WSD School Board work session 11-10-2025

001Mary. >> Okay. >> Yeah, it's four o'clock. Um we've got our um stu our school improvement plan presentations for our middle school and high school tonight. >> Yes. >> Do we need to, >> you know, just thank you for being here. We appreciate it. So, we've kind of talked through the order. It's jump to guard, Mr. Cook, then Mr. Healey as Canyon Creek, and then Mr. Castle. And are you gonna be contributing as well? just hearing things >> and so and so they're gonna be sharing uh the third and then also after the high school presentation >> they'll kind of go together because they're >> not perfect. >> So similar to the elementary we've asked them to highlight a number of particular items. So you'll see those you'll be familiar with those um and then

002at the end there'll be time for questions. So there won't be any questions during your presentation, but after you're done, then there'll be uh five minutes for questions. >> We ready? >> Bring it. >> Fantastic. All right. >> You got that clock out >> and then we we may see uh Ida. >> Yeah. >> During your presentation, so just keep going. All right. >> All right. >> Okay. Mr. Cook Chimpard Middle School. So I'm confident in 15 minutes because it's a lot of good data, but I think pretty concise here. Thank you for the opportunity. Uh excited to share some some progress that we've made as soon as I can. There we go. So, this is kind of we really had to think about how we were doing as a school and had to make

003some changes because as you can see with our data um from previous years, we definitely had some uh some things going downwards. Uh all students were certainly going down. Some areas are very concerning to us with students with disabilities, low income, uh ELELLL was improving a little bit, but it really wasn't where we needed to be. So, we we were really focusing on on those areas, but also general how do we get all students to to rise again. So, uh a lot of soulsearching went into this. We I said this time last year, we weren't very happy with where we're at, but we've certainly put some work into it and commitment from our staff to to do better. here and so happy to share where we're headed. So looking at at the top section all

004students level three and four you can see that um quite a significant growth there. Um you can also see by achievement of grade level something very excited about uh sixth grade uh up it's 58.3% pass rate seventh grade 70.8 eight and sixth grade 6.1. Uh all those were significant growth growth in the minute. Uh math the big gains in seventh grade and also eighth grade big gains in science. So we were really proud of the movement. As you can see in the bottom corner here, uh our growth goal for ELA was 7%. That was our goal. We hit 10. Uh math uh 8% growth. Uh we didn't get there. we got five but we did meet it in seventh grade math and then uh science 8% growth uh and end up being 12%. So very

005pleased with a lot of work and commitment of our staff to get get it moving. Uh one area which obviously we need to work on. I don't I don't think there's anything to celebrate there but uh attendance went up 5% based on the previous year's uh we don't have the the information from this year but still that is an area that we want to focus on because you think about it if you can have those growth if you can have that growth with that sort of uh attendance what could you do if they come walking so and so that we believe if we can continue the same consistent work as we have been but get kids to come to school more often uh that I think a lot of that will uh improve group. So,

006uh, looking at our, as you can see, some trends there for all students went up, uh, 12% in ELA as far as student growth. Math, not much movement there. So, obviously an area to improve in low income significant growth, 15% jump in one year. Uh, for ELA in math, about still about the same. Students with disability went from 52 to 59. Uh massive gains in students with disabilities in math went up from 47 uh as far as student growth to 62.5. So that's a big big movement for us. ELLL for the first time we haven't been able to get any measurements because the number of students per grade level is less than uh which was a bit of a bummer for us because we've always enjoyed having so many kids there. So uh hopefully get

007those numbers back up. But as you can see some really pleasing uh students with disability and math uh students disability in ELA in general both both a good move and then once again low income was big too. So uh definitely saw some uh positive signs. Um one of the things we're really thrilled about is the high rates of student growth for ELA. um so over half the kids well over half the kids saw high growth in ELA uh in math still still something to be pleased with 44.1% of kids high growth uh really excited about that what is really cool about ELA as you look at compare high growth to low growth is is almost four times the amount so what was really cool about that especially was that it was it was kids levels

008one two three and four all moved We had some of the highest scores ever seen, level four kids continue moving. >> Last year we saw the two highest scores ever seen. So that that was that was great for us too. So um you can see student growth percentile at the bottom there. That means uh basically a student growth percentile and if I'm wrong please correct me here. That that's how much we are growing compare we you compare yourself to other kids in the state at that age level. you can comparing your level of growth to uh everyone else. So for example, all students in 22 23 we were growing about the rate of 50% of the kids in the state. Now we are running at 70% of kids. We're we we are growing higher than

00970% of kids in the state. So to see all students go from 50 a growth rate uh to 70 in two years is is pretty exciting. To see a growth of special education from 45 to 59 uh is really encouraging. and then finally low income to see we're all about closing the gap and to see kids closing those gaps like that where they're they're rising that much is is you know testament to the work of students and the staff and we're really proud of all of that. Once again, uh other other exciting things. So, the high rate of growth at ELA, uh 12% growth in eighth grade science. We've we've done a lot of work to fix that. We made some changes, uh people teaching it, but also one of the best things we've done,

010I'm I'm fully uh very grateful to Candy Craig and Jake's work. We have partners as a team. Uh we do our PLC's together. We we do a lot of um work at the start of the year. We plan together. We we do uh scope sequences together. I think uh Caitlyn Hegley has done a tremendous job partnering with uh sorry teacher rice >> science yeah who's rice >> Ryan Her sorry went blank there so Ryan H and Cale worked really closely together he's as you've seen Ryan's science growth over the years has been phenomenal and we thought we got we got to why why go anywhere else when the best in the state is right up the river so we have jumped in on that um And that has been uh he has been such a

011great asset to us. But just just one of the things we struggle with is uh some teachers are just teaching the one subject because the schools are so small. So to have Candy Creek come down and work with us. So they got partners has been great. And I I will say when you look at the ELA growth, a lot of that has been due to a very successful PLC work where they are closely working together. And so what what you see in the sixth grade, seventh grade and eighth grade is the same sort of work. It is very strategic. The I the fluff has been taken out all the curriculum and is very focused on key reading and writing elements and that's why you've seen this off the charts growth. I do we did some

012work on the growth in ELA. We are in the I believe we're like the one top one or 2% state or growth in in uh ELA this year. >> David, I'm sorry. What is what do you mean growth? What's that? >> Growth means a lot of things. Can you define that for me? Question. >> They only do it at the end. >> Okay. Yeah. Can we This is a meaningless presentation for me. If I don't >> Okay. What you mean? >> Yeah. Can you explain the the student growth >> as it's as far as how much they grow per year? Talk about that. >> Grow. What do you I have no idea what you're talking about. assigned a scale score on the state test, right? So, uh that scale score gets interpreted into a level

013one, a level two, level three, level four, right? So, the actual scale score, right? Students increasing from a 200 to a 600 is what we're considering growth, >> right? And so, they uh take the typical growth across the state, that's your median student growth, and then they're going to make a percentile out of it, right? the average median student grew 100 points and if our student with jumpard are growing at 200 points right that's where you're going to get your our students are growing at a higher rate than the median student they've got >> so 100 200 one two three four >> 30 points 30 points a year is seen as a year of growth >> so we we are seeing kids grow 90 points 100 points 200 points >> this is on their exam

014performance >> a smarter balanced exam. >> Okay. >> That is their scores are following them. >> Yeah. >> From year to year. >> And so the metric the the measure we and later on we could probably share with you the some of the specifics on the scoring the total number. >> Well that that's enough to have a clue of what you're talking about. >> It's a lot tis watching for Florida right now saying help Bill help him. I struggle with this statist. Yeah. So, >> this is looking at individual student go to the average of every student. >> What are we seeing from last year's test scores to like next year's test scores and we knew it was going to be a big year because we saw kids move like 60 90 we've had a

015couple of kids 250 points. So, so that's like six or seven years eight years growth. It's it's been phenomenal. >> Wow. So, all right. So, thank you. >> So, so thank you for the question. It is hard to understand half of this. So, uh everyone move last year. uh this I do understand better um is disciplined dad over the last three years coming back from co we we really had some struggles it was it was really challenging we had a lot of kids out the door it's not something we want to do but for safety and other reasons felt that we had to I would say most of the fences are due to um safety and so we we've made some changes over the last couple of years um one thing that's really helped is

016our bathroom system bathroom security system has been phenomenal. Keeping kids in place if they need to do a lot more work around restorative a lot better counseling support has been great. Um building good relationship with the kids and so that's that's been a lot of it. So as you can see you know 2022 23 you lost 187 days and last year was 69. Um and I think we're trying to get to it before it gets out of hand. I think we've been more hands-on which has been helpful but uh it certainly made things a lot better around the school. It's a lot safer. I think the anti- vaping campaign that happened a couple of years ago with the posters around the wall that that that's that's the most simple yet effective strategy ever seen to

017address that sort of stuff. So as you can see numbers have gone down significantly. So we're really proud of that. Uh needs identified um attendance obviously is the big thing for us. You know, 66% of kids are missing more than two two days a month. And when we worked it out, if if you did that every year where you miss 18 days a year, by the end of time you finish school, it's a year of study. It's a whole year of school. So we we tell the kids which school year should you miss because that that's how significant this is. And what we found is kids who miss school don't catch up to work. They just don't. And so we're we're working hard to get them there with with personalized notes, reaching out to parents,

018trying to educate parents on the purpose of uh why they have to come, but also trying to make school a good place to go, acknowledging they want social time, they they trying to reward them and then make good choices. You know, things like bugs, getting them to come to school. Uh all those things are really important. So if we can get them there, that'll make a difference. The other thing we want to work on is uh get the the student growth percentile. We're going to do a book study around uh thinking classrooms which what Jake's already done with his teachers. But getting that sense of urgency I think getting to sometimes I worry with math it feels like it's the attitude might be math is hard but I'm going to hold your hand the whole

019way versus we need to teach our kids to be fearless. Math might be challenging but you can do this. And so having them take on the be resilient having them take on the the concern versus feeling like we have to walk them through that. So that's something we really want to start working on as well. Um ELA goals. So here's our steps. We're not going to change really much. We did last year. I mean I think if we got attendance that would help, but we focus a lot on uh full rights and essays. Uh the essay outlines. What was really cool is when we were doing uh the yellow piece of paper that the kids are the yellow piece of paper for testing that they write down all their thoughts. How many kids were writing

020outlines for their notes for their essays? And there was everywhere. we call the hamburger model. They're all doing it. So, we teach out in the sixth grade. We teach out in sixth grade social studies, science, language arts. We do it all the way through. And so, every kid gets exposed to it on a regular basis. And what's cool is every teacher has their own teaching style, but they're doing the same thing. Um, I think Heidi Keller teaching seventh grade, social studies last year backed up the writing. That made it that's one of the big reasons had such a surge in seventh grade. Um, math, like I said, it's it's the month monthly math meetings, book studies, student engagement in class, and then, uh, one thing is focusing on think time and let the kids work

021it out. Don't just jump in to save the kids. We got to get out of saving kids at math. We got to let them deep end of the pool and work it out and and it's okay. So, that's that's another thing we're working on now, too. I think we've got to Math is hard. Yes, it is. But you can be done. So, let's see what you can do. uh science obviously our best step last time was to work with uh Ryan Huer at CCMS um continue supplementing curriculum with hands-on projects we use amplify but it isn't enough so we try to do different things uh we're trying to get our scope and sequences in line continue critical concepts what are the most we really worked on some stuff where um what is the most important

022things they need to know in science we did a lot of a lot of work with AI at the start of the year and said okay what do they really need to And we're just hitting that hard. Um uh a lot of that work we to define what was what were the most things that would what were things most tested on the ESPback last year. We went through AI and found all that stuff. And so we really streamline what is most important. And of course claim, evidence, and reasoning. If you're in the first thing you want to learn in science is claim, evidence, and reasoning. We they do that all the year. It is backed up by uh language arts, social studies. Stake your claim, show your evidence, and reason. Students get really stuck on

023the reasoning. They're pretty good the first two, but the last one we need to work on as well. Uh, attendance. We're almost done here or going over time. I see. >> Gymnastics. >> That's okay. So, boosters. So, once again, boo. How do we get attendance up? Well, boosters have been absolutely magnificent. I'm not just saying that because schoolboard presence part of the boosters have been fantastic to work with and they have they have really helped us in so many areas. So once again, attendance incentives. We just had our honor roll assembly where we went over um rewarded kids for good attendance. We've seen an improvement there. Attendance letters and updates, letting parents know what's going on. Send letters to kiddos. Uh parent communication. One of the things we're teaching parents this year is get them

024in the office. They don't have to go to school. Get them in the office. They got anxiety. We will help them prevent. Get them out of your car and get them in and we'll take it from there. because it really comes down to kid says I don't feel well and the parent says okay stay home we've got to tell them get in the car get to the office we'll take it from there and I don't care we have them all day as long as they're here so that's what we've been working with as well uh measurements of success attendance rates we want to see improvement this year student survey results climate and culture we have seen a lot of improvement there aspect scores will go math focus uh we are seeing more kids in athletics

025which is great and then of course we do interim assessments throughout the year that's how we're going to see. No, we're doing better. All right. Once again, I've always believed if you if you're worried about how your your presentation goes, put a cute animal at the end and that's your last thought. This one on the side is a sixth grade kid who sixth grade student who decided to come up with that gentle Guardians of the Galaxy. So that that's a tribute to Finn right there. So >> I love it. >> Anyway, that's it. Right on time. Thank you. >> Thank you. >> So yeah, questions for Mr. Cook. Will you what did you guys do differently this year that led to the jump in students with disabilities going up so much? Oh, yeah. Right. Question.

026>> So, we did a lot of pre-teaching. I think what we found with special education was often it was come to this class, catch up on the assignments that you didn't get done and it was there was more getting the grades done. What we do now is uh we are saying this lesson's coming up. These are the concepts you need to have in order to get when you walk into that lesson, you've already got familiarity with it and so you can immediately contribute. So that's what we've done too. Plus honestly is these special ed is um they're doing the same rubrics, same um the hamburger we talked about, the same writing tools that everyone else does. They just continue more doing it more. But once again, how special education kids have also been helped is

027because these concepts being used the whole way through. If they don't get the first time or the second time, the third time, they're doing it enough where they start picking it up. >> And so I can tell you that the special education students who were doing the testing, the teacher say they had all their notes written too. So they're very simple tools and all the kids can pick up on it. So that's what I think makes search. >> Thank you. Anybody else questions? >> Um, I just want to say I being in the at JMS, I love how you know every kid's name. You have these relationships. Kids seek you out to hang out with you. >> I appreciate >> and they love you for that. And the other thing is as a parent, I

028really appreciate your emails about attendance because I read that to Kaden one day >> and said, "How bad is your stomach ache?" Or, "How bad is your whatever, you know, that day?" And I said, you know, read what Mr. Cook says, "If you miss this amount of days a month, this adds up to an entire year of school." He was like, >> "Oh, guess what?" He went to school that day. He didn't feel as bad as it. So, >> we do read those and I do appreciate those emails because they make sense. >> Well, what we Thank you. Because what we tell the kids is you stay home for the day, but the problem is not solved, >> right? >> You're and all it does is build up the anxiety. So, that's why I tell

029the parent, get them here and I will I will sit with you and I will help you understand and get them through it. you need to do restorative conference with your friend because often it's a friend issue, >> right? >> Or they have have an issue with a particular class. We can solve that but I can't I can't solve it for you in the comfort of your home. I I got to get you here. So that's what we focus on. >> Yep. Shame. >> Great. >> Any other questions? >> Yep. So back to the student growth question which thinking back to previous presentations I don't know that we spent as much time talking about the student growth as we did the the percentage of students meeting >> three level three and level four. >> So

030what David and Tiffany have been doing is been looking at the student growth and seeing how their student growth compares to other schools uh in the in the state uh first locally and now in the state. And when he says that we're we're close to the top, it we can see that because there's data that's provided by the state. So we are looking at the student growth. So that's each student right and then and then over the over the sixth grade, seventh grade, eighth grade in total. So uh but we could look at each individual student and what their their growth is and then collectively by by grade band and then entire the entire school. So we're looking at that growth and so when we say we're drilling down and then the and the why

031like why are we seeing that and David and Tiffany presented the less Con and I recently talked about we think it was this focus on a strategy that isn't just in the gened setting it's also students receiving special services yeah >> are using that strategy >> everyone's on the same page especially the ELA and social study with the sped even science they're all doing the same thing so it becomes quite Easy when you do the same thing over and over. >> Yeah. I forgot about the connection of social studies, Washington State History and seventh grade and ELA. They're they're they're cooperating that way. >> Yeah. The the the seventh grade students account for that last year. Top 1%. The growth they were I think they were like 80 was phenomenal >> As a class, right?

