WSD School Board work session 10-14-2025

001All right, it is 6:30 and we are ready to start. Going to do the pledge of allegiance first. I pledge algiance to the flag of the United States of America and to the republic for which it stands one nationisible with >> All right. First step we are we have our student representatives. Yes. >> Welcome. Thank you for being here. This is fantastic. So, I think I had told you that we're going to have something right before, but clearly we didn't other than the pledge of allegiance. So, you're on, you're here. We're so thankful that you're here. This is your opportunity to share with the board who you are. And then with the board, could you also share who you are in the area that you represent? And just like we're asking them, I've asked them

002like why is it that you're you're doing what you're doing? And so we'll save that for the end. So okay, I haven't really thought about how we want to do this as far as we start with our senior or do we go with our sophomore? So, because you you were just you just rolled in, I think we'll start uh join with you if you're good with that. So, yeah. So, introduce yourself and maybe tell us a little bit about who you are, why you want to be in this position, and also mention what your schedule has to be. >> Perfect. Great. >> Okay. So, my name is Joselyn Bardo. I'm a senior at Wugo High School this year. I'm starting with my schedule. First period, I have AP literature. Second period, I have TA for

003a special needs students in my class. I help with ASL. Um, third period I have baking class. Fourth period I have AP government and politics. Fifth period I have personal finance. And the sixth period I do work site learning for a business that I started with my mom. Um, I hold office as the high school ambassador president. I've been part of the program for about four years now and I've worked heavily in community engagement. We do a lot of presentations go throughout Washington, go throughout Oregon. I work a lot with um, United Wugal. So, I do a lot of drug takeback events, things like that. I work closely with Betty Gable and Margaret McCarthy and Xander Cook. So, it's it's really cool that I get to do this kind of work that I do. And

004I think that bridges into why I think it's so important to be a student representative, getting youth voice out. And I think that understanding it's understanding what is happening directly in a school versus hearing things here say is a big deal. And I think that as student representatives, I think it's a big part of us being able to help with that vision. So, I'm really excited to be here. Thank you guys for this opportunity. >> Great. Thank you. >> Next, >> Jacob. Yes, >> my name is Jacob Larselier. You can call me Jake, though. Um, my schedule is first period junior English, second period Earth and Space Sciences, uh, third period AP United States history, fourth period yearbook. Uh, fifth period I have Woods 2 and sixth period I have pre-calc. Um, I do a

005couple different things. I do uh, Future Business Leaders of America or FBLA. Um, and that kind of ties into WashU, which is the student store for like merch and stuff. you've probably seen them at games and stuff. Um, and then they also work alongside Walkand Alzheimer's. So, we do a lot of work uh helping them uh put on events. Um, besides that, I'm in peer connections, which is a club that focuses on uh kind of building that bridge between students who um are uh more socially out there uh and the students who aren't, so they have a support system and good friends at the school. And I think that's super important. Um, and lastly, I'm the city council student representative as well. Um, so I work alongside the mayor and the city council to kind

006of, uh, advocate for all the students in the school district. And, uh, yeah. Um, I really think that it's important to be, uh, city council student representative because not only, uh, am I already kind of out there doing stuff as the, uh, I think it was city council student repres. I meant schoolboard student representative, but that's okay. Um, but because I'm already out there as a city council student rep. Um, and so I think that it's kind of a great way for me to bridge the gap between the two. um to kind of make sure that both sides are getting the same uh information, the same quality of information. And I also think it's important because um since I'm in uh these clubs where I'm kind of already around the school and speaking with students,

007I think that it's a great opportunity for me to uh bolster their voices and kind of get their opinions out there. >> Thank you, Jacob. Olivia, >> wait, can you say the question again? >> Absolutely. Yes. Yes. So yeah, see your see your name what what grade you in your schedule and other things that you're connected with. So as far as like unite you're involved with the unite and then I think we just we'll probably go with that and then I've got a couple of the questions uh after after you're done then we'll go over and then the board will uh share who they are. >> Okay. Um my name is Olivia Rios. My like my last name just recently changed. Um, my I'm a sophomore at the at Washugo High School. I my schedule

