001[Music] Nice trip. Yeah. 5 hour plane ride. Not bad. Yeah. Oh, there. That's better. [Music] Where's that other light back there? [Music] It was just Yeah, you just need to give it to space. Did that first? Yes. Yes. [Music] You did with her? No. Yeah. I just want to make sure like Second. Oh, really? Okay. All right. Okay. [Music] You can probably I'll fix this while you're I will now call to go order the May 2025 school board meeting of the sting command of the school district board of directors. Board directors present are Brandon Evans, Charlotte Curry, Betsy Cluster, Steve King, and Al Shver by Zoom. School representatives will join us for the regular board meeting portion of the meeting at 6 p.m. The board will now move to executive session to review the performance
002of district employment until 6 p.m. [Music] I [Music] didn't [Music] Right. Yeah. [Music] Yeah. [Music] So give you an slide. [Music] Why? [Music] Our student representatives have joined us and have conducted the remainder of the tonight's board meeting. We have to come back from executive session first. The executive session. Okay. Well, yeah. We concluded that in the back room and now we beginning our 6 pm regular board meeting. Thank you board vice president King. Board directors present are Steve King, Betsy Foster, Charlotte Murray, and Miranda Evans. Student representatives Luke Hoffman and Elizabeth Burton are also present. Today we are offering two opportunities for the public to speak. Comments specific to the set agenda will be allowed prior to the vote on those items. Citizens who have submitted a request to speak either here in person
003or online during the public comment section of the agenda will be called upon to make their comments at this time which is near the end of the meeting. Please join me in the pledge of allegiance. Pledge allegiance to the flag of the United States of America and to the for it stands one nation under God indivisible with liberty and justice for all. You have the agenda for May 20th, 2025 before you. Are there any changes? Is there a motion to approve the agenda for May 20th, 2025 regular board meeting? Second. It has been moved by Director Evans and seconded by Director Murray to approve the May 20th, 2025 board meeting agenda as amended. [Music] The board has had the opportunity to review the May 6, 2025 regular board meeting minutes. Is there a motion to
004approve the minutes for the May 6, 2025 regular board meeting? So moved. Is there a second to this motion? [Music] I'll get it. Okay. It has been moved by Director King. King. Director King. Director. It was Director King. Okay. And seconded by Director Striber to approve the minutes for the May 6, 2025 regular board meeting. All those in favor say I. I. All those opposed say no. The minutes have been moved. The board has had the opportunity to review the May 6, 2025 special board meeting study session minutes. Is there a motion to approve the minutes for the May 6, 2025 special board meeting study session? Uh, so moved by director um Murray and seconded by the same. Okay. Director Foster All those in favor say I. I. All those opposed say no. The minutes
005have been approved. And now for the superintendence report presented by Mr. Obel. Thank you very much. And and thank you uh especially to student representatives Burton and Hoffman for leading this meeting. You've done a fine job so far. So keep it up. Um I'm going to start off the superintendent report with donations. The first item uh which I will read in this evening. Sanino school district received donations from the following uh individuals. $200 from Arlington Garden Club in support of the Stanwood High School FFA band. $1136 in proceeds from Ohio Ohio Prince Incorporated in support of Stam High School and a donation from Rick Flores of a Silver King tempo uh 1306 trombone and music books valued at $83 for the Stanwood High School band department. Thank you very much to our contributors for uh
006the donations to the district. We appreciate it. The next item on the uh on the superintendent's um agenda tonight is a slew of shining stars stars and we're so happy to have uh the seats filled by families tonight. So we will start the first shining star will be uh from principal Allen Twin City Elementary. Good evening everybody. I'm Jennifer Allen. I am principal at Twinsy Elementary and with me tonight is Jennifer Child's first grade teacher and Amy Jackson, our behavior pair educator. And we are here tonight honoring our shining star, Amara Lindlad. Amara is a first grade student at Twin City Elementary. She came to us new this year and started the school year kind of having a hard time finding herself and finding her place at school. And so through the support of her
007classroom teacher and lots of positive uh interventions and lots of time and building a relationship with Mrs. Jackson in our tiger den, Mara has really turned around her school year to be one of the most respectful and um kind and friendly first graders that we have at Twin Elementary. And I just want to give a special thanks not only to my staff but to Amara's family as well. Uh we could not have um done what we did this year to help Amara really settle in and find her place and find her belonging without great family partnership and lots of communication and lots of support from home as well. So it is my pleasure tonight to introduce to you Twin Cities 2025 shining star Amara Lindlad. say anything or introduce your family this year. Okay. Talk
008with me now. Um, I know that my um family um I know that if you right corner right over there next to her, that's my dad. and um my grandma and grandpa and I um I have long distance and every day and my old teacher said my old teacher said that every day is a new Today you can always start fresh again. We got some gifts and an opportunity for you you to put your star on the wall. And I hope we got that speech on video because those are words to live by. on the wall. [Music] Perfect. Yay. if you take a couple of pictures with us. Sorry. There you go. Miranda's doing it for me. Yes, you guys can. Very good. You got it. Awesome. Congratulations. Good job. Good job. [Music] Just a
009reminder that these recognitions are a great way to highlight uh students who represent the best of what we value, kindness, effort, and leadership as Amara just demonstrated. Uh, next up for our shining star, uh, is Elder Bay Elementary and Principal Sanchez. Hi, I'm Liz Sanchez and I'm the proud principal of Elder Bank and this is Leah. Leah, I've had the pleasure of getting to know her this year, but from talking to all of our staff members, she has grown quite a bit, meaning that she was really shy, really quiet, and she is now one of our top leaders. She not only collaborated with her peers to develop a mission and vision for a fifth grade leadership team, but she has led and participated a variety of activities that have helped the community like the TASA
010drive for all of the pets that need a home. And so they they had so much food. Um she has also served as one of our students who helps deliver meals to our students throughout the day. And so she But that's not enough to say that she exemplifies brave, which is what we do at our school. She is bold, she is responsible, and she advocates for others. She is just a student that you would want to have at any school. So, I wanted to make sure that you were recognized. Thank you for everything that you do for our school. Thank you. China today. So, thank you. Mom's here and our auntie's here. Leah. Leah, do you want to introduce who's here? Oh, my dad, my grandpa, my grandma, and my sister. All right. All right.
