[0:01] Good evening, and thank you for joining this regular meeting of the Shoreline
[0:05] School Board. I'm going to call this meeting to order.
[0:08] Our meetings are offered in person and via remote participation for our board and
[0:12] community. The agenda for this meeting has been published and is available on our
[0:17] website along with the materials that were available to our board and student
[0:20] representatives who have had the opportunity to ask questions in advance of the
[0:24] meeting. I'd like to introduce those participating in the meeting today.
[0:28] We have Superintendent Reyes, myself, Vice President Bentall, Director Williams,
[0:33] Director Jernigan, and Director Shek.
[0:36] And we have Student Representatives Peters, Vermilion, and Campbell.
[0:42] As we begin tonight, I want to take a moment to collectively recognize that we are
[0:46] meeting this evening on the traditional lands of the Coast Salish people.
[0:50] Here in Shoreline, that includes our local treaty tribes, the Tulalip and
[0:53] Snoqualmie tribes, who have been stewards of this land since time immemorial and
[0:57] remain so today.
[1:00] So for item three, our celebrations, recognitions, introductions, and gratitude, I
[1:05] will turn it over to Superintendent Reyes.
[1:10] Thank you. Thank you, President Healy, members of the board.
[1:13] This item this evening is for
[1:18] the oath of office for our new student board representative, Kate Campbell.
[1:23] I'm going to make my way over here so we can work through our oath of office
[1:27] process.
[1:43] All right. Do you want to read?
[1:47] I can. So if I... Just need to raise my hand. Or I think I need a mic.
[1:52] Yeah, you need to-- There we go. Are we good here, Cathy?
[1:57] I think we're good here.
[1:58] Okay. I, state your name. I, Kate Campbell. Do solemnly swear.
[2:04] Do solemnly swear. That I will support. That I will support.
[2:08] The Constitutions of the United States and the State of Washington.
[2:12] The Constitutions of the United States and the State of Washington.
[2:15] And the laws of the State of Washington. And the laws of the State of Washington.
[2:19] And will faithfully perform the duties of student representative to the board of
[2:23] directors. And will faithfully perform the duties of student representative to the
[2:28] board of directors. For the Shoreline School District.
[2:31] For the Shoreline School District. In the county of King. In the county of King.
[2:36] State of Washington. State of Washington. According to the best of my ability.
[2:40] According to the best of my ability. Congratulations.
[2:53] Well, congratulations. Welcome.
[2:57] All right. We are going on to agenda item four, which is agenda review.
[3:03] And Superintendent Reyes, just wondering if there are any items on the agenda that
[3:08] need to be modified or pulled for further discussion or review?
[3:12] There's just one additional item that was added today, a field trip.
[3:16] And so want to make sure we had that in place for our students and
[3:22] staff to be able to attend, so we added that today.
[3:25] Okay. That's fine. Thank you.
[3:28] It's a field trip for Cascade K-8.
[3:33] Okay. All right, so we are going on to agenda item five, which is comments from the
[3:37] community. We are grateful to the community for providing input on board
[3:41] decision-making and the direction of our district.
[3:44] With each public meeting, the community has the ability to provide input to the
[3:48] board via the comment submission form posted on the district website with the
[3:52] meeting agenda this Friday before the meeting, as well as in person or via Zoom
[3:57] during this time in our meeting dedicated to public comment.
[4:01] All comments shared in any of these ways become part of the public record for this
[4:06] meeting. Is there anyone in person or on Zoom wishing to make a comment tonight?
[4:12] I actually have the list of those folks that have signed in, so I'll start there,
[4:17] but just want to welcome others who may not have had the chance to sign in yet.
[4:22] So, for those in person, we will start with Suzy McDowell.
[4:31] Hi, my name is Suzy McDowell, and I'm a Shoreline resident.
[4:35] I'm currently a teacher at Echo Lake, and I was previously a long-time swim coach
[4:39] for Shorewood High School. I'm speaking today to put in a positive plug for the
[4:44] City of Shoreline's November 3rd vote, which would build a new community pool
[4:48] through the Metropolitan Park District called Proposition 1.
[4:52] I was a district representative on the city's committee recommending to the city
[4:56] council that the pool should move forward to a vote.
[4:59] Our committee wholeheartedly agreed that the plan was well thought out and would
[5:02] meet the needs for all ages. Some highlights in the initial design are eight lanes,
[5:08] two diving boards, and a separate pool for lessons.
[5:11] I believe the city has worked hard to determine the best funding mechanism for a
[5:14] pool and for its long-term sustainability.
[5:18] Since 2020, when the Shoreline pool closed, our high school swim programs have been
[5:22] at an outdoor pool with weather and daylight constraints, in addition to being
[5:27] limited in hosting home meets. A pool in Shoreline would allow our high school
[5:32] programs to come indoors and have a home pool for numerous competitions.
[5:37] Our swim and dive teams would get to be at the same facility, and it would
[5:40] guarantee a more stable future for both high school teams.
[5:44] I hope that you as the school board will see the positives for our district
[5:48] students when you hear the city's presentation, and that you will feel compelled
[5:53] and encouraged to promote the benefits of Proposition 1. Thank you.
[5:58] Thank you for your comments. And I realized I skipped past the instruction for
[6:03] public comment, so I just want to go through that really quickly for those folks
[6:06] that are coming next. So just really quickly, during public comment, each person
[6:10] will have up to two minutes to share their thoughts, and two people may combine
[6:14] their time for a total of four minutes, with a total public comment period of up to
[6:18] 30 minutes. Please note that the board does not respond to anything shared or
[6:22] submitted in public comment, and the board's silence is neither a signal of
[6:26] agreement or disagreement with what is being shared in comment.
[6:30] For the safety and care of all present, and anyone who may listen to the recording
[6:33] of this meeting at a later date, we ask all making comments to help us model for
[6:38] our students what an inclusive community looks and sounds like by refraining from
[6:42] threatening, abusive, or obscene language.
[6:45] And if you have materials or additional comments you would like the superintendent
[6:48] or board to review, please give them to staff at the side of the room or send them
[6:53] to school.board@ssd412.org. And to ensure everyone has equal opportunity to use
[6:59] their full time, we ask listeners to refrain from applause or other forms of
[7:02] response while people are giving their comments.
[7:05] And for all providing comment, please begin by stating your name and relationship
[7:10] to the district. So now that I went back to that, I just want to make sure to get
[7:14] that in.
[7:16] And we have Kristen Williams next.
[7:23] All right. It's Tona. Wasn't sure.
[7:26] Hello, school board. My name is Kristen Williams, and I'm a parent of a third
[7:30] grader at Meridian Park for the HiCap program and a sixth grader at Einstein Middle
[7:34] School, and also a treasurer at Meridian Park PTSA.
[7:37] I'm here today to ask you guys to prioritize Meridian Park for an outdoor
[7:41] facilities upgrade, as well as share about administrative staffing concerns.
[7:46] Meridian Park's playground and play field have not seen improvements in 14 years.
[7:50] While Syre has
[7:53] not seen upgrades for few more years than that, I'm asking for the board to
[7:57] consider giving us both priority.
[8:01] My child, Chloe, attended Highland Terrace for first grade, and before moving to
[8:05] Meridian Park, expressed frustration because in her words, "The playground was so
[8:09] boring." For those who have seen the HT playground, it is also dated and has not
[8:14] been upgraded in perhaps just as long.
[8:17] Despite this, she had a very clear opinion of what she liked and didn't like, and
[8:22] who better to speak on this than a child, a playground expert?
[8:27] Not long after joining Meridian Park, I heard from other parents that there is even
[8:31] a particular structure that causes injuries.
[8:34] Chloe's never taken to the playground in the past year, so she has not been
[8:37] injured, but this is concerning for me for all the other students that do use it
[8:41] regularly. A second concern is our play field, which another Meridian Park parent
[8:46] will also speak towards today. Third, where some elementary schools are struggling
[8:51] to keep current numbers of enrollment, Meridian Park has increased from 500
[8:55] students four years ago to nearly 630 this year, yet has the same amount of
[9:01] supporting staff as other schools. One principal, one dean, and one counselor.
[9:07] This team is doing double duty In sum, we ask you to prioritize Meridian
[9:13] Park when choosing the next school to get outdoor upgrades, as well as think of
[9:16] Meridian Park when thinking of adding administrative staff.
[9:20] While close friends making her willing to stay at Meridian Park, improvements in
[9:24] our outdoor spaces and staffing will make Meridian Park our high cap and most
[9:28] populated elementary school a joy to attend. Thanks.
[9:33] Thank you for your comments.
[9:36] Our next
[9:38] personal comment will be Enyo Felipe and Asher Mast.
[9:43] Apologies if I didn't say that right.
[9:46] Yeah.
[9:47] I sign up after them, but my name is Enyo Felipe.
[9:50] I'm another parent at Meridian Park, and I'm just going to say two sentences before
[9:54] the students themselves speak. I'm also here to support Christine and the other
[9:59] parents that have concerns over the outdoor facilities at Meridian Park.
[10:04] The play field and the playgrounds are not in their best shape, and the student
[10:09] population, as Christine mentioned, is increasing.
[10:12] I hear from my child, a fifth grader now at Meridian Park, that they look forward
[10:17] to recess, but then every two weeks or every three weeks, there's another kid that,
[10:21] well, maybe twisted an ankle on the pothole, or maybe as the ball was being kicked,
[10:26] also rocks flew in his eyes because the field is partially dust,
[10:32] partially turf, partially weed. So I know a few of the soccer
[10:38] teams, like
[10:40] Hillwood and some other soccer clubs, don't use Meridian Park anymore because of
[10:45] its shape. And while it never feels good as a parent to stand here and say, "Well,
[10:50] prioritize my kid's school rather than the other kid's school," it's just the
[10:54] number of the students there that might generate a bigger impact.
[10:57] So if we're looking at impact in the community, it might make sense to think about
[11:01] Meridian Park prioritizing that renovation. Thank you.
[11:15] Hi, my name is Enyo, and today I'm speaking for all of the people at Meridian Park
[11:20] who use the play field there. And there are a couple things that I would like to
[11:26] speak about today, including the potholes there, the mud that
[11:32] people can slip on due to
[11:35] things like precipitation turning the dirt into mud, and I would like to talk about
[11:40] the sand getting in people's eyes.
[11:42] While the Meridian Park play field is great, the people who are currently using it
[11:48] have slowly declined it down to a smaller percentage.
[11:51] The reason for this is because there's sand getting in people's eyes.
[11:55] Whenever a gust of wind blows, people can get sand in their eyes, and they could be
[11:59] blinded for two to three seconds. You never know what can happen in that time.
[12:04] Maybe a ball could come flying and hit you, and you could get injured.
[12:08] Also, the mud there,
[12:11] people can slip on, and you could get your pants or your knees
[12:16] dirty, and you don't want to stay like that for the whole day.
[12:20] Recess periods can include 30 to 15 minutes long, and
[12:26] after that time, there's still many hours to the school day.
[12:30] We don't just play in those times. The last thing I would like to talk about is the
[12:35] potholes there. Many people have been falling or tripping in the potholes at
[12:40] Meridian Park Elementary's play field.
[12:44] This can cause them to land head first, knee first, or anywhere that could danger
[12:48] them or cause some sufficient injury to any areas. Thank you.
[12:56] Hi, my name is Asher, and I'm a fifth grader at Meridian Park.
[13:00] I'm here today to ask you to prioritize improving the Meridian Park field.
[13:04] Last year during the move-a-thon, I stepped in a pothole and fractured my ankle,
[13:08] making it so I couldn't do any activities for three months.
[13:13] Another reason is I play soccer every day, and when it rains, it gets really muddy
[13:18] because there's no grass, so people often slip and fall and get dirt all over them,
[13:23] forcing them to go back into class with dirty clothes.
[13:26] Sometimes people even get hurt and have to go to the nurse.
[13:30] There are also little patches of grass that stick up from the ground, and it is
[13:34] really easy to trip on them. This makes it hard and unsafe to run because you don't
[13:38] want to twist your ankle when you're running.
[13:41] It is also hard to play soccer when the ball flies everywhere.
[13:44] I suggest that you come visit the field to see what it looks like and problem solve
[13:48] how to fix it. Thank you.
[13:53] Thank you for your comments.
[13:55] We have Milena Mast next.
[14:01] Hello. My name's Milena, and I'm a parent of two students at Meridian Park.
[14:06] And I'm here tonight to ask you to address the severe and ongoing issue of the
[14:09] unacceptable condition of the Meridian Park field, as you've heard about already.
[14:14] The field is not being adequately maintained, and as you've heard, it's ridden with
[14:20] deep potholes, uneven depressions, and thick mud in the fall and the winter.
[14:24] It's not just an aesthetic issue or an inconvenience for the kids, it's a major
[14:28] safety hazard. As you heard, my son stepped in the pothole during the move-a-thon
[14:32] last year and fractured his ankle and was out from all soccer sports and all kid
[14:36] activities for three months. And the frustrating part about that injury was that it
[14:40] was 100% preventable if the field had been adequately maintained.
[14:45] We send our kids to school under the assumption that the district will provide a
[14:48] safe environment for them to learn and play, yet that is not the case.
[14:52] Our kids deserve better. They should be able to go out and run and play at recess
[14:55] without worrying about getting hurt or coming back covered in mud, as the kids
[14:59] talked about.
[15:01] Basic grounds maintenance is a fundamental responsibility of the district.
[15:06] And I'm asking you as a board tonight to prioritize funding and immediate
[15:10] scheduling for Meridian Park field maintenance and improvements. Thank you.
[15:15] Thank you for your comments. Is there anyone else in person that wishes to make a
[15:20] comment that hasn't
[15:22] signed up yet or need to?
[15:25] Okay. So we will go on to comments via Zoom.
[15:30] Is there anyone on Zoom wishing to make a comment?
[15:37] No? No comments on Zoom.
[15:42] So this
[15:45] now concludes our public comment period for tonight.
[15:51] We are now going on to agenda item six, which is student representative reports and
[15:57] communications.
[15:59] Would any student representative like to share a report or communication?
[16:07] As far as school, we're just getting back into the new school year.
[16:12] It's almost homecoming, so it's getting a bit busier and everyone's super excited.
[16:17] And as far as school board reps, we're restarting the student advisory committee
[16:23] for this year. So we sent out applications, and we'll be choosing the people that
[16:27] are in it soon.
