001I will now call to order the January 20th, 2026 regular school board meeting of the Sanwan Commando School District Board of Directors. Uh, all board members are accounted for with the exception of director Russell. Our thoughts are with him and his family during his time of loss right now. Our student advisor, Alexa Lei, is also absent, but Patrick is with us. Thank you very much. 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 uh previous to the meeting during the public public comment section of the agenda will be called upon to make their comments at that time which is near the end of
002the meeting. Please stand with me for the flag salute. 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. Okay. So, you have before you the agenda for the January 20th regular school board meeting. Are there any changes to the agenda? >> No. Is there a motion to approve the agenda as written? >> Second. >> It has been moved by Director Murray and seconded by Director Olsen. All in favor of approving the agenda for January 20th say I. >> I. Opposed. >> That passes unanimously. Next up, we have two sets of minutes to go through. First up, you have the minutes before you for the December 11th, 2025 special board meeting.
003Are there any changes or corrections to those minutes? No. Uh, is there a motion to approve the minutes from December 11th, 2025? >> Second. >> It has been moved by Director King and seconded by Director Murray. All in favor of approving the minutes from December 2nd uh oh sorry from the December 11th uh special board meeting say I >> opposed. That passes unanimously. Next we have the regular the meetings for the January 6th regular school board meeting. Are there any changes or corrections to those minutes? No. Is there a motion to approve the minutes from the January 6, 2026 meeting? >> So moved. Second. >> That is moved by Director Olsen and seconded by Director King. All in favor of approving the minutes from the January 6 regular schoolboard meeting, say I. >> I. I.
004>> Oppos. That passes unanimously. Look at us making good time. Next up, we have the superintendence report. Take it away, superintendent. >> Thank you, Director Evans. The first item on the superintendent report is the donations. Um, and I'll read the first one in. Patrick, you can follow up from there. Great. Thank you very much. Uh, the first donation is for $5,48721 in grants from the Stanwood Commino Area Foundation to purchase items to enhance student learning. $3,181.13 from the SA High School van boosters to cover the van transportation costs. to the pages festival and the summer high school festival fans and $500 flat from the committee all y'all club in support of the st high school fire club. Thank you very much and thank you to our uh donors as well to the district to enhance
005student learning. The next item on the superintendent's report is the Stanwood High School shining star. Principal Mike Washington is here to uh introduce our nominee and our award winner. >> Where are we going? What are we doing right here? >> Good evening. Thank you, Superintendent, President, as well as vice president, and also all the board of directors. Thank you for having us here tonight. I'm very excited to recognize Sean Hopkins as our our shining star, and also very happy to recognize Miss Kelly Zwood, who will kind of talk about him a little bit. >> All right. I would like to nominate Sean Hopkins for the Shining Star Award. I've had the privilege of being in the same drama class for the past a few years ago with Shawn. Even though I didn't work directly with
006Shawn, he was incredibly helpful with the students who I did work with with a need uh with needed extra direction and understanding of drama assignments. Shawn was able to help. When other students had a hard time communic uh communicating and trying to help, he stepped in with a unique and clear spoken instruction that gave the other students a gave them a vision and understanding of what they needed to do for the assignments given. I say assignments because this was not a one-time incident. He even stepped in to be partners with a lot of students in the class that may not have otherwise been part had partners. This is true leadership. Though this was a few years ago, Shawn's integrity has never wavered. As I pass in the hallways and I see him interacting with his
007peers, he holds himself with a standard I don't always see with other students. He must he most often has a smile on his face and is truly kind. This is no surprise to me as I have seen his character shine often. As I were as I was working in a classroom just the other day, I observed him advocating for his younger brother. The teachers were meeting with his brother about a potential class change and what would that look like? as a brother as his brother was not understanding completely. Shawn was able to break down the value and why it was necessary and even asked if his younger brother could join him into the class that he uh during that class period that he had. Uh they needed to make that he that this I'm sorry
008that the teachers also needed to make the changes in it all lined up in the same class period. Uh his brother got excited about that and even began to ask a few questions. Shawn not only answered them, but he also proceeded to remind him what his behavior needed to look like and why. His brother respected what Shawn was saying, as I could tell by observing that this was not this was definitely not the first time he was able to give an understanding to him because of the respect that came from his brother. Shawn displays academic effort and achievement, positive character, positive attitude and behavior, strong relationship skills, and being a role model and has good attendance. Sean, when I uh this afternoon, I was talking with a subteer that's in our building almost every single
009day and I was telling her what I was going to get to do today and I did not tell her who I had nominated, but she stopped me and she said, "Is that Shawn?" And I said, "Yes, Sean, your character is an amazing um strength that you have. I want to encourage you to keep keep that up and also know that that's going to take you very far in life. Um you stand for what Sam High School stands for and I appreciate you and all that you do as a student for other students. >> Thank you so much. Is there anyone you want to introduce here tonight?" Sean, >> go for it. Yeah. >> Uh, I'd like to introduce my mom and dad. >> All right. >> We'll start. You get to put your fancy
010star on there anywhere you want on the floor. All right. voices. >> Thank you so much. >> We have a few other things for you. >> Make room, huh? >> Yeah. Our partners at Heritage Bank have a a gift for you. >> Oh, we just told it to. Yeah. >> Yeah. Everybody in. >> You're in the middle. >> I know. >> You're in the middle now. >> Yeah. You're still in the middle. >> All right. So, squish in there. >> Hold on. All right. Ready? One, two, three. >> Perfect. >> Thank you. Congratulations. mut. All right. >> Thanks, Principal Washington and and Kelly for the nominee. And Sean, congratulations once again. >> Thank you so much. The next item on the agenda is the Stanwood Elementary School report by Principal Stacy Linger. Ju >> just
011as a note, you're not obligated to stay for the rest of our board meeting. We would love to have you, but if you need to go home and have dinner, you're not going to hurt our feelings. I promise. >> We've been waiting to come and witness the board meeting. So, this is >> Okay, perfect. All right. I would just like to make it less awkward. Good evening. Uh those of you don't who don't know me, I'm Stacy Ler. I'm the principal at Stanwood Elementary. And I'm excited to be here tonight because I feel like it's an opportunity to share some of the things that we have been working hard on at Stanwood Elementary and uh some areas where we are starting to see some real growth. So uh thank you for having me. Um is
012this me There we go. All right. I uh one of the things that I am really excited about at Stanwood Elementary and I have been since I got my principal job there is that we are home to one of the uh developmental preschool programs in our district and uh my son attended that preschool program. I'll put hold of that. Uh he attended that program oh 24 years ago I guess and I think you know it stood out to me as a parent and it still stands out to me now how important that is with uh early intervention and getting our students in understanding what their needs are and setting them up for success. And so we all know how important that is at the kindergarten level but at our school it starts in preschool. Uh,
013I know that you've had an opportunity to look at our AAP goals. I am going to move pretty quickly through the next few slides because I want to focus on some of the new work that our school is doing. Uh, we have some goals in our AAP around literacy and math. We have a specific goal around literacy with academic vocabulary, a specific goal in math about increasing basic math operation fluency. And that doesn't mean uh how many facts you're doing in a minute, but more about their understanding of those operations. And then we have a goal that's not up there that it's embedded in our literacy and math. It's our intervention goal around uh MTSS and multi-tered systems of support, which is what I want to talk more about tonight. Uh which is really about
014kids all getting um instruction at their own level and making improvements in the area of literacy and math. We also have a goal around improving in the areas of attendance and behavior through personal accountability and monitoring. So we are going to talk a little bit about what that looks like. Uh this is what our staff has been working on this year. All of our time together uh during our Wednesday mornings uh surrounds work that has to do with our AAP. So we are in our second year of a book study about academic vocabulary and the importance of that on students education. Uh we have been renewing our our uh learning together about math talk and how to get kids to represent their work in multiple ways and how that how that helps them uh build
015connections that they need in math. We have been doing some work around uh celebrating students and helping them in the areas where they are having a hard time. So we have daily morning meetings. We are working with students with behavior. We are working with them uh to improve their attendance and we have some weekly student hope meetings that I would like to talk to you about tonight. So these are the sources of data that we are using to inform our work. We have assessments in literacy, math and then we have uh some data that we collect for our social emotional. We have Skyward referrals uh that is behavior that is put into Skyward. We have behavior plans. Those are specific plans that individual students are on where we are tracking their behavior and uh working
016with them to uh self-reflect and to improve that behavior. We track attendance. We are tracking our student support team referrals and our HIP referrals. I'm happy to report that we have had two HIP referrals so far this year and uh we credit that to some of the work that we're doing around our morning meetings and helping kids uh learn how to make connections with other students. Uh this is the piece where I'd like to start talking to you about our uh datadriven interventions. And this is something that we have been working toward for probably the last three years. But I feel like this year uh we have really turned a corner on this. And uh that is our goal. It's that fourth goal on our AP that's really about students making growth in the areas
017of literacy and math through targeted interventions. So in our master schedule, our entire master schedule was built around these intervention blocks. We have a 30 minute intervention block in literacy. We have a 30 minute intervention block in math and every day every student uh in kind or in first grade through fifth uh either walks to intervention something that is at their level in both literacy and math or they are getting small groupoup instruction in their own classroom. Uh our kindergarten teachers are doing that in their own rooms as these kids are learning how to be in school. uh but the rest of them are all uh working with their grade level and walking to an intervention that best fits their need. So some of the things that we are looking at are weekly attendance tracking.
