based on the district and Michael Stone does a lot of that work.

He leads that work.

So at this point we look at about 35 percent for elementary schools for free and reduced lunch.

Then at the middle school level we're looking at about 65 percent and at the high school level about 75 percent to make a determination.

The reality is every child needs a significant investment in terms of family engagement.

That if their parents know better how to support their learning, they will be able to support them better.

And that requires resources, but it also requires incredible creativity.

And there are many people who do great things at home with very little resource to support kids.

What does that look like?

And I think, Director Mack, one of the things you raised was this question of why do we really have to have a Title I separate from the general policy?

I think that creates some really interesting concepts and ideas about families and we develop stereotypes.

But that's what our department is combating right now is that every student needs certain things.

And how can we reflect on that.

How can we create like a tier 1 support system for every school to know how to engage their families how to measure the results of that engagement is basically where we're at.

Director Geary.

I haven't crosswalked it but it seems in reading it that.

This almost seems like.

The next step up of what Head Start.

Does.

And so I haven't crosswalked the language but I do wonder if the requirements for Head Start and for the Title 1 have significant crossover and that in terms of what we are doing as a district.

In implementing this family support and outreach for.

Families kids in poverty.

Is similar.

I'm hoping that there's some coordination and some discussion so that it is a seamless.

System as opposed to.

The parents deal with a head start system and then they transition to something that is different and.

Because it.

It might be easier for us administratively if we're creating something that's carrying our families through.

I don't know if that work has been done or that discussion has happened at all.

Not really, but you're right, a lot of it is heavily based on what works successfully for Head Start programs and early learning.

But the reality is we want to step away from the idea of programs for children in poverty, or experiencing poverty, into programs that support all students because we know there are issues in non-title schools.

Is that targeted universalism?

Yes ma'am, that works.

But we really have to think about particular systems that allow everybody to access a family engagement that's linked to learning.

Perhaps you misunderstand me.

I'm not saying, I'm only looking at The idea that.

We may already have some of this work happening someplace else and.

That meets this letter of the law.

And of course.

If it's a good system it's a good system.

And I'm not saying head start one way.

I'm saying it should be.

A flow through to get the best continuum for our families and kids.

The best for them.

There's a lot to do before we even get these young men and women on the job and it takes a lot of work.

So.

I'm going to push back a little bit on you.

That's good.

You said community workforce agreement.

We have retitled this.

Have we not sir.

I didn't know there'd be a test.

Student community work.

Student community workforce agreement.

Yes.

And I love it.

That's great.

I mean name it and own it.

And that's what we do here so.

Right.

And I would say we've got a lot of resources to put towards this.

A lot of good minds a lot of.

People that already do pre-apprenticeship.

I sit on a.

Two pre-apprenticeship boards.

And we do a lot of good work here.

And unfortunately it's a supply and demand thing right.

You know we have we need an end user to ask for it.

And that's what we're looking for is an end user and we'll provide the talent.

Director Harris.

Very quickly given the time.

Very quickly.

Thanks for staying and sharing.

Waiting it out.

We've we've had conversations already around this and.

You know we're not.

Adopting.

A. You know a community workforce agreement like.

Taking the city's document and putting Seattle Public Schools logo on it.

And I think that's what's so exciting about this work.

Is that we recognize.

There are.

A lot of amazing community benefits.

That.

Are.

Government partners you know the port and the city.

And Sound Transit.

Are are.

Reaping those benefits and the community's reaping those benefits and.

And.

That's a great investment of taxpayer dollars.

And this conversation that we're having centers the student and the understanding that our mission is is preparing students for a college career and life.

And if the trades.

Are.

A destination.

Or a midpoint.

Or just an experience.

This collaboration will benefit.

All of those kids and so I'm super excited about that.

I recognize the supply and demand.

That we have.

This is a demand side tool.

We're focusing the demand for students on our projects but we also recognize we have a supply side problem.

We're not putting out enough students to feed apprenticeship programs and pre-apprenticeship programs.

And so that's that's the place that I'm going to keep beating the drum is how does this conversation how does this task force help us with our supply.

promoting those things providing those experiences for our students.

These are the conversations that we all have and all of our heads nod and so I'm excited for more head nods.

Director Pinkham.

Just quick note.

I hope that we'll say S C W A because when I try to pronounce that I don't like the way it kind of sounds.

So hopefully you can say S C W A. Any other comments questions concerns at this time.

Well we have our honored guest here.

I just had one more thing to say really quick is obviously I've been here all day and You guys are doing a fantastic job the way you you listen, and I appreciate this late at night your guys's attention to detail I've been to a lot of long meetings, and this is a This is a heck of a meeting you guys are doing here.

So I appreciate that.

I told you you could have I applaud everybody here So I want to let you know also we talked a lot about diversity earlier The building trades are the most diverse right behind the military in this country.

We're the most diverse in group and we have spent billions of dollars obviously on training here and we believe in that because that's what got us to where we we are here today.

So we're we're in line I believe with with everything that we're doing here and we want to do a little more.

Director Harris.

Thank you so much.

OK moving on number number six approval of Creative Advantage Arts Partnership Fund with the City of Seattle Office of Arts and Culture.

This came before C&I June 11 for.

Approval approval of this item would authorize superintendent to execute the memorandum of agreement with the city of Seattle Office of Arts and Culture for three hundred sixty two thousand five hundred dollars for the creative advantage pathways with any minor additions deletions and modifications deemed necessary by the superintendent and to take any necessary actions to implement the agreement.

Immediate action is in the best interest of the district.

CAO DeBacker take it away.

The creative advantage is our citywide initiative to establish equitable access to arts education for every student SPS.

You saw that demonstrated tonight with the Meany drumline and how they gave a shout out to creative advantage.

It wasn't even set up that way.

So it was a it was a beautiful moment for Gail and all of us here.

This is rooted in racial equity due to the access gap research done in 2012. that reported students access to arts education as predicted by race home language family income and SPED status.

It's a collective impact partnership with the mayor's office of arts and culture the Seattle Foundation arts organization and teaching artists within the area.

We've had this partnership since 2013 14 and we've received funding since 14 and 15. As you've seen in the BAR on pages 5 and 6 this takes the total of schools that have access to this to 81. And with that I will stop and give you an opportunity to ask questions.

We were also asked at the C&I meeting if we would share an impact story with you about that.

So I invite Gail Saylor the visual and performing arts manager to come up to provide this.

Thank you.

Hi I'm Gail Selhorst visual and performing arts manager which includes the creative advantage.

