SCSD Regular School Board meeting, 6.2.26

001I should say detention or study off. Yep. Uh I will now call to order the June 2nd, 2026 regular school board meeting of the San Kino School District Board of Directors. All members are present uh and coming for except Director Murray who is absent and excused. Uh we the board will now recess to an executive session until 12:45 p.m. to review the performance of a district employee. Now everybody has >> this meeting can't start until 1, right? Uh we have to reconvene at 12:45 >> and then we do have to wait >> for 15 minutes to start our meeting. We have to [clears throat] come back and rec. So then you can make coffee about that. Okay, we are reconvening from our executive session. Uh just so you know, the regular schoolboard meeting does start

002at 1:00. Uh so we will come back then. Uh we're going to take a quick personal break to get some coffee and all of the >> [snorts] >> I really have to show now the awkward silence for ready for the clock to countdown. [laughter] I never know if I should go off the computer one or that one that everybody sees. So, I always just wait for that one. >> That one official. >> Yeah. >> You try and keep it close to time. >> It's really hard to do. [laughter] >> All right. Good. >> Uh I will now call to order reconvene. I'm unsure what we're doing. uh the regular uh school board meeting uh for June 2nd, 2026 of the Sano School District board of directors. Again, all of our school directors are present and

003accounted for with the exception of Director Murray, who is absent and excused. Today, we are offering two opportunities for the public to speak. Comments specific to the consent agenda will be allowed prior to the vote on those items. Citizens who have submitted a request to speak either here in person or online during the public comment section of the agenda will be called upon to make their comments at that time which is near the end of the meeting. Please stand with me for the flag. >> I pledge algiance 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. All right. Thank you. You have the agenda before you for the June 2nd regular school board meeting. Are there

004any changes to the agenda? >> No. Is there a motion to approve the agenda as written? >> So moved. Second. >> Moved by Director Olsson, seconded by Director Russell. All in favor of approving the agenda for the June 2nd meeting say I. I. opposed. >> Did you Are you I or >> Thank you. All right, [laughter] that passes unanimously. >> Uh next up, you have the minutes for the May 19th uh 2026 regular school board meeting. Are there any changes or corrections to those minutes? >> No. All right. Is there a motion to approve the minutes from the May 19th, 2026 meeting? >> I move to approve the minutes. Second. >> It has been moved by Director Russell, seconded by Director King. All in favor of approving the minutes from the May 19th regular school

005board meeting, say I. >> I. >> Opposed. That passes. Please note that I abstain. Uh, as I was not present. Next up, we have the superintendence report. Take it away, Dr. Elvin. >> Thank you very much. We have a healthy superintendence report here this afternoon. And I want to start with a couple of I guess operational um items here. First, I'll call uh director of transportation Angie O' Conor uh and some representatives from transportation Lauren Titarian, April Nickerson, and Heather Stensa to the podium, please. [snorts] when >> typically we would um ask for some allow you to give us some feedback as as a board, but uh this afternoon we're actually going to give uh you all some feedback and let Lauren and April and Heather know that you are classified employees of the year

006for the Stan Community School District. [applause] I don't know I don't know that we can keep much from you three so I don't know how much of a surprise it was but we are very thankful and your um just your nominations that came through from parents and community earlier on this year uh led to the recognition for employees of the year for uh the classified employees really speaks to the job that you do each and every day. We we believe uh wholeheartedly that bus drivers are the first to see uh and the last to say goodbye to students and they set the tone for uh the rest of the day for our students and and we know that there's a lot of students on each of your buses. Uh that's a fact. So we want

007to say thank you and congratulations and um job well done for us our students and the rest of staff here in the district. >> Thank you. >> Yeah, we're going to do some pictures away. [applause] >> [snorts] >> Sorry. Do you want your Here you go. Are they? >> So, you have April. Can I have >> Thank you. >> I'm going to hold this for a moment. Actually, I'll put it on the chair here. >> Congratulations. And these are from our friends at Heritage Bank. Uh, they also have a little bag of goodies for you. >> You guys [snorts] get some pictures. [laughter] Congratulations. [applause] Thank you. [clears throat] >> Thank you. >> They've got to go drive some buses, so they're going to be excused. Next, there's been a lot of conversation about uh

008the band program uh in the district, particularly the Port Susan Middle School band. So, uh we'd like to invite Jonathan Bletcher up to the podium, please. Jonathan, I'm not going to pull anything by you, seeing what just happened. So, we'll congratulate Jonathan as a certificated employee of the year. Thank you. [applause] >> I'll be right. >> I'll just say if you haven't seen one of Jonathan's performances in the pack or or in the gym or uh you're you're missing out. The level of engagement from the students that Jonathan works with uh each day is next to none. It's it's amazing how he can bring a student that knows nothing about music like like I that's me and bring them to being proficient just enjoying music is amazing. So thanks for that Jonathan. >> I knew

009you were a good hire. [laughter] >> Thank you heritage. I'll go ahead and cut back here. >> Perfect. >> We're going to do a picture. >> All right. >> Sounds good. Are we right there? >> We'll scoot around here. >> [snorts] >> the 72. There's not one. [laughter] All right. Thanks. [applause] >> Thank you very much. Appreciate that. >> Thanks for your support, Principal Almanza. >> [snorts] >> You're welcome. >> See you later. >> All right. Um, next up on the superintendent report is the donations. And since it was our student rep's last uh meeting last time, I'm going to read the donations in for uh for this meeting. Item number one is $1,000 from the Stanwood Commerce Alliance in support of travel for the Stanwood High School FBLA National Competition. Item number two is

010$1,000 from the Dean Hirs um in support of travel for the Salmon High School FBLA to the national competition. Item three is $500 from Somish PUB to cover transportation costs for the Cedar Home Elementary field trip to Woods Creek Sustainability Center. Item four is another $500 from Snowish PD to cover transportation costs for Twin City Elementary. Uh the field trip to the Woods Creek Sustainable Sustainability Center. The fifth donation is $16,532.119 from the Stanwood Camino Area Foundation in support of the Stanwood Commino school district students. Uh item six, $360 from Lance and Lynn Curry to support uh travel of the Stanwood High School FBLA to the national competition. And item seven is $200 from Charles and Lynn Keith in support of travel for the Stam High School FBA to the national competition. A thank you

011to all of our donors, but I'd be remiss to not just highlight once again item number five. That was just a small portion of the the the monies that staff distributed this this last couple weeks in both the scholarships to our seniors. over 350,000 $352,000 uh worth and then over $50,000 to our teachers through our educational grants uh this week as well. So, we are thankful for all of our donors in particular um staff this last couple of weeks. Next uh is the Twin City Elementary data update and principal Ryan Barcy is going to give that update right now. back. >> We remodel. >> Good afternoon, members of the board and Dr. It's the first time I've used that. [clears throat] Um, I'm really excited to share our uh progress from Twin City this year.

012Um, at the beginning I shared all of our AAP goals. We are continuing to work uh really hard on these goals and these are uh particular goals that are going to continue into next year as well. So just kind of a um a snapshot we have uh three main goals. The first one is around uh math fluency and uh we've purchased a lot of materials for staff that uh we'll get to continue to use next year. We have really defined fluency uh for our staff as the ability to uh effect uh efficiently, accurately and flexibly compute math facts with addition, subtraction, multiplication, division across the grade levels. Um and we've really been intentional at trying to eliminate the word quickly and change it to efficiently and flexibly. So that's been language that we've been using

013with kids this year with staff. Our second goal is around writing. Uh this year uh we were hoping to get a little further along with this particular goal, but we covered uh about four chapters of writing revolution 2.0, which covers uh really beginning uh explicit writing instruction at the sentence level. So, next year we're going to continue that goal with uh adding to the sentence level through paragraph writing and through um and through more essay work. And then our third goal around MTSS is um uh around flexible grouping. So this year with our with our uh uh uh instructional support model, we have been able to [clears throat] serve every student who is scoring well below four days per week, 30 minutes per day. So Monday, Tuesday, Thursday, Friday. Um and then we provide progress

014monitoring uh every week or bi-weekly for those students and if those students are um passing out of those groups, we um are flexibly grouping them into different groups as well. So that's been really uh powerful this year and I'll have some data to share uh that shows some really good growth with reading and math with uh some of these kids that have participated in these groups. Um we also have done a lot of work around uh with uh with our NTSS school. We've done a lot of work around um uh common area expectations in PBIS and uh positively reinforcing uh behaviors um and recognizing students uh frequently with those things. We uh utilize Swiss, which is schoolwide information system. Um and I believe Elra Bay is looking at uh potentially using that next year, but