011You just put wherever you want it. [Music] a few photos by a few [Music] Thank you. We're all right. [Music] Thank you once again, Principal Sanchez. just uh these student recognitions uh keep our eyes on the center of where our focus should be and that's on students and their contributions to making a positive school community. Next uh the next shining star will come from Stanwood Elementary and principal [Music] Styer. My name is Stacy Linger. I'm the principal at Stamford Elementary and this is Logan Strand. He is a fifth grader at our school. He has been at Stamford Elementary as long as I have because he started in our developmental preschool. And I would say that Logan's school path has not been easy from the very beginning. But he is the definition of perseverance and hard
012work. And I happened to be in the resource room one day when he just stopped by on his own to show uh the Albano a piece of writing that he was so excited about. He is just so exciting to see how proud he is of himself and all of his hard work. So I don't want to say much more because I know there's people here that want to talk about him, but this is Logan's resource room teacher, Miss Albano. This is Miss Carpenter and Mrs. Bennett. Logan has had the benefit of being in a four five split. So he got to loop up with these two teachers for the last two years. So right talk first. Uh sure. Uh so I have a I'm Dagy Albo. I'm the resource group one of the resource group
013teachers at Stanwood Elementary. And um what I have here is just a little compilation of stuff that the resource room team shared with me about Logan to share tonight. Um this year Logan's really come out of his shell and he's matured right before our eyes. He's developed a great sense of humor and has grown comfortable saying what's on his mind. Logan's the first one to come up and ask you how your day is going or how you're doing. He's really thoughtful in the way he approaches peer interactions. Um, and he's a master of puns. Logan goes beyond what's expected of a student. He's a dedicated learner and he's a really special student. We've had a great It's been a great pleasure working So, as Stacy said, I'm Tyler Parker, his fourth grade teacher for the
014fourth class. Um, it's been our unique pleasure having him in class for the past few years. During this time, Logan was in our split class and we had the amazing opportunity to watch him grow and mature over the last couple years. Logan came into fourth grade timid and unsure, but always respectful. He lacked the confidence to participate in class. Logan tried to follow directions and wanted to please his teacher. But when the work hit his frustration level, he would often withdraw. Over the course of the year, he flourished in our class. His confidence grew as he began participating and sharing his unique knowledge about animals, dinosaurs, and scientific facts with his teachers and [Music] classmates. And this year, we've watched him grow as his ability to advocate for himself. Um, he began asking peers to
015work with him and shared his ideas during classroom discussions. And he has become quite the role model in our classroom and throughout the school. Over the last two years, several of Logan's characteristics have remained unchanged. His empathy for others, his willingness to share with um his classmates and make new friends, inviting new students to be welcome into our classroom and always making sure that they felt welcome there. Um he is kind. He has an honest heart. He has a thirst for knowledge to learn and to grow. and his resilience and his work ethic. Work ethic is impeccable. Logan has developed into the kind of student that you just love to see. One who is an example for others. You demonstrate leadership, courage, flexibility, resilience, care, and respect. And it has been our honor to be
016your teachers. [Applause] Introduce your family. [Music] You have quite the crowd show up here for you tonight. Yeah. All right. Congratulations. Congratulations. [Music] Anywhere you want. Nice. [Music] front and center. I should put a star on the floor. Oh, yeah. Yeah. No. All right. You ready? One, two, three. All right. You guys going pictures? You want to get a family picture? You want me to take it? Oh, sure. You go in there. Congratulations. [Music] [Applause] Good job. [Music] Feel terrified. Good job. Thank you. uh Stanwood Elementary staff for continuing to highlight students who lead by example and making our schools a better place. Uh next is Utslavi Elementary Principal Hannah and his team to uh introduce Teddy. All right, everyone. This is fifth grader Teddy Amadon. Uh my name is Michael Hannah. I'm the principal
017of Sly School, Bailey Pinker. This third grade teacher, she's got something to share and then another sixth grade teacher. But Teddy, I just wanted to tell you personally how much your presence means to me as a school leader because everybody here really wants schools to get better and to have someone like you every day in the school helps not just me but all those kids do better. Um, there's an image I have of you uh not only walking the kindergarteners to the bus, holding their hands, but also like leaning down and listening to them as they're walking. And that I think is a a pretty typical image. And all those other kids see you do that. And that makes my job a lot easier to have a model like you. So, thank you, Teddy. Um,
018Mrs. Kinker has a an anecdote she wanted to share. Um, when I uh think about Teddy, I think about his smiling face through the hallways. Um, anytime you ask him how he is doing, he will, no matter what, take the time, pause what he's doing and ask you how you are doing. Um, and it's not he's not in a rush. He's not got anywhere to go. He's present with you, which is really rare and special to see um a kid of your age. Um, I also had the pleasure of working with Teddy's mom last year on a grade level team and the sweetest as can be, hot cocoa day. I'm coming in carrying what was probably about a 50 lb tub of supplies for hot cocoa day. And without thinking twice, Teddy was like, "Let
019me get that for you." He came, he held the door for me, and he carried a big 50 lb of hot cocoa crockot up the stairs. There's no complaints. Um, and then still asked me if there was anything else he could help me with, which is just um a little bit of a testament testament of the kind of kid he is. Yeah. Okay. I'm Heather Milner. I'm Teddy's fifth grade teacher. So, I have a little something to share. Says, "We're here tonight to honor a special student, UTI Elementary shining star, Teddy Amadon. Before I share what a privilege it's been to have Teddy, I would like to share with you a few kind words from some of our staff. So, Mrs. Cordy said, "I can remember Teddy's first day in PE simply because of his
020glowing smile and his very mature communication skills. He's been a huge addition to our school and continues to use his gift of great communication, not only with his age peers, but with the younger ones as well. I often see Teddy taking his kinder buddies to the bus where he takes responsibility in assuring they get onto the bus safely and that they have a great end of the day conversation with their big fifth grade buddy. I hear him asking the kinders about their day, holding their hands safely, and then he tells them about his day. He goes the extra mile walking them up onto the bus to their seat. He is genuine in the kind way he treats others and I'm certain you make a positive impact in our world. Teddy, continue to do what you
021do so well. Communicate and engage with others. We thank you for your positive impact on West Valley Elementary School. This is from Mrs. Dao, Teddy's third grade teacher. Teddy's a student who shows respect to all in many different situations. Curiosity and enthusiasm for learning are some of the ways he leads by example in the classroom. The way he treats others with kindness is contagious. He is also just a lot of fun to be around. Teddy is truly an example of a shining star that's lighting. And then Miss Ted Ro said, "I have the pleasure of having Teddy in my ELA flex group where we do a book club novel study. that he has incredible insight, sharing his background knowledge and using inferencing to better understand the topics we're discussing. He's a solid student, always on
022task, hardworking, and actively participating in our class discussions. He's so polite and respectful all the time to everyone. He demonstrates the true meaning of integrity, something that's challenging for many kids and adults. Teddy has an incredibly bright future ahead of him and has all the ingredients to become a great leader one day. Teddy Teddy is definitely a great star for a war. Congratulations, Teddy. Keep working hard. And so I truly feel fortunate to have had Teddy in my class for the past two years. First in my four five split and now as a fifth grader. In my 28 years of teaching, he is definitely one of those students who's always going to hold a special place in my heart. Tonight, I'm honored to recognize Tech for the exceptional student he is. One whose brilliance extends
023far beyond academics. He approaches every challenge with discipline, insight, and insatiable intellectual curiosity. Consistently mastering the complex material and setting a high standard through meticulous work and thoughtful participation. His dedication to learning inspires both peers and teachers alike. Yet Teddy's excellence isn't confined to the classroom. He's also a deeply compassionate young person who genuinely cares for those around him with an uncanny knack for encouragement. He never misses an opportunity to make someone feel seen and appreciated. I often find myself wishing wishing everyone could see the world through Teddy's eyes full of kindness, hope, and an unwavering belief in others. Teddy's blend of academic rigor and boundless empathy makes him a rare and inspiring presence. It has been and continues to be a privilege to watch him grow. And my classroom is bright as he Sure.
