001Everything is Yeah. >> And that's your I will now call to order the February 17th, 2026 regular school board meeting of the SE San Kino School District board of directors. Uh all of our board directors are present and accounted for. We do have our student advisor, Alexa. Uh Patrick is absent and excused today. We hope he feels better. Uh 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 uh No, we don't have it online. uh to speak here in person um 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.
002Please 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 indivisible with liberty and justice for all. All right. Uh, you have before you the agenda for the February 17th, uh, 2026 regular school board meeting. Are there any changes to that agenda? >> Very echoey. >> No, no changes. Okay. Is there a motion to approve the agenda as written? >> So moved. >> Second. It has been moved by Director Murray and seconded by Director King. All in favor of approving the agenda for the February 17th say I. I. >> Oh, all in post say nay. Uh, that passes unanimously. Next up, you have the meetings for the minutes. Man, I am terrible at this today. Yes.
003You have the minutes before you for the February 3rd, 2026 regular school board meeting. Um, are there any changes or corrections to those minutes? No. Is there a motion to approve the minutes from the February 3rd, 2026 meeting? >> I so moved. >> Second. >> All right. That has been uh moved by Director Russell, seconded by Director Olsen. All in favor of approving the minutes from the uh February 3rd, 2026 meeting, say I. >> I. >> Opposed. uh passes unanimously. Abstain. >> Oh, I I see you. That's right. And director King, you also abstain, correct? >> No, >> you weren't here though. >> Um here. Okay. Okay. I was You're right. >> Also, that's great. >> Yeah. All right. So, we have three yays and two abstains. All right. Next, we have the superintendence report.
004>> Thank you very much. Uh, Alexa is going to go ahead and read in the donations for the first item on the superintendence report. Alexa, >> the S community school district received the following donations. $648 rebate from Firefly Images in support of Swood Elementary School. $15,153.85 85 from the Sanwood Elementary School PTO to cover the cost of the fifth grade outdoor education field trip to Cedar Springs. $628.55 cents from the Cedar Home Elementary PTO to cover the transportation cost of the field trip to Swan Grass Farm. >> Thank you very much. Thanks to our donors and just to say it out loud, the donation from the Stanwood Elementary School PTO um in the spirit of fifth grade outdoor ed campus, significant donation there. So, we we appreciate that. Uh, next up on the superintendence report
005is a trio of shining stars that is is going to they're going to be introduced by principal Auckland from Church Creek campus. >> All right. Can you hear me now? >> No. >> How about now? >> Yeah. Okay. I'll get it one of these days. All right. So, Balin and make you come up here with me. So I and I'm gonna talk to the audience. I have the most awesome privilege tonight. And so I'm gonna talk about whoever you want. So I have two different students to talk about. And so first, Balin. And so um Balin, when we think about um Lincoln Hill High School, we have pride, progress, and perseverance. That's what we stand for, correct? >> Yes. And Balin, you exhibit all three of those things. And I am just so proud of
006her. She um this summer she came, she's a senior, she's already graduate. So this summer she came to me and applied for um for Lincoln and we had a whole talk and she's like I want to graduate and she was behind but she has just buckled down and she has done such a fabulous job. She took pride in her most recent project. She had this beautiful fish display that she did animal display that did amazing. She's had so much progress with her credits and just really being an example for our students and helping get her friends on track and with all of that just has had perseverance with just a smile on her face and I'm just so proud of her. So congratulations. >> Is there anyone you want to introduce tonight? >> Oh, this
007is my whole family. >> Fair enough. >> We're going to do a picture or two over here. So, come on over. >> Do it. First, here's your fancy star. It's got on there. Uh, you get to choose where on the wall you like to stick it. >> I know, right? Decision. >> Yeah. on your refrigerator, wherever you are. >> Heritage Bank. >> Uh, you get to be in the middle and then we're just going to squeeze in around you. You guys can come right front center if you want. >> All right. Ready? All right. One, two, three. >> Good. >> We're getting ourselves I know I didn't crack myself. >> All right, so for Lincoln Academy, Christian, where are you? Come on down. Incredible. So Christian I have known well I have my four Susan
008days and so and then he went to Lincoln Academy and then this year he's an eighth grader for Lincoln Academy and he has just grown so much. His responsibility, his maturity, his taking ownership. He has just become our go-to guy for the academy as far as asking teachers for help where he can um jump in and help out and just the teachers really they just said it skyrocketed just your leadership ability. And I am so excited to see what the next four years holds for you because I'm hoping you're going to stay with me and graduate from Lincoln, right? And so I'm just super proud of you. So great job. >> You want to introduce some people? >> Uh this is my mom, my dad, my siblings, and my papa. >> All right. It's your
009turn to pick your spot. >> Oh, I love it. It's picking a spot. The whole world All right, picture time. >> Now you get smile. I know that's >> all right. Here we go. All right. >> Are you ready? >> One, two. >> Perfect. ALL RIGHT. AND THEN I'M GOING TO HAVE MISS DANIEL join me for our Saratoga student teacher at Saratoga. So, she is going to talk about Sawyer. Sawyer, you come on up. and I had to write my things down otherwise I would forget. >> Okay. Well, I first like to thank the board for allowing us this opportunity to recognize students. It's really an honor. Um, this year's shining star for Saratoga is our eighth grader, Sawyer Jandel. Sawyer started at Saratoga as a fourth grader. At that time, Sawyer is sweet and
010shy. You could tell he had a witty sense of humor. if you took the time to get to know him. But interacting in class with his peers didn't come easy or naturally for Sawyer at that time. You wouldn't know that if you walked into Sawyer's classroom today. Today, he actively participates in classroom discussions, shares his ideas, and adds his own creative solutions about how to solve Mrs. Thompson's math problem of the day. I asked teachers who have worked with Sawyer these past years about what they think why they think Sawyer is a good choice for this award and I consistently got some of the same responses. Sawyer is someone who consistently works hard and always strives to do his best. Beyond his strong work ethic, Sawyer is kind, thoughtful, and aware of how others are
011feeling. He treats classmates with respect and often shares a joke or a bit of humor to brighten someone up. He's learned to be flexible when plans change, which happens often, and handles those moments with maturity. Over the past few years, Sawyer has shown tremendous growth academically, socially, and emotionally. He's been incredible to watch um watch him become more confident, independent, and well-rounded. In a few short months, Sawyer will be starting a new adventure as a high schooler. He's still figuring out what that might look like for the next for next year, but wherever he decides to go, I believe he will continue to thrive and to make those around him even better. So truly shines and we are proud to recognize him today. >> Do you want to introduce someone here, sir? >> Okay. Uh
