001[Music] That's sweet. [Music] This is [Music] All right. I will now call to order the June 3rd, 2025 school board meeting of the Stanford Commino school district board of directors. All five of our board directors are present. Shriber King, Foster, Marie, and Evans, our student advisors, your representatives are hopefully in class and getting ready to study virtually. All right. 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 during the public comment section of the agenda will be called upon to make their comments at that time which is near the end of the meeting. I'll ask you all to rise and ask our SRO to lead the pledge of
002allegiance. 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. [Music] You have the agenda before you for the June 3rd, 2025 regular school board meeting. Are there any changes to the agenda? Is there a motion to approve the agenda for the June 3rd, 2025 regular school board meeting as written? So moved. Moved by Director Murray, seconded by Director Evans. All those in favor say I. I. All oppose say no. That passes unanimously. The board has had the opportunity to review the May 20, 2025 regular school board meeting minutes. Are there any changes or corrections to those minutes? Is there a motion to approve the minutes for the May 2025 regular board meeting? So
003moved by Director King. Second. Seconded by Director Evans. All those in favor say I. I. All oppose say no. That passes unanimously. We have a special recognition here. Um I would ask uh Eric Ryan and Ken Sims to meet at the podium down here and the rest of the board members too, please. [Music] All right. Um, with deep appreciation, the Stanwood School District Board of Directors proudly presents the special recognition award to Gary Bronin and Ken Sims for their decades of exceptional service in guiding and inspiring students through the performing arts. Their unwavering dedication to a choir and drama education has not only elevated the artistic experience of countless students, but has fostered creativity, confidence, and a strong sense of community. Whether it is leading fall and spring plays a musical or representing the district
004and community by singing the national anthem at the Mariners's game, we have always counted on Ken and Eric to raise the experience for our students from good to great. Through their leadership, Eric and Ken have built lasting legacies that will continue to resonate across our district for generations to come. And although we say see you again, Ken, as he enters retirement, we're not sure how long we want to keep you around. I was wondering. Um, anyways, on behalf of the entire board, we just want to say thank you. And Eric, I have this nice last spot here, but I have to read it here. Okay. Stand with the Mayo School District Board of Directors. With our greatest appreciation, we hereby present Eric Bryan with this award in recognition of your ongoing commitment and dedicated service.
005June 3rd, 2025. I had to stand up behind there. And I am fortunate I get to give Mr. Sims probably don't want me to tell people this, but Mr. Sims was my English teacher. Uh the S Commino school district board of directors with our greatest appreciation we hereby present Ken Sims with this award in recognition of your ongoing commitment and dedicated service June 3rd 2025. Congratulations. Yes. Congratulations. Yes. [Music] Hold on. There we go. Good. All right. Thank you, gentlemen. [Music] It is time for the superintendent report. Thank you. And thank you for uh recognizing Eric and Kim. Uh well deserved. Uh the first item on the agenda is donations which I will read in this afternoon. Uh the first uh donation is $500 from the Boeing Blackbot giving fund in support of Sam High
006School. The second donation uh is from donor's choice of an iPad, pencil, eye pencil, and a case valued at $653 for Stanwood Elementary. Sincere thank you to uh those donors. Appreciate that. Next on the agenda is the school report from Principal Liz Sanchez from Aljab Bay Elementary. Good afternoon board members. I'm very happy to be in front of you. I'm the proud principal of Elder Bay. Today we have the opportunity to show you a snapshot of our work in progress at Elder Bay. I'm very proud to present the accomplishments and direction of our school this year which reflect our collective commitment to student growth, equity, and excellence. Our work this year is grounded in the district's strategic plan which prioritizes equitable standard equitable standard aligned instruction and the ability to close opportunity gaps through datadriven
007um improvements. At Elder Bank, we aligned our goals in literacy and math to support targeted student growth and implementation of interventions through MTSS or multi-tered systems of supports. Our goals for this year, our academic goals for this year uh for math focused on ways to improve our computational skills. We looked at 75% uh our goal was to improve by 75% of our students or 15 out of 20 students uh to demonstrate growth. And for uh reading our goal was to improve decoding and fluency skills. We aim at a 72% or 13 out of states uh 18 students to show growth at grade level standards or to meet their individual fluency goals. Our MTSS focus for this year was both academic as well as behavior. Under the academic piece, our focus was mainly on math and
008that was focused on clearly aligning our learning targets through small groupoup instruction and making sure that we review data on a weekly basis to support our students. For behavior, we used our brave PBIS framework which focuses on being bold, responsible, attentive, valued, and empowered. [Music] Some of the work that we've seen this year has shown growth in literacy for our students as well as math based on the data that we have. We've also um developed intervention sorry um we've also implemented win time or what I need time which allows for teachers to be able to pull students or sit with students during 30 minutes each day to review information and to make sure that they have targeted instruction both in reading and math. And we do have weekly data meetings with each grade level to
009inform our groups on an ongoing basis. Additionally, every year we go ahead and do walkabouts, which are the expectations for our students. And we've also allowed our students now to meet those walkabouts because they're the ones that can speak to our expectations. some of the greatest highlights that we can look at as we as you review the data, it's the movement of our students from intensive support to strategic or drawing our benchmark. And so one of the biggest highlights that we have is second grade. Obviously, you will see that all of our grades made growth from intensive to uh strategic or benchmark. So one example will be first grade. You will sorry let me go ahead and um you will be able to see that for first grade. Give me one second. I apologize. Second
