January 22, 2026 VISD Regular Board Meeting

001to call for a motion to approve the agenda. >> I move to approve the agenda. >> Thank you. Uh I second to approve the agenda. >> Thank you. Any discussion? Fantastic. All those in favor? >> I. Any opposed? Outstanding. The agenda is approved as written. Um at this time, I'd like to offer a brief land acknowledgement. Uh, we offer the indigenous Squabash people and acknowledge and I apologize for likely not pronouncing that correctly and acknowledge the fact that Bashan and Mory Islands are within the area where the Squabash have built their homes, buried their relatives, told stories, celebrated, fought battles, made art and medicine, and lived in unity with the natural world since time immemorial. These lands on which we now live are the traditional lands of Subash and remain a vital part of their

002cultural sovereignty to the present day. And one thing I wanted to mention um one of the ways I uh aspire to live in right relationship with our indigenous neighbors is to support the work of the Seattle Indian Health Board. And there is um an event coming up where you can learn more about the um uh uh government schools. Um, it's called Sugarcane is playing at the National Theater next Tuesday at 5:30. Um, I have a flyer here and I encourage folks to go and support that endeavor and learn more about our indigenous neighbors. Um, [clears throat] great. I believe there's something here about Yes. Candy time. Well, most people know, but it's really an opportunity for us to say thank you to the school board. Uh, the five of you work at no pay. you

003volunteer your time and you spend a lot of time considering all of the things that the district has to do. And so it's really a very small token of the appreciation we have for the school board um in honor of schoolboard recognition month. There's a governor's proclamation and really we are all indebted to you for your service to the district and I hope that you enjoy this mug that says Vashan Island School District has the school district colors on it is large enough for an actual cup of tea and holds the heat and then there's some candy inside. So, thank you so much for your service. We also thank our students but they'll get recognition at a different time >> and you know they don't drink coffee only water >> thank you thank you so

004very much that's very helpful >> um did you get the public comment sheet >> it sure uh we are uh thank you Stephanie >> thank you very much Dr. We are about to embark upon public health. Thank you very much. Um, I'm going to start an order. Um, all right. I don't see anybody checked off who would like to make public comment. Is that true? At this time, we are going to have a second. Pi is on the agenda. >> Yeah. Um, [clears throat] we do have a second opportunity for public comment. If that changes, uh, I will keep this handy. But at this time, looks like we don't have any public comment. Um, let's see what's next. Um, I don't like the way this shows up in Doc's wondering. Um, next up is the

005consent agenda. Um, uh, at this time being a small district hearing. No objections. I would like to pass the consent agenda as written. Are there any objections or any items that anyone would like to pull out for discussion? Outstanding. The consent agenda passes as written. Thank you everyone. Uh and the report section and this is when we invite our friends at PI to tell us about their good important work. If you'd like to come on up, that would be great. Welcome. the best place to stand. Podium podium. Okay. Um I'm Aaron Bole, the president of Partners Education, otherwise known as PI. Um here with me is Shanti Cwell, [laughter] and she's bringing up our big check. We're here tonight um first to present our big check. Um and the dollar amount, $66,94. >> Wow. um

006represents [applause] the amount of grants that we gave this year. 52 of those are our regular fall grants. Um and those amounted to around $57,000 and then we had an additional $9,500 that were through our special fund. It's called the Robin Apple Enrichment Fund. Um two of those grants went to the debate team and the outdoor club. Um and they were large grants and they're supporting really good activities um for the um high school and middle school. Um I don't know if you've heard about the debate team, but it's going >> doing really really well and Shanti is busy reimbursing many many many expenses for judges and coaches and travel and things like that. So we're basically supporting the newly formed or reformed debate team. Um uh then um the other thing we're doing tonight

007is recognizing um our favorite grants of the year. Um because PI really couldn't be PI and couldn't do what we do without really amazing teachers who take the time. I was just talking to two of them. It's, you know, it's hard to sit down, come up with an idea, write a grant in the fall when you're starting out your school year. Um but they do that every year. uh 52 teachers this year and we we every year we pick our favorite grants. We bake a pie for them and we recognize them at this meeting. So um this year's grant winners, two are here tonight. Um I'll mention the two who are not here tonight. Um let's see. Uh Mary Lawrence um who's a I don't think Mary's here, right? [laughter] Okay. Um, Mary Lawrence, who's

008a teacher at Family Link, submitted I think actually our all-time favorite grant of the year. It was also the smallest grant of the year at just $200. Um she is teaching uh her family link students um to play the recorder, sing and do I think body percussion, four or five pieces and then they're going to Ben Royer Hall to perform with the Seattle Symphony [clears throat] Orchestra all for $200. Um so that's [laughter] it's really cool. I think we bought the recorders and we're paying some of the transportation expenses and some fees for the record. That was a really awesome grant. Um, the other person who's not here tonight is Jen Co and she is the advisor for the newly formed Basham High School Future Business Leaders of America Club. It was formed um at

009the request of students who were interested and she submitted the grant to take them to a conference in Port Angeles, a leadership conference this fall and they did attend. I think 15 students attended. So, it was transportation and conference fees. So, that was really cool. It's it's fun to have a new a new new club at the school. Um, and then we have with us um a representative from our first grade team. Kate Davidson is here. Um, and she she can tell you about her grand. [laughter] Here we go. >> I have Oh, you have it. Look at that. >> I have my slides here. Hi, I'm Kate Flynn, first grade teacher here at Shiitaka. Uh we submitted a grant to PI and we uh went for inclusive engineering. So the first grade team got

010together and yes we can go to the next slide and we discussed uh well where we thought our greatest need was and we thought about our building area the Legos the big blocks and uh those sorts of materials and we thought where are the girls in uh this building area and overwhelmingly it's the boys. So, I was reminded of some research I read about when my daughter was very tiny that uh an engineering student at Stamford did some research to try to find out why more girls aren't involved with the engineering classes and she found that uh that girls typically are looking for a story or a reason behind uh their building projects or their engineering. I'm losing my voice. Sorry about that. Uh, so, um, we thought, well, what could we do with our

011modest little means here? And we reached out to Pi to get our hands on some little figurines and some greater magnetiles. And so, the figurines and little characters would help, we're hoping the students tell more of a story in their building projects. And so, if we go to the next slide, we will see that it has indeed been drawing more of the girls in. You can see some little dolls there, but you can also see some of the little like the Pegasus and some characters and some things happening in there. So, we were pleased with the results and very grateful to Pi for that. Now, in addition, we were considering students who shy away from the Legos in the building because it's difficult to manipulate those tiny little things. Um, so that is one of

012the reasons we look to magnetiles because they are easy to manipulate for all of our students. And so we have seen more students engaging with those magnet tiles as well. And there you have it. Thank you pie so much for making this happen. >> All right. And our next one is Stephanie. [laughter] Stephanie has submitted a grant every single year probably for since 2007. >> Since [laughter] 2007, >> so and they're always fantastic. >> But I feel really bad because I didn't think to send you any pictures, but that's [laughter] okay. Um but um I teach eighth grade at McMurray and um last year both of my I I have like a two-part grant this year that built on supports that I had last year from different organizations. So, I um teach a unit on

013the Civil War in the spring and I got a an artifact case from the American Battlefield Trust that we used to do all these kind of really cool station explorations in the spring, but they won't send it to me two years in a row and I only could keep it for four days. And so, I wrote a grant to build one that I could use year after year after year. So, that's my first project. And then the other was um I taught art one class period last year. Um, I've taught art before, but I'm not really an art teacher. And I had a grant from VIS. We love all these community partnerships. Um, to work with Allison Trundle who came in. And one of the projects we did was a bookmaking project. Um, they're called

014Explosion Books. I had a fabulous picture. I wish I had thought to send it to you of the ones that the students made. And I had an idea for applying it to social studies at the end of the year where students pick either uh it it has eight pages either like eight key moments in history or a topic and eight developments related to that topic to create a book sort of at the end of the year to bring that knowledge together and also to make it displayable for other people to share. So those are my the materials for that are what I applied for through PI. So super grateful to pie, very very supportive. [laughter] I got a good idea. I never ever ever am short of ideas for what to apply for this. But

015we were just talking about how we don't have to write the application in October. We could write it earlier and then submit it when it's time to come in. So I think something [laughter] every time you get together, but thank you for the time and thank you for the support. >> Yeah. >> Okay. >> Can we do a photo op? [applause] Can you do a photo with their check in the pies? All right. You guys have pie. >> Oh my. >> Two of them are actually [laughter] >> Oh my gosh. Where would you like us? Lauren also are in close enough. Sorry. Sorry. >> Have you ever had a pie in your classroom? >> Probably. over there. Okay. One, two, three. >> Thank you. >> Peter will leave the other pie in the fridge for

016Mary Lauren. [laughter] I can also have a beautiful >> Thank you. Thank you much. >> Before before Pine takes off, I think we had one question. >> Oh, sure. One more just a comment. I just really want to thank y'all for this work. I have had the privilege of getting to witness the grant that you gave for the kids for the Lego the robotic kits worked with them and I have to say each time I was in there every child was engaged and it was uh expansive creatively intellectually um and I felt so grateful for y'all's support doing that and hearing about your projects and aspects of inclusion and other aspects so thank I just want to say thank you. You're welcome. >> Thank you so much. So, Leg Up the Robotics is one of

017our favorite grants. We actually started it in 2000 and then bought the new ones 25 years later. >> Oh, wow. >> So, it's really cool because it lasted 25 years. [laughter] >> Thank you all so much for coming. >> All right. Um, let's move on to an update from the community group. We have Heidi Jackson from the Dev Project. Heidi, do you mind coming to the podium? Sure. Thanks. >> I I don't have anything to prepare. >> Okay. Okay. >> The article in the paper was I thought she captured it pretty well. >> Yeah, I think so. >> Yeah. I'm not sure people had an opportunity that there was an article in the beachr that I don't know technically that came out yesterday or today, but gave a good overview. >> Yeah. Yeah. And I

018thought I was really concerned about um some of the energy at times in the work group. I would say that it would feel like people would turn to Dove and be like, "Well, solve the problem." And really the problem really needed to be solved within. And it really feels you can really confidently say that everyone in the room is like, "Yeah, I'm really committed to this change. It's not Dove wanting this to happen. It's you know, you know, we're just helping we get. So, I think that's really great to witness. >> I remember so clearly at one of the meetings that I was able to attend that um it was kind of like um well, and I was kind of late to the group and um you know, well, what what have other districts done?

