>> SURE. YES. THAT WOULD WORK. [00:00:04] >> YOU WANT 6:00 P.M. >> DO YOU WANT THEM A PRIORITY? >> GOOD EVENING, AND WELCOME. GOOD EVENING. [1. Call to Order] WELCOME. I CALL TO ORDER THIS REGULAR MEETING OF THE BATTLE GROUND SCHOOL DISTRICT BOARD OF DIRECTORS FOR OCTOBER 13TH, 2025 AT 6:00 P.M. PLEASE STAND AND JOIN US FOR THE PLEDGE OF ALLEGIANCE. >> READY? BEGGIN. OF ALLEGIANCE] >> IS THAT MY POWER CABLE? >> NEXT, WE'LL HAVE RC. PRESIDENT AND DIRECTOR OF DISTRICT 1, MARY SNILEY. >> HERE. >> VICE PRESIDENT AND DIRECTOR OF DISTRICT 5, JACKIE MADDOX. >> HERE. >> DIRECTOR OF DISTRICT 2, DEBBIE JOHNSON. >> HERE. >> DIRECTOR OF DISTRICT 3, TED CHAMPAGNE. DIRECTOR CHAMPAGNE HAS A ARRANGED ABSENCE. DIRECTOR OF DISTRICT 4, TERRY TATE? >> HERE. >> STUDENT REPRESENTATIVE CONTRAST? >> HERE. >> STUDENT REPRESENTATIVE TOBY WYNN? >> HERE. >> MADAM PRESIDENT, WE HAVE A QUORUM. >> THANK YOU. IF I COULD HAVE A MOTION TO EXECUSE DIRECTOR CHAMPAGNE. >> I'LL MOVE WE EXCUSE DIRECTOR CHAMPAGNE, MEETING TONIGHT. >> MOTION ON THE TABLE IS TO EXCUSE DIRECTOR CHAMPAGNE, STUDENT REPS. >> PRO. >> PRO. >> BOARD. ALL THOSE IN FAVOR, SAY AYE. >> AYE. >> AYE. >> MOTION PASSES FOUR TO ZERO. MOVING ON TO AGENDA APPROVAL ON THE AGENDA TONIGHT, [4. Agenda Approval (Board Vote w/Student Voice)] WE HAVE STUDENT AND BOARD UPDATES, SUPERINTENDENT AND STAFF UPDATES, CITIZENS COMMENTS. CONSENT AGENDA HAS ITEMS A THROUGH G. NO OLD BUSINESS, THREE ITEMS OF NEW BUSINESS, AND IF THERE'S TIME, WE'LL SPEAK ABOUT FUTURE AGENDA ITEMS. DO I HAVE A MOTION TO APPROVE THE AGENDA AS PRESENTED. >> I'LL MOVE THE BOARD OF DIRECTORS APPROVE THE AGENDA AS PRESENTED. >> WE HAVE A MOTION TO APPROVE THE AGENDA AS PRESENTED. STUDENT REPS. >> PRO. >> PRO. >> THANK YOU, AND BOARD. ALL THOSE IN FAVOR SAY. >> AYE. >> AYE. >> AYE. >> MOTION PASSES FOUR TO ZERO. NEXT, WE HAVE STUDENT AND BOARD UPDATES, [5. Student and Board Updates] AND WE HAVE STUDENT VOICE, AND I BELIEVE WE HAVE SOME STUDENTS FROM MAPLE GROVE FOURTH GRADER. DO WE HAVE MAPLE GROVE FOURTH GRADER THIS EVENING? GOOD. >> HELLO, SCHOOL BOARD DEBS. MY NAME IS HUTCH TILLY, AND I AM A FOURTH GRADER AT MAPLE GROVE PRIMARY. ONE OF THE THINGS I ENJOY AT MGP IS ART WITH MS. KREAMER. MAPLE GROVE GIVES ME A CHANCE OF BEING RESPECTFUL AND RESPONSIBLE. ANOTHER THING I LOVE ABOUT MY SCHOOL IS SCIENCE OF LIPA BECAUSE I GET TO LEARN ABOUT SCIENCE. ONE OF MY FAVORITES MGP IS TRUNK OR TREAT. THANK YOU FOR THE CHANCE TO TO SHARE WITH YOU THIS EVENING. THANK YOU FOR SERVING ON OUR BOARD MEMBERS. >> THANK YOU. >> THANK YOU. GOOD JOB. >> HELLO, SCHOOL BOARD MEMBERS. MY NAME IS DAVID, AND I AM A FOURTH GRADER AT MAPLE GROVE PRIMARY. ONE OF THE THINGS I ENJOY PARTICIPATING IN MGP MOST IS ALL THE FUN PROGRAMS LIKE CHOIR, BASKETBALL, AND SOCCER. EMPATHY, GIVE ME A CHANCE TO PRACTICE BEING KIND AND COOPERATE. ANOTHER THING I LOVE ABOUT MY SCHOOL IS CHOIR, BECAUSE THIS IS IMPORTANT TO ME BECAUSE I CAN SING BETTER AND PRACTICE SINGING WHEN I GROW UP. ONE OF MY FAVORITE MEMORIES FROM MY TIME AT MGP IS TRUNK OR TREAT. THANK YOU FOR THE CHANCE TO COME AND SHARE WITH YOU THIS EVENING AND THANK YOU FOR SERVING ON OUR BOARD. >> THANK YOU. >> THANK YOU. >> HELLO, SCHOOL, BOARD MEMBERS. MY NAME IS EMMA, AND I AM A FOURTH GRADER AT MAPLE GROVE PRIMARY. ONE OF THE THINGS I ENJOY PARTICIPATING IN A MGP MOST IS STUDENT LEADERSHIP BECAUSE IT WILL HELP THE SCHOOL. [00:05:03] STUDENT LEADERSHIP GIVES ME A CHANCE TO PRACTICE BEING KIND AND RESPECTFUL. ANOTHER THING I LOVE ABOUT MY SCHOOL IS WE HAVE WONDERFUL TEACHERS. THIS IS IMPORTANT TO ME BECAUSE IT MAKES ME WANT TO GO TO SCHOOL. ONE OF MY FAVORITE MEMORIES FROM MGP IS GOING TO HOLMS FOR A FIELD TRIP IN SECOND GRADE. THANK YOU FOR THE CHANCE TO COME SHARE WITH YOU THIS EVENING AND THANK YOU FOR SERVICING ON OUR BOARD. >> THANK YOU. >> THANK YOU. >> [APPLAUSE] WE HAVE A STUDENT THAT COULDN'T BE WITH US TONIGHT, AND EMMA HAS VOLUNTEERED TO READ WHAT SHE WROTE. >> GOOD >> THANK YOU. >> HELLO, SCHOOL BOARD MEMBERS. MY NAME IS [INAUDIBLE] AND I AM A FOURTH GRADE AT MAPLE GROVE PRIMARY. ONE OF THE THINGS I ENJOY PARTICIPATING IN AT MGP MOST IS STUDENT LEADERSHIP BECAUSE I GET TO SEE PEOPLE GROW. HELPING PEOPLE GIVES ME A CHANCE TO PRACTICE BE HELPFUL AND KIND. ANOTHER THING I LOVE ABOUT MY SCHOOL IS THAT I GET TO SEE PEOPLE ACCOMPLISH THINGS. THIS IS IMPORTANT TO ME BECAUSE IT MELT. WHAT IS IT? >> BECAUSE IT MOTIVATES ME TO WORK HARD. >> BECAUSE IT MOTIVATES ME TO WORK HARD. ONE OF MY FAVORITE MEMORIES FROM MGP IS MAKING FRIENDS. THANK YOU FOR THE CHANCE TO COME SHARE WITH YOU THIS EVENING AND THANK YOU FOR SERVING ON OUR BOARD. >> THANK YOU. >> THANK YOU. >> [APPLAUSE] ABSOLUTELY. >> THANK YOU, EVERYONE. >> WELL DONE. >> THANK YOU. VERY WELL DONE. IT'S ALWAYS FUN TO HEAR WHAT'S HAPPENING AT YOUR SCHOOLS. >> THANK YOU TO THE FOURTH GRADE TEACHERS AND I SAW THE PRINCIPAL, MS. SPERRY AND MS. DRAKE. THANK YOU SO MUCH FOR BEING HERE. >> DO WE HAVE ANY OTHER STUDENTS OUT THERE THAT HAVE COME TO SPEAK TO THE BOARD TONIGHT? STUDENT REPS. I GUESS YOU'RE UP. >> I'LL START. I CAN'T SAY I HAVE ANYTHING MORE FUN THAN GOING TO TRUNK OR TREAT. [LAUGHTER] BUT BATTLE GROUND DID LOSE THEIR FOOTBALL GAME ON FRIDAY. IT WAS A CLOSE ONE THOUGH, 24 TO 28 AGAINST WFS. BESIDES THAT, VOLLEYBALL, THEY HAVEN'T REALLY PLAYED A MATCH IN A WHILE. BUT MY SCHOOL CAM ACADEMY, WE'RE HOSTING AN INTERNATIONAL NIGHT AND HARVEST PARTY NEXT FRIDAY. INTERNATIONAL NIGHTS LIKE LIKE PEOPLE FROM DIFFERENT ETHNIC BACKGROUNDS COME AND BRING THEIR FOOD, SO YOU CAN TRY EVERYONE'S BACKGROUND, I GUESS, FOR FOOD. THEN WE ALSO ARE PLANNING A SPOTLIGHT ON STUDENTS BECAUSE SEEING TALENT IN YOUR SCHOOL IS LIKE IT'S JUST NICE TO SEE. BUT BESIDES THAT, NOT THAT MANY UPDATES. >> THANK YOU. >> GOOD JOB. >> TO START OFF WITH A GIRLS SOCCER LAST WEEK, WON AGAINST EVERGREEN, I THINK THREE TO ONE. EVEN THOUGH I'M ON THE SOCCER TEAM, I IT'S IN THE MOMENT, SO THEN THE NEXT DAY, I JUST FORGET WHAT THE SCORE IS AND JUST SAY WE WON, SO THAT'S ALL THAT MATTERS. BUT THEN WE TIED KELSO ONE TO ONE. WE'RE DOING BETTER THAN WE DID LAST SEASON AND THE CHEMISTRY IN THE PROGRAM IS SO MUCH BETTER THAN LAST SEASON. THE CONSTRUCTIVE CRITICISM HAS TAKEN SO WELL. I THINK I WANT TO ALSO GIVE PROPS TO THE FRESHMAN WHO CAME IN ON VARSITY AND TO MY COACHES WHO REALLY STOOD UP AND TALKED TO US AS A TEAM, GAVE US OPPORTUNITY AS CAPTAINS TO TALK TO OUR TEAM AND JUST BETTER THE PROGRAM OVERALL. NOW I ALSO WANT TO GIVE PROPS TO OUR ATHLETIC DIRECTOR, WHO DURING OUR FLIGHT TIME, WHICH IS WHEN WE MEET WITH CLUBS, HE MEETS WITH CAPTAINS FROM THE FALL SPORTS. WE USUALLY JUST TALK ABOUT WHAT'S GOING ON IN OUR PROGRAMS, WHAT'S GOOD, WHAT'S BAD IDEAS TO GO OFF OF EACH OTHER OF HOW TO MAKE OUR PROGRAMS BETTER AND THINGS TO WORK ON ONE OF MY GOALS WAS TO TALK TO SOME OF THE JB GIRLS IN WHICH I DID AT HOMECOMING, COMPLIMENTING THEM, TALKING TO THEM. IT WAS JUST A GREAT EXPERIENCE TO KNOW THE JB GIRLS ON A DIFFERENT LEVEL THAN JUST BECAUSE I'M ON ARC AND THEY'RE ON JB. THEN OUR GOLF DISTRICT TOURNAMENT IS AT LEWIS RIVER GOLF COURSE ON TODAY, AND I ALSO WANT TO GIVE SPOTLIGHT TO LAST WEEK'S ATHLETES OF THE WEEK. OLIVIA SNYDER FOR VOLLEYBALL IN TWO GAMES, SHE HAD A POSITIVE SERVING PERCENTAGE WITH FIVE ACES, 2.63 AVERAGE PASSING RATING AND 17 DIGS. THEN LAURA FARRIN TOP JV FINISHER [00:10:01] IN THE GOLD RACE AT THE CROSS COUNTRY JOHN PAYNE INVITATIONAL. THEN LASTLY, ALEXANDER VOLKER WHO SHOT IN 2084 AT LEWIS RIVER GOLF COURSE. I JUST WANT TO SAY I'VE PLAYED AT LEWIS RIVER GOLF COURSE. THE TREES THEY MAKE ME MAD. IF YOU HIT A TREE, IT'S COMING BACK AT YOU AND YOU GOT TO RESTART AGAIN AND THAT JUST MAKES IT BAD. PROPS TO HIM. THEN WE HAVE AN UPCOMING FOOTBALL GAME AGAINST EVERGREEN AT 4:30. STATS ARE LOOKING PRETTY GOOD, SO IT'S GOING TO BE A REALLY GOOD GAME, AND THEN AN UPCOMING EVENT IS OCTOBER 29. WE PRAYER HIGH SCHOOL IS HOSTING THEIR ANNUAL TRUNK OR TREAT AT 4:30 TO SIX, IT'S GOING TO BE A LOT BIGGER THAN IT HAS LAST YEAR. I FEEL LIKE A LOT MORE CLUBS HAVE SIGNED UP. ALSO WE HAVE TWO TRUNKS, ONE OF THEM BEING THE SHERIFF WHO'S GOING TO COME OUT AND PARK AND GIVE KIDS STICKERS AND ALL OF THAT. THEN WE HAVE ONE BUSINESS, I THINK, MARTIAL ARTS, THAT'S WHAT THEY'RE HERE NEAR IN BATTLEGROUND. THEY'RE GOING TO PARK AND THEY'RE JUST GOING TO BE THERE GIVING FREE CANDY, AND THEN WE'RE TAKING DONATIONS LIKE SLIPPERS BECAUSE WE'RE WORKING WITH A NEW FOUNDATION CALLED THE CHELSEA HICKS FOUNDATION. ALL THE STUFF THAT'S DONATED IS GIVEN TO KIDS IN HOSPITALS WHO ARE GOING THROUGH CANCER TREATMENTS AND ALL OF THAT, SO IT'S A NEW THING. WE'RE NOT TAKING SOCKS THIS YEAR. WE'RE TAKING BUBBLES, COLORING ITEMS AND COLORING BOOKS AND SLIPPERS. >> GREAT. >> THEN ONE FINAL THING. YEARS PAST, WE'VE DONE STUDENT REP VISITS, SO THEY'RE SEPARATE FROM THE STUDENT BOARD VISITS, WHERE IT'S JUST ME AND TOBY, WHO ARE GOING TO GO AND VISIT ALL MIDDLE SCHOOLS, HIGH SCHOOLS, AND ALE SCHOOLS. USUALLY AT THESE TOURS, OUR GOAL IS TO REALLY HEAR FROM STUDENTS. WHAT WE TELL ADMINISTRATORS IS WE DON'T WANT ANY OF ADMIN THERE WHILE WE'RE TALKING TO THE STUDENTS, SO WE CAN REALLY GET AN HONEST TRUTH OF WHAT'S GOING ON AT THEIR SCHOOLS. THIS YEAR WE'RE GOING ABOUT IT A DIFFERENT WAY, SO YOU WANT TO TALK ABOUT THE FORM THAT WE'RE DOING? >> WE HAVE THIS SURVEY FORM BECAUSE OUR THEME FOR THIS YEAR OF PROBLEMS WE WANT TO FIND FOR HOW IT'S AFFECTING THE STUDENTS IS THE LEVY FAILURE.. WE CREATED THE SURVEY, WHICH WE BASICALLY SEND TO THE SCHOOL PRIOR TO GOING THERE OR WHILE WE'RE THERE, WE HAND THEM THE SURVEY, AND THEY ANSWER QUESTIONS ABOUT HOW THE LEVY HAS AFFECTED THEM. THEN WE TAKE THAT DATA AND THEN WE WILL SHOW YOU IN FUTURE BOARD MEETINGS SO YOU CAN JUST SEE THE STATISTICS AND HOW THE STUDENTS THEMSELVES ARE FEELING ABOUT THE PROBLEMS. >> THEN WE ME AND TOBY LOVE TO TALK AT THESE MEETINGS, BUT WE WANT YOU GUYS TO HEAR FROM OTHER STUDENTS AS WELL AT THESE SCHOOLS. OUR GOAL IS TO HAVE STUDENTS FROM THE SCHOOLS THAT WE'RE VISITING COME TO THE NEXT BOARD MEETING AND TALK ABOUT WHAT WE HEARD AROUND THE SCHOOL SO THEY CAN GET THEIR OWN VOICE HEARD AND COMMUNICATE TO YOU GUYS THE PROBLEMS THAT THEY MAY BE FACING AT SCHOOL AS TO WHAT THEIR CLASSMATES MAY BE FACING AS WELL. TWO OF OUR UPCOMING STUDENT REP VISITS OR TOURS BEFORE THE NEXT BOARD MEETING IS OCTOBER 15 AT TUKES VALLEY MIDDLE SCHOOL, AND THEN OCTOBER 22 AT AMBOY MIDDLE SCHOOL, FROM 10:30 TO 12:00 P.M FOR BOTH OF THEM. THOSE ARE GOING TO BE EXCITING TO SEE. >> GOOD. >> EXCITING AN EXCITING NEW PROGRAM FOR YOU. THANK YOU FOR TAKING THE LEADERSHIP THERE. APPRECIATE THAT. >> COMMITTEE REPORTS. WE'LL START WITH LEDGE COMMITTEE DIRECTOR TATE. >> SURE. >> WE WERE TO TRADE IN OUR TOP 10 ITEMS. OKAY. DEBBIE SUGGESTED WE CIRCLE THESE. HOW MANY WE HAVE ON THERE 18 OR 19, JACKIE? >> THERE IS 19. >> IS THERE ONE MISSING? >> THERE WAS. >> WOULD YOU LIKE TO TELL US WHAT THAT IS? >> IT WAS JUST FULL FUNDING AND BASIC EDUCATION. >> FULL FUNDING OF BASIC EDUCATION NEEDS TO BE ADDED THERE. FULL FUNDING OF BASIC EDUCATION. THEN THE QUESTION IS, WHICH TIN DO YOU LIKE. SO MAYBE YOU COULD CIRCLE YOUR TOP 11 OR PUT THEM IN ORDER 1, 02, 3, 4, 5, 6 TO 11, AND WE CAN BUILD OUR LIST OUT OF THAT. >> SURE. >> UNLESS YOU GOT A BETTER IDEA. >> NO, THAT'S FINE. I JUST THINK YOU DON'T HAVE TO DO RANKING, THOUGH. I THINK THAT WAS THE WHOLE LIKE THAT WAS REALLY EXPLAINED ON. >> THE RANKING WILL HELP ME IF I'M THE ONE WHO HAS TO LOOK AT WHAT YOU GUYS SAY IS, AND THEN I GOT TO PUT IT [OVERLAPPING] >> BECAUSE I WAS LIKE, THERE ISN'T RANKING ON THIS THAT'S A BETTER EXPLANATION. THANK YOU. >> IF YOU COULD DO THAT FOR US DURING THE MEETING, OR WHATEVER, AND THEN HAND IT TO ME AS WE LEAVE, THAT WOULD BE VERY HELPFUL. THEN WE'RE VOTING RIGHT NOW FOR WASDA AND ESD AND THE STATE BOARD OF EDUCATION, SO THE LAST DAY TO DO THAT IS THE 16TH, WHICH IS, I BELIEVE THURSDAY, IS THAT CORRECT? >> THAT'S THE DAY YOU HAVE TO TURN THIS IN NOW. >> I'LL TURN THIS IN TOMORROW REASON NOT TO DO THAT. [00:15:02] THOSE ARE THE TWO THINGS I HAVE, AND FOR THE COMMUNITY, WHAT THAT IS ABOUT IS JUST SIMPLY WASDA HAS FOUR COMMITTEES, AND WE'RE IN THE PROCESS OF VOTING FOR REPRESENTATIVES FROM ACROSS THE REGION FOR OUR REPRESENTATIVES ON THOSE COMMITTEES. >> DO YOU WANT TO SHARE THE POSITIONS THAT WE'RE CONSIDERING? >> SURE. WE HAVE TO WE'RE ASKED TO PRESENT 10 POSITIONS THAT WE'RE CONCERNED ABOUT, BECAUSE WASDA IS GOING TO PUT TOGETHER THE THREE TOP THINGS FOR THE LEGISLATURE ON OUR MINDS. >> WE WILL CULL IT OUT AND THEN THEY WILL CULL IT OUT AND THE BULL WHATEVER THEY BRING TOGETHER. WHAT WE'VE GOT ON OUR LIST, WHAT'S THE ONE THAT'S MISSING AGAIN? >> FULL FUNDING OF BASIC EDUCATION. >> FULL FUNDING OF BASIC EDUCATION, TRANSITION TO KINDERGARTEN, ALLOWING SUBMISSION OF TWO YEAR BUDGET TO OSPI. THESE ARE THE THINGS THAT WE'RE THINKING ABOUT. AMPLY FUNDING STAFFING LEVELS, SUPPORT FOR SPECIAL EDUCATION PROGRAMS, SCHOOL, DAY BELL, SCHEDULE FLEXIBILITY, LEVY AUTHORITY AND LOCAL EFFORT ASSISTANCE, SOC FUNDING, INSURANCE PREMIUMS, LITERACY, ACADEMIC RIGOR AND EQUITY IN PUBLIC EDUCATION, COMPREHENSIVE SCHOOL AND STUDENT SAFETY, ENHANCED FUNDING FOR TRANSITIONAL BILINGUAL EDUCATION, FISCAL NOTES, AND UNFUNDED MANDATES, LOCAL CONTROL AND SCHOOL DISTRICT IMPROVEMENT, SUPPORT FOR SPECIAL EDUCATION PROGRAMS, TRANSPORTATION FUNDING, UNIVERSAL FREE SCHOOL MEALS. THOSE ARE THE THINGS WE'VE SUGGESTED AMONGST OURSELVES, WE'LL CUT IT DOWN TO 10, AND WE'LL SUBMIT IT TO WASTA AND THEN THEY WILL PUT IT UP THROUGH THE RANKS TO BUILD THEIR THREE MOST IMPORTANT THINGS FOR THE LEGISLATIVE SESSION NEXT AREA, WHICH STARTS, I BELIEVE IN JANUARY OR FEBRUARY. >> TERRY, DO YOU REMEMBER HOW MANY POSITIONS WASTA HAS LEGISLATIVE POSITIONS ALTOGETHER? >> I DO NOT. >> BUT IT'S A LOT. >> I'M SORRY, I DON'T KNOW HOW MANY POSITIONS. YOU SEE, A POSITION, AGAIN, WASTA DOESN'T TELL ANYBODY WHAT TO DO. WHAT WE DO IS WE MAKE OUR POSITIONS ON THINGS KNOWN, AND THEN WASTA WILL SUBMIT THOSE IDEAS TO THE LEGISLATURE WHEN NEEDED. MAYBE THEY'RE PASSING A LEGISLATION, OR MAYBE THEY COME AND THEY EVEN ASK US, WHAT DO YOU GUYS THINK ABOUT THIS? WELL, WASTA WILL THROUGH THOSE COMMITTEES, PUT FORWARD TO THEM WHAT WE'RE THINKING ABOUT AND IT'S BASED ON OUR POSITIONS THAT WE'VE SUBMITTED. EVERY YEAR, WE REVIEW THOSE, AND THERE'S QUITE A FEW OF THEM. I THINK THERE'S LIKE 54. IS IT 54 OR? >> I THINK IT'S MORE THAN THAT. >> I THINK IT'S MORE THAN THAT. ANYTHING ELSE NEEDS TO BE SAID? >> I DON'T THINK SO. >> GOOD. >> AUDIT COMMITTEE, IS IT THIS TIME THE NEXT TIME? >> NO. WE HAD AUDIT COMMIT. YES. THANK YOU. WE REVIEWED ALL THE VOUCHERS, THE EMPLOYEE PAY ROLL, THE SUPERINTENDENT TIME SHEET. ANSWERED ALL QUESTIONS THAT TED AND I HAD. EVERYTHING WAS REVIEWED IN A LOT OF DETAIL AND EVERYTHING WAS IN ORDER. THEY ALWAYS DO JUST AN AMAZING JOB AND ARE VERY THOROUGH. IT WAS A REALLY GOOD MEETING. WE HAVE ANOTHER ONE COMING UP IN OCTOBER, I THINK IT'S THE 21ST. >> THANK YOU. BATTLE GROUND EDUCATION FOUNDATION. >> THEY HELD THEIR ANNUAL AUCTION ON OCTOBER 4TH. IT WAS THERE WAS A LITTLE OVER 100 PEOPLE THERE. DINNER WAS AMAZING, AND THEY SENT OUT AN EMAIL TO THE ATTENDEES THAT SAID, FUN APPEARED TO BE THE WORD FOR THE EVENING, NOT TO MENTION MANY THAT WALKED AWAY WITH FABULOUS AUCTION ITEMS. THIS YEAR, THE PADDLE RAISE WAS DEDICATED TO INCREASING OUR AVAILABLE SCHOLARSHIPS, AND WE ARE EXCITED TO ANNOUNCE THAT $19,150 WAS DONATED, AND WE'RE STILL WORKING ON THE TOTAL RAISE FOR THE EVENING, BUT IT LOOKS LIKE WE CAME IN JUST UNDER 65,000. THE BOARD OF TRUSTEES EXPRESSES A BIG THANK YOU. I KNOW MANY OF YOU IN THIS ROOM RIGHT NOW ATTENDED THAT. JUST PASSING ON THAT HEARTFELT THANKS, IT MEANS A LOT TO BE ABLE TO BE A PART OF THE FOUNDATION AND GIVE BACK TO THE DISTRICT AND SERVE THE STAFF AND THE STUDENTS. IT'S JUST A REALLY AMAZING EVENT. IF YOU DIDN'T GET TO GO THIS YEAR, PLEASE JOIN NEXT YEAR. >> IT WAS A LOT OF FUN. THANK YOU BACK TO THEM BECAUSE IT'S ALSO A LOT OF WORK. PUTTING THAT ON. THEY DO THAT FOR OUR STUDENTS. [00:20:05] WIAA, ANYTHING TO REPORT? >> NO REPORT ON THAT. NO, I DON'T HAVE ANYTHING ON THAT. >> THEN TOURS COMMITTEE, WE DO HAVE A TOUR ON THE 24TH AT CAMBOY. RIGHT? >> YES. CAMBOY. >> I DON'T KNOW WHO HAS A BY THAT DAY? NO ONE? >> LET ME LOOK. I THINK IT MIGHT BE TODAY. >> WHAT DAY IS THAT AGAIN? >> IT'S THE 24TH. >> IT'S FRIDAY. >> THANK YOU. I'M GOING TO BE THERE. >> IT LOOKS LIKE EVERYBODY IS GOING TO