001those differences are a little bigger for the uh adolescents obviously they become more cognizant of ethnicity as uh something in their lives and how they perceive others here we have belonging disaggregated by gender and then here's the same results for the grade 6 through 12 population and then here you see a result that you'll see in other places and that is a fairly sizable difference there in terms of belonging for students that don't identify in a binary classification and then here you have it again for different demographic groups and there are differences there but when you look at this in the context of the standard deviations there're they're there but they're also smaller than Sometimes some of the differences we see in other contexts and then here it is again for the grade 6 or
00212 population okay the other variable that we dive more deeply into for this particular measure is the happiness variable and as you look at the wording I want to point out that um it doesn't use school as a fr of reference even if it did that it's certainly when people are responding we don't know whether they're bringing in the outside world or not but this is just asked them how often have you felt happy over the last week so obviously school is a big contributor to that but it's not necessarily the only contributor nevertheless we include this item because if our students were incredibly unhappy we would obviously want to respond to that and the item obviously matches on well to the intent of the measure so we'll go through these fairly quickly so here's
003the happy item over the last uh three assessments the wording for this item did not change and you do not really see any difference in the most recent year a most recent assessment happiness is obviously a different variable than belonging but um the items tend to correlate at least to some degree and students who don't feel like they belong tend to feel less happy so I think this is some indication that that change in belong in is actually the wording change more than any real notable change among the psychology of the students here's happiness broken down by ethnicity for the grades three through five population and in the context of those standard deviations I I would be reluctant to even attribute anything to ethnicity in this particular context and then here again um these are
004pretty small effects and you'll notice that the uh the outliers the highest mean and the lowest mean are actually the two groups with the small sample size the positivity of the uh 18 students who identify as American Indian or Alaskan native you actually will see that throughout the survey they they uh they either feeling pretty positive generally or they were having a really good day when they completed Panorama but it's nice to see so here we have it for in the grades 3 through five um pretty small effect there and then here we have it again uh for the older population and then as we bring in the students that don't identify as a binary classification you see um you see a lower average difference there certainly not true of all students but on average
005you are seeing a pretty substantial effect there and here we have it by demographic group uh interesting pattern of results here um uh good to see some happiness across these groups and then here we have it again for the older population you look if you look that overall mean you see that um obviously the group means hover around that mean but there aren't huge departures from that average student respon resp and then here we're going to break for any questions you might have but because measure one and measure two are so similar we hold on the strategies and supports until the end of measure two any thoughts or questions this is a little maybe a little bit off um in the report and you you mentioned that that um most of the responses are pretty
006similar in in about the same range in your report Table one and two you have things broken out into sort of broader Concepts and group questions together yep the ones about do you have a teacher or other adult you can count on family member and so forth is this one of a set that we're how did you say reverse analyze because it it drops below two pretty consistently across those questions yeah it drops below two because of a decision I made in terms of how the data are presented and it's a yes or no so it's coded one or two so it can't it can't would only reach two if every single student put yes it's actually a poor way to present the data because data like that should be frequency um but I didn't
007want to pull it out of the context of the whole survey I wanted people to be able to look at that table and see okay these are all the questions that Northshore has in Panorama at this at this time okay so the responses were in a different range there were one to two versus one to five and that that column is in there but for a yes no item it is admittedly awkward so this is not for the statistician of the group but um the belonging measure and the attendance measure as I'm looking at those and the timeline that this was done in October and in the last five months the world has changed shall we say and I wonder if some of those demographics that we are looking at might have a different answer
008of whether they feel like they're belonging and certainly their attendance rates and I worry that if we don't look at this data for a whole another year that that that's too long to wait to see if some of our students are being harmed by the national conversation and that that's impacting their attendance and their sense of belonging and that should we be doing a deeper dive right now with some of that in the next two weeks we'll have closed out the winter whatever you going to call this time of year Panorama survey so we'll have an opportunity to see what um if anything has changed and where the changes might be and it' be a good one for us to kind of zero in on so if there's some way for us to receive that
009and we don't need the whole Panorama data but maybe just that targeted focus on groups that we know are being attacked at the national level and what if any impacts that's having on some of these key measures yeah that's that's easy to do and just a real quick public service announcement for anybody listening the Panorama window actually closes this Friday and we're all really committed to getting that response rate up so keep that in mind and just a followup with that data because I know Panorama is used Beyond just monitoring reports for the school board I'm sure so just understanding you know how that data is put into action within classrooms and buildings would just be really helpful for us as well I'm sure it's a lot more immediate yes one of the things that
010I've noticed this year um for a number of years before we had had Panorama and then even as we initially got Panorama schools used to do their own set of surveys and they would and we'd see them show up and um this year they've really relied pretty heavily on the Panorama data and schools are really responding and leaning into it so um there are there are School level strategies um around a lot of these different data points as well that um couple a couple years ago we might not have seen and I'll add to that on a person note it was important to me to try to shorten Panorama and leave and leave open a little bit of space for some new custom items and so we went through this process and there was a
011set of items that I was ready to remove and um I I heard from our community that those items were being used and there was a request to not cut them and they were they were left in it's just one example but different schools are most definitely using these items in different ways all right so Dr Wellington's going to take us through the next measure um which is access to Advocates and um at the end of this this is kind of two our big kind ofal chunk so at the end of this he'll talk about some strategies that apply really to the first two measures did okay last time so we'll see and I'm going to I'm going to I well I shut the the lights off the first time the second time I got
012it figured out see practice does make perfect um and I'll try to pay attention to that screen so we'll see how this works so uh measure two access to Advocates increase percentage of students who have continuous access to an advocate Mentor or counselor you've seen the slide already and while we consider this measure to be far more encompassing then one particular group of Educators we would be remiss if we didn't um pull forward obviously our counsel um and our mental health therapists um even though it's a repeat from goal three and I'm sure you remember the study session where we actually had four counselors come and have a conversation um both groups counselors and mental health therapists are obviously the very definition of student advocate so it's a it's a great place for us to
013start the conversation um the question that we're going to take a look at in the next few slides um is a simp simple and yet I think it's actually a lovely one it's a question that I would want my own daughter to be able to answer affirmatively as she goes through her High School experience do you have a teacher or other adult from school who you can count on to help you no matter what and I love that last part answers are cataloged as yes or no which will you will see on the following chart quick guide to the Chart um these charts are virtually the same but a little uh different in some important ways the percentage of students answering affirmatively is in the second column the number of students who reported an affirmative