010grade. If you're able to look at second grade and their information, you will see that intensive for our students are students who did not meet three or more uh readiness standards. And so we were able to move students from a 55% which is pretty great to now a 25%. And so that means that we decreased the amount of students that needed intensive support. We were able to move students to strategic but mainly to benchmark. And so you you can see that we started at an 8.3% and we've been able to move students to an 18.3%. And so you um if you continue to look at the data for the other grades, you will be able to also see that for third grade, we made growth once again moving our students from intensive to strategic or
011benchmark. And so that was seen across the school for reading. for reading. We were also able to see those pieces. And one area that I would like to highlight for our reading would be um our first grade level. If you see also you um the data, you will be able to notice that we have decreased once again are well below benchmark of students and have increased students moving to the below mark. But more than anything at benchmark and above benchmark has greatly grown. And so we are once again very proud and this work has been accomplished through our weekly uh data meetings coming back. Each grade level meets with me with our MTSS teacher. We review our data and we make moves based on what we see which is data driven and our teachers then
012adjust interventions for our students. [Music] So once again for first grade we were able to reduce our well below students and were able to move students into a bun uh at benchmark or above benchmark uh for example above benchmark for that grade move from 14% to 37%. % Our next steps as we look forward to the next school year will be to continue using data to drive flexible grouping both in reading and math. Strengthen our tier one instruction to ensure all students have access to core content. build build student confidence through targeted support structures and deepening our staff learning around MTSS to sustain our growth. Thank you again for your support. Our staff and students without your support wouldn't be able to accomplish what they have. It is through your partnership that we're able to
013build momentum and ensure success for every learner. Thank you. Question. I have a couple. Yes. What exactly is a walkabout? Like what does that what does that look like? Our walkabout, like I mentioned earlier, we have uh our brave framework. And so our brain framework is modified. It says bold, responsible, attentive, valued, and empowered. But each of them is designed for different sections of the school. So what does brave look like in the cafeteria, in the hallways, in the classroom? And so the walkabout is tours that in at the beginning of the school year our staff our students visit different stations where they get to talk about and learn about the expectations for the hallways for the restrooms. But now we have let that we have given that walkabout piece to our student leaders. So
014our student leaders were the ones who were able to present that information to our students. So it's expectations in every section of the school and what it looks like, what it sounds like. So like like a classroom one that goes to a particular place in the building and you have a student that gives the presentation of what those expectations look like in this particular area. Yes, we set up three days to be able to rotate each grade level. So it could be on we did two grades per day. So Kate and Furs went ahead and did for example a Monday and they rotated through each of the stations. It was about 10 minutes per station so that students had the opportunity to also ask questions. Okay, awesome. Uh next question is looks like fourth grade
015math is probably not showing a level of improvement that we're looking for. Is there a plan in place to like transition them to fifth grade? like are the the two like grades chatting or like what is that what does that thing look like? Yes. No, thank you so much for asking that question. One of the big pieces that we work through MTSS this year is developing a watch list. Our watch list identifies students that we want to make sure that we start um targeted interventions right away. And so for example for fourth grade we have the list of students when we pulled our data we identified the standards or the areas where they need further support and rather than waiting in September to to give the readiness assessment get that data which will have us
016lose about 3 to four weeks before we get all of that. Those students start right away with the data that we identified at the end of the school year so that their groups begin right away in September using the previous year data to support them. And so that's what we've done for each grade level. But in particular for fourth grade, we have the watch list with the students already grouped so that our MTSS teacher, our special education teacher as well as classroom teachers, we get those groups right away. Okay. Yeah. Other questions? Thank you so much for the opportunity to present um to you guys the work that we've done on Elbate. Thank you. Thank you. Thank you, Principal Sanchez. Next up is a CT report presented by CT director Ross Short. All right. Well,
017thank you for having me here. I'm excited to be here. It's always exciting to follow one of the elementary principles as we kind of look at both ends of the spectrum of our our district and our system here. Um you know the elementary schools getting the kids ready and excited in school and and learn those base level skills and then at the high school level um how do we output them into future ready graduates? [Music] Um try to work this. So, as we think about that and and really think about our uh CT program, a lot of our work is really centered around this our district's portrait of a graduate looking at uh how can we help our students be uh college, career, and life ready and be it going straight into the workforce, an
018apprentichip program, a tech school, a community technical college, a four-year university, whatever that the military, I can keep going on and on, but whatever that first next step is for our kids, we want make sure they're ready for that and have not only the skill some skill base level skills to help them be successful, but also an understanding of what they're getting into. Um, for a lot of our kids, that's that's a big piece. Um, you know, you what do I like to do? Would I what do I really not like to do before I go spend a lot of time and energy to prepare for a career that maybe it's not suited for me. So within our career and technical education program, uh you know, that really becomes our big emphasis. And so we