032>> Again, it I'm sorry, but growth can mean so many different things. You're saying improvement in scores >> as compared to last year. Is that's >> Yeah, it's hard to understand it. >> Well, I understand. I mean, I studied growth. Yeah. But totally different than what you're talking about. >> Yeah. We And we can that's a part of the the the the exam, how the exam is scored, right? What the total points what would that represent? And then that's that's comparing those scores. And the science is graded differently than ELA. So there's so I would I >> certainly you're looking at a metric for improvement how the state as a group has improved over last year same cohort. >> Yes. >> And then what we see is I think the old system too was you

033know well they do awards and stuff it was always the schools that >> always got high test scores but what wasn't recognized was who who started here >> what it comes down what all I care about is when you start here in the sixth grade and you leave here you're a better student. >> Yeah. I'm hoping it's like that and that's fortunately in the LA we certainly see that we're just we're not getting that math a bit of a plateau but we're definitely seeing the trajectory in the >> and even though a level two is not a level three maybe that student had a level one >> right >> the previous year so we're seeing growth >> and so and then when we when we're able to honor schools that receive the banners and you

034see these banners at CRG and Pathway and Gauze it's be it's recognizing >> showing us growth >> it's that type of growth >> are we able to see that by the end individual student or is it so you can actually drill it and do we have anything where >> most improved >> well not necessarily most improved but like if we've seen a student that consistently grows at you know the normal pace and then all of a sudden there's a big dip one year do we dive into that and do we have metrics to flag that or and also like as a parent do we give that because I would be curious if my kids's always been here and all of a sudden they shot up or all of a sudden they had a rough year

035like do I need to dig more into what's going on with their friends or different things I know It's probably a lot of data, but >> sounds like this the day, what happens on the day >> just of the test, >> but but it also Yeah, sounds like a future could be a parent meeting where we go over the individual student report. >> Yeah. >> And and kind of talk about like what what kind of information are you receiving as a parent that that we can help you with that and understanding. Again, the score is not a score that any parents probably have had any experience with. But I even think about if you're if you're a parent and you know you do get those things of like, "Hey, your kids's in the red on

036this." >> But if they're in the red, but they grew at a big rate, like that's something where you can turn around as a parent and instead of harping on they're in the red, >> you're like, "Hey, like you're getting better. You did this much and you're like 50% better than growth in the other kids and give that encouragement." >> I I caution against forgetting the fact that growing from one to two isn't the same as everyone's getting a four. Yep. >> I mean, you know, I think we can flag and and applaud growth, but for me as just a citizen paying my taxes, I would like every student to be not just growing, but have grown. >> So, they are performing and they the material. >> I think what this young celebrating by closing

037the gap. Yeah. >> Stop there, but it's it's closing. >> It's how you measure progress. Yes. That you're doing the right things to eventually get to that ultimate goal. I guess comparing us to another district though which let's say everyone is already threes and fours they don't have of course we'll you know percentage >> they don't have the the room to grow in the same way so >> but threes there's still room to grow threes and fours can grow and our data will show you we had some we had a lot of fours who still grow >> years >> so I think we also be careful to say just because your kid might be doing well well in school but we just say they stop growing then that we're still not do we should be

038challenging all >> students yes Uh I I want my four to grow my >> and a four can show their growth in this actual test of data >> within each level there's a range of number correct so you could be at the bottom end of a three and have the whole rest of the spectrum to grow same with a four right so to Mr. point right the measure of like growth is helpful because the four can grow just as much as a one can grow and want all students regardless of their >> level score to be growing. Yeah, >> that's the thing we're most proud of. Kids at all levels grew. >> It wasn't just the kids who had plenty plenty of room to move. No, these kids out here >> moved a lot. >>

039Yeah. >> Okay. >> Thank you so much. >> One one quick comment just as as a parent with two children in your building. >> Uh I really like the culture that you created there. >> Like if you've been to the assemblies, you've been to there, like >> when you ask them to sing the fight song, the Aussie Aussie Aussie. >> Yeah. >> Yes. And >> they all know it. >> The rapport. I mean, and S's been there a bunch, too. But I think it's really good >> and it shows your connection with the students, right? And is there room to improve? Obviously, like you're never that's a never- ending >> uh philosophy, right? But I do like that culture and um I'm hoping at some point to replace some of these pictures back here. And

040I need one with you with the stop sign. >> Only if he wears the shirt that I need him to. >> I got that. I'll put that back up on the board. Yeah, >> you can include it in your next speification. >> I that is something else. I wish my apologize. Thanks. >> All right. Thank you so much. >> So, we're going to go to Mr. Healey. Are you you get that set up time here >> again? Uh we will uh it's it is 15 minutes. I appreciate you recognizing >> Mr. Cook. We did um there were a question. I didn't understand any of it. No, >> I appreciate you answering the question. I think that helps. Hi. >> Did you make it across the bridge? Okay. >> Huh? >> Did you make it across

041the bridge? Okay. >> Okay. Mr. >> Healey, we're ready. >> Are you ready? >> Yeah. >> Yes. Okay. Jake Healey with Canyon Creek. >> All right. >> Okay, Jake. Go ahead. >> Thanks for the opportunity. Appreciate you listening to me for 15 minutes. Um, and I'm I'm going to build on some of the great stuff. I really appreciate the partnership with BMS and David spoke to it a bit. Um, but it's been wonderful. Our teachers collaborate a lot. We collaborate a lot and it really benefits. I think both a tough um so uh and I appreciate you laying the foundation on the student growth stuff so I don't have to explain it. >> Explain it very well so um Canyon Creek. Uh so I'm just going to give you kind of a broad overview. Um

042I think you guys know it well, but um it's it's a smaller school compared to JMS. It's uh 170ish students, right? Give or take a few students. Uh I know we have two more enrolling in the next month, I've heard. So another December and one next later this week, I think Wednesday possibly. So um I think we're hovering right about 172 173 right now. >> Um so we when I started there a few years ago, we're about 215. I know there were some some higher things, but we've really kind of leveled off at about that 170 180 numbered in there for the past couple years. Um, our attendance is similar at about 65%. Um, excited to see if that's changed. We've really been pushing that attendance piece more the last year or two. Um, and

043really hoping to see some growth there. Um, it's again like David said, well, um, we do a lot with the days we get and we think we could do so much more if we had every student there every day. So that's one of our our big focuses is something we'll talk about some of the data and uh one of our goals really hits on that as well. Um the other thing to note uh so that WSIF is kind of small on that screen. Um but we've actually seen some really good numbers coming through in our WSIF data. Um so you'll kind of see the trend has been right mostly blue. Uh that's that's positive. It's where we want to be. Um that last one is students with disabilities. Let's see. Again, there's been some real

044positive growth there. Um, again, we're looking forward to seeing those numbers and hoping that trend's been continuing. There's been some very purposeful work in that specific category that I'll speak to in a little bit. Um, and and we're seeing the benefits of that. Um, you can also see that same category a little further down in the students with disabilities and students without disabilities, median SGP, which is the average of the school for student growth. And I know David mentioned that a little bit. Um, so, uh, but one of the things I thought was really cool with that, without getting into a lot of the, you know, what is the student growth, but our students with disabilities actually outgrow compared to their peers, uh, across the state who are also IDA identified, compared to those at

045Canyon without disabilities, which means they're growing at a very high rate, which is pretty cool to see. >> Um, and again, there's been some really purposeful work and some really cool things happening up there uh, to help with that. In fact, we were uh our teacher Kathern Baxter was interviewed by uh ESD last spring um and they were going to write up some of the things that were happening because they were like, "You guys are getting data the rest of the state isn't." There was about three or four schools that they were interviewing that had very different data from the trends across the state. Uh so we're pretty excited about that. Um in terms of our achievement levels, which is kind of maybe more what people are used to, right? That's how many people are

046getting those one, twos, threes, and fours. Um you can see that uh for all our students in in this lower kind of right hand side of it um our level ones and then our levels twos, threes and fours and our level three and four is what we consider make me benchmark, right? That's that's kind of what we're used to. I know the state recently kind of pivoted and said well there's foundational scores as well which includes that level two. Um but for most of us for a long time we're used to hearing did we pass or did we not and that's level three or four. Um, and so at that point, um, kind of hard to see up there, but, uh, in ELA across the school it was 49.7. Uh, in math it was 45.4.

047They got threes or four. And then our science scores, um, pretty amazing, 75%. Uh, our path benchmark, which again is going to be the highest you're going to see in probably the threeount area, southwest Washington. Um, it's one of the higher ones across the state. There's some impressive stuff our science team does. Um and so and you see that again when we get to that grade level breakout. Um so you can see we only test at eighth grade for for the WCAST. Uh and then by grade level there's a definite trend that's been emerging the last couple years. Um so you may remember last year when I sat here we talked about the the data we had a similar sixth grade struggle uh and then we we make up ground consistently. Um so the the

048picture of our eighth graders is pretty great. Um they're doing really well. um you know 69.2% 2% passing in ELA. Uh in in math it was 57.7 and we actually set our our SIP last year was like 60% in each grade level. Um we came close in seventh and eighth grade math again somewhat close in seventh and eighth grade ELA. Uh it was 70% actually in ELA. We had some pretty high high standards we were shooting for um last year and the year before. Our sixth grade really struggled. Um and so it's been a bit of a challenge. There's some reasons I think for that. There's some things we're trying to adjust with that um that we're hoping we'll see a little bit of differences this year. Um and then we're trying to really partner

049with JMS especially on that ELA piece. So um the teachers we we saw that data and said okay what are you guys doing? So even I know the hamburger planner is actually happening uh that you spoke about. I watched it this week and last week uh in ELA classes happening, right? That so we've really tightened up on that. Um and and trying to learn from that. That again is one of those great things about the partnership between the schools. Um I do want to take a moment and and just kind of remind people we're a lot more than our data. Um so when I talk about that grade level data, I can tell you that each student at Canyon Creek at the grade level is about 1.7% of that benchmark data. Um, and so when

050we talk about moving, you know, our scores, we're talking about four or five kids sometimes to get our SIP goal. >> Um, but it's so much more than that. And if you uh I don't know how many I didn't see most of you up at the the Canyon assembly today. I know there were assemblies all over the school district. Um, but it was amazing, right? We had this the Veterans Assembly, families coming in. We had this big breakfast. We had the the American Legion Hall that's like next to our property right there. The color guards coming. Um we have uh just so many amazing things, families, students, Cape and Canyon together. A lot of our kids are Cape and Canyon kids. They've, you know, joined at Cape and come all the way through. Um this

051year we actually have a a large group. We have more new students than I think we've had in the last four years. Um so we actually have a whole bunch of students who come from town and then some transferred in. Um and there's a lot of spirit there. There's a lot of love there. The kids are known. Um the community is part of it, right? There's a wrestling meet happening right now as I'm speaking. I'm sure is packed. Our boosters are there. They've got concessions. Um there's just there's a lot of wonderful things and there's a lot of pictures I wanted to grab just to capture all that. Um our kids do some awesome stuff. Our numbers of sports just continue to climb up there. Um with really high participation rates, right? We have, I

052think, 28 29 students playing girls basketball, right? When you think about we have 170 students, you know, and then you take out all the sixth graders who can't play and you take out all the boys who can't play girls basketball, like that's a lot of our our girls playing basketball. And then you add that we have wrestling happening too and girls doing wrestling and the boys doing wrestling. So, >> um and then band and just all the things that they participate in. So, um there's just some amazing community up there. The kids have a great time. The staff members love it. Um and it's it's a wonderful wonderful experience. Um, and then our our staff work really closely and really well together. I think that's one of the the greatest strengths we have. Our size

053is a strength. Um, it's why people tell us they want to come there. Uh, I frequently give tours throughout the year and people say, "I'm moving here for this." Um, there was a family that Brooke and I, Brooke Henley, the K principal and I were talking to like last spring who purposely like moved to this area and were only trying to buy a house in that boundary because they just wanted that experience. Um, so people definitely choose to be there. Um, and that that lends itself a special culture, I think, when people really want to be there. Uh, so as I mentioned before, one of our great strengths is that they do grow so much over the course of sixth, seventh, and eighth grade. And I know that JMS sees that, too, right? In the

054back of my mind, I'm always like, what if we could get them higher in sixth grade though, right? And just keep them moving. Um, and I think that is our goal. That's one of those needs I've identified as well. So, we really to approve our sixth grade and and that experience. Sixth grade is a really hard transition. I think we all look back and know the middle school is an awkward time. Um, right. It's a tough time and sixth grade itself is a big transition. Um, so we're we're trying to improve that experience and get a bit more involved and and get a little more student voice there. Um, our science scores are definitely one of our strengths. our science team uh they're so aligned that this picture was taken because they showed up wearing

055the same thing um unexpectedly like they work so tightly together and they built out a vertical alignment. So we talk a lot about PLC's um and PLC's often happen at grade level but where they really start to pay dividends and where we've seen it is when it's not just at the grade level but we're now vertically aligned through all three grades and they're all working towards that common purpose. So whether it's that hamburger planner and they're getting it introduced in sixth grade, then they're doing it again in seventh and eighth, right? And we just build and layer. Um they just get so much deeper into those that way and the students really grow that way and that's why we start to see that eighth grade benefit. Um I mentioned we have a a development of

056a dynamic special education model. Um we've really grown our model to be more flexible. Um, so a few years ago it was very much kind of a not one-sizefits-all because it was IPA and it was IVPs but um it was individ individualized to student but it was a little more written a little more each student took this resource class or they got pushing support and that was kind of it and we moved to a little more of like hey some students only need to be in this classroom a few days a week some people need this pull out piece. It's just a little bit more based on what the student needs. Um, and where we've seen some benefit of that too is we also have a co-t talk class now. Um, we have a math

057co-t talk class at seventh grade. Um, and one of the things I'll show you in a little bit is the the data around our seventh grade math. It's our bridges class. We changed around our introduction to algebra. Um, it was bridges at seventh grade. We have all seventh graders take a semester of extra math now. Um, we've seen some tremendous growth in last year's seventh grade scores because of that. um that was another sixth grade math was not not great scores. Um and they actually made up all that ground because of it. Um so we saw really great scores again got back to kind of where they've been. Um and then it also makes more students prepared for algebra. So now every student is exposed to what they need and then we use the screeners

058and the testing to see if they're ready for algebra as well as those grades in that experience. It's also a very engaging class because it's coaught. The teachers work really closely together. They use data constantly and they actually break apart. They have different things going in the classroom at different times. The students move around between them. So, it's a highly engaging class. Um it's not special education in that sense, but it is one way we get some of those students served. Um because sometimes those students will pull out. We do something similar with Washington State history. Um there's a parent who goes in there and then also does some really dynamic stuff with some of those students. So, we've targeted seventh grade. That was based on some of our other data previously. Now we just

059need to try and expand that down to sixth trick, right? Get those guys on board. Um so uh I think the other thing is that right our smaller size up there that the really cool thing about it is we can we can change rapid. Um it's the implementation time for us is pretty quick. It's like we want to do a thing we go to a staff meeting and our staff talks about it. You know there's eight of us sitting in the room and we say let's do this thing and it happens. Um, so it's one of the the major benefits is that we can really react to the data we see and we can start to do things in response. Um, some areas that we have some needs are is just continuing that PLC alignment.

060We need to continue to work with uh JMS. Uh, they're doing some awesome stuff and we want to keep that going. Um, in terms of our our next steps, our goals, uh, we decided that we really wanted to say, hey, we it's not realistic for us maybe to say, hey, 70% again at all grade levels. We have some different things happening at different grades. So, we said we want 6% growth in our ELA and math scores at each grade level. And we're just going to say we think we can do this, right? And as I talked about, that's four or five kids. Can we get four or five more kids moving forward? And we think we can. Uh David mentioned we're doing um some work around engagement. Uh there's a book study happening specifically with

061math and some LA teachers called building thinking classrooms. Um it's a great book. It's really about like what is some research proven tier one instructional practices that pay off uh and and we can implement. So u we're beginning that work uh soon. So they've been reading it. We're we're talking about it at staff meetings. Um the common formative assessments and all the PLC work is happening. uh we we do talk at our Stephanie because they're so small. So we typically will spend some time saying what are you doing in math right now and how can we build on that? So um there are times where there will be some crosscurricular work uh that happens there. Um and then we we're working on communicating that progress home a little bit more, sharing some learning resources. It

062was cool to see this fall. Um and we're trying to figure out how we can work some and maybe can share that out with families at some point as some extensions. Uh the other piece what we need to work on is attendance. Um and we felt like the best way we could really work on attendance is trying to help students feel like they really should be there and belong. As David kind of mentioned, anxiety is often a component of that. Um and feeling like maybe I don't fit in, right? And uh or there's something that's a barrier getting me uh not getting me to school. Um and so we wanted to work on how do we how do we belong? What's the culture like? Um last year we did a thing where we actually sent

063postcards home to every student and we heard huge payoff from that. Like families were really excited. Uh students mentioned it to teachers. So we wanted to continue that. Um doing personal notes home. Uh we are doing a book study. Um it's a book study called fish and it's about the culture of a workplace and it's has some different components to it about like having fun, choosing your attitude. Um those sorts of things that some of the teachers are engaged in. They got to choose which book study they wanted to do. Um, so we're trying to really put together a coalition of people to help the adults really to try and guide that work. Um, and then again trying to expand some student voice. So I'm excited to hear what students may say tonight. Um, so

064in terms of measurements of success, I don't know if you can hear it, but this uh ultimately we can we can talk data all we want, but that little clip uh is from when the high school came last spring. Uh, and you can't see the the high schools off the side. This is our eighth graders last year and they're doing the high school chant. My volume's off and we're zoo. But that's really my ultimate measure is are they going on to be a success with that team and with that group up with the high school and I'm hearing that it's going great for our freshman. So na question >> questions >> question about the sixth grade struggle. >> Do you see the same at jump to guard? Sixth graders are really struggling. >> There's my

065for us. You got three different schools coming together and different friendships, different relationships, different teaching styles and and yes, they come together challenge, but it it is naturally do bring it back up. Well, you hope you don't have too big a tips. That's that's something. Yeah. And is there I guess is it something that K5 preparation puts them in a place where they're not quite ready in terms of the multiple teachers all the time or >> Yeah. Yeah. I mean I think there is that transition of multiple teachers. It just changes. Um what what I notice when I look at the data and and maybe it's some of my benefit of I got I have access to a lot of data because I do a lot of that the coordination with the data too. Um

066I we actually see like the Cape students, fifth grade does really well. So actually they they tend to like um they're a little lower in fourth and they peak and fit and they drop in six or they come back up. Um and so whatever's happening in fifth grade, they're doing a wonderful job and then there is this transition piece that's kind of tough. Um I think at Canyon one of the things that we found is our sixth grade uh has been most impacted by as we've reduced that's the area where new teachers have gone in and or that teachers have shifted into what they were doing that wasn't their specialty. Um so that's the the grade that got kind of hit most by some of those reductions and changes. So um like I said our

067small size is a strength. It's also a challenge and that the teachers up there are teaching three or four classes each, a different set of things. >> Yeah. >> Um and so to be an expert in all of that is challenging. Um and at sixth grade that's been the area that was newest for most people. Um and so it just kind of happened that way last year. We also tried to kind of buddy up social studies and world uh ELA. Um, and what we found was while uh in theory a humanities blocked sounded great, two hours together that turned out to not be so great for a lot of people and I think some of the scores maybe actually were impacted by that. So we we deblocked that this year and we're going to see

068if that's one of the things sometimes you got to make all those little changes to make a big impact. >> What's the tier one instructional? What does that mean? >> Okay, so tier one instruction is what you do with all kids basically. So, it's um all kids get tier one, tier two be kind of like small group intervention stuff or like um so you notice that you get your test scores and you're saying, "Hey, some of these students need a little bit extra. I'm going to do this in a class." And by tier three, we're talking about pretty intensive unique to each student. >> Thank you. >> You asked my question. >> That's what I do. You stole mine earlier, too. Anybody else got anything else? like you mentioned there was a cute animal for

069days. >> No, I just I think you mentioned it earlier, but like I'm one of those people that bought my property where I bought it because I wanted to go to Cape Canyon. Um, and that school is such a hub of everything up river, like even outside of school, that's where we go and hold things and that. And I think you do a wonderful job of trying to involve the community in multiple ways, even people that don't necessarily have students still in school. So, just thank you. >> Yeah. Thank you. Yeah, there was a circus out there this weekend. was awesome. A service. >> How did I not get invited to that talent show? >> Haunted house this year canyon. >> Yeah. So, we're going to I think we have bigger plans for next year.

