Apr 25, 2022 Board of Directors

[00:00:04]

AND AGAIN, MY UNDERSTANDING, MCKAY, IS THAT WE DIDN'T SPLIT ANY OF THE PRECINCTS.

[1. Call to Order]

OUR OPTIONS.

OUR OPTIONS ARE LIMITED.

[2. Pledge of Allegiance]

RIGHT. THERE ARE AREAS.

SO MAYBE NOT PRECINCTS.

PRECINCTS WASN'T THE WORD A CENSUS BLOCKS.

THERE YOU GO. THAT'S THE WORD.

THAT'S THE WORD I WAS LOOKING FOR.

YEAH, A HUGE. AND I'M SURE YOU'RE AWARE THAT [INAUDIBLE]

[3. Roll Call]

THAT'S BECAUSE THAT'S WHAT THE CENSUS BLOCK DOES.

CORRECT. RIGHT.

[4. Agenda Approval]

NO. WE CAN'T.

THAT'S REALLY UP TO THE ENTITY, BUT.

WELL, ANALYTICS CAN'T BE THAT THE DEMOGRAPHICS.

RIGHT. AND WE'RE LOOKING AT THE DEMOGRAPHICS OF THE TOTAL POPULATION.

OKAY. THANK YOU.

I JUST HAD ONE QUESTION.

COULD WE GO BACK TO THE DRAFT? MCKAY BACK TO THE DRAFT MAP.

THIS IS THE DRAFT MAP.

YOU WANT ME TO? YEAH.

SO DOWN.

DOWN WHERE THE PURPLE, THERE'S A BLUE LINE THAT CUTS.

CAN YOU EXPLAIN WHY THE BLUE LINE CUTS THE PURPLE IN THE GREEN, LIKE RIGHT THERE.

OH, RIGHT HERE. YEAH, THAT WAS THE OLD.

THAT WAS THE OLD DISTRICT LINES, IS MY UNDERSTANDING.

[5. Communications]

SO THE OLD DISTRICT LINE.

RIGHT. THAT'S SO YOU KNOW, THAT'S WHERE IT'S REACHING.

YES. GOT IT.

THAT'S ALL RIGHT.

GEOMETRY CHANGED BETWEEN 2010 AND 2020.

AND SO YOU HAVE SOME OF THESE DISCREPANCIES WITH THE LINE DOESN'T MEET UP WITH.

THE CENSUS BLOCK.

RIGHT. AND THAT WAS KIND OF THE QUESTION THAT I HAD IS IF YOU CAN'T.

OH, SORRY. THAT WAS THE QUESTION THAT I HAD.

IS THAT JOG OUT WHERE YOU'RE EXPANDING FOUR? BUT THE GOAL IS TO LOSE SOME FOUR WHY ARE WE TAKING SOME OF WHAT IS THAT? THREE. I CAN'T REMEMBER WHAT THAT WAS.

FIVE. THE GREEN WAS FIVE.

WE'RE REACHING OUT TO FIVE TO GIVE TO FOUR WHEN FOUR REALLY NEEDS TO LOSE.

WHY DID WE GO THAT DIRECTION RIGHT THERE? CORRECT. SO THIS OUTLINE THAT I HAVE HIGHLIGHTED HERE IS ONE CENSUS PLOT.

SO WE HAVE TO CONSIDER THAT ENTIRE CENSUS TRACT WHERE THE CENTER OF THAT BLOCK LANDS.

AND IT'S LIKELY THAT THAT CENSUS BLOCK CHANGED SINCE THE LAST TIME WE DID THIS, IS THAT? WE HAVE TO ACCOUNT FOR THAT IN DISTRICT FOUR.

UNFORTUNATELY, EVEN THOUGH THE CENTER NEEDS TO MOVE POPULATION, THE CENSUS TO BE VERY DIFFICULT, ESPECIALLY WITH SPECIAL DISTRICTS, ESPECIALLY WHEN THERE'S AN AREA THAT MIGHT BE MORE RURAL AND THEN AREAS THAT MIGHT BE MORE URBAN. SO IT'S JUST A VERY EXPANSIVE BLOCK THAT'S GONE TO YOU SEE, IT'S FOLLOWING THE RIVER HERE AND THEN MAYBE A CHANGE HERE.

SO IT TOOK THIS AREA, IN FACT, TAKING THESE FOLKS HERE AND COUNTED THEM FOR DISTRICT FOUR.

SO THE NEW LINE, REGARDLESS OF NOTHING, WAS CHANGED.

YOU HAVE TO MOVE THE LINE OVER HERE JUST BECAUSE WE CAN'T PUT THE CENSUS BLOCK.

DOES THAT MAKE SENSE? YES.

THANK YOU.

[00:05:06]

ANY OTHER COMMENTS OR QUESTIONS? OUR WEBSITE OR LINK.

IT'S PART OF OUR BOARD DOCS WHICH ARE PUBLICLY AVAILABLE SO YOU CAN JUST UNDER AGENDA AND MINUTES I THINK.

YEAH. IT'S ALSO ON THE DISTRICT WEBSITE.

OH, THANK YOU. THAT IS NOT A VERY DETAILED.

IF YOU HAVE QUESTIONS, YOU CAN EMAIL THEM TO US.

YEAH, I DIDN'T SEE THE OVERLAY, AT LEAST NOT ON THE WEBSITE.

BUT I KNOW THIS IS GOING TO HAVE TO BE.

OK, IS IT POSSIBLE FOR US TO GET SOME MAPS WITH WITH SOME STREETS ON IT SO THAT WE COULD POSSIBLY HAVE THOSE TO SHOW? ABSOLUTELY. WE DO NOT HAVE AN UPDATED MAP PACKAGE TO USE.

RIGHT. MOSTLY OBVIOUSLY, MOSTLY FOCUSED ON THE BOUNDARIES SO THAT PEOPLE CAN SEE WHERE THE ROADS, WHERE WHAT WHAT AREAS WERE SHIFTED BY.

BY ROAD NAMES.

YEAH. YEAH. THANK YOU.

WE'LL GET THOSE POSTED.

WE HAVE AN ENTIRE WEB PAGE DIRECTED TOWARDS THIS PROCESS, AND YOU CAN FIND IT.

IF YOU GO TO THE MAIN, YOU CAN GET TO IT FROM THE HOME PAGE.

FROM THE HOME PAGE IN BATTLE GROUND PUBLIC SCHOOLS.

WHAT'S THE LABEL ON IT? REDISTRICTING. YEAH, IF YOU GO UNDER, LOOK UNDER FEATURED NEWS, IT'S ON THE HOME PAGE, BUT YOU CAN GET TO IT ALSO.

IT'S WWW.BATTLEGROUNDPS.ORG/DISTRICT-REDISTRICTING.

AND YOU CAN SEARCH REDISTRICTING IN THE SEARCH BOX AND IT'LL COME UP TO AND JUST SO THAT THE COMMUNITY IS AWARE AND ANYBODY LISTENING IN, WE DID JUST CHECK ON WHETHER OR NOT IT WOULD CHANGE ANY OF THE CURRENT DIRECTORS THAT ARE SITTING ON THE BOARD AND IT DOESN'T.

SO THEY STAY IN THEIR CURRENT DISTRICTS THAT THEY'RE CURRENTLY ELECTED FOR.

THEY REMAIN IN THOSE DISTRICTS EVEN AFTER THE CHANGE.

AND ON THE WEBSITE, DOES IT SHOW THE THE SPREADSHEET OF THE DEVIATION? YES. YEAH.

THE WHOLE PRESENTATION IS ON THE WEBSITE.

IT ALREADY SHOWS THAT, BUT IT DOESN'T SHOW THE THE SPECIFIC LINES, THE OVERLAY.

WE'LL GET THAT. THANK YOU, MCKAY.

THANK YOU SO MUCH. ONCE AGAIN, APPRECIATE YOUR TIME AND AND INSIGHT.

THANK YOU. THANK YOU.

OKAY. SO THAT IS OUR FIRST READING OR PROPOSAL OF THE DRAFT.

THAT'S OUR PUBLIC MEETING.

SO THE NEXT TIME THE CITIZENS WILL HAVE APPROXIMATELY A MONTH, IT'S GOING TO BE FOUR WEEKS FROM TODAY.

AND THE BOARD HAS THAT SAME AMOUNT OF TIME.

RIGHT. AND SO PUBLIC TESTIMONY CAN STILL COME IN AND THEN YOU'LL BE VOTING ON WHETHER OR NOT TO APPROVE THIS VERSION ON THE MAY 23RD MEETING.

GREAT. IT'S NICE TO KNOW.

IT'S INTERESTING TO SEE THE GROWTH PATTERNS IN THERE.

AND THANK YOU BOARD FOR BEING ONE OF 14,000 PEOPLE TO STEP UP AND AND BE A SCHOOL BOARD MEMBER NOW.

OUR ODDS ARE GETTING BETTER.

WE ONLY NEED ONE OR TWO OUT OF 16,000.

AND IN EACH AREA, THERE'S A EQUAL SPLIT.

TO ME, THIS IS ONE OF THOSE THINGS THAT YOU LEARN.

YOU JUST DON'T THINK ABOUT THIS STUFF.

AND THEN YOU REALIZE, HEY, IT'S A CENSUS OCCURRED AND THIS IS OUR RESPONSIBILITY TO DO THIS.

SO YEAH, WE APPRECIATE OUR PARTNERSHIP WITH FLOW ANALYTICS.

I THINK IT REALLY INFORMS US TOO.

I'M SURE WE WOULD HAVE OTHER GROWTH DATA AS WE LOOK AT OUR FACILITIES MEETING OUR NEEDS, BUT IT'S ACTUALLY A PRETTY CLEAR INDICATION OF WHERE THE POPULATION IS IS BUILDING UP IN OUR SCHOOL DISTRICTS.

AND I CAN ONLY WONDER WHAT IT'S GOING TO LOOK LIKE IN TEN YEARS.

EIGHT YEARS. I HAVE MORE.

OKAY. ANYTHING ELSE ON REDISTRICTING? ANY OTHER COMMENTS? IS THAT FASCINATING? I LIVE IN DISTRICT FOUR AND FROM THE TIME WE MOVED HERE, WHICH WAS LIKE SIX YEARS AGO TO NOW, I DIDN'T KNOW THE NUMBERS, BUT IT MAKES COMPLETE SENSE. I KNOW JACQUI LIVED THERE, TOO.

I DID. NEXT DOOR NEIGHBORS.

YES. OKAY.

SO THAT CONCLUDES OUR PUBLIC PRESENTATION FOR REDISTRICTING.

WE'LL RESUME OUR APRIL 25TH BOARD MEETING WITH NEW BUSINESS.

WE HAVE JUST ONE ITEM.

THE FIRST READING OF THE CURRICULUM PROPOSAL FOR THE COMPREHENSIVE SEXUAL EDUCATION FOR THE MIDDLE AND HIGH SCHOOLS.

[00:10:02]

I MEAN, THEY CAN COME UP, BUT I'D JUST LIKE TO IF THE BOARD AND CITIZENS WOULD INDULGE ME, I'D LIKE TO START THIS ITEM OF NEW BUSINESS WITH A I GUESS WE COULD CALL IT AN OPENING STATEMENT. I'D LIKE TO HIT ON THREE THINGS.

NUMBER ONE, AN ACKNOWLEDGMENT THAT THIS HAS BEEN A VERY DIFFICULT PROCESS FOR US.

IT'S BEEN CONTROVERSIAL AND MOST LIKELY THE DECISION THAT COMES OUT OF TODAY, UNFORTUNATELY.

BUT WE MET WITH SOME LEVEL OF CRITICISM, SOME SECOND GUESSING, SOME FRUSTRATION AND EVEN A LEVEL OF DISAPPOINTMENT.

WHAT WE'VE DISCOVERED IS THAT THE CONTINUUM OF BELIEFS ABOUT CSE EXISTS ALONG A WIDE SPECTRUM.

IT INCLUDES ON ONE SIDE, THOSE THAT BELIEVE SEX EDUCATION IN ANY FORM SHOULD NOT BE TAUGHT.

AND ON THE OTHER SIDE, THOSE THAT BELIEVE THAT THE MORE INFORMATION WE CAN PROVIDE STUDENTS, THE BETTER THE PROGRAM AND THE CURRICULUM.

AND, OF COURSE, A WHOLE BUNCH OF PEOPLE IN BETWEEN.

I BELIEVE THAT BOTH SIDES ARE REPRESENTED BY A SIGNIFICANT AMOUNT OF PEOPLE AND BOTH HAVE COMPELLING ARGUMENTS ON WHY THEIR VIEW SHOULD BE TAKEN INTO CONSIDERATION AND IS CORRECT.

I WANT TO ASSURE EVERYBODY THAT THAT THE DISTRICT HAS TRIED TO LISTEN TO EACH SIDE AND TO FIND A COMPROMISE THAT IS BALANCED.

OUR MISSION REALLY OVER ESPECIALLY OVER THE LAST TWO OR THREE YEARS, HAS BEEN TO TRY TO FIND MIDDLE GROUND.

I BELIEVE WE'VE DONE OUR BEST TO FIND THAT GROUND WITH THE WITH THE RECOMMENDATIONS THAT YOU HAVE IN FRONT OF US TODAY.

UNDERSTAND, THOUGH, THAT WE DO LIVE IN THE STATE OF WASHINGTON, FOR BETTER OR WORSE, A BLUE STATE, A LIBERAL STATE, A STATE WITH PROGRESSIVE IDEAS ON CSE.

AND BECAUSE OF THAT, WE ARE TASKED TO FOLLOW THE RULES AND THE LAWS THAT HAVE BEEN PUT IN PLACE.

AND WE CANNOT IGNORE THOSE LAWS TO SOME EXTENT AND IT'S BEEN BROUGHT UP BY SOME OF OUR CITIZENS COMMENTS, AND I APPRECIATE THOSE GREATLY.

WE ARE NOT THE DECIDERS ON THIS ISSUE.

WE ARE THE IMPLEMENTERS.

WE HAVE LOOK CAREFULLY AT THESE RESPONSIBILITIES.

WE DO NOT TAKE THEM LIGHTLY.

AND WE TRULY BELIEVE THAT WE HAVE DONE OUR BEST TO MEET THE LEGAL REQUIREMENTS ASSOCIATED WITH THIS ISSUE, BUT ALSO TO BALANCE THOSE RESPONSIBILITIES WITH COMMUNITY AND PARENT PERSPECTIVE.

IT WAS BROUGHT TO LIGHT.

MISS RUSH POINTED OUT THAT WE DID RECEIVE A LETTER FROM THE STATE BOARD OF EDUCATION DATED JANUARY 25TH, 2022.

IN THAT LETTER, THE STATE BOARD SAYS THAT THE SCHOOL DISTRICT REPORTED THAT IT HAS NOT YET PROVIDED COMPREHENSIVE SEX, SEXUAL HEALTH, EDUCATION.

THE STATE BOARD OF EDUCATION EXPECTS THAT THIS ISSUE IS TO BE ADDRESSED WITHIN THE 2021-22 SCHOOL YEAR.

