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Mukilteo School District 6 Director District 3

4-year term. No salary, but some districts offer small per diem for evening meetings. School Board members, or “directors,” are the elected governing body of the school district, serving four-year terms. The school board’s governance responsibilities fall in four major areas: Vision – a focus on student achievement through a comprehensive strategic planning process; Structure – prudent financial planning and oversight, as well as diligent and innovative policy-making; Accountability – specific goals and a process for evaluating, reporting and making recommendations for improvements; and Advocacy – championing public education in the local community and before state and federal policy makers. The School Board sets the general policies of the district, which are implemented by the hired professional district superintendent and certificated teaching staff and personnel. One of its critical duties is the adoption of the district's budget and proposal of any school levies to be placed on the ballot to the people. The board sets policies and approves all spending via the budget. It also sets salaries for school district employees.

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    Jennifer (Jen) Cole

  • Kyle Kennedy

Biographical Information

What unique qualities about yourself, your experiences, and your education separate you from the other seekers of this office?

What, in your opinion, are the three most pressing issues facing your school district at this time?

How would you address the one at the top of your list?

How would you balance educational opportunities between schools?

How would you assure the safety of all students in your schools?

What are the issues that need to be addressed to provide racial equality in the schools?

How should technical training be offered in the secondary schools?

How can the schools provide adequate education for homeless, immigrant, refugee and non-English speaking children at all levels?

Phone (206) 372-7384
Town where you live Everett
Experience (300 characters max) Jen has over 20 years of experience in human services and education. She has served in a variety of leadership roles in paid and volunteer positions. Jen is actively working to reduce opportunity gaps for students and is committed to serving the community.
I was not born in this country and I am a bi-racial parent raising a child with disabilities in the Mukilteo School District. In my professional life, I am actively involved in local and state efforts to reduce opportunity gaps for students. My education and experience includes teaching in early childhood settings and at the secondary level. I believe that collaboration and partnerships are key and not one school, district or system can do the work alone.
The three most pressing issues facing Mukilteo school district includes: implementing and operationalizing the current equity policy, actively engaging families and community members to reduce opportunity gaps for all students and implementing Multi-Tiered Systems of Support (MTSS) in schools. According to the Office of the Superintendent of Public Instruction (OSPI), "Multi-Tiered System of Supports (MTSS) is a service delivery framework focused on prevention and problem solving for all students. An integrated MTSS connects all of the academic and non-academic interventions, supports, and services available in schools and communities to support instruction and eliminate barriers to learning and teaching. Within an MTSS framework, multiple levels of instruction, assessment, and intervention are designed to meet the academic and non-academic needs of ALL students." MTSS is one way to address opportunity gaps for students and to make sure all students get the support they need.
Implementing and operationalizing the current equity policy requires that school leaders are actively addressing this in school improvement plans which are required to have family input. I want to see student voice represented in these plans as well. As a member of the Board of Directors, I will be examining these plans with my colleagues and finding ways we can support our Superintendent to make sure these plans are getting to the outcomes we want to see for all students and all families.
As a member of the Board of Directors, I will work with my colleagues to seek feedback from students and families about the educational opportunities they are accessing and work together to address any identified gaps.
We have to start with establishing and sustaining strong foundations of social emotional learning, mental health, and positive behavioral supports for all students and adults in our schools. We are all on a continuum of growth in these areas and if school communities are growing together, it creates safer environments for all. It is important that we continue to actively engage in emergency planning, safety plans, and address aspects of the physical environment that can be problematic. We need to continue to partner with the community in these efforts.
A place to start includes fully and meaningfully implementing the Since Time Immemorial (STI) Curriculum which was legislated in 2015 with SB 5433. We do not know United States history until we understand Tribal Sovereignty. As a community, we have to come to terms with the fact that we have learned United States history through the lens of colonization and as a result, we have huge gaps in how we understand race and ethnicity today.
If technical training means Career and Technical Education (CTE), CTE should promote and support locally-based middle and high school programs that provide 21st century, academic and technical skills for all students. I would like to see that all students have the opportunity to explore careers in middle and high school, especially careers in high-demand, high-growth fields such as healthcare and green technologies. All Mukilteo students should be actively working on their High School and Beyond Plans (HSBP) beginning in middle school. CTE programs should be intentionally and equitably offered at all middle and high schools with hands-on and service opportunities for students to explore their full potential.
Schools need to go beyond compliance under federal and state requirements and move towards innovation for reducing opportunity gaps for homeless, immigrant, refugee and transitional bilingual students at all levels. To do this well, schools need to meaningfully engage family members and community members in the work. Schools cannot do this work by themselves. Schools need to consider all the ways to engage in inclusive education practices that provide meaningful access to the general education curriculum. This includes implementing Universal Design for Learning (UDL) and removing systemic barriers. Our district needs to provide meaningful language access for students and families with a culturally responsive lens.
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