SCSD Regular School Board meeting, 1.6.26

001refresh. >> Yeah, I forgot to mention If you hit refresh >> your should we turn on our microphone. >> I will now call to order uh the uh sorry the January 6, 2026 regular school board meeting of the Stamino school district board of directors. Uh uh all board members are present uh and accounted for as well as both of our student adviserss. Thank you every for making out in the uh rain today. 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 or to speak uh will be given uh during the public comment section will be called upon to make their comments at that time which

002is near the end of the meeting. Uh please stand with me for the flag salute. [clears throat] >> 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. >> I guess I will clarify. Director King is with us. He is just uh on a link uh virtually. Hi, Director King. All right. Uh so, it looks like we have the agenda before you for the uh January 6 regular school board meeting. Are there any changes to the agenda? >> No. Seeing none, is there a motion to approve the agenda as written? >> So moved. >> Second. >> All right. It has been moved by Director Murray and seconded by Director Olsen. All in favor of

003approving the agenda for January 6, say I. I. >> Opposed. That passes unanimously. Next up, we have the uh minutes for the December 2nd, 2025 regular school board meeting. Are there any changes or corrections to those minutes? Can we just point out publicly that we did realize that there was a dead link off of the agenda page, but the minutes were posted correctly on the minutes page and we've all seen them. >> Yes. And they're attached now. You can um go and see them. So, >> um are there any changes? Okay. Um, is there a motion to approve the minutes from the December 2nd, 2025 meeting? >> So moved. >> Second. >> It has been moved by Director Russell and seconded by Director Murray. All in favor of approving the minutes from the December 2nd

004regular school board meeting say I. >> I. >> Opposed. Just please note that I recuse myself as I was absent from that meeting. >> Yep. Perfect. So that does pass uh with director Olsen abstaining from the vote. Uh next up we have a superintendent report. Take it away or uh man superintendent. Oh no. I got to get back into the swing of this. >> I was just thinking >> yeah it's been 35 days since we've had a board meeting which doesn't happen very often in the cadence of board meetings. So I I'm with you. So um thank you for that. We have a few reports today which I'm looking forward to and I'm excited to to hear from. The first of which is our donations which will be read in by our student representatives. >>

005The Stanley Pino School District received the following donations. $35.13 from the Stanley Middle School PTO to purchase classroom art supplies from Stanley Middle School. Dave $14.25 from the Elgre Bay Elementary School PTA to cover the Elg Bay Elementary School field trip to transportation cost of the pumpkin patch at the Andrews Hay Farm. >> $3,000 Wait, $3,499.96 from St. Ko Area Foundation to purchase social studies learning enhancement at Stanwood High School and art classroom enhancement at Algebra Elementary School. [clears throat] $96.30 from the Twin City PTA to cover the Twin City Elementary transportation cost to Swra Farm. >> $1,000 bought from the Jim Hanker Foundation to help pay down the district's food service debt. >> Thank you. And thank you to all our donors. It's uh if you look through those donations, you'll see that they're

006spread across uh the arts, academics, and activities. So, we we appreciate that. Next up on the superintendent report is the Stanwood Middle School report. Excuse me. Before you start, Evan, is there Can you check the volume because it feels like there's a little bit of a lingering vibration after every time somebody speaks. >> Yes. >> Can we tweak that? >> Thank you. >> Okay. Uh I'm Tim Dickson, the principal at uh Stanley Middle School. And >> I'm Holly Christmas, the assistant principal at Stanley Middle School. >> So thank you everyone for having us here this afternoon to share a little bit about uh what's happening at Stanley Middle School. We need a little little help, Tim. [laughter] Here we go. >> Okay. >> Oh, hello. Um, [laughter] the first two slides not for a second.

007Uh, this is our AAP goals from the student side of things. And what I would like to point out to you all is that both ELA and math have students tracking their own growth and monitoring as part of the goal. Both in ELA and math. um specifically noting the monitoring that we do in class classes over the course of the year. Likewise for the staff their actions in ELA um our staff is explicitly teaching the students how to track their growth, what the diagnostics mean and the importance of using that as a feedback. Whereas in math, the teachers and the staff are really using the knowledge that comes from the diagnostics and how the students are reflecting on that to help them identify further foundational gaps and give them feedback on how they can improve

008in that. And one of the main areas that we focused on um both in last year's AAP as well as this is uh setting really high expectations for our students uh with regards to their behavior and how we approach our school discipline and you'll see that uh later in some of our data. So we use a lot of different sources of data. Um I would say we're one of the um one of the biggest focuses we have is making very informed decisions based on what we know about our students at ST Middle School. Um, one of the pieces that you'll see today that's probably different than what you've seen from other schools is I Ready data and we'll um go over that when we get to that point. So, first off is our our state

009assessments, our uh smarter balance assessment results. Um, you can see our comparison last year and the year before that we are uh seeing some growth uh across the board in most areas. Uh it's a real testament to the work that our teachers have done and kind of the the importance of these AAP goals that we have been focusing on and defining um each year. This is what the initial kind of look at I Ready looks like. Um this helps us to understand where our students are at mathematically. Um our teachers are able to give the diagnostic. It happens three times a year. This is our fall data. Uh in the coming weeks, we're going to be giving our midyear assessment uh and they'll be able to uh use that to see what kind of growth

010students have made uh and help plan for ways to address their learning gaps um in order to help them make progress uh in their individual classes. That is our kind of view as a school by each grade level. One of the big things we're doing this year is using some time that we have set aside on Thursdays called Spartan Time to do uh individual math uh interventions for our students. So our students take a Delta math diagnostic assessment. Um they do this four times a year and we [clears throat] use that data to make uh specific groups uh focusing on individual standards and then all of our staff math teachers, English teachers, social studies teachers provide uh intervention to students in the area of math and you can see across the rows there. Um that's

011an example of how students have tracked their progress um over the different sessions that they meet with the teachers. Uh and after they get three successful um completions at standards, they're exited from the group. So you can see um like right where that arrow is, you can see across that student had three successful opportunities and then was exited from the group. And they have um eight sessions to gain mastery um within each content. So that's one of our uh new initiatives this year with students that are tracking their progress and the teachers delivering um targeted intervention for them. Oh, didn't realize that. Just having a moment again. This is our beginning of the year H&H growth measures for sixth, seventh, and eighth grade, which uh gives us a working idea of where students are at.

012>> Can you just tell us what switch H&H stands for, please? >> On harder report. It's the It's the publisher. >> Okay. >> Yeah. [clears throat] And so within that adoption that we did two years ago um comes this diagnostic that we do three times a year. And this is the beginning of the year where our students were out um with their reading skills. And as you can see um it semi kind of tracks along a little bit with our state assessment standards and they are getting ready to take the middle of the year in the coming weeks. So, uh, last year we, um, worked with our staff and with our students to develop, um, our Spartan pride, uh, expectations. So, being prepared, respectful, involved, disciplined, and empowered. So, those are our traits that we

013are focused on. During the first three months uh of the school year, we just kind of broke down a comparison to see how we've done implementing that as it connects to our AP goal, making sure that kids are understanding it, getting the feedback, being held accountable, and you can see a year-by-year comparison uh for the first three months of the school year. We're showing a real positive gains in reducing the number of discipline referrals that have been submitted by staff. Um and then we broke that down a little bit further so that you could actually see by cohort. So by each grade level, so last year sixth graders, now this year seventh graders, um the decrease in behavior referrals and violations um along those lines as well. And it's just been a real uh testament

014to the work that our our staff have done to be very explicit, give kids opportunities and the supports that we've built in around them based on the data that we collected last year to um help them be much more successful in the classroom. because if they're being able to show success um with their behavior, it's going to lead to increases academically as well. >> So, here we are at our community and engagement and the culture that we're establishing and have established at Stanford Middle School and we're pretty active. We got a lot going on. It's pretty awesome sauce. I'd encourage you all to come by sometime. Um once a month we um look at our pride and we recognize students for their involvement in certain departments. Um this month we're focusing on empowered and so

015at the end of the month students will be recognized through the don't remember which department was it? ELA department uh for being empowered. Uh you can see that we have students running across country. This year we have just over 40% of our students who are eligible to participate in athletics participating in our athletics. A high school math club comes down um once a quarter to help students in their math. We also have math helping clubs during the day as well and CTE and also just being involved in other ways too. Our our leadership group has uh done an outstanding job helping to do fundraising. They've got a sock drive that they did in October and they're running a food drive beginning next week to support the food bank. Um, and you can see across the

016top there, you know, we had a huge turnout of support when we sent our girls off to volleyball state. Um, we just um really try to make as many connections as we can to our community, to the high school, um, with our students and it's one of the things that I think makes our school so great is just how active and involved everyone is. That's why it is embedded in that stand spart pride that we have um for our our schoolwide behavior expectations. So what we hope to see at the end of this year with all the things that we've been working on um are increased ownership for our students with their uh tracking and feedback that they're getting on their academics uh improvements in academic areas and just a lot more uh independent self-regulated

017students that are prepared to move on to the next level. >> Thank you. First, I don't want to hug air, but and I mentioned this to in meeting with Tim. I know that you're using irony as a as a tool to measure student growth in mathematics. Um, I'm curious how you and your staff are finding that to work and how that correlates with what you're finding with the Delta math assessments. >> Yeah, it's been fantastic. So the way that our our structure works is that the the teachers um take three or four students to work with Delta Math on those targeted interventions and the rest of the students are working independently on the I Ready My Path. Um so you're able to have kids that are working um at a challenge level. Some of our

018kids that are maybe in geometry are able to u explore higher level math concepts that they they might not have otherwise. Um and then other staff circle back in and connect with those kids as well um on the work that they're doing. So, it's been a great tool to help provide for all levels, both those that needing support and those that are needing acceleration. >> Just a a quick question. How is your how is your staff finding the are they enjoying it? Are they seeing it as a viable tool or is it like what one more test? >> Um, I I think they definitely see it as a useful tool and helpful. Um, I think the biggest surprise that that staff had was when we said everybody's going to be a math teacher this year.