015it's been a very powerful tool. Uh we're going to meet with BLT next week and really reflect on um on the work of of Swiss and the rest of our goals. So a lot of the and this really isn't that much different than the beginning of the year, but we use uh our amplified composite scores. Um we use Delta math for all of our interventions during win times. And that's either uh those kids that are being served in title and lap or uh deltas used in the classrooms during those wind times as well. Um we're just starting to get in SBA scores. So we're taking a look at that right now. Um uh one of the positive uh pieces about our attendance is our critical attendance has um gone down since the beginning of the

016year. So I want to say we had about 30 students that were critically absent and we have that under 20 now. So that's the work of our counselor and our MTSS team. Um and then working with the families and the teachers as well. Um and then we also obviously take a look at our classroom based assessments. Um I am really excited to share a couple pieces of data. So, one of the uh pieces that came out that really stood out to us was the oral reading fluency. And I just highlighted second, third, and fourth grade. And you can see the positive trend from the beginning of the year to the middle of the year. Um so this is, you know, kids being able to read out loud, which is a skill on its own, but

017then also uh remembering what they're reading, having a conversation, being able to reflect on what they read. Um, sometimes we get kids that are very good at reading out loud, but then when you you ask them questions, they're they're, you know, they're not understanding necessarily what they read. So, this takes a look at that. These are just a couple grade levels that really stood out to us that I I was really proud of. Um, and then, uh, and like I said, we serve all of our well below kids 30 minutes per week, four days per week. Um and we have uh multiple grade levels that are using a walk to model um serving all of the kids in that grade level that need that support. Uh this is another exciting uh piece of data that

018I'd like to share and I just want to highlight the p this is showing the percent of students not at the goal. So we're looking from winter to spring for that number to go down. And so if you take a look at first, second, and third, all of those different skills um in the wintertime started at a higher number of kids not meeting standard. [clears throat] And you can see that I believe all of them have gone down. So this is from direct delta math interventions and they're either served in our title lap room or they're served in the classroom during wind time. So, this was really, really cool to see. And then taking a look at fourth grade and fifth grade. Um, and I even brought if you had some questions on what those

019specific skills are, I have those skills broke down, too. But you can take a look. There's some um, you know, I look at uh, like fourth grade skill four going from like 86% to 30, skill five going from 91% to 19. there's some really really big gains, you know, and yes, this is a number, but they're also they're kids. They're human beings. And we I think we do a really good job as a staff of when we have these data meetings, we're not just looking at the number and the percentage. We're looking at the kid, we're looking at the family, we're looking at the attendance. Um, we're really trying to look at the whole child. Um, like I mentioned, our our focus is on fact fluency and uh trying to move away from the idea

020of being quick and fast, but being efficient and flexible um and using that language with the kids. We're using Delta Math. Um, and obviously our NIA students are being served by Title Lab. We plan on continuing that model next year as well. Um, it'll look a little bit different because I'll only have a.5 MTSS versus the 1.0. that we have this year. Um, and then just a couple highlights from the community. I've been so proud of our school and our PTO for how they've stepped up with so many things this year. This has been uh probably my favorite year in admin with all the events that we've had in the community events. I I go home at night just my bucket's totally full. Um, I [clears throat] think we've done a good job of recognizing

021all of our important people in the building. Um, there's not one employee uh districtwide or schoolwide that we have not intentionally celebrated this year. I'm very proud of that. Um, this is the the makers market. So, we had over 50 student vendors. Um, I bought my mom's Mother's Day present there. I bought some some artwork, some jewelry. Uh I I was beyond blown away impressed by uh the level of creativity um parent involvement. Um and then uh our school garden is up and running where uh we uh have two beds per grade level and then our assist classroom also has a bed and our TK classroom also has a bed. So everybody's been able to participate. Um many classrooms are still doing their starters and getting them out in the garden. And then we have

022a summer um uh a summer program to water of rotational things and stuff, myself included. Um and then that was a picture from our glow dance. Uh so that's Taran Dailyaly. She's actually a radio host and her son goes to my school and she has volunteered to MC all of our events coming up. Her son's in first grade, so I'm going to take her up on that four years. Uh but yeah, we've we've just had really great uh community engagement. Um, and I I meant to change this, but the what what I continue what I expect to see this year, finishing out this year and into next year, we're going to continue our focus on math fact fluency. Um, continuing that professional development, uh, focusing on student engagement from the work that we did today

023as a district. Uh, continuing connecting writing uh, to the amplified knowledge curriculum and connecting it to our writing revolution 2.0. 0 uh continuing to adapt Swiss to our building reflect and have students reflecting on and adjusting their behavior. Um and then uh regular recognition of students following and modeling schoolwide expectations. So that in a nutshell is where we are at today. Any questions? I'll just say I I appreciate the cons consistency between this report and all of your feedback to staff on Fridays and communication with friends on Sundays that it's all the same which says a lot about the consistency of the model. >> Yeah. And I' I've told Dr. Open too I've really appreciated our system for communicating with families. I never want that to go away. It's the best that I've ever been

024a part of. Oh, >> you're looking at slide n the method intervention and I see some really giant changes from winter to spring and uh 81% 81% level in second grade and winter and 18% in spring and so on. >> Um But the curiosity is that what's skill five? I noticed that um >> what grade are you looking at? >> Grade one. >> Uh skill five is subtracting numbers within 10 or sorry uh skill for first grade it's uh adding numbers to five and for second grade and subtracting numbers within 10. I noticed the improvement on that one was less dramatic than the other ones. >> And so any think how come in the next grade impacting from that? How anything in first grade? How did they get up to speed in first grade on

025that skill? >> Uh yeah, I think um I mean we've we've had a number of data meetings across grade levels. Um, I think when we're when we're looking at kids that might be struggling with this, that is something that is noted. Um, we actually did a whole round of class placement last week. Um, and we we looked at a lot of this data as we were placing kids and having some of those conversations. My goal is to have I'd like to have some more intentional uh crossgrade level data meetings next year. Um, just have to kind of figure out in our our PW schedule [clears throat] to schedule that. We did a little bit this year. I'd like to do more next year for sure. >> I think I think mine is similar to that.

026It's they're great movements and numbers and really shows the work your staff are doing to to to close those gaps, especially in the intervention level. I think as as a board when you look at the the raw numbers when you've got you know 81% [clears throat] hitting on seven or five or you know some of those high numbers to start with then you kind of wonder you know um what is is a retention problem difficulty over the summer is it you know what are what are some of those factors and it sounds like you sounds like it's one of those things that you're working on and that's and that's what you're doing as far as placement goes going into next year. Yeah, and that's uh a really great point. As a I was a former

027math teacher for 11 years prior to um getting into admin, but I always noticed as a math teacher, you know, coming back into the fall, there is a regression, you know, and particularly at the older grades where I was teaching um a lot of things that uh kids were doing in the springtime, they they were forgetting, you know, and it was I I found myself finding a lot of time reteaching. Uh, one of the things that we have done is all of our grade levels have and that is, uh, their license goes through the summer and so our teachers right now are are communicating with families. I'll be putting some things in the upcoming newsletters about utilizing that because it'll go it's supposed to go through the end of August. So, I have had some

028parents ask about, you know, what are some things my kid can do this summer? And that is one of the pieces on the math side that they can do over the summer. >> These skills are they um I mean without having to tell us what all the skills are individually, are they like they build on each other? So, you start at skill one at the beginning of the year and then you build into it. Um, so it would track to direct. It would make sense at skill one that that number is lower and skill five is going to be because they they build. So >> okay. >> Yep. Um, just a quick example like if I'm looking at fifth grade, the first skill is multiplying up to a fourdigit by a one-digit number. The second

029skill is dividing up to a fourdigit by a one-digit number. >> And then fractions. And >> so you teach them consecutively, not really all at once. like they build on each other. >> Yeah. >> Okay. So, that >> Yeah. And we've tried to be really uh timely with SBA testing because >> um typically schools and assessment coordinators, you have a little bit of a window to to test. But uh we worked really closely with our third through fifth grade teachers to figure out like when is the most optimal time to give this test based on what their teach and and really it was fourth grade was the challenging one because they had some um work to do with fractions that they wanted to make sure was covered before those students were assessed. >> Okay. Um,