FAILURE TO IMPLEMENT THIS REQUIREMENT MAY RESULT IN COMPLIANCE ACTIONS THAT MAY INCLUDE A MANDATORY COMPLIANCE AGREEMENT OR, IF NECESSARY, RECOMMENDATIONS TO THE SUPERINTENDENT OF PUBLIC INSTRUCTION TO WITHHOLD FUNDS.

AND THAT IS STATE LAW.

IT'S RCW 20A, 300.475.

SO OUR CHOICES AS A DISTRICT ARE LIMITED.

THE SECOND POINT I'D LIKE TO MAKE IS A REITERATION THAT WE HAVE DONE OUR BEST TO TRY AND INVOLVE COMMUNITY.

I KNOW EVERYBODY IS NOT, YOU KNOW, THINKS THAT WE SHOULD HAVE DONE MORE OR WE SHOULD HAVE DONE SOMETHING DIFFERENTLY.

IT'S BEEN A IT'S BEEN A DIFFICULT PROCESS FOR US.

SORRY. MY COMPUTER IS STUCK HERE FOR SOME REASON.

IT'S BEEN A DIFFICULT PROCESS FOR US.

IT'S BEEN A DIFFICULT PROCESS FOR ME, APPARENTLY.

THERE WE GO. YEAH, WE HAVE A SAYING HERE IN BATTLE GROUND PUBLIC SCHOOLS THAT I HOPE THAT OVER THE COURSE OF THIS YEAR, IN MY LEADERSHIP AND MOVING FORWARD, THAT IT'LL MEAN SOMETHING BEYOND JUST WORDS AND THAT IS WORKING BETTER TOGETHER.

TO THIS END AND ITS RELATIONSHIP TO THE CSE ISSUE, I DO BELIEVE THAT WE HAVE TRIED TO WORK WITH OUR COMMUNITY ON THIS ISSUE.

WE HAVE INVOLVED PARENTS BY CONDUCTING SURVEYS, HAVING NUMEROUS MATERIAL REVIEW SESSIONS, BY CONDUCTING COMMUNITY FORUMS, BY INCLUDING PARENTS ON THE SELECTION COMMITTEE. THIS PARTICIPATION AND INPUT BY OUR COMMUNITY AND BY OUR PARENTS HAS BEEN SIGNIFICANT, BUT WHAT IT HAS YIELDED US IS MORE OF THE SAME IN MANY CASES.

THE REALIZATION THAT THERE ARE NO EASY ANSWERS TO THIS AND THAT THERE IS NO BEST PROCESS THAT IS GOING TO YIELD A PERFECT SOLUTION.

WE ARE NOT.

WHAT WE HAVE LEARNED IS WE ARE NOT GOING TO FIND A PERFECT CURRICULUM THAT EVERYONE IS GOING TO AGREE ON.

BUT WHAT I WANT TO STATE CLEARLY THAT IT IS NOT FOR LACK OF TRYING.

[00:15:04]

I KNOW THAT THERE ARE MANY THAT ARE DISAPPOINTED THAT CHECK THE FACTS DID NOT RISE TO A FINAL LIST.

BUT I WANT YOU TO KNOW IT WAS NOT SO MUCH ABOUT CONTENT WITH CHECK THE FACTS.

IT WAS JUST THAT THIS CURRICULUM WAS SIMPLY NOT READY.

IT WAS NOT COMPLETE.

IT WAS UNFINISHED.

I KNOW THAT THERE MAY BE PARENTS WHO DO NOT WANT TO HEAR WHAT I AM GOING TO SAY NEXT, BUT I'M GOING TO SAY IT ANYWAY BECAUSE I BELIEVE IT DOES OFFER A WAY OUT AND THAT IS THE OPT OUT PROCESS.

I ALSO HAVE QUESTIONS ABOUT WHETHER OPT OUT OR OPT IN IS THE RIGHT WAY TO GO HERE.

BUT IRREGARDLESS, ANY PARENT WHO DOES NOT WANT THEIR CHILD TO PARTICIPATE IN CSA CAN CHOOSE THIS OPTION, AND THEY CAN EITHER CHOOSE IT FOR THE ENTIRE CURRICULUM OR FOR A SPECIFIC LESSON.

AND THEN LASTLY, WHAT I WOULD LIKE TO SAY IS THAT I WANT TO MAKE A PROMISE.

I WANT TO MAKE A PROMISE TO OUR BOARD.

AND I WANT TO MAKE A PROMISE TO OUR FAMILIES AND THOSE WHO MAY BE DISAPPOINTED IN THE DECISION THAT OUR RESPONSIBILITY TO YOU DOES NOT END WHEN THIS DECISION IS MADE.

I WANT TO PROMISE YOU THAT WE WILL STILL CONTINUE TO LISTEN TO OUR FAMILIES, AND WE WILL STILL WORK WITH FAMILIES TO HONOR THEIR VALUES AND BELIEFS. WE WILL WORK WITH OUR TEACHERS ON SCOPE AND SEQUENCE, AND WE WILL COMMUNICATE THE OUTCOMES OF THIS WORK IN A VARIETY OF METHODS TO OUR COMMUNITY AND TO THE BOARD.

WE WILL BE TRANSPARENT IN OUR DECISION MAKING AROUND SEX EDUCATION, AND WE WILL CONTINUE TO MAKE ADJUSTMENTS AND FINE TUNE OUR INSTRUCTION IN THIS AREA.

WE WILL BE SENSITIVE.

WE WILL BE CARING.

WE WILL BE UNDERSTANDING.

AND WE WILL BE CAREFUL.

WE UNDERSTAND THE STAKES AND WE UNDERSTAND OUR RESPONSIBILITY TO DO THIS WORK RIGHT.

WE WILL LIKELY END UP WITH A DECISION THAT MOVES US FORWARD.

BUT I WANT EVERYONE TO KNOW THAT THE WORK DOES NOT END WITH A VOTE TO APPROVE A SPECIFIC CURRICULUM.

I WILL SIMPLY END BY OFFERING MY THANKS.

I WANT TO THANK THE BOARD FOR YOUR PATIENCE, YOUR ENDURANCE, AS WE'VE GONE THROUGH THIS FOUR YEAR PROCESS.

I WANT TO THANK THE PARENTS FOR JUST BEING ABLE TO VOICE THEIR OPINIONS, FOR ADVOCATING FOR THEIR CHILDREN ON BOTH SIDES, AND FOR BEING WILLING TO WORK WITH US IN A RESPECTFUL, POLITE AND PRODUCTIVE MANNER.

AND THEN I WANT TO THANK ALL OF THOSE THAT HAVE GIVEN THEIR TIME AND EFFORT TO GET US TO WHERE WE ARE, ESPECIALLY DAVE AND ALISON.

IT'S BEEN A GRUELING PROCESS FOR THEM, BUT ALSO A VERY HEARTY THANK YOU TO ALL THOSE THAT PARTICIPATED ON THE SEVERAL COMMUNITY GROUPS THAT WE PUT TOGETHER AND THE WORK THAT YOU'VE DONE.

IT IS APPRECIATED.

WE CONTINUE TO LEARN.

WE CONTINUE TO GET BETTER.

AND I PROMISE YOU, WE WILL CONTINUE WORKING WITH YOU AS WE COME TO THIS STAGE OF THIS ENTIRE PROCESS. AND AT THAT RATE.

ALL RIGHT. THANK YOU.

GOOD EVENING. SO WE WANTED TO THANK YOU, FIRST OF ALL, FOR HEARING US THIS EVENING.

WE ALSO WOULD LIKE TO THANK OUR COMMITTEE MEMBERS FOR THEIR PARTICIPATION.

IT HAS BEEN A LOT OF TIME THAT HAS BEEN SPENT IN COMMITTEE MEETINGS AND REVIEW OF MATERIALS.

AND SO WITH PERMISSION FROM THE PEOPLE WHO DECIDED TO JOIN US THIS EVENING, WE HAVE KATHY SHANNON, KAREN HAHN, CARRIE HOWELL, STEPHANIE WATTS, JOSH WILDEY, MARY SNITILY, DAVE CRESAP AND ALISON STEWART, WHO ARE PART OF THE COMMITTEE FOR THE MIDDLE SCHOOL HIGH SCHOOL SEXUAL HEALTH CURRICULUM ADOPTION PROPOSAL AND ARE HERE WITH US THIS.

WELL, DO I HAVE TO POINT THIS TO MAKE IT WORK? LIAR, LIAR, PANTS. THERE'S THAT AURA.

I HAVE IT GOING FOR ME.

OKAY. THANK YOU, JAKE.

ALL RIGHT. SO OUR PROPOSAL THIS EVENING IS FOR GRADES FIVE AND SIX TO RECEIVE THE GREAT BODY SHOP, GRADES SEVEN AND EIGHT TO DO GOOD. HART WILCOX COMPREHENSIVE HEALTH FOR MIDDLE SCHOOL AND HIGH SCHOOL WOULD USE .

[00:20:03]

SO YOU SHOULD HAVE IN YOUR BOARD PACKET A DOCUMENT THAT WE'VE CALLED HOW DID WE GET HERE? AND THAT IS A PRETTY COMPLETE REPORT SUMMARY OF THE EVENTS AND THE RATIONALE THAT HAS LED TO THIS PROPOSAL.

WE TALK IN THERE ABOUT HOW WE CAME TO A FINAL DECISION, THE CONCERNS THAT CAME WITH THAT, ALSO SOME NEXT STEPS.

OUR PURPOSE AT THIS MEETING IS TO GO A LITTLE DEEPER ON SOME ASPECTS OF THAT.

BUT THAT DOCUMENT REALLY IS SHOULD BE VIEWED AS KIND OF THE COMPLETE REPORT FOR THIS.

SO A LITTLE BIT OF BACKGROUND AND WE WON'T GO INTO THIS EXTENSIVELY, BUT AS HAS BEEN MENTIONED BEFORE, THIS BEGAN IN 2018 WITH HIGH SCHOOL COMMITTEE WORK THAT THAT LED TO A NOTEBOOK VERSION THAT WE'VE ALLUDED TO, THAT WE MENTIONED IN PASSING THAT IT WAS SIGNIFICANTLY IMPACTED BY SENATE BILL 5395 AND THEN REFERENDUM 90.

IN THAT PROCESS. ALSO, THE BOARD CHANGED POLICY 2125 AT TWO DIFFERENT OCCASIONS.

ALL THAT SUMMARIZED IN THAT REPORT, BECAUSE WE KNOW DIFFERENT MEMBERS OF THE BOARD WERE HERE FOR SOME OR PARTS OF THAT PROCESS AS WELL.

THEN LAST YEAR WE HAD THE MIDDLE SCHOOL COMMITTEE WORK DONE THAT CULMINATED IN SORT OF A PAUSING AGAIN INTO OUR NOVEMBER 21 CALLED THE CSE PLAN THAT WE PUT BEFORE YOU.

AND THEN THE EMPHASIS OF TONIGHT'S MEETING WILL REALLY BE ON THIS LAST WORK.

IN THE WINTER OF 2022, WE HAD A COMMITTEE OF 18 MEMBERS.

WE MET 12 TIMES ON TUESDAY EVENINGS, ALL THROUGH THE MONTHS OF JANUARY TO THE END OF MARCH.

SO OUR FIRST FOUR MEETINGS FOCUSED ON FOUNDATIONS AND WE SPENT SOME TIME GETTING TO KNOW EACH OTHER.

IT'S IMPORTANT THAT WE DID THAT BECAUSE WE NEEDED TO KNOW WHERE EACH OTHER WAS COMING FROM, AS WELL AS HAVING REPRESENTATIVE VIEWS IN THE ROOM.

WE WANTED TO KNOW WHAT EACH PERSON BROUGHT TO THE TABLE WHO WAS IN THE ROOM AND MAKING DECISIONS.

THEN WE FOCUSED ON LAWS AND POLICIES AND EVALUATION TOOLS SO THINGS THAT ARE THAT ARE REQUIRED OR MANDATED.

AND THEN WE FOCUSED ON OUR DECISION MAKING PROCESS WITH THE IDEA OF NEAR CONSENSUS.

AND WE WILL TALK A LITTLE BIT ABOUT THAT AS WE GO THROUGH OUR SLIDES THIS EVENING.

WE ALSO SPENT FIVE MEETINGS FOCUSING SPECIFICALLY ON PROGRAM EVALUATIONS.

SO WE HAD HEALTH SMART PRESENT AND WE HAD GOODHEART-WILCOX PRESENT.

THEN WE HAD AN EVENING WHERE WE WERE ABLE TO DO SOME WORK TOGETHER TO DIG MORE DEEPLY INTO THE CURRICULA WITHOUT THE PUBLISHERS THERE.

AND THEN WE HAD AN EVENING FOR THE GREAT BODY SHOP AND CHECK THE FACTS.

AND THEN WE HAD ANOTHER EVENING WHERE WE WERE ABLE TO WORK AND DIG INTO THE DIFFERENT CURRICULA THAT WERE GIVEN TO US.

SO EACH PUBLISHER HAD A 90 MINUTE PRESENTATION AND THEN WE WERE ABLE TO HAVE WELL, I SHOULDN'T SAY WE WERE ABLE TO WE SORT OF ASSIGNED HOMEWORK TO EACH OF OUR COMMITTEE MEMBERS TO REVIEW MATERIALS OUTSIDE OF THE COMMITTEE TIME AS WELL.

SO MEETINGS 11 AND 12 WERE FOCUSED ON MAKING A DECISION A LITTLE BIT ABOUT THAT PROCESS.

WE'VE PUT THESE TWO DOCUMENTS HERE TO ILLUSTRATE THE THE EVALUATION TOOLS FROM THE STATE.

ONE, WE CALLED THE DESIGN RUBRIC AND THE OTHER WAS CALLED THE STANDARDS RUBRIC STANDARDS REALLY TALKED ABOUT WHAT THE CONTENT WAS IN AN OVERVIEW.

THE DESIGN WAS MORE ABOUT HOW THAT CONTENT WAS DELIVERED.

BUT WE LIKE WE DID NOT LIKE THE DECISION WAS NOT BASED SOLELY ON JUST OBJECTIVE NUMBERS.

WE DIDN'T WANT TO BE CONSTRAINED BY KIND OF THE BURDEN OF NUMBERS DOMINATING OUR THOUGHT PROCESS.

SO, SO TO BALANCE THAT, THERE WAS JUST LOTS OF DISCUSSION DISCOURSE THROUGHOUT THE PROCESS, STRENGTHS, CONCERNS, TRYING TO GET ABOVE THE NUMBERS A LITTLE BIT.

SO, SO THE FIRST THERE WAS KIND OF THIS, THIS OVERALL BALANCED VIEW OF EVALUATION TOOLS THAT WERE OBJECTIVE COMBINED WITH MORE SUBJECTIVE CONVERSATIONS. WHEN WE ACTUALLY GOT TO MAKING A DECISION, WE STARTED JUST WITH KIND OF AN INITIAL RANKING, SORT OF A STRAW POLL, YOU MIGHT SAY.

AND THEN WE DID THIS ACTIVITY THAT WE'LL EXPLAIN A LITTLE MORE FURTHER CALLED TAKE A POSITION WHERE EACH MEMBER OF THE COMMITTEE HAD TO PHYSICALLY STAND WHERE THEY THEY WERE.