008first period I have AP bio. Second I have AP world history. Third I have preapp sophomore English, fourth period choir. Fifth period Spanish 2 and sixth period geometry. Um I work sorry I work with um I've worked a lot with Unite Wugle. I've been working with them for the past um three and a half years. Um last year I joined the ambassador with ambassador program um mostly with freez. This year I'm trying to get more in with teens in the driver's seat. Um I also do peer connections with Jake. Um I was a student rep last year on the school board. Um I'm also a student sector rep. student sector or youth sector rep um with that I'm kind of confused about but Margaret is still trying to explain that to me. >> Um I

009also work closely with Betty Gable Margaret and Xander Cook or Margaret McCarthy and Xander Cook. Um I the why sorry >> yeah you're good. Yeah. Yeah. Why you're interested in being a student? Oh, I'm interested in being a student rep because um it's a way for the youth voice to get out there. Not just me, but also my peers. I like working with my community, not just school, like not just like my school, but like just like my community in general. Um and I think it's would be a great opportunity to share like how I feel and how others feel and how we can change things and work like better things. Sorry. >> Yeah. Um, I just think it's a great opportunity. >> Yeah, great. Thank you. So, these are our three student reps for

010this year. Talking with Mr. Castle, he is attempting to get one more student rep. I am thrilled that you are interested in doing this. So, thank you for this commitment. Uh, we did have a chance to meet uh last week and then Joselo and I met uh earlier today. It's the the way this looks is hopefully we'll be able to connect prior to each board meeting they're attending. They're going to attend one board meeting a month and it typically is this one. There's going to be a board meeting later on in the in the early spring where they're going to be assisting with an advisory vote for the for the calendar. And so that particular meeting, they'll be at the second meeting in February unless we move uh when that decision is made. So before

011we get to the questions, could you please introduce yourself? Uh provide as much context as you want as far as your uh the area that you are representing and then also some more context about like why you're doing what you're doing. Paul, would you mind starting us off? >> Not a problem. So Paul Hooper, uh district five representative for the school board. So if you think about the five districts, two of them are pretty rural. So Jane and I share those, but I have the kind of the cut that goes from Woodburn Hill, Mount Norway, kind of goes up the Ridge Road, and then goes into Scania County, Bell Center Road, kind of that whole section there. So um actually grew up on Bell Center Road. I'm a WHS grad, class of 93, go Panthers.

012Um and uh I spent a lot of time coaching softball since I've been at the field over there. And then this opportunity came up and I thought it was just a great way to give even more back to the community, right? just really when you see kids faces as they're growing and learning and doing stuff and you're just like the impact that you can make and I just thought it would be a great way to kind of even do bigger impact than just the teams that I'm around. So it's like all of them. So that's sort of who I am and why I'm here. >> Great. Thank you. >> So I'm Jane. I'm district two. As Paul mentioned, we're rural. So I'm up river and east. They're cut up really weird. You got to look

013at them that way. That way. Um, and I've got two kids in the Wugle school district. So, currently a third grader and a fourth grader. Um, I've done a lot of different volunteering, but I really felt like being on the school board could help impact, you know, future education both for them and for all the rest of the kids in the district. >> Thank you. >> Um, I'm Satie McKenzie. Um, I'm District 3 and I'm Sunset Sunset Ridge. Well, it's been Sunset View. Sunset Ridge. I have two kids. I have one that just started high school, so he's a freshman this year. So, it's exciting to have a student that's actually in my school now. And then I have a seventh grader at JMS. Um, and I just started I wanted to be on the

014school board because I wanted to be more involved like you guys probably, but just on a different level of parenting and you know, just being involved as a parent and I volunteer a ton. I really enjoy volunteering. >> Well, pretty much. >> Thank you, Satie. >> And I'm Ida. Uh, I represent district 4. So that's above um Jeff is here and and that's east. Um I supposed to say okay why why I'm interested in being here. Um so I have a kid in school as well. Um and as he was starting out um I wanted to better understand how things work frankly. Um, and then also the more involved you are and so you're probably why you're here, the more opportunity you have to make a difference and to make changes and ask questions and

015then get understanding. So just thank you for being engaged and being willing to learn. >> Great. Thank you. So, I have a couple questions that I want to ask you and and however you want to share those. Uh, and maybe Jake, you could start uh with the first question, which is what are you hoping for will happen this year in your involvement with the school board? >> Um, I think that the main thing that I'm hoping for is to uh build uh better uh relationships and more relationships with adults uh staff, faculty, um, and students in the school district. Um, I really strive to get to know as many people as I can. Um, and so I think that really what I'm hoping for is to meet more people, get to um, kind of represent

