Sexy part of the agenda.
Number one approval of the superintendent employment agreement.
This came before executive committee.
April 19 for consideration because the contract had not been fully vetted at that time.
Approval of this item would approve a superintendent employment agreement between Denise Juneau and Seattle school district number one which was negotiated by board president Leslie Harris and board vice president Rick Burke with the extraordinary capable assistance of Deputy General Counsel John Cerqui.
The board action report also authorizes director Harris to sign the agreement.
I would like to make a motion.
I move that the school board approve the terms of the superintendent employment agreement with Denise Juneau as attached to this board action report and authorize board president Leslie Harris to take the necessary steps to sign and implement this agreement.
Immediate action is in the best interest of the district.
I second the motion.
I would invite my colleagues to go down sit in the front row as we sign this agreement.
After we have comments concerns and questions and we take a vote.
I'm just so excited I'm just trying to skip right through it.
I do not want to be assumptive.
Would director Geary like to make some comments.
Nice softball by the way.
Thank you.
You're welcome.
Save.
Anyway it's such an exciting night and we get to welcome our new superintendent Denise Juneau.
So that's very exciting.
And we want to also give appreciation to our current superintendent Dr. Nyland and I have such confidence in this transition because of the great team that we have and all the work that we have done to create strong processes in place That really focus on education for every child every day with a lens around closing the achievement gap and the opportunity gap.
And so it is so exciting to know that we're bringing in a leader who shares those values and wants to move forward in that work.
So with that.
Other directors.
Director Patu and Director Burke.
I also would like to welcome Denise to Seattle Public Schools.
Looking forward to working with you and also wanted to say to Dr. Nyland thank you for the leadership that you have given to us these years that you've been here.
And I guess I'm going to miss Seymour says I'm the longest board director here.
But thank you for all the hard work and really appreciate it because with all your leadership we would not have gone this far.
So thank you.
I would also like to welcome Ms Juneau.
We're thrilled to have you.
We're excited.
We as a board and we as a city.
This is truly it's truly a shoulders of giants thing as I've learned in two years and change every time I think why don't we have this.
I realize oh there it is.
We're working on it.
And so there's everything that we're working on.
We can look back one two four ten years and see the foundations of that work.
And so I also want to want to give give a shout out to Superintendent Nyland for the way he's helped us knit together a lot of those things that even for me when I came into the district we had a fairly disparate set of systems and I think they've really helped align.
We're a fun rowdy board you can have a great time and we're very much a we and with sort of board.
So welcome to the team.
Other comments questions concerns Director Pinkham.
Well I just want to say welcome.
I'm looking forward to working with you.
And what I think wonderful things we can add to what Dr. Nyland has already kind of got us going with our eliminating the opportunity and achievement gap.
But there's just so much more.
And for me as when they said it as again I was the first American Indian on the board for the city of Seattle to see that now we're going to have a native superintendent and I We also have another native on the school board that it makes me feel good makes me feel proud that hey I think Seattle's getting it right.
We're going to the right place and the African-American Academy what they're doing here.
We're going in the right direction and I think with your leadership you're going to lead us.
Onward and upward and continuing going.
Just I guess I'm just like Jill earlier.
Emotional.
But Qeˀciyéẁyéẁ thank you and looking forward to working with you and Superintendent Nyland thank you for getting us to where we are today.
Director Mack.
I don't know that I can say it any better than anything anyone else has said here.
So I have to say ditto ditto ditto ditto.
Thank you.
Super excited about the future and thank you for all of your service.
And Director DeWolf.
I didn't see this on the run of show that we had board comments but.
Mine actually is just very personal I know that we've had a great conversation today.
So I'm particularly looking forward to some of the really great background that you come with and the opportunities for us to work together particularly around student homelessness and improving the educational outcomes for our native students.
So I'm greatly looking forward to you joining our team.
Thank you Dr. Larry Nyland for all of your work.
I think a lot of people like to say you have big shoes to fill but I think What I like to believe is that Larry you should take your shoes and bring your own and help us chart a new course.
Help us chart a new path and continue on the work we've done.
So thank you.
This is a really proud day.
This is a proud day because we get to give thanks.
Huge thanks.
It's a proud day because we did what was right for the right reasons and we have focus and we have leverage and we have a good team.
And in the last three weeks Instead of having the rocks thrown at my head.
We've had compliments all over this town.
I frequently talk about being accosted in the banana aisle at the grocery store.
The banana aisle is a pleasure to visit now.
You guys did great.
And we did it with the help of community partners.
We did it with the help of our labor partners.
We did it with the help of our exceptional staff and we did it looking into our hearts finding the right fit and doing it for the right reasons.
And with that roll call please.
Director Burke.
Yeah.
Director DeWolf.
Absolutely.
Director Geary.
Aye.
Director Mack.
Aye.
Director Patu.
Yes.
Director Pinkham.
Oh yes.
Director Harris.
Aye.
This motion has passed unanimously.
And with that I will invite my colleagues to the front line and we can have our signing.
Thank you.
Are we signing first?
OK.
Yeah, fine.
Well I just want to say a few brief remarks.
First thank you to Dr. Nyland.
I mean as I've traveled around this district and visited with people your leadership definitely shows through as far as the respect of the office what you've done putting projects together and task forces and all the right issues and so thank you for your leadership.
I sort of feel like I am going to have to fill big shoes.
And I hope I do right by what you've left.
And thank you to the board of directors for placing your confidence in me to lead Seattle Public Schools.
I look forward to working with you with a talented staff in the district parents and students to build on your current successes confront our challenges and move positively into the future.
I've spent the bulk of my career working to create a better future for the next generation.
I'm excited about continuing that work here in Seattle.
I know we all do this work because we believe in the power of public education and what it can do for individuals and community.
Those of us serving in leadership roles have a duty and obligation to do right by every student in this great city.
And as long as we continue to keep students at the center of our collective work and conversation it will be hard to go wrong.
As we embark on this new journey together know that I plan to listen and learn from our many partners and I'm committed to work with all of you to shape a vision for the district's future that works for all.
I know that together we will make big strides and we'll create a system that is inclusive and responsive and makes a positive difference for the young people of Seattle.
You know we did talk about filling shoes earlier and there's this old saying about don't criticize another until you've walked a mile in their moccasins.
And the best thing about that is after you do that you're a mile away and you have their moccasins.
So just a little ebony.
Thank you.
Board of Directors and community of Seattle the parents students.
Thank you in advance for helping me to lead this district.