030and then my other question is, uh, when you talk about like your what I need to have your win time and you talk about those small groups, are you doing that across grade levels? Is it grade band specific? Like how do you break that down? >> Yeah, it depends on the number of kids that are well below. If if the if the group is large, um, we've been doing more of a walk two model. If the if the group of well below students is smaller, um we can get a little bit more creative with either pulling them out for title lap groups with our instructional coaches or uh some of the grade levels have um they do like a walk to model and the kids go um and that's been a little bit of a

031mindset shift for some. Uh many grade levels are supportive of it, but uh there's also um some staff that you know their kids in front of them, they they it it's hard to maybe have other kids come in. But we've really tried to have that mentality as a staff of these are all of our kids and we serve all of our kids and from kindergarten through fifth grade, they're always going to be all of our kids. And um if if we can provide a flexible grouping where that kid can get 20 minutes or 30 minutes of intentional instruction um we're going to do it. And it's it's been a good shift for us this year. Looking at like nine and 10 again um that skill set five is that the same skill set in grade

032um in the the different grade levels. Yeah. So that's one >> the first grade first and that one >> correct. >> Okay. But also the other one too. So skill five and then is that the same thing as skill five for the second grade and the first grade because it looks like the numbers are sort of tracking. Uh yeah. So for first grade it's adding and for second grade it's subtracting. So the skill fives are different. >> Similar. >> Yeah. Yes. Okay. Great. Thank you, Principal Barcie. Appreciate the report. The the report on data. Um, next up on the superintendent report. >> Yep. You're heading back to heading back to school. >> Uh, next up on the superintendent report is the Church Creek campus school data update. And you're going to see some slides in

033here from principal Auckland uh that were available to the accreditation team. Uh Lincoln Hill High School was just reacredited for another six years. Uh so congratulations because that's a that's a big feat in and of itself. >> Thank you. >> Yep. >> Yes. Okay. There we go. All right. I'll figure it out one of these days. Okay. So, um, our goals, and this is a recap from earlier this year that you've seen, and so the addition of the 90% of the students passing ELA, the 80% of the students passing math, um, the MTSS piece of really over um, increasing the graduation rate. So, those are that's our overarching goal is our graduation, making sure we're getting students where they need to be so they can graduate. So, that's really our driving force for what we're

034doing. So, these are things that we've done throughout the way. So, I'm going to kind of just skip through some of the reviews, right? So, we did our box sheets and our links learning. So, that's usually done during our Thursday advisory where students um look at where they're at on Skyward and we have what's called box sheets. And so, essentially when a student earns a credit that they need, it turns green on their box sheet and then it's red. So, they can kind of track visually where they're at with their credits that they need for graduation. Uh making sure that we are um providing student talk opportunities. That's been something we've focused on this year and then next year really trying to add more opportunities um in for that. Making sure um that we're checking

035in with our students and how they are with their credits and so having one-on-one meetings and having time set aside. We added a um career choices class this year. So that was sixth period with a teacher that was specifically working on um he had career choices opportunities as far as building your resume, interviewing skills, getting yourself ready for the workforce and what that looks like, but then also opportunities to be working on credit retrieval. Um so in sources that informed our work for our SBA scores from last year, which I'm super excited about. They're looking great for this year. our participation went way up and so I am um I'm really excited and it's fun to tell the kids, hey, I saw your score, you passed or you know, you went up from last year

036and so it's it's been fun conversations and so that's been something I don't think our population has necessarily had over the last couple years. So that's been fun. U making sure we're looking um at our credit audit list and where they're at as far as tracking graduation. Um taking time to check in with the students. How are you doing? Where are we at? Listening to what they have to say. Um, my students have no problem telling me, "No, Mrs. Oland, you messed up and this is my idea. This is what needs to go better." And so, just really listening to what they have to say and what that concern was and working together to form a culture and a place that we want to be at. And then Panorama, you'll see some really fun information

037here in a minute. And then Skyward, I always already talked about tracking um where we're at with our grades. So, this is the remote learning. So, like I talked about earlier this year, we started the year with three sections of remote. um I was able to collapse a class, change a different teacher, and so add up to five classes. And so those are our numbers going up. We have stayed right at the 76 to 74 um threshold because what happens is when a student wraps up their credits and gets off, then we pull somebody else in. And so just keeping our weight list going and um building those numbers up with five sections, technically 70 is my number, 14 per section. And so then a couple of those teachers have overage. And so that's why

038I run the 76 or 74. um making connections and so making sure that we are building connections with our students throughout the year. Um every day we have music going on in the choir when the kids come in. I am so glad you're here. I know every single one of my kids stories as they come in through the doors and what's going on. And so I think that helps really build our our culture. Um and then you know if it's been a tough day making sure they know I'm looking forward to seeing you tomorrow. Like I it's a fresh start. I'm um I'm glad you're here. And so that's constantly um being built and heard throughout our community with our staff, with our um with each other, too. I hear students telling it to one

039another also. All right. And then our pancake breakfast. So we have our last one this Thursday advisory. So you guys are all invited if you want to come get some pancakes. Um whipped cream, chocolate chips, all the things. There's even bacon and all the things. So we'll do our pride, progress, and perseverance um awards for fourth quarter also. So that's this Thursday. Um we had our Lincoln Academy um social that we had in the winter. We had our fall social and our spring social for the high school. Um we did have our schoolwide field trip to MOP which was awesome. It was so much fun. Everybody went um and then we have a senior trip coming up to Riverside and then a middle school trip to the movie theater. So just really taking time to

040add in some of those bigger school experiences to our smaller community. All right. So this is the fun stuff. So if you look at Panorama, this is over the last three years. And so if you look at our academics over the last three years, you can see the green is going in the right direction, right? And so our numbers this year of our students that are at low risk and not not on track or sorry, you get what I'm trying to say. Our students are at low risk and on track are going up, right? Or the ones I'm saying it backwards. You get what I'm trying to say. We're moving in the right direction. Success. Yes. [laughter] I'm trying to read and talk at the same time and it just doesn't work. Um and in

041a nutshell, so our credit retrieval, we had um 58 credits. um attained with credit retrieval and that was through our career choices and then also our support with Mr. party. And then in our remote classes, those teachers did had 33 um credits also for teams because they spoke those into their programs with their students. Also, our ELA classes at the beginning of the year when we talked about those students um having um their passing scores mapped from 66 to 80% and ELA went to 71 to 86. So, huge successes attendance. And so, again, moving in the right direction. Our kids are showing up a little bit more. I think that um is attributed to um just really incorporating our student voice, giving them leadership opportunities, talking to them, what works, what doesn't work. Um changing

042what their needs, right? I needed more remote classes, being able to provide those opportunities for my kids. Um some of the students needed hybrid options and so they can take, you know, a class or two in person, some of those elective hands-on things, and then also being able to do the other ones online that they need. So, making sure we're hearing our students, what they need, and making changes to fit them. And then same with behavior. So, um, again, just really making sure we're hearing our students and their voices are front and center before I go on to Saratoga. I have a video in a minute, too. Um, so I think what I really want to capture is this year, as you all probably know, this is my first year at Church Creek campus at

043Lincoln. And so, this year has been really about building the trust, building the relationships, building our community. And so, that's been year one goals. and then incorporating the student voice next two to really looking at moving in to more of those hands-on opportunities. as we've talked with students and we did went through the accreditation process. One of the things that came up was they love the core core plus class and that hands-on the building and so how can we incorporate some of those CTE type classes at Lincoln and so like next year having applied algebra and having applied geometry and having um CTE with our personal finance and so adding in those opportunities and things that our students are asking for and that they need and making those connections to real life. So that's your

044two goals. All right, Saratoga. So, in a nutshell, one of their biggest focuses this year, well, every year, I mean, they're the home partnership program, but that student um that parent participation piece this year, they have the PTO. That was a brand new thing for them this year. And so, that's been a huge success. Um, with their PTO, we had the Makers Mark in December, but with the students sold their things just like some of the other elementary schools have done. We had Linder Cy night and then recently we had the reptile land come. And so just ways to bring our families in and giving them some of those different school experiences um that some of the other schools have. So that's been really fun this year. And then next year, one of the things

045they're looking at is they've talked about students and feedback and what they want to do differently is um the middle school. So the middle schoolers on there are going to have their day on Friday next year and it's going to be student choice. So they're going to sign up for different classes that they want to come take. So maybe they just want to come for one class, maybe it's all free or whatever it is. And so it's kind of more of a pick and choose type of a menu for their Fridays. And so that's the way that they're looking at student choice. Across the whole campus, we're really working on student engagement, student voice, and kind of what that looks like. No matter if it's, you know, the kindergarters up to the 12th grades, we