So we have a couple of stories to tell you about the impact that arts partnerships are having for our students in our schools.

One is from Rainier View Elementary and the other is from Chief Sealth International High School.

So a few years ago Rainier View Elementary School had no visual arts instruction and no general music instruction and little to no arts partnerships for their students.

Since the creative advantage they have a full time visual arts teacher and this year every student had the opportunity to experience three different residencies with artists.

They were printmaking from Karina Del Rosario pottery from Amaranta Sandus an observational drawing and self-portrait from Isabel Marshall of Coyote Central.

And so when we talked with Elaine Bagwell, who is the visual arts teacher there, she's also on the visual and performing arts culturally responsive teaching cohort.

We were talking with her about her experience doing art at Rainier View, and she said, it being a new program that when she started, the students were reticent to engage in art making, sometimes disappointed in their work, would sometimes give up.

And this is a very common thing that we see happen for students when they've had no arts education, whether it's media arts, dance, music, or visual art or theater.

And so at the end of this year, she was talking with one of her fourth graders and she asked her, you know, what was your favorite thing about visual arts this year?

And she thought it was gonna be something around like, you know, a drawing or a painting project that they did.

And this is what her student said.

She said, what I like best about art class is that I can make a mistake And then I can fix it.

And that is one of the things that Elaine tried to foster in her students that it's okay to make mistake and to celebrate those mistakes.

And this is the kind of thing that we want all of our students to be able to take the risk and be able to do in the art room and also in their other classrooms.

And the other example we'd like to share with you is from Chief Sealth.

So for the last two years the entire 10th grade social studies group of students with their two teachers Heather Griffin and Brianna Whited they partnered up with film teaching artists from Arts Corps and the Seattle International Film Festival to develop documentaries on social issues that were important to the students.

And so this year's topics included gentrification school dress codes which we see is up next on the agenda.

The bell schedule and mental health.

The students put on a film festival.

Every student in the school saw them.

They did a community event in the evening for friends and family.

And Heather Griffin the teacher shared this with us that students who were not involved in the film project still bring up the films they saw at the festival three months later.

So a ninth grader just yesterday brought up the film about gangs in South Park in a class conversation.

And so we wanted to share this with you.

It's through these kinds of arts partnerships where students are able to engage in advocacy in what's important to them, and that even people who are watching the artwork, it's sticking with them, and it's transferring, it's relating to them, and it's showing up in other areas of their academics and in their lives.

And so we value these partnerships that we're able to do with the Office of Arts and Culture and spreading it as much as we can to the students.

So thank you for listening and for the opportunity to share.

Thank you for sharing.

Director Geary please.

Thank you.

Thank you for the changes that I saw to the BAR around just making the.

Expenditures sort of consistent with the contract and then the inclusion of the number of students that are being benefited by the program.

I thought one of our directors specifically would like that.

And then, you know, going back to the meaning drumline, we had some discussion about sort of racial impact in terms of through instrumental music.

So it does make me wonder, do the kids in the drumline get counted in instrumental music?

Or are they like in terms of the number of kids participating?

How are we doing that again.

Are we making sure that our lens around the participation in music is defining music broadly enough to incorporate things more than violin.

Right.

Do you know orchestral band.

Yeah.

That's a really good point.

I'm glad you raised that.

So this particular program that you saw tonight Big World Breaks is an after school program.

So it's not happening in the school day.

So in terms of.

our course offerings and the data that we're tracking for what's happening during the school day a Program like big world breaks would not show up in that data, but it's happening out of school time Which matters just as much?

it does and I think we need to capture that in terms of not sending the wrong message about who is being served and welcome and participating in our music arts offerings the best we can where it matters because some kids may need to participate in certain kinds of classes during the school day but as long as they have the availability of the music in a different — I think we need to capture it all.

I see what you're saying.

Sure.

Yeah I think it's a — I hear what you're saying.

I think it's a both and.

Some students are able to access it after school and we also want to ensure that those students are also able to have the opportunity to access it during the school day.

We hear often about the conflicts between physical education, language, music, art, all those things.

But that we just need, I just want to make sure that as we're creating, we're collecting that data.

That we are being broad.

Sure.

In terms of how we're doing it because if kids are participating in football they actually get a credit towards P.E.

even though it isn't.

During.

The academic day.

So let's make sure we're.

We're doing a good collection of data that's expansive and honest.

Yeah.

Thank you.

Great work.

Thank you for this.

And as far as the schools that are selected are we being conscious decisions that their feeder schools so a student leaves elementary school the middle school will have that same kind of programs and that middle school going to high school versus students.

Oh gee now I'm out of this school.

There's no art that I just had the pleasure of being involved with and isn't at my next school.

So is that an intentional.

Yes it is.

So the creative advantage implementation strategy is built on a neighborhood model.

So we go into pathways so that the middle and high schools and the elementary schools that are feeding up into them are all experiencing the same implementation strategy and the same inputs so that we can see that continuum continue on.

OK fantastic.

And then.

I have an ask for which I hopefully one.

Do we need to get a practice of.

Latino.

Latinx.

What.

Terminology will we be using in.

Bars and or any.

Publications.

Because it says Latino in our in the bar so I just just said a point that there may be some people who would prefer Latinx.

Director Burke.

I love the words collective impact partnership.

I think that's a really cool.

Thing.

First of all.

Second thanks for.

Staying and sharing the the collective impact stories because I think.

We regularly.

Hear about the kind of the clinical elements or the budget elements or the policy elements.

And so getting it to the student level and then also the student level three months later it really does it really does resonate.

And then I wanted last thing I just want to really put an exclamation point on what Director Geary brought up.

You know we look at there's just not enough time in the schedule to do all the things that.

that are available or that kids would want to do or that parents would hope their kids do.

And I think we're we're we're working really hard in a lot of our areas to be creative about cross crediting dual crediting.

And I think that putting those same lenses on you know media performing arts music and after school activities.

And collecting the data around it, I think, would really help us better understand where our investments are going and where our impact is.

OK.

Great.

Well the purpose of this board action is to approve the scope of work agreement between Seattle Public Schools and Seattle Central Colleges in support of the open doors youth re-engagement program.

We have had this program since 2016 and the purpose of this program is for youth ages 16 to 21 who have dropped out or are not expected to graduate before the age of 21. As you mentioned the contract is for five hundred and seventy five thousand dollars.

Open door seeks to offer multiple pathways to students to achieve educational success through high school completion GED attainment work preparation and training and college level work or work coursework.

