May 8, 2025 VISD Board Meeting

001Um, hello. Love a gamble. Um, great. I'm going to just offer a standard land acknowledgement uh tonight. Um, we acknowledge that we are on the traditional homelands of the Puallup tribe. The Puallup people have lived on and stewarded these lands since the beginning of time and continue to do so today. We recognize that this land acknowledgement is one small step towards true allyship and we commit to lifting up the voices, experiences, and histories of the indigenous people of this land and beyond. Thank you. Um, and with that, uh, we will move into public comment. As a reminder, um, uh, and sorry for those of you that have heard this many of times, um, uh, public comment is an opportunity for the board to hear from the public. It is not a time uh to engage

002with the public necessarily. So we um are listening very intently. We take this um part of the meeting very seriously. That we do not respond is not an indication of a lack of interest or concern. Um uh we have two periods of public comment. One at the beginning, one at the end. Sometimes people choose to do both. One or the other. Um so we will call on it looks like so far just one person. And if for some reason you prefer to wait till the end, that's certainly just fine. Uh, and you have three minutes uh to give uh whatever uh comments you'd like. And with that, Amy back home. Is there a place that you would like me to stand? Just as long as you're not blocking the camera. Yeah. Am I good? Okay,

003cool. Thank you. Um, for those of you who don't know, uh, I'm Amy Holmes. I am the eighth grade science teacher over at Mcquaryy right now and I submitted a longer uh public comment that I'm going to truncate now in uh respect for the three minutes. In the agenda for this board meeting, several board policies are presented for review. One of them, board policy 2020, is one I hope board directors meet with questions and deep consideration. Over my tenure in the Bashon Island School District, I have taught in every school. I'm grateful for our connections through programs, students, families, and the larger community. We are unique in our ability to meet students and families where they are and adapt with them to deliver on our Vashon promise. I'm deeply concerned that the proposed revisions to

004policy 2020 on the course design, selection, and adoption of instructional materials significantly reduce the professional agency and voice of educators, students, and families in curriculum decisions, particularly in the section and recommendation of new instructional materials. The revised version shifts decision-making authority almost entirely to district leadership, the superintendent, and or their designate. In the past, teachers initiated requests for new curriculum and actively collaborated with other stakeholders. Now, it feels that the pendulum has swung and we are reacting to a mandate that it is simply quote time to change. There are small but impactful recommended changes to this policy that have the ability to put the board in a position of a more active responsibility where you may be accountable for actually doing the work rather than overseeing the process as is more traditional in a policydriven

005board. This shift undermines a core tenant of effective educational policy that those who work closely with students are the best position to know what works. Teachers bring a critical evidenceinformed lens to curriculum discussions rooted in daily classroom experience and professional training. Marginalizing these role risks adopting materials that may meet abstract top-down criteria but fail to resonate with students or support differentiated instruction. And I'm concerned that we will drift away from the systems we have developed to implement UDL methods and help our identified priority equity groups, an area of intentional focus over the last several years that's central to our Bashon promise. In a recent conversation with my father-in-law, who taught at Bashan High School for over 40 years, he emphasized that the core reason he taught for so long at Bashon was that he was

006trusted in his recommendations around the choice of a curriculum and that trust was rooted in the success of his students. I urge the board to reconsider these revisions and restore language that explicitly protects and encourages meaningful teacher participation in all phases of curriculum design and instructional material selection. A robust educational program requires empowered educators, not just compliant implementers. Thank you. Thank you. All right. Um, that's all that I have on my list for public comment. Is there anyone else here that had to make a public comment at this time? Okay. Thank you. Um, now we move on to the consent agenda. Uh, can I get a uh nomination. Would anyone like to move to approve the consent agenda as written? And we didn't do that before. We did not. We approved the agenda. The consent

007agenda. Okay. I'll move to uh I have the consent agenda approved as written. Can I have a second, please? All those in favor? I. Any opposed? Great. Consent agenda passes as written. Thank you. Um moving right along the machine. Thanks everybody. Uh thank you everybody for coming to the board meeting tonight as well. Um one of the things that we had happened this week uh members of the board is that we well last week was it this week? Last week flies by right um we had an event where um Mr. Mr. Ericson had let me know that we had a a person on the VHS campus that was uh who was unknown to us. And when Mr. Ericen approached him to kind of engage, you know, with a simple hello and what's, you know, why

008are you here? Uh things that we would see administrators typically do uh when we have strangers on campus. uh the person behaved in a way that you know really indicated that they we had questions why they were there um and interacted in a in a in a in a manner which not necessarily raised an alarm but raised concern. And so um he notified me um and he had let me know that he had put his building in a secure and so um if if you didn't know we made the transition to the standard response protocol. This is basically year two of implementation of it and it's from a group called the I love you guys and I went back to Boston for training some time ago to come back and bring this um system to

009to our building our buildings. I first learned about it, interestingly enough, from South Whippby, um where at a risk management conference with Amy, uh that superintendent along with a few others at the conference shared with me the standard response protocol. And um you know, since then, uh since implementing it, you know, these are the drills that the that the buildings train in once a month and sometimes more than once a month. Um and so um some of the the biggest changes in our in our in our drills now are the the addition of hold and secure. Hold is when we have something kind of happening inside the building. Um and typically it's a health related issue or there's a cleanup on aisle six meaning vomit somewhere. We want to prevent access students from accessing something.

010But it's really you know students stay where they are. It's business as usual you know with our with our with our teachers and staff. secure is very similar except the the hazard is outside. And so um a lot of people when we had this drill not drill when we had this event last week they thought it was a lockdown and I had a couple community members engaged me and you what why did you do the lockdown? So um and it actually wasn't it was secure. So the person was outside you know the campus we had um locked our doors and kept students inside um while we attended to this this person. So essentially we engage with King County Sheriff. Um they come by, they show us a picture of you kind of what what this

011per who this person may be because he is a known person on the island. Um and once I saw that person, I knew that I had seen this person on island. Um you know, in some of our local stores, walking the highway. Um we still didn't know why or what he was doing on campus. He had never been on campus before. So, it took um King County Sheriff about 45 minutes to really kind of locate the person and then communicate back to me that they had shared, you know, essentially the expectations with the person. He had not technically really done anything wrong at that moment other than be on our campus uninvited. Uh they gave him strict directions not to go back on campus. Um but they did let me know that he is going

012to be walking the highway again and so um which he had a a lawful right to do. Um but at that point in time, King County Sheriff did not believe that there was any more you kind of potential danger. And so we we took everybody and gave everybody all clear. Um we'd sent some communication out to families um and staff first and families you kind of after that and then we sent kind of a wrap-up communication and um interested. I only had three emails back to me kind of like what's you know what's what's happening, what's going on. So um but our our admin team met uh this week. We get that right. and did what we call an afteraction review. And so I wasn't there to to help with that. Um but essentially I'll

013kind of hit the the highlights here and Dr. Spencer, you can chime in if there's something I'm not hitting that you feel was important to to note. Um but what worked well? So we basically do what worked well, what didn't work well, you what are some next steps? Um and so uh what worked well uh they felt there was some timely decision- making. You know, we we made some decisions right away. Uh we followed the SRP, what we call our standard response protocol, and folks knew what to do. Um we thought the King County Sheriff response once they were on site was appropriate and and worked well with us as well. Um the email communication once all schools were insecure. Um interestingly note side benefit, the phones away at McMurray uh assisted in the situation

