WSD School Board work session January 16, 2026

001Great. It is 6:30. We are going to start our work session. We'll start with the pledge of allegiance. >> I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under indivisible with liberty and justice to all. >> All right. First up, it looks >> Are we going to do by oath of office? >> Yes, we are ready to do the oath of office. Yes. >> You sir. Okay. Okay. >> I future. >> I can be. >> Do you solemnly swear that I will support the Constitution of the United States, the state of Washington, and the laws of the state of Washington? >> Do you solemnly swear that I will support the Constitution of the United States and the state of Washington and the

002laws of the state of Washington? And I will faithfully discharge. Did I go to >> and and I will faithfully discharge the duties of the office of Washington school district number 112- director one to the best of my ability >> and I will faithfully discharge the duties of the office of Washington school district number 112-6 director district 3 best of my ability >> okay >> yeah congratulations >> thank you back Thank you. It is a privilege to be on. >> Thank you for correcting me on that. >> All right. Next up, we have our wonderful student rep. >> Hi guys. Hello. >> All right. So, we know that we we heard from both of our reps that aren't going to be able to make it today uh in Hawaii. So, Jacob and Marley, thank you

003for being here. and I had shared with them just uh so clearly we were on break for two weeks. We're approaching the end of the semester. Jacob has some information to share about something that he is uh organizing as the legis legislative session started on Monday and it's it's really a a visit to Olympia and a day on the hill. And Marley, I asked Marley to share some information about like what's happening right now as we're approaching the end of first semester uh and possibly what's happening right now at high school. So Barley, do you want to start? >> Sure. So I wanted to share kind of a differing opinion on AI because I know that's been a topic lately with putting in some new guidelines for next year. And I wanted to share how

004AI is negatively impacting us and I why we I think that we should be more cautious introducing this into the education system. And this is a current concern not only shared by me. I know it's shared by other students at our school even though it's not majority opinion. And I think that it should be addressed as we move forward. And I'm not sure how well informed everyone is about the impacts of AI. I've been doing some research myself recently and AI has been proven to negatively impact the environment as well as the user's brain function. So, in reference to the environment, a study showed that every 100word prompt to chat uses roughly 500 milliliters of water to cool the AI food systems and it also emits greenhouse gases which contribute to global warming. So, asking

005AI to write you an email, which is seemingly simple, is equivalent to dumping out a plastic bottle of water. And then in reference to cognitive function, a study by MIT showed that over a couple months, a wide range of people wrote essays using chat GBT and without, and there was significantly less brain activity in those who used AI. And at the end of the study, the participants were simply copying and pasting what chat GPT gave them. Extended use of chat GPT caused weaker brain activity and a decreased sense of motivation. And then another thought that someone personally shared with me is that they felt that when AI is used in school, a setting where you're supposed to be motivated to learn for your future career is contradictory because students are seeing their teachers use AI,

006which suggests that they can in the future as well. So what's the point in learning? Personally, um I agree with this person's concern and I don't think it's right for AI to be used in a place where you are supposed to learn because AI does all the hard parts for you. It's true that we're more productive when we're using chat GPT, but at what cost? And then relating this back to our school district and what we are planning right now. I do agree with making guidelines because I think that the use of AI is inevitable and it is the future but and sorry potentially teaching students how to use it correctly is important I think the encouragement is wrong because while AI is free to use financially it has underlying greater costs and I just

007wanted to reinstate that I'm not the only student who feels this way and I know you've heard a lot about how AI is the future from students and other people my um and that we need to accept it, but not everyone feels that way. >> Yeah. >> Your thoughts about us sending out a survey, getting that type of information potentially as well as uh information from students. So, would you recommend us doing that? Yeah, but I think also the reason why some students may not be as like concerned about AI is because they don't know these things. I feel like this is not something that's talked about enough. And if we're going to introduce AI into the education system, I think that >> there needs to be more information about this so people know what

008the cost is of simple uses. Yeah, >> I saw that NT study quite concerning. >> Yeah. >> And the energy impacts I think is is uh it's real and it's going to start impacting housing and the cost of living and um use of fossil fuels, everything else. But it is here and it's technology like a calculator point. Um, and I see now 50 years later, many students your age can do all the math they want to on a calculator, but if they have to make change, it's a very challenging math problem of subtracting seven from 100. Um, and that's you need stuff in there to be thinking with, not just spouting stuff. So, I appreciate your perspective. Okay. Any other thoughts? I >> think that it's helpful to get feedback like that. But I think

009you're absolutely right. We definitely need to do more research and and listen to what not just listen to what you guys have to say, but do our due diligence and not just going with the flow and saying, "Yep, it's coming." But are we doing it the right way? >> Proper guard rails, right? say I think >> yeah it's here but it doesn't mean we have to jump on and not but we'll link it >> I don't know the information >> pointed out in the over that way AI doesn't do creativity >> it doesn't do critical thinking and both of those are human activities that have got our society where we are whether it's a great place or not that's another question but likely to continue iding um the change mechanism of change is time. >>

010I really appreciate you articulating some of the costs and costs whether it's with energy uh demand or the costs on individuals and what you're describing creativity uh like who's doing the work and the idea what's what's being modeled. So yeah, thank you for sharing that. >> Anything else? Do you think there are students that would want to be involved in developing the the policies? >> I think so. Yeah. >> I think it just needs Yeah, I think that just needs to be a like a variety of ideas and perspectives on it. >> Sure. >> So, we met with our student reps gosh before break. It's probably a month ago and less was a part of that with Mr. castle >> and we talked about like the developing a proposal of of a policy. So, we

011are we are currently working on that >> and so we want to include more voices. Certainly, we have four student reps that are contributing. You're it sounds like you're going out and you're you're getting additional information and you're doing some research. So, it's excellent. So, thank you. So, we are you're working on uh some some policy language. anything else about uh that's happening before you go like uh we're getting ready for for semester be over right >> um as far as ASB goes uh we're working on planning for our Satie Hawkins dance right now which is our winter dance this year it's going to be more informal the theme is brave so it'll be like neon super colorful >> named after Um, if you want, there we go. >> Yes. >> Yeah. >> So, that

012should be fun. I'm pretty excited. >> When is that? >> Uh, it's February 7. >> Okay, great. Okay, Jacob. >> Okay. Um, so I about shoot probably a month and a half ago, like really late November, uh, begged and pleaded with Miss uh, Rice or Margaret Rice, the CT director, to let FBA go on a field trip to the capital in February. And she was like, well, how about this? February 4th is CTSo advocacy day. Uh, which CTSO stands for career technical organizations. So that's CT clubs and classes. Um, it's on the 4th. that's in February. That's when you want to go. If you plan this activity for the whole CTE department, I'll pay for your bus. And I said, that sounds like a great deal. And so, over the last month or so, I've

013been working with her and Rose, our career counselor, as well as um the legislative assistance of Mayor Stevie, Representative Stevie, and Representative Waters to kind of plan the whole thing. And so I'm happy to announce that we are confirmed going on February 4th to the capital. We have we have 22 students signed up to go. It's looking like it might be closer to 17 students actually attending and that's assuming that doesn't alter uh until then. Um and we have four adults going I believe. And so we're going to go up there. Uh it's kind of an all day activity. We're going to meet with uh Stevie and Waters in two separate groups at the same time. We're going to get a private tour from uh Representative Stevie's legislative assistant. Uh she's very nice and she's

014giving us a private tour. Um and then we are going to take a main tour. There's going to be a little section where we probably learn where we will learn a little bit about like the legislative process, how that works. Um because part of the part of the trip is education. But anyway, the main need of the trip is to go talk with our representatives about why the CTE funding that they give us from the state is important and like kind of like the the teacher/ student impact it has, right? Um and then to kind of just advocate for more funding and continued funding because we've had um and I don't have the numbers in front of me so I can't give them to you. Um, but we've had funding cut because of the state