BE THERE. WE DON'T HAVE ANYBODY MARKED DOWN FOR A BY EVERY. [OVERLAPPING] >> LOOKS LIKE EVERYBODY IS GOING TO BE THERE THEN. >> WE'LL DIVIDE THREE WAYS. >> THANK YOU. WE'LL MOVE ON TO DIRECTOR'S REPORT. >> I ACCIDENTALLY ATTENDED THE FCRC OPEN HOUSE, GRAND OPENING, AND I GOT TO TAKE A TOUR OF THE BUILDING. I GOT TO SIGN THE RIBBON, WHICH WAS REALLY COOL. >> THAT'S COOL. >> IT IS AMAZING. IF YOU HAD BEEN IN THAT ROOM PRIOR TO THE MAGIC THAT THEY WORKED IN IT, YOU WOULD KNOW THE MAGIC THEY TRULY WORKED. IT IS SO ORGANIZED AND DETAILED AND THEY HAVE A WHOLE SECTION OF USED TO DO STUFF THE BUS AND IT WOULD SUPPLY THIS ROOM, AND THEY HAVE THIS WHOLE ROOM WITH SCHOOL SUPPLIES. BUT THEN THEY HAVE THIS WHOLE WALL OF HYGIENE ITEMS, AND THEY HAVE A WHOLE ROW OF COATS THAT I BELIEVE THEY'RE GOING TO GIVE AWAY HERE PRETTY SOON, OR MAYBE THEY ALREADY DID IT? NO IT'S COMING UP AND SO OF WINTER COATS, WHICH IS JUST AMAZING IF YOU KNOW A CHILD WHO'S BEEN COLD. ANYWAY, IF YOU GET A CHANCE, STOP BY THIS ROOM BECAUSE IT REALLY WAS IMPRESSIVE AND IT COULD BE COLOR COORDINATED. THEY HAVE DONE SUCH AN AMAZING JOB. I JUST I CAN'T SAY ENOUGH, AND JUST THEY'RE SO PROUD OF THEIR WORK, AND I WAS SO PROUD TO BE ACCIDENTALLY STUMBLED IN ON IT. I DIDN'T THINK I WAS GOING TO MAKE IT, BUT I DID SO IT'S GOOD. >> I THINK THE OTHER THING THAT'S NEAT ABOUT IT IS NOW FAMILIES CAN COME SHOP RATHER THAN JUST PUT IN THERE ORDER AND HAVE SOMEONE ELSE FILL IT, THEY CAN ACTUALLY COME IN AND LOOK FOR THEMSELVES AND PICK OUT THINGS THAT ARE UNIQUE FOR THEM. >> DOES EVERYBODY KNOW WHERE THE FCRC IS? >> PROBABLY NOT EVERYBODY. BUT THE FCRC FOR THOSE THAT DON'T KNOW IS RIGHT HERE ON CAMPUS. IT'S THE OLD BAND ROOM SO IT'S RIGHT NEXT TO THE GYM ON YOUR WAY OUT IS THE FCRC CLOSED CLOSET. THAT PORTION IS THERE. THE REST IS IN THE OLD LIBRARY AREA. >> THE OTHER THING I'D ADD THAT I DIDN'T MENTION WITH THE AUCTION EARLIER IS THAT WE HAD SEVERAL STUDENTS DONATING THEIR TIME ROTC. STUDENTS CADETS CAME IN, HELPED SERVE AND ALWAYS A PLEASURE. THEY'RE SO RESPECTFUL AND KIND TO HAVE THEM COME AND BE PART OF THAT EVENT. I DIDN'T WANT TO NOT SO GIVE THEM A SHOT. >> THANK YOU. THANKS FOR REMEMBERING THAT. ANYTHING ELSE FOR DIRECTORS REPORTS? YOU WERE GOING TO READ AN EMAIL, DEBBIE? >> YES. LET ME GRAB THAT. THERE IT IS. RECEIVED AN E MAIL THIS WEEK FROM DICK RYLANDER. HE ASKED ME TO READ THIS. WE'RE GOING TO BE DISCUSSING A POLICY 3192, IS THAT RIGHT? HE SAID, "IT'S MY UNDERSTANDING THAT YOU'RE GOING TO CONSIDER CHANGES TO DISCIPLINE POLICY AT AN UPCOMING MEETING. I'M NOT ABLE TO ATTEND THE BOARD MEETING, SO I ASK THAT YOU ACCEPT THIS AS MY PUBLIC TESTIMONY AND SO INDICATE IN THE PUBLIC RECORD THAT I HAVE FILED TESTIMONY. IF YOUR INTENT IS TO MAKE ADJUSTMENTS TO ASSURE THE ACTIONS ARE MORE FAIR AND EQUITABLE AND OR CULTURALLY RESPONSIBLE, I URGE CAUTION. DISCIPLINE POLICY CAN'T GO DOWN THE SLIPPERY PATH OF USING RACE AS A KEY DECISION FACTOR. ALL MUST BE VIEWED WITH THE SAME LENS EQUALITY OR IT MIGHT BE EQUITY." I THINK IS WHAT HE SAID HERE. IT SAYS EQUALITY. IF YOU CONSIDER CHANGES TO THE WORDING, PLEASE, REDLINE THE PROPOSED CHANGES AND SHARE IT WITH THE PUBLIC AND ALLOW FEEDBACK AND TESTIMONY. THANK YOU, DICK RYLAND. [00:25:01] >> THANK YOU. >> I DID ATTEND THE BATTLE GROUND EDUCATION FOUNDATION ALSO GAIL. I WAS WONDERFULLY DONE. MY HUSBAND AND I REALLY ENJOYED IT, AND IT DEFINITELY WAS REFLECTIVE OF THE COMMUNITY AND A WONDERFUL TIME TO BE ABLE TO PARTICIPATE AND SUPPORT OUR SCHOOLS. IT WAS REALLY WELL DONE AND KUDOS TO EVERYONE THAT DID ALL THE HARD WORK. I KNOW IT TOOK A LOT, PROBABLY TO PUT IT ALL TOGETHER. ALL THE DONATIONS THAT WERE GIVEN, I WAS VERY IMPRESSED WITH WHAT WAS THERE. PEOPLE WERE VERY GENEROUS AND KIND. I JUST WANTED TO GIVE A SHOUT OUT TO ALL OF THE GREATNESS THAT WAS DONE THAT NIGHT. >> MADAM CHAIR, MARY. >> YES. >> I JUST STRUCK ME. THERE'S SOMETHING THAT WE DON'T EVER GET REPORTS ON, AND I THINK THE CAC IS CERTAINLY WORTHY OF A REPORT BECAUSE THE COMMUNITY ADVISORY COMMITTEE DOES A WONDERFUL JOB, AND WORKS HARD AND CONTRIBUTES A LOT, AND WE NEVER GET A REPORT. IT'D BE NICE IF MAYBE. >> IS ON MY LIST. >> YOU GIVE A REPORT? [LAUGHTER]. >> WAS GOING TO SAY SOMETHING TO. >> THERE YOU GO. THIS WAS THIS THING YOU, ONE OF US ALWAYS ATTENDS. WE COULD GIVE A REPORT. >> GO FOR IT. >> WELL, DEBBIE AND I WERE BOTH THERE AND IT WAS A GREAT MEETING AND WE STARTED WITH, YOU CALL IT WORD ON THE STREET? >> WORD ON THE STREET. >> WHY NOT START WITH THAT? >> THEY WANTED TO GET TO IT. >> THEY WANTED TO GET TO IT AND IT WAS VERY WELL DONE. KUDOS TO SHELLY, WHO STOOD UP THERE AND ANSWERED THE QUESTIONS AND THEN WE SPENT THE REST OF THE EVENING WORKING ON VOLUNTEERISM IN OUR SCHOOLS. WHAT ARE THE BARRIERS TO IT, WHAT IT LOOKS LIKE, WHAT IT COULD LOOK LIKE? HOW CAN WE FACILITATE IT? IT WAS A REALLY GOOD DISCUSSION AT OUR TABLES AROUND THE QUESTIONS. WHAT KEEPS PEOPLE FROM VOLUNTEERING? WHO DOES VOLUNTEER? WHAT VOLUNTEER PROGRAMS THAT WE HAVE IN PLACE THAT ARE WORKING WELL AND SO ON. IT WAS A GOOD DISCUSSION. >> WE CAN'T ALL BE THERE. IS THE MEETING STILL OPEN TO NEW ATTENDEES OR IS IT NOW CLOSED? >> WE HAVE NOT CLOSED IT, NO. >> IF THERE'S SOMEBODY WHO WANTS TO PARTICIPATE IN THE CAC, THEY SHOULD BE THERE? >> THEY SHOULD DO IT. >> I THINK ONE OF THE THINGS THAT WE- >> BIG DEAL. >> ONE OF THE THINGS THAT WE FIND AND WE MAY COME TO A POINT WHERE WE SAY IT'S CLOSED JUST BECAUSE WHAT WILL CREATE IS A DIFFICULTY ON BOARDING PEOPLE, HELPING THEM UNDERSTAND WHAT WE DO AND WHAT WE DON'T DO. BUT WE'RE IN THIS PHASE WHERE WE WANT TO GET SOME NEW PEOPLE INVOLVED IN OUR COMMUNITY AND WE USED TO HAVE WHEN WE FIRST STARTED, WE HAD SO MANY PEOPLE APPLY TO BE ON THE CAC THAT WE COULDN'T MANAGE A GROUP THAT BIG AND RUN AN EVENING THAT WOULD BE PRODUCTIVE TOGETHER. BUT WE'RE AT A PLACE WHERE THERE'S A NUMBER OF PEOPLE WHO'VE BEEN ON EVEN FROM THE VERY BEGINNING, SO I'VE BEEN ON FIVE YEARS NOW. BUT WE ALSO HAVE PEOPLE WHO JUST JOINED ONE YEAR OR A PERSON WHO GOT ON A COUPLE OF YEARS AGO, BUT REALLY COULDN'T ATTEND BECAUSE SOMETHING HAPPENED IN THEIR WORK SCHEDULE. WE KNOW PEOPLE CAN'T ALWAYS ATTEND, AND IT'S THE SECOND THURSDAY OF THE MONTH AND IT'S PRETTY SET BECAUSE THERE ARE LIMITED DAYS OF THE WEEK. WE EVEN TALKED ABOUT THIS YEAR CHANGING THE LOCATION AND WHAT WE DETERMINED AS EVERYBODY FELT LIKE THAT WAS A BAD IDEA BECAUSE THEY'D BE CONFUSED ABOUT WHERE THEY'RE HEADED TO AND WHATNOT. IT REMAINS A BATTLE GROUND HIGH SCHOOL IN THE LIBRARY IN THE MEDIA CENTER SO CERTAINLY IF THERE ARE PEOPLE LISTENING THAT WOULD HAVE AN INTEREST IN ATTENDING, I THINK WE COULD CERTAINLY. TAKE A FEW MORE PEOPLE RIGHT NOW. >> EXCELLENT. >> MY GUESS IS WE'LL PROBABLY BY ABOUT CHRISTMAS TIME, WANT TO SAY, THAT'S ENOUGH. BUT RIGHT NOW, I THINK WE COULD TAKE A FEW MORE. >> I WAS REALLY IMPRESSED WITH A LOT OF THE DISCUSSION AT OUR TABLE, AND ONE OF THE GENTLEMEN AT OUR TABLE WAS DISCUSSING THE FACT THAT HE WORKS FULL TIME, REALLY WANTS TO VOLUNTEER, BUT THERE'S AN OPPORTUNITY FOR THAT. WE DISCUSSED DIFFERENT THINGS THAT WE COULD THROW OUT THERE AS POSSIBILITIES IN A WAY THAT HE COULD GET INVOLVED. THE BRAINSTORMING WAS REALLY GREAT. HAVING THE PRINCIPAL AT OUR TABLE WAS GREAT. HE WAS JUST WRITING FRANTICALLY NOTES BECAUSE THERE WAS JUST REALLY A LOT OF GOOD THINGS AT OUR TABLE THAT WERE COMING OUT. I THOUGHT IT WAS REALLY PRODUCTIVE AND THINK THERE'S GOING TO BE A LOT OF REALLY GOOD THINGS COMING OUT OF IT. I'M EXCITED ABOUT IT HONESTLY. >> WE'RE EXCITED TO. IT'S GOOD TO HAVE THAT LEVEL OF INPUT. >> IF THAT'S ALL FOR DIRECTORS REPORTS. [00:30:02] WE WILL MOVE ON TO SUPERINTENDENT STAFF UP DATES. [6. Superintendent and Staff Updates] >> WELL, I HAVE A FEW THINGS, AND THEN I'LL TURN IT OVER TO LINEL. IT'S BEEN A BUSY SINCE WE'VE HAD THREE WEEKS. IT'S BEEN A LITTLE BIT BUSY. I WILL TRY AND GIVE YOU AN UPDATE ON A NUMBER OF THINGS THAT HAVE OCCURRED SINCE WE LAST MET. THE FIRST THING I WANTED TO LET YOU KNOW, AS I'VE EXPLAINED BEFORE, I'M SPENDING SOME TIME IN THE COMMUNITY, ALSO ASKING LOTS OF QUESTIONS ABOUT HOW OUR SCHOOLS CAN BETTER SERVE OUR STUDENTS AND OUR COMMUNITY AND MET WITH THE EXECUTIVE DIALOGUE GROUP, WHICH IS A GROUP THAT ALSO INCLUDES MEMBERS FROM THE GREATER VANCOUVER CHAMBER. WE MET THIS LAST TIME AT WOLF INDUSTRIES, AND DEREK HUGLE GAVE US A TOUR OF THE FACILITY. I HAVE TO SAY, IT'S PRETTY IMPRESSIVE AND HAS A LOT TO DO WITH THE EXCITEMENT THAT HAS BEEN GAINING IN OUR CONSTRUCTION TRADES PROGRAM IN THE DISTRICT AT BATTLE GROUND HIGH SCHOOL. BUT IT'S IMPRESSIVE. THEY BUILD A SMALL HOUSE IN A WEEK AND THEY HAVE A NUMBER OF MODELS AND THEY'RE LEAST EXPENSIVE MODELS LIKE 67,000 AND THEN THEY HAVE A PRETTY BIG SIZE ONE THAT'S 178,000, BUT THEY'RE ALL VERY SIMILAR. THEY BUILD THEM ALL IN THEIR WAREHOUSE AND THEN THEY MOVE THEM, BUT THEY LOOK LIKE THEY WERE BUILT ON SITE. IT'S A PRETTY AMAZING THING AND JUST BRINGS ME TO THE FACT THAT WE ARE ABOUT TO PUT UP THE SIGN RIGHT NEXT TO THE CAGE FOR OUR CONSTRUCTION TRADES BUILDING. THAT, OF COURSE, AS YOU KNOW, IS GOING TO BE PAID FOR WITH OUR CAPITAL LEVY DOLLARS. THE THING THAT WE KNOW ABOUT IT IS THE RENDERING THAT IS GOING TO GO UP, YOU'LL BE ABLE TO SEE IT IT'S GOING TO POINT TOWARDS PARKWAY SO NEXT TO THE, THE BIG GYM THERE ON THE SOUTH SIDE OF THE CAGE, AND IT'S GOING TO POINT OUT TOWARDS PARKWAY. WE HOPE TO BE BREAKING GROUND PROBABLY MARCH ISH AFTER WE GET PAST THE RAINY SEASON OR AT LEAST PART WAY THROUGH IT, THEY'LL START DOING SOME GROUNDWORK AND GET THAT DONE. THE HOPE IS THAT WE WILL BE READY TO UTILIZE IT NEXT FALL WITH OUR STUDENTS. THAT'S WHAT WE'RE AIMING FOR. THAT'S EXCITING. ANOTHER THING THAT I WANTED TO POINT OUT TO YOU, IS THIS DOCUMENT HERE. >> FROM THAT EXECUTIVE DIALOGUE GROUP WHEN WE MET, THEY MADE US ALL AWARE THAT, SURPRISINGLY, WE HAVE A STRATEGIC PLAN, AS YOU KNOW, AND HAVE HAD ONE. THIS ITERATION IS PRETTY EASY TO DIGEST AND REALLY HELPS US FOCUS OUR WORK. WELL, IN THE STATE OF WASHINGTON, WE'VE NEVER HAD A STRATEGIC ECONOMIC PLAN IN THE STATE OF WASHINGTON, BUT WASHINGTON IS UNDERWAY. THE CLOSEST THEY GOT WAS WHEN CHRISTINE GREGAR WAS THE GOVERNOR, AND SHE PUT A COMMITTEE TOGETHER TO DO A STUDY. THEY ARE DOING A STUDY, AND THIS DOCUMENT IS ABOUT WHAT THEY BELIEVE NEEDS TO HAPPEN IN ORDER TO MAKE SURE THAT THE ECONOMY IN THE STATE OF WASHINGTON REMAINS STABLE AND CAN GROW FOR THE UPCOMING DEMANDS. A COUPLE OF THINGS THAT I THINK ARE IMPORTANT THAT YOU MAY NOT SEE ON THIS, THAT I'LL JUST POINT OUT. ONE OF THE LARGEST IMMEDIATE CONCERNS FOR CONTINUED ECONOMIC GROWTH AND STABILITY IN WASHINGTON IS ENOUGH ENERGY IN ORDER TO HELP MAINTAIN AND ENSURE THAT WE HAVE A SKILLED WORKFORCE ABLE TO WORK. ENERGY NUMBER 1, SKILLED WORKFORCE NUMBER 2, AND SO THAT SKILLED WORKFORCE, INTERESTINGLY ENOUGH, WHEN YOU LOOK AT THE BACK OF THIS, IT TALKS ABOUT SCHOOLS AND TALENT IN THE HIGH SCHOOL GRADUATES GOING INTO THINGS THAT ARE IN HIGH DEMAND. AS YOU'LL REMEMBER, OUR CAPITAL LEVY REALLY FOCUSED ON THE THREE THINGS THAT WE KNOW FROM SOUTHWEST, WASHINGTON, HEALTH SERVICES, CULINARY ARTS, AND CONSTRUCTION TRADES ARE THE TOP THREE TRADES OR TOP THREE JOBS IN CLARK COUNTY AND IN THIS AREA, AND OUR PROGRAMS ARE ALIGNED WITH THOSE. I THINK THAT SPEAKS HIGHLY OF THE WORK OF OUR CTE TEAM AND OUR DIRECTOR GATHERING THAT INPUT. I THINK THE OTHER THING THAT IS WORTH NOTING IS THAT OUT OF ALL OF THE COUNTIES IN THE STATE, [00:35:02] OUR COUNTY IS THE ONLY ONE ON THE WEST SIDE THAT IS IN THE TOP RANKS FOR FASTEST GROWING, AND MANY OF THEM ARE ACTUALLY DECLINING. WASHINGTON OR CLARK COUNTY CONTINUES TO GROW, AND IT'S ONE OF THE FASTEST. THEY RANKED THE TOP FOUR, AND WE ARE IN THEM. I THINK THAT'S IMPORTANT FOR US TO KNOW THAT WE'RE GOING TO NEED TO BE PROVIDING A LOT OF SKILLED EMPLOYEES IN THE NEXT FEW YEARS. THE OTHER THING I THINK IS IMPORTANT TO KNOW, WHICH IS MAYBE NOT AS SURPRISING. THE NUMBER WAS SURPRISING TO ME, THE FACT, NOT SO MUCH. IN WASHINGTON, I SAY THAT WE OFTEN ARE OVERACHIEVERS WHEN IT COMES TO MANDATES, AND ONE OF THE THINGS THAT CAME OUT OF THIS STUDY IS THAT WASHINGTON IS ONE OF THE MOST REGULATED STATES IN THE NATION. THE STATISTIC THAT THEY GAVE US IS THAT THE NATIONAL AVERAGE FOR REGULATIONS RELATED TO LABOR AND EMPLOYMENT ACROSS THE NATION, TAKE ALL THE STATES, ALL THE REGULATIONS AND THEN DIVIDES THEM BY 50. THE AVERAGE IS 6,900 REGULATIONS PER STATE. OUR STATE ALONE, 46,000. TO GIVE YOU A SENSE [LAUGHTER], WE MAKE A RULE FOR EVERYTHING. WHICH IS WHY TERRY, YOU ASKED FOR FEEDBACK ON THAT LIST OF PRIORITIES. MINE WOULD BE REDUCING UNFUNDED MANDATES OR QUIT PASSING THINGS. THAT WOULD BE REALLY GREAT. >> MANDATES WAS ON THERE? >> THAT'D BE MY NUMBER ONE PERSONALLY. THEN THERE WAS ALSO A BUSINESS NETWORKING MEETING. THIS IS A SMALL GROUP OF INDIVIDUALS WHO OWN SMALLER BUSINESSES IN BATTLE GROUND. IT WAS A GREAT MEETING. IN FACT, I SAW DEBBIE SAW YOU AND YOUR HUSBAND THERE. AT THE RESTAURANT WHERE WE MET. THEY BRING IN GUEST SPEAKERS, AND IT WAS VERY TIMELY, TRILIM SERVICES, WHICH WORKS WITH DEVELOPMENTALLY DISABLED ADULTS. THEY WERE THERE TALKING ABOUT A COUPLE OF THINGS. OCTOBER IS DISABILITY AWARENESS MONTH, SO THEY WERE SHEDDING LIGHT UPON THAT. BUT THEY WERE ALSO ASKING LOCAL BUSINESSES IF THEY HAD AN INTEREST IN HAVING EITHER INTERNS OR EMPLOYEES. WE HAVE A NUMBER OF EMPLOYEES THAT HAVE COME FROM OUR SCHOOLS AND WORK IN OUR COMMUNITY, BUT THEY WERE BASICALLY RECRUITING BUSINESSES TO BE EMPLOYERS FOR SOME OF THE STUDENTS OR YOUNG PEOPLE IN THOSE PROGRAMS. IT WAS A NICE CONVERSATION, AND IT WAS A PERFECT OPPORTUNITY FOR ME TO ALSO TALK A LITTLE BIT ABOUT OUR FUTURES PROGRAM. IF YOU HADN'T HEARD, I'M NOT SURE THAT KEVIN HAS SENT IT OUT YET, BUT LAST MONDAY, WE OPENED OUR OPERATIONS BUILDING. WE GOT THE OCCUPANCY PERMIT. THAT'S WONDERFUL. THE SPACE THAT THE OPERATIONS BUILDING IS IN THERE ON MAIN STREET, THAT 1935 BUS GARAGE THAT DESPERATELY NEEDS TO BE TORN DOWN WILL BE DEMOLISHED, AND WHEN IT'S DEMOLISHED, KEVIN WILL BE RESTRUCTURING THE PARKING THERE AT BATTLE GROUND HIGH SCHOOL, SO THAT WHEN YOU COME OUT OF BATTLE GROUND HIGH SCHOOL, IT WILL BE A RIGHT TURN ONLY, AND WE WILL PUSH THE TRAFFIC, HE'LL PUSH THE TRAFFIC OVER TO THE LIGHT THAT NEEDS TO TURN LEFT, SO WE HOPE THAT THAT WILL HELP ON MAIN STREET A BIT. THEN, RIGHT NEXT TO THAT OR BEHIND WHERE IT CURRENTLY SITS, WE WILL BE BUILDING WITH IMPACT FEES OUR NEW FUTURES PROGRAM. AS YOU'RE PROBABLY AWARE, YOU PROBABLY REMEMBER KELLY COMING AND TALKING LAST YEAR. OUR FUTURES PROGRAM HAS BEEN EXPANDED. THE FEDERAL GOVERNMENT MOVED IT FROM 2018-2021 TO NOW 2018-2022. WE HAVE GROWN. WE HAVE A PROGRAM AT BATTLE GROUND HIGH SCHOOL AND A PROGRAM AT THE DODGE HOUSE OVER BETWEEN CHIEF AND CAPTAIN, AND WHEN WE USE THOSE IMPACT FEES TO BUILD A NEW FUTURES FACILITY, WE WILL BE RIGHT THERE ON MAIN STREET SO THAT THOSE STUDENTS CAN IMMEDIATELY GET TO TRANSPORTATION AND BE LEARNING SOME OF THE SKILLS TO MOVE AROUND WITHIN OUR COMMUNITY. WE'RE EXCITED ABOUT THAT, AND HAVING THE PROGRAMS TOGETHER AT ONE PLACE AND ON THE HIGH SCHOOL CAMPUS IS REALLY IMPORTANT FOR THEM TO BE ABLE TO PARTICIPATE IN SIMILAR PROGRAMS. WE'RE EXCITED ABOUT THAT, AND I WAS EXCITED TO SHARE THAT WITH OUR COMMUNITY BECAUSE I DO THINK IT'S EXCITING ON MANY FRONTS, FROM AN IMPROVEMENT IN OUR TRAFFIC FLOW TO THAT PROGRAM MOVING AS WELL. THAT WAS A GOOD OPPORTUNITY. WANTED TO JUST PUT OUT THERE, [00:40:03] NOT SO MUCH FOR THE BOARD, BUT OUR COMMUNITY THAT MIGHT BE LISTENING. THIS MONTH IS THE LAST TIME THE TIME FOR THE FIRST SEMESTER THAT WE ASK THAT ANYONE INTERESTED IN OPTING OUT OF OUR SEXUAL HEALTH EDUCATION CURRICULUM, THAT THEY GO ONTO OUR WEBSITE AND LOOK AT THE CURRICULUM, THE SCOPE, AND SEQUENCE, AND THERE IS DIRECTIONS ONLINE TO HOW YOU OPT OUT IF YOU'RE OPTING OUT OF ANY PARTICULAR PORTION. THAT THAT'S STILL OPEN FOR ANOTHER COUPLE OF WEEKS, BUT THE FIRST SEMESTER, EDUCATION STARTS IN NOVEMBER, SO THAT DEADLINE TO OPT OUT IS COMING UP, AND I JUST WANT TO MAKE SURE THOSE THAT WANT TO OPT THEIR STUDENTS OUT, HEAR THAT LOUD AND CLEAR THAT YOUR OPPORTUNITY IS NOW IN THE NEXT COUPLE OF WEEKS TO GET THAT FORM FILLED OUT. IF YOU WANT TO MAKE AN APPOINTMENT, YOU DON'T WANT TO DO IT ONLINE. PAUL DELANO AT THE DISTRICT OFFICE. PEOPLE CAN ALSO MAKE AN APPOINTMENT WITH HER TO SIT DOWN AND REVIEW IT AND FILL OUT A FORM THERE AS WELL. STRATEGIES 360. THAT I'M GETTING CLOSE. I PROMISE, I'M GETTING CLOSE TO THE END OF MY UPDATES [LAUGHTER], BUT BUSY THREE WEEKS. SEVERAL OF US WERE ON THE CALL WITH STRATEGIES 360, WHO WE ASKED TO GIVE US FEEDBACK AROUND THE LEVY AND THE PRIORITIES, WHAT INFORMATION THAT WE NEEDED. WHAT WE FOUND FROM THE SURVEY IS THAT THE MAJORITY OF RESIDENTS REALLY DO BELIEVE THAT WE NEED ADDITIONAL FUNDING. 