070We don't want to compete too much and steal the thunder of the high school, but there's some people don't want to travel down river and ours a little more little kid appropriate. >> Yeah, I think little kids get scared. >> Little bit. Yes, a little bit. >> Okay, we're good. All right. Thank you, Mr. Healey. Mr. Castle, >> are you ready? >> I was sitting back here my head. >> We couldn't see past your tallness. >> All right. So, the WA information, it sounds like it's embedded in >> Well, it's at the end, but it's uh we'll talk about it there. >> Great. We're uh we're in the beginning so there's limited amount of data to share. >> Understood. Okay. Thank you. Take it away. >> All right. So, uh Ashugo High School school improvement

071plan. Uh you know, we got we show up on there. That's our brand we've been pushing and uh as I think is starting to take off with our kids and and in the community as well. We're trying to find examples of uh ways that we demonstrate that. So um throughout the year because it's not just a slogan for us. It's something that I think that people live in Wugle and it's what we want our high schoolers um graduating with with that mentality is they show up um for other people. They show up for themselves and they show up for their uh their community. No. >> So, our uh WSIF scores um of course they look like they're they're trending down, which technically I guess they are. Um for most of the categories, uh what's been

072hitting us a little bit is again it's a common theme in the school district is our attendance is lower than the state average. Uh our math scores uh have not been great. Uh we got a couple dip there for the last couple years because we moved away from freshman academy uh for a number of reasons which one of the indicators is your um freshman on trackness which is kind of uh the way they calculate is not if you have six credits at the end of your freshman year because if you have summer school you're technically still on track. It's if you pass all six of your classes. Well in this case for freshmen it might be all 12 because we have semesters of their classes. Um, so we've had a little dip in that with

073moving away from Freshman Academy. For those of you guys that don't know, what Freshman Academy was is we had all our math, science, and English courses up at Excelsier in a in a smaller cohort with students that struggled um or students struggled for various reasons. Size of the school, transition, anxiety, uh attendance, any anything where they felt that they were trying to duplicate a smaller learning environment. Uh but with uh we we found that that was great for that freshman year, but then they were making the jump to the sophomore year. We took away an elective and added another core class. There was a big drop in their sophomore year. Uh it was heavily dependent on the three teachers we had and uh that was that was wearing them down and um it it staffing

074wise it wasn't a model we could continue with the smaller class sizes. So, we made some changes. So, there's a small dip there. Um, and then like I said, our attendance and our math scores are what are what are bringing us down um across here. Uh, graduation rate dropped a little bit in from 24 to 25. Um, I'm still really happy with that number because we also moved away from any of the waiverss the state gave from COVID. Um this was the first year that the technically it's a 24 credit diploma that students are uh supposed to get to graduate except for there is still we can wave two elective credits based on circumstances uh and the state lets us kind of determine what those circumstances are. Most of the students um you know have

075a number of different circumstances that have uh prevented them from getting to 24 credits. So it's 22 credits which is still more credits than they had to get ever before. Um, so the fact that we were uh able to hit pretty close to that 90, not quite our gold 90, uh, is uh, pretty happy with that. And then we have, uh, a large group of students that went to the adult transitions program as well, which, uh, even though they met our graduation requirements, they still count against us because to remain in the program, we can't actually graduate them out. So, uh, that was about a 2% um, up there as well from the previous year. So, pretty good. Um, oh, you'll also see there's a a 5-year graduation rate on there as well. Um, that's

076calculated by students that come stay with us even if they don't graduate and they and they complete their uh for their diploma within the next year. Uh, clear we don't have that for last year yet because they're working on it now. uh our ELA data here uh we don't have necessarily the same student growth data as everybody else because we only have one test their sophomore year for math and ELA and one test for science. So um it's not data that's just readily provided to us. There's a longitudinal data you can look at, but to dig down by student is is takes a lot more time and is um the the number of students that there's a surprising number of students that take it in 8th grade that maybe transition and are with us or

077not with us by the time their sophomore year. So, um the data is not as relevant. So, we just look at uh where they where they landed. One of the things we kind of been focusing on is the foundational versus college ready. So, foundational is your level twos. College ready is your level threes and fours. One of the reasons we're looking at that is because we think that if you uh we're looking at more of a growth model is going all right if um if that are two how do we get them to a three by the time they graduate right so we're looking at not their sophomore year as their end of their high school career but as I make a midpoint check of where are these kids at where do we need to

078continue to keep them to grow and get to that college ready by the time they graduate because that's our end date. Um happy about our college readiness for ELA. We're beating the state by 10%. Uh which is uh good. Uh we can't see foundational to see where we're at on the state level. Um and it's also difficult to compare state. Uh you can't you can't disagregate or at least I haven't found an easy way to disagregate it and compare your categories by state. So we could look at it and go all our student disabilities are passing at um just over 30% college and career ready. What's that look like at the state level? We we can't do that unless I went through every single school in the state and compared theirs. Um I'll do that

079my weekends, I guess. So, haven't done that yet. So, I mainly just look at our picture of here. As you can see, uh the all the categories are are um relatively close to the same except for our students with disabilities. It's an area we need to focus on. Uh math. Uh again, it was an area focus has been for uh us for a while. Uh you can see um we're we're struggling in this area. The foundational is getting better. We're seeing that increase, but as far as the college ready, meeting those threes and fours. Uh our students aren't aren't quite getting there. Uh we're about the same as the state right now. So um there's a number of theories of mine of why this is happening but uh I don't think we don't have any

080hard data around it other than the kids are struggling in math across the state and probably nation. Uh again an area that we're going to focus on with everybody but student with disabilities still um below their peers. science. Uh thanks to I think some of the work that's being done in the middle schools, our science scores are uh going up. They're they're staying pretty strong. Um beat the state by 15% for college ready and science. We implemented a new uh trial curriculum last year in a couple of our classes. Uh open sedu curriculums that has been approved by the NGSS as meets its green in all the levels. when you look at um all areas of approval uh very phenomenonbased u very applicationbased uh it's a little struggle because it it's the it doesn't necessarily

081pull out the science as clearly as does in the past so you've got to you got to help pull it out but really the kids are looking at phenomenons for about six weeks and all the science from different lenses that go into it so um looking forward to see how that transitions to our test scores uh attendance. So I'll explain what this one is. Attendance clearly an area that we need to work on. Um the graph shows the percentage of students that are in each category. So 26% of our students from 24 to 25 um had 95 to 100% attendance. Um 27% had 90 to 95% attendance and so on. The table on the right is more of a sum. So 53% of our students had that 90% or above. Um 80% of our students

082attended 80% or above and so on. The number on the right less than 18 that's the number of days missed per year if they fell into that category. So although 90% sounds good, you're still missing 18 days a year. Although 80% sounds okay, you're still missing up to 36 days of school a year. The other thing about the way this is calculated, uh, if you look at the the attendance the state gives us, it's well over a year old. So we can't look at it yearbyear. So I've been running this out of cumulative and I think I think I've figured it out how the state's calculating this the same. the high school is slightly different is if the student misses first period every single day, then they're still it'll add up to five of those

083or six of those will add up to one full school day even though they might be in their other five classes. So, we've we differ from the uh middle and elementary school is a lot of times kids are missing specific classes because they can drive or they can walk or they can ride their bikes versus getting a bus to school. And so trying to figure it out exactly uh if they're just missing a lot of school or just a lot of one class or a lot of two classes is is one of the things we're doing. Uh but attendance clearly a concern. Areas of strength uh ELA is above the state. I think that's been a strength for us for a while. ELA teachers have been uh doing a fantastic job. If you look at

084the longitudinal growth that it gives us of the students coming in, we are seeing the students improve. Science appears to be a strength. We had a little dip last year, but the year before we were up. Um, I think we need some more consistency to see if that's going to continue to be a strength of us ours or if it was like a blip. Like, is it is it contingent upon the cohort that comes through or are we just doing a really good job of science? So, we need a couple more years of data behind that to support it. Graduation rate, although we had a dip, we're above the state average in graduation and I think we do a really um good job of keeping kids enrolled with us and keeping them working towards graduation.

085Dual credit opportunities is a strength of ours. 17 CCT CTE courses uh with an opportunity of 58 college credits out of our CTE courses. We implemented college in the high school this year. Six different classes with up to 65 college credits the kids can get out of there for free. Um and then nine AP classes. Some of those AP are college and high school and AP combined. We're looking at adding additional college and high school classes um next year because um one of the quotes from the Eastern Washington uh uh teachers that came over, professors came over was like, "You guys are doing a phenomenal job. I think your classes are as good if not better than ours because you guys get them for more time and you're having better conversations." So really excited about

086that. And I think our import our improving culture is also uh one of our strengths. One of our kids came came back after homecoming and said, "I think it's awesome how we're redefining what cool is at Washugo High School." Because it was about respect, is about kindness, is about hard work. And those are students that got voted in. Areas of growth, regular attendance, math across all student groups, and we've got to uh continue to improve how we're serving our our students that are receiving special services and uh help them perform better on assessments. I also think an area of growth on here goes with our culture a little bit. We're doing a great job on how students treat each other and the culture we're we're building at the high school, but continuing to build that

087academic culture. I think that goes with the attendance. So, one of the things work on action steps. So, we're looking to increase our ELA scores. We want 90% of our students meeting those foundational skills up from 85% of them. Um, that's a strong indicator on on success, post-secary success is your reading and writing, right? And your ability to communicate. I think how we're doing that is going to have to shift to AI a little bit. Like what does reading, writing, and communicating look like differently in the future. Um something we haven't had an opportunity to fully dig into yet, but it's something we know we need to start changing. Um and then we want se up from 71 to 85% of our students in those college level readiness skills. Things we're doing. Uh I'm sure

088you guys have heard about a little bit. Uh we are we are really pushing that hard in all our classes. As you can see, we've had o almost 2,000 skills practiced as of uh yesterday. Um almost 1,000 skills students showing proficiency and and 625 skills showing mastered. It breaks down to not as many per student, but if you think about this is extra work that we're having them do and it's those kind of questions that come up on assessments and their thinking questions. Um we're really excited about that. We're at the beginning of the year. Um we we do three interims in all our English classes. They'll do an interum in November, January and April. They'll look at those results um by individual students and they'll start figuring out as a PLC what they need

089to do to improve in those areas. Uh and then the targeted interventions is we do pull their eighth grade scores and look at those students that are close to that. They're right there in that level twos, high level twos, and the lowle threes because we want to see kids grow from there um to meet this data assessment. If we looked at everybody, that would be it would be a little tougher. So, we're looking at that group like who's close to meeting that proficiency level of college ready and how can we help them get there for the for those targeted interventions. And then English has specific ones they are targeting based on uh the data they dug into last year. So, our math goals uh we're looking to get from 56 to 65% students meeting foundational

090skills and 29 to 35% meeting the college ready skills. large. This comes down to uh half the test is no calculator. We got to keep building on those no calculator skills. Um the we are going to continue to Yep. The um Yep. Il um with the math has been really digging in. You can see that the math teachers jumped on top of this because they know that practice um a lot of the students they need practice. What they also need practice with is doing the doing the test, writing it out when it's on a computer because a lot of math you got to solve out on paper. They don't tell you to do that on the test. So, good thing about it's requiring to solve the problems out on paper and get used to doing

091the answers. Again, interim assessments, the target interventions, no calculator work. And uh the math department's digging into our geometry scope and sequence to make sure that we're teaching geometry stand um standards to standard. The test is also 90% algebra, but they uh but they take it during the year, they take geometry. So, we're also looking at how do we integrate algebra uh more into it in authentic ways to keep them from learning it. Attendance. Um we're looking to improve the connection to a staff member. Uh we've been pushing on recognition for the positive behaviors in attendance. Uh and we're looking to improve our attendance from 53 to 70%. Um I think I have another slide in here a second that'll tell you what we're currently at. Uh we did this clear climate and culture vision

092for our staff. I went through staff and said, "Here's the expectation." Uh, and it was I think it was very very clear on how we're going to treat kids and how we're going to interact with students in the at the school to make them feel welcome and want to be here. uh we're implementing that the tennis team was going through the tennis works tier one foundational supports and then our join's results formula which is about recognition um supports all those um and then working on a communication plan just like David was talking about the parents I have this one actually we kind of previewed with a couple students that when they start looking at the number uh what their current attendance rate is how many weeks of school are they missing That's where the kids

093started sitting there go, "Wait a second. I'm I'm at 80%. I'm missing five weeks of school this year. I should probably go to class." Yeah. Um so, and we've done a lot of work on our positive physical environment in the school from um you know, Aaron helped us get a bathroom redone and the outside the school and in Sky what we've been doing and really just trying to make the school look nicer and a place where kids want to be and be proud of. Measuring success. Um, we're going to be using EXL all year, uh, looking at how kids are doing. We have a a monthly data team that looks at how the students are doing. Um, clearly at the end will be our ESPback scores for our ELA and math. Climate and culture. I'm

094looking at our monthly attendance. This is the one I could run easily. Now I figured out how to do it. Uh, we were 80% 90% attendance better in September. We dropped to 68% in October. Uh, we're going to keep on. We're going to figure out who dropped and and why. uh we don't care if it's excused or unexcused at this point. Um we're going to reaching out to to people to see what we can do to improve their attendance and then we'll have a spring survey to see how many students feel connected to staff members and we've been working on recognition for positive support behaviors. Um that's it for the high school. So do we want to pause and questions? I only have two slides for WA and then we can ask questions if you

095want to do that instead. >> Okay. So WA um we used to use the same data because as our foundational data because um we don't have any right they um it's a mix of students is our first year running it. It's technically considered a separate school uh right now. Uh we had 50 out when I made this a couple weeks ago we had 54 students. I think we're a little more than that right now. 11 of them full-time. Um, so, so students at Cascadia Tech Academy, if they um want to also take an elective course, like most of them take ASL 3 or ASL 4 or Spanish 3 or Spanish 4 if they're in band as well, then they don't have room for one of the core classes based on the schedule. So, they have

096to take an additional course online uh out on their own. And so that's what the 15 CTA students are doing. Uh with the implement implementation of the new CTA program at Excelsier that expanded that to a couple more students as well because their their schedules just didn't line up. 28 students taking the hybrid courses meaning they're taking three to four courses the high school and well any number from five courses the high school to to one course at the high school and the rest at WLA. So there's it's it's a mix of the number of classes they're taking. It seems like um social studies seems to be one of the ones they're kind of choosing to take online more than the rest. Um and then but the majority are taking uh electives in the high

097school and core classes online. So you can see the seven fra u seven freshman 11 sophomores, 19 juniors and 15 seniors. Um the the sophomores will be the ones that kind of give us our state assessments scores for ELA and math. We'll see how u it goes. They're uh we're currently checking their progress and trying to figure out how we're going to help support them because when we're only seeing them once a week, there's not there's not a lot of in-person support that happens. So, and our goals are going to be the same as just our uh at least the top two, ELA, and math. Um those are our goals to get them there. They they're also doing. We're trying to get them to do, but it's not necessarily uh required because it's not right

098in front of them in class getting done. but we're recommending that they do it. Uh, and then we're going to have them try to come in and do the interim assessments as well. >> Can you go back a slide? So, 11 sophomores will be testing in ELA and math and then science will be the 19 juniors. That happens there's a window of time from April to to June or when's when's the testing happen? >> Um, yeah, we may. Okay. assuming we can get them to come in. We have a similar problem sometimes with running start is since there's no real penalty for not taking the test. Um saying, "Hey, come in and take this 2 to three hour long test for us would be great. Do me a favor." Right. And so, uh getting them

099to come in, we'll see how that goes. >> Thank you. >> Most of these freshmen are were homeschooled before this or were they in the lower level? Some of these were in WLA in 8th grade. Um, some were and some of some of the freshman, sophomore, and junior seniors were in WA a couple years ago, have chose to come back to it, are doing a little more of a hybrid. Uh, some are just students that want to try something different. Uh, we haven't I think it's going to grow based on that this hybrid option is going to grow. Um, and we're trying to figure out how we can continue to do a better job serving them because we our real goal is to have everybody in WA get the exact same um like they're not