046can all share some different ideas of how we get that voice out there and get our students um pushing on each other's thinking and helping one another out. So that's the information that I have. Part of the accreditation, we did a video, my not me, my students created a video this year. Um, and so this is they wrote the questions, they did all the videoing, they did all the editing, and here it is. So this is our school in a nutshell. ibility and just overall really great. >> People at like the main campus knew that Lincoln was like a real high school. Um cuz I heard a lot of people say stuff like um oh I didn't know we had real school work or I didn't know we had the rules and regulations that we

047have in the making of this. Um, so I feel like it's just like I wish more people realize that we are actually like doing things here. >> I came to Lincoln Hill for a fresh start. I was having trouble coming to school. I got introduced to remote and started doing it. Moving forward, it helped and worked out perfectly. It was very flexible. I did half in person and half online. Lincoln was such an amazing school. It'll help me through. >> I struggled a bit with like keeping on top of my assignments at other schools I've been to rather than medium school and my teachers are very patient with me and help me through everything and give me alternate options for stuff I feel like I can't other ways to figure out challenges. most important to

048me actually my goal of making friends because that's something it's a small community you see the same faces all the time it made it a lot easier for me to like find community here and that definitely enriches the learning environment makes me feel more motivated to participate in these continue on my for 18 years. Uh it's my 25th year overall in this district. And so when I think about why it's good to have a school like Lincoln in this district, we got like 1,200 high school age students, having a school that can give 150 of those kids a way to do school in a way that's maybe a little more flexible, a little more personal, uh that just makes a lot of sense, especially when you think about the fact that that public education has

049been pretty much the same model for, you know, almost 200 years. uh as far as like supporting public infrastructure so their kids go to school while their parents go to work and hopefully those kids learn during that time. Um and you know as long as they're going to be there learning they might as well be someplace where they feel like that they have an opportunity to catch up on credits they miss out on or do some other things that make them feel like that they are more connected to their school so that they get more out of that experience. And that's what I love about being here for the last 18 years. >> All right. Thank you. And I have to say it's graduation season right now and so our graduation's next Tuesday. And um

050it is so fun right now to have kids at like the beginning of the year like I don't know partway through and like just like showing up and just like Mrs. Laughlin, I did it. I'm done. I got this. And the hugs and they're just so excited. And then there's a couple and they see me and they're like I know I'm going I got it, you know. So, it's just it's a fun season. So, it's been exciting. >> Couple of questions from slide four, which is about staff actions. Um, a couple of one, the scope only policy is an item. I just wondering how that worked out, the feedback from students and teachers and parents especially. Uh, and I know cancer pioneered this kind of thing and they had some really good feedback in that

051regard. the kids were enjoying life and stuff. So, any anything like that here? >> Yeah, I would say it's a work in progress. Um, where we were at last spring when I first came to visit versus where we are now, way different. Um, I'm still we have more work to do next year, but it's made a huge difference as far as our engagement and our expectation and the kids know, you know, we have cell phone lockers that they can go into in the classroom and so um world of difference. It's still in process, but yeah, I think it's helped a lot. And the other question is on the same slide mentioned the structured day and how it helps the >> academy. >> Yeah. Yeah. Just tell me more about the structured day, how it specifically

052helps academy. >> Yeah. So the academy um know they noticed last year. So one of the things that came out was they get a lot more energy than middle schoolers in the end of the day. And so structuring our PE is sixth period now for them and then their elective class is fourth period. And so putting those at the end of the day and making more of like maths the very first thing in the morning and then it goes science and then um English. And so just being intentional about that design for those middle schoolers so they can get the wiggles out in the afternoon. >> And it wasn't that way before. >> No. >> Thank you. Uh, I'm I'm so excited about this because I think my short period of time on the board

053so far, one of the things I'm most excited about is every single Lincoln student that I've engaged with this over the last half of a year or so have shown extraordinary leadership, including our own Patrick when he was up here on board. And I think that's a testament to the the the staff and teachers and in in developing leadership and that that is something that's definitely shows up. It doesn't show up in data necessarily, but I'm truly impressed uh by that. I'm really excited about graduation next next week. Um one of the things I wanted to ask you about was we have the accommodation increased interest in remote remote learning. I think you kind of mentioned that it looked like we're we're hitting our capacity at 75 or so. Um, but it sounds like the

054demand may be growing higher. >> Is that something that we need to look at in the future because that's obviously a resource. >> Yeah, that's something that we've been talking about and I have definitely Yes. Yes. And so I just am gonna build my spots and build my weight list and we'll go from there. But yeah, it's definitely growing. And I do know I do understand too that you have quite a bit of relationship between um the high school too, the Stanley High School because there are there are some things that are interchangeable that that the kids are or students are going back and forth. >> We share some things >> and that was interesting in the accreditation process like because after I got done with it all then they just wanted to talk and

055they had like so many questions and it was a really neat experience but they said a lot of the high schools don't necessarily have that partnership and so it's pretty rare and so I'm you know fortunate to have Mr. Washington to work with in a district like this that supports um that supports our ability to do that. So >> I know when we were planning on the bond to to redo those that was one of the critical things is that we wanted to have the two campuses have their own identity but at the same time have that ability to share resources or that crossover and it sounds like that's working fairly well. >> Yeah, we're trying to do it. Yeah. >> Um Christie, thank you. As you probably know, I really enjoyed your slide three

056where you have specific metrics for reading math and I think it's MTSS was MGSS and you and Mr. Washington both have that in your APS as part of your school because of accreditation accreditation committee statewide requires that. So, thank you for having that. Um, did we find out how you're doing >> for the right? >> Yeah. >> Um, those are the most recent numbers. I haven't pulled um as of today, but I know we've been tracking pretty close, so they've been doing a lot better. >> Yeah. And then >> and I don't I should have grabbed the new the newest SBA, but I don't have that. But I know it's improvement from last year. So >> that's which is good to hear and I trust you. Um and then the green is fabulous for academics,

057attendance, and behavior. A sure sign of of leadership and and that your staff has really bought into understanding perhaps the softer side of what it means to be an alternative learning environment, not an AL in that context, but but different than competency school. And so I think having that um it's one of the attributes of CTE and and that's I've seen it missing in many alternative schools. Um and so thank you for that. Um the leadership one question I was wondering um the the green shows probably an increase sense of belonging to a certain extent. >> Have you ever thought of using the the panorama tool to measure that? That seems like almost the same question I got at the accreditation. So yes, we just didn't do the survey um this year, but that's something

058for Yeah. next year to have some type of either panorama or do something different to have some for formal type of survey. >> And next year would be the baseline. Yeah, >> perhaps. And then and then you know that you you only compare season to season. You don't compare fall to spring because >> everybody's happy in the in the fall. It looks good. I read along the spring maybe not so much. So it's always fall to fall, winter to winter to spring. And I think I think it would correlate with what we're seeing with it being here. But with one more measure >> and I think the last time we did as a district we did because I did it of course in the pan was like back during co or during that time frame.

059So I mean there's information there but it wasn't new information so it wasn't really relevant. Right. >> Right. Right. >> Thank you. Thanks for your leadership wman especially through the accreditation process. And I just want to call out also to listening to student voice and the feedback that they um have given around course selection. The addition of three or four CTE classes next year that you know we often say are hands-on but really they're um leaning towards the interest of students and applying to what they might experience in life um is moved in the right direction. So if the principal there you know 10 years ago would have done that been a bit much different spot. So, okay. Um, thank you very much for that report. Next up on the superintendent report is the current

060technical education report uh program update. And much like principal Auckland's report having student voice uh through video, you'll notice CT director Ross Short has two students by his side uh continuing the theme and the need for student voice in what we are doing in this district. Yes. Um, yeah, I'm excited to be here and more excited to have these two here in a moment. I'm going to try and get through my portion really quick because nobody wants to hear me speak and that you have a opportunity to hear from these two. Before I go any further, I'll introduce them. These are our uh two CT students of the year. They were um nominated by the CT staff. uh they go through a application process and an interview and and really stood out from our interview

061committee of community members that uh end up selecting them and so very excited to have them there. Both of them have been really extremely involved in our CT programs. Uh you'll hear a little bit more about that here in a little bit in both in the classroom but also in our CTSO. So next to me is Poppy Hansen and on the other side is Joe Romano. So they're I think they're both really excited for Friday. So good. So, um, CT again, we just thrilled to be in this position and, uh, you know, being here and listening today, first, uh, Christy stole stole some of my thunder, so we'll come back to that. But, uh, you know, hearing the piece from Ryan and and seeing, hey, this is where our kids are, and a lot of