We it was requested at the C&I meeting that we have invite Dr. Edwards lying to be here to to be recognized for the work she did acknowledge our invitation but she was not able to attend tonight and given the time of the evening that was probably very very wise on her part.

I think if I will stop at that point and open it up for any questions and you do need to know that Dr. Caleb Perkins is on the line and listening if you have any specific questions about this.

Comments questions concerns.

Seeing none we're moving to number eight approval of board policy 3 2 2 4 student dress.

This came before C&I June 11 for consideration.

Approval of this item would establish a uniform universe excuse me universal student dress policy for all students in the district.

Acting Chief Counsel Ronald Boy take it away.

Thank you.

And I am joined today by Toshi Ishii Saka.

She is a Viewlands Elementary PTSA member.

She's also a member of the Washington State PTSA and she was active in developing Seattle Council PTSA's resolution in support of a universal dress code for.

The school district.

So I'm going to speak briefly and then turn it over to her to share anything that she would like to about.

And thank you for doing that.

I heard your presentation leading up to the SC PTSA vote.

You very graciously offered to do a side by side matrix.

That's the kind of collaboration that lifts us all up.

Very much appreciated.

Yes and it's very helpful to have that partnership with Seattle Council PTSA.

So I'm very excited to be here tonight.

We've been working on this for a very long time and I just sort of for some brief history.

Currently Seattle Public Schools allows each school to develop their own dress code policy.

In my time with the district I've grown concern over that practice because we know that.

Address codes have a lot of history in all of our lives.

And a lot of people have notions of what address code needs to be.

But when we really break it down, we really have to think about what is most important.

What are we actually concerned about and what are the things that we should not be concerning ourselves with in school and preventing barriers to student attendance and potentially creating student discipline that isn't necessary.

So in the last year last school year.

Students at Garfield High School.

Became very vocal about their concerns about the dress code enforcement there and it through the direction of the board it gave me an opportunity to dive into this and see what we could do to develop a universal dress code policy for the district.

that did not unfairly target students identified as female and that we focus on again what is essential and what I found in speaking with students and administrators and community members was that.

We need to make sure that the way a student dresses for school is primarily parent guardian and the student's responsibility that that's a decision that's made at home.

And then once they're at school we are concerned about this student's attire or personal items.

Interfering with health or safety or creating a hostile intimidating environment to the school.

Beyond that we need to limit our concern.

So we laid out core values to start the policy.

The core values being that students should be able to dress for school in a manner that expresses their individuality without fear of unnecessary discipline or body shaming.

That students should have the right to be treated equitably.

Dress code enforcement will not create disparities reinforce or increase marginalization of any group.

Nor will it be more strictly enforced against students because their racial identity ethnicity gender identity gender expression gender nonconforming sexual orientation cultural or religious identity household income body size type.

Or body maturity.

Next value that students and staff are responsible for managing their own personal distractions and students should not face unnecessary barriers to school attendance.

So for our universal dress code we indicate that students must wear a top.

A bottom and footwear.

And the dress code indicates that the policy permits additional student attire requirements when necessary to ensure safety in certain academic settings.

Such as physical activity science or CTE or U courses.

And it also allows for reasonable variation.

When attire.

Is a specific attire attire is reasonable for participation activities such as.

Swimming or gymnastics where maybe.

There would be a difference as far as the requirements as far as students wearing clothes.

Then when we look at enforcement we talk about how.

We are.

Not using dress code enforcement as a discipline unless it violates another discipline rule in our student rights and responsibilities.

We also talk about the appropriate ways to address a dress code violation in the classroom and in a school.

So I'm excited about this and I'll turn it over to Toshi to speak.

So I got involved in this.

I'm embarrassed to say that I did not know that my child's school had a dress code.

She'd never been dress coded.

We'd never had any word that what she was wearing was inappropriate in any way.

And then in March, she came home and she said, Mom, my teacher said that I can't wear this.

And I asked her, give me a little more detail.

What happened in your class?

Turns out it was a very hot day in March.

I think everybody remembers we had a heat wave back then and the kids showed up with sleeveless sundresses on and such.

And my daughter's teacher thought it would be a good time to familiarize the children with the school's dress code.

And my kid had come to school, she's wearing this floral pink sundress, no sleeves, shorts under this skirt.

It turns out that the dress code, when I got a hold of it, at first I was surprised.

I said, oh, you have a dress code.

I went searching for it.

The principal sent it to me.

I reviewed it.

The dress code doesn't allow, it did not allow bare shoulders.

And then, of course, it had the rule, the fingertip rule about shorts.

And the shorts my daughter was wearing under her skirt were too, you know, they were too short.

And I looked at the thing and I thought, wow, this is remarkably gender biased.

This is going to be enforced against female presenting students.

And in fact, that's exactly what my daughter's teacher told her in class was, yes, this is only enforced against girls.

And so I briefly thought about suing the school or the district.

And then I thought, well, maybe I should just approach them and see if we can fix this.

So we called a meeting with my daughter's teacher, the principal, the members of the building leadership team.

I did some research, proposed an alternative.

And thankfully, they were already of the same mind, having seen the thing, the dress code.

And so getting that change was not a huge effort.

They were very on board.

So later on somebody from the Seattle Council PTSA had heard about this success with the school and they asked if I might mind drafting a code for them to consider.

So I did that with, you know, I took a lot of source materials and filtered them through and came up with a code that was adopted, you know, it was reviewed by many community members.

I don't want to present this as though I did this all by myself.

There's been a lot of work across the country about dress code equity and ways to make these codes so that they're not discriminatory against any any characteristics.

So so we got this dress code together and we went off to the Seattle Council PTSA and that code was ultimately adopted at which point Leslie Harris said hey You know, this is great, but can you, our, you know, Ronald Boy and students at Garfield and the advisory committees are all working on various aspects of making this code more equitable.

And we don't know how this code that the SCPTSA just produced.

lines up with any of the work that's ongoing.

And so she asked if somebody in the room could volunteer to do a matrix analysis, and I did.

So I sent that off.

I sent that off to Ronald.

And I think, and also comments on the draft, the interim draft at the time.

And this is the output of that.

But I'm happy to say that This draft and the draft that was adopted by my child's school, it really goes to the heart of addressing individual level discretion.

And that's what the problem was.

Because if you're living in a culture that's imbued with bias, racism, prejudice, and then you give people individual level discretion.

Yes you have you you have a problem that is a problem that you just can't get rid of unless you decide to standardize behaviors rules and really make sure that there is equity built into the systems.