100going to get the same educational experience get to the same level of educational experience that we're providing in in person which uh I'm not always convinced happens right away in online schools uh because it's we're using edenu uh egenuity which same they use at at the K8 it's one of about three to four online platforms that schools use. Um we'd like to move over and have it be more uh aligned to exactly what's happening in our classes because when kids transition back and forth, it makes it very difficult if they're in one platform and then they're not doing anything um similar to what they were doing inerson class and trying to trying to help those supports is is very difficult. So, that's our long-term goal is to have um figure out a system to where

101uh at least in their core classes uh they'll be doing online with the same course expectations that they would in the same curriculum that they would in person. Um that's going to be quite a few years down the road before we get to that point. >> Questions? >> Did I hear you correctly say half the math test they can't use a calculator on? And can you help me understand why because we literally have calculators in our pockets all the time. Great question for your state representatives. >> Okay. >> The they uh we don't even know which ones. It's just during the test they can use calculator on some stuff. They can on the others. So uh >> and they test within their Chromebooks. Uh so both middle and high school and then elementary. It's the

102iPads. And so they don't have an external calculator. They're when when it's available it pops up and then the next question if they can't use it then >> yeah. then they might get it right. >> And I'll give you I mean I I went through college without calculators. They're too expensive. It would be an unfair advantage to rich kids. We use slide rules and that put everything into a very visual put a lot of trigonometry into a linear visual or logs everything like that. But I come back to those two or three freshman girls none of whom could do simple I won't call it math I'll call it numeracy. four times seven need a calculator that is not equipped to be a successful citizen in my opinion if you can't multiply if you have to

103use a calculator and take the time to punch in numbers to multiply four * 7 >> I don't I don't disagree with that but if you're talking algebra level things mean it's like are we trying to equip them to be successful in the world or are we trying to anyway >> neither here nor there my opinion would be is if they if we are taking away the calculator are we assessing their ability to pass an algebra test or are we assessing their ability to do um basic mathematic functions? So, uh >> but if they're calling it college or career ready, I would imagine that being able to without a calculator would be college ready. >> And then do we see with the attendance, do we see more first period misses than other periods? And I

104asked because first and fourth, >> but today we had nobody show up late for lunch today. >> What? >> Okay. Just want to throw that out. >> Yeah, our first period attendance is is not good. And I I sent something out to families >> uh a little while ago saying, "Hey, we got to improve this first period attendance." And a lot of it is rolling in at like, you know, school starts 8 and I'll roll in at 8:20, 8:25. Um, which last year when it was 750, it was 8:05, 8:10, right? So, >> you can see the line at Starbucks at Safeway. >> Oh, I know. They come look >> at 8:00. I'm like, I'm buying milk and you're not in school. >> Yeah. So, I think that's like when I was talking about that

105culture of um how how our students treat each other continues to improve. And I think the the opportunities for kids to feel like they belong continues to improve and to be part of something continues to be improved. But this idea that um being on time to things is important, right? showing up every day is important. Uh is an area kind of one of the next areas we're going to continue to try to improve on. Uh and then there's there's a couple if you ask students there's a couple reasons behind that is uh there's there's so much information for kids out there these days and they learn different ways. A lot of times um they're saying well I don't 100% feel the value of being there every day. And so I think that goes back to

106um maybe shifts that we need to continue to think about um looking at as as our system and what we're doing in our classes. >> Did we ever consider a later start? I mean, because I know there was the big push nationwide or maybe in a lot of communities a few years back when more and more of the data was showing like, hey, when you're in that high school range, right, you really do do better when you're getting up a little bit later and maybe going to bed a little bit later. And I understand we have limits. Did we ever discuss that? >> Uh, we have before the district has in my time at least once, but maybe multiple times. So, we didn't choose to. uh other districts locally have have >> they seen any

107change in attendance when they when they initiated that that like was a direct correlation if that's the only thing that changed >> you know I I have not looked into their results to see it could be something we could certainly look into >> just curious as someone that skipped first period all the time in high school >> I happen to read a little article the other day I'm not sure how like much research based it was behind it but it um it was saying because I was looking for articles around this to start figuring out how we could do some like article studies with our students and it said that you see improved grades and you see improved attendance but they didn't see a marked improvement in like standardized test scores uh and so maybe

108that shows the value of standardized test scores I don't know >> say that >> maybe or or >> not valuable yeah >> take that as what you will but that that's what their data said that based on doing >> Mark quick question just on do you have any visibility to like PSAT, SAT, ACT scores or and even percentage of students taking those tests because with the ESPback in 10th grade. >> Um so we offer them PSAT every year and this year we had um 50 students take it with us and then we receive their result as well as the students. And so we look over that and there's a wide range of scores anywhere from like low 800s up to like really high scores. And then we don't share that out with teachers because we're

109not technically allowed to. Um but I do share it with students and counselors do discuss that with students and about like what are your opportunities? We run it for the national merit scholarship. So that's why we run the PSAT 10 that we do. So then students that meet that score, we make sure that they um know about it and help them apply for that scholarship. >> We have two commended students this year. >> So >> Wow. >> National merits. >> Yeah. Yeah, students they they were they were frustrated. They said, "Oh, if we would have been in because they they somehow looked up states and they said, "If we'd have been in that state, we would have qualified for the next round, but we got beat out in this state." So, apparently have certain number

110per state. So, >> we don't run the school SAT, but we do if if our students have accommodations with us for testing or things like that, I make sure um I'm the testing coordinator and make sure that they can apply for their accommodations so they can run it at testing centers. So, we support our students in that way, making sure that they know how to do that. Um, our Chromebooks are loaded with the appropriate testing device or platform, Blue Book. So, they use our devices to test at the testing site. We make sure that's up and running. So, we have a lot of support around SATs and PSATs. >> Would you say 50 is a good number to take it? >> It's lower than the It's an average number for our our sophomores and juniors.

111It's lower than when we paid for it. Um, but again, it's whether or not the students find it valuable. And so, we push it out to the parents and the students. We talk about it in English classes. We talk about why it's important to take it. We talk about the scholarship that's attached to it. We talk about enrollment. We talk about it in the high school beyond plan. And so, if there's a student that's interested, they take it. We really want students that are interested and they have an opportunity their sophomore year and their junior year to take it. I think I think there's been a decreased number because there's a lot of universities that are just not requiring them anymore. >> And so >> what So then what does it cost the PSAT or

112PSAT? >> PSAT PSAT is $18. But our school district actually they go based on your uh poverty level formula. And so it's actually $16 and some odds for all of our students. >> So if if there was an outside funding source, would more students take it? >> I don't think so. Just because of like what Mr. Castle said it's just not as eligated for applications. >> Question about the the attendance. I mean I it seems like this is a cultural thing, not just a local thing going back many years, even my years at breakfast club, whatever. Um, and I see it in my older granddaughters that their culture isn't to show up on time. And when they get to the real world at a workplace, they find out it actually is important if you want

113to keep your job. And I I worry about underplaying that, oh, they made it by 9:00. That's great. And they're going to get a job. And I've had kids that work in my lab wouldn't get there on time. And you know, worst day of my life is having to fire someone. >> Yeah. Um we do talk about that. Um, and and typical high school response is, "Well, I don't get paid to be here." Um, right. Uh, and but I think some of them I think if you ask some of our business owners in town that hire uh, you know, entry level positions, they'll probably tell you that they they've probably had to hire and fire some students for attendance and they figure it out. Uh, but we also have students >> out that that don't

114attend that go to work at 5:00 am come in late because it's just not their thing. So I think like every >> situation, >> yeah, they they learn or what they what they value, right? I think we're just trying to continue to to make our classes uh >> being there as valued as possible as in as in what are the students doing? >> Any other questions for the high school? >> One quick one just back on the testing, right? >> ASVAB. >> We do offer the ASVAB as well. Multiple times a year the students get score reports and then with sign up for the ASVAB I assign them the study skills in ASVAB and then for students that get scored and they want to retake it. We assign specific skills in their low lowest testing

115area for them to practice and improve their skills. >> Good. >> Okay. So, we have a little bit more time if you want to. We have our three uh middle school and high school principles here. So, our secondary principles, uh, and Mary as an AP, do you have questions for them, uh, collectively? You want to ask, >> how do we fix math? >> And I say that in all seriousness because like I feel like you're exposed to reading in a lot of households, you're exposed to reading and English even if you're not intentionally being exposed to it. Whereas for me, math, it does have the perception of being hard, but it's also a skill that very much builds on itself. And so if you're behind in third grade, it's that much harder in fourth grade

116and that much harder in fifth grade and you're see and so I just am I like is that is that a reasonable assumption of maybe we're a little bit behind in lower grades and it's just building and I know this is a nationwide problem and I'm not expecting you to fully solve it but like I feel like there's got to be huge strides in science like we're doing better in in English, ELA everywhere. Like how do we do that in math? >> Yes. Uh before they answer. >> Yes. So the state is adopting new math standards. So that's coming and >> are we just lowering the bar or >> Good question. Probably >> I I wouldn't say that. No, I wouldn't agree with that. Okay. >> That they're they're updating the standards and with that

117we we will need to adjust. I don't know that they're uh that much different that from from current. Um so so that's something we got to be looking at. um that we are looking at. It's just it hasn't happened yet. So there's a lot of things that are unknown in the country. We're all aware and the state and so uh OSBI has had quite a bit turnover with their staff. So this is something that we're going to be um looking to to to adjust to and you've heard each one of them talk about like math recognizing math. We heard elementary teachers, principles talking about math and we know that we adopted a new math curriculum and we're excited about that. So, one of the things that I think we're going to see is that math

118curriculum at elementary level that we're all doing it. And so, the visits we've had so far, whether it's the executive team or our when we went to Cape, we saw uh firsthand that that our teachers were using the same uh curriculum. And so, we've invested in that. uh we we have similar uh curriculum in the middle and high school. So as far as high school the it's the same math curriculum other than uh calculus I think is is not a part of the the adopted curriculum necessarily but I think >> pre-cal calculus are right they follow what >> right algebra geometry algebra 2 are so so anything else you want to add to uh what you've already shared as far as math >> I think too I think I don't want to say it's the

119ELA is a tennis group because you know they learn the same things over and over and over so if you miss it once or I suppose math builds upon itself. So if you keep missing school then you keep pulling the rug out and you can't build foundation where I think you can get away with it in ELA. I don't think you get away with math. So I think first of all it's getting kids come to school every day learn the concepts practice concepts versus >> um >> so increase attendance. Yeah, I think I think attend is huge building confidence of math >> and I just also think that once in that mindset of math how often do we say t me we all say that we always almost gives you know we always have this

120cop out like if if we find out people can't read like oh my go change it's it's m I can't do that that's fine I can't do it either I think we've had to change that mentality of you know math's just as important as everything else >> what you know it's kind of a disconnect to have such high scores in science and not have the math because to be a scientist you have to have math. >> The science test is really more of almost a reading test. How it's presented interesting is very much like a scenario and then you have to apply the science and even apply the math that you that you need to do. >> So it's almost a reading test. Okay. >> Yeah. It's situational and then it's like think of almost

121like a billiard's game and then you have to apply force to that. So why didn't the ball go in and answer that way? >> Interesting. >> Is there any data I mean I've heard since I've been on the board that if if you can read a third grade level in third grade, you're on track. If you're not, you're going to be behind for the rest of your academic career. Is the same true in math. if you're if you if you have numbers and and basic math by third or fourth grade, is there data that says you're on track or you could I mean I just wonder if there's you actually see the math scores go down pretty much like this from was it third or fourth grade on uh because I think it's because they

122they build on each other so much. So >> So you just get behind and you never catch up in the sand. I think sometimes too the the way math is taught may need to change a bit and that's some of the work we're doing. So when we we look at like why the science team has had so much success, right? Science is very phenomen. Um and what they did was they they not only vertically aligned but they looked at you know the resource they had amplify middle school and they said where are the gaps then how can we add in all these things that are experiential that are big critical thinking things and how can we really like hook and engage kids and science kind of has that natural wonder piece to it sometimes. Um,

123and I think we need to do more of that math. And where where we saw success at Canyon with our seventh grade was a little bit of that. It became a little more real life math. It became a little more, you know, engaging and based on what the kids maybe felt was more relevant. Um, and there was a license to just veer off and and say, "Hey, you don't have to stick to, you know, this math curriculum. It was illustrative. You can you can go and and move and try some different things." Um and so it's empowering our teachers with some of that um license to try some different things to really build out not say we're going to veer off it's you know curriculum that's adopted but how can we add in supplements >>

124in the elective >> um yeah but I think also in the regular class I think there needs to be some additional pieces of that um that can help sometimes engage kids in a different way that's part of that building thinking classrooms component that we're doing with some of the teachers >> but our scores are in line with National Trend Institute of Is that correct? >> It's frustrating too because we we've had the math bridges classes, we've had the math minds, all highly engaged classes. Kids love them and yet we couldn't move kids last year. It's frustrating. But the one class that moved was a was a young man who was a substitute teacher for most of the year and he met massive. I was like, "Hey, what did he do?" We've been working with him,

125too, because it's just all this energy goes into it. I think we're doing some really good stuff, but things don't move. So, I kind of a bit of a loss myself. So, I feel good. >> I also think there's an element of uh sit down, take this hard test, try your best, and what do you get out of it? Right. There's students are reward-based thinkers. >> Absolutely. >> Right. And so we want them to sit down and do their best for the pride in the school because we as parents want them to do their best. I sent out a message last year and I'm sending out it again this year as these are public scores. You've been very clearly judging us on them. Please support your student in doing their best. I know it's a

126long test, right? Take the time to write things out. Think about it. Like go through that process. And I think that it's I think I do think there's an element of convincing students to sit down and really try their best on a test that it seems to be much more important to us than them most of the time. Um >> there's that and it's it's not a new thing. That's been a struggle, right? U I read an article the other day it talked about the swing in um from from we used to do a lot of uh number fluency right to they went really heavy into conceptual right now they're start to swing back starting to see that too much conceptual then they don't have the number fluency to continue to grow in this area

127so I think it's they're been trying to problem solve this for a while so >> any other questions for the high school or the whole group >> yeah one was just I didn't Uh, and this is not a negative comment at all, but what do you need from us, >> right? I didn't that was my question. >> Get a sense of like how how can we support you and your goals? I think you've got some great goals obviously the attendance one and then you're you're tracking your scores and you're trying to push it there, but how can we help? >> I would ask more broadly thinking outside of the box like if you weren't resource limited like what would you do? Well, there's this program called FiveStar. Um, and it's a reward-based program because going

128back to those rewards and it allows us to track um attendance at extracurriculars. It allows us to track um points, interventions, so like a flex period if they showed up. It allows us to track uh students going in. Like if this teacher sets up a calendar like I'm going to have after school intervention time and a student shows up, they that teacher could check in that student and the parent could see that their student actually went into that intervention at the end of school. Um we could run a list and say uh find out who's not involved in anything. So find those kids that are not in a different program. I think I was telling you this about this other night. It's a program we're looking into trying to implement uh hopefully over this year.