019Um there was a little bit of like really um yeah and and after the second week and they saw kids you know light up and experience success and forming connections in that way um it's been smooth sailing since they've been very supportive and and appreciative I think of the the the shift there I noticed the basketball picture um it's down middle school versus Port Susan. >> Yes. >> Who won? Uh, we won that game. >> I was at the JB game. >> Just we are a little competitive. >> Just just a little. [laughter] >> I used to be the principal at Port Susan, so I have a vested interest in >> didn't know that. >> Um, mine was more just to put some things into context from what I was hearing. I think it was

020back on slide 11. Um the you you brought up the growth measure in reading sixth and eighth grade and and showed those statistics. Um and then you implied I think I heard you say that that that was the last testing round or assessment round. There's another assessment coming up. >> Yeah, we're we're we're starting this next week. Um uh next Monday they do the next Delta math test. the following Friday they do another I Ready assessment and then the HMH um the reading assessment takes place somewhere in the middle of that. Um so we're kind of approaching that midyear time and then we'll have some comparisons between fall and winter to see what the growth has happened so far for the year. >> That would be that would be something I'd be interested to see

021is is how how the metrics are changing. >> Yeah. us as well. >> Any questions? >> I do. So, um you mentioned that the students are doing their own monitoring about app growth. Have we um talked to the students to see how they're feeling about learning those new skill sets? >> Yeah. >> How they're feeling about one? >> Yeah. And one of the one of the things that's very motivating is that they have an offramp. So once they have shown that they've met the standard on the different skills that they're working on three times, then they get exited from a group and there's a little bit of a celebration that happens between them and the teacher and they move on to work on other things that they need to. So that has been um very

022powerful motivator for the kids that they know once they've demonstrated proficiency, once they've shown that they've learned something um then they can move on to other things and they're not stuck in a group. Um, which kind of historically in education, you know, remember the days when you were in the Bluebirds and the, you know, the Ravens or whatever, like you were kind of stuck in that group uh for whatever skill it was or and this there's a way for them to to move along and see that success and celebrate that. >> Can I before you ask your next question? >> Go ahead. >> Okay. So, that's in regards to not just behavioral but also ELA and math. Is that correct? >> Specifically in math. Yes. >> Okay. >> Behaviorally, the goals look differently. We have

023some written interventions set up where students meet um we have a case load of probably 30ish kids right now that meet with uh a group of adults and they set goals every day that they're going to work on and they have a check-in in the morning and they check in at the end of the day. So, that's a little bit more individually tailored for students needing a little additional help. >> So, just to clarify, uh probably a two-part question. Um, can you explain to me a little bit what that student tracking looks like? Like what what it is, how it is, where it is that they're tracking that and then on the end of that you say that there there's an offramp to exit out of a group. >> Where do they go? Like is

024it like the next group up is there like what does what does that look like after that? >> I'll go a couple of parts. So within ELA um they they get their results. Some of the teachers will meet with them individually and talk about it. Um, some of them have them do like a reflection sheet where they kind of go through and do like a self-reflection and think and write and there's a back and forth that way with the teachers. So, that's kind of how they do it within ELA. Within math, the groups that meet, the students that meet with the teachers for Delta Math, they have a graph that they fill out at the end of each session and they're having that back and forth with the with the teacher on how they performed.

025Um, and when they exit from that, they'll go and they'll work on I Ready assessments or the I Ready My Path uh lessons and things like that. Um, so that's how they kind they shift so they don't have to work oneonone with the teacher anymore. They can do some more independent and guided practice in something that's more of like an enrichment area for them. >> Okay, thank you. Um, moving on. So, let me see. It was um believe it's slide seven where it talks about the SBA scores. >> [clears throat] >> um was just kind of curious about the eighth grade numbers and whether or not as these I I understand these eighth graders are now ninth graders. >> Yes. And therefore, are we doing anything to make sure that we're tracking and helping support

026those students because it looks like they overall they as a group they decrease versus increase like the rest of the groups. >> Yes, last year's um eighth grade group um we did a lot of reflection on why we had the outcomes we did and I think the consensus was that it was a motivational um a motivational piece. We had a bunch of new staff come in that were um in the eighth grade department doing it. We um just had a lot of changes. You know, I was new last year. There was a bunch of different things happening with that group. Um and I think there was just the results that we saw was not an accurate reflection of their true academic ability. Uh and I'm I'm optimistic that um Mike High School has worked with

027his team to figure out how best to support those kids as they've transitioned. We've obviously we've had our transition meetings and provided a lot of uh background knowledge and helpful information for them. >> I would be curious as a followup to either hear from Mr. Washington or have you report out on what the um up-to-date information is on the nth grade students like current data [clears throat] showing where they're at at this point in the school year. >> Sure. We have um the ninth grade success team that's in place that's tracking 9th grade grades through quarter and the semester coming up at the end of the month. So we'll have a second round of data for that specific to algebra and we have um you know 20 plus years of algebra data uh as far

028as success success rate on that. So we can do that. >> Well, I'm just concerned also about ELA and science. So we were, you know, >> math was the only one that they actually >> the eighth grade. >> Yeah, >> that that particular cohort. Yeah, >> that particular cohort, right? >> Just um and this may be a bit of a tangent, but since you since you said it, uh what does those transitions look like from when they go from 8th grade to high school? Like do you like do you meet departmentwise? Is it full team? It's a a group of our counselors, our special education teachers, and ourselves that um share that information um with the high school counselors as they work to and the case managers there as they work to try to help

029develop um schedules and support plans and things for the students. >> Okay. And is the way you track stuff, is it very similar to how they track at the high school so that it's easily transitionable? It's not like like you're comparing apples to apples when you when you get data up there or is it does it take a lot of clarification or manipulating of data to make it transferable? >> So, um the short answer is we use our data dashboard which is panorama that can track the SBA scores and four other inputs along with grades um year-over-year um to anyone that has access to that student cohort. Okay. >> Any other questions? I >> I think if you don't mind, [clears throat] Miranda, I think I think I'd like to echo that I do think

030that that transition is fairly important in that. Yeah, I I would also like that um information as well is what what Charlotte said is is a way to look at that from reporting back from Brian or Mike or however whatever the mechanism is to do that. Yeah, usually if they provide information for like if one of the board members requests it, then they'll they'll give it to all of us. So, we'll make sure that we get that for you um whenever it's available. Director King, did you have any questions? Hello. Do you have any questions, Steve? No. >> No questions. All right. I just wanted to make sure we didn't forget about you over there. So, I know it's a little hard to jump in when you're online and everybody else is in person. So,

031I wanted to make sure we we gave you the opportunity. >> Great. >> Uh thank you, Mr. Dickinson, Miss Christmas. I just want to point out before you before you're leaving, you're going to go because the buses are coming shortly and I know that's uh important that you're there, but um two times you referenced uh goal two, which is responsible and engaged with your 40% participation in athletics and activities and then growth and achievement is goal three of our strategic plan. And just to note that um several examples in there of not moving on until mastery is reached at the standard. um that happens in Spartan time and there's a plan for next year along with course work some course building around students meeting master before they move on. So thank you for that. >>

032Thank you both. >> All right, next up on the superintendent report is our annual report from the YMCA and YMCA associate executive director Jamie Williams is giving the report this year. >> All right. Thank you for having me. See if I can work this. Is it the We'll use the wheel or I can just scroll through them for you. I'm excited. >> Thank you. Thank you for having me here today with you. I'm excited to be here. I'm excited to share some information about the YMCA. I can talk all day about the Y, so when I get close to cut off, just give me the high sign. Um, first of all, I want to thank the uh the school district for having us um as a strategic partner. Um, the YMCA is a uh community

033resource. We are dedicated to service, but we can't do that unless we partner with strategic organizations. And our number one highest priority partnership is you, the school district. not working. You just set that down. Okay. >> All of the pictures you're going to see here are also pictures that were done this past school year as we're talking about the 2025 partnership. So, [snorts] the YMCA's mission, I'll read this to you. It's to inspire, nurture, and strengthen culturally vibrant communities through youth development, healthy living, and social responsibility. Some exciting things about the YMCA this year and last year. This year, Snomish County YMCA will be celebrating 125 years of serving families in Snomish County. About 10 years ago, we got the great privilege to grow right out here in the Stanwood Camino community. So, our Stanwood

034branch will also be having a a banner year celebrating our 10-year anniversary. The YMCA is dedicated to building communities where people, especially our youngest people, are encouraged to develop to their fullest potential of spirit, mind, and body. And I'm going to get into how that works in a minute. Um, the Y is an inclusive and welcoming space. Our job is to make sure that everybody in our community who'd like to be a part of our organization have access and we do that every single day. We remove financial barriers and we allow welcoming spaces for people, families, seniors to come in. We are dedicated to our partnership with the school district. Here is our impact of story in 2025. Because of you, the YMCA youth sports program in 2025 served nearly 2,000 youth. Let me repeat

035that. That's a huge number. In 2025, because of our partnership, we were able to serve nearly 2,000 youth. Of that 2,000, one in six of them on a scholarship. You will find us on the weekends and week nights in your gym spaces or on your fields. And this is what they're doing. Our kids in this community are growing their skill sets in youth sports. They're building friendships. We see year overyear, season over season, entire teams coming back to want to play together, to play with their buddies, to play with their coach who they've fallen in love with. friendships are built. It's amazing. They're learning about resilience. Two teams play sports. Not every team gets to win, right? And that is resilient building. Learning how to lose with dignity, how to be a good sportsmanship player

036on and off the field. We're growing in confidence. We are disconnecting from technology, right? Social media is put to bed for an hour, an hour and a half while kids are outside burning energy. We've got to do this because of you. Before and after school care, because of this partnership, you will find us in your cafeterias, in your gym space, and sometimes in portables, engaging with kids before and after school. In 2025, we served 131 children in before and after school care. 28% of those kids are on a subsidy of some kind. Before and after school care is so much more than caring for kids. We are building relationships. These kids are building a family. They get to spend eight hours a day with you. We get a piece of them in the morning and

037a piece of them in the afternoon. and we get to continue that community building spirit. We are collaborating with teachers and with administration so that the things that they're working on at school, we are continuing to work on also and also at home. We are we want to continue the patterns that help kids succeed. Our kids are doing STEM projects. They're doing craft projects. They're playing games, eating healthy snacks. They're having a great time. But most importantly, it's a caring, safe space for children to be. so that their parents can go to work. Third grade swim. So this past year in third grade swim, we got to have 351 third graders come and swim in our pools. Pretty encouraging uh number. We're excited to get that started. I think we start in like a week,

038so we'll be busting kids back and forth again this year. Incredible. Third grade swim is so much more than just learning to swim. Um, for those of you who don't realize this, drowning is preventable in many cases. And drowning is the second leading cause of accidental death in kids. >> [snorts] >> And you and I and the YMCA are helping prevent this by allowing every single third grader to be busted to our organization and to have a week-l long swim lesson and swim safety program. Why I say swim safety is it's more than just a lesson. It's if my friend fell in the body of water, how do I get my friend out without me also becoming a victim? These are the skill sets they're learning. They're teaching encouragement amongst one another. It's amazing to

039sit on the pool deck. And please, I invite you anytime. In fact, I'll make sure Ryan has the schedule. So, each of you, if you'd like to come and take a look at what the third graders are doing in the the course of the entire year, I'll make sure you have an invitation and can come see, you're welcome to come. Um, it is so cool to watch them encourage one another and build that relationship as their classmates are growing in their own self-confidence. It's an amazing experience. Um, what happened really cool this year was that we had two high school swimmers on the ladies high school swim who participated in third grade swim years ago come back as students on the team. So, that was that was a super cool full circle moment. Um, high