[16:32] In terms of Shorewood,
[16:34] things are moving toward getting stuff ready for homecoming, so the skits are
[16:37] starting to be planned, and also just getting things ready for that in terms of
[16:43] ASB, and there's a lot of college applications going on, personal essay writing,
[16:47] stuff like that. So it's pretty exciting.
[16:49] And yeah, Nina covered the SATs pretty well, so that's all.
[16:55] I don't think I have really anything specific to report except for that we're
[17:01] trying to start the student committee as well.
[17:06] And I think we're going to start looking at applicants within a few weeks or
[17:10] something like that.
[17:12] Okay. Thank you for sharing.
[17:16] All right. We will now go on to agenda item seven, which is adoption of the consent
[17:21] agenda. The consent agenda this evening contains items
[17:27] 7A through 7G. The board and student representatives have had the
[17:33] opportunity to ask questions in advance of the meeting.
[17:36] Are there any items on the consent agenda that need to be pulled for further
[17:40] discussion from the board or student representatives?
[17:48] All right. So this is usually the time where we go to the student advisory vote
[17:52] first. But
[17:54] for our consent agenda today, we do have an item that was discussed in a closed
[17:58] session. So because of this, we will not have a student advisory vote
[18:04] on the consent agenda, as board policy 1235 states advisory votes will not pertain
[18:09] to any item discussed on the executive or closed session.
[18:14] So we will now go to the board vote. Is there a motion to approve consent agenda
[18:19] items 7A through 7G as submitted?
[18:26] Motion provided by Director Shek. Is there a second?
[18:29] Second.
[18:30] Second provided by Director Williams. All in favor, please say aye.
[18:34] Aye.
[18:35] Aye.
[18:36] Aye.
[18:37] Aye.
[18:39] All right. The consent agenda has passed. Thank you, everyone.
[18:43] All right. We are moving on to agenda item eight, which is superintendent report
[18:48] and information for the board. Superintendent Reyes, would you like to share
[18:52] anything with the board?
[18:54] Thank you, President Healy and members of the board.
[18:57] You have for information the enrollment report there.
[19:00] I don't have any real specific report for you this evening other than I just want
[19:05] to acknowledge and thank our community for the advocacy and the questions and
[19:09] emails that we're receiving regarding our play fields, our playgrounds.
[19:15] We truly appreciate that input, and our team is actively working on exploring
[19:21] how we can address the situation. So thank you all for being here this evening and
[19:25] sharing your thoughts. We really appreciate it.
[19:32] All right. We will now go on to agenda item nine, which is reports and
[19:37] presentations, and we have three presentations for this meeting.
[19:41] Superintendent Reyes, would you like to get us started?
[19:44] Thank you, President Healy.
[19:47] We are this evening joined by two special guests from the city of
[19:53] Shoreline who will be presenting information for you regarding Proposition 1,
[20:00] Creation of Shoreline Metropolitan Park District.
[20:03] With us this evening, we have Christina Arcity,
[20:07] who is the assistant to the city manager, and Eric Bratton,
[20:13] who is the communications program manager.
[20:15] And I believe I'll just hand it right over to the two of you. Are you okay?
[20:20] You ready to roll? Okay. Thank you, and welcome.
[20:24] Thank you so much. Good evening, President Healy, board members.
[20:28] We really appreciate the opportunity to be with you all this evening.
[20:33] My name is Christina Arcity. I'm the assistant to the city manager with the City of
[20:37] Shoreline, and I'm here with Eric Bratton, communications program manager with the
[20:43] City of Shoreline as well.
[20:45] We are really glad to be here to talk about the City of Shoreline's Proposition 1,
[20:50] which will be on the November general election ballot this year.
[20:55] Proposition 1 will ask voters if they would like to form a metropolitan park
[20:59] district to pay for the construction, operation, and maintenance of a pool facility
[21:05] and potential future recreation facilities in Shoreline.
[21:09] We're going to show you all a short video with factual information about
[21:13] Proposition 1. We're then going to share a little bit more information with you
[21:17] about the measure after that, and about the process that voters will be asked to go
[21:21] through. And then we'll have some time for your questions as well. So with that.
[21:30] I just want to real quick say that because we have to do this on YouTube, because
[21:34] the captions are a little better, there's a possibility an ad might pop up.
[21:38] We apologize for that ahead of time.
[21:44] 2006, following public engagement and four focused council discussions, the
[21:49] Shoreline City Council adopted Resolution 562, placing Proposition 1 on the
[21:54] November 3rd, 2026 general election ballots.
[21:58] This proposition asks voters if they want to create the Shoreline Metropolitan Park
[22:02] District and associated property tax increase to finance and refinance the
[22:07] construction, operation, and maintenance of a new indoor pool facility and
[22:12] potential future recreational facilities.
[22:15] This presentation will provide an overview of the history of pool access in
[22:19] Shoreline, share about the preliminary pool facility design shaped by public input,
[22:24] discuss metropolitan park districts as a way to finance public pool facilities, and
[22:29] share how this measure would impact Shoreline residents.
[22:33] City of Shoreline staff recording this presentation are providing factual
[22:36] information and are not advocating for you to vote in any certain way.
[22:42] King County constructed the former Shoreline pool, a six-lane lap pool with a
[22:46] diving well, in 1971 as part of the voter-approved Forward Thrust bond program.
[22:53] It was located at the north end of the Shoreline School District-owned Shoreline
[22:56] Center campus off 185th Street and 1st Avenue Northeast.
[23:02] In 1995, Shoreline became a city, and King County transferred ownership of the pool
[23:07] to the city. The land was still owned by the school district.
[23:12] As the facility aged, it needed significant repairs.
[23:16] Several major improvements were completed from 2001 to 2016.
[23:21] However, continuing to apply temporary fixes did not make economic sense and was no
[23:26] longer feasible as the pool's aging structure and equipment continued to fail.
[23:32] Knowing that the pool was near the end of its useful life, the city began engaging
[23:36] with the public to determine what they would want in a new pool and recreation
[23:40] facility. Ultimately, in 2020, the decision was made to close the Shoreline
[23:46] pool because the ballooning cost to operate the inefficient facility, plus the lack
[23:51] of available parts to fix essential systems, no longer made the pool economically
[23:55] viable.
[23:58] A public pool supports water safety education and life-saving skills.
[24:02] The former pool had a variety of programs that helped with water safety.
[24:07] A new pool would offer similar programs, including swim lessons, kayaking lessons,
[24:13] lifeguard training, CPR classes, scuba diving training, and fishing boat safety
[24:18] training. A pool has additional functions beyond water safety.
[24:23] Public pools are places where people go for fitness through swimming, water
[24:27] aerobics, water walking, swim team, dive team, and water polo, and therapy
[24:33] programs for conditions such as arthritis and MS, as well as injury recovery.
[24:40] The preliminary pool design for this part of Prop 1 was informed by over ten years
[24:45] of public input and previous efforts to build a new pool.
[24:49] In developing both the 2017 through 2023 Parks, Recreation, and Open Space Plan
[24:55] and the 2024 through 2030 Parks, Recreation, Open Space, and Public Arts Plan, the
[25:00] city engaged with hundreds of community members.
[25:04] As part of those efforts, we asked about constructing a new pool facility.
[25:08] Both planning documents included action items to provide aquatic recreation
[25:12] opportunities to community members.
[25:15] A 2019 ballot measure asked voters if they wanted to fund a new 75,000 square foot
[25:21] pool, recreation and community center, and other park projects.
[25:25] A majority of voters, 54%, voted yes, but the measure did not receive the required
[25:31] 60% yes vote needed to pass a bond measure.
[25:36] In 2024, City Council directed staff to explore the possibility of a 2026 ballot
[25:41] measure to build, run, and maintain a new public indoor pool facility.
[25:47] Building on the input from previous studies, in 2025, city staff engaged with over
[25:53] 800 community members through surveys, community events, an open house, and other
[25:58] communications to ensure that the current preliminary design meets the overall
[26:03] community's needs. From 2025 to 2026, the city manager engaged a
[26:09] 17-member pool facility advisory committee to learn about pool facility operations
[26:14] and maintenance, review the preliminary facility design, and discuss the
[26:19] Metropolitan Park District funding mechanism.
[26:22] The committee, which was made up of Shoreline residents, recommended to the city
[26:26] manager the City Council place a measure on the November 2026 ballot.
[26:30] The pool facility being considered for funding through Prop 1 would be
[26:34] approximately 48,000 square feet. This video has design highlights.
[26:39] The full floor plan description is available on the Prop 1 website.
[26:43] The preliminary design includes the following components and is subject to final
[26:46] design and budget. The recreation pool has play features, space for lessons and
[26:51] classes, and a lazy river that has flowing currents for water walking and floating.
[26:57] The eight-lane, 25-yard lap pool has starting platforms and two one-meter diving
[27:03] boards. The pool could be used for lap swimming, swim practice, swim meets,
[27:08] lessons, water polo, water aerobics, and more.
[27:12] The hydrotherapy pool would be kept at a warmer temperature for therapeutic uses
[27:16] and swim lessons for babies and younger kids. There is a sauna.
[27:21] The spectator area has flexible seating options for spectators, parents, and others
[27:26] watching swim lessons and activities.
[27:29] The classroom and party room could be used for multiple purposes, including
[27:32] lifeguarding training, water safety education, party rentals, and other community
[27:38] needs. There would be universal change rooms with individual rooms, stalls, and
[27:43] private index showers. Change room options include many rooms with baby changing
[27:49] tables and two rooms with adult changing tables.
[27:52] Outside, there would be parking for cars, bikes, e-bikes, scooters, and other
[27:57] wheels, and green space with connections to the Interurban Trail.
[28:02] The facility is designed to be accessible, inclusive, and welcoming to people of
[28:06] all identities, with universal change rooms and access to pools with ramps, lifts,
[28:11] and steps. The facility would be located at 17828 Midvale Avenue North, just
[28:17] north of City Hall and close to 175th and Aurora.
[28:21] This location was selected several years ago after the city evaluated the
[28:24] feasibility of multiple potential locations.
[28:27] The location is central, visible, accessible by transit, wheels, and people on
[28:32] foot, and on city-owned property.
[28:36] We have shared the preliminary pool facility design.
[28:39] Now we'll discuss how it will be funded through Prop 1.
[28:42] Prop 1 asks voters if they want to create the Shoreline Metropolitan Park District
[28:47] and associated property tax increase to finance and refinance the construction,
[28:53] operation, and maintenance of a new indoor pool facility and potential future
[28:57] recreational facilities. A metropolitan park district, or MPD for short,
[29:03] is a type of junior property taxing district with special taxing authority for the
[29:08] management, control, improvement, maintenance, and acquisition of parks,
[29:13] pathways, boulevards, recreational facilities, programs, and services.
[29:18] There are 23 MPDs in Washington state, including several that fund swimming pools.
[29:24] If approved by voters, the Shoreline MPD would be created for the purpose of
[29:28] constructing, operating, and maintaining the proposed recreational pool facility
[29:33] and for potential future recreational facilities.
[29:37] This would create a dedicated revenue source that could only be spent on the pool
[29:41] facility and potential future recreational facility if additional funding becomes
[29:46] available. The Shoreline City Council would make up the Shoreline Metropolitan Park
[29:51] District Board of Commissioners, which would be the governing body.
[29:55] The MPD would sign a service agreement with the City of Shoreline for the city to
[29:59] build, operate, and maintain the pool. The MPD would not have any direct employees.
[30:05] Funding is needed to pay for both capital construction costs and ongoing operations
[30:09] and maintenance costs of the pool facility.
[30:12] The total construction project costs are estimated to be $100 million, which
[30:17] includes design, permitting, construction, paying off the property purchase, and
[30:22] related fees and contingencies. The King County Parks levy set aside $5 million as
[30:27] a contribution to the project. The remaining $95 million would be paid for with
[30:33] 20-year bonds issued by the city. This is similar to how a loan for a home purchase
[30:38] functions. The city would have an annual payment of $7.25 million
[30:45] each year for 20 years. These annual payments would be covered by the MPD property
[30:50] tax revenue. Current cost estimates show operations and maintenance costs for the
[30:55] first five years averaging about $4.4 million, with anticipated revenue from
[31:01] user and rental fees bringing in about $2.9 million.
[31:06] The anticipated revenue generated from user and rental fees would cover 66% of the
[31:12] cost to operate and maintain the pool facility.
[31:15] The remaining 34%, approximately $1.55 million, would be provided from
[31:21] ongoing MPD property tax.
[31:25] By subsidizing some of the operations and maintenance costs with MPD revenue, we
[31:30] can keep the cost lower for users, making the pool more accessible and affordable.
[31:35] In total, the MPD would raise approximately $8.8 million annually to pay for the
[31:40] construction and ongoing operations and maintenance.
[31:44] If approved, property tax collection would start in 2028.
[31:49] The initial levy rate needed to generate $8.8 million is anticipated to be
[31:53] approximately $0.55 per $1,000 assessed value, which accounts for
[31:59] potential fluctuations in property values between now and then.
[32:03] The actual 2028 levy rate will be determined in late 2027.
[32:08] The MPD tax revenue collection would continue beyond the 20 years needed for debt
[32:13] payments for construction bonds.
[32:16] This is because revenue would still be needed to pay for annual operations and
[32:19] maintenance. After 20 years, revenue that was previously used for debt payments
[32:25] could be repurposed for recreation facility or pool facility renovations.
[32:30] At that time, the MPD board could also decide to lower the tax rates.
[32:34] Preliminary cost estimates for property owners are shown in the table on the
[32:38] screen. The owner of a median valued home, which is $831,000 in 2026,
[32:44] could expect an annual increase in property tax of approximately $421 per year or
[32:50] $35 per month. The owner of a home valued at one million dollars would pay
[32:55] approximately $507 per year or $42 per month.
[33:00] Thank you for joining us for this presentation.
[33:03] To find out more about Shoreline's Proposition 1, visit
[33:06] shorelinewa.gov/shorelineprop1.
[33:11] You can also contact Eric Bratton with any questions.
[33:15] Eric's email is E-B-R-A-T-T-O-N
[33:21] @shorelinewa.gov. His phone number is
[33:24] 206-801-2217.
