001We'd like to welcome everyone to our school board meeting tonight. Will you please join me in the pledge of allegiance? >> I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Thank you for joining us. Do we have any needs for translation tonight? Okay. Doesn't look like we have any. At this time, I will accept a motion to approve tonight's agenda. >> I'll make that motion. >> And I'll second that. >> I have a motion in a second. All in favor? >> I. >> Any opposed? Motion passes 5-0. At this time, we'll turn it over to our superintendent for recognition. Yeah, we're excited this evening to have representatives from Ludic Elementary here. So,
002I'd invite principal Christina Benjamin forward. And I'm not sure if Paul is going to join her, but to talk a little bit about the recognition this evening. >> Good evening. So, here in public education, we get to talk a lot about the why. We have a lot of good people in our school district and in Cross Ludaka Elementary School who really take the why of what we do in public education to the next level here today. [snorts] Is this working? Yeah. >> Just going in and out. Okay. Today we get to honor three individuals who create a group at Luda called the feedback team and they move beyond the why into really talking about the what and the how for public education. So we as a feedback team, we take this piece of paper which
003says, "See it, name it, do it." And we take that motion action and we turn it into actionable evidence, impact, and resources and supports to support all of our kids. The team here, we have Rzba Sanaron, she's our instructional coach, Marcy Gonzalez, she's also an instructional lead, and Martya, she's our dean of students. And all five of us together every single week, we go into classrooms, we support our staff, we meet together, and we collectively talk about what we're seeing. We put a name to it so that we know what to do strategically and the next steps for it. And then we plan what we're going to do next. See it, name it, and do it. We work a lot on content and rigor. And when I say a lot, these ladies are in the
004in their office all the time trying to make the most rigorous content to put in front of kids as well as making plans to go helps teachers be the best that they can be in the classroom in the moment with kiddos. We also do a lot of student engagement specifically with our dean of students. One thing that we do at Ludakaga, it's a term called being poolside. So if you ever think about a swimming meet, you see a swimmer in the pool. We are poolside with our swimmers, with our staff, with our kids. We're standing standing next to them as they're swimming, really looking at each stroke and fine-tuning it with them along with them instead of just in the stands looking at data with a stopwatch saying go faster. Right? These guys here, they
005embody what it means to be poolside. and it really makes normalizing partnerships and collaboration at our school. So, I just want to say that we see you. We name everything that you guys do for us and because of you, we are able to do the work that we do because of the dedication that you guys have. I know I've missed a few things with what we do as a feedback team. So, instead of using this microphone, let's use a different microphone. [laughter] Um, but do you have anything to add with what we do, why we do it, and maybe some evidence? >> Start. >> Okay. Um, I think what comes to mind right away is what Christina said about being poolside in partnership. And so as instructional coach and instructional lead at Ludaaga, something that
006is different um for me personally is being poolside in classrooms and actually giving feedback to teachers in the classroom, whether that's right there in the moment or with an email after we walk away. And um just knowing that that feedback that we're giving as instructional leads is going to our leadership team and we talk about that feedback together um every other Thursday when we meet as a leadership team and they get to put that feedback into action. So it will sound like maybe a glow or an overall impression of what all of our feedback sounds like and then they get to take that collectively and decide what are we going to do with that feedback that we're getting. And that's a really cool place to be as we're building [snorts] collective teacher efficacy. Um I
007like to call our team the proactive team versus the reactive team. So, um, we work a lot together to as we're doing these pull side views, right, and interacting and giving feedback with teachers and, um, our our teaching counterparts. Um, it's just being proactive towards, um, education, academics, but also in our, um, discipline and behavior. It all ties together and how we can get those things tightened up so that they all flow well. Um I just want to say that you know we're led by example because I would say that at Luda Kaga it's a feedback is a norm. Um everybody gets feedback pair pair of professionals get feedback. Um we get feedback not just because we're standing here but we also get feedback. Um and and that just make us grow. you know, we
008always want to be better at what we do and I appreciate that from our admin because, you know, like I said that we're led by example and every time they have a PD, they come and they ask for a feedback. How did it go? What do we need to change? What do you think we need to um change because of, you know, the the feedback that was given from teachers. So, um I I just appreciate that because that's the only way that we're going to grow and get better at what we do. I would just add on that um she she hit it right on the head like we all um it's just a culture and a practice of having feedback all the time because we're always bettering our craft all the time. >> So
009at Ludica we're super lucky to get to work with amazing individuals like these ladies right here. Uh this was a a new model that we had for this year for providing feedback. Previously with what this team is doing. It was solely Christina and I and we were informed with them. They were still on our team. But what we have realized is is that uh as good leaders, it's not about knowing everything and it's not about going and bestowing all the knowledge that you supposedly know on people, but it's about finding the people on your team who really do have that skill and do have that credibility and knowledge and putting them in positions to create success for your team. That's what a good coach does with any team that they coach. That's what any good
010leader does with the team that they have. And that's what um we realized we needed to do uh with this team is say how do we mobilize them in a way at our school to really make good change and put their amazing skill set and knowledge into play. And we've been super ecstatic about the results that we've seen and about the successes and also about their willingness to go and put themselves out there in that way and to uh do those things for our school. And so we couldn't um I mean we couldn't find enough words to be able to say how uh how grateful we are and how lucky we are to get to work with people like them. >> I'm going to use the good mic. You guys I I wanted to say
011that we're recognizing you for all the hard work that you've put in, for all of the support our staff get and for all the success our kids get because of it. But one thing that I want to make sure is also notice is with a tightness and a team like this comes some loss of autonomy too. And they've taken it so well because when we meet all the time we're calibrating on what we do in the classrooms in front of our staff. It's not a he said she said mi said Marcy said it's none of that. It's very consistent across the five of us because messaging is extremely important. So is consistency. That's how growth happens at an exponential rate. So, thank you. Do you have any questions or thought? >> I don't have any