040school swim. So, the beginning of August all the way through March, we get to welcome high school swimmers and their families into our YMCA so that they can grow and build their own skill sets. If you haven't been to a swim meet at the YMCA, I encourage you to do it. And I definitely encourage you to do it on senior night because I'm surprised the windows don't get shattered out from all the amazing encouragement, growth, and excitement that happens on the final swim meet. um home swim meet um uh for the swimmers and and the boys is coming up. So check your schedule. We welcome you. Please come and see adaptive programming in 2025. Uh the YMCA in Stanwood started an adaptive program um serving our athletes and young athletes and young adults who adapt

041who have adaptabilities. Our organization has served um this population for lots of years, but in Stanwood, we're just beginning that up here. So, in 2025, we served 60 athletes and three sports programs. And we got to do some of that because we were allowed some access on the activity field at the high school, which allowed some participants to come with some mobility struggles that that they don't find on turf that they do on grass. So, that was exciting. um just like the other athletes, they're learning, they're growing, they're building confidence, um they are building friendships. It's an amazing program and we are just about to start the next one in 2025. We're kicking off the year uh with our adaptive group uh group fitness uh classes. I get to teach one. I'm very excited about

042that. And if you'd like that schedule, I'm more than happy to show you that so you guys can come in and see what those athletes are doing. In 2025, our teen programs have just began to really build and explode. On any average day at the YMCA, about 210 to about 2:30, we have anywhere from 100 to 150 teens flood into our branch. It is an exciting time of day. It gets really loud and it's really fun. Um, for you anytime at about lunchtime, you might see our senior, our teen director in your lunch programs. Our teen director gets to come have lunch with kids, have conversations, encourage their participation, not only in the branch itself, but in some of the programs that we're running. Programs such as leaders club where we're teaching teens to be

043um good neighbors. How do I be a great volunteer? What does that look like? How do I lead? Um, we also have a great program called Youth and Government where we're teaching kids civics and how do they move the needle in terms of creating laws and how do they use their voice? How do I learn to debate? What does that make? How does that make sense for me in my life today? But most importantly, we provide a space where teens can be seen, their voices matter, and we welcome them. A sense of belonging is what we're looking for when it comes to our teen members. Summer camp. Summer camp is a magical time. It is an incredible experience for all summer campers. The YMCA served 175 campers last summer. 42 of those campers were on

044a subs. You will find us in your gym spaces, in your fields, and having fun all summer long with campers. Summer camp is magical. It's it's not school age child care, which is incredible before and after school school care. It's different. It's about growing. It's about building skill sets. It's about making friendships with kids that don't go to school with you. Maybe I have students at Cedar Home Elementary and I've got algebraic students and we've got some Twin City kids all together at one time. So, they're building relationships with kids from across the county and growing their self-confidence. They're they're having fun all day long playing, making lifelong memories. Summer camp is a magical time. Anytime any of you would like to come and take a look at our summer camp, we would love to

045have that. wrapping up uh my my talk today is the idea of the Charlie continuum. So the YMCA, if I go back to our mission statement, really speaks to growing and nurturing healthy individuals in spirit, mind, and body. And we do this at every stage of life from the very beginning where we're teaching kids about toddler movement and play. They're in our rookie sports division. We're teaching them that other people can care for them outside of mom and dad, even if for a couple of hours while they can go read a book or get a fresh hour, right? Then we transition into kindergarten readiness and youth sports and building their confidence in those young minds. And then it moves into middle school. Now we're building volunteerism. Now we're looking into are you leaders in training?

046Do you want to maybe come work for the YMCA at some point? Then they'd graduate and maybe, just maybe, we've captured their hearts and minds enough that they may want to come to work for us. Maybe they're getting married and starting a family and their family has joined. And then even as they're stepping into their oldest years of life, the YMCA is still a part of their journey. By a show of hands only, have you ever been a part of a YMCA activity, sports, child care? So, you're a Charlie and you're a Charlie. You're a Charlie. You're We're all a part of the Charlie continuum and it is because of our partnership that we will be able to continue to do this in 2026. So, thank you. >> Thank you. Any questions? >> I have

047I have more of a comment. Um my daughters were well primarily my my oldest daughter was on the swim team years ago and when we lost access to that space um we were searching around and uh I can't take credit for it. It was it was the tremendous work by administrators and people within this community and swim team members that stood up and invited and and started that dialogue with the YMCA. And it's so wonderful that um to see how it's evolved into where it's at now. Um, I don't know if many of you remember, but that space, the pool was filled with gravel, had to be dug out and rebuilt and our my daughter unfortunately didn't get to take advantage of it. She got to swim at Mary'sville for for the three years remaining.

048But the swim team being there, the fact that you get kids in the third grade that are learning to swim in, that's tremendous. That's wonderful. And I I I think it's one of those things in the community that that [clears throat] like I said, I wasn't directly involved, but I witnessed it and it's one of those pride things that I really see that where that relationship worked out really well. So, good job. >> Thank you. Appreciate that feedback. >> Thank you. Thank you, Jimmy. And and thank you, Dan Pal, who's over there. I'm sure it was difficult to to sit over there and not talk about the YMCA uh Dan, but uh appreciate >> let [laughter] appreciate it. Thanks a lot. >> No, sorry. That's >> politeness. I let everybody else go first. Um >>

049so you talk about all the numbers of students who are on financial assistance or scholarships. Like what does that process look like? Is it you just come in and apply? Is it like readily available on your website? like how does how easy is that uh process to access for our families that might need that extra assistance? >> Yeah, absolutely. That's such a great question. It is in fact that easy. Yeah, it is both an online application andor an in in-person application. We run a sliding scale based on income. In full transparency, anybody who asks for help receives help even if they fall outside of that sliding scale. We understand that every family has extenduating circumstances and we take our time uh to review those and and do everything that we can. In addition to that,

050I also work closely with Michelle and we offer um free and reduced memberships and family memberships of those families that are being served through the McKin mentor program too and we work very closely together. >> Perfect. Thank you. >> That's a couple seconds. >> Okay. Thank you so much, Amy. Thanks, Dan. Appreciate it. >> Next up on the uh superintendent report is the capital projects update. Ruth Floyd and Jeff Silverman are going to present that and Kevin Cruz is here as well if there's questions that you need. >> All right. Shall I try it? Capital Jeff and I are here to do a capital projects update for you. Okay. Um I want to first emphasize now that's a hard act to follow but I do want to emphasize that for students to grow and learn

051uh they need comfortable and safe facilities as you know which the capital projects that we'll be talking about today and our maintenance custodial and capital projects team support. So, um, I would like Jeff to talk first about our 2025 projects. >> Okay. So, uh, we can start out with the Cedar Home roof and gutters. Um, we replaced the the roof with a 50-year legacy roof by Malarkey. It's unique because it has two underllayments, waterproof underllayments, comprehensive throughout the entire roof. So, um, we should get 50 years out of this roof. None of us should have to deal with this ever again. >> Um, in transportation, um, we basically paved 2.9 acres on a 7.7 acre site. Uh, that translates to 125 square ft. Um, we added 2 in of asphalt everywhere and 4 in in

052the main drives, including some full depth reconfigurations, so we don't have the same problem we had last time. Oh, I talked about that one already. So, this is our Port Susan fire alarm replacement. Previously, we had Simplex as an obsolete system. We were getting our parts off of eBay. So, we upgraded it to a nonproprietary uh silent night system and um it's working wonderfully. So this is our Eselotti freeze protection project. It is ongoing. We are in the process of getting a positive building pressure here. Um we've done extensive work on this throughout the summer and the winter. Uh we currently have three contractors at our disposal to help us with this project. So, just go. >> And uh for a financial update on the capital projects fund, as of November 30th, our fund balance

053was 3.4, but that includes um removing the incumbrances that we have so far as well as um salaries that we have in the capital projects fund. Um, we have approximately 1.5 million available for the summer projects that we're going to talk about here soon, as well as some contingency funds. And we're holding about 1.9 million for emergent projects that could may come up come up like a boiler or a roof that we didn't intend to have to replace uh this soon. Uh, as well as waiting for that February levy outcome. for projects in process for 2026. Uh we have um board approved uh it they were board approved in November. The architect has completed the building condition assessment inspections and uh they are also in process completing the six-year study and survey. Uh we will

054be reimbursed by OSPI for all of this through a grant. uh Stanford Elementary School covered walkway. Uh we're waiting for a statement of work on that from the architect. Uh the Stanwood Elementary multi-purpose and room and GIF uh gym roof. Uh you'll see in the consent agenda today, a request to a vendor for that contractor. And then Twin City Elementary retaining wall and staircase repair. Uh we're researching vendors at this time and we'll request for approval soon, most likely in February. Uh the district-wide LED lighting upgrades, uh we're getting initial estimates to determine which contractor to use. Uh we'll go through a dees or an Omnia contract for that contractor for that. Uh the portable reconditioning, we're still in the analysis stage on this one. uh just deciding which portables have the most critical needs

055uh and whether uh they need roof siding, paint, flooring, uh perhaps some ramps as well. So, we'll see we'll see what that kind of inventory uh looks like. And then for the fencing, it's just a small run of fence at Port Susan and we'll have work on this later in the spring. Clean buildings update. Um, Stanford High School, I have some really good news on that. The Commerce Department has accepted our submittal and uh, we are actually good for 5 years on the clean buildings requirements. So, that's a a a major celebration and a lot of work put in by um, Jeff and Kevin and uh, the whole team as well as Mckinstry helping us through that process. Um we do need to continue working on energy efficiency in the building and uh try and

056bring those energy targets down. We're waiting for results on our tier 2 schools. Uh they're listed there and um as well as the incentive funds for those elementary schools and church campus. Um Stanwood Middle School is looking very promising in their energy readings. Uh right now we are showing below target and so we're monitoring that and we're hoping that we're going to be able to submit early for uh Stanley Middle School for compliance. Uh but the the date isn't until 2027, but we have the ability to um complete that and submit it early to the Department of Commerce. And that's all we have for you. Thank you. We can answer any questions. the Stanwood Middle School. Is is that from some of the window replacements and things that we've done to improve the energy efficiency

057or is there other factors that have helped with move that school into that's [clears throat] one of the older buildings so that's impressive to get energy? >> It is I'm sure those windows and I I know that um Kevin or Jeff can probably talk about some other things that we do been doing as well. Yeah, we had those two rounds of window replacement back in 22 [clears throat] and 17. And so we have a few windows to replace still, but the ones we've replaced, we replace with triple paint, so they're very efficient windows. Um, as far as um other improvements at Stanley Middle School, we've done some um camera upgrades and that was a couple years ago. Um, but that's >> as far as bringing down our our energy levels, um, kind of human, you

058know, turning off the lights, those kinds of things. Um, I know that Kevin and his team have have worked and custodians have worked really hard, um, behave doing the behavioral things that can make a big difference. >> Can you remind us what the benefits are for the early submission um, on those? So the early submission on the tier 2 schools, which is like that second level, uh that we get incentives for that. And so we will hopefully get a good chunk of money um in the thousands of dollars at least that um will help us do some improvements on either those schools or some of the other schools that we have. >> And those requirements are tiered requirements, right? So like in the first round we have to meet X number by whatever year and