[33:30] On June 1st, 2026-
[33:34] Thank you so much for watching that video with us on Proposition 1.
[33:39] So ballots will be mailed
[33:42] by King County Elections and should arrive to all voters' homes around October
[33:48] 14th. All Shoreline residents will also receive a factual mailer about the
[33:53] proposition at about the same time as they receive their ballots.
[33:57] The mailer explains the measure in greater detail than what will be in the voter
[34:02] pamphlet. It's not meant to persuade voters to vote yes or no.
[34:06] Rather, it gives voters more information than what is available in the voter
[34:11] pamphlet. The city is also conducting factual presentations to residents between
[34:16] now and when voters receive their ballots.
[34:19] Committee members can find dates and times of the six remaining presentations at
[34:23] our website at shorelinewa.gov\shorelineprop1.
[34:29] The video we showed tonight is also on that website for people to watch at any
[34:34] time. So with that, we're happy to take questions if we still have time for that,
[34:39] President. Thank you.
[34:40] Mm-hmm.
[34:42] I have a quick question, and I apologize if the question only shows that I don't
[34:47] have enough background.
[34:49] It's totally fine.
[34:50] When you say Prop 1, was there other props?
[34:53] And this is the prop that everybody decided this is what we're going to put on the
[34:57] ballot?
[34:57] Yeah, I appreciate the question.
[35:00] So the King County Elections decides what number, and we are only putting
[35:06] forward one proposition on the ballot this time, so it's Proposition 1.
[35:10] If we had two, they would tell us which one was one and which one was two.
[35:15] So I really appreciate the question.
[35:18] We have over and over and over again had Prop 1 because typically
[35:23] city council has only put one ballot measure on at a time.
[35:29] But I really appreciate the question for clarity because the city just keeps on
[35:33] having Prop 1 or Proposition 1. So thank you for that clarity.
[35:38] Thank you for clarity.
[35:39] Of course.
[35:41] And for Lake Forest Park voters, there will be a different Prop 1.
[35:44] Mm-hmm.
[35:44] That is a different question. No rival pools.
[35:49] Not that I'm aware of.
[35:51] Yeah.
[35:54] Thank you so much for coming and bringing this.
[35:57] We've been anticipating it, so it's good to have the chance to connect with you.
[36:03] When the city was considering the pool a few years ago, I know there were some
[36:07] other funds, like county funds, that were potentially going to be engaged in that
[36:13] process because I know there was an effort to get another public community pool on
[36:18] the north end of the county. Just curious if any opportunity...
[36:24] I don't know if those particular funds are still available, but for this pool, is
[36:29] the anticipation that the Metropolitan
[36:34] Park District, I couldn't remember if it was park or pool
[36:38] Is the sole financier of the pool, or would there be other funds that would be
[36:43] looked at to be supporting this?
[36:45] So we did get $5 million from the county to put towards the building
[36:51] of the pool if the measure passes. But this
[36:57] would be the sole support for the pool to build, operate,
[37:03] and maintain the pool, and then any other future recreation facilities.
[37:10] Oh, which may be beyond a pool.
[37:13] Yes. So the measure that council put forward would allow for there to be other
[37:19] potential recreation facilities in the future.
[37:21] So on the particular parcel where they're looking to place this pool,
[37:27] which they had to decide in advance because that actually determines the cost for
[37:33] how much this building could potentially cost to build.
[37:40] They have left space, for example, for a future community center if we want to
[37:45] expand to actually build next to it.
[37:48] So right now it will be a large green space, but in the future, it could
[37:53] accommodate a community center.
[37:57] We could also, years down the line, create other types of
[38:03] recreational facilities in other parts of the city as well.
[38:08] That's allowable by law and allowable in the way that they have put together the
[38:14] ballot measure language.
[38:15] Mm-hmm.
[38:17] Yeah, it's the first time I've learned about this kind of entity, so it's really
[38:21] interesting.
[38:23] In the process of revisiting the design, were there any changes from that initial
[38:27] design that was put together years ago?
[38:29] There were. Again, the first design was for a community center and pool,
[38:35] and so because there's not going to be a community center alongside the pool,
[38:41] there's going to be things that aren't in this next design.
[38:45] There won't be the same number of classrooms, for example.
[38:49] But there will be some classrooms, just not the same number.
[38:52] There's not going to be a gym or a fitness room, for example, and
[38:58] those amenities are in Linwood, for example.
[39:01] So that's the difference between this proposal and what is in a nearby facility,
[39:06] for example. That's possible in a future iteration, like I was just speaking to
[39:11] with your last question, but with this current proposal, within the limits
[39:17] of what council had asked staff to look at for a proposal, which was $10 million,
[39:24] this was what was
[39:26] looked at for that.
[39:29] Great. Thank you.
[39:30] Of course.
[39:33] Any other questions?
[39:38] All right. Thank you so much for this presentation.
[39:41] Thank you.
[39:42] Thank you both.
[39:49] All right. So we have our next presentation around long-range facilities planning.
[39:54] Thank you. President Heal, members of the board,
[39:57] we're excited to share with you this evening our initial report, introduction to
[40:02] the long-range facilities planning work that we're embarking upon this school year.
[40:07] And we have Executive Director of Business, Finance, Maintenance, and Capital
[40:11] Projects, Art Clark,
[40:15] and Director of Capital Projects, Minh D., here this evening with us today to share
[40:19] this presentation with you. Welcome, Art and Minh. Thank you so much.
[40:25] And we also have in the audience our Director of Maintenance and Operations, Tom
[40:31] Sullivan,
[40:33] as well, who also will be engaging in this work. But yeah.
[40:38] Thank you for being here as well, Tom. Good to see you.
[40:42] And of course, our friend Rachel.
[40:48] Thank you, and
[40:51] excited to come in front of the school board tonight and talk about this work that
[40:55] we've been doing preparing for this planning process.
[40:59] And we'll let Minh go through the presentation, and at the end, we can ask
[41:05] questions, but I guess if there's something in the middle, just feel free to ask.
[41:10] Okay. Good evening, Superintendent Reyes, President Heal, and members of the
[41:16] board. I'm really excited to share with you our long-range facility planning, what
[41:22] it entails, what it could be, and what it means for our district.
[41:28] And so just looking at the strategic line of questioning, why do we need it?
[41:33] And it's a complicated question, but I think we got to start off with, we have a
[41:37] lot of aging buildings. We have mounting preventative maintenance that needs to be
[41:42] done. And then we also have a lot of fiscal pressure, not only in capital but also
[41:47] in general funds as well. I think that's all compounded by
[41:52] enrollment is always varying, and then we have uneven capacity at our
[41:58] buildings, and then we have a lack of district standards as far as design facility
[42:02] standards. And so all these things have been probably dealt with in silos, but we
[42:07] have not yet looked at them cohesively together, and so that's the
[42:13] genesis of why we want to engage in this process. And so what does that look like?
[42:17] How do we get there? And from my perspective, it's a community
[42:23] process. It takes conversations like this, you and I, parents, students, community
[42:29] members, for us to all get together and understand what our priorities are, what
[42:33] our objectives are, and then really come together to produce this plan.
[42:37] And so at the end, what is this plan?
[42:39] It's a single, cohesive document that outlines what our needs are, how does it fall
[42:45] on the timeline, and then how are we going to fund that work?
[42:54] Just going over the agenda, it's not very articulate, but I think it really gets at
[43:00] what we're trying to
[43:02] ask about is what do we have and then what do we need, and then how do we get
[43:06] there? And I think we'll wrap it up by just talking about a roadmap of what this
[43:10] plan will look like and when we're looking for a recommendation from the board.
[43:18] So a district built over eight decades. I found this to be quite interesting.
[43:21] I did a little research, and Shoreline District was incorporated in 1944,
[43:27] and it actually expanded its southern border to 85th Street.
[43:32] In 1954, it came up to the border we now know as
[43:37] 145th. But at one time, there was, at its peak, 19
[43:43] elementary schools, five middle, and three high, which I found quite interesting.
[43:48] If you actually look at the whole history, there's actually been 30 elementary
[43:51] schools in total, seven middle, and three high, and those have since been moved
[43:57] down to the Seattle district. But I find it quite fascinating, and just to look at
[44:00] where we are now, we currently sit at nine elementary schools, two middle schools,
[44:06] two high schools, two K through eight, one preschool, one swing school,
[44:13] three district facilities, and four district parcels.
[44:16] And when I reference parcels, I reference sites like Cedarbrook, Aldercrest,
[44:23] Sunrise, and Paramount.
[44:29] For clarity, the swing school is North City Elementary?
[44:32] What did I say?
[44:33] You said swing school. Just I haven't heard that term before, so is that what we're
[44:37] referring to?
[44:38] That's the terminology I've been
[44:41] referenced so far.
[44:42] That's great. Just getting on the same page. Thanks.
[44:44] Yeah.
[44:47] And so I think whenever we embark on these discussions, we have to start with the
[44:52] foundation and the groundwork, and that's what's objectively true.
[44:56] And what objectively is true is the age of our buildings.
[44:59] And so if you look at this graphic here, I think a graphic like this speaks a
[45:05] thousand words. And so at the bottom, all of our secondary schools that you know
[45:10] have been replaced recently are
[45:15] in good condition. And some of the schools, two-thirds of the schools that are,
[45:21] at this point, all 60 years or older, I'll allude to in the next slide, but are in
[45:26] significantly poorer condition.
[45:28] The oldest school of
[45:30] the elementary schools is Ridgecrest at 79, which I find quite interesting.
[45:36] I have a couple other notes here
[45:40] And there's a couple governing bodies or agencies that allude to
[45:46] the useful life of school facilities, one of them being the Government Finance
[45:52] Officers Association, which is GFOA, and they said the average
[45:58] life cycle of a building, a school facility, is about 55 years.
[46:03] And then an organization I'm more familiar with is ASCE, which is American Society
[46:08] of Civil Engineers, and they note that the school reaching or surpassing its design
[46:13] life is approximately about 50 years.
[46:15] So, as you can see, significantly past that, it doesn't
[46:20] mitigate that we have done some modernizations, but there is a breaking point that
[46:24] we're considering now.
[46:32] On the flip side, this is the facility scoring, based on its conditions.
[46:38] This is a very systematic rating system that's outlined by OSPI.
[46:45] It looks at specific components of the building,
[46:50] substructure,
[46:52] structure, MEP systems, furnishings, and it all culminates into a score out of 100.
[46:58] And so as you can see, as I alluded to, some of the newer buildings that we've
[47:03] replaced score really well. But some of the older schools
[47:08] score quite poorly, to be frank. There are some that fall outside of that norm.
[47:15] Aldercrest or KAH, there's been modernizations done there,
[47:21] so it scores better than what the age may reflect.
[47:26] As well as Briarcrest, where we've also done some major modifications as well.
[47:30] I'd also note that this is a ranking or scoring system that was done in 2023 in our
[47:35] study and survey. So presumably, in the past three years, these scores have gone
[47:40] down, but it also does not capture some of the
[47:44] upgrades we've made recently. We've replaced Meridian Park roof, and as we speak
[47:48] right now, the transportation bus barn,
[47:53] the roof is being replaced as we speak.
[48:00] So what does the district need? The district needs, I believe, guiding principles.
[48:05] This is going to be a really fast-paced process.
[48:09] I'll show the timeline later, but we're targeting a June 27 date.
[48:14] And so for us to make quick decisions, we need to have good guiding principles.
[48:18] Guiding principles, and I have this symbol above, it's going to be our North Star,
[48:23] so we can be quick on our feet, and will help
[48:28] us along the process. And I'll allude to guiding principles that we took a stab at
[48:34] a little after this. District standards, this is another one I'm really excited
[48:39] about. I think that the district is lacking any facility standards, and I think
[48:45] this will exponentially help how we design our future buildings.
[48:49] I think it also makes it equal on all sides.
[48:53] And things like, we've talked about playgrounds for a little bit.
[48:57] If we implemented rubber tiles and we've already done the life cycle analysis
[49:01] versus wood chips, let's make that a standard going forward.
[49:05] And so these are the things that we need to establish.
[49:09] I have a quick question.
[49:10] Yeah, go ahead.
[49:12] You said I can ask in the middle.
[49:13] Yes, go ahead.
[49:14] The previous slide, please.
[49:16] Yeah.
[49:20] Okay. So, you said this doesn't reflect, for example, I know
[49:26] personally that Echo Lake updated their fields, for example.
[49:29] Mm-hmm.
[49:30] So all these changes that happened in the last few years are not reflected in this
[49:34] chart.
[49:35] Up till 2023.
[49:36] Up till 2023. Is there any reason why we don't have an updated one?
[49:40] Are we planning on having an updated chart with new
[49:45] statistics or?
[49:49] We can work on some of it, but every six years, OSPI gives school districts a grant
[49:53] to do a study and survey. So this is where most of these scores have come out of.
[49:59] So the plan is to have one come in three years?
[50:02] Yeah, but we also for our secondary schools, because we use state
[50:08] match funds to build them, we have to go through and review those every year.
[50:12] And you guys will see that it's called the Asset Preservation Program.
[50:15] So they come to the school board usually in the springtime.
[50:19] But the buildings that are not using state match that are more than three years
[50:23] old, we don't have to do this annual review.
[50:25] Yeah.
[50:27] Thank you.
[50:27] Does that help? Okay.
[50:29] That annual review that we do get, the assessment, is it a similar
[50:35] component score? I can't remember how-
[50:37] Yeah, so it's the same scoring.
[50:38] Yeah.
[50:39] They allow school districts to do that annually, but then every six years, the
[50:43] outside party.
[50:48] Okay.
[50:54] So going back to what the district needs, we talked about district standards.
[50:59] And then we just need to identify the needs that we have district-wide.
[51:05] And this could be preventative maintenance, this could be an initiative for
[51:08] replacing playgrounds. This could be
[51:13] replacing turfs after every 10 years, which is when they surpass their useful life.
[51:18] These are the things that we need to start thinking about.
[51:21] And then, the last thing is a funding framework.
[51:24] After we identify these needs, how are we going to pay for them, right?
[51:33] And so as I alluded to earlier, we took a stab at the guiding principles.
[51:38] I've denoted the importance of them.
[51:41] I implore the board to look at these principles and
[51:47] consider if these are the ones that we want to roll with through this process, for
[51:52] lack of a better term. The way that we came up with these is we looked at other ed
[51:57] specs, other strategic or guiding documents, and then we found words that we
[52:03] found
[52:04] appeared multiple times, and I created this.
