Washougal School Board Work Session April 14, 2026

001We're going to call the meeting to order. I stand to for the pledge of allegiance for I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> All right. First up tonight we have our student. Welcome. >> Yes. Good evening. How are you? >> Good. >> Great. Mics are on, right? >> Check. >> Think so. >> Light. >> Yeah. >> Okay. So, I asked them to do is share information about the AI document that you looked at previous meeting. Less has made a slight adjustment to it. So, here's here copies. They have copies of it. And so, Not we didn't identify in read the update but so all you had a suggestion chain of

002some minor visuals. So we asked the student to share a little bit about what they're seeing with this as well as anything else they >> Marley you want to go first? >> Sure. Um I don't know. I don't have a whole lot to say. I think that this draft covers pretty much everything. I think it has good like explanations for why we need a policy on it. And so like students can't be like, "Oh, I don't know like why do we have to do this? I don't understand." Cuz it's all it's all right here. And I think that I think that it's well explained. >> Yeah. I like it. as far as your involvement in this, do you see like your voice at all in this in this document? >> Yeah, I think so. Can

003I ask you a quick question? >> Um, so in the beginning you kind of felt like you were not on board, if I remembered correctly, weren't super on board for AI in the beginning. Have you changed your >> field now? >> That's more of just like a personal opinion. Like I'm not someone who >> like wants to use AI. >> I I'm with you. Yeah, >> I don't >> I would rather use my own thinking, but I think that >> cuz I'm I'm not the only one who feels or >> Yeah, not everyone feels how I do, right? >> So, I think yeah, like I totally agree that we need this and I think that this covers everything. >> Thank you. >> Yeah. >> Um I think overall it was really good. I just have

004um I would say make the rules more like spec. Is this going out to like everybody like or just the teachers? >> So the so it would be shared with the students. Okay. >> It' be a part of a procedure form. So it' be something attached on our website that we would want our students to be aware of different teachers to be familiar with. And then uh I think as we uh begin to bring in like more opportunities for students other than accessible just their own uh use like that was first party if we purchas any AI uh programs. I think we might need to go test this if that's becomes more accessible. I think it's with your Chromebooks. I think you probably have access to to chat >> gem and I any of the

005others >> um just like random random ones like math or >> Yeah. Yeah. >> So yeah, so it will be something that we will proactively uh pursuing and and being intentional with sharing with uh middle and high school students. Um, I don't think we're going to be at this point, um, unless we start to see elementary students, uh, accessing it. Um, we'll have to kind of play that one out. >> See, could come eventually, you know. >> Yeah. Yeah. Does that answer your question? >> Um, yeah. Yeah. Yeah. I would just say like so for like because I didn't know if it was going out like this draft like specifically was going out to the students. I would say to make the rules a little more like like specific like with examples. Um like using

006AI to brainstorm is okay, but copying an essay and using it was not okay. Like just like small examples like that. >> Um >> that makes sense. >> Simplify some of the wording. Um but besides that, it was really good. I just think it was like more like I because I didn't know if it was going towards the student. So >> yeah, we definitely want students to to read it to understand. >> Yeah, >> both students and teachers to to uh to work together on this and this is where I don't know if we have any teachers pursuing uh like trying to determine if something's the students used AI. I'm sure they are but we aren't formally doing this from as a as a district. This is our first attempt. It started out like compartmentalized

007like what would that use look like and u throughout um like we have assessments coming up smarter balance testing I don't think that's possible because they're they're locked in with that application but I only other than that I don't have anything else that allows our our staff to to to limit access. So again, this is a first attempt. It will be published. It will be shared with with students, families, and staff. And it'll be part of our next year in our August training with our staff. We'll definitely be going over with them uh what we put together. >> I think your call out makes sense though because if I if I'm your average student, students are permitted to use AI might read to me of like, oh, okay, so I can just give it prompt

008and then copy and paste it right in. So maybe to her point giving a few examples even if it's in a different document I think would help clarify some of that of like brainstorming or editing like giving you some of that. Um >> absolutely and depending on the course >> it's going to look different. Yeah, like this is not something that if I think I think a soc class smell shop workshop if they're going to be u using a PD using it but in several other classes definitely something rely on >> and we have some teachers that probably are encouraging students to begin to do we have some teachers >> yeah like the English teacher not Miss Black but or Miss Merrill but Miss uh or Mr. wear him. He if it's permitted or like

009if we're allowed to, he'll write it down like on the Google on Google Classroom when he like posts the assignment, it will say how we're allowed to use it and it'll say how we're not allowed to use it. So like that like for an essay we were doing, we're not allowed to just like, you know, copy and paste it, but we're allowed to Oh, not for the essay. We weren't allowed to use AF for the essay. For the uh slideshow, we're not allowed to copy and paste like the stuff. we have to like write it all in our own words, but we can get information like or like he uh like he showed us how to ask it for like to send us links for like to find good information. So stuff like that we're

010allowed to use it for, but copying and pasting and using it to do our work is >> couldn't use gamma to just make the whole presentation. >> Yes. But to your point, I definitely think we can we can add to this. Yeah, >> that could be a part of like the the lessons I think that they're being designed future lessons with all students and then each teacher has their own >> level. Yeah, >> but this provides some guidance for them as well as the students. >> Yeah, great. >> Any other thoughts? >> Uh, no. Thank you. >> I have some points to add about them. I agree with Marley. I'm not a person that likes to use AI AI on assignments, but I am a senior now. So, probably my sophomore year, I wanted to

011stop using my school Chromebook. So, I bought a personal laptop and I use that. And there's a lot there's even though you're using the school Wi-Fi, the restrictions aren't the same. And that's really why I wanted to do it. I was in AP psychology my last year. So, the things we would research would get flagged, then we get pulled out. It was just stamping and back and forth. So, I started using my personal laptop and it worked out better for me. But, you can't lock a quiz if it's a Google form. You can't do those things. There's more restrictions. And I think I really appreciate this form because even though it isn't be for youth and you could tell the verbiage is for certain things for the students, you can tell it's for the teachers

012too. And I think those restrictions on what we are allowed to do like Olivia was talking about having like this is an example something you're allowed to use it on. Cuz my English teacher didn't care if we drafted our entire essay with it as long as she could tell it wasn't all AI and that was in an AP class or for research purposes if I study with AI guide and then my responses because that's what I memorized are like that on the test. as long as I can show that's my study guide even though it was AI and I didn't copy and paste or anything like that I don't get flagged for it in another AP class. So things like that I think are set up very well in this for both staff and for

013students. So I did appreciate that. Um another something I wanted to bring up is when we were first having discussions about this this paper and at the start of the year there was things that there are teachers who condone AI or like you should use it'll help you. I'm trying to make your curriculum as easy as possible to make sure you pass this class and that's in a senior level class. So with that, I think that there are other teachers who like don't use it at all. You're not allowed to use it. So I think the the levels of this also pertain to that very well. But as you were saying, like in CTE classes, woodworking medals, there are exams, precision exams you have to take in order to be allowed in the shops. I

014had my freshman year I had medals and there were students around me who were using AI to answer the precision questions. And that's not a class that people think you would need to have a lockdown encore. So there's not locked quizzes. It's just an online assessment and it's if you get 100% that's the only way you get in. But when kids are looking up how to administer or not administer but how to use the machinery the safety regulations and they're not learning it and you have to have 100% pass rate in order to work through it. I think that becomes a safety measure that becomes issue. There's reasons why you have goggles and shields and all those things in those classes. So, I think that also having restrictions to where not undermining some classes over

015others. Just because you're an AP doesn't mean you don't use AI, just because you're in a CTE course doesn't mean that you're not going to exam. So, I do think that it is very well worded and very well done that I think the students will understand it. I just I think it'll set up boundaries for staff and students. So, >> yeah. Actually, she makes me bring up a question about the actual policy. There's a line that says this includes not using AI to cheat, plagiarize, or gain an unfair advantage. What is an unfair advantage? Because one might interpret of like, well, you created a study guide using AI. Is that an unfair advantage? How do we define that? >> Yeah. So, I think we have to flush that out. >> Yeah. >> Yep. >> That's

016really subjective. >> Yeah, it is. >> Agree with all the rest. >> Yeah. So, that point >> might be something we want to eliminate. >> Yeah. We're just >> And do we think that example of like a study guide? >> I think that's how I want students using it. You know what I mean? Of like here's where I'm struggling in math. Walk me through how to do this and give me 17 examples to practice on. Like >> and I feel like that's what the teachers are telling the students, at least for what my student tells me, it's, you know, yes, use it as a study guide, but um that's that's it. You know, the rest you have to do on your own. >> It could be in a presentation as well, I think. howation looks.

