Washougal School Board work session May 12, 2026

001your mics are on. We all make sure on >> and we are using piloting a new system for close caption. So, uh, so, yes, speech to text and as I've said, it it's important that we're not all speaking at the same time that makes it challenging, which I don't know that that's been an issue with this board, but just something to think about. >> And so, well, we'll check after conclusion of this meeting. Hopefully, it it's >> worked out. Yes. >> Awesome. >> Welcome. How's it going? >> Great. >> Good. >> Excellent. Thank you for being here. So I think you have some updates for us and join were you going to talk a little bit about uh the position that you're going to be in uh through uh through unite and through the different

002organization that uh I have a slide that's going to be sharing a beta good news you are in a leadership role >> for which yes because we haven't seen you since I think that decision was was made I know there's a list of students from across the country represented. You're one of them. So, if you could share a little bit about that. >> Yeah. Let me start. You want me to start or you want >> I think I think we're ready. And then you you're going to share a little bit about FA. We have a little bit of context, but that'd be great if you share with that as well as anything else you want to share with us. >> Okay, Josh, go ahead. >> Updates, but I'll start with the KAKA. So, I I

003think brought it up before. Kaka is the national level for youth prevention. So there's people all over the US and the neighboring territories that come together for a conference that holds about 4,000 people. It's called Kagameyear. That's going to be this summer in Florida and we actually have the money for a few of our youths to go. But I am actually on the National Youth Council. So the NYC and I am one of 12 youth across the US to be part of this and there was I think over 1500 applications. So I got really lucky and I'm really excited and happy about it. We have program meetings once a month. So we talk about how we could benefit prevention on a larger scale and what we see in our communities. So for us, we live

004in a rural area, small area, the things that we see like our local stores, things like that is what I get to bring. But I also get to hear about the bigger cities and the things other people do. So it's really cool and it's a really is really informational to be able to be part of this wonderful council. But because we're going this summer to Florida, I get to be on a panel, the only youth from the council to be on the panel. So that's going to be pretty awesome and I'm really excited to be able to do that. It's about an hour and a half session and everybody in the room, all 4,000 participants get to ask me questions and a bunch of cool things about our community and so I'm hoping to bring

005a little love to watch people be like, "Hey, from a small town in Washington." So, it's going to be pretty awesome. So, yeah, that is that. Um, some updates. We did Elevate Middle School. That was the week before last and we had middle schoolers from all over about this region come out. We have a lot of JMS people or youth students that do clubite and participate after school. So that was really awesome. I got to see I don't go to clubite very often. It's not my program, but I got to see a lot of the youth that do go and they got excited to see some of the fellow people I work with on my team from prevention. And we had Fort Warden, which was our they spoke of it as somewhat of a camp,

006but it was through DO and we got to participate in presenting about the substance use campaigns that we do in the school, the ones we did previously in the high school. and we got to interact with a lot of middle schoolers and high school high schoolers from up to the whole Orton area. So they were able to come out. It was like a weekend field trip for them and that was really awesome to be able to participate in. Upcoming this weekend uh the 15th to the 17th we have Orcas Island which is a moment of youth prevention summit. We did this last year in Locust Island. This year it's in Orcas and it's more of this campground setting. So we're going we're giving presentations. We're doing some teen bonding. These are kids who haven't worked

007in prevention before or just barely started to work in prevention. So we get to teach them about a lot of things that we see and the the ways that we benefit our community by the term terminology and the PCN and everything that we do. And then as soon as we get back the following day we leave for spring youth forum which is another do hosted event which is a competitive competition which we which Unite has participated in and won two years before. So, it's um a highly competitive competition and we get to all go in and talk about prevention and all things we get to do in our community. So, definitely more community based than other things that we've worked on before. And I think that's it. And I was kind of I was confused

008with what you were saying. I'm going to be interning with Unite next year. I'm I'm going to be doing finishing some studying for before I take off for my four my five-year college in Oregon. So I get to um work with United a little bit longer for another year and I get to do some internship and be paid which is really awesome and then when I leave I have another internship lined up in Oregon State. So pretty awesome. But >> so that's where you're going to school next year. >> Next year? >> Oregon State. >> Well I have internship through Oregon State with we did sorry let me go back a little bit. We were me and two of my teammates were three of the people that helped form the very first Oregon State youth

009prevention event at all. And through that, we worked with the people who do prevention in Oregon State and they offered me an internship that pays close to six figures straight out of high school, which is pretty awesome. They they pay for me to have housing for three days um three days out of the week and I go for internship and I get to work with the policym behind prevention in Oregon State specifically while I'm going for my major in ASL and then my minor in prevention. So, wow. Awesome. You're busy. So before we go, Jacob, >> so these meetings are monthly. When do they start >> with that role with the other students across the country? Like you doing those are once a month. >> They are once a month. We started two months ago.

010>> Okay. >> So their their official blog put out a page that have all of our pictures on it and they get to talk about like the rundown of what we do. So we have those. Yes. Once a month. It's the third week of every month. >> Fantastic. Um, I don't have anything quite as much or quite as exciting, I suppose. Um, FBLA uh took eight people to state on in April. Uh, we had two people make it to the final round. Mattie Brock, who placed eighth in public service announcement, and Liberty Andelman, who I believe placed second in future business educator, which means that she made it to the nationals. um which this year is in uh San Antonio, Texas. Um so super exciting for her. Uh we managed to find out a way

011for her to go uh because we don't have an adviser that can go with her because all of our advisors are busy. So she's busy. So she's going with Hawinson who has I think they have like five or six people that qualified. So she's with a pretty good group there. Um and she gets to go which is super exciting. And that is June 28th to July 2nd I believe. Um, so a little bit into the summer. Um, which I don't know how long these board meetings extend, but I assume that they're probably not that far into the summer. So hopefully there I'm sure there'll be some email correspondents at least so that you guys can of course find out how she plays there. >> Um, but yeah, that's super exciting. It's the first time that

012someone from Wuk's made it since I think 2018 or 2019. Um, so it's been it's been quite the run. Um, just speaking a little bit more on FLA at the high school. Um we're kind of at a bit of a of a precipice right now because our membership is basically entirely juniors. We have 14 active members. Um 11 of those active members are junior or 10 of them are juniors. Two of them are seniors. So we have two members, one of which it will be in Germany foreign exchange next year. Um so we have one member once all of us juniors graduate next year. So, if you guys know any kids who are going to be in eighth grade this year or going into their freshman year this year, tell them to join FBLA. We're

013great. We have a lot of fun. >> And if they have more questions, you could give them my email. I'll be sure to respond to them. >> Um, besides, >> you met the middle school reps we have, right? >> Yeah. I've already I'm like I can think of >> Yeah. So, we actually reach out to um at Canyon because I have more connection to Ky. That's where I went. >> Yeah. I actually spoke directly with teachers for names of students, but then uh for chapter we talked to Mr. Cook to get student recommendations and then we email them and we try to track them down at the beginning of the year. But part of it is based off of their want to actually be in FBLA. But this year we're hoping well we have quite

014a few exciting initiatives hopefully for next year for FBLA. But our big one is that we're going to try to be at more actual events. So we're going to be at freshman orientation. We're going to be at football games with a booth to try to get more kids to join. Um at least that's the hope. I mean, maybe maybe ASB might not let us do that, but I don't I don't see why not. So, um the hope is that we will be at more stuff. We'll be more visible and we'll be able to get more members. So, keep an eye out for us. Hopefully, we'll have some fun activities to do at our booth, even for you adults. >> So, what about freshman's right now? Could they still join? I mean, they maybe they weren't

015interested at first and then they saw how awesome you guys are doing and how fun it is and maybe they we could get >> So, we have some people join partway through the year. It's um a lot of kids are discouraged because they they'll come in uh usually like right at the end of first semester. So they'll come in like December, January and they'll realize, oh well you guys already had fall conference and it's silly for me to register for um regionals. So what's the point of me being here? And then they kind of just come to a couple meetings and they leave. Yeah. >> And so we're trying to figure out a way to make kids retain it and maybe just join in our committees. Um and part of that is our hope that

016we'll do more community service. >> Um which ties into some of the stuff that we're planning to get going next year. And that way there's more reason to join than just compete. And then hopefully there'll be a better retention of students that maybe even students that just maybe want to join FBLA for the perks without actually competing. >> Um so they'll have more benefits to try to get them to come even if they're, you know, scared to compete >> or just don't want to. But yeah. >> Who's your adviser? >> Uh we have three adviserss. We have uh Miss Ruff who is this uh career counselor. Um Miss Simic who I think we're actually both going to talk about it later. Um, and she teaches personal finance and social media marketing. And then, uh, Natalie

017Hendred, who is the yearbook teacher and the digital photo teacher. >> Yep. >> That's good. >> And then obvious and we also have his Rice who's absolutely amazing and help us a lot. >> So, that's our that's our lineup. Very great, very helpful people. >> Okay. So, you're recruiting for more FLA students for next year >> and maybe you think you you're thinking about something. >> I've got a few people on my mind. If you send me Yeah. If you guys have any any any names, send them my way. Okay. I'll be happy to see you. >> I feel like you you would be a good recruiter. >> Do you think that next year >> we could plan like this year where we went to Olympia and then Day on the Hill? >> I Yeah,

018I plan on doing that again next year. Um I hope that I hope next year is that maybe we take less kids and speak with more people. >> Okay. Um because uh for example, Representative Orcut is just up the five from us and so he's still in our district as far as Senator Harrison goes and so even though he's not our exact legislative uh representative, he represents us on the more regional level. >> And uh I think that something that's big is kind of helping out all the people around us because a lot of schools are from around here don't send students either because they can't fit into their budget or they don't know about the opportunities. And so I think that it's kind of our kind of kind of our job to kind of

019help represent them too as well as ourselves. >> Great. So we'll fewer students maybe leave earlier. >> Yep. >> So we get up there with plenty of time >> and then schedule more meetings. >> Yeah. We >> identify identify who the reps we want to representatives that we want to meet with. >> Huh. >> So So we'll identify the representatives we want to meet with. I think we can start that sooner than later. >> Yeah. I plan on starting it like right at the beginning of next year. Yeah. That's my hope. That way it's all planned out by maybe even November. But >> yeah, >> um that way there's plenty of time for kids to swap out if they really want to. >> Uh because that that's something that we ran into this year is

020we had I think almost like three or four people um like last minute drop or just not even show up. And so that kind of sucks when that happens. And so hopefully that hopefully if we try to finalize everyone sooner than people that do drop maybe we can replace. But this year, uh, this next year, I plan on bringing, uh, quite a few less people. >> So, yeah. >> I think you'll be in interested going again. >> Yeah. Yeah. >> Yeah. It was great. >> I was gonna ask, do you guys have any events locally or they're all kind of >> um for FBLA? >> Yeah. >> Um, well, regionals is at Lower Columbia College. So, that's over in Is that? >> Yeah. Um, but that's like the closest thing that we really have um

021other than like I mean our chapter has like we have like beach cleanup days and stuff. That's what we do for a lot of our community service. to Cottonwood. So, we have those events. >> Um, but really outside of that and then our family nights at like K&M that's about >> a good K&M night >> because we've discussed trying to get our representatives to come to events and so if you had an event that you were hosting, we could also invite them to come. >> Well, have like a we're looking for town hall opportunities as well. So we could marry some of those interests. >> Ambassadors also have a prevention day that we've done for the past three years that there are representatives that come out to speak to our >> Yeah. So that could

022also a great opportunity. Yeah. >> Um but yeah, and then that's it for FBLA and then I have kind of two other things. um not quite as exciting as being on the national council. Uh but I was selected to go to DC for uh I forgot the name of it. Next nextG round table which is basically uh I think it's 20 or 30 people get selected from across the country. So quite a quite a quite a few people uh lying. I think it's like a couple thousand. Um and they go to DC and they basically it's not it's going to sound really boring. We sit in a conference room and we talk about the policy decisions that our lawmakers are making and we give them our opinion and and everyone is in the age range

023where they're turning 18 at some point this year before the midterm. And so it's a great opportunity for youth to kind of share their opinion and voice. And so I I got selected to do that to represent Washington. And so that is July 8th through the 11th I believe. >> So is that through your position with the city or was it something completely separate that you >> I just got an email about it. I actually I I know at least three of my friends also got emails about it, but as far as I know, the only one from Wugle that applied um based off of um my conversation with this rough. So, but yeah, I I know at least one other person not in our school district that applied and he didn't make it. So,

024maybe I'm cool. Maybe I just got lucky. I don't really know. >> Jacob, you're cool. >> Okay, >> we'll go with I'm going to say you're cool. >> Um and then lastly, it was my birthday yesterday. Oh, >> happy played. >> So, I'm 18 now. Uh, it's very exciting. I can vote. Um, >> that's exciting >> for me as as a political nerd. I'm very excited about it. I can't wait to vote. But yeah, that's all I have uh for updates. >> Great. >> Also, anything else >> that has to do with updates? >> Yeah. >> Um, yeah, we'll set this up right. I did forget one thing. So, I brought this up last month, which was our prevention, our PCN presentations that we're starting for the middle school. We just did a focus group