024[Applause] My mom and brother are here in the middle row and my dad and sister are watching online. All right. All right. Great. Let's Let's do a picture, Teddy. All [Music] right, Terry, why don't you step out in front of Dr. Hannah there and we're going to squeeze in behind you. All right. You there? One, two, is your goodies from Heritage Bank. Thank you. [Applause] [Music] This feels like an awards ceremony because it kind of is tonight. So, uh, thanks for bearing with us. Uh, it's, uh, definitely something that we enjoy doing. We're going to take a moment right now. You've noticed that the uh student representatives of the board are leading the meeting tonight. Uh they do that and do it well uh when it's their last meeting. They've been serving with us since
025uh really since last year at this time when they were either nominated or elected and uh have done so very well and giving in giving voice and feedback. So I think I'd like to invite the board and the board representatives, student representatives to come down front while I I say something and give you an opportunity as well. And you each have something that uh we'll give give to the student rep. So you don't mind. Evan's going to get some pictures down front here. Maybe forward towards the right. Okay. Okay. There we go. Thanks. Yeah, maybe the two of you can be in the middle. How about that? That would be great. Okay, that works. Thank you very much. I I'm just going to go ahead and um note that we want to take a moment
026to out uh to recognize two outstanding individuals, Luke Hoffman and Elizabeth Burton, who are attending their final meeting. As I said earlier throughout the year, both of you have brought the voice of the student body directly to this room. You've kept us informed about the pulse of our high schools, what students are experiencing, celebrating, and navigating at the same time. But more than that, you've modeled what it means to engage in civic responsibility and leadership. You represented your peers not only here at the board table, but also at the city council, bridging communications between our schools and broader community with maturity and insight. Your consistent presence and your thoughtful perspectives have made a real difference this year. You reminded us what why student voice is essential in shaping the direction of our schools and you
027did so clearly and with heart. So on behalf of the entire school district, thank you Luke and thank you Elizabeth. We're proud of you. and we know you'll carry this experience forward in the next chapters with you wherever uh you go. So, thank you very much. Yes. But thank you so much. I will miss your school reports. I will miss them so much. Sure. Yes. Congratulations. Thank you so much. I will I appreciate you. Thank you. Thank you both. I know this is this is close. Thank you. [Applause] [Music] All right. And lastly, for our recognitions, but certainly not least, I'm going to invite Executive Director of Human Resources Christine Delposo up to the podium. It's great to see so many people here today to not only recognize our students but also our employees. For
028those of you that do not know, we have an employee of the month program. And anybody in the community, staff, students can nominate our staff members for this award. And then at the end of the year we do an employee of the year award for both classified and our certificated. So we are going to start off by having counselor come forward. So when she was nominated a few months ago, we read the nomination. But I want to take the time to read this again tonight for her recognition. Says, "I am thrilled to nominate Carrie Counselor for employee of the month, which is now employee of the year. Her contributions have been pivotal in the successful implementation of our new website, newsletters, and messaging with our communication tools. Carrie played a crucial role behind the scenes,
029ensuring the data systems required for these platforms operated seamlessly. Her ability to quickly and definitely adapt to the numerous challenges and roadblocks that inevitably arose during such a significant technology transition has been nothing short of impressive. And those of you that work in the district know that very well with all our technology changes. Despite the complexity of this task, Carrie managed to navigate these obstacles with remarkable skill and efficiency resulting in minimum impact on our front-end customer experience. So congratulations So pick another board coming out. You want to stand there? Okay. Right here again. It's history. You surprised me. I have something for you. Thank you. Oh, thank you, sir. Oh, congratulations. Did you want to introduce your family? Um, well, I see some outside. Yeah, the loudness that was going on. He's two, so
030he fine. Um, I have my three kids up here. The others, you know, they're doing great. I promise ice cream if they sat fighting. So, There you go. You're good. All right. Ready? All right. stairs and everything like it's my pleasure tonight to also recognize our employee of the year for certificated staff. So, if I could have Kelly Nigelman come on up, please. for Kelly's nomination. She was nominated by two community members and so it's not often that we have others in our community uh besides our students that take the time to do nominations. Uh this is what was reported. One of our kids deals with pretty severe school related anxiety. Kelly's door is always open for him. She makes him feel so important and valued and heard. I'm amazed at what it has done
031for him to just feel like there's an adult in his corner at school. I can't say enough good things about her and what a huge impact she has had on not only him but our whole family. I wish every kid was lucky enough to have a Mrs. Nigiman on their side. She goes above and beyond on a regular basis to help students adapt, make adjustments, and be prepared for class. Congratulations. [Applause] [Music] I don't know if you remember me, but I was thankful. [Music] Congratulations. [Music] You have anybody you wanted to introduce? Um, my husband Bill and my daughter. Hi. [Music] We're going to we're going to move into school reports, but I'm going to uh take the liberty to recommend uh to the board of directors that we take a threeminut recess for any
032families that want to go home and eat or enjoy the rest of the evening with your kids and the rest of your family on your own. So, uh, 3 minutes, please. Thank you. [Music] Hi. Your ice cream. I like flowers. [Music] very Thank you for your work. Congratulations. [Music] Oh my god. Yes. talk about. So it's it's for the actual approval. It's right here. So yeah. She looks like [Laughter] [Music] Yeah. um to to move by I was going to ask my other [Music] Okay. Thank you. As we reconvene, we uh recognize um a point of order that we want to make and uh student representative Burton is going to carry that out right now. Uh we recognize there was not a vote taken on the approval of the agenda. Um it was moved by
033Director Evans and seconded by Director Murray. Uh but we will vote now. All those in favor say I. I. I. All those opposed say no. The agenda has been approved. Thank you. Uh next up is a school report by Principal Linger from Samwood Elementary. All right. Okay. So, uh, we're doing our school report for Stamford Elementary tonight. I was absent a couple of weeks ago, I think, when we were supposed to do it. So, um, I'm just getting over six. So, I'm going to try not to have a coffee bit here. And I promised Ryan 10 minutes. Ryan, give me a halfway through. And the clicker's right there for you. Thank you. All right. Our strategic plan and our uh annual action plan at our school drives the growth and opportunities by ensuring equitable standards
034aligned instruction and closing gaps with datadriven improvements and assessments. So, we're going to talk a little bit about what that's looked like this year at Stamwood Elementary. Uh we had both an English language arts goal and a math goal and that's primarily what we're going to talk about tonight. Our English language arts goal is that students would improve in their ability to determine the meaning of general academic and domain specific words or phrases in text so that they would be able to read and comprehend across other content areas. So, uh, basically what that meant is that we created a, uh, we created a list of academic vocabulary words for every grade level. Uh, we distributed those to teachers and we started working through a book study uh, that we've been working on all year long.