129I just talked to Less about it. Uh that one >> students could earn points to go to homecoming or prom. So like earning Yeah. So coming to first period, we're earning you five points a day. >> I might have showed up. >> You might have shown you have to have a certain number of points to go prom. >> Yeah. Like earning things. >> I want to interject. The amazing thing about this is we've talked about this. The amazing thing is we >> it was the at what point in August this was an idea so we are working on it because we have securely which is this program >> where we're able to >> uh determine when students are out of the classroom this is similar this has additional additional data that's that the high school

130would really like to use it to track >> so it's it's PBIS so think of like your positive behavior intervention system point system within this But what was cool to me is that I was brought up to my attention by a student when we were at the Renaissance um training conference this summer. So she brought it up to us because she was like, "This is what I think we need for ASB." So then we can do all this tracking. They wanted to have students come up during spirit week so we could check in if they actually were dressed up. So then they could track students because you can set it up so students have an interface so they could actually track. So then some of it would be put on students. So the middle school

131could also use it um for their PBIS and elementary could use it for their point system. So it's it's applicable at like all grade bands. >> I like the peer involvement. >> Yeah, that really positive. >> So are there I have one I think as community members is to continue to um think about how do we engage our communities to come in and engage with us. I think that attendance piece is so important um that we continue to like uh reach out to people and I think if we can build a broader uh community base that is out there talking about the good things that are happening in our schools. I think you guys know you guys get to see a lot more than what's happening in our schools. Um and and you guys have

132friends. Get people that see the positives to talk about all the positives and share that like hey what do you be at school? We need to be doing this. What are we building in our community? um get our business owners talking to people about uh the importance of attendance, right? And the importance of showing up and doing these certain things. I think just continue to use your connections to talk about the positive things that are happening in the schools. Um and and maybe think about how how we can um maybe ask how can you guys support us or what connections do you guys have to help connect us to build this broader community? Um you named a whole bunch of people. I had no idea who they were the night at the football game. Like

133all right, like how do I get how do I get a hold of them? Right. And so, um, I I don't I don't feel like I have that many connections in the community. So, if you have them, like like figure out who's out there to help us, partner would help me. >> Jake or David? >> Um, couple things. I think you know continuing as we do our work around AI as far as programs like there's lots of programs teachers can do which which can I think give them good good information for kids speed up their times better so they can uh do better assessments there's so much technology which is helping we got a program the program right now it's called diff d it's absolutely phenomenal um so far as spending around technology would be

134really helpful I I I say I say I don't say it's great. I've been I've been in principal for 20 21 years now. Um and one thing that's been the best thing is having a good school board. There are there are great school boards and there are crazy school boards and crazy school boards help not pointing anyone but in my career whether it be Lenn or here having a having a school board that works together really well and my wife's the project manager. She talked about there's discussions and there's decisions and I think as long as you guys continue to be open to discussions which you always have been and then make the decisions that's that's all I need but you know but I think supporting us especially supporting Aaron I think Aaron's doing a

135great job continue you know working with him supporting him would be very helpful um it's also good that we you know have we have uh the school board and a superintendent who when things get tough can say no to people I think that's really important too and say we you can't do that and not that I think that's really important for us to know that the school board and superintendent and I don't question Arl but all of you having our backs is really important. It gives me an opportunity to do my job well knowing that I've got people behind me but I know I work with the principles who have school boards that all over the place and that's not safe for us. So continue that. That's what I can ask you to do for

136me. >> Excellent. Thank you. >> You're just saying that because we're going to make a change in your school. Um, a couple things. I think, um, please come visit, >> hang out with us, see what it's like. Um, I think it's always good to get that facetime. I think it also helps >> your visibility with with the adults, with the kids. Um, I think it, you know, we can talk data and numbers and all that thing, but until you're in the building, it's just it's a different feeling. Um, and you'll see the good and the bad, right? It's uh um I think there it's not that it's all positive. There are challenges that we all have. I think one of the challenges um in recent years has been those cuts, right? You guys have made

137some really hard decisions. Um and every school in this district has felt that. Um and I think one of the things that I' I'd like to see continuing is I feel like we're starting to build that back. There's a there's a little more resources coming our way. Um, you know, I've seen we we benefited from having an additional counselor FTV come up and it's already paying dividends. We've had this new student group that we're able to do. There's some capacity things that we didn't necessarily have the ability last year or the year before um for and and continue to invest in people is going to pay off. Um, I can imagine almost a community liaison, right? We do have community members who want to get involved, right? um if you made it to the cross

138country championship that was at motocross this year. So >> super I I wasn't able to make it. I was actually ill. Um but it was it was great from everything I've heard. That took a lot of work by Rob Nixon, our cross country uh coach, and then also, you know, the Huffmans who were contributing that and really just wanted to participate and provide this thing and it was super cool and can we continue to build that, right? All those connections you guys have and then who can help facilitate and keep those things going because it does take work there. So, investing I think people are building up that community piece like Mike said. >> Thank you. Anything else? Thank you. >> Before you go, >> so October was the national for so it's November. >>

139We're still celebrating. >> Yeah, we're still celebrating you. Here you go. And yes, that is a that is a a portfolio that you can put your device in. Yeah, the charger won't go in there as well, but yeah. So, thank you for all the things that you do to support our students, your staff. Um, thanks for recognizing the award and the ask of you know the support us and this is how you can support us. Uh, the work you do is incredibly challenging as I said with the elementary principles uh to the board. Uh, no one is satisfied with their results. So, we focus on positive data, student growth, um because that's what educators, educators do. But it doesn't mean that we're not searching for answers to solve these problems that we have. And the

140challenges that you have and our elementary principles have in like threading the needle all the time in so many different ways. uh having too little of a budget um working with student behavior, working with parent behavior, working with staff behavior uh is is super challenging. So we appreciate what you've presented and again we are not satisfied. We're going to continue to work on improving. Uh I think collectively we probably have 70 years of experience here. uh possibly and not that long that much more >> more a lot of uh years doing this work. We continue to strive for improving and we want to get there right we want to get to 100%. We do and 30 plus years of being educator haven't seen it. So we keep striving for it. Thank you for your honesty

141with your attendance is UH >> I TURNED OUT OKAY TOO. I'm calling that out. >> Yeah real example. So yeah, thanks so much. >> Please don't tell me that the initiative will take the celebrity. So thank you. Appreciate it. Uh at 6:30 students, middle school and high school reps are going to be here, but you do not have to stick around for that. But we appreciate you going tonight and sharing. >> Thank you guys. >> Thank you. >> We appreciate you. Look at that. >> It happens. And you can turn your mics off. >> Less mine is my red thing is beeping. Yeah. So we'll start with a similar way yourself your area. >> The middle school lot. >> So if you could do that, >> you don't say the same thing or say the

142same thing. I would even things have changed area. >> All right, we're ready. Thank you. >> All right. I call the meeting to order at 6:30 p.m. Please stand for the pledge of allegiance. >> I alian pray to the standy. >> All right. First up tonight we have our wonderful student rep. Thank you all for coming tonight. Yes, thank you so much for being here. We're going to start with introductions and probably we'll we'll have the Lauren introduce themselves and then we'll have Marley maybe you could introduce yourself, what grade you're um you're in and why you're interested in being here. And so Marley is a high school rep. She's new uh to this role. And so she and Mr. Castle Mr. Kessle was was seeking out one more student rep. And so Marley is

143our student rep. And then so if you could lead us off with that uh once after the board is done and then we'll go to our middle school students and you'll same same idea, your name, your grade, and then why you're here. And so if your principal said you got to be there, then that's it. >> That's the reason. So okay. So so appreciate you being here. And as uh Sandy and I talked about last year, we had we have two board meetings a month and it was the same Tuesday uh last year that that we had middle school and high school uh representatives here. So we're just thrilled that you're here. So um actually could you start us off? >> Sure. Uh my name is Ida Royer. I am the school board representative for

144district 4. So that includes although juncture guard and then east. Um I've been on the board I think this is starting my third year. Um and uh the reason I ran for school board is because my mom was an educator. I feel like education is really important and has provided me with a good uh lifestyle. And I think it it's also uh a way for me to give back to the community because I've received a lot in life. So, um I want to try and better things for all of you. >> Thank you. >> Yeah. >> I'm Satie McKenzie. I'm in district three in Sunset Ridge. Um I this will actually going into my fourth year and now I'm going into another four years. Thank you for whoever voted for me. Wonderful. And >> I

145did this because I have young kids um in the district and a teacher asked me if I would be interested in running for the school board and I looked into it and I thought it would be something that would keep me even more involved into the schools. That's my view. >> I'm Jim Cooper. I represent district one which is westugal kind of the flats there up the halfway and then up in the sandy swim and hole. Um this is starting my seventh year on the board. I ran I retired. I was a professor at the University of California. I retired and moved up here and um wanted to give back like Ida said. I got a really good public education and and I uh appreciate that and I it's provided me with a lot of

146gifts in life and it's my way of of giving back and hopefully having a positive impact on not just my future and of American culture and washable community but your future and our culture community. >> I'm Jane Long. So I'm District 2 which is upriver is probably the easiest way to describe it. um common theme. I have kids in the district and I feel like it's important to give back. So that's why I'm on the board. >> Thank you. Thanks, Jane. Uh Paul over here, many of you may know my twins at Gentard, right? So which is why I'm here because I want to support them and I coach them a lot of the softball fields over here and I just thought it was a great way to to kind of do even more, right?

147Be able to to kind of affect the entire student body, all the K2 schools. forgot to mention five. So, Woodburn Hill, all top of Mount Norway have kind of the same. >> Great. Thank you so much. And these are all positions that are elected. And so recently, Satie, Jane, and Paul were were reelected into these roles. Congratulations to you. Thank you for your support. Yes, absolutely. So, these are uh five board members that, as you heard, represent our district. uh and they they kind of described uh where they are uh the individuals they're representing the constituents and where they uh they live and and that's where probably if you heard that you probably know like possibly know them already but uh they might be your neighbor and so um they are in the district they

148live in the district and they are in essence these these are my bosses so I have five bosses so I'm Erin Hansen superintendent this is my first year in the role of superintendent last year I was the interim superintendent And so, thank you again for being here. So, appreciate uh you and I know what you're going to say. Your your willingness to be here, your your uh parents for driving you here uh that are here. So, thank you so much. Marley, can you start us off? >> Yeah. Uh my name is Marley Weaver. I'm the ASB secretary at Wugal High School. I'm also a part of National Honor Society and I do sports and I want to be a student representative because I'm already pretty involved in the high school throughout ASB and like I

149see a lot of different students and I already try and advocate for them at the high school and I want to continue to do that here and yeah, I want to help create an environment where just everyone feels heard and supported and like our high school motto, we show Great. Thank you, >> Jacob. >> Do you want us to introduce ourselves, too? >> Yes. >> Same same thing as last time or just a short version? >> Um, it's up to you. I'll let you make that decision and and really it's also for our students that are here. Yeah. >> And individuals in the audience. So, yeah. So, I'll let you choose that. >> All right. Uh, my name is Jacob Larselier. I am a junior at Wugo High School. Uh, besides this, I am also

150the city council student representative. Um, I'm the president of the Future Business Leaders of America chapter and I'm a member of Peer Connections, uh, which is a club that aims to, uh, just give students, uh, who need extra support a little extra help. Um, besides that, I do golf. Um, and that's pretty much all I get up to, I suppose. >> Did you mention photography and your book? >> Oh, yeah. I'm also in your book. Yes, I do do your book as well. Thank you. >> My name is Josyn Gardo. I'm a senior at West High School this year. I am the president of the Wugo High School ambassador program. I've got an opportunity to go and train a lot of people, go into a lot of different places and learn things about prevention, which

151is mainly what I focus in. I also get to do themes such as teens in the driver's seat, which is which focuses on safe driving for students and making sure that everybody has resources that they need to do safe things and keep our community safe. I have gotten the opportunity to be on this board, which I'm really excited about. I love to be able to help other people, which is one of my biggest reasons of being wanting to be on the school board. And yeah, I think that I'm really excited to be here. So, >> thank you. >> Um, I'm Aiden Menace. I'm an eighth grader and I used to be president of Jump Garden Middle School. I'm here because I would like to grow my leadership skills and really make a difference at in

152middle school and going on to high school. Um, yeah. >> Great. Uh, hi. I'm Luke Maholland and I'm also an eighth grader at JMS and I am the communications coordinator and I've been an ASB for two years now and I decided that I wanted to volunteer to be on the school board to make an even bigger impact on our school and our community. >> Nice. Thank you. >> Hi, I'm Sonia Kelly. I'm an eighth grader. Common theme, but also I'm the ASB vice president. So, I did this last year and I really enjoyed it because it gave me such an opportunity to be able to meet so many different people and also just more community members who we all seem to have very similar goals. Um, and I just want to be a part of

153that. >> Thank you. >> Hi, my name is Sarah. I'm here because uh one day I had asked our principal like some questions about some of the rules and if they were going to change. And then he asked me later on if I wanted to come to the board meeting and I said yes cuz I think it would be a good opportunity to learn more about what goes on during like the school board meetings. >> Yeah. Great. Thank you. I guess which policy. Um, I'm LMAX and I am here because, oh, I'm an eighth grade, eighth grader at CCMS and I'm here because my principal asked me to go and I thought it was a good opportunity to just talk about what I thought about everything that's happening at school. >> Great. Thank you so

154much. Appreciate all of you. Okay. So what we're going to do is in a similar way with the high school representatives, I've shared some questions and I asked them to choose one of the questions that I shared with them. Can you let me know or let us know what question you're choosing and then when we get uh when they're done then we'll start with Ayah. We'll start with you and then you can share uh in a similar way share questions with them. Just choose one of those questions. Does that work? >> Okay, great. Joselyn, can you start us off? So I was going to focus on highlights of the year so far. Um I am fluent in American Sign Language and I started my education through the high school which is really awesome for me

155being an ambassador. I do get to travel. So we went to a trip to learn about our state state representation and through that I got a part-time internship to be to start working on my translating which is what I'm going to college for. And because of that I just think that it's a good little segue for me and it's helping me get more involved in my school and in multiple ways mostly through my program but in other ways as well. I did leave the program at the high school for ASL last year, but I continued it on my own time, which is why I was able to secure the the internship as well as through ambassadors this year. I've gotten the opportunity to train about 30 students from Jefferson County in Washington State. And we

156are going on a retreat for three days and it's going to be three of it's be me and two of my teammates that are going to be training them about the prevention that we do. And we were just recently nationally recognized for our program, our campaign for anti-substance use in the school. So, it was really awesome. I think that's a really big highlight that I want to focus on for this. >> Great. Thank you. And where is that the training going to take place? >> Fort Warden, I want to say state park. >> Yeah. Nice. Thank you, Jacob. >> Um, I kind of wanted to focus on uh kind of a couple things. Uh, first is like conference days. We kind of talked about briefly um at our meeting on Thursday. Uh, whether or not

157it was really worth it to miss and that much school time uh because it's comes out to like 15 hours, which is a lot. Um, and I think that for the students, it's definitely a welcome uh, event because a lot of kids would really rather be anywhere else. Uh, personally though, I actually quite like school. And so, it's some days sometimes I'm like, "Yes, thank goodness I get to go home in a couple hours and I get to go hang out." But at the same time, sometimes I'm like, "I kind of wish I had fourth period today or I kind of wish I had second period today." Um, and I know that a lot of parents don't really go to the high school and conference with other teachers. I think that partly is that's because

158a lot a lot of uh teachers don't really reach out unless you're like failing their class. Um and even then sometimes parents still don't show up which is you know it own issue. Um but I think that overall conference days are uh pretty helpful for students. It's a good chance to kind of like once you get kind of get into the year right it's like perfectly put in the year where it's like once you get into it it's kind of like a nice little break before you get into all the actually hard stuff that you learn about. Um, but as far as like actually serving its purpose, I think it's kind of obsolete. I don't really think it really uh serves as a time for teachers and uh students and uh families to meet and

159learn. Um highlights um FBLA uh just went to our regional conference which at Lower Columbia College. At that we get to attend three uh seminars of our choice. There's like 15 of them that you can choose from, but each there's three sessions so you get to pick three of them. Um, and we got to learn a lot about networking, uh, fundraising, community service, how to plan, um, events within the community, uh, stuff like that. And then I also was, since I'm the FBA president, I attended one that was specifically for the FBA presidents, uh, where we got to kind of just build a stronger community and we all need a group chat. So hopefully we'll see a lot of good uh, good stuff from that as uh, uh, most of the presidents at other schools

160are also pretty involved. So hopefully we can see some uh, bonds being built that way. Um, and then I also just wanted to talk about uh the use of AI at the high school. Um, I thought that we were all supposed to pick like two or three of these, but then Johnson only really did one. So, I'm kind of talking. Um, >> keep going. >> I think that AI is a very touchy subject um for a lot of students because um, truthfully, a lot of them use it to cheat. That's just that's just how it is. A lot of students are like, I don't want to write this essay. I don't want to do this assignment. Let me throw it in AI. Um, and I think that that's bad. Obviously, I don't think that that's

161very helpful uh to learning or anything. Uh, but I do think that AI does have its benefits outside of that. Um, I use AI a lot um to secure like source lists. I just think it's easier than um like because you Google something like I just had to do a research project on a Native American like folklore. Um, and so instead of going onto Google and googling, oh, you know, Salish uh Bigfoot story or SEST story, it's easier if you just go to Chachi and you're like, give me a list of uh tribes from the Pacific Northwest that have a story about Saskat or Bigfoot and make sure that they have these topics and then it goes through and it gives you them. And then it's generally it's better sources because like if you use

162the AI like the Gemini, uh, always check your sources. If you guys are reading Gemini, always ask it like where it or click the show more so you can see where I got it from because sometimes that stuff is completely incorrect. >> Um, and CHBT is a little bit better at it. So, it's helpful for that. But, I also use it to uh draft up emails and stuff like that. I send a lot of emails to businesses and stuff and I use it to draft them up if I don't really know where to start. And I also use it to correct my grammar and stuff because the high schools blocked and Grammarly to an extent and so it's kind of hard, but if I just go to chatbt, it's usually pretty good at fixing it.

163Um, but yeah, that's the stuff I want to talk about. >> So, FBA, when was that competition? >> That was on Friday. >> That was Friday. >> Yeah. Yeah. >> So, it actually conference week last Friday was a half day. >> No, uh, conference week was two. >> Uh, two weeks ago. Okay. So, you miss like you missed the Friday like the team did going to the the conference. >> Yeah. So, uh, we uh we're gone all day. It's we leave school at like 7 in the morning. We get back about 2:30, too. >> Yeah. Nice. >> Am I allowed to ask questions? >> Uh, you want to wait until the end? >> No, go ahead. >> So, you bring up AI and like I'm really passionate about it. I think it's a tool that

164your my generation is using, your generation is definitely going to be using and would love to hear maybe not now, but sometime in the future like your ideas for how we could help students learn how to better use it, right? Like learn the skill set they're going to need in future jobs, right? Like you talked about the the double sources or doing the Seymour. I always ask for two specific links to sources, but like things like that that people need to know to be able to effectively use the tool and like how we could start teaching that. >> Yeah. And I think you could probably answer that right now. Instead of having answer right now, I think we are going to be working on >> guidelines or or guidance and we'll be sharing that with

165you in the future. >> Thank you, >> Jacob. Thank you, Marley. >> Okay. I would like to talk about stuff the bus and I'll touch on AI as well. So I'm in ASB, so I've been doing a lot of planning for stuff the bus. And last week we visited JMS and CRG, actually not CRG, just JMS during lunches and we handed outformational flyers and played like games with cans and stuff and uh we filmed interviews with the students and just tried to spread information and get students excited. And then we also visited Canyon Creek and CCMS for a conjoined assembly as well as gauze and we had a little skit and we played games and also just gave out information and we're having a competition between all the elementary and middle schools this year and

166we're counting their food donations in pounds per student. So every school has a fair chance because there's a lot of like different populations in the schools. And um the winner between all of the elementary and middle schools will uh we will host a run rally at their school which is like um planned by ASB and it's just has a lot of fun games like you can pie the high schoolers in the face and >> yeah we just want to make it exciting as possible. And then at the high school, we're keeping track of donations by putting them in a box. And you get to scan this QR code and you track what you're putting in for your grade level. And the grade level at the high school will get a hot cocoa stand and cookies.