062our programs are at the other end of the the chain and, um, you know, how how are we getting our kids to that future ready status? Um, I always like to start with this just quick reminder about our CT model and how we deliver care and technical education. It's and it's really an instructional model. We're going to [snorts] start in the classroom. We're going to teach some skills, teach concepts, really try how do we pull in some of those academic standards and and show the the why behind why you're learning the math, right? And then we're going to take you into some sort of lab or shop or some other hands-on setting where you're applying those skills. And so it's not just the sit and get we're going to take a test, but how do

063we actually put those skills and things into action? And then continuing that out with the extended learning. So can we take what we're doing beyond the classroom and see where apply the real world? We really live by those three words on the on the side there. Explore, prepare, and apply. So making sure our students have the opportunity to explore the options and opportunities that are available to them after high school. helping them to prepare for those uh whatever that path may be and then finally the application applying the skills they've learned but also more importantly to me is applying like I said before the the academic skills um in our in our settings CT school district continues to remain strong. We have huge uh outpouring of community support. We saw that earlier with the the

064donations that were read and and the support for FBA students that are going to nationals. We continue to see that with all of our CTSO or career technical student organization groups and all of our programs with the great community support and so really appreciate that and all of your support as well. Um our enrollment continues to be strong. The numbers there are actually our October numbers. Um so really continue to have strong enrollment there. We are proud to say we have programs now in all all of our secondary buildings. So students have some have lots of opportunities um across the district. We, as Christie said, we we're expanding next year and with some added programs at uh Lincoln Hill, especially the implied math piece and and so the applied alge geometry and personal finance and

065adding in some graphic design and so really going to have a fuller breadth and we're continuing to look for how can we sneak another one in there and still uh maintain some of those opportunities. You can see that trend line data enrollment over the last several years. One of the pieces uh I I'm just looking at data today uh that's not in the deck I want to share is of the class of 2026 288 of them have completed at least two credits in a single program area. So that is roughly around 80% of the class has you know identified an area of interest to them at least and taken taken some of those steps to to explore that a little bit further and build. So in a particular area this is like for instance Chris

066in agriculture or engineering or so. So really excited for that and it also for many of those students that ends up being part of their graduation pathway as well. So uh ma major accomplishments this year really you especially consider uh focus on the students piece there are students continue to perform well at the state national level in our current technical student organizations. Both these individuals standing next to me are state placers in their respective organizations, FFA and TSA. Poppy has placed at nationals as well. Place >> we're going to say twice over her career, too. Let's still place. So real, you know, continue to showcase the the um opportunities and skills our students are learning here in the district and and how those compare across the state and the country and both of them are

067doing really well with that. Um and then uh another big emphasis for us this year has been on industry recognized credentials. wanted to showcase and and have students be able to walk out of our programs with something to say, "Hey, I've learned some skills." Um, in our shop programs and and Joe because he's in this group, the the uh students all have the opportunity and most of them are on track to uh earn their OSHA 10 certification uh before they graduate. So, they're able to take that and use that as a leg up when they go to apply for jobs. Um, we have a handful So we have about 30 students that are uh taking the next level, the OSHA uh training certification in which is called OSHA 30. So excited for that opportunity. Um

068and then continue to engage with our our community and and allow students to explore. We've took students to a variety of uh events over the year to showcase and let them learn about careers and opportunities both in the in the trades and construction, manufacturing, but al also healthcare and some other areas as well. And probably our one thing I really want to brag about is um the work that um Dan Beasy, our school work coordinator, has done to bridge some of those opportunities and and organize those things. We hosted our second annual mock interview day this year. We had 220 students participate in that day. Uh about 35 I believe volunteers from across the community. And so it was a just a tremendous opportunity and and to see those kids come in and sit down

069with a stranger and and go through an interview and and get to practice those skills and get get real-time feedback. It was was really exceptional. So, one of the things we did a lot of work this year um around we started with our advisory committee in the fall and said, "Hey, what if we were to modify or blow up our program? What would what would the ideal thing look like?" And things that pieces that stood out for us were around allowing and maintaining that piece around the exploration, especially at the middle school and the nth grade level and and how do we get kids to try things out and see what they might be interested in and see what's available. And then leading into more sustained uh preparation, we so we've began to shift some

070of our focus and and things. You see uh this graphic here start at the middle school level um looking at the exploratory piece and kind of broader concepts and areas for kids to explore in different things. Um we are we did a little bit of work in that this year phase two of the phase two of this uh um kind of relaunch. It's going to really take a deeper dive in the middle school look next year and uh how can we revamp some things there. The second the second piece and this is what we've addressed several things for next year at the high school level is around the ninth grade explore launch. So uh one of the things we were finding where where students were coming in where we all our electives for the most

071part were fullyear classes and you know freshmen don't necessarily know what they want to do when they're choosing those in eighth grade. So we wanted to have opportunity for them to try a couple things out. So we've shifted most of our freshman level electives or CT courses to be a semester level to give them that breath of opportunity. So a kid may take shop skills in engineering or they could take um uh intro business and health sciences. So try be able to try some things out and things and then hopefully that leads them into that next phase there of really focusing more on the correct pathway that they're they're of interest. So we uh couple meetings ago uh Mr. Watson mentioned school links and our our work there with our high school beyond plan. Uh

072I just wanted to show you some quick data from there. This [clears throat] was uh B this is data I pulled from school links around our students um grades 7 through 12 or excuse me 7 through 11 um and what they the career clusters that they're most interested in uh in pursuing after high school where they've set their goals and so trying to use this as a road map for us as we get we continue to refine programs and and adjust our offerings to m match those needs um as we look at those the new career cluster model really boils down those uh 14 career clusters into these five distinct groups and so we're focusing most of our programming in materials around these groups mainly because it's easier for all of us to understand hey

073you know careers in construction manufacturing automotive uh engineering architecture all those things they have a lot of similar skills and interests and that's in that building moving category so uh you know you may go in there I really want to be go into welding but then by taking look at some of those options see some other areas within that perspective. So that's where a lot of our work is. We we've then updated our uh pathway documents and and materials to help advising students around those five uh cluster groups and showing students that progression of hey this is what you can do at the high school level and this leads to uh opportunities after high school at the postsecary level and then that leads into uh career various careers and outlining again our our various courses

074that we offer. All right, the part that we were all excited for. Uh, yeah, just wanted to give you that overview of what we've been up to this year. I'm now going to turn it over to these two. And I don't think we talked about who wanted to go first. So, uh, I'll let them wrestle this out. But, uh, I'm going to turn it over to Pops Poppy and, um, Joe to talk talk to you about their perspective as a student in the program and how that has helped them to prepare for the future of their choice. So take >> okay. Is that okay? >> Perfect. >> Okay. Hi, my name is Poppy. I have been involved in CTE classes and the technology student association past four years of high school. My time in engineering

075design 1, CAD CAM, and engineering design 2 allowed me to explore career options ranging from architecture, engineering, and a wide range of design fields. These classes guided me to choose a career in industrial design, which I'll be going to Western to do next year. Uh, not only did my CT classes help me choose a career path, they also prepared me for the future. They taught me 2D and 3D CAD skills in Rhino and on shape, which are the programs I use, uh, digital design and Adobe Illustrator and CNC milling and visual CAD. Additionally, my time competing and helping lead Stanwood technology student association allowed me to take skills I learned in the classroom and apply them to real world situations. To name a few abilities I've gained from the club, I learned how to sew,

076create digital art, 3D model vehicles, which they're up there, uh, millwood, create promotional items, and model mechanical systems. PSA also taught me to be a leader. I was the president and vice president. um collaborate effectively um communicate as well as countless other skills um that will be needed in this competitive [snorts] world. Um I'm certain that these skills that I've learned from my CT classes in TSA have built a strong foundation for success. I look forward to using these skills next year at Western. Um and I would like to thank Mr. Short and entire CT program for helping me and providing me with these skills for the future. Thank you. >> All right, POPPY. THANKS. [applause] UM, GOOD AFTERNOON EVERYBODY. My name is Joseph Mono. I'm a senior here at Stanley High School. Um, I've

077had the opportunity to take a few different CTE courses at the school. Um, I took culinary one and two and then shop egg one and two. Um, one of the things I really appreciate about the CTE courses is that I get um, like Mr. short was talking about um like career like field um accreditation. So I have my food handlers card from culinary arts which I'm able to go out and get a job in the food industry now. Um and that I think is really valuable as well as my OSHA 10 and working towards my OSHA 30. Um I also appreciate just I don't know I like the hands-on um side of the class. I get to get out there and really um put the skills that I learn in the classroom to use. So,

078uh I have a picture there of some I think those are teriyak like bow buns that we made in culinary. Uh I really enjoy that cooking. And then on the top right there is a picture of I currently work I'm building a house on commando and I've been able to put all the skills I've learned in amech to use for that job. So I find that very valuable. Um I also I I really enjoy the um activities outside of the classroom that we get to participate in. I did uh Skills USA where I competed in a culinary like competition which was very unique to me. Like it felt like getting out on a TV show and doing a culinary competition which I thought was really cool. I appreciate the soft skills that you learn. like

079you learn the hard skills of actually cooking and welding and all this stuff, but you also learn like the soft skills of time management and um budgeting and all this kind of stuff which I think is very valuable and I will I mean everybody needs to learn that to be able to um live decently. I also am part of FFA like Mr. short said, I placed first at Eggmeck State and um I just think all the skills that came along with that I will definitely be using in my future career. I haven't fully settled on something yet. I'm taking a gap year next year, but I definitely know I I love fabricating and building something. Um so everything that I take from those classes will be a big part of my life in the future.

