001uh director or chair I'd like to recommend that we uh amend the agenda to include the uh the board member resignation uh and we're going to put that into the decision part of our agenda do I have a motion to to amend the agenda I'd like to move to amend the agenda to include the board member resignation put it in the um in the decision SE right favor and approve and the agenda passes us approved thank you and now we're going to continue with L acknowledgement and I am going to do that today um we acknowledge that we stand on the anestrous lands of the chab people who have been stewards of this land since the since time in Memorial I am honored to deliver this land acknowledge acknowledgement tonight and in doing so I
002would like to share more about Lucy Geral uh with whom I share a name and that's why I decided it because my family calls me so I I resonate with the mural we have uh her Legacy remains with us every day Lucy was known for sharing stories about the island and its indigenous Heritage with researchers and community members she worked with ethnographers to to document local Lut words songs and cultural practices helping to preserve and share the legacy of her people her insights have contributed greatly to the preservation of lutti and have inspired future generations to learn about to learn about and continue her efforts in language Rehabilitation and cultural remembrance through acknowledging Lucy and her contributions the community honors the Deep connection that the trage people have to this land and cultural richness and
003the cultural richness they have provided for all us who leave on a today um and we're going to continue with public comment uh we don't have anybody signed up right now but if there's someone that came late okay um now we're going to continue with our agenda do I have a motion to approve the consent agenda do we have we have amendments to the conent agenda I move that we the consent agenda second all those in favor I I all those opposed okay thank you and the consent agenda passes approved uh we're going to go to decision and we have our resignation policy and we unfortunately um has to uh resign from her position so we are going to um we're going to miss her deeply she had uh contributed to her team greatly and
004um she has family matters to attend and she can give us the time and the energy so for that we need to we need a policy yeah so uh the policy 1114 requires that the board accept the resignation um and because it's a first read only um the board will uh kind of take two actions on this you'll take the first action is to suspend policy 1400 so you would make a motion to suspend policy 1400 which suspends the um the requirement for a second read okay and so I have the language in here that um that kind of speaks to the need for a first read only and then I would recommend that you accept the resignation for for case go ahead and put that up on the screen just I read that I
005can't read it but so the the first motion would be to um suspend policy 1400 and then the second motion would be to accept the resignation okay I'd like to move that we uh suspend policy 14400 do I have a second all those in favor oppos okay and the motion to suspend policy 1400 passes now we're going to move to acation have a unfortunately I to accept cas's I second all those in favor I I and motion passes and we accept just some information for the board um you we have kind of a process that River you experienc not too long ago it feels like um uh Lucia and Juniper and I have met to kind of review that a little bit but uh the board's been shared kind of the documents um we anticipate
006right now a timeline of noticing the resignation and vacancy on Tuesday the 19th uh an advertisement will go into the beach C for the following two weeks um and uh with the Google form um that folks can fill out uh it'll be in Spanish and English and there uh but there will also be if people want to do a paper copy uh that will be available in our district office as well and then the tentative timeline right now is to have uh those applications in by December 6th and then the board would be meeting on the 17th um for to conduct interviews and more likely than not the board would meet in advance of those interviews to can review candidate information which we would then be providing you and then the board um if a
007a candidate moves forward and then the board could take action on the 17th and then that board member could take the oath on our regular board meeting December the 19th so that's kind of our our timeline and um we get a little crunched because of the holidays to try to extend it because of the holiday you know kind of season we have 90 days to make the uh the the appointment which kind of puts us in mid-February and if the process takes about a month or a little over a month by the time we come back it it puts us up against a little bit more of a wall than we that we like to be in and there may be people who are still traveling you know uh the holidays or have other travel
008arrangements and so um J I kind of felt like this was probably the the way the best way forward um and we'll let those applicants know too that um typically the beachca reaches out to them you know does somewhat of a you know a profile on potential of candidates and so but we'll just see kind of what you know kind of what happens what unfolds we'll be we'll put some uh we'll be putting the information up on Facebook uh it'll also be up as a stand being kind of if someone goes to our website automa pop up um and then we'll be doing some more spr words PTO CPAC those kind of things as well so thank you any questions let's go we're continue with Justin and Casey Justin uh thank you for traveling so
009resolution 817 um this is the second reading this is to adopt your official uh property tax levies as stated last night um obviously this I don't know if you received questions or comments or have concern can take those if there's no further discussion I'm going to recommend that the board adopt resolution 817 all those in favor resolution pass appr thank you and we're going to continue with now absolutely thank you everybody for coming first of all so appreciate yourh faces and the Little Voices here the um uh Teresa what's name of your little boy this is Mary great I was just testing you yeah she's listening so um just want to recognize we don't have our students here tonight uh two of them uh regretably let me know that they were ill and then one
010of them is um playing for the Pirates in P tonight in a soccer match and so I'm hoping they will um get better quickly because we have a a trip uh coming up soon with Martha um just to uh kind of inform the board that we have a an inclement weather plan uh the El the executive leadership team will be meeting on W on Monday along with Alysa who is our first student uh coordinator or site coordinator and and we'll be essentially just reviewing last year's plan so we were um some El last year that we had very few events and we didn't you know we weren't closing down schools all um but we plan uh as best we can and uh the board we have a one and a half hour late start that
011we can put into place and we can also you kind of have a a full School closure um and our goal has always been to inform the community especially because we have commuters by 7:00 the evening before um I think we've been able to do that 99% of the time um there was an instance maybe three years ago I remember where we had some early morning Frost that also froze on the roads that I was making a school closure call you know like it's 6:45 uh and that wasn't great for people but but by and large we do a pretty good job I think of of informing our public what's happening um you know and we we put those alerts out um it goes out on all the TV stations it goes out through parent
012Square um and there's um's K2 alert no what's it called um flash flash alert and so goes out on lots of different places um and so uh with the one hour half hour late start it also coordinated with our our ferry boats um quite well um and when a school closes it means exactly kind of what it means um there sometimes district office staff will come in sometimes I'll come in um and you more and more though we are now you know able to do quite a few things at home but as we kind of know the microclimates on the island you can have a a road that's completely unaccessible or trees down um and then some areas are are just fine so um and uh when school's closed we don't have any after school
013activities so um but we're I think we pretty good job of communicating out um these decisions and as always uh student safety is our number one priority around this so there has been some questions around you kind of asynchronous learning or remote learning and so you like if we had a a school closure could we just pivot to uh electronic you know kind of classrooms um like we did in the pandemic and the answer is really not not really um uh you know the South Sound superintendent and myself we just met to discuss this and um there's some significant Equity issues uh when you try to do school um online um and uh if those you know issues were solved um we would might be considering it but also the connectivity around the island is
014very challenging during the storm so um if you're asked about that we have exactly we we we absolutely cons have considered all the options um because the last thing well sometimes the last thing people want to do is go one more day or two more days or three more days after we end school it impact you know can impact graduation things like that so um we're we're thoughtful about that decision uh and right now we don't see that as as an option um something exciting Peter if you could bring up the round the EPA round four um I don't know if you had a chance to take a look look at this but I'm going to kind of summarize it for you in a nutshell first student is going to work with us for the
015electric bus program um this is the fourth round we haven't been a viable you candidate uh in rounds one two and three mostly because of our social economic status and so there's first priority and second priority districts and we are on the you we're not the top priority what that means is that the um the am ofing the amount of funding that we received through the grant program uh significantly different and so uh but this year first student introduced me to one of their Grant managers and apparently they have resources and they believe that they can bridge the gap uh between what an electric bus would cost us so an electric bus would cost us around maybe 350 to $400,000 and the grant program is only for about 180 or so and so what that
016means there's a pretty big Delta there and they believe that they can bridge that Gap with grant money or other state funds because of the kind of the the sustainability legislation and kind of lead that the prior governor and we believe the former Governor will start to move forward but um with the national landscape you just don't know and so but we're really looking at something that's um what I required to do right now is bring in an awareness to the board and I'll provide Lucia a document as the board chair to sign that the board's been made aware so there's no commitment right now and then they go out and try to secure their funding put the application in and then by June of next year between June and November uh we get to
017make a decision so then that'll come back in front before the board we're looking at five buses right now and so about half of our bus routes we have 12 bus routes right now so about half of them would be replaced with electric buses those I feel a question would those buses belong to the district or they belong first student students that's yeah so there is a um you know it becomes one of their assets absolutely and so we would be really discussing this in any sort of substantial way in June right if I just wanted to make sure that right absolutely because what will be what you know kind of what what'll happen then is First Student Michael H us will come into a board meeting um maybe with their Grant manager and present
018the information do the first and second to make a decision to move forward or not um right now um I've let them know it it absolutely has to be cost neutral to us um and but they again feel confident that the landscape in Washington and other grant opportunities that they're going to be able to make this happen and I never thought this was going to happen so I've been you know year after year after year seeing round one come through round two two come through around three come through so this was a surprise for me and I was excited to see it yeah and then upcoming events um we're going to wda with three amazing students Marth and I will be heading out on Wednesday the next week and coming back on Saturday uh and