018We do this every week on Wednesdays. Uh Judy Brown sitting right behind me um attends that meeting with me. Uh we have she's our behavior interventionist. We have our counselor there. I'm there. Sometimes our nurse is there and our one of our district student support advocate advocates. We look at uh weekly attendance. We're looking for students that and this is just our chart how we track it. Uh we are looking for students that have moved off of the on track to into the yellow uh which means they have now attended uh less than 80% of the school year or 80 to 90% of the school year and then the red which means they have attended less than 80% of the school year. So you can see uh it's pretty dark there but uh currently we
019have 3% of our students that are at the critical level. Uh we are especially looking for those students during that meeting. We are making decisions about um what we think the barriers are for uh that keeps them from coming to school. We make decisions on who's getting um in contact with that family. We're setting up attendance meetings. We hold those pretty regularly and we're building incentives for students to come to school. One of the other things that happens at that student hope meeting is a weekly behavior tracking. So we do that also in Sky through Skyward referrals and then we pick it up in a program called Panorama. And we are looking for again for students that have moved to the critical list. And so are they students who are having um an uptick in
020their behavior that has been noted in Skyward? We are looking for students on behavior plans who would have a downward trend. And we're looking especially for a correlation between behavior, academics, and their attendance. And so, just like attendance, we're making decisions about who's going to do a daily check-in with the student. Are we going to schedule a a a family meeting? Are we referring them to the student support team? And we make a plan for those individual students. Another piece of data that our school is looking at um as we are around the district is our Dibbles assessment. Uh this is an important piece of data for our district and our school because it is a nationally normmed test. So it allows us to see how our students are doing with other seveny olds, 8y
021olds, 10 year olds around the country. It's a good dipstick for us to see um how our core academic how our core lessons are working for all students or the majority of students and uh so we can see where there are systemic issues and where we can see there are pockets of issues. And this is important information because we are using this assessment to help us decide uh what class students are walking to during their 30 minutes of literacy intervention. This is a delta math slide. So, uh, one of the things that we are doing in our school, we started this last year was our first year, but this year it's really taken off. Uh, we are doing a first through 5th, uh, Delta Math walk to math. What that means is every student in
022our school, 30 minutes a day, Monday, Tuesday, Thursday, Friday, is walking to a math class that is at their own level. Students come in, they take a readiness screener for that grade level, and we use that data to help determine which class they go into. Delta Math focuses on foundational math. So the basic operations of math, making sure that students are understanding those foundational skills so that when they are in class and they are learning their own grade level content, they are um they have the background to be successful when it moves into more in-depth problem solving type work. Uh what happens is every 10 school days uh we move to a new group. So that mean every day in this class, students are tracking their own um their own academic growth. They're doing a
023daily uh quick check to see how they're doing. At the end of 10 days, the teacher of that group, and by teacher, I use that term to mean all of us at Stanwood Elementary, we are using a very large uh portion of our staff to do this Delta Math intervention. I teach a session. Judy Brown teaches a session. Our three specialists teach a session. Our special ed team is teaching um including the paras. Our MTS teacher is teaching including her para. Um during some grade levels we have 20 some people in our staff all working on one grade level and the that we do that and we created our schedule for that so that more students can have access to content that's at their level every day. And so that is the focus of that
024work and um we are really proud of that work this year because our special ed team, our MTSS team and our gened team are all working collectively to make these decisions about where students need to be and we use data to make those decisions. So this is an example of the first grade growth that we've seen so far this year. The blue is the readiness screener that they came in in the fall. Down below you can see the concepts that they were being assessed on in first grade and the red is the assessment that we just took in the winter and we will do one more readiness screener in the spring. Our kindergarten also just jumped on board and they just took the uh end of kindergarten first grade readiness assessment to help them see
025how close they are getting to kindergarten standards so they know where to focus their attention for the rest of the year. This is another example of that data. This is fifth grade. You can see the skills that they came in with at the beginning of fifth grade and uh you can see where they are now in the winter and again we will do this in the spring. >> Can I just ask a question? Yes. So it says fall 73 winter 71. Is that the number of students? >> That's the number of students. So we had 73 fifth graders in the fall. Currently we have 71 fifth graders. >> Okay. I just wanted to make sure. >> Yep. We do academic vocabulary tracking. So I was talking about one of our goals is academic vocabulary. We
026know that students that have a stronger command of language and academic voca vocabulary in particular because it's not language they use every day in their outside school life uh the better they are able to do across content areas. So we have created uh buildingwide assessments. every grade level is taking them uh three times a year. And uh this is our fall, this is just an example of the fall data and how it looked. Uh we are completing our second one this week and so we don't have the data yet to show you, but that's kind of what that looks like. An important component of us looking at data is having students look at data. So this year for the first year, every student in our school, well not not preschool, sorry, kindergarten through fifth grade,
027every student has a red folder and that is their data folder that they do their goal setting and collect their own um data and uh chart progress. So to the right there, you can see a little girl tracking her attendance. Um schoolwide, we do this in the first five minutes of school every day. As soon as I finish announcements, students are tracking their attendance. Uh they color in a box for every day they're there. At the end of the month, they can see how many white boxes they have and that tells them how many days they miss. They make a goal for the next month and uh think about what they can do to uh make their attendance better. On the left there, that is an example of our student reflection sheets for our academic
028vocabulary. After the students take their academic vocabulary quizzes in both literacy and math, they get a reflection sheet that looks like that. It has the words they know, the words they're still working on, and some goal setting questions for them. And then uh they take that out during the school day when they're working in those content areas. And they think about which words they can try to use that day and make a goal for themselves that way. Uh those folders it was nice to see this year during parent conferences uh made their way into conferences and were used in lots and lots of conferences this year. And it was really nice to have students there sitting at conferences and taking out their own folder and being able to talk about the data that they tracked
029and uh the things that they're working on because what we do know is when students can take accountability for their own learning and understand where they are in relation to grade level standards and that they have they are much more likely to succeed. Uh the last thing I want to talk to you about tonight I have no idea where I am in the time frame of 10 minutes. >> Ryan's looking at me on pass. um is our >> do better than last year. >> Okay. Community I'll chart my progress. Um is community engagement and culture. So we have I checked uh today to see how many volunteers we have. We have 339 volunteers. Over 300 and over 300 of them have completed their HIV process and are all set up to volunteer this year. And
030uh we really um it's important to me that our comm that our house our schoolhouse is a community house. um it belongs I feel like to our community, they are the taxpayers, they are the um families of the children that we serve. And the more we open up our doors to the community, uh the better likely they are to to partner with us when things become difficult. So, our PTO works really hard. We had two family events last week. We're doing family events all the time trying to encourage families to come in um make uh connections with us so that when things get hard and we're expecting them to step in and partner with us, they are more likely to do that because they already have a relationship. So, it's just something that we're very