014where it kind of decreased the level of noise in the system. Um, and then I know that there was a high school staff debrief that uh, John and Sabrina shared um, was uh, went well. What didn't work well um, district-wide communication with leaders and so we were on a group chat. I didn't take my radio with me, right? And so we're using a group chat which is okay for some communication um, and but not all communications. And so, um, we did think that that King County Sheriff response was a little slow and so I'm going to be following up with that. But, um, as Stephanie, Dr. Spencer has noted, sometimes we have to realize that there may be a shift change. Um, you know, the response time from someone may be on the north end

015or south end or wherever they may be on the island. It's not going to be a, you know, maybe a two minute, three minute response like you might find in a in a city. Um, so that's just something to consider. Um and then we had kind of the misunderstanding that this was a lockdown. Um and a lockdown was again an internal threat, something that's happening on the inside. Um and not on the outside. Um and then some felt that some of the parent communication was a was a bit slow. Um and the high school students texting home with we're in a lockdown right now. So that's where some of that misinformation was shared. Um, we're going to debrief with other schools. Um, potentially share the photo with front office staff so they're aware how to

016have a situational awareness. Um, reaffirming the SRP and, um, make sure that we get back to using the communication tools that we have, which are radios. Um, uh, and not to say that the building leaders didn't have the radios, it was the district leader who didn't have those. So, um, but overall I, you know, kind of when I thought about it and was working with John and kind of everybody afterwards, I I felt like I gave our our our system a B minus. Um, you know, in terms of implementation and and and where we went, you where things went well. Um, there a few other things. We had um we had uh facilities and maintenance staff outside in the in the uh you know kind of doing their thing and so I had to kind

017of help them you know get that communication go physically to them because they're on loud machines you know with no phones or things available. So that's a that's a walking thing that we have to do. And then we had some links communication also could have been um we had families at links who were kind of in between things and um giving giving buildings and families a better understanding. Okay. If you if we aren't insecure, you'll you'll get that notice, you know, as soon as we can. But building, you know, like if you're links, you're going to be you're not going to be having kids coming in and out of links. And so that's a communication back to links families. So overall, um you know, something um it's it's nice to have the system pressure tested

018like that. And then of course building leaders said, well, they got their May drill out of the way. So, um, because the, you know, doing drills takes away from, you know, instructional time. Um, it's often not at the most convenient time for instructional staff. Um, but obviously always necessary. Do you have any questions about the SRP or or the, you know, the event that we had that may not be answered? I just really appreciate the analysis, hearing all the different pieces because moving forward you're not there to oversee it. Having that having that history um as a baseline. Yeah. And you know, we'll we'll have a safety committee meeting here upcoming in May. I haven't I think I basically pencled it in. Um but you have to that that has been a challenge um in

019terms of leading that work. You know, who's in charge of district safety? Um you know, the superintendent in this role it's difficult to be that point person. Um, it works much better if it's like in the assistant principal role or like an extra, you know, maybe um you kind of assignment for someone um that may have the the skills or the kind of the the energy and the expertise around that. Um so it's you know I think moving forward that is going to be that's kind of on my exit list you know kind of uh to be considered for you know the interim when they come in. Um is kind of where where is that going to situate itself you know kind of districtwide safety. Can you say a little bit about what the safety

020Sorry. Oh I'm curious about what the safety committee is and how often you meet and sort of what that is about. It's it's it's typically a four times a year meeting, three to four times a year. Um there's also building safety committees that are there to kind of more from a labor and industries kind of standpoint where you're analyzing kind of workplace hazards and workplace safety. Um and some of this is RCW driven, you know, some of it is best practice driven. Um what we really work to is to do tabletop scenarios. We try to work through things. We try to make sure that we have strong partnerships sheriff's office, you know, fire department. Um you know, we try not to um over complicate. So, you know, kind of set expectations and agreements that are

021that are manageable and reasonable um for us to ensure the safety of the kids and the staff. Um, it's it's a pretty simple, you know, kind of message, but very hard to to implement because you're you you can't guarantee 100% which makes people feel very kind of anxious about it. So, the more you train, the more people feel, you know, that they have the tools necessary to work through these situations. Um, and again, I think by and large, what we saw happen last week was a result of administrators training with their staff, staff training with their kids, you know, and putting things into practice. I was just going to say it's really nice to have moved to this protocol because having those first two are the most likely things to happen in schools and having

022language. And what's nice is it still allows you just to continue on business as usual. when you're in lockdown, you're getting away from windows, you're taking positions, and it's interrupting. So, you can be in these first two, which is opposite the vast majority of things we would run into in the schools, at least from my experience in decades. So, this has just been a really useful tool um that we can do these secure without causing a lot of stress um and be able to take care of situations. So, and what sever questions you brought up? So these um various drills or rather do these all get drilled either also with children or only with staff with everyone. Okay. So it's like they'll come on the PA system and we're doing a hole, we're doing a

023secure, we're doing, you know, okay, earthquake drill today and now we're going to evacuate, you know. So um and then what we've done in the district office because we tend to be not in flow everything is now we're taking that as an opportunity to go to the sheet and just review for ourselves. Okay, hold. This is what we do in a hold. This is what we do in secure. Yeah. And I will say that Julie does a very nice job of walking through what it is you do this as a whole. Do this, do this, do this. Can I ask you ahead? Um, how does that training go on to like the links kids who aren't aren't there regularly? Full disclosure, I was in the links when all of this happened. You probably know that

024already. Um, and my kids still think it was an earthquake drill, which I think is the sweetest thing for two seven-year-olds to ever think happened. Um, but it's that training obviously is not there for those children. So, should we as parents be teaching that? Like, how do how do we help that? Yeah, that's a whole and Heather recognizes that, you know, she's very open about that, right? Exactly. So again, it's it's when your system's pressure tested that you kind of see where those holes are um and then you plug them up um for next time. And I think this is helpful. That's like the second time I've been there for some kind of weird hold and the kids freak out and we don't know what's going on cuz we're parents and we don't know anything.

025Yeah. Thank you. In the case that ICE comes to the district unannounced without a warrant, which one will be the effective way to go? Um, that depends on on the situation. We are training that as a hold right now. Um, it depends on where they are on campus, how they're intercepted or not. Um, so it could really be either one. Um, but that's, you know, we're going to train with the with the frontline staff as a whole right now. A whole that's the more likely scenario. SL who is on the uh safety committee, just the personnel, right? just labor reps from each of our bargaining groups, SEIU, BESB, BEA, um office managers, and then um admin. Okay, thank you. Good review. Thank you very much. Do a couple dates and then I have another announcement.

026And so, uh May 22nd and June 12th are kind of the next two board meetings in front of us. And just a reminder to the board and to the public, we will be presenting the 2526 budget. It's a meeting on the 26th and the budget hearing will be scheduled on June 12th. Peter will be noticing the budget hearing June 12th to make sure that we get two weeks of notice in Beach Comr. Um we have some events for graduation, senior breakfast on the 13th, then senior walk and then graduation on the 14th. So that's super exciting. Um, can you remind me when the um scholarship night is? Um, that's in my talking. Great. No, I'm going to say that. So, last day of school is the 24th. Um, and that's kind of the the calendar

027in in front of us, except we're thinking I know Cora is going to add. Um, so this is Corora's last meeting, everybody. We we knew she wouldn't be able to be here on the 22nd and uh June 12th is pushing it for a senior with only two days left of uh uh before they you know fly off the coupe. So um but it's tradition that uh every year that we have a senior graduating that we do something you kind of specialize to say a few words um and then you'll get a a parting gift. Um, and I uh I'll share that with you in a little bit. But so when I think about, you know, Kora and how she, you know, joined the team of of student reps, um, she was joining everything at the

028moment because if you if you if you if you know her, she shows up. And so when I when I think about like some of her leadership qualities, she's a person that just always shows up. and and that might be, you know, kind of in a in a ledge conference, you know, where all of a sudden she's being tapped to go ahead and, you know, speak to, you know, a legislative assembly. Um, it could be, uh, you know, when she's at a football game and she's seeing the cheerleaders out there and she's like, "Well, I want to I'm not a cheerleader, Bella. Give me the pom pom. Let's go." And so, um, so she really shows up and just has this, uh, you kind of willingness to to to you both in the you in

029the support of and we're or just kind of at any moment, kids count on you and, uh, and the adults do, too. So, that's much appreciated. If you haven't uh, known this about her, she will tell it like it is. Um, so, uh, we we appreciate the the honesty that that comes from you and and I encourage you to keep doing that because as you get older, um, you're going to find that there's going to be, you know, a lot of pressure for you to do otherwise. Um, and so, um, you find that voice, keep that voice, uh, and center it around what you know is right. Um, and help that guide you through your, you know, late teens, early 20s, and hopefully, you know, keep it going. Um, and then just your infectious energy.