059then in the future it goes lower. So those incentives are to help you get to that next tier down, right? >> Well, we actually submitted them early. They're actually not due now. Yeah. >> Um but they want some early adoption and that's what it was in an early adoption incentive. And so we [snorts] took full advantage of that. We're trying to get reimburseed for all this work. >> Yeah. But you're right, those um targets eventually will ratchet down. And so that's why I say even, you know, even though we have five years on Stanwood High School, we really want to focus on bringing it down because the next um target may be even lower. >> Thank you. >> Did we have to do anything special um with the trans transportation parking lot as far as

060the gross weight of the vehicles that are on that? >> We did. We took the main drives, we dug them down 24 in. We put in like 18 in of railroad battal on top of geog grid this time. And then we added 6 in of crush gravel and then added 4 in of asphalt on the main drives and 2 in everywhere comprehensive throughout the lot. >> So we definitely addressed the sinking. >> The main the main drives had extra. >> Yes, >> that's good to hear. Okay. >> Thank you very much. >> Thank you Ruth and Jeff and Kevin and the team for that. Ruth's going to stay up here for the November financial report. >> So November uh is our third month of the year. We're a quarter done and um our enrollment FTE

061was 4,000. There we go. 4,654 about 10 uh below our budget. Uh state aortionment revenues were paid at 5% total of 22% for the year. Uh so you can see how that aortionment of 22% is a little bit you know less than our 25% of the year that's completed. Um aortionment paid this time of year declines as our tax revenues go up. Payroll costs as a percent of budget through November are lower uh than this time of year and non salary costs are higher than last year. Pick the right button. Here we go. The manager's report reflects 13.3% remaining after expenses through October as well as salary and benefit incumbrances. And our fund balance is was sitting at $7.8 million, slightly lower than the prior year, but keep in mind uh January we'll have that

062true up we've talked about before of proportionate revenues to account for lower enrollment. And this is our the object summary. And non-salary costs have come down after a higher than expected first couple months of the year. You might remember last time I said that September and October were running a bit high. Um but November and it looks like December as well. Um it has come down in more like I would have expected for that this time of year. Uh this is our fund balance budget status report showing that $7.8 million fund balance and capital projects fund budget status shows about 3.8 million as um which is an expected amount for this time of year. And then debt service fund reflects normal tax collections. They're higher this time of year. ASB shows typical revenues and expenditures

063and then transportation vehicle fund is fairly flat awaiting delivery of those buses. Our budget capacity report uh shows school and grant adjustments at the bottom. And then our uh food services report is also as expected through November. uh the average daily participation for breakfast and lunch are higher uh than last year's no last year's nove November report similar to how it was in October um but catering still lags all I have for you I have a couple of questions on the ASB fund >> so I know that's run by like obviously the associated student student body um I see that we have a balance of 877,000 and and some change in there that feels like a lot for carryover. Do we encourage and maybe this isn't a question for you. It's probably like do we

064encourage them to spend their money? Because I I I genuinely would like to believe that if you earn the money in this year, it should go to those students and that is a lot like that is a very large amount to be carrying in a in a budget that I feel like should go to student events and things like that. >> Yeah. And and it's something that Ruth has been working with the the high school that Stan High School in particular because >> Lincoln is smaller. >> Yeah. >> Um >> and about about doing that exact thing spending for the students that generate the money. >> Yeah. >> Should should be spending most of that money. >> Okay. >> And those were nearly my exact words when I had a conversation with um with the

065um the leadership team and the adviser. uh the ASB adviser at the high school. And so we definitely are having those conversations and I and my and the fiscal team have offered ourselves to actually u go to budget planning sessions because the budget's kind of set right now. And so what we need to do is encourage them to look ahead for also for 2627 and modify their budget so that they have the ability to spend that some more funds if that makes sense. And so we're planning ahead for the 2627 budget year and um my team will be invited. I think they really were very happy to have the conversation and wanted to invite us to the conversations with the students so that when they're developing their budget, ASB budget, then we can talk about

066some of these things and understand the nuances of the budget and why we want to encourage that spending for the students like you said that earn the funds. Just to circle back on that for our student advisors, do you feel like there are restrictions on your budget or like if you say we would like to spend something like you you get the the support or how does how do you feel on that? >> Um I feel like we like we are encouraged. It's just like as a student body we don't know what to spend the money on and sometimes like the events don't cost as much too. And I also think we're kind of like worried to spend like over too much money. I know we were supposed to have meetings with you in the

067school board, but that ended up getting cancelled school. >> So, I don't know if that's going to be rescheduled. >> It will. So I want we had a conversation first with the advisor so that we can get on the adults can get on the same page and then um as I mentioned we're going to set up some additional meetings with student um leadership and um you'll see me there or a member of my team so that we can work through the budget together. >> Thank you. You're very welcome. feel like we have like similar issues that can help not being able to like find ways to spend the money, especially since we have a lot of smaller scale events that are just end up being supported by a booster club, but I feel like if

068we needed or needed to spend raising money be supported here. >> Yeah. Yeah. I appreciate the work that your team is doing on that because like I said, that number seems very high. >> Thank you for that. I was kind of curious um kind of dictating on what she said. Um I know that there in the past at times has been challenges for students to be provided, you know, coverage for athletics and all the different things and making sure that every student is able to participate. I was wondering does a the ASB fund allow for like a grant uh you know scholarship kind of thing for students that are needing a little extra help in order to be able to participate because I know if they're they're like um free and reduced lunch then there's

069that it's already somehow taken care of but those that may be on like reduced lunch or are are right on that kind of edge of not being able to qualify for services, but in order for them to participate, they really do need the assistance. Is there something that the student body could help with in that regard? I'm not sure officially because it's public funds, we would be able to do that through the ASP fund, but I know that there are probably ways that um if the student had a conversation with their the leadership team at the school that they could either find a donation or um find another way for that student to participate because I know that they're trying really hard to break down barriers in order to keep allow students to participate when

070they want to and not have the fee be a barrier. >> Any other questions? >> Director King, any questions? No. All right. Thank you. >> Thank you so much. >> Thanks for supporting. >> The last item on the superintendent report is the enrollment report. You'll see it in front of you and attached to the agenda today. The December 2025 enrollment shows 4,644 FTE, which is down 13 from November and down 24 from last year's December uh 2024 enrollment report. That's an average average annual FTE that is at 4,652 which is off nearly 13 FTE from budgeted enrollment. I did a quick um analysis of the January yesterday was count day so of January's um enrollment as well to see if we have an an area or a school that is um I'll say losing students

071more than others and across the board it is um consistent with the size of the student enrollment at each school um losing one or two at each school. I think the anomaly was Saratoga um in that's in January um and I and I looked into that and um we were off eight I believe um in January just as a example. Three moved out of state. Uh three moved back into our into our classes in the district and then three opted for homeschool um which is typical of students that um opt um for home school as well. So, so we're not seeing a a large like exodus, I would say, from any school. It's attrition from um the buildings across the district. >> Thank you for that clarification. >> Any questions? >> Okay, that ends the

072superintendent's report. >> All right, thank you, Superintendent Ovenel. We will now move on to the consent agenda. Anyone in attendance may speak to the items on the consent agenda and only those items contained in the consent agenda at this time? Are there any board members that wish to pull any items from the consent agenda for discussion? No. Are there any people in attendance to wish to speak any of the items on the consent agenda? No. All right. Uh, seeing none, is there a motion to approve consent agenda items one through nine? >> So moved. >> Second. [laughter] >> It has been moved by Director Olsen and seconded by Director Russell. All in favor of approving consent agenda items one through nine say I. >> I. All those opposed. All right, that passes unanimously. Uh next

073up we have public comment. Uh citizens wishing to address the board are asked to submit on their request uh using the public comment link or email 2 hours prior to the board meeting. Those attending in person. Uh the request forms are in the back of the boardroom for submission prior to the meeting start time. Citizens who wish to provide documents to the board members should hand them to our recording secretary for distribution after the meeting. That's our lovely Stacy over here. The board president, that's me, uh will call upon individuals who have requested to speak during the public comment section of the agenda. Individuals should state their name for the record and you will be given three minutes to speak. Uh there is a timer on the wall. Uh green is go, yellow means you

074have 1 minute, red means your time is up. Um we have one public comment for today. Um, as a matter of order, because this is a board's business meeting, the board is providing the opportunity for public comment, but the board does not create discussion on those comments within the meeting as they are not part of the agenda. Comments will be followed up on after the meeting if that is appropriate. Um, at your turn, please state your name uh for the record and again, you have three minutes. Um, our first comment is from Al Shriber. Mr. Shriber, the podium is yours. Thank you. [clears throat] It does look a little different from the side of the das there. My name is Al Shriber and I live in the district and on behalf of the community, I'd

075like to express our appreciation to the district for their response to the recent flooding. The city of Stanwood also did a great job. But Superintendent Ovenell and the district staff's priority of keeping our kids safe was evident in your decisions when to keep schools open and close schools based on the risk. Also, your decision decision to effectively and efficiently move the vehicles out of the flood plane to higher ground was done in a timely manner. So, thanks to your transportation department and the school bus drivers sandbagging the two schools in the flood plane. But most impressively, I think was the student leadership right in the center here. And I know Superintendent Oenell has started a student leadership team. But the student helping to save lives and protect property with their sandbagging efforts, not only for

076our schools, but also for the community in general, is commendable. You've seen the pictures probably taken by Mr. Caldwell over here um and on the district website and in media of our students filling sandbags, stacking, handing them out. It's like wow. I also want to express our appreciation for the district's partnership with our local YMCA over here and the benefits that this partnership provides to our youth and families in our community. Thank you for the presentation today by Jamie and the report not only in the youth sports but closer to home in to one of my daughters is the adaptive program that serves more than 60 local athletes and the before and after school care programs and summer camps. Not to mention the lives that are saved by the third grade swim program. So, thank

077you YMCA and Superintendent Overnell. Our district partnership with the Stanford YMCA goes a long ways towards raising a caring, competent, welladjusted graduate, our portrait of a graduate. And if you don't have anything going after the meeting here at 3:00 or at the Y, you can come watch the boy swim team beat uh Edmonds Woodway. So, thank you. >> Thank you. Thanks for taking time to share your thoughts with us today. Uh now we will move on to our school board discussion. We do have four items on the agenda for school board discussion. The first which is a first reading of revised board policy 5000. Uh looks like um just some verb changes uh some wording. Um maybe we changed some of the uh legal references down at the bottom that we're changing it to. Did

078anybody have any questions, concerns, thoughts on those revisions >> on individually each one or just the first one or >> on 5,000? 5,000. >> Um I have one that actually is in that 5,000, but I think it's [clears throat] also on all of them. And that's just a general understanding of going from shall to will. Um that has different interpretations in and I just want to make sure that that we're all on the same page as what that means as far as um interpretation. >> Uh I believe so. And most of these are uh recommended um changes from our attorneys and WAZA and all that jazz. So um it is uh usually in our benefit to to make those changes. Any other thoughts, comments? I have the same wondering as director Russell did around shall