016more people's views, what they think should happen in the school district. And, uh, yeah, >> great goal. >> Thank you, Jocelyn. >> Uh, I think it is a really big deal to bridge to have that bridge between the understanding of a youth or student and the people who represent them. And I think that when because of the travel that I do and the people I get to hear present and give the conversations that they give, they always say that the youth are the future and that when we do things and they don't get the youth voice, we don't have the we don't have a very we don't have as perspective. So I think that one of the biggest reasons why I thought this was a great opportunity, not only myself, but to be able to

017work with people who I have worked with in other projects, knowing what they're capable of and the good that we're going to be able to do, I think is a huge deal for me. And I think just like kind of building off what Jake said, having that understanding of each other and knowing where each person is coming from. >> Great. Thank you, Olivia. >> Um, what I was hoping for. >> Yeah. What are you hoping what are you hoping to see this year in this role? >> Um, I'm honestly I'm probably not probably I'm hoping for uh more like student voice to get out there. Um there's a lot of things just like happening at our school. Not just like like not things that are publicly known like there's a lot of mental health um

018stuff going on. Um there's I'm sorry I'm not prepared. Um I'm hoping like Joselyn and Jake to like more um youth understanding. Um, I I'm so sorry. Don't worry about it. >> Don't worry about it. >> This is so >> We'd be nervous if we were. >> Um, honestly, as of right now, that's all I'm really hoping for. I'm not quite sure yet, >> cuz especially like the school year just started. >> Um, but I hope to like know what I am hoping for like soon. Like there's a lot of stuff going on with Breathe Easy and Teens in the Driver's Seat right now. >> Y >> and right now we're like about to like launch like a new project. So I'm hoping um that is successful and a lot of kids can get a

019lot of help like out of that. And I'm just like hoping for more stuff like that to help um the community and like the kids at school. Yeah. >> Good. So we're going to stay with you. Okay. So, the next question is, how's the start of the school year? And you can talk about things that are going well and things that maybe are challenging. >> Um, the start of school year's gone pretty well so far. Um, I don't really like there's not I don't have much to say. I think the cell phone usage is a like a problem again in school, but like we're still adjusting to that. Um, >> the problem which way? >> Like a lot of use in class. Yes. So, you're seeing cell phones used in class. >> Yes. Um I

020know Mr. Hansen, Jake, and I all talked about the AI use in the class. Um I think that's also a problem, but we have like a solution on how we can like we're working on solutions on how to fix that. Um but besides that, I think the school year has gone really well. Um, a lot of new kids, um, like a lot of new kids are like getting involved with Little Lac Bra or ambassadors like Brea Easy, Child's in the Driver's Seat. >> What? Sorry, what's Breas? >> Um, it's a program in the ambassad was formed my sophomore year, so 2022 and we were on our way back from prevention summit and breed the breed easy specifically focused on substance misuse in our school. So, we had a campaign that we built that was an

021anti- vaping campaign because that was a very huge issue at the time. Okay. And we kind of we continued expanding it. Now, we're working on something that Olivia is lead on which is a vape kit and it's to help it's resources to get word out but breed easy is just one of our programs throughout the ambassadors and we have some new people in it, some new roles. So, yeah. >> Very cool. >> Okay. Thank you. >> She has more of an understanding. >> Oh, you're >> okay. So, that so it's been a decent start for you. >> Yes. Okay, Joselyn, >> I this year has been really good. I struggled a lot last year. I had a personal issue happen and I missed a lot of school and my grades really dropped. And as a

022person who's always valued high marks and being at school and getting good grades and getting good affirmation from my teachers, I really struggled with it. So, going into this year, I had a lot of stress that that was going to reflect and that I was going to have issues. But, I did my college applications. I got into the schools that I wanted, which took a lot of stress off of my plate. So, I feel a lot better going into this year. I have good understanding with my teachers and I've my grades are solid and everything like that. So, I feel good going into this year. I do agree with Olivia. I know that there's a later question as well on cell phone use, but I there are certain things I've noticed are different from previous

023years that we're seeing more of and things that we're seeing less of. So, of course, we'll get into that later, but I feel confident that this year is going to be a good year. And I'm glad this is my senior year. So, good way to go out the gate. >> What schools what schools did you get into? >> I got into Galedet University in Washington DC. I want to be an ASL interpreter. So, that is one of the top schools in the nation for ASL, which I'm really excited about. Only about 6% of hearing students get accepted to that school. It's a primarily dev school. And then I am planning on going to Western Oregon University, so it's a little closer to normal, but >> great. Thank you. >> That's awesome. Congrats. Thank you. >>