019then the week after that we will see Thanksgiving holidays so it's a half day on Wednesday and then we're out on Thursday and Friday um and then we'll be kind of you know kind of simultaneously in the board vacancy appointment process and so having those kind of having those meetings um and we'll begin to Peter and I begin to work with Jun we see on you the agendas for December pretty soon as well you the winter break will be here um we're also going to be getting um the the um budget Advisory Board is meeting uh next Tuesday R I think you're going to be there with us sent out the invite to Marth I should quickly declined it well what that it said the 19th on there and isn't that Wednesday no that's Tuesday
020okay well then I'll undine if you want to I just I don't know I just got to got the day I will share with you I keep getting those two days mixed up too so maybe there's something Cosmic about it okay I don't know what it is but you're right my brain's been kind of twisted around those that's a that's a 3ish meeting okay just assume it's a yes yeah thank you I'll I'll res send that out um yeah so any other questions from the board before we move into we'll be skipping the student board before we move into special services okay thank you so Katherine's here tonight with also CPAC and so uh it's going to be kind of some of this problema dur your reports so uh yeah okay I'm here to talk
021to do a short report on kind of what's going on in the special education World um specifically I am going to draw from our U our um departmental priorities and talk about really the actions that we are in the middle of support those our priorities for the year um we started with two last year we added on a third this year working Universal Design for that's really in partnership with Steph and with all of the administrators to provide professional development to all of our teachers U so they become proficient um in Universal Design for as I was saying to Lucia earlier I have been studying inclusive strategy for over 30 years and if it's just me as I said earlier that is presenting these Concepts we only get so far but partnering with um all
022of the administration in the district and and uh providing pression development for all of the teachers has really brought us to much more of a Lev planing view so we are in year three uh in the in the first year we did a book study and all came um on the same page around vocabul conceptually what is second year we did our first case study and um really focused on on defining what the barriers were for kids and connecting those barriers and strategies this year we' continued with a case study and that case study is is um really having more of a focus on specifically uh what strategies are you implementing that really last over time to meet of all in your building the other new thing this year is that as administrators we are
023also doting case studies oh I just s my next slide just a second St longevity s second I'll talk more about that and um parent and Community engagement so now I'll talk more about priority about the cas project the administrators also decided to do our own case studies this year um which really can helps us partner with the teachers um and have a common experience there my case study has to do with implementing the technology that we have in the district um that is really available to all students specifically Google read and write and the partner programs that go along with it and how are we teaching it to our kids who receive special ed services so that they can use it as a viable tool in their classrooms I was having a great conversation
024with a special ed teacher little earlier today do all you knowes Teresa okay so I just want to I actually know all of you except for you about um the challenges of teaching reluctant reluctant Learners how to uh jump in and attempt something that is hard and challenging and can be uncomfortable and the necessity of of overcoming that barrier teaching of reant Learners because we won't know that this is a tool that will truly provide your access to IND an individual student help we teach them how to and they have a chance to then assess the effectiveness themselves so I'm with a teacher in each building have to find and uh some teachers or some students in each of of those grade levels and we and they are doing some very intentional teaching using that
025technology as part of the teaching schools that they're do in their classroom and then extending their and perhaps those students can then become teachers of other students as well in use of that technology so that's we know that special ed Staffing is a challenge it's a challenge here it's a challenge across the state it's a challenge across the country and it's a changing Dynamic challenge to be able to hire high quality special education staff dason has its only unique added challenges to um retaining back over a long period of time now we did a really good job of that for a lot of years we had um folks retire last year who had been here 18 years 20 years six years um and we've also had turnover much amongst our teaching staff that has happened
026with some frequency and so I have been partnering with am over the past C of years to really look at what are the what are the the factors that are are um that are impacting that longevity that are actually in our control and what are some other things that we right now the um I'm working with the new staff I have six seven brand new special ed staff about half my special ed team is new this year I meet with each one of them um oneon-one at least once a week and do one-on-one coaching with them that's primarily around how do we the the um the technicality of special education it's pretty complex so not only the the laws and how we Implement them in our district but how they are implemented across the state
027as well um I have really given an open invitation to our new people in all three of our buildings to feel comfortable to impact change in our programming to take a look at what's going on and be welcome to bring in ideas um from their past experience and how it can be implemented here in this District i g I sent one survey out a couple of about three weeks ago checking in with them on how the beginning of the year went for them I will do three more surveys um this year to continue that temperature check of how things are going how they can be supported yes Catherine just a question that survey goes out to both the you're saying half the staff is new I'm sorry I I need to read this oh I'm
028sorry sorry um you're you're saying that uh about half the staff is new so is the survey going out to both the new and the veteran staff okay thank you yeah sorry it's a small group either way uh we're I have already begun planning for next year um actually taking uh a look at what our options can look like what positions we're going to need to post we are Contracting with four separate staff members right now we will post all four of those positions um because our our end goal really is to hire directly but we be working hand in hand with the agencies to start that process early again that's priority two priority three is parent and Community engagement uh a year ago a group of of small But Mighty group of parents came
029to me and said um we want to start a group um that really focus on on supporting our families of kids who have IDs um it was it was exciting to me to start that conversation because it was a conversation that I started with parents 8 years ago when I first came to the district and um some of those very same parents came back to me once when Co hit everything kind of dissolved around that project and then the parents came back and what I know about um these Grassroots committees is that they they really have to to grow from from the people that are most impacted me starting the CPAC was going to be much less effective than this group coming forward and saying we have this need and we want to partner with
030you and so CPAC was started and the partnership began uh I uh met with them monthly all through last year had lots of good conversations from from the GetGo um they were ready to to talk about things that were um feeling uncomfortable for them and it was a result of those conversations that we made some significant impacts to the opening of the school year and and then in the survey got some feedback Al surveyed the parents early on in the year to get feedback on whether or not the changes that we instituted had impact at all and whether they noticed it they did so I was excited about that I'll also be surveying parents another two or three times this year um the next step in that process is to it's a seak not a
031SE path very different the SE is a an organization that lives outside the district and partners with us the CAC is a special education advisory committee that really is homegrown from within um it is a a group of of parents possibly student representation and staff members uh who will come together to um uh take a look at that at programming and begin to make some recommendations around um where are we now and where are we headed in the future it will be a multi-year process we will meet four times this year and um and some of the the issues that that like instruction and inclusionary strategies like retention of of Staff members are are all issues that this team can begin um to Grapple with and provide some uh advice how many MERS we will
032um we haven't had our first meeting yet but there will um be about 15 people scares me a little because that's a large group but we want to have representation all levels and this is internal in the school you you mentioned you including teachers including um special General teacher including our our other specialed service providers par Educators um I'm curious uh about a couple of things I wanted to understand a little bit more on the um professional development opportunities both you named that for staff and also it sounds like also for yourself is that especially around the staff is that is that also homegrown or is that like are there are there professional development opportunities that can get at somehow a zero dollar cost um or close to zero um outside resources large networks right
033we brought it in a number of different ways part of the is that really encourage you to look at a number of different ways for people access information so at the very beginning it was about book studies and accessing webinars and resources um outside the district and then meeting together as teams to um process that information and um since then it's been pretty homegrown although we also we we were part of a state um committee on inclusive strategies for four or five years and that that Grant has now ended but during that time it gave us access to National Prive one other question which is mostly for you but maybe Amy also a little bit is there some sense in terms of the longer term Staffing challenges is of what kind of the landscape is
034like for people going into the field whether it's specifically at the U or at Seattle colleges or something or just broadly I remember years ago I paid attention to it because my mom's a speech and language pathologist like that that slps there was like a a lot a lot of people going into that field if there the opportunities for people in that field do you have a sense of like the numbers of people going into the specialized that like SLP broadly um I have not looked in the past six months but historically um we are seeing fewer and fewer teachers going into special education there was a period of time where a number of programs were requiring their graduates to get special education in addition to a general education um endorsement and that isn't happening
035anymore in those programs um with SLP spe language Pathologists um boy they are gold out there if you look on the on the various job boards and things like that almost every District out there has a permanent SLP posting and most districts have permanent special education posting I can't tell you how excited I am with the team that have been put together this year we we and did folks we did got and it was a long it was a long process and we had a that was our our parent rep all the way through process actually and um but we we started early I was talking with the rep from the agency today and we realized we started in January last year having conversations to begin the process and so the other the other challenge
