001Right. That's where sweater has been. >> All right. I think we're going to start. Welcome. Thank you so much for being here. We are super excited. You are clearly ready. Can we start with just brief introductions, your name, your school, and then we'll go ahead and do the same thing just to remind everyone who's here. So, Brooke, can you lead us? Yeah. >> My name is Brookley and I'm the Brook Sky Elementary. Uh Wendy Moral and I am a principal at Hathway Elementary. >> Hannah Hartman, principal at Columbia River Gorge Elementary. >> Dina Sawyer, interim principal at Go Elementary. >> Excellent. Thank you. And even though we have our badges up here, name badges. Aaron Hansen, superintendent. >> I Roy Hoyer McKenzie >> and Paul. >> And we have two board members who are not
002here. Uh Jim is out of country right now. and uh Jane will be here later because she's not going to make it presentation. So excited. >> Thank you so much. We know how much work you've put into this. We're excited to hear what your uh your plans are for this year. Think a little bit of what happened context of what occurred last year 2425. So, uh the order is as they're sitting right here. Brook's going to go first, then Wendy, then Hannah, and then Dena is going to is going to finish. And Dina, you're presenting also. So Gauze and WLA, correct? >> Great. >> Awesome. >> Okay. So, are you ready? >> I'm ready. >> Everyone's ready to go. >> Let's do it. >> Okay. So, we're looking at 15 minutes. >> Okay. >> And
003then five minutes for questions and then the next uh person's going to go next. Poll. And then I think we have enough time for everything if we we follow that. Okay. >> Okay. Brooke. Go for it. >> Oh, thank you so much for this opportunity. Um, we here we go. Um, I am so grateful to be um entering my fourth year um as Kai principal. We have a lot of amazing things going on. I can't wait to share with you about. One of those um is this summer in our August professional um learning time as well as into September. Um I I've worked with our staff um several different time. We did several different rounds to recreate our vision and mission statement. The one that we had in the past served us very well. um
004we just felt some momentum and some change this year that we really u wanted to realign um our values. So um as well it also really um lined up with our uh strategic plan within the district and we're really excited to see um we are marshugal and so um we came up with we are Kodiaks which speaks so much to our school pride. Um, I can I could have a presentation on every single word and concept in here because it really does exemplify our school. We believe that we want to very badly empower curious leaders who create a brighter future for all. And our mission and how we do that is at Capeworks Sky, we create a safe and inspiring community where students build strong relationships, model empathy, and persevere through continuous learning. And you'll
005see um this image right next to it. Um a group of staff members and I created this over the summer and it really um was part of this new momentum. Our mission is really to bring in our community and connect with everyone and share that we are a partnership so that we can create even a brighter future which really aligns with our strategic goal. >> So I want to uh briefly talk about our um our results from our last year's school improvement plan. Um, our school improvement plan was written around the fast assessment, which is a screener K through five that informs instruction. We use that for English language arts and math goals. What we noticed from last year's work, we had uh we have typically higher math scores than our ELA. Um but the
006it's declining and um our ELA scores were kind of static within the FastBridge um information that we received. We also had a behavior goal. We wanted to improve our the number of reported referrals and behavior incidents throughout the year. and we had some some dips and some highs and some lows. Our average the year prior was approximately two a day. Um and we definitely decreased that to um one and a quarter a day. So um we could we saw especially towards the end of the year um a great decline and it just it felt um much better at the school. Wonderful. As far as our smarter balanced assessment trends, um you can kind of see right here that uh we're really working hard to uncover um what it is and um why our scores like
007I had shared were kind of static. We noticed through FastBridge as well as through Smarter Balance were very similar. um our science performance has been um consistently very strong and that speaks very well to our continued K8 on campus um commitment to science instruction. So, one of the things that we are working on this year um is to really look at creating our goals around the Smarter Mins versus um the FAST bridge. And I'll share a little bit about why later. Our WFIF friends, they're good. Um, but you can see they are declining a little bit in our in our different subgroups in our area. We have students with disabilities um as well as students um with low income um uh traits and needs in our um community as those two areas of really needing
008to focus on and uh but we have a lot of momentum continued around supporting um our students in those areas. As far as schoolwide data overview for attendance, this is an area that really we want to work on um and focus on. You can see um up through 2021 it was really strong 93 um.7% and that took a great dip and we have a lot of theories why but we really want that to increase uh from 2023 24 the last data set on OSPI that we have is 68.6%. Um we consider regular attendance attendance works our um support group and information group um create regular attendance is 98% but we really are aiming for a satisfactory attendance at 95. So generally our areas of strength in our school and our needs um our third grade
009scores took a great leap at smarter balance last year. So those were improving. Wonderful science boards like I had shared are strong. Our multi-tiered systems of support. The MTSS systems have really strengthened over the years. So when teachers see a need or we see a need for additional intervention and supports for kids, we have structures in place to be able to meet those needs. And that I I believe it is um a tribute to a strong school culture where our students and our families and our staff are really proud of of our school and they work together phenomenally. That could be a whole another presentation. Uh we have a greatly aligned professional learning communities. Teachers collaborate um and they also value our student work goals, not just a hoop to to jump through every year.
010The teachers create goals um that align with their school and group goals. The win time is what I need time and that is our intervention blocks. Each teacher has committed to 30 minutes of reading within their classroom as well as 30 minutes of math. And that aligns really well with our lap support system that we have in place. What's a great strength that we have? Our needs are to improve our scores and by doing uh by doing we aim to do that by doing deep dives into our smarter balance strand. Um so the smarter balance strands are all of those skills and standards that um kids need to meet. and this past year with our leadership team and um Cheryl McIntyre who is our lab teacher for the district as well as our um administrative
011intern at Cape and she's really um uh worked together with me to dive into okay what is working what exactly where do we see those strengths and in the past I think that we've looked at okay the challenges where where are the needs um where are the places we're struggling and look from there to kind of improve but um we're working together to say what is working and we need to replicate that within their individual strengths um looking uh with that our professional learning communities with our teachers we really need to um keep asking those questions but they plan very well they have really strong lessons they analyze data phenomenally um and they have consistency data in our classrooms. Um why I want to do is ask the questions like okay what is working and
012can we share that with other people and then eventually let's get in to go see how the making that happens. We want to improve our intendance and increase our family involvement. Our action steps our goals and action steps by the end of our school year. Uh we I want the percentage of our students to meet or exceed grade level expectations in English language language arts by 10 percentage points as measured by the smarter balance assessment grades three, four and five. Um this is a um a change from our goal. Um it's usually like has been around the pass bridge. So um my main focus is to say to our teachers and I've already started to talk this is not just a a three four five grades three four five goal this is TK through five
013and beyond because I collaborate um a lot with my middle school and main we're going to do this by just showing a an increased interest around reading to kind of fold um being a reader and um acknowledge when kids are choosing books and how how fun books are schoolwide and within our classrooms. for leveraging effective practices um in our English the language arts um intervention times such as the Sunday program um which I I shared right there um and then also dissecting and really looking to granular um levels of our smart balance data to do that for math very similar um 10 percentage points using the smarter balance assessment is our goal. We're going to continue um well to have our supports um from that within the classroom as well as within the lab room.
014So that um consistency for kids throughout our day is uh a commitment that we have. We are excited to utilize for core instruction this year the new amplify um curriculum as well as the program. Um teachers are using that and already seeing a lot of growth for kids. Um tier one instruction is all of the students that that they receive. Tier two would be smaller group instruction to kind of make sure that they they understand those standards taught that day. tier three is more intensive instruction and even smaller groups or onetoone um with special education and lab amplify Desmos um materials um are utilized and um that's our goal to continue to fully implement those and that's my goal to support teachers in that and using our smarter balance ins um and practice those problems.
015you can practice in an ISL program as well. We love that consistency and humidity for attendance. Um, very similar again. Uh, we wanted to have a 10 percentage point or more um improvement from two years prior. I can't wait for last year's um information to come out. Um, 78.6% would um would show a grade wall. We have those um those teams to focus on attendance, schoolwide recognition, positive recognition for um attendance improvement. Um teacher setting growth goals around attendance. Um and and we are using attendance as um kind of the foundation though. We we don't just want to have teachers set individual classroom goals, right? I'm going to improve my attendance from um this to that. They they want to improve the engagement with classroom students in their learning. Um and with the attendance and
016thinking about that um as they work with their kids, they want to research and utilize attendance works practices and increase our family involvement. We saw a really nice turnout for our first pie night uh partners in education night. Had about 30 35 um families come and great movie night for kids and they had a curriculum night. They the adults got to learn with me and then they went out to all of the classrooms. It was a really really positive feeling. That's a really good back. Um to measure our success, we're going to use our fastbridge screeners throughout the year. Um Sunday progress monitoring notes, smarter balance, interims, PLC notes, um and essential standard assessment, common assessments, and also asking our families of surveys for attendance. Um what are what are we doing that you like?
017um and what can we continue and what are some things that we we might need to adjust because it's it's not working. Um increasing volunteer um and community member involvement is always so >> All right. Thank you. Do you have a >> I don't think there's a comment. >> So you meant that in a good way. >> Yes. So questions board that you have for Brooke on her presentation. >> Brooke, thank you for hosting Satie and I last week as we did our board tour. Uh do we know why they're not attending? Yes, several different and um in our MTMSS meetings weekly meeting we're trying to find out just that right now. So we've been pulling data from the beginning of the year to now kids are tardy that goes against um the numbers as
018well. So making phone calls and sending messages, we really it's a delicate balance of encouraging them to come and then not um make them feel bad. We don't want that. We want them to know how valuable it is for their students to be at school. Um also I folded in our school nurse into our um conversation. That's something that I learned a very underutilized and so appreciated individual in our school. um what what do you see who comes in with the tummy ache that just needs a little TLC and what do we need to give because they're really to us those things. So sometimes they go home early or sometimes they don't go to school because the a grown-up at home or they have anxiety about something or they're not getting along with a friend.