AND THEN AND AGAIN, IT WAS NOT SO MUCH THAT YOU STOOD THERE JUST AS A VOTE, BUT THAT THAT POSITION LED TO DISCOURSE ABOUT TELL US MORE WHAT WOULD IT COST FOR YOU IF YOU MOVE THIS WAY OR WHAT ARE YOUR CONCERNS.

[00:25:02]

AND THEN WE CAME TO WHAT WE'VE CALLED NEAR CONSENSUS, WHICH KIND OF HAS THIS IDEA THAT THE WILL OF THE GROUP STARTED TO EMERGE, BUT IT ALLOWED THE POSSIBILITY FOR PEOPLE TO SAY, YOU KNOW, I CANNOT AGREE WITH THAT, BUT I DO WANT TO EXPRESS THESE CONCERNS.

AND I WILL ACKNOWLEDGE THAT THOSE CONCERNS WERE HEARD.

AND SO THAT WAS SORT OF OUR DEFINITION OF OF NEAR CONSENSUS.

SO WE ALSO ASKED EACH PERSON TO RANK ORDER THE PROGRAMS THAT WE HAD IN FRONT OF THEM.

AND SO WE HAVE TWO GRAPHS HERE.

THE FIRST IS THE MIDDLE SCHOOL RANK ORDER, AND YOU CAN SEE THAT FOR THE MIDDLE SCHOOL PROGRAMS, THE GREEN BAR IS GOODHEART-WILCOX AND THAT CAME OUT AS OUR FIRST RANKING PROGRAM.

SECOND WAS THE GREAT BODY SHOP AND THEN THIRD WAS HEALTH SMART.

AND CHECK THE FACTS BEING LAST IN THE RANK ORDER OF THE MIDDLE SCHOOL PROGRAMS IN THE HIGH SCHOOL, RANK, GOODHEART-WILCOX HAD AN ADVANTAGE THERE AS WELL.

A LITTLE STRONGER ACTUALLY.

THE GOODHEART-WILCOX IS ALREADY IN THE HIGH SCHOOL CURRICULUM BEING USED IN GENERAL HEALTH.

GREAT BODY SHOP THAT DID NOT SCORE AS WELL AS AT THE HIGH SCHOOL LEVEL.

BUT ANYWAY, SO THOSE ARE JUST KIND OF THE INITIAL RANKING ASPECTS OF THE DECISION PROCESS AND CHECK THE FACTS IS NOT ON THE HIGH SCHOOL RANK ORDER FORM BECAUSE THEY HAD ORIGINALLY TOLD US THAT THEY THOUGHT THEY WOULD BE ABLE TO HAVE A HIGH SCHOOL PROGRAM AVAILABLE AND THEY WERE NOT ABLE TO HAVE A COMPLETE PROGRAM.

[6. Superintendent and Staff Updates]

SO THIS SLIDE IS PROBABLY THE MOST DENSE WITH THAT OBJECTIVE INFORMATION THAT WE TALKED ABOUT.

SO, SO THIS BREAKS UP THE STANDARDS RUBRIC AND THE DESIGN RUBRIC.

AND THEN IT ALSO TALKS ABOUT LIKE THE COLOR CODING HAS TO DO WITH THE DIFFERENT PROGRAMS. SO YOU CAN SEE THAT IN TERMS OF THE SO THE STANDARDS IS KIND OF WHAT IS BEING TAUGHT ARE ALL THE DIFFERENT CONTENT AREAS ADDRESSED.

SO IN THAT YOU KIND OF HAVE THIS THING WHERE WE'RE GOODHEART-WILCOX IS HIGHEST IN CONTENT FOR HIGH SCHOOL AND MIDDLE SCHOOL.

HEALTH SMART WAS KIND OF IN THIS MIDDLE GROUND, IT SCORED IT DIDN'T SCORE THE HIGHEST IN ANY ONE POSITION, BUT IT WAS NOT LOWEST EITHER. GREAT BODY SHOP VERY LOW AT HIGH SCHOOL.

THERE WAS NO IDEA AT ALL THAT GREAT BODY SHOP WOULD BE APPLICABLE TO HIGH SCHOOL, BUT IT DID SCORE WELL IN THE EARLY MIDDLE SCHOOL GRADES.

THE OTHER GRAPH IS SPECIFICALLY TALKING ABOUT THE DESIGN RUBRIC, AND I WANTED TO JUST TELL YOU A LITTLE BIT ABOUT WHAT IS IN THE DESIGN RUBRIC.

SO THAT INCLUDES INFORMATION ON WHETHER OR NOT IT IS MEDICALLY AND SCIENTIFICALLY ACCURATE, WHETHER IT'S AGE APPROPRIATE, WHETHER IT IS INCLUSIVE OF ALL INCLUDES INFORMATION ON HIV, AIDS IS BIAS FREE, ENGAGING INCLUDES TEACHER GUIDANCE, POSSIBLY HAVING DIGITAL COMPONENTS.

AND IF THEY DO, HOW DO THEY MEASURE UP? WHAT OBJECTIVES AND SKILLS ARE COVERED? WHETHER OR NOT THERE ARE ASSESSMENTS INCLUDED AND WHETHER IT PROMOTES HEALTHY NORMS. AND SO EACH OF THOSE HAD A SECTION AND THEN IT CREATED AN OVERALL SCORING.

AND YOU CAN SEE THAT THE GOODHEART-WILCOX GREEN BARS CAME OUT THE HIGHEST IN THE GRADES FIVE THROUGH EIGHT AND NINE THROUGH 12.

AND THEN WE HAD THE GREAT BODY SHOP IN FIFTH GRADE WAS THE HIGHEST AS FAR AS FIFTH GRADE SPECIFIC MATERIAL.

AND THE GREAT BODY SHOP IN GRADES SIX THROUGH EIGHT CAME OUT HIGHER THAN THE HEALTH SMART OR THE CHECK THE FACTS.

IT WAS NOT HIGHER THAN GOODHEART-WILCOX, BUT GOODHEART-WILCOX WAS NOT BROKEN UP IN THE SAME GRADE BANDS.

EXACTLY. SO.

SO WITH REGARD TO COMMUNITY REVIEW, SO WE DID A COMMUNITY REVIEW OF ALL FOUR PROGRAMS, WHICH IS DIFFERENT FROM WHAT WE HAVE DONE IN THE PAST.

SO IN THE PAST WE'VE WAITED UNTIL WE'VE GOTTEN TO THIS POINT THE FIRST READING OR RIGHT BEFORE THE FIRST READING TO OPEN UP THE CURRICULUM THAT WAS BEING PUT IN FRONT OF THE BOARD FOR THE COMMUNITY TO REVIEW.

THIS ROUND WE DECIDED TO PUT ALL FOUR OF THEM OUT TO THE COMMUNITY TO SEE WHAT EVERYBODY HAD TO SAY ABOUT EVERYTHING THAT WE WERE LOOKING AT.

SO WE OPENED THAT UP FROM FEBRUARY 14TH THROUGH MARCH 7TH, AND IN THE REVIEW WE ASKED THE COMMUNITY TO COMMENT ON WHAT ARE THE PROGRAM'S STRENGTHS, WHAT ARE THE PROGRAM'S WEAKNESSES, AND IN ADDITION, WHAT OTHER INFORMATION

[00:30:06]

YOU CAN ALSO SEE THAT AS A LARGE NUMBER AND THEN IT IS NEARLY ONE 100 TIMES HIGHER THAN THE INPUT WE GENERALLY RECEIVE FOR OTHER CURRICULAR CONTENT.

SO WHEN WE HAVE A CTE REVIEW OR IF WE HAVE A MATH REVIEW, WE VERY RARELY GET COMMENTS.

SO YOU CAN LOOK AT IT EITHER WAY.

IT IS GENERALLY THE RESPONSES THAT WE RECEIVED ARE GENERALLY CONSISTENT WITH THE PAST COMMUNITY FEEDBACK SO THAT MEANING THAT WE HAVE HEARD THROUGHOUT ALL OF OUR ADOPTION PROCESSES THE SAME KIND OF RESPONSES THAT WE RECEIVED IN THE 107 RESPONDENT RESPONSES, WHICH IS WE'LL GET TO IN A MINUTE.

THE EMPHASIS ON ISSUES OF CSE DID NOT SIGNIFICANTLY ADD TO WHAT THE COMMITTEE DETERMINED ON CONTENT.

SO I DON'T KNOW WHAT I WAS GOING TO ADD ON THAT.

WELL, I MEAN, IN GENERAL, THE COMMENTS TEND TO ELICIT STRONG OPINIONS EITHER WAY ON THE ISSUES OF CSE IN GENERAL, MORE SO THAN ON SPECIFIC THINGS ABOUT THE CONTENT.

NOW WE DO GET SOME OF THAT, BUT IT TYPICALLY IS NOT THE KIND THAT THAT ADDS IN ANY WAY TO WHAT THE COMMITTEE IS THEMSELVES, YOU KNOW, DISCOVER ABOUT THAT.

SO AND THEN THE SURVEY WAS INFORMATIVE, BUT NOT NECESSARILY SCIENTIFIC.

IT'S NOT REPRESENTATIVE OF OUR COMMUNITY IN WHOLE.

I MEAN, IF SOMEBODY CHOSE TO PARTICIPATE, THEN THEY CHOSE TO PARTICIPATE.

BUT IT WASN'T A SCIENTIFIC APPROACH, IT WAS WITH RANDOM.

YEAH. SO WE OFTEN GET THIS QUESTION, YOU KNOW, DOES THAT SURVEY ACTUALLY REPRESENT THE COMMUNITY? THAT'S A VERY DIFFICULT QUESTION TO ANSWER BECAUSE IT'S SELF SELECTING.

IT'S NOT LIKE WE'RE GOING OUT AND RANDOMLY POLLING PEOPLE TO GET SORT OF A IT SAYS, VERY DIFFICULT TO DO.

SO LIKE WE SAID BEFORE, WE WE TEND TO GET WHAT WE'VE KIND OF CATEGORIZED AS STRONG OPINIONS ONE WAY OR THE OTHER IN THESE IN THE SURVEYS.

SO ONE OF THE THINGS THAT WAS ASKED IN THE SURVEY IS, WOULD YOU OPT OUT OF THIS PROGRAM? SO SO OF THE 107 RESPONDENTS THAT WERE NOT ALL ANSWERED THAT QUESTION.

SO SO THERE WERE ACTUALLY 233 RESPONSES.

SO LIKE, IF EVERY ONE OF THE 107 RESPONDENTS ANSWERED THAT QUESTION ON THE FULL CURRICULUM, THERE WOULD HAVE TO BE BUT 428 RESPONSES AND WE ACTUALLY HAD 233.

AND, YOU KNOW, WHAT DOES ALL THIS MEAN? SO SO THESE ARE, YOU KNOW, SO 60 PEOPLE, FOR EXAMPLE, OR THERE WERE 60 RESPONSES FROM THE 107 RESPONDENTS THAT INDICATED, FOR EXAMPLE, THAT IF THEY HAD GOODHEART-WILCOX, THEY WOULD OPT OUT OF ALL OF THE LESSONS, WHAT, 47%.

SO, YOU KNOW, IN GENERAL, AGAIN, IT THIS SAYS MORE THAT PEOPLE WILL JUST OPT OUT OF CSE IN GENERAL, MORE SO THAN THEY WOULD OPT OUT OF A SPECIFIC CURRICULUM.

THERE'S A SLIGHT ADVANTAGE TO GOODHEART-WILCOX HERE IN THAT IT'S ABOUT TEN PERCENTAGE POINTS LOWER THAN THE OTHERS.

BUT SO AGAIN, I THINK THE TAKEAWAY IS THAT FOR THE MOST PART, PEOPLE ARE GOING TO OPT OUT THEIR CHILDREN BASED ON CSE IN GENERAL.

NOW, WE HAVE HEARD CONCERNS WE ACTUALLY HAD CONCERNS FROM THE COMMITTEE THAT WERE EXPRESSED THAT IF THE SCOPE AND SEQUENCE WORK IS DONE IN SUCH A WAY THAT DIFFERENT TOPICS ARE PACKAGED, THAT THAT MIGHT LEAD TO OPTING OUT TO CERTAIN UNITS.

VERSUS OPTING OUT. SO THIS DECISION MAKING PROCESS WE CALLED TAKE A POSITION, SO WE DIDN'T WANT IT TO COME DOWN TO JUST A VOTE. YOU KNOW, VOTE TENDS TO IT'S A WIN.

IT'S A LOSS. IT'S WE DIDN'T WANT TO HAVE A DECISION OF THIS MAGNITUDE COME DOWN TO ONE VOTE OR SOMETHING.

AND SO THIS THING THAT WE CALL TAKE A POSITION, WE LITERALLY PUT THIS WE CALLED THE DIAMOND ON THE FLOOR AT LEWISVILLE.

AND AND IT JUST HAD THE FOUR PROGRAMS IN FOUR AREAS.

EACH PROGRAM WAS CONNECTED BY A SEGMENT.

SO THERE'S ACTUALLY SIX SEGMENTS THERE.

IF YOU TAKE ANY. HOW MANY WAYS CAN YOU CAN YOU HAVE FOUR OBJECTS AND GRAB TWO OF THEM AT A TIME AT SIX? AND SO PEOPLE LIKE THE COMMITTEE MEMBERS LITERALLY TOOK A POSITION.

THEY WENT AND STOOD WHERE THEY WHERE THEY BELIEVED THAT WOULD BE THEIR POSITION ON

[00:35:10]

THERE WAS SOME HEALTH SMART SOME GREAT BODY SHOP A MINORITY AT CHECK THE FACTS WHEN AND THEN WE HAD THE CONVERSATION WHAT EXPLAIN WHY YOU'RE HERE.

WHAT QUESTIONS DO YOU HAVE FOR OTHER PEOPLE IN THE GROUP? WOULD THERE BE WHAT WOULD, WHAT CONCERNS DO YOU HAVE? WHAT WOULD CAUSE YOU TO MAYBE MOVE? AND SO THERE'S A LOT OF DISCOURSE WHEN AND THAT PROCESS ACTUALLY BROUGHT FORTH THE IDEA THAT THAT WE COULD WE COULD SPLIT MIDDLE SCHOOL BECAUSE THERE WAS THERE WAS THIS, YOU KNOW, THE GREAT BODY SHOP.

IT'S IT'S NEWS MAGAZINE FORMAT WAS LIKE ADDED THIS ENGAGING FEATURE FOR THE YOUNGER GRADES IN MIDDLE SCHOOL.

WHEN THAT CONVERSATION HAPPENED, THERE WAS A LITTLE BIT OF A SHIFT.

MORE ON TO THE GOODHEART-WILCOX, GREAT BODY SHOP LINE IN THAT.

SO THAT WAS HOW WE CAME TO WHAT WE CALLED NEAR CONSENSUS.

IT WAS PEOPLE TAKING A POSITION AND THEN DISCOURSE ABOUT THAT POSITION.

SO FROM THAT PROCESS WE HAD A PROPOSAL THAT WE PUT TOGETHER.

SO AFTER MEETING NUMBER 11, THE THINGS THAT ARE IN RED ON THIS ARE THE THINGS THAT WERE SORT OF ARE KNOWNS.