012yes, >> MY MOTHER IS HERE. SPECIAL RECOGNITION SINCE WE ARE a parent partnership program. It's been Tanya who has been Sawyer's biggest advocate and teacher. Congratulations. >> You're fine. You were doing just fine. Yes. >> Yeah. >> One, two, three. >> Perfect. I let the families know earlier, but we'll we'll break for uh just a couple of minutes for anyone that wants to except for these people over here. Anyone that wants to leave uh tonight to go have dinner. Congratulations to our families. APPRECIATE IT. HOURS A DAY. >> YEAH. All right. Thank you. Uh, next item on the superintendent report is Elder Bay Elementary's school data uh, update from Principal Caldwell. This is our second round of updates from schools. So you'll notice a change in the um the the board report with regard to
013structure and we're looking at what have we changed since we have our middle ofear data. What are the uh intentional changes to instruction at the school level? >> Okay. I I told director Olen as long as the clicker works I think I'm good. So see how we do here. Um I'm incredibly excited to get to be here tonight and just share a little bit about what's going on at Elder Bay. Um, I love this time of year because we get to reflect on the things that we're doing and we have lots of time ahead of us to think about how to make adjustments uh for our students. Okay, there we go. Um, also I think it's really important, we talk a lot about this in the elementary world, right, where we are creating some very
014foundational pieces for our learners. Um, in remembering that that we get to start with them, it helps set them on a great trajectory um for their future years. So, I shared this with you uh back in September, but just a reminder so you can see where our areas of focus at algebra are for AP goals when we think around coding, um writing, and thinking around some different areas of math. Um, and you will see some updates on all of these um as I go through my slides. The other thing I shared with you at the beginning of the year were the things that we were expecting to see. And so I'm going to give some updates on that today too. Um when we think around what we are doing in core instruction, what our data
015meetings are looking like as staff um in how we are thinking critically about how to close achievement gaps um for our students. So when I was here in the fall, uh I used fourth grade to kind of share a little bit of a a story around our data um to share kind of how we were looking at data and how it was helping inform us for the fall. So, I thought I would share a different grade and kind of walk through a little bit with our second grade ELA data. Um, when we started the year, we noticed in that grade level that we had some big um gaps in areas to close for our second graders. Um, that made sense to do some whole class intervention pieces around that decoding that we talked about in
016the AAP goal as well as small groups within each of our second grade classes. Can I'm not sure your microphone's on. >> Okay, now you can hear me. Okay, >> you were doing a good job projecting, but >> All right. All right. Do I have to start over? No. Okay. Um, so when we had our uh middle of the year assessment, one of the great things about our in-class assessment is that we get a composite score, but we also get to break up the ELA strands and really look at um some targeted areas for our students. So when we think around those interventions that we were putting in place, we have some things to celebrate when we think around decoding and the reading accuracy pieces. You can see we made some great strides in in
017closing in um making smaller that red area for our students. But we also recognize when we look at reading fluency, which um I always think of that as a way to put those other pieces together. when we put the decoding together and the reading accuracy um that that is the piece where we started to ask some questions during the last month around what we were doing for our second graders. So a couple things I want to share with you. So based off that middle of the year data um we have made some changes at this grade level um to think differently about how we are using our intervention time. Um we now are having our kids walk. Um during that time we have nine groups uh that really are targeting in on individual needs of
018the students within that group. We also are thinking about how we can support that fluency intervention. Um we have for our well below students right now have um printed out some passages that staff across the building know if they have a few minutes they uh pull those students to give them that one-on-one um fluency practice. And another piece that I think is important to highlight um historically we know in our data at Ultra Bay that um we need to be thinking about our students who receive special education services and monitor their progress compared to their peers. Um and it's exciting to see right now in the at second grade we six of the seven students who received special education services who took the assessment at both times are making average or above average growth on
019the in-class assessment. So I think that's an important piece for us to um continue to monitor across grade levels. So again, this is just a snapshot of one grade level, but how we are using uh that middle of the year data um to reflect and make adjustments to our interventions. Wanted to give an update around math. So we've been using Delta Math in this fall. Delta Math really focused on maybe unfinished learning from the grade before. Um and so the students took a test in an assessment in September as well as December. I we've been really targeting in on our Delta math interventions and so you can see across uh second grade um I think there's a lot to celebrate there and getting down to that 4% um third grade assessments there and then our
020fourth and fifth grade. One of the pieces we are in a cycle of data meetings right now where we're talking about math and the question has been okay what do we do for those students who um continue they're making growth but we continue to see them in that red or needing additional targeted supports um and just as I'm going to share a couple updates to interventions um one of we just had a data meeting with first grade where we were talking about the small number of students and what different instruction might they need right? And how can we look differently about getting a lot of visuals and hands-on? Um, another piece that we've been thinking a lot about, and this has been some district work across elementaryaries, um, but recognizing the importance of kids knowing
021what it is they're working on. Um, and so Delta Math does an amazing job of having kids do a a check at the end of their time. Um, I was in a third grade class a couple weeks ago and at the beginning of Delta Math, that teacher had her students pull out their assessment from the day before, reflect on how they did and really set some goals for the learning that day. And then we also are um being intentional about using our interim assessment data throughout the year. So that practice assessment that mimics the SPA um in thinking about how to pull in concepts to review um within our core instruction. The other area I wanted to highlight, we have made a commitment as a building over the last few months to kind of revamp
022and re-energize our positive recognition of schoolwide behavior. Um, so we got to celebrate this was the uh service day of learning that the high schoolers did and we had a group of high schoolers come out to Elder Bay and got to really celebrate um as a community together all of all the elementary kids. How's the best day ever? Can they come every day? Right. So, um such a special day and we even got sunshine that it was perfect. Um but we have a variety of ways that we are choosing to recognize positive behavior across the building. On the right there, you'll see we have implemented and created we refer to as a booknook. Um so, we are are pulling positive tickets for kids to come down and pick books on Fridays, which has been um