031proud of at Stanwood Elementary and we work hard to welcome them into our building. What we expect to see this year is increased student agency and ownership of learning, strong attendance and family partnerships, increase in students use of academic language across content areas, and an increase in achievement in literacy and math. I think that's my last slide. Any questions? >> Any questions? >> Um, so I had just a clarifying question. You talked about the first through fifth grade math blocks that are happening. Um are those children grouped by age or by level? They're group by level. So some of our intervention blocks um are grade bands. So like our second and third have uh intervention time at the same time so that if they are a full year maybe behind in a particular concept they
032could work with the grade level below their mix. Um some of them are um with their own grade level. So they're grouped by level not by grade not by grade. >> So in that case how are you addressing the stigma of older children being with younger children? Um we only have two we only have two grade levels together. So we have like um second and third, fourth and fifth are together and uh because um I think because every student's walking at that time and we have set they're moving all the time. They're in there for 10 sessions and they move again. They're in there the the groups are constantly changing. I am I don't I have not felt like the kids feel like they're stuck like that I'm in this math group and I'm going
033to be here the rest of the year because they're so fluid. They're moving all the time. And then I think the idea of every day the students are doing a quick check and tracking their own growth and making a goal for what they need to do. They're very very cognizant of I need to I need to learn how to add 10 to a number in order to move on. And I think there's a little more accountability um for the students. I haven't noticed a big stigma about that. Uh this is the first year that we have uh done grade bands instead of individual um grades, but I haven't really I haven't heard kids talk about it and they haven't really noticed this statement. >> Thank you. >> Good question. >> I noticed October looked pretty
034rough for attendance and behavior. >> Yes. >> What was going on then >> in October? Well, I think it's when uh we did we did have a serious bout of the flu that came through. I don't know about behavior. Um I don't I don't know. I think, you know, they get into school, there's a honeymoon period in September, and then I think as they're in, you know, for a full month, October is a long month of school. I think some of you know, um their more concerning behavior start to appear and then we start getting it figured out. We start holding our meetings. We start pulling in family family meetings. We start doing some interventions and behavior plans incentives and then things start turning around again. I would say that's probably for behavior um or
035uh attendance. I don't know. I can't remember if that's the >> we had a pretty serious uh flu thing go through the school for a while and I think it started in October. >> Okay. Those are the same two weeks and >> curious >> because it did then rebound. Yeah. >> So, good work on that. >> So, do you think that plays into the at risk category as far as your percentages seem to be going up over time the >> Oh, in the in the critical list. Yeah, you've got the critical list that seems to be going down, but you've got the atrisisk group that maybe isn't getting quite as much of attention as the critical and their population of risk seems to be going up. >> So, you're at 17% currently in January >>
036and you started out at 9% in September. So, I'm not sure if it's the same group of students consistently through that risk group or if you've got people that are floating in and out. >> We have kids who float in and out depending on the school year. So, in September, um, attendance is very, very good in September. And then as they get further into the year, um, we'll have students move into the at risk because they've taken a two week family vacation, something like that. and we're trying to do some parent education pieces around that and how challenging that can be for students to re-enter. Um but the um I think that part of that we'll have students enter in after a vacation or a real bout with illness and then they will exit back
037out of that group again. And so some of them are fluid and then others have um been more concerning um all the way through and um those are the families that we're working more consistently with. I think that >> we're tracking that. Yeah. Yeah. Thank you. >> Uh I have two questions. Uh one um you say that your students are tracking self-growth like I saw your attendance tracker like um in those little surveys or goal setting things. Are there other things that you're using like do you set aside time at the end of your small group studies? Like how does that accountability or that that piece work for those students? >> Yep. So, in our delta math, there's a built-in piece of delta math where the students do a quick check at the end of
038every single day that they're in there and then they create they make themselves a goal for the next day. So, that's how it works during the math intervention. Um, we do uh during our daily morning meetings and the students talk about the goals they have for the day. um how what they can do to help themselves self-regulate or what their plan is um what their goal area is for math that day. Uh during the like core math time, uh students can take out their um red folders and look at the words that they are planning to use that day. Make themselves a goal like I'm going to try to use the word area four times today during math and you know as a way to uh get past some of those words that they're stuck
039on. So yeah, >> perfect. And then my last question, uh, you talked about a student support team. Can you give us a little bit insight like what what is that, who is that, what does that do? >> Yeah, our student support team is pretty fluid because it depends on the student that's being referred. So, our counselor's in charge of that work um with myself. So, she partners with me to um provide a platform for uh any staff member can bring forward a student of concern and it could be area or gez, I'm going to use the word area four times tonight. It could be um in the area of behavior, academics or attendance. And so uh they submit a referral to the student support team which really means they submit a referral to the counselor
040and me and then the teacher or whoever uh nominated them generates a list of who else should be there. So it might be the reading interventionist because they're having a hard time in reading. It might be um last year's teacher because they have a connection with them. It might be the student support advocate because we need some outdoor resources. So, it's outside resources. So, it's things like that. So, that team fluctuates depending on which student that um we're talking about, but um the the it might have Judy Brown there if we're worried about behavior. And so, uh pretty much I think Judy Brown is a pretty regular there. My Megan Ogenell is a pretty regular there and their counselor. >> Okay. Thank you. Any other questions? I just want to um elevate the 300 plus
041volunteers that are in Stam Elementary this year um and just the work that that that is to to call volunteers in and the impact that it has on the school community. So, nice job on that. Thank you, >> Principal Ninger. The report. Next up on the uh agenda is the local health and wellness report by district staff and executive director of human resources Christine Delosa was going to need that off. >> Uh well thank you. There are several of us that are going to be presenting on health and wellness. And I want to draw your attention to the bottom of the slide where we have our promise statement. Every student is empowered to learn in an inclusive setting and is prepared for the future of their choice. For some students, that happens automatically. For other
042students, it takes staff. It also takes what we do for nutrition, recess, physical exercise. And so, um, there are several of us tonight that are going to present on certain board policies related to these areas. There it goes. Okay. So the several policies, policy 5515 speaks about the traumatic stress for staff members. And so that's where we focus on the overall mental health of all of our employees. And then policy 6700 through 6702. Um these are where we focus on nutrition, what we're doing for food, wellness activities, including recess, um and PE. So, you're going to hear about all of those things. First off, for the secondary trauma, if you can imagine, as an employee of the school district, um you have a number of students that you come into contact with every day and
043you are helping them. You're supporting them, listening to their stories of what's going on in their own lives. And it's really hard to do that unless you take care of yourself. And so we like to call this our self-care uh particular policy. I lead a wellness team uh for the school district, a staff team, and we focus on the mental health of our employees. We have an employee assistance program where we provide a number of supports. Um people can call in 247. They have a new line where people can um utilize services by text message if they would rather do that than call in. As well, we have district newsletters that we send out. Uh this past April, we presented to all the certificated staff and those classified who wanted to be there as well.