025at Clubite last week, and we got feedback from about 10 to 15 middle schoolers about how our 10 to 12 posters looked and what they liked, what they didn't like. So, we're going to be going into the process of making changes coming this week and next week while we're on one of our trips. And that's going to start going up at the start of next year. So, when remind me, we can talk about recruitment. We're also going to start doing recruitment in the middle school for ambassadors because we have our adviserss work in the middle school. So it makes sense for us to be able to have the program as ambassadors of the high school but also start breaking that into the middle schoolers. So we're going to start working on that as well with

026our BCN campaign for the middle school. >> Great. >> Who's the staff member who supports ambassadors? >> Our faculty like our adviserss. We have Xander Cook which is our youth adviser. And then we have Betty Gable, Margaret McCarthy, and >> she she works both night. Yeah. So those are ambassador advisors. >> Yep. Great. >> Y >> anything else you want to share? >> Um no, but we have our our uh >> they know about the question that you asked us. >> The critical thinking. >> I think so. >> Okay. uh he asked us to share with you uh teachers implementations of like specifically them attempting to try to implement critical thinking into their curriculum in the classroom. You want to go first or go first? >> Okay. Um I have two two examples and one

027of them kind of overlaps with Josyn. That's why I have a second one. >> Um the f the first one uh is Miss Simic. um I ever for social media marketing and the way that she kind of sets up her class and the way that she instructs it is it's very much like here's here's kind of like your rubric like what I need to get from you in order to get a four and here's your instructions on how to get there and then it's really up to you to kind of think about like what the materials is that she's giving you and what you need to do to get the assignment done. um you have to really think about it yourself. And then obviously she's going to be there to help you. But you kind

028of have to like use the thinking skills that you already have to actually come up with the questions. Uh instead of her just coming over being like, "Oh, you don't know how to do that?" and then just telling you how to do it. You have to you have to ask her questions to get to get the answer. Which is super great. And then kind of similarly, uh Mr. Carver's class is very similarly set up where you you really have to um like right now we're doing our junior projects and um he he posts 14 assignments and you can do it at your own pace and you have like three weeks to do it and so like I'm already almost halfway done and then other kids are not started yet. Um, and so, uh, for him,

029for that class, especially at this time of year, it's really up to you to go up to him and ask him the questions and think about what you need help with instead of him going around and monitoring everyone's progress and really staying on you about it, right? Because it's self-paced. >> Um, obviously if you're if you're one of those kids who hasn't done anything, he comes over and he tells you get to work. But, >> right. >> Yeah. So, those are my two examples. I have two free periods or I have a free period and I'm a TA for another period which we're of the special education students at our school at the high school. So that's pretty awesome. So I wouldn't necessarily those have anything to do with critical thinking specifically. So mine that

030overlap with Jake was Miss Simk. I have her for social media marketing but I also have her for personal finance. And I have brought her up before when we had conversations about AI and how she asked us to use this resource and she says like I want you to use it use it as a tool. And I think one of the other points I wanted to bring up here was talking about the rubric is that she she'll say that like her grading style is she's lazy and she doesn't want to grade. But I I think it's so much more than that because she really just gives you everything that you need. She'll be at a playground with her kids filming a video to help you learn the instructions on what you're supposed to be doing.

031So I think that she's just one of those teachers that really has your best interest at heart and shows through in the work that she does and the way that she grades and all the material. But going back to the critical thinking part of it, she'll say like this part of the curriculum I don't think is going to be beneficial. So, it's going to be small part of your AO, but this part I've used multiple times in my life. These are examples of times that I've used them. So, this is why I think this is more important. I'm going to give you real life examples of things that have happened to me, things that have happened to people in my life to help you figure them out, especially in a class like personal finance where

032it's a majority. You're learning about things that you're going to have you're going to encounter soon, especially as a senior. I think that the way that she approaches teaching and the way that she guides you and any of her classes that she's had and I've had her since freshman year. I think that she's just an excellent teacher and getting people prepared for their life at any stage, whether that be a freshman barely getting in high school or senior getting ready to start and go into the world. So, >> yeah. Yeah. Great. >> Did I said that this morning or was it yesterday? >> I believe it was yesterday. Yesterday. >> Yeah. Yeah. >> Thank you for following up on that. And so, uh, we had a a leadership meeting yesterday and we talked about critical

033thinking and I had a meeting with Chuck Carpenter last week >> who who brought up and was asking for like some specific examples of how we are implementing or intentionally uh applying critical thinking uh experiences to our for our students. And so I think the the example I gave was the building thinking classroom. So the the lesson studies that we participate in I think is a for math is a way that we are providing students with opportunities to share their thinking with with structure. >> Yeah. >> And allowing them to explore a task like a really rich task uh without just giving them like you know uh all the all the answers. >> Yeah. >> And say mimic mimic what I'm doing. And so it sounds like Miss Simic also does something that's like that

034provides opportunities for you uh resources, guides and really uh relies on you to come to her as well as Mr. Carver who's been teaching probably 30 like 34 years say >> 34 or 35 years and teaching the same really the same uh junior and senior English and that junior project looks probably very similar to the way it did uh years ago but he's he's created a way and I think incorporated technology uh understanding that and as continuing to be a learner himself uh and sounds like for you it's it's effective. Oh yeah. Yeah. Great. >> He was my junior. >> There we go. He's been around. >> He was young. >> Okay. Great. Any questions for our student reps? >> You guys are busy. >> Yeah. You are amazing. I love your updates. >> You

035are so busy. Yes. Thank you. And Jacob shared that. >> Yeah. For both of you. I really appreciate you presenting. It's a russ of what you're doing and and you're saying you can't stand next to her with what you're I can't either >> and I have a pretty full life right now. Just remember taking four Fridays. >> And you're going to continue with the city and your role as a student rep city council. >> Yeah. >> And you're continue with us next year in the same role. Yes. >> Absolutely. So, we look forward to hearing your experience in July and somehow maybe you can come back. >> Because you're going to be in the area as you're doing your internship >> another year. Yeah. >> Yeah. Great. >> Okay. Thank you so much. >> Thank

036you. >> No, this morning. >> Thank you very >> Yes, we'll do that. >> That'd be great. Great opportunity. >> Yeah, we'll bring that down as soon as we get those those dates. Yeah, I think that'd be a good idea. >> Okay. Um, next up we have our board and superintendent update. Would anybody want to go first tonight? >> I'll go first. >> Thank you. >> I need to take a reverse go probably. >> I don't have much. I just wanted to thank the boosters. I know like my son went on a field trip. They fund a lot of field trips for our kids. Um, and they do a lot of work for school. So, I just want to I know we recognize them in the past, but just thank you to those folks who

037volunteer their time to do the fundraisers and all that stuff. So, thanks. >> Go. >> Sure. I got two things. Um, the first is for at least up at Kate Reed Northwest last week is this week and then at some of the other schools it's coming to an end and I never miss a time for a shameless plug of that program's going to be happening again next year. you should sign up. It's awesome. Uh usually you get to stay with the same kiddo all the way from kindergarten through third and really get to watch how impactful it can be to spend that time with them. Even if you can just volunteer as one of the subs, it's a wonderful, wonderful program. Um and then the second is on a little less positive note, but um

038I've seen some posts online lately about buses not pulling over and letting people pass, particularly up in my neck of the woods on River Road. And I just want to stress how dangerous that road is and that our bus drivers top priority is getting the kids safely where they need to be. And if that means that we as adults need to leave 10 minutes early so we can be ahead of the bus or leave 20 minutes later so we can be behind the bus. It is not their job to make unsafe choices just because we are in a hurry. And there's other routes. You can head up Salmon Falls. We don't have to take River Road. Um, I just those bus drivers are out at like 6:00 in the morning because I see them on

039my walks with my dog and then they're going all day with a bus full of kids, which I can only imagine >> it's a lot >> what that is like. And so just have a little a little patience, build a little five extra minutes in your in your day and they do pull over when they can do that. >> Just slowly we can all be in 30 minutes late. It'll be okay. >> And you're a reading buddy on Friday. >> I am. Right. Yeah. >> Yeah. And that's why Yeah. because of the dates. Yep. >> Yeah. Because I think some people are going to go through like the middle of next week. But for some >> sign up if you didn't if you haven't done it, sign up. >> And they're doing a wonderful lunch

040for the volunteers as well, which is really sweet. I love that they do those for the volunteers as well, which is really neat. >> All right. >> I have two things. First one is I want to spring sports coming to an end and they can't happen without volunteers. So I don't really know very well since the middle schools and other schools, but I already signed up for tomorrow with all track meet. So they're host track meet. So it's just like it's okay time you can still watch your kid while they're doing their sport. Look out the corner of your eye. So only a couple weeks left. And then my second one is and I feel like I keep pushing this button. I'm going to do a one positive, one negative just like you did. that

041really wanted policy in place before school starts. >> And I know it's not, >> you know, we have drafts that all say draft in front of me and we've talked about them and I scribble notes all over them, but you're not going to get it right first time. Let's just get something in the handbook. Let's get a note out for the parents. talking about it and thinking about it can and will change, but I would love and I know we're going to have a couple more meetings before we adjourn and budget is going to be a big one that we got to work on. So, I'm looking at least. So, that should take priority, but I really would like to get that. Let's just get it out there. It's not going to be right, but

042get adjusted. >> I hear you. I looked down. I even looked at Clark College to see if they were offering any community classes that I could sign up for, but >> J's just getting chills. >> Just >> I'll hold the session. >> Yeah, I had to participate. >> We can Jane will present. >> Let's just try like try it, right? Like just >> progress. I have two items also I didn't want to let it go past that I didn't mention. uh Patty Wood that I met with her I and somehow T-ball with my granddaughter kind of pushed it to the back burner but but but Pattywood onboarding that was wonderful. We spent time here um at the district office and it's it has continues to be very helpful. So, I wanted to mention that and

043also a volunteer uh just want to uh mention that the United States Postal Service put yellow bags in many of the areas mailboxes and some of them it was a volunteer program for them. They collected food and took it to uh the Wugal Postal Post Office and Candace also had had the drive and I volunteer on Mondays at the treasure house which is Clark County Food Bank >> and my partner, my working partner and I had the opportunity to go and collect the food and I was very illprepared. I thought, "Oh yeah, we're going to go pick up a few bags of food." You know what do I know? We picked up 2,858 pounds of food in yellow. In yellow. We had to move them three times cuz we're weighing everything too, you know. It

044was impressive and remarkable. And I hope that came and mushroom are competing against each other. And it just kind of like the stuff the bus used to. my home. It just keeps increasing. So, it was it was uh really nice to be a part of that. So, >> yeah, my neighborhood I always see we do that every year and I do notice um Sunset Ridge, we all have little like, oh, it's yellow bag time and they've been doing it for the last since I've lived in Sunset Ridge I think for the last five, six years at least. And so, everybody has their little bags out. But I always wondered who picks that up like is it our post office or >> Yeah, postal Yeah, postal service there. >> Postal service. Yeah, they pick it up.