SO WE KNEW THAT OUR COMMITTEE WANTED FIFTH GRADE TO PARTICIPATE IN THE GREAT BODY SHOP, AND THAT SEVENTH, EIGHTH GRADE WOULD BE GOODHEART-WILCOX AND HIGH SCHOOL WOULD BE GOODHEART-WILCOX SO THE THINGS THAT WE HAVE IN BLACK ARE THE THINGS THAT WE NEEDED TO WORK ON DURING MEETING 12 TO DETERMINE WHAT WOULD HAPPEN NEXT.

SO WE DID NOT HAVE A CLEAR UNDERSTANDING OF WHERE OUR COMMITTEE WAS GOING TO FALL WITH OUR SIXTH GRADE CURRICULUM.

SO THAT WAS SOMETHING THAT WE HAD TO TALK ABOUT AS WELL AS THE MIDDLE SCHOOL SEVEN EIGHT AND THE HIGH SCHOOL, WHETHER OR NOT WE WOULD GO WITH THE COMPREHENSIVE VERSION OF THE TEXTBOOK OR THE ESSENTIAL VERSION OF THE TEXTBOOK WITH THE SUPPLEMENT IT HAS ITS OWN.

THE LAST TWO CHAPTERS OF THE BOOK CAN COME SEPARATELY IN A DOCUMENT ALL BY THEMSELVES OR AS PART OF THE TEXTBOOK.

SO OUR COMMITTEE PRETTY THERE WASN'T MUCH DISCUSSION OVER THAT.

EVERYBODY PRETTY MUCH FELT THAT WE SHOULD JUST PURCHASE THE COMPREHENSIVE TEXTBOOK.

SO THAT PART WAS RELATIVELY EASY DECISION.

THEN THE SIXTH GRADE, WE HAD LOTS OF CONVERSATION ABOUT THE GREAT BODY SHOP OR THE GOODHEART-WILCOX COMPONENT.

SO WE DID THE TAKE A POSITION ACTIVITY AGAIN AND HAD PEOPLE STAND ON A LINE BETWEEN THE GREAT BODY SHOP AND GOODHEART-WILCOX FOR SIXTH GRADE, WHICH RESULTED IN THE THE GREAT BODY SHOP BEING THE THING THAT WE ARE PROPOSING THIS EVENING.

SO WE DID HAVE SOME PEOPLE WHO WERE STANDING MORE TOWARD THE GOODHEART-WILCOX END OF THE LINE AND WE WANTED TO ADDRESS THE ISSUES AND THE CONCERNS THAT CAME WITH THAT.

SO WE HAD AN OPPORTUNITY TO HEAR ABOUT OPT OUTS AND IT WAS VERY CLEAR THAT IT'S IMPORTANT TO OUR PARENTS AND I MEAN, WE'VE KNOWN THIS FROM BEFORE, BUT IT WAS REITERATED IN OUR MEETING THAT PARENTS WANT TO KNOW EXACTLY WHAT IS BEING TAUGHT TO THEIR STUDENTS.

SO THAT'S ONE THING THAT WE WANT TO MAKE SURE.

AND LIKE JENNY MENTIONED IN HIS COMMENTS, WE WILL MAKE SURE THAT WE PUT OUT TO PARENTS WHAT IS IT THAT WE'RE GOING TO BE TEACHING, MAKING SURE THAT THERE'S A GOOD UNDERSTANDING OF WHAT IS AVAILABLE, WHAT COMPONENTS WILL BE TAUGHT IN EACH DAY'S LESSON, AND AND MAKE SURE THAT EVERYBODY HAS THAT ABILITY TO OPT OUT IF THEY DISAGREE WITH SOMETHING THAT IS THERE.

WE ALSO HAD COMMENTS ABOUT LGBTQ IN THE GREAT BODY SHOP, THE MAGAZINES THEMSELVES.

THERE WAS A FEELING OF LGBTQ COMMUNITY NOT BEING ABLE TO SEE THEMSELVES PICTURED IN THE PICTURES IN THE MAGAZINE.

SO THE TEACHERS MANUAL HAS OPTIONAL SECTIONS THAT WOULD MEET HELP US MEET THE REQUIREMENTS.

OF SOME OF THE COMPONENTS THAT ARE REQUIRED BY THE STATE OF WASHINGTON FOR COMPREHENSIVE SEX EDUCATION, BUT THAT THE STUDENTS IN THE PICTURES WOULD NOT NECESSARILY SEE THEMSELVES REPRESENTED IN THE MAGAZINE.

AND THEN YOU CAN SEE IN THAT NEXT BULLET POINT BELOW DISCUSSION WITH THE PUBLISHER, WE WERE ABLE TO TAKE THOSE CONCERNS BACK TO THE PUBLISHER AND HAVE A CONVERSATION WITH THEM ABOUT WHAT THAT MIGHT LOOK LIKE IN THE FUTURE OR THINGS THAT THEY MIGHT TAKE TO THEIR EDITORIAL TEAM TO HELP ADDRESS THE CONCERNS THAT CAME FROM OUR COMMITTEE. AND THEN THE OTHER AREA THAT WE HAD SOME CONVERSATION WAS WHETHER OR NOT WE WOULD PARTICIPATE IN AUTO UPDATES.

AND WHAT THAT MEANS IS THAT WITH THE GREAT BODY SHOP, THERE IS A 2021 EDITION, 2022 EDITION, THERE WILL BE A 2023 EDITION.

[00:40:06]

SO THERE IS INFORMATION IN THERE ABOUT COVID BECAUSE THEY HAVE THEY REVISE IT EVERY YEAR TO ADJUST TO THINGS THAT ARE COMMUNITY HEALTH SORTS OF ISSUES. BUT WHAT THAT ALSO MEANS IS THAT OVER THE COURSE OF THE ADOPTION, THINGS COULD CHANGE IN THE MAGAZINE THAT HAVE TO DO WITH OTHER ISSUES AS WELL. AND THE SAME IS TRUE OF THE GOODHEART-WILCOX TEXTBOOK.

THEY UPDATE THEIRS ON A TWO YEAR BASIS.

AND SO WHAT YOU ADOPT TONIGHT COULD BE UPDATED AND COULD BE A LITTLE BIT DIFFERENT A COUPLE OF YEARS FROM NOW.

THE HARD COPY WITH GOODHEART-WILCOX IS GOING TO REMAIN THE SAME NO MATTER HOW LONG WE HAVE THE BOOK.

BUT THERE IS AN ONLINE COMPONENT THAT WOULD CHANGE.

SO WITH THE AUTO UPDATES, OUR GROUP DECIDED THAT IT WAS BEST THAT WE PURCHASE THE STATIC VERSION OF THAT SO THAT WHAT YOU APPROVE OVER THE COURSE OF TONIGHT AND THE NEXT BOARD MEETING WOULD BE WHAT WE WOULD HAVE FOR THE LIFE OF THE CONTRACT, THAT IT WOULD BE EXACTLY WHAT YOU KNOW AND WHAT OUR COMMUNITY EXACTLY KNOWS WOULD BE IN FRONT OF THEM.

SO ALISON MENTIONED THE COMMUNITY REVIEW THAT WE HAD DONE DIFFERENT FOR THIS PROCESS.

THAT WAS AS PART OF THE DECISION MAKING PROCESS.

WE ALSO AT THE END, WE DID THE SAME THING THAT WE HAVE DONE WITH ALL OUR OTHER ADOPTIONS AND HAD A COMMUNITY REVIEW OF THE PROPOSAL THAT WAS OPEN FROM MARCH 31ST TO APRIL 17TH.

WE HAD EIGHT RESPONSES, SO IT WAS QUITE A BIT LOWER THAN WE'VE HAD IN THE PAST.

AND THE RESPONSES WERE GENERALLY NOT SUPPORTIVE OF CSE IN GENERAL.

AND AGAIN, THERE WERE REALLY MINIMAL RESPONSES THAT HAD TO DO WITH CONTENT THAT WE DIDN'T ALREADY KNOW.

SO THAT WAS YOU GUYS, I THINK.

HAVE YOU HAVE SEEN THOSE RESPONSES? SO THE NEXT STEPS WORK.

THIS WAS MENTIONED IN OUR CITIZENS COMMENTS AS WELL AS IN DENNY'S COMMENTS THIS EVENING, BUT THE SCOPE AND SEQUENCE WORK, SO WE ARE NOT DONE WITH THE SCOPE AND SEQUENCE WORK THERE. IN THE ORIGINAL CSE PLAN THAT WAS PRESENTED IN NOVEMBER, WE TALKED ABOUT A PHASE ONE AND A PHASE TWO.

SO PHASE ONE IS COMING TO A CLOSE.

PHASE TWO IS WHERE WE WILL PUT TOGETHER A GROUP THAT WE TENTATIVELY THINK COULD INCLUDE SIX TEACHERS, THREE PARENTS AND AN ADMINISTRATOR THAT WOULD LOOK AT WHAT IS TAUGHT IN EACH GRADE LEVEL.

WE PUT JUST A REMINDER HERE OF THE CLASS PERIODS THAT WOULD BE USED FOR COMPREHENSIVE SEXUAL EDUCATION IN EACH GRADE LEVEL.

SO APPROXIMATELY FIVE IN GRADES FIVE, FOUR IN GRADE SIX, FIVE IN GRADE SEVEN, SIX IN GRADE EIGHT, AND THEN 15 IN THE FIRST COURSE OF THE HIGH SCHOOL AND POSSIBLY 3 TO 5 IN THE SECOND COURSE IN THE HIGH SCHOOL, WHICH WE STILL HAVE TO WORK WITH THE SCOPE AND SEQUENCE GROUP TO DETERMINE KIND OF WHERE THAT SECOND COURSE WOULD BE TAUGHT AND THE CONTENT THAT WOULD BE IN THAT.

WE DO HAVE INFORMATION THAT WE ASKED OF OUR COMMITTEE DURING OUR COMMITTEE PROCESS ABOUT THE SCOPE AND SEQUENCE TO SEE WHAT THEY THOUGHT OF THE SCOPE AND SEQUENCE AND WHETHER OR NOT THERE WERE SOME ADJUSTMENTS.

SO WE HAVE SOME FEEDBACK THAT WE WILL TAKE FROM OUR COMMITTEE TO THE SCOPE AND SEQUENCE GROUP BASED ON THAT WORK.

SO THE THINGS THAT WE NEED TO DO NEXT ARE TO ONCE IT IS APPROVED, WE WOULD NEED TO SCHEDULE OUR TEACHER TRAINING.

THAT IS SOMETHING THAT FILLS UP RATHER QUICKLY AND HAS TO DO WITH TEACHER AVAILABILITY.

SO SOMETHING WE NEED TO GET SCHEDULED, REVISING THE PARENT REVIEW AND THE OPT OUT PROCESS TO MAKE SURE THAT EVERYTHING IS TRANSPARENT AND THAT WE REALLY HAVE A TARGETED CAMPAIGN ON WHAT OUR PROCESS IS TO MAKE SURE EVERYBODY KNOWS WHAT THE TIMELINE IS FOR REVIEWING THE MATERIALS AND MAKING AN OPT OUT DECISION.

AND IT'S REALLY IMPORTANT THAT THAT HAPPENS BECAUSE OUR TEACHERS NEED TIME TO MAKE ADJUSTMENTS FOR THEIR CLASSES.

THEY NEED TO GROUP THEIR STUDENTS BY THE STUDENTS THAT WILL BE PARTICIPATING IN THE LESSONS THEY NEED TO MAKE PLANS FOR THE STUDENTS WHO ARE BEING OPTED OUT, WHICH INCLUDES LOCATION, IT INCLUDES ACTUAL ASSIGNMENTS, AND THEN POSSIBLY WORKING WITH DETERMINING WHAT STAFF WILL COVER THE PEOPLE THAT ARE IN THE OPT OUT GROUP AND THEN THE IMPLEMENTATION PROCESS GOING INTO NEXT YEAR.

SO WITH THAT, WE ARE READY FOR YOUR QUESTIONS.

WHO WANTS TO GO FIRST? I JUST WANT TO GO AT SOME POINT.

YOU GO AHEAD. NO, YOU GO.

GO AHEAD. I HAVE A QUESTION ABOUT I'LL HAVE A COUPLE OF QUESTIONS, BUT I HAVE A QUESTION ABOUT THE TAKE A POSITION.

[00:45:09]

YOU COULD BE RIGHT IN THE MIDDLE.

YOU COULD BE OVER IN ONE AREA.

SO IT WAS NOT A A BOX.

IT WAS A LINEAR SORT OF A CONTINUUM.

AND SO DID YOU SEE COMMITTEE MEMBERS.

AND I DON'T KNOW, THIS REALLY MATTERS.

I'M JUST TRYING TO GET THE VISUAL.

DID YOU SEE COMMITTEE MEMBERS EVERYWHERE WITHIN THAT? THERE WAS A RANGE.

IT WAS NOT LIKE EVERYBODY WAS STANDING JUST ON ONE SPOT.

YES. BUT THERE WAS NOT A THERE WAS NOT A UNIFORM DISTRIBUTION, AS IF IT WAS JUST A LIKE NO WILL OF THE GROUP EMERGING.

IT WAS IT WAS YOU KNOW, THERE WAS THERE WAS A BUNCH OF SORTS OVER TOWARD GOODHEART-WILCOX AND THEN SO WE HAD ON THE LEFT HAND SIDE, WE HAD QUITE A FEW PEOPLE STANDING AROUND GOODHEART-WILCOX.

IT WAS PRIMARILY IN THIS AREA.

WE HAD ONE PERSON HERE, WE HAD A COUPLE OF PEOPLE DOWN THERE.

SO SO THERE WAS SOME THERE WERE A COUPLE THAT WERE KIND OF BETWEEN GOODHEART-WILCOX AND THE GREAT BODY SHOP.

THERE WERE SOME THAT WERE KIND OF BETWEEN GOODHEART-WILCOX AND HEALTH SMART, AND THEN, BUT FOR THE MOST PART, PEOPLE WERE AT THE GOODHEART-WILCOX END OF THINGS AND THAT JUST A LOT FOR PEOPLE TO START CONVERSATIONS IS KIND OF HOW YOU DESCRIBED IT.

SOMEONE ELSE CAN GO. GO AHEAD.

IT'D BE GREAT IF EVERYBODY GAVE AT LEAST.

I HAD A QUESTION ABOUT WHEN YOU MENTIONED TEACHER GUIDANCE.

WHAT DOES THAT LOOK LIKE WHEN IT COMES TO THE MATERIAL AND WHAT CAN BE SAID? HOW DO WE KNOW WHAT GUIDANCE THEY'RE GIVING, THAT TYPE OF THING? SO WE WILL WORK WITH EACH COMPANY TO PROVIDE PROFESSIONAL DEVELOPMENT FOR EACH CURRICULUM.

SO THEY HAVE A SET PROGRAM.

I THINK THAT THEY DO.

DAVE AND I WOULD PARTICIPATE IN THAT AS WELL.

BUT PART OF THE WORK THAT NEEDS TO BE DONE DURING SCOPE AND SEQUENCE IS FOR US TO PUT SOME STATEMENTS TOGETHER, POSSIBLY THAT PROVIDE CLARITY FOR AREAS THAT MIGHT BE MORE SENSITIVE TOPICS IN THE CURRICULUM THEMSELVES THAT YOU'LL OFTEN SEE IN THERE TEACHER RESOURCES LIKE CHECK WITH YOUR DISTRICT GUIDELINES AND STUFF.