So that's my story.

Thank you so much.

Director DeWolf.

Thanks President Harris and thank you for all of your work.

On this.

I'm super humbled that.

This is to President Harris's point this is exactly what we hope our community will work with us on these things so my only question.

Particularly last few years I feel like there's been a proliferation of stories around black girls hair.

And also particularly as we think of native young males and braids sometimes.

Do you do you have.

How does that.

Policy affect or not affect or.

What is the way in which.

It.

Would impact.

Those two.

Types of students.

So.

In.

My outreach.

With students and administrators.

I actually didn't hear any concern about hair.

Especially from our students that did not come up.

You know it could be something.

That.

Could be.

Added to the policy I just don't see that it's an that it's been an issue that I know of in the district and in my six years of receiving phone calls about dress code violations I've I can't ever remember an administrator calling me and being concerned about a student's hair.

That's great.

And I guess and and so maybe this is just something that you weighed particularly in this conversation is is do you add the language to be explicit so that we're just calling out that.

We.

Want to respect your.

Your hair.

Or.

Was you know what was the choice and because it's not necessarily.

Laid out.

So.

Just wanna make sure we won't.

Get ourselves into a.

Trap or a tricky situation.

And I think that when I when I thought about it as far as this policy.

The initial intent was to keep the policy as.

Concise and condensed as possible.

To grow to three pages.

Which was not the original intent.

And then.

It.

The final.

That's a.

Presented to you today.

We just we felt that it.

It was.

As.

Encompassing as it needed to be.

For use as the district.

Okay.

Director Harris.

Comments questions concerns at this time.

Director Pinkham please.

Director Pinkham I just kind of popped in my head here.

I know some schools have like pajama days.

Would this then like.

impact that in any way.

No not at all.

Yeah.

Yeah.

Top bottom and shoes.

Good to go.

Or slippers.

Yeah or slippers footwear I guess is the actual term that's used.

Thank you so very very much and appreciate you sticking around for the late evening.

Number nine.

Renewal of Washington schools risk management pool coverage for fiscal year 2019 to 2020. This came before A&F June 10 for.

Consideration.

Approval of this item would authorize the superintendent to accept the proposed Washington schools risk management pool.

Coverage agreements.

For the 2019 20. Fiscal year and that the expenditure of two million eight hundred twenty thousand three hundred nine dollars in premium contributions.

To the Washington state risk management pool loss funding pool.

Be authorized.

A compliance issue.

Are.

Our only option.

And a hell of a deal.

Is that fair.

Yes.

Does anybody wish to address this.

I'm supposed to point out that the amount on the agenda was the old amount we did get.

We kept on negotiating thanks to our.

legal team and John Cerqui as I understand it and they did decrease the amount of the premium for next year.

So I just want to say that the bar amount is correct.

The amount listed on the agenda was the old amount.

That's happy news.

Thank you so very much.

Number 10 Seattle Public Schools SPS is applying for the 21st Century Community Learning Center grant CCLC in partnership with Seattle Parks and Recreation parks and key community based organizations.

This came before A&F June 10 for.

Approval.

Approval of this item would authorize the superintendent to accept 21st Century Community Learning Center grant funding and enter into necessary agreements should SPS be selected as a provider.

Take it away Chief Financial Officer JoLynn Berge.

Thank you.

So SPS has applied for the 21st century community learning grant in partnership with the city of Seattle Parks and Rec Department.

The grant would be two point five million dollars over five years.

Should we be awarded the grant it will provide academic and enrichment activities for up to 120 students in after school and summer learning.

Seattle has Seattle Public Schools has identified Emerson Lowell MLK Junior and Northgate Elementary as the school sites for the grant.

The grant application is still in review.

Notice of award has not yet happened.

So we may or may not get the.

Comments questions concerns.

I've been getting some feedback about after school carnivals that would be based on SBAC testing as part of this and I thought we got rid of those practices.

Any any comments on that or could we look further into this before action.

Tell me what those were again please.

I thought you said carnivals.

Yes carnivals.

After school carnivals to up attendance and or as a reward up the numbers of SBAC testing.

And we have had more than a few minor scandals in the past by large and in charge principals and live to tell the tale and suffer the consequences of those kinds of actions.

So if that could be looked into I would be ever so grateful.

Okay.

Moving on 11. Seattle Public Schools SPS personal service contracts PSC for Seattle Parks and Recreation City Year Seattle University tutors of Seattle schools and Seneca family agencies.

This came before A&F June 10 for.

Consideration.

Approval of this item would authorize the superintendent to execute contracts for a combined total of three million four hundred twenty one one hundred and eighty dollars with City of Seattle Parks and Recreation Department for five hundred sixty six thousand three hundred twenty one dollars.

University tutors for Seattle schools six hundred forty seven thousand seven five nine Seneca family of agencies one million one hundred forty four thousand six hundred dollars and city year.

$1,062,500 for school year 2018-19 for the purpose of providing families education preschool and promise FAP levy funded.

or other funding sources activities in selected elementary K-8 middle and high schools with any minor additions deletions and modifications deemed necessary by the superintendent and to take any necessary actions to implement the contracts.

Why consideration and not approval.

Mr. Chair.

I do not have my notes in front of me so JoLynn can you help remind me refresh my.

Yes the bar was moved forward for consideration.

It was missing the Seneca part of the.

Attachment.

And so my understanding was that it would have been moved forward for approval if that had been attached.

For the general public Seneca family of agencies delivers what kind of services.

Special Ed and mental health services.

Depends on the setting.

Yeah.

Questions comments concerns.

Seeing none number 12 amending board policy 6100 revenues from local state and federal sources came before A&F June 10 for.

Consideration.

Approval of this item would amend board policy 6100 revenues from local state and federal sources as attached to the board action report consideration because.

Again I didn't bring my notes out to defer to JoLynn.

On this.

I think consideration just because we were changing the policy and and I don't believe there was another comment about it at that point in time.

It was simply a change in the policy.

It was policy 6100. There was some talk when we had the BAR about McGilvra.

I believe those are somewhat related.

So this change is really a technical requirement.

The WSSDA policy has been updated.

And there are two policies that we're bringing forward tonight.

Both have to deal with the new legislative requirement for a levy sub fund.

And so WSSDA updated the policies.

There are two policies that were impacted by that legislative change and we're bringing both forward tonight.

Will we also then start seeing more compliance type policies come.

through to us as we catch up for what the legislature is either done for us or to us.