080>> [applause] >> All right, that concludes the our presentation >> questions. >> Can you explain OSHA 10 and 30 and some practical examples of those? So uh OSHA 10 and 30 they are uh certifications uh from the office of safety and health uh or occupational safety and health administration. Uh they OSHA 10 is a 10-hour uh safety course. Um we use an online program uh career shift. Thank you. that the students go through and they there's a series of videos and readings and and and they have to pass safety tests about it's really how do you be how are you uh how do you be safe on the work site? So um you know how do you use ladder safely? How do you make sure and mitigate hazards and all those types of things. Respiratory.

081>> Respiratory. Yes. Um so then 30 is the next level. Typically OSHA 10 uh a lot of most employers want that for you know their general population of folks. OSHA 30 typically is that next level get starting to get managerial folks. And so it's you know it's a 30-hour course Joseph Millet right now. Uh and so again continuing that similar process but how do you mitigate risk and you maintain safe work environments >> and also the uh visit to the high school for the shop classes um one of them mentioned the certification you're getting through the classes including forklift and also welding. So what various certifications are we producing out the door? >> We we're not doing forklift. [laughter] >> We're not doing forklift. >> [laughter] >> the student jumped the gun on that. Yeah.

082But uh we are doing so um kind of their stock programs uh they have the opportunity to um with most of our programs. We also uh partnered with the youth science and the state has actually partnered with them to uh do a variety of CT certifications uh in variety of areas. And so the students go through and they there's after they learn their skills there's a written test and then practical piece which they demonstrate with Mr. Be there to meet that skill. We're we um so we're able to show giving them that certificate. Again may not be as widely accepted with employers and things but it's something they can show on the resume that they've done something. Uh, as far as welding, we the um the level of welding and the credentials we would have

083to have in order to do the full uh WBO certification isn't realistic for a high school. So, um but we're able to do some of these micro credentials within that. Uh some of our other areas, we um as Joe mentioned, the food handlers card, we've had our Adobe certifications and some of our uh office computer classes. Uh J job Java programming. Um Trying to think off the top of my head in the engineering folks who do some precision exams, uh, first aid CPR. Our fire service students are, uh, working towards earning their firefighter one. They're going to take the written test here at the end of the month. Um, and [clears throat] so excited for that piece. And then we're t Chief Allen and I are kind of talking about, you know, maybe incorporating MT

084certification in the program next year. Not bad. >> Poppy, do you want to redo your speech so your grand [laughter] I wasn't here because she didn't need me here. [laughter] >> I hearing both both of you speak about what you have taken learned from the program and what you're going to do with it next is very gratifying because that's purpose as as Mr. Short shared with us. And um I think that the opportunity to to earn credentials is is highly important and the you know and and Joe you did two different sort of pathways. You did arts and you've done egg mech and then you've been um very participant in in FFA. So you using those those egg uh strengths in in that in that club capacity and competition. Y >> um so congratulations on

085first place >> and you did you kind of wavered on what your national ranking was. >> Um I got third in transportation modeling uh this past summer and then that I got fourth in transportation modeling. >> Third and fourth in the country >> in in the nation. >> Congratulations. >> Both attributes of the kinds of skills and talents that are generated through our CTA program. So, um, just appreciate what you guys are doing and and that you're extending into next year. >> Really, really sorry, Ross, but these two beat your pie charts. [laughter] That was the goal. >> It's really exciting to see. I've always been a strong proponent of of our CTE programs. We intentionally built our high school to support a variety of different CTE programs. I know that they're challenging because I

086I know CT programs can be resource what's the word draining or ex um needing resources but I like to see that we're continuing those type of programs and congratulations to both of you. I don't think it was by chance that you guys were also very heavily prevalent during the uh scholarship night and awards nights and and everything else. So good job both of you. Thank you. Um, I would say I I I think I probably ask you the same question every year and it's you how do we pull the students like how do we get that student voice? I actually genuinely appreciate that you're using having two teenage kids who don't always have clear answers. I genuinely appreciate this like change to seeing what their career clusters like what the data shows. Um because I

087don't think we should expect our ninth graders to know what they want to do. Um and I like shortening those little blocks and maybe giving them the opportunity to try two things in a year to see where, you know, cuz you might think you like something and then you're like, "Wow, that is not what I thought that was." And you try something else. You know what I mean? So, I genuinely appreciate that and I appreciate using sort of like intuitively what what they want to do without them having to tell you what they're interested in. So, I I I really like this sort of shift of using the data. So, um I I just wanted to uh appreciate that because I do think I ask you the same question literally every year. [laughter] >> Awesome.

088Congratulations to getting at both middle schools. I spent three years at Port Susan working on a couple teachers really hard and they just were afraid. Um, so well done that that you have that in place now because it's one more opportunity to experiment before really committing and I appreciate that. And then rigor is is is strong. Um, both my daughters are in health sciences. Both went through Mr. Brennan's anatomy zology courses. They used the flashcards from those classes for their college classes. one's a physical therapist and one's a registered nurse practitioner. So that's outcome from our CT CT program. So >> even even students who don't necessarily live in CTE benefit from CIP. >> Thank you. >> I see that we our student of the year at Tech Center was one of ours. >> Yes.

089Yeah. >> And also we toured that as a board, right? Which when we started that area that's why I saw there was interested in the level of interaction and immigration between us and them. >> Yeah. So thanks for mentioning that. So uh draw is Thomas >> Jake Jay excuse me. Thank which one uh was the uh student of the year tech for their welding fabrication program session. So really excited to have a is the first one we've had there. We had uh several other students that over the year that were uh students of the quarter in the under program. So uh yeah, we've been working uh closely with snow. Um we have about 38 students down there this year. Can't remember off the top of my head what ne next year is looking like uh

090as far as number of students. So um continue with that partnership. We bring them in uh once a year to talk to um students about for the following year and those opportunities in our pathway documents and things that we've integrated their programs into those kids can see that just one more question that is the population is catching on to the fact that CTE education can be making more valuable than some university degrees. Okay. And so with that in mind, what is the capacity of our shop of our CT program? Is it full and do we have a waiting list or what? >> Um it it varies by program. Uh Crestport some are are fully our shops continue to be full. Um uh some of the others that we still have some growth capacity there. uh

091we continue to look for some opportunities that you know how can we expand and do some more things part of the work with the Lincoln is you know by offering some programs there it frees up space for all students so yeah >> all right thank you Mr. Short one of the one of the things that is not said is Mr. shorts the Washington CTE president wacky president and uh just goes to show that you know the the things that are happening in this district are are spreading throughout the state and um just appreciate your work there and statewide um Joe and Poppy thanks a lot for your your presentation today and the student voice that you give uh to this board and the rest of the community appreciate it luck you don't have to stay

092the rest of the meeting but you certainly okay >> you want to go home go get ready for the parade Yeah, you got to do it. All right. All right. Thanks a lot. >> We're going to transition right now to the um risk management and data security update by Ruth Floyd and Ross Short. >> Good afternoon. Um hard to follow again to me. >> So, we're going to talk about >> better uh we're going to talk about risk management and um Mr. Short will talk a little bit later about data security. Um we today we'll um go through what our WSRP is as well as some details about our claims. Um we this is a review for you. Board policy 6500 allows the district to join a risk pool. Uh we have joined Washington Schools

093risk management pool and uh it's selffunded among the member districts. Uh we're uh there are about 100 school districts and they break uh the districts up into three kind of groups. So we're in the um middle size group and um it they provide a host of services to member districts. Uh we pay what's called a contribution uh to the pool uh what you your insurance would call that a premium. Uh and the pool the contribution is affected by several different items including there's a base rate that's paid by all members of the pool. Uh we and then that varies based on individual district exposure which means things like the number of vehicles we own, the number of buildings we have and then the student FTE count. Uh and then it also factors in our our

094school district's individual risk as it compares to the other districts in our group. Uh the districts and they call that kind of like an experience modification or X mod factor for short and uh it can go up and down either above or below one. 1.0 is mean means that you're the average with your other member groups. Uh the district is below 1.0 in all areas except two. Uh for the claims, our Xmon factor has increased in the area of automat automobile physical damage which includes bus collisions. Um general and general liability. Uh however, we are still below 1.0 in general liability. uh the experience factor decrease in uh errors and uh errors and omissions which includes misconduct by students or staff. Uh we are still above 1.0 however and then property is just below 1.0.