045I have pictures of um we were loading them in banana boxes and loading pallets. After two pallets full of banana boxes stuffed, I saw a watermelon box like you see in the grocery store and I put it together, put it on a pallet. We filled two watermelon boxes to overflowing and then the postal community called and said that uh that they were going to have more the next day. I that was Tuesday and I wasn't available but >> amazing. >> Yeah, there you go. >> It's fun. >> I have a question actually on that note. I know that and I think it's through the boosters but it might be through another organization that we have the backpack program for kids that face like food insecurity and it gets them through the school year. What happens

046to that over the summer? So, we have a group that does provide some uh additional food and I think maybe there's some there's some uh uh cards in there, gift cards or identified for a specific uh store. >> So, that that's another opportunity. But then, um as far as meals throughout summer, I don't think there's anything right now that's that's being advertised. I think there is a group that that tries to provide meals. Uh sometimes it's at Hamway Park uh different uh locations. So as we hear uh what is planned we we can help push out that information. >> Yeah. >> So there are a number of organizations that do provide additional uh food. I just thought >> one of them used to come out of halfway, right? >> Um yes. >> Yeah. Right. >>

047At different times different. >> Yeah. Through RFCRC >> and that's where the the the backpacks are associated with >> with that. >> Yeah. Yeah, we just love to be kept informed and be able to help push that up because thinking about the fact that they get breakfast and lunch for free and then we're sitting absolutely >> all then you go into the summer and all of that safety net is gone we can do there >> for sure. Um, I just wanted to talk about teacher appreciation last week. Um, it was amazing how many teachers actually came in and thanked the boosters. Like you were saying, you know, we have such an amazing group of boosters. Um, our teachers for and they're just like so excited and so happy and how much they get spoiled and

048just thanking us and they were like, "What can we now? What can we do for you?" And I'm like, "Okay, that's kind of beside the point." But I just look and think of like how lucky we are with our group of teachers that we have um at all of our schools. They're very much um appreciated and I hope they felt that last week. Um of course I'm going to have to plug the stride one more time. I still need volunteers if anybody's open to standing out and maybe a little sprinkle. Um it's from 7:30 until probably 10:30ish. I need some people just to be on the street to direct traffic. Um, it should be fun. And yes, sports. We definitely need more volunteers. Um, if you can, I know it's like piling on top of

049sport after sport, but um, I know at JMS we are really lacking help in track. So, if anybody wants to come up those last meets, we always could use more volunteers. >> You don't even need to have any prior experience. >> Just have to be approved through the district with a background check. >> Takes five minutes to fill out. >> Yes, it does. Thank you, buddy. All right, here. >> Okay, let's So, before I get into the items that I have, so Jane, no, IDA volunteers, you said boosters. So, we are on June 9th for our June 9th board meeting at 4:00. We're inviting uh those that have uh partners of ours, volunteers, yeah, to come in and Chartwells is going to help help us with promoting some snacks >> and just a time to

050thank those that that um are interested and are available to come in and so just share our appreciation for um all the individuals and groups, organizations that have supported us and there are a lot of them. So, boosters, uh, different businesses in town, uh, individuals who are, uh, reading buddies. So, there's so many EKA has mentors that that tutor high school students. Uh, Unite has, uh, mainly that event, uh, clubite is mainly volunteers. Yeah. >> That are coming in working with our middle school students. Uh, track meets, uh, high school, middle school. So yeah, all of those individuals and their time really allows us to do uh provide these opportunities for our students. So thanks for bringing that up and we were pushing that out to uh as many volunteers as we can about the

051June 9th event. >> Plug in it too. Great. I love our boosters. >> Yep. So read Northwest uh thank you Jane for bringing it up. I'm a I'm a reading buddy. I've seen amazing growth with my reading buddy and there's at times where I get to uh if the other reading buddies not there I'll have two reading buddies from the same class >> and so just really appreciate that we have that as an opportunity for our students who have identified who can use a little assistance with uh reading is so important for them to be able to read uh and then learn to read and then be able to uh you know read to learn and and so that I'm seeing with my individual student this level of confidence that is just inspiring and so

052appreciate that opportunity uh that I get to do that. Paul, as far as that guidance, it will be a part of an existing policy. >> Yeah. >> So, it's going to be a form. It won't have draft on it. We talked yesterday with our with our principles that in August we will go over with all of our staff that specific document we're working on. where will we be introducing and it's going to be across different levels the guidance the the code of conduct and just the and it really aligns well with critical thinking >> like where is that information coming from >> is it true and how do you know so we're going to be that's going to be incorporated and we were talking about yesterday you know at what grade do we start having

053these conversations and I think it's going to be fourth and fifth grade possibly as we had elementary principles present our library media specialists can help deliver that information as they already do with media technology is as a part of their roles in the library. So we we're uh laying out like where is this going to be happening other than like a boot camp at the beginning of the year then where is it going to be embedded in ongoing instruction and support all of our learning standards truly have some aspect of critical thinking. >> Yes. Yeah, >> many of them will then also have uh many of our teachers are working through uh like how are students using AI and and that what that guidance establishes is when is it appropriate in in the class for

054you to do that? Um as we've seen with with our lesson studies, we haven't seen any devices. So, uh, in in math, it may not necessarily be something that's used, uh, consistently, but in other, uh, content areas, it might be. So, I am committing to you, it'll be a part of that as a form. And then we'll see with WASDA and what WASDA does with AI policy, >> right, >> following the state's lead or statute that that might be a part of uh, next session uh, legislative session. So, um, you're seeing the same thing that I'm seeing is I think more discussions about, uh, what we need to be careful about and and what are the most effective ways to use AI and and maybe we're over we're overdoing uh, devices and screen time. >>

055And so, I'm seeing uh, a change in direction as far as amount of screen time that's happening. >> I think we'll always keep saying critical and creative thinking, right? that you know Jane and I talk about and it's about just because we sit next to each other >> but it's you know you only get out of AI what you how good you are writing a query >> right that's right >> aspect of it so and for me it's just like letting everyone know like we're we're talking about this we're working on it like >> yes okay we have rules in place and >> I would like to see a little bit of a forward thing it could just be on the school district website or one of our newsletters said they talked about it. There

056are rules in place. That's that's it. >> You know, that could be a part of uh this week's community newsletter. We could have a portion that's dedicated to >> we got, you know, quickly you can take a couple pieces off of the >> Absolutely. >> and just say, "Hey parents, just so you know." >> Yeah. I'm also curious to see like what you said, Erin, after meeting with the teachers because you haven't really had that conversation. I mean you have had conversations obviously but >> not collect yeah not collectively >> princip that's going to be a big deal and make a big >> you know we have to see what they're doing and how it impacts them their students more so than anything I feel like >> yes right >> right >> and we won't

057have an opportunity with our entire staff until August we can send out emails we can send out communications our principles can share information in their staff meetings but collectively waiting. We won't be able to address this and introduce it till August 26th probably, >> which is fine. I was just feeling like we only got a couple more board meetings before we >> So, it's like let's just wrap up. This is one of the things that's been hanging for me that I just wrap up. >> Yeah. And and it won't it doesn't need to be it's it's not a decision that that we're voting on. It's >> we've agreed that it's going to be a form just like a procedure where procedures are. >> Okay. >> Someone asked, is there guidance? Yes. Yeah. >> Yeah. >>

058Okay. So, I got a couple things I want to go over. So, recently we received some amazing news about Gauze at Kenny Creek who received based off of last year's uh smarter balance results. Uh this uh great news that they're one of 379 uh public schools out of 100. So, we have 150 districts that also had schools that have received uh this level of recognition through the state board. So this is something that happens annually. Uh what comes with this recognition based on these scores and these two schools receive a similar uh acknowledgement for growth for students in one or more uh racial or ethnic groups. So looking at our disagregated data and so uh each school will get a banner and we'll bring the banners hopefully they'll receive these in the next couple weeks

059uh to the June either the June meeting or in August >> depend how we get those. So, I appreciate the the work that those two schools uh have been doing. It seems that it would be great to receive this earlier in the year, but but we don't get it earlier in the year. This is when we get it for the previous year as we're doing smarter balance right now. And so, hopefully we'll see more schools uh receiving similar recognition. >> So, to Joselyn and what she already shared, I already have the slide prepared. She is so active with Unite and everything that Unite is connected with. And so, uh, she was recently a part of the drug takeback, uh, event. We do, but United does multiple per year. Um, so just one of a few

060a small list of students that are part of this national organization and what she gets to share. So, that's pretty impressive for us to have one of our students. and when you see her listen to her and and her uh what inspires her and where she's spending her time, it's pretty impressive >> and looking forward to see just how successful she's going to be. So, this is one of our teachers, Will Bower at the high school. He received some recognition last year uh through the state. Uh this was he attended the NSTA conference earlier this spring. So this is a little bit of past news, but just appreciate how he continues to be a part of not only in the state uh well aligned to our science instruction, our science teachers. Um he was recognized

061and is the newly elected president for the Washington State Science Teachers Association. And so just he is doing amazing work uh at the high school within the state and across the country and and through his uh his interest in being a part of our team and really being a curriculum developer and aligning uh everything he does to the science standards in a way that I think is engaging for our students. So uh just proud of him uh and all that he's he's accomplished uh and continues to do. He was really excited about meeting that was like his like >> yes hero moment for him. He talking about that a lot and it's really funny. >> That's funny. So we have a um a number of our students participate in the equestrian team and it is

062uh identified as the high school equestrian team. They team with Stephvenson school district or the students in Stevenson. It's it's a club. So really it is not it's not like uh one of our our sports >> which gets challenging for them and just the level of recognition that they receive but but they we've had an equestrian connection for decades >> and so they are wrapping up their season. It's an incredibly demanding season. I think there's there's a a post recently that we just uh published on our Facebook page. It has a lot of context. That's where I got these pictures. And so they as they wrapped it up, they're going into their uh the next level of competition um towards state and then it's maybe like regionally when they um get down to the final

063uh events. So just appreciate all the work that they do for something they're very passionate about. It's I'm sure very physically demanding. They've had a number of injuries both themselves and their their horses uh more than they typically have. I'm sure it's extremely expensive. uh there the whole family goes >> uh to these events which are not close >> so uh just appreciate them sharing their updates with us >> and so just wish them luck uh the rest of the season fun to watch too >> and so this is just their the uh WSH equestrian team at district 6 so I think you're aware but this is like the final um play of the musical that the high school is putting on and it's frozen and it's and it's coming up uh this this weekend

064and next weekend and so I think we're doing a number of school shows. So I think that's going to happen like two different Matt days that are happening which will be fun at the high school to have our elementary students participating. So I think there's a lot of energy and excitement for Frozen. >> My son's already talking about it. >> Is he going to his his class is going on Millennial Trip? I don't I I don't remember which day, but >> very pumped. >> Well, that is so cool. I love that they did that. >> As a former high school principal, that was always exciting to have 400 elementary students. Uh at the same time, we all the high school students. So, it's great time. >> He's sure he's having a little PTSD. >> Yes,

065I know. >> But it's so cool. And there's just they just Bob froze >> and that they chose this and I know there's just this again really they're excited about it and they there's so much time invested in this production and all those productions and so uh it starts with an amazing teacher and then this the students and their commitment to that that this is their thing right and I mean many examples like this is one of the reasons why they go to school is to have these opportunities and this is what they're going to remember. So pretty excited about that. Okay. So now we're going to move on to uh this topic which uh I think I shared with with Ida uh SI earlier. Um I have a conflict the day of our retreat

066in July >> and I think we should take all of July off. So, so I'm wondering I'm I'm wondering if we could uh and and we would the decision would be next board meeting, but I just wanted to throw it out there that uh I have a I have a conflict on a date that we'd already established and I'm wondering if we can >> uh possibly consider a date in June um where we could where we could meet and it's actually that the last week of school and I think possibly on that Tuesday when we have a board meeting. >> Yeah. So, the 23rd >> 19 wouldn't be on that. Um, yeah. What is the >> six 16th? >> Sorry, the 16th. >> 16th is the last day of school. >> Yeah. So, sorry. Yeah,

067the last day of school the 16th. So, if that's a possibility and maybe from 9 to 1 could be a retreat. and the idea of doing it when this is all somewhat fresh in our minds leading into July and then in August we'll have two board meetings >> and and I before the boarding started we're talking about there's just some some items that we want to uh connect it to like our calendar and certainly planning for next year that we could possibly uh that could part you know we'd identify as our discussions go ahead >> the only issue I see with that is that is a three-hour early release >> for us who have kids. So, >> I probably get my kids home, but I I have older kids, so I don't know if that

068would be an issue with younger kids at all. >> Yeah, I can make Bruce if I have maybe take the bus. >> Yeah. Okay. >> Yeah. As long as that advanced notice, if we could firm up the date for the next week or two. >> So, does that so initially does that date seem like it's a possibility? That's totally fine. We never do anything on a you'll be able to get it for him at 9:00. I can't be there >> for the >> or for the >> I already know I'm going to be in California. >> Okay. >> Wedding. >> No, that's okay. >> But it's for a retreat, so we want to make sure that we're all there. So, we'll figure it out. We'll figure it out. >> Okay. So, we're working. >> I

069I have I'm already on the road. >> Yeah. No, that's You want to just send out a survey with like a couple TES and then we can all say all the ones that work for us and then >> Yep. I love that. >> Okay, we'll do that. >> I just would need to know within the next probably week and a half weeks to block travel. Got it. >> Perfect. Thank you. >> And then I think the last thing, so talked a little bit about middle school uh track and soccer is also going on. We have our our girls that are golfers at the high school are competing right now at districts. So the first day of a two-day tournament happened today. Tennis happened >> uh last week for districts. So, we have a girls tennis

070going on. Uh, high school track, I think, is uh going into the my district. >> And then baseball was playing Columbus today. And we hosted a playoff game on Saturday. They won. And then there was prom. And we didn't hear how prom went. >> I know. I was gonna ask I know that I didn't either. So, I >> What's that? >> Oh, is that right? >> That's what I heard. Yeah, I saw the picture. >> Yeah. So, maybe we'll get up later next time. Cool. >> It looks very fun. Yeah. >> I didn't get my invitation to be a chaperone and dress up, but >> darn it. I'll make a note of that for next year. >> Thank you. >> Yes. >> Run the theme by me first though. >> I wanted to be dressed