63% FELT LIKE WE NEEDED ADDITIONAL FUNDING. BUT IT IS ALSO TRUE THAT 56% OF RESIDENTS ALSO BELIEVE THAT THEIR LOCAL PROPERTY TAXES ARE TOO HIGH. THERE'S NOT A HUGE DIFFERENCE BETWEEN THOSE, OBVIOUSLY. THERE'S 7% DIFFERENCE BETWEEN THOSE NUMBERS, SO THAT'S SOMETHING FOR US TO KEEP IN MIND. THE TOP THINGS OF CONCERN. THE OTHER PIECE, I THINK THAT WE NEED TO KNOW THEIR TOP PRIORITIES INCLUDE SAFETY AND SECURITY. CLASS SIZES AND SUPPORT FOR SPECIAL EDUCATION. THOSE WERE THE TOP THREE CONCERNS THAT PEOPLE HAD FOR THE SCHOOLS. THEN RESIDENTS RESPONDED THAT COMMUNICATION SHOULD BE FOCUSED ON PREPARING STUDENTS FOR LIFE AFTER GRADUATION, AND THAT WAS A RESOUNDING. THAT WAS 80% OF OUR COMMUNITY SAID, WE NEED TO BE PREPARING STUDENTS FOR LIFE AFTER THEY LEAVE THE SCHOOLS. THEY ALSO FELT LIKE ANOTHER MESSAGE POINT IN COMMUNICATION WAS CLASS SIZE REDUCTION. I THINK THAT'S PROBABLY IN LIGHT OF THE CLASS SIZES THAT WE'RE SEEING THIS FALL. I WOULD IMAGINE. I THOUGHT THAT THEIR INPUT WAS RELEVANT FOR US AND AN IMPORTANT PIECE OF THE INFORMATION THAT WE NEED MOVING FORWARD. I'LL BE HAPPY TO RESURFACE SOME OF THAT INFORMATION WHEN WE HAVE OUR WORK SESSIONS. ON OCTOBER 27TH, WE'LL TALK ABOUT PROGRAMS, AND THEN ON NOVEMBER 10TH, WE WILL ACTUALLY TALK ABOUT THE FISCAL SIDE OF IT AND WHAT WE MIGHT CONSIDER OR WHAT YOU MIGHT CONSIDER AS A BOARD. THEN THE ONLY OTHER THING THAT I WANTED TO MAKE SURE I MADE YOU AWARE OF TONIGHT IS THAT WE HAD THE OPPORTUNITY, OR I HAD THE OPPORTUNITY TO VISIT CASCADIA TECH. WE HAD A SUPERINTENDENT ADMINISTRATIVE COUNCIL MEETING THERE LAST WEEK, AND WE WERE ABLE TO TOUR THE CULINARY THE MEDICAL AND DENTAL PROGRAMS. VERY IMPRESSIVE IF YOU HAVEN'T BEEN THERE. THEY OFFERED TO HOST A TOUR FOR OUR BOARDS, AND I JUST THOUGHT THAT WOULD BE WONDERFUL IF YOU'RE INTERESTED IN THAT. WE CAN GET SOME DATES AND LET THEM KNOW THAT WE WILL BE IN, BUT IT WAS VERY IMPRESSIVE. I WOULD HIGHLY RECOMMEND IT IF YOU ALL ARE UP FOR THAT. >> MANY OF OUR STUDENTS TAKE ADVANTAGE OF THAT PROGRAM? >> I WAS AFRAID YOU WERE GOING TO ASK. >> I'M SORRY. >> NO, I WANT TO SEE- >> JUST OUT OF MY MOUTH. >> NO, IT'S GOOD. THEY DID ACTUALLY GIVE ME A LIST, AND IT'S QUITE A LARGE NUMBER, BUT I ACTUALLY WALKED OFF WITHOUT MY NOTES ON IT. I'LL TELL YOU NEXT TIME, HOW'S THAT? >> PERFECT. >> I THINK THAT'S IT FOR ME. I'LL TURN IT OVER TO LONNEL. >> GOOD EVENING, BOARD. I JUST HAD A QUICK TEACHING AND LEARNING UPDATE. LAST FRIDAY, OR JUST RECENTLY ON OCTOBER 10TH, OUR DISTRICT AND TEACHERS ACROSS THE STATE HAD A PROFESSIONAL LEARNING DAY. THIS YEAR, WE WERE FOCUSED ON THE POWER OF US, [00:45:01] HONORING TEACHERS, WE SEEING FACTS, INSPIRING CHANGE THROUGHOUT THE DAY, AND REALLY FOCUSED ON COLLABORATION BETWEEN SPECIAL EDUCATION AND GENERAL EDUCATION AND INCLUSIVE PRACTICES. WE HAD ABOUT 250 TEACHERS JOIN US. IT WAS AT BATTLE GROUND HIGH SCHOOL, AND WE OFFERED A MULTITUDE OF CLASSES, BREAKOUT SESSIONS AROUND AI TECHNOLOGY COURSES, AND TECHNOLOGY COURSES, SPECIAL EDUCATION INCLUSION COURSES. THEN ONE OF THE LASTING QUOTES THAT THE GUEST PRESENTER JEANNIE SPILLER FROM SOLUTION TREE SHARED THAT I WANTED TO JUST LEAVE WITH YOU AND WITH OUR AUDIENCE TOO IS THAT EVERY DAY IN SCHOOLS ACROSS THE NATION, DEDICATED TEACHERS ACCOMPLISH QUIET MIRACLES AS THEY OPEN THE DOORS OF OPPORTUNITIES FOR THEIR STUDENTS, AND THAT'S RICK D FOUR. REALLY FOCUSED ON THE POWER OF THE COLLABORATION PROCESS, AND WHAT DOES IT MEAN FOR US TO ENGAGE IN INCLUSIVE PRACTICES. IT WAS A SUCCESSFUL DAY, AND I'M GRATEFUL FOR OUR TEACHING AND LEARNING TEAM THAT HOSTED THAT. THAT'S ALL FOR TEACHING AND LEARNING. >> WE HAVE NOTHING FROM HUMAN RESOURCES. MICHELLE SCOTT IS OUT THIS EVENING, AS WELL AS KEVIN THOMAS, SO I'LL TURN IT OVER TO AMANDA. >> GOOD EVENING, BOARD. HAD A COUPLE OF QUICK THINGS TO SHARE WITH YOU. FIRST OF ALL, LAST APRIL, YOU APPROVED A DONATION FROM THE TUKES VALLEY PARENT TEACHER ORGANIZATION TO PURCHASE SOME NEW PLAYGROUND EQUIPMENT. THE EQUIPMENT HAS BEEN INSTALLED, AND THIS IS A PICTURE FROM THE RIBBON-CUTTING THAT THEY DID LAST MONTH. CUTTING THE RIBBON, THERE IS THEIR PTO PRESIDENT, AND YOU CAN SEE LOTS OF EXCITED FACES IN THE BACKGROUND. I WANTED TO THANK YOU FOR YOUR SUPPORT IN THAT, AND ALSO THANKS TO THE PTO FOR MAKING IT POSSIBLE. ON THE NEXT SLIDE, YOU'LL SEE A PICTURE ON THE RIGHT, THERE IS ONE OF THE STUDENTS WHO WAS INVOLVED IN THE FUNDRAISING AND IS OBVIOUSLY VERY EXCITED. THEY DID A SURVEY OF STUDENTS AND ASKED THEM WHAT EQUIPMENT THEY WANTED TO SEE THERE, AND THE TOP CHOICE WAS ACTUALLY A ZIP LINE, SO THAT'S INDEED WHAT THEY GOT. THEN, OVER AT PLEASANT VALLEY MIDDLE SCHOOL, THEY DID THIS NEAT PROJECT BASED ON THE BOOK AROUND THE DOT. IF YOU DON'T KNOW THAT STORY, IT'S ABOUT TRYING NEW THINGS AND BUILDING CONFIDENCE. THEY WANTED TO REPLICATE THAT WITH THEIR STUDENTS, AND CREDIT GOES TO TEACHER CARLIE BUDA. SHE PUT TOGETHER A WAY FOR EVERY STUDENT IN THE SCHOOL TO PARTICIPATE IN CREATING THEIR OWN DOTS. THEN YOU'LL SEE ON THE NEXT SLIDE, SHE TOOK ALL OF THE DOTS AND INSTALLED THEM IN THEIR MEDIA CENTER TO CREATE THIS REALLY NEAT ART INSTALLATION THAT EVERYONE COULD BE A PART OF. GREAT CULTURE-BUILDING WORK OVER AT PLEASANT VALLEY. THEN, ON THE NEXT SLIDE, ALSO RELATED TO PLEASANT VALLEY. IF YOU HAVE DRIVEN BY KLEIN LINE POND RECENTLY, YOU MIGHT HAVE SEEN THAT THEY PAINTED A NEW MURAL ALONG THIS RETAINING WALL NEAR THE POND. CLARK COUNTY PUBLIC WORKS HEADED THAT UP, AND THEY GOT A VARIETY OF VOLUNTEER ARTISTS, INCLUDING TWO PLEASANT VALLEY MIDDLE SCHOOL STUDENTS, ONE EVELYN WALSH, WHO WAS THE GRANDDAUGHTER OF A RETIRED TEACHER NAMED TERRY WALSH, AND ALSO BRIM AL CAVURA, AND THEY BOTH PARTICIPATED IN PAINTING FISH. YOU CAN SEE THEM IN THE UPPER LEFT CORNER; THEY'RE WORKING ON THEIR DESIGNS. COMMUNICATION SPECIALIST JENNA BUSH HILL WAS ALSO A PART OF THAT EFFORT AS WELL. GREAT TO SEE OUR STUDENTS AND STAFF BEAUTIFYING THE SOUTHWEST WASHINGTON COMMUNITY. THEN LASTLY, AS SHELLY AND JACKIE MENTIONED. WE HAD A GREAT GROUP THAT CAME TOGETHER FOR THE FCRC, CLOTHES CLOSET RIBBON CUTTING. WE HAD THE BLUE CREW, WHICH CONSISTS OF SEVERAL DIFFERENT VOLUNTEERS, BATTLE GROUND EDUCATION FOUNDATION. WE EVEN HAD THE MAYOR AND CITY MANAGER THERE AS WELL. JUST A REALLY NEAT EVENT, AND WE LOOK FORWARD TO OFFERING THAT OPPORTUNITY TO FAMILIES IN THE FUTURE. IF YOU GO TO THE NEXT SLIDE. AS MENTIONED, IT'S CLOSED, BUT IT ALSO SHOES, SCHOOL SUPPLIES, HYGIENE ITEMS, AND SOME BASIC CLEANING SUPPLIES AS WELL. GREAT RESOURCE. THANK YOU. >> THAT'S IT, FIRST SUPERINTENDENT AND STAFFING. THANK YOU. WE MOVE ON TO CITIZENS' COMMENTS. [7. Citizens' Comments] THIS IS A MEETING OF THE BATTLE GROUND PUBLIC SCHOOLS BOARD OF DIRECTORS, AND IT IS OPEN TO THE PUBLIC TO ATTEND, VIEW PRESENTATIONS, AND HEAR BOARD MEMBERS DISCUSS TOPICS DURING OPEN SESSIONS. THE BOARD WELCOMES COMMENTS FROM CITIZENS DURING CITIZENS' COMMENTS AND ASKS THAT THOSE WISHING TO ADDRESS THE BOARD SIGN IN ON THE SIGN-IN SHEET, WHICH YOU'VE ALREADY DONE. IT'S ALWAYS AT THE ENTRANCE. PLEASE FOLLOW THE PROCEDURES FOR CITIZENS' COMMENTS BY STATING YOUR NAME, LIMITING YOUR TIME TO THREE MINUTES, AND OUR STUDENT REPS WILL BE TIMING YOU AND SHOWING YOU YOUR TIME LEFT, AND REFRAINING FROM DISCUSSING CONFIDENTIAL MATTERS, INCLUDING USING STAFF OR PERSONNEL NAMES IN YOUR COMMENTS. [00:50:06] THE BOARD REQUIRES THAT ALL COMMENTS SPOKEN AT THE MEETING BE APPROPRIATE FOR A FAMILY AUDIENCE. COMMENTS INAPPROPRIATE FOR A FAMILY AUDIENCE CAN BE SUBMITTED IN WRITING. BOARD MEMBERS DO NOT NORMALLY RESPOND TO QUESTIONS OR PETITIONS DURING CITIZENS' COMMENTS. THEY WILL LISTEN AND GIVE DIRECTION TO THE ADMINISTRATIVE TEAM IF ACTION IS DEEMED NECESSARY. TONIGHT, FIRST WE HAVE COOKIE SINCLAIR. >> IF SOMEONE IS NO LONGER STAFF, CAN I SAY THE NAME OR JUST ADMIT THAT. [NOISE] >> I WOULD ADMIT THAT. >> I'M COKIE SINCLAIR. I TEACH IN THE BATTLE GROUND DISTRICT. THIS IS MY 10TH YEAR. MY COUSIN WORKED AT THIS DISTRICT FOR 11 YEARS. SHE HAD NO WRITE UPS. SHE COOKED BREAKFAST FOR HER CLASS. ON TEST DAYS. SHE SENT CARE PACKAGES WITH THEIR STUDENTS TO. SHE IS A TEACHER WHO CARES. SHE WAS FALSELY ACCUSED AND THEN THERE WAS AN INVESTIGATION WHILE SHE WAS PUT ON LEAVE. WHEN THE STUDENTS WERE QUESTIONED, THEY RECANTED THE LIE. HOWEVER, THE PARENTS HAD ALREADY JUMPED ON SOCIAL MEDIA AND PERPETUATED IT. SHE HAD BEEN CHARACTER ASSASSINATED THERE. THEY POSTED MY ELDERLY AUNT AND UNCLES WHO ARE 77 AND 80-YEARS-OLD ADDRESS ONLINE. THERE WERE SO MANY THREATS OF PHYSICAL VIOLENCE THAT SHE HAD TO GET A LEGAL PROTECTION ORDER. MY AUNT AND UNCLE HAD TO PUT CAMERAS UP AT THEIR RESIDENCE SO THAT THEY COULD BE SAFE IN THEIR OWN HOME. IT HAS AFFECTED HER PHYSICAL AND MENTAL HEALTH. SHE IS NOT ABLE TO KEEP FOOD DOWN AND SHE'S HAVING NO ABILITY TO SLEEP. IT ALSO HAS AFFECTED HER THREE CHILDREN. I KNOW FOR A FACT, MY NEPHEW IS THROWING UP STOMACH ACID, IT DOESN'T EVEN WANT HIS MOTHER TO KNOW. I'M WONDERING, SINCE THIS STUFF HAS BEEN PROVEN FALSE. WHAT MESSAGE ARE WE SENDING AS A DISTRICT? IF WE CONDONE PEOPLE WHO PERPETRATE FALSE THINGS, THREATEN PHYSICAL VIOLENCE, AND OBTAIN ILLEGAL VIDEOTAPES AND CYBERBULLY, IF SHE IS NOW FIRED, BECAUSE OF THEIR FALSE THINGS, WHAT MESSAGE ARE WE SENDING TO OUR STUDENTS AND STAFF? WE ARE NOT SAFE AS TEACHERS. IF SOMEONE TELLS A LIE ABOUT US AND GOES ONLINE AND CHARACTER ASSASSINATES US, THAT WE DO NOT HAVE SOMEONE THAT HAS OUR BACK? THAT IT IS OKAY TO LIE AND BULLY AND THREATEN VIOLENCE? I DON'T UNDERSTAND THAT. THAT IS NOT THE EXPERIENCE I'VE HAD, WORKING IN YAKAT. THESE ARE NOT THE PARENTS OF THE STUDENTS I TEACH AND I DO NOT THINK THAT THIS BEHAVIOR SHOULD BE ALLOWED OR CONDONED. THANK YOU. >> THANK YOU. MARY MENDOZA HENSEL. >> I DIDN'T REALIZE I HAVE THREE MINUTES. I CUT IT DOWN TO TWO. GOOD EVENING, SUPERINTENDENTS AND BOARD MEMBERS. MY NAME IS MARY MENDOZA HENSEL. I AM THE CURRENT PRESIDENT OF BATTLE GROUND EDUCATION ASSOCIATION. I AM HERE TONIGHT TO SPEAK ON BEHALF OF OUR EDUCATORS. THESE ARE OUR NEIGHBORS, OUR FRIENDS, AND THE PEOPLE WHO SHOW UP EVERY DAY FOR THE STUDENTS OF BATTLE GROUND. IN RECENT WEEKS, A FALSE STORY ABOUT ONE OF OUR TEACHERS HAS SPREAD LIKE WILDFIRE ONLINE. THAT LIE WAS SHARED AGAIN AND AGAIN UNTIL IT UNLEASHED A FLOOD OF VULGAR MESSAGES, THREATS AND HARASSMENT FROM PEOPLE ACROSS THE COUNTRY. HER PERSONAL INFORMATION WAS DOXED, MEANING IT WAS ILLEGALLY SPREAD IN WASHINGTON STATE AND THE THREATS BECAME SO SERIOUS THAT A LOCAL JUDGE ISSUED ORDER AGAINST WHAT ARE THE PARENTS INVOLVED. WHAT THE PUBLIC DOES NOT KNOW IS THIS, THE DISTRICT'S OWN INVESTIGATION FOUND THE ACCUSATION TO BE FALSE. THE STUDENT ADMITTED IT WASN'T TRUE. I HAVE SEEN THOSE NOTES MYSELF. YET THE DISTRICT AND BOARD HAVE STAYED SILENT AND THE SILENCE HAS CONSEQUENCES. IT ALLOWS A LIE TO GROW. IT TELLS OUR BATTLE GROUND EDUCATORS THAT PUBLIC OUTRAGE MATTERS MORE THAN TRUTH. [00:55:04] IT ALSO PUTS A TARGET ON EVERY ONE OF OUR EDUCATORS BACKS. OUR COLLECTIVE BARGAINING AGREEMENT RATIFIED BY THIS BOARD, GUARANTEES EDUCATORS PROTECTION FROM UNJUSTIFIABLE PERSONAL ATTACK, AND THE FREEDOM TO EXPRESS PERSONAL OPINIONS AND INTRODUCE RELEVANT, EVEN CONTROVERSIAL MATERIAL IN THE CLASSROOM. IT PROMISES THAT TEACHERS CAN ENGAGE STUDENTS IN HONEST, RELEVANT DISCUSSION, EVEN WHEN IT'S UNCOMFORTABLE WITHOUT FEAR OF RETALIATION. THESE RIGHTS ARE NOT OPTIONAL. THEY ARE CONTRACTUAL AND FUNDAMENTAL TO ACADEMIC FREEDOM. TONIGHT, I ASK YOU TO HONOR THAT COMMITMENT, REINSTATE THE FALSELY ACCUSED TEACHER, SPEAK THE TRUTH PUBLICLY, STAND BESIDE YOUR EDUCATORS, NOT WITH THOSE WHO THREATEN AND HARASS AND PROMISE TO NOT VOTE IN FAVOR OF THIS DISTRICT ANYWAY. ALL OF OUR EDUCATORS DESERVE FAIRNESS, RESPECT, AND DUE PROCESS. WE ARE NOT THE ENEMY. MY HUSBAND, BACK THERE, SAID NOT TO STAY THAT STATEMENT, BUT I THINK IT'S IMPORTANT THAT THE COMMUNITY AND THE BOARD KNOW THAT WE ARE NOT THE ENEMY. WE TEACH STUDENTS TO THINK CRITICALLY, TO SEEK TRUTH, AND TO STAND UP FOR WHAT'S RIGHT, NOT CAVING TO PEER PRESSURE, EVEN WHEN IT'S HARD. WE'RE ASKING YOU TO DO THE SAME. PRIOR TO THAT, WE WOULD ALSO LIKE TO SUGGEST THAT MR. RYLANDER STATEMENT SHOULD HAVE BEEN A PART OF THE COMMUNITY, NOT READ DURING DIRECTORS COMMENTS. THANK YOU. >> [INAUDIBLE] WE'RE TALKING ABOUT SOUNDING SOUND TO ME LIKE MS. MENDOZA BROUGHT TO US INFORMATION THAT I WAS NOT AWARE OF ABOUT VIOLENCE AND THE THREAT OF VIOLENCE AND RESTRAINTS? I'M NOT SURE THAT THIS IS THE DISCUSSION WE SHOULD BE PUTTING FORWARD HERE ON THE AIRWAYS, SO WELL INCITE MORE VIOLENCE OR WHAT. I'M NOT SURE WHAT'S GOING ON BUT I'M REAL UNCOMFORTABLE. >> THE TRUTH IS VERY UNCOMFORTABLE. >> EXACTLY. WHAT YOU'RE ASKING FOR IS DUE PROCESS AND THAT'S WHAT EVERYBODY'S ASKING FOR. LET ME JUST FINISH MY SENTENCE, I KNOW THAT WE OFFER PEOPLE TO SPEAK WHATEVER THEY LIKE TO SPEAK ABOUT FOR THREE MINUTES. BUT I WANTED TO PUT IT ON THE RECORD. I'M A LITTLE UNCOMFORTABLE BECAUSE WE'VE BEEN TOLD THAT WE'RE NOT FOLLOWING DUE PROCESS AND SO I'M NOT SURE WHAT EVERYBODY'S THINKING, BUT THIS IS ODD TO ME. >> I WAS JUST GOING TO SAY, I WOULD CAUTION US TO EVEN HAVE A COMMENT RIGHT NOW BECAUSE YOU HAVE TO REMEMBER, THIS MEETING IS A MEETING OF THE BOARD HELD IN PUBLIC, NOT A PUBLIC MEETING. IT WOULD BE INAPPROPRIATE FOR US TO HAVE A DIALOGUE WITH THE INDIVIDUALS COMING. >> I'M NOT SUGGESTING THAT, WE'VE ASKED PEOPLE NOT TO SAY THINGS THAT ARE INAPPROPRIATE FOR CHILDREN. >> ARE YOU SAYING THAT YOU DON'T WANT PEOPLE TO SPEAK ABOUT VIOLENCE WHEN THEY COME UP HERE? >> NO, I'M SAYING THAT THE SUGGESTION THAT WE'RE NOT DOING OUR JOB, WHICH IS WHAT I THOUGHT I HEARD, I'M NOT SURE WHAT'S GOING ON, BUT THERE'S SOME STUFF GETTING STIRRED UP. WHAT I'VE BEEN TOLD IS NOT WHAT I JUST HEARD. THIS IS A REALLY IMPORTANT THING. >> TERRY, CAN WE MOVE ON TO THE PERSON? WE NEED TO MOVE ON TO THE NEXT PERSON. >> [INAUDIBLE] >> YES, I WILL. I WAS GOING TO. I HAVE TO ASK YOU NOT TO APPLAUD JUST BECAUSE THAT CAN BE DIVISIVE AS WELL AND SO WE ASK IN OUR MEETINGS THAT YOU DON'T APPLAUD, AND I APPRECIATE YOU FOLLOWING THE PROTOCOLS THAT WE'VE LISTED. WENDY HAUSER HELLO. >> I'M WINDY HAUSER. I AM A TEACHER AT YAKUL PRIMARY. I'M ACTUALLY SPEAKING ON BEHALF OF JEN GORTON, WHO COULD NOT BE HERE DUE TO FAMILY OBLIGATIONS, AND SHE ASKED ME TO SPEAK ON BEHALF OF THE RECENT PUBLIC RECORDS REQUESTS AGAINST TEACHERS IN BATTLE GROUND. THIS WAS A LETTER SHE SENT TO HER PRINCIPAL. "HELLO, I TALKED WITH OTHERS THIS AFTERNOON AND BROUGHT UP A POINT ABOUT OUR APPEARANCES AND WE MIGHT HAVE BEEN TARGETED FROM OUR STAFF PICTURES ON THE BATTLE GROUND HIGH SCHOOL WEBSITE. IN LAST YEAR'S PICTURE, I OBVIOUSLY HAVE PINK HAIR, AND OTHERS HAD A MOHAWK OR A SERVICE DOG IN THEIR PICTURE. WHOEVER PUT IN THIS REQUEST MAY HAVE BEEN TARGETED BASED ON LOOKING LIBERAL OR JUDGING BY THE KEYWORDS THAT THE REQUEST IS SEARCHING FOR. I'M WONDERING WHAT THE DISTRICT'S STANCE IS ON PROTECTING THE REPUTATIONS AND LIVELIHOODS OF ITS EMPLOYEES WHEN ANYONE CAN SEEK MATERIALS TO HARM US BASED ON A TWO DIMENSIONAL ASSESSMENT. WEIRD HAIR, THE FACT WE HAVE A DOG IN A PICTURE, WITHOUT TEACHERS WITHOUT ANY CLAIMS OR COMPLAINTS AGAINST THEM. [01:00:02] YET NOW THERE'S A LAWYER WHO HAS OUR NAMES, LEGAL DOCUMENTS ASSOCIATED WITH OUR EMPLOYMENT, AND SOME STRANGER WHO WILL RECEIVE DATA TO WHO KNOWS WHAT OVER STEREOTYPES. THIS IS DISCRIMINATION. LOGIC WOULD SAY, TO TAKE THE PICTURES OFF THE WEBSITE, BUT THAT MISSES THE POINT. WE SHOULDN'T HAVE TO CHANGE. WE HAVEN'T DONE ANYTHING WRONG AND THAT MAY BE PROVED OUT THROUGH THIS PROCESS, BUT WE ARE IN THE BUSINESS OF EDUCATION. WHY ARE WE NOT DOING SOMETHING TO EDUCATE OUR COMMUNITY ABOUT JUDGING SOMEONE FOR THEIR DIFFERENCES? WHEN I STARTED IN THIS DISTRICT 25 YEARS AGO, THERE WERE CHILDREN CALLING OTHER CHILDREN THE SLR. IN 2025, THIS IS STILL HAPPENING ALONG WITH INCLUDING THE FSLR. IT ISN'T COMING FROM NOWHERE. WITH THE CURRENT POLITICAL RHETORIC, I SUDDENLY FEEL ANXIOUS AS I DRIVE TO BATTLE GROUND, WHO WILL STAND UP FOR US? WHAT ABOUT OTHER STAFF MEMBERS WHO ARE VICTIMS OF LOCAL SLANDER THROUGH GOSSIP AND SOCIAL MEDIA? THIS MAY SOUND HYPERBOLIC, BUT VIOLENCE AND OTHERING IS UNDENIABLY ON