019If we know that ahead of time we get that kind of attendance. Um, we're also going to be um sending out positive notes um to our families at the next staff meeting. I ordered some to increase that connection. I believe that if kids are connected and um and they want to come to school, they have a lot of influence >> over their grown-ups. So, yes, they take me to school. I need to be there today. >> Thank you. Any other questions? No, I don't. I was gonna ask you about pie night. It went awesome. >> It was so great. >> I love that idea. That is if that was that was very brilliant. I love that. I'm glad it turned out well for you guys as >> well. And I'm glad that we had a
020small group that showed up and we learned a lot about the flow, the time of year. We already have a lot of ideas for next year. We had people say, "We do this in the spring. Can we do this again?" And it it was a lot of dedication from the teachers. for sure. We're so tired of a long day. It was so wanted and very worth it. >> So, was the interest in something in this in the spring from staff or is from families? >> So, families are asking, can we do this again? Yeah. >> See what's going on. And and I think that they really learned a little bit um a lot from the classroom presentations. they've been hearing the things, you know, home about what the kids are doing and actually got to
021see it that I love that. >> So, might you consider if you were to do that conference week in the spring? >> Yeah. So, >> or you think that's a little bit late? >> Um, it it might be a good time. We've also thought about incorporating it to like a science night or um but I like >> Did you have anything? >> I I did. So last year during the SIP presentations I think you know uh in February you know we did the midpoint and things weren't doing well and I think at that point um you know you were the plan was to uh and I'm I'm just going to read it because uh it's drilling down on teachers to ident identify three kids on the cusp in the yellow zone for six weeks of
022intensive intervention. So, I'm guessing like the we have the data from last year and it didn't really pan out. So, I'm curious if you have any like lessons learned from that. Like are you able to >> Absolutely. Um the whole I had several goals with the um drill down to three students. Um of course I want to make sure that those students um made growth and improvement and many of them did. But it is is also to frame our schoolwide mindset around uh the concept of teachers having um a lot of influence within their classroom and and coming up with new ideas on on small short five minute 10 minute things that they can do. So a continued practice which is folded into our um our staff team when our teachers bring out students of
023concerns. what how it was a multi- um level kind of um goal and strategy because you know if and I believe and I have seen that if we just um focus on a few then we can focus on a few more good >> okay so that is our time that's 20 minutes 50-minute presentation five minute question if you have more questions I know that we arrange for you to uh to to meet personally with with Brooke if that's something you're interested in doing. Uh you can also ask questions if you have additional questions through Connor as he meets with our building principles. Uh he meets specifically with Brooke um and I meet with the other elementary principles. So that's something you're interested in as well as if you want to visit. I think there was
024an interest in in visiting maybe later. So um thank you so much Brooke. I know it seems pretty quick. No. >> Um, but I I tell you what what we observed the other day and what less Connor and I observed uh I think two weeks prior to that when we visited uh we went to fourth and fifth grade multiple like both times that's where we visited and also TK. But what what I was impressed with was the use of our new math curriculum, the textbooks using uh during the the win time as well and students having additional time to work on their their math fluencies. what I think we had seen. So, thank you for your presentation. So, Wendy, you're next, >> right? Okay. So, let me just get our technology adjusted here. >> Put
025it on the next slide. So, >> all right. And so, >> yep. >> Okay, Wendy. >> Yes, it will. >> Well, thank you so much. I'm I this is my sixth year of being the principal at Capo and every year I'm just as excited to share what we're doing and represent um a pretty amazing team of people and a pretty amazing community. So, um I'm going to start with our mission. So in collaboration with families and staff members, we engage our students in rigorous and joyful learning experiences that meet their individual needs and help each child reach their full potential. So the key words um in our mission that we really feel are so important are both rigorous and joyful. And I hope that I can convey um in this presentation how we meet both
026of those um those needs for students both um having school be a joyful experience but also having it be rigorous learning for our students. Um the other thing I just I always want to add is that our school community believes that student needs come first in all of our decisions and actions. So um when when my guiding coalition that's my leadership team is talking about making changes or if we need to adjust things we always my first question is always how does this positively impact our students. Next slide please. Thank you. So last year I started with this and I just thought it was nice to give you kind of an overview um of what um what the Hathaway school community looks like. So currently um we're a little bit higher but um based on
027the 2425 school year we have 60.7% of our students uh low income which means that we are a title one schoolwide school. Um so that um is something important to note also. um our English language learners are at just about 13% and that's because we house the dual language program Spanish immersion. So, um, many of our, um, Spanish-sp speakaking, um, elementary students in the district attend. Uh, we had attendance, and I'll talk more about this when we're talking about goals, but last year, um, OSBI, um, measured our attendance with their little formula at about 70 or 73.7%. So, that's actually the highest in the district. So, we were really excited about that, but want to continue to improve on that. And I just want to point out very quickly, and I'm not going to spend
028too much time on this, but our f uh foundational grade level knowledge scores and our consistent grade level knowledge have all increased. So, we're we're very excited about that. Um, next slide. So, um you saw uh this for Cape and Brook's presentation. So this um this is our first year out of school improvement. So um we for the past two years we've been a school in improvement. We um are officially out of it and it's really exciting. We are foundational supports which is the the basic level for a school. And um it's I know I'm I'm making a big deal out of a color, but this is the first time ever in the history of the this measurement that Hathaway Elementary has been in the blue. So we are and also the light orange. It's
029a big deal for us, but you can see we are definitely in an upward trend in our categories. I know the writing is small, but that center one is white, but all students have we're in an upward trend. Um, low income, look, we we have quite a jump there. And our students with disabilities, we have a significant increase in um the scores as well. So, that's our handout celebration. Uh, next slide, please. So, we um how we did last year um is interesting. So, we also use FastBridge um screener scores to sort of set goals for our um K through 2 grade students. And then we use the Smarter Balanced Assessment to measure our growth for our uh third through fifth grade. So, um you can see our goals. Um for math, um we were
030at 60%, we actually scored 55% as a school. Um and then also for ELA 56% and we actually scored 53%. So, um, and then if you look at the smarter balance with third grade, um, for our math, we actually went down. Um, and then in fourth and fifth as well. Um, not quite as much of a dip in fifth grade, but some significant dips in um, third and fourth. And then our smarter balanced ELA. Um we had a dip in third grade, but our fourth and our fifth both made our 15% increase, which was our goal on our SIP plan. Um so you can see in fourth grade we went from 55% to 73% um passing. And then in fifth grade we went from 59% to or I mean sorry 58% to 76% of our
031fifth graders meeting benchmark in ELA. So those were big celebrations for us. Um one of the one of the things that we noted for our third grade scores is that this was the first testing year for our dual language Spanish immersion class. So for kindergarten through 2 grade, they've had 90% of their day in Spanish. And then in third grade, we they did a 5050 model. So only 50% of their day was in English, but then they had to take the ELA ESPAT. So um it is OSBI shares that it is very common to see a that lower dip and then as they progress through their 5050 years that by fourth and fifth you see it even out. So we would predict that that cohort of students will increase as as they go through fourth
032grade and then fifth grade. All right. So, um this is um sort of how we establish our goals. Um so, we've broken it down by what the assessment is we use to measure and then um what the um what I'm sorry, what our goal would be for this school year. So you can see we've got some um significant work to do particularly in math. Um but I'm going to share later on how we intend to make sure that um we are seeing that upward trend like we're seeing in ELA in math as well. And um I'm really excited about some of the things that we have in place for this year um that will get us to those lofty goals. We see some in the 80s. So, but we are we're ready to do the
033work. Um, just very quickly, this is a picture of one. This is our third grade dual language class with one of our new teachers. She came to us from the high school. That's a really All right, next slide. All right. So this is our attendance um data and you can see we had that significant drop after COVID but we are definitely in an upward um trend. Our goal is still 80% this year. Um and uh last year we ended I think we figured it out it's about 74 high 74 75%. So next slide. All right. So, our identified strengths, so ELA scores in fourth and fifth grade um are definitely um in the 70s and in an upward trend. Fifth grade science um 74% this year and also in an upward trend. We've been in
034the 70s now for a couple of years. Um our student average attendance is in an upward trend. We have a strong culture and sense of community and we now have the addition of learning assistance support in math K5 as well as ELA. And then some of our identified needs. So as our kids are getting older in the dual language program, we're finding a need for bilingual support um for our students in Spanish. So um the need for bilingual para educator support is is becoming a growing need. Um increased rigor and fluency work and core reading K3 additional professional development for teachers on student engagement in the classroom. More robust writing instruction that came up from my teachers in our um the work we did before school started. And then third through fifth grade deep dive
035um into the trends um strands. I think uh Brook spoke to this um the specific um areas of need in the smarter balanced assessment. Next slide. Oh, I was looking at mine going. It didn't change. So, um, our goal for this year for ELA, um, is to increase our scores, um, in first through fifth, and that's because we use cohort data. Um, we're going to increase those scores by, um, 15% or students reading reaching proficiency by 15%. um some of our action steps and we have a long list of things we're doing but my my team chose the ones the most high lever ones that we feel like will have the the best impact. So the consistent use of C, CKLA and EXL supports in the classrooms. K5 third through fifth grade teachers will administer
036focus IABS at least twice a month from January to May. And that is to give them good feedback. They can pick specific um small assessments to give students to see what they still need to work on for the test. um ongoing professional development for teachers on increasing student engagement during core reading time. Um and a lot of that is coming from um a professional development PLC uh that we attended in Seattle where we learned a lot about academic engagement for students and then increased reading opportunities for students in all subjects. K5 and then vertically aligning our writing instruction. Kate five that was a identified need. Next slide. Um and then we have a very similar goal for math but we are wanting to increase by 20%. Um again consistent use of amplify math and I
037am self-supports. Third through fifth grade teachers again will give those uh short IABS at least twice a month between January and May. We'll have ongoing professional development for teachers on increasing student engagement during core math and then addition of lap time for students with identified need um in math. Next slide. All right. And attendance. So um we would like to hit um 80%. We're at 74% right now. So we are really hoping we can hit the 80%. Um we have top dog monthly assemblies um where we celebrate and really this is about student engagement. Um we do top dog, we do honor role awards and we do attendance growth awards um that our tier 2 team identifies students that we're working with um to celebrate their increased or improved attendance. uh fifth grade student leadership
038team this year, which has been a lot of fun already. Creating a fully bilingual building with bilingual communication. Ongoing professional development for teachers on academic engagement strategies um that work in any academic area. Spirit Friday, popcorn Fridays, free for all students this year. Continuation of the tier 2 attendance support team. regular communication with students and families about the importance of attendance and school engagement and free monthly events for families and that's in collaboration with our boosters. Next slide. So, our measurements for success are our data and really the most important one is surveys. Um, and taking advantage of the feedback we get from our families because we always want to make sure that their voice is heard in the decisions that we're making. Um, and you can see here's just an example. These are fifth
039graders just celebrated the end of a literary unit. Um, the one and only Ivan. And so they do an excellent job of just bringing the joy of learning to our fifth graders and also celebrating the end of a very rigorous um unit. So um that is just a sample of the things that we do to really make sure that um it's a joyous and a rigorous experience for students. And anyone have any questions? questions for Wendy. >> That's our school mascot by the way. >> I love it. >> One question, Wendy. So, you mentioned it few times about professional development for this your staff. Yeah. How has I'm on the board by the way. So, how is your staff turnover? Is that I mean, what would you attribute the need for more professional development in
040certain areas? So we I always so when when I'm looking at moving students forward so always improving the experience that students have in the classroom um I always want to focus on what can we do to have our teachers have the most relevant the most important impactful information and training to be able to actually facilitate what we want them to do. So, if we say here are all of our action steps, but then we're not providing that ongoing uh professional development, and that goes for teachers that I've had for five years and teachers that have been there for 20 years, and and often sometimes the longer they've been there, it's good for them to hear new ways of doing things. And so, um, I commit, um, one staff meeting a month to professional development, and
041it's always tied to one of our goals. Um, and one one of the things we did, so I took a group of teachers to the PLC training in Seattle, and it was all about um, it wasn't all about, but one of the the best sessions we went to was about student engagement in academic areas and that we are missing the boat if we're only focusing on engage engagement as a school is fun, >> but really there are so many strategies that teachers can use that engage the whole class. And so my team that went to that was so motivated by that that they did an entire like hour-long presentation and then we broken it down into ongoing PV for the for the year. So, I'm sorry that was probably a long >> you wanted very
042helpful information. Thank you. >> Yeah, I guess I'm just I'm just generally curious about you know because scores aren't really improving over time and so like how do you use because you know we try different things and they don't work. So like how do we leverage that information to try and figure out you know what works or not or what we can try in the future. saw it. >> Yeah. So, we um one of the things like with our with our math scores that um we we've been um really not not happy at all and frustrated. And I think we have last year we had in our action steps that we would be using um a certain curriculum. So using illustrative math and really encouraging teachers that if students are getting consistent routines in math
043from kindergarten to fifth grade that we would see that there would be an increase. And with teachers comfort levels being here and there and we had some training on that that curriculum but it was not a full implementation. It it was being used really well in some grades and not so well in others. And so I think it it shows in our results that we aren't as consistent in the expectations and rigor of math K4 or K5. So um we we really want to make sure that um with this new curriculum, the expectation is that everybody is. And so we um uh Cheryl McIntyre was able to provide all of us um like guidelines. So every lesson you see in math this year should look like this. And like I I don't know about the
044other principles, but I require that I watch math lessons so that I can see what's going on. So that's kind of how we hand like we hit it double hard and then we took out some stuff that we were like this is not doing much for us but this is so we're going to keep this as an action step. >> Thanks. >> How long I mean I don't know this might be a broad question even for Connor. How long does it take for us to track how long this is going to like now that we've changed how long does it take for us to track to see if it's if it's what we needed or what's working? So when we f when we adopted CKLA >> um we actually saw a slight drop >> in
045our scores um and then about two years later we started to see kind of that climb. Um, with this with math, I'm I'm thinking because we had uh some teachers that were really really good about using illustrative math and using those practices which are the same fundamental routines that are in amplified. >> Okay. >> Um that we might not have to see such a big dip. >> Um but I would I would hope to see an upward trend after a year. >> Yeah. Okay. Yeah. >> Do you want to add anything to that? >> Um, I think when you think about like implementation cycle, which would align a little bit to a curriculum adoption, you're looking at like three to five years to like get full business implementation across the board. >> Yeah. >> Um,
046and so that takes into consideration like everyone doing it consistently at a high level >> and students getting used to the routine and the support year over year. >> Yeah. Okay. So you heard Wendy say multiple times consistent >> application and to a publisher develop this curriculum >> if we teach it how it was developed >> and we don't make adjustments by now and we're committing to not making adjustments >> and we we have which and we've and I think our elementary schools each have carved out this what I need time this prevention time so that is dedicated to ELA and math and if you think about >> and for the first time ever math Yeah, for the first time ever. >> So, we have some we have some big things in play for this
047school year that we have not had in the past that one, we now have a tier 2/tier3 support for math students. And we also have which is can be like an excellent tool because it can be used both in the classroom and at home >> to work on math skills if we're talking about math scores but also ELA and Spanish actually. >> so there's I think we could make the argument that we've been focusing on a lot of things >> and so trying to narrow our focus. Yeah, >> you're going to hear a lot about math >> and ELA and what you're going to be seeing this year is when we when we revisit we're we're hoping to to show you what's happening in our when math is at the dedicated time. >> So in
048all at all levels. So >> good questions. Thank you. >> Um can I give up one of my minutes really fast because my daughter's called twice and she's home alone. >> Yes. Yes. Lead. Maybe we'll take a >> We have that. Okay, you're good. You're good. Yeah, maybe stand up. Take a little bit of a break. >> I'm going to eat a >> There we go. Okay. >> Are you getting angry over there? >> No. >> Bendy for your bilingual support that you need. So is that because >> mention >> you say so you you need it but are you not getting it because it's a budget thing or >> well in the so we've had different ways of paying for it. So last year we had um a dual language grant through the state