012questions, but just knowing you three, I know you're excellent at your job and make impacts on kids' lives. So, thank you for all that you do from from us as well. I bought the flowers. Just kidding. Yeah. Thank you. >> Yeah. Yeah, >> squeeze. >> How much more squeeze? >> Ready? One, two, and three. Smile. Thank you. [applause] Thank you guys so much for coming. Okay, now we're going to hear from our student reps. Do you guys have anything? Okay. So, um I loved winter break. It was amazing. It was very much needed and I'm pretty sure this applies to a lot of seniors. It gave us time to apply for scholarships and like that. Okay, so first off, um there's a drum drill team competition this Saturday, January 17th in Spokane. It's their first
013um competition. Okay. And then [clears throat] we leadership has been planning. Is it working? >> Yeah. >> Okay. Leadership has been planning Husky for a day, which is when like the eighth graders come and into the high school and they kind of like experience what it's like to be a high school student. So, we're working on creating like assemblies for them. Kind of like what we do to get their like um Husky spirit, I guess. And then to make it even more like OS student style, I guess, we decided to create a spirit week for them. So it's not just for them, but it's also for all OS students. So Jan, if they come on January 27th, that day is going to be Husky Pride. So both the eighth graders and the high school students
014wear Husky Pride to like make it like feel like they are actually a part of us. And then on the other days, there's a different theme so that they feel like they're a Husky. Um, so we have upcoming March Madness. It's still in the works. Um, we're not sure yet where everything is going. We do have a spirit week for that and then Buff Puff. We have a winter formal which is run by the junior class. And then yeah, that's it for me. >> When is winter formal? >> February 7th. >> Okay. So, for the first time in Oll history, our OS cheer team is competing. And on January 3rd, the team went to Sunnyside High School and competed in the co-ed game day category and we placed first place. >> First place. Yes. And
015that is Thank you. That is a qualifying score for state. So, we made it to state and we were all really excited and super proud of ourselves because [snorts] we put in a lot of work and a lot of sweat into every single practice. So, state is February 6 and 7 at uh Battleground Washington. >> Congratulations. That's awesome. >> Thank you. >> Okay, now we'll have board member discussion. [clears throat] Um, when is your spirit week? Is it the week of the 7th in February or when is your like buff puff and things you guys are talking about? >> Um, >> it's the second through the six. >> Yeah. Okay. And then you end that week with the dance. >> Okay. >> Saturday. >> Okay. Um board member discussion. We'll turn it over to Director
016Aaron Gerber for our legislative report. >> Okay, we do have some stuff for legislative report today. Uh today was the first day of the legislative session. So all all the lawmakers in Olympia got together today to argue and they'll be doing that for the next 3 monthsish. Um so right before that they have the legislative conference. The legislative conference Dr. Pres and I were able to attend this weekend. That's hosted by three organizations. uh WA was which is school administrators, WADDA which is school directors, school board members, and then WSBO which is the school business officers which is what sister Amy is for ours. Um we talked about a lot of things. It was it was kind of bleak to be honest. They said there's a huge deficit. There's lot not a whole lot of
017money. Everyone's just hoping not to have their stuff cut. Um we went in [clears throat] depth in a lot of things but this is kind of the summary. So, I'm just going to talk about kind of some of the main things that they're saying are their priorities, the things that they want to focus on for this session and try to get for education. Uh, number one was to increase MSOC funding. For anyone not familiar, MSOC is materials, supplies, and operating costs. So, the funds that schools get for that from the state. They're wanting um, you know, obviously to get more funding for all the schools. So, that's a big priority for them. The next one is trying to is about exempt essential services. So what this is referring to, you may remember in the last
018legislative session they raised taxes a lot and there when they when they did that they assured educators that um education would be exempt from those taxes. But then when they were interpret interpreted and put into place it was education was not exempt. So they were upset about that and so now they're trying to go back and say, "Hey, you told us we were going to be exempt." And try to get that written into the the new laws like they thought it was going to be. And then the third one was to um pause any new unfunded mandates. Um for anyone unfamiliar with unfunded mandates, unfunded mandates is when the when they pass a law that says schools must do this, but they don't provide any funding for it. So they say you have to do
019this and you have to do it from your own money that you already have. So um we're trying to get trying to limit those trying to get none of those if possible in this new session. Um, [clears throat] something interesting that they told us was that in the past WAZA and WASA and WASDA have been um, they've only shown up to support certain bills, but that this time because there's so many unfunded mandates up for discussion, they're actually going to start showing up to oppose bills to say not just we like these ones, but we like these ones and we do not like these ones and we are going to show up and argue against them. So that's kind of a change from what they've done before. So, those are the three kind of big
020things that they talked about at the conference. Um, I'm sure Dr. Perez has some things to add. >> I appreciate that. I'll add just a couple of items around the MSOC uh comments that Aaron provided. The amount that they're asking for across the state is $100 per student in a district our size. So, it' be about $430,000 in Oll. They were also very clear that they don't expect that they're going to receive that. There'll be something less than that, if anything. But no one in the room who spoke to us was very uh encouraging about additional revenues being available. The governor has been very clear that any funds in Washington are going to be used to cover other gaps around affordable housing, other initiatives in in the in the state, not education. So that was
021a little bit of a downer. Uh additionally to MSOC, there was a conversation about uh utilities and insurance. Those are things that have gone up in your personal lives, but also in your work lives perhaps, but also here at the school district. So, there's some appetite for perhaps pulling those out and to their own category and providing funding for districts to pay for them, but protecting them a little bit and that they can only be used on these particular areas. So, we'll see where that ends up, but they uh it's people everywhere are feeling that pressure. Uh, two other comments, I guess. One is about the funding model, just how they fund schools in Washington. We talked a little bit about it at McFarland this morning. We get 1.7 counselors, but we really need three.