095Uh claims remain uh on the exper XOD factor calculation for 5 years. This is a little bit more detail on the actual number of claims that we've had over the past two years. We don't have full information for 2526. So I go back to prior years. Uh we had 13 total of 13 claims in 2324 and 12 in 2425. Uh the majority of those the dollars uh in 2324 was our property damage that occurred from the freeze and the flooding. Uh and then 2425 the majority of our dollar claims number of claims and dollars has been in auto collisions. Uh as you may remember every year uh we work with risk management the risk pool uh to come up with an action plan for the year and the 2526 uh risk management action plan has

096been to review our field trip polic uh processes and part of that is to update the board policy which you saw at an earlier board meeting this year. Um we've also updated the procedure. Um Jennifer Allen is creating um um using the WSRP sample activity matrix to customize the matrix to what the dis our district needs. And based on that, uh, we'll update the activity and field trip processes and then, uh, kind of put that out in the fall as a way for, uh, schools to know, you know, what the levels of risk are in any particular area that we, um, you know, different field trips that we do for. And it may also include a polic a procedure change where if it's more of a lowrisk activity. Um those field trips may be able

097to be approved by the at the principal le uh level rather than coming up to the district office. Uh and then those that are higher risk would come to the district office. And then there are some that we just say say no to. um >> we establish um and then we'll establish a yearly review process to make sure the activity matrix still fits for our so um putting on my other hat now. Uh so data safety and security it's been a huge emphasis for our uh technology team this year. We've done a lot of work in training staff. We uh Carrie and I went around to all the buildings this year and did a training at the start of the year with each staff around uh data security and fishing emails and how to keep

098ourselves st safe. We've updated our um password password requirements as you've all seen uh to continue to make make sure that it's safe and then uh continuing to utilize you know look at our equip equipment and infrastructure and how do we uh keep those up to date. We've upgraded the firewall this year installed new backup server um and done some things. On one hand it's improved performance for staff but on the other hand it's made us all all safer with that. Um the other piece is we work with uh with CYP to to process our our data. So our most critical data is housed offsite within their system and and [snorts] uh with their lockdowns and they they are top line in their data security with that. So really happy with their performance there. >>

099Thank you. Any questions for Ruth Ross? >> Yes. Um Ruth on when you talk about the the mod mod X >> X mod I'm sorry X mod factor and you talk about that kind of we give a you know one is that kind of like on a scale so are we like 1.25 25 one point one or is it is it some we think of something to reference how how far off are we from getting back down into the one below the one >> um I actually don't have the details but that's fine >> but however um for automobile physical u bus collisions I believe last year the 5-year average had us just below and now we're just above I recall that being Um, so you know, it >> turns out 11. >> Yeah. So

100it's it it really isn't that much on any of them. It really isn't that much above the 1.0. And and it and it has to do with all the claims that occur at all the other districts in the median size as well as our claims. And so if we have a few more claims over that fiveyear period, it really is going to put us above the 1.0. But generally it isn't a lot. >> It's not like 1.2 to or something like that >> is normative not not criterion based. >> Yeah, that makes sense. Especially on something I could see something where automotive can be a cycle where you just have plain bad luck. Somebody runs into a bus or or or something runs into a bus or bus runs into something. Um when you look

101at the heirs admissions um and misconduct conduct by students and staff, I'm assuming there's a risk management side of that too as well where we go back in and look at our training processes and procedures and and those type of things. >> Right. An example of that is our field trip matrix that we're reviewing this year. Yes. Is an example of those those yearly audits that we do basically around the around the different comparison claims. I don't want to put you on the spot, but let's look at the this 11 autos last year. Were those all school buses? Were they some bus some auto? >> The majority were school buses. I believe there was one vehicle. >> Okay, then that answers my next question. >> On the slide seven, which is the action plan, third

102item is includes creating lists of approved and banned activities in process. Well, I'm wondering what troublesome activities might be banned or we looking at in this regard. Do we have any specific things? >> Bouncy house, >> driving on a bumper car, >> Washington State Fairy. >> Yeah, >> those kinds of things. Um just to clarify a process for us, we report a claim like an auto claim to risk management regard regardless of fault, right? We report all of those um just for our identification purposes and things like that. So >> correct and in a collision you generally exchange, you know, insurance information anyway. And that happens when we are in a collision as well. And so, um, it's important that if the other party were to call and, you know, state something different than how

103we saw it, it's important for the risk pool to have that information. Yes. >> Just in an accident, it's not just the bus driver. Doesn't Angie or her assistant go out to the site? >> Bus drivers not hanging up for themselves. >> Right. Correct. >> Do you want to discuss uh rate increases? uh rate increases as we've spoken about before uh we thought that well the 45% was the revised estimate uh increase for this year which would have been around the $700,000 mark uh because our overall um risk uh it was not quite at the average uh we're at a little bit below that 700,000 at about 650,000 >> 41% Thank you. Any other questions? >> Thank you. >> Any other questions? Great. Thank you, >> Ross. You're dismissed. But Ruth is going to stay

104up for the Thank you. Thank you, Mr. Short. Ruth is going to stay up for the April financial report. >> Uh, April really hasn't uh changed all that much um other than rolling up a new month. Uh we're about at as of April we're about 2/3 uh through the fiscal year. Uh enrollment annual a average FTE was 4,635 about 29 below budget and six below the prior month average. Uh state aortionment revenues were paid at 9% a total of 66.5%. Uh and then we've spent about 63.4% of our budget. Payroll costs are lower than this time last year as a percent of budget and non salary MSOC is also under this time of year. And the manager's report um reflects 8.2% remaining after expenditures and incumbrances through April have been removed. Uh April of last

105year was about um 8.5% And then this is our fund balance uh three-year fund balance review. 7.4 million is where uh fund balance ended April. Um again, we've spoken before about the timing of our tax collections. Uh so that we anticipated an increase in April. And then our um object summary uh just very in line with expectations for this time of year. And uh fund balance status reports for all of our budgeted funds. Uh again, general fund reflects 7.4 billion. And uh capital projects uh fairly flat, not a lot of activity yet. summer. It's heavier in summer and uh debt service fund has increased for tax collections as well. Uh ASB revenues are as expected. So are expenses and transportation vehicle fund little changed. Uh you really won't see much activity other than investment earnings

106come through until uh the very end of August when we get our depreciation foundation. Uh budget capacity report reflects just a couple of minor adjustments for April. And then our food services report um has revised for an additional month. Breakfast and lunch average daily participation is up slightly from last month. So that's that's good progress. That's all I have for you. >> Um I'm looking at the object report. >> Yes, >> I see we only spent 41% of our budget for supplies and materials. Are we anticipating a large materials purchase or >> uh supplies and materials is where we uh hold our capacity. So we have a re revenue and expenditure capacity in the budget uh for if we get a large grant for example and uh so that is or if we have additional

107enrollment and we need to hire staff we want to have that additional capacity on both sides of the ledger and in this case on the expenditure side we hold it in supplies but there is also um the you'll notice on the manager reports there are some that are underspent due to you know grants grants not quite being there. The flow through we talked about last time the flow through money uh for the school budgets uh those kinds of things that are basically in supplies as well or you know not being spent out of pipeline. I see historically in June we obviously pay a large chunk of money somewhere uh and last well 2425 our fund balance um sorry this is on the the general fund balance three-year page um last year in June we dropped