030Um, you know, I I I I see it as a as a model for kids. Um, you know, kids who normally I think who might be on kind of on the, you know, on the outside, kind of on the fringe. Um, you just have this energy about you that says you're welcome here. And you made that very clear when we were thinking about our, you know, kind of who do we want, you know, kind of on SAB. and you said it loud and clear. I want people who want to show up and help, you know, and I don't want to have barriers or screening processes and, you know, dense applications. If you want to if you want to help out, you want to be, you know, part of something, then so that's that's really where

031I want to, you know, kind of encourage you to keep going, too. And so, um, we'll ask you to say a few words, I'm sure, but as tradition, I give kids a, uh, a book. This is the very first time that it's been wrapped. So, you're you're right. It wasn't. Um, and because of that, it's also hasn't been inscribed because I didn't inscribe it. Uh, the very kind people at the bookstore. Um, but go ahead and open it and then I'll share a little bit about it with you. Okay. And I will describe it for you. Last time I got a a book about murder in the woods. Yeah, I know. I was close to getting you the second one. Oh, really? Yeah. Okay. Yeah. So, so summertime, I think, is a time when you

032get a book during the summer time, it's a book that you just want to throw in your bag, you know, throw in your whatever it is and it's ready to go at any moment. You know, it's not intense. Although Ursula Kaywin can get really deep with her, you know, with her themes. Um, but the wisdom of it's a it's a fivepart series. Uh, it was originally going to be a trilogy. So, if it's something you really like, you can it's like, you know, what's next? You know, it's kind of like a series on TV except it's a book. Okay. Uh, but, you know, if you enjoy the last one, you know, if if you you kind of have faith in my taste, uh, this these are books that I read as a as a young

033teenager and early in my 20s, and they are delightful summertime reading. And uh I think again and this is new. You know, I like to buy older books. Um but all they had was a newer version, but then it's going to be yours to rough up and then um I always encourage kids or others when they get finished reading the book, give it to someone, okay? You know, like it's not going to do anybody any good sitting on your bookshelf. So share it with someone. Maybe someone in your family. I promise you. I got two people over there saying it's waiting to look at the back of this book. I promise. But anyway, um I'll I'll close with just saying it's been a pleasure. Um I know you're going to WSU. You're going to do

034great things. Um we all know that you have like such a bright future ahead of you. Um and as as every senior has done in this room, you've made an impact on the kids. You lifted them up, lifted that voice up, and um yeah, you're going to be a tough act to follow. Okay. But we're not we'll we'll we'll figure it out without you. And I should say others will figure it out without you. Yeah. What are you gonna do? You know what? I'm gonna come looking for you in four years. Okay. Offer you a job. Of course. Okay. All right. Thank you so much. Thank you. We would cheeks are like coincidentally it's now the student board representative remarks. So it's show today show. Hello. Um for those of you who don't know me,

035this is my last meeting. Um I've been here for two years and I actually have kept track of how many meetings I've been to. Um, and I'm at 17. So, it's been it's been a fun little ride. Um, but yeah. Um, so I got some updates and then I'll say something. But we had our caps and gowns distributed on the 1st, which was super cool. Um, our community service night is going to be the 21st. I'm going to say that. And I think that's right. Yeah. Or the wait. Yeah. Yeah. Right. 21st of May um at the O space which is super exciting. Um and then May 15th through the 16th or 15th through the 18th um our school is putting on their spring play. Um and just a little snippet to get people excited.

036Um, it's a large print romance starting or starting with books plucked from the large print romance shelf in the book selection's attic. Um, and so student writers have created um an evening of halfhour plays. So I think it's like four different halfhour plays from books that they've already plucked and then they're rewriting them to make it sure it's possible. So, I heard a little bit about it, but you can look into it more if you want more information on that, but it's pretty cool. So, the 15th, the 16th, the 17th, 2018. Um, we have AP testing, which has been going on this week, which goes on next week as well. Uh, thankfully, I decided at the beginning of the year that that wasn't meant for me, but other people are pushing through, so go them.

037Um, once again, spring sports, we're almost done. We're reaching the end. Um doing districts and state and all those things are going to come here very shortly. Um on the 19th of May, this is a lot of dates, but we're going to have our student art showcase. Um I'm almost positive it's the 19th. I can't I'm Yeah, I'm almost positive. Um but the student art showcase is going to be there where you can see the displayed art. Um, and then we have 23 days left of school, which is super cool. Um, and then some student athletes are going to be on May 20th, um, partnering with the Sam Yates Sam Yates Community Foundation, um, to conduct the heart screenings, um, which is cool. Um, fifth grade is going on their field trip uh next week

038and the week after that, which is cool because I know that I loved doing that when I was in fifth grade, which um yeah, and I have to leave at 7:20. So, if we are not done by 7:20, then I will get up and say say um but yeah, that's my updates. Um, yeah. Um, I need to know if you got queso from last week. I haven't got queso yet, but to be fair, I will I will give them some slack because their schedule's been out for the last month. So, queso doesn't really fit into the food schedule yet. Um, but I'm hoping maybe maybe next month, June, maybe maybe I can maybe queso send off. Yes, that would be so cool. That would be so cool. That queso is so good. Uh, no, but

039yeah, maybe in June. I'm not going to push it for May since the schedule's already out and they shouldn't change it just for me, but I really really want it. Really want it. Um, but yeah, so just thank you. Um, I've been with you guys for a long time. Um, basically started, as I like to say, I'm the oldest one here. Exactly. But like still same thing. Um and so uh but thank you. Thank you. I appreciate I just I was going to say this to my board remarks, but you just said you're leaving earlier. So I'm going to say this, which is I just want to echo the appreciation that um my first interaction from interviewing was so deeply impressed. You are thoughtful. You were inquisitive. You couple that with a strength in your

040articulation. And so the strength, your willingness to kind of stand or make a point or your curiosity in the way you pursue things, I just have an immense amount of respect for. And I know you're interested in pursuing elements that intersect with education. And I um I just want to echo that. I think you're poised to do great things. And I the last piece I want to say is I've also really appreciated your investment in working to truly represent the student body. So there are numerous times where you've taken things back to the students and sought their feedback. So it wasn't just a singular voice that you were doing your best to represent them. And I think the student body was really lucky to have you. Uh, Cora, I got to say besides just you

041being here, when I just am bumbling through the halls of Bashon High School and I hear this, "Hi, Mrs. Leonard." and a big hi and I think, "Oh, she even said hello to an old lady." I hope I would. Have to. You saw me out. you sought me out and I really appreciate it because that's not what a lot of teenagers do. It's been a pleasure. Thank you. I I've definitely enjoyed the road trips to the conference. So many of them. Me too. Me too. I've learned a lot about pop culture. Well, I think Dr. Mitchi has some doing with that as well, his music taste and all. So, well, there have been some critiques from the uh younger members of the board. Um off please. Um great. That moves on to the budget planning