049through OSPI. They're no longer they're no longer >> I remember telling us that it's it's a funding source that isn't there. Um, and what we're finding is >> they live next door. >> We we have students now that have been in speaking Spanish and they also need >> right >> reading support and speaking and writing. Okay. >> You actually find the staff that I mean >> last year we had a pair of educator started asking more questions. >> Looks like she has a job at one of the other schools right now. Um, but yes, we actually have a few people that that in the community that have said they still >> All right, we are ready. Hannah, are you ready? >> Well, do it. >> I know. Can I just do that when I want
050to go to the next one so I don't have to say next because >> Oh, great. Okay, Hannah. >> All right. >> So, I'm here today to present our uh CRD school improvement plan. Um, we are excited about our school and how we've approached this year. We wanted to align ourselves to the new strategic plan and our vision and mission statement. So, we crafted the statement for CRG's mission that we are the River Otter community. We work hard, we support each other, we improve every day, and together we can do hard things. We really wanted it to be in a kid-friendly language. It's said every day in our school in our morning announcements. So, the kids are hearing this. It's something we reference back to in classes. We reference back to it as teams that
051we are all in this together. Um, and we're better together as a team. Um, and that we're all about the continuous growth and that improvement um each and every day. And that we want to be willing to step in and tackle hard things and not be afraid of challenges that we might face in our learning. So, we can be modeling that and sharing that message to our kids. so that they'll have those same approaches. And so we started this year um and actually last year was our first year um being identified as a school of improvement for the Washington school improvement framework. And so the graph that you see on the left is how we have fared over the last few years. Um and while we are making improvements and we do have a number
052of areas that have moved um into the blue which is very positive, we were under the benchmark for two main focus areas, our students with disabilities and also our English language learners. So those are kind of the areas where we have zoomed into our data to try to identify ways that we could better strengthen our systems and our supports um so that we can make gains in those areas. Something that we know is really important for our kiddos is that they are feeling happy and safe and a sense of belonging at school. And so that has been an area of focus to make sure that our um behavioral data is improving. And so this is an area that we looked at because as we entered this uh three-year cycle, we knew that our kids had
053some deficits in really identifying their emotions, being able to manage emotions, communicate emotions, being able to problem solve and things like that. So this these graphs are kind of what led to our focus goal uh for this year and continuation in our growth as a school in those areas. So you can see on the top graph our behavioral uh data over the last couple years. Um and then the bottom graph really articulates that um we are have two main areas that the behavior comes out in. And it's the it's the primarily the playground and then second in the classroom where our students can be disregulated, not make their best choices um and where we have those challenges. So we wanted to focus in those areas on supports and systems in place. So this is our
054overview of our data that we've had over the last few years using our bash bridge as well. And one of the things that was really struggling a big struggle for us is that we weren't really actually seeing the gain. So we set similar goals the last two years while I've been here um of you know making these great growth in our uh reading and on our math scores and they just were not we were not able to see that. And so we felt like when we were looking at our goals for this year, we really needed to dig down deeper and examine what might be some of the root causes for these challenges and how could we support our growth goals to be targeted in those areas to see if it makes a difference in
055the end result. And so if we look at the next slide, we are going to focus on identifying our strengths. We have started to develop a really strong sense of belonging. We've had a positive staff morale, especially at the start of this year. We were able to onboard a number of new staff that have in infused energy and ideas um into our staff and are very open-minded bringing different perspectives from different places that they have served students in in our in our communities um outside of Washugal. We also have really tried to incorporate a lot of celebrations that are focused on our core values and the things that we want to celebrate and see in our students. We're strengthening up our PLC work which is around our data and so that's a strong uh area
056for us. We also are having more uh instructional co cohesion between our grade levels and those conversations vertically as well as across the grade level. So we're having a more consistent experience. We are seeing really high levels of family attendance at all of our events. We have 93% of our conferences are filled for CRG this year and which is an exciting thing that we're really strengthening that partnership um to have parents be a part of the learning process. We have really active boosters and volunteers and last year one of our celebrations was just aligning the booster work to the academic pieces of what our school had to offer so that there was a more of a connection. Uh and then we really need to focus on that foundation for social emotional lessons and creating a
057common language which we're seeing the benefits of in this year two of our goals and then really seeing the targeted small group instruction having an impact for our students when we can identify them and work in them in small groups. Some areas that we have as opportunities for growth are really about our attendance. Um, we also when we examined scores in our data, we were seeing some students scored really high on ESPback, but then they scored they tanked in fast bridge and so was there the same level of engagement in those assessments if the scores were so drastically different for an individual. So we were kind of questioning how could we help our kids understand the impact of the scores, understand how they can show off their best learning um in these ways, how can
058we engage them um in those process. We also wanted to have a stronger tier 2 system for our behaviors in our academic supports. Uh and so we are really working on the next aspect of having kids be more self-regulating um and having those skills and having our teachers have those skills to support kids in that. We wanted to increase writing opportunities. We found our kids were just not getting enough time to grow as writers and that was an area that was impacting our scores. we really wanted to focus on uh kind of a change of our approach to teaching and learning with math um so that it's less teacherdirected and more giving the ownership of the learning to kids and empowering them and amplifying their voice in their learning. So we wanted to have more
059hands-on problem solving and reasoning tasks so they could connect to the learning that is applied in the world around them and see those those opportunities. We realized that an area where we consistently scored low and it didn't matter if it was our ELLL population or all students was just in understanding the academic vocabulary. Vocabulary we we scored low in regularly. Um, and then we just wanted, we felt like when we think about learning and engagement for students, having those authentic learning tasks where kids can put their hands on things or be committed into a project really allowed them to showcase the learning that they're doing in a a more hands-on way that they can um have high levels of engagement. And so those are kind of the things that drove the decisions we made for
060our goals for the next few slides. So, I'm going to start with climate and culture because this is an area where we know that we have to have a foundation for our kiddos to uh you know before they can thrive as an academic learner, they have to feel supported and understood in their classroom setting by everyone. So, in year one of our school improvement, we were focused on just having awareness of emotions and we introduced the zones of regulation to our kids so we had consistent vocabulary. This year we wanted to take it to the next level and focus on our kids being able to consistently demonstrate two self-regulation strategies. Um and then we are hoping that that will lead to a reduction in our behaviors and instances that are disrupting learning within the classroom
061setting. We hope in year three if we can see those positive results that we can focus it more on those less structured settings in like a recess area where they can build problem solving and peer um conflict resolution uh skills as well. So, these are some of the tools that we're using, our zones of regulation um and also our uh we're continuing that conversation about our um what zone are we in, how are we feeling, and how does that impact the way our body feels right now and have more self-awareness so that we can be priming our kids for more success. And we knew that we wanted to also have a goal that's about attendance. So, if we click to the next slide, Um, we set a second goal that we wanted to do more
062to connect our positive behavior intervention supports with our family partnerships to have an improved attendance. We know attendance isn't only a student issue. It's a it can be a family issue. So, we wanted to have those meetings with our families, have those opportunities for kids to feel really connected to school and to their learning, um, and feel empowered to be there each and every day. Um, so we set a goal to uh have celebrations, have empowering ways to engage students for opportunities and families to be connected so that we're reducing our absenteeism by 3 to 5%. So the uh number up there 57.2 was what OSPI had for our latest number for absenteeism and uh that just not what we need kids to be at school each and every day. So, we started this year
063having a celebration for the 100% club for September and um having kids go around with the trolley and having our student leaders help with that and helping to just give a visual representation of kids that are are being committed to coming to school each and every day. Last year, we had a traveling trophy for the class with the highest attendance award. Um so, we're just trying to promote being at school to be learners. We have to be there to do our job. Um and so, we're excited about this. um and hopefully seeing some positive results. So our goal that we drafted for ELA which is aligned to our strategic plan um the first goal uh pillar for uh academics is that we would like to re have at least 75% of our kids in K
064to 5 consistently use academic vocabulary in discussions and writing tests as measured through teacher rubrics, writing samples and student discourse observations and will improve our baseline. So this year what we did is we collected what are commonly used words that kids are experiencing with this the the testing that they're given um their curriculums that they're seeing um so that we can explicitly teach them these vocabulary words so when they are able to approach them into an exam they can actually see and have a better starting place to approach those questions because they have an understanding of what the words are asking them. We're also having our teachers use a rubric system that's the same across the board to score kids at different times throughout the years of how they're doing with their their fluency of
065using vocabulary words, with their support that they're needing to use vocabulary words, and with just how we are seeing this in their daily work. And so, um, this is something we're excited to share with families so that that can be part of their partnership to to be aware of these vocabulary words and be able to support our kiddos. And so this is an example on the other side was an example of just a we want kids to have ownership in these goals too. So um we have made it like a studentfriendly rubric basically so they can be doing some self- assessment of where am I at with this goal because for our school to improve we need ownership for the students the teachers and the families to all be a part of that process. So,
066in our math goal, we also wanted to focus on just a different approach to how we think about teaching and learning with math so that we could adopt this new curriculum and make it really meaningful for teachers that maybe, as we've said before, are at different levels of comfort. But we wanted them to all get behind how our students feel about themselves as mathematicians and how they view math. There's a lot of studies out there that show that kids could be really turned off of seeing what opportunities they have in math or or not based on how they're doing in math at a at a really early age. So, we surveyed all of our students. Um, we asked a lot more questions than this, but these are the ones that focus around this goal where
067we want 80% of our students to demonstrate a positive mathematical mindset and be able to identify two or more real world connections with math. So, this is where we wanted the hands-on projects, where we wanted to integrate building in the world and the experiences of the world and the value of learning math and how it's all around us. And so, we are um focused on helping our kids see themselves in a positive light with math and give them opportunities that engage them positively with math and to be able to make those connections. And so you can see in our data here that we did at the beginning of the year, we had a number of students that didn't strongly agree that they were good at math um in our fourth and fifth grade. Um and
068we also had 8% of our students in K to3 that reported that they felt bad about math. And so these are things that we wanted to tackle because we want everyone to feel good about their learning and their experience as learners. Um, and so this is how we think our math scores can improve with the collection of that curriculum and with focusing on positive ma mathematical mindset for our kiddos. And so when we talk about how our teachers are growing and learning and supporting through the te process, we're also being able to um use consistent language for our curriculum. We're able to track data and use our tiered supports with PLC. We've created a system where we're regularly doing check-ins with teachers to give them the supports for their intervention. So, they're also growing their
069practice. We're building relationships, modeling, collaborating. We're integrating our scope and sequence so that we can be hitting on it in art, but also in all the other subject areas. We're introducing resources. We have a lot of things that we're doing with our kids to celebrate learning, to give them opportunities. We're have a positive leadership group that's uh that's working this year. Um, and we're so excited about that. Um, and then we've also are trying to move away from not just inundating parents with information through parent square that they lose in their posts and their feeds, but also populating our website. So, we've recently added our report card templates. We've added videos of curriculum so parents can go and access those slides and videos and information. Um, and then we'll continue to put our spotlights on
070our goals and our into the website as well so it can be there all the time. And any questions? >> Oh, do you have any questions? >> Just give me the stink eye. >> I sort you always um >> the one thing I noticed in your presentation or that kind of caught my eye was that you have some pretty strong goals on behavior in school, right? And so, um, and I'm not going to tell you what to do. That's sort of your space. But something that Kai when we were at the Cape Canyon visit was this culture of kindness that they had. >> So, it's about like in the passing periods and other things of like just not necessarily trying to drive it through the classroom, but driving it through sort of the community piece,
071right? Because you also said that like you were trying to get the parents more engaged and kind of that. So, I'm pre-forming here a little bit, but just like >> Do you want me to speak to that? >> Yes. >> Okay. So, we have um monthly character themes that we use every month um that are part of that kind of whole picture of who we want our kids to be. Um we also have a second and like I I lead our fifth grade leaders and we have fourth and fifth grade helpers in the office and that do our announcements where we have um tasks for kindness every single day and challenges around kindness. um and our our kindness club. So we have kindness inclusion action club that is a second and third grade volunteer group
072that comes together as well and that they are all about implementing. They have like a kindness tree happening right now of of all the leaves of change and things that you can be doing to be kind in our community. So this is a a a thing we want to foster as well. and we actually are adding to like to move away like you're suggesting like it's not about the behavior, it's about um it's about that sense of safety and belonging and security that kids can have at school. So this year we're waiting on it to come from our printers, but we've actually moved away from just having kind of our minor disciplinary things that are like we call stop and thinks because we want it to be framed around learning and that we're going to
073we all can make mistakes, but we need to learn from the mistake and make a different choice in the future. Um and our referrals that we're doing carbon copies of um outstanding otters. So what have you been seen doing that is outstanding that we want to positively recognize so that we can be promoting those things and so it can be that it's cool to be kind. It's cool to do the right thing and get that shifting in that direction. >> And I apologize for not being in your building yet, but we'll get there. >> Yes. Oh, and we do zones assemblies with our counselor every month as well with by grade level. So, they're hitting them at smaller grade levels um so that they're able to connect these kind of social emotional learning goals um
074with the classroom and with the teacher to support. >> Perfect. Thank you. >> Um just one quick question. So, you said you were doing PLC work around data. So, what does that look like? >> So, PLC is all about really our data. So it's about developing our curriculum and looking at our uh interventions and our extensions for learning. One of the shifts that we're making this year is we have grade level PLC meetings that are happening on a rotation so that they come together um for what we call students of inquiry PLC meetings. So first grade brings all of their students that they're you know maybe under the benchmark in certain ways. Maybe it's social emotional, maybe it's academic areas. And then we talk about what interventions do we have as a support across the
075whole school. What are things that the counselor might be doing that the teachers are doing so that we're all on the same page and that we're cing creating data that we can track over time. Um, and it even rolls through like if somebody was a student of inquiry from the year before, we have their notes and resources of what what um we're doing for them. So we want to make sure we have tight systems so we don't have anyone slipping through the cracks that's didn't qualify for lab but they're struggling still and not making the growth necessary. So we basically meet we give ideas about interventions and supports and how we're what data we're going to collect and how we're going to collect it and then we come back again. Um so we do like
076our six or six week cycle one every Wednesday with each grade level and then we come back again now how are they doing? Where are they? So, we have those scheduled throughout the year. >> Okay. >> And it's a team of myself, um, our resource teachers, our counselor, our dean of students, and, um, our school site. >> Okay. Thank you. >> And then the home room teachers. >> Do you have anything? >> Um, I don't think so, actually. >> Okay. Great job. Thank you so much. These presentations, if you want the actual presentations, we can make them available to you. will be posted on our website as well along with the school of plans. >> Yeah. >> Okay. Thank you. All right. Are you ready, Lena? >> Okay. >> I love your sticker, by the
077way. >> Okay. Well, thank you. This is my first time, so I'm gonna fumble through this a little bit, especially after having to go next to Hannah. Um, I am a minimalist, so I just like to look at the data and the numbers and then just present those things. But I did put a pretty picture. I love it. >> So, this is our second year as a school of improvement and um, we were there because of our special education student numbers. Obviously, we have increased that, gotten out of that hole, but we still have a long way to go. our students um from low-income families. We still need to make a lot more improvements there too and are working on that. Our schoolwide data um I don't want to just look at our um ESPback
078scores because I need that triangular data point for being able to make any movements. So, and when we looked at it, we found that it aligned pretty closely. our ESPback data and our fastbridge data was pretty um close to the mark. So, we were looking mostly at our fastbridge since that went across the school and it wasn't really pretty and we had some not happy teachers as we put that up on the screen for everybody to look at. But unfortunately, what it showed us is that and these are current. This is our fall um that our A12 kids are not reading at benchmark. And then when we look at our 345 the math scores are declining each year and um that is not the trajectory want we want to go in and as we look