023a huge uh positive in the community, the school community. So when we think around that uh we I just wanted to share a little bit about our these are behavior incidents that we are uh reporting as a staff um and being able to see that positive trend which is great. Um I think January is always an interesting time for us to reflect behaviors communication right and just thinking around just as we're looking at our middle of the year data um how we can support kids in their academics that will also help that behavior piece as well. Okay. So I was thinking about from now to the end of the year really um these pieces haven't changed right we are going to continue to work routinely in our data meetings think around how we are uh
024supporting students um and what that means for our core instruction as well as closing achievement gaps um for our students what questions do you Uh I have it's up top there you say like walk to read. What does that entail exactly? >> Yeah. So um like I shared at the beginning of the year in second grade when we reflected on the data we were recognizing that there was a large number of kiddos that might need the same intervention um that we were delivering in each class. And then now that we see where our data is at, we um have split the second graders into nine groups. There's adults, different adults that are overseeing the instruction in those groups um in a little more differentiated based off of what our assessment is showing our students need
025now. So we have kids walking amongst different groups during that time in order to do that. >> And do you do that across each grade? Do you sort of share across two grade bands or is it just >> That's a great question. Right now we are not sharing across a grade band. We have a few grade bands who are sharing amongst themselves. Um I think one of the things that I think is really powerful is um continuing to reflect on our data so that we can make those adjustments and think about hey are there different ways that we could be meeting needs that might introduce that as well. Do you see any correlation when you're talking about ELA um between the three different targeted areas like you the students that are in each of the
026bands? Are there co um do you >> correlations? >> There you go. correlations between like if they're in the low part of reading accuracy, reading influence, and decoding. Are they all kind of down in that lower level or are you seeing where there's kind of these fluctuations where there's like they're really high in decoding but you know they're really struggling in >> Yeah, I think that's a great question. I think at the second grade level um we notice that the reading accur accuracy and the decoding some of those foundational pieces need to happen first before then they can put all those pieces together um for that oral reading fluency. Um it's a great question and I think that's part of why we are shifting in our thinking around what uh interventions we need to do
027right now because we have kids who have made that growth in the decoding and accuracy pieces but now need to think around okay how are we putting that all together in piece >> I want to compliment you and compliment you and your team on your focus on data um that's the right way to approach uh continuous improvement and focusing on student needs and all that. Just a couple questions. You indicated that you're using the interim SBA. Are you using the full practice or are using focused? >> Great question. So, we are um this year we are using a little bit of both. Uh so we have done focused um IBS for kids and then we are we actually I'm going to backtrack a little bit. We are not using the full summitative but we are
028one of the new pieces we are working on this year is having kids practice the PT so the performance tasks in both ELA and math. Um we are just diving into kind of prepping for um actually fifth grade and I met with fifth grade today talking around the writing and the ELA PT and what that means for our kids and how we can learn from that and really use that to support students. So a little bit of a mix but not the full the whole piece. >> Okay. Thank you. And then um you had mentioned that the delta math in the beginning of the year was measuring previous grade end of year. >> What is the middle of the year? >> Yeah, great question. So the assessment data that I showed you was for um
029so for those second we'll say second grade for things they should have learned in first grade to help you rate for second grade that our students took an assessment uh at the beginning of January that now measures uh that grade level content. So that really has been the question around okay we have many kids who are ready for that in their intervention time and then what are we doing for those students that maybe still have some of that unfinished learning from the year before. So the middle of the year is measuring current rate. >> Yes. >> Yep. >> So it's a pretty impressive gain for those students. >> Yeah. Yeah. Lots to celebrate. >> Thank you, Principal C. I'll just I'll just call out right now that um um the principal team uh couple of
030I see here tonight and uh teaching and learning have really dug into the middle of year data and looking at what are the interventions some of what principal Caldwell talked about tonight what adjustments need to be na made between now and the next 80 days um so that our students can be at grade level when they when they roll up uh next year so um thanks to that team for doing that and teaching and learning appreciate it thank you for the report. >> Thank you. >> Next on the agenda is the enrollment report, which you see before you and have had a chance to review. The uh February 2026 enrollment report shows us 4,638 FTE um which is up four from January. um a positive change from the previous trend which um we've been tracking
031closely. Um the February 2026 enrollment is still down 10 from February 2025. Um and we've of course been tracking the average annual FTE is at 4,646 which is about uh off about 19 FTE from budgeted enrollment uh and down 18 from last year's February annual average. Um we continue to measure our projections into next year as we start our our budgeting and um staffing for next year and against uh the demographers report and what we're actually seeing in our buildings right now. So that is ongoing work but a positive trend in the last month which sometimes we see the opposite. >> Thank you. And next up is a special service update by Dr. Dika Smith. This is in line with policy 2160 and policy 2162, the special services update for the year. >> I think
032you're on. Okay. Um and I believe is ups. Um so good evening. Thank you for um giving me a chance to share a little bit about special education this evening. I just have kind of have a broad overview of information to share and kind of in a nutshell it's a lot of what I have learned over the last five or six months coming on board. So um so our generally speaking in special education we are dedicated to ensuring that every student has a voice and resources they need. um specifically just are aligns with our district promise. Um and we'll circle circle back to this a little bit again um when we talk about inclusion, but essentially when and when people ask about the vision of special education in STO school district, it's really easy um
033just to point at the promise that we've made to all all students for um in all grade levels for all reasons. So like Brian said the this is most specifically linked to policy 2161 and 2162. The difference really between them uh 2162 is specifically responding to everybody all students with a disability and um uh guaranteeing that they will provide accommodations for access to to school. 2161 is more specific in that it speaks to the the times when a disability interferes with running. So, and that's we call it SDI and we'll talk about that in just so they overlap for sure, but they're not they're not the same. The 2162 is broad and 2161 is more targeted. So SDI so the difference um between those we specially designed instruction that's an an acronym that we use