017>> You like those presentations clearly >> catches your eye and you're not spending an hour >> that's a part of the grading or that's you know subjective anyway. So I I agree with you that that one might be uh too challenging for >> for us and and the idea of >> like a gotcha or a penalty like that's the part like we're really trying to >> uh not get to that point >> prevention not Yeah. >> Yes. It's like understand this this opportunity that that you have as a student teachers and it sounds like we have some teachers that are early adopters and some that that aren't necessarily um so we really want everyone to be aware and we can do that in this document but clearly I think there's some things we identify that

018>> Sure. >> Yeah. Yes. >> Question of the community of you, right? So, we on the board have talked about this a bunch, but we believe you're going to continue to see it a lot. AI >> especially, especially and you know, we're always watching students from prek all the way through graduation. We talk a lot about high school and beyond plans and stuff like that. And so, the question I have is just is this primer because this is only the start of how we're going to have to talk about AI. Imagine 10 years from now the conversation how that's going to move through high school. But is it enough to get awareness to everyone that they recognize there's going to you're going to be seeing this your first job it's going to be out there.

019It's going to be around even if you're going to trade like it's it's going to pop up everywhere. So we want to make sure that people are still using their brain, not artificial brain, right? That you're still being created, you're still being critical, you're still thinking, but you can use the tool and there's times to use it and times not. And for me, that's my point of this whole document is like making sure that students hear us and go like you need to be aware that this is out there and do you know safety around it as well as great times to use it. No, that was a lot. So, >> I feel like the teachers too are going to be the ones that are kind of framing this to the or explaining this more

020so than this document, right? Because each >> teacher is probably going to be different from what we don't really have like you have to do it this way. >> So, yeah, >> I think it's two different things. I think the code of conduct is the how, but what you're talking about is like, okay, the code of conduct's good enough, but do we feel like like do you feel like your peers currently are getting enough of an education around like the pros, the cons, what to be aware of when you're looking at it because to his point, I mean, even myself professionally, like where how we were using AI six months ago is dramatically different today. And I'm expected to figure that stuff out, right? That's just part of it. When you're in here, do you

021feel like your peers are at least getting the beginning of an education of like here's how to use it, here's great circumstances to use it, here's what to watch out for. Like, are you aware that it can hallucinate? Um, literally and make up random facts. Like, are we teaching that or is that something we need to look at probably outside of the code of conduct as a separate like how are we educating? >> Um, I'm I'm personally not seeing that, okay, >> in any of my classes. And I know that like you guys were talking about like Mr. Wearham and some of your other classes talk about AI. Mine my teachers personally don't very much but yeah. Yeah. I think that's something to look into. particularly he said that Jane was really good because I

022wrote a bunch on this feed paper and a lot of it is like how and when are we going to educate it like >> and do we expect an English teacher to be the one educating this or we want to look at a different alternative. So from a code of conduct check, right? But how would you get like if I just stick that in front of someone what do they uh what am I? So it's like what's that primer like? >> You got a thought. >> I do. >> I see your eyes going. >> Um I feel like I feel like now like it has um like dramatically changed since like last year and like even like eighth grade year. Um, but I think that like students are aware of how to use it and

023like because teachers that do allow it and don't allow it, they make it very like Miss Merrill that will not allow it at all. Mr. Wearham, it comes with rules and like like how to use it. I just feel like it it they completely ignore it. Like today some kid was telling me how he turned his essay and like um they'll he'll like how do I I say like too sorry. >> Um he'll put the essay into GPT and then or he'll ask it to put it in like write the essay for him and then he'll copy and paste it and put it back in and say make it so it doesn't register as AI. So they know how to use it and they know like what not to like. they just don't they don't

024listen to it. And I think that something that would be helpful in the paper would be like how like test scores and like personal like I don't know how like the p like percentages of like when like before AI was so popular and now like how cuz like some student like it it's kind of obvious when some student like goes from it like Fs and D's and now it's like B's and A's like Maybe they are actually studying and like getting tutoring, but then there's also AI. So, I think the percentages of like, do you know what I'm trying to say? >> There's a big deviation. Hey, this is an indication something. >> Yeah. Or their testing is doesn't match up with this type of work that they're turning in because you can't use it

025during a test, >> right? But some people are poor testers, >> I think. But go down forever. >> I'll take one >> because I go into like, but if you've learned how to use it and you're going to use it in your job, >> is it actually detrimental that you learned how to do all this? >> And it is in my mind because you need the critical thinking skills. That's what we're trying to develop. But I think it's >> I do have another point to this too is that this could be like the prevention part of me because that's what I work a lot outside of school. But the big part of it I think is the stigma around AI. Usually people either abuse it and it's that word I use loosely but they use

026it constantly. and they use it on everything or they completely shun it and they're like if anybody uses AI they're stupid that terminology is used you don't know how to do your work but there's not really this middle ground where people use it to study or where people use it to help them or like it I think it's similar to Google too people like give me synonyms to this word give me different ways to frame the sentence and I think that people there's a stigma around people who use it and how it's used and I think that plays back to not only having a paper that tells you because we could have laws but unless people have those examples and we have these things that back it it doesn't really click for people and someone

027could read this and it could click for an adult or it could click for somebody or youth but it doesn't click for somebody else who's the same age or the same demographic or anything like that. So, I do think that having a session where you're talking to the staff or you're talking to the students and you're saying like, "Hey, maybe not putting the statistics in the paper, but then this is the statistic and that kind of one-on-one that's making it sink in more than just reading the paper and really just grasping it and taking a second to stand back and be like this is changing drastically and it's changing really fast and this is going to change constantly through the school system of your lives like you were saying, college, going to work, all of

028those things." And I think that even though this does partly prep you for it in the way that you're reading it, but different ways, it's always helpful to get the same information in different ways. So I think being able to listen to somebody talk about it, somebody who's experienced, somebody who as you as a as a senior, I've seen it change since freshman year. I've seen this the change for staff and the way they're teaching it, the way that they're telling you you can or can't use it. So I do I agree with your point that even though there there's two separate things having the paper and the policy versus being able to fully be able to just say it. I think if you just click up to like eye level, but you know, if

029we said there's three three big things that talk about, you're going to go into a classroom and on the boards and say you can use it. It's recommended, we want you to use it, explore it, here's ways to like even try to break AI kind of scenarios, right? And then it's like okay it's permitted but we want to see your own work or it's like red light like do not use it if it's from a code of condoint if that like you went into a class and said like this class says no AI like and then if you violated the code would it would you feel like the paper that we put in front of you be like hey we you just violated code but like you were clearly told and you weren't because it's

030really around making sure that people are learning the way that teachers and administrators want them to learn in that course at that time. >> I think I always go by screen like use it. >> I think when you're explicitly told something and they're telling you you can't use it and then you use it anyways, you know that you're doing the wrong thing. or like I really like what Livia said about the examples because some people like I've been in a class before where it wasn't explicitly told that it was a test and somebody I know used their study guide because they weren't told and then they got an automatic F and there was no room for anything. They were this the teacher was just like you just sound have to take the F even though

031they didn't explicitly tell you that and there wasn't something that was set up to where the example will tell you this is wrong. So like we were saying referencing this is something that I did but it doesn't explicitly say that because I used it in this way like the study guide that I wasn't that I'm going to get flagged for and going to get written up. We're going to get the automatic app. So I do think that was a great point that Olivia made about the examples. >> Most of you started in the eighth grade where it started being introduced. Did you have any kind of formal instruction on it or are you learning at all organically just what you're learning as you go along? >> Yeah. So just kind of like on your own

032with >> teachers the same. Do you kind of feel like they're doing the same thing that they're learning as they go along and then they're passing it down to you what they can and can't do because I've heard a couple of you say that some teachers are saying don't want you to use it or you can't use it. I've heard that word and I don't know if they are if they think that that's like policy or you're not supposed to use it or if they're just suggesting in the classroom that you shouldn't use it today. Question was is did you have you been trained >> have we been trained? >> Yeah. Have you been taught about? >> Yeah. Okay. >> Not not at school. I know uh last year Miss Merrill when I had her

033she gave us like a day um I think it was like a Wednesday so it was a short day but she gave us like a class period to um like go explore AIS like how could we use it like ask them different questions like just like get getting more information from it like how to like I don't know how to explain this just she let us explore I don't know how >> how else to explain it, but like get the like hang of it. I don't really know, >> but like she I know she uses it like she got an email from a parent. She ran it through chat GPT and gave got bullet points on it. So she she uses it and she teaches us how to use it for that. So like when

034we finish writing a paper, we can put it into the chat GPT and um uh or into like whatever AI you're using and like get like notes from it. So that's kind of like what she was telling us how to do like to get feedback. How to get feedback. >> Sure. >> I don't want to say that policy is loose because I don't think that's the case. And I think that in some classes they have you read the student this the student guide at the start of the year especially when you're a freshman. But like the cell phone policy, it became like vastly it became an issue and there were people like you can't have your cell phone. But even with this year there being the cell phone policy with the signs that say no