036um around is that nationally about % last statistic I spring about 40% of both slps and sites are choosing to um practice virtually and and what we know is that um virtual services are not a really good map for our district for a variety of different reasons we do have a now and she's doing a great job but it's not the best and and we will be seeking we would conf I really appreciate what you were talking in terms of the Staffing um the open dialogue for people to bring ideas um to the table and that feedback um just in the sense of how much having agency and the ability to innovate actually deepens one's investment right appreciate it you're in that aspect I hope so that's big part of that but also when you
037you need fresh ideas to come into the system in order to really engender now I'm going to turn it over to that parents [Music] um okay stand or sit or whereever you whatever you like to can you all hear us okay if we're here um okay so we thought we would my name is Kennedy um I am a co-chair at CPAC and we thought we would start off with just a little update since our last presentation to the school board in May um about our work at CAC we've had uh we had an initial meeting this year with really great turnout we had about 30 five parents show up which um was awesome um and uh and then we've had another couple of meetings too which with also you know good regular turnout um and
038uh and Katherine came to one of those and we appreciated the information she shared and some of the survey results um we what we're hearing from our families is that they've really appreciated the improved communication from their school teams it's made a huge difference we have some families new to the district who have said like I can't believe I got an email from my special ed teacher and it was so helpful and so that was just awesome um we also have um thank you yes would you like to show them my binder so we also have these binders this is a yellow binder um which some of our team uh with Katherine works really hard to put together um for all this is my own personal binder which I just grabbed but all um you
039know just lots of resources and how special ed Works in our district and who to contact and what their names are and you know places to put their IEP copies your goals and your progress reports and just a resource binder for parents yes does every parent get one they are available the PDF is free um you can pay $30 for a binder if you we've also distributed copies that CPAC has paid for to um to people at the school who can get them to parents who maybe can't pay those $30 but or if you can't pay you just can have one also um but you know if you can't pay $30 you really appreciate that um or anyone here can donate to see back at any time we have VMO code draw it at this
040a bit tattooed um yeah and that was a really of collaboration with the district and just really helpful um has been really helpful for parents I think um especially new parents um and then we also another thing we're hearing from our membership is kind of growing concerns and comments about 504 and tier 2 services and how those kind of like fit together a lot of kids kind of go from one to the other or access multiple um and that is not really within the special I know you know the parent experience where it all sort of seems fluid and this the district experience where they have different funding sources and different laws are really different and so we're sort of trying to navigate like how we can kind of be a resource for those things
041too um but that is definitely something that is on our radar um and on the you know top of mine for a lot of parents too um and then um just continued concern over special education staff turnover the team um that Catherine put together has been really fabulous um I would say the virtual speech therapist virtual is not great she's actually fabulous you know like they're um uh it's a great team but um yeah just working on you know hoping to learn from the past and and keep on you know retaining those people I think is a big in terms of what we can do at CAC is a big priority for us as well um and uh Beth is going to talk a little bit about the turnover report that our um a group
042of our parents put together over the summer awesome hi I'm Beth Warner I am a parent of a 5-year-old with na CPAC member I'm also a principal researcher at Google with 20 years of qualitative research experience and so in May when we were here we were asked like can you provide any insight on turnover and um ask some passionate parents to do something and we like went way too far um and so we uh interviewed 15 people uh in a range of roles from perah all the way up to administrators who had left the district in the last three years who had some association with special ed in some way um we conducted structured interviews with each of them either face to face or over video those interviews lasted about 30 to 60 Minutes um
043following a rigorous discussion guide we then synthesized and analyz all of those results to put together the report we shared with you we shared this um over the summer in July and this is the first like kind of public sharing of this and so I just wanted to like first of all just explain our methodology right that like there's a lot of rigor that went into this and then we came out with five kind of big themes or ideas and then put together some recommendations that uh Sandy will have about at the end and so our big themes that we uh just want everyone to think about and again like progress the the Gap in timing here has created this world where like some progress has already been made right because we're looking at almost
0446 months from research to to delivery right now but um the big themes were that uh just really a a bigger Focus for um leadership and um clear policies and procedures so multiple people we talked to felt like they didn't really understand the rules right they felt like they were at potentially even legal risk because it wasn't exactly clear the ins and outs of their job um and so things like uh not having a really clear mission for byal Ed not having uh an easy to access handbook I think I we've heard that a handbook has been like in the works for a long time um those types of just leadership and kind of overarching issues were concerned next we heard about kind of Staff overwhelm um an increased case load uh to the point
045where uh people are just really concerned about their ability to do their job and do their job well uh that was partnered with uh a feeling of not feeling like there was great onboarding or training and we're making huge strides to improve that now but continuing to like reinforce all of these new great people that we've brought in to make sure they they feel well prepared to stay um the third is AD administrative support and feedback loop and this one was kind of all over the board because Administration can mean a lot of different things in the school district U we consistently heard that at the school levels right now Administration feels very supportive um but we heard that there were gaps in feeling like they could voice concerns offer feedback and like really you
046feel like they could move the uh the fourth and this is on us is the bash on effect um is what we're calling this and this is the like the challenge of participating in such an insular Community right and the worries about um going on blast on Facebook right or um feeling like you're publicly attacked for something you didn't school or I'm worrying that the parents are going to come at you with pitchforks right and so a lot of what CPAC is doing is trying to like actually make actual change instead of um some of the bullying that had happened in the past and then finally on the last point is just the the drive for Universal Design for Learning is really important and kind of confusing and so there was this um feeling of
047inconsistency of understanding what it means how it's implemented who it's for and how we actually execute on it so these were the five big themes and again again we saw these at every level of the people we interviewed and we saw them across multiple interviews kenned is going to bring us home with talking about what we believe our recommendations are for the future thanks nice so um yeah and I just want to clarify something that um be said the the school board did not ask us to do this really nobody asked us to do um uh uh you know I think our our group was really formed in part because of concern over the really high turnover we were seeing and that you know continued um you know at the end of last year and
048so um we didn't feel like we were really understanding why that problem was happening or um and so we kind of took it upon ourselves our our members took it upon themselves to do some of these interviews and look into this um and we we just it was I don't think anybody set out to write a 30 page report fact I know that nobody did and um and it just kind of um you know when we presented some of what we were finding in May and we talked to the board and said you know this is what we've been doing these having these conversations and this is what we're finding and we were thinking about having a report you know sometime in the next school year and some of you said you know it'd be
049helpful to have that a little earlier and so um we had some parents who really um worked hard to get it done over the summer and um and then had send and just collapsed so um I think uh yeah I think we probably could have figured out how to do that better the whole thing but it just um I don't you know we're just parents so um we have a lot of flaws um anyway so just to CL wanted to clarify that but um anyways in terms of recommendations and requests from the district um I think we um would love to see Clear Vision and goals and you know maybe goals for uh based on some feedback from current staff and you know conversations we've heard like okay well this is the feedback of people
050who left and we do want to make our decisions based on the feedback from people who are here which is really true and so but you know working to address these issues or see if they still need to be addressed um uh and uh and then making her goals accordingly so that we can answer to the concerns of the people who are here who we do want to keep because they're because they're great um um uh and then um kind of uh yeah some of the improved training and mentoring and onboarding and getting everybody on the same page about what what our policies and procedures are and um and you know more training about with Paris in between gen Ed and and um and special ed and kind of um looking for those opportunities for
051collaboration and learning seems like another like low hanging fruit like maybe not super postive and again listening to staff about what they you know feel like they need to be trained on um uh a few things we thought about is like would a special ed you know I know the schools have Improvement plans would sort of like an improvement plan or some sort of goal setting or something be helpful or useful to figure out kind of what the what we can measure in terms of success um of like what the goal is and and how we can achieve that um and then in terms of we the um special Edge advisory committee I think is like we're really excited about that and we're yeah we're ready you know we're ready to go um we would
052love to do that um and I would say uh yeah I would um we are hopeful that that to be you know to have that off the ground soon and just um we'll we'll be there um um I do think we still you know that um I think there are still some High case loads which again like you know there's High need um and uh and um we would uh the district has been really fabulous with collaborating on like make you know what those surveys look like um we would love to know more about kind of the responses to the surveys um and we have uh you know Catherine shared a lot of that with us which we appreciate but um there was uh you know like half only half of people responded and was
053it cuz they were too busy or was cuz everything fine like you know you don't know these things and so um yeah so I think we are on a good track with like talking about these things now and um we just you know we want to work together and be uh be helpful but also like know that you know these are our kids like we want to be paying attention and we want to know that that everybody is paying attention and um and to especially you know our our the teach teachers who are with our kids like that is the like they are spending some days more time with those teachers than they are with their parents you know like we want to just be investing in them and taking care of them the best