SO PART OF THAT SCOPE AND SEQUENCE WORK WOULD BE TO COME UP TO MAKE SURE THAT THERE'S NO CONFUSION ON WHERE WE CALL SENSITIVE ISSUES, THAT, HEY, HERE'S THE GUIDANCE AROUND WHAT THE DISTRICT'S POSITION IS ON THAT.

AND AGAIN, TRANSPARENCY, ADHERENCE TO THE CORE BELIEFS, STATEMENT, AGE, APPROPRIATENESS, ALL THOSE THINGS WOULD BE GUIDE THAT WORK.

I THINK AN EXAMPLE OF THAT COULD HAVE TO DO WITH ROLE PLAYS.

SO WE'VE HEARD THAT THERE'S CONCERN ABOUT THE USE OF ROLE PLAYS.

AND SO WE DUG INTO THE DIFFERENT PROGRAMS AND REALLY LOOKED AT WHERE OUR ROLE PLAYS USED IN THE CURRICULUM.

SO IN THE GOODHEART-WILCOX, THEY HAVE A ROLE PLAY CENTERED AROUND BULLYING ONE AROUND ADOLESCENCE, IN PUBERTY, FACTORS AFFECTING HEALTH AND WELLNESS, SUBSTANCE USE AND ABUSE, FIRST AID AND DISEASE.

SO THOSE ARE THE THERE'S A ROLE PLAY AROUND THAT.

AND WITHIN THE TEXT, IT GIVES VERY SPECIFIC EXAMPLE OF WHAT THE STUDENTS WOULD TALK ABOUT IN THAT ROLE PLAY IN THE GREAT BODY SHOP, IT'S MORE OPEN ENDED.

AND SO THERE ISN'T A LIST OF ROLE PLAYS, THERE ISN'T THERE ISN'T A THERE AREN'T ROLE PLAYS THAT ARE ALREADY WRITTEN.

WITH THAT, IT WOULD BE UP TO THE TEACHER, TO THE WAY THE CURRICULUM IS WRITTEN IS THAT IT'S UP TO THE TEACHER TO DESIGN THE ROLE PLAYS IN CLASS WITH THE STUDENTS AS THEY'RE HAVING THOSE CONVERSATIONS.

SO THAT WOULD BE SOMETHING THAT DAVE AND I FEEL WOULD BE REALLY IMPORTANT, THAT WE WOULD WORK WITH THE SCOPE AND SEQUENCE COMMITTEE TO POSSIBLY CREATE THOSE ROLE PLAYS AND MAKE IT A LITTLE MORE FOCUSED THAN THAN WHAT THE OPEN ENDEDNESS OF IT IS WITH THE CURRICULUM.

WE WOULD NOT REALLY ADVISE THAT WE WOULD START WITH ROLE PLAYS WITH THE CURRICULUM, NOR DO WE THINK THAT THERE'S TIME IN THE DAY.

[7. Citizens' Comments]

[00:50:01]

BUT WE DO FIND THAT THERE IS VALUE IN SOME OF THE SKILLS THAT COME FROM ROLE PLAYS AND UNDERSTAND THE IMPORTANCE OF PRACTICING REFUSAL SKILLS AND THAT KIND OF THING. SO THAT'S AN EXAMPLE OF THE GUIDANCE THAT WE WOULD NEED TO PUT TOGETHER AND DEVELOP AS WE GO THROUGH WITH OUR SCOPE AND SEQUENCE WORK.

THE OTHER QUESTION I HAD WAS REGARDING SCOPE AND SEQUENCE, AS YOU DON'T REALLY HAVE YOU HAVE A PLAN, BUT AS FAR AS WHEN THAT WILL BE DEVELOPED AND WILL IT BE DEVELOPED KIND OF AS YOU'RE GOING? HOW IS THAT THE SCOPE AND SEQUENCE GOING TO WORK AS FAR AS THE CURRICULUM? IF IT'S APPROVED, THEN WE WOULD BEGIN THAT SCOPE AND SEQUENCE WORK RIGHT AWAY.

I MEAN, THAT WOULD BE BY THE END OF THIS SCHOOL YEAR, HOPEFULLY TO AT LEAST GET STARTED, GET THAT WORK COMPLETED DURING THE SUMMER, IF POSSIBLE.

SO THAT THAT'S ALL CLEAR GOING INTO NEXT FALL BECAUSE THAT HAS TO BE DONE FOR THE OPT OUT PROCESS.

SO WE KNOW EXACTLY HOW HOW THE LESSONS ARE PACKAGED.

SO THAT WOULD HAPPEN SOON.

AND IT'S POSSIBLE THAT WE GO THROUGH THE PROCESS AND WE DO THE SCOPE AND SEQUENCE WORK AND THEN WE IMPLEMENT IT AND WE FIND THAT THERE'S SOMETHING THAT'S JUST NOT QUITE RIGHT.

WE MAY HAVE TO RECONVENE THE GROUP AND HAVE A CONVERSATION ABOUT THAT, BUT WE WANT TO I MEAN, IT'S GOING TO TAKE SOME TIME FOR US TO GET THAT READY, BUT WE NEED TO HAVE SOMETHING READY FOR THE BEGINNING OF NEXT SCHOOL YEAR SO THAT PARENTS KNOW EXACTLY WHAT IT IS THEIR KIDS ARE GOING TO BE LEARNING.

AND WHEN YOU SAY THE GROUP, IS THAT THE ORIGINAL COMMITTEE OR THE LATEST COMMITTEE, OR WHEN YOU SAY GROUP, WHAT IS THAT? SO THIS I DON'T KNOW WHERE WE WENT THERE.

THE SIX TEACHERS, THREE PARENTS, ONE ADMIN AND WE PLAN TO GIVE THE DOES THE SCOPE AND SEQUENCE.

AND WE PLAN TO GIVE PRIORITY TO THE PEOPLE WHO PARTICIPATED ON THE COMMITTEE WORK.

BUT WE DON'T HAVE WE HAVEN'T CREATED A GROUP.

AT THIS POINT, WE STILL NEED TO DETERMINE WHAT THAT HOW WE'RE GOING TO COMMUNICATE THAT WORK WITH RITA.

SO CAN YOU GO BACK TO THE SLIDE ABOUT HOW MANY CLASS PERIODS EACH ONE WILL BE? OKAY, SO AND REMIND ME HOW MANY LESSONS THERE ARE IN GREAT BODY SHOP FOR FIFTH GRADE AND THEN HOW MANY LESSONS THERE ARE FOR SIXTH GRADE.

DO YOU REMEMBER? WE BROUGHT THE BOXES HERE.

THERE ARE TEN MODULES AND WITHIN EACH MODULE THERE ARE THREE OR FOUR LESSONS.

AND SO WE'RE GOING TO HAVE TO DO SOME WORK WITH THE SCOPE AND SEQUENCE GROUP TO IDENTIFY WHAT ARE THE MOST IMPORTANT THINGS THAT ARE KIND OF ALL ENCOMPASSING OF THE THINGS THAT WE'RE REQUIRED TO BE TAUGHT.

SO THERE ARE 18 CLASS PERIODS OVER THE COURSE OF A SEMESTER IN MIDDLE SCHOOL FOR THE TEACHING OF HEALTH, AND THEN WE WILL HAVE APPROXIMATELY FIVE OF THOSE FOR COMPREHENSIVE SEXUAL HEALTH EDUCATION.

SO WE'LL NEED TO.

BUT YOUR POINT IS TAKEN.

THERE'S MORE STUFF IN THE CURRICULUM IN ALL OF THE HEALTH TOPICS THERE THAN WHAT WE CAN ACTUALLY DELIVER IN INSTRUCTION.

SO THERE WILL BE SOME DECISION MAKING ABOUT WHAT EXACTLY WOULD BE TAUGHT YOUR APPROVAL TONIGHT.

IF THAT HAPPENS, WHAT YOU WOULD BE YOU WOULD BE APPROVING THAT ALL CONTENT IN THE CURRICULUM ARE OKAY TO BE TAUGHT AND THEN AGAIN THEN IT WOULD COME DOWN TO WORK WITH THE IN ESSENCE IS KIND OF LIKE WHICH STANDARDS ARE DEEMED ESSENTIAL TO BE TAUGHT VERSUS MORE OPTIONAL IN NATURE.

AND I GUESS THE QUESTION THERE IS WE'RE ADOPTING ALL OF IT AND ARE WE ADOPTING IT AS IT IS WRITTEN? SO FOR INSTANCE, WHAT I'VE LOOKED AT, I'VE LOOKED AT A LESSON AND OBVIOUSLY ALL THE LESSONS THOROUGHLY.

I'M LOOKING AT A LESSON AND I'M LOOKING AT THE STUDENT MATERIALS AND THEN I'M LOOKING AT ALL THE TEACHER DIRECTIONS.

SO WHEN WE WHEN WE DO THE SCOPE AND SEQUENCE, ARE YOU SEEING US TAKING THIS PARTICULAR LESSON AND USING IT IN ITS ENTIRETY OR MIXING AND MATCHING? I MEAN, I DON'T KNOW ABOUT MIXING AND MATCHING PER SE, BUT BUT YEAH, THE LESSONS . OKAY. SO I THINK THAT WOULD BE THE ASSUMPTION NOW, YOU KNOW, WITH ANY DELIVERY OF CURRICULUM, YOU KNOW, HOW YOU PACKAGE IT IS A LITTLE BIT OF SOME TEACHER CHOICE THERE.

WHAT TEACHERS ARE NOT GOING TO HAVE THE CHOICE IS TO JUST BRING IN OUTSIDE MATERIAL FROM WHAT'S BEEN APPROVED.

[00:55:01]

YES. AND THE SCOPE AND SEQUENCE GROUP MAY COMBINE A COUPLE OF THINGS THAT HAVE TO DO WITH THE SAME TOPIC.

SO IF THERE ARE A COUPLE OF LESSONS IN THE GREAT BODY SHOP THAT HAVE TO DO WITH ANATOMY, BUT WE ONLY HAVE ONE DAY TO COVER ANATOMY.

WE MAY HAVE TO PULL FROM PARTS OF TWO LESSONS TO COMBINE THAT INTO ONE, BUT IT WILL STILL BE THAT THEY'RE USING THE MATERIALS FROM THE LESSON RATHER THAN SEEKING OUTSIDE SOURCES. SO TALKING ABOUT THE PARENTS AND THE OPT OUT OPTIONS, WILL PARENTS BE ABLE TO SEE THE LESSON IN ITS ENTIRETY? THAT INCLUDES ALL TEACHER NOTES, DIRECTIONS, PLANS, NOT JUST THE STUDENT? BECAUSE WHAT WE FOUND AS A COMMITTEE IS THAT WHAT'S IN THE STUDENT MATERIALS MIGHT LOOK VERY DIFFERENT.

AND YOU KNOW THAT FROM WHAT'S IN THE TEACHER MATERIALS.

AND I THINK THAT PARENTS WOULD WANT TO KNOW WHAT'S BEING SAID IN THE CLASSROOM, NOT JUST THE LITTLE MAGAZINE, FOR INSTANCE.

SO WE NEED TO WORK WITH THE PUBLISHER ON WHAT THAT WOULD LOOK LIKE.

BUT YES, OUR PARENTS HAVE A RIGHT TO KNOW WHAT THEIR KIDS ARE GOING TO BE WORKING ON.

AND THE INFORMATION IN THE MAGAZINE CAN BE VERY GENERIC, AND THE INFORMATION THAT IS IN THE OPTIONAL SECTIONS GOES WITH WHAT'S IN THE MAGAZINE, BUT IS MUCH MORE SPECIFIC THAN WHAT THE STUDENTS SEE IN THE MAGAZINE.

SO WE WILL HAVE TO WORK WITH THE PUBLISHERS TO IDENTIFY WHETHER THAT'S US PUTTING TOGETHER A SEPARATE PAGE THAT SAYS THIS IS THE CONTENT THAT WE'RE REALLY GOING TO GET INTO.

WE MAY NOT BE ALLOWED BY THE PUBLISHER TO PUT THE TEACHER MATERIALS ON THERE, BUT I DO THINK THAT THERE'S A WAY THAT WE CAN ANSWER THOSE QUESTIONS AND AT LEAST BULLET POINT, THESE ARE THE THINGS THAT WE WILL BE DISCUSSING THAT GO FURTHER THAN WHAT THE MAGAZINE SHOWS.

AND DO YOU SEE A WAY THAT THAT PARENTS WOULD BE ABLE TO HAVE ACCESS AT THE BEGINNING OF THE SCHOOL YEAR AND BE ABLE TO OPT OUT AT THE BEGINNING OF THE SCHOOL YEAR? THE REASON I ASK THAT IS BECAUSE AS YOU'RE REGISTERING YOUR CHILD AND YOU'RE GOING THROUGH THIS PROCESS, THAT SEEMS LIKE A MUCH MORE TRANSPARENT AND CONVENIENT TIME FOR PARENTS TO BE ABLE TO MAKE THOSE DECISIONS RATHER THAN WAITING.

AND OH, IT'S 30 DAYS AND I'VE GOT FIVE DAYS TO LET THEM KNOW.

AND YOU KNOW, SO AND EASIER FOR TEACHERS AS WELL BECAUSE THEY'RE GOING.

HAVE TO DO SOME SORTING OF KIDS IN ORDER TO KEEP THESE KIDS OUT.

THAT IS OUR HOPE. AND OUR GOAL WITH THAT WOULD BE THAT PEOPLE WOULD BE ABLE TO DO THAT AS PART OF THE REGISTRATION PROCESS THROUGH THEIR SKYWARD PAPERWORK THAT THEY DO AT THE BEGINNING OF THE YEAR. THERE ARE SOME LOGISTICS TO THAT THAT WE WOULD HAVE TO GO THROUGH TO MAKE THAT HAPPEN.

BUT WE ALSO HAVE TO PROVIDE PARENTS 30 DAYS, SO THEY WOULD HAVE UP TO 30 DAYS TO COMPLETE THAT PAPERWORK.

SO I'M NOT SURE HOW THAT PLAYS INTO THE SKYWARD PROCESS OF COMPLETING REGISTRATION.

SO THERE ARE SOME THINGS THAT WE HAVE TO WORK WITH WITH OUR SKYWARD, OUR STUDENT INFORMATION SYSTEM COORDINATORS TO MAKE SURE THAT THAT COULD BE A POSSIBILITY.

BUT IN GENERAL, THE OPT OUT PROCESS WE WANT TO DESIGN SO THAT IT IS CLEAR FROM AT THE BEGINNING OF THE YEAR YOUR CHILD IS GOING TO BE YOU KNOW, THERE'LL BE INSTRUCTION ON ON CSE DURING THIS YEAR AND NOW YOU CAN REVIEW IT.

WE WANT THAT TO BE VERY MUCH AT THE BEGINNING OF THE YEAR RATHER THAN, LIKE YOU SAY, YOU KNOW, INSTRUCTION IS GOING TO HAPPEN IN A MONTH.

YOU NOW HAVE A MONTH TO LOOK AT IT AND KIND OF THIS MORE URGENT TYPE THING.