079at longitudinal data we see the same thing year after year. Our attendance um this so far this year is at 76% and the ye on OSBY site which is a year behind it was just below 73% but we think it's going to be higher at least 74% this year but a lot of work into trying to get kids at school last year. Um so again that that longitudinal data shows that we need to do some work. We need our K2 kids reading and we need our uh third through fifth grade to be able to do math uh on grade level make their benchmarks. Our strengths um we have really worked hard to build the family engagement and continue to do that and to create a positive culture and climate within our school. We've done a
080lot of work on our intervention. We revamped our entire um intervention system after realizing that we had over identified special education students at Gau. There was no way that the numbers statistically could actually be real. And so last year when we looked at that, we said we have to revamp this system and only identify students who truly have a learning disability. Um and so those targeted systems make a huge difference in the intervention cycle. And then um professional development on targeting student need our needs. We have small crew. We have fewer uh teachers and so we have to be really creative about how to use our staff together to meet all of those intervention needs. New curriculum means that we need the time and energy to unpack the new curriculum and to identify how each
081of those essential standards are found in each unit. And then my staff is always asking for professional development on classroom based interventions. It's something that we ask of them all the time, but we don't necessarily give them um hands-on this is what it looks like. And so they ask for that. We're going to work on that this year. So our goals are based off of our fastbridge because when we look at the data mid year, fast bridge is something that we'll be able to use and we can triangulate our data with our classroom based um interventions, our fast bridge and then look at our interim um assessments that third through fifth will be uh looking at. So our goal and it is a lofty one to be able to go from 40% to 80%. I
082understand that. But which kids are you going to choose not to get there? that was the problem really. I wanted to say 100%. Um and so we're gonna get there. Um the action steps uh that the targeted interventions is something that we are already doing and we're going to we're going to just get better and better at it with um all of our classes. We're doing whole group PLC at least once a month where because again we're a small crew, we have you know some teachers that are by themselves at grade levels. So once a month we all come together in the library to do our PLC and we work across grade bands to see how we can move students share students and meet the needs um the most collectively and then walk to ELA
083for students and skill level groups uh according to their needs. So we have our teachers are doing some assessments where it's the similar uh skills and it will be our first, second, third, our third, fourth and fifth have done this too and then they find those skill deficits. And so it really doesn't matter what grade level the kiddos are in. If they have the same skill deficit, they can go to the same group and be working on that intervention with um a teacher who's doing that particular skill. and they're constantly reassessing so that the kids move in and out of those different interventions according to skill. Our math is very much the same. Again, lofty, not quite as lofty, but which kids are you going to decide aren't going to make benchmarks. Um, and so
084we have that goal of getting at least 80% of our students to that eventually. We want it to be 100%. We're going to do that through again the PLC time across our grade bands. I'm already seeing it um with my teachers. They also have to put all of their unit tests on our school calendar so that I can see when they're doing one so we know when to go in and really look at let's look at the data as a team so that we can see what the next step is going to be. coming from a special education background, I have a little bit of support that I can offer them on some targeted interventions as they're looking at um which kids didn't get the uh the skills for that unit. Um they're doing walk
085to math just like the walk to ELA. And for the first time, as you've heard before, we're getting to utilize um the lab. And the nice thing about lab is it's not just the kids who are getting pulled from it, but having just that system allows our teachers to get ideas for how to get those interventions even if it's in the classroom. So that will be highly effective. Um attendance um was one of the goals for last year. We saw an increase in that. But we also know that family engagement is the way to increase attendance across the board. And so that is our goal is to increase our family engagement this year by doing um more events and not just relying on our boosters because those are our parents too and we don't want
086them to always have to work the things. Um and so we do a monthly lunch with a loved one so parents can come in and have lunch with their kids during that time. We did our first one last month and had over 104 families come in and have um lunch with their kids. um our uh fall festival, we only have 233 depending on the day. Um students, we had over 260 attendees at our fall festival. Um we're just really reaching out and inviting families into our building. Every single thing that we can make a different event or add to it in some way, we do. So, Stuck the Bus is coming up. We've created a schoolwide game um around it where the kids try to travel around the world accordingly and all of the schools
087and classrooms and groups are doing a um country and they'll then at the end invite the families in so that the kids can then explain to them what they learned about the country as they go around the world. So, they're learning, they're reading, they're writing, they're doing, you know, that engagement and they're bringing their families in. Um, and anywhere that we can bring families in, that's our goal because we know that if the parents are engaged, the families are engaged, the students will show up. That's just a little example. Again, engagement, these are our booster leads and they are always working hard for us. So, so I think that for us to know that we've made it been successful this year, it's to um the commitment from our staff getting all of the kids to
088benchmark. They want to There were some really uncomfortable conversations when we just put it up on the board and said, "This is now what are we going to do about it?" And then we discussed the barriers and we discussed the struggle and then found a way around every single one. Identified how we were going to hit every single one of those barriers so that we could just start doing the work that needs to be done. And then that family engagement the surveys will be um a big indicator but ultimately it's when people choose us when they choose to um come to Gaz when they choose to stay in Wugle or come to Wugul then we've done our job. That's great. Thank you. >> Anybody have questions? >> Yeah. Do you sleep? >> Do I sleep?
089Um >> and and I'll paraphrase what I meant by that, but I mean, you've got some huge goals out there, which I applaud. I always like to see goals like that. And your statement where you were like, which kids are you going to choose to leave behind? None of them, right? Like, and I think that's a great attitude and it's obviously going into your goals and you're having some hard conversations with your staff. So, I applaud you, but I asked the question, do you sleep? >> Yeah, I I do. And, you know, it's easier to sleep when you've got uh when you're doing the right thing and you can work really hard all day, then you can, you know, rest and know that you're doing the right thing. And my staff has been awesome. I've
090come into this, they they didn't get to choose me. I got dumped on them. And so, but we had hard conversations and then they all rolled up their sleeves and they've gotten to work and and we're seeing it all the time. And every week when I go in to um be a part of their PLC's and to see what they're doing and we're looking at the data and then more importantly the next step now what now what are we going to do with it? Because we can look at data all day long but if we don't do anything with it then what's the point? Um, and that's the part that keeps you going, right? When when you see that, okay, if you are willing to get in and do the work with them, they are
091also willing to do it. And that's pretty awesome to see. >> And then obviously fast bridge being able to like monitor >> throughout, right? >> By that mid year, that's the point, right? I can look at that. And we want it to be a celebration for the kids, too. We want to chart it and show, okay guys, this is where we were this percentage. Where are we going to be? that student ownership piece of you're gonna add to our to our goal towards um benchmark. So what are you going to do about it? Because that part of engagement with the students don't just clicking away, right? >> That is something that we all struggle with too. So we have to we have to get them to buy into it and understand it too. >> Bit
092of a gauze gold rush maybe. >> Seeing Yeah. Thank you. Why did you have >> I think I'm just uh I'm curious too like because I know you know the scores aren't great but there's there's always like that bell curve and so I'm curious you know as as you know you work to address like the students who need help like how do you also address the students who are doing well like how because that's a lot of work right so how do you balance that >> I think that that's one of the nice things about having the grouping is that we They're also work. They're getting their extensions, too. So, they're going to be doing things that are more challenging, but also it takes them in a different direction that's a little more fun when
093you get to do more hands-on or you get to, you know, um do something outside of the normal because you're doing those extension activities and stuff. And we're one of the things that our um fifth grade teachers just did was they made a construction site and they you know all went in because they were working on volume. So they had the hard hats and they had the measuring tapes and they turned it into this whole physical act of going to a different room that was decorated as it so that they're getting to, you know, see the success of you worked really hard and you learned this skill and now you get to kind of fun way. That's still learning, still assessing. with finding out that you got to mastery through this but in a different
094different way. And then we reward and reinforce everything along the way too to just celebrate every success. >> Great. I don't have anything to do. >> Okay. So, are you ready for the next presentation? >> Yep. >> Okay. Connor, you're setting it up. So, Dena is also supporting our K by K A grant. >> So that was something that uh that Tammy was doing previously. Rebecca Woodings is our KAWA teacher and so you have a presentation for that as well. >> Y >> right. >> So um to be completely transparent, you know, Rebecca Woodings is the driver behind everything um WLA. She's the only teacher. She manages it. I support her however she needs it. But she's the driving force between our program of WLA at that's housed at cause. So obviously I went to
095her and said okay what do we want to work on this year? What are the goals that you wanted to see? So this was her data um from this year. 61% um meeting getting benchmarks for ALA but only 10% for math. Um, so not so awesome. Um, 29% of her students though missed their regularly scheduled teacher time, which um is really important for an online learning program to be able to make sure that you're staying on pace, that you're getting your work done, that you're getting it done correctly, and that you're going to get to the next step. So that's it doesn't seem like a huge thing, but it is a pretty big deal if you're looking at a program that is completely designed to be self-driven. >> Yeah. >> So areas of strengths. Uh
096Rebecca is amazing with her family engagement. She the families know her. She does a really great job of trying to keep it um positive for them. She does um she invites them in for functions so that they can come into the school and be there and have reasons to and engage more. She um increased her targeted interventions and how she analyzed um their data and uh she did some professional development on targeting students needs. what she currently needs. You know, she runs by herself and so although she does a great job, it is one person trying to engage with everybody um and then trying to make sure that she has all the materials and everything that she needs. So, her goal this year is to get the families to um and the students to engage
097into those interims more frequently. um from the uh 55% of them did their regularly scheduled interims to now having she wants 70% to be able to do that. She has already started her interim assessments. They um and she sends out weekly reminders um of when they're going to be the day before. She lets them know, don't forget, we're going to do this. So, she's really engaging um and letting them know much more frequently that um so that they will get on there and pay attention. And then she reinforces when they do get in there and do their intro assessment. And the math one is the exact same thing except for the in math she found that more of them were engaged in doing the math ones. They don't like to do the reading once. The
098reading ones are more lengthy and a little more difficult for them. Um and so she had better engagement but not to where she needed to be. So it's the same action plan too. She's sending out frequent reminders. She's um sending out emails the day before. She's making sure that there's no way that parents don't know that these interim assessments are not being used. And then again, the um attendance essentially attendance is them either checking in or going online and showing and doing some work. Um but that actual check-in is very important. They need to actually check in with the teacher so that she can spend that time. um talking to them about their plan, what's going well, what's what do you need help with, how can you be better supported so that you'll be successful
099in this program. There is a level of with WLA if you missed um so many days and you're not engaging that you do have to um be exited from the program. And so we get that um that coming about every month or so she starts to have a family that she has to let them know that they're going to have to exit if they don't engage into the schooling. Um and that's rules that come down um from OSby. So she is doing everything she can to help those students. They obviously enrolled in WLA for a reason. So we're trying to make sure that they're successful in that. Um but it because it is at home it takes the families doing that engagement piece. So the measurement of success will be that increase in their if
100they're doing the interims we should see those um aspect scores increase and then also the engagement. If they're meeting their um check-ins then obviously they're being more successful with the overall program and will be able to complete their work on time. questions about WLA. >> Remind me how many students are in this program. >> You know, I'm not sure right now because it has it I think I have gotten an email every day every week that more students are being enrolled. So, the last when we did this, I think it was 27, but I think in my emails, I think they enrolled maybe three or four more since then. And so what you'll see and Aaron might be getting a specific numbers K through uh three the numbers are very small and then as you
101closer to middle school our biggest cohort is going to be at like the sixth or eighth grade uh levels um where we see the bulk of our um FTE for the program. So that you're looking at like 18ish students at at more middle school level and then we have a smattering of elementary students that also attend. >> Yes. So about 21 or September. >> Yeah, that was just asked for a rough number. >> Yeah. So 22 was under 30 teachers. So I was like kid. >> So 22 for October. And what we'll see is over the course of the year typically it increases I think last June May it might have been >> we typically hit like 40 to 45 by the end of the school year. And again there's lots of uh turnover. So
102students leaving, new students coming in. So, it's a very kind of fluid program of choice really. Yeah. >> Um that students opt into and then sometimes are forced to opt out of if they're not hitting the OSPI requirement. >> And 16 are in grades seventh and eight by now. >> And good number of the students are also shared with our other middle schools. Um it's not as common that they're shared in the public schools. Um but a good big good chunk of the middle school students are doing part time and then they're doing some classes that m >> so that's f not headcount so headcount is going to be more this is less is describing student IP have a couple classes at Kenny Creek and then literally the rest of the day >> and we
103have a different teacher then that does the high school then >> correct Jay Bennett is yeah he's our 912 >> that's right >> yep and we actually have a someone supporting him as well because those numbers have been >> increasing. >> You'll get a similar presentation like Dina did where Castle and his team will present on the high school as well as do their WA to 12. >> Do we see the students like go through the entire program? I mean, obviously you're saying there's some turnover, but I'm like, are we seeing them go K to 8 and then 9 to 12? Like, >> well, 9 to 12 just opened, but I'm sure that there will. And then she there are some of the students she um that uh are on IEDs that have disabilities that
104um she meets with in person too and they go and so they have many of those families that is the route that they want to do to finish out. So this is year six or seven with with the BLA >> started in 201. >> So we're so Yeah. So we and we can we can probably uh get back to you with specifically of the students their current role. How many of them been with us more multiple years? >> Yeah. And I was asking that was just like it's more about celebrating the success of the teachers in it, right? Like they're staying they're staying. That's sort I don't necessarily need that data, but it's boring because hey, if they're staying there, then we're doing >> but it can be hard. It's online. You're trying to like
105please check in like >> Yeah. >> Right. >> Any other questions? So, this term interim assessments has come up multiple times. Each principal shared some context to that. Can we provide a little bit more information? Can you give can can you give the board a little bit more information about interim assessments? Um so when um so teachers have access to um a couple of different practice tests for students and actually um families can go on and they can take a practice like a full practice test to see what Smart Balance assessments are like. Um but students have um there are different options. So the ones like that I was talking about in my action steps are called focused IABS. And what they do is they focus on just one strand of math or a strand
106of ELA. And so what teachers do is they look at last year's data for the students. they see. Okay, so over 60% of our class really struggled with this strand in fourth grade. So we know we really want to measure their progress in that in this year. So um they they take anywhere from 15 minutes to an hour uh depending on how how the student tests and then the teacher gets instant feedback. So as soon as the students are done they get data how did the student do um are they progressing towards that standard are they like very low and then teachers can also give those like talk about them with the students so use them as a like a learning tool like um I was my third grade teacher is really great at this
107she'll actually um have it up on the board and she'll say well this many students scored here and if you scored here, um, here are the areas we're going to practice. And then she groups them and they do little interventions based on how they did on those practice tests. They can also give a full test, >> it takes a long time and they did it, right? Yeah. So it's but being able to break them down >> and if if you if a teacher looks at the data and their class has done really well, they don't have to give that test, that practice test, they can focus on what they what they really need. And if we don't give our kids regular opportunities to do that, we're doing them a disservice when they sit down with
108their iPad and they have to spend two hours on a test that and they're not familiar with the makeup of it. So, um, we find them really beneficial and that's why we keep them. I think all of us have it as an action action step because we do feel like it has a very positive impact on students. So, which grade levels take the interm assessments? >> Third, fourth, and fifth. >> And it really is, well, for a third grade teacher, it's their baseline data >> because they don't have they don't have any past scores. So, they really rely on giving those focused um assessments to get a feel for how are the students going to do on this assessment. And Dena said like Rebecca's already giving them right now. They can they're available right now.