035Uh, every time we get together, we go over strategies for introducing academic vocabulary to students, helping them understand those words that kind of cross some content areas like determine, um, summarize, compare and contrast, things like that. And then domain specific words that are really specific to math or to DLA, to science, that kind of thing. uh helping them uh helps them understand what's being expected of them and helps them when they're uh reading texts across all content areas, not just ELA. Then in math, we had a goal for our younger students to improve in their understanding of place value. Um wanting them to be able to draw more connections between concepts in math. our grades four and five were focused on uh the academic vocabulary in the math operations so that they were better able
036to solve story problems because we noticed that was a struggle for a lot of our students. So um this is what uh we have dec we decided to do. Um each staff member agreed to teach these academic level vocabulary words and assess the students regularly on their growth of those terms and uh each staff agreed to provide small groupoup instruction in the area of literacy and so we are using some M-Class data and some classroom based assessments for uh literacy. We also built a building schedule that has 90 to 120 minutes of core literacy instruction every day and 30 minutes of literacy intervention four days a week. Um you'll see that we also have math later but right now we're going to talk literacy. So uh we were expecting to close achievement gaps with student
037data demonstrating improved understanding of the vocabulary. um we felt like if we could boost their vocabulary, we would see that in their uh comprehension assessments and we would notice that in both in classroombased assessments and uh through our smarter balance assessment. We were expecting to see an increase in oral reading fluency because uh students with stronger vocabulary use also read more fluently and we were expecting to see an overall comprehension improvement. Um you'll see that later here. That's called our Maze assessment. And then we would expect to see small groupoup pullout support for grades K2. And when I talk about small group pullout support, I'm not talking about pulling out of the classroom because our real focus was on uh getting small groups into the classroom that each uh grade level teacher would be pulling
038their own students in their [Music] group. So what you're looking at right now is our oral reading fluency assessment. The top line is our beginning of the year assessment. At the next line down is the uh middle of the year assessment. We do not yet have our end of the year. That happens this spring here later this month. And so right now we have beginning of the year and middle of the year. So you can see grade 1, 2, 3, four, and five. What we hope to see as the year goes on in the second line is more green, blue, and less yellow and red. And uh you can see that in some grade levels we were doing uh better at that than other grade levels. And so we can see that we still have
039some work to do. And one of the things one of the things that we noticed is in those upper grade levels you see down there at fifth grade is that some of our older kids are really still struggling with some of the decoding skills that they need. And so really thinking about how we um put more emphasis back on morphology and understanding words and being able to separate words into syllables because if we could separate words into syllables, we can really get down to that reading like three fourletter words. And so uh we we've noticed that we have some work to do that still in our um in all grade levels. But uh that's our oral reading fluency. Um this slide here was put together still here right here behind me. Uh this is our
040special education data for oral reading fluency. So it's using the same assessments that uh we were uh it's assessing the same thing as the last slide. This slide actually shows students at their goal area. So what that means is uh maybe we have a third grade student. You see the third grade bar there? It's a beginning of the year data and the end the middle of the year data. Uh but maybe it's a third grade student who's reading at a first grade level. So that first uh bar is them the third grader may be reading at a first grade level passage in the fall and then again in the middle of the year. And the same thing with fourth and fifth. This is at their instructional level uh because they are students on IEPs in
041literacy. The next slide though um shows uh assessing the same imper assessing the same thing. It's oral reading fluency but these students um are now being assessed at their own grade level. So now we have a third grader at the beginning of the year was um is below grade level in third grade but is reading a passage at the third grade level at the beginning of the year and then you can see the growth in the middle of the year. These are fourth graders who have an IEP in the area of literacy and oral reading fluency. And you can see their beginning of the year and their middle of the year. And so we're really proud of the growth that our students in special education have made because one of our goals this year was
042to really focus on that subgroup and make sure that they were collaborating with the general education teacher, the special education teacher, and our MTSS staff were all really working together. And um I think our growth here is uh showing that collaborative work. Th this is our comprehension assessment. So this is what I was uh calling the maze assessment. Uh this is where we would see some of our academic vocabulary, our domain specific vocabulary come into play. And so uh our comprehension data right now is looking better than our oral reading fluency growth. and we attribute some of that to our work that we've been doing in um with our uh vocabulary. Okay, just like the uh oral reading fluency, Miss Albo here, Dagy put together this slide also. Uh these are our students. These are
043on grade level. So the third graders have a u have an IEP in the area of literacy with a goal in comprehension. They read a passage at their own grade level, not their instructional level. This is how they scored in the fall and then they how they scored in the middle of the year. And again, you can see that's pretty good [Music] growth. Okay, this next area has taken up a big um a large area of our focus this year and that's the area of math. So, uh, one of our big goals this year was really to get our MTSS staff, um, Megan Open, uh, oversees our MTSS department, the PAR educators that work with her, to get them really coordinating with our grade level teachers, with our special special education teachers, Dagy and Sabrina
044and get and their pair of educators, and working together to get some systemwide things in place so that every student was getting instruction at their grade level. So again, we built a building schedule. We have 60 to 70 minutes of core math using our district adopted material and then we have a 30 minute intervention block four days a week for math. What we decided to do was use Delta [Music] Math as our intervention. uh Megan Novanel um I will credit with uh being putting together a systemwide plan for us. uh prepared materials, trained teachers, trained me, um worked alongside Dagy Albano, and we got teachers together at grades three and four and created some buildingwide interventions where every student was assessed, placed into a group based on their lagging skill and what they would need
045to help them get move forward. And then after every eight sessions, we would reassess their data, decide which group they needed to go into, if they were ready to move on or if they needed to redo a a section or maybe they needed to go down to another section to pick up a different skill. And then we would resort and resort and resort. This is third grade. This has been going on all year. And you can see at the very beginning of the fall is the blue. The yellow is the spring third. This is third grade readiness. And what that means, where am I, Ryan? Your piece. Yeah, it's uh we're doing all right. I think I think maybe summarize the next couple slides. Okay. So, third grade readiness, what that means is were they
046actually ready to come into third grade with the skills that we they would need to be successful? And you can see in some of the areas that they were not. So the adding to 20, the subtraction within 20, the subtraction twodigit. So those are areas that we are now moving down to second grade to do some more work on because they didn't come ready in third grade. What you see here though is midway through the year we start working on fourth grade readiness. So these are third graders. Are they now have the end of the year third grade skills? Are they ready to go on to fourth grade? The blue is in the winter and the red is in the spring. And you can see how the skills changed at the bottom. We've moved on