071up like Bridget. >> Yeah. >> Sorry. I always reuse the thing. >> Oh, I don't know. I think it's like that 10 year. >> Oh, come on. >> Season two. Yeah. >> All right. >> I like the way you >> S. I think we're ready. >> Okay. Yes, we uh uh next we have our certified appreciation. >> I know. You're going to go get you set up. >> Yep. Yep. >> Because this is this is uh Yeah. Quick. Yep. >> And so, and you already highlighted last week was teacher appreciation. >> Yeah. >> Week. And that includes not just our classroom teachers, our specialists, >> uh our um >> ESAs, so educational support associates. So all of our certificated staff. Yes. So it's uh we appreciate and what you identified and I was in numerous

072buildings >> and every day there was something set up by our by our boosters. Yeah. And literally in every building uh lots of fun things to eat >> coffee cart and then many times it was either in the staff room or it was something mobile. And so I don't know if people thought maybe I was just showing up like for times eight and I never did participate were not items just for me >> but it was just yeah the energy the the the appreciation the gratitude and it is welld deserved right and as I've shared recently with individuals how challenging and as I see information on social media about just some feedback back right about uh public education and and the work that we do that we support. I so appreciate our all of our

073teachers, all of our educators and what they do on a daily basis. And so to have a week really dedicated to them and to see the community come together and recognize what they do uh is is awesome. And we had a survey that we sent out some shoutouts. So those were shared uh on our uh many of them I think were shared on our Facebook page, shared with those individuals and so just thankful for our team and all that they do. >> Not every district gets to do that. I have heard from a few friends in other districts that not every district has that um just for numerous reasons. But it's you know that that makes me sad. I'm like can we help another district next year? But, >> you know, we are we do

074get spoiled in our areas. >> Lucky. We're lucky to live here. >> Great. Y >> are we on to our CT? >> We are. Yes. Yes. We have Margaret Rice here. And Margaret, I do believe you know all of the board, including Greg Reus. Yes. Yes. You you have worked together. Yes. So, so Margaret is here. uh there's a annual CTE presentation she shared it with you uh prior I think last week thank you for for giving that to uh to us did that then share with the board so I think that you appreci you appreciate seeing these presentations in advance I think that allows you to understand like the context of the presentation as well as if you have some questions. So uh Margaret is uh in a a different role this year as

075well as being our CT director. So, she teaches a a a teaching academy uh in the mornings at Excelsier with a number of students from across the county. And so, I had a chance uh a couple weeks ago or a month ago to to visit with with her team. And I I could tell how much they appreciate her and the work that uh she is doing. And then we see these students in our classrooms. So I've seen them in multiple buildings as they it's somewhat of an internship that they have is they're observing and I think in some cases probably doing some teaching. >> Yep, they sure are. >> Yes. So all of that to say that she's in extremely busy and continues to be uh one of our our leaders. She oversees the CTE

076program and it has been a a I'm sure a a big transition to uh she's shared some of the responsibilities with some of the building administrators and just working through and she's somewhat mentoring some of our building administrators as in the morning she's um she's working with CTA students and then in the afternoon she's doing this uh and in the evening yes this the CTE work. So uh thanks for being here. thanks for putting together the presentation. And so, uh, if you have questions throughout, do you want them to ask? >> Yeah. Like, I recognize this is a very formal thing, but it doesn't need to be. It's only formal because this is a board meeting. Yeah. Uh, but yeah, no, please um ask questions. It's easier to ask in the moment than to try

077and hold them until the end. Although, I will have a Q&A at the end. So, you know, whatever you know is works best for you is fine. Um, so thank you. It's a honor honor and a privilege and thank you for all those kind things that you said. Appreciate that. Um so I was trying to think of how many years I've been here. I think it's 13. Um which is nuts. But anyway, time goes by. Um so yes, thank you so much. Um I also recognize we have some new uh board members. So I just want to give just a little bit about career and technical ed. You hear CTE all the time. Um but um I want to talk just a little bit about what makes us different than other academic programs. And the

078main thing is that we offer exploratory and preparatory programs and we are held to 12 standards by the state of Washington. And that's different than um than other uh academic programs. And so um as I go through my report tonight, which you all have seen, but I can actually speak to it. um the data I'm going to share is really um is really centered around those those standards, those program standards um and and what makes us different. So, please feel free to ask questions um because I know there's a learning curve um I've been doing it for a while. So, I will forget if you don't know, you got to tell me. So, um, the other thing I want to share, and it's interesting because I promise I didn't I didn't like set Jacob up

079or t, you know, any of that. Um, and I know, uh, even Mr. Hansen, he was talking about the two awards. Um, we live in like as administrators, we always live like in the future. We try to live in the present. We're always strategically planning. Um, but the data we get is always in the past. So, it's really annoying. So, but um we haven't finished this year yet, right? So, I don't have data from this year. So, every like when I talk about data tonight is going to be about last year. Uh but I am going to share some of the good things we're doing um kind of as a result of some of that data. So, um so the first thing I want to talk about is dual credit. And even though dual credit

080is not unique to uh CTE, um dual credit means college and high school credit at the same time. Um the way in which we offer dual credit is unique. So you may have heard of uh college in the high school and AP or advanced play placement. Um CTE dual credit is offered through articulation. And so what that means is that we partner with our community college community colleges to actually offer the college class embedded in our CTE classes. So we make sure that we are um the courses that we're offering have the um outcomes and the competencies that that college course would offer. And the beauty of that is that our students never have to leave Washingtonville High School. They get to have that college experience while they are like in their comfort zone. And

081that's important for our students because some of them don't believe they can go to college. So being able to achieve that in their CTE classes where they're comfortable, they know the teachers, they know the students, um, and the environment is there is pretty awesome. So last year um we actually uh had an increase of 215 students um accessing dual credit for a total of 470 students earning that dual credit. Now you might look at that number and go whoa. Well some of our students take multiple CTE classes. So they could have earned uh college credit in two and three courses. Um also very cool, right? >> Yeah. >> Um so there are duplicate students in those numbers. Something that is very unique to >> sorry those numbers are just what >> correct? Yeah. Just the

082high school. >> So something that is unique to uh career and technical education is um the fact that we offer industry recognized credentials or certifications. Um the beauty of this is that we um offer our students the opportunity for them to really showcase their knowledge and skills um in a way that businesses recognize. So not only do we offer them the opportunity to earn college credit, but we offer them the opportunity to get their foot in the door like in the workplace. So um this is one of the the beauties of career and technical education. And so we had over uh 1500 students earn certifications last year. Again, um students could be taking multiple classes, but we also have classes that offer multiple certifications. So they could be earning two or three certifications sitting in

083one um CTE class. So um so there's a lot of opportunity there for students. Uh we also had um almost uh 90% of our CTE graduation pathway completers earning those IRC's or industry recognized credentials as well. >> So you almost triple the number of certifications earned in one year. That's not small. What level? >> Well, so sometimes we we are able to bring in more. >> So we we have more offered than we did the year before. So that that helps as well. So, we're always looking for, we do the same thing with college credit. We're always looking for, and it's part of my job, how to expand those opportunities for our students. Work-based learning is another uh unique opportunity um that we offer for our students. And this is the one thing that's offered

084like across all CT classes. So, the last two that I talked about, those certifications and college credit, is high school only. This is middle school, too. And we have middle school programs. All of our CTE courses offer work-based learning opportunities. So, what does that mean? Um, could be guest speakers. It could be um career re research projects, job shadows, internships, um service learning projects, um school-based enterprises, you know, lots of uh structured field trips, lots of things like that. Um every course should be offering, every CTE course should be offering um work-based learning. So even though this 67% seems like a lot of you know over 1,700 students again could be getting um having multiple opportunities and of course this is now middle school and high school so it's more students but we actually dropped

085from the year before which was um 76%. So um because of that this became our strategic focus for this year and so we put a lot of energy and time into um the why and the how. So, why is this happening? How are we going to change it? Um, and so I'm going to show you some of the things we've done this year uh to try and uh change the trajectory of that. Uh, but one of the main things we did was we're we're offering more than one opportunity in classes. So, um, if we have a student that's missing that's gone for a day and they miss a a guest speaker, they've missed that opportunity. So, we want to make sure that we're we're kind of reciprocal teaching and we're bringing in um more opportunities

086so that we make sure they have that. Um and every time they have it in every CTE class, it just builds on um like on their uh experience, their connections, and their ability to help make decisions for um their future. >> So, percent just for the CTE students or for the entire >> This is just for CTE. This is unique to CTE um courses and programs. >> So, aside from absences, what keeps them from, you know, 30% aren't doing it? Like what's keeping them? >> That's the big one. Um we also had some some teachers that didn't do it, like they didn't offer it. So, we're talking we were talking about that and figuring out how to make sure that doesn't happen. Um but the big one is attendance. And if you look at our

087attendance rates, um, >> it's it's definitely a a a problem if you're only offering it once. You can definitely miss a a pretty good chunk of students. So, we want to make sure we're we're making sure we don't do that as much as we possibly can. >> Is it a extra? Is it a lot for a teacher to do? Is it is there a reason why not all teachers want to offer this? >> Um, I don't know if it's not if it's a want to, but they get Yeah. and they get busy doing their thing and it's like oh I should have had a guest speaker and the semester's over you know or >> I had I had a guest speaker planned and then they cancelled because they got sick or >> and then if

088you're just doing the one and done >> you miss it right so that's why the the series guest speaker series makes a lot more sense um and I'll you know um if you are looking at it from a career perspective Then bringing in different types of careers that connect to that class is also very useful because some students may not even know that some of these jobs exist, right? >> Um or career like coupling it with career research or something like that. So we're talking about different ways to bring that in and make that an an enriching part of the class, not just a a box to check. >> Sure. And our advisory committees too are committed to this and so we've actually activated them. Uh we came together this year as a um we

089have that's something else that's unique to uh career and technical education. Um we have program advisories and then I I have a general advisory committee. And so all of our advisory committees came together and we have a single goal around this. Um, so we we did a a student showcase this year to start working on networking and um getting um more adults in different fields connected with our um students and our teachers so that we have kind of a bigger pool of people to to pull from um things like that. So we um again strategically working on it so it's not going to stop after this year. So that's that's how you get things done is by continuing to work on it. So our um grad pathway success is pretty remarkable. Uh when you look

090at the state target rate, we're just 0.2% from hitting that state target rate for our CTE grad um pathway completers. Do you all know do you know what that means when I say that? So there there are um uh several ways that students um can choose like their their graduation pathway. >> Um and it's supposed to be connected to their high school and beyond plan, right? So what is it you plan on doing? So they could do it through like ASVAD testing or if they're going into the military, for example. So, so students that are interested in pursuing uh careers that are CTE B, you know, CTE careers, um even if they're going on to uh college, university, trade school, whatever, um they can choose this as their pathway. And so that's what I'm talking

091about is our grad seniors. This is our senior cohort um for our CTE um completers and they nailed it. um work-based learning and their dual credit like 100% of them um had those experiences and earn those earn that credit. So when we think about doing this like from seventh grade on, right, we want to start earlier so that we make sure they're building on those u those learnings and and have those experiences. The more we offer that, the just the better our students are for it. So, this is an example of what happened. Can't even see it. Oh, yeah. That one you can't. That's weird. Sorry. >> Just kind of like what happened if I spot little comic receipt there. So, um I wanted to share this because this is an example of when we

092actually um strategically focus on something, how we can enact change. So several years ago, so this is another like um da like data point for CTE is we look at non-traditional occupational um areas and in OSPI's non non-traditional or non-trad would be genderbased. So um for example um a non-traditional uh role in like skilled in technical career fields is going to be female because it's a maledominated um industry whereas like healthc care for example is a female dominated um industry. So, so what we're trying to do is balance that. Um, and then on top of that, we're trying to make sure that our students see themselves in the occupation they want to be in, no matter what gender they are, you know, whatever, right? We want them to know that they can do whatever they

093want, whatever they put their minds to. So um so when we had this uh 10% barely over 10% um non-traditional um access here we kind of took a look at this and went okay how do we how do we move the dial on this? What do we need to do? So, we've made some um some uh some changes to making sure that our students have access to this type of like these experiences. So, um so that they can then um take the take the class and feel confident comfortable um taking those classes. So like for example, we um use a high school and beyond plan data to identify students who are interested in certain fields. Um we then um are constantly looking for like field trip opportunities or or ways that we can get students

094um to uh those types of events so that they have they they can like really focus in on that. Um, so we've also purchased some some uh simulators and things that kind of help uh take the fear factor out of some of the things some of the uh industries, things like that. Um, so over the course of a couple of years, we've seen that um that change, which is fabulous. And and this isn't like it's not that this isn't a focus anymore. um we have now systems in place and we're doing things that we know are working and so we'll continue to do those and we continue to build on those and as we see shifts then we'll we'll be able to pivot because we know how to do it. Um so our hope is