019Like how have this this isn't a totally new problem or totally new issue? Um, and I feel like I remember you saying there is there is no blueprint for how to navigate this, for how to do culture change like this, for how to do harm repair for something like this. And um, I just appreciate the um, the tenacity that you've had um, and the level of accountability that you have expected >> appropriately um, expected from um, everybody that engaged in this process. Um, and that um, you know, maybe wasn't always on the timeline or um, but I just I I knew you were always in it and as an organization, as a person. >> I'm happy to answer any questions or >> what what would you what would you like us to know? um what

020are the things that that have that have been working and what are our challenges? What would you like us to know? That's what I I'm It's a good question. Um, [clears throat] I would say that I would like you to know that um that that although that culture shift is a long time coming and these small changes will eventually become bigger changes, we still have a very real big problem in our district. um in many districts. We're not unique, but um sexual assault is prevalent. Um it is not just a one-off situation. Um it's disgustingly prevalent and it's something that no one talks about and um everyone knows everyone and you cannot in a small community without breaking up lifetime lifetime friendships come forth and explain what the truth is. And that is a tough

021way for a kid to grow up and with those secrets. And um and we as an organization are fighting that battle every day quietly because no one knows those stories and we can't tell those stories, but there's a lot of them and it's a problem. >> So I would like to know that. >> I would add to that that um I I was on the uh Washington schools risk management pool as a board member and the number one most expensive and real issue that they grapple with are sexual abuse and molestation cases and the awards are getting larger and larger. So everything and anything we can do to mitigate those situations um staff to staff, staff to student, student student. Um all this work is important for our kids. It's also to mitigate the liability

022that we will face and I think that we also have to really examine as we continue to examine the work group and it really was never and not my opinion never really fully resolved. It's just the reporting mechanisms >> reporting mechanisms for for youth to be able to talk to a safe person. There's they are few I mean with besides the anonymous if you expect someone to go to a trusted adult and that trusted adult the only thing that they're offering them is well let's go talk to the principal that does not work and it's just you've got to equip more people to be able to take those reports and um and and that skill building around that. Yeah. >> Feel a little soy. >> Well, it's a continuous process that never ends. Never will

023end. >> Yeah. And we're happy to help however we can. Um I remember in the briefings talking about this new culture and how we can help students and what are the reporting mechanisms that we have and I want to remember remind students that we have see something say something >> and we invite you to also keep telling your peers like it doesn't matter how small or how big you just see something say something and the same for the teachers. because that's how we're producing the change. >> Yep. >> And for it to be safe that when they say something that they feel heard and >> and Yeah. protected. I don't want to put you on the spot, but I if the students want to share anything about what you've experienced either in terms of different

024opportunities for um reporting or mechanisms where people can feel safer or the work that you think is still in front of us as a district in terms of improved safety. Um sort of a zero tolerance policy. Um, and not just a policy, but but a culture. Um, if there's anything and feel free to I know that I'm putting you on the spot, but if anybody wanted to share anything about what you've noticed or what you'd like to see. >> Well, we have the Sorry, I lost my voice, but we have the um like anonymous reporting on the the website, but I don't think it's actually anonymous. Like for some reason people have said something. >> I don't think that but that is not true. >> It's truly truly anonymous. >> Okay. >> You can respond

025but it's encrypted. So you make a report I won't know it's you but I can respond to you and you will get a response. >> But it it's totally encrypted both directions. >> Okay. Then maybe like more because I I think kids have gotten I didn't I didn't know that but kids have thought that's not actually encrypted so that they don't go to that. And also I love the idea of equipping more people than Mr. Ericson with it because there are top like Mr. Ericson is probably the most like like kindest person and someone I feel comfortable telling people things to but like not everything too. So, I like to >> I think it's important that like I don't know. I feel like students aren't always reminded that they have the um opportunities to uh

026seek help and I think that it's like especially as we go on like every year is just to it's important to keep letting them know because I feel like that's the most helpful because if you have something going on um you're obviously going to want to maybe push it away, right? But if you're keep on if you're reminded again and again, you're more likely to go seek help. Would this be an appropriate topic for your the student organization to help us understand what is needed? >> This would be I mean this is a very serious >> serious thing and we all have been teenagers. Um, we all know that that world of uh of how difficult it is to navigate um you know in institutions feeling like you're being heard. Um feeling like especially in

027a small community um it just sort of ramps up some of the anxiety. So if you folks felt at all inclined to uh work on helping advise us as to what the students feel that they need that I think would be a really good thing to talk about in um you know in your organization of what you're doing this year. >> Yeah, we're kind of rebuilding too and um yeah and so I think we're definitely going to like want to bring topics like that to talk to people about. I think that definitely can be a big one >> and connecting to organizations too like >> you can like if there you want something we're always happy to help >> to support >> do thanks that's awesome >> I wonder a little bit one thing I

028feel like I've come up with some of my my kids or my kids peers is sometimes young people this is not to encourage young people with their decision making abilities sometimes feel like they can manage it themselves. >> Um they don't want to violate their friends privacy. They um um yeah there's sometimes I think a um maybe an exaggerated sense of oh I I have the capacity to manage this or support my friends or keep some keep a secret. I'm wondering if that feels um I just I I'm curious if you see that in your in your work in general that kids are maybe reluctant to ask for help for a variety of reasons or or report something to an adult if they are sort of trying to manage things amongst their peer group. >>

029Well, sure. I mean I mean I think we see that a lot. I mean just like what I was referencing earlier is just you know that our small community it's one thing to talk about what happened to you if that person is anonymous but I mean you're talking about people that everyone you know I mean and and it's um so for so you're already overcoming that barrier to talk about it and then it's also a matter of I wouldn't say trying to handle it but underestimating just because they've only lived on this planet for so long but underestimating the trauma that has happened in their bodies. They may not even be able they don't have words for that and they don't even know maybe this, you know, and and so if you're on that type

030of a level, you don't necessarily know, you may not be asking for help because you don't necessarily know you need help, but but you might be like acting out in class or arguing with your parents more or whatever it is that's coming out in different ways, but it's not matching. And then at some point, you know, something will give and then they'll seek help because they, you know, but that's my observations. >> I apologize if I missed this. I'm I'm curious um what's happening in terms of sexing and pieces like that. Um in terms of that as an assault, which it is in my mind. Um and also the fact that it's taken another leap up with I know AI has um contributed to that. So even if there's not an image out there, >>

031yeah, >> people are creating those images of their peers and I just wondering if you're seeing programming or if there pieces in operation to address that on the island. >> I mean, we talk about cyber safety. I mean, I know in the classrooms they know they talk a lot about cyber safety. Um, and we have we have we have curriculum in the middle school that talks about it. Um, but really [snorts] it's actually taught pretty much in the schools. I mean, Miss I was power. >> Yeah. I mean, she talks I mean she she's I mean I pretty extensive any type of curriculum. It was really great coming to the school and talking about cyber abuse, revenge porn, stuff like that. Um there kids is so great because gonna be like oh yeah I learned

032that in class and you're like that's great because you have you know but uh I'm not saying it's you can always continue talking about it but yeah it is ramping up. It's just the same as it's just another way for people to behave abusively and unfortunately it's easier and easier to be anonymous and then to just do horrible damage and then just walk away clean and um so there's no magic wand on that. It's just what it is. Um, and you just do your best to help people understand the impacts of their presence on online and such. >> Yeah. Questions comments including students about today's presentation. >> I really recommend folks read the B Homer article. Um, that was a nice overview. I think did a nice job. That was good. >> And then we'll

033meet again in the the work group. We'll meet again. I think we're set in the spring time and so um you'll get an update from there. So great. >> Thank you. >> Okay. Um at this time we'd like to extend the student representatives. >> Okay. So [clears throat] we talked a little Juniper and we talked a little bit about this with her, but we Um the rest of board members, we are kind of redoing our role and how we take it to the school and how we just basically our whole whole thing because we want to be more involved and we want to make more impact and we want our impact to actually help and not be like rinky dinky little like things. So um um firstly we're going to basically I know we h

034we told you guys a little bit we had a club that of students kind of a student board that we could get opinions on and a few years ago we would have projects that we work on but over the years and they and the lack of leadership like really good leadership and clear expectations that kind melted off. And also the students that really led it because it was like the three board members and then the group of kids and then three years ago it would be like the kids that really had opinions and they would drive the change and we would just be touch points and encouragement and like for big projects and then we could take them the stuff to the board if it was needed or just like tell them where to go.

035And so we kind of lost some of those seniors that were the big drive for that. So last year and then especially this year it's kind of fizzled out to only a few kids that don't really know what they're doing there. And so we are hoping to kind of change it around and Henry will tell you a little bit more about what we're doing. >> Yeah. So we're going to use like the um the ASD group which is like the elected official group of school from like the for student body and they have like their own home room. So our plan is to come in on Mondays and just present like you know board policy issues just any kind of school issues that we want to like get opinions on to this elected group group

036of kids and they can you know give opinions questions and we'll kind of like break complex policies down hopefully with help like people or just you know learning better ourselves. But um yeah, that's kind of our new group is going to be that whereas like because it's hard to like get kids to, you know, show up to like our meetings. But it's like at lunch it's like just us trying to like send emails out. It's easier with like you know already established group that was already elected is a good group of like that represents our school truly because you know we're not elected, we're appointed. It's like we need to have our own like actual like a a more like diverse group of kids that like actually has like opinions isn't just us. >> Yeah.

037>> Or even we were talking to um Dr. Mosha about maybe even having like a leadership elective uh class period. So, um you could incorporate the um student representatives in that, but you could also we could also have um ASB um students as well, you know, who are elected and kind of a mix um which would leave a bunch of time to work on stuff like this. And um it'd be I mean if we find a teacher um I think it totally looks like something that we could potentially do. And then I think as along with that because the only issue with ASB is it can be a little bit of a popularity contest because it's elected kids. So we're also going to do like a we do Monday slideshows. And so we'll do a

038quick little info like with what I was I always used the Wilson Woods thing that we were going to do like was it a year ago that we would say they're hoping to rename the woods Wilson Woods and just like a little thing and then kids will be able to vote yes I support this no I support this these are my questions so that we can bring like for bigger um bigger issues but we'll bring those questions to you guys and then we will do our ad advis advisory vote according a vote according to what we hear so that we truly represent the student body. And we won't be able to get everyone's voice with this, but we're hoping it'll start being more every student should have an opportunity to vote or to have a

039voice if they want. And we're hoping to have just more represent more students instead of just our vote in our like we we don't know everyone's >> Yeah. And then >> yeah and with that like we plan to like attend the um board meetings which really could help a lot with like understanding like actual like issues because you know currently like I mean the like when I sign up for this I didn't expect like I mean it just said like one hour a month meetings like I I mean yeah it's great that I get to do all this but like I think it's interesting but like I think it's important that it is clear like that you can't really have an impact just going like once a month for an hour here because the actual

040work happens at work sessions. They're called work sessions for a reason. This is like I don't know. Yeah. Is there anything important? We all go to those and like Yeah. >> And um we also if if ASV turns out to be um just kind of chaotic because there's a lot of people in that home room. Um so we don't know how effective it will be talking with them. Uh we had when we met with Haya for the superintendent search, we had a small group that um Mr. Erikson kind of chose um and I think just doing that um was really effective and it was like [snorts] it was nice having um Mr. Ericson or maybe you could sub in for Mr. Ericson and we could have like uh an SAB le group, you know, just