108down to 5.44% for 4% of the budgeted uh percentage um for this June. Do we anticipate dipping below the 5%? I know we had talked about it at the beginning of the year. There might be one month where we are below 5%. Do we do we think we will be? >> Um there is a chance that we will dip below. My hope is that we don't. >> Same season. Uh okay. But it should go back up in July though, right? >> Yes. July and August. There's there's always a rebound because of the timing of our aortionment we talked about and how we shifted some of that aortionment into the summer months. >> Okay. And then my second question is um we've talked a lot this year about the ASB budget and spending the money for

109the students that earned the money. Um, have they done their budget and they took the the advice and the feedback? And >> they sure did. They'll be very pleased. >> Okay. [laughter] >> Excellent. Excellent. >> That's the biggest smile we've gotten out of. >> Yeah. Yeah. Perfect. Those are all the questions. >> Great. Thank you. Uh, Ruth, I don't know you're counting down, but I think there's three financial reports left for Ruth Floyd. Miss Hunt is in the audience uh watching watching things happen. But just appreciate the diligence as always from your team uh to keep us informed. >> Could I could I ask a favor of somebody um the window blind right behind the screen there? >> I'm getting a reflection off the window that's like >> right in your face. You don't want

110to be blinded. >> Trying to look at Ruth and it's like she's there. She's got this halo around her. [laughter] >> Oh, that's true. She's a real halo. >> [laughter] >> It's not the house. >> Thank you. >> That's the name of the superintendent report. >> All right. Thank you, Dr. Elanell. We will now move on to the consent agenda. Anyone in attendance may speak to the items contained in the consent agenda and only those items contained in the consent agenda at this time. Are there any board members that wish to pull any items from the consent agenda for discussion? >> No. All right. Are there any people in attendance that wish to speak to any of the items on the consent agenda? Nope. All right. Uh seeing none, is there a motion to approve

111consent agenda items 1 through [snorts] 12? >> So seconded. >> It has been moved by Director King and seconded by Director Russell. Uh all in favor of approving consent agenda items 1 through 12 say I. I >> I uh opposed. That passes unanimously. Uh next up we have public comment. We have one person signed up for public comment. Al Shriber. Um as a matter of order, because this is the board's business meeting, the board is providing an opportunity for the public to comment, but the board does not create discussion on those comments within the meeting as they are not part of the agenda. Comments will be followed up on at the meeting if it is appropriate. When it is your turn to comment, you will state your name and address for the record. You have

112three minutes to speak. There is a timer on the screen, maybe a >> All right. Uh timer on the screen. Yellow means one minute left. Red means your time is up. Um Mr. Shriber, >> thank you. and Al Shriber. I live here in the district and thank you for the opportunity. I just wanted to pass along and share some comments from the community uh about the excellent job that Superintendent Oenell and our staff has done every day uh with our young people, our kids, and how much they appreciate the job that you're doing and how grateful we are in the community for the work that you guys do every day. and just wanted to wish you all a good summer and hopefully a dry graduation this weekend. This will be the first year out of

11313 that I won't be in town, but uh I hope you have a great graduation. Thank you all for what you do. >> Thank you. Appreciate it. >> Thank you for taking the time to share your thoughts with us today. We move on to topics for schoolboard discussion and it is blank. Uh so we will go to board director reports on business conducted. As usual, we will start on the end with director Russell. >> I'll be real brief. I had the wonderful opportunity to attend the scholarship night uh staff um which does the management of a lot of the scholarships. What there's a couple things that truly stood out to me. Um, one of them is that we have a very rich history of people that have that have lived in this community, that have

114worked in this community, that have gone to school in this community, and we've all had people who from 5 years old to, you know, to 100 years old who all left the lasting mark. And that's why there were memorials set up for those people. And that was truly something special to see. It was really special to see how our community supported um financially, but it's also kind of neat to see the historical perspective of all that and that was deeply deeply appreciated. Um the other thing that I got to attend uh this last week was the CTE meeting and um Ross gave a great report on on the CTE program and such. I think one of the things that we that we built our high school with the capacity to do a lot of CT

115programs, FFA, all of those type of things. We also built it based on, you know, the people that were in the community and and such. And one of the things that we need to look at down the road is a some of those people are aging out, retiring. And that means that that puts additional burdens on us as a community to make sure that those those programs stay um focused and and and such. And one of the big things is community involvement. Um we need to have continued community involvement. A lot of CT is dependent upon uh businesses and local leaders and all of those people interacting with our schools to keep those programs um fresh and vital. So I would encourage everybody, my fellow board members who already do stuff through CT, but I

116also encourage the community to to stay engaged. Um just call up the the district office, call up Ross, say, "Hey, I want to I want to join CT. Where can I help?" Um, I think it would be a great thing for us to do. So, it's a challenge to us in the community to do that. >> Thank you, >> director. Also, >> um, nothing near as offensive as as I had the opportunity actually, um, as a as an uncle to attend a nephew's graduation out of state last Friday. And one of the things I noticed I talked with Raj Short about is that he actually earned a CTE pathway medal to wear. Uh and Ross shared with me that any student who has two credits in CTE will have a cord. Um Washington State has

117a much less um rigorous approach to what it takes to earn a CTE pathway requirement, but I'm hoping that that locally we can maybe create more stringent requirements for a pathway that when a student is in a true pathway all the way through um either building and moving or or health sciences that they earn a a medallion to wear and that way they're acknowledged as being an outstanding student in a in a degree and fashion different than what we typically do which is to reward grade one average for academic courses. So um to continue to build and support pathways that meaningful transitions to post high school experiences integrate. >> Director Pink >> on Saturday I went to the uh Northwest regional enlisting ceremony for military uh motivated because of the really big impact military service

118had on my daughter's husband. He was German and in Germany they decide when you're a kid of sixth grade if you're going to be a factory worker go to university. He was designated for factory worker and he was one. Then he served 14 years years in our army discharged and I was worried about how he would do it because Germany city was not going to risk material straight A's high management jobs ever since. So that's why I would I like that availability to our students and so also then one of the speakers was our principal Mike Washington and he spoke about his life there was even a bigger impact on his life got extremely disbanded background to where he is now after 20 years of Navy service and then VA benefits too. So really important

119and I'm glad that one of our graduation pathways was military. >> Thank you. Um I had the opportunity over the last little bit to go to a couple of things. Um the end of the year it always gets a little bit crazy because there's it feels like there's something every night and you can't really go to them all. So um I do try to make a few of them. Uh, I went to the FFA awards night, which is amazing to see how successful all of our students are um across um all of those those FFA programs uh including like the the CTE. Joe was um definitely uh significantly celebrated that night and things like that. Um how many pl people in our programs placed in state competitions like it's just really all inspiring to see.

120Uh I would note that our very own Dr. Ofenel was actually uh recognized by the national or the state FFA chapter um as a a leader and a and a person of of note >> honorary state degree for agriculture. >> Yeah. Um which I thought was really great to hear. So um just really building that out. I know we all talk about scholarship night. I did have the opportunity to actually hand out some scholarships um which is fun for me. Um, [laughter] but you know, the $352,000 that our community handed out is no small feat. Um, that is a huge amount of money, but I would also highlight just the number of students, right? So, it is it is remarkable the dollar amount, but it is also remarkable how many of our students apply and

121qualify and are awarded these scholarships because it's it's it's quantity, but it's it's it's also quality, right? like it is amazing just both ways. Uh I genuinely appreciated that. And then there are to our CTE friends out there, our community supports our students in many other ways, right? We just had the Puget Stock Show. I know lots of local businesses purchased those animals that our FFA students raise. So, our community, I just I give it every year, but like an amazing shout out, not just for scholarship night, but just overall how much you support our students each and every year in all of the ways that you do it. Um, because it is amazing to see. And, uh, looking forward to graduation on Friday and Tuesday, right? And we are all doing an anti- rain

122>> ritual, dance, whatever you want to, whatever you need to do for your superstitions to keep that rain away. I would not like the repeat where all of my pictures look like I'm a drowned rat. >> Christine had a really good track record. Did she have some sort of [laughter] >> like some sort of magical magical thing in there? Uh Dr. Oal, you have the last part. >> Thank you. I echo the words of the support from the community. I was thankful that the uh paper put a editorial that I wrote in for this week just about uh the abundance of support that this community gives. So, thank you for that. Once again, echoing the thoughts around graduation uh Friday night for Salmon High School and on the 9th, next Tuesday at 6:00 for Lincoln

123Hill High School. Kind of the book end of that is we're still registering kindergarteners. And so, if you know a kindergarten family out there that is need to do that, we encourage that as well. Thank you. >> And with that, I will adjourn the meeting.