015budget being in a $16 billion deficit last year. Um, and so a lot of CT money got reorganized and reallocated and so we have a lot less money and that affects our ability to hire teachers, make sure the kids have all the materials they need. Um, and also just stunts, club opportunities, right? Um FBLA hasn't I mean not even like Wuba High School but FBLA gets money from the state uh for that and I mean at our conference this year they literally didn't have a money to have a the money to have a keynote speaker and so they had to improvise. So it really it impacts more than just our kids impacts kids across the entire state and that's kind of the idea is that the whole state can come together. Um but we are

016specifically needing our reps and asking them for money more money for us because we're way more important. Um, but yeah, so that's that's kind of the gist of the whole trip. >> Hey, is it gonna be is the house or something gonna be in session? >> Yeah, they are. Um, we have to work around their schedule, but hopefully we can go watch them. >> Yeah, it's cool to watch them. >> Yeah, >> it's even for an adult. It's watch. >> Anything else? Um, oh, I guess I could let you know that we have our info night meeting thing on uh next Thursday. So, if you wanted to come and kind of just sit and sit in and watch like what we're doing, more than welcome to. It'll be in the career center at the high

017school kind of like right after school. So, that' be kind of hard for career schedules uh dependent. But yeah, >> any other questions, wonders for our student reps? >> All right. Thank you. Appreciate it. >> All right. Next up, we've got our board and superintendent up. Oh, yeah. That's what we got. Who would like to go first? >> She is. Thank you, >> Jim. You go first. >> I have nothing. >> Nothing. Not a thing. >> No. >> All right. >> Be back home. >> Yeah. Yeah. You've been gone for a while. >> I just got back from Costa Rica. I got nothing either. I'm sorry. >> You're fine. >> You don't always have to have lots. >> Uh, two things. One, still going to keep my goal of having an AI policy ready to

018go come September. >> Please. >> Yeah. and the citizen comments that we just had that was like, hey, we should probably do this as a bit more of a roundt and get some educators in there and get people really talking about it. So survey for sure, but then talking about it after the survey, right? I think that makes sense. >> Comment on Paul Paul's idea. I think having a a forum public forum with some expert that couldn't come and help inform not one of us. Yeah, that's a great idea. >> Something that might be a draw for people in the community that are interested >> and would educate everybody. >> Yep. >> Great. Anything else? >> My second one was, can you remind me of the school calendar update that we were looking at? There

019was a survey that went out to >> Yes. Yeah. So, there was there was there were two surveys that went out. The first survey went out. The purpose of that survey was to really establish what the community was interested in as far as specific maybe a start date, uh different holidays, different uh breaks, and then we so we developed multiple options. So there's three options. And so we had a committee that met. That committee met was it last week or the week before? Must have been last week on the first day back from break that Monday. We met here. We had three middle school students, two high school students, we had a number of uh different uh labor groups represented uh district uh leadership staff. And so we went through and we identified a specific

020uh option uh based on our our kind of the feedback the data that we had sent out. The second survey we had 500 plus participating. So we thought felt really good about that. >> So that's families, students, and staff. And so right now we are we're waiting because we have some neighboring districts, one specifically that we believe is going to be making a decision on on their calendar. And so when we look at waiting, how do we make this decision? It's the it's the survey results. It's also what are our neighboring districts doing is we have a number of staff uh community members that are like connected yeah to those districts. So we are we are waiting uh this board you will receive a recommended uh option at the uh first meeting in February and

021then hope the ask would be to make a decision at the second meeting. So we will present that information to you in the the first uh board meeting in February. So right now there were three options. We discussed all three. Uh but there is particularly one that the the the committee was interested in. Yeah. >> James >> I do just when I hear about the committee because I I love that we're involving students in it. But when I think about the other part of the community that's going to be involved and just when a lot of these meetings take place, it's working parents. Yeah, >> some of those schedule options I know as I looked at them, >> like I work remote, so it doesn't impact me as much, but if I had to drive

022to a job like that's vacation time you have to take and it's very different when you're adding additional weeks and additional days within the midst of the year versus when they're all congruent like in a longer summer. >> Sure. >> So, I just I sometimes get concerned that >> when we're hearing the student voices, we're making sure that we're hearing those parent voices, particularly those who can't attend during working hours. And is there a way we can incorporate them beyond even the survey? Oh, like inviting them to the to the committee. >> Yeah. Or figuring out a way that Yeah. that they can be present and and have their voices heard and voice their opinion because I do worry that just with I know part of this is just the business hours that we keep,

023but we do just automatically exclude a significant portion of folks that can't take off at 3:00 and be at places. So, I don't know future state if there's something that we can try and >> Yeah, I think we definitely could, you know, we could that's something we could incorporate uh maybe into a listening tour event as we >> historically make this decision right around this time. And what's interesting in hearing your your perspective is we go back a few years and it was a the committee >> and then we've started we've started uh seeking input and this year we we had never reached out I don't believe to students and families and staff all in a survey. So we've gathered more information than we really ever have. And but I appreciate there's a an ask

024for more opportunities to to share. Uh we saw more people participate in the second survey than the first survey. The first survey had some questions but it lacked an example. So a question about do you want school to start before or after Labor Day? And you know response said after Labor Day. Well do you see where Labor Day is? So Labor Day is late. So that would be as late as we've ever started or uh you know uh in in my memory >> that so because where it ended up so you then provide like three calendar options that you see how how the year looks. Yeah. >> But I also understand and what came up the feedback that came up I think uh representing what you just said the impact on families when there's a

025a break in school that's different than where it's historically been. So us making the decision earlier helps in families that are planning not only vacation but planning around their work schedule >> and to know that uh CAS and we believe Evergreen I this is that's evergreen is the one that um they are presenting about this same time I think uh their their calendar um and then Hawinson Hawinson and Camas are on this uh this yeah a break in February uary a break uh two extra days during Thanksgiving week. So So more districts in the area are moving in that direction. It doesn't mean that we have to >> sticking with that. I >> No, it doesn't. No, it doesn't. Right. So these are is but this is a what appears to be something that is

026Yeah. This is a a change that that's what's been happening. Yeah. Previously. So um we are we are looking at the the survey results and again as we took those survey results the second survey 500 plus participants we break them into individual groups and each group overall chose the the same one. So, we look at it different ways, but again, I absolutely hear what you're saying. And as we're gathering information, is there another opportunity for for families to to contribute their input other than through the survey, especially if we have a a meeting? >> Can I piggy back on that really quick kind of to what you were saying? I did and I know this sounds kind of silly because every I mean everybody in our community knows you can email anybody at any but

027when we because um like Jane was saying you know it's hard for people to get into different roundt different time we can never we're never going to be perfect there's never going to be the right time for for everybody right and people are in different locations but when we maybe do these roundts or we send out this information make sure people know that um emailing us with information is always an option. And I know that sounds silly, but somebody actually brought that up to me and I was like, I mean, even though people know you can, it's just a good reminder if you can't make it, this is always an option. Questions. >> Yeah. Questions or whatever. Here is everybody's email. I know that sounds redundant in a sense, but I think people just kind

028of tend to forget that that really is an option. >> That's good right there. >> So, and I wish that was me. Somebody actually brought that up to me, so I'm just that. Okay, Paul. So, that was your second item. >> I guess we had >> the first one's median, but the same one was too. >> Yeah. Yes. And and Jim and uh and Jane didn't have anything to say. >> Yes. >> Sure. >> Is that good to say? >> No, I think I'll I could just segue into the legislative conference unless So, I'll just wait. >> Yeah. Yeah. Gotcha. Okay. >> I really don't have anything to say either. um tonight. Welcome back. I'm excited to start this new year with everybody and >> as much as we will miss Jim, but um thank