AN UPSWING. WE ARE GOOD AND KIND HUMANS THAT WENT TO SCHOOL FOR MANY YEARS AND SPENT MANY OTHERS IN CONTINUED EFFORT TO OFFER THE BEST EDUCATIONAL EXPERIENCE TO STUDENTS, OUR KIDS. WHO WILL TELL THEM OF OUR SERVICE AND DEDICATION AND THAT COMMON DECENCY IN GENERAL SHOULD BE REQUIRED FEATURE OF OUR RELATIONSHIP? HOW CAN WE DO THIS FOR OURSELVES WHEN WE ARE ALREADY SUSPECT OR IN LEAGUE WITH EACH OTHER? YET IF WE STAY QUIET, HOW DOES THIS GET BETTER? I DO WHAT I CAN EVERY DAY TO TEACH UNITY, COOPERATION, COMMUNICATION, AND EMPATHY. BUT TO WHAT END? MY REACH IS EXTREMELY LOCALIZED TO ROOMS AND HALLWAYS. WHERE IS OUR CHAMPION TO SPEAK TO THE ADULTS WHO SEEM TO NEED EDUCATING? WHERE IS THE SEL FOR THE 98604, 98675 AND 98601 ZIP CODES? MAYBE MORE STUDENTS WILL FEEL SAFE IN THEIR OWN SKIN WITH THEIR TEACHERS IF MANY BODIES STAND UP TO THE UNREASONABLE MASSES AND PUSH AGAINST THINGS ONTO A MORE HUMANE PATH." THANK YOU. >> THANK YOU, WENDY. LINDA FREEMAN. >> GOOD EVENING. I'VE BEEN A MEMBER OF BATTLE GROUNDS COMMUNITY SINCE 2009. AS A FORMER TEACHER IN CALIFORNIA FOR 26 YEARS, I'M HERE TO SPEAK IN SUPPORT OF A BATTLE GROUND HIGH SCHOOL TEACHER. MY TWO GRANDCHILDREN'S DAD WORKED 40 HOURS A WEEK, SO I BECAME THE POINT OF SCHOOL CONTACT. MY GRANDDAUGHTER PEYTON HAD THIS TEACHER FOR FOUR YEARS. PEYTON NEVER HAD A COMPLAINT OR CONCERN OVER THE TEACHERS' TEACHING SKILLS, CLASSROOM MANAGEMENT OR SUBJECT MATTER. SHE THOROUGHLY ENJOYED ALL THE TIME SHE SPENT IN THESE CLASSES. ROBERT, MY GRANDSON, REQUESTED THE SAME TEACHER FOR A HISTORY CLASS THAT WASN'T COVERED UNDER THE ROTC UMBRELLA. ROBERT STRUGGLED WITH ALL HIS WRITING ASSIGNMENTS AND HAD AN IEP. THE TEACHER KEPT ME INFORMED WHILE SUPPLYING ROBERT WITH A GRAPHIC ORGANIZER TO HELP HIM GET STARTED ON ASSIGNMENTS. OTHERWISE, HE'D JUST SIT THERE AND STARE INTO SPACE. IN ADDITION, SHE WOULD CHECK ON HIM OFTEN TO SEE IF HE WAS MOVING ALONG AND ALTHOUGH THE WRITING PORTION OF THIS CLASS WAS HORRIBLE FOR HIM, HE EXPRESSED ZERO CONCERNS ABOUT HIS TEACHER. I BECAME FRIENDS WITH THIS TEACHER THROUGH THE SCHOOL YEARS I SPENT WITH ROBERT AND PEYTON, OCCASIONALLY STOPPING BY AFTER SCHOOL TO VISIT OR MEETING FOR COFFEE. WE TALK ABOUT MY CHILDREN, HER OWN CHILDREN, HER TRIPS TO VISIT HISTORICAL SITES, AND TO LEARN MORE ABOUT THE HOLOCAUST. WHAT ALWAYS COMES THROUGH AND STILL DOES IS THIS TEACHER'S LOVE OF TEACHING, AND HER DESIRE TO HELP HER STUDENTS LEARN TO BE INDEPENDENT THINKERS. SHE WANTS HER STUDENTS TO SUCCEED AND DOES ALL SHE CAN TO EACH AND EVERY ONE OF THEM. I'VE ALWAYS BEEN IMPRESSED WITH HER DEDICATION TO DEVELOPING A STUDENT'S FULL POTENTIAL, AND I'M MOST GRATEFUL THAT ROBERT AND PEYTON HAD THE OPPORTUNITY TO BE STUDENTS IN CLASSES TAUGHT BY SUCH AN EXCEPTIONAL TEACHER. THANK YOU. >> THANK YOU. PEYTON FREEMAN. >> HELLO. MY NAME IS PEYTON FREEMAN. I WENT TO BATTLE GROUND HIGH FROM 2016-2020, DURING THE HEIGHT OF THE FIRST TRUMP PRESIDENCY. DURING THIS TIME, I SPENT ALL FOUR YEARS IN HIGH SCHOOL TEACHER CLASSROOM, IN TO WHICH I PERSONALLY REQUESTED LEARN HER TEACHING STYLE. FIRST, I WAS IN HER ENGLISH CLASS, THEN HER HISTORY CLASS, THEN AS A TA, AND THEN INSTRUCTIONAL TUTOR. EVERY YEAR, SHE DISCUSSED EVENTS AND HISTORY WITH DETAIL AND ALLOWED STUDENTS ROOM TO FURTHER EXPLORE THE TOPICS IF THEY WISH TO DO THERE ON THE TIME, WHICH I DID FREQUENTLY. SHE NEVER TALKED ABOUT CURRENT EVENTS AT THE TIME. SHE MADE A POINT TO NEVER DISCUSS THE VIEWS WITH STUDENTS. EVEN WITH DISTRACTING QUESTIONS MEANT TO OFF TRACKER, SHE NEVER WAVERED. [01:05:05] AS A HIGH SCHOOL TEACHER, SHE HAS ALWAYS BEEN VERY FIRM IN HOW SHE SPEAKS AND ACTS WHEN IT COMES TO ROUGH POLITICAL STANCE BY SIMPLY NOT SPEAKING OF SUCH. CAN YOU VERIFY THAT THESE REVIEWS ARE FROM STUDENTS AND PARENTS WHO HAVE HAD HER OR HAVE HAD THESE DISCUSSIONS WITH HER? IN A REGION WHERE FREEDOM OF SPEECH IS PREVALENT, HOW IS IT A TEACHER RECEIVING THREATS TO HER FAMILY AND LIFE BECAUSE OF SOMETHING SHE SAID SITUATION? THERE IS CONTRADICTIONS FOLLOWING EACH OTHER AROUND ABOUT WHAT WAS SAID, WHERE IT WAS SAID, AND WHO IT WAS SAID TO AND BY? THIS IS BLOWN OUT OF PROPORTION BECAUSE OF WHAT OTHERS ASSUME A TEACHER SAID BASED OFF OF ONE STUDENT'S ACCOUNT. THANK YOU. >> THANK YOU. RILEY DOTSON. DID I GET THAT RIGHT? >> YES. >> THANK YOU. >> WELL, I AM RILEY DOTSON. I AM A STUDENT AT BATTLE GROUND HIGH SCHOOL. MY GOSH. I HAVE A STUTTER, SO IT MIGHT TAKE ME A BIT TO SAY WHAT I'M GOING TO SAY. THIS TEACHER IS INTEGRAL TO OUR SCHOOL BECAUSE SHE IS FOR OUR NATIONAL HONOR SOCIETY. SHE TEACHES MULTIPLE AP CLASSES, AND SHE'S VERY PASSIONATE ABOUT HER TEACHING. I PERSONALLY THINK THAT SHE IS AN AMAZING TEACHER. I'VE HAD HER FOR TWO YEARS, AND SHE IS GREAT AT TEACHING IN ALL OF THE WAYS THAT KIDS NEED TO BE TAUGHT. IF THEY'RE HAVING A HARD TIME WITH SOMETHING, SHE WILL FIND A WAY TO HELP THEM AND SHE IS ABLE TO MAKE IT WORK. SHE BEING ONE OF THE HEADS OF NATIONAL HONOR SOCIETY IS A VERY TRUSTWORTHY PERSON, AND SHE IS JUST AN AMAZING PERSON. I FEEL LIKE I SPEAK FOR THE MAJORITY OF THE PEOPLE WHO HAVE HAD HER AT OUR SCHOOL, THAT SHE IS NOT TALKING ABOUT HER OWN POLITICAL VIEWS IN CLASS AND THAT SHE IS VERY IMPORTANT TO OUR SCHOOL IN THE AP SYSTEM BECAUSE OF HOW SHE TEACHES THE CURRICULUM AND MAKES IT ACCESSIBLE FOR ALL KIDS. SHE IS VERY IMPORTANT TO THE CULTURE AND THE ENVIRONMENT OF OUR SCHOOL IN THE FACT THAT SHE ALLOWS YOU TO BE YOUR AUTHENTIC SELF IN CLASS. LIKE IF YOU HAVE A CERTAIN CULTURE OR BACKGROUND THAT IS NOT SOMETHING THAT SOMEONE ELSE AGREES WITH IN CLASS, SHE WILL MAKE SURE TO SHUT THAT DOWN IMMEDIATELY BECAUSE SHE DOES NOT TOLERATE ANY BULLYING OR ANYTHING IN HER CLASSROOM. THANK YOU. >> THANK YOU. CHRIS GROLL? >> GOOD EVENING, BOARD. MY NAME IS CHRIS. THANKS FOR HAVING ME. WELL, I'M ACTUALLY HERE TO TALK ABOUT SOMETHING DIFFERENT. I'M HERE TO TALK ABOUT TONIGHT'S PROPOSED REVISIONS FOR POLICIES 3210 AND 4260. THEY MAY LOOK LIKE TECHNICAL UPDATES, BUT THEIR IMPLICATIONS REACH FAR DEEPER. BY DELETING THE SINGLE SENTENCE THAT PROMISES EQUAL ACCESS TO THE BOY SCOUTS AND OTHER DESIGNATED YOUTH GROUPS, THE DISTRICT COULD REMOVE ONE OF THE ONLY SAFEGUARDS THAT REMINDS PRINCIPALS TO TREAT LAWFUL COMMUNITY ORGANIZATIONS, RELIGIOUS OR SECULAR, EQUALLY. WITHOUT IT, ACCESS BECOMES DISCRETIONARY; THE ADMINISTRATORS CAN NOW DECIDE WHICH GROUPS ARE WELCOMED, WHICH ARE TOO RISKY, AND THAT IS A QUIET ROAD TO UNEQUAL TREATMENT. FEDERAL LAW IS CLEAR, IN GOOD NEWS CLUB VERSUS MILFORD CENTRAL SCHOOL, THE SUPREME COURT RULED THAT SCHOOLS MAY NOT EXCLUDE GROUPS SIMPLY BECAUSE ITS MESSAGE IS RELIGIOUS. THE EQUAL ACCESS ACT GUARANTEES THE SAME RIGHT TO STUDENT GROUPS. THE NINTH CIRCUIT'S FELLOWSHIP OF CHRISTIAN ATHLETES, FIRST SAN JOSE UNIFIED DECISION, REAFFIRM THAT PRINCIPLES. DISTRICTS CANNOT ENFORCE NON-DISCRIMINATION SELECTIVELY TO SILENCE FAITH-BASED ORGANIZATIONS WHILE GRANTING EXCEPTIONS TO OTHERS. WHEN WE ERASE EQUAL ACCESS LANGUAGE, WE INVITE THAT MISTAKE TO HAPPEN HERE. THESE AMENDMENTS ALSO BROADEN PROTECTED CATEGORIES AND EXPAND ADMINISTRATIVE AUTHORITY. [01:10:01] WHAT WAS ONCE A SHIELD FOR FAIRNESS NOW BECOMES A TOOL FOR CONTROL. VAGUE TERMS, IDENTITY-BASED ENFORCEMENT GIVE PRINCIPALS POWER TO IMPROVE OR DENY PARTNERSHIPS BASED ON PERCEPTION RATHER THAN LAW. IN PRACTICE, THIS MEANS FEWER MENTORS, FEWER VOLUNTEERS, AND FEWER COMMUNITY VOICES REACHING OUT TO STUDENTS. DI FRAMEWORKS OFTEN DIVIDE STUDENTS INTO LABELS AND CATEGORIES, WHICH FRACTURES RATHER THAN UNITES. TRUE EQUITY MEANS EQUAL OPPORTUNITY INSTEAD OF ENGINEERED OUTCOMES. EVERY STUDENT DESERVES TO BE TREATED AS AN INDIVIDUAL WITH DIGNITY, NOT A CHECKBOX IN A POLITICAL PROGRAM. DIVINE, LABEL AND SORT, THAT ISN'T EDUCATION, IT'S POLITICS. SCHOOLS SHOULD PURSUE FAIRNESS AND EXCELLENCE, NOT SOCIAL ENGINEERING. LET US PRESERVE NEUTRALITY AND NOT REPLACE IT WITH IDEOLOGY. KEEP EQUAL ACCESS LANGUAGE AND POLICY, PROTECT THE PRINCIPLE OF VIEWPOINT NEUTRALITY, AND KEEP OUR DOORS OPEN TO EVERY CARING HAND THAT SERVES OUR STUDENTS. ON THESE ISSUES, I URGE THE BOARD TO EITHER DENY THOSE OR TABLE IT FOR FURTHER DISCUSSION. I THINK THERE'S MORE HERE. I APPRECIATE YOUR TIME. THANK YOU. >> THANK YOU. >> MICHELLE, CAN YOU HELP ME WITH YOUR LAST NAME? >> YENDEROSOS. >> GOOD EVENING, BOARD DIRECTORS. MY NAME IS MICHELLE. >> MICHELLE, SAY YOUR LAST NAME? >> YENDEROSOS. SORRY. Y'ALL BE COMING UP. MY NAME IS MICHELLE. MY FAMILY HAS LIVED IN BATTLE GROUND FOR ALMOST 18 YEARS NOW. MY KIDS HAVE BEEN ATTENDING BATTLE GROUND SCHOOLS CONTINUOUSLY FOR 13 OF THOSE YEARS. I CURRENTLY HAVE TWO STUDENTS AT BATTLE GROUND HIGH SCHOOL. ONE OF THOSE CHILDREN WAS FORTUNATE TO TAKE, I'M JUST GOING TO SAY, A'S WORLD HISTORY AP CLASS HIS SOPHOMORE YEAR. HE FOUND HER TO BE A HIGHLY ENGAGING TEACHER WHO ADEPTLY DREW PARALLELS BETWEEN HISTORICAL EVENTS AND MODERN TIMES. UNDER THIS TEACHER, MY CHILD'S WRITING BLOSSOMED, AND HE DISCOVERED A NEWFOUND LOVE OF ANCIENT HISTORY. HE ENDED UP SCORING A FIVE ON HIS AP EXAM, AND WE DIRECTLY CREDIT AMANDA'S SKILLFUL, COMPETENT TEACHING FOR HIS SUCCESS. WE ACTUALLY HAD NUMEROUS FAMILY DISCUSSIONS BASED ON TOPICS HE WAS DISCUSSING IN HER CLASS THAT CAME HOME AND INSPIRED US TO LEARN MORE AS A FAMILY TOGETHER. MY STUDENT ACTUALLY ENDED UP HE'S A TA FOR THIS TEACHER, THEY'VE RETAINED A VERY SWEET STUDENT MENTOR RELATIONSHIP. SHE HAS JUST BEEN WONDERFUL. IMAGINE OUR DISMAY WHEN MY SON CAME HOME ALMOST A MONTH AGO AND INFORMED US THAT SHE HAD BEEN PUT ON LEAVE FOR ALLEGED COMMENTS ABOUT THE DEATH OF CHARLIE KIRK. I'VE BEEN INFORMED THAT NO INFORMATION CAN BE SHARED PUBLICLY. I'VE TURNED TO THE COMMUNITY. I HAVE A LOT OF FRIENDS OUT THERE, AND I DIDN'T TAKE LONG TO FIGURE OUT THAT THE ALLEGATIONS AGAINST THIS TEACHER ARE STEMMING FROM THE MASTER'S BIBLE CHURCH IN VANCOUVER, LED BY A PASTOR WHO LIVES HERE IN BATTLE GROUND. THEIR FACEBOOK PAGE, AS OTHERS HAVE MENTIONED, IS WIDE OPEN TO PUBLIC VIEWING AND INCLUDES TWO LENGTHY TIRADES AGAINST THIS TEACHER, FILLED WITH THE USUAL FAR-RIGHT CHRISTIAN NATIONALIST VITRIOL, INCLUDING A LOT OF VIOLENCE. THEY HAVE CLEARLY WANTED AMANDA FIRED FOR SOME TIME, AND IT SEEMS THAT INSTEAD OF CONDUCTING A FULL, THOROUGH INVESTIGATION, OUR DISTRICT JUST SEEMS TO BE ACQUIESCING TO THESE DEMANDS WITHOUT FOLLOWING ANY DUE PROCESS. THINGS I HAVE LEARNED SINCE. THIS TEACHER ONLY DISCUSSED CHARLIE KIRK AFTER BEING DIRECTLY ASKED ABOUT THE EVENT BY HER STUDENTS. THIS ONLY OCCURRED IN THE TIME BEFORE AND AFTER CLASS, NOT DURING ACTIVE CLASS LEARNING TIME. THE TEACHER SHARED FACTS ABOUT CHARLIE KIRK'S ACTIVISM THAT CLEARLY DID NOT ALIGN WITH VIEWPOINTS THESE STUDENTS AND THEIR FAMILIES HELD AT HOME. UNFORTUNATELY, JUST BECAUSE SOMEONE DOESN'T LIKE FACTS. THAT DOES NOT MEAN THAT AN EDUCATOR SHOULD BE FORCED TO EXCLUDE THEM FROM CLASSROOM DISCUSSIONS. I KEEP THINKING, CENSORSHIP. WE ARE IN BIG TROUBLE AS A COMMUNITY WHEN TEACHERS SHARING FACTS ARE FINDING THEMSELVES SUSPENDED FROM THEIR DUTIES, THREATENED WITH VIOLENCE BY COMMUNITY MEMBERS. I'M INCREDIBLY DISAPPOINTED WITH THE WAY THE DISTRICT HAS HANDLED THIS SITUATION. FURTHERMORE, I'M REALLY DISTURBED AT THE WIDER RAMIFICATIONS THIS HAS FOR ALL OF THESE WONDERFUL EDUCATORS WHO HAVE TAKEN IT UPON THEMSELVES TO MAKE THIS THEIR LIFE'S DUTY, EDUCATING THESE KIDS. I FULLY SUPPORT THIS TEACHER. I HOPE THE DISTRICT IS ABLE TO CORRECT THEIR COURSE AND REINSTATE HER. CLEARLY, OUR STUDENTS NEED HER. THANK YOU. >> THANK YOU. GRETCHEN, EXCUSE ME. PLEASE, NO APPLAUSE. THANK YOU. GRETCHEN VARPORTON. >> GOOD EVENING, BOARD. I WOULD LIKE TO ADDRESS AS A BATTLE GROUND SCHOOL DISTRICT CONSIDERING A RACE-BASED DISCIPLINE POLICY. I JUST WANT TO BRING US BACK TO ONE OF THE FOUNDING DOCUMENTS IN OUR COUNTRY THAT I THINK CAN PUT CLARITY ON MAYBE A LOT OF THINGS. THEY WERE SO BRILLIANT. THIS IS PART OF THE DECLARATION OF INDEPENDENCE. IT WAS AN ACTION OF THE SECOND CONTINENTAL CONGRESS, JULY 4TH, 1776. [01:15:03] I JUST WANT TO BRING OUT TWO SENTENCES THAT WE SHOULD CONSIDER, EVEN WITH ALL THAT'S BEEN DISCUSSED TONIGHT. WE HOLD THESE TRUTHS TO BE SELF-EVIDENT THAT ALL MEN ARE CREATED EQUAL, THAT THEY ARE ENDOWED BY THEIR CREATOR WITH CERTAIN UNALIENABLE RIGHTS THAT AMONG THESE ARE LIFE, LIBERTY, AND THE PURSUIT OF HAPPINESS. BEING THAT I'M TALKING ESPECIALLY ABOUT THIS, YOU CONSIDERING A RACE-BASED DISCIPLINE POLICY. I WANT TO BRING YOUR ATTENTION BACK TO THE GROUNDING OF OUR FATHERS THAT HAS STOOD IN OUR COUNTRY FOR ALMOST 250 YEARS. WE'LL BE CELEBRATING THE 250TH PRETTY SOON. WE NEED TO JUST STAND ON SOLID GROUND. EVERYONE HERE, ACCORDING TO THE LAW OF OUR LAND, IS CREATED EQUAL. I THINK THAT WE HAVE TO BE VERY CAREFUL ABOUT RENAMING THINGS OR JUST TWISTING THEM A LITTLE BIT; EQUALITY IS WRITTEN RIGHT HERE IN THE FOUNDERS' DOCUMENTS FOR A REASON. EQUALITY IS VERY IMPORTANT. WHEN YOU CONSIDER THAT DISCIPLINARY ACTION TO CONSIDER BEING CULTURALLY "MORE SUITABLE" OR THOSE THINGS, YOU ARE TREADING ON DANGEROUS GROUND. CONSIDER THIS AND THINK ABOUT OUR FOUNDERS PUT IN HERE FOR A REASON. JUST CONSIDER THIS VERY CAREFULLY AND BE CAUTIOUS. I WOULD VERY MUCH BE AGAINST THIS. WE NEED TO STICK WITH EQUALITY AND NOT CHANGE ACCORDING TO CULTURAL DEMANDS. THANK YOU. >> THANK YOU. JESSICA COLE. >> HELLO, SCHOOL BOARD. MY NAME IS JESSICA COLE. I'M A COMMUNITY MEMBER WHO VALUES HONESTY, COMPASSION, AND EDUCATION GROUNDED IN REALITY, NOT FEAR. LAST YEAR, THERE WERE EXAGGERATED CLAIMS ABOUT PORNOGRAPHY IN OUR SCHOOL LIBRARIES. SOME INDIVIDUALS READ ISOLATED PASSAGES OUT OF CONTEXT, MISLEADING PEOPLE AND OUTRAGE INSTEAD OF HONEST DISCUSSION. I WORRY SOME MEMBERS OF THIS BOARD HAVE BEEN INFLUENCED BY THOSE DISTORTIONS. ONE OF THE TITLES AND QUESTIONS WAS SOLD BY PATRICIA MCCORMICK. I'VE READ IT COVER TO COVER. IT IS NOT PORNOGRAPHY. IT IS A POWERFUL NOVEL ABOUT A 13-YEAR-OLD GIRL FROM NEPAL WHO IS BETRAYED BY HER STEPFATHER AND SOLD INTO SEXUAL SLAVERY IN INDIA. TOLD IN FIRST PERSON, ITS DESCRIPTIONS OF ABUSE ARE INTENTIONALLY RESTRAINED. FILTER THROUGH A CHILD'S CONFUSION, FEAR, AND PAIN, NEVER GRAPHIC OR SENSATIONAL. IT REFLECTS HOW MANY CHILDREN WHO EXPERIENCE ABUSE LACK THE LANGUAGE TO DESCRIBE IT. BASED ON INTERVIEWS WITH REAL SURVIVORS, SOLD HELPS READERS, ESPECIALLY TEENS, BUILD UNDERSTANDING AND PERSPECTIVE. IT CAN ALSO HELP KIDS WHO'VE EXPERIENCED ABUSE SEE THAT THEIR STORY MATTERS AND HEALING IS POSSIBLE. WHEN WE LABEL STORIES LIKE SOLD AS INAPPROPRIATE, WE ERASE THESE REALITIES OF KIDS WHO LIVE THOSE STORIES. SHIELDING STUDENTS FROM DIFFICULT TRUTHS DOESN'T PROTECT THEM. IT ISOLATES THEM AND LEAVES THEM LESS PREPARED FOR THE WORLD. AFTER READING SOLD, I TOOK A FREE ONLINE TRAINING FROM SHARED HOPE INTERNATIONAL, CALLED EXPLOITED: UNDERSTANDING DOMESTIC MINOR SEX TRAFFICKING. I FIRST LEARNED ABOUT SHARED HOPE THROUGH A LOCAL CHURCH, AND I HAVE SEEN THEM AT COMMUNITY EVENTS. THEIR WORK FOCUSES ON PREVENTION, ADVOCACY, AND SURVIVOR SUPPORT, AND THE TRAINING IS OPEN TO ANYONE WHO WANTS TO UNDERSTAND HOW TRAFFICKING REALLY WORKS. THESE ACCUSATIONS OF PORNOGRAPHY ARE ROOTED IN FEAR AND MISINFORMATION, NOT IN PROTECTING CHILDREN. WHEN THAT FEAR SILENCES CONVERSATIONS ABOUT ABUSE AND EXPLOITATION, IT CAUSES REAL HARM. I URGE THE BOARD TO TRUST OUR TRAINED EDUCATORS AND STAFF WHO CAREFULLY CHOOSE AGE-APPROPRIATE MATERIALS WITH PURPOSE AND CARE. SOLD IS NOT INAPPROPRIATE. IT'S TRANSFORMATIVE, SHOWING STUDENT READERS THE DIFFERENCE BETWEEN EXPLOITATION AND EMPOWERMENT. PLEASE DON'T LET FEAR-MONGERING, MISINFORMATION, AND POLITICAL PRESSURE DICTATE WHAT OUR STUDENTS ARE ALLOWED TO LEARN. THANK YOU. I'M SHARING YOU THE LINK WITH THE TRAINING I TOOK, [01:20:05] BUT THEY HAVE OTHER TRAINING AND A LOT OF INFORMATION ON THEIR WEBSITE. >> THANK YOU, JESSICA. JENNIFER [INAUDIBLE] >> GOOD EVENING, MEMBERS OF THE BOARD. TONIGHT, I WANT TO SPEAK TO YOU ABOUT THE PROPOSED POLICY CHANGES TO 3241 STUDENT DISCIPLINE. IN 2022, THE CLOVER PARK SCHOOL DISTRICT PASSED THE SAME PROPOSED CHANGES WITH A 3-2 VOTE AND CONTROVERSY. AT THE TIME, JASON RANCE, A WELL-KNOWN SEATTLE RADIO HOST, WROTE AN ARTICLE, AND IN IT, HE STATED, STUDENT DISCIPLINE WOULD NOT BE CONSISTENT BASED ON CONDUCT. INSTEAD, A SCHOOL CONSIDERS A STUDENT'S RACE AND BACKGROUND. IT WOULD LIKELY OFFER HARSHER PUNISHMENTS TO WHITE STUDENTS, EVEN IF THE CONDUCT IS IDENTICAL TO THAT OF A BLACK OR HISPANIC STUDENT. IN THE PROPOSED CHANGES, UNDER THE PURPOSE OF THE NEW POLICY IT STATES IMPLEMENTING CULTURALLY