034a lot in special ed what's the SDI um and specifically that is how goals are designed so when a student is evaluated and assessed on uh core academic areas and behavior and social emotional skills and those things um if there is something found that is a disability related ated interference with successful learning. Um, then the team creates specific goals and specific uh instruction that accompanies those goals. So that's the specially designed instruction. So that really is the reason that's such a big deal is that's the difference between just broad making sure that all students with disabilities have access to this is the step in that guarantees that we're creating instruction specifically aligned with the students learning needs programs here um uh preschool so we have preschool programs at Stanford elementary and lobby and that's just
035for kids age 3 to five. Um, and that you'll I'll have numbers here in just a minute, but that's a combination of students who um have direct instruction for academics and social needs and students who just receive speech uh support. Transitional kindergarten, that's not special education, but we do have special education um services offered within there for students who qualify with IEPs and assist um is the program with low incidence disabilities. and what low incidence means is just rarer, right? There are not it's not as common. The disabilities are more unique um and um have a greater impact on the student success environment resource room. High incidence disabilities means that it's more common. They're more prevalent. And so that's learning disabilities, health impairments, um things that are that are just more um more prevalent. Then
036we also have um behavior support programs and that is for the elementary setting predominantly housed at Elder Bay and middle level is at Port Susan and then at the high school it's ILC. The reason I say predominantly is because the the school teams throughout the district do amazing work to support students with unique behavior challenges. So to think that it's just specifically headed into a tight uh program in a certain line is not accurate because every single school has teams of people who are working on um students and helping them grow to be more and more successful in genet. And then transition and transition is for students post high school um who have not uh they've chosen not to accept their diploma yet so they can stay in school. used to be up until about
037a year two years ago to age 21 and now it's still 22. So February number so always just kind of a snapshot in time um preschool and this is a blend. is we have about 60 students in class in preschools and we have um between the two schools, five sections and so 60 students are served in house and then the other 11 are served just through speech and so sometimes parents bring them in in a couple circumstances they do it over Google meet things like that 11 students in the transitional kindergarten program the um the bulk of special education with um resource room behavior assist is 778 and then our 18 to 21 18 to 22 year old have to reframe learn um is 32 students right now. Overarching enrollment um is you can see
038it's um been growing and uh there was a dip kind of around the around the time of the pandemic and then now it's it's back up. The percentage has remained fairly steady. this last year it seems to be going upward um more students with disabilities compared to the total enrollment but I don't have those specific numbers for you yet we need the year to we need the year to cycle through and then I can give better information so inclusion and this really then speaks back to the promise um the district promise and really it's just it's stem and this is something that stem commino has been involved in in lot for lots of years right this is not a new idea I think from the time the state was embracing more and more inclusion in
039special education stamina was right on the forefront. So um congratulations to the team that was making that happen. I just get to live the benefits of that hardware. Um so it's just it's built from a belief that all students should have access to all things in schools right along with their peers. That's the short version. The impact to classrooms is that instead of um students needing to adapt and change what they're doing to fit into a classroom, the classrooms need to shift and adapt to meet the needs of all students. And that's a really tall ask. So huge amount of work to make this um be successful. I have some members that show the level of success. They're coming up. um co-eing is one model of inclusion and also congratulations to the just high school
040um that they've been um a demonstration district for the herring center. So there are uh school teams from all over the region and some like outside of our northwest region who come and observe and watch our teachers in action and have a chance to interview them afterwards and talk about what's going well, what's not going well. And essentially you have a content specialist and a special education teacher co-eing in the same room. So the content specialist can bring the bulk of that and then the special education expertise helps make sure students are successful and one that the special education teachers have shared is the amount that they're learning also to be successful co-teers. Um so that's improving all the time. So this is back to the inclusion. The other um benefit besides being good for
041kids, it's also the least restrictive environment, there's um federal language that says that we have to maximize time in gened as much as possible. So over the course of um the years that Stanwood has been really digging in, the percentage of students spending more time in general settings and not in pull out or self-contained settings either is um up significantly. So 23 32 23 and 16%. And that um it's um well outpacing most of the schools in the region or most of the districts in the region. So that's also good credit. And then the opposite of that, right? So when kids are are spending more time in gened, they're spending less time in special ed. So this we want the opposite numbers. We want these numbers to go down, which is happening, and we want
042the other numbers to go up. So less time in contained classrooms um and more time in generic. And there will always be benefit to being in pull out and self-contained because you can achieve more targeted instruction and support for students. So it's the goal would never be to have that go away completely um because it's really necessary when you're working with students with high needs but you can sure maximize the time engine MTSS something that you hear more and more about um for this conversation I'm just sharing the relationship to special education specifically so long story short one of the ways that we have been able to qualify students for special services is the difference between their IQ and their performance, right? So, it's it's just a discrepancy. Now, the law is changing and as
043of in 2029, um we will have to have documented all of the effort. So, the um examples that Kimberly just shared, that's exactly what we need to be doing when we consider qualifying students for special education. We have to look back at the data. we have to um check and see what efforts have been made to teach um into success before we can identify it's actually a disability that's interfering with the learning. So again very a tall a tall mass and a figure finish with what I am just most excited about. Um so with the with the help and encouragement from some active community members um we are working on just building bridges between the district and the community and families and families and some of the um public agencies that they have access to.