029you for coming here. >> I know, right? Um but yeah, that's it. So, I'm excited to hear about our legislation. >> Great conference. >> All right. Well, let me and I shared with you my presentation. So, you actually sounds like some of you had a chance to to look it over. So the first slide is just recognition that WASDA uh recognizes like January is uh um we're celebrating your contributions to the school district and WASDA is recognizing all school board directors. So we're celebrating your your input, your participation, your generosity, your your volunteering, your altruism for the whole month. Okay? for the whole. So, I appreciate working with you. I appreciate your commitment to this district, to this role that you all take very seriously. So, thank you for that. So, we do have some

030some gifts. So, we have cutting boards from our students at the high school. So, I'm going to ask you to to choose your your cutting board. Uh we didn't really think through this. We're hoping it'll go in a civil way because this choice, >> you know, my birthday was just Saturday. Look at your position. We can look at all sorts of ways. Alphabetical by the way, these are these are >> okay. >> Uh you have a wonderful cupcake. I love that. >> Yes. From our the CTE department, uh Margaret Rice and her leadership providing those. >> We also have >> feel very spoiled you guys. >> So, we have for you. Here's your Satie. >> A little something for you. I know. Here's yours. >> A little sweet treat. And then you >> like you

031guys made my heart. And then a portfolio. >> That's nice. >> To organize your materials >> or your computer. So your computer fits in. >> You know what? I got my bigger one. Now I don't think that probably I'm so sad. >> Yeah. Don't also put your charger in there. That will compromise the shape portfolio. >> So then I want you to look and see what's inside is we shared this survey. survey. We asked people to share a statement of gratitude for your for your efforts. >> Oh, that's nice. >> So, um right now that survey is still open. It's going to be open for the month. So, we'll keep providing updates, but there are some really uh thoughtful statements of appreciation for what you do. It's noticed not just by the district office team,

032not just by the building principles who provided you uh breakfast or dinner. Excuse me. dinner. Could be breakfast, but that's going to have breakfast. Dinner uh tonight after the listening tour. So, thank you for all you do and we'll just continue celebrating this month. >> Thanks. >> Yeah. >> Oh, very cool. I can't wait to read. >> Okay. So, couple other things. So, the session started today. The legis excuse me, yesterday the legislative session started. We're going to be going over in detail uh our experience at the conference. Uh but so it started uh Monday. It's a 60-day session. It'll end March 12th uh by you know that's the plan anyway. So uh looking forward to see what happens. You know what we've what we've heard regarding the budget is is not optimistic. >> So

033uh we heard that. We'll share a little bit about that kind of our experience that we had. Um I want to share with you that and I and some of you we talked a little bit about this. Um we are connected to a Senate bill and that Senate bill uh we worked with Senator Harris uh thanking him and his team. Senator Cortez is the main sponsor of the bill. Uh he there's there's a a portion of the the that bill that is um like his contribution. There's there's our portion and it was we they were combined. So there was a hearing today. So, I had an opportunity to uh follow along through that that hearing. I got to contribute uh as I testified this morning. I appreciate the support that we received from Senator Harris,

034Senator Cortez, uh and again their team. Uh we'll see how that goes, but I think it's it's um our recognition and what again we'll talk about a little bit is what we're desiring is flexibility >> during these challenging times. As I said today uh during the hearing, we've made challenging decisions. We've we've had to and so I feel like uh we're looking for flexibility. We believe we found some uh we have funds available to us that would allow us to to meet the statutes that are currently in place that we're required to to meet that are unfunded. So, um, I just appreciate the support you've provided, your interest in, uh, maybe going on and and seeking more information about this this Senate bill. I have copies if you're interested. Um, I can actually just hand

035these to you now. So, uh, this is, uh, a pretty nice description of this Senate bill. Well, again, we'll be tracking. Can I ask a question about that? >> Of course. Anyone raise the issue of of fairness? I mean that's for me it's it's it really is an issue of fairness that as a home buyer at a certain period of time I support the infrastructure of the school district 6 months later home buyer gets off the builder really gets off without supporting infrastructure. >> Yeah. >> And that it to me it just is not fair. >> Yeah. So you know >> some developer happens to build in 2024 doesn't pay >> right. Yeah. So, so that that did not come up. What came up was just about this the intent of this statute and by

036this proposal then compromises the original intent. And what we presented was well, we're a school district that was receiving these dollars no longer collecting impact fees since 2023. and just the the the way it worked with our enrollment, the timing of that, other things we were dealing with, right? And so, uh, we're asking again for flexibility, but that to your question, that that did not come up in the in the testimony or during the hearing that, uh, that I was, um, >> observing. >> So, is there will the will there be more because I know there was an opportunity to provide comment or procon? >> Yeah. And you understand you still no I I believe you still can but the actual hearing did close. What I don't know is if you can you can if

037you can continue to provide >> I think it was just 24 hours after >> today >> the day I believe is what I read that was organized groups opposed to this. >> Yes. Well, groups there were there were people that were that testified con and then there was a number of individuals listed >> and so that's all available and you see that then who represents the the pro who supported this and back to your question though we can still always send email >> to our legislative representatives and their assistance and you can call them and you'll probably get their assistance so there's a variety of ways again the session just started and I really appreciate our legislative our local legisl state representatives. I find them to be accessible to listen and so um I one

038of the things that I don't know if I'd share this with you but I'm I am interested in shadowing a representative for the day and I I think I want to have an opportunity to do that and just as Jacob was talking about what they're going to be doing for the CTSO that day on the hill. I'm going to be going with them >> to just uh because I did that last year whenite was there and so I again I'm going to continue to do that. I think it provides context to what's happening. Empathy for our legislative representatives and then many of these uh the >> many of the decisions are being made are going to impact us directly. >> So I just I just want to know as much as possible and you can

039I think you can email >> our representatives and share your not only ours but Senator Wellman who's the chair and share your your thoughts. >> Is it accurate to say that the opposition is representing housing developers? >> Yes. >> Yeah. I would say so. >> Yeah. >> Okay. So, my next the slide and again you have access to this. So, this one is uh the pictures on the right. I will get to those in just a minute, but just so you know and as you heard earlier today, Les and I and the team, we've been going through and sharing information, facts about the levy. And so, we've done close to probably 16 of these. It'll be closer to 20 when we're all said and done. And so, uh most of those who are within our

040our booster groups and our staff, uh are hearing this message. which I'm also presenting later on to Rotary the chamber and so can just continue to share this information. Uh that's the upcoming um engagements and then during interesting that during one of our recent presentations to a booster uh group the at the cape what was shared was concern about our baseball field. So, so the graphics are just from these these opportunities for us to to share this information. It's similar to our listening tour today. It was uh communication going back and forth. And so there are questions that are asked. There's input that we are taking and we we add this information to the FAQ uh website so it's it's available for other people who might have a similar wonder. And so we appreciate uh

041like today's contributions of people that we doubled the number of people coming to a listening tour. Okay, we again all of our booster presentations those have gone really well in uh sharing this information. >> So I appreciate this is the pictures again are just this is what's happening right now. This is the varsity softball field. So, what we're doing is we're removing about three inches, two and a half inches of the infield on the on four fields, two baseball fields, two softball fields. We're going to replace this dirt that we're keeping with the uh diamond dust, which you approve the the purchase of that. So, that is on its way uh right now. And because the weather is cooperating, so we were able to get on this and that was yesterday. today they were out