014answer is in the third column that's the insize for that and then when you see a no or yes in size uh like you see in column four 7 and 10 that's the number of students who answered either yes or no so it gives you the full um insid you'll notice that uh the total number of students and I think uh I think Dr Foster already mention this the total number of students has been increasing every time that we've taken this test which is a or excuse me the survey which is a an important component you'll notice in most grades the students report having access to an adult they can count on and that the percent of students reporting this is either holding steady or increasing and that's actually going to be true on um
015in almost every category in every slide is that uh it's actually been improving over the previous year so I won't like I did last time go through each individual one um they're all actually um between 05 to a full two to three percentage points above where they were last year uh one of the great parts of this particular measure is not just the number of students who report a critical connection with at least one adult but that the results are actually beautifully unpredictable and I think that that's a really important thing to point out early on um too many times not just Northshore data but State data National Data follows along really predictable lines and it's uh one wonderful to see as you'll go through these charts that this doesn't and I think that's a
016beautiful thing that we need to point out um early on um this chart highlights the results for our elementary students grades 3 through five and again in each of these categories um it's roughly a percentage point above what it was last year this chart highlights results for our secondary students in grades 6 through 12 Elementary Again by gender and for our secondary students these last two slides are going to highlight our students by categorical demographics the first slide is going to be Elementary the second slide is going to be secondary this slide's remarkable in special education last year it was 78.7 this year it's 84.2 for a highly capable student students last year was 74.3 and this year it's 77.4 so there's also some not just small increases but some significant ones as well so
017we're going to talk about measure one and two strategies and supports together both measure one which you'll remember was increased percentage of students reporting a perception of safety fairness inclusiveness and supports for emotional behavioral mental and physical health and to some extent measure two as well are positively impacted by the work are district has been doing directly providing social emotional skills and strategies through Core Curriculum I think that's important an elementary school that takes the shape of a program called Second Step which teacher which teaches students how to manage emotions demonstrate empathy solve problems make responsible decisions and maintain healthy relationships Second Step was recommended um and adopted in November of 2021 um when considering and adopting social tional instructional material for the classroom we follow the same process as we do for for all
018of the other and I know that many of you are very familiar with that having gone through that process before a committee representing a wide array of schools and District personnel must first notify um our CMAC uh committee the intent to begin the process and they then screen the available material to narrow the options down to two or potentially three um curriculum choices and then these top materials are scrutinized in a more in-depth evaluation process analyzing not just the materials themselves but also the philosophy the instructional strategies the curriculum the assessments and all the tools that become available with it the committee is then responsible for creating an objective uh tool for which they're going to compare all of the various um curriculums and analyze it um on a number of key areas and then
019what they do is they pull through um four to six of these key areas on their objective tool and actually to go through the entire curriculum to see whether or not it lines up with the things that they think are going to be important after the finalists are fully evaluated they're piloted by teachers and students which provides qualitative and quantitative data and the top set of materials is then provided to CAC with a recommendation CMAC then goes through their process and make sure that it meets all the requirements and expectations that they have and then of course they bring it forward to you all and you get to approve it um we've talked about second step and kelil Choice which are the two uh curriculums for elementary we've talked about those before you'll know um
020kelo's Choice when you see it it's that cute little frog with all the different choices that kids can make when they find themselves in challenges with their peers um with each of these curriculums the key is really having a common understanding having common vocabulary and having common F uh philosophy that goes throughout the entire school every corner of the school the adults need to be um all on the same page with regard to what we're trying to do not assuming that kids are showing up as experts in social emotional because they certainly aren't but that these are skills and strategies that are learned um over time and with a lot of love and support from um the adults in their lives secondary is a little bit different we don't have a a curriculum per se
021but uh in secondary schools that it is embedded in throughout the 612 experience a number of schools in middle school take advantage of their advisory um time providing both pre-planned and just in time social emotional learning opportunities um recently I had an opportunity to review uh the January um advisory time for one school um and while the cell curriculum is really embedded throughout it was really their Tuesdays where they set about to make sure that they're bringing in and weaving in those important Concepts um January is about self-regulation and responsible decisionmaking which actually makes sense when you come back from break and you're looking at second semester which is um important and so they had a series of lessons and then the last lesson um was a well-timed lesson um about overcoming obstacles which I
022thought was a perfect way to start second semester um a few of our middle schools have also embraced Avid as you know um there is a uh a series of uh components of framework called wer uh writing inquiry collaboration organization and reading um and positive group interaction teamwork creating safe environments for sharing ideas and opinions interdependence active engagement active listening are all part of that collaborative component of that framework that they carry through um it's really important I've mentioned it up here but I don't want to steal executive director Thomas's conversation which is coming up in a few slides but I will say um that it of course social emotional is embedded in all of the work that she's doing both middle school or in in elementary school middle and high school um in in
023particular and I I think you're going to talk about about this a little bit more but the the microaggression work um that has been taking place this year has been particularly remarkable um teaching students how to First interrupt microaggressions through questioning educating and reiterating and then helping students with um important prompt so that they can actually have the hard conversations um and have it spelled out for them this is the potential direction that you can go is super important in high school the the cell work is a little bit more just in time often times It's when um the s the administrators perhaps the RJ team um the PBIS team um comes together and says we have some things we need to work on and so um they find um opportunities to then train the
024staff through a potential staff meeting and then they pick a subject um I think the the subject that I have up here is microaggressions it was through a world history class through one of the um I believe that was a 10th grade lesson that took place throughout the entire school so that's typically how it's it takes place in high school questions any points of discussion all right right we'll continue then okay you can sure so next measure is measure three invested in education and this one is about um increasing the percentage of students who are invested in and advocate for their educational goals and the supports to reach them so kind of talk about the data and then also some strategies that we've been implementing along the way so in this one this is an
025overview of valuing of school items in the fall 2024 Panorama survey so you'll see that there's four items in grades 3 through 5 and then five items in grades 6 through 12 um you'll notice that the first question under each has a little Aster there that's because um the first question was changed based on grade bands and then questions 2 through four in grades 3 through five are the same as questions 2 through 4 in grades 6 through 12 and then there's an addition of a fifth question for grades 6 through 12 which is how much do you see yourself as someone who appreciates school and the range for this item is 1 through five and in this table we can look at the valuing of school items from October 2023 to March 2024 to