044On our employee assistance program, we have been conducting a number of um district-wide activities. You might have seen the picture of our judges. We had the mayor, police chief, and fire chief recently for our chili cookoff and we had some friendly competition along our buildings. Uh for wintertime, uh a year ago, we did rock painting. This past December, we had a wreath making event. We also in May had a step challenge, and I can tell you, we have some competitive employees. um they well surpassed what we thought would kind of be the top area and we had to um go out and seek some additional donations uh to go for our winning uh school which was Stanwood Middle School for that. Um we also try to gather some staff feedback about what areas are concerning
045and what we can do to help support them. Buildings have also created some of their own activities. Uh some of the buildings have their own step challenges. A Stanwood Elementary School has pickle ball. We have some book clubs that have been started along with a walking group. Uh you can see all the different members of the team that I have representatives from most of our buildings, a mixture of certificated and classified staff. We meet three times a year uh to help plan our activities. And then I also wanted to provide you some data. So our employee assistance program you can see when we started tracking in 2021 we had 12 um different employees reach out and use that service. Um so you can see the percentage there 1.72 and then we are gradually going up
046which is not necessarily our goal because you don't ne really want you know having more staff in a crisis kind of situation but yet we are really glad that we have this service so that people can utilize for counseling for legal services whatever they might be struggling in. I also included below the chart the topics for 2025 and those are the highest order down to the lowest. So the number one thing that people were reaching out for support was under anxiety and stress. Um so uh kind of just gives you a brief overview of the different topics for that particular year. And then I think next we have Don Vanetti who is going to do another part. Um so the district health and wellness committee started about five six years ago. Um and we've got
047this committee of folks um always looking for a few other people. So if any would like to join us. Um, we got two more meetings this year to to deal with. Um, let's see. Uh, what we're working on this year is the triannual assessment. Um, and every three years you've got to fill out the assessment. It's basically just looking at how we're doing with the policy. Um and there was a little bit change last year where it got broken down into three different um policies instead of just the one covering all of them. So uh we are going through and making an assessment of each each one of them so that we can turn that in for the end of the year. The nutrition policy uh and healthy foods. So we are um currently we've
048got salad bars in all schools use commodity dollars um to bring in most of our proteins um many plans. So we're hitting the requirements that are are there meeting 80% of our grain offerings um sodium levels. Uh this is an updated list from the last time we were here. So we we're currently meeting uh what's what is there for all grades that's going to be there till June 30th of 2027 and then it lowers again uh July 1st. So we're meeting pretty much everything u there for lunch for the July 1st 27 breakfast. We're going to have to tweak a little bit to get those things meaning the new new deals. So, we got a little work and a little bit of time to have the people who create some of the breakfast items for
049us can get sodium out of it. Uh limiting sugar. So, added sugars current rule. We are meeting the current rule that's there. So, all of our cereal, yogurt, and flavored milk are all meeting uh what the new guidelines were as of July 1st of 25. Um the proposed limits coming up July 1st, 27 will be an overall 10% limit of all food, all menus, lunch and and breakfast. So, you have any questions regarding the nutrition report? >> Have you seen any changes coming potentially on the proposed um plan that's supposed to come into >> not as of yet and I just looked at it today. So, >> I know >> the milk the milk one got signed into law. However, um we have the national school lunch program and breakfast program and there's regulations that
050USDA puts out. They have not updated those regulations as of yet. When they do, we'll be able to jump over and do that. That will add more cost to we're buying, but think it will be better off in the long run for the kids. All right. I'm going to present on the last two uh board policies. Policy 6701 is on recess and physical activity. So this is um a policy that ensures that all students at the elementary level have a minimum of 30 minutes of day of unstructured recess time. In addition to that, we are working to adopt the comprehensive school physical activity um program guidelines which addresses quality physical education during the day, opportunities for activity before and after school and student and family engagement opportunities that are also physical in nature. One of
051the ways that we've done that the last several years at the elementary school is we have hired dancing Dave, the square dance instructor. big hit everywhere >> to the elementary schools and then have had like a family dance uh in the evening and um you know similar activities to that. Policy 6702 is around general wellness. Um, this policy outlines the commitment that the district has in providing a healthy school environment that supports student learning and long-term well-being through a culture of movement, nutrition, positive um, relationships with adults and engagement. Um, the district wellness committee, as Christine spoke about, addresses many of these things uh that are activities that are related to wellness for staff. and she highlighted some of the activities that are also directed at students. And um as Mr. Venetti said, the wellness
052committee meets two more times this year. Uh each one of those meetings will focus on um these two policies in Thank you. that side has the mayor and the police former police chief and the was that fire chief and then what's their role? >> This is the chili charter cookoff photo. >> Yes, they were the judges. They were the judges. >> Are those golden spoons? >> They're golden spoons. Yes. >> Thank you. >> Any other questions for uh the district team on the wellness committee? Wellness report. Thank you. Uh the next item on the superintendent report is the January enrollment report which you can see on the screen in front of you. Um and it shows 4,634 FTE which is down nine from December. And I I talked through that in our last um January
0536 meeting uh about where those students were um what schools were were down in what areas. um and down 24 overall from last year, January 2025. The average annual FTE is at 4,647, which is off about 18 from the budget enrollment. Um we're up in open doors and running start uh compared to budget. However, that additional revenue from these programs are offset by uh increased expenditures in those in those programs as you as you know. Um so we are um tracking similar and um the the news that I want to say again is it's not from any one area specifically but across all schools um >> for except kindergarten. Yes. But uh over the months that's right over the months um it uh it is a decrease across grade levels in a regular pattern. Um
054I just want to point out that this is a topic of conversation and one of our high school teachers George Krepin asked about this when I presented this material last time and we've handed the demographic study from October to Mr. Krepin and his class and they are going to run the modeling without our demographers uh results to see if um they end up with the same results as our demographer did. So a good use of data and I'll I'm excited to see that their results uh maybe are a little more promising than than our demographers. So the yes the >> the enrollment report any questions? I I I noticed that Lincoln Hale is up about 30 students from September. >> Yes. >> While the state high is down 30. >> Yes. >> I'm assuming probably
055the same students. >> So yeah, so we're not losing the district, we're just moving schools as well. >> Yes. And um depends on the program. So, like Patrick said, um it's typical that across the year we'll get some migration to to Lincoln from Stanwood, but also we've increased two sections of our AL um remote learning. So, about 28 students of capacity to the remote program, which is more than we've had um in the last decade in as far as an increase in that. And so, we're doing some uh planning around that if that's a direction that we need to head to build capacity for future years. Thank you. >> Any insight into the -22 in 11th grade? I'm super excited to see the plus 16 in in 12th grade, but seems like a pretty significant
056drop in 11th grade. And if you don't have the answer now, I'm sorry. >> Yeah. Nope, that's fine. I don't have a specific answer. Um just uh historically um you know sometimes we get a um those are when students might move to open doors or a a you know a a program outside of the district that wouldn't be tracked in our enrollment because of credit credit acquisitions. >> So running start is full-time running start. They don't come to any classes at the high school or >> not necessarily. they can um do a partial day running start and we still are able to um uh track FT at 1.4. So there's a um we don't lose all of the FT when a student moves to to running start even with so but I don't have the
057percentage of how many do a partial day. >> Okay. >> And how's that compared to snow tech? >> We have 50. So I'm looking at Ross >> look at uh 38 currently is snow. It's the same same concept there half the day and that's the other half. We're able to count them up to 1.2 CT. >> Yes. Yeah. >> Thanks CT director Short. >> Thank you. >> Any other questions? We'll keep tracking and I'll let you know about uh uh Mr. Crepin's modeling. >> Yes, please. Okay. The final item on the superintendent report is a recognition. January is um is the school board school director's recognition month. And so you have some stuff in front of you, but I definitely want to read the proclamation uh from the state of Washington. So bear with me.