And thank you for selecting me for this most awesome job.
I really look forward to it and I'm really glad that we made it official tonight.
So thank you so much.
th th Okay.
Director Mack.
I'd like to make a motion to that action item number two not be considered for action tonight and instead be moved to the intro portion of tonight's agenda and introduced prior to intro item number three.
I'll second that.
Those in favor.
Aye.
Aye.
Aye.
OK.
Thank you.
So new action item number two approval of contract amendment with Centerpoint for interim benchmark assessments in math and English language arts for school based implementation of MTSS RFP 0 3 7 6 7. This came before C&I March 13th for consideration.
Indeed.
Approval of this item would authorize the superintendent to execute a contract amendment with Centerpoint for an amount of two hundred fifty three thousand six hundred dollars for benchmark interim assessments in mathematics and English language arts for grades 3 through 10.
I move that the school board authorize the superintendent to execute a contract amendment with Centerpoint for an amount of two hundred and fifty three thousand six hundred dollars for benchmark interim assessments in mathematics and English language arts for grades 3 through 10.
I second the motion.
Who will be presenting this this evening.
Chief Jesse please.
And this evening we're just looking for approval for contract center point.
It's came through a lengthy RP process and we field tested it this year with 20 schools participating.
The field test went very well especially for math so we'll be looking to extend math.
Interim appropriate as well as some of the questions.
And then as you know while on a curriculum for new ELA curriculum at the entry level and so CCC and that will allow us to do alignment as we've learned more about curriculum this year.
My last piece is just that this work was done with in cooperation with principals and teachers both on input of the construction of the items as well as the scope and sequence.
Chief Jesse can you give us a short explanation of the difference between high stakes testing and interim evaluations for the folks watching on channel 20 and for the good folks in the room.
No problem and I'll use your fine words.
When we expect to know students story strength and need we need an interim assessment so that we're not surprised off of those high stakes summative assessments.
Interims are just a quick with their 18 questions.
They are just to help teachers inform their instructional practice on the spot.
So when we know more about what students know we don't have to bore them with additional instruction of where their skills are at a gap.
No high stakes testing.
And this is again just for those teachers and the principals to turn around and make sure that they're addressing the instructional needs of each and every student whether you are demonstrating Some need for help at grade level standard at grade level standard or you need acceleration.
Thank you.
Questions comments concerns from my colleagues Director Geary then Director Pinkham then Director Burke.
Perhaps this is coming because we're right in SVAC season.
I appreciate the need for interim assessments and One of the things that since I have been elected to the board and one of the things we heard on the campaign trail was just the over testing of our students.
And so it's just an opportunity not that I tie it necessarily to this interim assessment but the idea that are we getting rid of some assessments as we go along or are we just adding more.
And.
Is there any way that we can do that full analysis of all the testing and see where it's duplicative and continue to weed out so we're not paying for more tests.
If we can get the information from the interims that we need to actually make meaningful changes in our classroom.
So one of the items attached to this particular bar is a summary of the district assessment calendar.
It is something also that I was directed by one of the other directors to post on our website.
It does give you a good summary of how much time we're spending on assessment out of the one thousand fifty eight plus hours.
So I do challenge those people who say we over test or we're spending too much testing if you simply look at that summary.
Something just for third and fourth grade.
We average around seven hours out of the entire school year for assessment that we direct as as as a district.
Yes teachers create their own assessments those formative assessments and so on and so forth.
Yes.
To the other point is we do hope to utilize this particular assessment for a couple other areas.
because we do want to norm it and norming really means for our ability to benchmark this and see where would standard scores be for students at different grade levels.
Again being below at or above grade level so that we can move that and see where students we can predict some performance on that.
And that would help us do things like advanced learning testing where we test about 5000 students every set on Saturdays.
That would be a tremendous savings for us and also very informative because we can have multiple data points.
And my other one is around MAP and we've had this conversation at C&I committee around the MAP test.
We've now had it in the district for over 10 years and that assessment.
My last point is that assessment really gives limited information.
It is norm based national.
That's why people like it's really attractive for that.
It's a good screener.
However it doesn't give you the discrete Washington state learning standards.
And so teachers have very difficulty if if not able at all to use that information to inform individual instruction for students.
Director Pinkham.
Under the equity analysis it mentions while conducting the 2017 18 field test ELA passages were analyzed for bias and the potential impact on educational equity.
A decision was made to conduct a second ELA field test with custom developed items that better align with the diverse student population of Seattle Public Schools.
Through the second field test we can put controls in place to ensure educational racial equity.
Do you have examples of these custom developed items?
Yes yes Director Pinkham.
One of the as I was mentioning before while we're doing a field test again for another year for the ELA ELA interims is some of the passages were identity safety threat for our students.
Some of the language and terminology they were using was really inappropriate.
We feel and was stereotyping students and situations and so we went through those as part of our screening.
We didn't use them but we caught them.
And so it's been a challenge and so we went back with the vendor to customize that and we're actually in the middle of that process right now this spring and into the summer.
So what I mean a customizing so you're customizing the language in some of these assessments is that what you're doing.
It sounds like you're saying you're you're customizing some other way to.
assess this.
So once we have so the vendor has select passages they use with a lot of other districts.
Once we don't select those particular passages we move to having new passages and we have to create customized questions right that match that particular passage and that we are willing to accept.
So that's why you get that customization.
And then there's some technical aspects as you might be familiar with is once I disrupt that and don't use that particular question then it also might not be aligned to certain standards that we are trying to assess for.
And so we have to ensure that the items also are assessing for some of the learning standards that we want at that grade level.
And this seems more concentrated on the ELA.
What about the mathematics?
Math has been gone extremely well.
According to who?
The teachers.
Our customers.
I want to thank you for the presentation and appreciate the work of the team and the committee.
I have.
Really just one remaining question and then sort of a request.
I took the opportunity to take some of the assessments myself.
And so I spent a little bit of time as a fourth grader and a little bit of time as a seventh grader doing some math.
And I just want to say with candor.
These are hard.
There's there's some really challenging rigorous multi-step math involved in this work but.
It's grade level appropriate.
It aligns to the standards and it's what I want my kids to know how to do at that grade level.
So I think there's going to be more conversations as we roll this out.
You know when if we have students struggling it's going to show that we need to do some more work and if we have students that are doing great it's it's going to be a great opportunity to you know to celebrate the success.
So I feel really good about the.
the mathematical level and sort of the what they say the DOK the depth of knowledge of the of the test.