[52:07] Susanna actually
[52:10] told me about this. It's called a wordle.
[52:12] Yeah.
[52:12] But this is a wordle of basically me doing that.
[52:15] And so we've established these guiding principles that we find important.
[52:19] But again, we'd love for you to look at it and provide your feedback.
[52:29] And so how do we get there? We get there by conversations like this, by future
[52:34] meetings with our long-range facilities committee.
[52:38] We plan to have open houses, open forums, and other public outreach, so we can
[52:42] really garner the support of the community, and then also keep them informed as to
[52:48] what we're doing.
[52:50] It'll be important to onboard our consultants and our subject matter experts, and
[52:54] this is really alluding to our planning and design partners.
[52:58] There's also land developers that we're considering bringing on board because
[53:03] they're the ones that can really assess our properties and what their highest or
[53:08] best use can be. And we might not have the expertise for that.
[53:12] So, they'll be really vital in this process.
[53:16] And then really that implementation schedule, that's the culmination of those needs
[53:19] that we talked about, and that funding schedule, and then just putting it all
[53:23] together and laying it out in a single holistic plan that will be our guiding
[53:27] document moving forward.
[53:31] This is piggybacks off what I talked about on the schedule, but really that funding
[53:36] plan,
[53:38] what funding mechanism are we going to use? Is it going to be a bond?
[53:42] Is it going to be a capital levy to support our preventative maintenance?
[53:45] Or maybe we can be more creative and we can look at land leasing some of our
[53:49] surplus property. And maybe whatever funds we receive from those, those can be put
[53:54] back into the system so we can fund our preventative maintenance.
[53:57] So we're this ecosystem, and then it alleviates burden to our taxpayers as well,
[54:02] right?
[54:08] And then just what's the roadmap? We've done a lot of work up to this point.
[54:12] We talked about the study and survey, which was performed in '23, and then we
[54:17] talked about or maybe I briefly mentioned the demographics and enrollment report
[54:23] study that we had done by EDS, which was in 2024.
[54:27] My time here, we've really been working on onboarding a planning and design
[54:31] partner.
[54:33] As you guys may know, we had selected one, and we're working through contract
[54:36] negotiations as we speak. We're hoping to bring them on board sometime in early
[54:41] October for introductions. And then other consultants that also take part in this
[54:46] as well.
[54:49] Just lining out the timeframe. We have three long-range facility planning committee
[54:53] meetings already in the queue
[54:57] through November, and then we have a December meeting for a board study session as
[55:03] well. And this is all leading up to, as I mentioned prior, a June 27th date where
[55:08] we will be providing a recommendation for a long-range plan for your approval.
[55:13] And I'd also like to note that these are all the meetings that we already have
[55:18] scheduled, but there's going to be more as design iterations come in, and then we
[55:22] create that feedback loop with the community.
[55:24] So there'll be more that'll be put on the docket.
[55:27] And we'll keep you informed by meeting minutes, weekly or monthly updates, whatever
[55:31] we agree upon, and then if
[55:33] it's needed, we can come speak here as well.
[55:41] I just wanted to touch on the composition of the planning committee.
[55:48] This graphic is a little dated, I admit, but as of creating this, there's been four
[55:53] new students that have been added to the committee, and then additional staff and
[55:58] district representation. So, right now we're sitting at 33 members and then seven
[56:03] district representatives. And then
[56:08] just high level, we have a meeting upcoming on Monday, we'll be doing a kickoff
[56:13] where Susanna and Trina, and some of the other team members, will be doing an
[56:17] introduction, and then we'll do a roles and responsibilities, introduction to
[56:21] long-range planning. And then, I'm really excited about it, we're going to do Arts
[56:25] ED actually, do a tour of Parkwood just to see what Parkwood did well as far as
[56:31] what they designed for, and then maybe what didn't go well or
[56:37] had good intentions but didn't really come pen to paper.
[56:41] I had a quick question.
[56:42] Yeah.
[56:43] I'm very interested in actually visiting those schools.
[56:47] I'm glad.
[56:47] And I would like... I'm going to definitely do it.
[56:50] But I would like your input or your advice.
[56:52] So when I, in coordination of course, with Superintendent Susanna, when I start
[56:59] scheduling those school visits, who do you think is the best person in the building
[57:04] to actually let me know what exactly happened, how is it going?
[57:09] Is it the principal? Is it the office manager?
[57:13] Who would be the person that will have the background?
[57:17] I know that the principal, Anne, was involved in a lot of the planning and
[57:20] construction process. As you know, a lot of us are newer, so we don't have that
[57:24] kind of historical context, and we're really just looking at older documents
[57:28] outlining what transpired, but I feel like she's probably the best resource for
[57:32] that.
[57:38] Thanks.
[57:39] Do you have a couple more slides? You have a couple more slides.
[57:43] Okay.
[57:47] Lost my place. Oh, so the October 5th meeting, that'll be at Echo Lake.
[57:52] And so that'll be an interesting meeting because we'll plan to do the same
[57:56] exercise, so you can see the contrast between a recently updated elementary school
[58:01] versus one of our older facilities.
[58:03] And then my plan is to do a general overview of all the facilities and really go
[58:09] into the ICO scores and why they scored the way they did.
[58:12] The third meeting, which is on October 9th, we'll do a funding framework or funding
[58:18] mechanism info session, and then we can by that time hopefully have the planning
[58:24] and design partner on board, and we can do introductions with them as well.
[58:32] I think this was at the request of Vice President Betancourt.
[58:35] I just have some laws, statutes, and policies that might pertain to this process
[58:40] that we can keep in mind. A lot of it has to do with grading conditions
[58:46] of facilities as well as construction funding.
[58:52] What else?
[58:54] Yeah.
[58:56] I'll say it was on behalf of both board officers.
[58:58] Okay.
[59:01] And then lastly, I find this also to be really helpful.
[59:04] These are some other long-term or long-range facility plans that other districts
[59:08] have, and so I think this is a good reference to see what the end product might
[59:12] look like. And so I've spent my fair share of time looking at these, and I think
[59:16] you'd like to as well. And, yeah.
[59:23] That's my presentation. I hope you enjoyed it.
[59:25] I hope you find a lot of optimism in engaging in this process.
[59:29] And, if you don't have questions for me now, and you think of others down the line,
[59:34] feel free to shoot over to Art or myself, and we'd be happy to answer them.
[59:41] Thank you. Really appreciate this presentation.
[59:44] If I may. Thank you, Amin and Art, for this presentation.
[59:50] If it's okay, I want to interject briefly on the slide related to the board guiding
[59:56] principles. If we wanted to have an initial conversation, we can pull that up and
[1:00:00] we can discuss a little. I also wanted to share, Amin mentioned bringing this
[1:00:05] forward in June for board approval.
[1:00:08] We have two meetings in June, one on June 8th and one on June 22nd.
[1:00:12] I envision, should we be able to
[1:00:17] complete this major project, we would bring potentially the
[1:00:22] first reading of the plan for you to consider on June 8th with possible action on
[1:00:27] the 22nd. As Amin mentioned, it is an ambitious goal
[1:00:33] because it is a very comprehensive process that includes
[1:00:40] various aspects of all of our system.
[1:00:45] Obviously, the schools we need to replace, but we also have
[1:00:50] other major key projects that we want to
[1:00:55] chart out on a timeline, a vision for that as well, for preventative maintenance
[1:01:00] kind of things or
[1:01:03] major repairs, as well as looking at our properties, much like I shared in the
[1:01:08] board Q&A that was sent to you earlier today.
[1:01:12] So we're excited about the work. It's again a very ambitious goal, but that's our
[1:01:18] intention. And Amin also mentioned student members.
[1:01:22] I did send a formal invite to all four student board reps inviting them to
[1:01:28] be a part of the committee along the way and provided them with the dates of the
[1:01:33] upcoming meetings. And every board member, as well as our student board reps, have
[1:01:38] the calendar invitation for all of the meetings that are now calendared.
[1:01:42] So, you're all welcome to attend and engage in the process along the
[1:01:48] way.
[1:01:52] Oh, yes. So if it's appropriate, at your pleasure, we can go back to that slide if
[1:01:58] you'd like. Or I defer back over to you, President Healy.
[1:02:03] Thank you, and thank you again, Art and Amin. Excellent.
[1:02:09] Yeah. Is there any questions before we talk through this one?
[1:02:13] Just clarifications or any other questions? Okay.
[1:02:16] Well, I guess I'm wondering if we could pull up that slide, because I think it's
[1:02:20] slide five, how old are our buildings.
[1:02:25] This is a really great presentation.
[1:02:27] Very much appreciate the history that you laid out, and just the framing
[1:02:32] of the complexity of our long-term planning
[1:02:38] challenges. And when I'm looking at this slide
[1:02:43] the overwhelming majority of our buildings have outlived their, I forget the term
[1:02:49] you used, useful life or-
[1:02:52] Useful life.
[1:02:52] And so
[1:02:55] I guess more to the board, when we are hearing from the community
[1:03:01] about playground issues and facilities issues, and we layer
[1:03:07] that with the complexity of
[1:03:13] the physical structures and their history,
[1:03:17] is one of the things that we need to think about as a board
[1:03:25] holding the balance between investing in playground upgrades and also
[1:03:33] half these schools need to be replaced.
[1:03:35] So is that the work that the committee's going to explore
[1:03:41] and should...
[1:03:43] Sorry, go ahead.
[1:03:43] No.
[1:03:44] Well, I don't really have a formed question other than this is really complicated.
[1:03:49] Yeah.
[1:03:49] And the timing is-
[1:03:51] So that's-
[1:03:51] ... important to understand.
[1:03:52] That's why I'm excited to have Amin, and then actually Tom is here because
[1:03:57] We need some new elementary buildings.
[1:03:59] Yep.
[1:04:00] And we have to keep the ones that we have online and going and serving our
[1:04:03] students.
[1:04:04] As we explore options or buildings.
[1:04:08] And pick on Tom, he uses the age of buildings, and they
[1:04:14] become teenagers, and they have needs.
[1:04:16] So, our high schools will soon have needs because HVAC systems wear out-
[1:04:21] Yeah
[1:04:21] ... and carpet and paint. So, it's like we're trying to comprehensively look at all
[1:04:25] our facilities, and how do we set the district up with keeping our nice facilities
[1:04:29] going, keeping our ones that need to replace, but keep them in operation that's
[1:04:33] safe for students, and then how do we place some elementaries with new elementaries
[1:04:37] and start over. And the new replacement would be comprehensive, similar to
[1:04:41] Parkwood, not that it would be just Parkwood, but the Parkwood has a new school,
[1:04:45] new bus loop that's separate, new student/staff parking-
[1:04:49] Mm-hmm
[1:04:49] ... covered play areas, play equipment, fields, outdoor areas.
[1:04:54] Yeah.
[1:04:54] So yes, it's like all these inter--
[1:04:57] But that need is so great you're not going to be able to solve it in a short period
[1:05:02] of time.
[1:05:03] Yeah. No, I appreciated that. I also just wanted to flag for a future conversation.
[1:05:08] This is the first that I've heard of,
[1:05:11] I really appreciate the strategy around creative thinking about revenue streams.
[1:05:17] Mm-hmm.
[1:05:18] The land leasing of our district property.
[1:05:23] I could use some more information about what are the regulatory requirements.
[1:05:29] Is there a process? I know that we do that in part here in this
[1:05:35] building.
[1:05:37] So thinking about the assets of the district and the physical buildings
[1:05:42] that are not currently housing students full time.
[1:05:47] Is that what you're talking about, North City in
[1:05:52] potentially-
[1:05:52] Not quite. But I think Director Jernigan, your excitement, I share it because I
[1:05:57] think it's a great opportunity. We looked at a case study up in Edmonds School
[1:06:02] District, where they, at a much greater scale, they leased out their old high
[1:06:07] school site, and they're leasing it to a Costco and a Home Depot, and they're
[1:06:12] generating a lot of cash flow that goes back into preventative maintenance.
[1:06:15] And so I think, we can learn from those models-
[1:06:17] Yeah
[1:06:17] ... and we see how it's applicable in our own district.
[1:06:20] We're at the early phases of what is and isn't possible, so I can't give you a
[1:06:24] definitive answer, but I can say that we will absolutely explore it.
[1:06:29] Awesome. Thank you.
[1:06:30] And then just a couple of clarifications, too.
[1:06:33] So when you look at it, there's a lot of the buildings are old, but also our
[1:06:37] support services, like this district office is-
[1:06:40] Yeah
[1:06:40] ... is impactful because of the age.
[1:06:44] We have a maintenance shop that's great because it's the old high school, but at
[1:06:47] some point, that needs upgraded. We have transition services being provided to
[1:06:51] students 18 to 21 on this campus, that needs to be addressed.
[1:06:55] Some days, it's nice that we're putting a roof to extend the life of the
[1:06:58] transportation center, but at some point, that needs to be replaced, and your
[1:07:01] central kitchen. So we're not just like normal.
[1:07:03] Sometimes districts are like, "I'm going to replace one elementary, and that's it."
[1:07:07] We're trying to look across the long range, that's what Min is talking about.
[1:07:11] And then bonds, people have done this with bonds.
[1:07:13] We're issued to do Kellogg, Einstein, Parkwood.
[1:07:17] Mm-hmm.
[1:07:17] But in Washington State, you also have the ability to run a capital levy for
[1:07:20] capital purposes.
[1:07:21] Yeah.
[1:07:22] Something we can consider. That can do preventative maintenance like roofs-
[1:07:25] Mm-hmm
[1:07:25] ... playgrounds, painting, carpet, HVAC, security improvements,
[1:07:31] lighting. Because as we're still continuing to operate these buildings, the State
[1:07:36] of Washington is adding new requirements, like the Clean Building Act that you guys
[1:07:40] heard from-
[1:07:40] Mm-hmm
[1:07:40] ... Hartis like a year ago. We have to drop our energy usage in these buildings.
[1:07:44] At the same time, we have to operate them.
[1:07:47] Mm-hmm.
[1:07:47] So there's a lot of
[1:07:50] age pressure from the buildings and a lot of operating pressures, and then just
[1:07:54] things wear out. So that's where they decided as a district to put a roof on Echo
[1:07:58] Lake-
[1:07:58] Mm-hmm
[1:07:59] ... even though it was an older building.