058Uh it's long, but accurate. >> All the wherees. >> All the whereasses. You got it. Um but like I said uh accurate at all levels. Whereas the mission of Washington's public school system is to ensure that all students achieve at high levels and possess the knowledge and skills to be responsible residents of a democratic society and enjoy productive and sat satisfying lives. And whereas Washington's 295 elected school boards and nine elected educational service board district boards are the core of public education governance system in our state. And whereas the district and regions that lead serve more than 1.1 million public school students have a combined annual budget of over 16 billion and employ approximately 120,000 people. And whereas school directors play a crucial role in promoting um student learning and achievement by creating a vision,
059establishing policies and budgets, and setting clear standards of accountability for all involved. And whereas school directors are directly accountable to the residents of the district and region, serving as a vital link between members of the community and their schools. And whereas school directors and educational service districts provide a passionate voice of advocacy for public schools and the welfare of school children. And whereas it's appropriate to recognize school directors as outstanding public servants and champions of public education. Now, therefore, our governor of the state of Washington do hereby proclaim January 2026 as school board uh recognition month. So, thank you uh to this board and uh thank you for this is a volunteer position and so I think that goes unnoticed sometimes. So, um or at least unsaid. So, thank you for committing to the community
060and the school district. Uh we appreciate it and I think that they deserve a round of applause. I don't know if you saw when you came in, but I don't know how many children signed this school board uh recognition banner on the dis in front of you. >> Every single child from today to teachers. >> Yeah, that's a that's a great look. So, uh, thanks for thanks for that and thanks for, uh, the work you do to support our staff and students. And that ends the superintendent report. Thank you very much, Superintendent Ovenel. Uh, 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 in the consent agenda at this time. Uh, we have 10 items on our list.
061Are there any board members that wish to pull any of the items on the consent agenda for discussion? No. Anyone in attendance wish to speak towards any of the items on the consent agenda? No. All right. Seeing none, uh, is there a motion to approve consent agenda items 1 through 10? I second. >> All right, that has been moved by Director Murray and seconded by Director Olsen. All in favor of approving consent agenda items 1 through 10 say I. >> I. >> Opposed? That passes unanimously. We have next the public comment. Uh, citizens wishing to address the board are asked to submit online request using the public comment link or email to Stacy Hoffman 2 hours prior to the board meeting start time. For those attending the meeting in person, request forms are available in
062the boardroom for submission prior to the meeting start time. Citizens who wish to provide documents to the board members uh will hand them directly to our lovely uh recording secretary Stacy over there for distribution. After the meeting, the board president, that's me, will call upon individuals who have requested to speak during the public comment section of the agendas. Individuals should state their name for the record, and you will be allowed three minutes to speak. As a matter of order, uh we do have one public comment today. 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
063on after the meeting if that is appropriate. Uh when I call your name again, please come up to the podium, state your name. Uh for the record, you will have three minutes to speak. There is a timer. Uh yellow light means you have one minute. Red light means that your time is up. Uh, our one com is, uh, Al Shriber. Congratulations to our shining star. Superintendent Overel, board members, my name is Al Shrivever and last Thursday it was my privilege and uh pleasure to attend the academic advisory committee at the Twin City Elementary School, which was hosted by two very talented uh district leaders, Dr. Colin Ryan and Jennifer Allen. Uh the meeting was well attended, although I always hope for more involvement by parents in the community. In addition to the district leaders, uh,
064director Mike Olsson, director Steve King from this board, uh, several teachers, mostly elementary level, participated together with parents and a number of outstanding community leaders and retired educators, including a representative from our area of the ESD, our educational service district in our courts. It was a productive meeting and encouraging to hear the questions that were being asked. One highlight was the importance of parental involvement in the education of their children. But I want to commend Superintendent Obernell, thank him and his staff for what they're doing for our kids and encourage more parents to become involved in our schools. And to everyone to vote for the levy, as your sweatshirt says there, for our kids, vote yes on the levy there. Thank you. Thank you. >> Thank you very much. Uh we will now move on
065to school board discussion. All right. We have oh let's see four items on our school board discussion. Looks like they are revised board policy first readings. Uh the first one is revised board policy 5010. Any thoughts, questions, concerns there? It looks like maybe just a title change and removing of one section at the bottom. Any comments? Nope. Do we have consensus to move that to a second reading? >> Yep. >> Excellent. Next up, revised board policy 511. Uh this one if I'm not mistaken literally just changes uh down at the bottom because it refers to the previous policy. Uh so that is the only change there. Any comments, questions, concerns about that consensus to move that to a second reading? >> Yeah. >> Excellent. Next up, revised board policy financial reports. Uh we looks like
066we're actually adding in all of the uh jargon that we use so that people can know what they mean when we refer to acronyms and whatnot. Uh and a few other changes. Any thoughts, questions, concerns on that? >> Really pleased to see a lot more threeletter acronyms. >> Yeah, who doesn't love acronyms, right? I like that they're at least spelled out for us to have a sign, right? Any uh objections to moving that to a second reading? We have consensus. Excellente. Next up is revised board policy 6220. Bid or request for proposal requirements. Not a lot. Just changing some numbers there. I'm guessing those are legally required numbers that have changed. Any thoughts, questions, concerns there? just lifting the floor and raising the ceiling on some of these bids, >> which makes it easier for
067the school district to operate. >> Indeed, everything is more expensive, for sure. Can >> Can I point out one thing? At the bottom of this, you'll see that we've struck the management resources. This was a practice in the past of of including what issue of the WADA news, the the guidance came from, and don't feel it's necessary to include in the policy anymore. So, you'll start to see us remove those as as the policies come before us. >> Perfect. Any uh do we have consensus to move that to a second reading? >> Yes. >> Yeah. Excellent. That wraps up items for school board discussion. Easy peasy. Uh student representative reports on school business. Take it away, Patrick. Today during leadership, the Lincoln Hill building leadership team met with the students to discuss our AAP and
068SIP goals as well as our upcoming six-year accreditation renewal. In the meeting, we specifically address student student discussion and how to embed more through instruction. We also discussed previous graduation rates and goals for improving over the next three years. Measure we have put into place. Measures we have put into place to increase graduation rates include a career choices class where students have access to egeneuity for federal retrieval in order to plan for successful future. Skills learned include resume building, interview skills, and career planning. In addition, we've recently added a sixth period study lab hosted by our science teacher, Miss Aldridge, where she meets with students falling behind in their credits, and we've continued our credit retrieval with Mrs. Ricardi. This last week we celebrated eight students who had perfect attendance for the month of December,
069meaning they are never targeted nor absent. This week we will also have a rescheduled winter social for the academy students which are middle school students. Our core plus CTE class is making one of animals with the skills that are going to be displayed for schoolwide voting. There are some very creative projects and uh we last week hosted um presented our um slideshow on Martin Luther King Jr. the Friday before our 3-day weekend which I had the pleasure to help narrate. Um, and let's see. And coming up on February is our sweetness fundraiser where Valentine's Day themed cards featuring student submitted art may be purchased for $1 and sent to any student or staff member. All proceeds go to our ASB fund. As we come to the end midpoint of the year, our students remain future
070focused and are always finding new ways to connect with one another. >> Thank you very much. I appreciate that. All right. Next up is board director reports on business conducted. Uh as usual, we'll start down there on the end. Director Olsen. >> Well, as Mr. Shyber indicated, I had the pleasure of attending the academic advisory team meeting last last week. Um and enjoyed the opportunity to look at high school graduation experiences postgraduation. Um and the the data that was provided and and to make comments and ask questions in writing. um that was really well um facilitated. Uh just a couple things that that came up today during the meeting. Um well, exact um Christine mentioned was the the increase in participation in the EAP. We shouldn't take that as something negative because more likely than