My request is that when when we're looking at this if you could do a pretty careful analysis of ELL students because I think that there may still be a little it may still be a little bit language rich on some of the more complex problems.
The language level.
feels like it could be a potential barrier to the mathematics.
So I just want that to be something that you're really conscious of as you're doing more pilot studies.
And then just to confirm publicly is is our current technology infrastructure compatible with this work.
What's what's needed to be able to give these assessments.
So.
So folks on our DOTS team were part of the RFP.
That was actually what some of the challenges were with it just to make sure and we were also ADA compliant that also switched up some of the things within it.
So our technology does match that and so that we are also resourced.
to do this rollout and those as we're having a conversation the rollout cards have been really helpful for some of those schools because of our limited classroom space at some sites have been really a big bonus.
Thank you.
And just for directors to note as well the.
The bar that's up for approval has two additional bullets in the in the implementation section.
One of them is that the assessment results be explicitly shared with families which is something that is built into our assessment policy.
So it's really just restating that and some of the back background on that is recognizing that assessments can be a contentious topic.
I think historically we've been a little bit.
passive in sharing those results.
And I think that that has been one of the challenges with with MAP and with the former amplify beacon test that was going through a development cycle and so we didn't build the trust of our community.
So I just want to be really intentional building the trust.
I think the team's done a great job so far.
So that was the first one.
And then the second one was to recognize that this could be used as a tool to inform the transition from elementary to middle school.
I think that directors might have seen some e-mails about that.
We don't have consistent practices across our middle schools.
And we're creating a key performance indicator for eighth graders to be algebra ready.
And so the question is well what are we doing as a system to help them in middle school identify those kids.
And so recognizing that this the formative assessment will really help the sixth grade instructors understand what prerequisite skills the kids have what supports they would need how it weaves into their MTSS system.
And so I appreciate staff incorporating both of those points.
Other questions comments concerns roll call please.
Director DeWolf aye.
Director Geary aye Director Mack aye Director Patu aye Director Pinkham aye Director Burke aye Director Harris aye.
This motion has passed unanimously.
Thank you.
Number three BTA IV and BEX IV award construction contract P 5 0 9 8 to CDK Construction Services Inc. for the Dearborn Park Elementary School roof replacement and seismic upgrades project.
This came before Ops March 8th for.
Consideration.
Approval of this item would authorize the superintendent to enter into a construction contract in the amount of four hundred forty four thousand five hundred dollars for the Dearborn Park Elementary School roof replacement and seismic upgrades project.
I move that the school board authorize and approve the charge of the information.
Sorry wrong one.
No.
Wrong motion.
Hang on.
We have a script breakdown.
That'd be great.
I do not have the motion in front of me.
So what's in the bar.
I can pull it up.
Thank you.
Back up a little bit.
Oh my gosh.
Recommended motion is a short story.
I move that the school board authorize the superintendent to execute construction contract P 5 0 9 8. from BTA IV and BEX IV to CDK Construction Services Inc. for the Dearborn Park Elementary school roof replacement and seismic upgrades project in the amount of four hundred and forty four thousand five hundred dollars including alternates 1 and 2 plus Washington state sales tax with any minor additions deletions and modifications deemed necessary by the superintendent and to take any necessary action to implement the contract.
I second the motion.
Who's presenting Lucy Morello.
You're up.
Good evening.
Lucy Morello senior project manager in capital and capital and planning.
This motion was introduced to the board on April 4th.
This.
The.
Historical renovation information was added at the request of the board and that shows that the reroofing and seismic upgrades were last completed in 1991. That's 27 years ago.
So the roof has reached its end of useful life and needs replacement.
Thank you very much.
I have one question and it's a technical one.
I was taking my notes for this item and notice that the minutes for that meeting don't have the same thing as this here.
And I just want to clarify which levy dollars are being used.
So this one says BTA IV and BEX IV.
The minutes cite BTA III and BEX IV.
I have BEX IV and BTA IV.
And we don't have Richard Best here because he might actually know off the top.
I'm a little nervous about that it's actually referencing the wrong one.
General counsel you want to come to the box and help us out please.
The action report that I have has this but the minutes of our meeting from Ops had a different one and I didn't have the original from the work session.
So can we approve it and have it clarified later.
Yeah I think that's probably appropriate.
I do notice that the motion itself as you know references BTA IV and BEX IV.
So assuming those are correct and they pass tonight I think that's the kind of thing we can confirm later and that would be acceptable.
Director Geary.
I just want to thank you.
Thank Ops for putting in facilities and putting in that historical information and going forward for these kinds of big projects that are several hundred thousand dollars.
I think that that's helpful for us to see that it has reached the end of its useful life.
So I appreciate it very much.
Something that I want to see go forward.
Seeing none roll call please.
Director Geary aye Director Mack aye Director Patu aye Director Burke aye Director DeWolf aye Director Pinkham aye Director Harris aye.
This motion has passed unanimously.
Thank you.
We come to the introduction portion of our meeting.
Number one approval of purchase of equipment from black box to replace existing voice network that supports desktop telephones and five year software and hardware support for three million six hundred seventy one thousand five hundred seventy five dollars and 40 cents.
This came before Ops April 5th for.
consideration.
Approval of this item would approve a five year contract for the telephone system upgrade with black box.
Mr. Kroll take it away.
Good evening board members.
John Kroll chief information officer.
We want to introduce this item for a new phone system throughout the district.
This will be in nearly two hundred schools are existing phone system.
The install was finished in 2003. So a lot of the equipment is actually older than that because that installation as well took several years.
We just went to public bid.
We had seven responses ranging from three point five million to nine point five million black box.
was selected.
Black Box is a public company and a reseller of NEC which is our existing phone system as well.
Going with the company with our existing phone system is going to add savings as well.
Yeah.
It's just one of those things that we need to replace after almost 20 years.
you Director Mack chair of Ops.
I want to thank you for being responsive to the committee's request to respond to a few additional questions by giving more background on what the situation was as well as I see that you have brought some examples so that people can see.
Can you actually bring those forward to the podium because actually I think probably appropriately for the TV I suppose I can hold it as well.
You can set it right here.
Let's do it here.
That's OK.
Great.
We are wanting to have the public see that these are the phones we're getting.
It's helpful to have a visual.
So thank you for doing that as well as.
I appreciate that they all of our old phones will be recycled through Washington's e-cycle program.
So thank you for confirming that.
And.
So.
We need new phones.
They look great.
Sounds like you've done really robust work here.
I'm curious if anybody else has any other questions.