042there. So this is the plan. So our varsity and JV baseball and softball fields will be playable. We're also doing work on our dugout. So >> for spring. So yeah. So this is but this is a >> this is like a phase. This is phase one of multiple phases because the growing season is really during the baseball softball season. So there will be things that we do after with over seating, continue to airate, continue to to weed and feed. So the the multiple steps that that are necessary. So >> yeah, and so I appreciate uh again uh the opportunity to share this information. Um and then we're just going to continue to to to share that there there's a levy, there's a special election. It's February 10th. And so the more people that know and

043can share that message, we feel like the the better. Okay. So this is a followup to Ida question you had and I did not do a very good job sharing the information. So I' I've come back to just share a little bit more information. So uh on the on the right that is the uh what the the ballot is going to look like. It's a preview. And so I have for you uh some information. So you have up close. So this is what it's going to look like. And then there's the explanatory statement. So that's the ballot. >> Yes. >> And then there will also be an explanatory statement which is I think what what you were asking about like what's what's the context of this and and so we are limited in what we

044can share in the number of characters and the and the message. So this is very similar to what it was at least ago. an explanatory statement. So, um this is the explanatory statement front and back. So, again, I apologize for the delay in the response, but I think this is what you were asking. >> Have we seen the pro statement? >> Uh yes. Yeah, we have. And that's something we can Yeah, I don't have that. Sorry. Okay. >> So, yes. So, next next item is and we shared in a community connections. You should have received that all u addresses received in inugal our community connection which had a a lot of information. Less and his team did a great job I felt like with that communication. One of the things that was highlighted is how

045can you participate as a community member? We have a lot of support. We've talked, we've highlighted people who have contributed funds uh in kind and and you see that information. So, this is the East County Citizens Alliance who that recently sent out in their communication a number of programs that they are supporting or ways they are supporting in our community. uh this highlights their contribution at the high school with mentors, tutors that meet with our students. This uh identifies I think it was last year there were 447 sessions, 71 students, 20 volunteers meeting regularly with our high school students in the library. Uh thanks to Mary and Riyotti, uh Barbara Seaman who's connected the East County Citizens Alliance and all of their volunteers. So thank you to ECCA for for all of their support for

046our students. Portland State has looked at this. There's been some research on just like the overall, you know, contribution to our students, this spillover effect that it it not just helps with the class they're working on, but other areas of their studies. So, we appreciate that. We know we have we and we talked about Read Northwest at the elementary school for students and helping students through adult volunteers and Jane and Satie, you know that because you've you've been volunteers working with students and it's really about helping them uh experience the joy of reading. So, we appreciate uh all those hours. At the middle school, we have Club Unite. So, we have community members who are helping with Club Unite on Thursdays and you know some it's a it's pickle ball. I understand I heard recently

047that culinary is the favorite >> one. So, there's a variety of activities that students have as a result of clubite and that support. So, uh just continue to appreciate the community's involvement. It is a team effort and it's really important. So, thank you to everyone who helps. Okay, thank you. We're ready for the legislative >> on to the next. >> Yes. >> All right. We are on to our legislative comforts, Steve. >> Yes. So, Ida, myself, and Wendy Mororrow attended Friday afternoon in Seattle and Saturday morning. There were uh we're all together in a large space were some keynotes, some panels, and as I mentioned uh the the budget and in and preparing for the legislative session, which is a short session, but it was loud and clear that there's um between two two and

048four billion dollars, I believe. >> Yeah. They said$2.3 billion dollar deficit that they have to close. >> Whoa. and in early learning and higher ed >> higher ed the two areas and so when we think about early learning that's really TK >> and what we're hearing is the potential for reduction in those TK seats that are available so for us we have 80 that we've had the last two years and so what I've heard is like a 25% reduction in in those those seats so and then higher ed so I appreciate IDA being there and Wendy Moral. Wendy who's our Haway principal and who's also our uh our principal or our a president of the principal association and who has an interest in learning more about what's happening legislatively. So having her there and there

049was a breakout just for principles and how they can advocate. So we had a leadership team meeting yesterday and she talked about what she learned from that breakout session. So, you're share your experience. Yeah, I think um I just I learned a lot. I think about obviously the budget situation, but then also um for example, when you dig into some of the some of the legislation that's been passed previously um like for example in insurance so I went to a a breakout on MSOcks and they mentioned you know the increase insurance I think statewide statistics it's increase 111% in the last year and really but that's tied to some of the polic policies that were passed um due to the uh they went away with statute limitations for for sexual abuse etc. and they were

050like well that's good policy but there's a direct result of having insurance increases and they they don't fund for that. So um and state you know utilities have gone up on average across the state 26%. um and these aren't really you know the the funding isn't really keeping pace and then there was the MSOC increase by 10% um recently but then you know you start to dig in and they start taking off the top for all these other things and suddenly you're not really left with 10% at all. Um so there's a little bit of a shell game that ends up going on as well. Um so all of that to me was kind of fascinating um to understand the linkages between some of these statistics and the causes and then kind of how how

051policy and funding and all these things are connected. Um so at any rate um I think I learned about a lot about kind of the process in that way. Um and then also just just the idea that um advocacy doesn't have to be something really special. Um and uh in Stevenson uh they they have been under you know working on a levy and they mentioned their representative helped write the levy. So I'm assuming they were talking about representative Waters. So, it just got me thinking that we could start including our representatives in more >> um things that we do like invite them to town halls. We can incorporate them in things. Um maybe not right now they're in session but um certainly afterward uh including them in mailing lists >> um and and just start

052considering them one of the Wugal uh community and just trying to get them involved. So, and they showed interest in wanting to do that as well. But I've heard from them as well. So, >> it also might >> great >> um presenting a more unified front to the general public. >> They might someone might show up because they're represented there, not for the school board. But if everyone's there, you know, listening to her, that's >> yeah, >> potential buyer draw. I mean still would be nice to have more than >> four or five people. >> Yeah. >> So >> great. Thank you. >> Appreciate you being there. >> Uh we had opportunities to sit together during the the keynotes the panelists. So the one of the first panelists was two representatives and being asked specific

053questions and their their response to and and just study of sharing and they each have different perspectives. one has more availability of time than the other one did. And so back to that point of including them in a mailer. So I talked to C about that how that is very easy for us to do to send our communic community connections information to them >> a parent square communication like Michelle went out that could be shared with not only the legislative representatives but also their assistants. >> That's who's going to read it. And so always including the assistant and so uh you know and and I think there's different levels of and different representatives probably read more or less email than others. Uh we all have our different ways of communicating receiving this communication. So it's

054I think knowing your representative >> and again ours I I believe are interested. Yeah. >> Uh we've we have we have a lot of access I believe to Mayor Stevie or Representative Stevie. Senator Harris has been uh just I think really receptive and and available and so same with Representative Waters. So this is their busy time for sure. But I I still have confidence that they will they will receive our communications. They will read our communication. So uh it was very helpful. I know that this was the second one I I I did. Uh last year I went I learned more this time I think because I have more understanding about the position and when I go to something like that and understanding plus I think they did a good job. Last year was the

055first year of that format. This was the second year of the same format. So I think WASDA WSBO and WASA also learned and how they organized the best way to organize events like this and the sessions were very helpful. I did sit in a session. There was like a 60-day uh uh a plan during the session on advoc advocacy and there were people in the room that didn't agree >> with how we many uh or the agencies the organizations that I just listed aren't how they are attacking or going through this session. I continue to believe that the way that we communicate, the way that we reach out and we try to as we seek understanding is the best way. And so I appreciate this board and how you uh work through challenging situations, how