BUT IT IS ALSO IMPORTANT THAT IT'S AVAILABLE AT EACH SEMESTER BECAUSE WE WILL HAVE PARENTS WHO HAVEN'T PAID ATTENTION TO IT FIRST SEMESTER BECAUSE THEIR STUDENTS WEREN'T IN A HEALTH CLASS, BUT SECOND SEMESTER, ALL OF A SUDDEN THEY REALIZE, OH, MY KID IS IN THIS CLASS AND I DO WANT TO HAVE THAT ABILITY.

SO WE NEED TO MAKE THAT OPTION AVAILABLE AS WELL.

AND NOW THIS IS PROBABLY NOT A QUESTION FOR YOU, BUT HOW WILL WE PROTECT TEACHERS WHO HAVE A RELIGIOUS OR CULTURAL OBJECTION TO TEACHING THE CURRICULUM? HAVE WE HAD THAT OPTION, OPTION IN THE PAST? HAVE WE HAD THAT ISSUE IN THE PAST? WE HAVE NOT HAD THAT OPTION IN THE PAST.

THERE HAVE. NO, WE HAVEN'T HAD TO WORK WITH THAT.

I CAN JUST SPEAK FROM THE HR HAT WE WOULD WORK WITH OUR ATTORNEY TO DETERMINE WHAT IF THAT'S CONSIDERED AN ESSENTIAL JOB FUNCTION FOR A TEACHER AND WHETHER ACCOMMODATIONS COULD BE MADE BASED ON A RELIGIOUS.

I DO SEE TO YOUR POINT, MARY, I DO SEE OUR NURSE SUPERVISOR IN THE BACK THERE, KATHY SHANNON.

AND I JUST KNOW FROM MY EXPERIENCE THAT SOMETIMES WE'VE HAD OUR NURSES HAVE STEPPED IN AND PROVIDED LESSONS BECAUSE I SEE KATHY SHAKING HER HEAD BECAUSE A PARTICULAR TEACHER, FOR INSTANCE, WAS UNCOMFORTABLE WITH A TOPIC.

SO IT HAS HAPPENED BEFORE.

OKAY. I HAD A FOLLOW UP QUESTION ON THE OPT OUT.

GO AHEAD. WHEN WE LOOK AT THE FIVE DAYS, FOR EXAMPLE, FOR GRADE FIVE, ARE THOSE FIVE DAYS CONSECUTIVE OR ARE THEY

[01:00:09]

WE FOUND AS WE WERE GOING THROUGH OUR COMMITTEE WORK THAT PEOPLE MISUNDERSTOOD FIVE DAYS TO BE FIVE FULL DAYS AND IT'S NOT.

SO I WANT TO JUST BE CLEAR ON THAT BECAUSE OF THE WAY HEALTH INSTRUCTION IS TAUGHT.

SO THE BEST THAT COULD HAPPEN WOULD BE ONCE A WEEK.

SO WHEN WEDNESDAYS ARE ESSENTIALLY OUR HEALTH TIME.

SO THERE WILL BE TIME BETWEEN THAT NO MATTER WHAT.

WITH THE GREAT BODY SHOP BECAUSE OF ITS MAGAZINE FORMAT, IT'S NOT LIKELY THAT WE WOULD BE ABLE TO DO FIVE CONSECUTIVE WEDNESDAYS.

AND THAT'S THE OTHER REASON WHY IT'S IMPORTANT TO DO THE OPT OUT AT THE BEGINNING TO HELP OUR TEACHERS BE ABLE TO PLAN THAT THROUGHOUT THE COURSE OF THE SEMESTER AND ALSO PLAN OPTIONAL MATERIAL FOR THOSE THAT DO OPT OUT, CORRECT? I HAD A WHOLE THOUGHT TREE GOING, BUT EVERYONE'S QUESTIONS KIND OF BLEW IT ALL UP.

SO I GOT TO KIND OF REORGANIZE MY THOUGHTS.

I DID, BUT THE ANSWERS WERE GIVEN, SO THAT'S GREAT.

THANK YOU. I GUESS WHEN I LOOK AT THE OPT OUT RATES THAT YOU'D GOTTEN FROM THE SURVEY, WHEN I SEE BASICALLY ANYWHERE FROM WHAT WAS IT, ROUGHLY 30%, NO ONE WOULD OPT OUT TO, LET'S SAY AN AVERAGE OF 30%.

AND THEN EVEN AT YOUR LOW, ALL OF, SAY, 50%.

THAT'S LET'S SAY LET'S SAY THAT'S AN AVERAGE OF PROBABLY SOMEWHERE IN THE NEIGHBORHOOD OF 40% UTILIZATION OF THAT CLASS.

BY ANY MEASUREMENT OF STANDARD, I WOULD CONSIDER THAT A FAILURE OF OF UTILIZATION.

SO I THINK THE GOAL HERE WOULD BE TO GET THAT NUMBER AS HIGH AS WE COULD.

RIGHT. FOR MORE STUDENTS ATTENDING THE CLASSES.

SO IN AN EFFORT TO GET THAT UP CLOSER TO IT, WE GO THROUGH THE SCOPE AND SEQUENCE PROCESS OF SELECTING WHAT LESSONS ARE IN THERE, WHAT IS GOOD FOR OUR COMMUNITY, WHAT ISN'T.

THE ISSUE I'M RUNNING INTO IS THE LACK OF GOVERNANCE OVERSIGHT IN THAT PROCESS.

AT THIS POINT, THE WAY IT'S STRUCTURED RIGHT NOW, WE ESSENTIALLY VOTE FOR A CURRICULUM GIVING FREE REIN TO THE TEACHERS AND THE CURRICULUM DIRECTORS TO DECIDE WHAT IS AND IS NOT GOING TO BE PART OF THAT.

AND THERE'S AND I KNOW I'VE EXPRESSED IT MYSELF AND OTHER MEMBERS HAVE AS WELL, AND A SIGNIFICANT PORTION OF THE COMMUNITY IS THAT THERE ARE CERTAIN LESSONS IN SOME OF THESE CURRICULUM THAT ARE JUST NONSTARTERS AND WE WOULD ESSENTIALLY HAVE ZERO CONTROL OR OVERSIGHT IN THAT PROCESS.

SO MY QUESTION ULTIMATELY IS, IS WHAT CAN WE CHANGE IN THE SCOPE AND SEQUENCE PROCESS TO ALLOW ADDITIONAL OVERSIGHT OF WHAT LESSONS ARE AND ARE NOT APPROVED FOR IMPLEMENTATION? AND I ONLY BRING THAT UP BECAUSE THIS IS SUCH A CONTROVERSIAL ISSUE.

THIS IS NOT JUST APPROVING THE NEXT MATH CURRICULUM.

THIS IS SOMETHING THAT YOU GUYS HAVE BEEN DEALING WITH FOR YEARS.

SO, YOU KNOW, IF YOU GO TO OUR CORE BELIEF STATEMENT.

SO. WE'RE YOU KNOW THAT THE PLAN IS TO MAKE SURE THAT THE STANDARDS THE OVERARCHING HEALTH STANDARDS ARE TAUGHT WITH ENOUGH OF THE SEXUAL HEALTH TOPICS THAT THAT WE NEED TO TO INCLUDE ALL DIFFERENT TYPES OF STUDENTS FOR THE INDIVIDUAL HEALTH OF ALL THE KIDS IN OUR DISTRICT.

SO THAT'S PART. SO THAT ISSUE OF ALL, I GUESS, IS, IS IS THERE AT THE SAME TIME, YOU KNOW, WE HAVE SOME FLEXIBILITY IN HOW WE PACKAGE THINGS. SO IF YOU PACKAGE THE MORE OF LIKE I WOULD CALL THE BIOLOGICAL COMPONENTS, THE REPRODUCTION, THE ANATOMY, THE GROWTH AND DEVELOPMENT, AND THEN, YOU KNOW, DISTINCTLY FROM MORE OF THE SENSITIVE TOPICS ON GENDER AND ORIENTATION AND THOSE SORTS OF THINGS THAT WAS A THING THAT WAS EXPRESSED ACTUALLY BY A MEMBER WHO REPRESENTS A RELATIVELY LARGE OPT OUT GROUP IN THE PAST.

THAT THAT WOULD ALLEVIATE SOME IT WOULD PUT SOME PEOPLE THAT WERE FORMERLY IN THE OPT OUT OF ALL INTO THE OPT OUT OF SOME.

SO I DON'T KNOW.

I MEAN, I'M NOT SURE IF THAT ANSWERS YOUR QUESTION.

ARE YOU ASKING THAT THERE WOULD ACTUALLY BE LIKE BOARD OVERSIGHT INTO THE ACTUAL THAT SCOPE AND SEQUENCE WORK? YES. SO I WOULD I WOULD TAKE YOU BACK TO THE CURRICULUM OR THE CSE ADOPTION PLAN THAT WE PRESENTED IN NOVEMBER.

AND WE HAD A ROUGH DRAFT OF WHICH TOPICS WOULD BE COVERED IN WHICH GRADE LEVELS.

AND THEN WE ASKED OUR COMMITTEE FOR FEEDBACK ON THAT.

THERE WASN'T A LOT OF THERE WASN'T A LOT OF CHANGE BASED ON THIS.

[01:05:07]

BUT THIS THIS WOULD BE A HUGE BASIS FOR WHAT WE WOULD BE DOING.

THE TIMELINE, WE DON'T HAVE A COMMITTEE CHOSEN.

WE HAVEN'T STARTED THIS WORK BECAUSE WE DON'T HAVE AN ADOPTION YET.

SO, I MEAN, WE COULD POTENTIALLY PUT TOGETHER A GROUP AND MAYBE START THAT WORK BETWEEN NOW IN THE NEXT BOARD MEETING, IF YOU FEEL THAT THAT'S BUT I MEAN, HAVING SOMETHING COMPLETED LIKE THAT IS GOING TO TAKE SOME TIME.

IT'S NOT GOING TO BE DONE IN TWO WEEKS.

SO WE WOULDN'T HAVE THAT BACK TO YOU BY THE NEXT BOARD MEETING.

BUT I MEAN, ANOTHER OPTION IS TO PUT A BOARD MEMBER ON ON THAT COMMITTEE, WHICH, AGAIN, YOU KNOW, YOU REFERRED TO NONSTARTER.

I DON'T KNOW LIKE IF THE WORK OF THE SCOPE AND SEQUENCE COMMITTEE, I DON'T KNOW IF IT'S GOING TO TOTALLY ELIMINATE OPT OUT.

I THINK THAT'S OVERLY OPTIMISTIC.

BUT AGAIN, WHAT I WOULD SAY TO THE BOARD IS THAT WE ARE GOING TO BE TRANSPARENT, WE'RE GOING TO GO THROUGH THIS.

WE HAVE TO HAVE A STARTING POINT WITH A CURRICULUM.

IT'S DIFFICULT TO DO A SCOPE AND SEQUENCE IF YOU DON'T KNOW WHAT YOUR SOURCES OF MATERIALS ARE.

SO BY GIVING US THIS APPROVAL, YOU'RE SAYING TO US, OKAY, HERE'S YOUR PLAYBOOK.

THIS IS THE MATERIALS YOU CAN CHOOSE FROM.

NOW THERE IS SOME LEVEL OF TRUST ASSOCIATED WITH THE IDEA THAT, NUMBER ONE, WE RECOGNIZE THAT THIS IS CONTROVERSIAL.

NUMBER TWO, WE RECOGNIZE THAT WE NEED TO BE SENSITIVE.

BUT IN THE THIRD PART OF THAT IS, AS I STATED CLEARLY IN MY IN MY OPENING REMARKS, IS THAT WE UNDERSTAND THAT WE NEED TO BE TRANSPARENT.

[8. Consent Agenda]

IT'S GOING TO BE AVAILABLE FOR ALL OF OUR FAMILIES TO LOOK AT.

WHEN YOU START TO GO THROUGH I MEAN, ALISON TOUCHED BRIEFLY ON IT, BUT WHEN YOU START TO GO THROUGH, FOR INSTANCE, WHAT'S GOING TO BE TAUGHT, YOU'VE GOT FIVE CLASS PERIODS, 45 MINUTES AT THE FIFTH AND SIXTH GRADE LEVEL.

FOR THE MOST PART, YOU'RE TALKING ABOUT HUMAN ANATOMY.

YOU'RE TALKING ABOUT ABOUT PUBERTY, GROWTH AND DEVELOPMENT.

YOU MAY BE TALKING ABOUT A LITTLE BIT ABOUT HOW PREGNANCY OCCURS, BUT BUT THAT'S YOU KNOW, AND THEN THERE MAY BE THERE MAY BE A LESSON ON THERE MAY BE ONE LESSON, AS DAVE POINTED OUT, ON THE MORE SENSITIVE ISSUES AT THAT POINT, A FIFTH GRADE, SIXTH GRADE PARENT CAN GO THROUGH AND SAY, LESSON ONE, I'M FINE WITH LESSON TWO, I'M FINE WITH LESS THAN THREE.

I'M NOT LESS THAN FOUR.

I'M FINE WITH LESS THAN FIVE.

I'M NOT BECAUSE THEY'LL KNOW EXACTLY WHAT'S GOING TO BE TAUGHT IN IN THOSE LESSONS.

AND THAT WILL BE READILY AVAILABLE.

AND THE BOARD WILL HAVE THE BOARD WILL HAVE THAT INFORMATION.

I GUESS I JUST WONDER ABOUT, YOU KNOW, WE WANT TO BE HELD ACCOUNTABLE.

YOU CAN YOU CAN HOLD US ACCOUNTABLE TO THAT.

AT THE SAME TIME, I DON'T WANT TO CREATE THIS ATMOSPHERE WHERE TEACHERS ARE LOOKING OVER THEIR SHOULDER, WONDERING IF THE BOARD IS OKAY WITH WHAT WAS TAUGHT IN A PARTICULAR CLASS.

IF WE GET CONCERNS BROUGHT TO US BY TEACHERS, IF WE GET CONCERNS BROUGHT TO US BY PARENTS, IF WE GET CONCERNS BROUGHT TO US BY STUDENTS, WE ALWAYS LOOK INTO THAT.

WE ALWAYS LOOK INTO THAT.

WE ALWAYS HAVE A RESPONSE.

WE ALWAYS WORK WITH OUR OUR STAKEHOLDERS AND WE TRY TO COME UP WITH SOMETHING THAT IS MEETS THE NEEDS OF ALL THOSE INVOLVED.

I THINK MY LAST QUESTION I HAD WAS IN REGARDS TO THE KIDS THAT ARE IN THE OPT OUT AND WITH RESPECT TO FINDING THEM, OTHER EDUCATIONAL OPPORTUNITIES AND THINGS TO BE DOING.

I THINK THAT WHEN YOU START POLARIZING GROUPS AND THESE STUDENTS ARE GOING OVER HERE AND THESE STUDENTS ARE GOING OVER HERE, IT CREATES AN OPPORTUNITY FOR BULLYING BECAUSE NOW KIDS ARE BEING IDENTIFIED AS ONE GROUP OR ANOTHER.

AND I'M A LITTLE CONCERNED AS TO HOW WE'RE GOING TO MARKET THAT AND IN A WAY THAT IS INCLUSIVE OF EVERYBODY AND NOT NOT SHOWING ANY SEGREGATION OF BELIEF SYSTEMS OR IDEOLOGICAL ISSUES AND WILL ESSENTIALLY MARGINALIZE ONE GROUP OR ANOTHER.