026then October 2024 the four items in grades 3 through five are on the top half and then the five items in grades 6 through 12 are on the bottom half for both sets there's just a slight dip in March 2024 and then it goes back up in October 2024 and there's generally positive data overall remembering that range is 1 through five this one is an overview of the collaborate item for grades 6 through 12 which was a new edition in the fall 2024 survey again with a range of 1 through five in this table we can see the collaborate item broken down by grade level what you might notice about this data is that there's a slight Trend downward in the Middle School grades then it goes back up a little bit in 9th grade
027which is a transition year then it Trends down a little bit in 10th and 11th grade and then goes back up in 12th grade 12th grade we know that they're wrapping up high school and looking ahead to what's to come after that generally again positive data overall in this table we can see the collaborate item broken down by ethnicity so what you might notice about this data is the top three highest mean outcomes are students who identify as Asian then American Indian or Alaskan native and then black and the lowest main outcome is two the two or more category here in this table we can see the collaborate item broken down by G gender again generally positive and gender X has the lowest mean here slightly then in this table we can see the collaborate
028item broken down by additional demographic groups students who are English language Learners and students who receive highly capable Services had means that were slightly above the total mean average and then students who have 504s and students who receive special education services had means that were slightly below the total average mean okay here's the fun part not that that wasn't fun so I want to talk about each of these bullet points which has been kind of a breadth and depth of work not just this year but in years previous as well to build up to this so first that is the 2024 to 27 racial and educational Justice framework um noting again that this measure has to do with student investment and advocacy in their education and this framework was not created just as our department
029the framework was created in co-designed collaboration with students from start to finish we had posed as a department what's the next step in the work of racial and educational Justice in norshore and we didn't want to answer that just as ourselves or as just adults so we pose that question to students in the student Justice Collective which represent a range of student demographics um and it we had beautiful conversations and outcomes so we had a lot of qualitative questions that we pose to them about what they'd like to see in their educational experience in Northshore also what they were currently experiencing themselves or what they were witnessing that their peers were experiencing across a range of um identities and demographics and they essentially came up with three main kind of buckets or categories which were
030then the three through lines that we identified for this next three years of work in the school district that first one was about microaggressions and anti-discrimination because students felt like that was the most pressing in their day-to-day experiences and while they had appreciated the work of racial and educational Justice and seen that and heard about that um before last year what they really wanted to see was the shifts to their everyday experiences whether that was in the classroom or in the hallways or at recess or um during passing time whatever that may be and so that's why we placed that emphasis on through line one which was year one of that new framework I think timely we're going to be going into next year identity affirming environments and experiences and then in year three it'll
031be co-design with students and families so again this was based on student advocacy and an investment in their education because they wanted to have their experiences better and different and they felt like they could put that trust in the adults in the system to make that happen um not just for them but with them another kind of bucket of work that we've done in terms of the anti- microaggressions and discrimination work was the creation of microaggressions sentence stem card s so we have a range of cards there's four different versions and we also incorporated symbol sticks in those we wanted to make sure that we could also have this be accessible to our earliest Learners so we worked with some staff at soron as well and made sure that the versions covered a range of
032um grade bands and also um cognitive abilities and meeting students where they were at so instead of calling them grade banded vers versions we're calling them different versions that any staff can use at any school um we're printing some and sending them out to each school but in addition to that we're essentially creating smaller versions on badges so that staff can actually clip them to their Badges and be moving around school with them so as something may arise and they can't say hold on let me go find a poster they can just look down and have it here so there's on the front side there's a student facing version and then on the back side there's a staff facing version as well and then right now we're in the process of wrapping up some grade
033banded microaggressions videos with Northshore students featured in them to talk about what they're experiencing let's define microaggressions let's talk about what we can do to advocate for ourselves and our peers and who we can go to for help and support the next piece is that was just the first bullet the next piece is ethnic studies which was developed based on student family community and staff advocacy currently we're in the implementation phase of the p12 framework and of the High School courses because of student advocacy and the investment in this quality of Education they were able to advocate for an ethnic studies and action course which was added to two of our high schools this year and it was it's essentially an extension of the work of that preliminary ethnic studies class the student board is
034a wonderful student leadership group that's led by superintendent toi and they engage in advocacy at the district level but also talk about and collaborate around work across schools and then they really have taken it to Beyond Northshore to the state level and so the picture on the screen was taken in Olympia and I think is a shining example of the power of collaboration the next piece is the student Justice Collective and the conference the collective can continues to expand their work both as an internal group where they can build community and trust with one another but then also an external piece of advocacy they really wanted to lean into that they've been to seven of our schools this year they they say that they're on tour um to deliver a workshop on microaggressions to all
035staff at school so staff are receiving clock hours and it's kind of a flipped class room in the sense that youth are teaching um their Educators in front of them and being able to talk about their experiences but also what they would like to see and their the adults at their school do there's also continued intentionality with the conference in the midst of a budget shortfall we wanted to make sure that that conference could still happen which gave us an opportunity to think more creatively about what that meant and so our kind of core Focus this year is on local and immediate change and impact so most of the workshops this year are actually going to be student L and they're talking about a range of topics that are important to them that they've identified
036and they'll get to step into that and Lead their peers and we do have a workshop this year on ethnic studies because they felt like that was so important and so powerful that they wanted to have an even wider audience to promote it uh last two pieces are the Committees and task forces with each of those that are happening at the district this year um students are a part of each of them and it's not just one student but really trying to think about how to center student Voice through that whether they are in a committee or task force or not physically there as well and then student clubs schools offer a range of student clubs based on um not just student interests but also causes and their identities and so Dr Foster will talk
037a little bit more about clubs in a little bit that's all I have okay any questions or thought from the board when is the conference conference is this Friday at Cascadia College oh this Friday yes oh 945 to 2:15 if board members are interested in dropping by let Peggy know in case we have to publish it I'll say students start arriving at 9:45 so if you want to miss the the rush then then maybe 9:30 or you could come at like 10:00 I just I really just like an aster but we've had conversations before about how to weave some of these data points together amongst goal reports and the collaboration um and the racial educational Justice tie into goal four seems kind of obvious I'm sure brighter Minds besides mine have thought of that already
038just wanted to try to point that out a little bit you sir all right so we're going to go as um Dr Thomas said we're going to talk about kind of outside of class activities and I said in the Prelude like this is also important for the way we've talked about how kids feel about school this is an important piece around feelings about school too the data point we get here actually from the healthy youth survey um and this happens to be I guess last year right before we did this presentation is about when the healthy youth survey data come in so we didn't have any time for it so this year we have it um you'll notice kind of the responses there um range from very loud no to a very loud yes and