167>> Woners. And yeah, we have boxes set up at a few local businesses in Wugal. I think like and like the Humane Society. I don't know the exact list, but there's like 5 to 10 businesses that have boxes there. And we also have Safeway shifts set up where we're going to have tables at Safeway, too. And we'll have students there accepting donations and money. We can accept money because we'll have an adult at each shift. So, we'll get a lot of donations and money from those times as well. And then this is all happening and it ends on December 12th. That's our collection day where we'll go to each school and collect all the food. And yeah, >> great. Thank you. I think you're going to talk about AI a little bit. >> Yeah. So,

168I just wanted to share um one resource I use for AI, which is Notebook LM. It's this website that we have. It's not blocked on our Chromebooks, and I use it for English personally. It's this. You can put like you can paste PDFs and docs like you can take a picture of notes that you take in class and upload it into it and you can ask questions and it'll pull information only from the stuff that you put in. So I think that's helpful and it's a way that you can't like you don't get a lot of false information because it only takes what you put into it. So great. Yeah. >> Thank you so much. All right. Are you ready? >> Yes. Okay. So, in a similar way, do a similar way. Do you want

169to read the question that you show us? Does that work? Okay. >> Um, I chose the question, if you could request one thing from the school board to consider, what would it be? Um, I want to start off saying thank you for having us here tonight and have to have the opportunity to talk about JMS and community. Um, I would like to I would like to talk about a class we have on Wednesday mornings called advisory. Um, we think that it could improve. Currently, this half hour of class is once a week is spent teaching us how to manage our emotions and cell phone needs. While those are important things, I think we could further improve this time spent. From students feedback I've received throughout this year is that the time spent is boring, annoying,

170and not helpful. From this feedback, we came up with the idea that is engaging and would teach true life skills. This idea includes community, JMSs, and even high school clubs reaching student interest. When I mean life skills, I mean a good handshake, cooking, how to start a conversation, and how to balance a bank accounts. Talking with my grandparents, I know this used to be taught in schools, setting them up for success for high school. If we start this early in middle school, I think it would it'd be a great thing for my generation to learn learn because not everyone is taught this outside of school. I don't know yet how all this would h how all this would work and happen, but I think it'd be great. Community members or clubs at the high school

171could come and teach about their topic for those 30 minutes on Wednesdays. This would help kids grow in different different skills applying to many different aspects of their lives lives. Again, I this idea needs work but I think it peak student interest and get students engaged and not dream up dream about skipping one sets. >> Thank you, Luke. Um, before I share the question I got, I would like to say I never really thought I'd be at one of these meetings, but I'm really glad I am >> because this is a really good experience for me to like get more like fluent like in with the community and stuff like that. >> So, the question that I chose was how do students feel about the support they're receiving from the staff both academically and personally?

172for the academic side of things. I said whenever I see in the classroom if a student were to ask a question or anything like along the lines of that, he always receives help from the staff like almost immediately either verbally or through an email and no matter what, they always get the help that they need. And then on the personal side, I said more about like when a student were if is to reach out with counselor like at our school, we have Miss Bruno who's a great counselor. um with the personal issue, they get a meeting scheduled either right away or like for a little further in the future because she is always like there's a lot of students that need help and that's good that we have somebody like Miss Bernardo to help them

173out and they always get that schedule for their learning of the week or just something like that. So yeah, that's really all I wanted to say. >> Thank you. >> Yep. >> All right. I did the question, what has been the most positive aspect of this semester for students and why? And I have like a really weird take on this, but I've heard this feedback from a lot of students. Um, one of the positive things this semester is teachers and staff are doing a much better job of enforcing the rules. I know for some students this isn't a very positive thing, but it has made my class a lot more enjoyable. Students are actually learning like if there's no warnings, there's no wait, I'll give you like we do this. is just launch tension and

174then it stops. It's been classes aren't as disruptive. It's so much easier to learn in those environments and it's overall this year I've just it's been so much easier. And then kind of touching on what Luke said, um the teachers especially like Miss Heg, they've been really great at having their classrooms open during lunch. Pretty much whatever students, they're always there. Like you can always make up work. You just have to talk to them. And it's they it's really easy for us to like work with this app and they've been really good at helping. So anyway, >> Yeah, great. >> Everyone loves the teachers this year. >> Yeah, the teachers been doing so great. >> Okay. >> Um, hi, my name is Sarah. I wanted to question the how are students feeling about the reduced

175cell phone use expectations and what changes have you noticed in classrooms or the culture because of it? Personally, I haven't noticed a big difference. I mean, I don't think it's a bad rule, but I haven't noticed a big difference like during classes. And I would say like at lunch, I still like see people on their phones. So, I don't think it's made like a huge difference whether there's removal or not because people still have them out. Um, but I just haven't seen a huge difference like during class or just like after school or before cuz it's still a thing at lunch sometimes cuz it's hard for like teachers or people at school helping and teaching stuff to see. I just haven't seen a huge difference and I just wanted to bring that up. >> Okay.

176Thank you. >> Um, the question I chose is what's something you coming up that you're excited for? And it's definitely like stuff the bus cuz when I was little, I love stuff the bus and I thought it was so fun and I would always get try to get my class to win and like the assemblies are always so funny and fun with the high schoolers. They do such a good job with it and um yeah, I just >> Okay. >> So, did you coordinate the questions you were going to answer? >> No, you realized, but >> what's that? >> Did you? There was no coordination. >> No, at first I was actually going to do her question, but then I switched it >> because you each covered a different question. You didn't change because they

177were >> I love how >> is that amazing? Do I get credit for that? >> Thank you. >> Phenomenal job. Thank you for sharing your your insight. We appreciate what you shared and we know it's challenging. I think I don't know if I mentioned this. This is recorded. So what you shared, you know, is uh is is locked in and recorded for several years. So I so appreciate your level of honesty. so genuine like you shared it and you know um what you mentioned about uh advisory so you maybe I don't know if you noticed I didn't have a shocked look on my face about advisory so advisory has been something that we've been using for decades and so it is something that we continue to work on so I really appreciated what you shared

178and we heard that during our strategic plan process which you were involved and you were involved like um I we heard heard that about those those soft skills, right? Shaking someone's hand, looking them in the eye. Uh cooking and maybe you say balancing a budget possibly. >> Yeah, >> checkbook. >> Yeah, the checkbook one I'm not so thrilled about. But I balancing a budget. So, um anyway, checkbook one I think is somewhat um outdated, but we I get the idea, right? >> Not for everybody, but for a little. So, thank you so much and I I would like to have you come back if you were open to it in the spring if we could do something similar because just this little bit was so helpful. I know you all coming back. So, thank you

179for what you shared. We are working on AI. That is something we're working on and we will be updating you. So, board, do you have anything you want to ask or share with our students? >> I want to thank you. When I first got on the board, we didn't have student reps and it's been such a positive impact on just meeting having students involved in the process and um realizing that we're all on the same team. It's it's team year really. So, yeah, thank you. >> Thank you guys for coming. >> Yeah, thank you. >> Excited to see you in the spring again for an update. >> Yes. Yeah, absolutely. So, >> I don't understand. >> Wow. helpful. That's that's really it's really too bad. >> I mean, we are his boss, so should we

180discipline him? >> So, uh >> high school representatives come uh every month. And so, this is something that when you get high school, you can look forward to applying to be a student rep. And so, again, I'll invite you back in the spring. We'll figure out when that could be. So, thank you again. And then at this point you are free to go or you can stay. The meeting will probably be an hour. >> Totally exciting. >> It's up to you. But at this point, thank you so much. We appreciate you. >> Thank you. I have a feeling we'll see >> they'll be up here for >> when they're in high school for sure. They've always Thank you guys. >> Bye. Good to see you. >> Thank you so much. >> Jake, you're baileing for

181the riveting conversation. I'm >> kidding. Have a great up here when you guys are doing. >> Thank you guys. >> Bye sweetheart. >> Is that impressive? >> Yes, >> it is. >> Future leaders right there. >> Yes, >> for sure. All right, we are on to our board and superintendent updates. >> It's really quiet. I feel like I'm yelling now. Okay. >> I thought they came in for us. >> It's like, wow, am I yelling? >> All right. Let's start with you tonight since we started down here earlier. We'll just go with that. You're welcome. >> So, I did send out some WASDA legislative priorities. They finally decided on them on the 30th, I think. Um, so I sent that out to the board. Um, other than that, I don't really have a lot of

182updates. Uh, yeah. >> Thank you. >> Yes, thank you for doing that. >> Jim, >> I don't have a lot. Um, congratulations to our student athletes and the their winning seasons and hopefully continue winning. Um, I think the AI discussion, I've been reading more about it and learning more about it. really impactful um on society. Uh and uh I'm hopeful that there will be a functional federal government again that will give us our federal dollars for some of the programs that we need and that's it. Thank you. Um this weekend I attended Cape had their first talent show which was very impressive watching those littles do their talents but they also um did their silent auction which is a big fundraiser and I'm just constantly blown away by the companies and the individuals that donate

183constantly to our schools to try and make them better and just um want to say thank you and also want to make sure that we continue to um get folks to participate however possible because we've got a community that really does want to help. Um, and it's impressive to watch. >> Thank you. >> Let's see. I think I'll touch on that community aspect from you there. Uh, first I want to thank those that emailed several of us who were running for election. We all got some notes from the community and and I really appreciated some of the very well thoughtout things that they said and just trying to help guide. Right. said that's what we're here to do is drive our community base hear their voices and we heard it from the building principles kind

184of for the last month when they were talking about like how how do we continue to grow this space so that's what's really on my mind and just seeing like if you go out to the football stadium on Friday night which isn't going to happen very much more because the sports season's about over but just the so many people there and they have great ideas and just want to talk and connect. >> Thank you. Um, I just want to thank the middle school and high school team that came out today and talked to us. Um, it's always interesting to get updates from each of the schools. Um, and our student leaders, those students have so much to say and I love hearing from them because that's why we're here. Um, the football game on Friday

185was phenomenal. If you weren't there, I'm sorry. It was awesome. I saw so many Letterman's jackets. Amazing. Um it was so fun to see our community there and just like the excitement and the parents and you know seeing some freshmen that I've known since they were so little down on there down there suited up. It was it was pretty a little emotional. I'm not going to lie. Um and Veterans Day um assemblies today I got to go to JMS. We had our mayor there. Um our boosters and families donated food. Um they had this huge spread for all the veterans and I don't Erin like 30 veterans probably and it's so cool because I know some of those parents and I had no idea you know that they they were veterans. It was it was

186great. Every year is great >> and I really appreciate that we do that for our community because to me that's community. >> That's all I got today. >> Excellent. Thank you. Okay. So congratulations again to Satie, Jane, and Paul for your success >> another four years. >> Yeah. Appreciate I'm looking forward to Yeah. continue to work with you. That was uh excellent. As you mentioned, Sadi, the Veterans Day assembly at Jump to Guard today. So, I happened to be there. It started at 9:15. I got there about 8. I really wanted to see the behind the scenes. So, I booked my morning to be there. So, I got to interact with the uh veterans as they were as they were showing up, watching our student leaders meet. Yeah, >> the veterans at the door walk

187them down to the room where the boosters had set up a breakfast for them so they could interact with each other, with students, uh with a few staff uh with the superintendent and have breakfast. And so then we started uh around 8:15 uh excuse me, 9:15 is when it started. And this is really terrible. I don't know why it keeps turning up. And so to have Mayor Stevie there >> Yeah. who um 30-year uh veteran was in the the Marine Corps and he had an opportunity to share his experience and that he had went uh he was in Boston on Thursday with a celebration 25 year celebration and so for him to share with our students and those uh that were in attendance just his experience and what he appreciates about service and not just

188as a in the Marine Corps but also in his role as mayor in his role legislative representative um which I'm sure uh resonated sadi with you and and what you're doing so serving our community. So so appreciate that and that um how we honored the vets veterans that were there >> and there were a number of veterans who were actually there that weren't sitting up front actually that I that I recognized former students were veterans who didn't for whatever reason didn't want to be down up front. So appreciate that and that um all that goes into an event like that and so the planning. So, it was wonderful uh to see them and to see our mayor there um because it's important for our mayor who's also a legislative representative to see what's happening in

189our schools. And just like this evening, I stood next to him for 15 minutes after it was over and had uh five or six students walk up to him, this was not planned, said, "Thank you for your service." Shook his hand and he said, "Uh, thank you so much. Uh what is your name?" and they and he he gave each one of them a little bit of time. They did this on their own and and I know that it wasn't planned but again this is um these are the soft skills that was mentioned by one of our students on how do you shake someone's hand and how do you uh show gratitude. So just loved it and that that's uh that's what's happening uh in our in our buildings. >> So that was amazing. Uh

190thank you to our secondary principles for their work with their school improvement plans and sharing with you. So I appreciate uh their hard work. Um last week we had an excelsier family night and so we had the I shared with you in the communication. This was the largest number of students I think that attended uh family night. We actually had our fourth grade dual language uh teacher had uh invited uh students and and families to attend as they presented their research on a South American country. And so they were uh at Excelsier in the hallway and so individuals could interact with them as they were presenting their research in Spanish, these fourth graders. And then we had Chartwells had supported by providing um some a meal. Um so it was just wonderful. Again, we do

191this to connect with our families. We provide not only a warm meal but also uh for those who are are challenged right now with uh not having enough food. There's there were there was food, there were uh warm clothes, uh the library was there, Ekko was there, the food bank was there. So a variety of organizations were there supporting our families. So love seeing that happen. Jason Foster was responsible for organizing that. Uh Nancy Naspoon, our FCRC, uh was there. So a lot of staff members made that happen. Betty Gable. Uh so um again similar to the assembly today that doesn't happen by accident >> right >> that happens because people are planning it's hard work uh that event went uh into the evening the family. So um thank you for that uh those individuals

192and then conference week. So we heard a little bit about conference week and some of you probably went to some conferences two weeks ago. So I have some data for you as we heard from Jacob about the high school conferences. Yes. So >> I was wondering about that >> halfway had 94% of their families >> attended a conference during the five days of early release. So for example uh first grade class so on average it was 94%. >> So the majority of those students attended. So that's fourway when we asked the principles. Now that doesn't mean specialists >> which is band or music, >> right? >> Art and library PE. Those are the specialists. Those are the four different experiences they have. Those are somewhat like electives. >> Right. Right. >> But they're like their

193grade level teacher. So 94% at Hathaway. CRG is 93%. Cape is 93%. Gauze was 91%. So, what do you think? Pretty successful. >> Yeah. >> In the 90s. >> Higher than I thought it would be. >> In the 90s, pretty successful, I would think. >> Absolutely. >> Yep. Uh it's quite possible that uh one student being absent would be the one that would cause that percentage to to be not 100%. Maybe that student was sick or maybe they were out of town. So, uh pretty good. So now we go uh Canyon Creek 20%. JMSs 21% and then the high school 14%. >> Yeah. >> Now you think about the high school a typical teacher has about 140 students. Let's say 120 some have 160. >> So it's going to be challenging to have a similar

194percentage when you have five classes of 25 to to 32. It's just going to be it's not going to be set up the same. >> I just think it's different too as your kids get older. It's just a different >> you almost have a different communicate way to communicate with those teachers and really the students are communicating with the teachers. Yes. >> Just as much as parents unless there's something going on. Yeah. >> So you see drastic difference, >> right? >> And you heard Jacob from one student say this is what he thought, >> right? So it is interesting. And they they also have the whole week as >> half the same. So >> we should probably change that. >> Yeah. >> So >> we >> So we have eight days of conferences. >> So

195eight days where we have three-hour early release, five in the fall, three in the spring. >> We have a semester day that's early release. We have the last day of school that's early release. So we really have 10 days that are early early release. It counts as a day, counts as one of the 180, >> but it's again there's hours there, right? So, >> are there organized activities for >> for the kids that are released or they're just released? >> No, it depends. It just depends, right? If it's athletics >> can have So, there's there's a variety. >> Yeah, there's a variety of things that that that may or may not be happening. >> Yeah. >> Now, it is something that's that's bargained. So, it's something that I'm I'm aware of and I'll just leave

196it at that and so but I I I appreciate the data and you had asked for the data and so that is the data and so yeah, interesting information is. >> Yeah. Okay. Well, I think that is all I had to say about that. Thank you so much. >> Thank you. All right. Next up, we have we're going to discuss our legislative priorities. Yeah. So, so last year we identified a fix the prototypical staffing model fully fund special education materials uh priced out of reach which is MSOC material supplies and other operating costs. So, so those were the three that this the board highlighted. Now like Ida said, WASDA has come out with their 2025 26 priorities. WASA has priorities. AP has priorities. Was priorities. So there's a lot of organizations priorities. >> Yeah. Legislative

197priorities. >> And ESD12 >> as their legislative priorities. >> An observation. Yes. >> So, we produce these priorities each year >> and it's the same list. >> Yeah, those been >> seven years later. Um, and it seems like we're not making progress with our legislature or some of these would have been fixed. I mean, >> remember hearing first couple years, you know, former legislators didn't want to hear the word prototypical funding model. >> Yeah. because they maybe they didn't understand it and simplifying it. I mean that we all want the same thing. We want money to run the schools that's necessary not more money than we need necessarily. But I don't know how to, you know, how to better coordinate with the state professional organizations and ourselves and our own legislators, but um what we've

198been doing hasn't worked. Well, I don't think asking them to fix that is gonna happen. >> No, I know. >> Climate. So, it seems like the wrong question, >> Right now, >> I don't know. >> So, there are a couple groups working on that right now. >> So, I think to your point is why why have Yeah, the funding predictable funding model. So, so why have that as an item >> when it's something that's >> Yeah. >> So, and I think one of the ideas of of the big three last year, this idea, >> that if we all were saying >> remember that >> legislative representatives. >> Yeah. >> Here we are though. >> Here we are. Yes. >> Special ed still not fully funded. You know, and the interesting thing about special education is