044There are a lot of resources out there and so it's really important that we get people connected. So, we had our our first meeting um beginning February, just a little bit ago, and it was a good turnout. So, that was fun. And um uh Ryan was there and Evan came and it was it was good, very interactive conversation. And then and that then we had a couple of guest presenters. And then from that we took um feedback from everybody who was participating and said what would be the next interesting thing to talk about and kind of the grand um summary was IEP 101. So I'll be putting together a a one hour session that'll look more like a work study than a presentation. Um, any questions that I might answer, >> but I'm happy to
045talk about. >> Well, I I do want to say thank you very much for for the presentation and it's I I did hear a lot of positive feedback from the community on the event on February 4th. So, I think that was um that that's that's a great thing to see. Um when we talk about often my exposure to special education is the community tie and where where we in the community can touch um you know special education, the students, the teachers and and things like that. I think it's also um you know parents parents are probably often the strongest advocate >> and how do we recognize that within our engagement in in such and things like that are very positive so it's more more of a statement than a question but thank you I agree
046100% parent statement the number one advocate and first learn excuse me first teacher for all the students we serve >> I had a question probably won't you'll probably have to follow up with. >> Okay. Um so I'm curious with our preschoolers and our transitional kindergarten students how many of them are already coming in with identification of needing IEPs and special services. So um for preschool almost all of them. So the only the only reason for the almost is we have a few peer models. So there are few just like only three students so very minimal but students without IEPs at all. Um and everybody else who served through the pre preschool program has an IEP. In transitional kindergarten that's different. Um but there are some students who benefit from that. Um so right now we
047have 11 of the 40 40ish kids. of curiosity as we've had some convers there's been some larger conversations around early learning and and daycare in the county and trying to figure out how do we identify those needs earlier on so that we can start creating those building blocks and services around the students so it's coming into the K12 system they're able to say here and pass it on instead of us starting at the beginning when they come into the district because it would make it make it more a success for both us and student. Um and that is a community group that I have the privilege of sitting on and it's a group of early learning educators. So some folks who have preschools um and uh the couple of kindergarten teachers participate and so and
048it's that's exactly what the conversation is is how do we rally as a community and make sure that all of our student we don't need to arm wrestle over the kids right we just need to make sure that they'll have find the right spot for the right service on top of everybody I appreciate that I have a question is the best model I mean it's it's highly it's it's also highly intensive especially for the special educator >> because they need to be co-planning with a content teacher specific for the needs of the students in each class that they're they're co-taught in which is more than a typical planning period. How are we ensuring that content teachers and special educators at Stanwood High and hopefully pretty soon at Port Susan and Stanwood Middle School have that
049time to go to plan to go teach. >> Um and there are a couple of co-taught classes in middle level. Um so the our student or excuse me our teachers in resource that's who's participating they have a second planning period um so a consultation period so the planning period to do all the things they should be doing with that time and then they also have time um to meet with the other teachers and one of the designs of the master schedule is to make sure that the content expert and the special education teacher have a shared planning. So it's a it's a master's degree and master scheduling um at the high school to make all that happen but to that um to that reason. >> Thank you. And then because MTSS and the whole process
050and mentions there's a student support team process that's all general education. >> Yes. How do we ensure that the data collection is is necessary and can can identify a student's failure to respond to an appropriate intervention based upon a struggle that students have because that's that whole failure to respond second goound um because it's supposed to happen like around 2000. So how's that going to happen? How are we going to ensure that our general educators are operating in such a fashion? So, work in progress for sure. And I think um what you've heard the elementary principles speak to, especially like the walk to read or walk to math or flexible grouping, those um types of uh instructional strategy designs support that, right? So making sure that instead of just teaching to a whole classroom full
051of kids and hoping they get it, instead be much more targeted from the get-go. And so and and grouping based on um skills and then that's how we can collect more specific targeted data and then and recognize sooner who it is that's making progress and who who it is that's looking behind. And if somebody's looking behind, you can add another layer of target targeted intervention. So, but it's a it's a lot >> um to get the systems in place and and interpret as the resources to meet the needs of students too. >> Thank you. >> I think that that's probably piggybacks off my question is because it feels like a large change in the qualification process. Is there any sort of like ramp up to that or is it just like here it is? And
052I guess maybe to the point all of that data collecting is is probably what we're doing. But that appears to have large budget implications uh if you're can't qualify students or you can't qualify them as quickly and they still obviously need the supports and the and the resources, but if you're not getting those resources because you have to jump through all these hoops. >> Yes. Yes. To all those things. Um so in terms of the ramp up it actually the conversation started like in around 2000. >> Um so it's been conversation happening at the state level. The original um legislative language was written up in like 99 2000 and the original plan was for it to start in 2026 and then co and things got kind of bumped out. So it's it's been in place.
053Okay. um um Stanwood among other districts have been embarking on the journey and doing what we do to um make big changes. The budget implications, yes, because I think it it just it always takes resources to meet the needs of kids if you're truly aiming for for their specific needs, right? I mean, that's the individualized part. Um and so and co-eing is one, right? I mean there there are budget implications to that because you have two teachers in the classroom um and having paris support that support the um small group instruction making sure that we have the right materials so all yes to all of the things I'll just add Dr. Smith has been in this work for a long time in a past past life. Is it fair to say that at at the
054state level um around MTSS and what that looks like both um on a systemic level and and in the schools as well and yes that um like principal Calwell talked about that uh breaking down and walk to read and and the tiered systems of support do take more resources and so that's the crux of being able to provide that and um making sure that students are getting what they need when they need it um to move forward. >> I was reminded I sat down at one of my grandson's YMCA basketball games and somebody who still worked in district school psychologist who has great training in student support teams. Um it was great start having that conversation. We were watching the basketball. We were talking about education. Um, and I'm wondering if you're able to reach
055out to that person used to be at Twin City, now I think this is uh super home and to the system >> and ensure it kind of what it really means now is that there has to be consistency in terms of what it is we want students to know, do and understand at the end of a week, a unit, a semester, a year. How are we measuring that and what are we doing to ensure that it's it's measured consistently that then interventions are consistent so that really what happens at Elder Bay happens at Absol happens at Twin Cities your home classroom grade level so that some of that teacher academic freedom is still there that consistency for the needs of students has to be in place it's a big challenge >> but but the team
056is here to So that's the good news, right? We have a lot of smart people out in our schools. >> Looking forward to contin >> Thank you, Dr. Smith. >> That is the superintendent's report. >> Thank you very much, Superintendent Ovenel. 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. Are there any uh board members that wish to pull any of the items for discussion? No. Uh is there anyone in attendance that would like to speak to any of the items in the consent agenda? No. All right. Is there a motion to approve uh consent agenda items 1 through eight? So, >> second as moved by Director King and seconded by Director Murray.