042update. Uh Sarah. So, um just prepping up. Uh we are again going to present uh the full budget document to the board on May 22nd. Uh one of the final pieces uh that we kind of put together and is the staffing plan which Amy's here to share with you both classified and certificated. So she'll walk through those that document with you and kind of give you the overview and certainly ask ask bunches of questions. Um so the certified FTE is always the more straightforward one to take a look at. You will see that from what we budgeted in 2425 to what we have budgeted in 2526 we do see an increase of 2.6 in teaching FTE. Um that comes from a variety of different sources. Um, we increased FTE and support academics at McMurray based

043on student enrollment because remember how conservative we were budgeting last year. Um, we made some adjustments to folks who were part-time people and ended up doing home room because that extended their day. Um, we had to adjust a couple of folks because the professional development on Fridays was going outside of their normal hours. So, those kinds of tweaks. Um, we have a couple of folks who took partial leaves last year who are returning to their full contract this year. That actually does slide nicely into the master schedules. Um, so it's just it's a conglomeration of different things. We have Spanish fulltime instead of8 this year for a new hire. So, a lot of different parts and pieces playing into that. You will also see um health services that we have a 1.0 additional FTE that

044is related to a position moving from contractor and accounts payable to direct hire the schools. So you will see especially in the area of health related services we move back and forth sometimes depending on whether we're doing a direct hire or if we have a contractor a contractor does not show in this portion of the budget. Any questions about that? If it was a contractor would it have shown up under MSOC? That's what I thought. Thanks. Um, classified is always a little more convoluted because number one, there are a lot of a number of more activity. Remember, that was really bad grammar. There are many more activities that fall into this these categories. So, you have um wider variety of uh categories that you're looking at. Um if you look at the very very very

045bottom you will see that we actually have an overall roughly 02 reduction in staffing and classified. Um and we did add some paradigm and it's primarily EAP and MLL for program support. Um we've had ups and downs in other programs. You look at food service and you'll see that we have roughly one person reduction that has to do with the reorganization that was supported by the staff to change the supervision structure. And if you look at food service supervision, you will see the FD predominant review here. Um we have uh in um people management safety, you'll see a 2 or 26 reduction. We don't have the secondary fair supervision anymore. Um, we have one role and I will not call it out specifically by name, but it may have something to do with parent support

046in the district and family support in the district. Um, that that FTE can move from activity to activity, year to year, depending on the funding sources paying for that role. And we have goals that can fall into a variety of different activities. It's not that um every single classified goal is one specific activity depending on what your job description is. So with that role if we are using maybe a different funding source from year to year we have to attach it to a different activity to match that funding source. I hope that makes sense. Yeah. Um, so I I don't know if you want me to go through line by line or if you have questions about anything that you're seeing, but there's in terms of just variables from year to year, there's nothing extraordinary

047or out of the ordinary. Okay. Is that it uh for this evening and for the Okay, that's it. Okay, thank you. Thank you. All right, moving right along. Um I believe we'll hear just from watch this evening to talk to us about CTE. Yes, I um Hi everybody. I um I did tell Jen Co to not worry about it. There's no reason for her to have to come do this. And I am the CTE director. I get to be the CTE director and the assistant principal. So, who's doing the driving on that thing? Can you? Um, so for those of you that maybe don't know, career and technical education is a kind of a whole separate thing, right? Um, Washington State, uh, I think has a very robust program, standards, policies, funding system for career

048and technical education. Um, and it really covers the classes that are meant to provide students with career ready skills. Um, because we're pretty small, you know, we our our offerings are kind of limited, but what we do offer is um, so robust and um, also unique things like jewelry making and woodworking and our foods classes at McMurray. Um, we've got really cool electives. I think our students would would um agree that we have lots of really cool electives and the district in the past has gotten really creative in terms of offering electives that are also CTE courses. So one of the main things about CTE is that you get enhanced funding with those courses and because you know part of our job as school leaders is to be good stewards of public funds. I think

049you know as CTE director it is really important to try and develop a program that is in compliance with OSPI and you know just follows the the rules and expectations because we are getting that extra money from from the state. Um so our our program continues to grow in both depth and impact and this is just some of the things that I wanted to talk with you about. Um so um we have a handbook. Can you go forward and click on that? So, I've been working on a CTE teacher handbook. Oh, man. Why did I do that? Um, uh, here we go. Sorry. Share. Oops. I don't want you to be an editor. Sorry about that. Um, so I've been working kind of all year bits and pieces on this handbook for our teachers. And

050the there's a couple of things that I think are important to know in terms of what I decided to like spend a lot of time on in this handbook. So we have CTE teachers that are trained teachers that also happen to have other skills and can teach CTE classes, right? So like Mr. Cutback is a math teacher, but he also is CTE certified and sometimes teaches our guitar building class. Um, Mr. Warman Hovind, another math teacher, is a math teacher, but teaches AP statistics, and that is also a class that, um, as you can imagine, there's a lot of important skills that kids can gain for their career in AP stats. And so, he can teach that. But then we have teachers like Mr. Mortonson who is a master woodworker and has come from industry

051and he didn't go to teacher school even though he's an incredible teacher right he's developed these really wonderful skills our jewelry teacher is the same so one of the things that I spent a lot of time on here is putting together different scenarios like short scenarios for our teachers um that describe how to integrate 21st century skills into their teaching and 21st century skills skills are the standards that are expected to be taught in every CTE course, whether it's auto mechanics or cooking or aerospace, whatever. The 21st century skills are kind of like the bread and butter of CTE standards. So, I've done a lot of work in giving teachers like if you're teaching culinary arts, here is one possible scenario where you can provide the content and provide opportunities to develop these leaders leadership

052skills. And here's a tiny little idea for how you would assess that. So, a big bulk of this handbook has descriptions for um for our different departments. Um I also spent a lot of time uh listing the 21st century skills and talking a little bit about that. It's not done. It's in draft form, but it's almost finished. And I'm just really excited to be able to have some kind of guidance documentation for our departments and for both of our schools. So, um, something we did this year that also I thought was really successful is, um, instead of having a winter after school additional advisory committee meeting, we're supposed to have three meetings a year. Um, I we didn't do the winter advisory committee meeting and I Dr. Spencer let me have some time during our

053teaching and learning day and I said, "Okay, all the CTE teachers are going to spend three three and a half hours together." So, we spent a really nice chunk of time. It was so great because usually we have these one-hour meetings. They're after school. People kind of don't want to be there and we're like, "Go, go, go. We have an hour. We got to talk about this, blah, blah, blah." But we had three and a half hours. So we we got to start with getting to know each other better, sharing our you know practices. Um and the main thing that we spent time on was looking at the frameworks because every class has to have a framework and it's a it's a lot more involved than like a syllabus. Some of them are pages and

054pages and pages long. So we provided the frameworks to all of the teachers. Some of them have recently been written and so and some of them are even written by the teachers that are teaching the classes and some of the frameworks are six, seven, 10 years old were either written by the state or someone else. So everybody had a chance to reorient themselves with their frameworks and then they looked at their syllabi and we spent time finding where are the gaps, where are the overlaps, am I really teaching the framework to fidelity or not and then we spent a little bit of time um planning and talking about how can we align our practice to the framework. So that I think was probably the best part of that like the best thinking part of that