RESPONSIVE, DISCRETIONARY, AND NON-DISCRETIONARY DISCIPLINE POLICIES AND PROCEDURES. WHAT DOES THIS MEAN? CAN THE BOARD DEFINE CULTURALLY RESPONSIVE DISCIPLINE? DO YOU KNOW WHAT THIS MEANS? IT ALSO STATES ENSURING FAIRNESS AND EQUITY. THE CONSTITUTION STATES, NO STATE SHALL MAKE OR ENFORCE ANY LAW WHICH SHALL ABRIDGE THE PRIVILEGES OR IMMUNITIES OF CITIZENS OF THE UNITED STATES, NOR SHALL ANY STATE DEPRIVE ANY PERSON OF LIFE, LIBERTY, OR PROPERTY WITHOUT DUE PROCESS OF LAW, NOR DENY ANY PERSON WITHIN ITS JURISDICTION THE EQUAL PROTECTION OF THE LAWS. THE BOARD INTENDS THAT THIS POLICY AND PROCEDURE BE IMPLEMENTED IN A MANNER THAT SUPPORTS A POSITIVE SCHOOL CLIMATE, MAXIMIZES INSTRUCTIONAL TIME, AND INCREASES EQUITABLE EDUCATIONAL OPPORTUNITIES. EQUAL PROTECTION IS NOT THE SAME AS EQUITABLE PROTECTION. DO YOU BELIEVE THAT THIS POLICY DOES THIS? AN ARTICLE FROM THE HERITAGE INSTITUTE TITLED MISUSING DISPARATE IMPACT TO DISCRIMINATE AGAINST STUDENTS IN SCHOOL DISCIPLINE STATES, APPLYING A DISPARATE IMPACT STANDARD TO SCHOOL DISCIPLINARY POLICIES IS BOTH UNLAWFUL AND UNWISE. IT MAKES NO SENSE TO CLAIM THAT A NEUTRAL POLICY APPLIED EQUALLY TO ALL STUDENTS REGARDLESS OF RACE, THAT IS INTENDED TO CREATE AND MAINTAIN A SAFE, ENRICHING LEARNING ENVIRONMENT, IS DISCRIMINATORY IF IT DOES NOT MEET CERTAIN RACIAL QUOTAS. I AM SUGGESTING THAT THE BOARD TAKE SOME TIME TO REVIEW THIS POLICY AND CONSIDER SOME IMPORTANT AMENDMENTS. THANK YOU. >> THANK YOU. MCKENZIE HARRIS. >> GOOD EVENING, BOARD, SUPERINTENDENT WHITTEN AND COMMUNITY MEMBERS. MY NAME IS MCKENZIE HARRIS, I'M A PROUD KINDERGARTEN TEACHER IN THIS DISTRICT AND RESIDENT OF THIS COMMUNITY. I COME BEFORE YOU TONIGHT BECAUSE I LOVE MY JOB. I CARE DEEPLY ABOUT THE STUDENTS AND FAMILIES THAT WE SERVE, AND I BELIEVE IN THE MISSION OF PUBLIC EDUCATION. THAT MISSION CANNOT BE FULFILLED IF WE ALLOW FEAR, MISINFORMATION, OR POLITICAL POLARIZATION TO DICTATE HOW WE TREAT OUR EDUCATORS. RECENTLY, A COLLEAGUE OF MINE WAS FIRED AFTER BEING ACCUSED BASED ON FALSEHOODS OF MAKING INAPPROPRIATE COMMENTS REGARDING THE DEATH OF CHARLIE KIRK. THE DISTRICT CONDUCTED AN INVESTIGATION AND IT FOUND THESE CLAIMS WERE UNTRUE, AND YET SHE WAS STILL TERMINATED. THIS SENDS A CHILLING MESSAGE TO EVERY TEACHER IN THIS DISTRICT THAT EVEN WHEN YOU'RE CLEARED OF WRONGDOING, YOUR JOB IS STILL NOT SAFE IF THE POLITICAL CLIMATE OR COMMUNITY PRESSURE DEMANDS A SCAPEGOAT. WE ARE EDUCATORS, WE TEACH CHILDREN TO THINK CRITICALLY, TO ASK QUESTIONS, TO WAIT FOR FACTS BEFORE FORMING JUDGMENTS. SHOULDN'T WE EXPECT THE SAME FROM THE LEADERSHIP OF OUR SCHOOLS? IF EDUCATORS ARE SILENCED, DISCARDED, OR PUNISHED BASED ON PUBLIC PERCEPTION, RATHER THAN TRUTH, WE ALL LOSE. OUR SCHOOLS BECOME LESS STABLE, OUR STAFF BECOME FEARFUL, [01:25:02] AND OUR STUDENTS LEARN THAT FAIRNESS IS OPTIONAL AND THAT FEAR WINS. I URGE THIS BOARD TO CONSIDER THE PRECEDENT THAT SETS, NOT JUST FOR THIS ONE TEACHER, BUT FOR ALL OF US. PLEASE SUPPORT YOUR EDUCATORS, PROTECT DUE PROCESS, AND RESIST THE PULL OF POLARIZATION. OUR STUDENTS ARE WATCHING US. >> THANK YOU. EUNICE INGERMANSON. >> GOOD EVENING, BOARD. MY NAME IS EUNICE INGERMANSON, AND I'M A RESIDENT IN THIS DISTRICT. MY COMMENT TONIGHT IS ABOUT THE PROPOSED REVISIONS TO POLICIES 3241 AND 3210. WHEN I WAS A STUDENT IN MY COUNTRY OF ORIGIN, NOBODY TALKED ABOUT FUNDAMENTAL RIGHTS OF STUDENTS. A VAST PROPORTION OF THEIR K THROUGH 12 STUDENTS, IF I RECALL CORRECTLY, LIVED IN FEAR OF GETTING BEAT UP BY VIOLENT TEACHERS AT SCHOOL, PROBABLY, BECAUSE THOSE TEACHERS WERE INSECURE INDIVIDUALS OR HAD TRAUMATIC EXPERIENCES THEY HADN'T HEALED FROM. THEN SOME YEARS AFTER MY IMMIGRATION TO THE US, I BEGAN MY PARENTING JOURNEY IN THE ERA OF DR. DOBSON, WHO TAUGHT PARENTS TO SPANK THEIR CHILDREN IF THEY TRULY LOVED THEM. NEEDLESS TO SAY, I NEEDED A LOT OF HEALING, UNLEARNING, AND LEARNING IN THE COURSE OF BECOMING AN ADULT AND MATURING AS A PARENT. I'M THANKFUL THAT THE PROPOSED POLICY REVISIONS ON STUDENT DISCIPLINE AND UNDISCRIMINATION PROTECT EQUAL RIGHTS UNDER THE LAW, REGARDLESS OF SEXUAL ORIENTATION, GENDER EXPRESSION, GENDER IDENTITY, TRANSGENDER, HOMELESSNESS, IMMIGRATION OR CITIZENSHIP STATUS, DISABILITY, AND NEURO DIVERGENCE. I'M SUPER GRATEFUL THAT YOU WILL BE INFORMING ALL STUDENTS AND PARENTS OF THIS TOO. THIS IS VERY IMPORTANT AS A DISTRICT IS IN THE BUSINESS OF EDUCATING EACH AND EVERY STUDENT. IN MY IDEAL BATTLE GROUND, I WOULD LIKE TO SEE THIS REFLECTED MORE CLEARLY AND OVERTLY, IN THE CURRICULUM ADOPTION, INSTRUCTION AND EVERYDAY ACTIVITY AT SCHOOL. I WOULD LOVE TO SEE STUDENTS OF VARIOUS IDENTITIES MENTIONED ABOVE TO NOT ONLY BE FREE TO EXIST AS THEMSELVES, BUT ALSO TALK ABOUT AND PROCESS THESE THINGS WHILE AT SCHOOL WITH COMMUNITY SUPPORT, AND SEE THEMSELVES REFLECTED IN CLASSROOM INSTRUCTION AS WELL. DOING THIS WILL NOT INDOCTRINATE ANYONE TO BECOME SOMEBODY ELSE. IT WILL HELP ALL OUR STUDENTS TO BE SAFE AND THRIVE AND BECOME THEIR BEST AUTHENTIC SELVES AND GOOD NEIGHBORS. THANK YOU. >> THANK YOU. MOVING ON TO THE CONSENT AGENDA. [8. Consent Agenda (Board Vote w/Student Voice)] ON THE CONSENT AGENDA THIS EVENING, WE HAVE APPROVAL OF THE CONSENT AGENDA, APPROVAL OF THE MINUTES FOR SEPTEMBER 22 TO REGULAR BOARD MEETING, APPROVAL OF THE MINUTES FOR SEPTEMBER 22 EXECUTIVE SESSION, PERSONNEL REPORTS, COMPLETED PROJECTS REQUEST FOR APPROVAL, APPROVAL OF THE CARL PERKINS GRANT FOR CTE PROGRAMS, AND THE SECOND READING AND ADOPTION OF THE CTE NATURAL RESOURCES SYSTEMS BOOK, WHICH WE REVIEWED LAST TIME. ARE THERE QUESTIONS OR CLARIFICATION ABOUT THE CONSENT AGENDA OR ANYTHING WE NEED TO PULL OFF THERE? IF NOT [OVERLAPPING] >> I MOVE THAT WE ACCEPT THE CONSENT AGENDA AS PRESENTED. >> MOTION ON THE TABLE IS TO APPROVE THE CONSENT AGENDA AS PRESENTED. STUDENT REPS. >> PRO. >> PRO. >> BOARD MEMBERS, ALL THOSE IN FAVOR SAY AYE. >> AYE. >> ANY OPPOSED? MOTION PASSES 4-0. >> THERE'S NO STUDENT TRAVEL. >> THERE'S NO STUDENT TRAVEL, [LAUGHTER] YES TO LOOK AT. ACTUALLY, I WANT TO BACK UP JUST A MINUTE BECAUSE, AND I SHOULD HAVE DONE THIS RIGHT AFTER CITIZENS' COMMENTS, BUT BECAUSE OF ALL OF THE COMMENTS THAT WE'VE HAD, I THINK IT'S FAIR TO ASK YOU IN OPEN MEETING, SUPERINTENDENT WHITTEN, IS THERE ANY STATEMENT THAT THE DISTRICT CAN MAKE AT THIS TIME? >> THAT'S NICE. THANK YOU. >> I THINK THE ONLY STATEMENT THAT WE CAN SAY OUT LOUD IS THAT THERE IS A LOT OF MISS OR INCOMPLETE INFORMATION THAT'S CIRCULATING, [01:30:03] BUT BECAUSE IT'S ONGOING AND BECAUSE IT'S A LEGAL MATTER REGARDING A PERSONNEL, WE REALLY CAN'T SPEAK TO IT. WE NEED TO WAIT FOR THE PROCESS TO PLAY FULLY OUT BEFORE WE CAN SAY ANYTHING. WE JUST HAVE TO WAIT AND UNFORTUNATELY, SOMETIMES LISTEN ATTENTIVELY AND NOT SAY ANYTHING. IT'S UNFORTUNATE, BUT THAT'S THE PROCESS THAT WE'RE REQUIRED TO FOLLOW. >> WELL, AND JUST SO THE PUBLIC IS AWARE, WE ARE FOLLOWING THE CONSTITUTION. WE ARE BEING TRUE TO OUR CONTRACT WITH THE TEACHERS. THAT IS THE LEGAL PROCESS THAT WE'RE TALKING ABOUT ARE THOSE ITEMS AND LABOR LAW, AM I RIGHT? >> YES. >> MY APOLOGIES IF I OVERREACTED. IT WAS PRETTY HARD STUFF. >> IT'S HARD. I UNDERSTAND. >> THANK YOU, TERRY. [10. New Business (Board Vote w/Student Voice)] >> MOVING ON TO NEW BUSINESS, WE ARE GOING TO HAVE AN OPPORTUNITY TO DISCUSS POLICY 3241, AND TAMER SHEETS IS GOING TO HELP US GET STARTED WITH THAT. >> GOOD EVENING. >> THANK YOU. GOOD EVENING. I HOPE YOU DON'T MIND. I BROUGHT MY WATER THIS TIME. [LAUGHTER] >> I'LL TRY NOT TO RELATE. [LAUGHTER] >> I AM HERE ASKING FOR APPROVAL OF THE REVISION OF POLICY 3241, STUDENT DISCIPLINE. I WANTED TO GIVE A LITTLE HISTORY. THIS POLICY WAS IN FRONT OF YOU JUST OVER A YEAR AGO IN JUNE OF 2024. TOM ADAMS CAME, I BELIEVE IT WAS THE SECOND MEETING IN JUNE TO TALK WITH YOU ABOUT UPDATES THAT HAD BEEN MADE. THERE WAS SOME EMERGENCY RULE-MAKING FROM OSPI REGARDING DISCIPLINE RULES. THE REASON THAT THEY HAD PUT THOSE EMERGENCY RULES FORWARD IS THEY HAD RECEIVED A LOT OF QUESTIONS, SEEKING CLARIFICATION, THAT SOME OF THE LANGUAGE WAS FUZZY, THAT THERE WAS A LOT THAT WAS LEFT OPEN TO INTERPRETATION. THEY WERE TRYING TO STREAMLINE IT AND MAKE IT MORE CONCISE AND LESS SUBJECTIVE, MORE OBJECTIVE. >> CAN I JUST ASK A QUESTION RIGHT THERE BECAUSE I KNOW THE QUESTION THAT WOULD BE IN MY MIND IS, HOW DID OSPI GET INVOLVED IN THIS? WHY DO THEY GET TO MAKE THE RULES? CAN YOU JUST BACK UP A LITTLE BIT AND EXPLAIN WHY OSPI MAKES THE RULES? WHEN WE'RE ALWAYS TALKING ABOUT THE LEGISLATURE AND THE LAW. HOW DID OSPI GET IN THERE TO MAKE RULES FOR US? >> I WILL ALSO LEAVE ROOM FOR OUR SUPERINTENDENTS TO RESPOND TO THIS QUESTION, BUT I'M GOING TO GIVE YOU A GENERAL OVERVIEW. OSPI IS THE STATE OFFICE THAT INTERPRETS THE RULES THAT ARE PUT IN PLACE BY THE LEGISLATURE. THEY TAKE WHAT IS WRITTEN INTO THE LAW THROUGH THE LEGISLATURE, THROUGH OUR RCWS, AND THEY TRANSLATE THEM INTO ACTIONABLE STEPS FOR OUR SCHOOL DISTRICT. THOSE ARE THEIR WORKS. >> THEN THEY TURNED THEM OVER TO WAZDA. WE TALKED ABOUT THIS A FEW MEETINGS AGO, WAZDA WRITES A POLICY RATHER THAN SENDING ALL 295 DISTRICTS AWAY TO WRITE THEIR OWN POLICY, WHICH WOULD BE INCREDIBLY EXPENSIVE AND WOULD REQUIRE US TO HIRE EVEN MORE ATTORNEYS THAN WE CURRENTLY HAVE IN THE STATE. WAZDA, HAVE AN ATTORNEY WITH CASE LAW EXPERIENCE AND A VARIETY OF EXPERIENCES WORK ON POLICIES THAT ARE RELEVANT TO THEIR EXPERIENCE. THEN THEY SEND ALL OF THOSE POLICIES, PUT THEM, AS YOU KNOW, ON THEIR WEBSITE, AND THEN WE REVIEW THEM. IF WE DEEM THEM TO NOT BE APPROPRIATE OR TO CHANGE THEM, THEN WE TAKE THEM TO OUR ATTORNEY FOR ADVICE ON HOW TO MAKE SURE THAT THEY STILL REMAIN LEGAL, BUT FIT OUR INDIVIDUAL COMMUNITIES AND SITUATIONS. HOWEVER, WHAT I WOULD SAY IS WHAT WE CAN'T DO IS CHOOSE TO BREAK THE LAW BECAUSE WE ALL WE ALL DO AN OATH [LAUGHTER] AND WE SAY THAT WE WILL UPHOLD THE LAWS OF THE STATE OF WASHINGTON. THAT'S THE PROCESS FROM THE LEGISLATURE ALL THE WAY DOWN. >> I WILL ADD TOO THAT THE THREE POLICY DISCUSSIONS THAT WE'RE GOING TO ENTER TONIGHT ARE INTERCONNECTED INTO THE HOUSE BILL 1296. THAT WAS IN MAY 2025, THAT ALSO WAS CODIFIED IN THE RCW WHICH ADDED FOUR NEW PROTECTED CLASSES IN WASHINGTON STATE. A PROTECTED CLASS MEANS THAT WE CANNOT DISCRIMINATE AGAINST THESE PROTECTED CLASSES. ONE MAJOR REASON FOR THE UPDATE OF THE NON-DISCRIMINATION POLICY WOULD BE TO ADD THE PROTECTED CLASSES. [01:35:03] THE DISCIPLINE POLICY IS ALSO THE ADDITION OF OUR PROTECTED CLASSES. THE FACILITY POLICY THAT YOU'RE GOING TO SEE ALSO TOUCHES ON PROTECTED CLASSES. REALLY WHAT THAT MEANS IS WE CANNOT DISCRIMINATE BASED ON THOSE PROTECTED CLASSES. HOMELESSNESS WAS THE NEW ONE THAT WAS JUST ADDED. WHEN WE ASK FOR STUDENTS TO ENROLL IN A PUBLIC SCHOOL, WE ASK THAT THEY LIVE WITHIN OUR BOUNDARIES. A STUDENT WOULD NOT BE UNHOUSED, WE COULD NOT DISCRIMINATE. IF THEY ARE TEMPORARILY RESIDING WITHIN OUR DISTRICT, WE AUTOMATICALLY ENROLLED THEM. THAT'S AN EXAMPLE OF A DISCRIMINATION. IF WE SAID, "NO, YOU DON'T LIVE HERE BECAUSE YOU DON'T HAVE A HOUSE." THAT WOULD BE CONSIDERED DISCRIMINATORY. THE PROTECTED CLASSES WERE TO ADD PROTECTIONS IN CASE OF DISCRIMINATION, MEANING YOU DO NOT HAVE ACCESS BECAUSE OF THIS SITUATION. >> QUICK QUESTION. YOU WERE GOING OVER THE REVISIONS. SOME SUCH, WE'RE LOOKING AT THE DATES ACROSS THE TOP. WE'VE GOT JUNE 2024, THAT WOULD HAVE BEEN ABOUT A YEAR AGO. [OVERLAPPING] THAT'S EXACTLY WHAT YOU'RE TALKING ABOUT. NOW, WHEN YOU SAY THAT, I WANT TO CLARIFY THIS, SO THE JUNE 2024 BROUGHT US TO THE PLACE OF THE FIRST PARAGRAPH, AND IT HAS ALL THE STRIKEOUTS. THAT WAS THE JUNE 2024 STUFF THAT WAS LEFT IN THE THING. SINCE THEN, THERE HAVEN'T BEEN ANY CHANGES TO THIS. >> ACTUALLY, THE JUNE 2024, I HAVE THE VERSION THAT WAS ON BOARD DOCS FROM WHEN TOM PRESENTED IT. IT INCLUDED THAT RED STRIKEOUT. IT HAS SINCE CHANGED, AND I WILL EXPLAIN A LITTLE BIT ABOUT WHY. >> I'M JUST TRYING TO FOLLOW THAT. >> I KNOW. LET ME TELL YOU, [LAUGHTER] YOU CAN SEE ALL OF THE STRIKEOUTS AND ALL OF THE GREEN AND ALL OF THE RED. THIS WAS A VERY COMPLICATED POLICY AND PROCEDURE TO GO THROUGH. IT WAS IMPORTANT TO US THAT WE WENT THROUGH IT WITH THE LENS OF MAKING SURE THAT WE'RE ADHERING TO STATE LAW, BUT ALSO TO BE THINKING ABOUT WHAT'S IMPORTANT TO OUR DISTRICT. THERE ARE A FEW AREAS WHERE WE DO HAVE SOME LEEWAY, BUT DISCIPLINE IS SOMETHING THAT'S SO HEAVILY REGULATED BY STATE LAW THAT THERE'S A LOT OF AREAS WHERE WE DON'T HAVE LEEWAY. I THINK IT'S IMPORTANT TO START WITH THAT. AS I WAS GOING THROUGH THIS PROCESS, I ALWAYS HAD GREAT RESPECT FOR HIM, BUT I FOUND A NEW FOUND RESPECT FOR TOM ADAMS. [LAUGHTER] LET ME TELL YOU. >> BOY TOM. >> YEAH, TOM. TOM PRESENTED TO YOU BASED ON THE EMERGENCY RULES. OSPI ESSENTIALLY SAID, LET'S GIVE THIS A TRY. WE'RE GOING TO CREATE SOME DEFINITION. WE WANT TO SEE HOW THIS GOES. THEN WE WANT TO GET FEEDBACK FROM SCHOOL STAFF, FROM THE COMMUNITY, FROM ADMINISTRATION TO SEE IF THE EMERGENCY RULES THAT WE PUT INTO EFFECT HAD THE INTENDED EFFECT. THEY LEARNED THAT SOME OF IT DID, SOME OF IT DIDN'T. THERE WERE REVISED RULES THAT WERE PUT FORTH IN JUNE 10, 2025. THESE REVISED RULES BASED ON THE PUBLIC FEEDBACK RECEIVED FROM OSPI WERE PUT INTO EFFECT. THE WAZDA RECOMMENDATION FOR THE SCHOOL BOARD POLICY CAME TO US AT THE END OF AUGUST 2025, AND THAT'S WHAT BRINGS ME HERE TO YOU TODAY. WE'VE REVIEWED OUR POLICY AGAINST THE WAZDA POLICY. >> WE ALWAYS GO OVER OUR DISCIPLINE POLICIES WITH STAFF DURING START UP. THAT WAS THE WEEK BEFORE AND ON MONDAY, AUGUST 25, WE GOT THE NEW GUIDANCE. THAT'S WHY YOU'RE SEEING IT NOW INSTEAD OF AT A TIMELY TIME LIKE JUNE, WHERE YOU COULD GET READY FOR IT AND IMPLEMENT THE FOLLOWING YEAR. WE'RE ALREADY INTO THE IMPLEMENTATION TIME. >> DID I UNDERSTAND CORRECTLY, WHAT YOU'RE SAYING IS THAT YOU'VE BEEN WORKING ON THIS SINCE AUGUST 2025? >> YEAH, SINCE AUGUST 25, WHEN WE GOT IT. >> EXCELLENT. >> SOME OF THE KEY UPDATES THAT I'D LIKE TO NOTIFY YOU ABOUT IS IT COMES DOWN TO THE DEFINITIONS OF CERTAIN TERMS. THE EMERGENCY RULES THAT TOM PROPOSED TO YOU HAD A TERM CALLED OTHER FORMS OF DISCIPLINE, AND THEN IT ALSO HAD THE DIFFERENT TYPES OF HIGHER LEVEL DISCIPLINE THAT WE COULD IMPLEMENT, CLASSROOM EXCLUSIONS, IN SCHOOL SUSPENSION, OUT OF SCHOOL SUSPENSION AND EXPULSION. EITHER SHORT TERM OR LONG TERM OUT OF SCHOOL SUSPENSION. WHAT THEY REALIZED THEY DID IS THEY CONFLATED THE WORD DISCIPLINE WITH CORRECTIVE ACTIONS. THERE ARE THINGS THAT WE DO IN SCHOOLS THAT AREN'T NECESSARILY DISCIPLINE, [01:40:02] BUT ARE INTENDED TO PREVENT THE LIKELIHOOD THAT THIS BEHAVIOR WILL HAPPEN AGAIN. THEY TRIED TO SEPARATE THOSE THINGS OUT. WE NOW HAVE INSTEAD OF OTHER FORMS OF DISCIPLINE AND ALL OF THOSE OTHER THINGS THAT I TOLD YOU, WE HAVE CORRECTIVE ACTIONS WHICH AREN'T DISCIPLINE. WE HAVE DISCRETIONARY DISCIPLINE, WHICH IS WHERE THE LEVEL OF THE BEHAVIOR IS A LOWER LEVEL, AND WE HAVE DISCRETION ABOUT HOW WE RESPOND TO THAT BEHAVIOR. THEN THERE'S NON DISCRETIONARY DISCIPLINE. THE PERFECT EXAMPLE, AND THIS IS ONE TOM TALKED TO YOU ABOUT IN JUNE, IS IF A STUDENT BRINGS A FIREARM TO SCHOOL, THE LAW SAYS THAT WE MUST EXPEL THEM, K12. WE DON'T HAVE ANY LEEWAY WITH THAT. THAT'S THE PREEMINENT EXAMPLE OF NON DISCRETIONARY DISCIPLINE. THOSE ARE THE DIFFERENT CATEGORIES THAT HAVE CHANGED. THIS WAS CODIFIED IN THIS MOST RECENT RULEMAKING IT WAS PART OF THE EMERGENCY RULEMAKING, BUT IT IS NOW SET THAT EXCEPT FOR A FIREARMS VIOLATION, WE ARE UNABLE TO EXPEL A STUDENT WHO IS IN GRADES K24. LONG TERM SUSPENSION NOW CAN ONLY BE USED IF THE STUDENT PRESENTS IMMINENT THREAT OF DANGER TO ANOTHER PERSON'S WELL BEING. THE ORIGINAL EMERGENCY RULES ALLOWED US TO LONG TERM SUSPEND A STUDENT FOR CAUSING SUBSTANTIAL DISRUPTION TO THE LEARNING ENVIRONMENT. THAT'S NO LONGER AN OPTION. >> GO BACK AND SAY THAT AGAIN. >> THERE WERE TWO CATEGORIES FOR WHICH WE COULD IMPLEMENT A LONG TERM SUSPENSION FOR A STUDENT UNDER THE ORIGINAL EMERGENCY RULES. ONE OF THOSE WAS IMMINENT THREAT TO THE SAFETY OF ANOTHER AND IMMINENT THREAT OF SUBSTANTIAL DISRUPTION TO THE LEARNING ENVIRONMENT. WE NO LONGER CAN DO THAT. >> IF THERE'S A THREAT OF SUBSTANTIAL DISRUPTION TO THE LEARNING ENVIRONMENT, WE CANNOT DO THAT. >> WE CANNOT, LONG TERM [OVERLAPPING] WE CAN DO A CLASSROOM EXCLUSION. WE CAN DO IN SCHOOL SUSPENSION OR A SHORT TERM SUSPENSION NOT LONG. >> I GET IT. THANK YOU. >> YOU'RE WELCOME. >> LONG TERM CAN BE UP TO A LIKE SEMESTER. >> SHORT TERM IS UNDER 10 DAYS FOR K8 OR UNDER 15 DAYS FOR HIGH SCHOOL. THE