035cell phone, there are still teachers are like I don't care if you have it out or as long as you finish your work and you show me that you finish your work, you can have your phone out. So I think that like policy wise too, there is like that looseness to it and some in some teachers and that's always like giving the teacher the option which of the three levels do you want to put in your class? So I do think that's always there, but I don't think explicitly somebody has taught us about AI since then and being the oldest tier too. Even in 8th grade, I wasn't taught anything when it was like starting to come up in schools. And then as it continued into now, I don't think I've ever like been in

036a class where they told me these are the benefits. These are the dangers of it. This is how you can get flagged. This is how you're not going to get flagged. All those things. So, >> and it sounds like that's something you guys are going to do at the beginning next school year or this next year. Yeah, we're we are working on that at the high school definitely and Arley's a part of that. >> Yeah. So we have we are our our plan this is a part of it and then once once we get this established and this is not a decision that the board like we're not approving >> this but the idea that this is going to be one of the forms we're using it's a part of an existing policy right >>

037that that speaks to other forms of like like tools that we use >> uh and in some cases like outdated language or tools that you use and this is the the most recent >> tool was available. Um we've had similar conversations about cell phones. Uh and so they like we've gone through these like these these processes of adopting these these opportunities for for students to what we think initially is enhance >> learning and opportunities. Uh and then at times then it gets like the cell phones like oh my gosh >> everybody >> what have we done right devices for everyone and we we like this is we were an early adopting district I felt like in in the area with 101 devices. So that's an investment we've made. this isn't like the next thing that

038we've got to like determine like what's our level of investment because we can we can spend money on an application >> right >> that students then will have access to and maybe then can can uh attach documents and there aren't limits to it because if you're using anything right now for free typically there's limits to what you can do and like you reach that limit you got to get away till tomorrow where you can access it again. So, this is something that we're we're investigating, looking into, and is this an area that we want to purchase um access for our students? And there's a lot out there to do this, >> and it's going to be outdated in six months depending on what you pick. >> Yeah. So, and we got we got Quincy School

039District, uh Peninsula that are like early uh leaders in the in the state doing this and that's not we're not there. >> Yeah. >> And so to to the to the questions about like have we told our teachers that we want you to intentionally teach this. We we have not. We have some teachers that are, some teachers that aren't. And I think the cell phone's a good example, right? So, here we are. We like we we are very uh intentional and fatted with the expectations and and even in that example where it's really clear, we still have situations where there's some there's some flexibility. Wow. Really? Yes. There's flexibility with these high school students and middle school students have less flexibility. >> That's true. >> But as our high school students are getting closer to

040the time where they're not going to be in high school anymore >> and they're going to be on their own and all you've described Jane like what you experience in your current roles and and what what you're what we're seeing happening in the in the world of work and the access to AI and what's happening what's happening to jobs. So like this is yeah we've got to get >> uh going on on this and supporting our our students updating our families so the families know what the expectation is and and what are families doing like what are parents doing? What's their role? I know I as a as a dad how I've been helping my two college students who were like we are not going to use this. Hey, would you help us? Uh, we'll

041get you run this could you run this through here, you know, because because it is very can be very useful. >> I think kind of to Greg's point, I align with everything that you said and what you guys have shared and I love giving teachers the autonomy and flexibility of choosing because I also think it's helpful to have to pull both muscles, right? But I think to kind of what Greg said of like, do we have an intro to AI? Even if it's just a high level of like, hey, we're going to show you how it's biased. Like, and you type it and you let them see, we're going to show you how it starts to uh report how you want it to report and what to be aware of. Here's how you counteract that

042so you're actually getting facts. Like that's the piece. And I don't I don't know that that's a class. I don't think it needs to be. It could be for like seniors. But I think when I'm thinking about a freshman and like with my kids, we're already doing the like >> tell me if this is generated an idea now ask AI a question and then I'll have them both ask the same question on their different GPTs and be like why do you think it gave you different answers? Well, because it remembers that Addison likes it better when it talks about unicorns, right? Uh but I think you don't know that if you're not taught that. They're taught that because I'm in that field. >> But all of our kids need to be learning that. Even if

043you hate AI, like you need to at least know the biases for when you're forced to use it. and like how to counteract that or at the bare minimum be aware that it does it and why it does it and what triggers that. Um because that to me is just it's huge. And there's also been you know some ongoing things about like >> kids developing friendships with their AI and some of the negative that can come with that. So just making people aware of like it's going to tell you what you want it to hear unless you're intentionally telling it. We have a lot of examples through our K12 system >> where topics units are taught at different times through each grade band. >> So yeah, we could put together this continuum. >> Yeah. >>

044With and it and it probably exists. It's kind of like what and it could happen through advisory. It can happen through uh specific courses which is what we typically do is the that gets taught during US history that gets taught during health >> and and so and it's just how early do we start and then >> in making sure that it that it is taught and does it cover what we're like what we're describing. >> So I think there's a number of things that we can we can certainly do. I really like that idea and and and would we could we launch it next year and I think absolutely we that's something we could do. We just got to figure out like where is that going to happen? >> Yeah. Great. >> Yeah. I think

045Libby do you have something? >> I was going to say um like an advisory lesson like but like an actual assignment like um you could you know how we do like the like >> different I don't we do like different lessons for advisory sometimes it's like like the something like beyond I don't know >> beyond plan. >> Yeah. >> Yes. >> But uh it could like how to like an actual graded assignment for your advisory class like how the the the teacher that way everybody will get no matter like what teacher um it will be like an overall assignment for everybody in the school. Um but that >> yes love that. So so that is uh that's so in middle school where all students have advisory. >> Yeah. >> Absolutely. And for the most part,

046ninth grade, you start to get to well nth and tth grade, juniors and seniors, running start >> the Cascadia Tech, there's various things start to impact the schedule, but I think we certainly could sixth through 10 that >> that would be uh we have somewhat of a captive audience >> uh with with with these with these courses because students then in the junior year there's some variety. So yeah, I like that advisory is is one possibility. It could also be something that happens in another class that all that all students can take, which is typically like world history. All students take that. So it's just identifying which one and then these were like then the pressure is on that particular >> teacher. Yeah. >> And then what about the student doesn't get it? So it's

047finding out how do we make sure that that all students have access >> to the same learning. >> Yes. Um, I just wanted to share because I'm working on the like AI advisory lessons. We've like talked about it briefly, but um, like the purpose of those lessons is a lot of what you what you talked about Jane and and Paul, everyone um, like in introductory like >> Yes. the just like the general information about AI that everyone should know like before you're even given a policy or anything. And I just talked to Mr. Castle today because I was hoping on having it done this year, but that's it's a Yeah. So, um it should be ready next year, probably the beginning of the school year. I'll be working on it over the summer probably um

048with yeah with help from you and Mr. Castle just like collaborating >> and >> um I think >> yeah with all of the >> things to cover and adding in like hands-on activities like go to this website and try out this and something like that. It'll probably be a series of lessons. And I think that like I can make it in a way that would be like something that seniors and middle schoolers could both benefit from. Like it's not just going to it could be shared to the middle school too like you're saying it could be. >> Let me know if I can help. I love that. >> Yeah. >> So a quick pause. So next year, so Olivia and Marley and Jacob are planning to return in in the same role. So that's so

049that this could be we can continue this this project. So next year it sounds like this summer even you're looking to time. So >> So we will we will follow up. Yeah. So unless and the team. So great conversation. Appreciate all that you're sharing your ideas. So we've documented many of these ideas. Um I certainly think we can incorporate a lot of what has been shared uh like the next either revisions to or additions to which is the examples you know what you're just describing of the I really appreciate like the the why before the policy >> the why before the guidelines or the the like bumpers on this which is what I think you're asking about why is this important >> and then we want to talk to you about uh some some some

050guidelines >> we're not going to get it right out of the gate. So I think the message from my position on the board and listening around it like we want students to know that we're talking about it and like we we're thinking something. So here's a rough guideline and my goal has always been before September that it's out there like that we come up with something and is it going to be perfect? No. >> Yeah. >> But just like it's there we've been talking about it. Help us. Right. and like Marley like they want to be part of it. They just know like hey we're talking about it and we're trying to set you up for the future. >> Yeah. >> That's it. >> Because the handbook and what you were describing like all the

051things you don't get to do like that's it's it's not really that appealing it's it's not engaging. And so like finding a way to to evolve the students and I think we're doing it and you and you're designing this and I'm sure you're thinking about is it a are they passively just like being showered with this information and then it's just going to stick and it's going to be great or are they going to be engaged >> in it and and so they get to like what you're saying triumph >> and in bite-size amounts so it's not it's not overwhelming to anybody because not everyone's going to be interested like just flat out. I don't know what the breakdown is on percentages, but there are people who are not at all going to want to