I think this one I think these may cover it from audit and finance perspective at least from finance the finance shop.

This is a legal requirement.

There is a new legal requirement that school boards must pass this type of policy so they have to include the language that we have.

changed regarding a public hearing within 30 days of issuance.

If the state auditor issues a finding that the district failed to comply with the restrictions for local enrichment levies.

So that's really driving the policy change is that new requirement in law to have that be a board policy.

So Director Mack Director Burke.

I we had a robust conversation around the fact that this policy was not being updated for any other reason than what the the the the state law that came down with this new requirement but that opening up the policy you know opening opens up the discussion again and.

And I do want to kind of publicly state here which is actually really useful.

The first line of the policy is that it is the policy of the Seattle School Board to pursue systematically those funding opportunities that are consistent with district priorities from federal state and other government units as well as from private and foundation sources.

So we actually have it very clearly in policy that we are going to go out and find dollars.

in line with our priorities and it's supposed to be systematic.

And we recognize that it's difficult to be systematic but we know that in the recent work that we've been doing and staff has been doing around looking at the big sheet and doing some of this analysis and I think you're calling it resource mapping.

We had a really robust conversation about the fact that it's in policy.

We may not be as robust yet but that we hope that it continues that direction.

So that's why it was consideration.

Thank you.

Director Burke.

So one of the changes in here is to ensure that local revenues are used only for documented demonstrated enrichment of the state's statutory program of basic education as authorized in blah blah blah which they are not fully paying for.

Is that like are we.

Backing ourselves into something which.

How do we reconcile that that the state is not paying for program of basic education.

Director Mack.

I think Director Mack wants to answer.

I would I would like to actually help answer that.

She's coming out of her chair to answer that one.

I am because you know we being at WSSDA's legislative committee meetings we got presentations from folks and this is one of the biggest topics right.

What exactly does this mean and are we backing ourselves into the corner and OSPI's response and.

The truth is is that basically anything they don't pay for isn't basic ed.

So I mean that's that really is it everything above and beyond what they pay for.

Is not basic ed.

So everything else is enrichment.

And it by the very nature of the fact that if their funding formula doesn't.

Pay for it then it's not basic ed.

So that's OSPI story and that's our story because that's the reality.

That they have defined basic ed by what they provide.

And it's insufficient.

Therefore enrichment dollars.

Yes.

And I'll keep my snarky comments to myself as we move on.

Were you wishing to speak to this.

OK.

OK.

Number.

Please do it.

Director Geary.

Right.

And so.

I can't my my computer died.

And so what is the equity analysis around this.

I mean that is the philosophical question.

What is the equity analysis around a belief that.

If the state isn't funding it.

Then.

It's outside the definition of.

Basic education.

We're encouraging everybody.

To.

Get as many dollars from as many sources as they can.

And spend them.

And we know.

There is a whole conversation about their how that leads to.

Inequitable spending across our schools.

So.

I'm not sure I my computer died.

It's 10 o'clock and I forgot my cord.

But I mean there is there's a real philosophical question and then to put a superintendent's policy behind it away from your computer that potentially will instruct or procedure.

To instruct on the.

Collection and dissemination of such dollars.

I mean.

We're passing a policy amendment.

That is fraught.

With all sorts of questions that are swirling around currently.

That we are.

Punting on.

I just highlight that.

CFO Berge is this a compliance issue a compliance issue.

The law does say that the policy is to be passed before 19-20.

That includes those statements that we have incorporated into the policy.

body of huge community engagement that we can't do in this time frame.

But make it clear we will have a policy that will instruct everybody out there doing the collection and the spending that it is fine.

I know and we get a lot of pushback on saying no to that.

So when people come to us and ask us to approve it they are doing that work under an allowable board policy.

I'm just pointing out where we're at.

Making it clear.

And the alternative to that is what CFO JoLynn Berge.

Don't do it and take a finding.

or worse I'm not I'm not sure what else the auditor.

Yeah.

You know I.

That's what the law says.

The board could choose to do it or not to do it.

I see the deputy coming to the podium.

Good evening Stephen Nielsen deputy superintendent.

I suggest that approval of this is a good tactical move.

Because it will help us say what we do to spend money.

Which could help us in our future.

Issues working with the legislature.

I.

I absolutely appreciate the candor of my colleagues.

Number 13.

Resolution 2018 19 dash 31 fixing and adopting the 2019 20 budget.

This came before A&F June 10 for.

Consideration.

Approval of this item would adopt resolution 2018 19 dash 31 to fix and adopt.

2019 2020 budget.

The four year budget plan summary and the four year enrollment projections.

There is also an amendment.

Would the maker of the amendment like to read that into the record please kind sir.

Amendment 1 amendment to the 2019 2020 general fund and capital fund budgets in support of the targeted.

Universalism smart goal.

To direct the superintendent to fund and reestablish a Native American focus option school that includes grades 9th through 12th as promised by previous superintendents and to fund and reopen the African-American Academy K-8.

Approval this item would reestablish a Native American focus option school that includes grades 9th through 12th and reopen the African-American Academy K-8.

Get away CFO Berge.

Right.

Well before we get.

Started.

I just want to say that this is the budget book is online.

I want to have a big shout out to all of my staff that.

Spend hours and hours.

Putting this book together.

And the Sebring our budget director is here.

So a shout out to her and.

Staff.

Yep.

All right.

So well.

Are you clicking.

All right.

We have an agenda I'm not going to go over it I'm just going to hit the high points I think some of these things that we have covered.

During our monthly budget work sessions.

And others.

Most of the data we have covered in monthly budget work sessions I would say.

So next slide.

So this is the summary.

Most of this data is in the book.

Right.

So we're highlighting we're taking highlights from this book that's very detailed.

That contains individual school budgets as well.

So we are looking at asking for approval of a budget that is just over one billion dollars.

For in our general fund for the 1920 school year.

Slide.

You can see and these are slides that we've done every year that I've been here.

This is my fourth budget.

With Seattle Public Schools.

And.

These are slides that are similar that we've done.

Right.

I know.

I'm.

Refreshed.

So this is our enrollment headcount.

This shows actual headcount.

For OSPI's report compared to our budget.

You can see where we have been off in some of our projections.

And that we are budgeting to be down lower than the number of students that we currently have in 18 19. Next slide please.

This number is just another way to demonstrate that it shows the variances it shows the growth over time of our budget.

Of our enrollment.

And then it shows the budget to actual for numbers of students.

And this is AAFTE.

So remember.

That we're funded based on AAFTE.