109>> Um we we require they start in January, but my fifth grade >> because they know they're really well acquainted with it, they use them already. >> Um but the expectation is that through January to May, I think we all expect that they're giving those on a regular basis. Yeah, they seem like it could be really helpful, especially if you can break it down. These five students are having an issue with this one thing. They can go in a group and work together, >> right? And it for like for me as a principal, I can I can I can actually go in log in and I can see which teachers are giving them, how their class is doing. So then I can have that conversation with them like oh I noticed that you know this
110is you know how how are we addressing this issue this strength >> sort of you might be teaching this tomorrow >> yeah exactly right so what's the plan for this >> is this getting shared with with parent like with families as well would it be beneficial to share with families >> well so p so families don't have access to IAB data they only have access to the um to the practice test and to the summit of the prior year's data, right? So, you get a breakdown of this is how your your student performed. >> Sure. >> And the Oh, sorry. >> I was just going to say the the information in the ESPback when we lead up to testing gives a resource to all the families of where they can access this information. I know
111in my communication, we strongly encourage families to be like previewing this with their child or giving them some at least the parent some understanding of what it is so that um when we give all of our recommendations and reminders, you know, leading into the testing time, they have more awareness. But I do think it's an area for growth, at least in our building, where I I send it out, but I don't think parents know as much about it. And so maybe even bringing it to a booster meeting where we are doing more like check-ins on a regular basis or having a parent information night or something like this can also help them. >> And our um third, fourth, and fifth grade teachers will put out a parent square and say, "Tomorrow we're giving >> Yeah.
112>> Um please make sure you know sleep well tonight." Because it's a it's a practice assessment, right? So giving families like this is really important. Um we really want your you know your student to perform as well as they possibly can on this practice. Um and that's always helpful to like so they know this is a really important thing right. I was going to say that one of the most um daunting things for a smarter balanced in general for teachers is logging in that first time and then reacquainting with how does this go? have because it's been a little while necessarily start right when school starts. So, um for them to log in but also take bite-sized chunks. So, if they can align the strands and the IEDs um with unit assessments >> that it's
113it's really assessing the standard that we want kids to reach so they can see how the curricular materials support that. And there's also a connection with um excl. So it can be really short chunks that kids >> practiced it feel good about that this year. >> Let's don't my fifth grade teachers love the IABS so much that they were they proposed to me last year. They're like well maybe we just don't do fast bridge and we give IABS as our screener. >> IABS again >> the same interims. >> Yeah. So what's >> So there's So an IE is a longer assessment a focused IAB is a particular strand from that >> it's an acronym >> block >> so when you hear of IABS when you hear of interums it's within the testing system that when
114our students in the spring are testing for the smarter balance they all are testing elementary their iPads high school middle school their Chromebooks and so it's it we spend a lot of time talking about it when we're doing school improvement presentations because our our goals are based off of Smarter Ballots, right? >> Passes assessments. >> Now, understand when you go to visit and when we're bringing in families, we're not talking about assessments all the time. >> We want them to be uh want to be a place where they there's high enga high engagement and interest. We don't start off the mat with students uh talking about assessments because that would be a real turnoff. That would be really disappointing, right? >> Disappointing. So we so it's a balance but it's we're learning I think really
115feel like we're learning the importance of the interim assessments because it's it has the standards that are expected our students are expected to be able to demonstrate learning and a level of competency proficiency that's that's needed. Right. >> Right. So again, these are scores that are published. Um, all the work that goes into uh supporting our students u and the balance of when are those assessments uh necessary as you're saying like in January we start warming it up to this is the assessment and it's and it's it's bite-size. Uh if we give them the the big assessment then that's going to be it's not going to be there. It's going to take a lot of time. It's going to be frustrating for um probably the majority of them. I think that there's also layers to
116it. So there's the layer of teachers learning more about the the resource that it is and how it can best support their decisions as teaching and learning because we can also give an interim that can say uh I don't like I always hear from teachers that they don't have enough time to do everything and so when we give it as a pre-EST uh like a focused interim you can see if your kids already can master things and they then you don't need to spend as much time teaching that piece you can move to an area where there's more discrepancy and struggle um and then be able to prioritize based on >> it doesn'tly align to our curriculum. It doesn't perfectly align to >> but it but it perfectly aligns with standards. >> Yes. Thank you.
117To standards and that's why our instructional materials um that's the goal is that they are able to demonstrate learning and and so I so appreciate your your effort this afternoon putting this together. Thank you. The reason we um this is I think the second or third year where we've had you all it's a second >> um so they get to hear each other and what is happening you know they collaborate >> I love that I saw all of them no so there is there is this this is uh somewhat like a PLC in that uh Connor meets with them virtually uh frequently is it once every two weeks >> was just this morning >> and so we we meet as a as a a leadership team looking focusing on on instruction uh frequently So this
118time together and their opportunity to present their school improvement plans and for them to hear from each other like what what they're doing and as you you said just said taking notes. So it's one of the reasons like I I like the way we are doing this because they they do get to hear about what's going on in their buildings. They're not they're not necessarily uh visiting uh each other's buildings as often as we are visiting their buildings. Uh I know that they are talking all the time and collaborating on all the things that happen uh when you're leading a building. So um if there's anything else to to share, I want to thank you for your time. Do you guys have anything else you want to you want to add? >> Go. You go.
119>> The 15 minutes too, I think makes a huge difference because I don't I feel like sometimes you guys probably think that we we need this whole big thing like before where you really can fit each of this into that amount of time too. I feel like it's less pressure. I feel like >> and it is it's the the idea of being concise. This is what's most important. I know that you can you can access uh them through through me through Connor and and get information that you need and in too long, right? It just we're sitting for a long time. >> There's just no way we could say well well I mean when we had an hour Yeah. >> I could tell you all I mean all the things which wonderful. Yes. But at
120the same time >> Yeah. Right. >> Right. >> Thank you. >> Did you have some Oh, >> I was just gonna say I appreciate like the honesty of kind of like where you're at. Like it's refreshing honestly to just be like, "Yeah, this is where we're at and we're gonna figure it figure it out." Yeah. >> Yeah. You know, and to that point, Yeah. >> We know. I don't think there's anybody here that's that's thrilled or uh content with where we are. And even with our science numbers where those are and we're excited about our science numbers, uh we still see room for improvement and that's what we're going to continue to do and it's the math adoption. That was a big move for us. That was a big investment and and we look forward
121to seeing the next few years uh being uh be consistent with the delivery of that curriculum throughout the entire system we have at elementary and you'll see as you keep visiting schools what I see which is they have books they have online materials we have so we're making investments in in support that we think is going to benefit our students the professional development for our teachers and math is going to continue to be a focus for us. So, we're already thinking about our August training. Uh, what are we going to do in June? Is it possible that we can support our our teachers? We're already looking at though all these different opportunities as we plan not only for this year and we're seeing what's happening, but future years. Um, with with math being a focus,
122we hear across the country. We hear it in our community. This is what's desired. We also see it and want our students to be more confident in in their their math ability, their numerousy and and again we've seen it as we visit uh Kate multiple times. I've visited and and seen the same focus uh and I'm also seeing it. It was the first day at Gau when I was in Mr. Ginova's class and he was there was doing some uh numeracy activities with his entire class on the first day of school and it was in the early in the morning. So, it's like he led with Matt. >> I I think for us like the most important uh piece that we really have to emphasize and not let it go is that um it's rigorous.
123It's a rigorous setup. It's a it's an intense curriculum. The majority of the work is done by the student and in that it's productive struggle. So, it's got a a low floor so everyone has access to it, but it's a high ceiling. So, a student who's advanced in math can go >> for it. >> Go great places in a lesson, but for a lot of students, it's going to be a lot of struggle and productive struggle is what we call it. And we have to be diligent about not allowing teachers to say, "Oh, it's this part's just too hard." So, let's see how we can modify this. No, it's going to be hard, but by the time they get to fifth grade, they're going to be like master mathematicians that have the vocabulary, the skill,
124the mindset to be really successful. And that's the piece we can't let go of. That's the piece that's essential because if they do it the way it's designed, we will all be seeing really notable, >> right? I love that. Thank you for saying that. Oh, yeah. >> Okay. Thank you so much for little um gift your hard work. >> Yes. So, thank you. very excited about this. >> Yeah, you have a portfolio there that >> let me see the front all day. >> Yeah, you would bring us to your meeting. >> Yeah, he told me all that. He's like this and that's fancy. You have to put it under your >> It does. Oh, it's a laptop. >> Yeah, laptop. is allegiance flagis. as well. >> Voice is croaky. >> All right. Next up, we've
125got our agenda revision. Are there any agenda revision? Is Jane on? >> Let me see. Uh, not at this point. Okay. Right. Um, how about the consent agenda? Any questions? Do I have a motion to approve? >> I'll move to approve. >> I'll second it. >> All in favor? >> I. >> Motion carries. >> All right. Um, next up, it looks like we've got our umformational presentations. We've got our year-end budget and staffing report to >> Yes. Shalice is going to share with you not one but two presentations. So we have the end of 24 and 25 and then update revive 26. So shalice thank you for being here and you can see that and just as a reminder we did not make copies of this so I think you'll be able to see this
126clearly. U this same presentation will be posted online but if you want a copy at some point >> okay so um we have finished close the books for school year 2425 it's currently with the ESD to be reviewed and so this is our presentation on how we ended the year and then we're going to go into how we started 2526 um so this is showing what we budgeted for enrollment for 2425 versus our actual Um and then also comparing to 2324. So from 2324 to 2425 we went down 4% in enrollment and that was 102 FTE. Um but if we go by what we budgeted versus our actual we were up 21 FTE 1%. Um so our budget was pretty um on for what we budgeted. So that was positive. So this slide shows the
127trend for the last five years um of where our enrollment has been every month. You can see from 2425 we put um stayed like really steady through the year which is really nice. Normally there's a little bit of a dip. Um so our enrollment stayed on track which was good. Okay. So just another slide showing um each month's enrollment um compared to what we budgeted the 2530 and um each month we were up we stayed around 20ft up throughout the whole year. >> So if if we um underestimate so if we have more students than we thought like do we see extra money >> in January? So, it is a really good thing to budget under what you um what you end up with because our um state aortionment goes by FTE and from September
128through December we get our state aortment based on what we budgeted. So, if you were to budget too much enrollment, then those months you'd be giving getting too much revenue and in January they'd take it back which is not a good place to be in but in January getting additional revenue is a great place to be in. >> Right. Yes. >> Okay. So, um this is the same graph that we saw at the end of last year. Um this is as of October 1st for school year 2425 and where we were staffing. Um and this goes by number of people in positions um in our main categories. >> So just sorry. So WAE is our certificated staff. PSC is our classified staff. PAW or PI is our building administrators and then we have classified staff
129that are here at district office and we have administrative staff that are here district office and then this is the same chart October 1st 2425 but it's based on compensation for each of the main groups and that's where we were October 1st of and later we'll see where we are for and so here's how we ended the year in all five funds. Um, so we ended with the general fund at 9.34%. Um, as a reminder, the percentage is based on the fund balance divided by the total expenditures for the year. So that percentage really is a moving target. It changes every year. Um, what a 6% would be year what a 9% would be. Um, but we did end over where the minimum fund balance policy is at 6% and the board goal is 8%.