052want to do it. And then we have individuals who rely on it heavily. >> Okay. >> Thank you. >> Anything else? My goodness, great dialogue. Anything else you want to share? You just got back from spring break. We're back at it. What are you looking forward to? >> Updates. >> Yeah. Um this is these are ambassador updates specifically. So, uh, KAKA National Youth Forum for Prevention has a midyear coming up. I am a national board member for the youth council. I'm one of 12 people in the US and the territories that got to be part of this. So, really excited for it. We get to take some youth from Wugle which is through unite the coalition. We have an event this weekend which is the JTC better together prevention summit. We are training another coalition

053in Jefferson County on what we do in our community. So, our positive community norming campaign, our anti-aping one we did in the high school, which is now bridging into our middle school campaign for the same purpose, which we're calling project crown. It's going to be a positive community norming, but going to be focusing more on alcohol and vaping. That's where we have our funding from from grants and that's also where we're seeing the data collecting from the surveys that we that are coming out soon. Next Tuesday we have our elevate middle school training which is going to be in at Clark College is bringing middle schoolers from all over Washington state including some from Wugal and we are going to we as in three high schoolers from Wugal are going to be helping co-f facilitate

054that. So we're going to it's about 6 hours 6 and a half during the day we're going to be going and helping Xander which is our ambassador supervisor but we're going to be helping him give presentations and working with all the youth and getting them to collaborate. We have spring youth forum which is SYF2026 at Greatwolf Lodge. That is a competitive event where we all come together all different districts from districts as in not necessarily school districts just all different people from Washington state and we talk about how we're using prevention in our community. It's a competitive event. You go in small groups then larger groups and you get to just collaborate people. Washington state department of health helps the Washington State Healthcare Authority things like that. Uh we have the moment of youth training

055which is in Orca Island this year. It was in Lopez Island last year. We actually this was on the school district Instagram too was posted last year but me and two other youth are going to be presenting at that. It brings in all the orcas youth that work in prevention together and we get to do some facilitating for that as well. So those are ambassador updates. >> Wow. Amazing. >> Well, do you sleep? >> Yeah. >> I love it. any other it some some typical stuff. So pro uh prom. >> Yeah, prom. Um just got our decorations in today. >> What's it ma Bridgetgerton Masquerade Ball? >> I'm jealous. >> And it's somewhere kind of far f farther away. >> It's at the Battleground Community Center. So it is a little bit farther away, >>

056but it's a qu spot. >> It is. Yeah, it's a nice spot. Yeah, >> certainly further further than Blackboro >> for sure. That's why I think it's further this year. >> Yeah, we did ours. >> Okay. So then what's the date? >> May 9th or 8th? I can't remember. It's second Saturday. >> Okay. And are you needing chaperones? >> Um yes. I believe um a Google form of sorts will be sent out on like parent square soon. Anybody's interested? >> I mean, I love that show. >> Do we have postp prom events? Is there like a postp prom? >> like an afterprom? >> No. Not that >> graduation. Yes. >> Gotcha. Yes. >> For prom? Yeah. >> Yeah. >> That would be fun. >> Okay. Any other updates? >> Wonderful. >> Thank you. Thank you.

057>> Thank you so much. >> Appreciate you. You can leave whatever you want to leave there and kind of >> leave the draft or do you take it? It's up to you. >> Thank you guys. >> Thanks. >> Can you turn the mics off? >> Yeah, be great. Thanks, Olivia. >> All right. Um, next up we have our board and superintendent update. Who would like to go first today? All right. Go. Uh just quick update. So two weeks ago I mentioned the freshman orientation night. >> So attended that with my daughters and there was great turnout. went train again good lecture in the auditorium and kind of do all of that and then it was really neat to have all the clubs and advisers and everybody in the commons and kind of go around there

058and then my kids were most excited to actually tour the school they go to garden like we're just one big long straight school and this one have like >> halls alleys floors and I'm like it's just it's just a you go around But it looks big. Sure. >> So they were running around and then I know every freshman forecasting. So >> I've heard a few comments around the community and like how do we know why do I have to put so many alternatives? Like is this what these are the courses I want to take? How do we know if we're going to get picked? When are we going to know? So I don't know. I didn't have an answer to the parents. >> Yeah. So yeah, the additional options or classes is if they don't

059get that particular class because there's too many students that want that class >> or not enough. >> Yeah. Or not enough. Yes. >> Yeah. Yeah. That's a good point. There various reasons why that particular class might not happen >> or be teachable. But that was basically Yes. >> You never know. You could end up in a class you want and you might learn something new. >> Yeah. And then as far as when they'll know. So the goal is always to have it available and like have it set uh by the last day of school around June 16th. Uh that's really challenging to to lock it in and so it's available. So it's typically then it's not by the end of the school year then it's it's in August, >> you know, a week or two

060before. >> Yeah. >> That's what's going on. >> Yeah. >> High school. >> So I I will add I appreciate you mentioning that. So I think that's that's the first time probably where that orientation has happened during conference week. It's a it's really the perfect time >> good use of conferences and I think that Mark in talking to him was really pleased with the turnout and the energy and what you described. So I think that'll be something that we plan on next year. it'll be locked in so people will know sooner because we had some questions from our student reps like when when are we going to find out because as an eighth grade parent if you haven't had an upper classman you don't know you really >> I heard it from a lot of

061parents they're like well what my kid this is their track and if they don't get that class ruins the whole >> track >> four-year track and you know I'm like >> I don't have any >> talk to the counselor >> I don't counselors are great >> yeah the counselors have been counselor and they're by this and this and this and they came to all of the >> I know they're doing a road show, right? So they usually >> they kind of pick to do the orientation in the middle of >> that includes your road show. Yep. >> Yep. >> So good. >> Great. >> I have the forecast documents on my table. I don't if anyone wants >> Nice. >> Sure. >> Life. What are we talking here? Um baseball. Is that what we're talking

062first? Whatever you want. >> First, first baseball game uh yesterday um with grandson, oldest grandson, archer man. And it went really well. They uh they did not win, but there was a lot of humility going on in that field. And uh despite the weather, uh the uh the coaches and some of the parents got together and raked the fields and they went and got more of the sand and filled all the potholes. They had a work party before so that they could play because they were determined to not be turned away on the first day. And so and they were very successful in that. The field looked great. So >> great. Thank you. >> I'm kind of along with him for softball and baseball game last night. Um, but the thing that's interesting to me

063is I haven't been in like in my hometown I remember there was always a shortage of coaches and volunteers and this year I think there's four or five girls minor league teams and all of them have three or four coaches because we have so many people in the community willing to volunteer and watching two teams from this community compete in their 8 to 11 and the level of talent is just really impressive. Um, and then on the academic side, we have parent teacher conferences, which I really appreciated. Both my kids teachers showed kind of the progression from fall to spring, which didn't always happen before. And I find that very useful as a parent to see that like learning u especially as we then get ready to gear up for >> the especiation. Um, and

064we've had the communication coming out about like making sure students are rested, etc. Um, and I really think particularly for uh the third graders, getting the extra info from the teachers about like, hey, this is their first time testing, it's really important that they're present so they understand how to navigate the system. Yeah. Uh, has been very helpful. So, my kids are actually looking forward to testing, which I don't know if that's normal. >> Love it about it. Doctors are doing a good job. Can they talk to their friends and tell them >> I mean action? >> Yeah. Be excited about it. >> Be excited about it. >> You have to sleep for 10 hours before >> have a good breakfast. >> Yeah. >> All positive. >> Awesome. Thank you though. >> Um I got

065to do Biz Town interviews with our fifth graders. I did Gau and halfway. That was so much fun and they were so prepared. The teachers had them. I mean some of the kids came in ties like it was the cutest thing. We shook my hand, looked in my eye, made eye contact, did all the things. So, I really enjoyed doing that this year. Um, I've gone to Bistown a couple times, but I've never been part of the interview. So, that was really fun. Um, teacher appreciation is coming up. If you have kids at the school or if you just want to volunteer, I know each school is doing something. Um, there should be signup geniuses going out. Please sign up and support our teachers in that way. Um, Stride is coming up. I need volunteers

066as always. um you can either see me or do it online um in spring. So, soccer, middle school soccer, >> that's new and that was so cool watching them down there. There was a lot of kids out there playing. So, I'm really excited that we got to bring something another sport into our community. I know we have a lot of parents that are really excited and that was funded by the levy, right? >> Yes. >> Funded by the lect 100%. >> So, thank you for that. >> Yeah. And side note, Jane, you should just train all of us. But yeah, I mean I'm like I kind of feel like when I >> All right, so I've got a couple things. I'm not sure if you've heard about scholarship. So scholarship happened at the high school.