041smaller during lunch or whatever, you know, um which would also work. >> And I think over we're trying to just right now start at the high school and trying to get it under control and try to start making it work. But we're hoping to set this up so that in the next few years we can work down to the middle school at elementary and and that's part of the leadership class is that students could go during their class to the middle school to elementary school because we really want to be voicing everyone's opinion. But I just think right now we need to let people know who we are and what we do before we we don't want to shoot too far. Uh, and so speaking of that, um, we're obviously trying to figure out how

042we're going to elect, uh, student board representatives in the future. Um, and we've talked with Juniper and Dr. Mocha last week um about either I think cuz right now we we were all just appointed um by the previous uh superintendent, you know, but I think it's important to maybe have someone appointed by the superintendent and the board itself, you know, but also maybe having an elected um student representative so that the students do feel like they have a choice in picking the person um who comes here. Um and uh you know we can recommend people um teachers could also have a chance to recommend people um which would make it a lot easier and um yeah you guys >> I think so I talked to Jason Butler um about this. just kind of a lot

043of opinions which was really good because um we're just kind of just right now we're trying to figure out a bunch of ideas and just put them together and uh he was pointing out that our and I was explaining our role to him. It was he was like I didn't even know you guys did half this stuff and you were expected to do half this stuff and so he was like I don't think students would understand your role and so he was thinking more of as a teacher appointed role and um so teachers would say this student and then they would we would explain them more and so I'm really like the more I think about that the more I talk to him about that I really like that idea Because it is true that

044like even students didn't like we told like we told Oscar and Henry this is what you're going to get yourself into and they didn't even know and that's not on them it's on us but it's just I think teachers have a really good perspective of the students and can recommend students so it's not a popularity contest and it's someone who's fitted for the job and then another thought I have is that with the change superintendent and kind of it was Slade's because SAB stands for student or super superintendent advisory board and we aren't the superintendent's advisory board. We are the student advisory board. And I think when Slade was the superintendent, our job was to like back like his opinion and then give him opinions and then like work on small things in the school.

045But our job has kind of changed now and into like backing policy and more student voice. like we have our p opinions and we get to share them as the student voice. And I think maybe a clear expectation for you guys of what you want us to be doing and what you want our role to be would be really helpful so that when they go looking for a new to place me an Oscar, it's super clear to the student what they're getting themselves into. Because right now we're I think at least for me, I don't even know what I've gotten myself into this year. So it's like I just want it to be very clear so that we can get the best person for stop using things. >> The role is evolving. >> Yeah, the

046role is really evolving and I want >> we want your guys' help with it. And so >> I got to say that to me the students are a very very important component of the voice and the decision making process. And even though it may not institutionally be, you know, um something that we've done forever and ever, I think the more we cultivate transparency and communication with uh students um the more we will learn because um I greatly value uh your opinion. you are living um our you're living what we are trying to help make the very best we can. And so your opinion while it may be tempered by you know your youth um at the same time we don't see what you see and what you see is very important. >> They're also they

047are school board representatives. They're not. These are student representatives to the school board >> and that distinction um I mean it one of the ways I've explained the role is look at this policy how does it impact you and we had a perfect example of your input when Dr. Spencer and I um met with you and Juniper was was listening in on the discussion around the AI policy. How does it impact? What does it look like right now? What are you concerned about? What are your peers concerned about? And then once the board does enact the policy, the questions will be how does the policy um impact your day-to-day life, >> right? what's the feedback to the board on the the policy that they put in place and how it impacts your your student experience.

048So, it's really giving them firsthand information on your dayto-day. >> And I think with the AI policy, little side note, is that we're going to work on that's going to be our first kind of getting student talking to ASB getting student. So, >> that's perfect. But that's such an important topic and it's so needed in this district right now. I'm so glad you're going to be working on it. >> And also the reporting um stuff that we were talking about with um the dove. Maybe we could even have um I feel like I don't see the dove like people at the high school very often. So that would be that'd be interesting. something there at lunchtime or lunch and and you you have the um >> the team council. >> Oh yeah, team counsel, >>

049right? And they and so it's your peers that have been trained >> and they're the ones in the building. So it's not actually Dove, it's peerto-peer. >> Yeah, because that was a lot. We had a lot of the the team council freshman and sophomore >> river. I see you trying to jump in. >> I mean I just quick things which is I really appreciate your intent to expand the impact for all the reasons that other folks have articulated um and so that it is truly impactful and I think we need that from the ground up um and I also really appreciate your intent to expand representation to make sure that it's reaching throughout throughout the school. You mentioned you mentioned teachers >> I you didn't use the word nominate, but nominating. And I um and

050that's just a thread I would want to pull out more because I think in terms of you have class presidents, right? You have people elected um who are in those leadership positions and then there's the tension in terms of popularity contest versus someone who really would want to throw their whole heart and you know soul into this. And >> I feel like the teacher nomination adds a layer where it is going to hopefully spread out to more students and make it more likely that a wider array of students would have an opportunity. >> Yeah. I think how Butler worded it is that the student isn't going to be doing school day. Like they're not going to Well, Oscar is and he he is the student or the president, but of but like it's not going

051to be picky music and stuff. It's going to be it's just going to be different. It's very different roles. And so while some can do it both gracefully, others will not be able to. So >> yeah, and it's I think we um we were Dr. Richia gave us a list of people and we know some teachers that are super in on this stuff and so we're helping hoping to talk to them about their opinions and just how because part of it is is that they are a part of the school and the students and so I think like we're trying to they have the union but it's a community but like we're just we want as much opinion as possible on all of us to get the rest of solid but I think from you

052guys right now we just want to know your expectations on what you want us to be doing [snorts] a clear or like clear >> one thing I feel like is exciting is that in in expanding and shifting your role uh first of all I want to say how grateful I am that you're willing because this is an extra kind of bump in work than maybe anybody anticipated but that you're now kind of um you have this really new opportunity to also then kind of forge this new um way of being and bring the [clears throat] next sort of generation or round of of youth leaders along. And that's also really cool. So, it's also sometimes I think good to model figuring it out in public, >> right? That you don't have to have >> you

053don't have to have all the answers. You don't have to know like this is a figuring out period. It's it might be a little messy. >> Um but that there's some opportunity to have some input or for people to go what what is happening is this job? What's what's happening now? And um some of that is going to fall to you Henry since you're you know just a junior to carry this forward into next year assuming after this you might be like too much work. I didn't actually think it was going to be this much work but to carry forward and build something with the new you know the next round of leaders which I think is pretty exciting. >> I think a lot of that is just like the election process like we only

054had like like 15 kids apply. It was like one email to all the kids just saying like here form to apply like it wasn't clear how important this ruling was. thing like there are definitely kids on campus who would love to be a physician but they didn't even see the email. It's like >> I'll admit we aren't the best people in this role and we can definitely improve like the odds of that happening to have like the case actually want to do this role like completely and I'm dedicated fully to like be here >> and and we meet on a regular basis. So problem solving around so what is the purpose? What is the mission of the student board rep? Yeah, >> you know, doing a video that you show, you know, that here's what

055a board rep does and you show it in that Monday class and then it gets people excited to say, "Oh, I can do that." Because you can attract students that wouldn't otherwise be perhaps interested in running for ASB because they don't want that kind of role, but they would love the opportunity to dive into, you know, how can I give the board more student voice? So we we can certainly plan forward, but I think what I'm hearing them say is do you want them to keep going on this track or do you want to give them a different purpose? >> Without question. Um and you asked the expectations and so it's this is off the cuff. It isn't I would like the opportunity to think about it. >> Yeah. I was not expecting it right

056now. But I think you know primarily for me it if there's a disconnect with the student body we've failed in my estimation and I my hope would be that it is a touch that it operates to identify both what's working and what's not working. Um and then to truly advocate not just for what we address but how we address it. um as well as to highlight what's working because sometimes things we lose an investment in something because we're not necessarily hearing about it and then people are like wait you got to you know keep that that's fantastic but to me it's the identify and advocating not just about the what but the how. Yeah, I mean, we did a a dry run of here are the board policies on the agenda tonight and what's the

057impact? And the ones on the agenda tonight are not directly related to students in the classroom. So, it wasn't a great example of, hey, you know, where do you fall on this particular policy? But there will be those examples. And so they've asked me to to let them know like you know just ceue us up if there's one that you think is really impactful to students so that we're paying attention. So it's a work in progress. I you know my request only my only request is find if you could find someone in a minority that could represent minorities second language someone who doesn't speak great English but he's trying you know like I think that kind of students are very shy and they're not going to raise their hand but uh hopefully with teachers with

058your teachers um advice or I I don't know you can come up with solutions because some students read some students like are visual some students are more which like how can you reach to those students who are shy they don't know the language and they don't like to speak in public or how can you make this inviting exciting because it's not just raising the voice but it's giving you an opportunity and a platform for your next adventure like you go to culture, you go to do any anything you do, this experience is helping you and you can put it in your record. So I think it's going to be great to give this opportunity to people who would never think about it. I think that's our like what they're what my first thought with that

059is like we have Sarah Pal has her um her home room is all the like Spanish speaking so they all just speak and so like in that hope is that she would if she sees a kid that she thinks would be fit for the role she would say >> I think this kid and then they would be a part of the pro so that's our like that's what we really want and so is to have because >> how can we convince them because sometimes we want to Yeah, >> you could also go chat with them >> if you want your >> whenever you do something and help. >> Thank you. Thank you. >> Any else want to >> I just want to say I'm impressed. You guys have taken this challenge by the horns and

060come up with some really great ideas on how to move forward. So, I'm looking forward to seeing how we do that. >> Thank you. Okay, thanks. Moving on. National policy updates. Who is Dr. Mojo? The only update really is that um at the state level there are some bills that are and and I'm sure RI will speak more about it during the legis legislative update, but there are some bills that that Washington legislators are trying to put in place to protect Washingtonians from federal mandates that may not agree with what's going on in Washington. Uh, in other federal news, it looks like they're trying to free up the federal dollars and restore them, but that's yet to be seen. But no policy, national policy changes at this time, although what's happening in the news is

061certainly impactful. >> Uh, River, uh, legislative rep, newly newly in the role. We'd love to hear from you. Um the legislative session just started. It's a 60-day session, so it's a short session this year. Um I think I don't know if I mentioned it in this context. Uh really right now the priority is holding the funding where it is and there are a lot of piece there are a lot of elements that are pressing on that end. So it is in a state of procarity but the hope is to maintain it there. They have three priorities. the insocks. Um, and then I don't know how much people have been following the the sales tax policy, ESSB5814. Um, it was intended to support public invest in investments, but it has had a negative impact on school