057Uh, all those in favor of approving consent agenda items 1 through eight say I. >> I. Opposed. >> That passes unanimously. Next up, we have a public comment. Um, citizens wishing to address the board are asked to submit online requests using the public comment link or email to the lovely Stacy two hours before the board meeting start time. Uh, for those who are attend the board meetings in person, there are forms in the back that you can fill in and turn in before the meeting starts. Um, as we do have two public comment uh requests today. As a matter of order, because this is the board's business meeting, the board is providing an opportunity for the public to speak. Uh, but the board does not create discussion on those comments within the meeting as they
058are not part of the agenda. Comments will be followed up on after the meeting if appropriate. When it is your turn to comment, you please state your name. Uh, you have three minutes to speak. Uh, there is a timer. Uh, yellow means you have one minute left. Red means your time is done. If you have items to hand to the board, uh you would please give them to our lovely secretary over here and she will make sure the board gets them after the meeting. Our first commenter is Al Shriber, superintendent directors. My name's Al Shriber. live in the district and the father of three recent graduates and I'm here regarding the recent levy election. There were some concerns and with all the craziness in Olympia, but I wanted to thank the community, especially the voters
059who turned out to vote and pass their school levy superintendent OEL and communication director uh Evan Caldwell who spent many hours providing information to individuals, groups, and the community about the levy. And Dr. Dr. Smith, Dr. Ryan, uh, Ruth, um, Jennifer, Christine, Principal Washington, Caldwell, many others, and forgive me if I don't mention your name, but they supported the levy on their own time. And it was good to see a number of student leaders and community leaders and former board directors who also turned out to support the levy. And I know director Russell has played an important role in the past in our levies. So, I wanted to just say thank you all for supporting our kids and prioritizing them. Excuse my voice tonight, but thank you all for living and our kids. Okay. >>
060All right. Thank you very much. Next up, we have Lucinda Christensen. >> Hello. You probably don't need this. I have a big voice. My name is Cindy Christensen and I am a citizen that just cares a great deal for schools and I'm very much a supportive a supporter of inclusive schools. I was here 35 years ago to start a parent group of the district and it brought me great joy to see that happening and now I'm back working with Dr. Smith and we did have a wonderful first meeting. Uh it's a partnership that I think is very very important at this time in the district with all the changes that are going on and um even though I've been doing work with school districts for many years there's a lot of um academic speak and
061acronyms and so on and so forth. So I'm going to speak more at a personal level. Um, I think inclusion is about raising citizens to live together in a community. And as citizens of a community, if you look at Maslo's hierarchy of needs, you'll see that the top goal is to belong. And when I list all the presentations of all the schools and how they're doing these wonderful academic things, I I'm happy when I hear some efforts around the including all students in a school community. It's one thing to teach to um special needs, individualized programming, etc., but helping create an environment that welcomes all children. when you have an activity at a school, you might think it would be cool to have a, you know, a race, but that might exclude children in wheelchairs.
062Some of those minor little adaptations that we need to consider when we look at schools and make sure that all students belong. I am very excited about your goals and Dr. Smith is awesome. We got another meeting coming up. I didn't get the memo, but I got it now. Thank you. Um, and I just want to thank all of you and thank you for attending. It made a great deal. >> Meant a great deal to me. And we have we still have a challenge to reach parents. Parents are still reluctant for some reason. So, we're going to wrap our head around that. I'm on the yellow. So one thing there is a specialized Easter egg hunt coming up for children who are neurode divergent. 150 families showed up for this. So it is an opportunity
063for the school district if there was a way to have a booth or some kind of participation in that um to reach out to those families that ordinarily don't come forward. So anyway, I just want to thank you all. I think we're going to do some fun stuff together and I'm happy to be here. Thanks. >> Thank you for taking the time to share your thoughts with us today. We now move on to school board discussion. We have one topic listed on here. It is a first reading of revised board policy 3141, admission of non-resident students. Uh, any thoughts, questions, concerns on this guy? >> I spoke with Jen Brown Allen um who was presenting it to us earlier and I noticed that um one of the conditions for consideration for enrollment is ensuring that
064students are at the high school level are on track, administrative, earning credits that they need and on track to graduate. Um I'm suggesting that later on in the um the policy where it indicates matters of consideration for continued enrollment would include attendance and um behavior and a number of other things. Um academic progress at high school ensuring that high school students stay on track to grad to graduate. They are continuing to obtain credits. which really is just copying and pasting that considerations for enrollment to considerations for continued enrollment. >> Uh I see a lot of RCW's reference down here at the bottom. Um so I would be curious if that's uh one if that's a consensus across everybody on the board uh or but most importantly if that would even be uh possible to make
065sure we're not out of compliance for all of these. >> We did um Sure. We did pass this proposal by our attorney. Um there the addition of the ontrack uh status and appropriate number of credits is not something that um is bound by law. It's definitely something that is a preference um being being moved forward. So >> the consideration is that um some of when you think about the Washington school improvement framework, one of the the metrics for a high school is on time graduation rate. >> And so when you enroll more students who have not been able to continue demonstrate that progress, um you're able to place them somewhere else. uh you get a the T-code um in your in your enrollment data and that means they've transferred out and you no longer have
066to account for them in your grad graduation records. So, it's a protection for the high school um to be able to meet the metrics by by not only looking at that that behavior of academic progress prior to enrollment as a condition of academic progress while enrolled. How often do do they have to reapply every year? >> Yes. >> So you're basically we're saying they apply every year, but you want to add that even it's like in the middle of the year they're not meeting, we could revoke that admission mid year. >> Yes. Um, I have some experience with this in another district and it made a big difference for us and I think it would make a big difference for the staff at the high school to be able to um we're we're bound by
067law to offer enrollment to anybody who wants enrollment here whether they live in our district or not. We're also given opportunity to ensure that resources are are spent on students who are in the system and in the district. Um, and that conditions of of continued enrollment. It's a it's a it's a gift and that gift has conditions and and it's listed what the conditions are in the policy, its attendance, it's behaviors and other things. And so if at semester a newly enrolled out of area student is failing four or six classes at the high school, perhaps high school is not the best place for that student. And we might talk about him, but we might talk about time for them to reenroll in their home district. >> Anyone else have thought? >> Do do we
068get any dollars tied to that student if they come to us? we get the portion of the allocation uh just as they would as if they were in district. But as I I'll just add that, you know, when students move into our district, um like Director Olsson said, um we want my personal feeling is I I believe that this the student should be served in the district in which they live in if there are barriers already to their education. And we want to be able to um have a say in that just as we can for discipline, for attendance, for other factors that may be um that may be getting in the way of their achievement in the past which we don't have um in the current policy. >> Well, I think >> it's a
069protection for the district. I mean, I'd have to think about this because my gut instinct is, man, that feels really harsh that you have one bad quarter and then we kick you out and say you have like sorry about your luck. Um, I mean, I see I I see what you're saying, but like I'm not I'm not I'm not sure how like I would have to think on that. I think I would have to I would have to consider that a little bit more of of what that impact looks like. Um >> yeah, because what if you have a health issue or something? >> Yeah. Or >> like I don't know. >> It's a it's a consideration. It's not it's not a it's not an automatic exclusion. Contextual factors always come into play. To me,
070it makes sense for cabinet to have a discussion on this and then come back to us what they think they recommend. I was I was going to say that Mike what Mike has opened up is is some thoughts to now I'd like a little more thinking on it and I like the idea of sending it back to the cabinet to to kind of take a look at after hearing what some of the things have been said and see if that if there's language or or at least an understanding as to why it shouldn't be put in. >> Sure. I'm happy to do that. And just kind of thinking about our time frame, we'll start to get um choice transfer requests into the district right now. We've already started that. Um and just to consider just