055that time that we spent there. Yeah. So, um, CTE stabilization funds, one of my growth areas is I I mean, in principal school, we talked about like school funding and all of that stuff, but I I I can't promise to like know very much about all of that stuff. What I do know is that Cassie couple months ago said, "Guess what? You have money. We have CTE stabilization funds and look at all this money that you get to spend which is just like I'm so good at spending money. So like right um so I wanted to just share with you a little bit about how we're spending some of our CTE stabilization funds. Some about $50ish,000 of it went to um re-calibrating the ratio of money people get in their salaries. So like Mr. Ericson

056had a certain amount of his FTE that was coming from CTE and Mr. Allison and I have some and different people. So we we sort of redid that to make it match like this is how much time people are spending and so this is how much time we're going to pull from the CTE funds towards salary. Um, but the rest of the money we get to spend, and one thing that I have found a little bit funny is I've already sent two emails to teachers saying, you have money. What do you want? And some teachers have been really great at that. And some teachers are like, I don't really know. I'm like, come on. Like, we, you know, think about it. So, McMurray is getting a new fridge, freezer, huge, nice, beautiful, for their foods

057class. They're also getting a really nice dishwasher because the dishwasher they have right now takes like two hours. And they, you know, to go from one foods class to the other and you have a bunch of dirty dishes, terrible. So, we're getting a commercial dishwasher. Um, the jewelry class is getting some new equipment. Um, we have our science teachers uh requested a piece of equipment called an autoclave. It's expensive. I can't tell you anymore about that. I don't know exactly what they're going to do with it, but they're going to do really cool stuff with it. Um yeah, we got we bought some beautiful display boards that we'll just be um we'll be able to use for all kinds of different events and activities and and we'll use them for the first time during our

058CTE showcase, our student showcase that Cor was talking about earlier. So, did I get the date right? No, it's the 29th. Okay, that's okay. The 19th is when you're supposed to submit your thing then. By the 19th, so the 29th. The 29th. Yeah. Um, we also have a pretty good group of mostly freshmen, maybe like 22, 23, who have decided that they want to be entrepreneurs, and they want to start a chapter of the future business leaders of America. So, we had an initial meeting with them during lunch. They all came during lunch and packed into the little Madrona room. We were like, "Wow, we actually need a bigger space next time." Um and and we also have a parent who went through FBLA when she was in high school and she is a business

059owner and so she wants to be the adviser. So we had our first meeting and I filled out like the paperwork online and everything to start a new chapter. So that's something that's going to be starting soon and I'm really excited about that's great finally having a CTSO. Yeah. because that's a big part of CTE programs is having these different career and technical student organizations and it's one of the things we've been missing. So now we are going to have FBA at VHS. Um I just want to show off a little bit this we so I decided that I wanted to do something fun with kids and go on a field trip because I don't really get to do stuff like that very often. So last week we went to the women in trades conference

060and if you click on that it's it's a little video. Um of course I Good job Sabrina. Okay. Let's see. You can see it. Um it was at the uh Seattle Center at the Fiser Pavilion. So we um we got driven to the ferry. We walked onto the passenger ferry and then when we got to the other side, we actually walked to the sail center because we figured taking the bus and waiting for the bus would have taken maybe like seven minutes longer. But this is in the Fiser Pavilion. It was packed, packed, packed, packed from students from all over the greater Seattle area. There were, you know, electric electricity companies and the electricians union. There was the the elevator industry. I didn't even know that the elevator industry was a thing. And they were

061there, you know, there were the um the police were there, maritime, energy, just tons and tons of stuff, but it was really focused on women. And so all of the the people that were manning the tables were women in the trades. Women in the trade. And it it just was a super cool field trip. the kids came back with a ton of swag and also like talking about, oh, I could do this or I could do that or I could do the other and you know that just that felt really nice. Sabrina, how many kids went? I'm just curious. We had 13 kids with the the picture on the next um slide. We had uh six girls from McMurray, four girls from VHS, and three girls from Link. And then um Jen and Anna Waldman

062and I went and shared fun. It was great. So definitely want to do this next year and um and grow it. And oh, I put that in twice. We don't have to look at that again. Oh, and then the next slides are actually these were student made slides um to advertise the student showcase. So uh we have one student that's in charge of organizing it this year. Her their name is Haley Hopper and Haley's done. She's just super there, very thorough. Um, and have done a lot of the advertising, planning, working with the teachers, helping us determine what the menu is going to be. We're going to have it catered by nutritional services. I really hope that you can make it. The stuff that kids make is bananas. It's just so beautiful. May 29th. May

06329th. At what time? It's We're going to start at 5:30. And there um is a pops concert that night too. So it's like two events in one. Free dinner. It's a bring your own dessert potluck. Um and then you can walk around and see all the cool stuff that kids have made. Um these are the some of the categories that kids are submitting in. Video production is new this year. We haven't had video production submissions in the past. Um so yeah it's it's just very much worth your time to come to the show questions. I'm just curious in terms this is fantastic by the way but um what you've noticed in terms of enrollment in CTE do you feel like it's fairly steady year to year? Do you see a lot of kind of up

064and down? Do you see it growing because We have limited electives. It does stay steady because we don't have that much to choose from. So, so most of the kids are taking at least one if not all of the kids are taking at least one CTE course. Uh the the sort of areas of growth in enrollment is um gender imbalances. So, for example, in the woodworking class right now at BHS, there's only in my class only kids that identify as boys. That's it. Uh so that's something that we've been talking about and I do um look at the data of the you know gender commuters versus fashion residents um multilingual learners grade levels like we look at all of that and honestly the the only gap right now that's sticking out is the gender imbalance.

065So that's something that we need to work on. I had a question. Um back when I was teaching um some of the students went off on it was it was sort of a split day particularly for seniors to CTE centers. Um if nothing if something wasn't offered on Bashon, are they still doing that or not? No. Okay. the um to be able to go to a skills center like PET sound skills center or the one in Tacoma and fit it into the schedule is just not something that we've been doing. It's something that we can definitely you know think about and move with it but no we don't have anything to Thank you. And it's a requirement, right, that students have some CTE to graduate. Can that be sat if if a kid wanted to

066do auto repair or something else that we simply don't have, can that be met through Running Start? Like if they found something at Belleview College and wanted to Yeah. No. No. Because No. And I can't remember exactly why, but it's something about like the way that the credits work or something that it it's there's certain classes that you can double up. Like there's those AP classes that also count as CTE, but running start classes don't ever count as CTE. I do want to put in a little plug for the pops concert also to make it a two for that night that because it's a combination Murray and high school but um it's really delightful. It's really impressive. All right. Um, great. We're going to move on to the discussion portion of the meeting. Uh, we've

067got a declaration of surplus resolution 821 back. A couple times a year, we like to bring uh the board uh res surplus resolutions. They typically are around facilities and maintenance. We had one earlier uh this last year where we basically cleared out the facilities building from what was probably a year and a half, two years of storing things. Um John Stanton also does the same thing with his tech department in terms of locating and um figuring out what needs to stay and what needs to go. So you'll see kind of a a list here. It's not, you know, completely inclusive for sure. Um but you see end of lifespan. You see that term used of laptops, desktops, um and then miscellaneous projectors, sound system parts, laptop bags. So, we'll uh we'll do a second read

068on this uh in May and that goes out to u we actually notice it out to other districts. If anybody else wants it, then we can source it to them. Um there'll be a notice to our community if anybody wants you to kind of come and take a look at it and we can usually use it like as a kind of like a fundraiser, but we'll give the stuff away. Then if not, it goes uh it's disposed of responsibly, you know, with whatever requirements are necessary with tubes and radon or anything like that. They're familiar with how to dispose of it. So, can I ask a question on the this the bullets towards the bottom where it says on number one that personal property described above is surplus property. Why is that? Why is the