019really focus on those three words on the um left side of your screen there. Uh first, how how do our students explore careers and opportunities for them after high school? This actually begins in our district in the middle middle school level. Um, we have at both schools some opportunities at the sixth grade level, but and then more at the seventh and eighth grade level for them to uh be able to try some things out and and learn some base skills, but uh can I get a feel for do I like working with my hands? Do I, you know, how do I use this computer? Is that something I'm interested in? And then they continue that process into the high school with a variety of with our breth of programs there. And then as we they
020start to solidify some of that exploration piece, helping them prepare for that next step and those more preparatory programs both here at Stanwood and Lincoln Hill high schools, but then also with our new partnership at uh with Snow Island Technical Skill Center. So what I keep saying this to folks is it's about find the right opportunities for the right kids and you know what's the best match for our kids. And finally the the application piece. not only the application of the skills they're learning within our CT programs, but how can I take that math skill that I just learned in in algebra and geometry and apply that in a shop setting or apply that in a setting that makes sense for our students. So, it's really that broad range piece we kind of capsule for
021all our students within that. You'll see I feel like I'm moving my hands a lot. So uh you'll see there our uh CT model uh which really starts with that classroom instruction and the teacher doing demonstration some of that traditional class work but really you know how do we apply this then we move that into the shop or lab setting where now we're doing the hands-on application piece and really looking at what that how is that those how are those skills apply real world real world and then the extended learning taking this beyond the classroom be it through one of our uh career technical student organizations or through community outreach or uh work-based learning opportunity, but helping our students realize what you're learning here within these four walls of the classroom lab or shop doesn't
022just pertain to Stanwood High School or Lincoln Hill High School, right? But it it applies to the real world. And so making that uh the extension case and then tying it all together there in the center for our stu uh student leadership organizations and helping our students learn those leadership skills and and 21st century employability skills so they can be successful and to the next level. Second um so what what does CT look like in stamp committ? We are continue to remain very proud of our programs and and the and for me the it's about the opportunities that we're providing for our students. We continue we have uh programs in all of our secondary buildings and um which is really exciting that that our kids have that opportunity all four schools um and that we
023have opportunities again all the program area the state program areas there that we have listed. So, um, you know, some smaller districts or even some of the other districts are very limited on, uh, their opportunities and and so it's a great piece for our students that they have the chance to explore. And I talk about talk to kids all the time is that the opportunities they have here that they might not have, you know, down the road in another district. So, um, we continue to, uh, emphasize that with our kids and community. Um you'll notice there our enrollment continues to remain strong and uh very proud of that piece too that our teachers are engaging and getting kids that want that uh want to be in programs and and continue to support them that way.
024Um again you'll notice our enrollment here. We continue um very strong enrollment both at the middle and high school level. Uh you'll notice the middle school went up a little bit this year. Our high school enrollment has a slight dip. Some of that has to do with um you know some of our students now at Snow Island. So they're not necessarily taking programs on campus. Some of it just is you know it's a flowing dynamic with uh you know kids and what they're taking. So of course offering so um so accomplishments for this year the the first accomplishment for me is always the probably the biggest one is what our students are doing outside of the district. So our uh current technical um education students part of program and part of uh one of the
025requirements both at the state and federal level for CT programs is we have uh embedded student leadership programs and the the best way to do that is through our current technical student organizations. So that is FFA, FBA, TSA, Skills USA, uh uh our sports medicine club, uh HOSA who just joined this year as well. So our our students continue to per perform extremely well at the local, regional, state and national levels and uh so which is a huge accomplishment and the testament to not only the students but the their teachers and and all the work they're doing with them. Um the the next accomplishment just to touch base with you is has been our partnership with Snow Isle. Uh if you'll remember a year ago, a little over a year ago, we uh entered into
026agreement. We joined the consortium with the Snow Technical Skills Center and it's gone extremely well for us. We have um we've had 18 students uh down there this year. Um believe, excuse me, 18 from Stan High and then there was one from Lincoln Hill. Um so 19 total. The kids have done well down there. Uh, every student that I've talked to that's that's in that program has enjoyed their experience and and really building on those skills. I just had a conversation with a young man uh this afternoon and talking about that next step for him. He's in the diesel program at Snow and he's in the process of applying at at Sc Valley College to continue that education work. So, it's been a great opportunity for our kids. Um, you know, we always in CT
027in the CT world, uh, we're that elective program, right? Kids have kids are opting to, uh, be with us. And so, it's always a big piece for us to be able to sustain that enrollment and and, uh, be able to continue to offer programs and things for our kids. And so, that's been a big accomplishment. Um, I'm going to talk a little bit more about industry recognized credentials later in the presentation, but that's been an emphasis for us incorporating that as well as our uh family engagement and and our our uh students and and teachers working with families and and uh be it through some of our career fairs and and other things we've done this year, but also just reaching out and building their programs. So, um, keep going here. Uh, I'm gonna put
028I just want to throw this up here because I'm going to use these two terms and just so so we're all on the same page here. Uh, the first one is what we call a CT completer. Um, I have no idea why between the state and federal governments they've named these things such very close names, but and there's slight differences to them. A CT completer is uh it's a student that's completed two credits earned two credits in one of those six um OSPI defined um program areas um which are very broad range program areas. The significance of being a CT completer in the state of Washington is that is one route to meet your graduation uh pathway and your grad requirements. And so I don't have the official numbers for us for this year um