130So we're in a positive place. Okay, so this is the fund balance trend that the board sees every month um of where we are when our money comes in. So this shows the whole year up to August um compared to our fund balance and so ending at the 9.34%. Um and that is due to increase in enrollment versus budgeted that 21 FTE conservative purchasing. Um we claimed all of our grants. We also got new grants this year. Um we went out for Perkins and Perkins Reserve that was around 50,000. Um we had OSSI um comp grants for three of our schools that was 27,000 each. We got a 50,000 dual language grant and then a very small AED grant that we got to buy an AED for one of our locations. Um and then Haway
131qualified for high poverty lap. Um it was one year only for last year, but that was 95,000. Um and then we had lower accounts payable than were budgeted. Okay. So then this just shows the breakdown of our revenue expenditures. So our total revenue is made up of local funds, federal and state. The biggest percentage is state at 75. Local as we've talked about at the last meeting is 20% and federal is 5%. And then where our money is spent and for main categories. So 82% is spent on salaries and benefits. So human resources um 12% purchase services, contracts, supplies 4% and then other is like travel capital outlay um small purchases at 2%. There any questions for how we end at 2425? So on the pie chart where does like uh like athletics and extracurriculars?
132So in the expenditures, athletics would be um in every category. So salaries and benefits is all the coaches salaries. Yep. Supplies, anything we pay for. >> Exactly. Yeah. Any other questions? No. Okay. So this is how we started 2526. So we budgeted um 2438 FTE for the year. Um we started September at 2498 FTE. Um so we're up 60.87 so 61 FTE from where we budgeted. So it's a great position to be in. Um keeping in mind that from 2425 to 2526 we have declined by 2% so 47 students. So we are still seeing a decline. Um but currently as of September the decline is not as great as we budget which is positive. So, um, stating again our state revenue is based off of currently our budget, but in January we'll see a bump
133if our enrollment continues to be higher than what we budgeted. Okay, so this is just the history of our fund balance and where we have been and where we are now. Um, showing that we had a few low years and we're working to get it back up to a healthy fund balance. So, our 5-year average is 7.74% and we ended at 9.34. And then the same graph that we saw in 2425, but this is 2526 as of October 1st. Um where we are for the number of people in positions or the same categories. >> Do you know anything about notice anything about those numbers percentages? they're lower in the top two categories >> and then the other ones um didn't I don't think they changed. >> So the especially the PA which is the building
134administrators Yeah. stayed the same. >> Y >> we really feel like that's what our community survey is what the company asked for. Yeah. >> So I feel like we've done a pretty good job of of hearing the community their requests for our staff introductions. >> Yeah. And then the same grass um graph but based on compensation for the five groups. So you can see that we spend a lot um of our funds on our teachers. Um and then this is a comparison between 2425 and 2526. So you can see where we made reductions. Um so we made reductions in the district office admin team by two, the classified district office non-rep team by two. um we ended up adding um a teacher and then we did not end up making a change as of October
1351st for the principles and the PSSE classified. >> Any questions on that one? >> We will see one of those principal ones drop out though, right? >> To pick the view from just the Dena the retirement. Oh, with with Tammy. Well, so so Dena's in that position, >> right? So, yeah, Tammy did um did retire. Dena's filling that position. So, Dena will be in that position. So, we did not uh the net is is there's no there's no change. >> I wasn't sure if they were both counted in here for a short period of time. >> Good good point. Yeah. No. Yeah. So, that's Yeah. So they um it hasn't been adjusted or would it wouldn't reflect an adjustment because um we've kept a principle in that position. >> Makes sense. >> So our budget
136plan last year um which we're going to start in in the in the next probably next board meeting discussing the budget plan for the 2627 school year. Um I had added some some goals and these were the goals that I had added associated with our budget per uh last school year. So restore and maintain our fund balance. So it was it was really about this time last year when there was an article in the post record identifying uh some some challenges financially and and the the district's financial health. So we have we have come a long way in a short period of time regarding that that financial health indicator. I feel really good about that and the work of this team, the work of of all our staff and in those areas that we've adjusted
137um and again we've had a successful start even though the last couple years we've we've reduced staff in order to meet the expectations um that really I think our our community is asking for. So I feel good about us that we've restored and maintained the fund balance. Clearly we can see uh what leis just shared where our current fund balance was for 2425. We have been aligning staffing to enrollment. Now, one of the things in the spring we talked about making reductions, we've like classified staff and certificate staff and we've actually added back some staff. So that's why you saw it was that that number reflected in the total number is it's the same because we didn't um even though we had looked at making reductions in our parent educators where their student needs we've
138added some staffing and then we had a fourth grade at cause which was really think is a good move where we had a with a combination class >> um then uh so it's aligning the staff maintain financial transparency I think that we are doing that I think the the work group that that met last week is an example of that I think anytime we survey our our community and we look at those results, I think that is us being transparent and us communicating uh during our meetings decisions we're making and then uh advocating for adequate staffing or state funding. So, we're going to continue to do that. Uh we have a list of some legislative representatives uh in a couple slides. So, I'm hoping that you will uh seek out u our legislative representatives and
139there's a variety of ways to do that. Um I had earlier in the year in August had met with our uh Senator Harris and have plans to meet with our local representatives as well and just sharing our story. The the bottom table there is the financial health indicator when we talked about this last again last fall and then Shalice estimated for us like where do you think we're going to end based on our uh ending in 2425. So we think overall it's going to be a score of three which is an increase from last year which was 2.6 and the year before which is 1.55 which put us on the financial earning list. >> Right. >> So we are headed in the right direction. The the the days cash on hand in order to to
140get any points in that category there's four points possible. We have to have 30 days of cash on hand. I think we're at 21. >> Yeah we're at like 21.6 >> 6. That's why it's zero. If we were at 30, then it would be one. >> One. Yeah. >> Yeah. But I think closer to 60 is is where it would be. It'd be four. So, um, again, we've we're we're improving. >> That's the kind of trend we're looking for. >> Right. >> So, does the cash on hand directly relate to like the ending funding balance percent? Um the cash on hand takes your expenditures divided by 360 to assume how much money you need for 30 days for all your expenses. So it's a little bit >> wonky >> on hand. >> Mhm. >> For
141just one month or like how does that >> Yeah. So pretty much if you spent $100 through the whole year divided by 360 days, it says you spend this much per day. We'd like you to have that much by for 30 days to get a score of one. >> But I guess what I'm wondering is like if our ending balance is higher, does that help us >> just not for the days pass on hand? Because it doesn't look on look at that. >> Okay. >> Yeah. So that would be the first one. The fund balance to revenue ratio is the one where they're looking at your fund balance and the rest are just looking at different areas. So like expenditures compared to revenue. >> That's cash. Right. So, so the idea is to be fiscally
142responsible. Yes. >> And to the established criteria for the state, right? And also our and our community desires us to be fiscally responsible, but also we want to spend our funds uh to impact our students experiences. So, right. >> So, that's um that's what we're being thoughtful in making like the most recent curriculum adoption for math. that's a crucial investment. And then we have other examples of staffing investments. >> So that u that helps us when we have the the resources to be able to identify the the need that we have. You heard our principles talking to me about what they're focusing on. So part of what we do, we're listening to them asking they're asking us really what what they need. Right? >> So we when Hannah talks about um where she they're seeing
143some challenges with behavior in in recess, so we look at so how do we how do we mitigate those challenges? how what are some things that we can do by resources. So now here are legislative representatives. So we have uh David Stevie, Mayor Stevie, Kevin Waters, there's their contact information and then Senator Harris. So uh we will I imagine that each time we come together, we'll probably uh bring up at least and mention the importance of reaching out to our legislative representatives as they are preparing for the next session, right? uh which I think uh it it begins uh I don't know if it's January 12th uh this is a 60-day session so somewhere so they are so they are gearing up and planning so this is the time for us to share >> what
144we need >> Yep tell our story and ask them to uh for considerations >> I'm going to be attending a legislative uh uh meeting in in the near future with ESD12 they've identified their legislative priorities we'll be discussing it in November what our priorities Yeah. >> Are there any questions? >> You're very thorough. Thank you. >> All right. Thank you, Shalice. >> Great. >> All right. So, our strategic plan roll out. And so, we went over our ENS report at our last meeting and we were really talking about the previous strategic plan. So, I just want to share with you quickly our current strategic plan so you can see that on our website and maybe you've already gone to this. I'm not sure if you have, but on our website, we have it identified. Um,
145so here's the hard copy. Here's a PDF if you want to access what we've shared with you before, our vision, our mission, and then we have data that was identified. All right. So, these are the metrics that we're going to be using for the strategic plan. So, under goal one, we have on-time graduation and we have attendance. So, you didn't hear from our elementary principles anything about on-time graduation, >> right? >> But at our next meeting where our high school principles going to be sharing information with you, on-time graduation is something that's um that they're tracking. They're continually uh working on not only on-time graduation, but the extended graduation rate. So we have identified um here has provided uh you know some trend data for us. Now this does not include 2025 but it will
146soon. So we'll have we'll add 2025 to this not only for on-time graduation but also for our attendance which again is up through 2024 and it also compares how we're doing to the state. So we are also looking at how do we compare to other districts uh specific to graduation how do we compare to other high schools when we look at elementary data how do we compare to other elementary schools in the area with our smarter balance results so we're looking to see how do we compare um for a variety of reasons we share that information with our our principles we share that information with our staff and then then we identify and we've been discussion about maybe there's some schools we should visit u because maybe their their data is something that we want
147to find out more about, >> right? >> Based on how they're doing. >> I think that's >> so that is um and then each one of these for this particular goal area, we have data. You were hearing about that data uh today. So our smart balance data. >> I love this. >> Yeah. So initial thoughts. So >> I love it. I think it's great. I think anybody that has questions, I think this is where we send them for this type of information and it's drawn out pretty >> pretty clear. It aligns with what you heard earlier this afternoon from our principles. This is the data we're tracking. This is we're developing our goals uh specific to how we're doing on smarter balance. Okay. So, there's that information. Uh interestingly, you'll hear from uh when our
148middle schools uh >> talk about their science results. They're very pleased. uh Canyon Creek science scores are uh I think amongst the highest in the county uh and probably multiple counties and quite possibly in the state. >> So they are doing some really good work and we're looking at that department and what are they doing specifically >> and how can we replicate that in other areas? >> Are we seeing other schools published like this extent of data >> other districts? >> Yeah. >> Uh that's a good question. I haven't been looking at uh recently looking at different websites, but when we're looking at school improvement plans from uh uh other other districts, we saw similar information. Yeah. And there and there isn't one way to uh present or >> um you know organize a strategic
149plan. Uh but this is what I believe that that we heard with that that workg group doing that and and Satie, thank you for your assistance with that. I just think it's uh in your in your interest in seeing this through. So, but I that's a that's a really good question and I would say probably more than likely. >> I like seeing the orange higher than the >> Yes. Yeah. >> Just saying. >> Agree. So, now we get to behavior and you see uh to do this we will so some commitments here. This is the work we'll be doing how we're measuring it and so with this particular goal it's really around discipline rate. And something that came up the other day on a previous meeting was so are we do we believe that if
150we see our discipline date data or referral data is is getting lower is that necessarily what we're looking for and the answer is uh yes and no because it depends um with this particular data this is when students are suspended. So when they're suspended they're not at school >> right? >> So we know when they're not at school as we talk about attendance that impacts their level of learning. We also want our schools to be safe and supportive and and be engaging and want students to want to be there. >> And then goal three is our learning partners and you see uh we have dual credit participation athletics. So those two uh data points and so we're going to continue to work on that participation athletics as far as a metric um the best way
151to to track that information so it's so it's accurate and then dual credit. We're we've seen some really good work with dual credit. So in the high school when they take a a course that also they're getting college credit right for that and we've added Eastern Washington University. So we should see uh that number increasing uh each time we we partner with the university and add more courses. >> That's awesome. Great. >> Okay. So what what you don't see are some actionable items specifically for this school year which we are working on those. You're hearing about it in these presentations. You're seeing it in sit plans. Um, and I'm working on that being more um formal in our in our plan that we can communicate uh to anyone who's curious. And then the the profile
152of a graduate which is a new addition. I feel really good about uh this work and as we're as we're identifying skills at each grade band ensuring that our students are u meeting not only the expectations but as we heard earlier today realizing their own uh potential. Okay. Any questions that you have a strategic plan at this point? >> This looks great though. >> It's a great start. >> It's great. It's a great start. I love it. >> Yeah. And then what you'll see at the end report next year is it'll be these data points. >> Yeah. Okay. >> Very easy to read. >> Yes. Thank you, Les. Well done. >> Yes. Thank you, sir. Did a good job. Okay. Next up, we have We don't have any citizen comments. >> We do not. >>
153All right. So, next up, we have our levy rate determination. >> Yes. So, in our last board meeting, we uh did a presentation on our levy rate, and so you've had a couple weeks to to process the information that we shared with you. Uh there's been some some dialogue. We um just a reminder, our EPO rate is $1.95 per thousand. So, educational programs and operations. And then our capital levy is 62 cents per thousand. >> So do have you had you have any questions about uh the establishment of those rates? >> I don't have any questions. >> And do we have Jane is Jane? >> She's in she is in there. Okay. She put >> no questions. >> Okay. Thank you, Jane. >> Thanks, Jane. >> All right. So, we need a Do we need
154a motion to approve that one then? Okay. Do I have a motion to approve our levy rate determination? >> To approve. >> I'll second. >> All in favor? >> I >> Thank you. So that allows us to move forward with our proposal. >> Yes. >> For action, which will the resolution that will be established at our next board meeting, we will present to you a resolution. >> Awesome. Thanks, Aaron. Okay. Next up, we've got our um approval for our 202526 board superintendent operating principles. >> Yes. So, just as a reminder, we made some substantial changes to those operating principles and we've had a couple different um readings. Um, and so I just wonder if you have any additional questions or thoughts you already had. I'm I'm pretty excited about the work that we did as
155that was a document that we had been using >> and based on your feedback and based on what we heard from our mentor from WASDA. >> Yeah. >> Um, >> you know, we could we could make some revisions and we made some substantial revisions. >> I think it fits our district better or our our district better. Yeah. Yep. I think it works. I think it looks good. And like we talked about, like if we find that we didn't get it quite right, we can always adjust it as we need to. >> We go over it every year. So, yeah. >> Okay. Anybody have any more questions or comments on that one? >> Um, do I have a motion to approve our board and superintendent operating? >> I'll move. >> I'll second. >> All in favor?