095that we'll see the same type of jump in our workbased learning um as we've seen with the uh work that we've done around non-traditional enrollment. Yeah. Did you also see a jump in the overall CT enroll? >> No, we've actually seen it go down actually >> just a shift demographic graphic shift. >> Yeah. And now you know some of the factors we can't we we we can't really determine is did we h do we have more um fe you know more female interest in this um just because or was it work that we did that I can't tell you that's like but >> the cohort that came through. Right. >> Right. Exactly. Yeah. Because we are looking at every year as different students, right? Um >> well and at least the ones that graduate are

096gone and then new a new group comes in and adds too, right? Which uh changes that. But >> yeah, we have seen just like everybody else we've seen um declining kids, right? >> Yeah. Just less kids. >> It's just such a big jump that you're like somehow get more. You're like, "Hey, go this Margaret's doing a great thing. Let's go over here and see what Well, I'd like to say that that's what's happening, but I don't think so. I think we have um we have great people working in this department that um are passionate about kids, about meeting them where they're at and getting them across the finish line and helping them move um seamlessly into whatever that next step is. So, um you know, uh talking with students, um we have like our um

097I'll I'll digress just for a second and I'll get back, but I mean our um career specialists and and our um CTE uh assistant in the career center are doing things like um they have snacks out for students and before the students get a snack, they have to they have to draw a question and answer the question and they're tracking the the answers to the question and those questions have to do with their like their interests and those types of things. So, they're getting to know these students really well. Um, and they're using that information to help them. Um, >> good play. >> Yeah. >> Classic. >> Yeah. >> It's it's just uh being strategic, >> you know. Um, we want to help you, so help us help you kind of a thing. Yeah. >>

098So, now comes the fun part. We're going to spotlight a couple of programs. And Greg, this one's for you. >> Yeah. Thank you. >> Um we're going to start with our hospitality and uh tourism programs and that's our culinary and baking pastry. Um just a little bit uh about uh these programs. Not only are we teaching students just life skills, right? How do you cook and bake for yourself? How do you curate something from scratch and um make it like yummy and wonderful? um to like those skills uh transferring into the workplace. We have um students that are getting several certifications and working towards um the safe serve certifications which are industry um like high-end industry standards. Um they've done a lot of work-based learning this year. Um they went uh they did some two

099mini chef uh opportunities at middle or excuse me at elementary schools. They worked with our kindergarteners doing pancake letters. Uh, and they also, uh, worked with the dual language first grade class and taught them how to make tortillas and salsa, which was fabulous and fun. Um, they're doing the stride, um, with our food truck. >> So excited. >> Um, I have to shout out to our um, partners with the port, with the city, with watch school district. Um we we couldn't do that mobile learning lab without their support. Um it it doesn't function like a food truck like you see out because it is a learning lab. So our partners have provided safe learning opportunities for our students to cater and and scale what they're learning in class and be able to serve on a

100on a bigger like as a business, right? without having to worry about making a profit and and some of the other things. They learn about it, but they don't have to they don't have to bear the burden of that. >> Um, which is fabulous. Um, the food truck was at the industry fair this year. It was a huge success. All the feedback we got was almost everything was about the food truck. Um, and the latest is actually we're partnering with um, Greater Vancouver Chamber, which we said we would not go outside of uh, this area and guess what? We're not. Pendleton is the um, highlight >> uh, business. And so the Shoe Shack will be at Business After Pendleton uh, later on this month. So that's pretty exciting. >> Um, all right. And then the

101other program wh yeah yeah the other program I wanted to highlight um today is our skilled trades. Um this is not just our construction trades program but our welding manufacturing program. And um these students are uh amazing. They make incredible things from um a more know craft type that could be those skills be could be um transferred into like uh cabinetry making and things like that. Uh um I don't know what's happening but anyway and but and also uh they're learning things like plumbing, electrical um and and the like as well as welding. Uh and so um our students in these programs also do quite a bit of work-based learning. Um they have uh they did the toolbox build which is a legacy project with our fourth graders at every single middle school which is

102an all hands- on deck. Um and some of you have been uh there which is really fun. Um we did uh actually women and trades is this Friday. We're taking a group of uh young women uh to learn more about the trades uh Portland trades days uh youth um contractor forum and uh dozer days too. And then last week and this week we had our grade 13 event which is put on by careers in construction. Uh last week's was actually construction and then today's was welding based. And that that event is actually a hiring event. Um it's regional uh where we can bring like our top five students from these programs and um they w many of them walk out with interviews. >> Uh and so the idea behind this uh is to actually have

103them hired before they graduate. So um that is our hope. We're we're getting our fingers crossed, but yeah, we've got a lot of kids who are um getting ready to sit through some interviews for that hopefully >> and and those juniors and seniors or junior seniors the grade 13 is seniors only. >> Okay. >> Because they're looking those the businesses that are there are looking to hire like right now. >> Do we have any of these programs where we have more kids wanting to get in than we can actually sustain? And if so, kind of what are we thinking there? Well, yes and but it's because our enrollment shrinking. No, I mean yes and no. So >> more. >> Yeah. So in the past um like our culinary program for example um culinary baking pastry

104baking pastry in particular is super uh popular. Y >> and so um we have had um years where like all the kids that sign up can't take it that year. So then we have to prioritize. So we start with students that that's their um post high school plan. >> So that's where we start. Those are automatic ends and then we look at seniors and then we look at juniors because they they have other you know the younger um classmen have other opportunities to take it. That's how kind of how we've done it. Yeah. >> Will you keep us posted on the results of if you get interviews and >> I will >> and how that works? >> I will. >> Yeah. and building. >> We'll track along. Yep. >> Okay. Yeah, I definitely will because

105we're >> on pins and needles just waiting. So, >> it's always exciting um to see what happens coming out of those events. But what's amazing is how many businesses show up. Um and and it's almost like sort of like speed dating. You know, you're at a table and you're speed interviewing, right? But they're they're our our students come dressed, they've got their resumes, they're ready to go and they're talking and they're shaking hands and they're meeting those folks and they're then they're off to the next one, off to the next one, the next one. So, um and then like I said last week, I know I think all five had at least one interview. Some had multiple interviews and um today I'm gonna I'm gonna actually share that one later. So, I'm going to put

106a pin in that. Come back. Okay. Good. All right. Okay. So, um some of the other things we've done to try and help with the workbased learning um you know strategic focus um is um our career center and our career career specialist and um we we try to schedule things through the career center that will also help um with this. So, we've had 29 so far this year, 29 industry mil middle uh military and college visits come through. Um some of those cause college visits are um they actually do instant um acceptance. So, we've had students come in and they're they sit with those um uh advisors and they're um enrolling and they get instantly accepted and they're all like, "Oh my gosh, what happened? I'm I'm like I'm in. It's amazing. Yeah. >> Um,

107we also do like I I shared um some in my spotlights, but course and career related field trips. We had 22 so far this year. Um those guest speakers that come through. Um we had a regional uh career fair. Um I did you might notice this picture is different. I switched it out because this is um a picture from a new thing we started this year and we can thank Rose Ruff our career specialist for that. her counselor. It's called scholar sip. So what she was seeing is a lot of students were asking about scholarship applications and things like that. And so she hosted this after school scholarship or scholarship um event and um you may have heard about it through a a yeah through a superintendent report but um really successful. >> Great. >>

108Um and she is still sending uh scholarship applications in. and I was in her office yesterday and there are envelopes in there and she's sending them in and they're, you know, so we're excited. We're hope hoping a lot of kids get some money this year. Um, pop-up plan, the youth expo. Um and then um I know Jacob said something about you know the net like networking and getting So one of the things we did this year was we added a CTE leadership skills and showcase networking event uh pre our industry hiring fair and we strate like we specifically invited the businesses that were at the um industry fair to come through meet our students see what they can do um FBLA was there um and CAMS of course that's a a partner program so CAS

109CAM student um leaders were there as well also did a health science participated in a mass casualty training this year too which I thought was kind of cool but um the other thing yeah um Jacob just stole my thunder on this one but that's okay it sounded that are coming from him. Um, >> very excited. >> Yeah, this is another thing that's very uh unique to uh current technical education programs, but we extend the learning from our classroom to um student leadership organizations like FBLA. Um we call them CTSOs, lots of acronyms, but career and technical student organizations. Um and so FBALA, Skills USA, um HOSA, which is a health, uh occupation student association, um there are locally developed clubs, too. We even have them at the middle school. Um so these are ways that

110students can um take the learning that they've gotten in class and compete and learn more and dig deeper in those skills. Um, like Jacob said, we had a our first in a very long time national qualifier and that was in a future business educators competition which is exciting. Um, this group under Jacob's leadership quite frankly is um quite phenomenal. They they won three chapter awards this year. Um it was chapter of the month operation uh future leader membership campaign and the gold sealed seal award. So I I expect more great things from them next year as he is a senior. Um I do love the idea of them going back up um on the hill and will fully support that like I did this year. Um there's some really great opportunities there. Um and and

111by doing it the way we did it this year, I think it really um allowed for more students to have that uh legislative, you know, knowledge and experience that I don't think a lot of them had ever had. So um so it was really really cool cool to see a great networking event for them. And then finally I like to show you know kind of spotlight my a few students. So, um, our first is Chloe. And Chloe wants to be a photographer. She wants to own her own business. She already has an internship set up with a local photographer. She is planning on continuing her education and she'll get a degree. Um, but uh, photography is definitely her passion. She and she's already started building her portfolio of work. Jose, um, is a uh ASVAB

112completer. He is going into the Navy. He's already been uh enlisted. Uh he actually did very well in the ASVAB and will be working in plumbing, HVAC, and hydraulics for them. He actually wants to be a plumber and wants to potentially own his own business. He he actually got second in state at Skills USA in plumbing. Do you see how this works? Isn't it amazing? Um, Duke aka Prom King um will be attending uh WSU Pullman. He's already been accepted into the education program uh where he will study to become a secondary um history teacher. Uh what's uh really amazing about Duke is that he is he is a CTE completer twice. Um, so two pathways, ASL, he's a four-year ASL um student, and then he took um the teaching academy satellite program this year.

113And he actually used his teaching the the skills that he learned in the teaching academy class to start a middle school ASL club through Clubite. And so he's been practicing using his teaching strategies and his ASL in that capacity, which is pretty cool. >> And then um Adrina, I'm pulling the pin out, uh went to the today's grade 13 event. Um she plans on becoming a a construction laborer, specifically wants to be a welder, uh which is fabulous. There's not a lot of welders. um plans to go straight into the workforce and she has an interview that was set up today with um Protek. So, we're hoping um good things come from that and that we get her uh see her in a job before she graduates. >> So, as we look ahead to next

114year, um like I said, our strategic uh goal around workbased learning is not going to end. we we are going to leverage the partnerships we have and our advisory committees um to continue to add and build onto those experiences for our students um because it really does start with us and we need to make sure that we're um doing our due diligence to make sure that they have those opportunities. So that is all any how can I help you guys? Any questions? >> Go ahead. >> Supposed to be our question to you. >> How can we help you, right? >> Well, I will reach out. >> I mean, I love the goal of the WBL, right? Like the more that you can kind of get in there and I reckon some there. I know one

115now. >> They're born milk, right? Like in the photo, but like >> it works. So, >> Yep. >> keep doing what you do. >> Thank you. Yep. It's a it's a it's what we need to do. So just takes a little time. >> Yeah. >> My son was open sometime. >> I think I think >> um they had interviews at BIS for Biz Town. That's >> Yeah, that was at Jumpard, right? >> Yeah. No, >> it all all of the uh grade schools had interviews. >> Oh, right. >> Actually, I don't think Kenny Cape did. It was good. >> Yeah. >> Cool. So they, you know, starting early, starting early >> and they were very impressive. You know, you were mentioning eye contact and handshakes when they were in your, you know, 13, grade 13

116students were going around and shaking hands and making impressions. The youth that we interviewed, that we participated with were just spot on. Great handshakes, great eye contact. We had a presentation last board meeting >> with a group of fifth graders. >> Yes. That >> that came around and introduced himself, shook hands and >> the parents are going parents were saying, >> you know, the kid, right? >> Exactly. He just grown a lot in the experience. So >> that's fabulous. Yeah. >> On track. >> Perfect. That's awesome. >> I don't have anything. I just want to echo uh what he said and please let us know how we can help you because like obviously a big part of my career is looking at workforce planning and the students that you're preparing are desperately needed. >> Yeah.