069word personal in there? Wouldn't it just be the property described above? like whose person would it belong to? I don't know. This language has been in here uh probably prior to me coming into the district in terms of these these surplus. Uh the only thing I can think of is that sometimes teachers buy things for their classroom out of their own money. And if it is outdated, it is technically personal property. Um but they may want to surplus it. Um when things were surplused from the old high school, some things that teachers made for their classrooms, they surplus rather than moving them to the new building. But technically those were personal property. But this is not where all our kids own jackets and water bottles that all year. No one wants that. I washed I

070washed the stuff one year from out of the goodness of my heart and I will not do that. Gross. Gross. Um great. Um moving on. Uh policy update. Yeah, there's three before the board this evening. Uh they come to us in different contexts. Uh 2020 is an essential policy uh which uh Dr. Spencer is here to help us better understand the nature of that policy. Then we have 3141 uh which is non-resident students. It's a revision and some updating um bringing us into compliance and I'll speak a little bit about that. And 5011 is uh sexual harassment of district staff prohibited. I'll share with uh you a little bit more. We'll start with policy 2020. Yeah. So, this is just one that Peter brought to my attention because it was in the April um positive

071policy policy. Hey, this needs updating. Um and it's and when so I just read through it. I didn't see anything significantly different. It looked like mostly it was just cleaning up language, making the language clearer. Um I appreciate the comments earlier tonight. I didn't I don't think there's anything in the policy here that um changes anything drastically where the where the change is is going to be in procedure um around the instructional materials committee because because of the parents right law that was passed we now have to um have a parent on the IMC we've always involved parents in our process and students in our process So, I'm going to have to rework the section on IFC and our procedures, but our um procedures always heavily involved staff and students and parents and um and

072so I've not I I do not see anything in here other than what they cleaned up. Um Peter kind of also I was like, well, are you you know, do you see anything drastically different from what we have? And I believe the one that we currently have is the original um recommended policy. Um and it's essential, which means we're required to have it. And OSPI um for whatever reason wants us to actually report out on having the updated policy done by June. So it came to our attention, I got it at the end of April. So run that by find me again. Um is this a recommendation that has to be done by June or is I mean is it's an essential policy so it's required. Those are what they use for required policies for

073us. Do we the the C when it says recommends rather than makes why do you think they that's a change? It's not if you actually read it. It used to say makes core structural materials adoption recommendations. So very verbose but they changed it to say recommends because the board by law is the group that makes the decision on curriculum. That is one of your things. So it's that's not a change. It's it the IMC has always made recommendations to the board and it's been my experience that the board then approves those recommendations. I don't I've never had a board not approve those recommendations, but it's just that's the law. That's your responsibility board to approve. Stephanie, this then um doesn't actually change anything that we are doing with curriculum. I couldn't find anything in these

074that would change our current um the policy doesn't change. It has the standard boilerplate language about the superintendent design. That's like if you look at pretty much every policy it'll say that that the superintendent has to create the procedures or have a designate for you know do the procedures. So so I I guess the only thing I have and and you know Amy raised this and it's so uh I hadn't thought about it. I had read through this of course last week Friday when it was posted and you know most of it was obviously grammatical cleanup. So my question is uh just to make it really clear for everyone um that the policy always has been and correct me if I'm wrong um when you have the instructional materials committee that body is made up

075usually there's a recommendation from the PLC um to maybe adopt a new textbook or probably they don't even do that anymore, but whatever it is that comes out of the PLC in the the way it used to go with textbooks is that you would have the teacher, at least two parents, some an other representative. Um, they would read the uh the stuff, vet the stuff, and then it would go to the board. Um, and essentially what Amy brought up um, in her public commentary and and I want to clarify for everyone um, is that this in no way shifts the uh, recommendation to anything else. Um because I guess what I'm saying is the strength of this district has always been that the teachers have a huge I mean they drive really so much of

076our curriculum and that's the strength of our our community and our um thinking. Um teaching and learning does the alignments. uh the teachers are required to go by the standards and the alignments. But does this change anything? This this policy doesn't change anything. Um our procedures haven't changed. I'm going to have to do something about IMC. The level of participation can vary based on content and there's very structured guidelines now different than the old days because now there's actually companies that help vet materials for alignment and all of that. So now we ask our staff to work with those parameters right from you know materials that have been vetted do they meet these requirements and so yes it's still a very heavily involved teacher student um parent um administration everyone's involved using the parameters that

077have been established for for curriculum or alignment to standards. Some areas have stronger support for that like math, science, um, ELA, those have much more like there's organizations that review those, whereas social studies still doesn't have a a nonprofit outside entity that's vetting those materials, but there's other like state laws about tribal sovereignty that come into play that don't come into play in other curriculums. So yes, we still try to maintain as much um involvement and participation and say, but we do have guidelines and a whole number of things that guide people in their their work. So I as I'm just going to reiterate because it's obviously something of a concern out there that the the practice that is in place right now will not change. No, I mean it's still the same practice we've

078had for quite some time. It it does get morphed and modified as for example we used to have something called ed reports and first they started with ELA and math and now they do science as well and so we use that as a filter to give us a list of possible things. So those things change with time um that add another layer of kind of accountability or another layer of meaning but otherwise nothing in this policy changes any of that. Um what does change is the IMC have to figure out what we need to do because currently we have it worded that a parent may participate but now we have to make sure it's mandated. If we don't have a parent then we have to report quarterly to the board. We tried to make the

079IMC process for our district as um the least burdensome that we could for the district but now It's it just has more bureaucracy involved and I have to try and wrestle with how we can still maintain because what we've done with IMC we've brought on those teachers who are doing the adoptions that year the building administration there's one rep from all of them but so the teachers typically change out each year depending on what adoption we're working on. Um but this is making it sound more like you need a standing kind of committee that's meeting regularly. it. Yeah. So, I have to do some I have to look at it and see how we can still make it work within our district and not make it an extra um burden on so figure out how

080to to ro okay since this is the first reading and and our our constituents a huge part of that is the staff and I want to make sure that they are really clear what this means when you do get figure that out before we do a second read. Um will you please just let us know sort of practically how that will work? Um, add the this is may sound really paranoid, but there is another layer on the federal level that's coming down on parent rights and things that that um that have been used to uh at least in rhetoric to kind of control try to control curriculum. Um, and I know Vashon would never do this intentionally ever, ever. Um, but I wonder sometimes are we still protected in case the that whole idea of

081imposing curriculum from above? Um, does that have any bearing on um, wording in this policy? I don't think has any bearing on this particular policy. Again, the interesting thing about um the recommendations with procedure and all that is kind of the opposite way. It's almost like they're going out of their way to make sure that you have the wording to protect multicultural perspective representation. So, it's like the it's just kind of the opposite of that, right? And and and that's just we want to know that and that's that's the state. But the the policy is completely separate from procedure. procedure. Procedure is nice because we can actually tweak it any time. I just need to get it in place by June. Um, you know, like we need to have our most updated one um by

082June. This has to be into the state by some sort of And this wording is what they want. Is this is the wording driven by by WA uh the state? Um WASDA does it based on state law to make recommendations? So there as they're making the recommendations to district, they go through and review their current recommended policy, right? And make sure that it's addressing what's in the current RCW and so on. Okay? And I think that's why then they kicked this out. At the same time, they're saying, "Make sure your procedures have these things in them." So when I looked at it, the only thing I can see that's currently not 100% in alignment with what they want is our IMC committee. Otherwise, our whole process fits with what they want. We are very when