And.

We do count how many students attend based on headcount.

So there is.

Some calculation differential as we get to middle school and high school and those adjustments are because they're not always full time.

Students for us to count.

This slide is is again in the budget book.

It outlines our general fund resources.

You can see that.

We have listed the 17 18 actual the 18 19 adopted because we have not yet finished the year and our recommended budget.

We have had a significant increase in state funding and a decrease in local levy funding.

Due to the change of.

Funding McCleary that's the levy swap impact to our district.

You can see our federal dollars we'll show a slide in just a minute our federal dollars are really.

Representing about 5 percent of our revenues.

So I think there's.

Some context there.

Next slide.

We have shown expenditures by state program next.

Again we have.

We show expenditures three different ways.

State program.

Regular instruction or basic education special education.

On down the list.

And then we also show expenditures by activity and by object which we'll go over in a moment.

It's really three different ways to view down into information.

The same information just from three different angles.

You can see that.

Regular instruction is growing in cost.

Mostly due to the recent bargain.

Special education costs are growing as well.

Again increased costs for compensation are the biggest drivers of those amounts.

Pupil transportation is the other one that I would note.

We have.

Looked and are expecting increased costs for pupil transportation as well.

When you go there doesn't the state.

Usually reimburse us.

The next year.

Usually.

Yes.

Have they not reimbursed us say in the last five years.

No they have.

For the most part I would say that they have.

How do we have a negative.

Skill center revenue.

Skill center expenditures are expected to be slightly down.

From the prior year.

From the prior budget.

The percent of total expenditures is whether or not that.

It's the change in dollars.

So we're expecting it to be down by three hundred thousand dollars and then that's a point three percent.

Decrease from the budget.

18 19 adopted budget to 19 20 recommended budget.

That's mostly due to expected enrollment.

Director Burke did you have a question or comment sir.

I did just want to.

You know the vocational education and skill center lines both of them.

In 17 18 actual and 18 19 adopted we had.

A growth trajectory on both of them.

1920 recommended we've got a contraction.

Back to kind of a midpoint.

Is that because.

The adopted budget in 18 19 was not fully consumed or is that because we have had to scale something back or.

Do we know.

Why that is.

I believe it's enrollment projection.

It's enrollment projection we projected too high for CTE for 18 19. And we're.

We're reevaluating our projection downward for enrollment for CTE as we are overall district enrollment.

And that's the net impact on that small.

Population.

And so the.

Actual.

OK.

Yeah that's good.

Thank you.

Director DeWolf.

Can you just remind me what.

Support services is again just what some of the categories are under that again.

Yes it's like family support or.

Homelessness students or.

What I have in here.

What is comp ed other and other instructional programs.

But I don't have other support services.

Custodial and maintenance.

Oh right.

So I think that that is custodial and maintenance costs for us and support services.

We'll look really quickly.

Oh sorry I should have turned to the back.

The largest increases to technology.

And capital fund activities that are transferred through the general fund.

Next is increasing costs for opening Lincoln and Magnolia which is about two million dollars.

Utilities are up support for.

The new SEB the new medical costs are up.

Insurance is up.

Things like that.

So those are some of the things that are in there and those are some of the changes that we've noted in support services.

Sorry it's late.

Next slide.

This is just the chart.

That shows the same thing.

This chart is in your book.

Next slide.

These are activities.

So we take those same programs we're going to slice it a different way.

So we're going to say.

Talk about teaching teaching support principal's office.

Those types of activities teaching of course has the largest percentage increase that's related to.

The compensation increases.

And those definitions are included on the next slide.

This may be a question I already should know the answer to so I apologize in advance but we're in the middle of bargaining.

So this budget's based on.

What.

In terms of dollars.

Are we basing it on.

This year's.

Package.

Or an estimation of next year's package.

So it's what's been approved already.

So what the collective bargaining agreement that we agreed to for the current year those roll forward costs those carry forward costs.

Are in this budget as well as the state inflationary increase.

So existing year plus inflation.

That's it.

In the budget.

OK thank you.

Next slide please.

This is the definitions for you if you would like to read those.

Next slide.

Expenditures by state.

I know.

Expenditures by state object.

Same thing.

It's just a way of saying here's how much we have in salaries and benefits.

We're a district that we run at about.

85 percent or so our salaries and benefits.

That's.

Normal.

For a school district to run somewhere in the 80s.

For salaries and benefits.

Supplies purchase services which are contracts travel and capital outlay are very minimal compared to all of our other expenditures.

Next slide.

This is the chart that goes with that.

Next slide.

And then just another.

Way to slice it.

We wanted to talk a little bit about direct services that really go out to schools and that includes both the weighted staffing standard formula.

And then the centrally held budget.

That we do allocate out to schools so.

We hold the budget for nurses as a central allocation.

But then those resources are all pushed out to the schools as far as staffing goes.

You can see that happens for nurses instructional assistants custodians.

Bus drivers food service workers.

All critically important to be able to offer those direct services to students.

And then in support services.

Activities like.

Payroll the back end function of operating the district payroll accounting.

Paying the bills managing grants.

H.R.

Next slide.

There's a chart for us.

Next slide.

This is a requirement in law.

That we disclose to the board and that the board sees this as part of the budget.

We look at this is MSOC.

So this is maintenance supplies and other operating costs.

So those non salary dollars that the state funds us.

They have several categories and then we show what we are spending.

In each of those categories.

That were budgeted to spend.

Next slide please.

We have a similar slide put together for the associated student body fund.

So you'll remember that the general fund encompasses the majority of our budget in our for our district.

But.

Governmental accounting rules say that we have to have a separate fund.

And state losses we have to have a separate fund for associated student body.

This really begins and ends with the students it's what they plan to spend what they plan to fundraise for.

And what they plan to approve at the school level.

And then it is rolled up to the district level.

Next slide please.

Debt service fund.

We have a single payment running through the debt service fund that's our annual debt payment for the John Stanford Center bonds.

Next slide please.

And the capital fund we had a presentation at the last work session where we really.

Went deep into the capital project budget.

This is that summary that we had discussed.

During that last work session.

Next slide please.

So next steps.

We're submitting the budget to.

The educational service district our ESD for error checking.

The board action is scheduled for July 10th.

And.

We'll load the budget into our financial system.

And then the approved budget is due to the.

ESD by September 3rd.

Next slide.

We've.

Done two attachments for you.

A district wide staffing summary.

That shows by department.

How many units of what type we're hiring.