156I. >> Right. Motion is approved. Next up, we've got our 2526 board and superintendent goals. >> Yes. So, similar to last year's goals, we made some revisions. Um, I'm I'm excited about the work that we we've done with that. I think that what we have are some some goals that at the end of this year and actually throughout the year, we can refer back to those goals. Y >> as they are goals that I think certainly are achievable, they're measurable. And so these were ones that I, you know, you contributed to, uh, what you were interested in seeing, not only as far as a board, but also for me. So if there are any additional questions? >> No. Not. >> No. >> All right. Do I have a motion to approve our board and superintendent
157goals for 2526? >> I'll motion to approve. >> I'll second. All in favor? >> I. Motion carries. All righty. Next up, we have resolution 252601, which is sole source for purchase of diamond dust 4 inone multi-purpose infield material. >> Yes, >> tell us more. >> We are doing some work on our baseball fields and softball fields at the high school. >> We've determined that we have uh some substantial work to do between now and when the season starts. And then after the conclusion of the seasons, we have a plan for ongoing uh work and investment in in those fields. And so uh we are not only aware um because we've identified it, but also uh the community has said we need we need to get those fields um ready to be played on for the
158upcoming season. So this particular uh resolution that the diamond dust is a mix that we think is necessary for the infield of those four fields. So we are working with a number of vendors. Uh one in particular is going to help uh scrape um a few inches off of the infield and we're going to add this particular product. The reason we're asking uh for you to approve this is the sole source being this is the product that we want. We have vetted this product. A number of us have been looking into this. Uh we've been meeting regularly to establish our plan for those fields and that plan includes uh this diamond dust surface, this mix that we think is going to help us and help our athletes be able to play uh through our soggy
159springs. >> That is good to know because we have some very soggy. >> Yes. And there definitely been community talking about like we invest in those athletic facilities. >> Yes. So, >> and every person I've talked to wants to help, >> right? >> So, we are working on >> how can they assist us. >> Yes. >> And because it's there's a variety of ways they can help. Uh when we're using equipment that can be challenging, when we have volunteers, but we appreciate the interest. This is not just individuals who are upset. They're they're saying we want to help, >> right? >> We want to see our students, our athletes, our our children using those facilities. >> Yeah. And they're not usable as they are right now, but we are getting up to that point and
160that's what this is for. >> Correct. >> Awesome. All right. >> Any other questions about this purchase? >> Nope. >> Okay. >> All right. Um, we need approval for this one. Yeah. >> Yes. >> Okay. So, I've got Do I have a motion to approve 252601, which is sole purpose or sole source for purchase of Diamond Dust 4 in1 multi-purpose infield material? >> I'll move to approve. I'll second that. All >> in favor? >> I. Great. >> Motion carries. >> Next up, we've got a wave bid requirements to approve change order for the Environmental Controls Corporation. >> Yes. So, this is specifically the high school. So, we've had a contractor working on upgrading our HVAC system and they discovered that we have uh additional work that needs to be completed and we weren't aware of
161that until they really got into to the system. And Jessica is here. If you have any specific questions about this uh change order, uh it's the amount uh that that's beyond um what it the superintendent can approve. And so this is why we're asking for you uh to approve this requirement to approve the change order um because of what has been discovered and uh it impacts especially going into the winter season. uh what we're going to need to be able to have heat in our classrooms and and if we don't sort of do this then we're not going to be able to uh have that which I think there was some space heaters that we've had a couple >> in two classrooms as we discovered this. So I don't know if you have any specific
162questions but Jessica's here if you have any specific questions regarding this. >> So is this tied to the capital projects from the levy? >> Yes. So is this additional cost then going to mean that some of the additional things we would plan to do with the excess funds are going to have to be modified? >> So it fits within the contingency budget for all of the projects. So we don't think um that we need to make any adjustments to the other set of projects but we there's still a set of them that we need for later this year and for next summer. Um and if you know if this doesn't fitting change >> okay >> and Jessica is that these are every valve is if I read that right >> the contractor went through and
163originally we were trying to go which is what was bad so just saying hey let's make an assumption they're five years old and they're all bad so we did a original change order went through did that work as they were starting it they started on 10 units and as soon as They started things just started like crumbling in their hands basically. So they had to shut stuff off which is now why we have plaster shop. So we have space feeders in those and they're like we have to stop the original chain order this town. They were hoping that we wouldn't have to do it for better shape but it they're all going to now. >> So they have been inspected and Okay. Any more questions, anybody? All right. Do I have a motion to approve
164our uh wave bid requirements to approve change order environmental controls? >> I'll move to approve. >> All second. >> All in favor? >> I. >> Motion carries. >> All right, we are on to our policy revisions. So, we've got policy 3241, which is our student discipline, and this will be our third reading. >> Yes. So, I'm wondering if there's any questions with policy 3241. So, revisions to an existing policy. We've talked quite a bit about uh the reason for the change. It's a statute um based on legislative changes. Any additional thoughts, questions? >> I don't have anything on this one. >> Good with it. Yeah. Get her this one. Jane, do you have anything on this one? >> Good on my end. >> What you think? >> Okay. All right. Thank you. >> All right.
165Um, do I have a motion to approve policy 3241, student discipline? >> Motion to approve. >> I'll second. >> All in favor? >> I. >> Motion carries. on to our next one which is policy 2010 personal electronic devices. This will be our third reading on this one. >> Yes. So this particular one is a reminder we sent out a survey and we received uh a lot of results of participants with the survey and so I appreciate the involvement of our community in providing feedback regarding this particular policy. Uh we met with Canyon Creek Middle School students last week during my visit. >> They had a lot to say. >> You know, they did they did have quite a bit to say about this particular policy. >> They did. >> As well as the principal and
166so I appreciated their their thoughts and you know what we heard was not unexpected. Yeah. >> I thought that that's what we would hear them say. I was I was pleased to hear from a few of them. they they they clearly understood why this is a we've restricted cell phone use and one particular student who said no I'm actually I'm conversing more with my peers exactly the words but it was that's what my takeaway was I'm spending more time talking to my peers instead of being on my cell phone >> yeah which is great >> yes so uh thoughts regarding this policy >> Jane did you want to queue in on this one >> I do can you guys hear me Okay. >> Yep. >> They can. >> Okay. Yeah. I think I mean I
167said it at the last board meeting and I hold true of in the middle school I think our policy needs to mirror the elementary schools with the exception of they could have them but they're in backpacks. I had taken the raw survey data that you sent and I filtered out student responses leaving only like parents and staff and the overwhelming majority also believed that middle school students should be allowed to have them but put away in backpacks. Not allowed at recess, not allowed at lunch. When you combine that with what all of the data says, which is that the longer we can keep kids interacting face to face and the more we can keep them off their phones, the better off they are. I don't think there's a single study that's disproven that. Uh we'd
168be remiss in our duties if we did say, "Hey, yeah, let's give you some extra time with the cell phones." Um and I'm glad to hear that some of the students recognize that at Cape Horn. >> Thank you. Um, I think because we allow because I I don't know, that was my first experience up river with listening to them. that I think that our middle schools are very different and I don't want to speak for JMS whatsoever because I I'm just a parent there, but I do know that in some situations I think that it also can be to be used as not a reward, but like if you know it it can be taken away at any time if Mr. Cook sees the video recording. So, I kind of feel like it should be
169up to the individual school, the principal, per se. That would be my two cents. I think leaving it because Jake has a different opinion than, you know, than Mr. Cook does. So, I feel like maybe leaving it up to the principal or to the school. >> I feel like that puts the principles in a really tough situation though of then if you have one parent that comes in and is like, well, I want them to have it and this has it. >> Why don't you? And it then very much becomes like it's it's the principal that's the bad guy. Whereas I feel like we should try and be consistent >> unless there's a really legitimate reason of why a school should be different. >> Um >> like I hear you and I'd love to do
170that. I just it opens up a whole another pain point for >> No, but that make I I agree with you too. That does put them in a different in a weird position. It could put them in a different position. >> Right. So I spoke with both principles after uh having a conversation with you about this >> and so uh Mr. Healey is comfortable with how he's they're currently uh the expectations >> right >> he has seen uh what I would consider based on his feedback yeah >> the other day as well as previous conversations uh much improved improvement in in this particular area that he's not dealing with some of the the controversy some drama that he was dealing with the behavior uh previous years right so >> he also understands that the jump
171to guard it's it's slightly different. I absolutely understand what Jane is saying regarding there's there's some inconsistency there, right? >> And where that exists. Um we we try to be careful with with that level of like yeah and how many different examples. >> And so I I think we we understand that this particular policy also has procedural language in it, >> right? >> Which is because we don't currently have a procedure, we have a policy, right? And what we're discussing is what's happening in the in the buildings. So, um, one consideration might be we watch this this year and we know that one of the things that the board does is is revise policy, >> right? >> And this could be a policy that if if approved, we're we're tracking that, you know, both that
172we're talking specifically about the middle school. We also heard from our high school students. Yes. >> Right. that there there's there's still cell phones being used in classrooms >> and so this is a work in progress, >> right? >> I think we've seen an improvement >> as as long as we keep this as a priority. I think we will continue to see uh fewer and fewer students using cell phones during class time specifically at the high school and during the entire day at the middle school. >> So leaving it not having a procedure then leaves it open to p >> well I think it just it just means that we don't have a procedure that can be changed without board okay >> board decision >> okay >> so right now as we have a policy
173we don't have a procedure that's attached to it got it >> and this policy has procedural language in it >> got it >> I think but again just means that we I think we revisit this >> maybe it's over the course of the >> the year >> you know in conclusion of the year and and have a discussion about it for uh future years >> and that could include the, you know, our student reps and >> it could talked about having having middle school reps here. >> I'm hoping we can have middle school >> reps at in our next Yeah. November meeting. >> I'm a little skeptical that middle schoolers and high schoolers are going to really have an unbiased view on >> Well, but we did hear them, >> but we did really hear
174that they I mean we heard that some of them had they agreed with Mr. Healey with taking that, you know, making that change. They were okay with that and saw what he saw, I suppose. And >> there was pain points early on, I think. And then you're like, "Hey, I don't have my phone." I'm like, "All right, hey, what are you doing?" >> Yeah, I had my phone on the thing. I was like, >> they started talking to people >> using through it. They're adjusting and you know, elementary, they're not using their phones. No. >> So, this is something and I don't know how many elementary students have phones. >> Probably more you think, >> right? Probably. So I I appreciate the conversation we had with those those students and we do we say we
175want student voice. So are we going to listen to them? >> Right. >> And again that's why I was not surprised when they said no a preference would be >> right. >> They also said but I think they would if we were kept pressing on them that this is this is better. It it reduces the the potential for the the the drama bullying that could happen as a result of social media. And again, they're focusing on discussing and but they still also have their Chromebooks. So, this isn't like we're eliminating all of their >> Yeah, because they are allowed to use their Chromebooks. >> Yeah, they're they're still wasting tech devices. I think we can make room for student voices while also being aware and acknowledging the fact that in certain cases when actual scientific
176studies show us what the best choice is. Uh us as adults, you know, it's just like with your kids, right? Like you want to listen to them and and have them have input into different things as much as you can, but facts are facts, right? And sometimes we have to make the unpopular decision with them because we know that that's what's best for them. Um, I think the other piece with cell phones with middle schoolers that we didn't even touch on is the pressure that comes up for other kids, right? Like we all know you've got all the peer pressure, etc. of like trying to keep up. And when you have some kids that are on their phone and they've got the newest um iPhone, etc., and then you've got other kids that whose parents
177have held that back, there's even more pressure when they're able to be on it at recess, etc., than when it's kept away all day and it's only getting out like maybe before the bell rings or after the bell ends. Um, I also think if you think about it, if you're talking about in high school they have it on them, the less you have it on you at the beginning, right? Like as you go from grade to grade, the less you're used to pulling it out. >> Agreed. >> Yeah. >> And I think that might help. I would be interested to see if we did do that throughout the middle schools and we took a look at the incoming freshman class next year. Do we have less of an issue with cell phones being pulled out
178in classes than when we've done, you know, one school does it, one school doesn't? I don't know. Feel like we've already started this year, too. I don't know. I don't know. >> Okay. So, this is the third reading. >> Yeah. >> And we can certainly we can we can make there could be a a proposal for action or we could uh continue our discussion. >> I'm ready to vote, but that's just me. >> Yeah, I think that I'm not seeing want to keep beating it up. >> I I love the research you've done, Jane, and kind of bringing that all the table in terms of uh how we can definitely help the students. I'm not being in and out of gym to guard because I have two students there. I'm not seeing an issue like
179they've had at Cape where which led to the total ban currently. So that's my own personal experience there. So >> what are your thoughts? I don't know. I mean, I kind of I agree with Jane that I think it's better. The le less is best. I think just generally even for high schoolers. So, personally, I I would prefer that they not have them, but I also can see like stepping into it a little bit. >> Yeah, that's kind of it's like we've already started this year with all of this and then all of a sudden this big change and I don't know. And then that again like we're saying you know we don't want to put this on the principal but now we are putting this on the principal too. You know this is going
180to be a big thing for him to take on >> as well. >> And really what we're talking about the only change that we would be is that taking away the phones at lunch. >> Yeah. >> At JMS. >> Yeah. >> Yes. Yeah. And so, and I think this is definitely something to consider is our is our principles? >> Yes. >> And they're the ones that are going to be uh enforcing it. >> Yeah. >> And do we should we wait till Jim gets back? >> We could. I think we could. >> Or do we vote? I'm ready to vote if anybody else is, but I just want to I feel like we've beaten this one up so many times that we have to vote on it at some point. >> And I think as
181we look at the policies or other school districts, uh, which I think many school districts are are either revising their current policy or they're adding a similar policy, um, it's probably by community. It's >> right. It isn't just one particular way it's written. So, this is why this is such an this this conversations, right? >> And again, we have two middle schools. That's what we're specifically talking about. I think there's a a question about high school. There's no question about elementary. It's the middle school language. >> And might there be some, you know, could could we make a change to that that particular expectation. So, which would mean, you know, we we discussed this uh at a future meeting or another meeting. So, uh, but this is, you know, clearly the board's decision if you
182want to postpone a decision, um, or a future meeting or or take a vote. >> What do you think? I already ped my two cents. >> Well, I guess Jane, what is your thought about changing the policy partway through the year like for school kids and having that expectation shifted? and on this principle, >> I would be open to changing it at the beginning of the next semester. That would be my recommendation when it's fresh. But I'm not going to vote for it as it is. I can't vote in favor of something that again like I I understand if it hasn't been an issue, but the last time they're on the phones, it's very very clear, right? Like didn't wasn't the book that we read last year specifically about that? >> It was. And so
183I think this is an opportunity for us to say like, "Hey, we want you having that facetime, etc." And maybe we institute it at the beginning of the next semester to make it a clean cut, but I won't I won't vote in favor of it written the way that it is. >> What do you want to do, Paul? You want to vote on it? Do you want to wait? >> I'm kind of liking what Jane's saying right there. >> Wait until I'm with Ida. like you don't want to change now. I mean, they're halfway through this term. >> Everybody's going to It would be very disruptive. >> That's what I Yeah, we can't change it now. >> On the principal. >> It would give time to signal. >> Right. That's what I'm thinking. Like we
184could I don't know if there's a way to kind of prepare people like, hey, we're thinking about this is going to be the change. And >> I don't know. >> And I think I mean this is a pretty hot this is a big topic obviously. So, I really think that we should wait >> to talk to Jim as well since he hasn't been here at all. >> Okay. So, it's you want to revise the current language that we have? >> Yes. >> Yeah, I think so. >> Okay. >> I say no, but I'm not voted. So, >> I mean, it's a >> I think if we wait till semester for sure, >> it's a bold move, but like Jane said, like it's something that we need to be doing, right? like let's let's put our
185foot down and say, "Hey, come January, keep your phone in your backpack. You're at school." I mean, we're specifically JMSs, right? We're not changing anything at the high school. >> Yeah. >> Correct. >> Yeah. >> Then it's consistent. And then and I really like Jane's idea where she's like, "Hey, it'd be really kind of neat when we look at the freshman in a couple years and just see what that behavior creates." Right? We talk a lot about it with our other instructional programs and this could be a perfect example to see what what it did. >> It made a difference. >> Okay. So, we're holding off that. >> Yep. So, we have an additional reading. >> Yep. >> So, we'll have a fourth reading. >> Fourth reading. >> We're going to have a record break.