039um we kind of see how kids can respond around that and this really about having activ having access to things outside of class so what we can see here and it's pretty consistent from 201 21 to 2023 but kind of if you lump the two yeses together we're talking about about 90 plus% of our students saying yeah there are things for them I should say 90 plus% of our respondents are saying there are things for them they're certainly um in sizes here a little smaller than we've seen in some other areas we just took a sampling of clubs so I don't want anybody out there think this is the only clubs we have in the system but just tried to grab two from each school um secondary school middle school and high school School multi-
040level is um we have our 1K 12 program so that grabs that but so you can just kind of see um the different types of things that are available for students um and kind of all over the map and each school offers um quite a variety as well so and then you'll see some clubs that are offered consistently between schools and other clubs maybe be unique to interests of students or staff member at this school that um they exist at you can see some of them seem to be more academic related and some more interest related so one of the important things to know about clubs is really they're based on student interest um everybody in their at least the secondary level everybody in their asbs have process for students that I'm interested in finding
041a club come up and let the ASB know um work ASB can help you or work and find an adviser um and if you can find somebody that's willing to advise it then um the asbs do everything they can to run clubs that students are interested in um one of the things our high schools in particular have moved to is is offering Club time during the day so finding times during the day where kids in um be in clubs so that there's a lot more um opportunity rather than having to stay after school for it and they've found some creative ways to do that through um some of their Master scheduling processes um as I said they can be clubs can kind of be all over the place um from competitive clubs robotics director Hayes
042I think he talked about in a couple board meetings going see robotics Club very competitive Club to just something that's very interesting to folks or a culturally relevant type Club as well such as our black student unions and then the other thing we notice in our data is kind of year-over-year our athletic participation seems to be fairly stable um particularly at the high school level Middle School obviously we'd have had to make some decisions that impacted that but at the high school level it seems to have stay pretty stable any questions about that data point great thank you all right then our next one is really about attendance um this is an interesting way and it's a little different than schools honestly look at attendance when they're looking at how they when they think about
043strategies to impact attendance because this is about 90 how many students hit the 95% average School attendance um schools when they're really looking at it one they're looking at what percentage of my students are showing up on a particular day and day after day and then obviously as they start to drill down they're looking at um individual students and strategies that they might use to support individual students what um you can see here is our attendance pretty steadily hovers around um the 80% a little bit lower um in kindergarten Dr Foster and I were talking about this there could be a couple reasons around this one is is um as you remember when your children are young or are young um when you come into kindergarten you get introduced a whole bunch of new bugs
044and viruses that maybe weren't as familiar with in the home and so there can be more colds also at the beginning of the year we one of the things we do is we've had um walk kids at the beginning of year which and then we have um some delayed starts so that may impact the data a little bit but I would guess it's probably more based off that the 12th grade I Dr Foster and I are talking about is interesting as well and there may be some opportunity to explore why that what may be happen going on with 12th graders and how we're how this particular data point is being collected and this we get from the state um website I do have some data somebody brought to me their data to look out from
045attendance data and all of our high schools are in the mid 80% um in the way that they look at their data and percentage of students there each day and many of our high schools are kind of working on some strategies around that this um in most of our other data we didn't see some of our predictable Trends here we do see our Latino and Hispanic students and this is last year's data not this year's data but we see our Latino and Hispanic students have a lower attendance rate um director Hayes based on comments earlier I made a note to kind of let's check in on that and see if it's changed based on um recent action and then also um we see here too with our um n non-binary students we can see there's
046a lower attendance rate as well and pretty significantly lower here we see highly capable um attendance as high everybody else is kind of hovering around that 7570 so a little bit little bit lower than the on average when we look at the attendance I just we just kind of thought about it from an mtss perspective what do we do for all students that would kind of be the tier one um so daily attendance is supposed to be taken um whether you're in elementary or if you're at the secondary level each period of Cl each period um we have recently standardized some of that practice so schools have been doing the attendance taking for a long time but we've there's been some different ways over the years as our technology is Advanced and how we report
047um executive director Carrie Campbell who's in charge of our Communications and family engagement helped us think about a different way to make sure more standardized and also based on some technology make sure that it's going as much as possible going home to families in their home language versus um we just used our top two English and Spanish for a little while so um hopefully that'll help us with that communication we do have some students who um need some additional coaching and so there's conferences with students that administrators will do and help them understand particularly as students get older about the importance of coming to school um conference with parents to understand what barriers might be in place how they can help and then um in some cases attendance contracts and we get to the kind
048of tier three reports um truancy which really speaks and it's a state law really speaks to unexcused absences not absences in general but unexcused um and we have to follow What's called the Becca bill and the Becca bill has been around for a long time and it's just a way of um ways of interacting with these students that are showing High numbers of unexcused abanes to the point where we could end up in treny court or their parents could end up in treny court or the students depending on their age so um it's just something the state's put in there for us the other one we have is chronic absenteeism um this could be an excused and unexcused absences but we do have some students and sometimes it's families taking prolonged Vacations or holidays back
049to Home Country um that will impact these as well we have kind of in the last year really increased the Counseling and Family Planning like if you miss more than 20 days you need to really think about how this might impact your um e mics at school and so we've done some of that and it's actually Cur ta curtailed a little bit where people now we said 20 so they take 19 days off but it has helped um we provide nudge letters to families just saying hey you're getting close to and you you want to think about this and then um in some cases there's kids that aren't coming to school not because they're on vacation but there may be some other things going on and families are doing the best they can on their
050end and so we we sit down with family and say okay what are the barriers what are some coaching we can do um you know let's first maybe we get you to school and if we can get you to school maybe we can get you to class and if we get you to class maybe we can get you engaged in you know just really trying to be thoughtful about how we're helping some of those students that are most impacted um around attendance rates uh in the vein of director Hayes uh comments earlier I think that it's also worthwhile um keeping an eye on kids who identify as non-binary and kids who are lowincome since those are two standout areas as far as attendance and I know there's more barriers when you're low income but in
051particular the the kids who identify as non-binary uh attendance is already low last year and I I again National conversations around safety in public for kids um and what extra supports we can put in place for them yeah it's certainly something we can check in on for you guys and G um I I'd love to have yall thoughts on school refusal you know it's something that um I wonder if it isn't something that we just understand better post pandemic you know now that we it's one of the situations where we have have some language for that perhaps it was a little bit more deficit mind mindset framed pre pandemic but um school not that it's altogether positively framed but the point being you know it it still is something that is impacting students quite a