054way that we can so and I know that you guys are here for that too and we are as well and we just appreciate the chance to share this and and work with you so thank you and thanks to Catherine who's been like just so supportive of all of these pieces so very patient thank you thank you very much do you all have any questions I just clarify can you were talking about kind of fluidity between CPAC and tier 2 but I wasn't I just wanted clarify what you meant we just have a lot of parents who show up and that's what their kids are accessing or that's what maybe what the school is telling them they they think they need an IEP and really they need tier two or they're in tier two and
055they think they need an IEP or they're in I they have an IEP and the school's saying you know we can exit you to tier 2 and not really you know understanding better like the pathways between those and how to access those because there's a lot of information about how to access an IEP and there's not it's it seems a little cloudier with tier two Services um and uh yeah what does that look like at the school and um and we've asked the school for some of those some information like how like how many kids are are accessing TI two services and are there because we also have parents who say well my kid doesn't qualif like qualifies but doesn't get it cuz it's full and so like well what's you know like is that
056happening a lot like if we're hearing this from multiple parents we want to like you know understand it better so that when they ask us we can be like well yeah this is what's going on so we're I think we're going to send some representatives to a some sort of school committee meeting with Julie to at least at shiaka which is where you know we're hearing a lot of these questions come out of um and 504 the same thing like well you know like if my kid needs a 504 what can go in there and how do I get one and but I think he needs an IEP so what do we do and that kind of stuff just understanding that process better from a leadership perspective and then also um you know being able
057to maybe have a speaker or something to share information with parents I don't does that answer your question I also like when we're surveying parents we survey parents of kids with IEPs not kids with disability are kids with 504s you know so it's really thinking about like the parents of kids with disabilities as a holistic group with a Continuum of needs within that instead of where different legal lines from where we're thinking of it but then the school has all these you know it's just different the way that it that it works in school so and it's learning for us too are one one of the pieces I wanted to say is that I really um have deep respect for the ways in which yall have rooted your advocacy and the research and the communication
058and the collaboration um and these are you know all of our kids and so I'm I'm grateful for that um and the clarity and communication um I'm I'm just curious if you if you had I also really appreciate that you're working with the resources that we have as a district right and that you're innovating within those resources um and it's not that I think that that framework will necessarily change but if there were an aspirational ask is there a place where you feel like you most need support or and you don't need to answer it now but where you've identified this is the place that would provide the most support at least From cpac's perspective I'm not sure I can speak to that without talking more to our it's a it's a good question and
059I think that a lot of times we we you know we're all we all know the situation and no one is going in saying you know to double our special ed staff although we probably do but also our tier two staff and also you know I mean it's it's um it's the landscape that we have so I don't it's a really good question I don't I can speak to that personally but I don't feel like I can speak to that as a representative thank you good is anyone of your in your committee going to be part of C goes overlap yeah yeah so actually um we are really excited to work on this and Katherine has asked us to you know work with our membership and our networks to find the parent repres three parent
060Representatives one from each school for um to be part of the this many so yeah we're excited and blue is your color by process ofation give us six color color red was TI take so and so we have any family and I know any you speak Spanish so for families who speak Spanish they can reach out to you and you can provide that information like your folder we even have this in Spanish yes we'd be happy to provide a hard copy there there's a Spanish and English copies online thank you so much wonderful thank to move on okay we're going to continue with our monthly budget Report with Cassie in can I just make a quick plug um that we try to um I know they're trying to catch fa yes we're looking at probably
061750 the latest but for thank ear uh so I I have a lot of stuff to go over but we're going to go just over highlights if you did receive a new uh general fund balance overview sheet um and so that saves you from the 109 Pages um but I am going to highlight some of those 109 Paces um just to point out things but I think it's really important that we look at uh where we've been and where where we are today um I always include 1819 because that is preco so that's my foundational year and I'm going to draw attention to a number of things you see the red on there um and so this year of course we are ending with a fund balance of $2.6 million which is $1.4 million over
062what we had estimated so we ended the year in a very good Financial um actually 9.72% in the bad news is if you look at our days of cash available we still only have 29 days of available cash and compared to last year where we had 14 and we were panicked about cash flow um and the prior year 15 and these are of course their averages they do not take in the monthly lows and highs this is taking all 12 months in average so are we in a great financial position we are in a stable financial position and if you look at the page 109 page uh attachment which is the fiscal report for August 20124 the very last sentence that I'll read out loud it says the the general state of the district Finance
063financials are still a b insecure given the year in detail it would been easy to celebrate the comfort of the strong fiscal position ending the fiscal year um and go to the next page however more in depth monitoring and Reporting is needed to ensure resources are correctly stated and expenditures are projected correctly we worked until the very last moment that we could possibly do to get our financials published and unfortunately we could not fix everything um there are um misunderstandings is this the 1091 so I'm on page two it's actually just page two you said it was the last page the same thing I actually the narrative there it is the narrative um and so uh I'm just very concerned still uh that there's emissions and erors and uh we work through and a lot
064of them is how we have established practice um and in past years transfers between the funds uh were reconciled to a general ledger account and kind of held until we had time to go and do that we no longer have that ability we have to have cash so we've changed that process but in that process it takes a lot of time uh it takes time we have to go to the county and do that then we do the posting in the general ledger system we reconcile the general ledger system back to the county general ledger system so you can imagine the amount of entries that we are making on a monthly basis just for something like transferring credit card Revenue um which was our major major challenge that we fac this year in closing the
0652324 budget uh with that being said though let's go back to the summary general fund overview um one of the things that we are going to recommend and I am recommending to the board is that we take a look at our ending fund balance policy um Curr currently we have a policy that doesn't align well with the actual restricted committed assigned and unassigned categories we have a um it was the standardized laa policy unfortunately there's no longer meeting the gby requirements and so we would like to bring those to you in draft um for the December meeting we would just collect those and then we can have further discussion on how we could that in the future but it is really time that we look at a new ending fund balance policy it's really deceptive
066to say that 2364 of our $2.6 million ending fund balance is unassigned because it is assigned for fiscal stabilization so we really have to change how that is committed in the future um because right now on a balance sheet that we would show it would show as unassigned and a lot of times we need to do some education around unassigned versus restricted versus nonspendable all of those words become into play when we talk about what can the board do for enhancements for our bargaining units what do we have what money do we have that we can actually Implement resources to a program by saying yes we would love that program to be implemented all of those things this does not give you that information and so we're going to look and bring you some fund
067balance policies that can better help and explain up to you so you can be asking yourself at the end of the year what really could we impact our district with um because this doesn't help so I don't want to spend a lot of time on year end but um I actually didn't think I was going to have time to do the six month or six year summary um but I'm glad I did because I think it sums up the whole document there is a lot of information the first page that I would like to go to in the 109 page document is Page four and Page four is a brand new report um that I am testing this time this happens to be our revenues as collected um and this is just a it's called
068Revenue by resource so you'll see what type of revenues it is um this is one of the reports along with the expenditure side that helps a board monitor like where we're collecting our revenue and so it is not something that you requested in your original board packet document but I produced this for my three other districts that I work with and I think it's a really good snapshot of how much money did we get where did we get it from and how it's coming in so it's something that we can easily produce on our month end if you like it but it's just another option is great you like that okay all right sorry is there a world in which not today um there could be some sort of like um legend or key to
069sort of understand like if I'm seeing Sal of goods and materials at half a million dollars I'd like not to understand what that means but I don't want you to go into it now so like is there like a list that I can cross reference we can show you where the accounting manual is it's all online and you pull up uh Revenue 2200 which is what 22 means right there it tells you all of them the 37,000 different ways that you can put Revenue into Revenue code 2200 but it's beautiful we can boil it down a little further to you so you can actually see what accounts we budgeted because that's the idea behind this is you see something you say I'd like to know more about that we say We'll produce your report you'll
070see all the accounts that we budget that Revenue in and we're done if we have the system set up it's easy to get you the information the next one is what we call expenditure by activity now I'm not going to go into the accounting code lingo but uh we have 11 different segments in our account accounting code one of the most important I believe is What's called the activity activity 27 is teaching that's our biggest activity right but we also have all of these other activities as you can see down the page uh from sales of equipment to operating buses to Food Service um and so forth and so on each one of these has a budget that we have to build and maintain and wouldn't it be helpful if the board understood what the
071expenditures were on a monthly basis posted in those activities that's what this report does and then the idea is when we publish this to you monthly and say you had a question on I don't understand what activity 11 is we could say here is activity 11 we can easily print you back so think of these as more of Department type budgets that are classified by the accounting manual and then the total summary of course at the end uh matches to so that's on Page Six uh matches to exactly where you're at and how it's spent overall and so those match to the actual summary that we post on at the beginning of the document questions on either of those two before I skip actually briefly but on the activity codes these are the same codes