I think it's very informational it says how many teachers how many librarians how many central office folks.

And then we've also provided a link to the school staffing allocations.

That are part of the book.

That would conclude my remarks.

Director Harris.

Can you.

Flag something for the record please.

We had.

Central.

District staff.

Rift.

This year.

And we are not.

Backfilling those positions.

How much.

A how many bodies.

B if you can.

Estimate or guesstimate.

And.

How much money.

Do we have.

Set aside because next year is going to suck.

As well.

So we had about we have about one point five million dollars in central office cuts that were not restored.

It was.

About 15 positions probably or so right in that ballpark.

That was part of the exercise that the superintendent asked us to do once the board gave us direction on the amount.

We did those cuts.

We did not restore those cuts that amount sitting in escrow because we firmly believe.

That with the deficit that we're projecting for 2021. Of about 58 million dollar of a deficit.

That we will need to offer those cuts up against up again out of central and to try to stabilize our operations.

We decided as an executive team.

With the leadership of the superintendent to hold those funds in escrow.

Director Harris.

OK and the question that I get out there on a regular basis is.

But we funded McCleary and on the last day of the legislature.

We raised your levy authority.

So that you are no longer.

Quote.

Lawbreakers.

How is it that we can still have a fifty nine million dollar deficit.

Yeah.

One we were never lawbreakers asking for voter approved authority.

Is not breaking the law.

Collecting one more dollar than you're approved for.

Would be breaking the law and we don't do that.

The amount of funding that we needed was probably around four thousand dollars a student not three thousand dollars a student to be able to not cut.

Into the future.

So the fact of the matter is that.

Our expenditures continue to outpace our revenues.

We do not have levy growth.

In the same way that we used to.

It's all about.

Just more of a comment.

I don't want to take too much time but I just I know we've been able we've been working on this budget for a year and one thing I think you had at least we had.

Had a conversation about was that our process here.

Is.

A lot deeper dive and more hands on than many if not any other school district.

So I really appreciate you working with us throughout the year so that.

We can.

Be thinking about the budget all year long so I'm just really grateful for you.

Bring along in that process and all the hard work and thank you for the incredible book.

The artwork.

Is fabulous.

That was their idea.

Staff's idea.

Yeah.

That's that's our good stuff.

I have the last one too.

in patience of the amendment that I believe you're going to need to address as well as potentially acting Chief Counsel, Mr. Moore.

Sure.

Well it shouldn't come as a surprise to people.

I think when I first came on here I was trying to how can we get Indian Heritage High School back open.

How did it close.

It seemed like it closed properly.

But.

It just.

Seems like we don't do something we just keep on pushing it down the road down the road.

When we're going to.

Address past promises that were made.

To help our.

Underserved population.

This is not to disparage what the Huchoosedah program does.

I want to make sure that that's loud and clear that but because they have services and they're doing great and then they have some focus services at.

Attendance area schools.

So this is one reason on Indian Heritage bringing back native focus high school include grades 9 through 12. I think will help.

Bring our native graduations and numbers a bit higher.

They didn't have a fantastic graduation rate but most of the students that they serve would have dropped out of school if they stayed in their other assignment school.

So that's one reason I think we're being able to save some students that would have been lost otherwise through this school.

And then also the African-American Academy to bring that back to one to help support our.

Initiative focus on African-American males and how we can serve those students.

You talked to me briefly on the phone that my numbers may be wrong.

I got the number one point five million from previous superintendents his report on options on how to better serve the native.

Student populations and one thing included in there was reopening Indian Heritage High School which you put a one point five million dollar.

Cost estimate on it.

And I think you shared it.

Probably more on lines with South Shore which is about two million dollars.

To get the school running.

So for me it's.

I got to bring the conversation back up because my time on the board is getting short and.

I put it out there.

Director Harris.

You said the word surprise Director Pinkham and I honestly feel like this is the definition of a surprise.

I.

I want to be really thoughtful about our commitment to community engagement and having processes and I will tell you.

It is not the same.

Experience but.

Particularly on the process for community workforce agreements.

I.

I couldn't have brought that here today.

And hoped to have moved forward on anything because it took.

I mean.

It took a long time sometimes just to get meetings with folks from the staff.

So I want to be thoughtful that it does feel like a surprise and it's not a surprise in the sense that we don't know your values and what you what you want to fight for.

I want to be really really.

Grateful and respect the work and the passion you have around that.

My concern is that it does not go through a community engagement process we haven't brought in the community around this.

And we've had like I said a long a year long budget process.

And I have.

We could have brought this up at any of those moments particularly if it's just one point five million.

I think we've been really creative about.

Cutting things and we had a budget deficit this year.

It just feels like this is a surprise.

Not so much that we don't know that this is your passion.

But to bring this forward today after like I was just saying.

We have a year long process around the budget.

And it feels really hard to have to say this back to you.

Because.

I don't discount what you believe or the value or the efficacy of such a program.

And I want to be thoughtful that people want us to make.

Informed decisions.

And this does feel like a surprise and I want to make sure.

We include people in this process if it is something we want to shoot for.

Tomorrow.

Let's start a year long process so by next year.

This vote isn't a surprise and we've actually done something to make sure we've engaged the community and see if we can make it happen.

Yeah and part of this isn't to start the school next year to set aside funds to start the planning for it the collaboration of the school.

Maybe as I think about the one point five million isn't going to necessarily go to this all school next year but at least it'll be there for future years and not and however the school gets created our schools I want to say.

So.

Hopefully this will help us set aside funds to do that collaboration do that planning with the goal of reopening Indian Heritage High School and African-American Academy K through 8.

And if it is for planning.

That's not what is outlined here.

You've asked for two portables for a program.

There's other things you're specifically about and so if it's about planning.

That's different because I also know we have some dollars from our levy particularly for the downtown elementary school.

Maybe we could use that.

But.

I feel.

Really.

In a corner.

Because.

I'm a native person.

And I grew up in as an urban native.

I.

I likely would have really appreciated this.

But if we do it I want to do it right.

And so if this is for planning it's not how I'm reading that it's for planning.

But we can do that.

And tomorrow.

Let's start that process so we can get there.

Thank you for that and.

So.

I know and I definitely I.

Didn't mean to.

I guess I can't.

I don't want to apologize for that but I did bring this up.

And if.

It is going to take you know some kind again this is amendment and it's introduction.

To get you guys to support how can we then maybe.

See how this is going to change do I need to change it to more just planning.

To this amendment so when it comes back to when we vote on it.

Would that help out.