OTHER SUBSTANTIAL CHANGE WAS THE DEFINITION BETWEEN LONG TERM SUSPENSION AND EXPULSION. IT USED TO BE THAT LONG TERM SUSPENSION WENT TO THE END OF THE TERM, THOUGH TO THE END OF THE SCHOOL YEAR, EXPULSIONS COULD CARRY OVER INTO THE NEXT SCHOOL YEAR, BUT FOR NO MORE THAN 90 DAYS. THAT IS NO LONGER THE CASE. THEY BOTH END AT THE END OF THE SCHOOL YEAR. THE ONLY DIFFERENCE NOW BETWEEN LONG TERM SUSPENSION AND EXPULSION IS THAT THE ADMINISTRATOR CAN APPEAL TO THE SUPERINTENDENT'S OFFICE TO ASK FOR AN EXTENSION TO AN EXPULSION. WE CAN'T DO THAT FOR LONG TERM SUSPENSION. IT COULD GO INTO THE NEXT SCHOOL YEAR IF THEY FOLLOW THE APPEALS PROCESS. OTHERWISE THE CHANGES ARE REALLY JUST AROUND DIALING IN LANGUAGE, THINGS LIKE THAT. DURING CITIZENS COMMENTS, I WAS GOING THROUGH AND LOOKING THROUGH SOME OF THE THINGS THAT WERE CONCERNS THAT OUR CITIZENS BROUGHT UP, AND I WOULD LIKE TO INVITE THE BOARD'S THOUGHTS ON THOSE THINGS, BUT THERE'S A COUPLE OF THINGS THAT I WOULD LIKE TO ADDRESS. ONE IS THAT WE HAVE A FEDERAL REQUIREMENT. IT'S NOT A STATE REQUIREMENT, IT'S A FEDERAL REQUIREMENT TO REPORT DESEGREGATED DISCIPLINE DATA, AND ATTENDANCE DATA. HERE'S WHAT I MEAN BY DESEGREGATED. WE HAVE TO CATEGORIZE THAT DATA BY RACE, INCOME STATUS, HIGHLY CAPABLE STATUS, SPECIAL EDUCATION STATUS, TRANSITIONAL BILINGUAL STATUS, MIGRANT STATUS, FOSTER CARE, HOMELESSNESS, AND 504 STATUS. >> THAT'S NOT NEW. >> NO, THAT'S BEEN AROUND. >> THAT'S BEEN [INAUDIBLE]. >> SINCE 2007. >> SINCE I WAS WORKING. THAT'S A LONG TIME AGO. >> WHEN WE'RE TALKING ABOUT DESEGREGATING DATA, THAT'S WHAT WE'RE TALKING ABOUT. WE ARE REQUIRED TO TAKE THAT DATA AND REPORT CERTAIN BEHAVIORAL VIOLATIONS. IT'S NOT EVERYTHING LIKE THE KID WHO HAS A ONE TIME TANTRUM IN THE CLASSROOM, WE'RE NOT REPORTING ON THAT, BUT FOR THINGS THAT ARE SIGNIFICANT, LIKE FIGHTS OR WEAPONS VIOLATIONS, DRUG AND ALCOHOL VIOLATIONS. WE HAVE TO REPORT THOSE THINGS TO THE STATE DESEGREGATED BY THOSE CATEGORIES I DISCUSSED. >> WE STILL REPORT IT TO THE STATE, BUT YOU SAID IT'S A FEDERAL REQUIREMENT? >> IT'S A FEDERAL REQUIREMENT, BUT IT GOES TO THE STATE, AND THE STATE THEN REPORTS IT TO THE FEDS. >> PERFECT. THE STATE IS THE COMPLIANCE PIECE. [01:45:07] >> THEY'RE THE HAMMER. >> EXACTLY. IF THEY DISCOVER DISPROPORTIONALITY WITH A CERTAIN GROUP THAT'S AMONG THE SUBGROUPS THAT I TALKED ABOUT, THEN WE CAN RECEIVE SOMETHING CALLED A FINDING WHERE THEY WILL TELL US, YOU NEED TO BE CAREFUL HERE. THESE ARE THE REQUIREMENTS THAT WE HAVE FOR YOU ON HOW TO RESPOND. >> THAT'S WHERE LIKE THE ARTICLE THAT WAS BROUGHT UP AND THE ARTICLE THAT YOU'RE REFERRING TO, IT CAN BE INTERPRETED AS A RACE BASED. IT'S NOT A RACE BASED DISCIPLINE POLICY OR PROCEDURE. WHAT IT IS IS IT'S A WAY FOR US TO LOOK AND REPORT TO OUR DATA. THEN I ALSO WANT TO REFER TO ONE OF THE POLICIES THAT THIS IS TIED TO IN ITS 4218 LANGUAGE ACCESS PLAN. PART OF BEING CULTURALLY COMPETENT AND UNDERSTANDING IS IF WE ARE IMPLEMENTING DISCIPLINE AND THE FAMILY DOES NOT SPEAK ENGLISH, WE ARE REQUIRED TO PROVIDE AN INTERPRETER. THAT IS BEING CULTURALLY COMPETENT AND RESPONSIVE TO ENSURE THAT OUR FAMILIES ARE UNDERSTANDING WHAT WE ARE COMMUNICATING. THAT IS BEING CULTURALLY COMPETENT IN COMMUNICATING WITH OUR FAMILIES AND SUING THE SAME DISCIPLINE THAT ALL EACH AND EVERY STUDENT WOULD RECEIVE UNDER THESE SAME EXPECTATIONS AND RULES. >> WHAT QUESTIONS DO YOU HAVE? >> I LIKE TO DRILL DOWN A LITTLE BIT MORE INTO THE FOUR DIFFERENT NEW CATEGORIES BECAUSE YOU ONLY GAVE US ONE. CAN WE GET THE OTHER THREE? >> FOUR DIFFERENT. >> IT'S IN HERE. LET'S SEE [OVERLAPPING]. >> WHERE ARE THE OTHER THREE? >> IT'S ON MY POLICY, BUT I'M GOING TO TELL YOU. I JUST SAID HOMELESS. THEY ARE ETHNICITY. THEY ARE NEURODIVERGENT? >> TOO MANY PAPERS. >> IMMIGRANT AND CITIZENS STATUS. >> IMMIGRATION AND CITIZENS STATUS AND NEURODIVERGENCE, FOUR. >> IMMIGRATION AND CITIZENSHIP IS A PROTECTED CLASS. >> YES. AGAIN, I'M GOING TO GO BACK TO AN ENROLLMENT SCENARIO. IN OUR SYSTEM UNDER ENROLLING STUDENTS, WE CANNOT ASK THEM THEIR CITIZENSHIP STATUS IN ORDER TO PROVIDE THEM A FREE AND APPROPRIATE PUBLIC EDUCATION. IF WE DID AND THEN WE SAID, NO, THAT WOULD BE A DISCRIMINATORY PRACTICE BASED ON THIS LAW. ACTUALLY, THAT'S IT. >> THIS WHOLE LAW THOUGH, IS ABOUT DISCRIMINATION. >> THE POLICY THAT I'LL GO AFTER [OVERLAPPING] >> WHERE ELSE WOULD WE DISCRIMINATE AGAINST SOMEONE AND FOR THEIR CITIZENSHIP, EXCEPT FOR ACCEPTING THEM INTO THEIR PROGRAM. >> THAT'S MAJORITY. THEN FOR THE DISCIPLINE PROCEDURE, WE LOOK AT IT THROUGH THE LENS OF THE HARASSMENT INTIMIDATION AND BULLYING POLICY AS WELL. IF A STUDENT WAS TARGETING ANOTHER STUDENT BASED ON THEIR IMMIGRATION STATUS, THEIR RACE, ETHNICITY, AND SO THERE'S HARASSMENT INTIMIDATION AND BULLYING AND THEY'RE DISCRIMINATING BASED ON ANY OF THOSE THINGS, THEN WE GO TO THIS PROCEDURE THAT I'LL BE PRESENTING AND IT'S THE DISCRIMINATION. WE FOLLOW THE BULLYING AND INTIMIDATION AND HARASSMENT PROCEDURE, BUT WE JUST ENSURE THAT THE STUDENT THAT WAS TARGETED IS FULLY PROTECTED. >> IT'S IN YOUR CROSS REFERENCES ON THE POLICY. OFTENTIMES WHEN THERE'S A CHANGE LIKE THIS WITH A DISCRIMINATION STATEMENT, WE HAVE TO GO TO MULTIPLE POLICIES IN ORDER TO GET THEM UP TO DATE WITH THE NEW STATEMENT LAW. THAT'S ESSENTIALLY WHAT TONIGHT THERE'S A LOT OF THAT. >> 3241 IS ABOUT OUR, I'M LOOKING FOR A COMPLETED STATEMENT THAT SAYS WHAT IT'S ABOUT. PHILOSOPHY AND PURPOSE ABOUT STUDENT DISCIPLINE. >> IT GIVES OUR PHILOSOPHY AND PURPOSE. >> WHERE DOES IT SAY THAT? >> IT'S IN THAT INTRODUCTION. >> INTRODUCTION/PHILOSOPHY/PURPOSE. >> IT'S IN THE BLACK AND THE PROPOSED LANGUAGE IS IN GREEN. >> THE CASE THAT YOU JUST GAVE ABOUT A STUDENT BULLYING AN IMMIGRANT, IS THAT A PART OF WHAT WE'RE TALKING ABOUT HERE? [01:50:03] THERE'S A STATEMENT IN HERE THAT SAYS THAT IF WE KNOW OF SOMETHING GOING ON AND WE DON'T DO ANYTHING ABOUT IT, THEN THAT'S SOME CULPABILITY THERE >> IT'S NUMBER TWO. >> A STUDENTS FUNDAMENTAL RIGHTS, UNLAWFULLY THE DISTRICT WILL OBSERVE STUDENTS FUNDAMENTAL RIGHTS AND SO ON. THAT'S WHERE THE NEW CATEGORIES THAT ARE PROTECTED ARE ELECTED. >> THIS POLICY IS DIRECTED AT OUR NEED TO INTERVENE DEAL WITH THAT APPROPRIATELY. >> YEAH. >> THIS IS NOT A POLICY THAT'S GOING TO TELL US WHAT TO DO WITH THAT STUDENT WHO IS TREATING THAT OTHER STUDENT POORLY. THAT'S THESE OTHER POLICIES THAT WE'RE GOING TO BE WORKING ON THING. >> THE STUDENT DISCIPLINE POLICY IS HOW WE RESPOND TO THE STUDENT WHO IS MISBEHAVING. I WOULD SAY THAT YOUR SCENARIO CROSSWALKS WITH THE PIP POLICY, THE HARASSMENT INTIMIDATION AND BULLYING POLICY. THAT ONE WOULD REGULATE HOW WE RESPOND TO THE STUDENT WHO WAS THE TARGETED STUDENT. THEN FINALLY, ALL OF THIS FALLS UNDER THE UMBRELLA OF NON DISCRIMINATION. >> SURE. I JUST WANTED TO CLARIFY THE FOUR. THEN THE IMMIGRATION IS A DIFFERENT ONE. >> I WAS JUST GOING TO EVER NOT REVIEWING THE HIP [OVERLAPPING] >> SURE. BUT I WANT TO KNOW WHAT THOSE FOUR THINGS WERE [OVERLAPPING] >> IT REALLY CLARIFIES, TERRY. THANK YOU. IT BRINGS OUT WHAT THE NEW THINGS ARE? >> WELL, IF SOMEBODY HAVE A QUESTION. SHE'S ASKING FOR QUESTIONS. >> YES. DEBBIE, I KNOW YOU HAD SOME QUESTIONS. >> I WAS CURIOUS. NUMBER THREE SAYS, IMPLEMENTING CULTURALLY RESPONSIVE DISCRETIONARY, NON DISCRETION DISCIPLINE. THE THING FOR ME THAT'S GOT ME WONDERING IS, IF YOU HAVE A WHITE STUDENT AND YOU HAVE A STUDENT OF A DIFFERENT RACE OR ETHNICITY, DOES THIS SAY, AND THE WAY I'M READING IT, IT SAYS WHAT I'M THINKING, SO I JUST NEED YOU TO CLARIFY THAT FOR ME. WHAT WILL BE THAT CULTURE RESPONSE? WHAT IS THAT? HOW IS THAT DIFFERENT? IT DOESN'T MAKE SENSE TO ME. BECAUSE I THOUGHT ALL STUDENTS SHOULD BE TREATED EQUALLY. IF I STEAL AND THIS PERSON STEALS, IT'S THE SAME DISCIPLINE. IF THIS PERSON PUTS THEIR HANDS ON ANOTHER PERSON, THIS PERSON DOES THE SAME, IT'S THE SAME GUIDANCE. I'M CONFUSED BY CULTURALLY RESPONSIVE. I UNDERSTAND THE INTERPRETATION. THAT'S TO ME LOGICAL BECAUSE PEOPLE HAVE TO BE ABLE TO UNDERSTAND WHAT'S BEING SAID. IT JUST LIKE IT JUST SEEMS LIKE DEI, SEEMS LIKE CRT, SEEMS LIKE WE'RE JUST SLIDING THINGS IN THAT ARE STILL FROM THE PAST. I'M JUST CURIOUS. I DON'T GET HOW THAT'S GOING TO WORK. I UNDERSTAND THE DISCRETIONARY AND THE NON DISCRETIONARY BECAUSE IT SAYS DOWN IN THE ADMINISTRATIVE, WHICH I DON'T THINK THE PUBLIC SAW, BY THE WAY. I HAD SOMEONE CALL ME ABOUT THAT. ALL THEY SAW WAS THE THEY DIDN'T SEE THE PROCEDURES, THEY JUST SAW THE POLICY. THE PROCEDURES DO SPELL IT OUT A LITTLE BIT. >> WE DON'T USUALLY PUT THE PROCEDURE OUT BECAUSE THOSE ARE ADMINISTRATIVE. ONCE YOU PASS THE POLICY, THAT'S WHEN WE MAKE ADAPTATIONS AS THE ADMINISTRATIVE TEAM ABOUT HOW WE IMPLEMENT THEM. WE HAVEN'T, USUALLY BUT WE CAN. >> I THINK IF WE HAVE A PROCEDURE IN THERE, IT'S ALWAYS BEEN IN THE NON PUBLIC CONTENT THAT WE CAN READ IT, BUT WE DON'T ACT ON PROCEDURE. >> NO. I WOULD AGREE. I THINK WE WOULDN'T ADD THE PROCEDURE. IT'S GREAT BACKGROUND FOR US AND IT'S AVAILABLE ON BOARD DOCS. BUT I WOULD SAY PROCEDURE, SINCE WE AREN'T VOTING ON THAT, I WOULDN'T WANT TO ADD THAT CONFUSION. THAT'S NOT WHAT WE'RE APPROVING. >> MAYBE YOU COULD ADDRESS THE CULTURE RESPONSIVE. THAT WAY WHERE YOU WERE. THAT WENT OFF THE TRACK. >> THAT'S WHAT I'M WONDERING ABOUT. I'D LIKE TO UNDERSTAND THAT. WHAT EXACTLY WHAT THAT MEANS. >> I'D LIKE TO START ANSWERING YOUR QUESTION BY WHEN YOU GO TO THE RED CROSSED OUT STUFF THAT'S JUST BELOW IT, WELL, YOU SEE IS THERE'S ACTUALLY A LOT OF CROSSOVER WITH THAT INFORMATION AND THE INFORMATION IN GREEN. [01:55:01] SOME OF IT IS IDENTICAL. THE REASON FOR THAT IS IT WASN'T IN NUMERICAL ORDER, AND THAT BOTHERED ME. I WANTED IT TO BE WITH NUMBERS. I WANTED IT TO BE SEPARATED AND SET APART SO THAT IT DREW YOUR EYE TO IT AND YOU COULD SEE THE DELINEATION BETWEEN ALL EIGHT OF THOSE ITEMS. NUMBER THREE IS THE ONE THAT DID CHANGE. WHAT IT WAS BEFORE IS MONITORING AND ADDRESSING DISPROPORTIONALITY AND DISCIPLINE TO ENSURE EVERY STUDENT HAS THE OPPORTUNITY TO ACHIEVE PERSONAL AND ACADEMIC SUCCESS. THAT CHANGE TO ENGAGE SORRY, IMPLEMENTING CULTURALLY RESPONSIVE DISCRETIONARY AND NON DISCRETIONARY DISCIPLINE POLICIES AND PROCEDURES THAT PROVIDE OPPORTUNITY, AND THE REST OF IT IS THE SAME. THE WAY THAT I LOOK AT THIS IS IT GOES BACK TO OUR RESPONSIBILITY AS A DISTRICT TO REVIEW THE DATA THAT WE SEE IN DISCIPLINE. IT'S OUR RESPONSIBILITY TO ENSURE THAT WE'RE NOT DISCIPLINING A GROUP DIFFERENTLY THAN WE'RE DISCIPLINING ANOTHER GROUP. IN A WAY, IT'S ACTUALLY TELLING US TO DO THE OPPOSITE OF WHAT I GUESS WHAT IT FEELS LIKE TO SOME, IT'S TELLING US TO DO. WHAT WE HAVE TO DO IS LOOK AT DIFFERENT GROUPS. LET'S SAY THAT WE LOOK AT STUDENTS WHO WERE SUSPENDED FOR FIGHTING. NO, WE LOOK AT STUDENTS WHO WERE FIGHTING, AND WE LOOK AT THE DIFFERENT TYPES OF DISCIPLINE THAT WERE IMPLEMENTED IN THOSE SITUATIONS. IF WE FIND OUT THAT 80% OF THE WHITE STUDENTS WHO WERE DISCIPLINED FOR FIGHTING WERE GIVEN OUT OF SCHOOL SUSPENSION, BUT ONLY 10% OF THE STUDENTS WHO ARE HISPANIC WHO RECEIVED OUT OF SCHOOL SUSPENSION AND THE REST OF THEIR DISCIPLINE WAS LOWER LEVEL, WE'VE GOT DISPROPORTIONALITY THERE. WE'VE GOT A DISCREPANCY, AND WE NEED TO RESPOND TO THAT BY BRINGING IT BACK TO EQUAL. WE HAVE TO BE LOOKING AT THAT DATA AND RESPONDING TO IT TO ENSURE THAT WE'RE NOT DISPROPORTIONATELY TARGETING ONE GROUP OVER ANOTHER. >> OR PREFERENTIAL TREATMENT. IT IS NO. IT'S ENSURING. >> SURE. BUT THE PERSON WHO EVALUATED THAT FIGHT OF THOSE 10 PEOPLE, DIDN'T NECESSARILY PUT THE THREE GUYS ON A LESS HARSH SENTENCE OR THERE. THEY DIDN'T NECESSARILY GET LESS BECAUSE THEY WERE HTTPS://WWW.MERRIAM-WEBSTER.COM/DICTIONARY/HISPANIC. MAYBE THEY GOT LESS FOR SOME OTHER REASON. JUST BECAUSE THE NUMBERS. I'VE GOT SEVEN WHITE GUYS AND THREE, SEVEN WHITE GUYS, NO, THAT ISN'T. >> NOW YOU'RE TYING INTO WHY THERE'S DISCRETIONARY AND NON DISCRETIONARY TOO. BECAUSE PRIOR TO THAT, IT WAS MORE OPEN AND LOOSELY INTERPRETED, AND THAT'S WHAT WAS HAPPENING IS EVERYONE WAS INTERPRETING DISCIPLINE EVEN IN OUR 19 SCHOOLS A LITTLE DIFFERENTLY, AND OSPI IS TRYING TO GIVE US SOME GUIDANCE ABOUT BRINGING IT IN, AND SO THEY'RE GIVING US SOME PRETTY CLEAR BUMPERS ON WHAT'S DISCRETIONARY. THEN WITHIN DISCRETIONARY, YOU SEE THE MATRIX. THEN NON DISCRETIONARY, SO THAT NO MATTER WHAT THE STUDENT MAKEUP IS, THAT THERE'S NO OPTION. YOU ARE MANDATED TO IMPOSE THIS DISCIPLINE ON THESE ACTIONS. THAT'S ANOTHER REASON FOR THE KEY TERMS. IF YOU LOOK AT THE DISCIPLINE MATRIX, IT'S PRETTY CLEAR THAT. YES. THE GUIDELINES ARE VERY VERY DEFINED. >> YES. THE INTENTION, TOO, WAS TO PROVIDE SOME CLARITY FOR BUILDING ADMINISTRATORS THAT ARE INSTILLING THE DISCIPLINE BECAUSE YOU JUST LIKE YOU SAID, IT'S NOT EVERY DISCIPLINE STORY IS DIFFERENT AND THE CONTEXT, THE INTENT IS DIFFERENT BASED ON WHEREVER THE SCHOOL WHATEVER THE SITUATION IS. THE MATRIX REALLY TRIES TO PROVIDE THOSE BUMPERS IN WHICH WE ARE COMING AT IT ON AN EQUAL, LIKE EVERYONE IS GOING TO BE TREATED BASED ON THIS MATRIX, AND THEN WE'RE EXAMINING OUR DATA TO ENSURE THAT WE ARE NOT GIVING PREFERENTIAL TREATMENT OR DISPROPORTIONATELY IMPACTING ANY STUDENT. >> I WOULD SAY THAT SAID. I WOULD GO BACK TO SOMETHING I SAID AT THE LAST BOARD MEETING. IT'S THAT RULE OF THREE. THE NUMBERS THAT WE GET WHEN WE'RE LOOKING AT DISPROPORTIONALITY DATA, THAT'S ONE SOURCE OF DATA. WE HAVE TO DIG IN AND FIND THE STORY. WE HAVE TO GET ANECDOTAL INFORMATION. THAT WOULD BE ANOTHER SOURCE OF DATA. THEN PERHAPS WE HAVE TO LOOK AT THAT SPECIFIC BUILDING OR THAT SPECIFIC GRADE LEVEL ACROSS OUR DISTRICT AND DESEGREGATE THE DATA THAT WAY TO SEE IF THERE ARE CONCERNS PRESENT. BUT I THINK THAT IT IT TRIGGERS US TO START EXAMINING SOMETHING WHEN IT'S OUT OF BALANCE, AND THEN IT'S INCUMBENT ON US TO DIG DEEPER AND GET THE STORY. >> I WOULD AGREE I DON'T WANT TO GO AWAY FROM THIS. I DON'T THINK WE'RE DONE HERE. [02:00:06] I THINK I WOULD AGREE THAT I'M UNCOMFORTABLE THOUGH WITH THIS STATEMENT CULTURALLY RESPONSIVE. I'M STILL NOT SEEING IT HERE, OKAY? NOW YOU REFERRED US TO THE DISCIPLINE MATRIX. SO THE DISCIPLINE MATRIX SAYS RANGE OF POTENTIAL RESPONSES BASED ON CONDITIONS, LIMITATIONS AND INTERVENTIONS. BUT IT DOESN'T SAY ANYTHING ABOUT CULTURE. SO ARE YOU SAYING THAT CULTURES HIDDEN SOMEWHERE IN CONDITIONS? >> IS THAT A CONDITION CULTURE? >> I THINK IT'S ONE OF THOSE THINGS THAT WE HAVE TO THINK ABOUT WHEN WE'RE LOOKING AT IMPOSING DISCIPLINE, THAT'S THE [INAUDIBLE] >> THEN WHO'S GOING TO BE THE ONE LOOKING AT IT? WHO'S GOING TO MAKE THE DECISION THAT IT HAD SOMETHING TO DO WITH CULTURE? >> THAT'S NOT THE ONLY CATEGORY. WE'RE LOOKING AT CONDITIONS LIMITATIONS AND INTERVENTION. ONE OF THE CATEGORIES. WE HAVE AMAZING BUILDING ADMINISTRATORS, AND IT IS THEIR RESPONSIBILITY TO IMPOSE DISCIPLINE WHEN THERE HAVE BEEN BEHAVIORAL VIOLATIONS. >> ABSOLUTELY. TOTALLY AGREE. I TOTALLY LOVE IT. I'M JUST UNCOMFORTABLE WITH MAKING CULTURE ONE OF THE THINGS THAT THE BUILDING EXECUTIVE IS GOING TO HAVE TO CONSIDER, WAS THIS HAVE SOMETHING TO DO WITH THE CULTURE OF THESE KIDS? >> I CAN I THINK WE HAVE YET TO TO ACTUALLY DEFINE CULTURALLY COMPETENT. BECAUSE UNFORTUNATELY, I FEEL LIKE THIS IS A WORD THAT HAS REALLY BECOME A HOT TOPIC. EXACTLY. IT IS SOMETHING THAT WE EACH OF US AND ESPECIALLY IN EDUCATION, DO EVERY DAY ALL THE TIME, BECAUSE IT IS UNDERSTANDING WHO IS SITTING IN FRONT OF YOU. IT IS NOTHING POLITICAL. IT IS UNDERSTANDING EACH AND EVERY CHILD AND WHERE THEY'RE COMING FROM, JUST LIKE YOU WOULD DO ACADEMICALLY IN MATH, OF UNDERSTANDING THAT YOU'RE TEACHING A FOURTH GRADE STANDARD, AND YOU MIGHT NEED TO KNOW SOME PRE EXISTING KNOWLEDGE. YOU'RE GOING TO GIVE A LITTLE PRETEST TO KNOW WHERE THEY'RE AT. THAT IS WHAT WE DO AND WE'RE JUST TRYING TO UNDERSTAND WHERE STUDENTS ARE COMING FROM AND KNOWING WHAT THEIR PREDISPOSITIONS ARE. TOBY AND ITZEL, I DON'T WANT TO BLAST YOU AND PUT YOU ON POINT, BUT I'M JUST SAYING AS THE STUDENT EXPERIENCE, IT IS THE TEACHERS THAT KNOW YOU AND KNOW HOW TO TALK TO YOU IN TERMS OF KNOWING EACH AND EVERY STUDENT, THAT IS BEING CULTURALLY COMPETENT. IT IS NOT ABOUT PREACHING OR BEING POLITICAL OR DOING ANYTHING OUTSIDE OF EDUCATION. IT IS KNOWING AND VALUING EACH AND EVERY STUDENT FOR WHAT THEY BRING AND KNOWING THAT IF THIS STUDENT IS NOT LOOKING YOU IN THE EYE, IT'S NOT MAYBE A SIGN OF DISRESPECT. IT MIGHT BE A CULTURAL THING ABOUT I DON'T LOOK ADULTS IN THE EYE, BUT I'M NOT GOING TO DISCIPLINE THEM FOR IT. IT'S NOT BEING EGREGIOUS