072that I used when we were talking about where the FTE is budgeted and where sits so uh I I brought you the regular stuff that we get which is the actual cash balances which are with our general ledger balances and I put the highlights in the document so that you can see those highlights and for some reason I don't know that they're showing on this PDF um but I will work on that we did highlight them in colors um so that yellow matches yellow orange matches orange and I don't take something to translate and I think I might be downloading not the enriched PDF so I don't know Peter we'll work on that together so that we can upload a colored one for you because uh that cross references but you could easily see what
073we're recoring in our system versus what the county is we finally put those pages together you can now see we're completely reconciled and kind of move on I felt like I saw a document with colors yes it just didn't translate over here yeah and the last page is Page 101 this is the summary of everything we do and we work so hard to do and it's called um the resources to program this is where you get to see what the program expenditures were Again by activity and then there's three columns did the money or the resources to pay for those programs come from state did they come from federal or did they come from other resource other resource is our local Levy dollars or local dollars so keep in mind this tells your story as
074a school district on what your taxpayers are paying for it's your school and we can change this we work really hard to balance this but you can see clearly basic education now this is by program not by activity so I misspoke earlier I did say by activity but it's by program so program 01 is basic education and you can see that we spend uh 12 million 12 million 12.1 million and out of that the state gives us 7.4 million in resources and our local taxpayers pay $4.6 million that goes through every one of our programs and shows that and I think if there's one area that tells the scope of the district and how financially we're doing is how do we spend our resources right we know the expenditures are there but how do they
075align this becomes part of the discussion when we start developing budget of how move forward so questions on the amazing year end and then we're going to move to your September which is the first month of the new year are you ready you excited everybody verification you said we're at 29 days and the goal is 30 what what threshold yeah what is so it all all it also changes so it's based on your total expenditure right so it right now we're Bing everything on budgeted expenditure so even if we were to plan for 30 days it's kind of hard to hit that Target anything less than 15 we know you're going to have a cash problem and that's when typically I myself as the ESD I step in and say we have a cash problem
076these months we're going to build a cash flow tool we're going to have to either borrow from our our capital projects we're going to have to either delay payment on some of our AP so the big thing is not to go below 15 we can magically manage anything above that really by saying hey we're going to these payments are going to go out 2 days late which we're still net 30 on that's not a big deal we can also transfer this fund faster so instead of waiting till the end of the month we'll run it earlier so we can do a transfer we can also do a a grant claim a pregant grant claim on some of our federal funds as long as we don't exceed the expected um expenses so we have a number
077of ways to manage it so 30 is recommended but I really say there's a range and I say anything over 17 I feel comfortable with but I don't sleep well till it gets to 20 right and then I sleep really good from 20 to 30 so it just makes me less worried however if we are in a cash strap situation um you know you would know it immediately that's one of the next reports that we're working on to get you is a snapshot of our cash flow summary so you'll have that in your board packet on a monthly basis also yep absolutely okay much quickly now and I apologize because guess what this is has beautiful letterhead on the one I said so I'm I'm going to work on that you never know what happens
078okay so uh it's kind of funny I I looked at it later I was like oh okay good um nothing ex crazy exciting on this um for the month of September did anyone have any questions uh obviously I presented this earlier um to you as a draft and now the numbers are firm I I'm really happy Cassie has done amazing work it is worse than drinking from a fire hose I I don't even she drowns every day and then the next day we go at it again and she was tired of seeing me every day for two or three hours I'm sure but um we're doing great things it it's just going to take a while it's going to take a while to get those systems back up and rning uh we're also Al I'm
079really concerned about some of our dual control practices so we're trying to evaluate how individuals don't transfer and do the journal loucher at the same time um or make the County transfer and then go ahead and tell the county to authorize that transfer those are big problems when we come to that and so we're going to work on how dual control should work and then we'll have some more recommendations for you but I'm very very concerned with that what that dual controled means that I shouldn't be in in a government agency basically that the person that's depositing the money shouldn't be reconciling the money so basically it's happening on an island so if Cassie let's say was to complete a transfer and it went to your bank account and then she reconciled that and it
080was all in the system you wouldn't know that it happened so a lot of times what we call it is dual control Cassie can initiate the transfer but then it's proved by someone else higher in the chain that then that same person is not doing it so the idea is to build systems that have at least two points of control with Finance okay unfortunately right now all the security sit with one person and it's not uncommon I see it a lot um but that is so prone to fraud um and and also mistake and it's not the individual that we're concerned about actually maybe it is no I I I mean there's there's been a lot of FR cases and um not with Cassie yet so yes I don't anticipate any because we see all
081that transactions and we actually doing our cash balancing so right now C SD is acting as dual control um which is really nice but as we build this system internally we need to make sure those Dr controls are built in and that there's also another person as we saw in the auto report that had oversight over journal entries within the system so we saw that very clearly from our Auditors we knew it was an issue we just didn't know how to fix it we're getting down to how do we fix that in why so but and does that mean that PSD I never get the PSD yes um will continue um to be the Dual control since we are a small staff in Island at this point yes however I do want to say it's
082pretty costly to keep us as a dual control so we're looking at different options um whether that be adding staff internally rearranging something how do we add security within how do we change jobs the problem that I'm facing is within the administrative office you're very lean right you're probably the lowest I've seen in a business office in in anr Department I I I can't tell you um so that's my big concern right now and the potential for failure is huge so we we we are working on that as a team and we're talking about how what Solutions do we have as a team and I think we'll come back to you uh well obviously you know slate will come back to you with proposal that what we think we need but I'm not sure that
083I have those answers right now we're still in that face thank you you're welcome Cassie you want to say anything you all know I'm a veryy person we'll make sure her bond is perfect tomorrow she's gone so that that'll be a great day for come back no she she is amazing and I I can't tell you how uh a partnership that uh is built on trust and appreciation works very very well and so we can ask Cassie to do a lot of digging and um it part of it is a new system and that is a huge challenge for anyone um so she comes from a totally different system so uh but I think the system's down now I think now it's the efficiencies that you'll start to see thank you absolutely okay and with
084that we're going to continue with our 2425 Reconciliation Report with I feel veryone well you come join her she people um this is actually hopefully Fair straightforward this is something that um we talked about at the last meeting when we were looking at any shifts and and we budgeted so just running through our information um and looking at the proposed reductions and whether or not we have t made any changes since budget related to those reductions so at the elementary level um we didn't bring in a kindergarten teacher we had reduced 1 FTE um we have that fourth section of kindergarten we uh had reduced the math specialist the certified ma math specialist we have returned point two of that certified FTE and also made some changes in the classified um categories the um tier
0852.6 oh you know what I duplicated myself yeah sorry that's a TI out um the tier two that reduction actually did not come to fruition um that's the PBIS area we talked about Behavior coach the 6 FTE that reduction did occur and we have not not returned to that position secondary um is really it's so integrated in terms of how the FTE is assigned and what category is specifically assigned to because teachers can teach multiple subjects and so um the the simplest way I can put it together all of secondary level and overall we have returned 2 english2 social studies um science and health we have stayed static the counseling at McMurray was returned to our 20 or excuse me yes 23 24 levels we had a point8 and we brought back at point8 so
086we talked about a 1.0 reduction but that was the the existing mte look question no okay um Library there has not been a change um nursing sorry skip yeah oh dang it sorry I keep looking up and down um and then point four of our returns have been in electives and that is CTE and um uh a couple of electric classes that are taught by gen teachers so sorry on that one we The Proposal was to cut by 1.6 but it actually return okay the right Callum is what we brought back okay so you're okay yeah I'm I'm getting it was cut 1.6 and now we've added uh2 effectively okay okay got it um classified Administration reduction there's been no change Li darn it you walk me through so Library there has been no change
087nursing we did return the proposed 6 FTE Reduction classifi Program I'm so sorry Amy I'm I'm feel like I'm having a little bit of a bra part here so with the with the library and nursing lines I'm unclear why in one place it says no change and then below it it's a replication of the First Column does that also effectively mean no change me no that means we return the point we reduced 6 we returned 6 okay right hand column is the is the reduction no left hand sorry I'm non pedestris um left hand column is the reduction right hand column is the return if any okay um so classified administrators there's been no change Food Service there was really a reworking of the leadership structure at least for this year which turns out has
088been working really well um took what had been a director's salary and Sierra and eile had proposed splitting that into two leadership positions at rates that allowed them to bring back 20 hours of of cons service Staffing um the reduction in the facilities Department still stands at this point the classified destruction program so par Educators um we are still we still have things going on so I don't have a set number yet um we are looking at some hires related to some student needs um and so we're doing some adjustments around that uh tier two the point4 FTE that is related to um some of the mass reports and um we retained the existing par educator MTH supports and we added another three because we didn't bring back the full certified FTE and Ma supports
089so that again they've restructured that program and so it is more of a pushin program now um central office support the reduction is still in place and Mar football is not resurrected so Amy when you on here tier two it was cut at4 FTE and then you added point4 FTE brought back4 FTE add and so you basically if you I I know you parsed out that math support so it's actually A7 right so it's an additional three correct okay I just want to make sure I was reading it correctly so it was a a resurrection of the point four and an addition of um um I have an actually question just because I don't what you're saying in the and the tier two up above with the primary grade um you um you said well