024Um, my school year's been going pretty good so far. I think that uh really my biggest struggle is I took on easier classes than I did last year because I was taking on so many extracurricular roles. And now I'm realizing that school's kind of boring when you don't take hard classes. And so that's honestly my biggest struggle is that some of my classes are just too easy. Uh or not even just too too easy, but just kind of like redundant, you know, stuff I've already learned. Um but it's been really great. Uh like like they said, there is definitely an uptick in cell phone usage and I think that's because of a couple different things. Um but yeah, I'm really excited for this school year. I'm really excited for all the uh opportunities I get.

025I'm really excited to uh keep it going. >> Great. Okay, so later on we're going to be discussing the cell phone policy and so that one of the questions was what are you noticing regarding cell phone use around the school? So, uh Jake might continue. Um, well, so for me, I definitely see I would say I see more kids on their phone in a class period than I see kids not on their phones. I would say that at one point or another, almost every kid in class has their phone out. Uh, whether that be to actually play on it or just to check the time. Um, and I know that uh especially in um like my first period class and my fifth period class where it's kind of a more laid-back environment, there's a lot

026more cell phone usage. And part of that lends to the students, but also I think part of that lends to the uh the teacher. I would say more so like my fifth period class with Mr. Manel, it's because it's a wood shop. You can't be everywhere in the wood shop. There's a lot of places that kids can go stand behind things and be on their phone. Uh whereas in my first period class, it's more so just the environment of the classroom is kind of more chill and thus kids feel comfortable pulling out their phones regardless of if they actually have a chance of them being taken or not. Um, but I also think that a big thing with the with the cell phone uh policy is 99% of kids, including myself truthfully, don't put it

027in their backpack. Um, I don't think I pull out my phone outside of uh lunch really. At least I like to think I don't. If I do, maybe it's subconsciously has to check the time. Um, but really, no one puts it in their backpack. And I think that that's because everyone kind of thinks, oh, well, it's not going to be a distraction. I can ignore my phone and then they can't. Um, but I think they kind of more of an emphasis on well it will distract you if it's in your pocket then uh that might be good because a lot of kids just keep it in their in their pocket. >> Do you think it Oh, go ahead. >> No, go ahead. >> I was just going to ask, do you think it would take

028like an outright a lot of schools are just outright banning them from start to finish? Do you think that's what it takes? >> No. >> There's another path. >> I I I would like to say that there's another path, but truthfully, I wouldn't have an answer on what that is. Um, but I think that an outright ban of phones would really result in two things. Kids bringing their old phone and putting that in a little met metal pouch and then having another phone on them or them just saying, "I don't have a phone." And then unless you search every kid a bunch of kids backpacks, then you're not going to actually get their phone from them. And so I think that it would probably like to to ban them in a way where you could

029actually guarantee kids have a phone on them would be a large like amount of money that you'd be putting into a program that I really think wouldn't end up working that well in the long run. Um so I really hope that there's another way we can do it besides that. >> And do you view them as like when you talk about kids being on their phone in the class like do you view that as detrimental for them for you for both? >> Um well truthfully I kind of take a stance that I guess probably would be very popular. I think that if you're going to receive a free education, it's up to you to take advantage of that. And I mean, obviously, I I like to think that I take a pretty good advantage of

030my education and I don't use my phone a lot during class, but I think that if at the end of the day, if you're going to pull out your phone and you're going to kind of put yourself at that disadvantage, that's that's your choice. And I think that really it doesn't affect the entire class that much. It really only affects the student that chooses to pull out their phone. And so I to to me I think that it's probably detriment to them, but it's really not that big of a deal uh as far as it goes to like to me if I see their phone app. Are teachers helping with that? Like are they saying please put your phone away or Yeah. kind of one of those >> I would say that pretty much every

031teacher I've ever had, they're pretty on top of telling you to put your phone away because they also understand that it it does affect the student's ability to learn. >> Um I think that like I said earlier, there's just certain class environments like the wood shop, like metal shop where it's harder to kind of manage that. And then I think that it's also the same thing with a lot of with a lot of students. They just don't really have any respect for their teachers and so they don't care and they'll they'll just like set it in their lap. The teacher doesn't put it away and then pull it right back out once the teacher turns around. >> Yeah. >> But yeah, the teachers are definitely attempting to enforce it. >> Okay. >> I mean, for