029but we're probably um probably about 260 students 270 students districtwide that are at that mark. And so uh continue to have that have a lot of opportunities there um for our students. Um and it was one of the pieces too when when that became one of the options for students. We we are excited in our district because we already had that in place for our kids and so it was just continuing to grow that model and now it's a lot more about talking to kids about being intentional in their course selections to make sure we're meeting that standard. The next piece is uh what the federal government looks at and that is what we call CT concentrator and this is a student that's earned two credits in a career cluster which is a very a
030lot more narrow defined um way of organizing careers uh at the national level. So if you look at for instance skilled technical sciences that could include the career cluster of architecture and construction it could include the cluster of manufacturing um fire service falls in there. So so it's a lot more narrow in the the concentrators. It's really a higher a harder mark for our kids to meet because of the way courses meet. Um, so as we go there, I want to talk a little bit about our graduates and what does that look for like for our kids and and as we think back this from our strategic plan district. Um, every student will graduate from high school with the skills, experiences, and readiness to p pursue the future of their choosing. And that's really what
031we're um about in our program. Before I move on from the slide, the the picture in the middle there, I did want to touch base with there. Um on the agenda today is the is our agreement with the Allen County Fire and Rescue. This picture I I stole from their um website the for this presentation. The this is the group of um firefighters they sent to Southern California for the LA fires. And of that group, two of those four came out of our program. So, it was really, really cool thing. When I saw that first time on on Facebook, it was really cool to see, just kind of showcase where our graduates are. As we look at those CT um concentrators, again, this is a kid that's that's um taking two courses in a in
032a given career cluster in the class uh 2024. So, this data I was actually pleasantly surprised OSP had this for us this early. Usually, it's I don't get this uh data till the summer. So, um while we're looking at a year ago, uh it's still great information to see. You'll see that 92% of the class of 20 24, so of the 215 students that had had met that concentrated requirement, 92% of them graduated on time in four years. And this is again districtwide. So we've got students at both high schools that are meeting that standard. And we continue to see that across the board CT. um is that the again this information um this last part of the presentation this data and things is really looking at our our Perkins indicators. So this is again
033for our federal u accountability and CTE and um there are nine indicators. I'm not going to go through all nine with you today, but uh when I was looking at the data uh in putting this together, I was extremely um proud that to be able to say our students have the from the class of 24 exceeded every state benchmark in Perkins indicators and this probably the first time we've hit that. um I know in the time since I've been in this role and I think even prior to that so it was really cool to see um this slide they're a little bit behind on this data is uh the percentage of our student our concentrators that within the by the second quarter after graduation uh they have they're active in their place in the post-secary
034education setting advanced training the military or the job market uh related to that field. So, as you can see, uh we're right there at that 80% mark and and continue to hopefully grow that um as we go forward. So, our kids are not only are they just graduating, but they're also going on to either further that education or or um you know that work in that field. One of the points of emphasis within CT in the last couple years and it's been for our folks has been um in integrating industry recognized credentials into our programs. So this is a a certificate uh that kids are earning to be able to that they can walk out they can show an employer um to say hey these are the skills I have. Our goal has been and
035we've reached this goal in the first part of this goal of including um in IRC in most cases is the version of um precision exams uh which are done by youth science and it's a state state approved system the so every class at the high school level includes one of those certificates in that as part of the class. Um we're still working on the next piece of that is getting every kid to to earn that level. But uh we we're building that in. Um couple of the highlights and certificates our students are earning. Uh for instance, food worker card. So every student in our culinary arts program, they have to take and pass the food handlers test and and that's a a free test they can take. But if the student wishes and they want
036to have their their food handlers car so they can go out and and work in in the food in the grocery industry or restaurant or uh like Brookdale and some of those other facilities, we we pay for that card for the students. They they are able to walk out of the program with that to be able to use that in in employment. Um so yeah have about 115 students complete that and pass that this year. Uh the second piece there is our uh is OSHA 10. And so this is another huge industry certificate uh around safety and it's kind of entry level for a lot of uh employers and industries is is earning that certificate. We've uh my last look the other day we had about 62 kids complete that uh certification this year. Again,
037this is something that we're we're um incorporating in classes, but then we and we pay for that certificate. So they actually you get a very nice card mailed to them and and they're able to show that to employers. So, and then the last one I'm going to touch there is the uh carpenters career connections certificates. This is a series of certifications um related to their construction curriculum that we incorporated into our um our program in the wood shop and metal shop actually. And so the students complete these certificates. If they're able to complete the whole series, um they can earn preferred entry into um the Western States Carpenters apprentichip programs. Um if they don't necessarily complete the whole series, they do have that certificate. They're they're on their books as and have an ID number.