117>> And also um in a in a great position for where a lot of labor is headed. So if there is anything that we can do to support you, please do not hesitate. >> Absolutely. So I will. Yeah. Thank you so much. Absolutely. >> Thank you. I said h handinand budgeting is >> so I know that that there was appreciation for seeing the presentation in advance. Uh what came up was the possibility of a CT CE based site visit that we could plan for next year >> and that could be >> at the high school we could visit like multiple CTE classrooms or we could or we could just visit one program. So I think that's something we could talk about in in planning for next year. We could also set up a trip to

118Cascade Tech. So >> preferably baking would be good. vacation to you. Whatever you >> I mean >> these two talked about Nicole Simic. So I mean you should definitely go see her especially after they they talked about her. Um but yeah I mean it >> yeah we could definitely set something like that up. I'd love for you guys and maybe it's what you want to see. So yeah we could do a combination up right what you're interested in seeing and um and we'll go from there. And the CTA visit uh hasn't happened with this board. I think your or previous It's been a while. >> It's been a while. We we did it um when Mary was here, >> but it's been a while and that's something you'd be interested in doing. >> That's a

119bigger commitment because of its location. >> So, something to think about and we can we'll be planning that. I think a couple of things that I have as far as takeaways. I appreciate you asking Margaret like how can can you help her and what she's doing? Uh I see and you mentioned Biztown. So I see us doing some of these uh these skill like these skills that our students need that they're you're you're showing us what they're doing. So Biz Town's a good example. I know in second grade at Cape multiple times they have brought in a guest speaker and that guest speaker is talking about their career like what they currently are doing. So it isn't just happening in like CTE really starts in seventh grade. Yeah. >> So 7 through 12, that's where

120our students are having these experiences in CT courses. Uh we're also working on this uh prior to the seventh grade, which I appreciate and I think that it's part of Margaret's influence that we're seeing this and we're also seeing our students like excelling. John Gerard who's a part of he's a Quail Homes uh >> Curis and Construction. >> Yeah. very much involved with careers and construction construction and and this is like his his work like his hands are very much in in his influence on uh seeing our students uh being ready for uh this type of work skills construction specifically but then like any any uh I think skill-based career and and so we are in communication with him Margaret knows him very well u and so I I think those kind of connections s

121are helpful for our like our future programs and and the uh the idea of getting him a part of the next presentation. It's our resource optimization work group like him being a part of of that or getting some of his thoughts on how we can we can uh work together. >> And so it's it's a great presentation, really good information. uh you know any other things you want to add as far as so I know that there's a request for a a field trip with the board a site visit the board in the future uh to see our students and our staff working together in these programs. >> Yeah, I was going to say too um if you're going to uh field trip to CTA, you know, you could actually see the two um satellite

122programs too that are >> hosting. Yes. >> Yeah, that's another idea. >> There we go. That's a better idea. So, yeah. >> So, this isn't really for the CTE program, but it seems like work-based learning is important for everyone. >> Yeah. >> So, I'm curious what we're doing for all the nonCT students. Like, are there opportunities for them to also like have people from the outside come in and share their like career pathways, etc. >> Yes. I know that jumped jump to guard. There's a there's a career day that's coming up in >> same at same up at Canyon >> and it's it's called a career more of a career I think it's called career day at JMS at Cany Creek it's called future focused >> so that's happening in June where they're organizing and

123and Jebard has done it multiple years in a row and so we can u make if you're interested make sure you have the details if you want to see that um >> I'm thinking about the high school students who have decided on their career pathway >> like that's Great. I I love that we're doing it for middle school. >> They probably don't know >> what they want to do yet. >> So, but by high school, they're supposed to have a plan. >> Yeah. >> So, are we marrying them with >> outside people like we are? >> So, yes. So we are we are fortunate to have a career specialist at the high school that that's a big part of what Rose does is work with and you saw the data on the number of organizations

124that come in and our students get to interface with and that can lead to um some possible opportunities. The workbased learning or work site learning that Rose does is also that's another part of her job is working with students who are currently working. that may not be their chosen field, but it also might be their chosen field, >> but they could learn transferable skills, too. Um, but then as far as like in class, like other classes that are not CTE classes, it's really up to the teacher and there are teachers that bring in like guest speakers and things like that, but where um CTE, that's it's a required piece to it. >> So, um, the others it could it's it's like up to the teacher. >> Yeah. Yeah. And I I think that that's uh

125something more this board is interested in in learning about and and all the possibilities for our students and opportunities. I think uh the career specialist position and what's happening in the career center is that's kind of like where a lot of this information is located. >> It's a hub. And then um and it's interesting you bring that up because there's a recent article that was shared with me. I shared with Margaret out of the Wall Street Journal talking about uh smaller rural districts and how uh how can they uh better connect their students to um future opportunities and and earning uh a decent wage right in these and these jobs can lead to other opportunities. So it's an interesting article that I can share with you and again we we already have a position like

126that in place and then we also have number of students who who are connected who do running start >> and so I think it's it's looking at the entire opportunities all the opportunities and what a student chooses and when they choose that at the direction they go and how do we support them. >> Okay thank you so much. >> Thank you. So, we're going to transition to our resource optimization work. >> I have a quick question because I keep hearing thunder. Are we allowed to take a quick two-minute break to go and close our windows? >> Yeah, they're setting up for sure. >> I know. I'm like, I don't remember. Oh, white. >> It didn't look like it was going to thunder. >> It's just I Yeah, but I'm going to be like I think

127I did and then then it won't Oh, yeah. So, do you want to run or you want me to do it? >> You got it. Okay, we're all back. >> I'm so ready for our row update. >> Yes. So, this is our Oh, yeah. We left the paw side. >> Oh, wait. Why do we not get that much thunder here? >> It's very rare. >> But I love it. I love it. I guess my kids have a color of >> There's any science teachers that want to explain that to me at a later date. I am open like my kids. used I get thunderstorms in Illinois and it's like yeah never hear >> so one of the workbased learning things that happens for like all of the nth grade students >> would be something like

128the Clark PU guest speakers came in >> you know so I think that kind of answers the question that Ida had about >> you know how are we catching all students and exposing them to these different pathways >> yeah son actually really enjoyed that too >> okay so this is our second row update. So in December we shared uh what was going on with with our row meetings and it happened up until uh that December presentation. So this is the second presentation or update and the idea being that this information we're sharing now will be published on our website. So similar to our budget has its own web page and when we were going through the levy we also have a web page dedicated to the levy. So this will row will have its own

129dedicated website and so we have a number of slides we're going to go through. Uh this one here uh should look familiar and I appreciate I've had a number of of board members in communications connecting our work to the strategic plan or making sure that we're connecting our work to the strategic plan. Um so just three goal areas academic foundation behavior supports learning partnerships and within that it there's there's more additional information regarding uh like how are we doing that different grade bands so um let's let's go to the next slide I know that we're uh we're moving into uh a late hour and also uh crummy weather so >> and a lot of this is >> we've talked about >> right it is yeah we talked about it so uh this slide just really

130pointing out like what is the issue that we were dealing with here and I I understand that this is there's a lot of text here. There's there's a reason and that typically is a way you present information but I want to make I want to make sure that this is a part of what's shared on our website. This is what we've been talking about >> for sure >> as a team. It's what we've been talking about in our row meetings. I know specifically in the consolidation subgroup this need to be like reidentified and and we need to have discussion about specifically what is it we are trying to solve and it is with declining enrollment and aging buildings. What we are seeing is the number of buildings we have and the number of students we

131have. We have buildings that have fewer and fewer students. And so the money that we receive, which is being reduced with our declining enrollment, is being spread out uh amongst those buildings that need to have uh upkeep, maintenance, uh utilities, and then pos specific positions that we need to have. We're going to get into those details uh later. I think the the the bottom in bold it's about this uh that the revenue that we receive from the state as we have a lower enrollment uh is reduced >> and so we need to continue to adjust to that lower enrollment and uh and there's this gap that exists that is gets bigger and bigger if we don't make those adjustments. >> Right. >> Next slide. So we're here again a lot of text uh just bulleted

132identifying what is occurring here and is this something that we can continue to sustain year after year. And so, uh, the enrollment and funding gap, I just talked about this idea of aging facilities. And we are so fortunate to have a community that is supporting not only the EPO levy, but also the capital levy where we've identified specific uh, projects that we we've prioritize that are crucial for us. And so, we are continuing to do that and we're doing it in all of our buildings. So, we continue to look at all of our buildings and what is necessary as far as ongoing maintenance and repair. And so, that uh our funds are stretched. Then, when we look at our staffing and the impact of our staffing and this year is is no different than the

133last couple years where we've we've had to say goodbye to some in individuals that we've we've invested in them and they've invested in us. >> Yeah. It also impacts our programs every time we need to uh reduce uh staffing that are connected to a program. And so we have a list of positions that we've eliminated that were connected to programs. And typically what happens is that individuals then take on those responsibilities for things that are a part of a program or that are connected to requirements by statute. uh we refer to those as unfunded mandates or partially funded mandates that we are communicating with our legislative representatives how challenged that is and then just the fiscal uncertainty of the the dollars that are coming in when we bargain with our labor partners. So there's a

134lot of unknowns that are associated with uh our current reality. And then what's in bold was a quote from a June board meeting last June. I remember that close. >> Yes, you do. So do I. And so that resulted in an article uh seven days later, eight days later in the post record. It also was in the Colombia and a big picture of one of our elementary schools. And this idea and the big idea is that we really need to look at how sustainable is this uh financial situation that we have with the client enrollment. So that really was the beginning of the formation of this group. >> Yeah. and a request by the board to form a group that's going to look at uh a number of aspects of our of the district. And

135so that's what this presentation is really all about. Okay. The number the individuals that uh have been meeting have been divided into three groups. And so we have these three groups. At one point we had four groups. So we said we this this we're not going to be able to maintain four groups. Right now we have three groups. We've been discussing should we go to two groups actually and that is the uh uh long range capital investment planning and the school consolidation because the uh the future programmic needs and alignment group uh has some ideas and a focus but it really is I think the other two are the ones that are um looking at and and really what they're talking about are very related very connected. Next slide. And then just here's some some

136facts and that is that we've had uh we really started officially October 22nd. Uh there that was a smaller group. There were two uh board members present there. Uh the December meeting we had a larger number of participants. Then we met in January. Uh December in January we talked a lot about the levy and planning for the levy. And the idea was uh if the levy if we're not successful with the levy then we're going to have a different conversations. >> So um we know how that ended and we are thankful for our community. And so then in in March uh we started having really uh more focused conversations about um the data that we have which is uh the demographic study looking at uh our enrollment in our in our individual schools. And so

137all of that information was very helpful. Uh we also visited Hathaway in March. And the reason we wanted to visit Hathaway is it's one of our elementary schools that we've been uh discussing in a variety of context. It's our oldest really our oldest building. Um if you remember that if you attended that we started we went in the basement, right? And I think Greg you used a different term. >> Yeah. So then uh our last meeting in April, we visited Gauze in a similar way, toured the building and just looked at some of the uh the updates we've made. Then also uh went around and looked at the classrooms, size of the classrooms and just the layout of gauze. Um and then our plan in in May is to go to Columbia River Gorge and

138and view uh tour that building and then meet uh in a similar way. Uh who's been participating? We've had board members, we've had current staff, we've had parents, we've had community members, and so individuals have been invited. We've had it really every meeting has had different people. And we've had people who showed up at the second meeting who haven't showed up since. And we have people who have uh let me know that that you know they couldn't make it, they're still want to be a part of this. We've had individuals who have moved like literally moved uh out of the state or moved up north. So, as we've been meeting and we've been really inviting everybody like who's able to attend is anyone who wants to attend and one of the big hopefully uh things

139that we do with this communication what we've been doing is not leaving anybody out when I really am would be surprised if someone said I'm just completely caught off guard. I had no idea that the district was thinking about doing uh this or doing that. like we've been trying to be very communicative in and advertising for these opportunities through our communications. Uh it's been posted on our website as as meetings that that uh board members can attend and we're going to continue to do that. Okay. Innovative programs. So the person who was really facilitating the innovative programs was Connor McGrosski and Connor is right now he was in Virginia and now he's I think he's going to be stopping off uh in another state where he's visiting uh some some individuals that that we support.