032example, all three of you have your phone sitting right next to you on the table. You're not looking at them, >> but they're out invisible. >> Yeah. >> Join kind of going exactly off of that, which I was thinking he was talking. I think that a lot of people too, especially that people I have around me, I'm a very open sitting classrooms where you can either see everybody around you or you're in a table group where you see everybody and people have a habit even if not looking at their phone or using it just having it out whether that be in the front or it's the back. I noticed that a lot recently, but I kind of have a different perspective and that could be the classes that we have differently. But I have seen

033a lot of reinforcement recently. Like today alone, I think I saw six students get their phone taken until the end of the day in my classes. And I think that they are enforcing them where there's more teachers observing it, seeing it, and not even giving a warning to the student and just saying, "Hey, I need a phone pickup." And somebody coming or security guards and grabbing the phone. So I think that I have seen an increase in that. But I also think with the phone policy last year, I know specifically for me, I had about three out of my six teachers who would they didn't care about the phone policy. They would just say like, I don't care if it's out, like get your work done. And that was usually more in the higher level

034classes, my APs. My teachers assume that we were going to get our work done, but there are some students that still don't do it. And then they have nothing to bing. But the fact they were on their phone the entire time during class or for the past whatever time before the test was, whatever the circumstances was. So even this year going into it with the phone policy that we have being more um put out we first day of school we got told a lot no phones in your backpack at all times those things there are still a good amount of students who don't follow that and I agree with Jake it's usually in their pockets or it's in their lap or somewhere that's still accessible to them and even when security guards come and say

035you can put it in your backpack and that's your warning they won't do it just because they don't want to and then it still gets took taken away from them. So, I think there is also that um defiance to what Jacob was saying and I think there's also the other line of it that if we were to try to completely ban the phones, not only do I think that people would, like you said, bring a different phone or not want to give it up at all, I think that there would be students who would be more aggressive in the fact that they'd be, I'm not giving you my phone, and they would have more issues with things like that. So, um I think that's my take on phones. I do think that for some people

036it's a safety thing, having them to be able to contact people around them, not having to go through the office. I understand that in some cases and I think that the self-control of it is also difficult for some people. Some people just have an addiction to where they need it on them at all times where other people are okay putting it down. So I think that that is an issue that's hard to gauge for that many students in different classes. Like Jake said ability wise different teachers not caring some caring greatly. So I think that is a little rough area to try to figure out. So >> do you remember what the cell phone policy was when you guys were in middle school? Was there one? >> I don't think I had one. >> Uh

037yeah, there was one. Uh, but it was pretty much uh I don't know. I feel like a lot of kids didn't really use their phones in middle school. I think that mostly it was like to listen to music. Um, and because like really back like when I was in middle school, there wasn't really chat you could get out to cheat or anything as much. And so really if they were out, it was for music um for the most part. And the policy was pretty much just if you're getting your work done and you're not distracting a big group of people with it, it can be out. Uh it was pretty lax at uh Canyon. Something else I did see a surge of recently too is that because they can't have their phones out, they'll be

038watching videos on their Chromebooks and then it's more distracting because there's more people wanting to watch because the bigger screen, it's getting their interest. They're seeing it when they're trying to do something else. So, I did notice that as well. People won't have their phone out, but then teachers have to correct them and say, "Well, you're not on the correct thing." They'll have to start using the browsing feature where you can see what kids are looking at on their school issue Chromebook. So, I did notice that as well. coming up >> like for this is like with like uh what Jake said about like the or the question about like uh the middle schools enforcing the films at Jump the Guard. Uh I know my eighth grade year they started enforcing it a lot because

039they you weren't allowed to have them out during class or passing periods before school and after school. If you were on it during your passing period, a teacher could take it away from you for the rest of the day. Um, so I know like you weren't allowed to have it out at all until you were at lunch or after school or before school. Um, I'd say like at Jump to Guard, they were very on top of it with the cell phones. Um, if a teacher saw it out, you get a warning and then if they saw it out again, they take it and dep it really depend on the teacher like if you'd have it out for the rest or if they take it for the rest of the day or like after like the