052bit um and it seems to be multifaceted um uh mostly from a a mental health standpoint just from the families I've been able to speak with but um does it does it warrant different approaches or how how are building staff dealing with school refusal and um and working on supporting those kiddos one of the things that we didn't have pre pandemic which we have or we have very little of and we have more of post pandemic is we have some more choice for students too so one one of the things is knowing about our um Northshore learning options program and um we were just there superintendent tally Dr Thomas and I were there just for a presentation and um one of the things they were highlighting in their presentation is they have a number of
053students in their Online Academy who wouldn't be able to go to school otherwise and some of it's mental health some of it's physical health and so that's that's a place where we haven't done well serving our students in the past that we have better Services um certainly we've had sass for a long time and they help with students who feel unsafe going at least at the high school level feeling safe going to school around mental health and there's a lot of times where SAS can come in we've seen some of that with Innovation lab as well and then a lot of our principles and I've had some conversations with principles recently too and this isn't new as in it came out in like 2018 I believe but um kind of resurfacing it if you go
054to Kenmore Middle School you'll see it posted all over many of the offices there is this concept of staging stages of schooling so as you think about um cognitive Counseling of students and helping them get to school and again it's it's very literally from let's just get you let's get you to the schoolhouse and that's stage stage zero is you're not coming to school stage one is we're just going to get you to the schoolhouse like let's just try this whatever that and this is typically for mental health barriers but whatever that mental health like Place let's just get you to school and see it's okay if even if you if I'm the principal even if you have to come and sit in my office or you have to come and sit let's first try
055that and if we can get that then let's go to stage two which maybe let's get you to go to two or three classes and kind of so um a much different approach than Maybe was when I first got into Administration where it was we're by golly we're going to make sure you're there and we relied on the Becca bill which has limited Effectiveness and other cors of means but just really trying to be thoughtful prop I see what I see with our principles is really being thoughtful about how they're working with um students and families recognizing that sometimes it's mental health barrier don't know if our executive directors of the schools had anything they want to add to that uh it ties in just a little bit um just in terms of transitions just
056just the in intentionality of our school leaders just over the past few years there's been an increase in narrowing down of focus so for example having the same goal to year after year and then having it in the re refresh they're able to refine their focus and more data availability so then their attendance strategies can narrow in and even more specifically have the permission to to focus on one particular group of students and then work with their families and work with our our um like their other school staff to think about ways to provide them support and they also understand that it's not just about attendance it's there's something else behind it and so what I've actually seen that's been exciting is a pairing of that to understanding academic needs um as well as family
057supports and then because we've been really focused on asset asset based framing right and collecting Street data students are celebrated when they come to school in various ways and in different places not just the office as opposed to having the focus be on when they don't show up so I think i' that's there's been a strong emphasis there that's been really um exciting to to see thank you and just one quick followup question if I can so Northshore learning options I know we have a wait list for um it's it's been a a program that's been well received I don't know if that's something given our financial environments that if if that's the main impediment to to Growing that program and letting in the couple dozen students that are weight listed or or what's really
058the the um impediment there we have had a a little bit of weight list there for the and it's important to remember the norshore learning options encompasses three different programs so we have our norshore Family Partnership norshore Online Academy and then um norshore networks and so where we've seen some of the waiting list is our secondary Northshore Online Academy I'm trying here Northshore Online Academy our Noah um we uh principal Maas we gave him some permission to put some teachers into overload and work with the staff in overload to admit some more kids and then he's come up with some um creative ways to kind of increase Staffing at at a kind of neutral cost for next year so um really trying to be attentive to that so he's looked at that and in part
059of his conversation was thinking about how he can better access um because there's not a waiting list at he's got Open Spaces in the elementary portion of that program and so um thinking about how he can better Market the program or work more with his Elementary principal colleagues to make sure that kids that would benefit from the program are aware that it exists so that's um areas that he's been focusing on um in the vein of getting kids places where they can be successful um and I I know this isn't always possible but I'm wondering sort of what the overlap is for kids receiving special education and getting different different access to school because I I do see an overlap in school refusal and children who are also receiving specialized instruction um and and that
060whole piece of attendance and there's just layers on layers right um but I'm wondering about with some of our specialized programming um I know that there's a limit to how much access kids receiving special education can have to some of those programs um and I'm just wondering about I know there's a money thing but I'm I'm just wondering about how we can increase access because some of those alternative programs are um actually a lot more friendly for some kids who need different different kinds of instruction yeah it's it's one of the things that um the special education department as well as the principles of those schools kind of wrestle with and try to think about the one of the things to be clear is some of our um choice schools don't offer the full range
061of special programming you might find at a traditional high school so there're just some students that they're not equipped to serve their needs um but in ter reference to a percentage that we've put on it the reason we put a percentage on there is um what we were noticing is that those schools were becoming less and less a traditional I know traditional be becoming less of a diverse school and it was becoming more and more that we were just beginning to look like we're developing um schools that were just for special education and that wasn't healthy for the students getting special education services they need to have access to general education and general education peers so it's really trying to find what's the what's the right number um with with schools to also um Innovation
062lab for example it's a numerator and a denominator because it's about a percentage so if we can increase the total enrollment around General ucation we have more space for students getting special education services so um sometimes it it does create a hard know for a family that makes it really challenging for them when they feel like this would be just the thing and we're saying either we don't have space or we don't have the right type of programming here to serve your child so it is something where they're continuing to monitor but it's not it's not an easy answer then I guess my followup is uh and I'm sure this is probably already happening but is there's some work being done to find ways to recreate the smaller School atmosphere and some of the bigger
063schools to sort of give kids that less big feeling that the smaller choice schools have as a way to help them um dealing with some of that you know the big school pressure it certainly is on a on a Case by case individual basis I mean you'll you see some of the data that we had here said that um the feeling that people have access to somebody that really cares about them an advocate at the school is high and it's high with our students with IEPs too um so how our case managers and how our teachers work with our students helps them feel less visible invisible I should say makes them feel more visible um and then trying to think about and um Dr R is going to talk about how we transition students in
064so that they you come into this big school particularly thinking about going out of Elementary and going to a middle school which feels huge and then in a couple years later you're going to a high school that's like wow so trying to really think about be thoughtful about those pieces and um thinking about I know a lot of schools will um look across the entire school and say who here do we feel like doesn't have a connection who's reported not having a connection and assign mentors within the building to make sure students are connected so there's a variety of things but um there's also an honesty that some of our schools are really big particularly when you get up to the high school level great any more questions all right all right so I told