[1:08:01] It's like at some point, they just don't stay.
[1:08:04] Yeah.
[1:08:04] Mm-hmm.
[1:08:05] No, and a capital levy would be similar to what we heard with Prop 1.
[1:08:09] Right.
[1:08:09] Going to the voters, asking for more-
[1:08:12] Right
[1:08:12] ... support.
[1:08:13] Well, and we have one we've been working through.
[1:08:14] Okay.
[1:08:14] That's how we got through, I believe, Brad Crest upgrades and several other-
[1:08:20] Those were bond proceeds.
[1:08:21] Or that was the-- But, or other ones that we've done recently, sorry, I missed the
[1:08:25] ones-
[1:08:25] Yeah. So they're similar, like, sorry, but a tech levy is similar.
[1:08:29] Yeah.
[1:08:29] But it's specific for tech purposes.
[1:08:31] So you can actually do
[1:08:34] additional levy for capital purposes.
[1:08:37] And we would go through a process-
[1:08:38] And restricted to those types of things.
[1:08:39] Yeah, we go through a process, and it would be similar, like what you just did on
[1:08:44] those state mass proceeds, where we listed out all the activities that we would do.
[1:08:48] Mm-hmm.
[1:08:49] So you
[1:08:51] would pick a levy. But you would specifically say a few items that we need to do,
[1:08:56] but then sometimes you leave it broad.
[1:08:57] So like
[1:09:00] in a previous district, we left it broad, so when the Washington State legislature
[1:09:03] changed it from 15 parts per billion for drinking water to five, then you can do
[1:09:07] implementations to comply with that law.
[1:09:10] When Washington state says we'll do clean building acts, and you'll have to drop
[1:09:13] all your energy usage, over time, it starts with our larger schools, then you can
[1:09:17] use those funds to make those improvements to your building management systems.
[1:09:22] But just in terms of timeline, realistically, what we're hearing from community
[1:09:26] about safety and playground equipment is not something that's going to be directly
[1:09:33] solved within this committee. That would need to be worked through some other
[1:09:39] process right now?
[1:09:39] I think we just have to be really flexible as this committee starts down the road.
[1:09:43] Yeah.
[1:09:44] Our goal is to educate them on a lot of information on what our buildings are like,
[1:09:48] and there's always a place to say, "Oh, well, maybe this is a track that we have to
[1:09:52] take."
[1:09:53] Okay.
[1:09:53] Because some things could go faster, and some things would go longer.
[1:09:57] But I think that's as we start down it and we inform staff and community and
[1:10:02] long-range facility planning committee, there might be like, "Oh, this is a really
[1:10:07] urgent need."
[1:10:08] Yeah.
[1:10:08] There's these pressures. There's a lot of deferred maintenance in these buildings.
[1:10:13] Tom and his crew is working really hard, but at some point, we need some new
[1:10:16] funding to make this happen.
[1:10:17] Got it.
[1:10:18] Mm-hmm.
[1:10:20] I have one, if you allow me, a quick question or
[1:10:27] feedback. So we listened to the parents and, I'm a parent.
[1:10:33] My kids went to Shoreline School District, and
[1:10:38] I fully agree that
[1:10:42] our top priority should be safety.
[1:10:45] The district's top priority for the students when they go to school, I shouldn't,
[1:10:49] as a parent, worry that my kid might come back home with a fractured ankle because
[1:10:55] the field is
[1:10:58] in a bad condition. So I want to just put it out there that the
[1:11:03] safety of our students should be our priority when we come to do any maintenance to
[1:11:09] any building. That's my opinion. I know it depends on the
[1:11:15] age of the building and the necessities.
[1:11:18] But is there any way we can look at the data from the nurses in buildings to see
[1:11:24] which field has the most injuries?
[1:11:28] Then we can look at the results and see, okay, this is probably the worst field,
[1:11:33] and we can start there.
[1:11:35] Yeah, so that's why, like I said, again, having Min and Tom and I new to this
[1:11:40] process, and we've been here a couple of months.
[1:11:43] I've set out the standard of life safety is our priority.
[1:11:47] And life safety is fields, playgrounds, fire alarm systems, your HVAC.
[1:11:52] And so that's what we're concentrating on.
[1:11:54] And so that if they're working on playing on play equipment or in fields, then
[1:11:59] we're going down with the
[1:12:01] largest risk first and trying to resolve those.
[1:12:06] And
[1:12:07] life safety gets broad, but the roof on the bus barn was important because you
[1:12:12] can't have water intrusion-
[1:12:14] Mm-hmm
[1:12:14] ... because that's an impact on your staff when you get water into your building.
[1:12:19] So it's like this balance of all those life safety items,
[1:12:25] and this is where you were saying super complex.
[1:12:27] We have beautiful secondary buildings, but those fields start to wear out.
[1:12:31] And then there's a lot of large students playing on those fields going very fast,
[1:12:34] and they have to have safe play areas also.
[1:12:37] So we hear you, and that's what we're trying to work on, and we're trying to
[1:12:40] balance all the needs across. And
[1:12:45] some is going to take investments, and some is
[1:12:48] having the number of staff members to be able to address these items with the
[1:12:53] proper amount of equipment to make those improvements.
[1:12:56] Mm-hmm.
[1:12:57] So that's-
[1:12:58] Thank you.
[1:12:59] Can I distill what I think I'm hearing to see if I have it right?
[1:13:03] Mm-hmm.
[1:13:04] There's pressing current needs. There's the list you brought us before-
[1:13:08] Yes
[1:13:08] ... that we supported, that is effectively
[1:13:13] at a minimum the plan for this year.
[1:13:15] And that's the like-
[1:13:16] Right
[1:13:16] ... what's being worked on now. There's then the long range facility, and then
[1:13:22] there's an ongoing assessment evaluation process that happens-
[1:13:26] Right
[1:13:26] ... all the time.
[1:13:28] Then there's a long-range facilities planning, which is a longer view planning
[1:13:34] process of assessing,
[1:13:36] we're looking at all the buildings, we're looking at all the facilities, we're
[1:13:38] looking at, and we're building a long-range plan.
[1:13:41] And then I think I'm hearing that inside of that, we will also look at how do we
[1:13:47] optimize our ongoing
[1:13:51] maintenance plan within that. But I'm not sure if that last part is correct.
[1:13:58] All the above.
[1:13:59] Okay.
[1:14:00] No, I think Rachel Belfield said something the other day, and I think it makes a
[1:14:05] lot of sense, replacement tomorrow, but recess today.
[1:14:09] And so yes, we have this plan, but we also have to address needs now, and they can
[1:14:13] be interim solutions to get us there.
[1:14:16] And then during that timeline, as we establish that, we can establish, hey, maybe
[1:14:20] there's interim solutions we can deploy at certain fields that might not be in the
[1:14:25] queue for replacement for another decade versus a school that might be in the queue
[1:14:30] in a couple of years. And so you have to treat those differently.
[1:14:32] I don't have the answer, but that just goes back to it's complex, and this is the
[1:14:36] first time we're starting to look at the adjacencies as well as the relationships
[1:14:40] between all these issues.
[1:14:41] That's great. Yeah. Oh, sorry. Go ahead.
[1:14:44] And I think we'll talk like a term that we throw out a lot at budget presentations
[1:14:48] and things is deferred maintenance.
[1:14:51] Well, deferred maintenance in real life is play fields.
[1:14:54] So if you don't invest in them, and you don't have the staff-
[1:14:56] Mm-hmm
[1:14:57] ... to keep them up, and you don't have the equipment to maintain them, then it
[1:14:59] becomes deferred maintenance, and you have issues.
[1:15:01] Mm-hmm.
[1:15:02] So that's what we're trying to discover.
[1:15:03] And what Min will say, it sound like we don't have all the systems and the specs
[1:15:07] and the plan. In our operations, we don't have the software packages to really
[1:15:12] understand every piece of equipment in our district to run a building, we should
[1:15:16] know the age and the condition so that we can fix them.
[1:15:18] So part of our work with Hargis was to do Clean Building Act, but part of our work
[1:15:24] was they're doing the, we talked to you guys about the balancing tab and
[1:15:27] commissioning work, like, why aren't the HVAC systems working?
[1:15:30] Mm-hmm.
[1:15:31] And they find a significant dollar amount of items that are broken that we have to
[1:15:35] buy the equipment and someone to fix them.
[1:15:38] So that's what deferred maintenance becomes, is then the building doesn't
[1:15:43] bring in fresh air or cool or heat like it should, and the fields aren't safe to
[1:15:48] play on, or playground equipment is decades past its useful life.
[1:15:55] That's really helpful to understand, all the layers that you're engaging in-
[1:15:58] Yes
[1:15:59] ... at the same time to Director Jernigan's point about the complexity of that.
[1:16:03] Along those lines, will there be any looking at our existing elementary
[1:16:09] boundaries? I know that's been a deferred maintenance conversation actually,
[1:16:16] and that was anticipated a while ago. Varying interceding factors occurred.
[1:16:22] Curious if that's a conversation that we're going to have.
[1:16:25] I think internally we have to discuss that first, but I do think it's probably long
[1:16:29] enough to look at potentially another demographic study that would have the
[1:16:35] more detailed level of where the actual students live, because then you could have
[1:16:39] those details. Because the previous study talked about growth-
[1:16:43] Mm-hmm
[1:16:43] ... but as you can see in some of our enrollment presentations, we're not really
[1:16:46] seeing growth in our lower grades.
[1:16:48] Mm-hmm.
[1:16:48] It's continued to decline.
[1:16:50] Mm-hmm.
[1:16:50] And we are working, the part to do in the boundary is capacity.
[1:16:56] We're not done. Min has gone through to all the blueprints to figure out how many
[1:17:01] classrooms we have in every school, and then we're working on how many teachers are
[1:17:06] assigned, and what are the use of all the classrooms.
[1:17:08] Because I think that was a comment in the slide.
[1:17:10] It's like, I think it's unbalanced utilization of buildings.
[1:17:15] And you heard that today. Some buildings are really large-
[1:17:17] Mm-hmm
[1:17:17] ... and then we have buildings with a lot of space.
[1:17:20] Mm-hmm.
[1:17:22] So yes, there's a lot of components that we're trying to understand.
[1:17:28] Great.
[1:17:31] In, I don't remember which slide, but you were saying the plan would encompass 10
[1:17:36] to 20 years-
[1:17:37] Mm-hmm
[1:17:37] ... which feels like a large timestamp.
[1:17:39] Mm-hmm.
[1:17:41] Is there somewhere in the process that the committee or your team collectively is
[1:17:46] going to hone in on what is the timeframe you anticipate the plan to cover?
[1:17:53] Yeah, and I think it's also, I'd like to state that this is a
[1:17:58] living document, so we are going to continually, whether that be annually or
[1:18:02] biannually, continue to look at this and continue to refine it.
[1:18:06] So I hope that helps your question.
[1:18:13] Yeah.
[1:18:13] And I also think this could take multiple funding measures to have it happen.
[1:18:19] So you could do one, and then you could redo it again before you run a second
[1:18:22] funding measure. And say it might even take a third funding measure, so it might be
[1:18:26] 20 years. But there might be, that redo Min's talking about, but there might be
[1:18:31] deep dives before the funding measures, and as you have those
[1:18:36] ICO study and survey reports done-
[1:18:39] Mm-hmm
[1:18:39] ... be like a good check-in time.
[1:18:40] Mm-hmm. I love that idea of it being a living document as opposed to this is a
[1:18:44] contained plan, and therefore it's something we can, like our strategic plan,
[1:18:48] regularly revisit. Are we accomplishing those goals? Are we moving that forward?
[1:18:52] Do we need to revisit guidance? Do we have all the structures in place we need?
[1:18:55] So that's helpful to think of it that way.
[1:18:59] I fully endorse and support a living document for that.
[1:19:05] Last question before we have a conversation about whatever else with that guidance
[1:19:09] we're having a conversation about.
[1:19:11] In terms of communities that you're anticipating engaging with, I know we have the
[1:19:15] committee, but there's going to be community outreach and other conversations.
[1:19:21] Have you anticipated engaging with our tribal partners as part of that?
[1:19:27] That has not been in consideration now.
[1:19:29] I appreciate you mentioning that, and we'll consider it moving forward.
[1:19:32] Thank you. I know that's one of our commitments in our environmental justice
[1:19:36] resolution. So,
[1:19:40] look forward to that.
[1:19:42] Speaking of environmental,
[1:19:45] I didn't see that mentioned explicitly in the
[1:19:50] potential principles or school board guidance, and so just wanted to
[1:19:57] see if we-
[1:19:58] Yeah. It was mentioned in the RCWs, the federal role.
[1:20:02] Right. Yep. Yeah, and I think, I saw fiscal stewardship.
[1:20:06] I was thinking environmental stewardship as well, trying to ground our work in
[1:20:11] practice.
[1:20:11] Well, some of it will be handled by the state because of the building codes-
[1:20:17] Mm-hmm
[1:20:17] ... have certain rules in them, and then the compliance with the Clean Building Act
[1:20:21] is really driving energy conservation measures.
[1:20:25] And then, Min, I don't know if it was listed, but we've been watching the school
[1:20:28] board's
[1:20:30] climate justice policy. Am I saying that the right way?
[1:20:34] So we've been reading all that. And then also districts can go beyond, and this is
[1:20:40] where we have to have creative thinking, like you do ground source heat pumps.
[1:20:43] So
[1:20:45] I know Min and Tom have been talking, there's the construction costs, but then
[1:20:49] there's also the life of to maintain the building.
[1:20:51] Mm-hmm.
[1:20:52] And maintaining and heating and operating.
[1:20:54] So trying to look at all those
[1:20:57] features.
[1:21:00] Yeah. Thank you. That's great.
[1:21:03] So, and did we want to take a look at slide eight and the
[1:21:09] initial school board guidance for consideration?
[1:21:14] Do we want to have any discussion on this tonight, or do we want to allocate
[1:21:20] time a little bit later?
[1:21:28] I know I'm going to need time to process.
[1:21:32] Yeah, yeah.
[1:21:32] So, but I appreciate that we have something to react to and think about.
[1:21:38] Yeah.
[1:21:39] Great. Yeah.