071to consider that as we move through process, but happy to happy to bring it back with the discussion I've heard here. Um, and um, >> well, I guess the con the the question is is do we have a consensus to move it to a second reading as it's written or do we say it needs to go back to the drawing board? That's the the legit question is is there a consensus to move it forward or not? >> Not for me. Not for me. conversation might be good to have something in it about mitigating circumstances specific um that might take care of that like they're sick or something like that. >> Okay. So the consensus is that we will not move this to a second reading. We would like additional information in regards to what that
072would look like if it's plausible sort of the pros and cons of both sides of that. Um and I do understand the timing on that. So um you know let us know how we can help you expedite that to get that information to us. >> I don't know if the procedure having the procedure to go is there anything that they're talking about that's in the procedure versus the policy itself. >> The discussion that's been had is it should be a policy. >> Okay. >> It's it's a policy procedure >> wound together. So the sentence the sentence that that is at play is a variance may be denied and or revoked in doesn't mean it automatically will it may and I think that still gives the it really is at this at the school level um
073and and whoever uh Ryan designates to have conversation about whether it's to be able to continue or not given all the factors at play. This just adds a possible factor. >> I think I would like to know more information about like who's making those decisions like when when are those decisions being made? Like I don't know. I just I feels harsh. >> So ultimately the feels harsh to me, >> right? We we receive the request. Um it goes to teaching and learning. Teaching and learning forwards it to the school principal. The school principal makes a decision. I'm for it all day, every day at the beginning of the year, every time, like every year. You have to be in good standing before we reapprove you for the next year. Like, no brainer. That totally makes
074sense for me. I think the piece that maybe trips me up is the I could tell you at the end of the first quarter that even though I approved you three months ago, now I'm revoking that approval and you have to go back to your home school. I think that's the part that sort of trips me up. >> Good. just my my personal opinion on that. So I would like more on that. >> I'm hearing the feedback from >> Excellent. Excellent. >> All right. >> This is the way to have Yes. Yes. Thank you. >> Um any other thoughts on that one before we put a pin in it? No. >> All right. So, next up we have student representative uh reports on school business. Take it away, Alexa. a homework. It's the only lunch
075we did over the two weeks. But we did have our blue Friday on the 6, which is where we handed out Italian sodas and people were like, "There's Seahawks here." And it was really exciting to see the Seahawks win. Super cool. And then we held our winter formal dance on the 12th, which was a Thursday, and it was semisuccessful. We had like feedback from students who attended. They said they had fun, but it's just one of our lower attending dances throughout the year. So, um, ASB today went through the pros and cons of that and just kind of like got an idea for what next year would look like and how our total dance will be. And then we had that 4 day weekend, which was really nice. And I don't know, when I came
076back today, I was like really tired, but I saw like a lot of people were like doing good still just like even though coming back from weekend. And then we have Mama Mia coming up, which is really exciting. And tickets are available now. you can buy them. And the cast has been working really hard. We have some kids who are in theater at ASB and they just say that like it's going good and stuff and that makes me really happy to be here. And then starting this week, our ASB executive election packets um are available in the office for students who want to run for our executive board. And then um class elections will follow up next month and the election day is going to be March 6th. And then we have spring sports starting
077soon as well which usually happens towards the beginning of March. And then we have a macho volleyball tournament next Monday and that is where the boys get to like go to practices after school and get to have a little volleyball or volleyball tournament. And then we had a came in high which was optional for our ASB class and other students. So students outside of leadership were able to attend which I think was really nice and we just heard a little bit of feedback from the people who attended and they said that it was good and we kind of learned a lot. And I just like the enterprise because you can go and learn things that we can bring to our school and use. And then ASB is planning a powder puff day and practices for
078the girls who do flag football. And that is all I have. Thank you. I appreciate it. Um, next up we have our board director reports on business conducted. Uh, we will mix it up today and I will let Director King go first and we'll uh go down the line and come back around. Looking back a little bit, um I one of my roles is reviewing the tables for each board meeting. And so I've been looking a lot about how the district is functioning, spending money, etc. It's very very instructive. Uh, and I'm not expecting to find any fraud or any mistakes because we're very well organized here, but I think it's good for me at least some board to have some in-depth understanding of how the finances are being used. And second, I'm looking forward
079to the CTE u the tour of the shops for the academic advisory committee this week. Um, that's my whole life is in that. I started teaching junior high school shops as a substitute and uh then beyond that junior college for 36 years uh in vocation you know vocational education and so and also in California I mean nationwide I think the shops have sort of gone sort of gone away uh and so much less than what I saw in California in the early 70s but I never saw anything remotely was equal to within miles of what we have at Sam High School. It's amazing what we have there. Tremendous resource to our students in our community. >> Thank you. Yeah, when I was reviewing the bills, I was always shocked and amazed by the uh the
080number on our power bills like our electric bills. Always uh kind of hurts my feelings a little bit when I see those come around. Director Murray. Um well um so we are actually uh in week five of the legislature um and today is the uh house of origin cut off. So, um, as of 5:00 p.m., um, a bill had to, um, be moved off the floor to, uh, the opposite house that it originated in in order to be still active during this session. Um so earlier today before the cut off we were still looking at about 64 bills um that were active and um they're also in the process of getting ready to start releasing uh the legislative budgets both both the house and the senate. So those will be interesting to see what their
081thoughts are compared to what the governor's budget is. Um and then um you know this week some of the the pieces that we're we're watching closely is around um transitional kindergarten and local effort assistance. Um those particular programs are at high risk for being cut which of course we transitional kindergarten is one of our programs here. So that is something that we're watching really closely. Um, I want to um thank everyone for your um for allowing me to um be in DC in this uh this last uh session board meeting earlier this month. Um, I got to go to a National School Board Association uh advocacy uh conference as well as spend some time on the hill talking with our Washington delegation on issues that affect uh education. And it was really um it was
082a great experience. And um we even one of the things that I really appreciated was they had one of the keynote speakers was Amanda Ripley and she has a book out that's called um high conflict. Um and it talks about how conflict we all think about conflict being negative but you have to have conflict to grow. So learning how to actually have healthy conflict in discussion is is key to growth in any um area. So I thought that was really interesting. Um I also brought back um a key book for uh school boards from the National School Board Association. So um looking forward to sharing that with everyone. Um, just I think there's some really great guidance for us as a board as we're rebuilding and and and doing good work. So, um, and I
083also I think it's been sad, but really really appreciate our community, our staff, and everyone who, um, helped make make the levy happen. I think, you know, it really says a lot. Thank you. Uh, director Olsen. >> Well, nothing as extensive as Charlotte just shared. Um, I'll say today I had the first opportunity ever to participate in Glass Quest. So, I'm actually retired and um told John that we're going to descend three generations. We're going to descend on his his shop to look for the pool balls, but we decided otherwise this went to Hamilton Landing instead. but to to see actually they're not former parents because they're still parents, but they're there are parents that I was formerly the principal and their students of out about checking in and their first times as well. So,
084it's a great event for our community and and I'm really thrilled with the even though we don't have a chamber of commerce in Stanwood, we have a group of businesses that are committed to uh creating opportunities for citizens and others from outside to come learn about Stanwood and hopefully move here at to our student population. Um the other is I'm also looking forward to the CTE presentation this Thursday. Um, I'm excited. CTE in the Stanford School District has been a lighthouse program in the in the region for years and so it's been a while since I've had a chance to kind of dabble in it. So, I'm looking forward to that opportunity again. Um and then the last is didn't I didn't comment on the consent agenda but uh really pleased to see the outside
085booster club um spending its time and and resources to further create opportunity for all students to have access to to outdoors and and that I think the some of the students and assist and life skills at will really benefit from what's going to be happening there. So really thrilled with that. Um and I, you know, since I started that school, I have a stake in an interest in what's going on there. >> Thank you. Uh Director Russell, >> for the record, there is no clue ball in my store. >> Get that out there really. >> We used to do that, but we had very limited places to hide it. So, ours are hidden out in the parks and and places. I don't even know where they've been hidden. We just trust that to the volunteers.