056you are interested in learning more and how you ask the tough questions uh when you have question, but you also are very supportive. So, um, it's just a different way to do something. And so, it was it was a learning opportunity to see how other people across the state don't necessarily agree with everything that is happening and they have a different way of sharing that communication. So, >> can I ask a y >> a followup question on the TK funding? >> Um, currently it's free for any student in the district TK or is there >> So, so we have we have 80 spots, >> right? and students and families go through a process that a vetting process to get one of those spots, >> right? >> But those that do that are in the system,

057yes, in our have one of our uh TK slots, uh it is free of charge. >> I wonder if there's a way to do kind of a hybrid model so we don't lose the the kids. I mean, having 80 TKs likely will mean 80ks and 81s and having 60 might mean 80ks or >> Yeah. >> might mean 20 kids. >> Yep. >> End up somewhere else. I just wonder if there it would be possible to come up with a hybrid funding model. >> Well, yes. So, I I I believe that this is the time where these these conversations are happening. We know based on this that we we need to prepare. So if there there aren't 80 there's 60. And so when we get into our budgeting planning we will talk about that specifically how

058we are adjusting now based on this information >> for 202627. back to what you're describing is, you know, at at the at the level where these decisions are made, uh, you know, what can what can be done, uh, that that might mitigate the the the reduction of the number of seats for the reason that's beneficial and sen uh, state superintendent Reichd Doll was on a a webinar today discussing the impact of TK on the results. what we're seeing now is this fourth year of this program and we're seeing these positive results >> also knowing that what was stated about the the governor's budget and the impact of what we heard. So, uh you know, we are in that we're kind of responding reacting to >> potential decisions. We won't know for >> eight more days

059what the the final outcome will be and then we have to react, right? So, we'll talk about that in a few minutes. Yeah. >> Okay. >> All right. Are we on to the next? >> Was that it? Thank you. >> Okay. Thank you. Thank you for that. Thank you for going and sharing that with us. >> That was excellent. >> Next up, we've got our discussion regarding our timeline process for district one appointment. >> Yes. So, I have information. I think you've seen this. So, you want to So, just looking at the timeline and I I believe you've had access to this. Um so so uh what we've identified is January 30th will be the gym's final day. We will uh we will post for this as we have uh when there's an opening and

060so individuals will have an opportunity to apply for this position. the January 14th date, you'll see the advertised the vacancy. And so then there's a timeline uh once the you know the official official recogn resignation is uh been um established. So if you have any questions about this, I think we've been very successful the last couple years and in filling the position. This is the same format that we've been following. So, um, if you could go down to, uh, we have an application window from January 14th to February 11th. >> And then, so they will be submitting those applications as we collecting them the last time. So, our system that's online, they submit their information within that system. If they're challenged with accessing that system, then they can they can handel the application. We can

061give them an application. So, uh, that is a possibility. And then when we get to the point where, um, we're going to be, uh, interviewing the applicants for the position, we budget a little bit less time. >> Sure. >> Because remember, there was there was there was an abundance of time. >> So, we made an adjustment. So, there isn't as much time. So, when we get to the questions, then we may want to reduce the number of questions. >> Okay. And so that information we will if we haven't already we'll share with you. These are the questions that we've been asking. >> Okay. Any questions about the timeline. >> I didn't realize your area is a different area. Like it's I didn't realize like how far up >> right up to Paul's property. >> Anyways,

062>> right on the boundary. >> Crazy. Okay. Next up, we've got our exe. >> So, I'm just so So, is that So, so February 24th is the the the interview. >> Yes. >> So, just make sure that's you have that >> Yeah. >> recognized. Okay. Excellent. >> We got to show up for that meeting. Is that just >> you'll get a special call. >> Did you? >> One time. >> But you will not let won't let you forget ever. You know, >> I did not mean I wasn't like didn't mean to look right at you. That's what you That's what you're saying. I remember. >> Well, now now it's okay. Anybody did we have anything else on that? Sorry. Very proud of me. Okay. Next up, we've got um executive responsibility by um staff compensation.

063>> Yes. So, we've shared with you our employee groups. >> Yeah. >> The compensation. Um there's information there. We will be bargaining with our certificated staff. We will be bargaining compensation only with our administrative staff and our coaches. So we will uh keep you updated uh once uh once we approach that we will have a a session where we discuss uh preparing for bargaining. So that's coming up. >> So do you have any questions about this er? If you do just just let me know. So, uh, yeah, other than other than the the numbers are updated, it's it's very much the same process and document as as last time. >> That doesn't help, Paul, you getting that information, but it's just this is this particular ER, we just keep updating the comments. >> Yeah. No,

064I I understand how we're going through all the different ERS, right? But I still appreciate reading them. >> Yeah. >> Great. >> Thank you. >> Yeah. Next up, we've got um executive responsibility seven, which is our budget. >> Right. So, I've asked Shalice and Les to uh come up here and join us in going through. So, we're going to go over this ER and the budget update uh really together. And this is a work session. It's really important, I believe, for us to spend a little bit more time on this particular er because the 2627 budget is is is crucial. The survey that we're going to go we're going to go through that Les is going to show you uh that that goes out to the community. We want you to see that. We wanted

065to spend some time in in the not only the ER that Shalis has put together, but also the budget for 2627. We went over this with our building leaders yesterday in a similar way which is really helpful for them to understand. It's really the second time they've had a look at that one pager that just identifies um all of the components to the budget planning process. Shalice unless take it away. >> ER7 is budget planning. It goes over our process and development. Um the key takeaway is that we strive to have a balanced budget where revenues either exceed or equal expenditures and we strive to maintain our healthy fund balance. And so the presentation really goes along with the R7. So on the first slide we're look starting to look at our 26 27 budgeted

066enrollment. Um so when we're looking at our enrollment we look at several factors. One could be legislative changes. Um like we talked about our possible um TK reduction. You can see here that in TK we're going to budget for 60. Um right now assuming that that reduction is going to happen. If it doesn't at that point we can pivot. If it does we can be looking at other options. Um preschool any different models that we could do. >> Um the other one is loss of our FTE. We've been seeing our declining enrollment. It is going to continue and as our enrollment goes down, our state dollars go down. So, we have to keep that in mind in order to maintain a healthy fund balance and to keep a balanced budget. Um, another one is CBA,

067so collective bargaining agreement obligations. Um, like Erin mentioned, we're going to be bargaining with WAE, um, our coaches and our principles. Um, so we'll have to see how that goes as the year goes on. So we have to take that into consideration. We're more budgeting this year because most of the time the budget is going to be done or mostly done before those CVAs are closed. Um, increase in MSOC. So we know inflation goes up every year and then there's also our insurance costs that go up and sometimes we don't know how much that's going to go up. Um, so making sure we're keeping a conservative budget so that we don't come to next year and go, you know, oops. Um, it's better to budget your enrollment a little bit conservatively and low and in

068January when we true up to our real enrollment to have an increase in dollars than in January to be losing dollars and you've already signed all of your teacher contracts. There's not much you can do at that point. Yeah. And so, um, we're budgeting looking at TK to 12. So, right now, not looking at WLA, we're budgeting 2374 FTE. Um, we're going to budget WLA 32 FTE coming to a total of 2406. And the reason why, so our WLA um, right now is at 47. So it seems like we're budgeting a little bit low, but it fluctuates a lot. And this year is our first year being 9 to 12. So I don't have a lot of history to look back at to see how much we fluctuate. So I'm trying to be conservative with

069that number. Um, but I'm really focusing on the TK12 because that's where we see the reduction that is going to keep going through the year. Um, so TK to 12, that's a 4% reduction from our current enrollment. um just as a budget. Um do you have any questions on this slide? >> Someone had a couple things. So thank you. So on the call with state superintendent today, he knows that districts are are using this process and he said so I know you're going into 2627 school year thinking about your your enrollment. We know that we have enrollment decline not only in West Jugle but many of the districts in the state are experiencing a similar decline and so we are budgeting conservatively. He emphasized multiple times to budget conservatively. So I appreciate uh Shalice describing