079and will. Um and it it's a matter of semantics in large part which is will is we're making it present. We're doing we're doing this now and in the future. shall is sort of old world and um is more personal. I shall we shall as we will. >> Thank you. >> Anything else? Is there a consensus to move that forward to a second reading? >> Yes. Excellent. Next up, we have a first reading of revised board policy 6020, system of funds and accounts. Um, looks kind of the same except we're adding a lot more to this one. Uh, there's a lot more adding and um less strike through on this guy. >> Yeah. and and when the from the strikethroughs came really a bulleted list um to make it more um I guess easily discernable

080by those that are reading it. Um th that's the the biggest change. There is some um adjustments to legal reference back as well. Mrs. Floyd is going to add to that it looks like. >> Yes, I was going to say the same thing. A lot of this taking it from paragraph form to bulleted form. Um, a couple of exceptions is uh the subf fund language which uh we've been operating using sub funds for a while now. So, this is just catching up to the that law. Uh, as well as clarifying uh some information on the non-voted debt and uh what funds can pay that back, but we don't have non-voted debt, so it really doesn't apply to us. But if we ever did, this provides us that ability to um for the guidance. And then

081also the skill center paragraph is new uh which has been a common occurrence with skill centers to bill a capital fee to uh member districts. Uh we just didn't have it in our policy. >> Yeah. It looks like the last time this was revised was 2016. So >> it's been a little bit >> pretty good that we take a look at it. >> Yeah. And it looks to me that the transportation vehicle fund has some ads as to how those funds can be used. used, as I recall, used to be you could buy yellow buses. >> That was about it. But now there's some other opportunities in that. >> They're opening up uh some additional flexibility uh not only for zero mission school buses, but also my understanding is um non yellow transportation in some

082cases, but um that is um a bit more strict. So, >> still a big shift. >> A big shift, >> right? [clears throat] >> Any other thoughts, questions, concerns on that one? >> No. Consensus to move that to a second rating? >> Yes. All right. Next we have revised board policy uh 6040 expenditures in excess of budget. Uh so since I won't even this is just word changes um from shall to will and changing the RCW that we're referencing. >> Reference correct. >> Yeah. Y um so nothing too crazy there. Any thoughts, questions, concerns on that guy? Sometimes technical reports, technical changes such as this don't even need to come before the board because they are simply technical changes. But thank you for bringing it to us. >> Uh is there a consensus to move

083that to a second reading? >> Yes. >> Perfect. Uh and I think director Olsson to your point um we have tked our our staff um to go through our policies and anything that we haven't looked at in there are any changes, we can get that new revised date or reviewed date on it so that people know that we're um actively reviewing our policies on a cycle um and and that they still have the intent or that they do don't need minor changes or something like that cuz if you look at this one, the last time this one was looked at was 2003. So, it's probably a good idea to get a new date on that. Mhm. >> So, uh, is there a consensus to move revised board policy 6040 to a second reading? >> Yes.

084Yes. >> Yes. All right. Uh, that is out of the way. Uh, the last item in our topics for schoolboard discussion is our WASDA conference report. I know that in our last schoolboard meeting, we had just come back from WADA, so we all kind of talked about our experience and stuff there. I think the general intention of this portion of our our schoolboard discussion is um to to sort of highlight or maybe um expand a little on what our our favorite learning was or something that we took away that we would like to explore a little bit more if we thought it had implications that would be applicable for our district or or whatever. Maybe not just like our whole like these are all the sessions I went to, but like what was that one

085thing that you took from there and were like that was worth my time and effort to spend that those days there like what was that? Yeah. Um so we'll start with director Russell on the end there unless you would like to start at the other end. I don't want to go on the side. >> Well, okay. I don't cover a whole lot because I was overexuberant from fresh from the last one and I kind of expressed myself there. There's a couple things that I took away that I would like to see us implement. One is student leadership and encouraging growth in student leadership and and possibly having even our own representation of students at those events. Uh the other thing that still resonates with me was the examples of schools were given such as the

086one in Northshore that um I forgot the exact phrase. I don't have a good down from me, but it's you expect a competence in in in all your students and your staff. And that's an expectation that's that's reasonable to have and it's it's reasonable to to achieve. And so when we look at um I see everything as being kind of holistic where your discipline and and academics and all of those things all go together and that we strive to find the best ways to achieve that goal. Whether we go out and look at other examples or whether we develop that internally, that would be our hope or my hope within this group is to is to take that enthusiasm and excitement and and look for those solutions. [snorts] >> Perfect. Thank you, Director Olen. >>

087I want to echo what do director wrestle mentioned about student leadership. I was I was struck by the number of student representatives to boards that were there um and how well was that actually structured opportunities for them to participate and demonstrate leadership as well. Um so I would love to see that happen for our student reps in the future moving forward um as our schedules allow. And then I think one of the things that that take away all the different boards of the year that were represented at the various levels of school, they all had a clear focus and mission on student growth and achievement. Socially, academically, emotionally, um, and I'm going to academically, socially, emotionally, they're they're intertwined, but um, we we serve to educate our students first. Um, and I think the more

088of our focus can be on that, the stronger our board will be, the stronger the outcomes for our students, the stronger the expectations for staff and students, expecting not just competence but excellence. >> Perfect. Thank you. Uh, Director Murray, um, I do appreciate what, uh, Director Russell and Director Olsson have also spoke of, um, but I'm going to take things in a little bit different direction, um, around advocacy and the importance of of being a strong advocate, not just locally, but at the state and national levels to make sure that funding stays in our schools so that we can provide all of those opportunities. And so I'm really looking forward to taking some of the things that I've learned um around advocacy and and I got a I got a book. [laughter] >> The book

089gets me every time. >> You didn't get just a book. I saw [laughter] >> [clears throat] >> um so I'm I'm looking forward to helping implement some of that within our our district to hopefully strengthen our advocacy efforts uh at least at the state level. So thank you. >> Thank you. Director King. >> Yeah. Um I mentioned last time about the presentation on AI which was very very interesting including the district that seem to be doing so much about it have decided not to proceed to buy anything yet and also cautions from Jonathan H author of the uh the book that we studied last year policy. He is a lot of concern about AI's impact upon people especially the younger people too. Uh the other thing that was valuable especially valuable to me was in

090repeating the three-hour session for our session on law. I had that my second and now third time was and it was valuable update. >> Thank you. Uh I would say uh my key takeaways um sort of more specifically for student involvement. I saw a lot of schools that had junior and senior uh student leadership. So they had that building block, that stepping stone that you kind of come in and then and then you have somebody who's already done it one year to help mentor you and and help you what that looks like. Um and and then you step into that senior role and somebody comes behind you. So, it's it's less kind of everything thrown at you, but once you kind of get to ease into it, I liked the idea of that twostep uh

091process for student advisors. The other piece um I went to one uh that was called like crucial conversations and it was basically how do you take um when you have tough projects you have to talk about, right? So, you know, we have budget concerns that we have to we have to start worrying about. We have a strategic plan that we need to do. When you talk about going, you know, expecting competence and excellence and all of these things, how do you constructively have those difficult conversations where you take people who maybe don't don't have share the same val like I want to say values, but they don't have maybe would be at the end. We want student achievement and we want those things. So, how do you constructively get everybody on the train to have

092a constructive conversation and get to a goal that we can all agree on? Because I think at the end of the day, there are things that we can agree on and we should focus on those things. And that section to me was really important. And I think that that is something that our board should really focus on this year is how do we how do we come together as a as a board, as a district, as a community and decide what we can agree on and move forward constructively to get there. That was the key piece to me that I took away from WASDA that really resonated and I've been sort of stewing on um for the last month and a half. So, um I think those are all of the things that we have

093unless anybody else wanted to circle back. No. All right. So, that takes us to student advisor. >> Who's going first? Oh, go for it, Patrick. It's all you. [clears throat] >> Lincoln students have returned for winter break with the precedent. We proceeded to break with our quarterly pancake breakfast which was a success. Especially since we had our student awards commenced by principal Aland. We had three different awards each reflect the three facets of our motto pride, perseverance, and progress. The awards were all given to one unique high school student and one unique middle school student. Each awards for perfect attendance in the month of November were handed out as well. Lincoln Academy had the opportunity on the Wednesday before break to have an exclusive social holiday party to eat snacks, play games, and socialize. Our

094booster club hosts and supports this event annually. We've also recently had a therapy dog coming to our school weekly. Her name is Juno, and she's already loved by students. Synchronously with S High School, our last day of the first semester is January 26th. Students have been diligently working to turn in their assignments by this deadline and secure moving credits for graduation. Coming up in February is our Sweet Notes fundraiser where Valentine's Day themed cards featuring student submitted arts may be purchased for $1 each and sent to any student or staff member. All proceeds go towards our ASB fund. In short, our year at Lincoln Hill has been full of promise as we approach the halfway point and we are all excited for what lies ahead. And then the Port of Susan Middle School report is

095as follows. We had a great turnout for volleyball with four full teams. The first game is Tuesday, January 6th, so today followed by a really full schedule for the rest of January. A few clubs have finished strong at the end of December, and many more are continuing throughout the month. Cooking and Dungeons and Dragons were two of our most popular clubs so far. Even with our days off due to weather, Mr. Blancher put on a wonderful band in a choir concert before the end of break. And these students are really showing growth and progress from the beginning of the year. Students and staff are really focusing on finishing a year strong. 17 students were identified for their continued hard work and following the night's code. Okay, so I'm going to start um the middle school

096leading up to winter break. They had a toy drive which went from December 10th to December 17th and it's where students could bring in toys that would get later get donated to little kids which I think is like a good way to give back to the community. And then they have their spirit week. And then coming back from winter break, they have already began planning their MLK assembly. Scoot your come a little closer to you. So they >> Yeah, thank you. Sorry. They have their MLK living voices assembly and then they have a food drive going on from January 12th to January 16th. And the delivery day for that food will be January 20th and then the end of the semester. And then after high school, we had our winter which is assembly and coming

097back from break. We have been cleaning out our ASB storage room because there is a lot of junk in there and we're working on organizing it. Um we have our winter formal and planning. The date has been determined to be January 24th and we're working on voting on a theme which will happen tomorrow. And we originally were going to have an MLK assembly, but that got changed and we're going to have an MLK service day instead where 100 students can go and um volunteer at different locations. So, we have some that can go down to the elementary schools, the Noah Center, the Nano Animal Shelter, and other places. And then at the high school, we have mocker interviews going on where students can go and kind of have like a one-on-one interview with volunteers and

098kind of get like the feel for what an actual job interview would be like. So we mostly do it for juniors and seniors who like reach that age to where they can get a job. But um we might have some sophomores because some older sophomores can come in and get that interview as well. And then we have started doing like a post calendar so we know when to like make posts and give those things out to students just so they know what's going on outside of like B to speak and um students have had a strong start since going back. Thank you. All right. Uh, next we have the board director reports on business conducted and again I will start down on the end with director Russell. I don't have anything directly other than I

099would love to put in a plug that last night I got to attend the parents meeting for the cast for Mama Mia. I want you guys all to put down on your calendars that the show is going to run 6 March 6th, 7th and the 13th and 14th and tickets can be purchased online and my understanding is those will be available uh February 7th and you can purchase them online and I saw the kids last night and the parents and they are excited. You'll probably see me promoted a couple more times between now and then, but that was my excitement to to everything's back in the school year and I got to see that last night. So, >> perfect. Thank you, girls. >> Um, Mr. Shber commented and commended the students who participated in sandbagging.