WHAT ARE WE GOING TO DO IN ORDER TO PROTECT THAT? IF YOU GUYS GOT ANY KIND OF BRANDING OR MARKETING IDEAS OUT THERE TO MAKE SURE THAT WE'RE COHESIVE.

[01:10:06]

AND I THINK THERE'S SOME OPTIONS FOR HOW WE GROUP KIDS AND HOW WE SPLIT THEM UP FOR GOING TO DIFFERENT PLACES, THAT THAT CAN MAKE SENSE FOR WHAT WE'RE DOING.

BUT WE DEFINITELY NEED TO CONSULT OUR TEACHERS BECAUSE THEY ARE THE ONES WITH THE BOOTS ON THE GROUND, WORKING WITH THE KIDS AND HAVE PROBABLY THE BEST UNDERSTANDING OF OF WHAT ISSUES ARE POLARIZING OR HOW TO KEEP IT FROM BEING POLARIZING.

SO THAT'S IT'S IMPORTANT THAT WE INCLUDE THEM IN THE CONVERSATION.

AT THE END OF THE DAY, THE STUDENTS ARE OPTED OUT, WILL BE IN AN ALTERNATE LOCATION THAN THE STUDENTS WHO ARE GETTING THE INSTRUCTION.

SO I'M NOT SURE HOW YOU CAN EVER GET AWAY FROM THE FACT THAT THE KIDS ARE IN DIFFERENT PLACES AND HAVE THAT NOT BE KNOWN TO THE WHOLE GROUP.

SO I DO THINK THAT IT'S IMPERATIVE THAT THAT PART OF OUR TEACHER TRAINING ADDITION ADDRESSES THAT AND THAT IN THE COMMUNICATION THAT IT'S NOT PORTRAYED AS, OH, YOU'RE YOUR SON OF THIS OTHER TYPE PERSON BECAUSE YOU'RE OPTED OUT OR OPTED IN.

I MEAN, IN SOME CASES, IN SOME PARTICULAR SCHOOLS, IT COULD BE THAT THERE ARE MORE PEOPLE OPT IT OUT THAN OPT IT IN.

SO I THINK ONE OF THE PLUSES FOR THE GOODHEART-WILCOX TEXTBOOK IS THAT THEY DO HAVE A SERIES OF OPT OUT LESSONS.

SO STUDENTS WHO ARE OPTING OUT OF SEXUAL HEALTH, THEY HAVE SPECIFIC LESSONS ON THINGS THAT THEY COULD DO.

SO IF A STUDENT IS BEING OPTED OUT OF DECISION MAKING WHEN IT COMES TO SEXUAL HEALTH, THERE ARE THINGS THAT STUDENTS CAN LEARN ABOUT DECISION MAKING.

THEY HAVE TO DO WITH OTHER HEALTH CONCEPTS.

SO EVEN THOUGH IT'S NOT NECESSARILY THEY'RE DEFINITELY NOT GOING TO GET THE SEXUAL HEALTH CONTENT OF IT, BUT THERE ARE DEFINITE SKILLS THAT THEY CAN FOCUS ON AND THERE ARE LESSONS THAT HAVE ALREADY BEEN CREATED WITH THAT.

SO I THINK THAT COULD ALLEVIATE SOME OF THAT.

YOU KNOW, JUST AS I'M SITTING HERE THINKING ABOUT THIS, I MEAN, TYPICALLY IN OUR MIDDLE SCHOOLS, FOR EXAMPLE, WE HAVE AT LEAST TWO TEACHERS THAT WOULD BE DELIVERING THE HEALTH CURRICULUM. AND SO IF IT'S A MATTER OF STANDARD PRACTICE THROUGHOUT ALL THE HEALTH INSTRUCTION THAT THAT KIDS ARE SORT OF YOU'RE IN WITH THIS TEACHER ONE TIME AND THAT YOU'RE KIND OF BOUNCING AROUND AMONG THESE TEACHERS, THAT IF THERE IS SORT OF A OPT OUT GROUP, THAT'S IT'S MORE LIKE, HEY, WE'RE ALWAYS KIND OF BOUNCING AROUND A LITTLE BIT.

THAT'S A POSSIBILITY THERE.

AND AGAIN, IT'S GOING TO DEPEND ON WHAT THE RATIOS ARE, BUT I CAN SPEAK TO THAT FROM BEING A MIDDLE SCHOOL PRINCIPAL.

AND WE HAD OPT OUT, OF COURSE, DURING HUMAN GROWTH AND DEVELOPMENT AND HIV AND HOW KIDS KNEW WHETHER THEY WERE OPT IN AND OPT OUT.

PLUS THE TEACHERS HAD THE LIST AND WE LET THEM KNOW WHERE THEY WOULD GO.

THEY ALWAYS HAD A HEALTH LESSON WHEN THE OTHER STUDENTS WERE RECEIVING THE HIV OR HUMAN GROWTH AND DEVELOPMENT, WHETHER IT WAS BRUSHING YOUR TEETH OR I MEAN, PERSONAL HYGIENE OR WHATEVER, THERE WAS A THERE WAS A HEALTH LIST.

SO EVERYBODY WAS PARTICIPATING IN A HEALTH LESSON.

DURING THOSE MY SEVEN YEARS AS BUILDING PRINCIPAL.

[11. Public Hearing]

THAT'S OKAY. I HAD QUESTIONS.

WELL, FIRST, THANK YOU FOR BRINGING UP BULLYING AS A BOARD.

I WOULD ENCOURAGE ALL OF US TO ENCOURAGE NO BULLYING, REGARDLESS OF THE TOPIC.

I THINK THAT'S AN ISSUE WITHIN OUR SCHOOLS ON SO MANY LEVELS.

SO I THINK THAT IT'S IT WAS GOOD THAT YOU BROUGHT IT UP.

AND SO THANK YOU FOR THAT.

BUT I THINK IT'S BIGGER THAN THIS.

SO IMPORTANT TO BRING UP, BUT I THINK IT'S BIGGER THAN THAT.

SO I THINK AS A BOARD, WE SHOULD FOCUS ON THAT AT SOME POINT AND FIGURE OUT HOW WE CAN SUPPORT OUR ADMINISTRATION AND OUR SCHOOLS INTO CREATING A SAFE ENVIRONMENT FOR ALL.

BEYOND THAT, MY OTHER QUESTION WAS ABOUT THE UPDATES.

I APPRECIATE THE LOCK DOWN KIND OF LOCKED IN, KNOW WHAT YOU'RE GETTING, KNOW WHAT YOU'RE TEACHING FOR SEVERAL BY THE BOOK. RIGHT.

MY CONCERN IS WHEN THOSE UPDATES ARE CRITICAL, WHETHER IT'S NEW INFORMATION LIKE YOU USE THE EXAMPLE OF COVID, BUT WHAT IF THERE'S A NEW STI? DO WE JUST NOT TEACH IT? THEN WHAT IF THERE'S YOU KNOW, WHAT IF THERE'S NEW THINGS IN PUBERTY THAT KIDS NEED TO KNOW ABOUT? I MEAN, LIKE SCIENTIFIC UPDATES, WHETHER THEY'RE REVISIONS OF WHAT HAS BEEN PREVIOUSLY TAUGHT, LIKE WE NO LONGER TEACH THIS

[01:15:07]

HOW DO WE NOT, FOR LACK OF A BETTER EXAMPLE, TEACH OUR KIDS THAT BILL CLINTON IS STILL THE PRESIDENT? RIGHT. AND I MEAN THAT WITH ALL KINDNESS.

BUT WE HAVE A HISTORY IN THIS DISTRICT OF NOT BEING ABLE TO UPDATE OUR CURRICULUM REGULARLY.

RIGHT. AND SO WE HAVE SOME PRETTY OLD CURRICULUM.

AND I WANT TO BE MINDFUL THAT WE SHOULD BE CAREFUL TO STILL ALLOW UPDATES APPROPRIATELY.

RIGHT. BUT WITHOUT HAVING OUR CURRICULUM CHANGE EVERY YEAR SO THAT WE DON'T WE HAVE TO TEACH SOMETHING BRAND NEW EVERY YEAR.

RIGHT. HOW DO YOU FIND THAT BALANCE? SO I THINK IF YOU TAKE THE LIKE THE LOCK IN APPROACH OR WHATEVER THAT WOULD SAY THAT THE DEFAULT IS, THIS IS WHAT WE HAVE.

IT'S STATIC FOR THIS TIME PERIOD RIGHT NOW, EIGHT YEARS.

IF THERE WAS CONCERN DURING THAT TIME THAT NEW INFORMATION WAS LIKE YOU SAY, IT'S LIKE THE BILL CLINTON IS STILL THE PRESIDENT.

YOU KNOW THAT THERE NEEDS TO BE AN UPDATE THEN I THINK WHAT THAT WOULD FORCE WAS COMING BACK TO THE BOARD FOR THAT DECISION AND THAT WHAT THE STATIC PURCHASE SAYS, IT'S IT STAYS THERE UNTIL THERE'S ENOUGH SUPPORT FOR IT TO COME BACK TO THE BOARD RATHER THAN THE OTHER WAY AROUND WHERE THE DEFAULT IS.

WE'LL JUST GO WITH THE THE UPDATES AS THEY OCCUR WHERE THEY MIGHT BE CONTROVERSIAL.

LIKE, YOU KNOW, ONE OF THE THINGS WITH GOODHEART-WILCOX WAS THAT THE EXTERNAL FEMALE ANATOMY WAS TOO GRAPHIC.

AND AND SO IF THERE'S ALL SUDDEN A CHANGE IN GRAPHICS OR SOMETHING LIKE THAT, THAT WOULD BECOME CONTROVERSIAL AND THAT THAT WAS AUTOMATICALLY DONE.

IT IT JUST KEEPS SORT OF THE CONTENTION ALIVE THERE.

SO I GUESS WHAT I SAY IS THAT WHAT THIS THE LOCK IN SORT OF IT SETS THE DEFAULT BUT I DON'T THINK IT ACTS LIKE THERE'S STILL A PROCESS TO BRING ANOTHER TO BRING SOMETHING BACK TO THE BOARD IF IT WAS THAT SIGNIFICANT.

BUT THEN IF YOU BRING IT BACK TO THE BOARD BECAUSE THERE IS SOMETHING SIGNIFICANT, DOES IT THEN BRING BACK ALL OF THAT? MAYBE THE GRAPHICS WE MAY NOT WANT, RIGHT? SO RIGHT, IT'S JUST A LITTLE BIT OF BALANCE.

AND I'M NOT SAYING WE SHOULD DO IT.

I'M JUST SAYING IT'S I THINK WE NEED TO BE CAREFUL THAT WE DON'T SHOOT OURSELVES IN THE FOOT.

RIGHT. AND SO THERE'S A BALANCE THAT STRUGGLE I REFERENCED AT THE BEGINNING.

YOU KNOW, IT'S JUST YOU KNOW, YOU'RE TRYING WE'RE TRYING TO FIND A MIDDLE GROUND.

AND FINDING MIDDLE GROUND.

RIGHT, IS PROVING TO BE A DIFFICULT CONCEPT.

IT'S VERY DIFFICULT.

AND THERE'S PASSION ON BOTH SIDES.

AND I'VE SEEN IT AND I AM.

SO I JUST ADMIRE HOW IN-TUNE PEOPLE ARE WITH THEIR CHILDREN.

AND I APPRECIATE THE COMMENT EARLIER THAT NOBODY'S GOING TO KNOW THEIR KID LIKE THEIR PARENTS.

AND SO BECAUSE AT THE END OF THE DAY, THAT'S WHERE OPT OUT IS GOING TO PLAY THE BIGGEST PART, RIGHT? LIKE THEY KNOW THEIR KID AND THEY KNOW WHAT THEY WANT THEIR KID TO LEARN.

AND SO THAT'S THE BEAUTY OF IT IS THAT NOBODY HAS TO AGREE, NOBODY'S WE AREN'T ALL GOING TO AGREE, BUT WE DO HAVE OPTIONS.

AND I THINK THAT'S SUPER IMPORTANT BECAUSE THERE'S JUST SO MUCH PASSION.

AND I JUST THINK I MEAN, THE PASSION IS GREAT.

I DON'T HAVE ANOTHER QUESTION, BUT I DO HAVE SOMETHING ELSE.

I FIRST OF ALL, I WANT TO THANK DAVE AND ALLISON, BECAUSE YOU HAVE BEEN AT THIS FOR A VERY LONG TIME, VERY EARNESTLY.

YOU'RE TWO OF THE KINDEST PEOPLE I KNOW.

AND YOU'VE WORKED WITH A LOT OF DIFFERENT COMMUNITY MEMBERS, AND I KNOW THAT'S BEEN VERY DIFFICULT FOR YOU.

SO THANK YOU FOR ALL THE HOURS YOU PUT INTO IT.

I WANT TO THANK THE COMMITTEE AS A COMMITTEE MEMBER AND AS A BOARD MEMBER, BECAUSE YOU ALSO ARE VERY KIND PEOPLE.

AND I'VE ALWAYS FELT SAFE WITH YOU.

AND I HOPE THAT YOU FELT SAFE WITH EACH OTHER BECAUSE I THINK WE HAD SOME VERY GOOD DISCUSSIONS IN THAT COMMITTEE.

I APPRECIATE VERY MUCH SUPERINTENDENT WATERS STATEMENT AT THE BEGINNING, VERY THOUGHTFUL.

I KNOW THIS HAS BEEN A LONG TIME FOR YOU GETTING TO THIS POINT, AND I REALLY APPRECIATE THE COMPASSION THAT YOU THAT I HEARD IN WHAT YOU HAD TO SAY.

I HOPE THAT THE PUBLIC UNDERSTANDS THE VERY DIFFICULT TASK THAT COMMITTEE DID.

I DON'T WANT PEOPLE TO BEAT UP THE COMMITTEE MEMBERS OR ALISON AND DAVE OR ANY OF THE STAFF OVER WHATEVER DECISION THE BOARD MAKES TONIGHT.

[01:20:08]

SO AND THE MANY, MANY HOURS WE DEVOTED TO IT.

I KNOW HOW MANY HOURS I SPENT READING AND STUDYING, AND I KNOW EVERY COMMITTEE MEMBER DID AS WELL.

AND WE'RE NOT THE FIRST COMMITTEE TO DO THIS.

SO MANY HOURS HAVE BEEN PUT IN THIS.

I KNOW. AND I'M GOING TO SAY THIS FOR DAVE AND ALISON.

YOU SPENT DEVOTED MORE OF YOUR LIFE THAN YOU EVER EXPECTED TO OR DESIRED TO ON THIS.

AND THANK YOU AGAIN.

SO THE OBSERVATIONS I'M GOING TO MAKE NOW ARE REALLY MY OWN OBSERVATIONS ABOUT THE CURRICULUM THAT'S BEING OFFERED TO US.

IT IS CURIOUS TO ME THAT OUR STATE LEGISLATURE IS SO INTENT ON MONITORING EXACTLY WHAT WE ARE TEACHING AND HOW MANY MINUTES WE ARE TEACHING WHEN IT COMES TO SEX ED.