AND YOU'RE NOT GOING TO DISCIPLINE A STUDENT FOR BEING BLATANTLY DISRESPECTFUL. YOU'RE MAINTAINING CONTROL OF YOUR CLASSROOM, BUT YOU'RE UNDERSTANDING THE CHILDREN THAT ARE IN YOUR CLASSROOM. I'D LOVE TO JUST ENGAGE YOU TWO IN THIS CONVERSATION BECAUSE YOU ARE WHO YOU ARE WHO ARE TRYING TO IMPACT EACH AND EVERY DAY. >> NEITHER OF YOU PROBABLY GET DISCIPLINED, SO GOOD. >> BUT I MEAN, CULTURALLY COMPETENT. TO ME, THAT I JUST WANT TO DEMYSTIFY THE WORD CULTURALLY COMPETENT BECAUSE I'VE HEARD IT AS LIKE A TROJAN HORSE FOR CRT. IT'S NOT A TROJAN HORSE FOR CRT. WE'RE NOT TRYING TO INDOCTRINATE OR DO ANYTHING WEIRD. WE ARE REALLY TRYING TO FULFILL OUR MISSION OF EACH AND EVERY CHILD HERE. >> HOW DOES CULTURALLY COMPETENT REFER TO CULTURALLY RESPONSIVE. >> IT REALLY IS THE SAME THING. >> THEY INTERCHANGEABLE, BUT IT'S REALLY JUST ABOUT KNOWING YOUR KIDS. >> IF YOU LOOK AT THE PROCEDURE. >> I THINK CULTURALLY COMPETENT WOULD BE MORE VALUED IN THIS REFERENCE THAN RESPONSIVE. SEE THE RESPONSIVE SEEMS TO THINK, OH, WELL, WE'RE GOING TO LOOK AT THEIR CULTURE AND THEN WE'RE GOING TO SIDE. >> I THINK THE RESPONSE WORD IS WHAT IS NOT A I JUST GIVE A PRACTICAL QUESTION. >> NO, YOU'RE FINE. IN CULTURE, LET'S SAY THAT YOU HAVE A HOMELESS STUDENT WHO STEALS A LAPTOP. THEN YOU HAVE A STUDENT THAT MAYBE COMES FROM A DIFFERENT TYPE OF HOME WHERE TWO PARENT MAYBE EVEN WEALTHY. ARE YOU SAYING THAT IS THIS SAYING THAT THEY'RE GOING TO BOTH BE DISCIPLINED THE VERY SAME WAY? THAT THE HOMELESS INDIVIDUAL IS NOT GOING TO BE LOOKED AT AS A DISADVANTAGED PERSON, [02:05:02] WHICH THEY ARE IN SOCIETY, OR EVEN FOOD. WHAT IF THEY'RE STEALING FOOD? >> I THINK IT'S MORE ABOUT THE WAY YOU RESPOND AFTER THE FACT. TO ME, IN THAT VERY SCENARIO, I WOULD BE ASKING MYSELF WHO HAS ACCESS. THE DISCIPLINE WILL LIKELY BE THE SAME. BUT WHAT HAPPENS AFTERWARDS, ABOUT HOW WE CREATE ACCESS FOR THE CHILD SO THAT THEY CAN GET THEIR WORK DONE MIGHT BE VERY DIFFERENT. THERE'S A GOOD CHANCE THAT THAT HOMELESS STUDENT WAS NOT CHECKING OUT A CHROMEBOOK BECAUSE THERE WAS NOBODY SIGNING THE ASSURANCE THAT YOU'LL TAKE CARE OF IT. I WOULD BE TRYING TO FIGURE OUT HOW I WOULD MAKE THEM GIVE THEM A SITUATION WHERE THEY COULD ACCESS IT WITHOUT FEELING LIKE THEY HAD TO STEAL IT IN ORDER TO HAVE SUCCESS IN THEIR ACADEMIC CAREER. TO ME, THE RESPONSIVENESS IS WHAT YOU'RE DOING TO ADDRESS IT. JUST LIKE LINEL WAS TALKING ABOUT THE WAY THAT YOU HANDLE A DISCIPLINE SITUATION. I LEARNED EARLY ON AS AN ADMINISTRATOR IN THE EARLY 2000S, I WAS MAKING A STUDENT WHEN THEY CAME TO MY OFFICE, LOOK AT ME WHEN I SPOKE TO THEM. IN THEIR CULTURE, WHEN YOU LOOK SOMEONE IN THE EYE, YOU'RE STEALING THEIR SPIRIT. WHEN I LEARNED THAT, I WAS HORRIFIED THAT I WAS MAKING THEM DO SOMETHING THAT WAS MAKING THEM FEEL UNCOMFORTABLE BASED ON THEIR BACKGROUND AND THEIR CULTURE. >> DIDN'T CHANGE HOW DISCIPLINED THEM. IT CHANGED HOW YOU TREATED NOT TREATED THEM. IT CHANGED HOW YOU RESPONDED. DISCIPLINE. >> I MIGHT GET I MIGHT GET MYSELF INTO A LITTLE BIT OF TROUBLE DISCIPLINE? >> YES. YES. >> DID IT CHANGE THE DISCIPLINE? I MEAN, WE IT'S HOW THE RESPONSIVENESS. >> BUT YOU HAVE TO UNDERSTAND WHEN YOU SAY DISCIPLINE, THE STUFF THAT CHANGES BEHAVIOR IS NOT THE HAMMER. SURE. IT'S THE STUFF THAT YOU'RE DOING BEFORE AND AFTER THE DISCIPLINE THAT CHANGES. THE BEHAVIOR. WELL, OR IN THIS SITUATION WHERE I'M TALKING ABOUT YOU GIVING A CHILD A CHROMEBOOK OR MAKING THEM HAVE ACCESS SO THEY CAN STAY AFTER SCHOOL VERSUS STEALING IT. I'M CHANGING SOMETHING ABOUT THEIR SCENARIO. I'M RESPONDING TO IT IN A WAY WHERE THEY DON'T HAVE THE NEED TO STEAL. >> SURE. >> IT'S IN THE RESPONSE. THAT'S WHAT'S BEING CULTURALLY RESPONSIVE MEANS IS THAT YOU ARE RESPONDING IN SOME WAY TO I THINK THE CHILD WHERE THEY ARE. >> I THINK THE MAIN THING IS CULTURALLY RESPONSIVE DISCIPLINE DISCIPLINE DOES NOT MEAN THAT YOU ARE DISCIPLINING KIDS DIFFERENTLY BASED ON WHATEVER BACKGROUND? NO. I CAN I SAY THAT? >> YES. >> CAN I SAY SOMETHING? I DON'T UNDERSTAND THIS IS LIKE A STATEMENT OR A COMMENT OR A QUESTION OR A CLARIFICATION. BUT BASED ON WHAT I'M HEARING WHEN YOU'RE TALKING ABOUT CULTURALLY RESPONSIVE DISCRETIONARY IS THAT YOU'RE NOT TALKING ABOUT THE DIFFERENCE OF WHAT A STUDENT'S DISCIPLINARY ACTIONS ARE TO THEM. THAT'S NOT WHAT WE'RE BASING THIS OFF. WE'RE BASING OFF THE RESPONSE THAT THIS ADMINISTRATION IS GIVING TO THE STUDENT. IS THAT KIND OF LIKE. BASICALLY, THE ACTIONS THAT ARE BEING TAKEN FROM THE SITUATION IS THE SAME FOR ANY CULTURE, FOR ANY ETHNICITY, ANY RACE, ANY BACKGROUND, ANY SOCIAL STATUS. IT'S ALL THE SAME. BUT THE RESPONSE TO THAT STUDENT AFTER OR EVEN BEFORE, LIKE YOU SAID, IS GOING TO BE DIFFERENTIATED BETWEEN ANY STUDENT THAT IS PUT IN THE SITUATION. >> THIS IS WHERE I STARTED TO SAY I MIGHT GET MYSELF INTO A LITTLE TROUBLE HERE. BUT BEAR WITH ME BECAUSE YOU SET ME UP TO GO BACK TO SOMETHING THAT DEBBIE BROUGHT UP. SAY WE HAVE A STUDENT WHO IS HOMELESS AND THAT STUDENT HAS STOLEN A LAPTOP. THAT'S A LEVEL THREE BEHAVIOR. THAT'S A PRETTY SIGNIFICANT BEHAVIOR. THE DISCIPLINE FOR THAT STUDENT WOULD PROBABLY LOOK VERY SIMILAR TO THE DISCIPLINE FOR A STUDENT WHO DIDN'T HAVE HOMELESS STATUS. LET'S SAY THAT SAME STUDENT, THOSE SAME TWO STUDENTS, STOLE A GRANOLA BAR. WE LEARNED THROUGH THE INVESTIGATION THAT THE STUDENT WHO WAS UNHOUSED HADN'T EATEN ANYTHING SINCE LUNCH AT SCHOOL THE DAY BEFORE. WE MIGHT RESPOND TO THAT STUDENT A LITTLE BIT DIFFERENTLY THAN WE DO THE STUDENT WHO GETS THREE SQUARES A DAY AND WHO DID IT BECAUSE HE WANTED TO GET UNDER HIS FRIEND'S SKIN THOSE TWO SITUATIONS, I WOULD HOLD DIFFERENTLY, AND I WOULD LEAVE IT TO THE DISCRETION OF THE ADMINISTRATOR TO RESPOND DIFFERENTLY TO BASED ON THE CULTURAL CIRCUMSTANCES OF THAT STUDENT. >> THAT'S WHAT I WAS SAYING IS THAT IT DOES SEEM THAT THERE WOULD BE FAVORABLE TREATMENT TO RACIAL MINORITIES. I THINK THAT'S THE POINT. THE RACIAL MINORITIES ARE NOT JUST WE'RE TALKING ABOUT [02:10:02] THAT LIST THAT THAT WE'RE WANTING TO ADD IN, THE HOMELESSNESS, THE, WHATEVER, ALL THAT BIG LONG LIST, TRANSGENDER AND GENDER IDENTITY, ALL THAT. TO ME IN PRACTICE, THAT'S WHAT IT SEEMS TO BE WHAT TO ME IT SEEMS LIKE. BUT I'M HEARING. >> I WANT TO MAKE SURE I'M UNDERSTANDING YOUR STATEMENT CORRECTLY. ARE YOU SAYING THAT THAT IT WOULD BE AN UNFAIR UNEQUAL PRACTICE TO RESPOND TO THOSE TWO STUDENTS DIFFERENTLY? I THINK HUMANLY, IT'S GOING TO BE VERY DIFFICULT TO PRACTICE THIS EQUALLY. >> I WOULD NOT WANT TO BE THE PERSON MAKING THE DECISION. >> EITHER. I WOULD NOT I COULDN'T DO IT. IF I HAD IF I HAD A HOMELESS STUDENT AND THEY WHATEVER THEY DID, MY HEART WOULD PROBABLY GO OUT TO THEM AND THE TREATMENT WOULD NOT BE EQUAL. I COULD GUARANTEE THAT JUST BECAUSE OF MY OWN COMPASSION. I THINK THIS IS GOING TO BE REALLY HARD TO. IT'S GOING TO BE REALLY HARD. >> THANK YOU FOR SAYING THAT. IT IS REALLY HARD. THESE ARE THE DECISIONS THAT OUR ADMINISTRATORS ARE FACED WITH EVERY DAY. THEY HAVE BEEN MAKING THESE DECISIONS. THAT DOESN'T CHANGE BASED ON THE UPDATES TO THIS POLICY. THEY'VE BEEN DOING THAT DAY IN AND DAY OUT. >> IT'S HARD FOR ME AS A BOARD MEMBER BECAUSE I FEEL LIKE IT'S IMPORTANT THAT WE STAY THAT EVERY STUDENT, I MEAN, THAT'S WHAT WE'RE SUPPOSED TO BE DOING IS THINKING ABOUT EVERY STUDENT AND THE EQUAL PLAYING FIELD, JUST LIKE THE CONSTITUTION WAS READ TONIGHT. I'M MOVED BY THAT BECAUSE I THINK WE NEED TO REMEMBER WHY? THE FOUNDING FATHERS. SO THAT'S THAT'S MY PROBLEM WITH THIS POLICY. >> NOW, DEBBIE, BECAUSE I'M STRUGGLING HERE, CAN YOU POINT TO IN THE POLICY, THE WORDING THAT MAKES YOU FEEL LIKE THE DISCIPLINE WOULD NOT BE PEOPLE DEPENDING ON YOUR STATUS. >> IT'S THE CULTURE-RESPONSIVE. >> THAT'S NUMBER 3 [OVERLAPPING]. >> THEN THERE'S ANOTHER WORDING IN HERE THAT JUMPS OUT AT ME. >> ENSURING FAIRNESS AND EQUITY, IS THAT. >> THAT'S ANOTHER ONE THAT JUST BECAUSE I DON'T THINK FAIRNESS AND EQUITY CAN LIVE IN THE SAME I DON'T THINK THEY CAN PLAY TOGETHER. THAT'S JUST HOW I FEEL AND THE WAY I READ IT. I JUST FEEL LIKE WITH THE HUMANNESS THAT WE ALL ARE, THE HUMANITY. THIS IS GOING TO BE VERY DIFFICULT. I KNOW YOU GUYS HAVE TO REPORT, AND I UNDERSTAND. IT'S JUST MAKING IT CONFLICTING FOR ME AS A BOARD MEMBER TOO. >> I FEEL LIKE IN THE STUDENTS FUNDAMENTAL RIGHTS, THAT LIST THAT WE'RE HAVING WE'RE ADDING FOUR CATEGORIES TO, THAT BASICALLY IS JUST MORE ADDED TO THE PROTECTED CLASS AND THERE'S NOTHING WE CAN DO THERE ALREADY A LIST THERE. >> ADDING ALL THOSE CATEGORIES, THAT WE HAVE TO ADD THEM. I GET THAT. I THINK THE STRUGGLE TO REMEMBER ABOUT STUDENT DISCIPLINE IS, WHEN IT WAS THE EARLY 2000S, WAY BACK WHEN, WE HAD A MATRIX, I KNOW, BECAUSE I WAS AN INTERN AND THAT WAS MY INTERN JOB TO CREATE IT. IT HAD MINIMUMS AND MAXIMUMS. HERE'S THE MINIMUM DISCIPLINE, AND HERE'S THE MAXIMUM DISCIPLINE. TAKE US 15 YEARS LATER, WE WERE AT A PLACE WHERE THE STATE SAID, YOU CAN'T HAVE THAT. YOU CAN'T HAVE A MATRIX AT ALL. GET RID OF IT. YOU CAN'T THAT'S CONSIDERED A PREDETERMINATION, AND ZERO TOLERANCE WAS THROWN OUT AND EVERYTHING UNFORTUNATELY WENT. ALL THE POSITIVE ASPECTS OF THAT WENT OUT BECAUSE PEOPLE HAD MISUSED IT. IT HAD BEEN USED INAPPROPRIATELY IN A VARIETY OF PLACES AND SO THE STATE SAID, YOU CAN'T DO THAT ANYMORE. THEN WE LOST TO THAT AS A RESOURCE. THEN WE LOST IT AS A RESOURCE AND YOU'VE PROBABLY BEEN HEARING FOR ABOUT THE LAST EIGHT OR NINE YEARS, KIDS ARE RUNNING THEM UP PROBLEMS ALL OVER THE PLACE. THIS IS AN ATTEMPT TO GO BACK TO SOME LEVEL OF NON DISCRETION IN DISCIPLINE, SOME PRE DETERMINATIONS FOR US TO HAVE, AND THEN SOME THINGS THAT ARE LOWER LEVEL FOR US TO HAVE DISCRETION IN. THAT DISCRETION IS SUPPOSED TO EVEN THE PLAYING FIELD FOR PEOPLE WHO DON'T HAVE THE OPTION OF COMING FROM A WONDERFUL, PERFECTLY DEVELOPED BACKGROUND AS OTHERS. IT'S NOT INTENDED TO GIVE THEM AN UNFAIR OPPORTUNITY, [02:15:04] BUT TO EQUALIZE THE OPPORTUNITY FOR THEM SO THAT THEY CAN ACCESS THEIR EDUCATION. BECAUSE YOU'LL NOTICE EVERYWHERE IN BOTH THE POLICY AND THE PROCEDURE, IT TALKS ABOUT MAKING SURE THAT AT ALL TIMES STUDENTS STILL HAVE ACCESS TO LEARNING EVEN WHEN THEY'RE REMOVED FROM THE SCHOOL SETTING. THAT'S THE PART THAT HAS BEEN AN IMPROVEMENT AS FAR AS I'M CONCERNED BECAUSE FRANKLY, IF WE DON'T FIGURE OUT HOW TO KEEP EDUCATING STUDENTS, WE MAY AS WELL START BUILDING SOME MORE PRISONS. >> YOU PAY IT NOW. >> YOU PAY IT NOW OR YOU PAY LATER. SO LET'S PAY IT NOW AND FIGURE IT OUT. I WOULDN'T TELL YOU THAT I THINK THAT THIS IS PERFECT EITHER. I THINK WE HAVE A POINT THERE. THAT'S ONE OF THE PROBLEMS IS THAT WE OVER FIX OFTENTIMES WITH SOME OF OUR REGULATIONS. WE DON'T KNOW. THAT'S WHY THEY DID PUT IN THOSE TEMPORARY RULES AND THEN HAD THE EMERGENCY RULES AND NOW THEY HAVE THESE. IS IT ATTEMPT TO GET CLOSER TO WHAT IT SHOULD BE? >> WELL I THINK WE NEED TO EMPOWER OUR TEACHERS. THAT'S ONE OF THE THINGS THAT I'M REALLY ADVOCATING FOR. I'VE HEARD FROM MANY TEACHERS. THEY NEED HELP. THEY NEED DISCIPLINE IN THE CLASSROOM. I GUESS, MADAM PRESIDENT, I'D LIKE TO TABLE THIS AND I'D LIKE TO HEAR PUBLIC COMMENT ABOUT THIS ACTUAL POLICY TO HEAR WHAT THE PUBLIC WOULD FEEL ABOUT IT AND HOW THEY WOULD LIKE TO HAVE IT ADDRESSED. THEIR MAIN WE HEARD SOME TONIGHT. WE REALLY DIDN'T HEAR. I DON'T FEEL ENOUGH TO REALLY, BE ABLE TO I MEAN, I DON'T FEEL COMFORTABLE MOVING FORWARD. >> IS THIS IS IT THOSE WORDS? BECAUSE I THINK THAT WE CAN WORD SMITH THAT TO MAKE SURE THAT. >> BUT I'M GOING TO MAKE AN ATTEMPT AT THIS. WHEN WE TALK ABOUT THE DISCIPLINE MATRIX, MY UNDERSTANDING THAT MATRIX IS PROVIDED TO YOU BY OSPI. BASICALLY, THIS IS HOW YOU SHALL DO IT. >> YES. THE HIGHER LEVELS THE HIGHER LEVELS. >> AT THE HIGHER LEVEL THE HIGHER? YES. >> BASICALLY, YOU'RE TAKING THE OSPI RULES, WHICH WE WHAT HAPPENS IF WE DON'T FOLLOW THE RULES? >> WELL, IF WE DON'T FOLLOW THE RULES AND WE HAVE A FINDING AGAINST US, THEY WITHHOLD MONEY. >> OUR STRINGS? THAT'S HOW THEY HOLD THE ACCOUNT. >> THAT'S THE BAT. NOT THE CARROT. [LAUGHTER] >> THIS THEN BECOMES OUR PHILOSOPHY STATEMENT. THE POLICY BECOMES OUR DISCIPLINED PHILOSOPHY STATEMENT. THAT COVERS THE BASICALLY WHAT OSPI HAS GIVEN US AND SAID YOU SHALL DO? >> YES. >> CAN WE CAN WE DO CHANGE SOME OF THE WORDING IN THIS? >> CAN I MAKE SOME SUGGESTIONS? SURE. UNLESS YOU HAVE SOMETHING. >> NO, I WELL, NOT, BUT GO YOU FIRST, MAYBE YEARS BETTER THAN MINE. [LAUGHTER] >> NO, YOU MAKE YOURS FIRST, AND THEN IF IT'S NOT GOOD ENOUGH, I'LL MAKE. >> WELL, VERY HONESTLY, THE CULTURALLY RESPONSIVE, I SEE I UNDERSTAND THE CONCEPT, AND I THINK THAT THAT IS A PLACE WHERE A LOT OF PEOPLE ARE BEING HUNG UP. IF YOU GO BACK TO THE WAY IT WAS WORDED BEFORE, IT MAKES SO MUCH MORE SENSE. >> MARY THAT'S EXACTLY WHAT I'M THINKING. THE PROBLEM IS SOME OF THIS NEW TERMINOLOGY, AND WHAT ARE WE GAINING FROM IT? WHY I LOVE THE OLD TERMINOLOGY? >> THE NEW TERMINOLOGY IS NOT GOING TO CHANGE THE WAY WE'RE GOING TO. >> EXACTLY. YOU SEE THAT IN MY MIND, WHY ARE WE PUSHING SO HARD FOR THESE PHRASES THAT ARE LIKE, SOMETHING I'M NOT COMFORTABLE WITH ALL. >> TO MAKE IT HARD SUGGESTION. >> I THINK IT'S A HARD PUSH. WHAT I THINK IS THAT IT'S PART OF THE RCW. IT'S VERY EASY TO BRING IT FORWARD AS PART OF WHAT'S ALREADY THE LAW WRITTEN WORD FOR WORD. YOU CAN FOLLOW IT FROM RCW THAT'S LISTED IN THE POLICY TO THE RCW BEHIND THAT ONE TO THE RCW BEHIND THAT ONE. YOU CAN JUST GO ON AND ON AND ON AND ALL OF US SAY CULTURALLY COMPETENT. IT'S NOT NOT RESPONSIVE. IT'S NOT A PUSH. IT'S REALLY IT'S COPY AND PASTE. >> YOU LOOK AT RCW? >> I DID. >> [OVERLAPPING] BECAUSE I THINK I MUST HAVE. >> BECAUSE I DIDN'T SEE THOSE TERMS IN THE RCW I LOOKED AT. >> I CAN SHOW YOU. >> IT'S OKAY. >> MAYBE I'M HAPPY TO SEE WHERE THIS IS GOING. >> LIKE TO SUGGEST TOO THAT I FEEL LIKE THOSE WORDS ARE YES, THEY'RE MEANT TO MAKE US THINK OF CERTAIN THINGS WHEN WE'RE ADMINISTERING DISCIPLINE. I ALSO DON'T THINK THAT THEY'RE NECESSARY TO THE HEART OF WHAT THIS ONE IS GETTING AT. [02:20:02] THIS ONE IS GETTING AT US IMPLEMENTING DISCRETIONARY AND NON DISCRETIONARY DISCIPLINE IN A WAY THAT HOW DO THEY PHRASE IT PROVIDES OPPORTUNITY TO ALL STUDENTS PROMOTE PERSONAL AND ACADEMIC SUCCESS. CAN WE STRIKE CULTURAL RESPONSIBLE. >> EXACTLY. >> TWO. THE OTHER OPTION IS IF YOU LOOK AT THE OLD LANGUAGE, MONITOR AND ADDRESSING DIS-PROPORTIONALITY IN IT SAYS IN DISCIPLINE IS WHAT IT SAID, BUT YOU COULD JUST TAKE MONITORING AND ADDRESSING DISPROPORTIONALITY IN DISCRETIONARY AND NON DISCRETIONARY DISCIPLINE TO ENSURE EVERY STUDENT HAS THE OPPORTUNITY TO ACHIEVE PERSONAL AND ACADEMIC SUCCESS. YOU COULD ALSO LEAVE IT THE SAME, BUT ADD THE WORD DISCRETIONARY AND NON DISCRETIONARY IN ORDER TO GET TO THE SAME. >> THREE, JUST TAKING OUT CULTURAL RESPONSE, WOULDN'T THAT MAKE THAT SENTENCE MORE ACCEPTABLE? >> I'M JUST READING THE WAC HERE AND IT DOESN'T ACTUALLY IT DOES USE SOME OF THE SAME TERMINOLOGY, BUT I DON'T SEE THE. >> WELL, THE WAS NOT THE RCW. >> WELL, THE WAC AND THE RCW ARE SIMILAR. THEY COME FROM EACH OTHER. >> AGAIN BACK TO THE QUESTION BECAUSE THERE MAY BE SIMPLE SOLUTIONS. >> WELL, YOU JUST SAID THAT THE WAY THAT WRITTEN BEFORE. >> WELL, LET'S LOOK AT NUMBER 3. IMPLEMENTING NON DISCRETIONARY DISCIPLINE POLICIES AND PROCEDURES THAT PROVIDE OPPORTUNITY TAKING THOSE TWO WORDS OUT. >> THAT'S WHAT YOU GUYS ARE DOING. YOU'RE ALREADY DOING THAT. >> WELL, THAT'S THE GOOD THING. >> IT SIMPLE TABLE IT TO A POINT WHERE I THINK PEOPLE UNDERSTAND IT. IT'S ALMOST LIKE IT'S CONFUSING WHEN YOU ADD THOSE TWO WORDS. >> REALLY, WHAT THIS IS CHANGING IS THAT WE'RE MOVING TO THAT DEFINITION OF DISCRETIONARY AND NON DISCRETIONARY. WHEREAS BEFORE IT WAS JUST DISCIPLINE AND OTHER FORMS OF DISCIPLINE. >> I SEE. >> BUT THEY ADDED CULTURALLY RESPONSIVE IN THERE. >> WHAT ABOUT THE END OF THE FIRST PARAGRAPH SAYING AND INCREASES OPPORTUNITIES? WHY DOES IT HAVE TO SAY EQUITABLE EDUCATIONAL OPPORTUNITY. >> NUMBER 5, GET RID OF EQUITY AND JUST HAVE ENSURING FAIRNESS IN THE ADMINISTRATION OF DISCRETIONARY AND NON DISCRETIONARY DISCIPLINE. >> IF YOU DID THOSE CHANGES, I DON'T THINK HARDLY ANYBODY WOULD HAVE ANY OBJECTIONS. >> ACTUALLY, ON DEVELOPMENT AND REVIEW, IT TALKS ABOUT, AGAIN, USES THE TERM A FAIRNESS AND EQUITY. IF YOU WERE GOING TO SUBSTITUTE ANOTHER WORD, I WOULD SUGGEST CONSISTENCY. BECAUSE TO ME, DISCIPLINE SHOULD BE FAIR AND CONSISTENT. >> THAT'S MAKES SENSE. >> IF I MAY ASK ANOTHER QUESTION, AND THAT IS DOWN BELOW HERE IN DEVELOPMENT AND REVIEW, THIS WHOLE SECTION HERE. I WANT YOU TO CORRECT