022Um there's a group of of superintendent and then a group of uh they called the big thinker group and then another group of organization folks. So three different groups in Washington thinking about ideas to alter the funding model. So think about uh funding schools in Washington the next 5, 10, and 15 years. we should be thinking and and it was encouraging to hear some of the ideas they have and how we compare to other states. It's not going to help us next year. It's not going to help us a year after. So those two things going on at once, but that was probably the most encouraging part that people are trying to find a model that makes more sense. And then the last piece I'll share, I went to a training session on AI and
023there's a lot of conversation about should we let students use it and and those kinds of things. It was interesting there to see a bunch of adults trying to figure out how to use it to communicate clearly with the folks writing our laws about finance and how do you leverage it and use it as a tool not to be afraid of it. And so I I think at this time that students are starting to become familiar with it. So are the adults and I I find some excitement in in that process and in that work that's happening in Washington. So um that was a real specific non-funding one, but it was about advocacy and how do you communicate clearly? I I thought it was interesting. So, we had some some legislators um visit and speak
024to us. We had the lieutenant governor is what it was. We had the lieutenant governor come and speak to us and they were all pleasant and everything, but it was really like there's no money. So, one of them even was like, I'm going to do some things in the session that you're not going to like. Just try and be nice about it. It was Yeah. But that's a >> gonna like they're going to maybe pull some money. I I think there's definitely going to it sounded like going to be some impacts at higher ed. If you're a community college or a university or college in Washington, there's things coming. They also talked pretty clearly about early learning. So, particularly TK, uh what I have heard in a smaller superintendence group is transitional kinder slots in
025communities like Oll should be safe. There are some communities where they h we are considered um a preschool desert. We don't have options, private options. I think we have one out of town and the waiting list is you know you got you better put your kid on three years ago. [laughter] Um that's just the the nature of it here. So they're hoping that those slots in in places like Oll will be protected, but there are going to be cuts. I thought the number was 25%. It was a big chunk and uh so taking away those TK slots, people were certainly nervous about that and it's not going to be wellreceived. >> Okay, >> Peter, how's that going to affect our as we go or some schools or districts going to teacher negotiations for contracts and
026all that? I mean, is is the union really paying attention to this and saying, "Hey," or did you did anybody mention anything about that? Yeah, I think certainly um when you listen to uh an individual lawmaker get up there, you can guarantee they have a relationship with WEA and PSC, they're in conversations. Those people certainly know that they have lobbyists that are there keeping their members informed. Um I think our own association here locally is well informed and they understand the current context and climate. We saw some of that just north of us in Moses Lake where it got a little contentious but eventually where they needed to be. But um all associations understand that uh that times are tight. What what what it becomes a matter of is how much pressure do you want
027to put on them in Olympia to they don't say raise taxes. They say um find new revenue I think is the phrase they were using. [laughter] There's there weren't plans to find new revenue which they were saying we're not we're not going to raise taxes is what they were claiming but and we only heard from a couple of them. But um some of the other things we should be aware of here locally are related to levies because another thing we heard is in in many communities you can have a capital and technology levy that's really like a blank check in a place like Belleview where you can you have such high value with a small amount you can generate a lot of money. You know we're concerned about the state of our levy on February
02810th. We're hopeful that people are going to support it like they have in the past, right? But could we tag another levy onto that? Would our would our community tolerate running a 50 cent capital and technology levy? We've never pursued that because we're not sure they have the appetite for that. Other communities do. And it was nice to hear those communities say, "We don't think that's fair. We don't think it's fair that we can do it and you can't. And it's the obligation of the state to figure that out and to fund the things you need in your schools." particularly from the Belleview superintendent. It was really nice to hear his remarks and he's one of the folks leading this charge about changing the funding model. You want to talk a little bit about weighted
029students. >> Yeah. An interesting conversation that they had um he was from that who's superintendent from where? Um >> that was the bill. >> Okay. They had a conversation about how they would they would adjust your funding according to the students in your district's like so socioeconomic status. What else was factors in that? >> Yeah. So, if you had if if the state of Washington said you get this much for every student, but you have a student who is um got special needs, we'll add this much. If you have a student that requires uh multilingual services, you get this much. If you have a student that's um from a migrant household, different factors that said, "We know you need more resources to do this work, and so the state's going to pay for those rather
030than just having one amount for every student." And I believe he said we're one of only 10 states that doesn't have a weighted model. >> Wow. >> And and they're looking at a I think it was Indiana he mentioned and um one other state that has really been down the road on this. And so they're looking at some of those options to to help encourage the folks in Olympia to be more creative. >> Yeah. He talked about it like Washington was like way behind on that because at least 40 other states do that where they weigh the students differently and that affects their funding. I just it's scary because if you remember when we were up in we talked to those teachers from uh the other side and they said what do they have 37
031or 38 different families that spoke different languages and and that's crazy. M >> Aaron and I spent a day and a half at the same table um for the general sessions and the meals with uh the superintendent, a board member and and another staff member from the Tquila school district about half the size of Oll but right out between SeaTac and and Seattle. U one of the most diverse school districts in Washington and they have some pressures we don't. They have a lot of people that are homeschooling and private schools that are popping up all around that that Seattle urban area and their student count is dropping in lots of lots of school districts in that area. And a place like Tquila with only 2,000 students, you lose 200, that's a big deal. So, we
032did have some nice conversations about um struggles everybody in Washington's having. >> Okay, any other questions for Aaron or Dr. Perez? Okay, I don't have anything else on our board member discussion. Does anyone have anything? >> I just wanted to add one quick thing. So, we do have the levy coming up in February. Something Dr. President and I had discussed. We wanted to ask about, we thought it may be a good idea to send someone to a city council meeting [snorts] to make sure that they're informed of what's happening. They can ask questions about it to uh to us just we uh as part of getting the word out there to everyone. What do you guys think? when I think that's a great idea. When do they meet again? >> We can look into that.