071not that that's participation increase in collegial referrals based on good experiences. Um so that's that's great. Um, for healthy foods, I I finished my career in Scotia County and there's a lot of smaller farms up there with a broader agricultural base um and actually some starter farm opportunities. I'm just curious up there was a lot of farmtotable work with school districts and local farms. Is that something that happens here as well? >> Not too much. Uh we we buy locally through US foods as much as we can get, especially this time of year. >> We have a lot of potatoes and a lot of seeds, a lot of cows >> or squash, things that we could buy and throw in the garbage because kids >> um and thank you for the board recognition. after 20
072years of being on that side during board meetings and and applauding, I felt really nice to to receive that recognition from you and the the gifts that are up here as well. I appreciate that. Um and then I really am enjoying hearing the increased participation at Lincoln Hill and Lincoln Academy and student leadership um and really making things happen to really improve the culture and the context about the campus. So, thank you for your role in that. Thank you, Director Murray. >> Um, so I'm gonna actually talk a little bit about stuff that's going on in the legislature as the session started this last week. Um, it did start on January 12th and this is a short session. So, we will be ending on March 12th. Um the first cut off for bills is February
0734th and right now um WASDA is tracking anywhere from 90 to 100 bills. Some of them have um um unfunded mandates uh is one of the big things as well as um uh 74 million proposed for funding for small school modernization grants within the governor's uh capital budget. uh a transportation safety net bill which is um uh Senate Bill 5858 passed through the Senate Education Committee um this last week and um tomorrow there's a hearing on MSOC which is your material supplies and operating costs asking for an increasing funding. Um some of the things that came out of uh the governor's um proposed budget was an increase in transportation um expansion in housing and strengthening early learning through public and uh philanthropic partnerships. Um and there are um a lot of different multiple revenue proposals
074are expected over the next several weeks. So, um, so, um, next week on January 29th is a day that, um, our education groups are going to be down in Olympia advocating for making sure that we hopefully maintain, if not, also gain a little bit of momentum in some of the things that our districts are meeting. Thank you, >> director Pink. >> Yeah, well, I also attended that academic advisory committee meeting and yeah, the turnout was pretty good and uh there was one new person there I think is going to be a resource. I've been getting to know him since that meeting. Um, among other things, he was for years the dean of the school of education at SBU and uh so I think he he's really interested. I think he's he actually moved to the
075more BC community 3 years ago. So there's a bunch of good people there that we can take I want to say take advantage of but yeah in a good way. >> All right. Thank you. Uh I had the opportunity to attend a levy meeting out in our community. Uh it was pretty wellreceived. I appreciated um them letting uh Superintendent Ovenell and Mr. Caldwell come in and present the information. They had great questions. They were pretty well engaged. which I thought that was a good use of time and resources there. Um, I did also have the opportunity I think in our last meeting I said I randomly joined the uh intercolastic acade or activities committee which I wasn't really 100% sure what that was. So I had my first meeting today. Got my feet under me
076a little bit of what that actually entails. Um, so I I definitely took a lot of notes and stuff to go over that with Superintendent Elvinel and uh Miss Ammonson, our athletics director. I'm sure she will love all of that when I come up with that. Uh friendly reminder that on January 28th, we do have our health and safety night at the high school. So, come on out to that. Um it's always uh something interesting at all of those that I come out with. Uh turn in your ballots, right? You should be getting your ballots in the mail this week. Make sure you turn those in. Fun fact, we are the only uh item on those Island County ballots. And did you know that the school district pays for those? So, we paid to send
077them to you. Please turn them in. We've already spent the money. Just turn them in. Please. And thank you. Last but not least, uh we're wrapping up here pretty much on time for our regular board meeting. We have other things, but uh girls basketball is playing up at the high school. I believe it is Husky Band night as well. So, the Husky band is up there. So, if you don't have anything else to do, head on up and take a look at that. Mr. Alvin, >> that's impressive cuz even the cooks in the house are shaking their head that that's a good time as well. >> It's all like they the husky band is pretty phenomenal every time. >> Phenomenal. Um, actually, just to highlight a couple things that already been said, the health and
078safety night on the 28th, we we'd love to have as many people to be there as possible. So, we've made an investment in a screening of film called Screen Aers, keeping the theme going around um the impact that screens have on youth um in their development. Um and the breakout sessions will revolve around a few safety related items uh there as well. And I'll just say it again, please vote. Please turn your ballots in. >> Thank you very much. With that, I will adjourn our regular school board meeting. We will have a slight break and then we are having a study session if you are uh willing to stick around. If not, we'll see you next time. All right. I will now call to order the study session for the January 2026. Um, no, the
079January 2026 study session of the San Commando School District Board of Directors. make an announcement every time. Excuse me. >> All right. Uh we have uh sort of a repeat of our last study session uh where we're going to pick up where we left off. We had board setting, board goal setting, and then uh hopefully we'll have time to get to that operating protocol. I did have the opportunity to uh take the feedback that we had from our previous uh session and put together a rough draft a super rough draft of super of school board goals. I emailed them to everybody. Um and Superintendent Oenell was nice enough to print them off for us as like a starting point um of where we can have our discussion. Hopefully everybody likes the format. Um, this is
080kind of what I got out of our discussion of what we wanted the format to look like. Uh, I also took the existing goals that we kind of talked about, did a little bit of tweaking, um, and kind of went from there just based on what I heard in our last meeting. So, thank you so much. Um, open for any feedback, suggestions, whatever. I have it open so we can edit it as we go. But um board goal one, student learning growth and future readiness. Is that where we want to start or we we have concerns about the we're okay with the structure? >> I am >> thumbs up. Okay. All right. So, let's talk about goal one. And again, to everybody who's watching this video later, sorry, we're going to eat while we talk.
081Again, kind of a theme this school year, so if you don't care for that, study sessions might not be for you. Um, go one. >> I know, right? You want me to read it out? Do we want to just read it? No, >> you kindly send it to us ahead of time. >> Did you get a copy, Patrick? >> Yes. Oh, >> the metrics make good sense. All are measurable and pretty obvious what what the measurement tool is except for the growth and percentage of students demonstrating academic progress in reading and mathematics. I would I would articulate that the state sets something up annually, the measures of student progress on the student on the Smarter Balance assessment. The only that only incorporates grades three through 8 and 10. Mhm. >> Um but it's it's it's
082those are the state standards and when we were at the academic meeting we talked about it was great to see where students are headed after high school what they're doing. Um one of the things that they did ask for was more rigor in math especially at the high school level but students had to be prepared for that. So I would articulate and advocate that we use the it would be about January that those come out from the previous year and and it it is a metric for we can see whether we're actually achieving that growth or not. Mhm. So my thought for not tying it to a specific test in regards to like the smarter balance assessment was that we could uh we as we hear in all of our school presentations every school is
083using dibbles at least at the elementary level or >> some formative data. some formative data that is one covers all of the grade bands, not just the ones that take that smarter balanced assessment, but also they can give us beginning, middle, and end of year data. So, it's a little bit tighter of a time frame that we can track. Um, so that's the only reason I didn't specifically include like one like one test there is so that we can track that over something else. But again, open for discussion if we wanted to tie it to say the SBA's or something. >> Kind of along those lines, I was looking for potentially some don't know if it's on the action side or on the metric side in regards to consistency across the different cross-sections. So like
084year K5, year 68. So when we're we're talking about the actual outcomes, we're looking at the same information across the system versus well this school is doing this, this school is doing that, this school over here is doing something completely different. So consistent if we're going to use data, we need to be able to show cons show a a consistent so we can compare apples to apples versus apples to oranges. So, um, we have that in SBA, but that like point >> doesn't cover everybody, >> but was like pointed out that's 3 through eight and in and grade 10. And then the metrics that are associated with K5 are tied to um the, you know, the curriculum that we're using in Dibbles, specifically to CKLA and MCL class uh in the 6 through 8. Um,