[1:21:41] Agree. I think at first glance, the guidance that you've captured here
[1:21:48] really reflects some of what I think our high-level priorities would be.
[1:21:51] I'd like to think about what's missing.
[1:21:53] Mm-hmm.
[1:21:55] Mm-hmm.
[1:21:55] But so far, just moving the safety and security up to the first priority would meet
[1:22:02] some of
[1:22:04] the requests you heard earlier, but I think this is an excellent start.
[1:22:08] Fantastic. That's good to hear.
[1:22:10] Yeah, I really appreciate you giving us this jumping-off point and the examples
[1:22:15] from other districts, so we can take the time to look at our own guiding documents,
[1:22:19] our own input that we're aware of just from our time on the board and other work,
[1:22:26] and be able to come back with some informed feedback.
[1:22:28] I'd be concerned about saying something off the cuff and tomorrow waking up and
[1:22:33] being like, "Oh, if only it had a night to sleep on it, I might have said something
[1:22:37] different."
[1:22:39] And we didn't have any intention of presuming you guys were going to approve it
[1:22:42] coming into this, and you'll probably have to chew on it, and there'll be things
[1:22:46] that you want to add, and I'm sure you'll better it somehow.
[1:22:50] So looking forward to see what you guys do.
[1:22:52] Great. Thank you. Yeah, looking forward to also hearing about the convening of
[1:22:58] the committee and group to look at this more deeply.
[1:23:01] Really thank those that are signed up to participate in this work.
[1:23:05] That'll be really helpful for our district. So, yeah.
[1:23:09] It's an exciting adventure we're about to embark on, so
[1:23:12] Yeah.
[1:23:12] Can I ask one more question?
[1:23:13] Yeah.
[1:23:13] Which is, what are you anticipating that December study session
[1:23:18] will be with us? Is it like an update on progress?
[1:23:22] You'll have all the answers for us.
[1:23:25] Oh, I love that. Okay. There's our deadline. All the answers by December. Got it.
[1:23:31] I don't have a great answer either.
[1:23:34] I know that it's been scheduled, presuming it's just going to be an update.
[1:23:37] But whatever's pressing at that time, and I don't know what that may be, but just a
[1:23:41] general touch base I think would be good.
[1:23:43] Not to say that'll be our only or last, but it'll be a touch base.
[1:23:47] Okay. Super.
[1:23:49] Great.
[1:23:50] Thank you both.
[1:23:51] Thank you.
[1:23:51] Thank you.
[1:23:52] Thank you.
[1:23:54] Thank you, Art and Min. Appreciate it.
[1:23:57] Oh, yeah.
[1:24:01] All right. We are moving on to our last presentation for this evening, which is the
[1:24:06] first reading for policy revisions and rescissions.
[1:24:10] There's a number of policies here, and I'll turn it over to Superintendent Reyes to
[1:24:16] walk through those with us.
[1:24:27] All right.
[1:24:30] President Heath, members of the board, this evening we are bringing to you a few
[1:24:35] policies for first reading revisions, and then recommendations for some
[1:24:40] rescissions. And I'm going to, at any point during any one of
[1:24:45] these policy reviews, invite President Heath and Vice President Bettnell
[1:24:51] to chime in with thoughts on some of these recommendations.
[1:24:55] This is a process that we've been working through over the last, really since last
[1:25:00] spring or maybe even mid-year. Kathy joins us in that effort as well.
[1:25:05] We have some mini work sessions with President Heath, but I also know
[1:25:10] Vice President Bettnell
[1:25:13] engages in this work as well alongside President Heath in their regular meetings.
[1:25:19] So, with that, feel free to jump in at any point in time.
[1:25:24] What I'm going to do is I'm going to first open up the background document that is
[1:25:29] in the packet, and
[1:25:33] this provides you at a glance really what we're bringing to you.
[1:25:40] We are going to revise-- And I love that they're in color.
[1:25:46] We're going to revise two policies, Policy 0100, Strategic
[1:25:52] Planning,
[1:25:54] and Policy 1310. And then you see in green the policies that we're recommending for
[1:26:00] rescission. In the background content, there's a little bit more detail
[1:26:06] about a couple of those.
[1:26:10] Again, these have been mostly the 1000 series, which is the board policies.
[1:26:16] But you can see that there's a 2000 series one in the mix, and so we'll talk a
[1:26:21] little bit about that.
[1:26:26] We have currently a zero series, the 000, Systemic Change,
[1:26:32] and I believe we have about four policies there.
[1:26:35] One of which is Policy 0150, the Race and Equity Policy, which also we'll be
[1:26:40] reviewing, revising, and bringing to you at a later date.
[1:26:45] But some of the rescission and movement of these policies are coming out of that as
[1:26:51] well.
[1:26:53] So,
[1:26:55] two policies, 0100 and Policy 1310, Adoption and Amendment of Policies.
[1:27:01] Those are the ones that we're bringing for first reading.
[1:27:04] In Policy 0100, and I'll pull it up here shortly, I just wanted to read this.
[1:27:09] I really appreciated the detail in this background for you.
[1:27:13] There's a sentence that has been removed regarding the evaluation of the
[1:27:17] superintendent, and review of building goals because those are addressed elsewhere.
[1:27:22] And then
[1:27:24] the number has been changed to 1001, and so now that
[1:27:30] policy will reside in the 1000 series.
[1:27:35] Policy 2116, Learning Improvement Teams, is being replaced with WASDA's Policy
[1:27:40] 2005, School Improvement Plans. And then again, the remaining policies,
[1:27:47] or procedures are being brought to you for consideration of rescission.
[1:27:52] All of these have been reviewed by legal counsel and affirmed, and
[1:27:57] then they have been shared with our superintendent leadership team as well.
[1:28:01] And I've requested to have them share back any feedback by next Thursday should
[1:28:05] they have any questions.
[1:28:08] And just wanting to give credit also to Assistant Superintendent Mike Van Norden,
[1:28:14] who supported and assisted the review of the Policy
[1:28:18] 2005
[1:28:21] that we're adopting in place of 2116.
[1:28:24] He did some really great in-depth review of our existing one and comparing it with
[1:28:29] the WASDA one. So I really appreciated Mike's time and effort in that process.
[1:28:37] So I think I can just hit the close button and then go to the policies themselves.
[1:28:41] Just want to make sure it doesn't cause anything weird.
[1:28:45] So let's look at-- And I also pulled up on my laptop the
[1:28:51] spreadsheet that we're using
[1:28:55] in case there's a comment that I can make based on our work, because not every
[1:28:59] single detail is in the background document necessarily.
[1:29:03] Although, I think it covers it very well.
[1:29:05] So if we look at Policy 0110, this is the strategic planning one
[1:29:12] that we're updating to be, as you can see, 1001.
[1:29:16] And really, the revision is simply to remove the board evaluates the
[1:29:20] superintendent.
[1:29:23] Because, and I'll read here, we're removing that.
[1:29:32] We're removing the sentence in second to the last paragraph,
[1:29:39] and we're changing the policy number to 1000.
[1:29:41] But the superintendent evaluation is addressed in another one.
[1:29:44] And so that's really the only change there, changing the number, moving it into the
[1:29:48] 1000 series, and then deleting that sentence.
[1:29:52] So that's that first one. And then,
[1:29:59] so what you can see is, for example, I'm going to pull up Policy 0200.
[1:30:03] It's another one of those zero series ones.
[1:30:06] You can see that we're asking the board to consider rescinding it.
[1:30:13] One is it's not applicable because it dates back to way back in
[1:30:18] 1994 based on House Bill 1209. Things have changed, and now this
[1:30:24] work is really led through the-- We do have building leadership teams, we have our
[1:30:28] school improvement plan, so it's not as applicable anymore, and so we're requesting
[1:30:33] rescinding that one.
[1:30:36] And that's what our notes show as well in our little spreadsheet here.
[1:30:40] Thank you, President Heath, for setting up this spreadsheet.
[1:30:45] And then the procedure would be rescinded as well.
[1:30:52] Let's see. We don't have notes on this one, but Policy 1310
[1:30:59] has just some edits there, revisions to align with our
[1:31:05] current practice, but also to align with WASDA's policy, and this one is
[1:31:10] adoption manuals and administrative procedures.
[1:31:16] And you can see the language that has been added underscored, some language that
[1:31:21] has been struck out
[1:31:24] And
[1:31:29] so just trying to make sure that one is covered according to what WASDA recommends
[1:31:35] and updating it accordingly.
[1:31:39] Okay.
[1:31:45] Let's see. Let's look at
[1:31:52] rescinding Policy 1311. Again,
[1:31:56] addressed elsewhere, it's not as applicable. Oh, the previous one?
[1:32:01] That's correct.
[1:32:03] Oh, okay. Yes, and I'm looking over here to our notes.
[1:32:06] Yeah, I didn't type those notes in, but it's been folded into the 1310.
[1:32:11] Thank you, Kathy.
[1:32:21] Try to move this up so I can see clearly.
[1:32:24] 1312,
[1:32:27] another set of administrative procedures
[1:32:32] that is addressed in the previous one too, to some degree.
[1:32:36] And so trying to consolidate these so that we have one that covers everything.
[1:32:40] And if I scroll down, let's see when this one was last updated.
[1:32:45] Or actually, the first time it was adopted was in 1986 and hasn't been revised.
[1:32:49] So this really just brings everything together and makes it be much more pertinent
[1:32:55] and in alignment with current
[1:32:59] practices.
[1:33:03] Procedures, let's see. And I talked about the 2005.
[1:33:08] This is the new one that covers the school improvement plans.
[1:33:17] And you can see it's brief, but it covers everything, and it aligns with our
[1:33:20] current practice.
[1:33:25] Let's see if there's any other notes there for that one.
[1:33:37] Yeah, I don't see anything here. And again, Vice President Bettinelli and President
[1:33:42] Heal, feel free to jump in on any one of these.
[1:33:47] And then here's Policy 2116, the one that we're rescinding, replacing with 2005.
[1:33:54] Again, like I shared earlier, it's an older policy dating back,
[1:34:00] this one back in 2002.
[1:34:05] I think those are the more, I don't know, the ones that stood out to me.
[1:34:10] Any questions? President Heal, Vice President Bettinelli, is there anything you
[1:34:14] want me to pull up in addition to this?
[1:34:18] No. Thank you again for just running through those and walking us through some of
[1:34:22] these changes. I just wanted to flag that a number of these are rescissions, but
[1:34:27] they do relate to areas like the strategic plan and student learning and
[1:34:32] school planning, and how
[1:34:38] those plans come together for school improvement, for example.
[1:34:41] And I think in terms of alignment to our strategic plan, I think even though there
[1:34:47] may be rescissions or smaller points here, that work contributes to
[1:34:54] our superintendent goals as well as our board goals.
[1:34:57] So wanted to flag that as part of this process too.
[1:35:05] I just want to lift up the work that President Heal has been doing in leading this
[1:35:10] work of going through our board set of policies, in coordination with
[1:35:15] Superintendent Reyes and Executive Assistant Schindler.
[1:35:22] It's really leveling up our board policy manual,
[1:35:28] in particular our own policies, and making us stronger and better, and more
[1:35:33] risk-averse. So thank you very much for leading us with this.
[1:35:39] I have a small editorial question.
[1:35:41] Mm-hmm.
[1:35:42] And then I have a larger question on one of them.
[1:35:45] On the Policy 1310, I sincerely think this is just a typo.
[1:35:53] In the title strikeout, I think we still want it to say "Of policies,"
[1:35:59] and just that we're trying to strike "And amendment." Is that correct?
[1:36:08] Out of the manuals and administrative procedures. So it's adoption...
[1:36:15] I think it should be "Of policy manuals," right? Yeah.
[1:36:19] Okay. Just making sure that-
[1:36:20] So, yeah.
[1:36:21] "Adoption of-"
[1:36:22] Yeah.
[1:36:23] Great. Thank you. Just wanted to check that.
[1:36:27] And then on
[1:36:30] the new school improvement plans policy,
[1:36:36] I know that our team has done really outstanding work in evolving our school
[1:36:41] improvement plans, particularly in alignment with our strategic plan.
[1:36:45] And I'm wondering in what way
[1:36:48] this policy might be strengthened by their work and things that they
[1:36:54] might see in what they have developed in our plans that are reflecting, for
[1:37:00] example, student outcomes or pursuit of the goals of our strategic plan.
[1:37:06] That might be something that we might want to
[1:37:10] consider. Is that something we would want
[1:37:15] embedded in policy to be enduring?
[1:37:22] Vice President Bettinelli, when you say they, do you mean the team?
[1:37:26] Yes.
[1:37:27] Okay. So my recommendation is to accept this revision as provided-
[1:37:32] Mm-hmm
[1:37:32] ... because Assistant Superintendent Mike Van Orden did some kind of a deep dive
[1:37:37] into the comparison and shared back that the WASDA policy and the way we're
[1:37:43] presenting it today really does reflect our work. So that would be my thoughts.
[1:37:50] Should you want me to take it back to the team to ask that question, happy to do
[1:37:54] that. Did I understand what you were asking, or did I take it down another path?
[1:38:00] No, no, you totally had that right.
[1:38:04] Yes. And thank you, and I do remember you saying that he had looked at this-
[1:38:09] Mm-hmm
[1:38:10] ... already.
[1:38:12] And I guess I just sort of looked at it as feeling like it was stronger and wasn't
[1:38:16] sure if it had been looked at with the eye of
[1:38:21] does it reflect some of the really outstanding strategic work that he's led.
[1:38:27] I've just really valued the way that he and the team have evolved those plans.
[1:38:33] And I'm just interested in a lot of those strengths that they have
[1:38:37] developed in those plans be enduring, and I know that policy is one of the ways we
[1:38:41] make things enduring.
[1:38:43] Mm-hmm.
[1:38:44] So that's just where my line of questioning is or thought.
[1:38:49] Well, as you were saying that, I was thinking, are you thinking maybe we should
[1:38:53] have a tie-in also maybe to the strategic plan more explicitly?
[1:38:57] Or is that a different line of thinking?
[1:39:01] It feels like that just because that is where I've seen-
[1:39:05] Yeah
[1:39:07] ... one of the key ways that I've seen Mike put the plan into action-
[1:39:11] Mm-hmm
[1:39:11] ... in a really tangible way that is part of the pieces that guide our district
[1:39:17] across a year in pursuit of that plan.