047from the adding, subtracting, double digit, that kind of thing into fra uh fractions and three-digit numbers and that kind of thing. So, doing really quite well. This is our fourth grade data. We did the exact same thing at the beginning of fourth grade. We looked to see did they come in ready for fourth grade. You can see see some similarities there. You can see the subtraction multi-digit numbers came in pretty low. Um, fractions is kind of new to third grade. So, they come in very strong at the beginning of fourth. And, uh, you can see as the year went on, how much stronger uh, they became. And this is, are they now ready for fifth grade? Do they have the end of the year fourth grade standards that they need to be successful in fifth
048grade? You can see uh, the jumps there that we've made. This is an area that I feel pretty um, proud of at Samwood Elementary because of the collaboration. This is the strongest I think uh collaborative teams that we've had where with the grade level t teams, the special education team, the MTSS team. Uh for fourth grade when it comes time to do their 30 minute intervention, we have 12 people teaching groups and I'm one of them. And it's the highlight of my day. Um, and I think the highlight of a lot of their days because to have 12 people teaching fourth grade math means we can get the group sizes down to two or three in some groups and up to, you know, 10 in other groups that are more at grade level. And it's
049really, we're finding making a big difference for uh students. And the beauty of it is that it assesses very specific skills. This is um the other goal areas on our AAP. You can see last year's attendance and behavior and then this year's attendance and behavior. Attendance has been something that we have just really really worked on. We started another attendance incentive program. I was going to feel a little bit discouraged by our attendance a couple weeks ago and then I talked to Mr. Ovenel and he's like maybe you should go back and look. And so I got in to look. We have I looked actually again today. We're at 93.6% 6% is our average daily attendance. And we feel really good about that because we do a lot of work uh to get kids to
050school. We have lots of family meetings and making phone calls and uh doing things that we know we need to do to get kids to school. and our behavior. You can see this is an area that we've really worked on with our social emotional learning and our morning meetings and kind of meeting kids where they're at, giving them the skills to help them self-regulate, bringing in some extra recess groups and things to give kids choices. And uh we're just really proud of the change in our behavior because uh we've got um if you see the dark green there from behavior in 24 to behavior now in 25. That dark green it means they have zero incidents um in a school year. And then the light green is 1 to 2% of the school day. So
051that might mean they've had one or two like infraction type things. So we're feeling pretty good about that. you know, we have 4% of our kids um that are having some behavioral struggles and uh we are we're working on that, but we feel good where we're going as a school and we think we attribute a lot of it to the work that we've been doing with the social emotional learning. That's the end of my slide. Thank you. How do I do? Thank [Music] you. Any questions? Yeah, I notice on slide six is a bar graph of oral reading fluency. Yes. And I see substantial progress. First grade, second grade, some third grade, but then fourth grade is better sort of, but actually the second the end the middle of year is significantly worse than fourth
052and fifth. So you have any thoughts about that and any new interventions or whatever? Yeah. So, some of that's uh that's what I was where I was saying that we started noticing that maybe our fourth and fifth graders were still having some decoding issues at the upper grades where you really have to start working on what are root words and what do they mean and helping them be able to comprehend when they get to longer words. So, breaking down syllables and that kind of work. Uh there is some of that work in our new reading adoption and so we've just been prioritizing that. It also the oral reading fluency assessments are really based on um they are based on one story that they read and sometimes we'll get a dip and I don't think this
053is all of it because I actually do think we're having an issue with decoding at the upper grades but sometimes we'll get a little dip because if you have a story that has a scenario that kids are not as familiar with they may have a dip because they don't have any background knowledge. Whereas if you have a story that's about soccer or Pokemon characters or something that they know a lot of those words, their scores will go up. And so we do see a little bit of fluctuation, but I don't think that's all of it because um we've noticed that in other things too. And I think part of it is just being understanding the skill of breaking down words. Can I just clarify? It says a number of words. A small group pull out
054supports for grade K through 2 A. What is I don't know what that A is. I think that A might be a typo. Okay. Okay. Do we have two? I never noticed that. I never noticed that A until I was standing up here tonight. It's kind of like when I do morning announcements every day. Yep. But um the K2 those small out uh pull out groups. We really have been focusing with our we brought in another MTSS teacher, Coley Harris, this year that was focusing on primary um age students and getting some support down at at those um primary grades where they're emerging readers so that we don't have the issues that we're having at fourth and fifth. Um but we're really trying to focus on um during our intervention blocks having great having general
055education teachers while the students are doing things here they are pulling a small group in their classroom because it's the general general education teacher that needs to know what the individual level is of every student if we want to see growth and so the focus has been on trying to um move that out but I would say that's an area where we have some work to do so just to clear so Like this year you focused a lot on like comprehension and word breakdown. Does this data probably hopefully help inform what our goals and stuff are for next year? Yes. In in those grades coming up. Okay. Yes. That incentive to get them to come. What kind of incentives do you use that are working? We do a schoolwide we put the word attendance up
056on the front board of each class. And when what's the percentage, Megan? Do you remember? 95. What? I think it's 95. When 95% of your class is there, so basically if one child's missing, you might make it. But if 95% of your child's there, they get to color in the word the letter A until they spell attendance. And then it's a classroom celebration, and they're small celebrations, but they're things that kids look forward to. So, um, the teacher decides with the kids what they're willing to Some of them have a fiveminute dance party. Some of them, I don't know, have 10 minutes extra of reading their favorite book, whatever it is. But if they're small celebrations, but kids look forward to it. And it's made a difference in our attendance lately. And those numbers are
057really good. Thank you. I appreciate the intentional steps you've taken and your teams have taken to uh support students both academically and socially. So, thank you very much. Welcome. like to go ahead and welcome Dr. Hannah to the podium for the uh Utselad Elementary uh school report. Great. Thank you so much. And it's great to go after Stacy. We're uh a really, in case you don't know, a really great learning community, the five of us. Um and uh and every time I I hear one of them talk, I learn something. So, uh, thanks for for presenting. Um, that's school. Uh, and you see some of our friends in the pictures there working hard and running hard, cheering away. Um, I hope tonight that I can give you a little bit of a sense of um,
058yeah, some of the numbers, but also what uh the what the work looks like for the grown-ups in the building. Um, and you know, what the cadence of looking at data might be. and and I hope that gives you a sense of how hard these folks are working to make achievement uh even higher. Um and as across the district, our strategic plan is what drives the growth and opportunities. Um we have an emphasis on equity, standards on instruction and closing gaps. We do that by using data um to make those improvements and anchor to good assessments. So I'm going to talk about the three AAP goals. Um, we are very focused, we're very focused this year, excuse me, on all students being able to read grade level texts. So ultimately, everything comes down to comprehension.