085so those are pretty standard assessments across those those grade bands. We're using them districtwide. >> Um, >> well, I know like I think at one point we were it map testing. >> Yep. So map went away, >> which was K through eight. >> K through eight. Mhm. >> So then there's some consistency. >> We don't use that anymore, right? >> We don't use it anymore. There's a couple reasons we don't use it anymore. the >> but if there was something like that that was something that >> could speak to a broader range of students. Mhm. >> What what I wonder for the board goals because I'm thinking about >> it should be broad, >> right? how board goals are going to drive the you know revisioning of the strategic plan which drives the SIP which
086drives the AAP which so on and so forth which we talked about last time is that um you know if if this is framing enough the metric we don't want to go backwards which has happened right and we would expect that the percentages across um reading and math is linear at least uh in in increasing if we get into naming a percentage right now as opposed to you know somewhere lower in the in the path. >> This this is like the 30,000 foot. Right. So we're we're articulating an increase. >> Mhm. But using a metric we need need to name something or or um being broad enough but specific enough >> as a teaching learning person >> um I have an issue with materialsbased measures. Mh. >> Um, some of the stuff that I've seen
087so far is we're we're not measuring all the domains that students are expected to to learn, SBA or not, Washington state learning standards. >> That's right. >> Um, and so I'd be interested in us finding something that's more attuned to the broader needs of student performance. Um, we could and we can keep this language as it is, but become more specific in this the strategic plan. I think >> and I'm okay with that >> and probably going to do this again in August, right? >> And I think the point like again we're like at our level we're looking for growth, right? And to director Murray's point, we're looking for growth that we can like we are looking for consistency across the system, right? Like it's not our role to define >> the tool >> the
088right like how they show me growth right I just want you to show me that there's growth across our system and I want to be able to compare the data from Stanwood Elementary to the data at Uselotti. So again I think without defining a specific tool with which you give me those metrics in uh I would like to see metrics and I would like them to be consistent across the system. um whatever that looks like. >> I guess I think but we don't want to specifically like define that because I don't think that's our job. No, but I think we could say consistent with um the metrics of the Washington school improvement framework, which is what the state of Washington says to the federal government is our our method of demonstrating that we are meeting
089>> not just standards and that we are therefore appropriately using federal dollars >> in the way that they ask us. In the past, it was No Child Left Behind. Now it's every student succeeds act. No child left behind. States had pretty limited ability to what they could do. It was very punitive. ESSA is is not punitive at all and it measures both achievement and growth, closing gaps, um opportunity gaps and and and then the the the factor that we've all we've seen from every school is attendance. So, I mean, I think I think we're remiss as a board not to be tied to the broader system of state and federal >> question. I recall from years or so ago that a significant part of the student population doesn't take SBA test. Am I correct in
090that? >> Um, in the higher grade levels. Yes. So there's different pathways in 10th grade to um to meet the graduation requirement. >> Okay. So depending on what the pathway is. Yeah. Do have anybody so looking at that population especially uh that doesn't take SBA we have something comparable that sort of shows how we did and also beyond 10th grade. Is there something to be done like in 12th grade that is there something? We don't have a normative test that's given after 10th grade. Well, 11th grade science and Yeah. >> Yeah. But could could there be something that we could I remember discussing there were lots of tests besides FBA that we were giving. >> So, right. Um I would say that those are classroom based assessments. We work really hard to get students particularly
091in high school to take the assessments. Um the the leverage point often is the graduation pathway that they're meeting right through taking the right Patrick you you can um they're also able to take two years of CTE classes and can also fill the uh SBA requirement they pass that as >> Y lots of different pathways students are opt incredibly common >> and it's and it's difficult to have those pathways and then >> the fed's expectation that 90% of students take the the SBA that >> so that creates that create a problem for us what you just said. >> I mean I don't think that you're going to see the achievement that you would if there was not other pathways but I do think it's appropriate for students according to their high school and beyond plan
092to take the assessment that best aligns with their plans. Yeah, because there's credentials too competency >> and that's why I feel like just saying grow and then letting a strategic plan or a building plan >> and I'm okay with that. >> Okay. Identify how they say that. Okay. Sure. And and so I guess my one question though about these four goals because you had the strategic plan, correct? Strategic plan is a fiveyear plan. Is are these our long-term goals? Do we want to at some point talk about the more shortterm? >> Yes. >> Strategic things that we want to see within >> sure say a school. I I have a thought in my head I'd like to share as far as kind of cadence. Um as soon as we're um uh done with the levy
093work, um we're going to start to have discussions about updating the the strategic plan, right? That that involves community feedback and and the process that we we would go through and we're going to do that in-house, by the way. Um, and then I think it's a good opportunity in August hopefully when boards, you know, might do goals August or September to revisit, you know, this draft of goals knowing what the community feedback might have already been um that we've recovered in that time. And um um you can this is a this is a really different framework from the long list of goals that we had. So it might be good to see are these working over the next six months. Mhm. >> Eight months. Um, are they dialed into what we we really need? >>
094Um, >> I also think that we're in the end phases of our strategic plan. So, right now it is sort of short term because we're we're nearing the end of it. But perhaps if we are looking when we have our new strategic plan that is we're at the year one of a five-year plan, perhaps we maybe could go back to having short-term or long-term. But I believe part of the conversation that we had last study session was that we wanted these to be more for this year and then we would revisit them at the end of the year and see if we were on a different leg of our strategic plan that we wanted to look at or whatever that was. So I think the intent of this >> was to be like a shorter
095term goal >> um that we revisited every year based on our strategic plan. That's what I heard in the last meeting. >> So that's how I sort of frank with these. >> I guess I I liked these goals, but I don't see something specific for the board to work on. >> That is board owned other than our government. >> Yeah. >> Open for suggestions, >> which is a new board. I makes sense, >> right? >> And and I would say that the policy I I think the policies that have come before the board, right? Um in that governance model >> um could nest inside each of these five goals. Um but but I see what you're saying. They're not specific like this. We're going to we're going to really work on um >> we're going
096to do work session towards some specific Uhhuh. >> Well, I think there might be opportunities for that within budget, which is nested in here in goal three, I think. Um, yeah, I I mean, I think our our priorities in the next few months are >> goal five and >> I agree. >> Um because as a new board, you know, we haven't done a self evaluation. This would be um something for us to do and even just self-checking in study sessions. how well are we meeting these actions and these metrics? Um, so that makes sense to me. >> The metrics in goal five alone are a good starting spot I think you know for the >> for the short time that we have >> for the short time that is left really uh 13 meetings. >>
097I'd also just kind of note that the intent of school board goals is to provide clear direction for the district improvement not necessarily specific for our actions. While there are there is a section that's like for our actions in there, the overall intent of goals is to make a framework. >> Absolutely. >> Okay. Absolutely. >> Perfect. >> Um >> so I am happy with these. >> You like these for goal one both the actions and the metrics. We're okay with how they are. >> Yeah. And I'll be I mean I don't want to jump start us but I I >> I was good with the whole >> Same here. >> The whole thing. >> Yeah. >> Okay. Um well >> Steve. Yeah. >> Yeah. Okay. Uh again, I was remiss and I only sent these
098out yesterday, so I apologize, but um I got a lot going on. Um I haven't had a chance to speak with Director Russell uh for his thoughts or opinions, but I'll make sure that I get those. And then I believe we would have to move these over to something we vote on. Correct. >> Oh, yeah. They're a consensus piece, I believe. I'll check on that, though. >> Okay. So, I'll >> we can move them to the agenda. Yeah, the consent agenda, right, for us to vote on. >> So, I'll just make sure that I get Director Olsen's or sorry, I'm looking at you, Director Russell's feedback. Um, and any thoughts or questions that he might have on it before I submit them over to Superintendent Omnell to put on our consent agenda. Yeah, >> I