186>> That'll be a personal best. >> It's gonna be the best policy. >> That is going to be one of a policy. Thank you, Jane. All right, up back on. Um, we have our comments from board of directors. Jane, do you want to start since you're online? >> Sure. Thanks. Um, and thank you for letting me be remote today. It is my son's 10th birthday, so much love y'all. Got to spend the evening with him. Um, no, for me, I think the thing on my mind is parent teacher conferences this week. uh really looking forward to seeing I know we talked about the curiosity around um how many parents actually attend those as well as like would love to hear from the teachers how they feel like it is. And then I think the other
187thing weighing on my mind just given the um time of year and some of the demographics in our community is just those that might be facing some food insecurity with some of the headlines that are out there. And so for us, like personally, you know, I give to the backpack program at the school and I really encourage anyone that is able to do that to help participate, whether that's volunteering or donating at least to help make sure that any of our kiddos that are dealing with some of those food insecurities are supported throughout the year. So that's what's on my mind. >> Thank you, Paul. >> Kind of feeling a little talked out over here, do we? that >> um I would just you know give a shout out to Cape and Canyon for um
188allowing Sadi and I and others to visit the classrooms and really see the kids in action and the teachers in action. That was a really good visit for me just to kind of roam the halls and just >> just kind of see everybody being kind in the hallways. I really like that and it really resonated with me just how the children how everyone was behaving. I didn't see anything out of the ordinary that you would thought you would normally see someone running down the hall screaming, but like nope. >> They were all very well behaved and it was good because it so just you know it makes me want to see all of the sites which luckily those are all in plan. So >> great. Thank you. >> Ida, you got anything? >> Um well
189uh so I had parent teacher conference last night. It was late so I made special arrangements. So huge thank you to Mrs. Gustiffson for being there well after dark and we were there for a long time. So she's got stamina. Um so huge thanks to her. Um there's also a native plant sale on Sunday the high school. >> I saw that. So I'm excited. >> I'm kind of a plant freak. So, um, and then I guess one one thing that's been percolating in my mind is just, you know, I know when I had my check-in with Aaron, I was asking about class sizes and how that's calculated, um, and learning about kind of how the extracurricular teachers are folded into that calculus. And so, our class sizes are actually much larger than the 17 to1
190ratio. And I think um one of the things I was thinking about as we were moving through this uh workg groupoup process and resource optimization like I have real concerns about the impacts of the that class size like um on on the kids especially since we have so many special needs and kids and I um >> that you just mentioned. >> Yeah. Thank you. So, one of the thing, one of the questions I have as a parent, you know, we're we're prioritizing some of these extracurriculars, you know, at the cost of the class sizes. And, you know, at this point, I'm not sure that's not compromising that quality of education that like my son is receiving and other kids could be receiving. So, you know, having some input on, you know, is that a choice
191that uh our community wants to make, right? Do we want to maybe give up um some of these extra things to really focus on the academics and lowering the class sizes and really focusing on, you know, getting, you know, talking about like these test scores and really trying to attack that. So, you know, my decision wouldn't necessarily be the same as somebody else's, but just kind of having that discussion. >> I don't know. Um maybe something to think about as we're talking through, you know, that topic. >> Absolutely. >> Um and I think that's all I had. Well, thank you. Um I kind of piggyback off of Jane and with Paul's conference week. I would love to see the, you know, how the teachers feel about it, like how the turnout was. Um, if the
192times work. I think we've talked about that, like are these times good for parents and for teachers and whatnot. Um, if there's a better way we could be more helpful or whatever for those. So, I think, um, hearing back about that would be helpful. Um, loved visiting Capen Canyon. Brick and Jake are phenomenal. They have such a great community up there. Um, I'm always love going up there. I don't get to go up there very often. Um, also a big thank you to McDonald Excavating. They provided maintenance for the high school shop um, dust collector in the wood shop. That was amazing. What a great >> partner in our community. So, really grateful for that. Um, and also I loved tonight like I loved our discussion. I think this is what our community wanted to
193hear. we don't always agree and we can talk things out and figure things out and come to a good compromise or you know whatever. So I'm glad that we were able to do that. >> Yeah. >> Great. >> Okay. That's it. >> All right. So I got a couple things. So uh just IDA. So extracurricular I think our conversation is about specialists. So art. >> Yeah. I probably >> Yeah. Yeah. Art, music, and library are the three. >> Oh, okay. That you >> Yeah. Our conversation. And so, yeah, I just wanted to like clarify. >> Yeah. It's our specialists. So, >> thank you. >> Yeah. Art, music, and library. All of our TKI students. Okay. >> Have I think an hour, minimum of an hour a week. >> And then we also have PE and
194they have, I think, 90 minutes, 90 minutes of PE. So the PE is >> required >> is required. There's a way to do PE a little differently, but there's uh certainly expectations with that as far as the statute. And then it's music and art that are the the two that that are not required. So in the middle school and high school, they are but not elementary. Yeah. >> So, it was certainly something that the work group and and we can discuss more >> and I absolutely hear what you're saying and I will say that when we do survey our community, they're asking for art and they're asking for music and to your point, it's it's a it's a it's it's a preference. >> It's that everyone has an opinion about about those opportunities. I absolutely
195hear what you're saying about uh math, ELA, science, right? The core areas. >> So, uh yeah, more more discussion to have >> and just having the the teachers being able to spend the time that they feel. >> Yeah, exactly. Yep. Yep. Absolutely. Hear that. Okay. So, uh as you mentioned, thanks to Cape Canyon, thanks Connor for organizing our Earth visits. Uh that was it was phenomenal. So, here's a little bit of information for you. On the back, it just has uh you know this the planner. So, I'm hoping that that you're available, Paul, as you mentioned, available to attend. On the back, we had some highlighted information. So, so we had a board visit. We have Cap and Canyon done. Our next one is in is in November at the high school, November 19th. So,
196we're going to be at the high school for uh two hours and then you see the rest of the those times throughout the the winter and spring. We've already had our executive uh visit team visit which is last Connor and I did our first fall visit. So, we're going to be going again uh in the winter visiting our schools really in a similar way that we're that you're visiting although we weren't doing panels with students. I thought that was absolutely amazing hearing from our what they have to say >> and so um anyway that's just a reminder of our schedule and so we really appreciate it when you can attend. I understand it's challenging. It really means a lot to our principles uh to have you in their building. So thank you uh Paul and
197Satie for for being there. Uh so I want to thank our partners. So Satie yes absolutely uh McD has said what an incredible fall. >> Yeah. So the the piece of equipment they've mixed which has been um a challenge for several years and that helps our wood shop so the dust is is collected and so that's amazing. That's a popular class at the high school. >> The welder, the uh the boulders, the help I've mentioned earlier. So really appreciate all that they're doing. Uh Washable Schools Foundation, the WashU Campus Wash Community Chest, the Campus Wugal Rotary Club, WAFE, the Panther Foundation, WAKA, which is the Washugal Arts and Cultural Alliance, uh Reed Northwest, these are all partners. And as Jane said, as we're heading into the holiday season and what's happening on a national level,
198there are some there's some challenges. So, um, stuff the bus is starting Monday the 3. It's going to be wrapping up the December 12th. So, that's something that we've been doing for over two decades and that all of those items that are uh collected are going to go to our our families in need. Wave. That's why they were more is to help families in need. So we appreciate these partnerships and as Jane said uh we're going into more mini this is a wonderful time of year but it's also very challenging especially if you don't have the resources. So appreciate um everyone who partners with us and supports our students and our staff. The resource optimization work group we met on Wednesday the first well it's really the second meeting. Phenomenal turnout so appreciated the engagement
199the team that was there uh they gave some really good ideas because we presented the levy presentation that you received um shared a lot of information with them. This is the information and you already have one so you can pass those on to those too. So this has information that we shared with those individuals that were in attendance. Uh we have uh meetings scheduled throughout the year. So that's all the information that we shared with them. You really appreciate everyone who was involved. I think that's a a group that's going to really provide us with incredible insight. So thanks for everyone there. Um and you mentioned this our last meeting, Paul. So for those of you who can vote, please vote. It's December, was it? December 4th. Tuesday the 4th. No, excuse me. November. >>
200November. >> Next week. >> November 4th. This coming Tuesday. >> Yes. That first Tuesday. So, please uh if you can vote, please vote. And >> you might see some familiar faces. >> Yes. They're looking pictures. >> Yeah. Les I'm going to have to change this. >> So, uh thank you for that. Stuff the bus I mentioned already is coming up. And then our golf team, >> right? >> Golf team. really well. Did so well. They So, they won our league. >> Yeah, >> they we have coach of the year, Coach Menace. Good job. We have the MVP is Trenton Maddox. So, senior uh first team Gavin Schaefer Jr., uh first team, second team, Silus Hall, junior. So, they did such a good job. I was able to watch them a couple different times in Orchard
201Hills. Uh phenomenal. They won't find out until later this fall and early winter how many of them will qualify I think for for state which is in the spring. >> So congratulations to them. They did such a good job. U thanks to our middle school or excuse me our elementary principles who clearly did a good job presenting their school improvement plans. >> Yes. They did great. >> Yes. >> Appreciate their time. >> Yep. All right. >> All right guys. I hope that's an hour. >> I know. >> Yeah. I heard you. >> All right. Do we have any future agenda items >> other than the >> Yes. >> personal cell phone? >> Yep. Putting that back >> personal devices >> for 3D. >> Yes. >> Um Okay. And as always, our evaluation uh board evaluations
202are on line. And do I have a motion to >> motion to adjurnn? >> I'll second. >> All in favor? I we're done at 7:32 p.m. It is early. >> I might actually be okay tonight.