090could you repeat what you said there because it's so the tier 26 FTE was and I may have misspoken now that I'm thinking about it the tier 2.6 FTE was math was certified math support I think I said pdis which is classified and that maybe what confused you um so that was a reduction of the point six Math support feacher we brought back two of the certified FTE and then added classified FTE to the program so were there I guess I'm um part of it it sounded like um was there any impact to the reading TI two um we left that with the in the bringing back when you're talking about bringing back FTE I'm curious are these all kind of equivalent expertise level or is bringing back the support is it is it a
091different kind of equivalency in Staffing or is it the same level same the same qualifications going forward we will will put this kind of information in the personal recommendations so it's new it's a rep can we let you go then thank you so much for your work I me coming and now we have Dr Spencer presencer thank youy here we go hold your applause till the end we'll get quicker um not possible uh so hopefully you've had a chance to actually spend some time with this because unfortunately I was Ill last time when we were supposed to present this so thank you for inviting me back um so these are the two things that we're going to talk about tonight instruction materials review for this school year and then annual assessment results for these three
092assessments the these first two are the ones that all of our students take the world class instructional design is our English development program so only our students in multilingual program take that test all right this will look familiar if you spend any time in our strategic planning why plan instructional materials review well misalignment need to kind of this we want to be aligned so that we can have purpose and better success next slide you saw this tonight in our pression we had a we had a warm-up session um and I'm highlighting this kind of the where where instructional materials ties into this bubble is really in this instructional Effectiveness so it's around professional practices aligned instructional system and course subjects and then educational strategies um so we've been working the last several adoption Cycles to
093try and bring consistent well researched highly effective instructional materials and get our staff trained and using those materials because then it takes out some of that variability that can occur um and especially if you have Staffing changes or reassignments to different grade levels it just helps you align to your instruction if you have good solid materials so what's scheduled for this year is elementary and middle school science um and uh they're Guided by procedure and policy and we have bias review that uh parents help us review these materials as well as staff um although it's that feels like it's becoming less important over time because we have outside agencies now helping to review programs um but you know we'll keep that in there it's a it's a good process and helps um us be involved
094and have different people get feed feedback to us um okay so there's a couple links I do want you to click on here here but um before you do that so the adoption cycle and all of this stuff ties into the empowering infrastructure so Mission Focus supports and services needs based resource allocation and Leadership for results um and we have this adoption cycle This Is My Mind map it may not make sense to everybody else but it makes sense to me um first starting this position which been probably about 10 years ago now um we didn't have anything that kind of helped us map and track where things were we had some materials that were 30 plus years old we had other things that were more modern um and there wasn't really a cycle and
095as you all know um as time has worn on prices have gone up so we need kind of plan as a district where these things happen and we need materials to be fresh and current and and all of that so most everything's come on a s to8 year cycle um the way this works it's like if we're working on it's kind of unusual because usually we would have like Elementary do science one year then Middle School the next year and so on but we're trying to kind trying to align and bring Focus to our Science Program more of like a 3 through n like like we did with math K through 8 um and so we're having Elementary look at it this year along with the middle school but basically the way it works shiaka
096was doing um English language arts one year then MC might doing science this year and so on and the next year MCM would do English language arts and so we just kind of go through and St that way um so for example uh next year so here's 20125 so these are all the things that are going on this year with estimated costs and then um you'll see up like Shak was supposed to start the ELA um review next year but honestly that's usually pretty big ad option and that usually takes like a 2year time frame to complete so these are kind of the target dates this means the review so the 25 26 for implementation the following year if we don't need to goong that so science is being done Pat 8 this year um
097which then next year would be high school um if I didn't jump a year because we kind of trying to adjust based on budgeting and a lot of different things why it feel we just did the adoption it always does I know it always does so you clarify so under the science uh where it says 2025 and the Mystery Science 2019 2019 is the Edition that's currently being used the year that we adopted it okay so it's not the material this is what we were this is the year that we adopted this okay often times when we adopt um it happens to be the most current edition so it's often times very close to the year that we're reviewing it or maybe the year before Mystery Science is a little different um because it's an
098online it's kind of you go and and pick you know what you're going to do and um so it's online so it's kind of constantly being updated um but this was a textbook that we went with back in 2017 so you can see yeah we're kind on that eight year there okay so this just kind of it's a updated just kind of a grand scheme help plan um we're having to get more and more creative in how we do adoptions um we are trying to pursue open Ed resources we have ever since they first started coming online um but they just haven't been that great however there's a really promising program um one of the exciting things you can go back to the PowerPoint Peter please thank you um we're involving P sound ESD PSD
099Mar um in the science with our middle school so Greg and I are meeting with our middle school science team tomorrow just to kind of give them some more guidelines I prompted them last year that they might want to start looking at materials but we thought bringing in P sound ESD would be great because they've been doing a lot of science work around the area and they're really up to date on the most effective programs so they're going to be meeting with our team throughout this year um they'll have a first meeting with our team a week from tomorrow and kind walk them through what they've learned from being in different places and then um you know with any adoption we try to provide that professional development that's more than just there your new program
100here's your one time PD or try to plan for multiple years okay um oh any other questions about uh adoption cycle so generally the way this works um you may recall is that it's two reads we'll come to you at the end of the year with our recommendations we invite staff to come you can ask questions um present and then a second read is when you actually approve the curriculum okay um on this one I'm going to have you to do two links we won't do all of these uh if you can pop onto the annual assessments often times we get questions about you'll hear things like oh we're testing so much and we're doing we really actually don't do a whole lot of testing at Vashon compared to other places and I I don't
101know if we need to do more less or whatever if you receive Services sometimes you do have more checkpoints along the way but this is basically what all of our students experience in the system with the estimated amount of time in that grade band so for example in kindergarten for the whole entire year it's 3 hours 51 minutes of mandated or state you know block kid or whatever right um first grade it's 4 hours 1 minute for the whole year right so um obviously when you get to third grade and up then it jumps up to 13 hours and so on because they're taking the state assessments those are typically on time but they have kind of a general idea of roughly how much time that takes so this gives you an idea of what
102the total is you'll see that in the grades where they have science Testing they typically have more hours because they're taking the science test as well so that happens in grades 58 and 11 okay um so yeah so there's that that's just a resource it's on our website and gives you a basic rundown of what it is and then kind of just tells you what those things are okay and then um let's just quickly go to the data dashboard this should be familiar to most of you it's the um dashboard that we track our data for our strategic plan and just the basic ideas um obviously most people want to know about true cohort data and we don't really track that anymore what we're looking for is General Trends and what we're hoping to see
103as you move down these columns they hoping to see a movement towards blue um and and that like 100% Mark and so you can get an idea of just historically year by year how each of those um grade bands this is walk is um Peter could you maybe go to let's just jump to mcor achievement so you'll find something for each School tell you what we're at we like uh here's sixth grade ELA um you can see here this is kind of where we had covid disruption we still have that on the chart we bumped the top line off when we add the new data but um here's kind of schoolwide where we've been and then you'll see the schools set kind of a target for this year of where they're hoping to land for
104our different Equity priority groups and for schoolwide so this is sort of how we track the trend overall are we seeing movement in a positive way um are we hitting our targets if you see these little pound signs it means that we met our Target for that year um but like that just kind of get you our tracking tool and there's several different things based on the strategic planning that we track to be out of the red you have to be yeah it's a tough standard because anything that's below 70% is I call it pink I got tired of looking at Red like M harsh colors so I kind of like SL the tone bit um but yeah so if you're below 70% you're going to be pink and this is left over from our
105strategic planning yeah so it's not a state kind of benchmarking this is a a benchmarking that came from our strategic planning process yeah okay is there any I mean I don't know why it if there was I would imagine it would show up here is there any cohort based data visualization that exists we we haven't pulled it out that way in a number of years um it it just takes time to do it like you have to mark all the kids who've been enrolled with you all along the way there isn't a great tool that we have currently to do that it would take a little bit of of work to do it um and uh you know this isn't I mean they're all our kids no matter when they came to us we got
106to get them to the the Marg so you know so we've spent time looking at cohort but it's like it it doesn't really help us in terms of where we need to move everybody to other than potentially makes us feel good because when they done with us it's kind of what we used to find but it doesn't really help us all invol and also kind of creates divisions finger pointing sometimes okay anyway so so that's that um okay uh SL show thank you um I'm going to skip the professional practice these are just pulled again from our strategic plan just showing you that we have professional practice at the teaching level at the leadership level and at our organizational level that all connect to this idea that we're constantly reviewing data and making decisions based
107on data okay so we decided it' be better not to put a bunch of charts with you know trend lines and all that but like highlights celebrations so I did want to point out our 10th graders last year's 10th graders um both in English language arts and you'll see on the math slide set an alltime high for first time passage um which is really exciting I mean this is an amazing Mark first time through on Ela 92.8 like guess the highest it's ever been um so uh kudos to the 10th graders and their teachers leading them up to 10th grade to get them that high a pass rate on the first one um CES the fourth graders also said an all-time high grade band at 68.8 you'd like to see that higher but it's still