038And so again, it just gives our students that leg up as they start to apply for those apprenticeships and things like that. And so again, it's been very recently that we've even tracked this data. So, uh numbers are a little bit they look low. Um and our goal is to continue to grow that. So, of those of those concentrators, uh from the class of 24, we we're up at 54% then we're walking out with a a certificate. And again, we're continuing to build that. So, as we incorporate more of the certifications into our programs, those numbers are incrementing. Right? The second uh big goal for us has been around workbased learning and this is helping us build those connections for our students between the classroom and real world and it it's some things are very
039s or simpler than others in this mix but um our goal is that every program will include uh a workbased learning indicator that's from the OPI list and some of those pieces of that are listed there around guest speakers and field trips and interview mock interviews and so uh continue to grow that and incorporate that into our classes um to help us help our kids make those connections. Um as you can see here our uh work again this is a very recent piece for us to be able to track and so we're 64% of last year's class had met one of those indicators. A lot of those students actually in that 64% met that through having a a job and earning credit for with uh um through our workbased learning uh or work site learning
040program. Some of the other pieces with this, one of the things we did this year is we midway through the year we hired a uh person to be our school to work coordinator. So Diane Beasy is now on staff with us and has done an exceptional job helping us to build up that program and and I'm looking forward to great things next year. Uh some of the pieces that she's done is just a few we've set up some job shadows. Um we're continuing to reach out to employers in in the local area. Um we've got a broadcast outside right now about hey if you have opportunities for kids for this summer let us know and let us and we will help help you make those connections with our kids. So really uh she's doing a
041great job with that. Um and uh continues to grow that. One of one of the stories I did want to share with you is for one of our counselors came to her and said, "Hey, I've got this kid. He wants to be an electrician, but he's not really sure, not 100% sure if that's a field he wants to be in and things. Is there any way we can set up a job shadow?" And so Diane was able to reach out to one of our local electrical firms and set up a job shadow in which this student uh went and he spent a day shadowing one of our journey mail electricians and just to see what is the work environment like what what do we do on a daily basis and so um it's one of
042the pieces that we're really I'm excited about and and hopefully let her be able to start in September and have a full year under her belt to be able to do. Um, the last piece I do want to bring about Diane is Diane has checked off almost 300, excuse me, 300 high school and beyond plans this in the last year and really helping our students get over that adaptive bump. Um, it's been a huge savings on uh our counseling staff that she's taken that on the last probably three weeks. She has been calling kids in every class period to sit them down and help them finish that work. So, it's been been huge in getting our kids across that month. The last indicator we'll talk a little bit about is dual credit. So, again, our
043students in many of our programs are able to earn uh credits at Ever Community College. We just started a new partnership with Bellingham Tech for science class. So, a lot of uh opportunities there for our students to earn college credit within our programs. Um, and so of those costs again, the vast vast majority are are earning that credit. So, we're really excited about that. So, where are we going next year? Uh, we continue to uh have that ongoing piece about reviewing and updating programs. Um, one of the pieces we we've done some survey work with our kids uh this last year around, you know, where are their interests and things like that. One of the hard parts with a lot of that is if I don't know what it is, how how do I know
044if I'm going to be interested in it? So, um there's a piece all of us statewide and as I talk to other directors, we struggle with we're the big hope and goal is as the new high school beyond platform rules in there's some tools and mechanisms that are going to help us be able to some of the identification as well. So um but again really continuing and and uh big emphasis next year will be on that um program development and we can have are we meeting our needs and what can we update there? Um and then enhancing those connections to our our community and and really looking at building out internship model and some opportunities for kids that way. We've got a few few um things in place right now but really want to grow
045that. And then again, those last two goals there remains remain up there for us. And that is putting even more emphasis on walking it out there with a an IRC so that again the employer may not know what necessarily what the what that certificate is, but you've got it on your resume and it's at least a conversation starter for one of our kids. So um and then as well the precision exam or the workbased learning piece. I think that's it. Go ahead. You mentioned we have 18 plus one at Snow this year and before this year before the busing and for agreement we had some, didn't we? How many did we have? We had had it been years since we'd had any announce in a while. We had a couple um a couple up at
046Northwest Tech and Mount Vernon and I think we actually do still have a couple up there this year as well. Um but yeah, we we hadn't had anybody in a while in a long time. And have we had any direct placements um from a specific job focuses focused class in a school to the related job? How many you like? I I I can't give you a number off the top of my head. Um probably a couple dozen. Um especially related to like uh our egg mechanics program. Um Daryl Daryl's got a lot of connections there with a lot of local employers in that area. So we do get several kids that get direct placement that way. And how many about how many internships did we have this year? [Music] Um, well, if we count, I'm
047going to say off the top of my head again, we probably have about um 15 um as I say that 12 of those um are students that are placed in internships within our district. So, we have um uh again, we're still in the building stages, but we have our teacher academy program. So these are students that are interested in looking at a career in education after graduation. So uh we've got like I said 12 students that are in that program this year that are they spend two hours a day at one of the elementary schools working with kids and and so it's been a great experience. About how many job shadowing experiences? Um yeah I think she I think we have five. So uh the the one I mentioned and then I know we sent
048a few folks down to Boeing to tour some of their uh work fit folks and and I think there were a couple others. Yeah. Did um do I remember correctly like we get a certain number of spots of snow, right? Like they Yeah. And did we fill all of those slots? Uh this first year we didn't just part of that have made, you know, their process. Um next year we're close. So, we've got 50 slots down there. Um, right now, the last list I saw, we've got about 42 students. Oh, that's great. Um, registered. And and again, it's now we're kind of that the process. There's a lot of back and forth of um is is other folks may decline their seats and then we we might pick up spots and vice versa. So, okay.