083want to talk about those parameters, we talk about the bias. We talk about multiple perspectives. We, you know, we we talk about all of those things as being requirements when you're looking at materials. Um, so we have basically all of the pieces already in procedure except for this business about now like how to manage that part of the parent piece as it relates to IMC otherwise we've always engaged our parents and as I've said in the process of looking at materials some of you probably have participated. So, so is it as easy as just saying parents shall a parent shall be ready? Yeah, like right now it says may and we just need to like do that. But you know I have to think about just what that I have to look at the other

084pieces of it and make sure that how will we structure the IMC that it fits the criteria and is not creating an undue burden on our staff quite frankly that's of of having them have to be together more frequently that's part that's tricky. Thank you. Any other questions or comments for Dr. Spencer? I have I have a few questions. Um for example like um how right now how many people is in this community right for this year we have four administrators [Music] and five teachers I think I'm counting I think that's it no parent that no parents no parents Again, we've involved parents in the processes of looking at our materials, but not on the committee currently, unless you count one of us who I mean the requirement says it has to be a parent

085who well many of us serve dual roles, but I think the intent is to bring somebody else on which we want to honor that. How do you gather or how do you look for parents? How what is the process or or or anyone just comes to you or you group? Usually the teachers will reach out to folks that they know um and and do that. If they need help, I'll reach out. Sometimes we'll go to our special different groups, maybe people that are involved in the school leadership team or our voice team or any of those. Um and we'll we'll ask people who want to do it or has a student in the class. And so we'll say, "Hey, like um we're working on science right now. I reached out. She's no longer a parent

086of a current student but had kids in the system and is a science community scientist at her review material. Um so there's lots of different ways it happens. When will be your next meeting? We meet on the 16th. May 16th. Yeah, we meet once a year basically, but I I'm concerned that we might need to meet more. I have to I have to look at what the requirements are and anyone could contact you if they're interested. I'm just, you know, currently it's not in our policy, but if there was someone who just really wanted to sit in on that, um I was thinking of inviting someone we um a community member that I know has students in our district who's got a science background. It's usually helpful if the parent has some knowledge of the

087content area. um to to just get the most out of the you know opportunity. So yeah, thank you. Anyone else? Thank you. Oh, I'm so sorry. Where can we read the procedures in there? They're all You guys have them posted online, right? It's number 2020 2020 based together. Perfect. All right. If there's nothing else, uh, national policy updates, please. Uh, no. I'm going to present two other policies. Oh, sorry. Sorry. student needs to I'm just while there's a break. Um see you around. Yeah, I'm not gone. You guys could come to the high school be there for 23 more days. You're back in about six years. Six years. Count me in. No, it's going to be more like eight, but you'll be count. Thank you so much. Can I take my name? Yeah, I won't

088take the plastic, but I want that thing. It looks cool. She does look cool. I'll use it as my bookmark. Thank you. Thank you so much. Yeah, sorry to get ahead of things. Uh, 3131 is an update to our non-resident policy. non-residents. We also call them choice transfers or process choice transfer. The two significant things I'm going to kind of just point out are that there's a section in there where you'll see in green that says needs needs including those that may be impacted by attending schools on an island. And so um that's something kind of unique to Vashon or this island maybe a few other places you know in our state uh that have this kind of isolation property to them. And so, um, that's one thing that we want to be in reviewing

089when we, uh, when we update the application as well, just are there any, do we, do we, should we be considering any, um, you know, safety needs? Uh, or any other things that might, you know, impact because when they're, you know, on the boat, um, that's not where we, you know, have supervision. That's kind of similar to how students ride the bus, you know, to to school in Seattle. Um, they're kind of But but they're still ours in terms of in current locus. So we're still responsible for them. So we we need to make sure that we're making uh informed decisions around you if there's any needs that are impacted by writing the vote. Uh the next thing is RCW28A225230. Um and that really is uh about due process and the parent and students rights

090to appeal directly to the office of the superintendent of public instruction. So um the current policy had a appeal process uh very similar to our complaint process 4220 and other processes where we are kind of appealing uh any revoking uh decisions or any decisions at the building level and at the superintendent at the board level uh and then back to OSPI. uh this particular RCW directs parents that they have the right to begin with OSPI um and so uh this policy will will bring that into play as well. So those are the two kind of kind of most significant impacts for this supervision um small request if the his or her could be either his or her or there or just universally there I would appreciate that. Anybody have any thoughts? um a question and

091so when I read through this um one of the things it talks about which I understand is that the the applications are annual right so that even if someone comes in nth grade they're still applying for their 10th grade year um and I saw the way you prioritize um given that in the balance continuity also matters for a student right so I know we're not we're not going to accept a student that we think we wouldn't accept the next year probably Um, I guess what I'm wondering is are students who are currently in the flow with this with the any change in this policy, are they grandfathered in under the other policy? Does that make sense? So, right. So, what you're saying is that if there's any students who are currently uh enrolled and have

092been accepted as a choice transfer student, would any changes in this possibly exclude them from next year? Right. And I get just because I think of the value of at that age with the continuity and so the tension between that shift. You know what it it it hasn't happened to my knowledge or at least hasn't brought to my attention where we've seen um you know let's say a an impacted program. I'm trying to think of a circumstance that might where you might see a student from one year not be able to continue to attend you know the following year. Um and it had to be probably something very specific to some very specific programming capacity. Um, but I haven't seen that yet happen. So, I would say no to that is the answer to that

093question. This policy would impact those students. Anyone else? And then policy 511 is sexual harassment of district staff prohibited. Um, and again, that's referencing a ruling by the courts back on January 9th where they vacated the decision. So, we're reverting back to 2020 policies, uh, 2020 Title 9 policies to be specific. And so, um, there's really, you know, we're essentially uh, offering the same protections and rights and processes. Um, they're just, uh, named differently now in our policies. Any comments, concerns, questions? So, we'll bring uh 20 we'll bring 3141 updated with those um gender identities that request and then we'll bring all these back on the 22nd. Now, national policy Right. So, I I did uh put the the latest update in here. Um if you take a look at it though, there aren't really

094any more updates than from our last meeting. And so, um I don't have any more updates for you, but is this is the most recent, but you can see 4:30. Uh there's another one. Um I forget there's like a there's a couple dates in here that were kind of where we saw the discipline I think at the very top here where Raal where you know the newest um uh thing from the from the president around discipline and how we're going to get back to you know right there That's the one. So like 423 is that kind of is that latest date and we actually um met on the 24th. All right. How many other updates? And there will be another um statewide update from Superintendent Reall uh next Tuesday. Um there's anything else that gets

095rolled out on that. Um, yeah, I think it is worth mentioning because it's not in the tracker necessarily is, uh, Chris Rectal, and now I would consider myself a super fan, um, uh, sort of had expected that Washington State, um, would uh, be on the receiving end of a lawsuit um, around or an investigation at least, um, alleging that OSPI is out of compliance with Title N. Um and so um it's it's at least in an investigation period. Um and I I have no reason to believe that OSPI won't hold steady um you know what I would say on the right side of humanity. Um but he will continue to update us as things come through. All right. Um All right. We have a second period of public comment. I'm sure if anybody in the

096room would like to Oh, I saw first. Okay. Um, it was just regarding the I guess secure last week. Um, as a parent, my kiddos in the preschool, so it's a little different. And I realized that like I might not have gotten all the communication on it, but the only communication I got from the district or from anybody in the school. Um, was once it was well over. Um, but I saw on Facebook that it was happening and I'm like, I just dropped my kid off and I have no idea what's happening and all the buildings are closed and I know there was it's Facebook and I'm like, is it true? Is it not? Like what's happening? Um, and obviously keeping students safe is first and foremost like and you can't keep students safe and