ME TO SEE IF I'M NOT UNDERSTANDING IT. IT LOOKS TO ME LIKE THIS WHOLE SECTION IS ABOUT HOW SCHOOLS USED TO HAVE THEIR OWN INTERPRETATION OF ALL THIS STUFF. I UNDERSTOOD WHEN I WAS IN TEACHING AND IN THE BUILDINGS WITH SOME OF OUR LEADERSHIP AND STUFF HERE, THAT'S BECAUSE WE HAD THIS COMMUNITY AND WE NEEDED A LITTLE FLEXIBILITY ON HOW WE DID THIS STUFF. IT LOOKS TO ME LIKE NOW IT'S ALL MOVING TO THE DISTRICT IS GOING TO JUST HAVE THIS IS THE DISTRICT GOING TO PUT THIS OUT, AND THAT'S IT SO THAT MY STUDENT HANDBOOK THAT I PASSED OUT AT THE BEGINNING OF THE YEAR IS GOING TO HAVE EXACTLY THE SAME AS EVERYBODY ELSE. ACROSS THE DISC. >> ALREADY DOES. WE ALREADY READ THAT. >> YOU SEE IT WASN'T THAT WAY YEARS AGO. WE HAD DIFFERENT ONES. >> WELL, AND PART OF THAT CONSISTENCY THAT I'M TELLING. >> IS THIS A RECENT CHANGE OR IS THIS SOMETHING THAT HAS CHANGED A FEW YEARS AGO? >> [OVERLAPPING] THERE'S TWO LAYERS TO THIS. SO THAT THE BUILDINGS USED TO HAVE THEIR OWN STUDENT HANDBOOKS? >> WELL, IT WAS IN ADDITION. THERE WERE SOME PARTS THAT WERE SET DISTRICT WIDE, AND THEN THERE WAS PORTIONS THAT WERE UNIQUE TO EACH BUILDING AS WELL. I WOULD SAY A. >> WELL, I READING A STRIKE STRICKEN LINES, AND IT SEEMS TO ME IT'S STRIKING ALL OF THAT DISTRICTS I MEAN, BUILDING STUFF AND JUST REPLACING IT WITH DISTRICTS. >> TERRY, I THINK WHAT YOU'RE REMEMBERING IS WHEN TOM PRESENTED AT THAT TIME IN THE EMERGENCY RULES, WHAT THEY RECOMMENDED WAS THAT EACH BUILDING LOOKS AT THE TYPE 1 AND TYPE THERE ARE SIX TYPES OF BEHAVIORS. FIREARM ON CAMPUS IS TYPE 6, LIKE REALLY LOW LEVEL STUFF IS TYPE 1. BUILDINGS WERE ASKED TO REVIEW THE TYPE 1 AND TYPE 2 AND COME UP WITH A BUILDING RESPONSE TO TYPE 1 AND TYPE 2 BEHAVIORS. I HAPPEN TO WATCH THE BOARD MEETING FROM THE JUNE MEETING TODAY JUST IN PREPARATION FOR THIS. [LAUGHTER] TED BROUGHT UP A REALLY GOOD POINT. [02:25:01] HE SAID, WHAT IF A STUDENT MOVES FROM PLEASANT VALLEY TO TWO. THE EXPECTATIONS ARE DIFFERENT FROM ONE TO THE OTHER. WE'RE GOING AWAY FROM THAT PIECE, BUT WE ARE STILL OFFERING THE OPPORTUNITY FOR BUILDINGS, FOR ADMINISTRATORS, FOR CLASSROOM TEACHERS TO HAVE DISCRETION AND HOW THEY RESPOND TO THE LOWER LEVEL BEHAVIORS. THIS MATRIX SAYS, THIS IS THE VARIETY OF OPTIONS THAT YOU HAVE TO RESPOND TO THIS BEHAVIOR. WE NEED YOU TO FIRST TRY SOME CORRECTIVE ACTION IF THAT DOESN'T WORK OR IF THE BEHAVIOR IS REALLY SEVERE. THESE THINGS WHERE THERE ARE CHECKS IN THE BOXES ARE OPTIONS TO YOU TO RESPOND TO THE BEHAVIOR. >> DEBBIE. >> ANYTHING ELSE? >> JACKIE. GO AHEAD. PLEASE. >> I UNDERSTAND THE TRIGGER WORDS, AND I'M SO GLAD YOU'RE HAVING A CONVERSATION ABOUT, LIKE, POSSIBLY UPDATING THOSE. BUT THE WHOLE POINT OF THIS UPDATE TO THIS POLICY IS NOT TO SNEAK SOMETHING IN, BUT TO OUTLINE CORRECTIVE VERSUS DISCRETIONARY VERSUS NON DISCRETIONARY? I REALLY WANT TO BRING IT BACK TO THAT BECAUSE THAT'S THE REAL IMPROVEMENT TO THIS POLICY IS THAT ITSELF. IT'S REALLY EASY TO GET HUNG UP ON ONE OR TWO WORDS, AND I'M NOT SAYING THEY'RE NOT WORTH GETTING HUNG UP ON, AND I'M GLAD WE'RE HAVING THE DISCUSSION, BUT IN THE SAME BREATH, WE NEED TO TAKE THE WHOLE POLICY AND WHAT IT'S BRINGING. BECAUSE AS SHELLY SAID, IT'S NEVER GOING TO BE PERFECT. WE NEED TO MAKE IT SO IT WORKS FOR US AND OUR COMMUNITY AND MOVE FORWARD. IF WE HAVE A REVISION, CAN WE MOVE FORWARD. DO WE HAVE ARE WE GOOD WITH REVISIONS? DO WE NEED TO COME BACK AND HAVE IT? I GUESS THAT WOULD BE MY QUESTION IS, DO WE NEED TO HAVE THE POLICY UPDATED AND BRING IT BACK TO THE BOARD NEXT MEETING? I'D LIKE TO SEE THAT. YOU'D LIKE TO DO THAT. >> DID I GIVE THE IMPRESSION I THOUGHT SOMEBODY WAS TRYING TO SNEAK SOMETHING IN? >> DEBBIE HAD MADE THAT COMMENT THAT SLIDING IN. >> SLIDING SNEAKING. >> SIDE SNEAK, USE WHATEVER WORD YOU WANT? [LAUGHTER] >> DEBBIE, YOU STARTED TO SAY YOU WANTED TO TABLE IT. DO YOU WANT TO MAKE THAT MOTION? >> I MOVE THE BOARD OF DIRECTORS TABLE, THE REVISION OF POLICY 32 41. >> CHANGES? >> WITH NEW CHANGES [OVERLAPPING] TO BRING BACK TO REVISE OUR NEXT MEETING ON OCTOBER 27TH. >> YES. >> THE MOTION IS TO TABLE THE REVISION OF POLICY 3241, AND TO BRING IT BACK ON OCTOBER 27TH. >> I GUESS IT WAS GOOD THAT YOU BROUGHT YOUR WATER TEMP. [LAUGHTER] >> I'M REALLY GLAD I DID. >> STUDENT REPS, WHAT DO YOU THINK? >> PRO. >> PRO. >> OKAY, AND BOARD? ALL THOSE IN FAVOR SAY AYE. >> [OVERLAPPING] AYE. >> ANY OPPOSED? MOTION PASSES 4-0 >> HOLD ON. I'M REALLY SORRY. WE'VE GOT A LITTLE PROBLEM HERE. THERE'S BEEN SOME QUESTION ABOUT RULES OF ORDER. WE HAD A MOTION ON THE FLOOR. WE HAD A MOTION ON THE FLOOR TO DO THIS, AND WE'VE MOVED TO TABLE THE MOTION. WE'RE PERFECTLY FINE. >> THERE WASN'T A MOTION ON THE FLOOR. >> WAIT. NOW YOU SEE [OVERLAPPING] >> YEAH, THERE WASN'T ANY MOTION ON THE FLOOR. >> NOW, MARY, YOU'VE TOLD ME MANY TIMES THAT WHEN IT'S ON THE AGENDA, IT'S A MOTION ON THE FLOOR. >> THAT'S WHAT WE ALL HAD TO SECOND. >> NOW, JACKIE IS SAYING WE DON'T HAVE A MOTION ON THE FLOOR. >> WE NEED TO TABLE THIS MOTION. >> THAT SOMEHOW IT NEEDS TO BE CLARIFIED, BECAUSE THAT'S A REAL CHAOS HERE IN OUR PARLIAMENTARY PROCEDURE. I'M JUST SAYING. >> I COULD BE WRONG. >> YEAH. >> IF YOU THINK IT'S A MOTION ON THE FLOOR, WE COULD JUST LOOK IT UP. >> WELL, IN THIS CASE, WE HAD A MOTION ON THE FLOOR, ACCORDING TO WHAT YOU'RE SAYING. >> YES, IT'S ON THE AGENDA. >> WE'VE ASKED TO BE TABLED BECAUSE THERE'S NOTHING TO BE TABLED IF THERE'S NO MOTION ON THE FLOOR. >> NO. THERE IS A MOTION ON THE FLOOR. >> SO THERE'S NOTHING TO BE TABLED. >> WE ASK IT TO BE TABLED, SO WE SHOULD BE GOOD. >> YES. >> SO WE'RE GOOD. >> I TOTALLY AGREE. >> YEAH. >> I TOTALLY AGREE. >> THANK YOU, BOARD. >> SHERRY, YES, THANK YOU [OVERLAPPING] AMARA. >> THANK YOU, >> SHERRY, THIS IS SOMETHING WE'RE GOING TO HAVE TO DO A LITTLE WORK TO CLEAN UP A LITTLE BIT. THE CONFUSION ON THE PROCEDURE. THAT'S FINE. I JUST SAYING. WE'LL TALK ABOUT IT. >> ARE WE OKAY WITH THE MOTION? >> ABSOLUTELY. >> BECAUSE WE HAD A MOTION ON THE FLOOR. WE MOVED TO TABLE THAT MOTION? >> YES. >> ARE YOU OKAY THEN? >> PERFECT. >> THANK YOU. THE NEXT ONE ON OUR AGENDA IS REVISION OF POLICY 3210 NON DISCRIMINATION. >> THANK YOU BOARD. I THINK WE'LL START FROM THE BEGINNING AS WELL. WITH THE UTMOST RESPECT AND GRATITUDE, [02:30:04] I WANT TO POINT OUT JUST ONE STATISTIC AND I'LL LEAVE IT ALONE. OUR DISTRICT OF ALMOST 13,000 STUDENTS IS MADE UP OF ALMOST 1,500 STUDENTS THAT ARE MULTILINGUAL. WHEN WE SAY THINGS LIKE EACH AND EVERY, WHEN WE SEE THOSE STUDENTS THAT ARE MULTILINGUAL OR IN OUR PROGRAMS THAT ARE MCKENNEY VENTO, THAT IS BEING CULTURALLY COMPETENT. IT IS JUST BEING ABLE TO SEE EACH AND EVERY STUDENT. I JUST WANT TO PUT THAT LENS ON WHEN WE ARE SAYING THINGS LIKE BEING CULTURALLY COMPETENT, IT IS HONORING THE 84 LANGUAGES WE HAVE IN OUR DISTRICT AND THE 1,500 STUDENTS THAT ARE MULTILINGUAL. >> ARE YOU SAYING THAT THE REMAINDER OF THE STUDENTS ARE SINGLE LANGUAGE ONLY? >> CORRECT. >> OKAY. >> THE POLICY I'M BRINGING TONIGHT IS 3210, AND IT ORIGINATED IN MAY OF 2025 IN THE HOUSE BILL 12 96. IT WAS CODIFIED IN RCW 28A 6642010, AND WHAT'S CHANGED ARE THE ADDITION OF FOUR PROTECTED CLASSES. THEY ARE ETHNICITY, HOMELESSNESS, IMMIGRATION, OR CITIZENSHIP STATUS, AND NEURODIVERGENCE. WHAT I AM PROPOSING IS THE ADDITION OF THOSE PROTECTED CLASSES TO OUR NON DISCRIMINATION POLICY. I WOULD OPEN UP FOR DIALOGUE OR QUESTION. >> I DO HAVE A QUESTION. >> YES. >> WHERE IT TALKS ABOUT THE DISTRICT PROVIDES EQUAL ACCESS TO BOY SCOUTS. >> YES. >> THEN THAT ONE IS MARKED OUT, BUT AM I CORRECT IN ASSUMING THAT ANY OTHER LISTED IN TITLE 36 INCLUDES THOSE? BECAUSE I THOUGHT THAT WAS WHAT WE TALKED ABOUT. >> YES. I PULLED THAT UP JUST TO ENSURE AS WELL, ALL OF THOSE LISTINGS. I ALSO I WANTED TO POINT OUT TOO THAT THOSE GROUPS TOO WOULD ALSO FALL UNDER OUR VOLUNTEER AND NEW POLICY AND PROCEDURE THAT WE HAD PUT FORTH A COUPLE OF MONTHS AGO, BUT I HAD IT PULLED UP. I BELIEVE IT WAS. IT'S A LIST OF ALL OF THE NATIONAL AND FEDERAL. >> ARE YOU LOOKING TITLE 36? >> TITLE 36. >> YES. I WAS LOOKING IT UP AS WELL, AND IT BARS. THIS IS JUST SOME FACTS ON IT. BARS DISCRIMINATION. STATES THAT THE TERMS OF MEMBERSHIP IN A NATIONAL ORGANIZATION MAY NOT DISCRIMINATE ON BASIS OF RACE, COLOR, RELIGION, OR NATIONAL ORIGIN. ENSURES PEOPLE OF ALL FACE OR NO FACE CAN PARTICIPATE EQUALLY IN THESE ORGANIZATIONS. ONE OF THE THINGS I WAS CURIOUS OF IS, DOES IT EXCLUDE RELIGION? IT DOES NOT. INSTEAD, IT EXPLICITLY PROHIBITS DISCRIMINATION BASED ON RELIGION, AS I JUST READ. THEN ALL OF THE OTHER, I JUST LOST THE WORD, ALL OF THE OTHER ORGANIZATIONS AS WELL. STILL INCLUDED, BECAUSE WHAT I DIDN'T KNOW WHAT WAS COVERED UNDER EITHER, SO I WAS READING THAT AS WELL. >> THE RESEARCH. >>TITLE 36. IS THAT WHAT IT IS? IS ABOUT NATIONALLY ORGANIZED ORGANIZATIONS, CORRECT? >> PATRIOTIC. >> PATRIOTIC SOCIETY. THERE'S A LOT OF RESERVISTS, VETERANS. >> WELL, SINCE WE'RE TALKING ABOUT RIGHT NOW, THEN BECAUSE WHAT WE'RE STRIKING IS YOUTH ISN'T WHAT'S THE TERMINOLOGY? >> OTHER DESIGNATED YOUTH GROUPS AND ANY OTHER YOUTH GROUPS. YOUTH GROUPS, WHICH I THOUGHT, WELL, THAT'S INTERESTING TERMINOLOGY. NATIONALLY OR NATIONALLY RECOGNIZED ORGANIZATIONS IS LIKE, IS THAT YOUTH GROUPS OR YOUTH THAT HAS NOTHING TO DO WITH NATIONALLY ORGANIZED ORGANIZATIONS. >> IT LEADS WITH THE BOY SCOUTS, WHICH IS A NATIONALLY ORGANIZED. >> I UNDERSTAND. BUT WE HAVE WHAT WE'RE STRIKING IS THE YOUTH. YOU SEE WHEN YOU'RE TALKING TO A FORMER PASTOR, YOU'RE TALKING ABOUT YOUTH MINISTRIES. WE'RE NOT TALKING ABOUT CLUBS, BECAUSE THIS HAS NOTHING TO DO WITH CLUBS, CORRECT? >> CORRECT. >> RIGHT. WE'RE NOT TALKING ABOUT STRIKING CLUBS OR ANYTHING. [02:35:01] WHAT IS THIS YOUTH AGAIN, I'M NOT LOOKING AT IT BECAUSE I'M NOT I WAS LOOKING FOR SOMETHING ELSE. >> IT'S JUST ENSURING THAT WE'RE NOT DISCRIMINATING BASED ON RELIGION. WE CAN'T SAY. >> BUT THE YOUTH. AGAIN, I'M SORRY. WHAT IS IT A YOUTH GROUP OR A YOUTH MINISTRY? >> IT DOESN'T. >> IT SAYS DISTRICT CURRENTLY, IT SAYS THE DISTRICT PROVIDES EQUAL ACCESS TO THE BOY SCOUTS AND THEN CROSSED OUT IS AND OTHER DESIGNATED YOUTH GROUPS AND ANY OTHER YOUTH GROUP, AND ANY OTHER LISTED IN TITLE 3. THE UNITED STATES. >> NOW, WHAT YOUTH GROUPS, WHAT DID THEY HAVE IN THE WAY OF ACCESS OR BENEFIT? WHEN THIS WHEN THAT TERM WAS IN THERE, YOU SEE, I'M PUZZLED. >> THERE'S NO BENEFIT FROM ANYBODY ON THE LIST JUST TO MAKE SURE WE DON'T DISCRIMINATE AGAIN. >> WE CAN'T DENY IT. >> WE CAN'T DENY IT. TAKING YOUTH GROUPS OFF OF THIS LIST DOES WHAT? WHY ARE WE TAKING IT OFF? >> BECAUSE IT'S NOT IN THE NON DISCRIMINATION LIST THAT COMES FROM THE STATE ANY LONGER. >> YOU CAN ONLY HAVE THINGS IN THE NON-DISCRIMINATION LIST ON THIS. WELL, WE HAVE TWO, IS WAY DEEPER THAN WE NEED TO GO, BUT DEPENDING ON THE TYPE OF STATEMENT WE HAVE, AND I'LL TURN TO MY TWO COUNTERPARTS HERE THAT ARE CURRENTLY TRAINED IN THIS. IT'S BEEN A FEW YEARS FOR ME. BUT THERE ARE CERTAIN THINGS THAT WE DISTRIBUTE THAT WE PUT UP, THAT WE HAVE TO PUT ALL OF THE STATEMENT, AND THERE ARE SOME THINGS THAT WE HAVE TO PUT PART OF THE STATEMENT ON. I'M NOT SURE WHICH ONES GO AS FAR AS THE BOY SCOUTS AND OTHER LISTS. BUT WE HAVE TO ACTUALLY POST THOSE AT ALL OF OUR SCHOOL SITES. I'M SURE THERE'S ONE HERE, SOME HANGING SOMEWHERE. THAT BASICALLY JUST SAYS THAT WE WILL NOT DISCRIMINATE AGAINST ANY OF THESE GROUPS. >>THAT'S WE'RE TALKING ABOUT 3210. >> YES. >> YEAH. >> INSTEAD OF JUST YOUTH GROUPS, THEY BASICALLY. >> SO 4260 IS WHERE IT SAYS OTHER DESIGNATED YOUTH GROUPS. IT IS IN HERE ALSO. YEAH, AND OTHER DESIGNATED YOUTH GROUPS AND THEN THERE. IT'S LIKE I'M PUZZLED BY THAT A LOT. BUT I THINK LENYL WILL APPRECIATE THIS. LET ME ASK A COUPLE OF QUESTIONS NOW. I NOTICE IN THE OLD STATEMENT WE'VE GOT LANGUAGE AND THAT'S NOT IN THE NEW STATEMENT. IN THE OLD STATEMENT, IT SAYS RACE, COLOR, NATIONAL ORIGIN, LANGUAGE, CREED, RELIGION. LANGUAGE IS NOT IN THE NEW STATEMENT. WE'RE SAYING THAT THEY'RE NOT PROTECTED AGAINST DISCRIMINATION BECAUSE THEY'RE NOT IN THE NEW STATEMENT? >> IT WOULD BE IN THE LANGUAGE ACCESS. I THINK THEY WERE TRYING TO SOLIDIFY IT. IT'S IN THE ETHNICITY, CREED, NATIONAL ORIGIN. >> WELL, AND THEN I GOT PUZZLED ABOUT THIS ETHNICITY. WE USED THE WORD RACE. WE USE THE WORD ETHNICITY, AND WE DON'T USE THE WORD CULTURE ANYWHERE. I DON'T BELIEVE. >> RIGHT. >> I WAS TRYING TO GET A GRASP ON WHERE THIS WAS COMING FROM, AND WHAT IT ALL MEANS. WHAT I'VE DISCOVERED, ETHNICITY IS DIFFERENT FROM CULTURE. FOR EXAMPLE, A JAPANESE FAMILY COULD RAISE THEIR KIDS IN SOMEPLACE ELSE, MEXICO. THE KID IS RAISED IN A MEXICAN CULTURE. HIS ETHNICITY IS JAPANESE, WHICH IS HIS RACE. >> RACE. >> SEE, BUT THAT'S WHAT ETHNICITY MEANS. I'M NOT TRYING TO PULL ANYTHING ON ANY OF US. >> YEAH, IT'S ACTUALLY IT WOULD BE OPPOSITE. [OVERLAPPING] >> I HEAR ABOUT WHAT THIS IS. >> AM JAPANESE. THAT'S THE RACE THAT I IDENTIFY. I WAS RAISED IN A TRADITIONAL WHITE HOUSEHOLD, THAT'S THE ETHNICITY. >> SURE. >>THAT'S LIKE THE CULTURE OF PEACE. >> WELL, OKAY. YOU SEE, SO ETHNICITY IS LIKE CULTURE? >> I HAD THAT OPPOSITE. YOU'RE RIGHT. I'M GETTING MIXED. YOU'RE RIGHT. YES. YOU HAD IT, RIGHT. >> [OVERLAPPING] THE FIRST EXAMPLE SAYING AND NOT STRAIGHT. WE GOT THE WORDS. >> BUT BASICALLY, WE CAN'T DISCRIMINATE BASED ON EITHER OF THOSE. THAT'S THE BOTTOM LINE. >> BUT CULTURE IS NOT ON THE LIST. >> NO. CORRECT. RACE OR ETHNICITY. >> IT'S NOT. >> SHOULD BE, WE SHOULDN'T BE DISCRIMINATING AGAINST CULTURES. [02:40:03] >> I WOULD BE. ABSOLUTELY AGREE. [LAUGHTER] >> IS ON THE LIST. LET'S PUT IT ON THE LIST. >> I THINK IT'S IMPLIED WITH THE RACE PIECE. >> OKAY. >> YES. RIGHT. >> I DON'T THINK WE NEED OUR LIST TO BE ANY LONGER [LAUGHTER]. >> LONG. >> WELL, IT WAS NOT IMPORTANT. IT'S NOT IMPORTANT. IT JUST STRUCK ME AS BEING ODD. I THOUGHT IT WAS REALLY ODD THAT WE DIDN'T HAVE LANGUAGE ON THERE, BUT THAT'S OKAY. >> I'M GETTING CONFUSED NOW. THIS IS USUALLY AN AREA OF EXPERTISE OF MINE, BUT MY BRAIN IS TURNING MUCH. >> YES. I CAN UNDERSTAND. IT'S REALLY APPARENTLY IT'S NOT IMPORTANT. ABSOLUTELY. >> I APOLOGIZE. BUT THE BOTTOM LINE, TRULY OF THIS POLICY IS THE ADDITION OF THE FOUR PROTECTED CLASSES AND THE FACT THAT WE CAN'T DISCRIMINATE, AND YOUTH GROUPS DO STILL HAVE EQUAL ACCESS TOO, SO WE CAN'T DISCRIMINATE THERE. WHAT I'M ASKING IS FOR THE REVISION OF POLICY 3210, REGARDLESS OF MY RAMBLING. >> MORE DISCUSSION, QUESTIONS. PERHAPS A MOTION. >> I'D MOVE THE BOARD OF DIRECTORS APPROVE THE REVISIONS TO POLICY 3210 AS PRESENTED. >> THE MOTION IS TO APPROVE THE REVISIONS TO POLICY 3210 AS PRESENTED. STUDENT REPS. >> PROP. >> PRO. >> THANK YOU. BOARD, ALL THOSE IN FAVOR SAY, AYE. >> AYE. >> AYE. >> AYE. >> UNOPPOSED. MOTION PASSES 4-0. >> THANK YOU, BOARD. I APOLOGIZE FOR THE LACK OF CLARITY THERE. >> IT'S OKAY. NEXT ON OUR AGENDA IS REVISION OF POLICY 4260, USE OF SCHOOL FACILITIES. I'LL BET SURE HE'S JUST DYING TO GET OUT HERE. >> I SEE NOW WHY IT'S ON. >> GIVE HER SOME QUESTIONS. >> PLEASE DON'T. >> THAT'S A LOT TO FOLLOW. BUT I'M JUST FOLLOWING BACK ON LENYL'S POLICY CHANGE, MINE IS FROM THE HOUSE BILL 1296, JUST ADDING THOSE PROTECTED CLASS TO OUR BOARD POLICY 4260 FOR FACILITY RENTALS. AS YOU CAN SEE ON THE REVISION, THERE WAS JUST TWO WORDS THAT WERE STRUCK OUT, INCLUDING IN O AND THEN IT WAS THE ADDITION OF THOSE CLASSES. THE ETHNICITY, HOMELESSNESS, IMMIGRATION OR CITIZENSHIP STATUS, AND THERE ARE DIVERGENCE. >> IT'S PERFECT. THAT'S IT? >> THAT'S IT. >> LET ME SAY THIS THAT 4260, I'M SORRY, IS ALL ABOUT ACCESS. THAT'S WHY I'M EXCITED BECAUSE I UNDERSTAND HERE. OTHER DESIGNATED YOUTH GROUPS ARE STILL ON HERE, BECAUSE WE'RE TALKING ABOUT, ANYTHING OTHER THAN ACCESS. YEAH, PERFECT. >> I MOVE THE BOARD OF DIRECTORS. APPROVE THE REVISIONS TO POLICY 4260 AS PRESENTED. >> THE MOTION ON THE FLOOR IS THE APPROVAL OF REVISIONS TO POLICY 4260 AS PRESENTED. STUDENT REPS. >> PRO. >> PRO. >> THANK YOU. BOARD. ALL THOSE IN FAVOR SAY AYE. >> AYE. >> AYE. >> UNOPPOSED. MOTION PASSES 4-0. >> THANK YOU. >> THANK YOU, SHERRY. >> PERFECT. >> FUTURE EVENTS. [11. Future Agenda Items and Board Events] WE HAVE A TOUR ON THE 24TH. >> YES. >> COMING UP. I THINK THAT IS THE ONLY THING UNTIL OUR NEXT BOARD MEETING. REMEMBER, WE WILL BE HAVING A WORK SESSION AT OUR NEXT BOARD MEETING ON THE 27TH, STARTING AT FOUR. 4:00. >> FOUR O'CLOCK. >> IF THERE IS NOTHING ELSE FOR THE GOOD OF THE ORDER, I ADJOURN THIS MEETING AT 8:44. >> THANK YOU. * This transcript was compiled from uncorrected Closed Captioning.