067So this is Rose who is our uh career specialist there. She might have been at the event. uh Paul that you were describing. So scholarship was for our u seniors. This was after school uh on March 11th. So these students were there uh completing a scholarship and she was there helping and so this was the first time this had happened. So a large number of students attended. So early in the year was papa planned >> which where were Jane I think you attended that s you as well where students were seniors who were I think we did that guess it must have been October or November >> I think >> and we're working on there what's happening next >> so this is similar popa plan like popcorn theme pop and so the sip so like

068she's really creative and good with Canva and so these graphics and these things she puts together so uh excited about this for our our students students who uh were interested in in applying for a scholarship, something we had not done before, like specifically like this. We've always had um a a site where students could access to see a list of scholarships, a Google sheet that that's been used for that, but this is like like the next step >> for our students who interested in pursuing a scholarship. So, uh good job, Rose. Uh just what you mentioned the Biztown. So the second time I've been a part of Bistown. This this is at Hathaway. You see one student in a suit. So there were a number of students. I think they were all dressed like there

069was an attempt that appeared to to be in this role. And what I noticed is what you noticed and as students walked in and they were like determined where they were going to be sitting. We were all sitting together. You can kind of see on the on the right that's the setup at Hathaway at Gauze. It was in the library and there's a little bit of different setup at halfway. All the students uh that weren't interviewing but were going to be interviewing were in one room across the hall and so to see them practicing. That's what's happening in the lab as they're getting ready and they were this was intentional. So they were the the handshake, the greeting, the resume, the application, and then the the thank you at the end. like all of that

070was was taught kind of like you're talking about with AI like >> right being very intentional and they really showed >> this practice or this thing they always look forward to. So fifth graders having this experience they were all applying for a position that they were going to be in that role when they go to this town. So um so last year it was just halfway. This year we had three out of four elementary uh schools did it. fifth grade uh groups did it. Next year it'll be four out of four. I really think this is a nice ad to this experience for these students of life skill, right? To prepare, to interview, to prepare and then to deliver. >> Uh yeah, really well done. >> So, I'm not sure if any of you attended

071the youth arts month uh event, the gallery at Excelsier, which was the 27th to 28th. So, here's just some pictures. uh really uh a cool event that is a partnership with WAKA and so a number of those individuals uh those individuals uh part of WAKA were there supporting putting the kind I get everything set up those are our teachers in the top left uh wonderful art from uh K to 12 and I was there on Friday I was kind of like organizing the cookies and just making sure that those were anywhere >> that was my role >> quality control yes and just so many different like grandparents and parents and siblings >> and seeing the the the artwork and finding their artwork and being so proud of that and then to see their teachers like

072that was the part like a student seeing their teacher there >> and just uh just embracing them and like then finding their art. So really in a a nice way to end youth arts month um something that we do every year. So we had April 1st, this was before the industry fair which was the high school uh which was the showcase for CTE leadership. So what you see is on the left that's FA Jake our rep is there in the suit along with other uh teammates. Uh on the far right in the top corner that's a head shot that would so if you were there you could get a head shot uh that was that was being done by our high school team. And then the middle top is Memphis. That's one of our students

073who's using a virtual welder. And Memphis did not I as long as I was there watching this, Memphis didn't leave uh the that location like was really into using the virtual welder. And then the bottom right uh that's Christa Dejakamo who provided funding for the the food that was in the future picture you're going to see the food truck for the industry fair. So she um hosted or or sponsored that as a part of the industry fair and then Grant Manel. So that's one of his stations. >> Did Christa do a shakurerie board? >> She famous for those. >> Okay, that's good to know. That's good to know. No, she didn't. So then this was the industry fair. So this is as many adults as there was students. And so we have lots of vendors

074there. This is just one moment in time. I think you know we think this was more uh better attended this year than last year. probably not as high as it like the first year or two that we did this right around COVID. We've been doing this for quite a while. Uh and it had been alternating between West High School and Cameas High School and now we just do it at WashU and so um really an amazing event. And then there we've started adding organizations where you can volunteer. So, it's not just like local vendors and and outreach, but it's also some of these organizations where students and and adults can can volunteer. And then the bottom right are the cakes, cupcakes that uh were made by our staff and then the food truck which had

075uh delicious things to eat. Okay. So, that was some highlights. Now, to give you a little bit of information about the what you've been you're aware of. I think you've heard from some community members. Yep. So, we've made some adjustments to the high school gauze campus. We've had some challenges with uh community members accessing the facility during school days, after school hours, which is okay. It's just the expectation we have of like if you ever bring a dog, a pet, keep them on a leash. >> Uh don't bring your electric motorcycle and drive it into the uh on the baseball fields, softball fields, which I have a picture of that. I was going to bring it um and have it on here and I didn't add it, but the damage that was caused by uh

076several electric uh motorcycles getting into the infield work that we had just completed and and driving around and creating these like trenches. So, it's it's very frustrating. It's very timeconuming. Um it's a part of what happens. So, it's it's why we've increased the the fencing around. It's why we've added uh gates to where we had entrances and it's why we're trying to manage that at another level >> because we're trying to protect our assets. Plus, during school hours, we want to protect our students and our staff. And we have examples of and we have I have a quote here from one of our teachers who basically is just saying, "Thank you. I realize this is a tough conversation the community but as I'm there with students and dogs are running around >> um and interacting

077with us or individuals are coming by like that is not something that that individual teacher or those students need to be dealing with during the school day >> right >> so after hours absolutely understand that but not during the school day so um we're working on it we're going to be communicating with all of the individuals that live around the perimeter of the property propert so they're aware because we have a number of homes that border the property that have gates to that area and so we've got to make sure they understand that yes it includes you as well >> during school hours. >> I didn't even think about the kids. >> Yeah. >> For the dogs. Are we getting a new off leash dog park? >> Maybe that will alleviate some of the >>

078Sure. Maybe it will. That'd be great. Yes, that'd be great. So this is the campus that we're referring to. So um what we've put is some fencing. It's kind of hard to see. See where the tennis courts are? >> Yep. >> Top right. So, we did add some fencing there. We've added uh gates where there weren't gates, two entrances. And so, that's the area that we're trying to uh protect. Again, it's it's not just from uh community members with dogs and when they don't clean up after the dogs, that's that's is very frustrating. So, but it is the the electric vehicles of motorcycles going through and we may have to add some more fencing to go playground because uh individuals are going to the god playground and we have a similar situation up at Cape

079and Canyon with uh individuals accessing the facilities when we rather they not >> but it's unsafe for them to I mean as a parent I don't want anyone that hasn't had a background check anywhere on campus. >> Yes. Yep. And so has it happened previously? Yes. And there's a variety of reasons uh you know the the cost associated with adding fencing uh and then having uh staff and you know staff get they get yelled at, they get bered and so it's it's unfortunate it but it's a part of uh you know being a part of a community. We're just making some adjustments to this and we are sticking with our plan at this point and we'll continue to work with individuals who are challenged with this decision. Um, so we hopefully that will uh continue

080to be helpful. Okay. So, I was on a call today with our state superintendent. I it wasn't just talking with him, but it was a it was a presentation and I do want to share with you uh like what he shared with us, which was uh lots of indiv individual part of this this zoom call. So, here here's the update basically. Um and I've identified uh like the highlights uh talking about the push for attendance which we are working on that there's there's resources available uh local effort assistance adjustments by the legislators so that it didn't impact us because we were not getting dollars but other districts were and you see the map on here uh those district those areas that were impacted. Uh TK though is one specifically. If you look on that second

081map uh and up here on the graphic like our school district is up there. So we were impacted. We have gone from four TK sections to two based on the reductions by uh the the governor and the legislative decision. So we found out last week I think. So we we are right now adjusting to that. Um and we're we've been working with families. We think we have over 60 families who who have uh expressed interest and we're going to be working with them on this decision. Um a variety of other topics regarding the legislative like update. Uh we also running start bust appreciation we've talked about. Those are all things we have to adjust to in our budget plan. Uh there's a there's a K12 equity work group that's been formed. So, we're kind of

082watching at a distance like we the school district are not involved in that. We're just going to watch the work they're doing. Uh there's this uh House Bill 1296 uh willful non-compliance for boards. So, as that gets worked through what that actually looks like, I will update you. I'm not involved with those like the planning for that, but as soon as um we have something that's more than just they're working on that. What does that look like? Uh we'll update the the board uh budget planning uh the state service just talked about this is what we're doing right now and this is what you know that we've been doing this uh we're going to continue to do budget planning um you know what's happening at the federal level uh talked about district financial health. We

083are in good financial health right now as a result of decisions we've been making. And so he just talked about the number of districts that are that are not in such good financial health. I talked about waivers and this is specifically waivers around if you have snow uh in climate weather days if you have uh and you need to request to OSBI we need uh to in the the school year longer than what we were planning because we've had a number of things happen whether it's just uh flood which happened uh north of us earlier this year. So we are fortunate that that is not something we're requesting. We have two more inclement weather days. Uh, next Friday and then one in May. And unless something happens between now and next Thursday, that'll be a

084three-day weekend. >> Yeah. >> For students, for most staff, but not for all staff because we have some staff that that's a working >> day uh including me. So anyway, I just want to uh share that and then teaching learning. So, just for your information, it was a it was a helpful update today. >> Yep. And I guess that is it. So, thanks for mentioning Bistown. Wonderful. >> Yeah, >> it's fine. I'll do that anytime. >> I enjoyed Bistown. >> It's fun, right? >> Yeah. And I would like to know some of the results I bought, you know, >> I would have even got what positions were great. >> I would have hired them all because I'm an observ. >> Um, okay. Next up, we've got capital projects. >> Right. So, this is just really

085quick. So, you have a document in front of you and it looks very similar to the the first version of this. This is the first version. Second version just is updated information regarding some of these projects, right? So as we complete them and we can in essence sign off on some of these projects. So what we have here is so this is the like the last levy that was approved that we're currently in. It's the third year. We're not talking about 2027 28 29. This is our current levy. Our next uh funding come from government the state is April this this month. So we'll and will that be the last one for 2026 or is there one more? >> So we'll get little amounts but at the end of this month we'll get a large.