Has has there been a life cycle identified with these given that you know you could take the old rotary phones and probably get a bunch of years out of them then the dial tone for a bunch of years.
But you know we're now we're down to 20. In our last system you said what sort of life expectancy would are we putting on this system either due to the hardware or due to you know future obsolescence.
You take a wag even.
Yeah it's about 10 years.
Is that that sort of industry standard industry standard.
Yeah.
Thank you.
From 5 to 10 years.
I admit to you that that disturbs me significantly.
A 10 year life cycle.
This is the public's money.
It's important to have it on the record.
Please.
Are there any products on the market that are not as disposable that would have a longer life cycle or is that basically the market these days?
Ten years is pretty much standard for for technology.
Most technology is shorter than that.
So computer life cycles range from you know three to five years.
Was the life cycle issue addressed as a component of the RFP.
I'd have to look into that.
If you could do that before this comes back for action it would be very helpful and perhaps some benchmarking as far as I'm not disputing what you tell us as far as obsolescence but.
found that to be shocking and maybe it's just because we're moving so very fast.
There's a principle in technology which law Moore's law I think is an operation.
Director Geary.
Well the idea about technology and obsolescence is that the systems are changing in such a way that their functionality is becoming greater and therefore the old technology becomes obsolete because it can no longer handle what is being asked of it.
These are telephones.
and telephones have been performing the same basic functions for a long time.
And so I do have a question.
What is it our current phone system is not effectively doing.
Or is it just that we are building new buildings and our new systems are not compatible with the old system and that's causing a problem for us because I'm I call my school and apparently people answer the phone and transfer me where I need to go.
So I'm.
No good question.
So so one one thing with technology what happens is the manufacturer stops making.
that phone.
So for instance this phone is no longer made anymore.
We can't get parts.
The teams had to go on eBay and try to find find parts to keep older systems going literally.
So that's one of the main things is and it is one of the things with technology as technology improves the companies make make new models.
You see it with consumer products.
With enterprise products, they try to make that window longer, which is good.
But yeah so we were at we're at a risk right now where these phones are.
It's a safety.
It's a very important safety instrument in the classrooms and in the offices that these things are working.
And we the longer we put it off putting in a new phone system that we can get quick quick parts.
We have a risk there.
So on this contract are we going to ask for a spare parts depot that goes with it so we don't run into the same thing.
The that's that's built the repairs are built in.
So we've got a five year contract with them for repairs.
OK but I'm talking about guaranteed obsolescence here.
If they discontinue our model what recourse or safety net do we have to be able to repair this new fancy set of phones that we're replacing the old phones for because we can't get parts.
This almost reminds me of the car industry.
It is like that.
So I can check into that.
So you're looking for from five years on it's kind of like the other one like how long can it last and how long do we can we expect to get get parts because that's a that's a standard.
I just don't have that off the top of my head.
For instance with our with our Dell contract that we did with computers you know there's a certain guaranteed amount of time that you can get parts.
Thank you.
Obviously you've touched the nerve.
And if you can bring us more robust information at action.
Director Geary.
Just just one more thought.
I had a friend who bought an Anglia and he bought two more Anglias because he used the two to continue to refer the one Anglia because who's making Anglias these days.
It's a funny little car.
And so I do also wonder should we be rolling these purchases so that we can consolidate and we have a bunch of phone systems obviously that we could take for parts.
to keep phone systems in some schools working while we replace them in other schools and we do this rolling system where we're maximizing the life of a product that is really performing the same function that our old system is going to perform.
It's not doing anything new that I've heard.
So I want us to be.
I want us to be really thoughtful because three million dollars seems like a lot of money.
Three million seven hundred thousand dollars.
It's technology and we have you know we've allocated it.
It seems like a lot of money.
Director Burke.
I want to be cognizant of time and also that we're sort of armchair quarterbacking a technology infrastructure item.
So depending on how it's configured you know we we may be limited to what we could do.
So it'd be really informative I think if you can identify if they have a guaranteed obsolescence date and then we just put some stuff in our planning around when we hit that we might need to buy some extra inventory and that would be a decision.
5 10 15 years down the road.
All right I appreciate that.
So I think I got the notes and we'll bring that back.
Director Pinkham.
Next.
Yeah I was looking at the back of these to see if they're VoIP capable but doesn't appear they have the right jack to do that.
So that's what I think eventually that's what we're probably going to go to.
We're at the University of Washington we're already there.
We're using VoIP at the University of Washington we're no longer with phone companies so we don't even have to dial special numbers to get a long distance call.
We can just dial directly.
And we're good to go.
So that's what I was wondering.
It seems like we should be preparing possibly to go VoIP and doesn't seem like this is doing it.
Was that part of the RFP VoIP?
One thing we didn't want to do is go with VoIP for the for the reason of our existing infrastructure and that the phones are used for emergencies.
When you when you go with VoIP you have to treat each one of the phones as a network device.
So we would have to build out our wiring closets with a lot more switches and a lot more power.
And then we'd also have to add generators and uninterrupted power supplies to keep them going during an emergency.
So we purposely went with phones that aren't VoIP.
We can add VoIP in the offices where they're attached to the proper backup systems.
But in the classrooms for emergencies we want those phones to work when there's no electricity.
Thanks for the clarification.
Appreciate it very much.
OK moving on.
Now we have our action item that is now our intro item.
You said before number three.
Could could I point of direct point of personal privilege.
Could I ask that we move that intro item to the end of the intro items as compared to the number two recognizing that we have a variety of guests here to talk about intro item number four.
I appreciate that.
However because it's capital facilities we want to keep those together so capital facilities can leave when they're done.
So moving on.
The answer is no.
What if I were so bold as to make a motion.
Take your best shot.
Motion to move that item.
Action item number two to become intro item number six.
Action item number two on this agenda is the BEX IV.
It's confused.
With what you've already read.
I'm not hearing a second Mr. Burke.
OK.
Moving on.
Approval of guiding principles for the building excellence BEX V capital levy.
This came before Ops April 5th for.
Consideration.
Approval of this item would approve the board's guiding principles for the BEX V capital levy.
Madam Chair of the operations committee.
In Mac please speak to this.
Yes thank you.
I do want to clarify also the reasoning for having this item next to the next item on the agenda which is the task force for the facilities master plan so that these two items are somewhat tied together.
So this introduction which was originally going to be intro action because of the short time frame that we're looking at and wanting to kind of get this done quickly but we decided to go ahead and allow a little bit more time between introduction and action to provide additional transparency as to what exactly these guiding principles are all about and what they're supposed to do and how we as a board will be using them in our decision making.