062districts. They've ended up having to pay this tax and it's substantative. Um, and Cassie, I see you shaking your head. You can probably speak to what it is right now. Do you >> I'll go in a little bit of the pieces when I do my report if that's okay. Sorry. you're correct detrimental. >> Okay. >> And it's it's been maybe traumatic is is too strong a word, but it has had profound impacts on a number of districts. Um and so working to get them uh to shift that so that we would be exempt from that policy which actually would be a plus financially. Um so it would be a place for that. Um and then to pause new requirements um and address unfunded mandates are the three main priorities. So when they're when they have

063put in new mandates, things for which we are responsible and they're not providing the funding for that at the same time, right? They're they're putting us in a really challenging position. So to make sure whatever they're putting forward, they're supporting um and pausing in a sense because so much has come up through that. Next week is and I wanted to Joe and we go next week there's the public education advocacy day in Olympia and I know if any of the students would be interested in going here if they didn't get out of school. Sure. >> Um so um and so right now that is an opportunity to meet with the representatives and to tell our story and to tell what's important to us and why this funding is critical and I think how we make

064that case right now matters. um in understanding hearing from some of the representatives there was a legislative conference lost track days 10 days ago something like that um hearing from them they're getting press everywhere so I think also asking them what we can do to help right and understanding the position that they are in it's a very difficult position even if the support is there so it is to be an additional level to try and think through how to help them succeed, right? Not just advocating for what what it is we want, but given the landscape in its totality, how do we help them succeed in maintaining the funding for public education? But I think it's going to be a ride this year. What uh what's the date of the advocacy day? >> It is

065next Thursday. Um, today a week from today. >> Yeah. >> The 29th. >> And are you do you have time? >> I'm I have some so I can talk folks about that. I'm going to be driving down. I'm happy to drive people down and back. Um, and I could put out the times that would be most meaningful. >> Yep. That that would be great. I mean, if students are interested in going, it's you get to go to Olympia and meet with legislators and it's an experience that you will remember. I've done it with students before, but it's up to you and your timing and your athletic events and all the other things in your letter. >> No, it's next week, the 29th. >> 29th. Next Thursday. >> Okay. >> And I do know that the

066most persuasive speakers >> Oh, yeah. are our students >> and and between River and I will help you with what it is that is most important to our district if you're interested in going. >> Definitely interested. I want to have a little more like timing information on it, >> but I know I don't have any. >> Yeah. What's it like at the end less than two hours? >> Depends on if we can. >> Yep. I think we went down like two years ago. We did three years ago. >> Yeah. Uhhuh. And it was basically a pretty much all day. >> Yeah. That that particular one if they did it the same way then it was really part of the day on the hill and a legislative event. This is much more grassroots where you go

067individually and you set appointments with your folks. Um it's not the mass everybody on the hill on the same day. So you can probably do it in an hour or so if you can get the appointment scheduled correctly >> and hopefully to meet with also representatives who are on the education committee as well. So some of you know some of our representatives while it is that they will advocate for us they're not necessarily on the committees that are going to directly make these decisions. If we would go like what could we prepare to like how like you're saying like how how we could help us you know >> we can talk about the issues that are facing our district and the best messaging to put forward and both River and I get those messages from

068our constituents like I get them from the superintendence group she gets them from the WADA group um and so we'll be informed you can also go on your student you know, the website on WASDA for the student advocacy and look at what they're talking about, but we we can definitely coach each other about how the best way to approach it. >> Do you all have lunch at the same time? >> Yes. It could be possible >> 12:23 to 12:53. So possibly um during that time on Monday or something like that. Um, thanks for thanks for checking on that role, please. Um, great, Cassie, let's move on to the monthly budget report. >> Hi, everybody. Um, I am going to talk about three different fiscal years tonight. So, that will be very exciting. But we'll start

069with the current fiscal year. Um, I'm presenting for the month of November, which was our third operating month of the fiscal year. Um, as you can see by the charts, we are um outpacing our revenue just a little bit with our expenditures. Um, but keep in mind we do have some revenues that are not coming in yet. Um, we don't have our federal special education grant coming. So, um, that can make a a difference there, but uh, pretty close, but still a little bit higher on expenditures than revenues. Um, our fund balance in general fund is more this year than last year. We have lower revenues and slightly higher expenditures compared to [clears throat] November of last fiscal year. Um the revenue in November contains um our budgeted aft aortionment payment, the local revenue from

070food services and our fees. Um it also um has the and this actually is the incorrect term. I'll need to correct it um based on my accounting class. It is an inner fund reimbursement, not a transfer from capital project funds for those salaries. Um we're at 4.39% expenditures normalized production is 25%. So the good news is even though we're a little bit higher with revenue uh higher than u expenditures to revenue we are under that normalized percentage. So that's good news. Um in capital projects um things are looking pretty much the same based on tax collection. No concerns there. Debt service is performing as expected. A little bit lower um revenue in ASB compared to prior year. Um but we are continuing with that transfer credit card revenue each month. So that's um a really

071good improvement that also helps with those revenues. And our transportation vehicle fund is also performing as expected. Um with the net enrollment, we went up a tiny bit in November. So that's good. Um really we're we're staying right around um the same amount. So I can hopefully we will see the same as we move forward through the rest of the year. Um knowing that I know December's number and January we're holding pretty stable so we feel good about that. Um here we have our look that's year to year which compares our budget status report um just consolidates it. So Peter could scroll down to our controller report. We can talk about things happening um at the county. Um we do have quite a few reconciliation items that are for a variety of reasons. So I'll

072try to um give as best of explanation I can for each of them. Um in general fund we're a little bit off in both our um cash that we have at the county treasurer as well as with our warrants outstanding. Um I think they're related to each other and that they actually um may be swapped in the GL that they're supposed to be in. I'm just waiting to hear back from the county on what the $12,580.78 is. Um I also heard back from the warrants rep that there was an issue with duplicating some of the transactions back in October and so I think that some of that is trickling over and I was just trying to unwind all of it. Um so not really concerned there. Um, in capital projects, we have a little bit

073of reconciliation that's um, related to the same issue. Um, I am seeing the $643.17 for the third month. Um, when I look at the documents from the county, they essentially washed out a warrant that got paid already and has been confirmed. And you can't have two debits and two credits and still have a warrant that got paid out. So, I'm working with them on that as well. Um, debt service looks great. Everything is cleaned up. I can conf the QCAP was paid off. So that's really good news. Um ASB has a tiny bit of [clears throat] reconciliation item that I think is related to some cash deposits. So if you think about cash that comes in, we've got gates um student store sometimes um can have an impact there. All of that cash that comes

074in sometimes there just it's a mix up between some of the funds because we have ASB cash that gets mixed with general fund. So I'm not concerned with that. I think it'll clear up in December. Um transportation vehicle fund is just as expected. Um, we don't really run any transactions either, so wouldn't expect to see any changes. Um, quickly, I think if it's okay, I'd like to give an audit update um about last year. So, I know that um Juniper and Dr. Mocha had a risk assessment um with our auditor yesterday. I had a pre- audit meeting with them last Friday. Um I did get an update today. Um this year's audit will be a single financial audit only. So it will be much shorter than what we experienced last year. Um already I feel

075like the process is moving much smoother than it did in the beginning of last year's audit. Um but the auditor did confirm today that there's no issues with our SIFA which means that he just needs to get his planning uh signed off on by his supervisors. um because we were not we had a funding in 2023 because of that we're not lowrisk which means they have to audit 40% of the expenditures that were on our federal award and so he's just selecting those programs and I expect that he'll be asking for documents regarding those programs next week and we'll move full steam ahead. So that's really exciting news. Um and then if you guys don't have questions on the current budget status we can move into next school year. >> No, that's fine. ask question

076and it it it's because this is not my area of expertise by any means. Um when they do 40% of the programs rather than all >> does the auditor uh do they do a representation within that 40% of the total? How do they decide what >> what to look at? >> Yeah, so it's probably better if we had them explain it. Um what he said to me was if we just looked at our idea, which is a special education grant that's federal, we missed 40% by $20,000. So, uh he had said if we had had those expenditures just a bit higher, then uh we would he would have just audited that and it would have met the 40% threshold. Um that would have meant that we would have overspent our federal funding. So, it's it's

077good that we didn't have $20,000 extra because we wouldn't have been able to get a reimbursement on that. Um so, likely they will audit as well as my my guess is that it will be title one. >> Okay. >> Um that is the other largest amount that we have from our federal funding and so that just ensures that they reach that threshold and that they don't won't have to audit another program. >> Okay. So it's basically federal funding you're >> it's all federal funding. Yep. >> Okay. Thank you. >> Sure. >> Okay. Can you let us know once they've decided which program for an audit? >> Yep. Absolutely. I I think I'll probably hear from him tomorrow. >> And there will be an entry uh an entry conference and an exit conference. And we are

078going to I know in the past it's been a board or two, but we will open that up as a and it'll be a honest remote. will be a remote meeting and it'll be noticed and then any of you can sit in on the entry and then once they're done there'll be an exit where you can all sit in on because we will notice the meeting and then therefore anybody on the board can be there. >> Great. Thank you. >> Yep. And the the audit will be >> it will be typically it's during the day just so you know and we'll just give you the date and time and hopefully people can just sign in and be there because it won't be an evening thing because it's the auditors during the day. >> Perfect. >>

079And we pay for this. So that's why we don't run it after hours. But on that note, it will be a fully remote audit. Um they do recognize that travel costs are, you know, charged to us and so it worked fine last year and I don't anticipate any issues with that for this year as well. last year's made it really easy and super I feel like the one thing we can take from last year is that if we can make it through that then we can make it through. [laughter] >> Okay. Um we're just going to shift gears and talk about enrollment projections for the 26 27. Um I think Stephanie has shared all of this with um with you prior. So if you have questions I'm sure she'll be happy to speak to it.