070how we budget conservatively and as a result of this process I think we are in better position because the last two years we've been able to say actually we had more students >> than we thought we were going to have. Um and part of it's because we're budgeting conservatively. U so I appreciate the details. I will say even though we heard from Marley the challenges with AI, I'll say that this particular slide was beautified as a result of AI and Shalis's interest in in utilizing that. So I understand the cost, but I did want to point out this is >> it looks pretty. >> It does and it's organized well the theme of the the river, right? So you see it, right? So I just just want to say good job. I just like to

071add I went into the presentation and was like, man, Aaron went AI happy and then I went through the rest of the slides and hit the save button like >> but it does look very good. >> I don't even know how it happened. >> You just hit beautify and then you're like okay. >> Yeah. Okay. So, next slide. So this next slide looks at where we currently are now. So the darker lines are the FTE that we have confirmed through December. Um January is not fully done. Um so then the darker are just an estimate >> um through the rest of the year. So so far we haven't really been seeing a decline in enrollment too much like as much as previous years. So that's really positive. So I kept it mostly steady. Um, and

072the positive is from what we budgeted for 2425, we're actually up 79 students from budget. >> Wow. >> When you're looking at actual enrollment, 2425 versus 2526, we are down 64.78. So 65 students, >> which is a 2.6% decline. So that's what I look at when I'm budgeting for 2627 is right now TK through 12 is down 2.6% 6% and we're going to conservatively budget that it's going to go down 4% hoping just like this year that it actually is going to be higher. >> So in the Colombian yesterday I think it was there was an article about student enrollment in the state >> it identified L center Belleview and a few other school districts in the state experiencing decline and also uh an increase in some cases or more stable. So we're we're seeing

073over the course of the year we're seeing our our enrollment steady but from year to year there's this decline. So I don't know if you saw that I think it was out of the sale times and then the Columbia. >> Okay. So then the next slide the next slide shows 15 years I believe the next slide shows 15 years of fund balance. So 11 years are past years and then us looking at um striving to maintain the board's goal of 8% with our minimum fund balance um requirement of 6%. So this you can just see past years and hopefully us staying at an 8% fund balance is the goal during budget planning. >> The strategy of of budgeting low will help us >> I think so. up without stressing about it again. >> Yeah. Yeah.

074I think it's always better to budget enrollment low. Um like I mentioned, coming to January and having to make up a deficit is never a good place to be in. >> Um I think sometimes you can too conservatively budget, but since we're really declining, I mean, it's a moving target and we have all these unknowns that are going to happen throughout the year. um that being a little bit more conservative is probably the best option. >> And because the majority of our budget is in personnel, >> when you commit to a contract, >> it's for a year. >> Yeah. >> And certainly with the certificates staff. So that's we're not nimble. We're not able to announce to your point then in January and as the state superintendent talked about when the enrollment trs up like

075we present to them a a budget >> and they go off of our enrollment projections and then it trs up later in the year and so when that true up happens if you're if we're off then we've got to make significant and that just that has not happened in the last two years >> where there was a significant gap in the funding that we projected and where we ended And then also continuing to look at and at least is doing a really good job of looking at all of our budgets and trying to update the along the way how are they adjusting and we're looking at culinary we look at transportation we're also looking at uh other programs and seeing how are we tracking based on what we thought was going to happen. The one

076thing we also do is since the budget is typically pretty much done in June when we present the preliminary um once the summer starts happening, we can kind of see where the enrollment's going to be. We did this year during the summer we started adding back some items as we could see that our FTE was going to come in a little bit higher. So even though the budget might have been a certain amount, we knew those dollars were probably going to come in. we were able to add some items back even though they weren't in the budget. The budget is just an estimate. Okay. So then the next slide is our financial priorities. Um so as we go through like an ER7 um we're trying to achieve a balanced budget where revenues um expenditures do

077not exceed our revenues. Um, we're maintaining healthy fund balance with the board goal of 8% and not going below the policy of 6%. Um, we align staffing to enrollment, which is where we're looking at how our enrollment is decreasing. And with enrollment decreasing, staffing decreases to align with it. Um, maintaining financial transparency. So, we do the survey we're going to talk about in a little bit. um the listening tour we just had um all of the communications to try to keep community community engagement going and then advocating for our state funding um to talk to our legislators about the places that are either unfunded mandates or where funding is just low like the prototypical model. Um so the next grant graph I also was in my 2425 year in presentation. So this just shows this

078year's budget. So 2526 um and all the different categories that our expenditures are in. You can see that um we focus on our staffing needs and then you can see the increase in MSOCS and um service contracts and those buckets will most likely increase every year as inflation increases and the needs increase and like IDA talked about with the insurance increasing. Any questions on so the next slide is our budget development timeline. This was the second page in your ER7. So you can see it a lot larger than this. Um, and the main focuses I have would be the legislative session ending in March and us being able to see what comes out of that and what we might need to pivot and look at different ways to save funding. Um, the next one would

079be June 9th, we'll be presenting the preliminary budget. um July 10th the budget is um posted on the website which means anybody can access they can see the budget presentation and they can see that very very large um F195 is what it's called the 200page budget documentation and then August 25th is where the board will be given a recommendation to adopt the budget at that point >> if you look at April 28 it identifies uh the modified education program. So we've done that the last two years. I recommend that we keep doing that because there's many unknowns and so identifying so the numbers the range that Shalice had shared earlier of potential reductions that's a smaller number but I think it's still important that that the board uh just be ready for that >> that

080that process because again if we don't do it then May 15th is a is a crucial date for certificates staff and those contracts. >> How does this timeline line up with the with the negotiation timeline? >> Well, it's a great great question. So, we are we are hoping to negotiate earlier, start earlier. Um, with this idea that we might be starting school earlier, there's that as a consideration. There's also that we typically don't bargain in July. So, but we also want to know what what the legislative session is going to bring. So, so you know, we we we're talking about like looking at language before the session is over. >> Typically, you like to start bargaining with the the full package, right? >> So, it's clear from uh you know, front to back what >>

081what we're going to be presenting >> on the table. >> What's on the table? Thank you. So, uh it this is pretty consistent with what we've been doing. uh the timeline which is published on our website which again back to transparency. I think we're doing a pretty good job of of saying this is our process and less is going to talk about the survey and just what's in the survey u and any revisions we've made and a little bit of like the feedback we got from our principles yesterday on on the bell of the survey. But thanks for the question J. And then going back to the modified educational program resolution, um, as multiple districts have started seeing, you know, declined enrollment, financial struggle, um, it is a recommendation to do that every year because

082just because a resolution is approved, you know, giving the district authority for up to so many years or however the resolution is done to reduce, that doesn't mean that reduction has to happen. It just gives us the authority if we come to it and it's needed. Okay. So then um the last slide it just talks about our community feedback which we're going to go over a survey that's going to go out in January and noting that our next listening tour is March 10th at 9:00 at Gateway Church. >> We've done it at Gateway. >> It is. Yes. >> Okay. Any questions on the presentation? >> Good job, Sh. >> Thank you. >> Okay, so as part of the um opportunity for um uh families, community members, students, and staff to weigh in on the budget

083development process um for at least like five or so years, we've done a a larger um uh budget survey where we go out and ask the community to identify priorities. Um uh we're modeling this year's survey on what we've done the last two years. So we're asking very similar questions with the idea that that lets us track um across time where there are changes in those um and then to um use the survey as an opportunity to kind of teach people about the budgeting process. So when we um send out the survey, it'll come with a you know be introduced by an email that um provides kind of the district's context. So more about you know we'll reiterate the same messages we've talked about before around uh the declining enrollment trend you know and we