033>> Yeah. So, we're going to confirm the next meeting date and then if it conflicts with a board meeting, we'll assign a couple folks and figure out a strategy to get there. I think >> I think it's the 26th. >> The 26th, so right about the time the ballots come out, but we'll confirm that. And and if it's not, is that the same night as a board meeting? So, >> yeah, we'll double check and see if we can get on the agenda somewhere where it would be nice for a couple of us to break away and uh and share a presentation with them about u about the levy. >> We I mean I'm I would be fine if the rest of the board is okay with adjusting our time for [snorts] our meeting that day
034or having a really short meeting that day or doing something so that I think it's important to be able to get to the city council meeting and get that word out. >> Yeah, we can figure that out. I was going to say I' I I'd be with Lindsay and if we could maybe meet at noon and maybe the whole board if we could all make it down there and be part of that that would be awesome. >> We'll figure it out. >> 6:00. >> Yeah, it looks like it's on the 26th at 6:00 on their on their agenda. So, let us think a little bit about the timing and if we can do an an early lunch meeting. I know that conflicts with Mariah a little bit, but we can talk about that and we'll
035work on getting a calendar update and then I'll connect with um the folks at the city to make sure they're have some time for us on the agenda and perhaps takes I think they'd feel encouraged if a number of us attended. That's a good idea. >> Are there any other civic groups that you're wanting to get the word out to? >> We've do you know any sorry um I was ask >> I don't think your mic's on. I was asking, do you think there's any other civic groups that we need to, you know, get the word out to? >> Yeah, we we have a little bit of our strategy and maybe we can uh that might be a nice superintendent information item at our next meeting to talk about what we've done so far up
036until that ballot arrival. So, we'll do that next time we meet. But some of it has involved um direct meetings with every staff member. So, we're we're I think Dr. Meek and and Amy were at two schools or two sites today. a series of slides that we have to share the information. Uh we can also do that here at the board meeting on the 26th to share with what we're going to share with the city. Um we have a series of targeted uh social media uhformational pieces that'll be going out civic groups where will von Brock our principal over at McFarland he's been our representative at Rotary but there really aren't a bunch of active ones in the community that we're aware of. Uh, so we've been focusing on getting the information to our employees
037and encouraging them to just share that information with their circles. [clears throat] >> Pete, I would love to uh maybe put Josh in a hot spot if I could put uh there's a group of farmers that get together almost every morning. Um I'd love they they No, it it'd be great if you could come down and talk to them. Um cuz I'm sure that they'd have a lot of questions to ask if you would be up to it. >> [laughter] >> Yeah, that would be great. >> If you get us uh the location and the time they meet, we'll uh >> No, no, most definitely. I I I really >> lucky. >> They'll just drink coffee. >> For an invite for five years, but it's okay. You You go, Josh. No girls allowed apparently. Um,
038at this time I'll accept a motion to approve required approvals. >> I'll make a motion to approve the required approvals. >> I'll second it. >> I have a motion and a second. All in favor? >> I. Any opposed? Motion passes. 5-0. At this time, I will accept a motion to approve accounts payable warrants 2. >> I'll make the motion to approve accounts payable warrants 2. >> I'll second it. >> All in favor? >> I. >> Any opposed? Motion passes four zero with one abstension. At this time we have our superintendent informational items. So we'll turn it over to Dr. Perez. >> Yeah, this evening we have a couple of updates. I know there was a board request for some information and updates about progress we're making at Ollo High School and then also with our
039athletics across the district. So Kat Aterson is going to share some information with you particularly about the closed campus and uh I hope you listen intently and also if the student reps have a contribution I think this might be a good one for them to uh to weigh in on. >> Hello. Um so I am here to give you an update like uh Dr. Perez said I don't have a clicker. >> Okay, if you want to go to the next slide. Um, so this is our data that was at the end of trimester 1. Um, we just actually ran the last two weeks of December. And um, an update for you on that data. We ended up turning turning away um 270 freshmen, 167 sophomores, and 283 11th and 12th graders today because they were
040deficient in either academics, behavior, or discipline. One of the biggest changes that we had this last trimester, which we communicated out to parents, was when it came to tardies. if they were especially their contract says that they sign for off-campus privilege was if they're not back from lunch, if they leave campus on time and they're marked tardy, they automatically go to red. So that was a huge um shift and change. And so lunchtime and the checkout process did take a little bit longer today because a lot of kids were what? I can't go. And so our second lunch today was very scarce as far as who was able to leave campus because our normal herd that goes up to the McDonald's area or Subway in that area wasn't there because we had that many kids
041who weren't meeting the mark. However, they are able to earn it back. So if it's attend academic stuff, um we work with them where once they get their grades up, we'll give it back to them if it's midweek. But if it's behavior and attendance stuff, we say you have to you have to earn it back in in the two weeks. Um, one of the you can go ahead in the next slide. Um, we are still serving our lunch numbers from when that I reported in October was running about 600 700 or 650 700. Um, those are pretty range the normal range um for lunches. We did have even one day where we served 900 lunches. >> K, are you having trouble um servicing that many kids with the tables and chairs that we have now?
042>> Um the kids right now what they've been doing and luckily our weather has been fairly good. Um, one of the additional changes or things that we're noticing on campus is um, the kids used to go across the softball field and play soccer, but they're now utilizing the baseball field in some of the back area. And so, we have kids that will take their lunch and go eat and then go play, you know, football, soccer, whatever the case may be. So, they're finding creative ways to still be engaged or be active. Um, or they are going into teachers classrooms. Um, and we did alert our our lunch staff this past week as well as our staff to saying, "Hey, we may have some more kids that are trying to find a place to eat." But
043I haven't heard that that was it didn't change the numbers for lunches today. Um, the other thing, another update, and I know you guys are aware of this, and I have to thank Amy Suarez and the finance team, um, as well as our student reps and some others that helped um, coordinate and the redesign of our, um, cafeteria um, so that we can try to accommodate. It's about 80 u more students in the in the um corridor cafeteria area um so that we can get more kids in there and have a more welcoming environment for them. Um we also again I was saying that uh checking out has not been very like it's been pretty seamless. we have when we have like assemblies because one we don't fit in the um all in the cafeter
044or in the gym but also just because of the um the dynamics of trying to do all the supervision around campus. Um we are doing two lunches from here on out when it comes to needing to do a weird schedule just because of the supervision at lunchtime that's needed to ensure that we're um keeping everybody where they need to be. Um if you'll go to the next slide, parent communication, our counselors, our MSAs, and um Mr. Tovar, they are doing weekly phone calls around the unexcused attendance um as well as matching that up with um David's data around attendance [clears throat] that or that Josh keeps around regular attendance. And so they're calling every grade level and the parents with unexcused absences. They're doing a lot of conferences. um and inviting parents to come in