086So, anyway, I want I wanted to um first thing I want to do is if everybody goes back tonight and look at the agenda and look at the consent agenda and if you go to the personnel report, go to the end there and look at all those volunteers that are supporting our athletes in our kids in our schools. That sometimes those things just you pass it as a consent agenda and it doesn't get formally acknowledged. I want to acknowledge that we wouldn't function as much as as well as we do without those people and the volunteers. And that actually reminded me too on the CTE side. We deliberatively when we went to do a bond to build this high school, we wanted to make sure that we had CTE programs, the facilities to be able
087to do CTE programs in our schools. And we have them. And that's another integral part of volunteers that that I would strongly recommend the community if you're not already involved at any level. If you're a business owner, community leader, reach out to the school district and ask how can you be part of that CTE program. Um Ross would sure love to have you at at one of our one of the meetings um to have that opportunity connection. And um that's a great thing to to mentor and coach and and help our our students. Um as part of the onboarding process, and I have no idea if this is something you guys been doing in the past, is um uh Ryan has been taking me to school uh literally. And I've come in and I've met
088with Ruth and Evan. And this last round I got to meet with Jennifer and Colin and Dika and Christine. Christine gave me a big pile of paperwork that's probably about this high. I've got complete print out of all the collective bargainings, the manuals, the the um all the different paperworks that run HR and all that. I'm still working my way through it. Um it's not exactly light reading material, but it's very interesting. But I'm very deeply appreciative of all of you for spending the time with me. Um it was really great conversations. I I hope that uh as we as a board have more opportunities to have those type of engagements uh because I personally think that some of those pieces are critical to our own goals and our own upcoming strategic plan for the
089district. So I was I was very uh very good on that. Um and I think I think that's what I have. So thank you. >> Very thank you. Uh, I would just like to take a minute to thank our community for voting. Uh, yes, we love the yes votes, don't get me wrong, but I just really appreciate the participation. However you voted one way or the other, thank you for getting out and voting. >> Um, there is a I'm going to AAC the academic advisory committee meeting uh on the 19th. Uh I believe that we are going to post that as a meeting so that as many board members as possible can attend. Anybody from the community if you're on our academic advisory committee please come out and participate in that. Um selfishly I am
090not going because I will be in Tacoma. But um just make sure that you know if you have an interest in our academics and our uh in our system please come out and and be part of that. Uh I believe there's also maybe um after our levy pass uh we are getting a meeting on the books with both our capital facilities advisory committee and our cap no our budget advisory right >> committee holy smokes um uh to sort of talk about uh what that looks like um and how we put that plan into place. So, please uh keep a lookout for invitations to all of those advisory committee meetings and uh go Spartans for all of the people who made it to state in all of their various sports. We've had a very successful season
091uh winter season for our teams yet again. So, >> Superintendent Oven, >> thank you. You you omitted that you'll be in uh Tacoma for state wrestling, so congratulations on that. And I I'll just echo it's been a a great winter season. We're looking forward to the spring season before we know it as well. The AAC will be um meeting on Thursday. We'll have at least three board directors there. Um if there's anyone out there that wants to be part of that and join the A to reach out to Dr. Colin Ryan to make sure that um we can plan accordingly. I agree. will be visiting some math classrooms and some CTE classrooms and uh like director Russell said um it's good for the community to be able to see their investment in the CTE programs
092that are like was mentioned earlier I I will still say as a former CTE teacher a lighthouse for um those programs. Um, Alexa didn't mention that uh uh March 6 we have a student uh representative meeting when I go to the superintendent meeting uh up in Anacortis. Um she was planning to go but she won't be able to go because she's uh diving deeper into student leadership and running for uh ASP uh position. So So nice job on on being continuing to be engaged with how busy you are. I'll also say thank you to the community for coming out to vote. Um uh we just appreciate it and I'll I'll leave it at that as it's been said down the uh down the line. Um lastly, uh like Director Russell mentioned, the volunteers that we
093have in this district, um many of who are here tonight taking part in this, but will also be in a first grade classroom reading tomorrow morning, uh are are what make our district great, I think. Uh so, thank you for that. Some of you will be here next week as I think it's over 200 high school students are going to have their first interview in the mock interview day. So 200 high school students having that many interviews means that there's a whole handful of experts um that have interviewed probably a lot of people uh giving them guidance on that. And that just points back to what I'll say our goal for of our strategic plan in future ready graduates. And so thanks to everyone that's um going to take part in that day as well.
094Thank you. >> All right. With there being no further business, I will now adjourn the February 17, 2026 regular school board Ready?