097update the parents and do all of that simultaneously. Like I totally understand that. Um, but just like a communication of like, hey, we're in a hold. We will update you as soon as we can would have been nice because then I wouldn't cuz I'm scrolling through Facebook relaxing because I don't have a kid with me and I'm like, "Oh, he's in a hold right now." Okay, well, what does that mean? Um, but I do want to say something that was really sweet is in picking him up, it was handled in a way that did not traumatize at least the elementary schoolers. They were all joking around that a deer was running around and they didn't want the deer to hit the student. So like it was a game to them which I appreciate in our

098current climate that these kids weren't scared needlessly. And my son had no idea what it was going on. He's like, I just played at school. I don't know what you're talking about. Um, but that it was handled in a way that kids, especially young kids who don't have a lot of knowledge of the outside world and the current political climate, they were calm and they were like, "Oh yeah, it was a deer running around." Like, and it was the kids that came up with that, but it was because staff didn't, you know, their teachers made them feel safe. And as a parent, I really appreciate that. So, I just wanted to say like communication would have been nice, but I also understand that like keeping students safe is first and foremost. And that it was

099very heartwarming to see the elementary schoolers joking about it, knowing, you know, at that point that they were safe and nothing like that. But kids didn't get scared and that was important to me. Thank you. I just wanted to say we are nearing the end of staff appreciation week and um I just want to say you know we are blessed in our school district to work with so many amazing wonderful people and um in so many different roles who touch our kids in so many different ways in their day. And um you know, I thought I might just read a a a part of the letter that I wrote for one of our classified staff earlier in the year. Um and let her stand in as kind of the emblem of the people that work

100in our district. Um so, um a true pirate through and through, Jackie embodies the heart and soul of our school community, bringing humor, skill, and unwavering dedication to everything she does. A former student and coach, Jackie has a deep rooted connection to our school that shines through in her daily work. Whether supporting staff and students, managing the complexities of the schoolwide budget, or ensuring ASB activities run smoothly, Jackie approaches every task with precision, experience, and a can do attitude. Her ability to balance the financial intricacies of our school with the human side of leadership is nothing short of remarkable. Beyond her technical expertise, Jackie fosters a positive and welcoming atmosphere for all. She is the first to offer a helping hand, a word of encouragement, or a well-timed humorous anecdote to live spirits. Her involvement

101extends far beyond her job description. She is a mentor, a supporter, and a true pillar of our school community. No matter the challenge, Jackie meets it with professionalism, enthusiasm, and an unwavering commitment to our students, staff, and families. Pirate pride is evident in everything she does, making her an invaluable asset to our school. um as an honor nominator for this recognition, but she's uh emblematic of so many folks in our our school system and with my parent hat on, I'm always greatly appreciative of the folks who engage with my child. Um and as a person who works here, works for with staff um every day. Um, you know, sometimes we disagree, it's an amazing community to work in and feel really blessed to work in this community. Thank you. Thank you. Anyone else? Okay, thank

102you. Um well at this time uh board director remarks colleagues I have prepared because last week last last meeting I wanted to say this but I wasn't prepared. Um I want to say two things. Uh first of all I wanted to appreciate Molly matter for um attorney who help us with get us prepared to have all our students safe. She with her decisiveness and strength and interest and passion and her genuine interest to help uh she helped us to inform families. She helped us to create um training. She helped us to um work hours. Um she read and communicated with immigrant lawyers. She worked with other organizations dedicated to help immigrants uh like collective legal rising which is Washington immigrant solidarity network. LCYC legal legal council for youth and children. She uh also partner partnered

103with VFS like she did amazing work and I appreciate her um her quick respond to these uh changes in the administration and the threat to our start students. Uh the second thing I want to thank you Molly thank you so much for all you did and what you continue doing for our uh community. Um, the second thing I want to say that I was looking for the video because we have a video about this and especially in these times that are changing and transitioning, we want to hear from teachers. We on November 7th in that meeting is recorded. You can find it online. It was on minute we started talking about this on minute 56 and it talks we talked about how communication was going to be between um Bashan school district employee and the

104board and here is a quote that I brought from that meeting and it says direct communication from employees to the board regarding policy practice and procedure is encouraged. So if anyone would like to contact us directly, email us, you either email the whole board um including uh Dr. Mashiki or you can directly email us um you can find our email address uh on the website and um we want to hear from you. We want to hear from you because we are uh starting to look for another superintendent. we have a you know um exciting moment in the district that we want to hear from the staff. Thank you. I I wanted to just reiterate for anyone who is interested in what has been done so far. Um and uh there is an update that is

105on the school homepage underneath important links about the searches for the superintendent. So if you're you're curious, I said this last time, but there might be someone uh watching that wasn't watching last time. Feel free to go to that website. Um there's going to be lots more to come. Um, and that's a really good place to just keep track of where everything's going on. A small point of clarification on the meeting that you mentioned, Lucia, that was a um a tenative agreement that we we arrived at as a governance team. Um, the um updates to our board operating protocol or perhaps a policy are still in draft and that's entirely on me. That was something I had offered to own, but we did agree um that that was going to be a um a tenative

106agreement that still stands as I think as far as any of us are concerned, but it is not codified yet in policy. So, you won't find that in policy or board operating procedures um at this time. But it's on my mind. I just have not entirely on me. The video will if there's any question. Yeah. But it's Yeah. meeting. Um anyone else? I I do have something to say, but I want to offer folks. Thank you. Do you want to finish or Oh, it's on a different subject, so it's entirely on a different subject. Okay. Um Okay, I'll go ahead then. Um I did want to just mention that we are still in the process of um identifying and um selecting an interim superintendent. We have a candidate that I we can safely say we

107all feel really um excited about, but we're not at this time um able to publicly announce who it is. But we are working behind the scenes fast and furiously um to work towards um uh being able to name that person um uh and ideally have some handoff. It's going to be there's there's some some gaps in in the timing, but hopefully have some knowledge transfer. I know that you are working on sort of your state of the state on what to call it. um so that um whoever comes next has um good information and obviously we have um uh more than highly qualified and and um engaged leadership team that I know will also help smooth that transition. Um but at that at this time we're not yet ready to to name the candidate, but

108I I do just want to express some overwhelming optimism about um about this next phase in our leadership transition. Um I um I just want to pull and echo Stephanie in terms of staff appreciation. I more than once and maybe it's partly because we're in transition. Um over the past couple of weeks have talked about the phenomenal educators that we have in this district and every individual I know feels incredibly lucky in that way. I think that we have an amazing staff. Um, and that our greatest resource is has to do with with the people here. They're talented and dedicated. Um, and that the lived commitment is is truly extraordinary. Um, and I I believe that um I believe that everyone here has the same commitment for students and educators at heart. and we may

109go about things differently. Um, but I believe that that commitment is there. And so from a board perspective, if there are barriers that need to be cleared or resources that need to be extended, I would not that I have a magic pocketbook, but I would care um I would care to know as I do think that a fundamental commitment here is to support the staff and and to thank the staff. And I want to Stephanie, thank you for reading what you wrote. Anyone else at this time? Yeah, I'm kind of on that note. I want to thank the staff and the teachers. It is staff appreciation week, but also the amazing community we have that has also stepped up to worship you all this week. I hear there's been massages and coffee and breakfast. And

110I hear there's even more to come. So, we have a pretty amazing community that stepped up to make sure you guys know how appreciated you truly are in this community. Thank you. Okay. Uh uh recap of comment and commitments. Is there anything this evening that folks are on look for? Anyone wants to start this? Okay. All right. Uh with our gratitude to Core Murphy, uh it is 7:39 and I adjourn this meeting. Thanks. I know. Thank you. Thank you. Okay. Thanks.