045and have conversations and they give even a personal phone calls and that's been pretty wellreceived because it's a personal phone call saying hey we really care about your kid and we want to support however we can to try to limit the number of kids that we're taking to truency court um and trying to meet every family where they're at. So, some of those conversations have strike strike up. Well, I don't want to go into the big campus because it's too big and I have anxiety or whatever the case may be. And so, we're being creative as far as how are we meeting the kid where they're at and getting them in school and on time um and making some progress with credits by using the hub and the program supports that um Tovar has out
046in the in the hub. Um we one of the ad um feedback was doing a parent letter um with green, yellow and red. And so from the feedback from the board um we did manage to create a letter um that does explain in English and in Spanish if a kid is red, yellow or green um and what are the thresholds so that the parents understand why their kids red or why their kids yellow. And so we've been sending those out on every two weeks. um with those three areas and we let them know ahead of time whether or not their kids eligible to leave campus or not. Um and then we've um one of the things we had mentioned in October was because supervision and resources are um stretched pretty thin at lunchtime um and
047it's all hands on deck at that point um we have worked with Sandra HR office and have a parent volunteer list and so we're working through um what do we need to train teach uh the parents on so that if we have them out this is what you can do this is what you can't do all of that type of stuff so that um we can have more hands on deck when it comes to um bringing in the community and having all eyes out. Um we are going to be one of our hot spots around um behavior is tardies and so we're going to be t starting tardy sweeps here um because they're still not that great. Um and so we're going to be tightening up some of our our hot spots and um starting
048to tell kids they got to get into class on time. But today was a big wakeup call for many of them. >> You can go ahead to the next slide >> just really quick. So [clears throat] those parent letters are those sent on parent square. >> They are sent out on parent square like a midterm um report. And so it's just a a template that says your kids it has an opening statement and then there in the center it says academic behavior and attendance and it'll say red, yellow or green and it's in the color because that was a feedback from our student rep. Um, and then it has the thresholds down in the bottom. And then if as we like made the change for um because this was teacher feedback as well, uh, ended
049up having it so that we sent communication out by saying there's going to be this shift. Please be aware of this. And parents are even reaching out to admin about can you help me understand why my kid's yellow in this? And so we can drill down, pull up that kid, say your kid was late from lunch or, you know, didn't get to advisory or fourth period on time. That's why they got it. >> And I talk just a little bit about the tardy issue. Um because we saw an example of it today at McFarland. Uh what do they do at McFarland right right before the bell rings and kids need to be in class. What were they doing? >> Music. >> They were playing the music as a reminder. Hey, you get to class. And
050the reason they did that is because the data told them, hey, kids are showing up late. And a consequence at McFarland eventually might be lunch detention if you're tardy a lot. That's that's a a consequence there because it's a closed campus. And at the high school, I just want you to know it's even though there were a number of students on there today and it's we're not going to lower the bar. We still need you to be in class on time and you can still see your friends at lunch. You can still have a conversation. It's just not might not be in the car. It might not be on the way to McDonald's. it might have to be in here because when you leave, you didn't come back on time and we need you here
051on time. So, I know there's there's this process. What I really appreciate about the way the high school has approached it, it's um there's been stages and iterations and here we are after winter break. That's the next stage and next level. So, I I just wanted to call out that connection we saw today. >> Well, and we've discussed like MMS has the the bell or the music that plays before. We would love to do something like that, but one of the challenges that we have is all of the buildings that separate each other, there are no speakers. So like if we were to run the music, you can't hear it when if you're outside oftent times. So like trying to do the one minute warning, if you're in like Husky Court and there's no speakers,
052you wouldn't be able to hear the one minute music to say you you need a hustle. But we are out there saying you got you got one minute. Um we're standing out in the parking lot when we see kids coming back. You got one minute to make sure you're in class on time and you'll see the kids pick it up. >> And if I remember correctly from the last time we had a conversation or you were here, you said this this time during the year this this winter slash the tardiness did get worse and and the absences were worse, right? So, >> yep. And some of our behaviors have um increased as well. And it's a typical time of the year that this happens. But one of the things in this process is because we
053know what's happening, we're going to become be able to like prepare for it. What are we going to do? What are we going to have ready to go for the next time? So that next year we're hopefully not in this case and we can help bring those numbers down. >> Do the students have any feedback on the parents letter that went out? >> Um, no. But I have a question. Um, so you were talking about how like if they went to lunch and then didn't come back that they'd automatically go to red. So if they are out at lunch and they come back and they are not if they are marked tardy that from coming back from lunch they go to red. >> Okay. But so what if it was excused or well >> it's
054it's for tardy. So, if it's an excused absence, that's not going to count against a student. It is for being >> tardy. Okay. >> Yeah. We've had to really distinguish between tardies unexcused cuz it can blur the lines a little bit. >> Um, we brought back this past um trimester. This was something our counselors led. Um, we brought back the honor role. And so you might have seen on social media, we recognized our 10th graders because they have the best attendance um from first trimester and they're still rocketing it with um attendance this trimester. And um we brought back uh the honor roll with 3.0 or higher. Um we also put up signs, you may notice in our student parking lot, a student of the month. So we're going to be bringing that back for
055um or starting that in February. Um, we're still working out logistics of how we're going to identify who's going to be student of the month, but they'll have a designated parking spot. Um, and teachers are also sharing and giving us feedback that students are starting to advocate for themselves a little bit more in the classroom around I got to get my grade up. What do I got to do? Um, so it's all the responses that we want to have um from students so that they can keep that privilege of leaving campus. Go to the next slide. Um, one of the other pieces that goes with this is our success team meetings. Um, these started off um, in October. We were sitting at about two-hour long meetings because we were trying to figure out the rhythm
056of our work and the rhythm of how those meetings were supposed to operate and we're now down to about an hour. Um, and we're just brainstorming what are our resources, what are our supports, um, like what are our hot spots, where do how do we pro, you know, problem solve and find ways to address the issue. Um, some of the, um, one of the hot spots that we're trying to work through is we've discovered that, okay, parents aren't coming in at lunchtime and excusing them. they're now either excusing them during third period or um kids are saying they have to go somewhere and they're hiding out during third period in their cars to avoid not being able to leave at lunchtime. Um so it's just brainstorming opportunities to go through what are our hotspots, the