065Dr Riley she'd have at least three minutes to talk about transition and I'm going to have almost half of hour thank you everybody so excited um maybe you can help with the clicking um just since it's behind me um this this last component I think brings everything together it's also timely as we are going to come to a close shortly that we're talking about Transitions and I think there's there's something powerful in the ending of something and and the the ritual Right Moving having a new beginning and so um as we go to the next slide when you look at the data uh what I want to point out which you probably know but also for the audience that you've seen this data already so we're starting back again at belonging and so what you
066just see here is that specifically highlights those transition years and we all love our preschoolers but our Focus right now is on the transition into middle school and out of middle school and it this just helps us highlight the data comparative for how students are reporting as they make make that transition and we're also trying to um and at least I know at the middle school level re redefine this notion of transition is not just this event that occurs um whether it's you fill out your registration form or you um but but it's it's this process of of beginning to prepare for the new students to come um that the principes and the counselors start working on and early winter um the the promotion meetings that happen where families and staff are thinking about what's
067in the best interest of their students and and really trying to push this idea of transition into like where are students at the end of the first quarter in this new environment um and I think that's really important because when we think about in a lot of our cases here in Northshore we have had students who have had a home for six years and then they're transitioning into the space for 3 years and then they move on right and so them having a chance to land and settle in into the school year needs to be continuously thought of as a transition and you mentioned the importance of Panorama data earlier and that Panorama data is really timely um it's not only based on best practice and research around mtss right starting to assess students about
068six weeks in but getting students a chance to settle whether we call it the honeymoon phase is starting to fade um and so I think that's really important um just to kind of contextualize it like that so if we move on to the next slide you'll see again again this the same data just highlighting transition specifically for happy emotions um and while our our middle our elementary school students in fifth grade are happy right or or happy early on you can still see that that the trends are relatively positive as they move into into sixth grade and we highlighted in ninth grade as well because of course we want them to transition in and and be happy still in October November of their their nth grade year but even as as that starts to change
069right in in the successive years it just helps us think about and try to understand why um but having that really positive start is is really important um um let's see what slide am I on here this is this the yes has already been explained uh this comparison is really important uh we paid close attention to the fact that the data starts to change as the students get older and how many choose to participate in the survey but I think that's one reason why it's so important because as you know as students come in in in in in sixth grade a lot of of work is done with them as they're developing um to help them acclimate to that new environment and then as they're moving into high school um our counselors and our admin
070spend a lot of time as we talked about in goal five making sure that they're ready and they're on track to graduate and that is their academics yes and it's also how are they doing and what is or isn't helping them be successful in terms of this environment here collaboration um this slide just made me smile uh I think about the importance of the correlation between us collecting the data here and then what the students had told us over and over again through the many waves of gathering data on the portrait of a graduate and how important they think it is to be able to graduate knowing that they know how to collaborate that they have the skill set but also that it's valued in Northshore and so I appreciate seeing that here and and
071that it also increases as frankly as they transition away from us um in 12th grade the last data slide is around attendance and we just spent quite a bit of time talking about that and I think I already um you know highlighted a little bit of what I was going to say around the celebration but as we continue to refine our practice and try to become more and more intentional and we have adopted the mindset and the framework around of mtss on organizing to provide students the systems and supports and the strategies that they need I think that's also helped people really lean into the data and pair the the the quantitative data of of what is our attendance showing to but what does it mean for this particular this particular student and that also
072continues there's evidence in the Strategic plans that you'll look at or in the Schoolboard presentations we've had or the set presentations about the intentionality around thinking about each and every student that kind of whole child mindset and we we see that taking shape so there's lots to say about strategies and supports um so just highlighting here that there's this element like you were talking about director cast around um the many different bodies of work that we have and how they're they're beginning to really intersect and superintendent toly has has helped us really think about this notion of coherence and hopefully you can kind of see some of that taking shape here and and some of the things that I chose to highlight so one we we we yes we have a budget situation what's come
073out of that is the development of our of our of our data literacy and financial literacy moving things in a timeline and communicating that really well has prompted things like well we want to get our staffing earlier so we want to get and be prepared for registration and what does that then mean for scheduling and how can we have all these things working together so that we can be as inclusive as possible about our scheduling or as intentional as possible looking at IND individual students needs and so we continue to have our counselors going to the the middle schools from the high school to support uh registration and our uh middle school counselors going to the elementaries but getting into the classroom spending time Beyond just the presentation and and really talking to students so
074um the the proactive nature of really thinking through those those pieces it's beyond just the events that we see on the outside but what's also happening on the inside as people continue to collaborate and think about how to make th those experiences in the transition really positive um I had the pleasure of going to a few uh a few uh incoming fifth grade uh nights and also heard from some other principal and there was there was some there's some little variable shifts new things that people are trying so for example at one school they've paired their their transition event or their transition event they've paired their registration event with having students come to the school so they come to the school and spend hours time touring the school and then they register there and they're
075supported um we've had uh we've had schools that have now gone from kind of a sit and get presentation to creating space for for for there to be a student panel that that parents can ask students or other students can ask or a staff panel um teacher panel there's also specialized supports that been put into place and so really thinking about the work that our family um engagement Specialists do and also hosting pre- sessions for for various families based on their specialized needs to help them know the different components of registration that that you need to think about and either you haven't done it before or you were in a different schooling system either way still having that support um in in in how to navigate the process and many of us have been there
076before where every session feels like 10 minutes and you walk away and you've done a lot of nodding and you still are not sure what to do and so they've added in some additional rotations where then parents can come and sit and talk through the registrations and the decisions that they need to make and they've so those those events have moved if that makes sense so that those decisions can be made with as informed as possible and then the forms are due right so just some of those simple um changes have occurred uh that have been appreciated uh and of course us being able to put our students out front um and highlighting what's been their experience um this year with a focus um with the focus of the leveled adjustments we've been able to
077work with Shannon um as the special ed director and focused in middle school and and this is what I mean by Beyond just the direct Act of of transitioning but then thinking about what went well and talking about what didn't go well with the transition last year or currently in the transition that they were in and so we know that for some of our our students whether they identify as as having a a disability or not or um we know that that transition can create a whole bunch of anxiety there's been a lot of work around thinking about how to help create spaces in our middle schools where students can go that has a familiarity to what their Elementary experience was while helping to grow them into adolescence or teaching the teaching the the teachers