199and our special education numbers are increasing as our even though our overall number is declining. The number of students who qualify for special education >> is either increasing or staying the same. It's staying the same as your denominator is going down. Then that percentage is going up. >> Yeah. >> But there was an adjustment, right? There was an adjustment by the legislative representatives. I think starting with thank you. There was an adjustment. We appreciate that that there was an adjustment. you were hearing us, you made an adjustment. And so for us, the gap wasn't as as as bad for 24-2 because of the adjustment is the is the idea. Um, and right now, so for this year, this year because of that adjustment, sorry, the the gap, although again, as we're saying, the the our

200percentage is going up. Other thoughts? >> I spent a lot of my time reading the ESD112 document, right? Because of the nice >> Well, I like what they wrote in there and the fact that it's so many schools that are a lot like us, right? I mean, read the list. It's 20 >> goes from Balloon the Woodland to the lake trout lake, right? It just keeps going. Um, so one the question to you Aaron is just like I'm guessing you were a part of kind of >> I was >> working that. >> Yes. You know, and Paul, when we look at MSOX >> and we look and what we're seeing is with our insurance and when we talk about insurance, we're talking about each of the individual who qualifies that's on staff getting medical insurance,

201those benefits. Also, insurance when you have something that you need to rely on, uh there's been an accident or there's been um you know, a settlement, there's that that insurance. So, insurance is going up. utilities are going up. So the MSOX priority I think is is very relevant for us and it's something that we are we are interested in seeing. So to your point the first one they list. >> Yeah. Number one. >> And then the academic achievement is something that we've been like would actually focus our attention on was math. Mhm. >> And so if for us where we've we're we're also recognizing where we can we believe we need to u >> make some improvement is is within our academic >> it's one of our strategic goals is academic achievement. So that's so

202I think that aligns with us and you know there's a number of for example there are days this state is paying for three days for a certificate staff and you know focusing those days on on math and ELA >> on on those on those standards talking with the standards that we are uh they're looking to adopt um and us be implementing. So, um, those are the top those two that I think resonate with me based on our reality. >> I like the priority rate. Obviously, we always need more money for the Mox, but maybe the question I have for the rest of the room and anyone listening is like, can on number two, academic achievement when the action request is to align those state days exactly what we need? Like, can we do that without

203legislation? H. >> So those days it's in statute. >> Okay. >> One of those days is in statute. It says this is it's going to be an SEAL day or a CCDEI. So that's why legislatively >> they need to. >> Yeah. It needs to be Yeah. >> Let us use those days for what we need for academic foundation. So okay. >> So thank you for that. And then uh just when we look at the third priority is address funded unfunded mandates. Some of the things that when you have declining enrollment or you have financial challenges, when you have unfunded mandates and for example with our team, when we have fewer individuals on our team, uh it means as your district gets smaller than uh it's people get uh different uh tasks added to their responsibilities

204and sometimes those are these unfunded mandates. These are these positions. So I think that there could be a an effort to identify unfunded and even funded mandates. And so again, it's kind of like what we've done with our strategic plan. We went from having six guiding pillars to to three areas we're focusing on. So can we reduce what we're focusing on? And could the could a legislative uh in this current legislative or future session could could that be something they work on? >> And again, the action request on here is spot on in my opinion. Like do a review of the >> right >> mandates that are out there that may have not been funded and like get into like if it's not doesn't have demonstrable student benefit like why are we focusing on it,

205>> right? I agree with that. These are I feel like these are things that can be done >> realistically. >> And that one in particular, >> right, >> may not cost more money, >> Right. >> Because when you're looking at >> just >> Yeah. change the mandate. >> Yeah. >> Yes. >> Okay. >> Comment on the MOC issue. My recollection is 90% of our money goes for people. >> 80 82% personal >> 82%. >> And and that the people that the state funds is insufficient to run the school district. And so they could fix the MSOC and we could pay for our insurance and we could pay for our utilities, but we're still not going to have nurses, counselors in sufficient numbers, class sizes, or whatever. And I just somewhere that in in what I

206see in the SD that part of it missing the unfunded mandate is part of that as well. But no one's mandated that a school needs a nurse. What's mandated is every two thou well what I don't remember the numbers 2,000 kids need a nurse. >> Right. And I really think somehow that's that's what the legislature is constitutionally supposed to be doing is funding the school system. So my my only concern about putting MSOC so high they could cross that off and we'd still be in right >> trouble serious trouble >> trying to you would trying to run schools without nursing and >> right and and what counselor >> whether yeah whether we're talking about Mox or we're talking about staffing >> right >> what ends up happening for us is our levy dollars uh fill

207the gap that exists because maybe we don't have enough staff than than than our programs uh are set up for. And so we have more staff than more funded for or the the compensation for our first our staff is higher than the the aortionment amount. >> That's a big part of it as well. >> And then and the same thing happens with Mox as far as the the adjustment to the gap is filled by >> ours. Yeah, >> that's going to be a I think a a hard thing to um convince skeptical community members that okay, I pay my state taxes, 8 and a half% sales tax, whatever. I pay my state property taxes, it goes to cover this. You know, why why I'm saying as a taxpayer, why are you coming back to me

208and saying, okay, the tax system didn't give us enough. We need more from you. and we have to come every three years and ask for more to fill in these gaps because the gaps haven't been filled by what I believe is the body that should be filling those gaps which is the legislature. >> Yeah. And and I think the the state budget reflects that it's it >> and this is why asks right asking for more dollars >> from a budget they're saying there's already we've identified. Yeah. Right. >> So that's that's the challenge. So um I I believe and in the conversation we had with the row our our resource uh optimization work group. >> Yes. >> Some of the things that were shared was like why is it important as a person who uh

209owns a house is or is purchasing a house that your school district is um successful? The importance of that as a as a community member that maybe doesn't have children in the system. >> Yeah. >> Right. >> I understand that. So that was something my experience. Yeah. >> Yeah. That's you you you want to have you want to live in a community where you have successful supportive uh school system for a variety of reasons including having students who are graduating with the skills >> uh necessary to to support you in the future. >> Right. >> Yeah. >> Are we seeing though a shift as the state budget shrinks? We're going to be asking our local community for a bigger and bigger piece of >> well and and currently then the beauty of what we're going

210what we're proposing is it's not it's not it's not uh the the rate per thousand isn't one we're going to talk about that in >> that's another issue but yeah because the rate per thousand hides the fact that thousands goes up every year >> based on we're going to talk about the levy so yeah few minutes Okay. >> And I I like the fourth one on this list, too. If you're going to talk about that, capital >> C capital. >> Yep. >> It's critical. >> Yeah. >> And again, it's the state has a lot more money than than the city of Wugle will ever have as far as the dollar amounts involved in capital projects. So, I it's important that that be on there. Okay. >> All right. >> So, suggestions for me between now

211and our next board meeting is you're you're interested in it seems like the the ESD12 priorities. >> These align >> mustly better than many other examples. Um again, we have what we did last year. Are we obligated to produce our our own set every year? >> Well, I mean, I don't know that we're obligated. I think it's Yeah. something that we And >> these are kind of the talking points that we're going to use in interacting with legislators. >> Yes. >> So, I'm >> Yeah. So, do you want us to send you or do >> Yes. Yeah. So, between comments. >> Yeah. So, uh this week >> Okay. >> and early next week if you could share with me your thoughts. >> Okay. >> That'd be great. >> Okay. Um, the scry will be my

212starting point. >> I would definitely start with the ESD one, >> right? I think >> I mean the wasa one's nice, but the >> ESD is crisper. >> Much crisper. >> I think I I worry about the wasa one like a long long list of priorities. Exactly. What what is the priority? >> Where even four is a long list of they can fund one. >> Right. And to your point, these are the conversations we're going to be having. >> Yeah. >> Uh if through your legislative advocacy. So, uh, I'm going to be meeting, um, even the conversation today with with Mayor Stevie as legislative. >> Yeah. >> Stevie, like having these conversations, uh, about what our what our local needs are as they prepare. So, okay. Thank you. >> All right. All right. Next up,

213we have our U levy uh, resolutions. This will be the first. >> Yes. So, I hope you've got a chance uh to to look at uh the the current draft of the resolution and chalice is available I think if we have questions. That was the idea that she could be available to us via Zoom. So, very similar in uh majority of this the previous right resolutions. So we have our APO and our capital uh of the uh the amount that was uh approved the rate per thousand which was approved at our last meeting um was identified as well as the total for each one of those. So I wonder if you have any any questions and you want to share. >> I think putting the the why this is important front and center is critical

214rather than the amounts. I speaking for my brother-in-law, let's say, who's retired, fixed income, lives in a little house in Wugal. It's not changing. And, you know, pretending that the levy's the same when he sees his tax bill goes up sour him on the whole concept of asking him again to support the levy. >> Gotcha. So, I think being more transparent that that we aren't we're not fooling anyone, we can keep the the levy rate the same, but your property taxes are going to go up in terms of how much you're going to pay every year. >> Gotcha. And I don't know how to how to spin that in a better way, but that's that's a potential criticism by the retirees in our community that are fixed income and >> and simply if they hear

215us say, "Oh, the levy levy is the same." They get their tax bill and it's gone up. Yeah. >> We lose our credibility. >> Yep. So I um the idea that the levy rate per thousand right >> is less >> right >> than the last time >> right >> the total amount for the EPO is less than it was the last time >> right so those those facts is what we're communicating >> right >> the idea that we're um and we're trying and we are attempting in our communications to be as transparent like as as we can with information >> and like what similar to what we found with the the the work group that we met like it is it's it's complicated and when you get into these numbers and then you start to

216look at your own to your point as a individual taxpayer your own rate what you pay based on your property value >> right >> so that um that's and that's part of what um we attempt to do when we when we go out uh and we ask our community uh for for this level of support is help them understand How is it going to impact them individually? Also talk about the programs that are paid for with these dollars and the and the and the modernization that's happening with our uh the properties that are investment. >> Right. >> So, so that information goes along with what you're describing and and again, what kind of community do you want to live in as well as uh and we've talked a little bit about uh each of you

217today have talked a little bit about like when you were in school. >> Yeah. and who supported you through through your public education experience >> and who supported me >> and now we're asking our community to to >> support the next generation in uh and again these are uh these are the the programs that we believe the community wants their our students to have. >> Right. I thinking back to when the levy failed and then we resubmitted. I think the first the first ballot initiative that went down really focused on the levy amounts on the dollars. The second I think the looking at less to verify my memor is correct but the messaging that came out was a lot more about the programs >> what >> the what >> yeah what is funded critical >>

218I think that should be the lead in >> in our outreach >> right absolutely and and what we will be communicating is the what for example what the and we have to be careful with the balance of like the capital project so the high school route which is now a new route Right. >> And so uh that and and well done and thank you community. Right. So the capital projects that we uh we've identified and then the EPO is the renewal of these programs >> right >> that we currently have that um and and what I see in the buildings and when you're in the buildings and you see when you mention Friday night and and what's happening or if you go to the play this coming Friday like those are supported by the EPN

219and those are the experiences again go back to your own experiences what what resonated with you We talk to our students, our student reps. What are those experiences that really Jacob talked about his FA building experience? >> Yeah. >> Stuff the bus experience. >> With regard to the capital levy, is it do we have again I'm still kind of jetlagged. So maybe we have and already presented it. I apologize if that's true. But >> do we have a list of capital the next set of capital? >> Yeah. We will yeah we will be um yeah we will be sharing the more details about yeah these are the things we've identified uh within some communication but it's more broad but yeah we are have identified and we prioritize >> okay >> the the next projects that

220really are focused on safety >> and then uh the what we believe are necessary for our building our structures we talk about playgrounds and these are things that that uh we believe need to be um improved >> and instructed been a while. >> Yes. Yeah. And then technology >> which we heard from our middle school I think earlier something that they brought in. >> Any other thoughts? >> Anybody? Not yet. >> Okay. >> All right. That was just our first reading. >> All right. >> Yeah. Just one for the board. If you go through the document, if you find a section where specifically calls out the ballot title and kind of the language in there, >> yes, >> it's very clear and because I had a lot of the same questions Jim did and we

221went over them and gotten to hear, but it's like we want to do these things or fund these programs and it's very clear about what that is and then it gets into and it's going to require this amount of money. >> Thank you. Anybody else? All right. Next up, we are going on to our bus purchase recommendation and this is also the first reading on this. >> Yes. So, you see recommendation to approve bus replacement and bus vendor. >> Yes. >> And so, uh David S is here if you have any questions regarding uh the purchase of buses. So, uh, annually we we look at, um, you know, our fleet, uh, actually not annually, there's a plan. Mr. David Chad does a great job with this plan. Uh, and we we manage our transportation within

222the with the budget that's that's, uh, allowed or a portion to us. So, I appreciate the work he and his team do working with Shalis. So, um, similar to last year, we're looking at uh, purchasing buses. These are smaller buses than we purchased uh la last time. And so um don't know if you have any questions about about these buses. Um we have really um the fleet that is um well taken care of. It's a it's a newer fleet. Um, I was at a transportation meeting uh last week with the entire transportation department and and David went over and talking about our our buses and how well we take care of our buses, the great work that our mechanic and mechanic helper do on those buses. It really helps because it's a newer fleet >>

223and that's because we've managed that budget well and this is what this effort is is identify what's needed. And so as we order them now, uh we're a little bit earlier than last year, uh because they they we'll get them sooner next fall. So any questions? >> Any update on progress in electrical buses for schools? Uh well not any specific updates because um uh I think there's a number of different things that place here that uh I think the uh uh the grants available have dramatically changed >> disappeared. Yes. and our infrastructure needs maybe needs to be addressed first uh versus you know buying the horse before the barn sort of thing. And uh so there there's those kind of pieces of change and then the actual experience of of districts that own electric buses,

224how they fit within our district topography and that kind of all those pieces play a role, right? Um the latest that I have that I just recently shared with Shalisa and Aaron as well is that there is u there is a Washington state grant that is being um uh addressed that's available that we we might be interested in applying for and that is totally about infrastructure. It's about it's a per charging station grant that let's say we could get $50 or $100,000 in grant uh of providing charging facilities. Well, if that's what's available currently, why wouldn't we want to >> get a piece? >> Why wouldn't we want to get a piece of that, >> right? And uh if it provides us with two uh charging stations or four or whatever it happens to be,

225well, that's just funds that we don't currently have. And if we can get some help in in getting that done, uh then um it gives it makes the next step a little bit easier. That makes sense. >> From a thought process. So, uh over the next few weeks, I'm going to be talking to uh Erin and Shalise. We'll probably put a grant proposal together and see what happens. >> We just don't >> Yeah, >> we just don't know yet. >> Yeah. So, thank you for that context and for asking the question. Right now with federal dollars that are if it's a matching or >> it's not going to electric >> reimbursement. I have I have stayed away from reimbursement grants that are federal grants. >> Yeah. because >> right >> we earlier in the year

226we had a grant that we were waiting on the July August and part of September we were waiting >> and it was funded but we had staff members who were on contract >> so we were going to be on we were yeah we're on for that so we've been avoiding that and David did bring that up because he attended a training or information about that so it's something that we are interested in but right now >> we are I just feel really confident about our position financially because of the work we've done and I so >> I'm not advocating for electric buses. I think >> we're going to be spending enough money on electricity for the AI >> revolution cost of electric buses operating. >> Another question kind of looking out in the future as

227the as the uh the transportation logistics fleet goes to electric self-driving tractors. Where do you see school buses fitting in that evolution? >> Well, my crystal ball for 50 years down the road from here would probably say that, you know, just just like we currently uh uh they're starting to develop self-driving uh trucks and that kind of stuff, right? It's not out of the the realm of possibility to say that, you know, perhaps at some point down the road that transportation overall is a is a technologydriven piece rather than rather than, you know, bus drivers and that kind of thing. So, you know, it's it's really a a hard hard thing to to look forward, you know, from that standpoint. But um uh I also I also think a number of things have also changed

228in this last year. Some of the emission requirements as you know you might have heard about California and so forth. It has changed a little bit of where manufacturers are going in terms of diesel and you know propane and all that kind of stuff. Now from from our standpoint just talking about the the the rationale behind the the purchases we do is that you know we we manage our uh transportation vehicle fund from the state because that's our way of the state helping us fund to purchase new vehicles and that's how we've been able to maintain a relatively new fleet at this point. Our big buses are in pretty good shape. Last year we approved three new buses and we think we'll be in pretty good shape for the next two or three maybe four

229years in that regard where our fleet is remaining relatively new before any new replacement there. But the smaller buses we only really have two small buses out of 10 that we use that are not out of depreciation. So it's those buses are still usable, don't get me wrong about that, but they don't pay us back anything from the state. So, this purchase is really about replacing those smaller buses so that um that we can start continuing to get that funding available to purchase the next set, whatever that might be. >> And um in this purchase, if you didn't look at the uh not probably understanding all of the detail, it's a little bit bigger small bus than we typically have purchased in the past. What we purchased in the past have been 159in wheelbase whereas

230these are 177. We've seen over the last couple years just like Aaron has said our you know even with some declining enrollment our special education needs tend to be moving steady or upwards. And we're finding that our buses sometimes are just not big enough to accommodate all of the special needs students that we need to have in those buses. Uh you know, you would like to think these buses can carry 10 or 12 people students in those buses, but they really can't when they have to be separated and seat separately. And uh so that's kind of kind of the direction of what we're looking at here. So, >> thank you. >> Any questions? All right. Thank you, David. You're welcome. >> So, this will be on the agenda. Yes. >> In November, business meeting for

231approval. >> Yes. 25th. Yes. >> All right. Anything else on that, guys? Nope. All right. Next up, we have policy 111, which is our oath of office. This be our first reading on the >> first reading. So, it's a current policy that we have. Yep. We have several edits. you see those edits or if you have any questions. Uh this is again as result of a statute that was updated. >> Anybody anybody got anything? >> Okay. So that one will be presented for decision. >> Our next one. >> All right. Next up we've got policy 4260 which is use of school facilities. This will also be a first reading on this. >> So different than the the last one. >> Yep. >> Which was there's a lot of attention to the the oath of office.