The levy planning that we do as a district is is guided by policy 69 0 1 capital levy planning I believe it's called.
And in that policy we have a number of things that are required that we do as a board.
One of them is to adopt guiding principles for each levy which is what this action is all about.
We also as a district have a facilities master plan developed and we adopt that.
And a third thing that we have we do per the policy is have an analysis of our stated priorities.
IE the guided guiding principles and other priorities that we state scored and ranked and that is that is something that's adopted by the board and it goes into the facilities master plan.
So.
The guiding principles are the board statement of these are all the things that we really care about for this levy and they're not ranked.
They're not prioritized but they're they're clearly stated.
And then we go through a process of analyzing and ranking in a objective fashion each of those priorities principles against the projects that are up for possibility.
So these these processes are a little wonky and but I think it's it became really clear that part of what was missing in this bar and clarification for the public was understanding what that process is and how we will be doing it.
So there needs to be from my understanding additional background information into the bar so that's clear to folks about what that is.
And and I'd like to.
Asked Dr. Herndon to speak a little bit to his thoughts as staff lead on facilities planning work.
You know the importance of this work in the process and so forth.
Absolutely.
Thank you.
Flip Herndon associate superintendent of facilities and operations director Mack and I have been having several conversations over the last week or so to really help.
help get as much clarity around this as possible.
I think it is an extremely important step.
These guiding principles and any prioritization that the board can provide help staff then be able to assist in giving as much information about the ballot and communicating that out with the public.
So I think that.
Having the board on the same page on the guiding principles and prioritization and staff on the same page really helps out with that.
So the value scoring is something that's going to be important.
You may have seen already in the past for BTA IV we looked at some scoring that did not have an equity lens in that.
And that's something that's really important that we need to make sure we have in here.
And I would say that one of the key pieces is making sure that we have from the board what exactly your definition of equity means for this levy.
So equity can mean a lot of different things to people.
We want to make sure we're crystal clear about what that means and then we can apply that to the projects to really help out with that.
So we have the typical ones that we've talked about and I've seen the guiding principles.
We have capacity challenges.
We have building condition issues but we're also really trying to emphasize the equity piece.
But we want to make sure that that's clear to the entire board staff and the public as far as what that definition of equity means.
Director Mack.
Yeah exactly.
And the metrics that are used to create that criteria and ranking the the decision for that will lay ultimately with the board but the staff will help us figure out what those are.
And so the next the timing of this work it's a process.
The next work session that we have scheduled for BACS is the May 30th work session and at that work session that the criteria that will be used for ranking each of the guiding principles and priorities that we've stated will be presented we'll have a conversation around it and be able to say yes that that makes sense or no it doesn't.
The additional piece to that is that the task force which we'll talk about further.
It will also provide additional review.
Director Geary please.
I have a question and then follow up.
Do are you saying that as part of the guiding principles we should define equity or is that something that we can take further time on.
OK.
So with that then.
Around the bar what I would like to see which I think would be helpful in terms of creating the context that allows people to see how the guiding principles are going to be used is that under the policy part.
Describe the procedural structure and where this fits in that overall procedural structure why we need them and what they're going to be used for in terms of future policy work that we need to do so that we see that it is an integral step of a process we have to go through.
That would be helpful to me and I think everybody.
And then in the background talk a little bit more about that ranking process that will be done.
The sort of what it looks like so that people have a sense of then what's going to happen with these principles because as we discussed it's it's too vague for me. in in terms of I could see the public coming to us and arguing any number of things just based upon the words and not having that background that we can refer them to quickly.
With regard to the equity definition then Dr. Herndon could.
Is it possible for us to get examples.
Of how that work has been done around facilities in other places so that we're not trying to make it up from scratch.
But given your professional experience and ability to research into that you can give us some examples and give us some explanation of what type of equitable equitable question they're trying to answer.
I think that would be helpful in terms of a conversation and make it far more succinct at hopefully like the May 30th work session.
Those would be my suggestions.
Director Mack and then Director DeWolf.
And then associate superintendent Ernie.
I just wanted to respond to Director Geary and say thank you because I think those are really important things especially about the transparency and that the importance of following this policy and doing this work of setting the principles is that we are making these decisions objectively using data and analysis and it's not.
individual board members cherry picking a project that they like and that sort of thing that we're actually working together to do that based on what matters to us.
And that's you know that's important for taxpayer accountability.
And I just I just I appreciate that that we're having this conversation here.
Director DeWolf.
Thank you.
I said a couple of suggestions too and I know I wish we had some other work sessions to kind of dive into this.
One of the things that Director Patu and I were talking about earlier was if there's some way to capture I don't know what it would be called maybe community trust but for many of our BEX levies and for many of our communities actually we've had conversations where we've said For example and I'm just going to use Rainier Beach as an example.
You're at the top and we've said this for I think maybe the last two levies.
So I'm wondering if there's a way to include a metric or something on these principles.
I don't know.
I don't know.
Again I don't know if it's community trust or something but but well it's more like.
We're honoring the talk from before because I think part of it is certain communities have been told yes yes yes.
I think about Rainier Beach.
I think about downtown elementary.
There are certain examples where we've said we're going to think about it we're going to look into it or we've said you're on the backs and then it doesn't happen.
So I think I don't know how to frame that but obviously in our couple of weeks here I'd love to kind of dive in and figure out how language around that.
And then I also just want to say to.
My only caution around data is that often data can make invisible communities of color and particularly the balance of data analysis cannot forget that equity has to be a part of that.
And so it is actually more a balance and so it will feel maybe to people untrained eyes that it seems subjective.
But if we can find a balance between equity and data and that stuff I think we can do a little bit better job.
So yes important to have heavily rely on data but make sure that those types of things are are not making invisible the racial equity concerns and some of the ways that communities of color can be or underserved historically underserved populations can continue to be unseen.
When I think about equity I would like it to be thoughtful about.
Making sure that historically underserved communities and populations are served utilizing targeting universalism.
I think we've got so many things in our work portfolio here at the public schools that I don't think we'd have to recreate any conversations or have any of these controversial conversations.
So I think there's a way to be thoughtful about our equity and using target universalism in this conversation too.
Associate Superintendent Herndon and I want to give you a time check.
It is 8 0 5 and we still have three more significant serious intro items.