080I believe this is a headcount. It's a trend line is what it is. >> Yes. Okay. Yeah. So, just a headcount trend. Um I'll just uh have like a couple of pieces of information to keep in mind. When we're doing um projections for budget, we're doing annual average FTE. So, you might hear me refer to that as a AAF FTE. It's different than headcount. So, those are not a one for one. Um I may also reference 1251, which is a report that has our enrollment on it. It gets if we report it to OSPI and they put it on the website. The other thing you might hear is AOE, alternative learning experience. So I try not to use the acronyms, but they they come out, but I'll tell you what they are up front. So

081um and then Peter, if you scroll to the next page. Um so we are projecting our FTE that we're budgeting to. And I'm blind. [clears throat] >> Um well, you're going to go through your methodology. >> Yep. I'll talk about it. Yep. >> That's great. >> Um, so we are using 1313.43 AFTTE for our um, budget production for next year. Um, I really went about this in a a very different way than we've done um, at least that I've done, but I don't think it's been done in fact on this way for a very long time. First I did a three-year average of our enrollment um the AAFT and then I did um a survival cohort which was five years of data that we looked at and really um at the end of the day

082they came out matching each other. And so that was a really good way of solidifying that this is a good number for us to budget to. And so, um, really to start the process, um, I just pulled all of the information in and then I separated out, um, our ALB students from that because they do function a little bit differently. And then, um, we did a review, um, with, um, Dr. Mocha, Dr. Spencer, Amy was also involved in that from the HR aspect. Um we looked at what the survival cohort numbers look like, what we know to be true um just from what we see and then we adjusted the numbers a little bit from there. Um really we want to be conservative because we don't want to overbudget um >> which is what we

083are experiencing this year. >> Yeah, we are 22 uh students or so off from what we projected last year. That will be really apparent when we get our aortionment in January. Um, so when I get to the January budget report, there will probably be some changes that we'll have to talk about. This should um for what we know and the information and using the data will be a good number for us to budget to. And so when we're talking about revenue projections here in just a moment, um those revenue projections just reflect the change in enrollment and that gives us a really good idea of kind of what the lowest amount of revenue would be using this enrollment number. Um, and as you know, things change um, as we kind of go through budget development

084and so we can make those adjustments as we need to. >> What what we're hoping is that we underpromise and underdel and I'm pretty confident that that kindergarten number may be low, but I'm not going above it because we just don't know. We'll talk as we go further into this budgeting process about how we're going to staff for that. This is really just the step one of this is what this is our bottom line um low end, right? This is our conservative projection of enrollment that's going to give us our [clears throat] predicted revenue. So on that note, um Peter, if you can scroll to the next one, um you can see that with that enrollment number, projected revenue is 28.6 million. Um and that's just over a million dollars less than what we received

085last year. So you start to see what the impact of having less students is, right? Um, so looking at >> and again just to jump in there, it's not only the enrollment decline. It's the state's funding level being reduced. It's the prototypical funding model that they use that's progressive. It's the fact that our MSOCs go up 15%. But our revenue doesn't match that increase as predicted. I mean, again, as River said, they're in their first few days of the But they anticipated I mean between the governor well Chris Rael always hopes for the best and the governor has come in way under that I believe the governor's budget more than I believe Raal's hope. Um so our revenue is going to decline. If our enrollment were flat, our revenue would decline. And that's a problem,

086right? We know the cost of living goes up and yet the revenue declines. So, okay. >> Yeah. Thank you for jumping in. Um, and just to kind of uh piggyback on River's information, um, the MSOC is something that's out there that we're hearing about. So, I made sure that we um, were noted as a pro for that. That would mean the Mox would go up a little bit. We'll see how far it gets. Um >> they're not going to jump it up 15%. I'll tell you that. >> No. So um we did say that that was something we supported. Another thing that's unmandated um is a change to SE and how that um people could qualify. And so that is something that school districts are letting legislators know they don't want that. >> So this

087is a another bizarre one that that again when we lobby we need to about talking about. So if I'm understanding what they're projecting correctly, if especially for classified staff, if I worked anywhere in any segment as a custodian last year, not in the school district, not working for the state, if I worked as a custodian last year and you hire me before I worked that minimum 630 hours, I'm already qualifying for health insurance. And the way it was explained to me today was if I qualified for health insurance in 2026, stepped away from employment in 2027, I would still be qualified for health insurance. And then if I came back in 2028, I'd still have my health insurance. That is very different than right now. Right now, when we hire someone, no matter if they

088um want the health insurance or not, if they work that 630 hours, we pay the state as though they were taking health insurance, but they have to get to the under the proposal. That minimum, even though it's 630, you could qualify in any prior employment. And so right now the way it works is if I work for a school district and I'm anticipated to work 630 hours, I qualify for health insurance. If I don't work 6:30, I don't qualify for health insurance. If I leave in June, I'm done. If I go to my next district and I'm only going to work say 04, I won't meet that minimum. And so I wouldn't qualify for health insurance. It's very complicated, but basically what they're proposing is very very expensive. Um, and the sales tax piece is

089another piece, right? Any contracted service. >> Yeah. So, uh, it would be a huge win if we as a school district could be exempt. Um, so essentially that means anything in our purchase service object code, which is 7,000, are now subject to sales tax. So, example would be uh somebody took a class at WASO which is um for business officials. We had to pay tax on the class and that just seems crazy that we're now having to pay tax on conference registrations. >> Any contracted employee, right? You you go out and you contract for speech therapists like we do because we don't have speech therapists on staff because we haven't been able to hire one. that service if you pay you know whatever you pay for that it's taxed now >> we had about $5.1

090million in object code 7,000 last fiscal year >> so it would be taxed at the sales tax rate which is what >> 10.3 I think in >> so again it's these are really critical issues that and it's very difficult right because the state saying well we need um income right we need to generate income and we generate income from taxes, but you generate income from taxing a school district that you then turn around and fund. So, it makes no sense. >> It's it's almost like an unfunded mandate. >> It is an unfunded almost like totally but I mean Yeah, but they don't sell it that way. >> No, of course not. >> Right. So really, I mean, your presence uh at the legislature is really helpful voicing these concerns for us. Whenever we see something

091come out, you know, that allows us to stay pro or calm on it. We're trying to do those things so that we're putting out there how we feel about these things because that's money that could be, you know, much better spent in other ways that would have, you know, an impact on our students that would be much more positive. And just as a reminder, I feel like we Cassie does an amazing job of not getting deep into acronym word salad. Mox or materials, supplies, operation costs. So that is the sort of second biggest bucket after personnel costs when we think about our budget. So that expression I just want to make sure folks over there know. >> It's everything else. what we pay for utilities, what we pay for insurance, what we pay for um

092supplies and materials, all the things that aren't people and their benefits. >> So $5.1 million and 7,000 purchases means that we would pay 510,000 plus in taxes. >> Yes. >> And that's what >> five teachers. >> That's what I was about to say. That's five teachers. That's a lot >> to put it in perspective. Yeah. >> And it's new and it's not a current source of their revenue. Um, so it's not like they'd miss it because they don't have it yet, >> but we're already starting to pay it. And >> that's what I was going to ask. So, we're paying that now, right? >> Well, they're like robbing us to pay us, right? >> That's right. >> So, yeah, just being vocal about that. And it's it has caused some problems. It's it's even when

093we paid at WBO, they didn't know what to do with it because their system doesn't function in a way to charge for that class. And so it's it's definitely caused some upheaval, not just for us, but for all school districts, for you know, the school that support us >> for higher ed, for you know, private enterprise that run classes, you know, for whatever particular thing. It's it really is it's a real problem that is one of those kind of it's like a silent killer because people don't really understand well why don't we pay sales tax already we don't pay sales tax why would we a public entity >> I'm surprised in this state we pay sales tax on things we purchase right >> so anyway I want to get off the soap box but the

094legislative piece of this is it's critical So that's why going to Olympia and talking about these things intelligently is really important because $500,000 in a district our size, it's huge. And it's not a onetoone correlation, but there is precedent for the legislature having make made decisions that then they've had to walk back when people have said absolutely not. This is hurting regular people. This is not a return on investment that makes sense for anyone. So there is it there have been opportunities for people to go make themselves heard, make a big enough of a stink with evidence-based arguments and things can get reversed or or changed in some way. So it isn't it isn't just going and making some noise for nothing. >> No enough people talking about it. You're absolutely right. The change can

095occur. >> Sorry. >> Well, is this happening like with big schools as well or is it mostly small school? every school. >> But like with the like the ratio >> with it being >> Oh, it's more the bigger the school district, the more they're paying. >> Okay. >> Yeah. >> They have more room in their budget to train. >> I was on a on a call today with superintendents in South Sound and you know, we're talking we'll talk a little bit about it later about our our delta between revenue and expenditure that we're thinking we have, but these districts are talking about five, six, seven million dollars that they're going to have to figure out how to reduce not just because of this issue but because of the combination of issues. >> Well, and I

096think I want to reassure people that the new millionaire billionaire tax is going to take away all of this. I'm kidding. Um but um I think there is consensus about the unintended consequences. I think the concern right now is uh how precarious the budget in totality is. So are they going to be are they going to have the will to address those unintended consequences in this session? And to me that is the work we do which is you know that helps them to to have that will and to take that action and the work we do >> and also limiting it like nobody is suggesting take that away in terms of the sales tax. it's taken off of school districts, >> right? So, it's it's not saying to throw the whole thing out, but >>

097just to kind of wrap up, one other thing to kind of keep in mind, uh this is also why it's important that we're doing decisions that are very data informed. So, us having the most accurate information is how we take that information to them and show them this is what the impact is. Uh so, I think that's a really important thing. So, you know, you have that $5.1 million number that you can go and talk about when you're there. So, I think that's really important. Um, just the last thing I'll kind of say about um we're going to talk about the budget calendar, but we know that things move as uh the legislature kind of goes and we get through these months. So, uh I will be updating information as he has it have it

098so that we're looking at the most um current pieces of information that we have and that way we can make the best decisions at that point in time. So, >> we'll keep talking about the budget. at each >> because Kathy likes taking plate berries. >> It's my favorite. >> Why don't you run us through the budget? What when is the boat that you're hoping to catch? >> 8:15. >> Okay, >> we can do that. >> Yeah, I probably would need like a 77 7:55 leave time, but um >> we can do that. That's good. >> Yeah, I don't >> I can also I can front the budget calendar that I we've talked about this enough. Yeah. Uh this is really similar to what we saw last year. Um this I would say aside from things

099that are in our contracts are probably uh we going [clears throat] to stick to them as much as possible, but it could be tentative based on other things that happen because there's out of control that we need to push things. I did also build in a little bit of a buffer because we have to have all of our budget finished and uh approved by OSPI before we um do our Q migration on July 15th. So that aligns with everything we would have done anyway. Um it just gives us even more of a reason to do it sooner. Um so really we started again early uh just like we did last year. I would say enrollment projections I started early to mid December. So we've um I've been working in 26 27 for a little bit

100now. Um but really just things that uh are normal to see. Each board meeting we'll have a a budget update on where we are with revenues and expenditures. information that comes to light will bring and then um kind of I don't know if if Joe has anything to add but um of course go for it. So I just want to be really clear with the board that um we don't know for sure uh what the delta is going to be between our expenses and our revenue and I am asking the board on to discuss on uh the next meeting February 26 the reduction in force resolution. Uh that's to in my mind that's an annual requirement because we just don't know if we're going to get the attrition that we need um in order to

101balance this budget. And I want to be able to do what has to be done to rightsize the staff to meet our expenditures, to have our expenditures meet our revenue and maintain a fund balance. So if I can jump in there, can you just explain once again that the resolution is a pro-forma or just um a a sort of a gateway for us to proceed with considering >> correct changes in staff that is not >> so reductions in force action. >> So again, you know, new superintendent, new way of looking at the world. We in my my hope is very different than what our reality may be. So I don't I don't know. I hope that we don't have to do a reduction in force which means that we actually go up to seniority roles.