049And then talk about like uh you know reviewing and updating program offerings. How often are we pulling students or community or how does how do how often are we checking in to make sure that we're offering the right things or that we're offering the things people are looking for? Yeah, we're about every other year in that cycle. Um part of it we tie with our um comprehensive local needs assessment which is a piece we have to do for for part of perk. So that's a two-year cycle. Um we did do this year um in the fall survey of kids just to gauge some interest around some some idea options we toying with. Um yeah, but again it's trying to find that right the right way to do it. The data makes sense. Yeah. Okay. Thank
050you. Thanks, Mr. Short. Um, as a former CTE teacher, I I can just um reciprocate the sense of pride I think our community has and our district has in the CT program which was outlined over three years ago plans. Thank you. Next up is Ruth Floyd and she's going to provide our annual risk management update per policy 6500. Good afternoon. Uh, as the principles here today bookended our early learning and our future ready graduates for um our promise to students and families, I wanted to talk a little bit about risk management and um and then Mr. Short's going to come up and discuss um security, data security and so on. So, um th those uh safety reasons uh kind of behind behind the scenes things that we do in these areas is what I'm going
051to talk about with you today. Um we're going through uh going to talk about the board policy which is 6500. This allows the district to join a risk pool. The board gives us the authority to join a risk pool and the one that we have joined in Washington state is Washington school's risk management pool. And you may remember a couple of months ago at a works at a study session Deborah Callahan was here from WSRMP and uh let gave you some important information. Some of it is is on this slide. I I won't repeat all of that. You know it was formed in 1986 and provides a whole host of services to many uh member districts in addition to uh insuring the district through a self uh um owned pool of other districts. Uh and
052the host of services includes uh risk assessments and trainings and things like that. Deborah talked more about that when she was here. Uh contribution to the pool or our premium is affected uh by a base rate paid by all members of the pool and then uh exposure which can include numbers of buildings, numbers of vehicles, student count, FTE count and so on. Uh and then the risk is also assessed based on historical losses, both number and dollar amount claims. And then the district's experience modification factor, which is takes all of those things I talked about and boils it down into a number that's um around one. One means we're about the average with our peer districts. And we are our peer districts are medium-sized districts in Washington state. And uh a desirable what we call
053xmod factor is below one. And then of the several areas in which we're monitored uh we are below one in most of them and above one in areas the areas of uh property and um Arizona missions. Arizona missions includes um may relate to errors or misconduct by both students and staff. Uh Mrs. Callahan spoke about that when she was here and uh though that seems to be the area in which um we have had some prior year uh issues that have raised our modification factor. And then uh property claims as you know we've had uh some freeze events in 23 and 24. So that has increased our x factor as well. Uh claims remain on that experience modification factor for about five years. This the pool does smooth that. So if you have a large
054claim in one year they smooth that over the course of the five years. So on the next slide you will see that we haven't had errors and emissions claims or losses in the past couple of years. Um that's because uh the the claims were prior to that and they use that smoothing so that your mod factor and your premiums aren't skyrocketing all at once. They kind of have that happen over time. And uh we do an action plan every year with the risk pool. One of them last year included policies and procedures around those errors and emissions. And this this year it was around and the building envelope improvements related to the freeze events. And you can see there uh what we've done. You've been brought along in all of those decisions as we as
055they've occurred. And we're at pretty much that uh second to last bullet where we hope to have a contractor selected and you uh have seen it in the consent agenda for your uh for your consideration. All right, I'm back. Uh so really quick wanted to give you a quick update on our our data security and safety. Um this is a huge priority with our our tech staff and they do a phenomenal job at at uh working through that process. You know start we have again daily backups with our system um so that if if uh an intrusion were to happen that uh we were able to back up um and be able quickly as possible there both onsite in our data center then also take back up that's offsite as well. Um, a lot of
056most of our most or excuse me, our most sensitive data is uh processed and managed through withipsy and Skyward platform. So, and they they do a great job with data security on their end and really then it's the same piece on our side of the access and who has access to which pieces there. Um, so can continue to work through that process. We're doing a lot of work uh within our team around um can just some of those best practices. Um we're going to be rolling down to password updates and two factor authentication to can continue to secure not only our devices but our our our data of our students and district. So a lot of work in in place there um to keep things as safe as we can. The last piece I that
057we did put on the slide I do want to talk about touch really quick is um not only data within in some of our security pieces within the district for our data but also for our students. Um we launched uh ju just this year uh custodial which is a platform that we pr proud to be able to offer for free to uh families in our district. This is um something that uh gives a f parents access that they can control uh access on their students district issued um Chromebooks uh after school hours. But then they also have a free instance that they are able to install on their students personal devices be their cell phone or laptop or whatever it is. So they can continue they the parents can then have that have an additional