084have three more years of kind of this steeper decline before we think it will kind of flatten out and then just be a normal um you know maybe still slightly downward but that'll depend on growth in the community. Um but we know that the next three cohort of uh students, so the graduating seniors for um this year, next year, and the year after are significantly higher than the kindergarten cohorts that are coming in. And we are confident that there's not, you know, the few group of kindergarters out there because those kids have already been born. We know um what's out there. Um so we're um kind of broadcasting this range of like $650 to $850,000 as um the potential for reductions. that's, you know, lower than it was last year. It's significantly lower than it

085was the year before. Um it is still a reduction. Um a piece of that is the like um giving up the one cohort of or I'm sorry, one section of TK um that's maybe as much as a like a quarter of that. >> Yeah. So when you think of 20 students, it's around 220,000 in state funding, right? That goes away. So, so a big piece of that is us saying we don't think we're going to get that funding and so we're planning ahead to say we're not going to have those staff members doing that specific thing, >> right? >> Um we're aware of some retirements. We have like um a handful that people are really strongly broadcasting that they're going to um you know that this is their last year and we're excited for them

086to kind of move on to their uh next adventure. that is likely to provide capacity for us to do most of the reductions and hopefully all of the reductions through attrition so people aren't losing their jobs. Um but we will do the modified education program because that gives us the latitude to kind of get them. So the survey will um cannot offer this set of information along with links to the website. Um it has that same uh pie chart. So people um who have come in and weighed in on the survey process for will recognize this. Um it's colorcoded the same way. Um people who um are you know like paying attention to what it's done before will note that um the administrative wedges. So those really light blue kind of maybe grayish wedges are

087getting smaller. Um the teacher wedge is staying about the same size. So it's been hovering at that 49 to 50 maybe 51%. Um the PSSE wedge is about the same size. Um what is increasing are those green wedges and like I had talked about earlier that the increase in insurance costs more or less the inflation the cost of um fuel some of the supplies of equipment um is really what is uh putting a bunch of pressure on the district's budget as well as inflation and staff costs. Uh so it asks people in kind of three groups to rate things. They get a lyker scale. Um uh one of the kind of the conversations we had yesterday with our building administrators and I think they kind of latched on to the idea that there's this gigantic

088uh cut and obviously all of us have been or almost all of us have been through this process multiple times. Um we had to remind them that the scale is not like cut this, cut it more, cut it a whole bunch more. like consider budgeting more like there is an option of like we need more of this >> and I I think like it was very much like you know uh like oh yeah that's right we're not it's not assuming everything is being cut that's not the scenario they want >> right >> um and that the community you know the idea is to identify what are the priorities that the community wants to see um the the district administrative team and the board work together to try to you know to add to as well

089as you know consider consider making reductions. Hopefully, we're getting and using the feedback that way and not just like, okay, what's on the chopping board, >> right? >> Um, so there's, uh, three groups. Um, it identifies a bunch of the kind of more nuanced programs. Um, there are things in here like the elementary, music, art, library, uh, specialist time, which is something that's different than what um, the way that other districts do things, and that's something that typically is a really high priority um, for families. But we continue to ask that so that we can make sure because we do get that question of why do we do that? Well, actually our survey data tells us that's a really valuable thing from the perspective of the families that uh we serve. Um and then the

090kind of the third grouping in this that um kind of goes through some of the other things um that are identif an anonymous survey. It's done in survey monkey which is not a system that um when we do a survey in it that we have a way to get back to who people were. Um people can choose any of the roles um that kind of fit who they are. Um and then we have that opportunity for people to share pre-formed comments like we've done the last couple years at the end of the survey process. Um we'll share all of the the raw feedback from the survey as well as all of the um you know probably hundreds of um pieces of feedback. Um we'll do an executive summary for you all so that you um

091you know get that set of um kind of perspective as well like what's the high level um change that we saw from the last time and we did it as well as when you know what what's in the preform comments that are like keys that we should pay attention to. Um but in you know the spirit of transparency we do give you all of the um survey results. Um I think in some of the years there have been expletives in them and you do all the like we're giving it to you the way they changing it. We want you to want you to let me have integrity for the process and that we're not >> um vetting or like keeping what we're telling you. Um, so that's it's really important to me from the community

092connection part of this that we have integrity about that process and that you get to see everything you shared even if it's not stuff that you know we would have said maybe that specific one. So >> okay, >> was there anything we eliminated from this survey that we historically have asked asking? >> Yeah. So the the one thing that we took out was preschool, but then that just came up as a like maybe that's a thing that we need to consider adding back if if there's a reduction in the availability of TK like funded TK slots. >> Um the TK the prek preschool program might be something that we want to add back um if we think that's going to be a desire. Um, I will say that we only serve about half of the

093students that we So, our kindergarten cohorts are about 160. >> So, even with the slots, we're only serving half of those things. The rest of them, you know, they might still, they might be a stay at home parent, they might be um using some of the other childare providers that are in the area um or you like a private, you know, provider or family. Like there's all kinds of other like options. Um and um TK is still relatively new. So I I don't think that it's likely to be like directly connected to us losing those kids like but >> well on losing their education. I mean I think it provides such an opportunity to to help that >> little fouryear-old start learning. >> Yeah. OSPI's so sorry I'm getting a little off topic but OSPI's

094website does have some really incredible resources for um they've been studying TK like really aggressively um over the last three years and they've been sharing really actively the change in kindergarten readiness um and if you're familiar with the OSBI uh report card for our district you can go in there one of the metrics is kindergarten kindergarten wouldn't say kind pronounces it kindergarten um and copying that. So kindergart uh um readiness in Wugal has really seen a big uptick with the advent of the T program. Um and you can see this really big spike in the level of our kindergarten students who are meeting um the six domains of readiness by the end of their um kindergarten year. Um and a lot of that is attributable to those students that are part of the TQ program.

095So it's very very effective. Um Les, can you So we're talking a lot about preschool TK and stuff. What if we book in that conversation and like running start on the other complete other side of it, right? Like >> are we asking >> I can remember the survey from last year, but asking anything about that side of the equation as well >> like do and my specific question is is community >> right >> saying that that should be a budget priority. I mean, we could ask that question. We don't actually have control over running the budget for Running Start. So, um, uh, when a student and their family make the decision to go to the Running Start program, they're like, uh, 93% of their funding goes with them. So, that that gets paid to, uh,

096Clark College. So, Clark College actually builds the school district for it. um we can ask it but it wouldn't like uh our board doesn't have any purview over it and so it's it's kind of like asking a question about like the military >> no but it isn't something that we control >> they have college in the high school too right >> so I'm just looking at both of those right and go like if we can keep the students in the high school if that makes sense >> yeah so uh that would be something that we could work on some wording for a question. I just don't think it fits into this scale of because it it uh like to my knowledge like we estimate what we think the running start enrollment is, but the the

097budget amount for it is going to match whatever the actual enrollment. It isn't something that we're like going in and then they'll get to. >> We claim our running start enrollment every year, every month to OSPI and then we get the funding for the running start and then Clark College gives us an invoice and then we send the money back to them. So we're really just the flow through of the dollars. >> But I think the idea of then college in the classroom which we're we've added Eastern Washington courses, right? And there is a cost to us adding more courses in the training, but in some cases um there's there's a there's a portion of that that comes back to the district. So I hear what you're saying and I wonder I wonder if if