100Um, I was helping support sandbagging at a facility down in the flood plane and there were two students who worked all day during the school day, went back to school, school ended, got in their car, drove back down and continued sandbaiting. Um, and I don't remember their names, but they were they were working hard and I really they should be noted. Whoever they were, maybe Mr. Calwell can chase them down and bring some attention to them. Um they were positive, they were engaging, and they just were strong examples of Spartan spirit. Uh other than that, I don't have anything really specific other than my comment about about the board agenda um and more business. I think I'm looking forward to the um musical. I know that the choir director and the drama teacher both collaborate

101to to bring the best from students um every spring. So looking forward to that. >> Thank you Mark. >> Well said Olympia is one of my favorites. >> I I'm looking forward to that. Um, as far as uh business conducted, I did go down to Olympia the um first part of December after our last board meeting for committee days and and got to kind of get my feet wet getting ready for session and um looking forward to Thursday's OSPI um what do they call it? They're opening this is what we're hoping for this session conversation with uh superintendent and um and the government [clears throat] legislative session next week on Monday. So yeah, lots going on. So [snorts] all right, thank you Director Murray Director King. >> Yeah, fun message to report. >> All right,

102I appreciate it. Uh, as for me, I just want to say I love the idea of service day instead of an assembly. I think that's amazing. I I love I'll say it again. I say it every time I see it. I love seeing our students going out and supporting our community because our community is so great about supporting our students. So, that is fantastic to hear. Thank you so much for that. Um, one reminder, and I am just as guilty of this as anybody else, we do have a mandatory training as school directors. Uh I've also seen an email. I'm not ignoring you. Um I will get it done. Um but there is a mandatory training that we need to do. If you have not done it yet, uh that is a thing. Um I

103think it was supposed to be due in September. So sorry. Um I'll get right on that. Um and then just personally, uh I was selected uh to join the Wazda's intercolastic activities committee. Um, so, uh, talking about it's an appointment. Um, I think they run for election again in November. Um, yeah, uh, they have meetings on, uh, it's 5:00 on the Tuesdays right before our meetings. They said next year when they plan their schedule, they'll plan around our schedule, my schedule a little bit better, but since I was appointed late in the game, um, so I'm excited to join a new committee and kind of see what that has. and to Charlotte's point, advocate a little for our our district wherever we can. Um, I'm I'm not full transparency and not 100% what that committee

104does, but uh I'm here for it. Like, let's do this. So, uh I think uh Superintendent Oak, would you like to have the last words? >> Sure. Just real quick, uh, thanks to Alexa and Patrick for reaching out to the middle schools and their leadership to hear their voice and and always we love hearing the activities that are going on. But if there's issues or concerns that you want to bring to this board and uh that's a great opportunity to do that. So, thanks for that extra work that you you did there. And I'll just um continue to just like the musical, I'll continue to say at least through February 10th that uh we have a levy and we're happy to present information on the levy anytime, anywhere to anyone that needs it. So, thank

105you. >> All right. Uh we are now going to adjourn our regular school board meeting. But wait, there's more. Uh after a brief intermission where we move some furniture around, we will have a study session. So, if you're interested, don't go too far. But as for right now, we are a jerk. All right. I will now call to order the January 6, 2026 uh regular study session of the San Kamino uh school district board of directors. Uh all of our directors are present and accounted for including uh director King who is joining us online. Our two student adviserss did have to scooch. They had previous engagements so they are not here. I apologize in advance for anybody who's watching the video later. We are going to eat while we have our discussion. So if you

106don't care for that, you can turn off the cameras now. Um we have two items on our study session agenda. The first is our board goal setting and then after we walk through that exercise, we do have a board operating protocol. Um, having seen the agenda, is there any uh discussion, changes, anything you'd like to make? >> No. Is there a motion to approve the agenda as written for the January 6, 2026 school board study session? Usually I read that. >> So move second. Uh is moved by Director Murray, seconded by Director [snorts] Olsen. All those in favor say I. >> I. >> Opposed. All right, that passes unanimously. Uh so that will start us off with board goals. Uh so part uh I would say the most important part of uh our job as

107school board directors is to uh create your goals and things like this. This is >> left side is the goals. >> Gotcha. And then the other side is >> later. All right. Make sure I got the right stuff out. So uh Superintendent Oenol was nice enough. Uh he did took our existing board goals, use that term loosely uh and he gave us two sort of documents here. One of them is um sort of our existing board goals and how they crosswalk with our strategic plan. And I believe that we have the strategic plan overview if anybody wanted to see it to sort of confirm or verify where that is in there. Um the second article is sort of how our board goals and any evidence um that he has found over time um to say

108we made progress towards those goals as a board district. Is that >> Yep. Exactly. This is um uh like Draven said the the different areas of the goals that have been established since uh 2022 and um both the short and long-term you can see crosswalk with the strategic plan and on the second page just um a sampling of evidence for each of the areas. [clears throat] So our goal today is to determine one, do we still like the structure of our board goals? So do we like having the areas with short-term goals, long-term goals, and sort of what area of the strategic plan that supports, or is that something that we are wanting to restructure our board goals in? um sort of the context of that. Uh we have pulled up a couple of different

109schools that maybe have different board goal structures just to use as examples to see if there's if we like our our structure of our of our goals and maybe you can pull ours up and show how it looks on our website. >> Sure. Yeah. And then we can go to some of those other schools and see how their board goals are structured and if we want to make any changes first and foremost to the to the structure of our goals, if that makes sense. >> Yep. So on our on our website, you can see um and director King, we're navigating uh around around our website right now, but um um you can see that um we've kind of nested the the indicators for the goals along really five different areas. And that's school improvement, which

110which was mentioned earlier today, uh capital projects, communications, budget, and safety. And so those are both in uh short and long-term um kind of indicators that that ride along with those um and those are what are in front of you on the on the crosswalk. So that's that's how we've organized them and and I guess I would I would say are those five different areas really still appropriate >> um and and are they aligned with our strategic plan? And I'm I'm saying that >> and I think I already know the answer to that. Mhm. >> And um are they the direction that this board wants to move as far as uh setting goals for what was even talked about at this this past meeting. that if you don't mind the other couple things I wanted

111to just put out there is um is that there are some examples that I've pulled up but um the Washington WASDA has Washington schoolboard standards that are available for reference as well. they um they align towards um I would say they center on achievement, they center on equity, they center on um operations really those those different areas and I think as we look at the different um here's here here they are right here um as we look at the different areas that other districts have kind of um centered theirs around there's you'll notice that so um as board standard standards, uh, responsible schoolboard governance, communication, and commitment to high expectations for student learning, which I heard, um, maybe all of you mention just a minute ago, creating conditions for district-wide student and staff success. That's

112um, continuous growth in my mind. Um, accountable, holding district accountable for student learning, um, and and somewhere in in three and four, I would say nested is budget responsibility in doing that. And then lastly, engagement with the community. Now that that actually crosswalks well I think with our four goals that we've established in our strategic plan um you know our book ends and then the um responsible engaged community uh thinkers and continuous opportunity for growth you just heard about and then and then lastly around our four pillars which you're all familiar with as well. So, I think between WASDA, between what we have in our strategic plan, between the examples that we may have looked at previously, there's um some actionable steps. >> I appreciate it. Um, one of the first schools that I uh

113indicated to pull up would be the Arlington School District for two reasons. One, they're pretty close to us. Um, that's a thing. Um, so I think if we go back to the I don't know where you were first. >> Yeah. >> If we go to board docs, it's in there. >> Okay. Word docs. >> And I would like to say thank you. Enter public site. Thank you uh to Mr. Caldwell uh that our goals are easily to find on the website. While I was scrolling around through all of these different schools trying to find board goals for some of the surrounding districts, I did not realize how annoying it was that it wasn't just like a button I could click on. You couldn't even like search for it and it would like pop up. Uh

114I was super frustrated [laughter] by a lot of the websites around us. So, thank you that it's just a button I click on and it pops up and takes me to that page. Um Arlington Public Schools was one of those districts that was annoying. It took me a long time to figure out where to find these. Uh so, but the one thing that I did like about them is there is four of them. And when you break those out, like when you click on those and go to the other like to the individual goals, they are pretty aligned with that WASDA um model that you had. And they're pretty actionable, right? like there's there's one big goal and then like pretty actionable, measurable things in each of those goals. And then in theirs, cuz they

115use board dots, they actually link um I think he [clears throat] wants to read them. >> Scroll. >> Yeah, right there. >> Uh I think they actually link like evidence of what they how they got to each of those bolts down at the bottom. I'll give everybody opportunity to read. >> One of the things that I like about their actions metrics is they are other than the bottom one all first, second, third, fourth, and fifth are all also part of um the states school improvement framework. Mhm. >> And and therefore there's not only in alignment with what was asking, it's in alignment with what um OSPI is is directing for us to as a system to achieve. So um students making growth students uh the the third grade students at grade at grade level is

116part of a bigger um overall achievement get on track and students earning college or AP credits CTE and graduates are all part of the Washington school improvement framework. So I think it's something that's that I don't see in ours. >> Right. Um, and like I said, I do appreciate like the structure of it. I think that's kind of what we're looking at now is is the structure, but to your point, I like the measurability of it, right? Because it says an increased percentage of So, it's not like a specific number and then, oh, we've hit that target, we wash our hands of it. It's just a year. Yeah. Like a year-over-year improvement. >> Any other thoughts? >> I like this structure a lot. I like I like the structure of of distilling it down to

117to four goals or or a smaller number of discernable goals. I like having basically a vision, mission, state, whatever you want to call under the student learning and achievement. >> And then you have your learning and achievement actions, metrics underneath that. And they're all they're all measurable goals. And that and I think that I think the the positive thing for that is I think that also resonates with the community as well as business because they can see more specifically hey you guys said you were going to try and look at increasing student reading in third grade you know you guys are lagging. It holds us accountable um in ways too. So I I like this I like this format. I think these are all I think there's a lot of work put into all of

118these, but I think for the person off the street, the lay person, I think some of this is hard to navigate. >> So, by distilling it down into a structure like this, I think it makes it easier to navigate and that would be for us as well. Um, as far as another example of like a potential structure that we could use if we're if we're entertaining the idea of changing the structure of our goals, um, Director Murray brought up Walaw Wala um, as an example. The reason that I um talk about Walaw Wala is Walaw Wala is already using um so we've had a couple of discussions um nothing specific but uh some leanings towards uh changing our um superintendent um evaluation um and there is a new evaluation tool that WASDA has rolled out