086So that will in essence be uh the current levy and we will use a similar process. We are using a similar process and identifying the projects working with um RNC on uh what are the costs, what can we afford over the next three years. So we'll be sharing with you what that looks like as far as a timeline, what we've prioritized as far as projects. But this in particular identifies uh as you see for example the boilers and HVAC controls. So the project 467,000 the DC controls 860,000. So that so those are um completed and so this is Ida had asked for just some updated information. We will continue to give you information regarding uh the how we're spending the $6 million. Included in this is also some of the grants that we've that Jessica's

087done a really good job pursuing. We're continuing to pursue grants and when we receive those or acknowledgement of those or awarded those, we'll definitely let you know. >> I like this is a good way to show us. >> I think it's helpful. >> Yeah, sure. Very much so. >> Yep. Okay. So, that's that's the update >> as far as that goes. >> Great. Um, next we've got our board calendar planning. >> Yes. Okay. So, board calendar planning. So, some things I want us to consider in board planning. So, you you were given some uh some information. I have some hard copies. So, if you prefer hard copies. No, >> no, thank you. >> No, I I do. >> You do? Okay. So, I'm gonna do is I'm gonna I'm gonna give you some hard copies.

088So here's here's one thing that if you are not interested in this then don't take it. Okay. And then we'll just leave a stacked at the end. >> So Corey has already put together >> copy >> our meetings. >> Yeah. >> So this is based off of previous years based off of this year uh new calendar year. So here are the dates. But what I want us to be thinking of and it says giraffe, right? But I want us to consider some some different possibilities. >> Y >> we don't have to lock in to what you see here. So this is a draft and one of the things I want to bring up is our start time on board meetings and if that's something that you are interested in changing the start time >> 5:30

089would be >> okay. So see something like that. So on >> I just want you to know that it's not written anywhere uh in stone that we have to start at 6:30. So I want you to be consider think about the possibility. So we already have a 5:30 possibly. >> I think for Ida that that'd be the one I'd want to check but I think that give her time as well. The only concern would be then >> the meetings where we usually start at 4. Like I normally can't. It's tough to get here at 3:30 versus would we just go maybe we start at 5 that day and go late. Start start at 4 and go later than normal. >> Or maybe we don't. Yeah. So maybe that's maybe we don't start at four. Maybe

090that's something that we we talk about. >> But 5:30 would be great. >> Okay. And so I just want you to know like like starts at 4:30 for their like their workshops, their work sessions and 5:30 for their board meetings and they're on Monday. You know, you thought, oh, every board meeting has to be on Tuesday. That's not correct. I think be any day of the week day any day of Monday or Friday. >> So anyway, I think we like I think we like Tuesdays. >> I like Tuesday. >> It's just if you're interested in changing the time, this would be the the best time. I know we have we have Ida certainly to get her thoughts. So as you think about that like what time we start. So, as we're thinking about that, so

091some other things if you look on this schedule and we get to say October 27th >> at 4:00 or uh presentations. So, we have four elementary presentations uh during that that chunk of time. So, there's also been some discussion about like is that the way we want to keep doing it? >> I think that's something we should still talk about. >> Okay. step plans and how we >> and in those presentations. >> We definitely talk about standardizing. >> Yeah. Yeah. >> I would love to see them like stand fully standardized going in like this is the format. Um October 27th is that conference week? >> October 27th. Yes. So the 26th through the Yes. Okay. through the 30th. >> So, we probably wouldn't want to have stitch needles on that same time, right? >> On

092that on that Tuesday. >> Yeah, that might be rough. >> I mean, I'm open. I just don't know if the principles have a lot going on that week. That was my only thing that popped in of like, do they have a bunch of parent meetings that it's better for them to be available that week and we bump a week? >> Yeah, >> I'm open. Um, >> it could also be uh flipping secondary and elementary. because they had less >> Yeah. I'm open to whatever works best for the principles on that one. I don't have a preference just awareness. >> Um I also think we're talking about the plans. I also think it wouldn't be terrible if we did I know we've talked about different ways of doing it, but maybe doing it at this having

093our board meeting at the school at a specific school or I don't know just do something. So, you know, I feel like you guys miss, you know, when you guys I can't talk. Not everybody can make it to the building >> visits. And so, I think that sometimes they want to share things with you guys maybe or with all of us. And so, I don't know if it would be beneficial to have them at a specific school or I don't know. There's lots of different >> Do those meetings have to be public? That would be the only consideration of like tech and all that. So >> yeah. So we yeah we have done it. >> We have done it. >> Is it a hassle though? >> Yes. Okay. >> That's fair. >> It doesn't mean

094it doesn't mean that we we don't have to we can't do it because we because we've done it. And so some of the some of the challenges there's there's lots of benefits. Some of the challenges are when you do a a a presentation for each board meeting, you just do them one after another. >> Yeah. >> It spreads them out to where >> Yeah. >> What ends up happening is there's a school that you don't see that presentation >> until February. >> I see what you're saying. December. >> Yeah. >> So that's so it's just that's the that's the challenge. Again, this isn't a deal breaker because we've done it. It's just >> it is for me. I prefer to see them all back to back. to be I would second that like but >>

095yeah I like that >> same day they need to be like >> and I do think while we don't make it to everything I don't know that there's anybody on this board that hasn't been in every school at least once. >> Yeah that's true. >> So that was just one situation that uh was challenging for those and and so the jump to guard was always first and so like they they had less time to work on their sit presentation because you've got to get them started >> right. >> Have I sold it? >> I Yeah. Yeah. >> I mean, I'm good. I think I don't want to split them up. >> That ties into one thing of like I would really like those presentations a few days in advance if at all possible because I

096like having the chance to review the data myself so that I actually have questions ready versus trying to absorb it all and then usually I get home and I'm like now that I relook at the data I had questions about this and this and this. So, so not only the SIP plan, but the presentation >> in advance >> or at least whatever data they're going to cover in that plan, like that's what I so that I can really dig in and like sink my teeth into it. >> Even if it's a one page. >> Yeah. It doesn't have to be the full >> we can provide and some boards do that. They provide a one page that says we want to see >> I would love that. >> This data, this data, and this data,

097all >> would it be helpful to do a template of some sort? >> Yes. Yeah, >> I think that's what we're asking for is like because we because it's difficult at least this last year because people report on different data and they do it and so when you're trying to like get a sense of like okay how's this school compared to this school and are we measuring the same things across the board it just got more challenging so I think give them a template and then maybe give them the autonomy of if you want to take this template and then you want to add something extra >> yes absolutely you can >> do more but no problem everybody's got to have this bare minimum so that we can look at it and really and it

098also gives us a chance to really understand what each each piece of data they're presenting in that area means before when they're kind of all scattered you're going back. >> Y so we have a little bit of time for this. We we have made it more formal and established the structure to it. So I'd be curious to know like what is it like what's the next iteration of this? Well, I think it's like the reports that we got this last time, the update and how we said like, hey, these are the these are two that really stand out >> to me. I always like to do it with, you know, multiple departments is >> you then come together and agree as a board of like, okay, between these two, here's what we love about both.