140So he is he is uh traveling right now. It's a workrelated travel. And so we've identified a couple things uh the goals of this this group looking at programs and some of the things that they've uh I think where they're at and and what they would recommend to to me what I'm sharing with you and the first that picture on the right that was our like really our first meeting in I think in December and so that was the the group uh that's really the group that's been sticking together. Um, so looking at our transfer data, so the number of families or students that choice out to programs in Clark County, uh, programs across the state that are online programs. And so, uh, we shared that data. Uh, it also includes, um, although we, uh,

141we didn't look at specific names, the number of families who have that homeschool. And so, there's a number of, uh, families that choose to, uh, access other programs, uh, that are not associated with us. looking at our survey data that we have sent out uh to to our families and future like potential future programs and and really where they're I think they've settled is um we need to be thinking about our dual language program that's at Hathaway and when our uh next year we'll have fifth graders in dual language and then what's after that for those students who have been in the dual language program uh with us at Hathaway uh what's happening with our high program and less has shared I think a little bit information about that. Uh we're making some I would

142say some pretty major revisions in that program that we'll see in 26 27 in the future. And then the washable learning academy which we started the 912 program this year we've had uh K5 for a number of years and just how do we best support uh that program and in advertising and letting families know that that's a poss that's an opportunity for families where that is something they're looking for as an online program uh for their students. So what's the next step for that group? Because you're talking about combining condensing to two groups, right? >> Yeah. Well, so it probably in our next meeting what's going to happen in our next meeting and then before the the next board meeting is we will uh finalize and I will be sharing with the board at the

143next meeting uh basically what what their recommendations are. >> Okay. And then and then we at that meeting we will maybe decide are we ready to to or like just go with two groups or is that group want to continue to to to work on uh those those programs >> but they have a recommendation and you're just saying use the head count you know put the brains in another group and see what they can add. >> Yes. Yeah. >> I believe they have a solid recommendation. >> Right. All right. So, we just want to finalize that at at our next meeting. And we want almost in a similar way, we want to share with all of the individuals who are part participating that have been participating because if they've been a part of the other

144two programs, they they aren't familiar with what uh this group's been discussing. >> So, does because the board doesn't necessarily administer programs, right? So, are we approving those recommendations or is that just more information? So, they're going to So, they're going to share that information with me and then what I'm going to do is I'm going to bring that to the board and we're going to discuss. Yeah. If there's something that they've identified that that you Yeah. to update you and if it and it could be something there's an example of it. It could have been something that like would would impact our budget. >> And then so we definitely want to have the board be aware of uh a major impact to our budget. If it's something that's uh regarding curriculum, maybe they identified

145something within our curriculum that they would suggest then which we have a board member on that instructional uh materials committee. >> So there's just a couple of examples how how it might be something that the board would uh would need to weigh in on >> and it really would be regarding the the budget if it's something that I think is a major change in something that we're doing. I think that when we I think there were some ideas early on that um were somewhat challenging in uh how how could we put that together and do we think that that would result in a significant improvement in is our enrollment that we've offered that that we would see a number of those families that have u that are homeschooling or choicing out would return and I

146don't know that we have uh like >> necessarily a proof that that would be impactful >> um as we've had a number of these these families that have been choicing out really have been choicing out for a significant amount of time and and that number hasn't necessarily been increasing dramatically. It's been it's been staying about the same. >> Right. Well, the dual language in the middle school would be a big decision. Correct. Because that would be that would be a big impact. So dual language in the in the middle school would require us to add uh and how that like what that would look like, >> right? >> And I think it'd be it'd be a communication with the board on because there's multiple ways you can you can do that, >> right? >> We

147could be adding a Spanish teacher or we we would need to add multiple opportunities for students, right? >> And not just >> offering Spanish, right, >> as a as a standalone course. >> And that's what this group would share with you, which you would share with them. Okay, that makes sense, >> I guess, to >> Yeah. I I tried to participate. I couldn't very much, but there's like literally one or two people, you know, at at each meeting. So, I'd also want to caveat like we it's not really a lot of community input unfortunately for this group even though I think that's pretty important. >> So, I don't know. I just feel like we need to qualify um the recommendations a little bit because we just don't have didn't have the ability to get a

148white sure back. >> Now we do survey annually the community. >> Okay. >> So the data they were looking at with the with the survey results. >> Okay. >> From from the community and but you know I we don't get a lot of participation. >> Yeah that's true. >> Survey results. So, you know, so what is it that >> There's a theme there, right? And so, uh, people are busy. >> Yeah. >> And they have a lot going on. So, when we talk about like us, the board and and myself being available where our families are >> and and looking at next year, maybe maybe that's a way that we can we can continue to gather information. So, we survey families and we have those that information. we provide these opportunities to be a part

149of right >> this group and you're right that group probably has been the least attended like number of people that have attended that group and it was really mainly staff >> they were attending uh we had a couple committee members who were participating >> yeah so the group that I led was the one focused on our long range capital facilities planning um and our group has been studying the district's use of its properties. Um uh we looked at all of the school properties across the district as well as our non-instructional facilities. Um and then also looked at our um uh capital facilities plan and the data that's in there. Um we were uh looking at some of the needs of the district across time. So knowing that uh we have this trend of declining enrollment,

150our group u read through the um demographic study and kind of came up with a set of questions about you know what does it look like in 10 years, what does it look like in 15 or 20 years. Um and it's really been weighing um different ways that the district could use the property that it owns um to both plan for future like you know further out in the future growth. Um and then to really identify um a set of recommendations for the superintendent um our group did some extra work. So we did a field trip that went to um actually came to this site and looked at the current property which is the um area between uh Schmidall Fields and Ker Park. Um we went to the old bus garage which is on a

151street down by Hway Fuel and then up to the Cape Sky campus and looked at kind of the back half of that um property. The group identified um actually gathered a bunch of information from uh the county assessor's office for each of those properties and then um looked at the condition of the building on the 995 East Street property. Um we came up with a set of questions. Um it's led to the district working with an appraiser um to get an updated appraisal or pieces of uh these three sites. Um and then also to um kind of pose a set of questions to our construction management team. So that's RNC uh management around um what it would cost to refurbish the 995 East Street building um or to replace that facility with something that's kind

152of on par in terms of the amount of storage um that the district needs. So the um what we're working towards is um kind of at a high level um an idea of for each of these three properties um that we're either keeping them because they're a long-term asset and we think the district has use for them in the future. um we think the district should sell them um because we don't think we need them now or in the future or that we should explore some other use which maybe is um using them the way that we currently are um leasing them. Uh we've talked about public private partnerships as maybe an opportunity to um use some of these the group um I think is leaning strongly towards um keeping most of the property. I

153think we're um like where we kind of uh came at the end of our last meeting is that there's a sense that um trading what we see as a forever asset um for cash right now doesn't feel like the right uh thing to do and that it um even if we were able to replace something like the 995 East Street building um the cost of building something new that replaces the storage might exceed what we get from uh the facility and so that's probably not a great idea for the district. Um and so that I think is make going to make us lean into maybe some of these other options which might be um exploring leasing the land for like a you know 10 15 or 20 years with the idea that the district in

154some of these things in some of these cases doesn't need the land right now but that we think we might eventually um or we might want the kind of the capacity that the land is going to appreciate at um to trade for some other piece of blamed in the future. So, knowing that, you know, our our current trajectory and I think it's on the first lines um is to being a smaller district for a period of time, I think the general um sense with at least within our group is that the district will eventually start growing. I think all of us are um you know firmly believe that Western is an amazing place and it's a great place to live and that eventually we'll figure out like we collectively the community will figure out the

155housing kind of constraints that are really driving the decline in enrollment. >> Yeah. >> Um and then once that's figured out then we will start growing and having these long-term assets ready um for that is a good idea. Um, we are also mindful that it's a really good idea for the school district to have a piece of property to use as a future school site. That's really the reason that the current property, which is the piece of property that we're sitting on, was purchased back in the late 90s, early 2000s. Um uh and you know giving that property not without securing another future school site um leaves the district in a place where if we start experiencing really rapid growth um you know for whatever reason that we don't have that future school site locked

156in um you know to be able to accommodate the the growth that we all I think collectively we all think the community is going to um start growing it and um we anticipate that we'll get answers back um from the appraisers working on these that'll help inform kind of making a really data informed decision um so that we're not you know making a recommendation that doesn't pencil out at all. Um and then also um to uh work with our construction management team on um you know kind of a plan for the old bus garage. Um, you know, one of the things that we've identified is that, um, even if we want to keep the status quo or we keep the building and we continue using it as storage, um, the building needs significant work. Um,

157and so it's not there's no zerocost option for that. Um, there and I think we have significant concerns about it just turning into a money. um where it might be more cost-effective to you know knock it down and have somebody else build something and partner strategically or in some kind of creative way um to meet our storage needs and maybe get rid of some of our stuff last Saturday. So, it's an opportunity to come down wonderful thing. >> It refills itself every year. >> You're going to sell ugly words. >> There'll be all sorts of Sorry, I don't want to dis. It's getting really light. Sorry. >> Can we go back real quick? >> Yeah. So, if I'm if I'm hearing you, for the two properties on the right, the DO and the Cape CMS,

158it's, hey, we think it's probably in our best interest to hold on to that for future growth because those are large parcels, >> right? >> I would question whether we need both of them. I also would question kind of like what I hear from you is like even if we weren't going to keep them both, now is likely not the time to sell given the current state of things. Is that what I'm hearing about the bus barn to use? like we're going to get more data, but in all likelihood, like if the market was where it was two, three years ago, we'd probably sell it, but we just can't get that. >> Um, so the the board can have an executive session to study the executive uh the person who did the assess the assessed

159value for the thing. um we don't want to give too much information about uh in a public meeting about the value of property or what we think the value of the property is because it might influence what people are willing to pay for it. I guess I'm just asking generally are we think we're making decisions based on current market and we might change our mind in the future as that >> yeah so um I would say when the you know so you were part of it so >> yeah I mean I said it on this whole group I think with the group is doing a really good job just dotting the eyes and crossing the team it's like you look at these three forever like what are they >> really >> what are they worth

160and what would it what's it costing us to have them right now and I think that's what needs to be reviewed is like the bus barn needs money like check like anybody can drive down the street and take a look at it like that thing's still standing so but it is a very important storage facility right so there's and there's I think the group has done a really good job of going like okay where else could we find storage so they're really they're going out even farther than okay you can just look at the three properties go like I don't know pick one but they're really doing a great job of kind of looking at And that's what less is looking to like we want to see all of the data and then make an

161informed decision. >> Right. So, so the other thing would be that as the district kind of weighs the utilization of these properties, um I think one of the conversations that we had was that taking a piece of property and turning it into a piece of cash that's sitting in the capital project button and it does acrue interest. Um but maybe not. We don't like I think our group's kind of consensus right now is that it's not going to appreciate in the investment accounts as quickly as it does as property. >> Yes. And there's some specific things with, you know, like the urban growth boundary, the densification of Washington, the property that's up here in its developability where we think that market or that property is going to I mean, I think the the you think

162it's going to pop and then all of a sudden it's going to be like, holy crap, that's worth a lot of money where if we sold it today, we wouldn't get that much. But when that pressure equation and part of it's because of the cost of housing >> um and like we've gotten some eyepopping numbers for the cost of like a replacement storage facility. Uh there are uh the demographer said that there are uh I think there are currently no large apartment complexes that are being permitted at all because the cost equation is wrong right now. >> Gotcha. So there are like there's a weird thing that's happening right now that might resolve itself um at some point in like you know three or five years and we don't think this is the year or

163the the time to try to sell it. >> Yeah. >> Um the other thing is that these could be part of the financing plan for a future like school facility or like a huge remodel project. Um you know that can be a thing that the district can sell a piece of property then use the proceeds to pay you know. So again, we still think I think that these are going to appreciate faster as property than we would get from cash and I think that's I think that we all can chime in. But I think that's kind of where we're going to >> makes sense. >> I think the big like you said, we want to know what they're worth and what what the market is for them. >> Yeah. >> Should the district need money?