102We may um we may reduce by folks who are in their first year with us. I don't know yet. Um but it is exactly I don't want to say proforma because it's um it's scary right to say to people there may be a reduction in divorce but it's required in a situation where we know there's going to be a delta between expenses and revenue and we have to meet the revenue where it is. And so we may have to reduce our force. And in order for the superintendent to follow through on that need to balance our budget, I need the board's permission if necessary to reduce the the force. You always have the board is the approver of whatever budget we decide. But I can't even do notice to staff without the board doing a

103resolution saying we approve that there may be a reduction in force and we're going to approve this resolution because there are dates that we have to meet and one of those dates is we if we pass by May 15th and don't let staff know that there is a reduction in force then we essentially have a contract with anyone everyone in those staff members who didn't get noticed and we're obligated to pay them for the year. And so I don't want to mince words with you. I I believe that we have a budget gap. I also believe that we're going to do everything in our power to make sure that we account for every dollar of expense to the penny with the staff and their benefits. We have contracts in place. We know what the costs

104are. Um, we have we already have two, for example, on your agenda tonight. You saw uh the retirement of Katherine uh Coleman. You saw the resignation of uh Sabrina Kovatch. Um, and she announced it to everybody. It's not surprising. >> Okay. Effective June 30th for both those um there are some staffing changes that are going to take place. There may be retirements. There are things that will change in our um expenses toward next year. I don't have them all. We we don't have it all lined out yet, but that's what you'll hear over time. I just don't want you to be surprised and upset by there is going to be a resolution for a reduction in force that we're going to talk about and then hopefully the board approves in March so that in the

105event that we have to do it, we've got our ducks in a row. All right. Is that it on your end? >> I think so. Unless anybody has any more questions for me, >> behind. >> Oh, [laughter] >> I can hang out for a little bit longer, but I will leave uh to catch my vote. I promise. Thank you. >> Okay. You make sure that you leave enough time in case >> nobody wants you speeding. >> Wait, are you saying that the fairy doesn't run on time? >> Is that Is that what you're saying? >> No one would ever say that, Ky. I think you were just saying that it's foggy and the deer are out. So be careful. >> Thank you. >> Uh great. Let's move on to the discussion portion. Uh starting with

106anou between King County Office of Emergency Management and VISD, Dr. Mocha. >> So this uh is actually something that has been in place. Uh there was a renewal that um Bashami prepared and the school district talked about with King County. There was a memoouou that had been done several years ago that expired in December and when I sent it off to um King County for agreement, they said, "Hey, you know, we have this uniform thing that we've been doing and would this work for you." So, both of them are there for you to see, but I'm very comfortable as is Vicki from Bash and Be prepared with the agreement that um the county already has in place. And so this is a discussion to see if you have any questions about it. Otherwise, we'll put

107it on your next agenda um for consideration to approve the RCF agreement that they have there. So it essentially says all the same things and names all the agencies. And >> any questions or conversation on this one? Outstanding. >> I As as folks know, I'm a Vicki and Bashall be prepared super fan. I think having a more active um ongoing relationship there is everybody's best interest. >> Um all right. Uh update to policy 1111, Oath of Office. Just a standard update. This is the oath that you took back in December. It's just updating the policy to match the language. Any questions from computational? Moving along. Policy 1220, board officers and duties of board members. There is some uh change in here in that we've added the WIAA rep, the policy rep. >> And you added

108those in your other policy that says officers of the board. This is just where the descriptions are. So standing comments discussion amazing. Uh now uh policy 1310 adoption manual favorite and administrative procedures. So this policy as a sentence that speaks to the nonsubstantive say that three times fast nonsubstantive uh changes to a policy. For example, changing the pronouns from he to they or their. um those kinds of things can just be done and then the policy would get forwarded to the board as you know just for your information and then put up on the website. We put a caveat in there that um it would be reviewed by the board policy representative and if that representative had any concern that it wasn't a nonsubstantive change that they would bring it to the full board so

109that you have that safety valve of you know nobody's going to do something that they thought was minor and you thought was major. So, just to clarify, if you still let us know that there have been changes made to this policy, it just goes on. It's not something that has to come up for vote. Correct. So, if we did have issues, we talked to our policy representative, interpret, what are we calling it? Um, >> yeah. >> Yes. Person. >> Yep. Or it could be when you get the update, you're like, "Hey, that's more than, you know, what I thought nons substantive was, and I'd like to, you know, refer it back kind of thing." Perfect. Great. Any other conversation? Okay. >> Uh 21108 learning assistance program or lap is that are we uh >> I

110was going to have Stephan answer your questions. So So Juniper forwarded her questions as appropriate ahead of time and we're prepared to answer them. So >> um I guess I was curious about how learning assistance program or lap is different from title programs and kind of it's maybe a thing I should know maybe everybody else knows but um I would love a little more kind of understanding about um this sort of how this is allocated and how it's different okay I'll do my best so for our student support programs we basically have two funding sources we have federal funds those are our title grants and then we have state grants which are like living assistance program programs and transitional bilingual or instructional program TDIP as we can here. Um and so uh and each of

111those have specific requirements for how you can use them and where you're allowed to use them in the district and how they um work together um to support our students. So having said that, our support programs are all designed based on student need. And so usually the um need exceeds our allocation. And so what we try to do is align staffing to the requirements of the grant and the locations that we can serve students at. Um and then our general fund or um the generosity of our schools foundation larger community that donates to the schools foundation um supports us. So, title one and LAP traditionally live primarily at Shiakwa um as funding sources for intervention programs here. However, last three years, I believe it is um student link has also qualified for a high poverty

112lap grant. We think that's maybe not going to continue. It's it's based you have to have 50% or more um to qualify for the food program. Um and so they've been using that to um uh for contract services for tutoring to for graduation assistance is how they've been using that. Um so years ago lap was strictly designated as it started as a math program then the state made the requirement that it was focused on ELA. So the tradition was that the lap program kind of funded was the bulk funding source for the reading support program and title became the source for math support. um two three years ago we applied for a schoolwide waiver which allows us to co-mingle and not do identification in the same way. So although those two grants still continue to

113support the tier 2 services at shiakqua um we don't we don't think of them in those buckets in the same way that we used to. There's another caveat. When you use title funding, you have to do something called time and effort. And when we've gone through program reviews as well as audits, their preference is to have the time and effort tied to par educator time because par educators come in with a set schedule and a set um um duties what what they're doing and it's consistent. And so um so what we've tried to do in setting up our programs is charge our paras who support math and reading which talk are charged to title one by and large um and then all of our instructional staff is charged to lap um and then there's some

114staff like our like Julia Gray our ELLL um lead for K5 is paid from from the transitional bilingual and lab because there's overlapping services there. Uh, and one of our our pair educators is also paid from lap and um bilingual services. And then to pay for tier 2 at middle school and high school, that's where we've tapped into our general fund and our our school's foundation. Um, and then also all of those funds also pay for our family engagement plus general fund place for family engagement. Does that answer that? Yeah, I have to say the more I learn about such things, I am more and more impressed and grateful particularly to the two of you and whoever has their hands in this kind of bananas tracking of each each person, each role and the way

115in which they are funded and categorized and that that I would imagine is a science and an art and not a small. do everything that we can to make sure that those grants are spent out following the guidelines they give us. >> Use that first to fully use out our grant funds and then tap into general fund. So places where so we we're close to being able to cover our staffing costs for those programs with those grants, but things like subs for teachers, there's an extended absence or um sometimes we can't quite afford the enrichment part of their salary. Um, so those are the places where there's some creeper. We're allowed to keep indirects, but we'll eat into the indirects first. Um, it's a small percent around 4% of those grants to cover >> the

116administration, >> right? >> Yeah. >> Thank you for taking the time and the um clarity of language to explain that. I appreciate >> that. It's and then sometimes you want to see roughly how those grants how they're actually spent out like for example the lab grant roughly 80% of the lab grant is specifically to teacher cost and then um I think I did some basic uh on lap uh 13% towards a para 3% towards family engagement and about 4% for indirect just on lap and then it's kind of almost like that on title for the PAR support it's roughly 83.6% of the grant >> some family engagement and title one the other thing about title one that is where we have a set aside for homeless or unhoused is that the term what's tered >>

117um they still call it homeless set aside but >> yeah so a small part of that and that's districtwide we're allowed to use that district wide >> any questions for Dr. on this little Thank you. >> Thank you. >> Appreciate it. Not convoluted at all. >> Um, yeah, imagine if all that energy could be freed up from not tracking that stuff. I know that's not the word. >> We got excited when they were going to a consolidated grant program, but all they did was stick all the forms together and call it a consolidated program because I was like, just give us the money. We'll we'll use it the way it's intended to be used, but it's still kind of just one big three applications in one called the consolidated grant. >> All right. Uh thank

118you again. Um moving I guess we didn't really actually talk about the policy. Does anybody have any questions about the policy? It just removed language about COVID. Um, moving on to update on policy 5011, sexual harassment of district staff prohibited. >> This coincides with the updated language around the non-discrimination policy. So, it adds that language here as well. >> Um, and last in this section, um, an update to policy 6220 bid or request proposal requirements. >> This is actually uh Cassie keeping us up to date on changing the amount um the for purchases less than 15,000 up from 10,000. So it's just an update in the language the amount but this to me as an example of substantive it's a substantive change even though it's just that one number. So this would come to you

119whereas the one prior to it, you know, that was a language that matches non-discrimination clause and three other policies. So that to me would have been nons substantive because you've already approved it. >> Just to give you an example of where the thinking is. >> And this also does other other numbers where it goes from 250 to $350,000. That's not >> right. That's a it's a bigger that's a big change even though it's >> just a couple numbers. Yeah. Right. So >> it seems obvious, but that's that's why I'm doing it. It's the clarity around >> the other one was a lot more words, but it really wasn't substantive because you've done it already for two or three other policies. >> Any discussion on this? All right, moving on to uh the appointment of the

120board WIAA rep and a policy rep uh in our decision section. Um are we is it your recommendation that we nominate the way we would do any position? >> Yes. And I'm sorry these are um they should be separated, right? >> Nominate your WIA rep and then nominate your policy rep. Yeah, it probably makes sense. We just follow that same silly pattern, but >> and and are we uh doing >> you don't have local. >> Okay. Um so at this point, I would uh appreciate a nomination for a board representative as WIA representative. Do it. I I would like to nominate Lucia Arantha for our WIAA rep. Can I get a second nomination? Second. Are there Sorry. Are there any other nominations? Fantastic. Now I'd like to call for a second. Second. Thank you. Uh

121all those in favor of appointing Lucia Armenta as our board WIAA representative. >> Any opposed? Fantastic. >> Congratulations. Thanks for taking on that role. >> Um, and now, uh, I'd like to call for a nomination for a policy representative to the board. May I make a nomination? I'd like to nominate River Branch as policy representative to the board. Um, are there any other nominations? Are there any other nominations for policy rep? >> Okay. Can I get a second, please? I'd like to second that, >> please. Great. All those in favor of uh River Branch as policy representative, >> I >> Any opposed? >> Fantastic. Congratulations, River. You are a new policy representative. Thanks for taking on that role. Um, resolution 827, a 180day school waiver for the 2526 and 2627 school year. So the board