059Children reading and understanding what they read and doing it well, talking about it, communicating about it. That's the goal. And everything that you heard from Stacy is a means to that end. We want children to be reading enthusiastically and competently as soon as possible. Literacy is essential. So all of those other elements you heard Stacy talk about so well are all about getting to comprehension of a text. In order to comprehend, you have to read fast enough for your brain to understand. In order to read fast enough, you need to be able to blend sounds together. In order to blend sounds, you need to be able to know what the sounds that that ink block on the on the page sounds like. So, it all builds up though to comprehending text. And I'm going to
060talk a little more about that. Um around math uh we noticed that in uh math in general but around SBA prompts in particular if we wanted to focus on that in the standards it's about a good number sense and authentic real world problems and kids being able to persevere in solving them. That's one of the standards for mathematical practice. So I'm going to talk a little bit about what we've been doing to try to uh cultivate that and reach that goal. And then finally around social emotional learning uh we have an aim for students to be demonstrating persistent self-control, emotional regulation, being respectful of themselves and others. And that's all a means to an end. SEAL is always a means to an end of student achievement. So it's it's never really helpful to to contrast
061those two things uh SEAL and academic achievement. Um, Castle is the uh collaborative for academic and social emotional learning. So, we're going to talk a little bit about our work on that too. Um, so again, what we're hoping to see around literacy is that they we were going to decrease the number of students that are being progress monitored. I know you saw uh charts and you'll see some more in a second of beginning of the year, middle of the year, and end of year assessments. Those students who are not at proficiency at the beginning of the year, we monitor their progress until the middle of the year. Hopefully, they reach benchmark, but if not, we continue to monitor their progress. So, we're trying to always decrease the number of students who are being progress monitored.
062Um the overall score is the composite score on Dibbles and MClass and that we want to have for the whole aggregate of the student community that we increase that composite score no matter where they started. And then finally we really want to lean on anecdotal evidence from from teachers about you know in conversations in um observations that the gened teachers say that the students are growing is not nothing. Those narratives are really important. You've seen this again two times a year assessing so far at Salotti and the grade levels. As we said, we're always aiming to decrease the amount of yellow and red in a grade level. Uh we did pretty well. Uh but the end of the year assessment is just opened now. Um and we did indeed decrease the total number of students
063being progress monitored across the school. You can see as well as anybody where it is that we might have bumped up a little bit from beginning of the year to um middle of the year. But overall there was a decrease a significant decrease in the number of students that we progress monitored from beginning to middle and we hope to see that uh by end of year we have the strongest numbers for um students reading proficiency. I just wanted you to see an example of what progress monitoring data looks like. Uh you notice that it actually goes from the bottom. So uh we have a uh student here and this is just around or for oral reading fluency and their accuracy. We're measuring every you can see that we did it every few weeks. There's a
064different there's a middle of the year assessment is the second line. Uh and then we get back to progress monitoring the next day. Um and then we do it roughly every month afterwards or a few weeks after and see how they're doing. Um, these progress monitoring tools tell us exactly what to focus on in the classroom and with the pull out instructors as well. So, as I said, what we're seeing is that um we got about 80% of the students being progressed since the middle of the year are making gains in the progress monitoring tools. We don't have end of the year numbers yet, but we expect to see that be the best yet so far. Um, we have also what should be recognized a pretty diverse group of progress monitoring instruments besides just the
065dibbles Mclass. Uh, and I needs to be a part of auditing what those are too and sort of figuring out what folks are using besides uh, the one that we've been talking about so far. And again, really happy that the end of the year is uh, going now. I was going to set a timer. You're good. Okay. I forgot. So, uh, in math, uh, we had a a goal originally to partner with Stacy and actually Elder Bay as well, who've done the most with Delta Math. Um, we had a little bit of an interruption and at one point in the year. So, what we did in starting in February is we realized that the alignment of the standards slash SBA prompts are closer to the performance assessments in math expressions than anything else. They're really
066challenging. They're really demanding. They ask kids to do, as it says, real world applications, higher order thinking. So, what we did was created or decided really on a unit that the end of unit assessment would be the performance assessment for that grade. And each grade got together for a half day. We did some shamboozling with the subs to make it happen. and they ended up designing a unit backwards from that assessment at the end of the unit and they realized just how demanding standards mastery really is. Um, I'm really excited uh that uh Colin and Jennifer are leading um a refocus on standards and and under Ryan's leadership of course to be making the standards the thing that we're focusing on not just as school leaders but also uh cohorts of teacher leaders as well
067um beginning in the fall. And I'm really excited about that because we realize that that's really where it's got to where we need to orient ourselves is is assessments like the performance assessment. Um so as I said, we pivoted to focusing on that um uh performance assessment. Um and what we learned there is what informed the design of the school improvement plan and the AAP. And really what that says there is we're going to connect with district efforts to revisit our math instruction and assure standards alignment. Um finally regarding SEAL, we were hoping to see students demonstrating persistent self-control. This was our goal language. We have indeed noticed in Skyward a decrease in the number of students being referred for behavior support from the beginning of the year. There's a lot of anecdotal reporting of
068improved climate and teachers effective best practice around coaching students for um uh the behavior we'd like to see. So um there's a 40% decrease from the beginning of year the total number of weekly referrals documented in Skyward and that's excluding uh referrals from the bus which we're working on. Um the uh again the anecdotal reporting from faculty of the impact of the responsive classroom approach which is a really comprehensive SEAL approach um has been very positive and um one of the elements from that framework was sort of an audit and feedback experience from one of the responsive classroom representatives. um when we this is just an example of the tool that they use to assess our uh practices. So this is exciting because it's uh it's measuring the degree to which the practice aligns with
069best practice from responsive classroom. And throughout this report there were many many twos and they should have been ones because they kind of align with number of years doing this approach. But our faculty have worked so hard to implement this that more than we're really kind of a year ahead in a lot of these areas and how well we do um uh according to this audit. So that was really cool to see. Um and there's our crew again. Yan. I think that's the rocket launch in fifth grade. That was pretty fun. All right. Hope was close. 956. Yeah. Thank you. Is there any Yeah. Thank you. Any questions? On this responsive classroom practice growth, it shows a domain score of 2.08. I see like a 2.1 and a 2.3. Like what's the what's like the
070top score? Like what's it out of? It's four. Okay. But our consultant um let us know that you know 0 to four is really a lot about years of of implementation. So that if you've never done it, you might see a zero. we've done a year, it's been a, you know, a one. So, this was at the end of our first year. We saw a lot of twos. So, we were kind of excited that that she felt like we were in many ways kind of a year ahead because we've only been doing this for one year. Um, does that make sense, Miranda? Yes, thank you. I just I was like, I don't Yeah, I know. It's too bad with the 10-minute presentation, but I have the whole thing and if you want to see it,