108it's an alltime high so that was exciting there a meeting or exceeding standards and um as a cohort it was 13.4% higher um from grade three to grade four so that felt like a good shout out and then the sixth graders at had a good jump up to 70.8 and um 11 to 12 percentage points above each of their last three years of sixth grade class performances so so they did well opportunities for growth um participation rates in our Alternative Learning that's really tricky um because people who do Alternative Learning tend to be less interested in doing the state assessments until High School of course when they need them to pass but if we could get better participation in the lower grades it would just give us a better idea of where they're at and
109how they're performing based on State Standards so trying to get that participation rate up definitely our Equity priority groups this is going to be an ongoing um focus and um area of need particularly with our multilingual Learners and our students who uh qualify for special education um but uh multilingual Learners we were a little disappointed because we made it such a focus last year and we just didn't see the results on the smarter balanced assessments we saw some good results on their um English language development test but unfortunately this is the one that we we're held um accountable to so um that was discouraging so it's kind of mixed it's like this awesome Improvement particularly at the lower grades which makes sense kind of K through four show the most consistent growth and then you
110start seeing some kind of inconsistency when you start getting that Upper Intermediate grade through middle school and then definitely High School becomes really mixed um for lots of different reasons um but anyway and then this is an interesting group you'll see them on here current sixth graders and this sort of makes sense right because these are the kids who were in first grade and Co hit at the beginning of March and so these kids were out of school from March through Juna their first grade year right fundamental for reading they were out of school our second grade year but were online on these alternate schedules until April and then the following year was the year in masks and social distancing and all that so they seem to be one of our most impacted I say
111the fourth and fifth graders kind of get that the most because they were impacted in those K12 years and there were a lot of great supports and lots of things going on but I still think it had an impact so they tend to as a cohort that doesn't mean there's like some kids KN the middle Park they're TR are but as a cohort group they there's not scoring or rebounding as well as we'd like to see so it's it's something that we are focusing on and try to figure that out um so current six graders yeah um the growth is fantastic and that 92.8% is wonderful but the percentage growth and the others is is really wonderful do you have any information and maybe not today I'm sure but where this Falls both within the
112state and nationally well nationally not so much because not all of the um States or schools participate in smart and balanced assessment and I'm not even sure they put out the Cort um data on that it's been a little while since I looked it up last time I looked we rebounded pretty much better than everybody else in our area but I haven't looked to see this year I could try and find that data um but as a state generally kids particularly in the um High School are way outperforming Statewide averages and it is true of lowers but maybe not quite as excessively so it's pretty consistent but having said that we know we can do better like like we can despire to better um so by and large we're doing a a pretty good job
113but we know we want to do better um we think we can get more students Meeting those State Standards so yeah I don't know helps but I'll see if I can find I'll see if they put out I don't know if have you ever seen anything SL where they do the Consortium no yeah I have I'll take a look though maybe it exists okay math already kind of previewed some of this but same thing um 10th grad an alltime high 2.1 this is kind of a typical gap between math and reading it's something we've been working on um so uh trying to figure out how to like close that make those scores a little bit closer um math has a lot more variability in terms of what students experiences are as they're coming through and
114we're trying to to lessen that but um and then eighth graders though I want to point this out this is really cool so we get growth percentiles for the kids this is eth graders at McMurray they had a median student growth of uh 77 77 percentile so the way state does um growth is they split into thirds and high growth is in that 67 and above but um when you talk about median so median everyone know their map half that means half of our kids shows 77 growth in the 77th percentile where that comes from is Statewide comparison so I take the test as a seventh grader I get a score and everyone who got that score in seventh grade is compared to how they perform in e8th grade and so they're compared with peers
115all across the state and that's how they do that so that's pretty amazing all that one student subgroup had medians greater than or equal to 70 so that's like that's just like kind of unheard of it's really amazing um some grade had a median growth percentile 68 still pretty pretty amazing mean upper third sorry yeah what does the stud student subgroup mean and how is that identified uh there are Equity priority groups so it's the it's the um students multilingual learners it's the um students with IPS so when someone builds out the SBA I've never it's been a minute or two since I've taken standardized test sure when when a student fills it out they're tracked by name or like is it student ID the student ID track and then it's like state right it's
116like they all have a state ID and that tracks with their it tracks with our Skyward whoever the parents plug them into Skyward identifi them in Skyward that's how they become part of that sub group yeah and then opportunities for growth again Alternative Learning Equity priority groups and current six gr similar groups next one all right now we're into the science that we cast um fifth grade student subgroup students with disabilities students who identify as two or more races and students who identify as black meeting or exceeding um learning Target goals for fifth grade those were the goals that the school set so each one of those groups met met those um goals and then um eighth grade student subgroups students low income household students who identify as two or more and students who identify
117as Latino met or exceeded the target goals so that was that was exciting for us um opportun for grow notice I'll still list them here because it's just an area that we still need to stay focused on and get them up to the same level as everybody else um Ure in 11th grade we had a dip this year in 11th grade um not entirely sure why but there were were quite a few students it's a a smaller group and there were quite a few students who sat out of the test the trick with this is it's no longer required it we supposed to get everyone to test for federal accountability but it's no longer connected to graduation which kind of tilts the motivation for sitting um not that I'm a big proponent like let make
118everybody sit for a test to graduate but it does help in terms of getting results having having them take that test 8th grade this ties into again materials we just want to ensure that our middle school program is well aligned with the state standards because what's strange what's happening in middle school at 8th grade um one they didn't really rebound as well as like fifth grade and 11th grade after the covid but consistently since it's not on the chart anymore but it's they start off at 74% pass reach rate and they're now down to 63 and they're been the only it's been the only Grade B where we've consistently seen a drop off for science so as we know we have impassioned talented instructors so this goes to that bit about maybe the program we're
119we're delivering isn't quite aligned in the right way or um our materials aren't consistent enough and so I think that's another reason why having PSD come in to help our team look at that um will'll just help all of us so it's just it's just a odity and we're trying to to find it and having said that they still score pretty well you know they're still above 60% but it's interesting this just gone down two or three percentage Points each year since they first started doing this test so um so we just need to figure out what's going on there I think it has mostly to do with alignment um and not having quite the right um arrangement of materials is that in mind as you are looking to change the perhaps adopt new curriculum
120yeah exactly and I think having huge on SD com in to help with that because they kind of this outside unbiased entity will help our team kind of know what's going on and um the nice thing about curriculum adoptions now is there's a organization Ed reports which is totally you know they're just the outside organization I started by reviewing math and um Ela program now they've started doing science programs and it's really helpful because they vet the materials on all of these different indicators so it helps you know not to waste time on the things that are scoring well below the alignment and allows you to like zero in on the things that are doing really well the program that the ESD mentioned last year happens to be one of the top two uh programs
121on Ed reports right now so that's really useful information to have um it might have to do with we have kind of stuck with a traditional sequencing in middle school and maybe we need to move towards more of an integrated approach because the test they take is more integrated I don't know I I think you just have a I'll help kind of get to the bottom of that right yeah um there's always this tension and I don't um in terms of aligning for the test versus necessary like that teaching to the test which is not what I would um I'm hearing that I if the curriculum is aligning to the test is is um I just I'm curious how the people who are on the ground teaching it feel about that kind of Shifting curriculum
122and I don't I don't have an answer to that I just I me I think they work through with PD um what we know is that the assessment is what we're accountable to and it measures the state science standards so our students may very well be getting those standards but maybe they had the important information in sixth grade announced two years later or maybe the way the test questions are written um are not the same as how they're ever experiencing things in the classroom so um I don't we don't want to like say that we're teaching to the test per se but we kind of want to be doing that right if we're not helping our kids be set up for Success um by passing their state standards we kind of want to be aware
123of how that assessment is structured and make sure we're aligned it's like when I was still teaching math in the high school and our kids were always doing poorly on statistics and we're like oh well probably because we don't get to statistics till after the state test let's make some adjustments just so they have the opportunity to be exposed to the material prior to having to sit and show that they have the content knowledge um and so sometimes just minor treats like that um I don't know how our team will respond and as they sit and gather information of SSD hopefully they'll be open and be curious and um I know that you know they do amazing things with their kids and it's not to say that's bad but if it's not yielding results that
124are if it's kind of out of alignment with results um then I don't know what you say about that but you know so definitely my question is um when comes down to adoption because this is so much different than the way it used to be and I'm just trying to learn how it is now um who makes the final decision on the program is it the PLC at MC Murray the science PLC that decides yes we like this alignment we like this because that's the way it used to be generally we give a lot of L ude to our teaching staff but we do have kind of some strict criteria now which is this has to be an effective program as demonstrated by an outside entity like Ed reports or in this case um the