122discussed this uh last meeting. This is really just giving us the opportunity in the event that we have uh actually that I'm saying that incorrectly. This actually allows us to utilize two teacher conference days as part of the 180day requirement. Assuming that we get enough hours in to meet the requirement for hours. Um, we anticipate 180 day school year for students, but in the event that we actually had emergency days. This would allow us to release students if we needed to uh two days earlier. >> Great. Um, I'd like to call for a nomination to approve resolution 827. >> I nominate to approve resolution 827. >> Thank you very much, Director Adams. Uh, can I get a second, please? >> I second. >> Thank you. Uh, all those in favor of passing resolution 827. >>

123Any opposed? Fantastic. Resolution 827 passes. Moving on. Resolution 828, impressed count update. >> We've talked about this. >> As a reminder, this is effectively petty. >> Um, can I get a nomination, please, to >> Sorry. Can I get a motion to approve? Thank you so much. Motion to approve uh resolution 828, the impressed account update. >> They make a motion to approve resolution 828. >> Great. Can I get a second, please? >> I'll second the uh motion. >> Thank you. Uh all those in favor of passing resolution 828. I >> any opposed? Great. 828 passes. Resolution 828. Uh, now I'd like to call for a motion to approve resolution 829, declaration of surplus. Any comments on this one, Dr. Motion? >> No, you've talked about all of these. >> Should be pretty no changes or

124questions. >> Great. Uh, can I get a res nomination? >> No. Motion. I'm sorry. >> I'd like to move that we approve RE resolution 829, declaration of surplus. >> Thank you. Can I get a second, please? I'll second back. >> Thank you very much. Uh all those in favor of passing resolution 829. I >> any opposed? Standing unanimous on resolution 829. Uh policy 5400. This is an update for personnel leaves. Can I get a motion to approve 5400? >> I move to approve policy 5400. >> Thank you very much. Can I get a second, please? Second. Thank you. All those in favor? >> I. Any opposed? Outstanding. 5400 passes unanimously. 5401. Sickly. Can I get a motion to approve, please? >> Motion to approve 541. >> Thank you. Can I get a second, please? >>

125I'll second that. >> Thank you very much. Uh, all those in favor of passing 5401 sick leave. >> I opposed. Outstanding. 5401 passes unanimously. Update on 5403 family emergency leaves. Can I get a motion to approve, please? >> Oh, go ahead. Which direction? >> We haven't gone in line. It's been off. >> Okay. >> Go back this way. >> I motion for policy 543. >> Thank you very much. Can I get a second, please? >> Uh, second. >> Thank you. All those in favor of passing 5403. >> I. Any opposed? Thank you very much. 5403 passes unanimously. Uh will you tell me briefly? I don't I'm not familiar with having retired policy before we go ahead and vote on that as per normal. >> Yeah, you're basically indicating that it's abolished because we approved 5403

126>> in its place. At this time, I'd like to call for a motion to retire policy 5405, which was just replaced. Can I get a motion to retire that, please? I move that we retire policy 5405. >> Thank you. Can I get a second, please? >> I say I. >> Thank you. All those in favor? >> I. Any opposed? >> Thank you. We hereby retire policy 5405. Uh moving on. Policy 54044. This is an update. And I get a motion to approve or motion to Oh my god. Um, uh, I'm having a total brain fart. >> Move to approve. Thank you. 5404. I had a migraine earlier today and I had a bit of a fasia, which is where you just lose your land and I feel like I have a little shadow of that

127left over. Uh, motion to approve 5404 family medical and maternity leave. Can I get a motion to approve, please? >> To approve 54. >> Thank you. Uh, can I get a second, please? Second. Thank you, River. Uh, all those in favor of approving 5404 >> I. >> Any opposed? Great. 5404 passes. Now, can I get a motion to retire 542 uh maternity leave which was just replaced? Motion to retire. Motion retire policy 542. Thank you. And can I get a second, please? Second. >> Thank you. All those in favor of retiring policy 5402. I >> Any opposed? Thank you. Let's retire 5402. And lastly, policy 5409, unpaid holiday for reasons of faith or conscience, which replaces 5409, previously called discretionary leave. And I get a motion to approve 5409. >> Motion to approve policy 5409.

128>> Thank you. Can I get a second, please? >> I would like to second that uh motion, please. Thank you. Uh all those in favor of passing 5409 I >> I. >> Any opposed? >> Thank you very much. That concludes the end of the decision portion. Everybody, thank you. Um all right, we have a second opportunity for public comment. Is there anybody here that would like to make public comment? Okay, thank you very much. Uh let's move on to the superintendent report. >> Thank you. Uh and thank you for all that work tonight. It represents actually a lot of time. Uh superintendent report, the facilities team met on January 12th. Uh that team is made up of about 40 members. Uh one of whom is your board rep Martha. There are community members on that

129team, administrators, teachers, so on. Uh classified staff. um those that team will meet two more times in February and then on March 12th we'll report uh to the board on uh the recommended 10-year facilities plan. Um it technically they will provide the superintendent information so that the superintendent can make a recommendation to the board about the 10ear facilities plan. But we know the reality is that how that really is the community's recommendation. Um the idea is that in all likelihood that will start the process of considering a bond a year from now. Um want to remind everybody that uh ballots are going to be in the mail and to make sure you vote um by February 10th. the ballot boxes have been opened. So hopefully everybody will take the opportunity to vote. Uh I had

130the opportunity to visit classrooms. I do that weekly with our principles and um just wanted to highlight a couple of them. I really enjoyed my time in Margie Butcher's classroom. I saw a person by the name of Prince from Food Lifeline present her classes doing work around food insecurity and the students were totally engaged in this. Um they were third graders doing you know turn and talk and engaging in important questions and providing really astounding feedback. Um so I I was impressed by that. also got to see uh middle school science artist and residence with middle schoolers um doing real models of fountains that are pretty extraordinary. So, it's really the steam of the science world. Um met with the voice group this week, talked about uh what little we know at this point around

131budget. We'll be meeting with them again in March. But they had a lot to say about uh the desire for some summer school. So, we're going to look into the possibilities. You know, no promises were made, but it was a an issue. Um, tomorrow our K5 staff will have a presentation, a safety presentation. Uh, the U civilian response to an active shooter event. That same training went on for 612 about a month ago and uh, K5 will receive that training tomorrow morning. Um, other than that, I have no further up. Okay, thank you very much for your question. >> Um, I'm just curious. I can imagine the pros and cons of both, but do you know if there's any communication going out to parents about that training and when it's happening just because I know

132for kids that raises a lot of questions. >> Well, it's not training for students. It's only staff. >> But when you do the student training, I'm saying like you're doing it for the staff, >> right? >> But there's also training for students. training for students are the ongoing drills that they do and we don't notify on those drills. >> Um we just conduct them. >> So do you have feedback around that? >> Yeah, I mean I can imagine why you might not notify beforehand in the sense that parents might then keep their kids home and that might be challenge. I can imagine things. I just know. >> Well, we really don't want folks to keep their children at home. Our but we're not doing active shooter drills. We're doing shelter in place, >> right? >>

133You know, tell what drills. >> Let me just I It's only more as a parent. I've had a child come home and share that they've done it and I don't know what the drill was. So, they're going to characterize it one, you know, at least an elementary school child one way. So even just something that went out at the end of the day that's or even the end of the week that said we did, you know, these are some drills that were done. It allows me to to expand that conversation or at least >> tease out if there's anything. >> I actually really like that idea, River, and for the students because it is like the hold fire drill, but then it's like when because there's not going to be realistically there's not they say

134hold there might be a fair outside like this is when to do this and there's not going to be a bear outside probably. So I think like >> well there's like someone >> Yeah, they'll say like oh there might be someone or there's a bear. But well I feel like they always just say bear but [laughter] sorry but um like telling the students like this is this is what would happen if there was an active shooter. We would do this or like because I know they they send out a memo at the beginning of the week for our students. It's like it's going to happen someday this week. >> Okay. >> And the whole drill will happen. This will like >> that could be helpful for reasons >> because I just >> Well, I will

135share that um with the uh admin team on Monday, our next meeting >> because honestly they I don't know when they hold the drills, right? Those are building level activities that occur. So, um we'll certainly talk to them about getting this out to families after Dr. Dill. >> Okay. >> Thank you. >> Any other questions for Dr. Motion before we move on to uh board director remarks? >> Okay. Um board directors like to make any remarks. We'll just start with thanking everyone and support of course Spencer and Peter. Thank you for being here. Thank you for helping us and also the public and yeah our our families for us at home. >> Do you want to do you want to jump I'm prepared to talk about links but I would also love to hear from

136you because we had a visit. >> You can go ahead if you want. I can speak >> I wasn't going to speak about >> I'll speak about links. Okay. Uh River and I did a site visit last a week ago today I think. Um uh Heather Ericson was a great host. Um we were lucky enough to be there on a day when there's a lot of enrichment activities happening in the building. Um there was a program for younger students that was um Japanese culture and language that was uh pretty great. It was um I don't know what do you think like six six or eight students maybe and a couple of parent volunteers in the room um sharing uh both charact um clearly talking about other elements of Japanese culture by a native uh Japanese

137speaker and a person with that cultural heritage who was a parent in the district who volunte brought this to them which I thought was one thing that was really so cool about the enrichment activities And I don't know if Jess want to speak to this that just that they there is room for people to bring something that they're excited about that and bring it to the wider ALA AL learning community and that that was going to be offered. So we saw the one for the younger kids and they were going to offer it for a slightly older group later in the day. We also then got to see um and I'm it's Ako Leonard is that I think her name um was the teacher the teacher volunteer and then um Allison Reynolds who's part of

138the staff at um Lynx was teaching a Lego robotics class which was more an older audience more like kind of middle school kids and they were um it was a the curriculum materials were actually for a younger audience but she was kind of beta beta testing it with them. um a lot of collaboration. Um some of them were already kind of figuring out how to how to hack the the they needed to figure out how to learn it before they could break it. And they were some of them were already working on the how can I how can I move how can I move to the breaking it part breaking it in terms of doing other cool things with it. Um, so that was really neat and just, you know, it's always, um, I think

139it's really remarkable to learn about sort of this other kind of mini school within a school and the way that it's um, servicing kids for whatever reason for who a traditional um, you know, brick and mortar school experience, you know, full day experience may not be appropriate for them. Cat Egleston, one of our very gifted professional music musicians in the community, was doing private one-on-one guitar lessons, maybe also some songwriting with a student um while we were there. And just the opportunities, it was the kind River and I both were like, I I want to take that Japanese class. I want to I want to hang out with Cat Eggleston and learn more about music. and um just really some very different and I know that's one of the strengths of this district in general