071it's really cool. Yeah. Okay. Thank you. Thank you, Dr. Hannah, for both the qualitative and quantitative data that you shared this evening. Appreciate it. Yeah. Thank you for the opportunity. Appreciate it. The next item on the superintendence report is the May uh 2025 enrollment report. Uh you can see on the enrollment report that uh our enrollment decreased by 7 FTE from the April count which is uh a less favorable change compared to last year by one student. Um our average annual enrollment excluding TK still remains above uh budget by 52 FTE and above last year's enrollment by 28 FTE. not a big fan of that 15 that's great. Is there any insight on that? Like I guess that's the budget over under but like it also looks like we dropped a couple from April to
072May as well. Yes. Um, without having the details, I can tell you about trends that I think um, Moso and I've experienced as high school principles over time. And this time of year is really um, a last look at if I'm going to make it to the quote unquote finish line. and and I would say one of the things that we've added this year is graduation alliance to be able to catch those students per se um to give them another option may maybe it's not graduation yet but another option to remain engaged so I would agree with you on that but um the another an additional option is there I'll just add that um both high school principles principal Clint and principal Washington have been meeting with cabinet every two weeks weeks to um look
073closely at each individual student, make intervention plans for those students that may or may not be graduating uh and connect with those students through credit retrieval uh counselors and actual uh individual conversations with the building principles to um both encourage make a plan and move forward towards that plan. So, that's a new step uh since January to try and make sure that we can um make sure each student that needs a plan has a plan for uh graduation and getting closer to graduation. Thank you. [Music] One last item before I close the superintendent's report is I would like to acknowledge uh um two transitions in uh the administrative ranks uh recently that is principal Caldwell moving from Cedar Home to Elder Bay and also principal now principal Auckland moving from Port Susan as an assistant
074principal to Church Creek campus and we'll just uh thank both of them for their leadership that we look forward to them providing in in their new buildings. And then also I would like to uh welcome Ryan Barcy as the new principal at Twin City Elementary. And Ryan's here tonight and I think we have a gift for him. Ryan, if you don't mind to come on up, that would be great. I I I I think it's fitting that the it's a handoff, a literal handoff uh from principal Allen to Principal Barcie. You may have read that uh Principal Barcie is a seasoned educator with over 19 years of experience in public education, a strong record of both building uh buildings with student achievement that are centered on uh student and school communities. Uh Mr. Barcie currently
075serves as a dean of students in Lake Stevens School District, but previously um as principal at Westview School, which is a dual language K6 school in the Burlington School District. and we're just uh super excited to welcome uh Mr. Parcy to the administrative team and we look forward to um the the handoff that just happened. So, thank you. Thank you very much for that. That ends the superintendent report. Thank you, Mr. Overel. It is now time for the consent agenda. Board members, are there any items on the consent consent agenda that you would like to pull and discuss? At this time, anyone in the audience may speak to an item specific to the consent agenda. Is there a motion to approve consent agenda items 1 through nine? So moved by director K. Just to clarify,
076it's one through eight. I think maybe we had an extra item on there and we removed it. So items one through eight. Thank you for that catch. Appreciate that director. I want to approve something extra. [Music] We left off moved by director, seconded by director Foster. All in favor say I. All post say no. The consent agenda has been approved. The board recognizes the value of public comment on educational issues and the importance of involving members of the public in its meetings. This time is set aside for members of the public to address the board on any topic within the scope of the board's responsibility. The board does not respond to questions or comments during the public comment period and the board silence does not signal agreement or endorsement of the speaker's comments. Anyone who
077has signed up to speak, it looks like we have two speakers tonight. Stuart Hunt, please step up to the podium and state your name for the record. You will have three minutes for your comments. There is a timer on the screen. The yellow light means you have one minute left and the red light is upic. My name is Stuart Hut. Some of you may appreciate my remarks, some not so much. If I ask board questions, they will not answer me, so I'm going to speak with you instead. Last week, I sent an inquiry to all the board members asking each of them to name one academic game or initiative that has significantly impacted Stanford students this past nine months. I did not get one answer to that question. Why? I see three possibilities. One, they
078didn't want to answer. Number two, they cannot find a single meritorious program. Number three, there is none. And it's embarrassing. However, in several conversations with Ryan and Colin, I'm finding that these guys, among others, are diligently working to find a better solution to 5 years of no gain. They do not have all the answers, but that does not mean that they aren't looking in better places. Speaking for myself, I'm impressed with their dedication to find meaningful results. Meanwhile, since September, the public has engaged in contentious behavior and inquiries about emails and functions about board business and a variety of other topics, but a negligible amount of time related to progress of academics and skills. We see keeping score of put downs, gotchas, and echochamber pontification trying to pick winners and losers. Actually, it's hard to
079find a winner. But I can tell you that there are 4,861 losers who are kicked to the curb and deserve a higher priority and focus on their future, which is our future. As an educator, I can tell you that all of the contention put together has not moved academics and skills one millimeter ahead. Not one. Instead, consider what we actually could do to raise standards and equip teachers who are who are those really responsible for learning. Here are two possibilities. One, get involved in productive contributions of your time and resources that directly impact and benefit those who need support. Two, at the very least, support the board and administration and teachers who have to work around endless inquiries with constant barking at their heels. look for ways to support Ryan Colin staff and the board
080so that they can devote their limited time to doing why they were elected to serve. That's a win-win. Thank you for your time. Josie Dere, she's going to pass, right? She is going to pass on that. As for topics scheduled for schoolboard discussion, there are no items listed for schoolboard discussion. So, we will be moving on to the student representative reports on school business. Uh Luke, why don't you start us off? With SBA testing having wrapped up today, we move on to the final stretch to the end of the year. Later this week, the ASB group will have one last meeting discussing what we can do to close out the year on a high note. Prepare for next year. Moving into June with Friday the 6th mark the last day of students to turn in
081work, as well as our last quarterly pancake breakfast during advisory. Graduation will take place on the 10th in the SHS auditorium at at 6:00 p.m. Setting off our seniors with a few words from a teacher of their choice. After graduation, the seniors will return for a field trip to the Museum of Popular Culture in Seattle on the 13th. The rest of the students will partake in a community day on the 17th to end off the school year. Yearbooks will be ready sometime in June, although the exact date is unclear till further updates. You know, these things take a long time. On a personal note, I'm very thankful for the staff and students at Lincoln Hill for making Lincoln what it is and having me as a student representative this year and wish them success during