And I want to make sure we don't forget number two which is the Eckstein middle school seismic improvement item 2. So listening to the feedback actually I think there over the past week a few of the conferences where I was there are actually some presentations by the city of Baltimore and New Orleans which I think showed some pretty good capital investments and how they were able to display that.
using some of the equity lenses so I can definitely find some good examples from other comparable cities on their capital investments within all of their neighborhoods to show what that investment look like and what the equity would look like or not look like.
So I think I can definitely pull together some good examples and then try and apply it to what we've done here in Seattle.
Thank you.
Let's go back.
Time check.
Please.
I really want to say thank you to Director Mack because this is a whole lot of work that she's pulled together and to you Dr. Herndon in terms of getting ready for BEX so huge shout out.
I know you're trying and we're moving forward and we all want to support you in this and we so thank you.
And thank you to you for pointing it out.
And you know we work as a team here and this shows that way to go guys.
Number two BEX IV award construction contract P 5 0 9 9 to CDK Construction Services Inc. for the Eckstein Middle School seismic improvement project.
Ops April 5th for.
Approval approval of this item would authorize the superintendent to enter into a construction contract and the amount of two million nine hundred seventeen thousand six hundred seventy two dollars for the Eckstein Middle School seismic improvement project.
Ms. Morello take it away.
Thank you.
This project consists of two phases over the summer of 2018 and 2019. The reason for that is we're going in during the summer months.
It's only seven weeks and we can only get so much work done in the summer.
The scope of work includes seismic improvements in various areas of the school.
including installation of shear walls and lowering exterior unreinforced masonry chimneys.
This seismic work is voluntary.
It also various ADA accessibility improvements will be made to restrooms, drinking fountains and a new chair lift will be installed.
We did add historical information to this bar also that shows seismic upgrades were last completed in 2005 and 2015. Are there any questions.
That's my job.
Any questions.
Director Geary please.
Gosh if we could extend the paint to cover a lot of surface that would be swell.
heard.
Definitely.
I can't I can't say that this this bid came in about four hundred and ninety thousand under.
And I believe we also got some distressed grant dollars and have been working with the principal and PTA and staff on other.
improvements looking at painting and upgrading the finishes at the school.
Thank you.
Thank you very much.
OK.
Now to the special task force on facilities master plan review and VEX 5 projects slash community engagement.
Approval of this item would create a task force intended to support the school board's oversight of capital planning by reviewing elements of the district's draft long range facilities master plan.
Chair Mack.
Yes thank you.
So thank you for considering and talking about the guiding principles I mentioned in in that that policy 16 901 governs our policy around capital planning.
The facilities master plan is a requirement in that that we approve the facilities master plan.
It also states that the facility master plan informs our levy.
And.
And so the facility master plan staff is busily working on that pulling together all the data and information that goes into it.
And in previous years and different times we've had task forces that have supported the process along the way.
At this point we don't have one currently in existence.
We have the BEX oversight committee which does primarily they do a little bit of forward looking but it's not the same planning forward.
They do oversight over projects that are ongoing and so forth.
And because this is such a short time frame but the need for public confidence in our evaluation of the need of where we really need buildings our analysis of what you know our priorities and that sort of thing.
After a fair amount of conversation the having a targeted very targeted task force with a short term very specific charter that they're looking.
Very focused at the enrollment and capacity projections and analysis to give us recommendations on yes in fact these are the areas the cities in which we actually have major concerns over the next six years.
So they can provide us with some information on that.
And then the second thing would be to additionally review the scoring of our priorities to give an additional eye on that to ensure that we are that you know if there's something we didn't think of and and just you know open up the community engagement and and oversight of it's a supported decision making.
Dr. Herndon do you have anything additional to add.
Now again Director Mack and I have been working on this for a little bit.
There has been some conversation with BEX oversight.
Indeed it is part of their function to help with the planning of capital.
But if you were to talk to any of the members of the BEX oversight committee they are more industry experts on methodology of construction and not so much around the enrollment pieces.
They're really good at what the market is right now.
What are some wise investments for energy savings.
But really having this other ability to give some input on basically some of the long range planning.
I think they in some of that conversation myself Richard Best and the chair John Pailowitz they definitely would seem OK with helping out with this and working together.
It's not two separate committees that you know wouldn't have any interaction but they both need to inform each other.
Director Burke.
I really want to give Dr. Mack kudos for this because after two two plus years on the board I feel like on this curriculum instruction side we've got some really clear and we've converged on CSIP as a tool for building governance and strategic planning and the formula for success is kind of our institutional vehicle.
But on the capital side you know we've got a lot of things that.
We're continually working towards around you know student assignment plan and enrollment projections and you know capacity mitigation.
And so this this really feels like this focus puts us all on a common sort of guiding document.
It's a multiyear plan which is one of the things that I had heard from community of like shouldn't the district have a multiyear plan.
Yes we do.
But this this really puts the focus on it.
So I just want to thank you for that.
Director DeWolf.
Also thank you so much for all your hard work.
I know I know you could use more coffee because you are here all the time and I appreciate your hard work.
I and I know we've talked about this particular task force being mindful of making sure that the folks that make up the task force is representative of our community.
I think my only thoughts are on page four of what was included.
I guess would be under the place where it talks about number of task force members.
It talks about racial diversity and I I know exactly what you're getting at.
I wonder if we could just rephrase to include something just around representation because part of it is Not only just around racial identity but particularly around gender identity or even ability.
I think might be just for some suggestions.
OK I'm going to wrap this one up.
If we had such a master plan back in the day that we closed so very many of our schools and when folks literally couldn't be contained in the lobby when we had police officers at every meeting.
We had distrust and ugly.
And then what did we do.
We reopened every darn one of those to the tune of seventy five million dollars.
If we had had this kind of a tool then we wouldn't have done that.
at all.
So again big props to director Mack and big props to you and your team.
I am loving the fact that we are reaching out to our community and truly engaging them instead of checking the darn box.
Thank you.
Thank you.
Next up.
Review and approval of a career in technical education 2018 annual plan.
per policy number 2 1 7 0. This came before C&I April 17 for.
For consideration because we should all really be considering this.
And I gave you about 10 hours of light reading on this particular topic today.
Approval of this item would approve the 2018 career and technical education annual plan.
Mr. Perkins take it away.
Thank you very much for the opportunity.
Caleb Perkins director of college and career readiness and I'm joined by Jane Hendrickson our CTE program manager, Dan Golosman our principal for the skill center and some partners that I'll reference in a moment.
As was stated this is our annual plan and given the number of references tonight to CTE and career connected learning We're excited about the level of excitement and interest and this plan is trying to marry that excitement with concrete ways of improving access to and the quality of our career connected learning and CTE programs around seven strategies in particular.