078whether it's having more intentional focus on autism training or the fact that three of the six of our of our Middle School administrators have gone to inclusive practices sites and learned about what's happened there and what they can do to improve that welcoming environment in their schools that that's an example of it being Beyond an event it's it's addressing the barriers so so thinking for example about a a middle school case manager who has their own students and then is receiving students and then sending students away and thinking about how to then better support their ability to attend those meetings and um be able to articulate what they need and so that they're there to be as supportive as possible and then partnering we've increased our Partnerships or in with the University of Washington to
079support transitions particularly um with some of the resources that are provided it's included observations so not just jumping into a decision or saying here's a best practice example but really looking at the students in the environment and thinking about about what what supports would be best for them and then our best team here um our Behavior team that we have um advocated for increasing um has been really pivotal and supporting um ongoing coaching for for for um in our in our middle schools and in our high schools because they also worked with the students in the elementary so they can look at the student know what they know in the new environment and then think about how to continue to work on that transition so wanted to highlight that and then as as well as
080just note that our our CTE um offerings um I think we it's still an untapped resource we have some work to do there many of us were at Northshore Middle School's uh career day where in Damon was up there sharing with students all the options that they have in front of them and there was lots of oo and A's because they don't know if we don't tell them right it's that simple um and so we've started to think about well what can we do to help students see even as sixth graders what their opportunities would be for high school so that they're making some informed decisions along their Journey as they're taking those elective wheel and exploratory classes so that when it's really credit bearing um that they that they can kind of plot their
081path into high school um so he talks about all those all those pieces as well um and then popping to the last slide um I think uh um Dr Denham already talked about the extracurricular activities it is really important just despite the the budget challenges that we do have places where where students are telling us that they want some time for clubs and that those are being created within the school day um within those advisories or during breaks uh lunches different activities but also not underestimating the importance of a student transitioning into middle school for example who sees that they might take a risk and try out for something and know that it's no cut like it's it's parenthetical but it matters right that those things support their ability to take risks and try and
082that's just one example as we shifted in our configuration um we've had more opportunities for leveled meet meetings to have conversations about what's needed and then also we're now working in levels with counselors so we have different insights and perspectives into the work uh that they're doing across School last week we had our quarterly meeting and they came together and they shared the different things they do from for transitions different tools and strategies linked and and talked about what works and what doesn't work and asked about new ideas and we got them together in Pathways elementary through high school to begin to think about what's most effective and then what do they need us to know about how they need us to help them improve or how we need to improve to better support students
083in those transitions so we're still trying to work it I wanted to highlight just uh briefly the Middle School task force uh it we we did a middle school survey that was tied to various student staff and fam's experiences in school and it led to an analysis of the P the degree to which we H we have implemented the key characteristics of Highly Effective middle schools um for for students and uh in the data the the there's a focus and a characteristic around the school envir environment being welcoming inclusive and affirming for all and it connects to the the the to transition activities and overall um when it IT invites invited the community to articulate if staff are actively engaging students in transitions um and counselors are facilitating multi-dimensional transition programs to enter and exit
084students from middle school we we our rating was a green as in moving towards um that full implementation from the perception of our students and our staff our our families uh we scored kind of in the moderate range yellow for my child school provides effective transition program so we still have work there to do um and then the last thing that I'll say is that when I ask the principles um if there's any highlights that they'd like to share uh one particular principal had an appreciation for the fact that there has been more clarity this year um with the support of um um director but Butler or Dr Butler and the the curriculum instruction um assessment Department I guess teaching and learning now that it um that I just wanted to highlight uh was a
085quote one of the most significant supports this year is the transition from fifth to sixth grade has been the district's communication regarding math math placement the clear structures information videos collaboration with middle schools has been a invaluable and it enabled that school to have really clear concise communication to ensure that families were receiving the same message and that that it's one of the top areas that they believe is essential in supporting successful transition and so they expressed appreciation for that as well as just within their own School when kids were experiencing um some fear about going to uh high school and making some choices that we have counselors within the building that are changing their schedules and changing what they do so that they can go and provide extra time and sit with students and
086help them through the process so there's a lot happening that's kind happening that's kind of that we believe is um building continuously towards what's best for for students across our system and really trying to come together um in in each and everything that we do and of course we have ways to go and um but the gaps are the gaps are with us right and we're trying to close them to create those opportunities so this is exemplary of all that work so thank you for your support thank you very much Dr Riley so any other questions or discussions first on that last bit of data and pro and information around supporting students during transition or maybe just in general on the monitoring report any questions comments we do have time on the dies but this
087is awesome too kick us off director Hayes well it was just uh connecting this this goal to um and its overarching purpose and director so's comment about small schools within schools and um heting B back to 2012 when we were having that very intentional convers sorry that conversation about what is an ideal High School size because we were dealing with growing and we had nth graders at Junior highs and and so all the things so did we just move our nth graders into high schools and then have 22200 student size anyway we did some very intentional work of what is an ideal High School size um because this happened to be coinciding with the time frame of the Gates Foundation really pushing small schools within high schools and we were watching districts receiving those grants
088that when the grant funding ended they stopped doing the program because it was not a successful program so um we landed on this 1500 which if you look still a dozen years later that's where we're at that right around 1500 students seemed to be that the kids didn't get lost overall but also provided all of the opportunities the the marching band and the robotics club and the crew and all it gave kids a place to find themselves when there was enough other kids then we've seen that in some small high schools there you can't even offer calculus let alone um the hacky sack Club um or The Simpsons club or some of those things that do exist at our schools um and so I'm I'm pondering given that one we've got some low low birth
089rates that're causing some declining enrollment and a potential growth with the urban growth boundary moving that maybe it's time for a conversation as a board for the three levels what is best practices for an elementary school size right so so where you can have enough classes so that if your kid doesn't get along with another kid they're not locked into six years in the same classroom with that kid um what is a middle school where they can get the supports they need as they go through that delightful early puberty stages and have opportunities to try out who they are and see and you know and because it has been a dozen years since we've had that intention conversation of what are our day I mean obviously we're not going to lock in but as we