057tardies, all of that type of stuff. And it's our counselors and admin that kind of have those conversations and then um if we have time do some case management regarding um individual students if there's some hot topics happening with students questions. >> Um do you guys still do do the like checking the OS if on the cars like if they have the OHS pass? We're going to be doing another round of that just in case there's some kids that are are coming and not don't have their placards. Um, but that would be one of the key indicators we've identified is if they're going to have the like student of the month spot, they are also registered and so that if someone else happens to park in that spot, we can make sure or whoever it
058is, we can tell them you got to move. >> You can go to the next slide. >> What does it take to get a parking pass? Um, it doesn't cost anything. You just have to provide license, registration, and insurance. And then just see security and then we'll give you a little pack placard for the car. Um, I've talked about many of this many of these items. Um, tardies, we're starting those sweeps. Um, we h we do have detention and that sort of thing and so they help us um pick up campus and that sort of thing. One of the hot spots for another hot spot is with our unexcused absences. Um, we have students that have really bad attendance, but they come to school every day. So, they're hiding out or down in our gym
059area or in other areas of the school. And so, we had a conversation. It's a handful of students, but we've kind of intervened on their behalf because some of the social dynamics have kind of persuaded them from actually being in class. And so we've given them a smaller environment with more teacher interaction with specific feedback with regular like you're doing what you're supposed to in academics when more recognition and there's daily parent um communication with these students and it's an opportunity for them to like really teach them the behaviors and the expectations of this is how we need you to do school and they can come back to the if they want to join the bigger setting. um they can at the beginning of third trimester. Um I'm trying to think there was something else
060I was going to say and I just lost a thought. Um go ahead and go to the next. So as you can see I kind of shared this at the end really quickly. Um and we're still trying to understand what do what does this um slide mean? And you'll notice at the bottom um you have the school interventions which I which I've kind of shared with everyone around uh Monday's late start after school stuff. How do we pair that with what's happening in the classroom and being able to align our resources and our supports with what's happening in the classroom so that we're helping teach the skills that are happening in core content areas or all of our content areas. It'll be a slow slower process um but we'll be focusing on our core classes
061um around trying to get into this rhythm of the work and how do we partner with our teachers and walk alongside them um so that we're collecting similar data and we can ensure that we're reaching all of our students because as we look at our academic data one of the things that we can pull out from our success team is hey we have this pocket of 10th graders there's about 50 of them they're really struggling right Now, how do we get supports to them? Um, one of the things and make our like have people really show up. We uh made 150 phone calls to our families this last um week for today's uh Monday late start intervention. 40 had signed up, but only five showed. So, how do we re really utilize when we know
062the kids are struggling? and in this English class, how do we really make sure and we can really get that support and leverage our resources and support so that the kids are able to be set up for success in their class? So that's kind of the next phase of that and it brings in our teachers um into the conversation about how we can support them now that we have data, we have um interventions and support for them and really wrap around all of our kids um moving forward in in our framework. That's all I got. Do you guys have questions? >> I just want to say thank you a lot. Um, I'm the one kind of the one that asked Pete if you could come in and give us an update and I really really
063appreciate it. Um, but I am going to ask if you can come back in about another two months. >> Absolutely. >> I to me it just it it it helps us understand it a little bit more. Um, don't mean to put you in the hot spot, but you've you've you've come through for me because you've answered every question that I possibly had. I've actually gone out and sat in the parking lot and watched that group of kids all walk out >> all walk in. I've seen David absolutely just >> We We got a call the other day about some guy out there. >> That's [laughter] probably Yeah, probably me not dropping off coffee, that's for sure. But um No, and and I appreciate it just because I I don't know how you guys do it
064cuz it's just a glutton of kids just running headed into town and then right back. And so, >> well, I will tell you it was a quite a big shock for many of them. We had it um David was standing be behind the two um PAR educators who scan kids out and they're like, "What? I can't go." And their friends are going, they're like, "Man, that really sucks." So, just seeing their reactions and it's like, "Wow." >> You know, I I like I said, I I just thank you so much for the update and we'll hope to hear from you here in a couple more months. >> Yep. >> Not a problem. Yep. Thank you so much, Cat. All right, appreciate that update from from Cat and the team over at Ath High School. I
065know there's been some significant changes there to the processes and the way they're trying to manage student flow and um appreciate the engagement from the board as well. Uh now we want to invite uh Carlos Gonzalez forward, our director of athletics and student engagement. He's going to tell us a little bit about uh participation levels and how things are going related to eligibility. And uh I think it all pairs nicely with the story Cat was able to share. Good evening everyone. Um I'm just here to present some brief data on what our athletic numbers are looking like right now. If you can go to the first slide. Um between McFarland and OS. This is a quick breakdown of what we have for participation numbers compared to actual enrollment for the schools to show the percentage
066of students that are participating in athletics um and through the season. And so we have fall and winter and right now we're forecasting about 142 for MMS versus 316 for OS. And when you add everything up over the three seasons, this means a total of 1348 students. Now that 1348 could be students in one, two, or all three sports seasons, of course, but um that's 1,348, which is a lot. And so these are good, healthy numbers, I believe. Um, and if you go to the next slide >> before, could we just stay on that slide for a second? I think this might be we talk a little bit about talking points and communicating the story about the the levy in our in our community. This might be one that you could share with folks. And
067it again, it's just factual to say 1350 kids are having experiences in athletics as a result of the levy. And that doesn't just include that one day for those kids. It's weeks of practice and team building and competitions and representing their school and their community, going to a cheer competition and being the first one ever. Those kinds of experiences really matter for our kids and that the levy helps support those activities. So, when people say, "What do we do with our levy money?" Uh, that that's part of it right there, an important part. >> I think that's that's absolutely correct. uh when you average those numbers between OHS and MMS, that's roughly an average of like 25% of our kids participating in sports. But that 25% it it doesn't equate to what we see in
068the community for how visible athletics is. Um outside of the normal school day, I mean everything revolves around our kids and our athletic program, whether it's wrestling, baseball this or excuse me, basketball this time of year and uh especially for all the um activities that we have in the fall too. And with spring coming up, that's our biggest season in terms of numbers and participation. And so even though it's 25% average 712, it's it's so highly visible. And so um I think it's important to to mention that in terms of the MMS athletics data, um this is what we I think this is something to celebrate. Uh, every Friday, uh, I do what are called, they used to be called grade checks, but now they're eligibility checks because we have thresholds for attendance, behavior, and