232This one is we we want to update this one. We >> Yeah. >> District office. Uh we have seen a need to update our facility use policy and procedure. >> It's been a number of years. We've talked about it for a while. And so I'm really excited that Chalice was interested in updating this. There's been a lot of collaboration. So I don't wonder if you had any questions. Um the first page you see some edits. We've added some specific information um regarding uh status. And then that that really was it for the for the policy. The major changes are in the procedure and then the rate schedule. So that's where we spend really the the procedure and the rate >> specific groups >> hasn't changed in a long time. Correct. >> Yes, that's correct. Yep.

233So I am again really excited about the adjustments we have made and so I wonder if you any specific questions. I I do want to spend some time talking about the the rental fee sheet because this is a completely different way of organizing >> what we currently have we had on our current policy procedure we have three groups this is going to two groups uh in pretty typical fashion when we make adjustments like this we we look at Wazda's model policy we also look what's happening around us >> and so this particular model for the facility rental fees was a school district uh that's a neighboring school district that we liked how it was organized and then Shaliss uh worked on this and so this is uh again visually much different than what we've had

234in the past what we currently have I appreciate that also updated the rate sheet specific rates because for example with custodial >> right >> the the rate was uh a lot less than what our you know typically But a 2hour hourly a current custodian of ours makes and then if they're making if they're it's time and a half because they're over 40 hours and that's typically what happens on a Saturday or Sunday when we rent it out our facility and we have custodial time that that can happen. So this is more closely connect um aligned to our rate sheet. >> And what are the current rates? Are those in here? Uh no, they would be in we'd have to look at our our current policy >> to if you wanted to compare uh the rates

235for different >> Yeah. >> specific information. So yeah, so that could we can uh yeah, it's it's it's we can send that to you. It's also available anyone wants to wants to compare. I think my own just my I love the simplicity, but also I hesitate though when like a nonprofit's going to be charged the same as a profit or like non-district youth athletics and activities that directly benefit our student. >> And that one right there, that one right there is the one where um yeah, working through that. And there's also there's the opportunity for me as the superintendent >> where I can make an adjustment and I am I am concerned about our youth basketball program and our youth wrestling program. Those are the two that that stick out to me first and say,

236"Okay, so um because we're in communication with our youth basketball league as it's starting at." >> Yeah. >> And the rate that they're currently being charged and and if if there wasn't a way to adjust that, it's going to be really hard for them to be able to have the participation we want for the reason we want. Right? So, high school athletics, middle school athletics, and then you get into youth athletics. We don't have a youth program like we have a middle school athletic program and high school athletic program. So, it's it's we need community participation by our parents who are coaches, our parents who are organizing it. It's different than softball baseball. >> It's different than CCF. >> That's what I was going to ask. >> It's different than select. So these these programs

237in some cases are for-profit organizations >> and then there's um you know then so what try to find something that's similar to our youth basketball league which uh runs through the Panther Foundation which is a 5013C >> and so again there's a there's a feebased program >> but um so that can afford to pay it. >> Exactly. >> We really want them to have these experiences for for so many reasons. We want them to be around individuals that are like they're learning, they're uh they're being challenged, right? They're being supported. You know, if you've ever coached youth sports, like you see the reason uh why that's beneficial as a as a parent having your children involved. Um there is a fee associated typically with most programs, whether it's a a weekend camp, a week-long camp,

238or a you know, a season. Mhm. >> So, I am open to and I my my my plan was to work with those individuals when I know they're our >> like CCF. Is that what you're saying? >> No. CCF is a for-profit. >> Okay. I see what companies in the county is a for-profit. I'm talking about youth basketball. Our youth basketball. >> Oh, I see. I see. Okay. I miss our youth wrestling. >> Yeah. Little Panthers, >> right? >> I future. >> Yeah. I personally refer a policy that doesn't leave it up to every individual organization negotiating with the superintendent. It happens to be you right now. >> Yeah. >> Won't be probably 30 years from now. Hopefully 20, but >> um >> as opposed to a policy that lays out nonprofits versus profits, different

239feed schedule because you could have a nonprofit group that is thinking about doing something that look at these rates and say, "Forget it. We can't afford to do it." I that's a >> Y >> that's been a case. >> Yes. >> What and what how much money do we actually >> how much use are our facilities getting from non-school >> activities? Yeah, >> they're booked. >> Yeah. You know that's a really good question. So we we have >> the gyms. Yeah. >> That >> Yeah. So so I can provide that we can provide that information to you. >> Yeah. specifically, you know, there aren't uh and and Sarah Bomba is our person who takes those phone calls and those emails and schedules. So, we could we could share that that data with you. Definitely could

240share that. So, you get a con some context to how many for-profit or nonprofit or community there are definitely uh community groups that use our >> uh the WHS auditorium, right? So the high school auditorium >> mostly certainly the gymnasiums >> that are being used um >> by again forprofit and and >> NOS's >> or nonprofit organizations. So that is happening but we can yeah I can I don't have that with me but >> okay >> definitely can share that information with you. >> I heard recently heard a comment about the Garber Auditorium in CAS and it's overpriced. they if they have a rate schedule maybe they'll negotiate but there are organizations who would like to you know say have a symphony concert there >> not going to happen because they look at the right

241schedule >> right cross off the list >> right and so then you think about you know what goes into when you have a gar I understand auditorium >> same thing right >> and you have uh >> staffing and custodial >> staffing you have your facility you have all that right so that all that needs to be maintained and And you just don't want and this is what we experienced. >> Um when when things uh go you come missing, >> right? >> Microphones, uh power cords, these things happen unless you have the correct supervision, >> right, >> in place. And then there's facilities that we don't we just currently are not uh allowing people to to use. So, our wood shop, our metal shop. >> Um, if they're going to use our uh kitchens, right, then

242there's there's a specific language built into that that agreement. >> Yeah. >> So, I I definitely can share with you some more context to how often are facilities being used >> and and how much money do we bring in by right >> this whole program? Is it bringing in $5,000 a year or $500,000 a year? >> Yep. Good. Good. Good. >> Somewhere in between. >> Yeah. So, for example, youth basketball is charged $2,000. The last uh year was $2,000. Before that, it was $1,000. And that was an agreement, >> right? >> Uh that So, there's there's one and they they use it for about three months >> and they're using typically majority of our gyms in quite a bit of the uh a lot of the Saturdays. >> Yeah. So, that's that's one example. And

243then there's other organizations that use our auditorium at different times. And so we all that information we can we can uh put together for you. >> I I guess I'm asking because I I think it would be it would strengthen our schools as a system in the community to have more more utilization by nonchool activities. I don't know how to do that or whatever. I mean, it used to be community ed that brought people in using classrooms anyway >> and that's been cut out a long time ago and that I think that lost >> a certain level of community support because they just don't >> right >> see it in their lives. >> Yeah. Yes. Yeah. >> And I will say to you and I think last this is what you know historically to go

244back and look and see how many uh community members would attend the ballroom dancing that happened on Wednesdays or the the Spanish class. So, so that would be kind of challenging to go back to. >> No, Right. >> I'm not suggesting we reop >> the high school principal. I could tell you uh there weren't many. Yeah. >> Hall of Dancing didn't pick it up. >> Yeah. >> Walk through the commons and I would see. So, but as far as Yeah. So, but as far as like um CCF on on Saturdays, we heard about that from a community member and then the youth basketball uh you know then those that that use the the auditorium >> and then and then there's the one time a year events that happen right at Cape Canyon. >> Uh that's

245that's the local >> community that that wants to use. So we I can provide that information. >> I'm thinking of things like the dance school. There are a bunch of private music schools. I guess there's another group in the community trying to create this performing arts space. >> Yes. >> And it might or might not be successful. >> But there are needs now, not 10 years, they will be there 10 years from now for just a place for these kids to perform dance to their families in the community. And >> they do in our high school. They do >> because Daily Dance has an annual one there. >> They do. Yeah. Okay. And that's one group that does that uses it and and we have conversations about the rate >> and and who needs to

246be there. >> Yeah. Okay. Any other thoughts on this? >> Nope. Okay. >> I actually got a question just Yeah. Go ahead. >> Issues closed >> because we are talking policy and procedure and rates, right? But when I'm reading the policy and obviously House Bill 1296 has been semicontroversial and what's in that one. Um but we haven't updated this policy since like 2014. >> Correct. So, it's been 11 years and I was just the question I had is that we get really specific on this non-discrimination. Um, and then do we have in a school use use of school facilities policy? Do we need to go to that level of discussion? I mean, equal access to the Boy Scouts of America, etc., etc. Like, I mean, it gets a little I just wonder if you'd write

247the district does not discriminate. Period. Period. Yeah, >> the boy stouts one is in there because of a federal. >> Yeah, I would think there probably So part of my question is what does house you try reading house that house bill is there? >> Yeah, make sure to explain. >> Um but I did a bunch of reading on it just trying to understand um exactly why we're writing this in here. And the thing that caught my eye was we're adding immigration status in into a school use policy, >> right? And is that mandated >> recommended by House Bill 12? We need to get to that level. >> Yeah, >> I I believe we do as it's as it's in here that that's and I can I can I can back that up. Uh yeah, so

248I can check we can check back unless Shalis is uh is currently on. >> She is in the Zoom. I don't know if she has answered that specific question. Um I will say that um when we do the um consolidated program review um and couple other processes with OSBI, they look at our non-discrimination statements and they're looking for us to not be um doing something less than the required minimum in state law. >> And some of these are things that are required. um the Boy Scouts and affiliated youth group versus federal um and it needs to be in all of them because even though this isn't something that federal >> like the there's no federal money in the use of the school we're not allowed to discern >> any okay and again my question is

249how much of this is state law like I took an oath office that uphold laws of the state of Washington right like so it's just more >> this is what we have to Right. So, >> right. So, non discrimination statements plural. And so, we could definitely can Yeah. So, I can follow back up with you, but I believe uh Thank you, Les. That's >> um >> And if I could add to that, um I would just like to say we take the um draft policy from WASDA. So, that wording is wording that was in the draft policy, um that we keep in there that normally their attorneys look at and recommend for the districts to use. Thank you. >> Yeah. So because to point out we haven't updated since 2014. >> Yeah. >> So when

250we looked at she started with looking at the model policy and then the procedure and then the the rate sheet is not something that that that's that's ours right >> based on again looking what's happening in the in the area and knowing what we had done. That's that's unique to the to the district versus the policy which is the law policy. >> All right. >> Thank you. >> All right. Um if there's nothing else on that one, we've got policy 2010 personal electronic devices. This will be our fourth chat about this one. >> Yeah. Yeah. So a rectory for us >> made some revisions to this policy >> proposal. You can see them, you know, not uh not a lot of changes, >> right? >> But it it reflects in when you look at for

251example section six uh adding the middle school because the middle school was similar to the high school. So now the middle school is just like the elementary. >> Yeah. So, we've made the changes based on our last board meeting. I have talked with both middle school principles about this as it pertain to middle school and so um I don't know what your thoughts were on this particular these adjustments. Um the idea would be if this is the language that we're comfortable with at the next board meeting be the fifth reading and then uh propose an action. >> Okay. based on this language. And my ask would be if that's what we're looking to do that what we would add to it if the board were to approve it is that it would be uh active

252uh for next school year >> and we can we can make the decision at the next board meeting and then we just put it so it'll be implemented. And that was after your conversation with >> with the yes middle school principles and >> their input and >> yeah their input and the challenges that would be faced because it would be >> putting this in the middle of the year. >> Yeah, it's middle of the year and trying to convince a middle school student. There's been a change their behavior >> nothing to do with it. >> Yeah, they haven't been bad. >> You know, it's been we got a start to the certainly >> and so there's been challenges. We've had a good start to the year. What we heard from our students >> is we

253appreciate what's going on and it's really is helpful to start something at the beginning of the school year when we've had a chance to update our staff with the changes, go through it, then uh educate our our families and our students with the why and the what. and what came up earlier with the high school principal uh assistant principal regarding uh an application that we could use and it is similar in that we've already we started the year. >> Yeah. >> So to make a change right now would be would be challenging. So it doesn't mean we we can't pivot quickly but it's not a best practice. >> Right. >> Okay. Any other wonders? Just one question as we read this like students are if they need to get a hold of their family they

254go to the office and they can use their phone. I'm not really finding it written in here and or do we need to in the policy actually say exactly that >> like they can go and use their cell phone in the office if they need to make a call. Yeah, >> I thought it was at one point. >> Yeah, I actually That's funny you brought that up because I did talk to I was chatting with the the office ladies at JMS and they said that that was something that, you know, they don't have to come in and use their phone. they could come in and use their own cell phone, but they're doing it with an intention of I need to tell my parent that I'm going home with so and so or that in

255the handbook. >> I think that I mean that goes I think would be my preference would be I understand what you're saying. >> Oh, I see what you're saying. >> I see what you're saying. >> Communications between students and families during the school day which is on page three. So it it is uh it's there for each of the three grade levels and then it also has a carve out for like an actual emergency. >> Yeah, I see that. I'm just wondering if we need to add the language because it's like I'm trying to make it >> I do see it. Okay, >> that we're not we're taking them away, but we're also giving them you still have your lifeline and you can still use it. You go to the office. We're not >> until

256it gets to you. This says that they can use it in class, the teacher's permission if there's an emergency. So to Paul's point, should that say >> briefly with the permission of a >> briefly in this in the office or something? Do we want kids saying, "Oh my god, I'm going home some. It's an emergency. I have to call >> say it in the classroom >> or D it just says >> no it says with the permission >> with permission of a staff member or do we leave it up to the building principles and just say hey >> that's why >> I think they're all following that they want to they can call in the office in there >> so typically this this language will be in in the handbook >> right >> so this

257is where the challenge with this particular policy is it's policy slashprocedure >> right >> and so it's you know we have other policies that similar to this. We don't have a a clear >> procedure or we also have a lot of examples where we have a procedure that gets revised. >> Um so my my preference would be that this the expectations would be identified in the in the student handbook which the process >> the idea is that families are going to to go through that and it's going to be taught >> to the students and then that that's the procedure that is taught in the classroom. the policy I think it's kind of contradict paradoxical it says no you can't use it in the classroom but oh in an emergency if you ask your teacher

258go ahead and use it >> right >> putting that on every teacher in the district to have that that level of guilt tripping by some little kid >> yeah so it's it is and that was a that was a question did we want to put that in there or not >> right >> truly that was that was a conversation because because there's that now you're vulner there's some vulnerability there's some some uh that can happen where there's this is emergency >> right >> yeah so that happens but again there's a lot of examples other examples we talked to where we have a you know we have a procedure that's listed and then you know I don't know that that if that's misleading what you're describing >> because the procedure is go to the office and

259make the call there but what you're saying Jim is written in here they just >> this is where we get into like uh at some point we're going to need to make a decision on on on as we're fine tuning we're fine-tuning this >> that we're going to get to a point where uh we have every scenario >> represented not that this is that case but I mean we've made a number of adjustments and >> well I guess what what's the reason of having that part D as part of our >> I think for a family the family to know that >> because the families that was the biggest arg argument against this was something is happening. I want to be I want my child >> and and that's going to happen and this is

260where you get into this says families should in each in the policy AB and C families should contact the school directly should contact the school directly. Oh, emergency. I would read this family emergency. I'm having a family emergency. Read the policy. I can call my kid in class. >> Right. And there's going to be >> and then put my kid on the spot for asking permission to take the call from there. There's and I guarantee that there's going to be no matter what they come up with. >> Yeah. There's going to be a percentage of individuals that intentionally or no going to read the we >> we're going to coach them up. >> We're going to teach that kid. This is what we do. >> I'm already preparing school for this survey responses. I get

261why you put it in. >> Yes. That that was it >> because that was the biggest If you were from even the parents that were in support of not having it were like, "But I still need to be able to call them directly on their cell phone if it's an emergency." >> Yeah. And I don't think it was Yeah. I don't know that we had anyone like try to >> uh argue that I want my kid to have their phone be distracted. It was when something happens when we have emergency at home or if something happens in the building. I want them to be able to >> and that's where you get into all of the scenarios. >> Yeah. >> What about this? What about this and what about this? >> Yeah. >> I'm good

262with the language >> before cell phones. You could >> just virtually happened and >> Yep. >> Right. I mean, >> right. Are we good? Okay. All right. >> All right. Next one is our executive responsibility three, which is the treatment of parents, students, and the public. >> Yes. >> Have any questions on this one? Comments? I'll be Any questions on ER3? Nope. >> Maybe not. This feels straight. >> Okay. >> Right. Anybody else? All right. Executive responsibilities, which is our technology and less is here. If you have any questions regarding this >> so not no >> I just want to reflect for a moment when I first came on as an assistance room exempt we would do lengthy presentations on these >> I believe I still remember that even from >> so if you're missing

263that >> not even a little bit too you were here all I've already read these. >> So the idea right and and Paul like I think we we talked about this. So if there's ever a question concern we update these because we have policy and procedures that do change they get updated different people are in different roles they get updated and that okay I'm just checking >> not rushing through anything. >> Do we have anything else that we would like to add tonight? Anything? No. All right. Um, it is 8:09 and I'm going to adjourn our work session. >> Thank you.