090look towards the future of this changing variable of how many kids are going to be if we're going to have conversations of do we add another Elementary School do we add another Middle School we want to be thoughtful of what is our goal there yeah go ahead and and I'm wondering if some of that information doesn't exist within our our cap Capital facilities plan if that right I I that very thick document we see every once in a while come across our agenda and so but it's it's a good point just to make sure we we retain the intentionality around the conversation and sometimes development doesn't allow you know I'm thinking of some of our North End Elementary Schools right sometimes there's you know you want to know what you can control and what you
091can't but at the same time being intentional about it right and and setting us up so that we're not it's not a knee-jerk oh we've only got 100 kids we're going to close the school or you know we've got a thousand kids we've got to build another that we can communicate to the community here's the best practice here is how we can provide the best instructional program is when we have around this number of kids and that's D that's what's driving our decision making as a district and as a board not a knee-jerk oh my God they just added 40,000 houses and now we got to what are we going to do right so that we're we're thoughtful and mindful note taken thank you any other thoughts or discussions on this this has been really
092great I have to say thank you it was it um like just the right amount of a fire hose it was great thank you um but if if not we do have one more we have to clean up an item from a meeting that we didn't have enough time to talk about so um which has to do with the board had a planning meeting around the superintendent search and there was one topic we didn't have time to discuss so which is around um proposed salary range for the superintendent hire so we're just going to wrap that up since we ran out of time last week you can stick around if you want um but we're just gonna we're just going to take take care of that now so that cuz um we have that whole
093thing going on because the because of the decision so we're going to take care of that so we'll just have a minute of transition unless again unless yall want to stay no pressure go get some dinner go get some dinner finally did it right we finally did it by 6 first one i' been and it wasn't even live all right well here we go as they're transitioning I I did print out for the board um from the PowerPoint that Dr Chestnut had and let me find the right folder um the data points that was included in that slide deex so I'm going to get that and pass this around to you um as everyone is getting organized 100% yeah thanks Dr Dunham so what we have here is we have again these are just two
094slides from that um presid that meeting that we had that planning meeting that we had um there is on one side a Washington focused comparison and on the other side a national focused comparison so our to-do here today is um to think about um what literally is going to executive director Campell has slipped in behind us because we have that um flyer that's going to advertise the position across the country and there is a blank waiting for the salary SL salary range so in speaking with Dr Chesnut um he indicated that a range would be okay because it can be dependent on experience and qualifications um and so we just want to have an idea of where the board would like that range to be so that it can get dropped in and published first
095thing in the morning so um to start on the just to kind of ground the data here since I printed out this at home and so it's in black and white so the Washington side if you um look at at the very bottom at the very bottom is where it says Northshore is at that if you know if we estimate there's going to be an inflationary adjustment of 3% where the NorthShore superintendent position would be for next year and then if you see there's an average um that is that's a couple lines above that that is a higher number now the board we do have and Peggy was so kind to send it out we do have a policy that outlines our um our approach to salary um for the superintendent I'm happy to pull
096it up on my computer if anyone's curious about it um but Peggy did um pass it out so we do have uh you know a philosophical approach to how we set this right so I'm going to just pull that up if you need but we have you know we can do this in 15 minutes right yeah we could do this in 15 minutes so so would anyone um at the end of the day we need to leave here in 15 minutes with a range yeah okay and I think maybe in a a a probably okay range would be of like $15,000 you don't want a huge range right so something kind of kind of tipe but some sort of range would be okay so go ahead kick us off I'll kick us off um I
097was I have a little larger range but I was thinking 350 to 380 and my reason one uh is 350 is what superintendent tally would be at this year um and it is actually on the low end uh in our area so that um and that kind of gives us that if we're hiring someone that's not been a superintendent before that that kind of thing um and then 380 is a nice range it doesn't put us up over all of the there's still districts that pay their superintendent more which is an Optics thing that we don't need to be the have the most highly paid superintendent in an era where we're dealing with budget cuts right so we want to attract a a highly qualified person that's going to be interested we know we're an
098expensive area to live um but at the same time we don't need to have the most highly paid superintendent in the area thank you director Hayes any thoughts on that I think that kind of range is is good um my only hesitation with respect to starting it where superintendent tally is right now is if there's somebody who's really fabulous but doesn't have the kind of background and experience and many years in the field that superintendent tally does if we're we're hiring someone in who is less experienced basically um I don't know if we can still negotiate that kind of so you're thinking that the the bottom end of the range should be maybe lower than 350 is that what I'm hearing am I hearing well that's that's what I'm throwing out there I mean that
099given given this region and the salaries that are in this region I think 350 is you know pretty spoton um again my only hesitation is if what if there's somebody who's who seems to be really really good but has much less experience and do we want to have that kind of flexibility I'd like to clarify is this base or estimated oh I was talking estimated I want that which so the next part of the part of the superintendent search update will do the the contract template will be the next to do right so we're just talking base salary at this point well so well the I'm sorry let's talk estimated salary here so it is because the columns that we have that the search firm provided you have the base salary and then it changes
100the heading to estimated salary so I think they had the data for 23 24 and then they estimated based off of inflation from there so I think this is talking just about the salary portion of the benefits package okay because we know there's you know there's stiens for cell phone there's stiens for a car and things like that I think this is just the salary portion okay let me just for a minute say that I don't know what happened in the enrollment uh column but almost none of those are correct Everett does not have 32 feder way does not have 30 Highline certainly doesn't have 31 like Washington would die if they heard that they we put them at 15,000 they would have a a fit something um yeah I don't know what happened there
101but anyway just in terms of our thinking about comparables and enrollment those numbers are way off true thank you yeah um just for folks at the table here as we're looking just so you know fedway is almost identical to us enrollment wise Everett is a little bit less um and Highline is actually quite a bit less like Washington is the second largest District they have about 30 32,000 yeah is AAR kind of in the ballpark range right yeah I think those look fairly accurate BW and isqua fairly accurate I know Seattle that number is a little high also I think but anyway yeah so a couple of them are there is definitely Lake Washington specifically there's definitely a typo so I'm going to we could we could go through the bottom end to 340 or
102345 and then again go with that $30,000 range then thinking about where the average is and I hadn't done that um before the average estimated for this year is 10,000 higher than what we have I think that's based off that 3% yes inflation they just put it in the spreadsheet they just yeah they guesstimate at a 3% increase i' I'd be good with the 350 to to 380 I was just kind of throwing it out there if we need to consider something and I think this is not as long as we're not wildly off um and again there's other aspects to a benefit package you know um yeah there's other aspects that we can we can talk about as as we proceed in the in the process I don't want to sound like an auctioneer
103about 350 to 380 going once we don't have to rush this we can still we can still analyze we have like seven more minutes we are a high performing team I I are high performing team I'm comfortable with that range um particularly when thinking about or when looking at the other districts from from last year yeah 350 puts us below the average um does and that's yeah that's fine 371 that's the bottom end I would be fine with that okay yeah because I I do I do agree with director Hayes that having the top end of the range not be too far above average doing due to our financial considerations that makes sense yeah all right everyone good I said 10 minutes all right um thank you everyone