099know that there was one thing that director Russell and we did talk about a little bit as we were talking about advocacy and we weren't sure if we wanted something around advocacy as part of one of our actions >> in board goal four >> in five >> five it's part of I is and and I think just from the conversation that we've had, I think that it's something I'm bringing it up now, but I think overall I think it would be a great goal for next year once we get past this initial new phase. >> So like note to self >> talk about advocacy in August. >> Yes. what that looks like as part of a government's board and and the activities that are included in that whether it be because it does kind you're
100right it does kind of float between five or four and five >> and four >> um because it's a it's a it's not just a person from the board role Mhm. >> Um the ones that engage the whole entire board in the advocacy work find more success. And so um having more conversation >> I sent myself a memo so that I remember in August to talk about that. >> Okay. I got a noted too. No, I I CC you on my You're welcome. >> See what I said? Yeah, >> I CC you on my note to self. >> All right, I appreciate that. Uh next up, we have the board uh of directors operating protocol. So there are two versions here. you will see the version that uh we had in our last discussion and
101then there is the version with one of the bullet points removed >> uh as we discussed in our last one. So the the two versions I think item number 12 maybe >> yeah you can tell um on the footnote bottom uh with the date 0.01 01 has bullet 12 removed. Um, which was the discussion from last time. >> Thank you, Stacy. >> So, we we committed to bringing back two versions of it, one one without bullet 12 and one with bullet 12 for whatever the board um thought was most fitting to to move forward with his operating protocol. It would have been nice if they were number instead of bulleted. >> Oh yeah. >> So it's the one that's deleted is the one that reads the board will encourage. So it's 1 2 3 4
1025 6 7 8 9 10%. Okay. >> Okay. To present their own issues, problems or proposals to the person who can properly and expeditely address them. And right below that it says issues, problems or proposals received by the board or its individual members would be referred to the superintendent. Those are cross purposes with each other. I think the the last bullet is the one the one that struck in 01 is that struck for a reason because our our responsibility is reference to Ryan who then determines who's best adjustable. >> Any other thoughts? It's just the one >> removed. >> Everything else is the same. So that would change how we operate though in the sense they >> right you wouldn't if somebody came up to you you wouldn't say have you asked your principal have
103you gone back to the teacher you would say have you talked to superintendent >> no that's what it says >> then maybe we need to re frame or reward that whole entire and maybe combine the two somehow so that it makes more sense because I don't want to send Ryan in every little thing that I hear. >> I think it's appropriate just to to ask that question. Have you talked to the person at the school or at transportation or in technology? And then they say, "Yeah, and I haven't gotten anywhere." Or or or no, I haven't done that. Thank you. We're sitt Ryan know that we were approached by somebody about something because you get you get something, Steve gets something, Miranda gets something, I get something. Individually, we think it's just one thing from
104one from one person about one issue. Ryan gets it and he sees he could see a possible pattern. And so we do need to acknowledge to Ryan that hey this came up because otherwise we're kind of hamstringing him in his ability to be responsive to community concerns >> or patron concerns. But we also have um situations which I don't know how much we've come across it since our new members have come on board but where a constituent would email blindly all of us and we don't know who has received an email and who hasn't. And so that is where we have in turn you know that's when sometimes we pick up the phone and say hey did you get this and or we had we had somebody who came to a board meeting and wanted
105to talk about some things that were happening in the experience they had had somewhere and then and then talking to somebody else an experience they had somewhere. And I knew right away that those were not comprehensive school elementary or middle or high school that they were AL programs or private programs. um that you know but I didn't respond because Miranda responded to that person and then >> and that's how it should be and and then and that you would then share that information with >> Ryan who then would >> just as a note if we get something to the whole board as the board president I will hit reply all and say thank you on behalf of the board so that everybody knows I acknowledged that >> and if I get one I'm not sure
106about I might say I forward it to you and say hey did you get something like this >> um not not proposals for business, but actual constituent concerns. >> Yeah. >> Getting back to the issue of contacting the superintendent, how about we change that to the superintendent's office so it's not >> right on you. >> It goes with Stacy. >> You disperse it that way. >> Well, um, >> let's be honest, that's how it works. >> Yeah, it is. And I'm fine though. I'm fine with it reading that way because ultimately that's my responsibility. >> I mean I I I can give an example as a elementary principal. I didn't always get the phone call from the superintendent. I got the phone call from the superintendent's admin assistant um or whatever their title was at
107the time via phone call. And so I I knew that it was important. I knew where what office it came from and I knew a response needed to happen. Mhm. So just with more answers. >> Um so I guess what are we thinking as the consensus here? Do we agree to sign one of these? Do we want further edits? Like where do we land on the two versions of the board protocol? >> I didn't exactly follow the details, but it sounded like the combination of the two might be good. >> Is that was that was that what you said? Well, I think what I'm saying is we don't we don't brush off somebody and say, "Oh, I'll I'll talk to Ryan about this." We do ask the question, "Have you spoken with the teacher? Have
108you spoken with the principal? Have you spoken with the bus driver? Have you spoken with the transportation supervisor?" Um, and regardless of what their response is, we're sitting at Ryan. No, Stacy. I we've been working under or the previous members have been working under the premise that of number 12 being in there, right? And that being the operating protocol. >> Um >> again, it goes back to the intent like the intent of that is have you talked to your principal? Have you talked to that? whereas so I think removing that out now we've removed that intent and you're saying the intent of that is to still ask that question but I think it makes it more clear if that is in there or combined somewhere along the way just my personal opinion >> yeah I
109would hate to see >> why don't we say issues problems are proposal received by the board or members will be referred to the superintendent's office you said um semicolon with the proviso that the individual making expressing the concern is asked if they've spoken with that staff person responsible or that staff person's supervisor >> or something like that. Mhm. >> Do we think that what's here now, that 12th bullet, doesn't do that? I think it's it's more um intentional that people might read that and say, "Oh, I can go to Director King and propose that we do such and such and it'll be a board issue because that's that's these are board operating protocols and now he's going to bring it to the board or come to me and think it's going to come to the
110we're going to talk about at the board." Whereas it's it's more likely than not an operational issue. says to present their own issues to the person who can properly and expeditially address them. >> I'm happy to leave the language the way it is. >> Will encourage patrons to present their own issues. Maybe you can say directly, >> but like I I think I I like the language as it is on the original one, but that's just my >> Well, I mean that's fine. I mean I don't not something we're going to live or die on. Yeah. >> But I but I do think that we have that responsibility for both 13. >> Oh, for sure. Yeah. And we always like just >> my personal like I always like, hey, have you talked to principal Washington?
111>> Hey Ryan, just FYI, >> I got a call today. >> You know, >> also getting back to the amb ambiguity problem. I'm able to say something that they about contacting the appropriate administrator which could be the principal or or whatever >> rather than just leaving it open like it they can go to a board member. >> Well, and I would do that if it if if it's not taken care of with what is existing number 12. Number 13 does that. Mhm. >> So with having number 12 in there, I think number 13 >> that speaks >> does it? >> It's it's that sted approach. >> I'm okay with the original since we've had this conversation so that we all understand exactly what it means. >> Okay. So I'm also okay with the original uh
112the original language that was on there. So I think is that a consensus that we agree to go to the original language? Does that mean we can sign it tonight? >> Sure, we can >> can sign it and post it to the web. >> Okay. So everybody that is here, we can go ahead and I don't have a pen. Sorry. Um I >> sign one. >> And then we'll have director Make sure I sign right in here. We'll have director uh Russell. Uh oh, here. Steve, do you want to sign it please? 8:30, right? >> No, it says >> a schedule. >> Not really. I'll double check on the actual agenda, but >> 8:30 is what? >> Okay. >> Yes. Then a little bit is right. >> Not in my >> Okay. >> Yep. So
113I think at this time how do I need to do this? I need to uh we are going to recess to a close executive session to review the performance of an employee and we will return at 8:30. >> Yeah. And you are free to go, Mr. Rogers. Thank you for being here for your app. Yeah. >> And thanks for the report tonight. I was really glad to hear I I um had a preview of the fact that you guys were going to talk about your SIP and AP. >> Yes. >> But I was glad to hear that happen. Ready? >> Yep. >> It is 8:30. I now adjourn the study session.