040class was over. Um, but I think that that was really enforced at the middle school for like at least when I was like there. >> Thank you. >> During passing time, can you guys have it out in between classes? >> You're not supposed to. >> I don't think you're supposed to. >> Well, I see a lot of kids. >> That's what my son said because he was like, "Actually, mom, I don't know." Because a lot of kids have it out during the teachers about it, you know. >> Yeah. >> Right. So those were our questions. So we're always we're not always going to focus like cell phones and things that we're trying to force and just as we're describing we spend we're spending quite a bit of time on this topic and and really we

041want to spend a lot of our time on academics that reason we're choosing cell phones because we think it's uh you know there's there's a there's a theory out there there's research out there that it's it's impactful to learning and I think you're you're sharing that that it is and Jake what you were saying about this this opportunity education. >> Yeah. >> And where is your attention? And if your attention isn't on the information that's being presented that you're being asked to uh engage in and it's something that's uh that maybe isn't uh that isn't productive. And we have some data from the survey that almost a thousand people have completed. Maybe you've completed the survey that was recently shared with students and middle school and high school students. A lot of parents have completed

042but most of it is uh majority are students and so and what that's what the survey results uh say as far as the the distractions the negative aspects of cell phone use. There are some there was a question about positive uh things that can be gained from cell phones. So uh it's interesting it's an interesting topic as when cell phones first became uh available to many people affordable we really leaned into cell phone use. >> Yes. And now we're right where we're we're trying to make an adjustment and not just weugal and clar county and the state of Washington there's an expectation uh probably every state uh there's this discussion is happening so appreciate your feedback and sometimes when we ask questions u it can be challenging as you have you each have six teachers

043and you have peers and so we appreciate anything you want you're willing to share with us uh publicly about what you're experiencing. So, thank you. If you don't have any other questions, I think that's that's basically uh the questions I had for you. Is there anything else you want to share at this time? >> I just want to share one thing about phone usage. I think that uh I heard a lot from kids. uh they love to listen to music during class and I I I absolutely agree that like you should listen music while like during a lecture while the teacher's talking but I think that maybe when when we think about uh like uh the phonies policy um I think that maybe there should be some way to make it to where kids can

044still listen to music during like free work time just because it's calming. It helps a lot of kids pay attention and I think that, you know, a lot of teachers do play like background music, but really most kids want to listen to their own music. And so I just think that maybe if there's like a way uh to kind of fit that in there, I think a lot less kids would be more uh lack of better term, rebellious towards the rules is if they could just listen to their own music because really that's what most kids use their phones for. >> I I agree with Jake. I'm one of those people. I can't work in a quiet setting because then I just start overthinking. I always like ha it's it's either like if it's just

045like a small conversation between me and like my table partner or like having to like put an earbud in. It just it just helps me work better and it doesn't keep my mind like I'm not over I don't get over stimulated with like information. >> Thank you. Good perspective. >> Any other uh topics other than cell phones? So I think uh one or two of them with this idea of AI project. So different than previous years I'm hoping that that we can work together on an AI project where they uh we start looking at what could be some potential guidance uh that they present to to me in my role that I'll share with you. Uh I had given a little context that there there really isn't any policy that's being shared with us as

046far as from WADA on AI use. Uh there's there's certainly uh information that OPI has provided. There are a number of districts that are very public in what they're doing in supporting AI being used by staff and students. So that's something we're going to be working on and we'll be updating you as we start the project. >> Okay. So at this time you are free to leave the boardroom and you're also welcome to stay. So thank you so much. >> Thank you. Do you want us to turn the microphones off? I mean we'll take care of that. Thanks. Right. Next up, we have our board and superintendent update. Who wants to start to think? >> Sure. >> Jane's gonna love not being on the end anymore. >> What a move name. Next time it'll be

047a race to see who gets here, Perry. So, we're going to mix it up a little bit. Um, >> what's on my mind? Well, hopefully everyone got their voters pamphlet in the mail. >> Um, I've already gotten a few texts from some friends of mine. They're like, "Hey, wait a minute. You're in the voters. I know that name. I'm gonna vote for Satie instead of for you." Like, go ahead. Um, but and I think ballots are mailed tomorrow. So, I would encourage everyone to take a look at voters pamplet and >> vote for Satie, Jane, and I as we're all running for election. >> We can kind of keep our seats up here. Um, and the only other thing that I've been thinking about is I had asked a question just about how the new