069academics. And I use um, home room that Dr. Meek has been able to help me set up to use all the students that are listed in Skyward under activities using the these thresholds to flag students who are ineligible. And then I inform those students, whether it's at McFarland or OHS, um that hey, we're on probation and this is what it means. You can still practice, you can still compete, but you have a week to fix whatever it is, whether it's attendance, behavior, or academics. And so right now at McFarland through two seasons so far, not one student has been suspended. And so, um, our kids are doing a really good job of staying on top of it. I think that just comes down to good communication between the kids and the teachers and the students
070of where they're at. And if you'll go to the OS data, it's still really strong data. I mean, we're talking uh 94 to 98% between fall and winter in terms of eligibility. Um, and I also think I would also say looking at that data, it's it's trending in the right direction. As you can see, I would say, and this is just my own assumption, and you can make your own, but fall was a wakeup call for some kids, that the word is out, and we have clearly defined thresholds that we're monitoring every week to help keep our kids on track to maintain their eligibility around attendance, behavior, and academics. And so that number has since decreased. Um, and so now that we go into spring, even though with more participation, I'm hoping that the numbers
071will be the same or continue to fall in terms of students ineligible. And so, uh, good numbers so far. [snorts] Any questions on that one? >> Um, I have a question. Overall, >> this is this is such a huge workload for you. I I've noticed I see Joey Villaril doing some stuff and someone asked me if at the basketball game if Josh Tovar was like the >> representative for Othal High School. Can you talk a little bit about like who who's your team? Who's helping you? Who helps manage showing up at stuff? because I know you're just one person and you have to be at 15 places at once. So, who what what does your team look like? >> Well, the first person I would recognize and um give thanks to is Korea Torres. She's
072our OSD attendant secretary. She joined we we started in this department together. um she is out of Yakima and has experience working in in central office with ASB funds and uh took some time off to be a mom when her husband earned a position here in our community who's also now a coach in our basketball team with the girls. Um and she helps me out to learn this role. Uh we're learning it together. She really is uh the one who helps me to really track and monitor final forms when it comes to eligibility for kids to make sure they have everything that they're supposed to have to be eligible. [gasps] Um she also handles all of the fund uh all the money management in terms of ordering per purchase orders working with our finance office
073to make sure um we're doing what we're supposed to in the most appropriate way. Um and then um Joey is like my right-hand man. I he helps me with event coordination, which is something that Pascal schools uses and Moses Lake schools use to have an event coordinator uh to assist me in in doing um in setting up concessions, setting up game workers for ticket takers or security, working with custodians that we're all on the same page and that we're all on the same schedule in terms of what's happening in the Oello school district. And uh my job really lives in the administrative side of it to make sure that uh the Oello school district that first and foremost we're championing our kids and that uh we're following everything according to the WIAA all the league
074SOPs or standard operating procedures with the SEWAC and then making sure that everything is up to date in terms of scheduling and that we have officials and that transportation is set up and that we're communicating uh through our new website and uh that schedules are accurate um and everything on social media and with Facebook and Instagram on OSD athletics. So, I handle a lot of the administrative side of things, but you know, there's still this expectation to be at at games, which I do uh the best I can to be at every home game. And I've been able to get away to a basketball game and uh and a wrestling match so far. But speaking of Josh Tovar, because he is a parent but also an administrator at Ollo High School, he's he's offered and
075volunteered to pick me up and help me out at away games since he's going to be there anyway to support his son Drayton. So, um I I mean I'm an amazing team, but we're still learning and because any mistakes we make in athletics and hotel are very visible. And so, I work really hard to make sure that uh we are working really well as a team to make sure that all of our details and are covered so that nothing falls through the cracks. And so, even though mistakes do happen, uh we're always working as hard as we can to minimize them as much as possible. >> Well, it seems like you guys are doing a great job. So, thank you. >> We're trying. >> I know we've got some huge wrestling tournaments coming up, right,
076that we host and schools and represent. >> Yes. On the weekend of the 23rd through the 24th, we're going to have about 30 schools here for the Lady Huskies Invitational. >> And then the weekend after that, for the first time, we're going to be hosting the the Washington State Wrestling Coaches Association small schools state duels. I had to practice that. And so we're going to have about 16 teams here um scheduled to be here that weekend of the 31st on on Saturday um to host that event and uh we'll see how that goes and then after that we go into postseason. >> Cat, let me know what the uh what the school looks like after that duel. I hear they're in the gym in the corridors. >> Wrestling match in somebody's room. >> It's huge.
077Literally like a corridor. uh the main gym, the auxiliary gym. I mean, it's it's a huge event, but uh we we'll be on top of it. And, you know, thanks to Joey and his coordination and >> and the amazing team of team team of people that he puts together uh to put up a smooth event. He we're going to be we're going to be fine. >> Yeah. And that goes for the board. We we'll invite you guys over somehow. I got conned into cooking breakfast at that deal. So, we'll uh we'll have breakfast at the hospitality room if you guys would like to come. >> Yeah. >> Um >> yeah, we have a we have a pretty good reputation with our hospitality room in Oll. >> Good. Um I do have a question about like
078parent perception. So, I know that there's a probation and suspension. >> How do parents perceive this? Is this helping more? Um from personal experience, it's when like when I was in high school, it's all of a sudden you're not eligible. Your parents freaking out. they're calling the athletic director and the coach and telling them off. Like does this help with that? Has there been like a change in that kind of I don't know like what's your what's your experience been with kind of having this probation like you said the communication with the students and and stuff like that? I guess the best way to describe it from parents, the perspective would be supportive. And what I mean is the parents in my conversations with parents when we've had to have these conversations around probation, which
079it's basically a warning. >> Yeah. and it's been very supportive and the the parents that I've had to speak to about it have been they've taken a lot of ownership with it with their kids and it's been a good valuable lesson and I think you know you look at the data again and how that number is decreasing around suspensions and um the accountability the students know that accountability is there and it's going to be checked every week. I think it's been very helpful in the conversations with parents. I I guess the best way to sum it up has been supportive and where they're helping to take ownership for their kids to make sure that their towing the line so that they can be there to support their teams. >> I'm glad to hear that just
080like I said from personal experience, right? So, it's it's nice to see we're progressing in a positive way to see like more parent interaction and >> yeah, >> parents knowing. I I mean I have a student athlete and I can say that the accountability this year is tenfold what it was last year with her being able to just get away with just t typical teenage stuff like my grades are fine but really I have an F. Um she can't get away with that anymore. And Carlos has done a really really good job of not only holding her accountable but all of our student athletes >> to say like you can't miss school just because you're tired. Like you if you miss you can't practice. like if you miss practice, you can't play in your game.