[1:39:23] So it may be that
[1:39:26] kind of tie-in or reference.
[1:39:30] Mm-hmm.
[1:39:30] That's part of why I also
[1:39:33] kind of turned it back to you and the team for consideration,
[1:39:37] because you've overseen that work and co-led that work with the team.
[1:39:43] And I feel like you all are much closer to
[1:39:49] what are the pieces that have felt important to embed in those plans.
[1:39:59] So when I first shared this with Mike for review as we were
[1:40:05] looking at this policy,
[1:40:07] Mike shared back
[1:40:09] a detailed response on his thoughts on what he recommended, and this was the
[1:40:15] recommendation.
[1:40:17] And I accepted it as such.
[1:40:20] I'm wondering-
[1:40:25] My inclination would be to accept it as presented, to consider accepting it as
[1:40:30] presented because the review has been done.
[1:40:35] Mm-hmm.
[1:40:35] My wondering is, would the board like for me to take it back to Mike and the team
[1:40:40] to further review and add some language to the effect of what you're
[1:40:45] thinking about in terms of reflecting more about the work of the strategic plan?
[1:40:54] I would say, what is the pleasure of the board on that?
[1:40:55] We're not going to close that up.
[1:40:58] I'm open, either. I really appreciate your recommendation.
[1:41:03] And so, I feel open on that. The alternate I can think of is that when the SIPs
[1:41:09] come to us in a month or so, it might be a time for us to then look at this side by
[1:41:14] side with those and then be able to have that conversation-
[1:41:17] Yeah
[1:41:18] ... at that time-
[1:41:18] Yeah
[1:41:19] ... then, too.
[1:41:20] Yeah. The way that I'm thinking about this conversation is,
[1:41:27] I guess my concern would be is if there's no direct connection between the
[1:41:33] strategic plan and the school improvement plan, that we might, 10 years from now
[1:41:38] revert back to maybe some older habits that didn't serve us in
[1:41:43] terms of goal setting and tracking and-
[1:41:46] Yeah
[1:41:47] ... So that's the way that I've been-
[1:41:49] Mm-hmm
[1:41:49] ... thinking about policy and that connection between-
[1:41:53] Yeah
[1:41:53] ... what we actually receive, too.
[1:41:55] Mm-hmm.
[1:41:55] So, yeah.
[1:41:56] The other thing we did in this policy is, at the bottom, we do cross-reference what
[1:42:02] would be the new revised policy 1001 strategic plan, which is
[1:42:08] the systemic change one that was 0100 that we're bringing to you today also as
[1:42:14] first reading,
[1:42:16] adjusted to 1001. So it does reference it there, and that's the one that we took
[1:42:21] out the board, evaluates the superintendent.
[1:42:25] And so that's how these two connect in that way.
[1:42:28] I think-
[1:42:29] So that might be sufficient. I don't know.
[1:42:32] Mm-hmm.
[1:42:32] I think the sentence that's sticking out for me that might codify what I'm hearing
[1:42:37] is our existing practices, which is really to use the school improvement plans to
[1:42:43] help support and drive the strategic plan is
[1:42:48] the sentence right before the list of
[1:42:52] elements, which is, "Each school improvement plan or process will be based on a
[1:42:57] building self-review that includes the active participation and input of building
[1:43:01] staff, students, parents, and community members." So potentially, there could be
[1:43:06] something after, "Based on a building self-review that is-"
[1:43:12] In alignment with the strategic plan
[1:43:14] ... in alignment with the strategic plan.
[1:43:14] Something like that, that really helps to make that explicit.
[1:43:18] Mm-hmm.
[1:43:19] Yeah. Would be something that could be-
[1:43:21] Or maybe the cross-reference isn't sufficient.
[1:43:24] Well, and those are great. Just making that really a part of the policy.
[1:43:29] Mm-hmm.
[1:43:29] You know?
[1:43:30] So adding a few words-
[1:43:32] Yeah
[1:43:32] ... there.
[1:43:32] Mm-hmm.
[1:43:33] Mm-hmm.
[1:43:35] Yeah.
[1:43:38] Any other questions or thoughts?
[1:43:43] Just really want to thank Superintendent Reyes and Kathy for their work on all of
[1:43:47] this.
[1:43:48] Kathy and President Healy, and then Vice President Bend.
[1:43:52] Superintendent Bend as well.
[1:43:54] It's been a lot to review all this, so really appreciate it.
[1:43:59] All right. So this will come in consent agenda for passage?
[1:44:03] Mm-hmm.
[1:44:03] Okay. And just acknowledging that
[1:44:06] if we can change that one.
[1:44:08] Add the language within that sentence.
[1:44:11] Yeah. Great.
[1:44:11] Mm-hmm.
[1:44:12] All right.
[1:44:14] All right. Thank you.
[1:44:15] All right. Thank you.
[1:44:16] Thank you.
[1:44:18] Okay. So I'm going to move us on to agenda item 10, which is action items.
[1:44:23] We do not have any action items for our meeting today, so we're going to skip past
[1:44:27] next to agenda item 11, which is reports and communications from the board
[1:44:34] members. Would any district directors like to offer a report or communication?
[1:44:43] All right. Well, I have something I just wanted to flag.
[1:44:47] So in terms of our board goals,
[1:44:52] specifically the board connections and communication goal
[1:44:58] number two, there's
[1:45:01] some logistics around getting off the ground the board connections group.
[1:45:06] So just trying to solicit or notify our communities around that
[1:45:12] opportunity to participate in the group and
[1:45:16] get interested members. So wondering if we want to get that started with
[1:45:22] board officers. Does the board want to see that communication before it goes out?
[1:45:28] How do we feel about
[1:45:32] either board officers or anyone else who wants to take a stab at that, just to
[1:45:37] logistically get those wheels in motion?
[1:45:42] So specifically, just the notification and the process to collect interested
[1:45:48] names and people who would want to participate.
[1:45:52] Sorry, are you saying the challenge of getting that going is who's leading it on
[1:45:55] behalf of the board?
[1:45:56] Yeah. Right. And how does the board want to be involved?
[1:45:59] So do we want to see that before it actually goes out, or do we want to entrust a
[1:46:05] couple people, board officers or anyone else to get that going, and then with some
[1:46:10] guidance or that kind of thing. Because that's sort of the logistical piece that
[1:46:14] we'd want to have out basically in October
[1:46:20] and really start
[1:46:23] understanding who would be with us for that, but we'd need to get that
[1:46:27] communication out to them.
[1:46:31] If there's any thoughts or desires around how the board wants to be involved there.
[1:46:36] Yeah.
[1:46:38] I'm okay with helping if that's helpful, or also just supporting whatever
[1:46:45] in terms of board officers taking on it.
[1:46:48] But
[1:46:49] if I were to take on that, I think I might need a little bit more information about
[1:46:55] the aspects of everything that would need to go into that communication.
[1:46:58] Okay.
[1:46:59] But yeah.
[1:47:01] I don't have any concerns about the communication-
[1:47:05] Mm-hmm
[1:47:05] ... announcing this intent-
[1:47:07] Mm-hmm
[1:47:08] ... going out without full board approval-
[1:47:10] Okay
[1:47:11] ... as long as it's been cleared by officers. That's fine with me.
[1:47:15] Okay.
[1:47:17] Thank you. All right. So we'll take that back and figure out a plan then for that
[1:47:22] one. Then the other piece is that we have an October 13th study session.
[1:47:30] And so just in the vein of getting us started as well with those board goals,
[1:47:35] especially board goal two, which is around the connection group as well
[1:47:41] as listening sessions, hoping we could repurpose that time for a work session to
[1:47:47] discuss and plan out topics and discussions for the
[1:47:53] group in a listening session. So we really use that time very actively to
[1:47:58] brainstorm and figure out the plans in the meeting. That work for both? Okay.
[1:48:04] All right.
[1:48:06] And those are all the pieces that I had.
[1:48:08] Again, just wanted to open it up, again, if there's any other board communications
[1:48:14] you wanted to highlight. Okay. Then I will move us on to
[1:48:20] agenda item 12, which is legislative and committee updates.
[1:48:23] Vice President Bend, do you have any legislative updates to share with us?
[1:48:28] I do.
[1:48:31] So on Saturday, I was able to attend WASA's General Assembly on behalf of our
[1:48:36] board. And it was a very full day of
[1:48:42] debate and voting. As you remember from our last conversation, it was a very full
[1:48:48] agenda.
[1:48:51] And I wanted to just give you a high-level recap of what happened and results.
[1:48:56] So first, I want to let you know that the two positions that our board brought
[1:49:02] forward, an amendment to attract, recruit, and retain diverse school board
[1:49:05] directors and a new permanent position for early learning, both passed
[1:49:11] with strong majority. And actually, our early learning position is one of only
[1:49:16] three votes that was unanimous that day.
[1:49:21] So strong support for early learning across the state, which is,
[1:49:27] I love to see it.
[1:49:32] For the remainder of the voting, there were one,
[1:49:38] two, three, four, five, six, seven, eight, nine, ten, 10
[1:49:45] proposals that were pulled from the consent agenda.
[1:49:49] You may remember we discussed this last time.
[1:49:53] I pulled the four that we discussed, and other districts pulled others.
[1:50:01] And there was excellent debate that happened across those.
[1:50:06] Across all positions, though, this is the easiest way to sum this up.
[1:50:11] While the percentages were different on any one vote, all the
[1:50:16] proposals ended up going the way that their advising
[1:50:22] committee had recommended. So if the advising committee had recommended a do pass,
[1:50:28] the vote ended up passing it. If the recommendation had been
[1:50:34] to do not pass, the vote ended up being that it did not succeed.
[1:50:41] This really goes to illustrate the strength of those recommendations
[1:50:47] and the way in which those
[1:50:51] can support or influence the outcome.
[1:50:56] And again, percentages were all over the place on any given one.
[1:51:01] I'll say thank you for your authority to be able to listen and
[1:51:06] respond to arguments that were brought in the moment.
[1:51:10] There were several that we were aligning with the recommendation of the advising
[1:51:14] committee, and then based on arguments that we heard, so for example, the position
[1:51:19] around
[1:51:21] immunization for students,
[1:51:25] based on arguments that were made,
[1:51:30] I voted in the other direction. So I'll say that one, unfortunately, is a
[1:51:36] position that was rescinded,
[1:51:40] and I know is going to be a topic of ongoing conversation around what is our
[1:51:45] relationship with health authorities, and how do we support health for our student
[1:51:51] body?
[1:51:53] And then one of the other ones that we did discuss was the
[1:51:59] private school
[1:52:01] funding, where I had thought that we didn't align with the recommendation of do
[1:52:07] pass. That one was
[1:52:11] debated quite heavily,
[1:52:14] with many people citing the concerns that I shared with you, but it did still pass
[1:52:20] with the passage threshold.
[1:52:24] So just an awareness of
[1:52:27] just some of what passed there.
[1:52:30] So if you look at the
[1:52:33] spreadsheet shared previously or the handbook shared on the WSSDA website, you'll
[1:52:37] be able to see what were those recommendations and therefore what was adopted.
[1:52:43] WSSDA staff is in the process of updating those revisions in the position catalog
[1:52:49] that's available on their website.
[1:52:52] And then the next steps is that WSSDA has sent out to all boards a request to
[1:52:58] submit our prioritization of positions, and that would
[1:53:04] be towards building WSSDA's legislative platform.
[1:53:10] And in the past, they've asked us to submit top 10, but they're taking different
[1:53:15] approaches here, and I greatly appreciate it.
[1:53:17] I know that this came from a conversation we had in legislative committee.
[1:53:20] They're asking boards to identify which of the
[1:53:25] current hot topics that are
[1:53:28] surfacing around public ed at the moment are our top three.
[1:53:33] So those would, for example, things like no new unfunded mandates, fully funding
[1:53:38] MSOC, fully funding substitutes, tort reform, regionalization, the LEA Cliff, and
[1:53:44] graduation requirements. But they also give a space for other.
[1:53:48] But then they also ask
[1:53:51] which of the two school director-focused topics do we care the most about, and
[1:53:55] those include optional school director compensation and school director training
[1:53:59] requirements, or other things like that.
[1:54:01] And that's the first time they've asked us a school director-focused question, and
[1:54:07] I'll say that directly came from a conversation we had in committee about
[1:54:11] everybody in the K12 landscape is advocating around funding.
[1:54:16] Mm-hmm.
[1:54:16] We are the one place who can advocate around school directors and student
[1:54:22] reps and what we need to support us in governance and service.
[1:54:27] So I appreciate their responsiveness in that.
[1:54:31] And then they're letting us choose five
[1:54:35] others that would be-- Or saying, from the positions, what would we prioritize?
[1:54:40] They're not saying prioritize them, like you have to say one is your top.
[1:54:44] Just saying, "Give us five others that are priorities for your board."
[1:54:51] Just those under?
[1:54:53] Well, we select from the list of positions-
[1:54:55] Okay
[1:54:55] ... that are available. Of legislative positions, actually, not even all permanent
[1:54:58] positions, which is why early learning isn't in there.
[1:55:01] Yeah.
[1:55:06] This is due October 4th,
[1:55:11] but I just received it today. So what I would like to be able to do is
[1:55:17] put together an initial recommendation to share with the superintendent, who can
[1:55:22] then
[1:55:23] check it with each of you, and you can provide feedback on would you recommend any
[1:55:27] differently, that I
[1:55:30] can pull together and then determine how to discern that into our feedback.
[1:55:35] It's good to know that this feedback goes in with the feedback from any other board
[1:55:40] that submits this.
[1:55:41] Mm-hmm.
[1:55:41] So we do not have an outsized voice here. This is contributing to a collective.
[1:55:47] Yeah.
[1:55:48] And then the legislative committee, along with the strategic advocacy team, will
[1:55:53] use that to formulate the proposed legislative platform for WSSDA.
[1:56:01] How does that sound?
[1:56:02] Great.
[1:56:03] Great.
[1:56:08] Oh, that's one piece I have. The other piece that I have is that
[1:56:14] through some fun sleuthing the other day,
[1:56:17] I've been able to learn that February 11th is Public Education Awareness
[1:56:23] Day and WSSDA Day on the Hill.
[1:56:28] Ooh.