099Now, we want to see everybody with exactly this. >> Um, and maybe the high school's a little different because >> it's different, but like every middle school, it goes by theater, right? Yeah. Yeah. >> Elementary, middle school, and high school. But I would love to to give that. And I think it would also make it easier for them to just be able to like here's your template. Here's the PowerPoint. Fill it out if you want to add >> because they already have it like the SIP >> template they use is the state provides. >> So the data that they're tracking is what the state says you need to be tracking. It's >> just how they're present. So if we look at our strategic plan and we've identified the SIP >> that the state requires and

100then then what you're asking for and we also want to keep it to a time that's that's reasonable >> which I think we we've gotten to that point. So we'll so we'll work on it. I'll work on it with Connor. We'll present something to you and then you can we can kind of pick it apart and then >> make some revisions. And is there anything the principles wanted to change about it that like they don't think is beneficial or that they would like to see done differently whether it's timing or like anything I would just be curious on their end right of like is there anything that they'd be asking more done differently. >> Yeah. So we'll ask them at the next our next meeting about that we have a meeting with them once a

101month. It's just specifically the that team and we'll ask them. I I believe that they benefited and appreciate hearing each other's >> which was but we weren't getting that when they were presenting their own. >> Yeah. >> So I think they do appreciate like that opportunity to to see what else what they're doing. >> Yeah. >> And then they um they can also prep that way >> with each other. Okay. >> Yeah. I definitely like seeing them all together. >> Okay. So back to so s presentations uh your thoughts about site visits. Is this something that you >> What did they feel about site visit? Is it fitted? Because I hear I hear both that they like, you know, some of the teachers hate it, some of the teachers like it. >> I love that

102we got to go in and do that math, you know, be part of that study. >> So, I would rather do more of, hey, look what we're doing. This is, you know, this is something that we think is great. I would rather go see something like that maybe than versus, you know, >> a setup tour, right? Like >> I 100%. >> But I like the tours, >> but I first route, but that map like that was one that I felt like was impactful and like >> not that the others aren't a lens into the day-to-day, but it felt much more like, hey, this is something we're doing and innovating to make things Yeah. >> Like that was really good. >> But I personally, you know me, I personally love to go to those, but I

103have the time for that. >> Right. So I think because we have So for example, Biztown >> is something that we know that's going to happen. >> Yeah. I would rather do that. Yeah. >> Get you there. >> Yeah. >> Because there's a before and there's an after, >> right? So we could we could even tie maybe tie something in before and after. But it's uh so there's more lesson studies. >> Yeah. I that was great. >> Identify those. Bistown and then any other thing that's that's something that it's it's almost like what we talked about of on your like on your page on the website where like this is where Jane >> Jane's calendar. >> Yeah. Yeah. Well, and I think >> Sades calendar and you like there's several events where >> instead of

104doing a listening tour making it known of like Jane's going to be at Cape Horn's steam night. >> Yes. >> Yep. And she'll hang out in the cafeteria by the little electric thing. like the next. >> Yeah. >> What could be I I like that and the idea of these events that we know are coming. >> Yeah. And there >> toolbox build, there's biz, there's the lesson studies, there's pop-up plan, there's uh scholarship, there are these things that we can identify. >> But I really think the after the after normal working hours, like when I talk about steam night, I saw more parents there >> because everybody can go if they both people can go. And so I think I think we should make an effort for at least a few of us to be

105at each school once or twice a year during those events. >> Those after hour. >> Yeah. Even more like I love the dur like the toolbox build. It's fun. But >> parents that are working can't make it. >> Totally agree with you. Yep. So we can identify what those events are talking to our principles like so there's >> I think it's uh so that one that you just identified >> that always happens. So we'll work with our principles to say what are some events and I also would like like you if you have a child in the system or children in the system >> connecting it to to that something you're always going you're already going to I think is >> well you see interact with people all the time goes for the football games

106>> right >> wear jacket >> I was so >> sto I wear the freshman orientation I think I did >> okay so Greg What are your thoughts about that? >> Um, uh, I'm kind of open to what how we go about it. It was really helpful to me. It only made it to one school and that was very helpful and so I'm kind of the walk and talk tour. I want to see that. >> Yeah. >> But, but as long as we're on campus and I'm learning, you know, as long as we're getting with the people and I kind of need to shadow a little bit with everyone to see absolutely >> exactly what's going on. But, um, yeah, participation I really like this idea. So the the youth arts month, the the art gallery,

107like that would have been >> an after hours event where you would have interacted >> uh with a number of people that maybe you're not going to see >> like >> what about conferences conference weeks like at the middle school? You know how it's just big open gym? >> Yep. And then there's conferences like that's again that's an after hours opportunity where you could be there, you could be set up. Yeah. >> And we could >> Okay. So that instead of >> in place of >> listening tours. >> Yeah. I think unless there unless an issue arises that we know the community wants more like even more than that I think we table the listening tours and instead do that. I think it'll be more >> for sure for the listeners. >> We're still saying

108>> okay >> we're still saying keep these site visits. >> Yes. >> So I um I think yes. I wonder if we tie them to try to tie them to like a lesson study. >> I that I like that idea too. >> Okay. >> Yeah, >> because they can especially as the year goes on. It's almost like a s >> months later because getting >> it exactly is uh and we've been we were trying to get we want this year's site visits we want to connect it to math >> and that it didn't always work that way >> but when we went to CRG what you saw in Sam Howard's classroom >> Yeah. was the vertical >> teaming the vertical uh whiteboards >> which is what we were the lesson study was about. >> Yeah.

109>> And it can be that that we make arrangements for me just to go to the campuses and that they give me a tour and that I get to see >> um so that I have a general sense of what all the arrangements. >> Yeah. Because the school that the first one that I went to I walked away going this beautiful campus. >> Yes. And and so I really would like to >> Yeah. But I've only come into the back way to go to the gym or for the basketball games or go through the office. >> So this document that has those site visits, >> we will um I'll I'll draft something like that. I'll figure out where some of these activities are >> and see if we can connect it to some of those

110activities. >> Okay. I also feel like those are always on Thursday like all our site. Was that was that on purpose? >> Probably the site visits. >> Yeah. Only saying because like that's my worst day selfishly. I I can make it work. But if there wasn't a specific reason it was on Thursday, >> if we could potentially mix it up during the days, I don't know with Ida if she's kind of got like Mondays or certain days, etc. But it might be helpful to mix it up a little bit and we can make it to more of them. Uh Thursdays for me. Exactly. Yeah. I think what we want to do is uh we'll we'll ask your your schedule. We'll ask when would be the best times and then work with our principles to see

111like >> try to connect. Yeah. >> Because they were So we had uh two in February, two in March, two in October and one in November. >> So kind of to your your point all like presentations are going to be in October and where will these visits be? Yeah. if we can mix it up so you it works. All right. Okay. Listening tours. Got that. >> Yeah, I'm good with that. >> Uh calendaring board members schedules. I think we can keep working on what what that might look like, >> what we can do. I mean, >> and I know Les actually had some good ideas, too, about how to >> Yes. >> how to publish that. >> Yeah. >> Okay. And then you you all have access to this. Y >> so if you want

112a a copy. So just uh real quick. So we're going to continue to to work on on this document and updating everything. >> Sure. >> Thanks guys. >> I love this. >> Okay. So just any revisions, let Tori know the revisions. >> Okay. >> And we'll be putting the site visits on here. Uh, so everything that we've identified, uh, probably not like Greg, if you're gonna, you and I are going to go on a site visit, that probably won't be on. That's a lot. >> Yeah. Okay. >> I love seeing this. >> And then committee. So, we got a couple committees. So, Ro and we have instructional materials committee. So, we're going to we're going to need someone on that. So Connor, I will follow up regarding that because we're gonna be doing some need

113some adoptions adoptions next year. So we need a board member on that and then just the row if we're comfortable the way that's working now. Uh because there's three subgroups >> when you came the next one. >> When is uh No, the next one's next Thursday, right? >> Y that one. >> Yeah. >> Okay. So that's it for counter planning. >> Awesome. Love it. Anything you have that No. Okay. >> I feel like we're getting much more organized. I appreciate that. >> Yeah. I feel very organized. >> Wonderful. >> Well, we're making it our own, too. I feel like we're making changes. All right. Resolution 2025 2606. Modified education program. This will be our first read. >> Yes. So, again, I I do have a hard copy. I want you to take this hard copy.