119um that they have indicated that they will come out and they will help you um to imple [clears throat] like implement the new evaluation over the summer. >> The reason that Wala Wala would be something that we could maybe model after is Walaw Wala school district already uses that new superintendent evaluation tool. Um and these are kind of the board goals and the structure that they put in place as part of that. um changing over to the to the new evaluation tool. So I don't know if and again I like they're there's not a lot of them. They're high level and then you have things underneath them that they're maybe a little less specific or actionable than the Arlington ones. Um but they are somewhat measurable, right? So you structure-wise I like this one as

120well. Um if if that's our first step is what what do we think our structure should be? >> It does look like Walaw Wala wants to update theirs because it's focused on their 2017 to 2012. [laughter] >> Yes. Yes. I I I know that um talking to uh um Dr. Gianne uh that is on their list of things to do is to get a new strap plan. If you if you scroll down, I I I also appreciate goal four, >> which is that that notion about sound fiscal. We are responsible >> and we need to be transparent. >> And I think there's um a lot to be said for having that as our own goal as a board. Mhm. Well, and I also liked gold too, which was high functioning board teams, which, you know,

121there's tons of research out that says how much are us as a board >> impact our student achievement. So, >> holding their own selves accountable for for that work, I think, is also important >> and it puts teeth to the operating protocols. Mhm. Mhm. >> Yeah. I think I I think it sounds like that we are well, we we need to hear from we need to hear from Steve, but it sounds like we're in alignment. So would be the what would be the next steps we would want to take to start putting something like this into motion. >> Um yeah. So uh we'll get Director King's feedback. Uh there was one more you wanted us to look at. Is it was Vancouver and Vancouver had kind of some similarity to Arlington. Um they had their

122goal um they kind of had the why this goal >> and then they listed out progress moni what systems they were going to use to progress monitor those goals. So, similar in some respects to Arlington, but slight with a little slight twist to it. >> Sorry, I thought I had this one pulled up, but uh >> Director Murray, I'm not sure if it was on the school board. >> It's under a school board, right? >> So, >> which is not Yeah, it's under BPS. >> It's another clap on the back for you. [laughter] And then I think that's a hyperlink that you just passed. >> Sorry, I didn't bring my It's right here. >> Yeah, I didn't bring my glasses. So reading I here. I'm okay. [laughter] >> Yeah. Once again, um a few years

123lag too. >> So that's also important that if you put dates in your document, Yeah, that you review on top of it. >> That's where Evan comes in. >> Um I do actually appreciate the like why this goal um it is a bit more specific. So I'm not sure if that's where we're trying to be. But um with the progress monitoring, but >> well, it sounds like what they did is they took part of their process because I would assume that part of the process is we go around the room and we say, "Why would you want this goal or why would we want this goal?" And it looks like they they inserted their their progress or their work towards where they got. Now whether we want to do that or not, I don't know.

124>> But that's what that looks like. I mean, there's some there's some merits to having that discussion, but I don't know if I'd want to document >> and that's and that's kind of where I that was the part I was kind of like >> it's like our 44 page strategic plan versus our four page one. The number of clicks on the four page is what people >> some people want the nitty-gritty and then others don't. And I think that overall I think as much as I appreciated the prior board goals that we've had, it feels very um we kept kind of rolling them over because they're cons coned constant things that we would want to have as goals. Whereas I would like this to actually have, you know, like we used to have the argument

125about >> an actionable. How do you measure it? >> Well, how you measure it, but you know, the fact that it was a short-term and a long-term goal. >> Yeah. Like that doesn't make any sense. >> I want something that I can actually say, okay, we achieved this at the end of the day. >> And then how do you build on it next time, >> right? And something that is concrete that can be accomplished within the year. >> So like for example when if he's a third grade reading for example an increase in percentage that might be that a first achievable goal well you still want to keep improving that third grade. So maybe the goal is set differently. We want a double digit increase or we want a certain percentage or or some other

126metric that we go to that. So we modify we modify what that goal >> is even though that core is still the same. And as far as goals are concerned, you know, is it the same type of goal every year >> or is there some other piece that we need to >> like we really focus on third grade and we really are showing a lot of improvement and we can say keep doing that >> and also like I feel like goals are a building block, right? Just because it's not a goal now doesn't mean you get to stop doing all the things that we put into place for that. So like great job and we'll circle back on that and and you know check you know progress on it. But now we're gonna build on

127that to here and I want growth in fourth grade math or whatever that you know what I mean like like how do you build on that? There's that but there's also >> board goals need to be tied to the strap plan. True. >> But I also believe that board goals is ownership of our own. It's the work that we as a board need to be doing, not just the work of the district and and making sure that we're overseeing some bigger. >> I think there's a lot to be said about having a goal for ourselves that we work >> as as a system within us as a board. Yes. >> And that in that in that in that process, >> we are also collaborating and committed to the rest of the goals that we set

128>> set for ourselves. And I and I I think we also need to have I like the goal where it talks about the system accountability. >> Um and because that's missing >> in any of this right now, >> right? >> Director King, do you have thoughts? >> Yeah. Well, it's sort of hard to follow without seeing the diagram of the the PowerPoint. >> Oh, okay. Yeah. >> Well, here's I here's I wonder, Steve. Do you think um >> Yeah. I don't think I can get that. we're on track to maybe restructure the format of what these goals look like and and how they're and I mean in essence something around instruction something around um our accountability to each other and the community as as a board um something around fiscal responsibility and transparency and then

129and then one around again how do we ensure that there's stakeholder involvement from community engagement >> to to just do it. >> So I guess the question is are you are you in consensus that restructuring our goals? So right now our goals are structured as a short-term goal and a long-term goal across eight categories. So, what we're proposing is that we streamline them to four or five categories and we make them a little bit more specific and then we put measurable items um underneath them as opposed to being kind of nebulous and vague. >> Okay. I'd say I'm in consensus of that. Are we going to have another session on this before we make it final? >> We have to. >> Yeah. So, we'll we'll what we'll do is we'll we'll come up with like

130a draft of So, we'll have this conversation. We'll probably have Evan come up with a draft for us of what that would look like. And then they would probably go on a schoolboard discussion section of one of our uh future meetings so that we could in front of everybody say, "Hey, here's our rough draft that we came up with. Do you have edits, things that you want to do? Do they look good? Do we have consensus to move those to the consent agenda? And then we could do it that way. That would be sort of how I I envision that process going. >> Can I ask a couple of >> Okay, sounds good. >> Clarifying questions. One, you mentioned how did Evan do? Basically, we need to create the content. >> Yes, but just create

131the document actually the document. >> And then so would it make sense that it's that it's you and Dr. King that collaborate on that? Who's going to create the document that we're going to look at as a board? Uh, so I would have So I'm going to take notes. I will probably work with Evan to see what that looks like um to make sure uh make sure that I like the rough first draft. I'm happy to send it to Director King for a quick review. We do have um monthly meetings with uh Superintendent Ovenel where we can kind of go over that um to make sure uh that that's the rough draft we want to move forward with before we put it on the schoolboard discussion section. So what I'm wondering is wouldn't we want

132to have a next study session to come to some collaborative understanding of whatever we have then bring it to the school board for action. >> So we wouldn't be having Yeah, we wouldn't be having action on it. It would be in the discussion section. Um so we could have like a back and forth discussion. >> I guess the question is how messy do you want that discussion to be in that setting? How about if we determine how messy we are at the end of this would determine if we needed another study session or if we needed if we could just do it in a school board. I'm just trying to respect everybody's time. >> No, I agree. But we also have study sessions now in front of every 5:00 meeting the rest if we need

133to do August. So >> yes, >> which I was going to bring up at the the the Wazda thing, but since you already had done it, I'll leave it I'll leave it be. One of my takeaways is that we actually have a clear calendar for us for the academic year. >> Yes, I I appreciate that because I I'm getting tired and all the things. >> I get pulled enough on the workforce development side of things. So, >> and that's why I think I'd be okay with our study session because we already have February lined up session. Is that right if I add this? Um I I think I missed maybe part of the conversation, but just to um reiterate the thought around the fact that that these board goals are going to help to drive

134the next rendition of the strategic plan. >> No, we didn't we didn't go that far. >> Okay. So, I'm I'm saying that out loud then. Uh that which is driving our three-year SIP plan, which is driving our AAPS, our annual auction plan every year. So just appreciate um you know whether it ends up with four goals like uh Walaw Wala has out here or is mirroring kind of the WASDA standards um which I think are both operational but put student achievement at the top. >> Can you go [clears throat] back to the WASA goals for me or the WASA standards? >> I'm just I'm just wondering if you know we're we're trying to we're trying to process this and and put it into motion. um >> abstractly. >> Yeah, abstractly. And and there's still there's

135still some content in here that that we don't necessarily may be fully in agreement with or there may be content we want to add. >> That's what I'm wondering about study section. I'm wondering about a study session. >> If you give me two seconds, I'll get you there. I promise. >> I'll back. >> Okay, I'll get you there. >> Back on time. Yeah. Yeah. Okay. >> Okay. So, step one is we agree we want to change our structure. >> Yes. Consensus. Okay. >> Although we can't make a deciding motion where Yes. >> But we have like we we agreed that we would like to establish different structure than what we currently have. Yes. >> Right. Okay. So step two is what does that look like? So do we want five goals of the WASDA schoolboard

136standards? Do we want to pick and choose from like Wala Wala? Do we want to uh go back to our Arlington ones? Right. So, if we look at our strategic plan, and it might be easier if we have one of these to sort of >> [snorts] >> um review so that we're not skipping around from uh slide to to paper and all the jazz. So, if we're looking at our actual goals, which he has pulled up there, um, >> what? Yeah, the goals are page 26. >> Yeah. >> And then the pillars, which are kind of another version of it, are page 29, the next page. >> So, do these match up? one, I guess, uh, you know, knowing that we're getting a new strategic plan, do these still match with sort of the the

137direction that we're trying to go and then do they match up with our WASDA um, board like direction, standards, >> um, like do they support these pillars and measures? I think I think I Marina I kind of get stuck in the chicken before the egg and right and stuff because we have almost a cyclic thing because Ryan is telling us that the board goals will help drive the next version of the strategic plan >> but and we haven't decided whether or not there's any deficiencies in the existing plans and existing goals. >> So we're at a crosswalk, right? So we have an existing strategic plan. >> Yes. >> And and it is for this school year and technically these four goals are for this school year, right? And so uh and we will revisit these

138board goals again earlier next time, right? So we will revisit those ideally in a August or September, right? Um we're a little bit behind the eight goal here. So these goals are for this year which this strategic plan does apply for. Does that make sense? And then when we go so if we change the structure we get some board goals then our next discussion where we have board goals will be easier because then it's it if we make them measurable if we make them whatever we can say on like to his crosswalk on the evidence it will be easier to actually have that crosswalk to actually show where the evidence is and we can say to director Murray's point yep we did a great job on that goal. Do we want to say great job,