098Yeah. How might we word a question about uh increasing the district increasing more of those opportunities? I will tell you Mark Castle is on it >> and he recently spoke to me about other teachers that are interested in adding English classes and so anyway I think we can we can talk about like how might we incorporate >> a question like that and see >> priority yes see where it might fit yeah as we have uh multiple programs like dual language and so yeah so then we'll see where >> yeah so we could we could add like college in the classroom and advanced placement >> as advanced placement. Yes. >> Like the survey said, >> excellent. Those are things that we budget. >> Can you see those going together? >> I would put them all together,

099right? >> And there are reasons students choose to go to Clark and leave high school. >> Yes. >> And I would argue that some of those include opportunities they're not seeing in the high school and that is our perview to provide that. Correct. >> Yep. Well, the idea Yes. Absolutely agree with that. and uh the earning college credit then going into yeah the financial >> the savings the savings of earning that college credit in high school and then so absolutely and so the more opportunity we we can provide students and we are we are >> I understand that for families that choose that also the impact of uh having a lot of remote classes right >> and so like what's being lost and what we heard Marley talk about like what's gained when you're you're

100you're going to work every day when you're going to school every day and you're interacting with your ears. >> So, I think there's a I think I like that idea of adding that question. >> Then it lets us know how much we can dig into it, right? Like if we get >> survey comes back and nobody >> Exactly. >> It's not worth our time. >> Yeah. >> And then we'll share the survey the same way that we normally do. So, we'll send it out to parents for our North District families. Um, we'll also put it up on social media, the website, a press release about it. Um, we try to, you know, give multiple people an opportunity to weigh in on it. Um, we'll leave the survey open usually for at least several weeks. Um,

101and then I think it's mentioned in the like the budget timeline that we'll bring back the summary of it. That'll most likely be probably the uh like the February board session um or the February one. It's typically when we have that ready and then bring it back. >> Excellent. Thank you so much. Appreciate it. >> I did have a question on the ER. >> Yep. Sorry. >> Um, so just I know in there there's number 11 and 12. It talks about allocations uh annually for like reserve or one is for the capital projects fund and another is for essentially like curriculum. Do we I'm just curious. Do we do that? I mean it says expenditures are budgeted. >> Yes. that was um something that was previously put in the budget um and then when there

102were budget cut it was reduced and then when we did the budget this year for 2526 the supervisors that were over those programs so operations and maintenance and curriculum instead of setting it aside they put it within their full budget of the areas that they wanted to spend like I know we're going to do a math adoption and it actually needs to go into this section. So instead of putting it in a bucket, I'm just going to put it in that part of my budget. That makes sense. >> So they're >> so budgeting there, >> but it's not in a set aside bucket. It's in their whole budget, >> but it's being saved kind of for Okay. >> Mhm. They just wanted to see it differently so that when they're looking at their overall budget,

103they see that the money is there instead of having to look at a whole different section. And at what point do we decide to spend that? Like is that just we're waiting for, for example, the new curriculum to come and then when we decide to purchase something, get we'll just use that fund instead of having to budget extra. >> Yeah. Okay. >> Thank you. >> Yeah, >> that was a good question. All right. Excellent. Thank you. >> Okay. Last item of the evening is policy 3207 which is um >> I can't see I have >> so it's our harassment intimidation bullying >> policy. Yes. So so 3207 so this is a a current policy we have um I believe you were sent the revisions in red the strikethroughs. So, uh the big idea here is

104this is a studentto student uh complaint. >> Yeah. >> Um that that requires a level of investigation, a very structured process. It involves communication that which is really facilitated typically by the building administrator. It does involve Connor and his role in tracking these hip complaints. So again, this is a a current policy that we have that was updated through statute. It's House Bill 1207 and WASDA's um model policy language. Uh so you'll see throughout it it emphasizing student to student. We have other policies. >> It doesn't read that way though. Student to student, right? So it uh so so that's the this is really a clarifying uh update. So when we have a complaint we have HIB which is when there's a complaint about a student against another student. That's the intent. When we have

105a complaint about a staff member there's a complaint against a staff member policy and procedure. >> So it's not this. Yeah. >> Yeah. So that's that's a different policy. So what it really did and then and there's a accompanying procedure and a structure to that that we follow uh with with timelines with initial step typically of the individual uh working with the the individual that that impacted them in in an adverse way. So we also have a resolution of a complaint which is really staff to staff. We also have a civility policy. So this just is really I think uh clearly identifying that hip is when a student has a a complaint against another student that's harassment, intimidation andor bullying. We also have discrimination that can be ongoing at the same time that we have

106a hip complaint. We could also have a a discrimination complaint. Jane, I think you have a question. So, I just want to be clear. We're trying to make sure that this policy clarifies that it's student to student and not like volunteer to student, faculty to student. >> Yeah. >> I think I align with you. I'm like, I don't know that I that this policy does that. >> It doesn't when I read it. >> Yeah. Like when I read it, it definitely talks about discrimination and harassment of a student, but I don't feel like it clearly outlines that it's by another student. Unless I'm missing that that's outlined. >> So you're looking at the you're looking at the >> with all the red >> the red. >> Yeah, I don't see anything that says >> bullying

107of any student um chapter 28 and it it identifies students again. >> Yeah, but it's it's bullying of a student. It's not talking about who the aggressor is any. >> Okay, that's that was my clarification. It just needs a sentence that says, >> "Yeah, by another student or >> student to student >> where an agg where the aggressor is another student unless it's somewhere further down. But when I read it, I read it as this is overall like any sort of bullying of a student or harassment by anyone." >> Well, no, but bullying of any student, that's how I read it. And then down here, the policy and the company procedure do do not govern harassment D of any employee, volunteer, parent, >> right? that means that the parent or the volunteer is being harassed.

108It's not talking about who is doing the harassment or the bullying. So, it is outlining that this is for students, but it's not outlining by other students. It's outlining by anyone. And it's saying like if you're if you're a teacher and you're harassed, that's not covered here. >> You want to read? >> Yeah. But I agree with Paul one sentence. Sure. Okay. So, I will Yes. So, we will go back and we will look and see if it's possible in our revision from W's policy. >> Yeah. >> That we missed something. If if we didn't miss something and then there's uh to your point, we just identify where where that would be >> student >> stated student to student. >> Yeah. I would literally do the first sentence of any student by another student. >>

109Another student. I see what you're saying. >> And then >> after the red. >> Yeah. Yeah. >> Boom. >> And that's it. Erin, is it possible that the definition that like in the bullets in the box and the top it says the definition of addressor is updated. Is it >> in the in the procedure? Yeah. So it could be in the procedure that that we don't have here. So we can look and see if aggressor says student. >> Yeah, because it does say up top like aggressors updated clarify that the process should be used for student to student. So I think you need to add >> Yeah, and I don't have a copy of the of the procedure in my in my notes. So we will we will follow up with that in a communication

110to you if it's in the procedure and in most cases >> the policy and procedure are on the website >> together. Good point. No no thank you. So yes so we will yeah we'll definitely we'll follow up. U >> we'll follow up on that because it again it could also be in the model policy >> if it it should be in this policy. I feel pretty strongly. Yeah. Which is that whole phrase just right by another student. by another student. >> By any student? Yeah. >> Any other questions about this? No. Okay. Crystal clear. >> Okay. So, I will follow up with you on that and then uh so in the next uh reading if there's revision, you'll know in advance. We'll discuss it. >> Okay. >> Awesome. >> Great. >> Do we have anything

111else say about that? >> All right. It is 8:03 and I would be >> and we're going to exempt session. >> Oh, and we're going into exempt session. >> Yeah, >> I need to put that first. >> We're not adjourned. Do I do adjourn first? >> Okay. Okay. Just make it sure.