048Chromebook policy in middle schools is going. um and just seeing if we have any feedback um from students andor teachers in terms of how that's helping or hurting or anything like that. >> Gotcha. >> You want to add >> I forgot about that he had asked about that because I was wondering kind of the same thing because it's a big change for the middle school. >> It is a big change for the middle schools and I don't know that I have uh specific responses. I know Mr. Cook and I talked about it. Uh, but I don't know that we've sent anything out to students to to gather their their feedback. So, >> I can give you two data points if you want. >> Yeah. Yeah. Your two data points. >> My two data points are

049it it's sort of annoying to them to have to turn in their Chromebooks and it eats up about five minutes of first period to go get your Chromebook and people end up grabbing the wrong one and then they're sorting what? That's mine, that's yours, that's mine. So, um, they both have six period band. So, the band teacher has 60 Chromebooks to check in. >> That's a lot. So, just just sort of wondering there if there's a kind of where we're at with that. >> Gotcha. So, I know that we have worked through a couple of examples where and one specifically where a a parent wanted their students to be able to take their Chromebook home and so that that's an option. So, we've worked through that with that individual case. Uh the reason we did

050this was because Chromebooks were not being charged. Uh we were finding that we were spending more money on the the charging device. The the the core the the charger uh would would disappear. It'd be left at home. And so there were there were challenges with that. And then it's it's a bit too early to tell if we're going to see a reduction in the uh breakage and uh you know the number of repairs that are required. uh losing Chromebooks, which when a Chromebook is lost, then then we you know the student that lost the Chromebook um is that becomes a fee. >> Yeah. >> Uh uh but those that can be challenging because they're they're it's an expensive piece of equipment. So again, that's it's a bit early as far as that goes. Uh the

051few people that I've the individual teachers I've talked to um they feel it's beneficial for the reason of the charge Chromebooks. uh they're we're >> they're ready, >> they're plugged in, they are there the next day. Um but then I didn't talk to any students about the impact on them and what you're bringing up. >> Yeah. >> And that example of uh Dr. Hod probably who has a very large class as well, >> right? And that is that is that that's that's the reality with that one teacher. >> That's the one. But still it's it's it's been impactful. >> So for those individuals, >> I would random thought just to throw in there. We've also talked about um how we could continue to drive things through our highly capable programs, right? So maybe a thought

052there that perhaps we look at those students are those students able to take their course >> as a way, you know, I mean we want equal access for all students, but we've already sort of tested them and said, hey, we want to challenge them more. So maybe that is a an example. >> But having that device at home allows them to be able to access Yep. Learn that are on there. they're preloaded or access to y >> yeah other resources. So and again I and I believe that is an option. >> Y >> it's just a matter of requesting that through through the teacher and then there's a different checkout. >> Yep. >> For that. So so that is an option. Um but yeah we will we will come back with some more feedback. This

053also could be something that when we have our principles here >> this the secondary principles. So it's it's Jake and and David who can are the ones who are going to share because we don't do this at the high school. Right. >> Uh the iPads do stay home, I believe, uh with the elementary that they're they stay they stay in school. Yeah. And they're in a similar way. They're they're charged each day. >> Okay. Anything else? >> No, that was it. >> Great. Thank you. >> Okay. We're off to the races. Parent teacher conferences, at least for my kiddos, are the end of this month. So excited for that. Um they're also Cape Horn is hosting a pie next week which is partners in education. So basically they're inviting um parents to come in bring

054the kiddos. They've got some entertainment for the kiddos and then the parents can ask questions and learn more about what their kids are learning which I think is definitely a good step. Um I'm still not seeing any homework which I know is our policy. I still have some concerns with that. Um just in like I love the weekly summary that they give. I think that's great, but I still have a very limited ability to sit down with my child and like work through and see how they're learning and where they're at. Um, so I would just say that I know that decision has been made, but we might need to revisit that. Um, because as a parent, like I want that visibility and I know I know my child more than anyone else. I can

055tell when they're struggling to grasp a concept and when they need some additional support. Um, outside of that though, it's been, I don't know, a typical eventful beginning of the school year getting into patterns, etc. Great. Thank you. >> Yeah. >> Um, so my my husband attended the golf uh what was it called at the >> Richard Hills for the fundraiser. >> It was for the golf for both the washable high school golf program and came high school golf. Yes. >> A little early because of work, but yeah, I had a lot of fun. Um, so I thought it was cool that they they did that and the community could partake in that. >> Yes. >> Um, other than that, yeah, trying to settle into the school year, I think I also have some concerns