139keep moving on that and we're going to focus over here now or do we still need to have that as a goal and we're going to put that for our 26 27 school year? [snorts] And then whatever our goals are for the 26 27 school year, those are what the district will use during that process where they are redoing our school our um strategic plan. Um because our strategic plan is good through the 2627 school year as well. Then in the summer of 27, we'll have a new strategic plan and we can compare our existing goals to say do they match with our exist like our strategic plan that we came out with this year or do we need to revise those and edit those to match that. >> So it's like it's a like

140we're the we're behind the eightball and we've got the biggest >> and we need to be in front of >> Yeah. We've got the biggest chunk of work right now because we have to if we're restructuring, we have to decide what that looks like and it's kind of short term knowing that we'll get another crack at it in August. So, I I liked I liked when we the ones that had >> um maybe it was probably the Arlington one where it was more of the four definitive goals. >> Okay. >> And then the four statements that went with that and then they had the measurable or metrics underneath that. I like that goal one, goal two, goal three, goal four, goal four. >> Okay. >> Yeah. Right over the left. And I think one of

141the um [clears throat] missing elements there that four instead of five is it doesn't have >> the steward the the board govern >> board responsibilities. >> Yeah. Okay. But these are these are strategic goals. They're not the board >> goals. >> No, these are their board goals. >> These are the board goals. These are board strategic goals. >> These are their their goals. And then the strategic plan is underneath it. >> The this is all of their board goals. >> Well, the resource stewardship might be you click on that. Okay. That might be the financial transparency or no balance investment. >> Yeah. But it but it doesn't have >> it's not the board governance the like our direct accountability for our behaviors piece that perhaps right here. >> Well, yeah. High functioning board team or

142to the WASDA ones. >> There's responsible. >> I like these titles and I think that the >> responsible school district governance. >> Yeah. So you what I'm hearing is your preference would be the the structure of the Arlington school district where it's one title and then you have measurable things that >> I like the structure not necessarily their content. >> Correct. Yes. >> Okay. Um, do we agree that we like the structure of the Arlington School District where it's >> one goal and then a measurable item underneath it with a way to >> add evidence or something at the bottom of that? >> Yes. >> Okay. So, we have board goal. >> Well, I would here's what I kind of see as potential for goals. So instruction achievement is is a a broad base. Board

143accountability, >> system accountability, >> fiscal responsibility and transparency, stakeholder involvement. >> That's what I was going to say. Somewhere there's most plans have community, you know, collaboration or secret. We actually have that as well. >> Exactly. >> I think theirs is voices and partnerships maybe. >> Yep. Yep. Yep. school messenger communications. >> This gets a little granular in my opinion, but >> I agree. Yeah, that's probably agree that we don't necessarily agree with their content. We agree with their structure. >> But so I guess to the point, do we like that goal? Do we like starting student learning and achievement, safe and caring environment, resource stewardship, or do we like like Walaw Wala has? Sorry, my um my daughter worried about those for dinner. Um, I thought it was important. It's not. >> Well, the

144dinner she's offering, she will in fact be able to cook it. So, I might take her up on it. Uh, you know, these are also similar. Again, I don't I don't necessarily know that I appreciate that they're not so measurable, but I increased student learning, high functioning board team, excellent stakeholder and community involvement, sound fiscal accountability and transparency. Um, >> well, one of the things that we just did with with Ruth in one of our policies is moved from paragraphs to bulleted items and I think that's one of the themes that may be >> critical to continue. >> Yes, I agree. >> So larger like I guess larger goals. Do we like these goals? Would we like them to say something different? I think what I heard and I agree with John is probably a

145a sentence that sort of >> describes the mission, the vision, >> and then items that support that. >> What the heck, bro? >> That's a need for a bloody right [laughter] there. >> What the heck, bro? >> Um I can I just um [laughter] >> can I say we the agenda that was published has the executive session ending at 3:30. Okay. So, if the executive session ends at 2:30, we um >> we're going to have to extend that time briefly. Um but also might need to put it uh cap on this conversation. >> Yes. >> Yep. >> And then um someone needs to I think we could go around the table, but I think we're all prepared to put in the amount of work that we need to do. >> And if that means coming

146back to another study session, I will make that commitment to do that. >> Um >> so, how about this? How about we get a rough draft? >> Okay. >> Uh of what I believe I heard today. >> Okay. >> And then we can send that out to everybody as an attachment to our next study session >> and go from there. >> Perfect. Okay. >> Does that Yep. >> Okay. >> Yep. >> That gives us a chance if you want to assign us homework, you know, look at this, look at that, that that would be fine, too. >> Okay. I will make I will do that study session. >> Yeah. Give me this second. >> What kind of [laughter] >> Sorry about that. >> I'm going to take mine home with me. >> Operating protocol. >>

147Oh yes. >> You want to do that the next study session and give everyone a chance to review or we I guess I'll put that up to the to us. Do we want do we feel comfortable signing the board protocols or do we want to wait until we have >> I want to read it before I sign. >> Oh. [laughter] I'm looking here. Got one moment. The board will encourage patrons to represent present their own issues, problems or proposals to the person that could probably identifially address them. Um, be careful that because a staff person could could receive the message that well director Olsen told me to talk to you. >> Which then would imply fix it. In in my previous review of of operating protocol, any any issue is where I actually asked them

148to refer to the superintendent who then determines his best course of action. >> I think my interpretation of that is not that I would go to Christine and say Christine called this person. I would say hey person But but let's just say Evan Evan was a parent he is >> and and Evan wanted to present to me some issues. >> The way this reads is I would say well Evan you go right ahead and talk to person X and and and raise those issues with him. Evan could choose to misconstrue what I message to be well director Olsen sent me to you to fix this. >> Okay. Yeah. >> So, I don't I don't like that cuz I really think that it should be referred back to the superintendent who then determines the best course

149of action. >> Okay. >> Does that make sense? >> Yeah, it does. I think that's how I I can see where it reads that way and and that how it reads is different than practice, right? The practice is definitely as you all know >> should but we're putting that responsibility back on to somebody else >> to to >> understand our protocols. >> So where was how how was this document generated? Is it an advisory from Okay. >> Yes. >> Is [snorts] the language true to what they advised? >> It hasn't changed year-over-year. So [snorts] see because right the bullet right below that issues problems or proposals received by the board or individual members would refer to the superintendent. >> Yeah they're in conflict with each other and I that the issues problems proposals should be

150consistent. >> So basically you need to combine that. So >> we just need to eliminate the one there's the communications >> between board and staff are encourages in accordance with board policy. >> That's true. >> And then right below that the board will encourage patrons to present their own issues, problems or proposal to the person can properly expeditely address them followed by issues, problems, proposals received by the board or individual members when refer to the superintendent. But that could be also just say Evan came to you and you said, "Hey," and I would say, "I'm going to listen to you, Evan. I hear what you're saying. I understand that." >> Have you gone up or have you gone up the chain of command? >> Have you spoken with Noville yet? >> Well, and the question

151becomes, in the past, it used to be that it wasn't even just talking to the superintendent, the chain of command. >> It's the chain of command. It's like if you've got a problem at the elementary school, are you talking to somebody at the elementary school? >> Absolutely. I mean, when I was a principal teacher yet >> and so how >> because because he's responsible to us and maybe his staff member was responsible respons that is what that maybe that is the intent of this action. >> I understand that but the intent of the language is not always consistent with practice by a patron. I'm just saying this from experience. >> Yes. >> I don't think it should be in there. I think we just eliminate that one and and we could do we receive it.

152We serve it. We we provide it to Ryan. Then he chooses to go from there. >> If it comes to you, >> if it comes to me, I'm going to say, "Okay, this this was presented to me. I'm bringing it to you. And then you need to decide what your course of action is going to be >> because you already have that with your admin and administrator. >> A number of different systems that do that. >> Exactly. >> I think in practice like I hear what you're saying. I genuinely do. Like in practice I will tell you like if somebody comes to me in the grocery store, which weirdly enough happens more than you would like to admit it does. I always say like did you talk to the teacher? Did you talk to the

153principal? I do refer them back to that chain of command. I don't just send them directly to superintendent oval. So I would hate to put a protocol in place um because I I don't >> but if they send it to me in a written format or like if it's an actual complaint or something I do respond and IC >> if it's an actual complaint then there's a policy and procedure >> the complaint but if it's just like my I'm mad at my teacher. So I >> we have an executive session that we're now beyond. >> Uh we are not but yeah we're coming up on it. So >> we're coming up on >> Yes. So we have to uh extend it. >> So I I think we need to have conversations about this some more

154too. >> Okay. Well, why don't I do this? Why don't I bring both back to the next draft uh to the next session? >> Mhm. >> Okay. Um my worry for that is that it also has a time limit on it because we put it ahead of uh our regular schedule meeting instead of after uh and so we have a >> exactly 1 hour or less than 1 hour. >> Yeah. So the concern is that we would run into [clears throat] the same problem where we're not going to have enough time um to do both. So I don't know if that means you move it to after our regular board meeting so we have a little bit more time or how does that like >> how do we want to do that because we're going

155to run into the exact same problem we have. >> So the other piece is this could go into um topics for board discussion. >> Yep. >> And then in the following meeting because it's an action it could be assigned. >> Mhm. I'm okay with either. >> Okay. Okay. We'll do that for the January 21st meeting. >> Okay. >> Yes. The So, someone now needs motion. >> I have Well, I have to say that we're going to >> the study session. >> Yeah. I have to end this guy and then we have to go to the next meeting. So, uh I will adjourn our study session >> and uh Oh, man. I will now call to order. How about you clear the room? >> We're going to leave the room. >> Yeah, we're leaving. Okay. >>

156Yeah, we go back into our little room. Uh so I will now call to order uh the executive session or I guess the the school board, the San Kamino school district. I usually have this written down. Sorry. Uh and I have it written down. I just don't have my computer on me. Um the San Kamino school district will now uh resign to an executive session. Uh, our original agenda does say that we will come out of our executive session at 3:30. Obviously, that is not going to work out for us because he's 3:26. Is there a motion to extend our executive session to probably 4:15? >> It's up to you. We can always extend farther. So, you want to start at 4. I have I have a conflict beginning at 4. >> Yeah. I I

157start getting into some stuff, too. Do we have an expectation of what would be a usual time that we would need to to >> We had 30 minutes before. So we can we can move it to four >> or do you want four? Let's do four. Let's try four. We can always come back on and ask >> ask for more time. Sure. Uh so we will uh go back to our executive session to discuss the uh employment of an employee. >> Performance of an employee. >> I know right. And uh we will come back at 4:00. Uh the board will continue our executive session until 4:15. Thank you. ready. I will now adjourn the uh executive session for the sorry the January 6, 2026 executive session for the San Camino School District board of directors.

158Thank you very much. >> Thank you.