164>> What's that? >> Right. And one of one of the things that we reminded kind of the group was they can't use the proceeds from this to fund innovative general education. Yeah. >> Right. So it's worth like saying that just so it's part of our like uh collective you know like this isn't like oh we sell this and then we get to keep you know find teachers right >> you know it it goes back into the capital project fund and it can only be used for a really narrow set of projects. So it doesn't help with things like class size or innovative programs that I think are all priorities that we know the community ones. Yeah. >> But this isn't the solution. >> Thank you to remind people of that. I think that not everybody

165knows that. I didn't know that until I was on the school board, right? So I think that's a good thing to continue to remind. >> Yeah. >> You want to go ahead? >> Yeah. So um the last group is the school consolidation group. Um so just an overview of what we've looked at since we started. So, we reviewed the um demographic study and we looked at our historical enrollment, how it currently is declining and how it's expected to continue to decline. And that is part of the reason that brought us to having a consolidation group in the first place is us seeing that continued decline. Um, we did a lot of comparing the prototypical funding model, which is the state revenue, how we're funded based on FTE, um, versus the school's sizes and versus, um,

166the actual costs to run a school, salaries, insurance, all of that. Um, so then the next one, we reviewed the cost per FTE at each individual site. So, how much that c that single site costs to run because they're different at each site. Um and then we did um tour our school sites. Currently we've toured Goth and Haway and this month we're touring CRG. Um so at our last meeting we discussed we kind of brought to the table four options to get the team to make sure we were all on the same page of what are our options and is there an option we can agree to eliminate? Are there options we want to focus on? So you can see we listed four options and I crossed out option four cuz the whole group you

167know was um all agreed the option four the status quo is not really a current option as our enrollment keeps declining um it's not financially um a good decision to just maintain operations as you see we're cutting each year and by maintaining all of the buildings it's going to increase the amount we have to cut. Um so then op another option was closing that we discussed was closing one elementary school. One is consolidating the two middle schools and another is doing both together which the team talked about like a tiered plan. So like the whole plan would be close an elementary school consolidate if we were to do that option but it wouldn't be all together. It would be tiered. one happens and then the other, but it's discussed together the whole time, so there's

168no surprises. >> Anything that helps? >> I think that's good. >> So then, um, the next slide is just showing our enrollment trend and our projection. So, as we talked about in the last board meeting, um, TK has been cut. So, we're losing 40 slots, that's two classrooms. Um, with that, we're estimating a 4% decline in enrollment. Um, and when you're seeing decline, your state revenue is going down and it will continue to go down. There's nothing's coming in to save the districts um, as their enrollment's going down. So, this just kind of shows where enrollment has been and where it's planned to go. And then the next slide is what we talked about again last um, board meeting, just our budget enrollment for next year. So you can see the decline um that we're

169estimating a reduction of 106 students. Um we do conservatively budget. The hope is that in January when we true up we will see an increase >> but that increase is still going to be a decline from this year as it has been the last several years. >> So then this last slide is a lot of numbers. This is something we went through in our last um consolidation meeting. And so if we just focus say on the elementary school. So the state funds an elementary school based on so many students. So they're saying an elementary school is 400 students. That's how we're going to fund it. So, a site, so a school that has less than 400 students isn't receiving their full funding that they could because the state's not seeing it as a full elementary

170school. Okay. >> Um, so if we take Gau for an example, just because it's right next to elementary school numbers, um, a 400 student elementary school is funded at 1.2 principles. because with that funding calculation, we only receive funding for seven of a principal. Well, you're not going to have a seven of a principal. You know, you need a full-time district and levy and other funding is making up that difference, >> right? >> Um so we kind of go go down, you can see the other positions. And then an example we shared with our group was classroom teachers. So, um, for example, the state every year gives you an amount of teachers you're going to be funded for, but also a salary amount. So, for this year, it was the 80,164. Um, so for GAUS,

171for example, that equates to 934,000, but then you can see below it what we're actually spending for classroom teachers at each site and what the difference is between the money that the district pays and what we're actually funded for. And you can see that as enrollment keeps going down, that number just gets bigger and bigger. and how consolidating can be helpful because now you have a school that's 400 students or it's over 400 and you're able to combine resources and offer more at one school because you're not having specialists traveling between schools and losing time for them. Um you're getting more funded for the staff that's there. Right. And so when we have opportunities like we do right now, we've posted for some positions for next year, right? We had a we've had a couple

172uh teachers who have retired. Yeah. >> And one position, for example, the music position at Hathaway, which has been a 1.0 position. We've posted a 7 position because that's the number of that's really the FTE based on Pathways enrollment, >> right? >> So that individual has been doing other duties with a 1.0 contract. So when we can we make adjustments we don't always know when we can make those adjustments and so then we we uh eliminate positions which we've done for next year. So I really feel like at the last meeting showing this data was helpful for the individuals that were there in like for them to visualize these these gaps that exist. We had a number of staff members who are in buildings and and their positions were identified and they could see this

173gap that's associated with their position. >> And so I um I think this was helpful to provide this. I think this helps present the story. Again, it's it's it's a lot of numbers and those aren't all the positions that we have and the funding model. And what came up was, well, what if you have more uh funding and you have less of a position? And so this is this is really a model. And so the district takes these dollars and then we we apply these dollars uh based on what we've budgeted, what we feel like we can afford, and what is our need these positions. So the idea of a small school is really hard to sustain. We appreciate small class sizes. our community is asking for small class sizes. And so we really feel

174like that that we're continue to prioritize small class sizes even with these discussions about consolidating or closing the school. that that's still something that is is possible even though you think well how's that possible if you're eliminating like a a building that we can we can manage the number of uh students in a section >> probably better because we're not dividing it four ways and then trying to make sections out of it >> and you can jump between grades better. >> Exactly. Yes. And one, you know, so the this table that we showed earlier is rolled forward for next year to try to show what the class sizes are. One thing that's really worth paying attention to is that the fifth grade class is a bubble, >> which means that it's significantly larger than the

175groups on either side, right? >> So when that fifth grade group goes out of our elementary schools and goes into middle schools, we're going to need more teachers in the middle schools for for two years or three years. Um, and we will need quite a bit fewer teachers under K5 schools. Um, and some of our schools are going to start getting really really I mean they're already really small. They're going to be getting dramatically small. They're going to lose 15 or 20 students, >> right? >> Um, which when you only have 200 >> that's a big oneear change for sure. Um, and I think that also starts to broadcast and like why we think this is the right time to re really, you know, uh, working within that work group to come up with a

176recommendation for the school board. Um, particularly for the T5s because when that fifth grade cohort goes away like there's a logical timing for us to do something, whatever we're going to do, that's probably the year to do. >> Okay. thoughts you have, >> Greg? >> Uh question. You you mentioned that you showed that last slide lots of numbers >> um to to teachers and buildings when it >> uh there were so in the group there were there were individuals that that are teachers in buildings. >> Okay. >> Yeah. We have not shared this slide with all of our staff. >> Okay. But when we publish it, it'll be available for those individuals. >> And as one can imagine, there are very strong emotions around >> this plan. But I think when you're able to look

177at numbers like that, it shows you you really don't have a choice unless we're okay with our kids being in classes of 40 and 50 because we can't afford enough teachers. >> Yeah. So, so it is that it is that energy and that and that connection commitment to to a to a a building which is in a neighborhood and and we've we've been working through that. And so the recommendation uh to the board and and what this this group is doing is this group has like eliminated that option about it's a status quo fine, right? the status quo is we're going to continue need to need to adjust and adjust to our enrollment and we've been seeing we've been experiencing that every year for the last three to four years. >> So, uh not necessarily

178what the move is or what but but the idea that we really feel like uh a consolidation is is going to be necessary. >> Yeah. And then and then what we're going to talk about in a few minutes is there is a policy. There's a statute. There's a policy connected to the statute on if a district were to go through that process with a program. These are the steps that are required by statute. >> Yeah. So I just had a quick question on this slide. So just looking at the bottom numbers like the differences is that kind of weighted a little bit um just looking at the middle schools like JMSs and CCMS like JMS is closer to the 432 numbers but we're more in the the red there. So is that would you need

179to do like a percent to really weight it? This is based on the actual teachers cost. So there could be factors of who the teachers are at that building um how many staff that building has um because they are our true costs for each building for the teaching staff. So if there's more teachers and so let's say you're you're paying a little bit of a premium >> the most experienced teachers which there are several of the >> you know like most of that has a you know a PhD so she's way too far learned she's also way too far down in terms of not to pick out one she's retiring so I guess but you know >> 16 years of experience >> yeah it makes them like more expensive on average >> than some of

180the other teachers. But it it might also reflect that we have more teachers per student. >> So that can bump up the number. Um you know, so they're probably on average more expensive or there are more of the teachers per student. The two middle schools are probably not that disproportionate in terms of the size of the like relative to the number of students served. Okay. Uh other thoughts, >> important groups. This is something that we started this group. >> Yeah. She just said she's glad that we we formed this group and I think this is a a a topic that Yeah. It's important for us now to be discussing it. >> Yeah. and that we've with this we've included um probably there's been 30 plus people that have been participating and they are all now

181more knowledgeable about what is our our current reality >> and I think when we put on our website we have individuals who um hopefully will access it uh again the communications we've been sending out um and as we send more information about this and what we want is to people to to understand what our current reality is districts have have are in in similar situations. Districts have consolidated programs. They've they've moved in that direction. They've stopped. So, we have a lot of examples uh >> not necessarily uh near us but um across the state of districts that have that are going through the same thing and have already previously made these decisions. >> But there are more and more I think that that near us. Yeah. >> That are also u having similar Yes, I

182agree with that as well. >> Probably the key takeaway that I keep trying to get us to settle on is then um we can have fewer schools and still be a really great district serving kids. >> Then it can help support having more manageable class sizes because we're not dividing, >> you know, 150 kids four ways and then trying to make sections out of them. Y >> um and you know people often have really strong feelings about things like blended classrooms which they might really want them or not. Um but if we if we don't want them this is a way to probably be able to better manage them. Um if we get too small then you start doing what Mount Pleasant does which is every grade is a blended >> because you don't have

183enough kids to make coins >> right >> and some of the complexities with having three subgroups is consolidation group will be talking about something and they'll want to talk about like so what does that look like and there were times where we've said well that's what we have a group that's working on that like they're looking at all of our properties they're looking at our buildings and like could we lease a building out would that be something that that would bring in revenue if we did something like that. We've heard some wonderful ideas. I think that people are very creative with different sites and how we might be able to find, you know, additional uh some some some revenue coming in different sites. So, I think the idea of also consolidating these groups is when

184we get to a point where um everyone's talking really about the same thing, right? >> And we're not saying, "Well, that's another group that's doing this." They're working on that. That makes it challenging especially when someone wants to see how like their neighborhood school is being impacted or their positions can be impacted. >> Yeah. >> Y >> Okay. >> Thank you guys. We appreciate it. >> Thank you >> and for all your work on the subgroups. I know that's extra time. Thank you. >> All right guys, we've got um executive responsibility 13 instructional. >> Any questions on this? >> Anybody? >> Nope. Okay, next one. Do we need to We're not voting on that. We're not doing on that. >> Okay. I was just like, wait a second. I'm trying to go through too fast.

185Okay. Um, executive responsibility 14 instructional materials selection. >> No concerns. >> Cleared. Move on. Okay. Policy 5400, which in personal leave. Uh, this would be the first reading on this. >> Yes. So 5,400 personnel leaves. So an existing policy, >> right? >> There's been a revision from AASTA. So that revision is the unpaid leads. >> Yeah. >> So here's the just a little bit of context is um >> so we are we receive communication when there's updates and when there's new policy and so we don't always uh adopt those policies. But this particular topic, unpaid leaves, is something that we've been working through. >> Yeah. >> And so, uh, it's been something that's very relevant and timely. And so, we're going to be, um, with this, uh, potential decision. This, this helps us with a

186with a a topic that we've been working with our employees on. So I I feel very strongly and appreciate uh this update in this policy referencing it uh recently. >> Yeah. Yeah. I like that update. >> Necessary for sure. Okay. Any other questions on that? >> Okay. We are on to policy 6800 which is our safety operations and maintenance of school property. >> Yeah. So some updates uh some language um >> not uh significant but we we wanted to make sure to update this policy as you see the like in the first page just uh has asing or designate um sc u striking out some language uh the next page um so pretty minor updates but we u thought it was important to to make those revisions. >> Yep. That's an easy one. Okay. Now

187we have our new policy. Yep. >> 683. >> Yep. So, so new policy and uh I just want to before we get into this closure of syllabus, um the topic of properties, we have a policy right now 6882 sale of real property. So, so when the board is looking to sell property that we have, right, >> there's a there was a policy that we currently have that we would exercise and it's connected to a statute and it tells the board like this is the process we must follow to align to statute. >> Yeah. >> So, uh that's that's one that we currently have and the board boards previously have exercised. So this policy closure facilities is a policy that um if the board was to move in a direction of of closing a program, it's

188the policy that's connected to the statute that says if a school board uh is looking to close a program, they must follow this process. And one of the uh what it pertains to and specifically is um the community needs to be aware of this closure and uh should have an opportunity for 90 days to uh share their thoughts through hearings. >> Okay. So it isn't adopting this doesn't mean that the board is doing this but we are having these conversations >> about uh what are some possible solutions to again our current reality and so I felt it was important at this time I think it's relevant to our conversations. It's a policy that we currently do not have that I'm encouraging the board to consider. >> That makes sense. >> Yes. I >> well I

189know the reason that we're discussing this but is this a model policy? >> It is. >> The board of directors has the authority to close a school building when an unpersceeded national natural event or mechanical failure caused it to become unsafe. >> That's all it talks about. >> Well, no. Then it talks prior to the closure for a foreseen circumstances. is you got to follow all these steps >> un giving you the exemption. You can skip all this if there's like an earthquake, but if not, you need to go through all these. Yeah, that's understood. >> I missed the other foreseen. >> Working with lawyers all day, maybe unforeseen. >> Thank you. Yeah, >> must be 9:00 at night. >> Weird. >> You mean it's 9:00? >> Okay, sense. >> Thank you for that question,

190>> Nick. >> Okay, >> for that question, too. this to the first thing. Okay. >> I did do the first. >> Yeah. Yeah. Okay. >> Okay. >> That's it. Motion to adjourn. I second. >> All in favor? >> I saw you get rid of it. >> I'm like done. Yeah.