We went through those at the C&I policy committee since that meeting.
We have updated information on facilities to connect to just the conversation that was just happening given the importance of making sure CTE and facilities go hand in hand and some of that that planning.
And the only other thing I'll point out before we take questions is that we did a two step process this year where we introduced the initial idea in January to maximize engagement and partnerships.
And that's further evidenced by some of the folks who are joined here today that I just wanted to call out and say thank you for being here.
We have Malcolm Grothy and Kurt Buttleman both from the chancellor's cabinet in Seattle Colleges.
We have John Bershee who is for the city of Seattle helping to expand apprenticeships and instruction and trades across all of our youth.
And we have David Watkins there in the back who's one of our industry partners serving on our general advisory council all of them committed to not only improving career connected learning but making it accessible for all students and eliminating the opportunity gap in this area.
And with that I'll take your questions.
I suspect that Director Burke would like to speak to this.
Just a guess.
I don't actually have any questions because we've spent a lot of time working on it but I wanted to share an example where I sat down with some folks to you know to try to engage around this idea of how do we reach outside our realm of K-12 and engage partners and get support.
And you know the first thing they said as well you know we really have to do some work around alignment and I was able to open up the plan and say look at look at topic one.
And you know each time they would bring something up I could trace them to one of our one of our seven strategies.
So partly to the credit of Dan Gallagher and then partly to the work that your team has done building on that that section of seven things.
It feels like it really it really touches on the needs that for me as a board director when people came and said how can I help.
was always like well I'm not sure.
Give me your card and maybe we'll figure something out.
And that was just sort of an impasse.
So getting past that is really huge.
If if the chair will will will honor you with the time.
If you have an opportunity to speak briefly about the partnership the multilevel partnership.
But I want to give others a chance for questions.
Other comments questions concerns director Pinkham.
Thank you for this.
Page 33 Appendix B career clusters and pathways.
May I kindly ask under government and public administration this is planning to execute government functions at the local state and federal levels.
Any chance we can get tribal added to that?
Yes sir.
Apologies for the oversight.
Sovereign nations.
Of course.
Director Patu.
I too am very excited about this.
It's one of my high interests and hopefully to see it take off.
And I believe that all students deserve to have this opportunity.
So thank you.
Thank you.
Three minutes.
Have at it.
Time check.
8 20.
Very good.
So I know we'll all be speaking to the strategies from heart in a little while.
So strategy 6 has to do connected with what Director Burke is referencing.
We're trying to articulate very concrete ways that you can partner with the district so that in essence Nearly anyone who's interested can connect with the district in either a small way around connected learning all the way up to a major investment in our career connected learning and we're trying to articulate that in clear easy to understand ways and also provide the very many models that are represented by folks in this room right now of the great things that are already happening so people can find models to follow.
And in this way we are copying the successful examples of other cities across the country and as well as in our own area.
And we're excited to work with you all and continue the engagement process.
So the next time we submit this report there'll be many more examples around each of these partnerships all the way up to these significant investments we're talking about.
And I'll close it out by saying Mr. Goldsman we've come a long way from my whining at you at the option fair to last night's Extraordinary event at West Seattle High School and gorgeous gorgeous branding.
This this makes me so excited.
This is something tangible.
We can put our fingerprints on this can make a difference in so so many young people's lives.
Thank you ever so much.
Thank you.
Expansion of Native American educational programming.
This came before C&I April 17th.
And was moved forward with a recommendation for approval.
Approval of this item would approve two hundred and fifty thousand dollars of additional baseline funds to expand the Native American educational program including the addition of.
Help me with this.
The Sakachi.
She.
She.
Thank you.
I'm sorry.
Program in the north staff for after school programs and a secondary liaison case manager in the north.
Associate Superintendent Tolley take it away.
Thank you again Michael Tolley associate superintendent for teaching and learning.
I have with me this evening Gil Morris who's our Native American education program manager.
We're here this evening to introduce a board action item that if approved would increase the funding for Native American education expansion.
We're requesting two hundred and fifty thousand dollars for that purpose.
At this time I'm going to ask Ms. Morris to give you a brief overview of the programs currently being provided the process that was used to develop the proposal and some of the components of the proposal going forward.
Thank you.
Good evening.
Gail Morris program manager for Native American education and I'm Nachana First Nations.
First I would like to.
Sorry.
First I would like to say that I was really inspired by the African male African-American male advisory committee.
I just felt so good being here in the presence of them and their solidarity.
Also I wanted to talk a little bit about our program and what we're asking for.
But if you would just indulge me one moment.
This came to our program classroom at Chief Sealth today and I want to share it with you.
This is one teacher to Boo and he wrote Boo.
I was fortunate today to host three male students in my room for lunch and I asked them if they felt safe at our school.
Two of them said absolutely not.
Then they went on to describe the bullying that they see in school.
Then one of them third student said to tell you the truth without Shikachi I wouldn't be here.
I feel like they have my back.
I asked him if he was sure he wouldn't be at the school without the program and he said absolutely.
I might not be at any school.
The discussion then drifted to other topics for the last 10 minutes of lunch.
As the bell rang the other two boys drifted out and student number three was the last one to leave.
He then said you know if I am completely honest Shikachib is my paradise.
So this is happened today and this teacher wrote Boo a letter.
It goes on I sent it to my bosses to forward on to you.
You're welcome to read the rest of that news on that email.
So as we're looking at expanding the program we know that this works as a tier 3 intervention and Chief Sealth.
We know that.
This provides not only identity safety but a place for our kids to go check themselves when they feel like they need to leave or if they're having discipline issues or home issues that this really works for them.
And it not only works for students at Chief Sealth but we also work with the students at Denny as well.
So this is 6th through 12th grade.
I also want to talk about what we're looking at in terms of professional development or a secondary liaison as you know our objectives for our title 6 funding is K5 literacy which I have consulting teachers that go into the school and then we have high school dropout prevention which is Shikachi been the secondary liaisons that go into the school and work with students and work with teachers look at discipline track attendance Get them involved in programs like NAYA which stands for our Native American Youth Leadership Academy where we take them out with other Title 6 programs throughout Western Washington to meet at Puyallup to learn to leadership skills breakout session icebreakers to find their voice in public schools.
So this is a great intervention as well.
I also wanted to talk about some of the tier one interventions that we do which would include the professional development.