ONE WOULD THINK WITH THE CURRENT MATH SCORES ACROSS THE STATE THAT MATHEMATICS MIGHT BE AN AREA OF FOCUS, BUT WE ARE NOT MONITORED ON HOW MANY MINUTES WE TEACH MATHEMATICS.

I FIND THAT ODDLY INCONGRUENT.

THE REAL MESSAGE IS THIS YOUR STATE LEGISLATORS DO NOT BELIEVE YOU SHOULD HAVE ANY CONTROL OF WHAT YOUR CHILD LEARNS IN PUBLIC SCHOOL.

NOT AT THE INDIVIDUAL LEVEL AND NOT AT THE DISTRICT LEVEL WHEN IT COMES TO SEX ED.

THEY ARE SYSTEMATICALLY UNDERMINING AND REWRITING THE LAW REGARDING LOCAL CONTROL OF YOUR CHILD'S EDUCATION, SPECIFICALLY OUR RCW 28A.150.230.

YOU CAN LOOK IT UP.

NOW, IN THE CASE OF COMPREHENSIVE SEXUAL EDUCATION, THE STATE HAS DETERMINED THAT YOUR CHILD NEEDS ACTUALLY TWO COURSES BLENDED INTO ONE.

SEX EDUCATION AND GENDER STUDIES.

HERE IS HOW I KNOW THAT THE LEGISLATURE VERY CLEARLY STATE SAYS THE INSTRUCTIONAL MATERIALS FOR SEX EDUCATION MUST BE MEDICALLY AND SCIENTIFICALLY ACCURATE.

HOWEVER, WHEN WE WERE BEING BRIEFED BY THE EXPERT FROM OSPI, SHE SAID WE SHOULD PAY ATTENTION TO OUR KNOWLEDGE OF SCIENCE IN OUR SELECTION, EXCEPT FOR THE GENDER PORTIONS.

THEN WE SHOULD RELY ON OUR GUT IMPRESSIONS.

SO APPARENTLY THE STATE HAS DETERMINED THAT EVERY CHILD IN WASHINGTON STATE NEEDS TO UNDERSTAND THE SCIENCE OF HUMAN REPRODUCTIVE ANATOMY AND THE PHILOSOPHY OF GENDER STUDIES.

PLEASE UNDERSTAND, REGARDLESS OF WHERE YOU STAND ON THE CONTENT, THIS IS ABOUT TAKING AWAY LOCAL CONTROL OF WHAT IS TAUGHT.

YOU MAY BE ADVOCATING FOR THIS CURRICULUM, BUT KEEP IN MIND YOU MIGHT BE ADVOCATING AGAINST THE NEXT THING THAT COMES ALONG.

THIS IS ABOUT LOCAL VERSUS STATE CONTROL OF CURRICULUM.

THIS IS ABOUT TAKING AWAY YOUR POWER AS A PARENT AND OUR POWER AS YOUR ELECTED OFFICIALS TO DETERMINE WHAT IS TAUGHT IN OUR SCHOOLS AND TO OUR CHILDREN.

NOW, I WON'T GO INTO ALL THE THINGS THAT ARE IN THE CURRICULUM THAT HAS BEEN DISCUSSED AT LENGTH.

I WOULD LIKE TO TALK ABOUT WHAT IS NOT IN THE CURRICULUM, SOME ODD GAPS IN THE MATERIALS.

THERE IS ALMOST NO MENTION OF THE FACT THAT IT TAKES A BIOLOGICAL FEMALE AND A BIOLOGICAL MALE TO REPRODUCE THE HUMAN SPECIES.

NUMBER TWO, THE ONLY SPECK OF MORALITY ATTACHED TO ANY OF THESE LESSONS IS THE MORALITY OF RESPECTING.

GIVING OF CONSENT AND CONSENT IS BASED SOLELY ON PERSONAL CHOICE, NOT ON A GREATER GOOD OR CONSEQUENCE TO ANYONE BESIDES SELF.

NUMBER THREE. THE SOCIETAL STABILITY OF MONOGAMY IS NEVER DISCUSSED.

NUMBER FOUR, ABORTION IS BARELY MENTIONED AND THEN ONLY AS A PREGNANCY OPTION.

IT IS NOT TAUGHT IN THE CONTEXT OF FETAL DEVELOPMENT OR OF BIAS.

THE OBVIOUS BIAS TOWARDS DISABILITY, AS EVIDENCED BY THE FACT THAT NEARLY 70% OF DOWN SYNDROME CHILDREN ARE ABORTED, OR THE INHERENT BIAS THAT RESULTS IN 40% OF ABORTIONS IN THE US BEING CHILDREN OF COLOR.

THOSE ARE NOT DISCUSSED.

THESE CURRICULUM CLAIMS THE INTENT TO TEACH CHILDREN TO SET GOALS AND ENGAGE IN GOOD DECISION MAKING, BUT FAILS TO GIVE THEM ALL THE FACTS.

SO WHAT CAN YOU AS FAMILIES, AS PARENTS, AS GUARDIANS DO TO PROTECT YOUR CHILDREN? AS SUPERINTENDENT WATERS SAID, OPT OUT.

THE STATE LEGISLATURE HAS LEFT THAT SMALL SLIVER OF CONTROL IN THE LAW FOR YOU.

NOW, FOR NOW.

BE FOREWARNED, THEY MAY NOT ALWAYS LEAVE IT THERE.

YOUR VOICE AS A PARENT OR GUARDIAN HAS BEEN SILENCED, EXCEPT FOR THAT ONE OPTION.

[01:25:02]

AND PLEASE PAY ATTENTION.

READ VERY CAREFULLY.

DEMAND TO SEE ALL THE INSTRUCTIONAL MATERIALS, NOTES, PLANS, NOT JUST THE STUDENT MATERIALS.

THE STUDENT MATERIALS WILL NOT GIVE YOU A FULL PICTURE OF WHAT IS BEING TAUGHT.

KNOW WHAT YOUR CHILD IS BEING TAUGHT.

WHAT IS ACTUALLY BEING SAID IN THE CLASSROOM? AND THEN TAKE THE APPROPRIATE ACTION YOU FEEL IS NECESSARY.

IF ANY OF THE FOLLOWING APPLIES TO YOU, BE ESPECIALLY CAUTIOUS.

IF YOU HAVE CHILDREN YOU CONSIDER TRANSGENDER AND YOU DO NOT WANT THEM TO BE TRAINED, TO BE VICTIMS, TO BE SEEN AS MORE THAN ONE DIMENSIONAL.

YOU SHOULD OPT OUT IF YOU BELIEVE THAT MORALITY AND SEXUALITY ARE LINKED.

YOU MIGHT CONSIDER OPTING OUT IF YOU BELIEVE THAT SEX IS TIED TO CHROMOSOMES, YOU MIGHT WANT TO OPT OUT.

IF YOU BELIEVE GENDER STUDIES SHOULD BE AN OPTIONAL COURSE, NOT A REQUIRED ONE.

YOU MIGHT WANT TO OPT OUT IF YOU BELIEVE CONVERSATION ABOUT ABORTION SHOULD BE DEEPER THAN JUST ANOTHER PREGNANCY OPTION.

YOU MAY WANT TO OPT OUT.

IF ANY OF WHAT I STATED DESCRIBES YOU AS A PARENT, PLEASE EXERCISE YOUR OPTION.

YOU ARE YOUR CHILD'S FIRST TEACHER.

DO NOT LEAVE THE TRAJECTORY OF THEIR PRECIOUS LIVES UP TO THE SCHOOL DISTRICT OR TO YOUR STATE.

ANY OTHER COMMENTS? I'VE GOT JUST A FEW.

CAME TO THE SECOND COMMITTEE THAT ADDED THE CORE BELIEF STATEMENT THAT STUDENTS NEED INSTRUCTION THAT'S SAFE AND RESPECTFUL ENVIRONMENT. THANK YOU. I HOPE THAT'S PUT PROMINENTLY IN THE TEACHER TRAINING WHICH IS WHAT I KIND OF HEAR WHERE AT THE POINT THAT I HAND OVER MY KID TO THE TEACHER, DO THEY HAVE GOOD TRAINING AND CAN I HOPE THAT THEY STAY ON SCRIPT AND I GET TO SEE THAT SCRIPT? SO THAT'S GOOD.

AND I TRIED TO FOLLOW IT CLOSELY, BUT I'LL ASK YOU JUST TO DOUBLE CHECK.

PART OF THE DILEMMA WE'RE IN WAS BECAUSE A CHANGE IN STATE RULES AND STATE LAWS AND STANDARDS, DOES IT LOOK PRETTY STABLE NOW? SO WE WOULDN'T HAVE TO PATCH ANYTHING TOGETHER LIKE WE TRIED TO DO LAST TIME.

IT IS OUR UNDERSTANDING THE STANDARDS ARE REMAINING THE SAME.

YEAH, THEY TYPICALLY GO 8 TO 10 YEARS BETWEEN REVISIONS, WHICH IS ABOUT THE LENGTH OF THE ADOPTION TIMES BASED ON FUNDING TO DO THAT WORK.

SO. RIGHT, THAT'S TRUE.

ANY OTHERS? STUDENTS. I'LL GIVE YOU A CHANCE TO WEIGH IN JUST IN CASE YOU'RE STAYING OUT OF THIS.

PROBABLY SMART. I'M NOT TOUCHING THAT.

OKAY. WE HAVE A REQUEST IN FRONT OF THE BOARD FOR AN APPROVAL OF COMMITTEE SELECTED SEXUAL HEALTH EDUCATION CURRICULUM. AND WE'LL DO A VOTE ON THAT.

WE TYPICALLY WOULD JUST DO A VOICE VOTE, BUT WE HAVE AN OPTION TO DO A ROLL CALL VOTE AS WELL.

OUR POLICY STATES, DEPENDING ON HOW THE VOTE HAPPENS, THERE IS A POTENTIAL COULD GO TO THE CONSENT AGENDA.

I WOULD PROBABLY SUGGEST THAT WE NOT DO THAT, SO ALL THOSE WHO WANT TO COME BACK AND TESTIFY, I CAN COME IN AND COMMENT AGAIN AND MAKE SURE THAT THEY GET THEIR VOICE HEARD ONE MORE TIME AS WE GO THROUGH THE PROCESS. BUT UNLESS THERE'S ANY OTHER QUESTIONS WE SHOULD, I CAN JUST SAY SORRY.

TED, I LOVE THAT YOU WERE TALKING ABOUT BULLYING AND EVERYTHING LIKE THAT, DEALING WITH THE OFTEN OPT OUT KIND OF SITUATION AS A STUDENT THAT HAS LITERALLY DONE ALL THE SEX CURRICULUM THAT I WAS SUPPOSED TO DO IN MY YEARS OF HIGH SCHOOL AND MIDDLE SCHOOL, THERE WAS JUST, LIKE SHELLEY SAID, SO MUCH MOVEMENT.

WE HONESTLY DIDN'T KNOW WHO WAS OPT IN OR WHO WAS OPT OUT.

WHAT WAS GOING TO BE TAUGHT BETWEEN EACH GROUP AND THE MAJORITY OF THE STUDENTS, I WOULD SAY, DIDN'T CARE WHO WAS IN THE CLASSROOM AND WHO WASN'T AT.

THEIR FRIEND WAS IN THERE OR THEIR FRIEND WAS SOMEWHERE ELSE THROUGH ALL MY SEXUAL HEALTH CURRICULUM CLASSES THAT I'VE BEEN TAUGHT.

SO I COMMEND YOU FOR BRINGING IT UP.

BUT AS A STUDENT THAT HAS LIVED THROUGH IT, I'VE NEVER SEEN OR HEARD BULLYING BEING ASSOCIATED WITH IT.

I APPRECIATE THAT. THANK YOU.

[01:30:02]

NO ONE REALLY CARED ABOUT WHAT THE OTHER STUDENT LIKE DID.

THEY OPTED IN. THAT'S GREAT.

THEY OPTED OUT. LET'S SEE.

THAT'S GREAT. LIKE, IT DOESN'T REALLY MATTER TO STUDENTS.

SO WE NEED A MOTION.

WE DO. WE NEED EMOTION.

TYPICALLY, THE PRESIDENT DOESN'T DO THAT.

SO I CALL FOR IT.

BUT IF NEED BE, I DO HAVE THAT RESPONSIBILITY OR.

I'LL MOVE THAT THE BOARD OF DIRECTORS APPROVE THE FIRST READING OF THE RECOMMENDED COMPREHENSIVE SEXUAL EDUCATION CURRICULUM FOR THE MIDDLE AND HIGH SCHOOLS.

GREAT. I THINK WE'VE HAD A PRETTY EXTENSIVE DISCUSSION.

BUT ANY OTHER COMMENTS OR QUESTIONS? I JUST WANT TO SAY I APPRECIATE MARY'S PARTICIPATION IN THE COMMITTEE AND I APPRECIATE YOUR REMARKS.

THANK YOU. I JUST WANT TO SAY THANK YOU FOR EVERYONE THAT WAS INVOLVED, DAVE NELSON, THE COMMITTEE MEMBERS, AND THEN ALL THE TEACHERS, STAFF, COMMUNITY MEMBERS THAT WERE INVOLVED.

I APPLAUD YOU AND I SAY THANK YOU.

AND CITIZENS WHO GAVE US THEIR INPUT.

OKAY. WE HAVE A MOTION I DID ASK EARLIER.

DO YOU WANT TO JUST DO A VOICE VOTE? ARE YOU OKAY WITH THAT? I THINK YOU'LL KIND OF KNOW.

LISTEN, MY EARS NEED HELP SOMETIMES.

OKAY. IT HAS BEEN MOVED TO IMPROVE THE FIRST READING OF THE CURRICULUM PROPOSAL FOR COMPREHENSIVE SEXUAL HEALTH EDUCATION IN THE MIDDLE AND HIGH SCHOOLS.

ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE.

AYE. ALL THOSE OPPOSED.

NAY, NAY. MOTION PASSES 3 TO 2.

DOES THAT SOUND CORRECT? YES. THANK YOU VERY MUCH.

THANK YOU FOR YOUR TIME. THANK YOU.

THANK YOU. THANK YOU.

OK. THANKS FOR ALL YOUR PATIENCE AUDIENCE, BOARD, STAFF MEMBERS.

WE'RE DOWN TO FUTURE ITEMS, WHICH WE MENTIONED ONE TIME EARLIER.

WE'VE GOT A TOUR OF BATTLE GROUND HIGH SCHOOL COMING UP THIS FRIDAY.

WE'RE HAVING SOME PRELIMINARY DISCUSSIONS.

IT'S GOING TO GET BUSY.

SO I THANK YOU IN ADVANCE FOR CHECKING YOUR EMAILS AND CALENDARS.

WE'VE GOT GRADUATIONS AND PASSES AND REVIEWS AND ALL KINDS OF THINGS LIKE THAT.

TOURS. WE'VE GOT A NEW STUDENT REPRESENTATIVE TO SELECT AND NOT TOO MUCH TIME.

THAT TAKES A COUPLE OF EXTRA MEETINGS TO MAKE THAT HAPPEN.

SO BE READY FOR A BUSY SPRING.

ANYTHING ELSE FOR THE GOOD OF THE ORDER? I'D LIKE TO ADJOURN THIS APRIL 25TH, 2022, MEETING AT 9:05.

* This transcript was compiled from uncorrected Closed Captioning.