058layer of control over their access for their students on their devices be it um variety of things as to when they use it or and how they use it. So yeah that's what we have for data security. Thank you. Just to highlight you'll notice a theme around student um digital safety and community and family education around uh student uh digital safety coming in the next couple months. uh culminating with the author talk this past week. So, any questions for either Ruth or Ross? Thank you very much. Okay, thanks once again. Uh Ruth is now going to give the April financial report. All right. So, our April financial report is um similar in a way to uh March, but you all we will uh notice a significant difference just because it's uh that time of year
059when our uh tax receipts come in. So, um our budgeted FTE was 4,66056 over budget and about 28 above last year. Uh and the manager's report uh reflects about 6.5% remaining after expenditures um including salary and benefit incumbrances. Our fund balance rolling um our fund balance is at 7.2 million and that's about 8.1% of total revenues. uh April and May uh as I have mentioned in the past are higher uh due to those tax receipts coming in in the spring spring collections and object summary just you know very different way of looking at our expenses and fund balance reports uh general fund I spoke with spoke about earlier and capital projects fund uh balance is consistent with last month at about 5.6 million uh expenditures uh out of this fund will pick up as we
060get into the summer construction season. Uh and as mentioned uh the consent agenda. There are a couple of items for you to review and consider. Debt service fund uh reflects April tax receipts. ASB fund is uh in line with this time of year. And then transportation vehicle fund does show uh the payment of the school bus. So fund balance has decreased in that fund. Budget capacity is um just some catch up on some budget adjustments and um and then our food services report uh is consistent with last year just showing that uh you know those additional expenditures as we move through the year. Uh that um use of of fund balance in the food service program will will um will show and appear. And uh as we talk about our uh free meals um meals
061at our three elementary schools this at three of our elementary schools this year. Uh we will have two additional schools on that uh right now. Um that is uh Saratoga, Elder Bay and Stanwood Elementary School. Uh and then next year as well as Twin City will also um be able to have free meals for all students in those schools. Happy about that. And that's all I have for you. Happy to answer any questions. Really excited about expanding the free means. Thank you. Thank you, Ruth. One last item from my report is I would like to acknowledge uh several administrators both moving into the district and to into other positions in the district. Uh the first is Jennifer Allen who I see here today. And after over I see her behind the post uh today. After
062over a decade of uh leading Twin City Elementary, Jennifer will be supporting both staff and students uh at the district level as the executive director of student support services. Um we are beyond excited for Jennifer to bring her expertise and a practice uh into a different role that will have effects different wide district-wide rather. So welcome to this part of the team Jennifer. We're excited to have you here. Thank you. I'm uh this is tradition uh so I want to make sure that we knowledge that I just want to say thank you. I have um 12 years of teaching experience here in community school district and 13 years as a building administrator and I'm very excited about the opportunity that comes next to have um you know an even greater imp on our community in
063really positive ways. So, thank you very much. Thank you, Jennifer. Next is Annette Woolly. She is here today will join Port Susan Middle School as assistant principal on July 1st, bringing over 20 years of experience in public education. She currently serves as a highly capable program coordinator and a principal intern in the Lake Stevens School District. Uh she has a strong background in middle level math and advanced learner programs, multilingual support. So um we are very excited for Mrs. Woolly Woolly to be here. She holds a master's in education is pursuing her doctorate uh from um University of Washington Tacoma. She's known for her relationship building and inclusive leadership. and she will replace Christy Auckland at uh Port Susan Middle School who is moving on to Church Creek campus to lead uh there. So, welcome
064Annette. We appreciate it. I know that uh has some gifts to go along with. So, you're set for the for the first day of school. And more of more of a tradition, not to make the walk awward, but uh yeah. Thank you. Welcome. Thank you. Two other administrators that are moving into the district that are uh not able to make it today uh are Dr. Dika Smith who will be filling the role of um executive director of special services and principal Ryan Lage who will be um filling the role of principal at Cedar Home Elementary. So we welcome both of them uh to the district. That is the end of the superintendent report. Thank you, Mr. Overnell. We'll now move on to the consent agenda. Anyone in attendance may speak to the items contained in
065the consent agenda and only those items contained in the consent agenda at this time. This is not the portion meeting for open public comment on items outside of the consent agenda. Open public comment is coming up soon. Are there any items that a board member wishes to remove from the consent agenda? Okay. Item number four, the pursuit contract on the consent agenda and consider it as a separate action item. Okay, we will pull item number four. Do that separately. Any other items? Anyone who'd like to pull. I'll entertain a motion then to approve consent agendas items 1 through three and 5 through 14. Second. Moved by Director King. Seconded by Director Evans. All those in favor of approving the consent agenda minus item four say I. I. Any oppose say no. That passes unanimously. I'll