081And in ways where I feel like um kids can be manipulative. Maybe it's just my child. Um to get out of [snorts] >> doing hard things sometimes and Carlos has taken away that avenue of sloughing off and I I for one really appreciate it. >> So, thank you. >> Well, the reality is we're trying to prepare our kids for the real world. >> Yeah, of course. And uh if you always show up to work late, [laughter] how do you think your evaluation is going to look? You know, you don't want to be you want to be reliable, not unreliable. I think part of it too also includes the importance of communication in advance. For example, when our team went to uh I think it was OMAC, and that's a long drive, right? Um, I recall
082the kids not coming home until about midnight that night on a school night, but they had to be in school the next day on time so that they could practice to be eligible for the game the next day >> after that. And so when you communicate these in advance to, hey, just a heads up and the coaches have been immensely helpful too to communicate that. Um, I think that that advanced communication with the kids and the the coaches helps to minimize, you know, these opportunities that could lead to probation, too. So, uh, a lot of kudos to the coach, too, to help us keep the kids in check. >> That's good. >> So, when a student is put on probation, their parents are notified. >> Absolutely. So, the the process for that is that once
083they're identified, I I prepare formal letters for each student who is on probation. Um, and then I communicate that via parent square as an attachment attaching that letter to the parent square message to the family where it goes to both parents if they're there um and the student and then I do everything I can to meet with the kids and advise them to just one other piece of data from the district office perspective over the last five years I'm sure that John Weisman uh Dr. for me, myself, we typically will hear appeals when folks, you might get an upset parent here that wants to meet with someone immediately. And if one of the three of us is available, we'll meet with them. My kid can't play tonight. He needs to play tonight. Hey, they said
084my daughter can't go to the dance competition that she needs to go. Right. We have I don't think we've had any this we've had one this school year where someone came in to share that kind of concern. And I think it ties directly to the level of communication that families are getting because we also from time to time would hear from coaches. They might get a statement from the principal or the athletic director to say, "These kids can't play." And they say, "Well, I'm going to go talk to the district office. I'm going to send them an email." That hasn't really occurred much this year. And so I think that's again other evidence that the level of communication that's happening between the coaches and the athletes and the administrators and the coaches is is it's
085doing what it's supposed to. And if you'll go to the last slide, I was surprised to see this number when I first reported on this a couple months ago. Uh but the idea of having upwards of around 145 to 150 coaching positions, this includes all of our contracted coaches for every season between both schools, including volunteers. And so, um that's a lot of coaches, but I think we don't have any problem filling them. We we have really good people coming out to help our kids. And so having this number and the people who want to do this for our kids is something to be proud of. Uh we have an amazing coaching staff. I'm proud of the people that we have. And uh our kids are growing. They're getting better. And you know, in some
086other areas, we're still very very competitive. And so, um we had a pretty strong fall. We're we're improving this winter and uh compared to where we were last year. and I'm looking forward to spring. Any questions at all about athletics? And I'll do the best I can off the top of my head. >> So for students, do you like like when they become in ineligible like do you like directly tell them like oh you're not like able to play at all like you >> Yeah. >> Okay. Um, so okay. Well, >> yes. So, so what I would do is I would communicate with them electronically first and then I print a hard copy of that letter and then I do everything I can to go out and actually meet with them to advise them through
087it. It's not just a notification. What I try to do for the kids is talk about what they can do to help themselves. >> So, it's it's a support plan, too. And that's that's half of it. I think that's the the more important half to be honest with you. Uh, notification is one thing, but what are we going to do about it? So let's talk about some ideas to help yourself out. >> So I will say one thing that I heard from students is that there would be some wrestlers and basketball people who would talk and they'd say that so [snorts] this is all student perspective. Um wrestlers would say oh why could he play and I become ineligible. I have like really good grades but I become like absent or tardy one day and
088I can't play. But the other like basketball varsity player has like failing grades, is absent all the time and still plays. So that's how that's why I asked like if do you like directly tell them or I don't know. >> Well, we use the data that we have that pulls directly from Skyward. >> Um where if a student has two or more Fs, there's a notification there. Or if the n the attendance falls below 90%. That's a notification there. Or if they have two or more referrals over a 4-week period, that's a notification there. So when I have the data, I have I it's my responsibility to notify the kids if the data is there >> and then support them with a support plan after that. >> Okay. [snorts] >> Well, we appreciate the information
089and data and the questions from the and it's always important to share the student perspective. Appreciate you doing that and sharing that story and uh thanks for staying tonight, Carlos, and and taking us through that. >> Yep. And that's uh that's the final update from the superintendent information items. >> Great. Thank you so much. >> Thank you. >> Um moving on to our policy review. We have quite a few policies to go through your first reading and then we will approve or not approve those at our next meeting. At this time, we'll move on to public comment. Do we have any public comment, Dr. Perez? Okay. We'll move on to upcoming events on the 15th. Can we get a roll call of who's going to be able to make it to that? It's the board
090workshop in Pasco. We'll be leaving. I believe we're meeting here at the district office at 3 p.m. Is that correct, Marty? >> Aaron? >> Yes. Yes, I'll be attending. >> Yeah, about 3:15. >> 3:15 starts at 4:30. >> Okay. Mariah, are you going to that? No. Okay. I'm I'll be there. Birdie, >> I'll be there, but I don't need a ride. >> Okay. Zero. >> Give me till tomorrow morning. >> Okay. Are our student reps invited to that or is that not a student rep thing? No. You're off the hook. Enjoy your free night. Um then on the 19th we have no school for Martin Luther King Day. The 22nd we also have no school. And the 22nd in the night at 5:00 p.m. is our board workshop. Um is everyone planning on attending that?
091Everyone's in for that. Okay, perfect. Um January 26th we have our regular scheduled board meeting except for it's not because that's the city council and so we don't know what we're doing yet >> make it work for noon. I can work from home that day. >> Okay. So we could have the option of doing a lunchtime meeting if that works. Mariah said she can work from home that day. So just a heads up. Whatever you guys decide. Um February 3rd we have our preschool site visit and February 9th a regular scheduled board meeting. I will not be here February 9th. So Erin, if you're here, you'll conduct a meeting >> TBD due date that week. >> Yeah. >> And we might have a baby board member that week. >> Yeah. So we'll see. >> Okay.
092>> Um I guess as it gets closer to the 9th, make sure we have a quorum if I'll be gone and then maybe we have a baby that week. >> Does anyone have anything to add? Oh, I want to add to the upcoming events, spirit week at the high school starting on the 2nd of February. Um, hopefully we can attend something. You guys are always gracious enough to invite us to Husky Olympics and all the things. So, if you have an event you'd like to invite us to, we'd love to come. >> Yeah. >> Great. And now we'll move on to the board self. >> Just a second. Isn't the amazing shake all old school things coming up? >> Friday. That's Friday. >> That's Friday. Okay. >> Great. >> Yeah. That's this week, Friday. >>
093There's someone back there volunteering in the amazing shake. My sister. >> Oh, great. >> What grade are you in? >> I'm in seventh. >> Seventh. Well, good luck. >> Thank you. >> Um, okay. We will move on to our board self assessment of the meeting. >> Thank you for those updates today. It's great to hear about things that you know are directly affecting the kids every day going on. So, >> thank you, Kev, for that update for the high school and how that's going. I greatly appreciate that. >> I just want to say um I like the recognitions a lot. It it's nice to appreciate our our staff, our people. So, I really enjoy that. >> [snorts] >> Well planned agenda. Do we have anything else? Actually, I I would also like to say thank
094you to Aaron and Pete for your debrief from the ledge report. That that was very valuable information. So, thank you for going to that conference and then coming back and giving us all the details. Okay. At this time, the board will recess into executive session for 30 minutes to discuss the performance of a public employee.