But I was reminded so eloquently by librarians today that we also have a library and we're creating that library at Meany so that we can have these for students and we can have for teachers so that we can promote not only the since time immemorial curriculum in the schools.
and the new fish wars that we created through the Smithsonian slash National Museum of American Indians.
But we will have these resources for teachers and students.
We're hoping that eventually we can open up the library for students to come and we could do storytelling.
This all by the way is at Meany Middle School.
These are just some of the things that we do and the funding would help greatly.
The next step if this is approved is looking at a.
I talked to Director Mack about this earlier today with a student assignment plan so that we can get our students into these schools into Shikachi in the south and then whatever school we choose to work with in the north.
I think that's really about it.
I just want to report and you have all the materials that we had community meetings around all districts in Seattle and they either want.
More Chicago Cheebs throughout the district or they want an Indian heritage on north and south.
In any case they want to have access equitable access for their children both north and south.
You will find attached to the board action report a briefing paper that outline much of the information that was just shared as well as a list of five components or options that were considered which includes the option of opening a Native American high school.
But we are not recommending that at this time.
Questions comments concerns director DeWolf and then director Pinkham.
Thank you for bringing this.
And I am on the curriculum and the C&I committee.
And so I was really excited to see this come through.
I just have a couple of comments.
We just got some numbers that there are 408 students.
who identify as Native who are also experiencing homelessness.
That would be about 10 percent of our student homelessness population.
And we don't make up 10 percent of the student body.
So just you know just really hold that crisis as we make these kind of kinds of decisions and I imagine these students would be greatly supported and benefit even more greatly by having this cultural and identity safety program in their schools.
The other thing I just want to point out was that what I noticed here particularly from the student benefit was based on Native American student and family input there's preference remaining attendance area schools and receive support in that setting.
I'm grateful to you and the work that you've done to.
Utilize the resources we do have available and make the most of this program.
And I'm really absolutely excited to hear that kind of a feedback from our students.
My last thing before I let Director Pinkham go is that I would love to make a pitch to move you from a manager to a director role.
I think the work that you're doing is vitally critical and I don't know if that's something we can say but I just so.
I think I've heard everybody up here say that.
I think you've got consensus.
Heard I hope.
Director Pinkham.
for all the work that you're doing right now and and Superintendent Nyland for bringing this money forward because I think you know that has been the issue with the Native community that seems like we've got to be at one place.
There's only services down here but we're spread across the district.
Where do we go?
And so then adding something to the north is a step in the right direction.
So again but as Gail added hopefully eventually we'll get to that point where we may have something on both north and south ends because right now just that Chief Sealth and Denny helps out those students.
Hayden what you read today.
Great.
But what about that student that isn't at Shaquat Sheeb and doesn't have that resources.
And if it's an attendance area school how can we get our native students to that school.
So that's what you said you talked about Director Mack.
Well what about the student assignment plan.
to help out.
And I think that's when you look at this I know you're saying right now not recommending Indian Heritage High School right now but hopefully we'll come back in the future.
I'm not going to drop it myself personally.
That then does kind of becomes an option school to let students go there if that's what they need.
I can feel safe here if I go to this school rather than OK I'm going to be here but look what Denny has look what Chief Sealth has.
I wish I could go there.
But then our assignment plan says nope sorry you can't.
But so if we have this how can we install or use Indian preference.
You know that's just one thing.
How can we do that if we're getting federal funds for these kids that are identifying.
Well let's see if we can use Indian preference in the student assignment plan.
How what the legal thing might be if they're federally recognized.
Then there's also OK then what do we do about those that aren't federally recognized.
Because I think you know when I look at the numbers here it says 30 native students at Licton Springs.
Licton Springs claims a lot more than 30 native students.
They're saying that 30 number is wrong.
But again it's our number system and how we count.
But I'm all for this and as echo I will say to Director DeWolf I think this was a director position in the past.
We need to get it back to a director position.
I would I would like to just answer your question about the funding I would like to keep in mind that the title six federal funding is two hundred dollars per student.
It's nothing.
This is a small portion of my budget.
Most of my budget comes from baseline title one lap or three and then we write grants as well.
So the federal funding could could not.
I mean it doesn't take care of much but I wanted to let you know that when we look at we can't obviously do an Indian preference but what we would like to do through Chicago Chief and what we do in Chief Sealth is that upon instructors permission to enter the class so that they're just not putting any student in that classroom so that our students do have a priority to go into the classroom and receive the services and the support.
whether it's you know special ed or working on math you know we hire people.
I hired someone who had strong math skills.
So we do give through instructors permission.
Those students who need it the most and because it's Shikachi and the Shikachi means that we hold you up in highest honor.
It is Duwamish it is Southern Lushootseed.
We want to honor that.
We want to honor those students that come to us first.
And as far as looking at the attendance area you know we want to be able to work with those students who are native that we know are native.
That you know it's kind of like when you look at the pathway for highly capable.
Well they're highly capable.
We know our native students and how they would benefit from the class.
Director Mack.
Yeah it was it was great to catch you in the hallway earlier today to talk about this challenge around having an amazing program but then.
Maybe students are not being assigned to that school or won't be because they have a different attendance area school and the challenge around that and your suggestion that maybe having a pathway for these students would make sense so that they you know they don't have to go but they would be able to do that.
I think it's a very interesting idea.
I think it's honoring the you know the access the equitable access to the to this program and I So I look forward to that kind of continued conversation as we kind of talked about the you know the updates the student assignment plan happened typically in the fall and the process to get there is you know it takes a little bit of time to get there and then you know it's it's done in the fall for the following year.
So.
You know the process of making those changes.
The chances are better if we start having robust conversations internally with enrollment planning with community etc. about what the possibilities and challenges would be.
So thank you.
Director Geary.
I would love to see a way for us to make these programs that promote identity celebration available to our kids who identify as Native.
And I want it to be.
aligned very closely to a place where they get the full offerings of a comprehensive high school because I don't ever.
I just want to make sure that if if a student of ours wants to access something that is identified as a place for them culturally that they're not having to forego biology or AP biology.
It's really important to me that safety.
and access to great education is just a guarantee for all of our kids.
So that's the lens I will use.
And that is the fight that I will fight for these kids.
I'm going to close it out by big props and respect to Superintendent Nyland.
I know this has been a particularly delicate dance and I really appreciate you doing it in a sensitive incremental fashion and bringing the right folks along.
And that's hard hard work.
And again that's part of your legacy and you should be ever so proud.
Thank you.
And with that this meeting is adjourned.
Thank you ever so much folks.