066entertain a motion to let's see. Okay. So we just did one to three 5 to 14. We need to Director King, you pulled um item number four, the superintendent's contract. Uh any discussions on his contract there? And I think we probably just wanted to highlight the fact that it was we were removing the label as an interim superintendent um and to show that it was going to be on there. And I believe we are extending a three-year contract uh to superintendent. Um, so I think mostly my understanding is we just wanted to to be transparent and and highlight those things. So let's do that officially here. I'll entertain a motion. I move I move to a point where I know I'll superintend. [Music] Okay. Correct. We can do it now or we can do it
067after the motion's made. Anyone in the audience wishing to speak to the consent agenda item number four? Okay. Then I move to appoint the superintendent of the SC school district. Is there a second that motion? Second that. Okay. Moved by Director King, seconded by Director Foster. Uh all those in favor say I. I. Any oppose? No. That passes unanimously. Now we need to approve a contract form. I move to approve the superintendent contract as presented. Is there a second to that motion? [Music] I second by director Kane, seconded by director Evans. All those in favor of approving the contract as presented say I. I. Any opposed? No. That passes unanimously. Um, congratulations. [Music] Okay, we have no old business to discuss. Uh, is there any public comment? No public comment. Then we have down here
068topics scheduled for um board discussion. We have first reading on board policy 2022 which deals with our um artificial intelligence that we had the study session on last and the Let's discuss that one if there's any discussions or comments on it. Okay. Then we consent to move that on to a second reading. And then we have a first reading on board policy 5011. And that's the cleanup for legal on sexual harassment and district staff prohibitions. Any comments or questions HR on that? Then we have consensus to move that on to a second reading. All right. So we will move on then to board director's report on school business conducted. Starting with director Evans. Um the end of the year. I'm super bummed this year. I have to miss graduation. It's like my favorite day and
069so it's very sad that I'm missing it this year. But I will uh be excited to see the photos and and cheer everybody on. uh from out of town. Um you know, I hope everybody just celebrates all the little wins that we got this year. Um uh staff night, the scholarship night was amazing. Every year the number is bigger that our community contributes every year. The number of students who get awards is bigger. Um I'm repeatedly astounded by how generous and amazing our community is. And so thank you to everybody who does contribute and and takes part in that. Thank you. [Music] Um I want to thank uh Superintendent for all of his work in um bringing the district along on our adoption of this new AI policy. I think it's super important that we
070all um embrace the future um as part of our strategic plan. Um AI is here to stay unfortunately for some people. Um but at the same time we need to be able to um have our students uh be prepared for the future of their choice um and AI is part of that um as the workforce changes over the next five years and more. Um so thank you for that. Um I also have been spending some time in the early learning space. Um we rolled out some really great data um around the count that we collected from around the county. And I'm looking forward to having that full report and being able to share that back here with the district um and how we can hopefully um build that out because obviously as we talked about
071today um early learning is is super important in setting students up for success down the road. So um super excited about that. And um I just want to thank also everyone who participated in the book study. Um, I know I didn't get to actually be there in person, but I was reading the book along with you all. Um, and I'm super excited to have those conversations and how we can um, better assist our students in navigating technology. So, thank you. Thank you, director, director Foster. Well, I am also looking forward to my second graduation. Those are exciting. and thank everyone for coming. And also I went to the auditorium and that was an amazing presentation by that art author child unplugged or what was is that what it was called? And boy was that spot
072on. So um thank you for having that and I hope I wish that more people will come to those because it was so enlightening. Thank you. Thanks so thank you director Dr. King. Yeah, I was able to attend all four of those book studies and very valuable and uh and then the fourth one the the author Katherine uh who wrote that book childhood unplugged was sat with me basically and it was really neat to get her in a Q&A section and also a little bit of one-on-one what she was doing in her own family. She's actually her oldest is 15 and the recommendation has been 16 for the first smartphone. She's thinking and delaying that and so and then that the presentation in the auditorium was very good. It was recorded and in addition to
073the 25 typically in the book study 100 came to the pack for the presentation apparently 150 have already watched the recording of that and spread the word. It's very valuable. Thank you, director King. That is on our website for anyone to view if you missed it. Uh, very worthwhile. Looking forward to graduation Friday night and uh and then again next Tuesday and uh welcome to Superintendent Open. Thank you. And I'll give you the last word. Thank you. I I'd just like to say I'm incredibly honored to serve the district and appreciate the the boards uh and the community's uh trust uh trusting me to lead. So, thank you for that. I'm committed to continuing to increase uh student achievement across grade levels as well as our graduation rate of our future ready graduates. Um it's
074important work that I think is rooted in um high expectations and a shared commitment to our students and the student success. Um we have talented students, we have talented professionals in our building, and we have a very supportive community. So, I think those three things uh together are a recipe for success. So, thank you once again. Thank you. And I'd like to thank the 450 plus people that took part in the data that we gathered the survey there that um was very helpful to the board. So there being being no further business, the June 3rd, 2025 regular board meeting is hereby. [Music] [Applause]