[1:56:28] It is public record, though WSSDA hasn't shared it with the whole association yet.
[1:56:32] Mm-hmm.
[1:56:33] There's a cool site where you can see who has registered to be on the Capitol steps
[1:56:38] on any given day.
[1:56:40] Oh.
[1:56:41] Oh. So that is the day they have reserved the steps.
[1:56:46] Nice.
[1:56:46] So we can anticipate that in our calendar, and you'll see that in our public
[1:56:50] calendar as well. Obviously, I'll let you know if that changes.
[1:56:56] That's all I've got.
[1:56:57] Great. Thank you. All right.
[1:56:58] Oh, wait, no, I have one more.
[1:57:00] Okay.
[1:57:00] I just remembered. I'm so sorry.
[1:57:02] It's okay.
[1:57:04] In
[1:57:05] agenda planning with President Hill, looking ahead at forming our legislative
[1:57:11] priorities,
[1:57:13] looking at doing an initial discussion about our priorities at our October 6th
[1:57:17] meeting, a second discussion at our October 20th meeting, and then voting on
[1:57:22] approval of that at our November 3rd meeting.
[1:57:27] And have shared this with the student reps tonight so that they can think about how
[1:57:31] can they be connecting and collecting priorities and input from the
[1:57:37] student body so that we can have a collective process in forming that together.
[1:57:42] Awesome.
[1:57:43] That's my last thing.
[1:57:46] That's perfect.
[1:57:48] So yeah. So in terms of agenda planning, or sorry, calendar review, which is our
[1:57:53] next agenda item, I think that's
[1:57:56] something we were going to flag here, too.
[1:57:58] So that's great we were able to flag for the next meeting.
[1:58:02] We'll have that initial discussion around
[1:58:05] legislative items or priorities.
[1:58:09] Anything else in terms of upcoming
[1:58:13] meetings and what's on the topic list?
[1:58:15] Oh, other thing for agenda and topic for October 6th is that we are
[1:58:21] looking also have a overview from the superintendent around planning for
[1:58:27] goals and understanding the framework of those different ... initiatives.
[1:58:35] But right now, it does look very blank for the next meeting.
[1:58:39] And then we talked earlier about October 13th being repurposed for that work
[1:58:43] session. So we would get started on planning out the connections group and
[1:58:49] listening sessions. Anything else in terms of the upcoming agendas
[1:58:55] and meetings? Oh, yeah. Oh, retreat. Yeah.
[1:59:00] So we don't have those scheduled right now.
[1:59:04] For reference, we have listed the dates of the previous school board
[1:59:10] retreats
[1:59:12] from last year, and we don't have any scheduled right now on the
[1:59:18] calendar. So what we might want to do is just to get a
[1:59:23] gauge on when we want to have some of those retreats, in terms of timing.
[1:59:29] Don't want to put folks on the spot, though, but if you do have any strong
[1:59:32] preference for when a retreat might be or be useful for
[1:59:38] us, please let me know. Let us know.
[1:59:43] Any strong thoughts around timing? Oh, superintendent.
[1:59:48] Just maybe a question
[1:59:51] to check our pacing with our retreat schedule.
[1:59:54] Mm-hmm.
[1:59:56] Are we aiming for
[1:59:58] a certain cadence for these meetings?
[2:00:02] Are they anchored by any particular responsibilities that we have?
[2:00:06] I think that'll help me figure out when's the best time to-
[2:00:10] Yeah
[2:00:10] ... to meet. It's just felt really random in the past.
[2:00:14] Oh, okay. Yeah. And I will say for these last two
[2:00:20] ones we had, we really were focused on development of the superintendent goals and
[2:00:24] the board goals.
[2:00:25] Mm-hmm.
[2:00:25] So that's definitely a responsibility, and that timing is really important to hold
[2:00:30] to. So thanks for elevating that. And then I think the one that's usually
[2:00:36] more in quarter one, like February or January, has been
[2:00:43] really that midpoint check,
[2:00:47] bigger picture priorities overall.
[2:00:50] We're not yet at the point of getting those new goals together, but
[2:00:56] it seems to have been more reflective of
[2:01:00] organizational discussions.
[2:01:03] Okay.
[2:01:03] So that's a good point.
[2:01:04] So February is more like a, are we meeting our goals, doing
[2:01:11] a check on progress there.
[2:01:13] Mm-hmm, and overall structure-
[2:01:14] Yeah
[2:01:14] ... and how that's working. Yeah.
[2:01:16] And then July, I liked that timing.
[2:01:18] It was really specific to the-
[2:01:20] The goals. Yeah
[2:01:21] ... to the board goals, superintendent goals.
[2:01:27] So are you thinking February for...
[2:01:30] Because I know you just mentioned February 11th, which is, I believe, still the
[2:01:36] school week for Day on the Hill.
[2:01:39] Mm-hmm.
[2:01:40] We're not in midwinter break that week.
[2:01:43] Right.
[2:01:44] It's the week after that.
[2:01:45] Yeah. And it doesn't have to be February. I just want to kind of note that.
[2:01:49] Oh, it doesn't. Oh, okay.
[2:01:51] I think the other thing that we
[2:01:55] have done is also do our self-assessment in the spring.
[2:02:00] Mm-hmm.
[2:02:01] And so this year, it helped drive our goal development, and we could do
[2:02:06] that again, and having that self-assessment to spring forward and look at and have
[2:02:12] a discussion around could be helpful.
[2:02:15] But that can happen in February, March, and then maybe a discussion in April on
[2:02:21] it. So we could have these things successive to help
[2:02:27] support the goal development. Which again, is one where we want to keep that
[2:02:32] timeframe of May and July.
[2:02:35] I'm just thinking with so much of our board goals anchored by budget and fiscal
[2:02:40] stability, I wonder if it makes sense for us to convene in a retreat setting,
[2:02:46] like in January, the beginning of the-
[2:02:49] Mm-hmm
[2:02:50] ... legislative session.
[2:02:53] And dedicate some time in that retreat
[2:02:56] to advancing our student leadership goals with our priorities, setting our
[2:03:01] legislative priorities. I know they'll already be done by then, but
[2:03:07] that might be a good thing for us to connect to the timeline and connect to the
[2:03:13] scheduling.
[2:03:14] Mm-hmm.
[2:03:15] I just feel like that's always a time where people want more coordination.
[2:03:20] Yeah.
[2:03:21] And especially if we think about coordinating with our PTAs, PTSAs, too.
[2:03:27] That might be good to have that dedicated space.
[2:03:31] Mm-hmm.
[2:03:31] Not to exclusively focus on the legislative engagement, but
[2:03:38] to do a gut check on our progress with those goals that are connected.
[2:03:43] Yeah.
[2:03:44] Does that make sense?
[2:03:44] Yeah. I hear what you're saying. Yeah, it does make sense.
[2:03:51] As our priorities will have already been developed about two months ahead of that-
[2:03:57] Mm-hmm
[2:03:57] ... and session will have begun, and we will have just also had the
[2:04:01] legislative conference, the WASBO-
[2:04:03] Oh, when is that?
[2:04:04] That's January 8th and 9th.
[2:04:05] Oh, okay.
[2:04:06] And session will have just started.
[2:04:09] I wonder about closer to end of January, early February.
[2:04:16] I can't remember, President Huel, what we were currently intending to be looking at
[2:04:21] for that February 2nd session.
[2:04:24] Mm-hmm.
[2:04:25] Because session will have already had a few weeks to kick off, and we'll start to
[2:04:31] have a sense of like-
[2:04:32] Where we're going
[2:04:32] ... where's it going? Yeah. And what kind of alignment or coordination might
[2:04:38] be most effective and strategic at that time.
[2:04:42] What is our finance team seeing and hearing through WASBO channels?
[2:04:51] In what way is that regroup something that can actually--
[2:04:59] Whether it's this session or also-- I feel like it's bidirectional in the way we've
[2:05:03] set our goals. Some is legislatively, advocacy wise, but some is also really
[2:05:08] thinking ahead towards that next budget.
[2:05:12] Sure.
[2:05:13] Yeah. So
[2:05:15] I wonder about closer to
[2:05:19] end of January, early February for that.
[2:05:24] And again, I don't remember what we had thought about for that February 2nd.
[2:05:26] Well, I think for some of the
[2:05:29] study sessions that are blank, just as a potential placeholder, we
[2:05:35] were maybe just thinking of maybe having those be connection group
[2:05:41] times or listening sessions, because we do need to-
[2:05:43] That's right
[2:05:44] ... get those in.
[2:05:45] Yeah. That's right. That's what we talked about.
[2:05:47] So we want to try to leverage our calendar time already.
[2:05:54] So that's a tentative idea right now.
[2:05:57] I hear a lot of really good thoughts too around what we want to potentially cover.
[2:06:03] So maybe a next step could be outlining what those retreat topics
[2:06:09] and discussion areas could be, and that could help drive when.
[2:06:14] So,
[2:06:16] does that sound okay?
[2:06:17] Sure.
[2:06:19] I also agree that it feels kind of random.
[2:06:23] But also,
[2:06:25] when we have them towards the end of the school year, like the May 26th,
[2:06:32] pretty burnt out by then.
[2:06:33] Totally.
[2:06:33] I'll be honest. And there's a lot more--
[2:06:40] I just love to go to the schools and stuff around those times.
[2:06:43] And so if we could, I know we've had meetings on
[2:06:47] graduation, moving up ceremony nights and stuff, so just being mindful of that
[2:06:53] towards the end of the year.
[2:06:54] Yeah.
[2:06:57] Because I really want to do those things.
[2:06:59] Yeah.
[2:06:59] But we can't do it all, right?
[2:07:01] Yeah.
[2:07:01] And this is great.
[2:07:07] It's helping us see that.
[2:07:11] Yeah. Mm-hmm.
[2:07:12] So.
[2:07:13] I think one of the things that happened last year is a bonus one happened because
[2:07:18] other meetings had then moved or we ended up-
[2:07:22] Oh, absolutely.
[2:07:22] So yeah, I think just to the-
[2:07:23] And they're going to happen.
[2:07:24] Yeah, totally. I think to the original question of is there an anticipated cadence,
[2:07:27] what we talked about is moving it to, and I think we shared this a bit ago, is
[2:07:30] moving it to a twice a year kind of cadence.
[2:07:33] Like that mid-year check, and in the summer,
[2:07:37] rebuild the goals.
[2:07:40] Because we were finding that, I think we were finding this too-
[2:07:43] Mm-hmm
[2:07:43] ... that once a year,
[2:07:46] there was so much to try to talk about-
[2:07:48] Mm-hmm
[2:07:48] ... and there was no mid-year check-
[2:07:51] Mm-hmm
[2:07:51] ... that could happen. So it felt challenging to
[2:07:59] be able to dig in and do some of our own work-
[2:08:01] Mm-hmm
[2:08:02] ... as we were in the flow of the year.
[2:08:05] But we've also gotten really creative, I'll say, in the last couple of years of
[2:08:09] figuring out how to use our
[2:08:12] calendar strategically.
[2:08:13] Mm-hmm.
[2:08:14] How to use our time strategically, like looking at these study sessions to be
[2:08:19] specifically directly in pursuit of one of our own goals.
[2:08:22] Mm-hmm.
[2:08:23] So I think there's a lot of ways to look at that.
[2:08:27] Mm-hmm.
[2:08:28] I also vote to change the name to board work session because it is not a retreat.
[2:08:33] Yes.
[2:08:33] I agree.
[2:08:33] Agree.
[2:08:35] I was going to say that. That's perfect.
[2:08:37] Yeah.
[2:08:40] Anything else in terms of
[2:08:45] the retreats or work sessions, actually, I think we'll call it now.
[2:08:50] Or the calendar in general?
[2:08:53] Just want to make a note that we did add the graduations.
[2:08:57] They're all on one line-
[2:08:59] Yeah
[2:08:59] ... but you can see that similar pattern to last year.
[2:09:02] Yeah.
[2:09:03] It's the two separate days, two separate evenings for the two
[2:09:09] graduations, weekdays. But this year they don't fall on the week where we also had
[2:09:14] a board meeting that we had to move to Monday.
[2:09:16] Oh, nice.
[2:09:17] So,
[2:09:19] that'll be good in terms of your schedules and everything. But those are on there.
[2:09:25] And then you mentioned this too, President Healy, that board self-evaluation
[2:09:29] working team in April.
[2:09:30] Oh yeah, April.
[2:09:30] That's on there.
[2:09:33] I think I asked this before, these colors don't mean anything, right?
[2:09:36] They're just so that you can see the-
[2:09:38] Break up the...
[2:09:38] Yeah.
[2:09:38] Yeah. Okay.
[2:09:39] Mm-hmm.
[2:09:42] You could say that the orange means it's kind of a different type of meeting-
[2:09:46] The orange, yeah.
[2:09:48] ... or item. The rest are regular-
[2:09:50] Yeah
[2:09:50] ... calendar board meetings or sessions.
[2:09:55] Okay.
[2:09:56] Yeah. I do have a scheduling request.
[2:10:00] We've had so many new admins join the team this year.
[2:10:04] Are we going to get to have an introduction with them?
[2:10:07] Yes, absolutely. And I wanted to connect with board officers to talk about what
[2:10:11] that format can look like this year.
[2:10:13] So perhaps we can cover that at our next agenda meeting.
[2:10:17] That's great.
[2:10:17] We have a couple of different ideas, and we want to get your take on it.
[2:10:20] Happy to share now if you'd like. I'm good with that, or we can wait till we meet
[2:10:25] to prep.
[2:10:26] Yeah.
[2:10:26] Okay.
[2:10:27] Definitely.
[2:10:28] Yes, let's have it.
[2:10:29] Great.
[2:10:29] Great.
[2:10:30] Just seeing a new face again tonight, I was like, "Oh." I always love that every
[2:10:34] year we get to meet the new team.
[2:10:36] Yeah.
[2:10:37] Yeah.
[2:10:37] Great. All right. Any more thoughts on the calendar?
[2:10:43] All right, so I am moving us to agenda item 14, which is executive session.
[2:10:47] Do we have an executive session tonight?
[2:10:50] No.
[2:10:50] All right. Agenda item 15, adjournment.
[2:10:54] Thank you all for your service to our school community and district tonight.
[2:10:58] The time is 8:11, and our meeting is adjourned. Thank you.