082their plans for the summer or after graduation. As I write and present this final report, I find myself reflecting on just how quickly this year has flown by. It feels like only yesterday I sat in this chair for the first time, nervous and uncertain about how to represent an entire student body. Now months later, I stand here with deep gratitude, not just for the opportunity to speak, but for the chance to witness and share the heart of Stanwood High School. Being the student representative this year has been an incredible honor. It gave me the chance to see my school from a different perspective. Not just as a student walking through the halls, but as someone who is trusted to share the voices, concerns, and accomplishments of my peers. I've grown in confidence, in communication, and
083understanding the importance of leadership that listens. Most of all, I've learned that when every student gets a voice, great things can happen. It's just as important to give the FBLA public speakers and the ASB officers a voice as it is to give the quiet kid sketching the back of the classroom, the first time drama kid, or the student who's still figuring out where they fit into it all. Every story matters, and when we listen to all of them, our school, our district, and our community become stronger, kinder, and more connected. Now, on to the final update. Students at Stanley High School remain dedicated and spirited as we approach the final stretch of the 2024 to 2025 school year. Classrooms are alive with focused energy and students continue to challenge themselves academically, creatively, and socially. Our
084AP students recently wrapped up their national exams, a culmination of a year's worth of college level coursework, preparation, and perseverance. From AP US history and AP biology to AP Calculus and AP Language, these rigorous courses challenge students to think critically, manage their time wisely, and push their academic limits. And just because the exams are over doesn't mean the learning stops. For instance, in our AP US history classes, students have had the opportunity to compete in mock presidential debates against their classmates. Not only encouraging critical thinking, but also presenting the legacy of these presidents to students in an engaging format. Meanwhile, our ASB class is wrapping up the year with an excite with some exciting events. This Friday, we are holding our end of year assembly where we will honor seniors athletic and club achievements and
085present our teachers with superlative awards as nominated by the student body. Seniors are enjoying their last couple weeks of high school with events such as college and career signing night, senior athletic awards night, senior sunset, and finally graduation on June 6th. Looking back, our Tulo dance at the beginning of the month was a massive success with students enjoying line dancing and having a great time with their friends. Additionally, our ASB team held an elementary day where third graders got to visit the high school and have an amazing field day. Multiple students dubbed it the best day of their lives. Students at Stanwood High School continue to be deeply involved in extracurricular activities and athletics. Spring sports have entered the postseason with strong performances across the board from track and field who've been filling the podiums
086in our league and beyond to softball seated first in 3A teams in the state. Baseball having a historically amazing season and girls tennis taking Miley Lcom and Addison Buoy to state for doubles. Clubs have continued meeting into the spring with clubs having finished their state competitions and gearing up for next year by electing officers and planning ahead. As this is my final report of the year, I want to take a moment to thank you all for the opportunity to represent the student voice at Stanwood High School. It's been an honor to share updates from campus and be a part of the conversations that shape our district, our community, and beyond. Thank you so much, everybody. We will now move on to board director reports on business conducted. Uh, director Evans, do you commence? Uh I
087would just like to take this opportunity to uh appreciate and celebrate the student adviserss. I've loved uh getting to sit down here with you guys and get to know you over the years. Your or over the year, not years. Uh I genuinely look forward to and appreciate uh each of your individual styles for your uh presentations every week. And I am sad to see you. Uh, but I wish you nothing but the best in your future endeavors. Thank you. Thank you, Director Murray. I also want to thank you guys for stepping up into these roles. Um, it's it's their choose to film. Um, realizing that you guys both have very diverse um, groups of students that you represent and making sure everyone has a voice is um, you know, the most important. And so, you
088know, I just absolutely appreciate that. I I appreciate also the creativity that you guys both bring to your your presentations at each meeting and um I as well wish you guys the best um in your future endeavors and um it's been a pleasure. Thank you, Director Foster. It's been very nice to know both of you and I hope it's been a good learning experience moving forward and I wish you all the best in your future. Thank you. Thank you. Director King report on the book study that's happening now and it's on the book the anxious generation. I actually was concerned about this talk by the way subtitle is how roughly translated how smartphones are causing an epidemic of mental illness specifically depression and anxiety and so so I got concerned about this maybe a year
089ago when when the book came out so I requested from library I was on the number 1500 on the waiting list for when they gave me that copy by the we can get it there now the waiting list is short so and I recommend it anyway So, I read the whole thing. Uh, and then, uh, also, by the way, I just learned recently that it's on President Obama's top 10 books of the year crisis last year. Yeah. And also, uh, President uh, Biden's surgeon general put out a 45page report on the impact of smartphones on the mental health of of kids. And this is a big deal for both families and school systems. And that book is just chock full of strong recommendations on what to do both parents and school systems. And I hope
090everybody comes to the special fourth session uh there's going to be the fourth session of the study u using the books that were handed out with 40 40 books so far and 25 plus attendees. Um the fourth session will be on the 28th Thursday at 6 PM in the performing arts center. Have enough space for everybody to come and I strongly recommend coming to that. Um then um so anyway so I read the whole thing then I was then I got the copy and going through marking pages about a third of the lines on each page are marked so far. That's the things I think are significant. That's so really worth reading and coming to that meeting. And by the way, there'll be a special speaker at that meeting, the author of a follow-up book,
091one of the cooperating author wrote another book about get the title of something that you know, how to break the Egyptian, something like that. Uh, and so she'll be speaking um at that. By the way, I just got back from library and uh and so um yeah, so things good things are happening there. I mean, it's a real problem. I have I've been having feedback from teachers since I've been on the board about how some of the students are not learning anything because they're focused right there, not on what's being taught. And so that's a major problem for the schools, not not to mention the social emotional damage being done. Director Shriber is online and uh if he has any comments. I want to congratulate everyone that was recognized tonight and we look forward to
092the upcoming graduations and thank you student representatives for tonight. Thank you. We will close out with uh Mr. Thank you, Luke. And uh thank you uh sincere thank you to both you and Elizabeth for for leading not only tonight but throughout the year. I'll echo what the other board of directors have said. Um both your your styles and uh your reports I think do a a fabulous job of representing your uh particular student bodies. Um, additionally, what Director King said, um, Katherine Martino is the, uh, the evening author um, on the, uh, 29th at 6 p.m., we'd really encourage you to, uh, uh, pick five people and bring them with you. We'd like to, uh, fill the place. Um, it'll be a nice evening, a nice culmination to the book study that, uh, we have,
093um, about 25 community members and parents signed up for participating in. Um, and I just want to congratulate uh the long list of uh students and staff that were recognized here tonight. It is uh the highlight. It is why we do the work we do. And I just appreciate everyone um in your endurance here tonight. So, thank you. With there being no further business, the May 20th 2025 regular board meeting is adjourned. [Music]