140is how much opportunity we have to bring community members and their various expertise and creativity to our learning community. and to see that in this really individualized sometimes one-on-one and small group learning um was really cool and um just always feels like a real highlight to be able to proceed that program. I don't know if there's anything you want to share or anything you want to expound on that as a links parent and I know Lucia used to be a Spanish teacher in that and you're a volunteer there. So >> I think PI actually funded those Legos. >> I think you're right. >> Um which was really impressive. She applied for the grant for that. It was and I'm looking forward to seeing what happens with that. That's pretty cool. And then Aiko is working

141on um making uh flowers with the kids to take to Mukai for an upcoming Japanese heritage event. Um and yeah, it's it's really neat to see them all kind of pitch in to life. >> Any other thoughts on the visit? >> I I mean I I have to say I was so impressed. Um it was very enlivening and each um area we visited I wanted to stay I wanted to take the classes um and I also was thinking should I move my kiddo from here um because they're just I thought they were fantastic opportunities and I also saw to me every child looked deeply engaged. They were all very active in their work with it. Um, and so I appreciate what you teased out. >> Well, I mean, as a teacher being in that program,

142it allow it allowed me to to really have freedom to do what I do as I want to do it. And there's no less restrictions on you have to teach these and you have to, you know, a specific uh curriculum or an agenda. is really um I don't know I I I really love working in that building and being part of that team. >> I think I would add most piece which is to me one of my main hopes for children coming through the elementary school is that they love learning and that they develop an identity as as a student and so and that so that they can hold on to that as they move forward. And for me what I experienced there uh were individuals with the kind of loving of learning and that

143spark being ignited and cultivated and um and students are there for many many many reasons and so this is not by means uh does not speak to to titality but for some students who brick and mortar hasn't worked there can be a sense of moving away from school and I I felt really um grateful that this program exists in our district in the way that it does, in the way that Heather's executing it and the educators are putting it out there. >> Anything from you, Miss Wood, before we move on on this one? I just got to say that this is Fashion's strong point. And over all the years that I've known this district, um, creativity, um, individualized instruction and community engagement has made this place the kind of quality education that continues regardless of

144what they do in Olympia. Robert, you had some other thoughts for your watermarks. Um, I was wrestling with whether or not to speak at this meeting and then I editing on the fly. Um, there's a great deal transpiring in our district, in the state, nationally, and globally. Um, and we're impacted by what's transpiring. I believe there's a thread to address that runs from the global to the national to the statewide to our community. Um, and so bear with me. I'm just going to identify a couple of quick pieces. Um, regardless of anyone's political positioning, I feel as a nation we're in crisis. Um, and I think that very least we can agree that the active turmoil is a threshold we've not seen in decades. Um, individuals are distraught, scared, angry, active, isolating, struggling. Um, and

145we're each trying to find our walk through the moment in which we're living and how we navigate this as a community matters. What's been unfolding in Minneapolis, in my estimation, will come to our district. Uh, the public schools in Minneapolis will close for a bit and are now operating only on not online through the February 9th or February 12th, somewhere in there. I forget the exact date. Um, families in our district are scared, truly scared. um some have already been directly impacted which I don't feel I'm not sure how widely people are aware of that. Um but to me as individuals we have to wrestle with how we walk through this moment and as a district how we protect our our children and their families. We've taken measures um given the escalations I believe we

146will be reviewing these measures in an ongoing way um as the terrain shifts and changes um on a small scale um but one hard fought by the board last year we agreed to put up signs which was what was considered best practices being shared nationally and statewide. Uh we really put up signs marking our campuses as safe spaces, ones in which students uh their families and employees are welcome, but one in which others must be invited. Uh this means that ICE should stop at the boundary without a warrant. How effective that will be given tactics currently employed, I don't know. Um, but what I do know is that we are facing some of these threats and it matters to both protect and signal that intent to protect those most vulnerable in our community. I've watched

147some of the conversations online in which individuals have stated that the signs made them feel unwelcome, which is part of the reason I wanted to address this. I'm not sure that everyone in the community knows why they're there. Uh, my hope is that in understanding why the signs are there, this feeling might dissipate. um that said it might not. It's also my hope that if individuals have concerns, they come and talk with the board, write a letter, communicate it. Um the more challenging the time to me, the more critical we root our walk in tenants of listening um and respecting and addressing um it's going to be passionate, I imagine, at different points um threat. And so, how are we as neighbors in the community going to navigate this? And in large part because I

148also we're not it's it's not a single mind on this island. People are coming from different perspectives, but I think our children are learning from us um in terms of when things are incredibly hard, how we're walking. The other day, I attended the Martin Luther King assembly in the elementary school, and I want to thank Julie and Karen for putting that together. Um, I've uh I've never felt emotional in that way. Going into that assembly, in the morning prior to the assembly, I talked to my son because one of the things I said is this is not happening across the country right now. Right? There are schools that cannot talk about Martin Luther King that can't reference the day in that way. Um, but that that in and of itself is a contested space. I

149thought that um our principal and vice principal as well as all the educators did a beautiful job of inviting kids into the conversation. Each class uh had a sign for what it is they stood for. Um and it was respect, it was black lives matter, it was the environment, it was peace, it was social justice. Um but they went through a number of different things in there. Part of what I talked to my son about, and I'm sure we're all resting how to talk to kids about what's happening right now, is that there were children I didn't talk about, I didn't say what was happening, but there children in Minneapolis who are in school right now, right? And I feel grateful to be in a district that is really holding core some of our values

150about equity um and inclusion. Um but I I don't know that the attack on the curriculum will go away. Um I'm editing out a lot. Um, it's like I'm trying to address something and not address it at the same time. I um I've appreciated this meeting. I've appreciated how everyone has engaged in this meeting. I feel like it has felt forwardlooking. Um I have zero desire to go back or adjudicate anything. Um but there is a lot everywhere I'm going right now in the district in ways I haven't experienced before from the dentist when I'm sitting there and can't say a word uh to um after the assembly I am being asked about how the board is navigating things that are unfolding in the district and and so I think it is important to address

151in my estimation and I know there'll be disagreement even in this room that the characterization of how things are being navigated to me does not align. Um but my hope is even if there's a difference of perspective there that again individuals would come in and talk directly. Um that we as a community have to be a able to talk across those differences in a way where we put that respect front and center. Um I there a lot of the specifics I'm putting out. Um I think our children I have the last thought. >> I don't know what you're I'm struggling without the specifics. I guess I I don't really I'm sorry >> about is it about the the ICE or our protecting our kids or >> I think right now that if I look at

152ICE in Minneapolis and part of what is contested there I think a large number of people in the country would identify immigration as a concern. Would we come at it differently? Absolutely. Do I radically disagree with some people's perspectives on it? Absolutely. Do I think that what people are what's really going on in Minneapolis in my estimation is about immigration? No, I don't. Um and the how whether or not it is for some people's mind the how of what is un unfolding um is what is so disturbing to me. Um we can talk about immigration. we can enact policies that I might disagree with or that I agree with. We can come to those decisions and that I think historically we have done a much better job of navigating across difference even when we have

153a passionate disagreement. Um, and that I feel as a mus as a muscle culturally is withering. And to me, I watched that I watched that with my students where I had to insert into the more into the curriculum aspects of really listening. What does it mean to really listen? And how do you do that? What does it mean to be an active listener? How do we have conversations across this? And I think I'm connecting it here. I took out a bunch of steps so I know why you maybe aren't connecting the thread. So thank you is that what is coming to me as I move through the community and as I read things online and other places is that there are two points of contested space and one of those is about how the board

154has negotiated recent challenges and that some of to me the claims about the way the board has negotiated that don't ring group. I can understand why those perspectives are there, but I would hope we can talk about it because I do think that this board cares deeply about access and equity and that addressing that and addressing it with passionate and passion where our concerns are in the district. What do we need to change? What do we need to do? I feel this is a board poised and willing to have those conversations and wanting to to have those conversations with the people with whom we work with the people who are on the ground with students and educators we have to have trust at the table and so to me I want to piece about the

155catalyst for the kind of fraud state in the district in my estimation has always been about the h how not the content of the concern and I think that those things are getting collapsed and so for me I'm looking and I feel like we have been in this very heated space I look culturally we are in a very heated space I think as in a number of layers to me it is all the more important that we ground and root in how we are going to navigate and work with one another and I don't see the challenges getting less um I see them increasing and so from challenges that have created a really fraught state for the past couple of months to challenges we're going to face as a community and a culture. I I

156think we will all be called upon to kind of regground into some of those places. I think the sole thing I'm getting at is the how. one of the house I will pull out. You know, I I shared with our superintendent two years ago, February two years ago, I walked into a board meeting. We're about to have a conversation about rifts. I walked into a board meeting and the names of the people that they were proposing to cut were projected on the board. >> Hey, River, I just want to pause for a minute. I want to make sure we're not litigating stuff in the past and that we're making solid investments. >> Absolutely. >> Okay. That's >> totally where I am. Okay. And but for that I was horrified because rifts are hard. They are

157painful. These are going they are hard discussions. I don't know if we will have to make them or not. We have to at least address them. How we do that is going to matter across that terrain and what I watched there was not a how that I felt comfortable participating in. And we have moved substantially in a direction uh the board has been challenged on their how there have been challenges the board have felt in return that we are working to work together to address whatever the challenge is from a small scale to a large scale. Um and I guess it is just a call to me what I'm hoping to speak for is for us but also within the community the way in which I'm hearing things um unfold that I would hope we

158could have direct conversations. I would hope that we could talk across some of these challenges. So for me it is about forward facing that we have worked hard to address a lot of hows so that we can rebuild the trust and be at the table and I think we're going to need it more than ever. Um at this time in terms of recapping um commitments you're going to look into talking on Monday to your team around >> notice around >> um drills. Were there any other things that folks are walking away with? Yes. each of the board members to that like um what your expectation of us is coming up for in the next week or a week or week and a half, whatever is easiest for you to email those and like what do

159you think we're doing just cuz I want to know from your what we're doing well what you would see differently and expectations for us moving forward. >> Should we send those to you to compile and then send on to the students? >> That would be great. Also um for the Olympia thing just if we are going to meet on Monday information >> if y'all can meet Monday >> Mondays are standing >> oh that's right >> leadership meeting they don't have school >> they don't run school >> you want to sit down with us >> I'm sure they don't [laughter] >> they have a well they have well earned break >> thrilled to be done with the semester >> we've been when when I met with the students has been Wednesday at lunch which is 12:23

160to 12:53. I don't know Tuesday we do Tuesday. >> Yeah, Tuesday work. >> Folks can work that over email. We will collect uh we will all submit sort of suggestions, ideas around your service and your role to Joe. She will synthesize and anonymize >> what you're doing well, what we're doing well, what you could think we would be doing better and then your expectations of us moving forward. Right. Thank change. >> Um I think with that it is 8 >> 209 and this meeting is adjourned. Thanks everybody. >> Tuesday lunch. >> Thank you. those contracts that I started.