I personally do support option schools and I think they're having specialized schools are useful in our district and I do support the concept behind bringing back Indian narrative Indian heritage high school and I potentially support the concept of the African-American Academy though I'm not sure where I haven't heard from the community at large on that issue as much but.

From my personal perspective on the importance of schools that have specialized focused in our system.

I'm.

Very supportive.

And I'm very supportive of.

Of.

These two potentially being.

Schools that we could create.

The challenge that I have with the amendment hitting now is that it's to the budget and it's not through the filter of the student assignment plan conversations where the spaces the planning process for figuring out where the space would be.

is really really critical.

I mean we're still struggling with the challenge around putting a K-8 in the middle of what was planned to be a middle school building.

Not you know there's there's the there's the political challenges but really the physical reality of having two schools co-housed in one space is a challenge.

So.

Putting.

The idea of having portables and paying for the portables that actually the budget exists for that we have in the capital budget that's not a problem.

The challenge in in this proposal as it is is that.

The planning that's required is multifold and crosses over some of our other policies and are not in that.

So we'd be making a really dramatic.

Decision to say yes to this that we haven't.

Talked through all of the other policy implications.

The other part of it is it being attached to the budget the.

The accuracy of even if we're just doing.

Two portables.

For each of the programs.

The cost required of putting a planning principle in place.

And all of that actually does.

It's it's not in here too and that's so it's not an accurate reflection.

So.

I can't exactly echo how.

Director DeWolf was talking about it but for me I want to be able to support.

This.

And unfortunately I can't because it's not.

Connected.

To the other policies and processes that can actually make it happen.

We haven't done the work to.

To bring all that about.

And.

At this stage in the budget it just isn't.

It's not it's not it's a half baked plan.

Director Harris.

So I think.

I continue to.

Really hugely respect.

The work that you bring the perspective that you bring the enthusiasm you bring.

And what I'm.

Torn about on this one.

Is.

Not being in a place where I.

Feel like I can.

effectively make a decision.

You know these are not my communities.

And so I have to look to these communities for guidance and what I'm hearing in the work that we're doing is a desire to bring sort of the cultural richness of these communities to the district at large.

And there's a there's a you know the funding reality that we can't do everything.

But what is the you know the.

Programmatically creating.

You know identity safe spaces or.

Focused schools around a specific.

You know in this case.

Indian Heritage High School and African-American.

Academy.

I think that the district benefits from.

Sharing that that wealth that.

You know the culture.

And I've heard from families that that's a positive thing.

The other side of it.

Is the safe spaces.

And.

You know.

If if we have.

Communities that are.

That are you know in our comprehensive high schools if if our kids get lost in them.

And and I'm just as a as a director I don't feel like I could say wow let's invest money in these programs.

That are focused.

Potentially.

At the expense of those that we're developing.

That are you know maybe a smaller granularity or you know like.

The SCOSHI program or you know that.

I just struggle with how we can do both and what.

The community is asking for communities are asking for with our limited budgets.

Last but not least.

Being board president.

Really sucks sometimes.

Because.

People assume you have a great deal of power and I keep thinking but I have to tell you because I try very hard to be very clear I am extraordinarily distressed that these two amendments that these first time I've been told I have to use a microphone.

These two amendments were pitched over the top.

Did not follow the committee structure.

Weren't vetted with your colleagues.

And that's frankly that's kind of a breach of trust with your colleagues.

Thank you for sending it to me so that I could immediately send it out to all of our colleagues.

But now we polarize the situation right.

You're against the Duwamish you're against the Native American high school you're against African-American Academy because that's how it works in this passive aggressive city.

And it frustrates me no end that we have worked so very well together.

I think have we made the kind of progress that I dream of.

Certainly not.

This process drives me frustrated on a regular basis because it takes too long to get stuff done.

But the numbers in here aren't vetted.

We didn't send it to staff.

It hasn't done its whole routing thing.

What are the unintended consequences And we haven't said where we're going to take the money from.

And if we say it's for planning.

OK.

Then that's going to.

Turn into yet another unfulfilled.

Promise where we break trust with folks down the road.

And I don't want to do that to the next board.

I don't think that's nice and I don't think it's fair and we haven't said what we're going to cut out of these numbers here and with the fifty nine million dollar budget deficit.

So so I guess I'm expressing my extreme disappointment and I'm expressing even bigger my extreme disappointment that we don't have the luxury of expanding to meet needs.

In fact we know that small schools are more expensive to operate.

We've seen those numbers.

We argue about where on the spreadsheet CFO Berge where on the spreadsheet do we say how much is a life saved worth.

And we're not necessarily even doing a good job on what we're doing now.

So I I express my disappointment and I hope that this conversation does not get polarized like so very many other issues that we deal with.

Fifty nine million dollars budget deficit next year scares the heck out of me.

The way that we are delivering some of our programs already is not sustainable.

So to make even an inference of another promise that another board and our wallets can't cash.

No no and no.

Respectfully.

Moving on.

Last item on the agenda number 14. Amending board policy 6 0 2 0 system of funds and accounts.

This came before A&F June 10 for approval.

Approval of this item sorry about that it was rolling.

Of this item would make edits to board policy number 6 0 2 0 system of funds and accounts in order to meet new requirements in state law.

These edits modify language describing the local revenue sub fund to account for local enrichment levies separately.

From other basic education activities in the general fund in accordance with.

RCW revised code of Washington 28A.320.330.

In addition edits in the capital projects debt service and associated student body funds were made to provide greater.

Greater clarity in the use of those funds.

CFO Berge would you T.S.

off please.

Yes this is an exciting policy change that outlines our funds.

Does the board budget still have to absorb the costs of doing levies.

Yes.

Yes.

So this is a this.

Is WSSDA came out with a new policy revising our use of funds.

We have to include sub fund language and this policy incorporates those changes.

Comments questions concerns this is strictly compliance.

Is that correct.

Yes.

Yes.

Director Geary did you have a comment question concerned.

Okay.

We are adjourned.

In this hang on.

Please.

Acting Chief Counsel Ronald Boy.

I just want to make clear for the record that on 13 on the agenda the amendment did not receive a second and I just want to make sure that that's correct.

This is intro.

This is not an action item.

Oh you are so busted.

OK.

We are moving in.

We are moving in to executive session to talk about anticipated litigation etc.

We believe that it should not last more than a half an hour.

Should it do so I will step out and give additional time.

Thank you.

Thank you.

Thank you for everyone that has hung out here.

You're a trooper.

Thank you.