125ngss folks right um so we're not going to pick a program that isn't showing that it is aligned to standards right but but PS PSD may come with maybe three different possible alignment programs that I I'm just you know that I I'm just yeah trying to figure out what the process is it's sort of like at um so I can give you an example try to be quick um elementary math adoption there were four programs at the time we started that were highly rated on the top four program on Ed reports and of course our staff being typical staff were very skeptical of that so we started with those four they Whitted it down to two the two they happen to whittle it down to had them be the top two Ed reports programs just
126right so we're going through this process we're trying things out we we like to try the materials out to make sure that they're going to work loan beh holded when the end came they picked the top program from every P so I'm not saying that we're going to automatically default the Ed reports but we're certainly not going to disregard their information and if they've already shown that these programs are not effective programs or these programs haven't been reviewed then we have to be extra careful careful because it's an investment it's our it's our money and our resources going to this and we want to see good student learning from whatever programs so do they p i mean in the old days what would usually happen with an adoption is that you would maybe pilot a
127couple of different uh you know programs see what worked the best and so are they going to do that before they invest like yeah that's that's the hope I um typically when we do adoptions we ask for folks to do at least two MH right okay and two is probably manable especially because now we have these outside resources to help you you know in the old days it was kind of I don't know like let's pick what we think looks the most aligned and you'd have to do that all yourself but now you have these entities that are actually doing that alignment work for you so it does help you narrow much more quickly than the old days when there were none of these tools um so we'll see we'll see what happens um I
128know when I mentioned to the staff it was funny because the science people just came to meet with me to find out what was going on in our district and I mentioned ear adoption and they recommended two at that time there were only two I think there's a third program now was amplify and open SED with the only two and then I can't remember what the thir one is now but um we'll see how the initial meetings and like I said Greg and I are meeting with the team tomorrow to kind of give better parameters for them them um and then pcsd is going to start meeting with them a week from tomorrow and hopefully um get some buying in the process and you know sometimes folks don't necessarily want to change but I think
129with the data showing what it is we need to take we need to look and we need a program that I can hand off to a a you know whoever the teacher is you still have your personality but you need to hand off a reliable valid program um and not have it be a smattering in different things anyway okay I think that's it for science um quickly English language development um and as I mentioned this a little bit earlier overall fourth grade students exited the program 4% up from 1.6 uh so we had four students exit program that was up 4% from 1.6 the year before that's good sign of progress with the switch to WEA it's a much more demanding assessment and so it kind of shook everybody across the state the first year
130um they made some different changes anyway we had four students and we have about if all goes well this year based on predictions from OSI and based on our programming that we have in place we'll have probably in the neighborhood of 10 to 12 students who may be able to exit the program this year first to third grade students showed really good growth so they went from uh mean uh they had a me of 66 and a median of um 7 and then opportunities for growth again and kind of those Upper Grade levels um so and then ensure that all of our high school students participate this is we've had a really hard time um Gathering up all of our multilingual Learners of high school to get them assessed it's a it's it's time consuming
131and it's just much harder to um get that done at that level they don't always show up um where they're supposed to so you sometimes have to um go visit them and on classes and round them up um but anyway so that that'll help quite a bit and then this is that what I was referring that expected progress let's just do a quick look I won't spend much time on it but just so you know giv you this chart so here's their Baseline scores it's year one year two this kind of their expected growth over time you can see when they start exiting out and as we said in the past it does take that five to six years for most students to kind of demonstrate Mastery of a new language okay is that it
132in pictures there's our beautiful mural this so cool um this was the day that he came to put the protective players on and I took this picture and then there's the you can't see as well but there a sun with a halo around it I Love Lucy um so graduate both ends of the spectrum preschool seniors our lovely commuters and this is one of our our students who exit the ml program we try to do a little celebration at middle school and high school it's usually a small celebration with a family member maybe a friend at elementary we usually try to do it in the whole class if the kids want to do it that way but we're really trying to celebrate M bilingual L there you go I think that's it that's last slide
133isn't itot questions thank you very okay thank two for one and we have no other okay uh we're going to continue with our closing items we have board to remarks anybody um one I want to say thank you to all the leadership um for the earlier conversation today that we had the board meeting before this board meeting um and uh also in terms I wanted to give a quick update in terms of meeting with the Von schools foundation's Representatives here that can correct me if I'm wrong um but um I was incredibly grateful for and impressed by the work of Ashan schools foundation and there were just one or two takeaways I wanted to bring to the table um in communication we had already talked about doing a quarterly update at the last minute at
134the last meeting the vssf meeting um we're discussing that further um and in part thinking about communication informed by the desire to better anticipate funding needs so that um Outreach can potentially align with those funding needs um So currently my understanding is that they get a budget update in March um which is laid in the year to kind of be able to respond so how to move into a proactive positioning um and thinking about information that might prompt a more formal shift um so right you know there's been a history of a priority on um enrichment programs so possibly shifting Essentials other pieces like that um but in but basically in terms of having conversations so vssf can make more deeply informed decisions and for us to be poised to um so there were a
135couple of things I'm going to hold off on this just in interest of time couple data points that I actually that they were requesting and that I think would be really helpful for us going into a budget cycle um but I'm going to wait and just do that writing in interest of time um uh the other pieces that I wanted to just address really quickly um is tied to the upcoming shift in administration and I want to be really clear this is not about partisan politics um and so this isn't about where someone voted or didn't vote um it is or where there support is but it's uh some things I want to pull out to be positioned to proactively versus reactively respond um because there have been very clear things um articulated by the
136incoming Administration in terms of what their intent is with the Department of Education and other pieces that will affect us and how are really going to contain that um one of the things that struck me so much in our earlier conversation is actually talking to Stephanie is that this leadership and administration are already ahead of the game um and have already done amazing things um in terms of being proactive and responsive so um I don't think of this communication as to our leadership it's more to cultivate partnership with the community I think it's going to be a community investment um so foreshadowing the proposed Cuts just a highlight goes um for federal support to public schools and I was looking at the numbers uh over $700,000 of our funding coming from federal sources right um
137the current proposals are to eliminate the Department of Education um and which would have direct program and funding Cuts uh cutting Title One um assistance to schools with high percentage of low-income students um thinking about our meals other things uh cutting the office of special education programs uh uh cutting the collection of data for um enrollment and Staffing cutting student loan programs for higher ed expanding school choice calls for defunding woke schools such as those with equity and all a lot of the things we have prioritized here um but in terms of race and gender um instead uh framing investigations of civil rights violations in terms of looking at it as tied to people teaching critical race Theory or um in terms of support that we extend to transgendered um students um they're proposing they're
138starting to they began to propose cutting head start again repealing Title 9 protections uh credential and teachers based on this was the direct quote is we embracing patriotic values and supporting the American way of life uh Creator parent Bill of Rights with a list of book titles available um in school libraries and requiring teachers to provide parents with the class curriculum um calls for teachers to carry arms um and supporting effective instruction gate and cutting supporting effective instruction state grants in title two and Community Learning sitter programs um and I want to highlight because we're going to go into a budget cycle and I think that we need to be in an anticipatory position um looking at you know the possibility there um there pretty austere um cuts in the first term um uh Trump
139cut 14% of staff and Department of Ed he tried to slash a $68 billion budget down to 9 billion um for us I was really grateful for Justin um and and Cassie presenting the numbers in terms of federal dollars because that hopefully positions us to be more proactive there um but I'm looking at hoping for a larger Community discussion in terms of impact on education we can deliver and students deserve the impact on our Educators so the ongoing stress from constant press there the impact on schools um schools are major employer a major draw of the island part of the community to me be kind of our future um so I have a couple of things to propose but the last thing that I wanted to pull out is also um in terms of psychological
140impact and for in particular specific communities here and this is what I'm so grateful to hear that sey and so many others have been working on um in terms of the proposals for immigration and mass deportations and preparing schools and I know people I know that there are some people who think that this is a community that may or may not be targeted whether or not that is is the case um if tar if communities are being targeted across the country that fear is going to have an impact um there's a lot of um there's a lot of powerful materials out about what happened during the previous administration in the communities where those schools were targeted so having a comprehensive plan which this district is already doing so you should be incredibly proud of this
141District in terms of what happens to students um in terms of parent if parents are picked up how are we able to provide support do students decide to stay home because it feels safer to do so um but there's uh there's a lot that I think that we can do um to prepare um somebody was mentioning earlier about Sanctuary schools um and that stat is potential a change uh changing and I am more wanting actually to call for Community Forum so this is not something just our school and our district is holding but we as a wider community on Bashon are holding and are poised to extend support um and had a lot more in there but going cut it in interest of time but more just a call for us to be on top
142of looking at what is proposed whether or not that comes to fruition and how it is we respond or prepare for that it is something everyone is thinking about and it's nice that I mean it's good you give voice to what we're thinking about and of course we'll be dealing with a lot of discussion and thinking as a community I just want to finish with thank you our families our children our partners at home uh long days for you who start very early in the morning so thank you Z thank you for being here L of course thank you for us at Peter and with that I think we adjourn our meeting at 8 37 38 than