114You have a digital copy. >> Take it. >> So, this was has been posted on our website. So, >> oh yeah, >> this will be I think year three. >> Yeah, >> that we're going through this process. And so, um what this is is we are identifying that due to a number of factors. We have concerns and we know that we're going to be uh presenting a balanced budget at the end of uh this year for next year. But the challenges are with with costs with declining enrollment with uh what legislatively happened recently. So adjusting to all that there are some challenges with our our our you know our planning for next year and our spending. So we got to make sure that what uh we know the revenue that's coming in as mentioned we're

115applying for grants. Uh those aren't guarantees. So, um, as those are are awarded, we make adjustments to, uh, plans that we have. Thank you to our community for supporting us with the levy. Enormous help. Incredible. And, um, there are districts that are going through a second attempt uh, now in the in the next uh, couple days. So, I'm I'm I feel really fortunate that we are where we are. Uh the reality is and why we have a group that's meeting regularly is our enrollment continues to decline uh between two and 3% for next year. So we're we're we're planning on that happening. >> Yeah. >> So we're making adjustments. So what this is is this is us being transparent and saying due to all these factors. So if you look in that first one, I

116numbered it. So the first uh whereas like due to those reasons um we're going to need to make some reductions. So um when you get to the second one where it talks about the general fund. So we're looking at all of our funds. We're looking at all the money that's available to us and and understanding that we need to make some adjustments. Um we present this information to the community in variety of ways. It's conversations with our labor partners. It's uh in a survey that we send out in February to get feedback on what the community is prioritizing. So that's what three is about. Four is really about this board has identified a percentage. So by policy it's 6%. Also by policy there's a goal of 8%. So we were I think very responsible in

117our planning. So last year our fund balance was higher than 8%. Uh right now it's it's higher than 8%. I think these are important times to be conservative because there's a lot happening. I was talking to David S, our transportation supervisor about the cost of diesel. It has doubled since February. >> See? >> So where we were in February versus where we are now and we don't know how long that's going to last, >> right? So that's why we are also um in our planning for next year being conservative and knowing that our fund balance, which is healthier than it has been, it we're going to be spending it down. And that's what this whole process is about is just how far do we want to spend that down and also how many positions do

118we need to adjust because the majority of our budget is in staffing. So um anyway, so uh as we get down to um identifying uh so six like we identify and we ask early about individuals that are planning to retire to resign. So we have a number of certificate staff classified staff that we know are planning to resign. Now all that's not public information >> and in some cases we don't know if someone's planning to resign at this point. So, but we are uh documenting those individuals. So, if we can make reductions through attrition, we want to do that. And so, we are working with our building principles looking at what we think their enrollment is going to be. Shalisa has done a good job forecasting enrollment, moving students up to the next grade level

119and and using a formula that determines like we think like what is the attrition of our students. And the last couple years, we've had more students show up in September and October than we budgeted for. So that's a good thing. So we're hoping that that's going to happen. But that happens because you budget conservatively. >> It also happens when you make adjustments and people recognize those adjustments and that maybe they were choosing to go elsewhere and they come back. >> So I think there's a combination of things that are happening um when when students come back to the district that had uh previously left. >> Can I ask the higher level question real quick? Why is it called modify? because we're changing our our current our potentially our current programs when we make adjustments with

120staffing and programs. So maybe we reduce a program, maybe we eliminate a program. >> Um one of these when you get down a little bit further uh we talk about uh so if you go down to turn the page Yeah. >> and additional reductions like athletics like >> there's the potential we're going to be impacting those programs. So we're modifying uh our our current plan. So it's a signal out to everyone like okay >> the schools as you do it need to change a little bit based on all these reasons. So we are modifying it. >> Yes we may >> we may mod. >> Yeah. So part of this is being transparent with our community. Part of this is also by contract with our certificated the collective already agreement identifies that if the board needs

121to uh reduce staff reduction of force there's a process we follow and that part the process starts with this in essence this resolution the board communicating to our collective labor partners that we're to the point where and we're going to follow the language it's already been agreed upon in the collective bargain agreement. So that is really one of the main reasons why we do this as well as wanting our community to know there are going to be some adjustments that we need to make. These are the reasons we're making them and where we're making them are going to be it's going to be impacting staff uh in potentially. So then you get to eight and there's a there's a range that we've identified 400 to 800,000. So, there's a range in the dollar amount because

122we don't exactly know as we're applying for grants, as we're bargaining with our certificate staff, as we're bargaining with our building administrators, as we're uh looking at our current spending with diesel prices and other utilities and these projects that we've been working on. So there's a lot of things that we're currently in essence waiting on to determine what is the amount knowing again we have a we have a fund balance that we can uh we can access we have staff that we have uh we have committed to so part of this also is the timing that May 15th for our certificated staff they need to be they need to know right whether they have a job with us or not. So that's why April is really important. We've done this I think sooner. We wanted

123to wait till April uh this year. Uh our our financial health helps with that. Then also the TK information. We literally did not get that news until last week. >> Right. >> So we've been waiting on that and that's two positions that we're not going to have that we currently have. That's two people that are certificated and two people that are in classified positions that pairs that support that program. >> Okay. So there's a range and then you get into uh the personnel reduction. So each one of those categories you see like up to again back to we don't exactly know at this particular moment how many administrative adjustments are going to be how many certificate adjustments are going to be classified staff. And one of the last times we we shared this, there was

124a there was a lot of um unrest about impacting extra extracurricular activities. So we we leave that on here because we don't know >> right >> what our future holds, right? >> And if something were to uh happen, we have it. And I don't know what that might be, but there's a lot of things that are going on in the world that could impact our our budget. And our state superintendent was talking about at the federal level like what's what's happening with the funding. We started the year last year we were talking about there's grant dollars that we don't think we're going to get. It's about 800 I think it was was it 800,000 I mean it was pretty significant >> dollars that we had staff connected to that to those grants that they said

125well we're holding these right now so that could happen again. So that's why we need to have a a fund balance that would support those types of decisions that we have no influence on and then we just have to react to it. Okay. So you just see uh here we've identified uh positions in some cases we we've reduced hours some cases we reduce contracts and so we've gone through and we looked at all the places where we're spending dollars. We're tracking our fund balance each month. you get that information that's other way that information is shared with the world. So very transparent on on how our um revenue versus expenditures are going. Okay. So any questions about this resolution? >> Uh where would technology our technology budget fit? >> So which is funded through through

126the capital levy. So the the the the million dollars I think that's associated connected to um our our technology um infrastructure and and our new technology that we purchase is u levy funded. >> Yeah. So because I didn't see it on here, >> right? And there's a Yeah. So from that, >> right? But we have Yes. But we have reduced technology staffing previously. So, we used to have three uh staff members that supported our technology. Uh we reduced one of those positions uh two years ago and and that was that was a combination of of reasons. Uh although it was it was lovely funded, the cost of of technology continue to increase. So again, those are those are really hard conversations and and decisions. Okay. Any other question? >> I would just say that when

127you say we have no control, you can always vote at the midterms. >> Thank you. So there's that, right? Each one of us Yeah. can vote at the midterm. Can vote at the midterms. Yes. >> Yep. Good point. >> When are we getting our election buses? So we uh you know we we've actually applied for a grant which I think this is the first time we've applied and so I think the decision has been pushed out. >> Okay. >> 23rd. Yeah. This week they pushed it out to June 4th. >> And the reason is because the depreciation schedule is changing. >> Okay. >> And OSPI still have their new calculations by the end of April. They want everyone to get a chance to see how much we're affected so we know how many buses. >>

128Okay. >> Makes sense. >> Okay. >> Yes. >> Any other wonders, thoughts? >> So the the range is less than has previously been. So that's that's uh that's better. >> Yeah. >> That it has been. These are still really challenging decisions and impacts people who are part of our team that we've invested in and they are committed to us. So those are like challenging uh results for those individuals who who are losing their their positions with with the district. So we will be um we have a process for following up with those individuals that has not started. This is a part of the the process. So when we we come back uh in two weeks and then the board will make a decision on on this resolution. Um we are again uh preparing for those

129those conversations and those decisions as we're waiting on uh other information uh that impacts our revenue expenses. Okay. >> All right. >> Thank you. >> All right. Next up, we've got executive responsibility 8, which is financial administration. >> Yes. And Shalice is here if you have any questions regarding this. ER >> hasn't really changed since last year, right? >> Not much. >> Okay. I was going to say it looked very similar. >> Very similar. Uh clearly the dates, the the years would be updated. Any other revisions? the increase of row. There's a reference to row, right? >> Yeah. >> Think >> I think what we just talked about undermines how important our world efforts are. >> Yes. >> Well, agree with that. >> Continue to talk about small class. >> Right. So, so when you

130know the challenges with and I didn't even mention this, but it Thank you. the challenges of of operating small schools. And you talk about small class sizes, there's a difference between small class sizes and small schools. So small schools, small class sizes, the teacher and those students. Small schools, you have all the other positions and the expenses associated with those those buildings. And as we talked earlier this week in a meeting the capital projects and when we talk about where are we investing in in uh our buildings and those those things that we are um identified that are necessary. we are making those decisions based on like future dollars coming in and then like we have the the work of the row is really important because uh we want people to understand some of the

131challenges again with small schools. We love small class sizes. Small schools are really challenging because of the costs associated with >> Every building. Yes. And the upkeep of every building and utilities cost of every building. and having particular positions for every go. >> Yeah, thanks for bringing that up. >> I failed to mention that. It's it's important work. >> It is very important work. >> Okay. So, no questions about this er >> Okay. >> Awesome. All right. On to executive responsibility nine, which is facilities. And Jessica is available if there are any questions about facilities as uh Wes has a a prior commitment. So she's available if you have any questions about this. >> We are doing a great job. >> Yeah, >> I think so too. >> Wonderful team. >> She's good at what

132she does. >> She is good at what she does. Her team Yep. >> Yes. >> For sure. >> Okay. Any questions on that one? No. All right. Right. Is that it? Got anything? Okay. Nothing else. All right. >> Motion to adjourn. Second. >> Yeah. I was just gonna done a second. >> All right. It is 8:09. Please. >> I was just going to done.