056about homework similar to Jane and stuff. Um, my son being in a very busy classroom. Um so I am you know we are gonna we're looking forward to the parent teacher conferences and seeing you know how we can partner with our teacher to do that. But as we talk about special education, I'm very curious about, you know, special needs kids in the classrooms and um and just other kids who are on plans and how we integrate that with our other students and and balance. Um just trying to understand how that happens a little bit more. >> Pass. Thank you. >> Thank you. Um I have a couple things. First off, I'm super excited. um the Wugle motocross track. Um Ryan and Shelley Huffman, they are letting Wugle Middle School host um the >> Oh my

057gosh, my brain's going >> cross country. >> We're hosting 14 um schools um tomorrow and it's going to be really exciting. if anybody wants to come and get maybe a little muddy and watch um all these kids race. They put in a lot this year and the had really good coaches, really good turnout this year for cross country. So, that's new and exciting. Um, I got a chance to check out our new, um, Chartwell menu at the middle school and at the grade school at CRGE. um just kind of looking at the different options and seeing the changes and um I did see a little bit of sugar that we were concerned about. But other than that, I did notice that the um if any parents have questions about we have a menu online that

058shows exactly how much sugar and what is in each item. We have so many more options. The kids were super excited >> um just about the lunch options. We have salad options or pizza options all in one day that we didn't have before. Um, and breakfast options, there's a lot. Then there's always a healthy option. There's milk and stuff. So, I got a lot of good feedback from students and from um even the janitorial service said that there was a lot less waste in the food, >> which I thought was really cool. So I think that so far that that's a good change for y >> so far. >> Great. >> Um but other than that that's what we got. >> Okay. Thank you. So I have a few things. So yeah, conference week is

059the 27th to 31st. 5 days of early release. So students will be coming home 3 hours early and then there's there's time to conference. So yeah, hopefully you are taking advantage of that and scheduling time with your uh students teachers. Yes. >> I'd love to know like what our percentage of parental attendance is on that just because like I did notice and I think this is normal. It's been like that every year but like you there's only one day where it goes to 5:00 >> and I I mean I have a flexible schedule so I can make that work but if I was driving to Portland and having to work at 8 to 5 that's a very different story. >> Um and so >> you had to work with the teacher oneonone because you were

060like we can't do any of these. >> Yeah. So, I'm just curious of like what our attendance rate is for parents and that and if they don't attend if we ever have ever done like the why haven't you um just given our demographics and that type of work. >> So, like I mean why do we ask? >> No, no, no. Like why I would love to know how many parents actually attend? Gotcha. >> And if they don't, and I don't know if we can get this, like why don't they? Is it because work schedules don't allow them to because like I said, I know there was only one day where it went to five >> and even it's not after five and for a lot of folks that's not possible if you're not in a

061job. >> First slot taken by the way. >> Yeah. >> Like there was three people who had sign up. >> That was the first one. >> So again, schedules that are great for the school but not great for parenting. >> Sure. >> My draw will keep eating. Well, and I think it's different because I think middle school's different. The way that they do it is different than the way because middle school does it in the gym, >> right? >> Yep. >> And so and then they have >> I don't know if both middle schools do, but yeah, they have I think kindergart has in the past has had two evening. >> Yeah. Like more of a drop in or you can do one. >> That's nice. >> Yeah. >> And they have one day that

062they're there till pretty late. >> Yeah. If not two, I think. Yeah. They at times jump has done two evening >> conferences at the high school. I think they do one evening conference. I'm not sure about >> TCMS, but we can what we can do is uh ask our principles to help track the completion conference completions for each >> I'm just curious impacting parents not being able to attend and get that extra certainly something we could we could ask parents and what we do notice is as the students get older >> more >> there is what's that >> are there more >> uh there's fewer >> fewer yeah there's there's fewer there's fewer families that are uh accessing conference conferences. >> Well, they're no longer mandatory, right? >> Well, they're not mandatory to begin with.

063>> Yeah. So, what we that's what we see. >> Well, >> that's what we see. So we and so we're offering eight days of early release right now and and it's a really good question on the you know how many families are accessing this time the percentage of of students whose families are participating for various reasons uh that's challenging right you one example is like availability like you have a work schedule visit isn't conducive and so there are challenges with that because we have a collective bargaining agreement that that identifies this specifically. And so there are things that if if there's an ask here for families, uh then we can we have to make some adjustments >> with the expectations for the for the staff. And so again, it was it isn't consistent across the

064the board as far as I think there are. So in middle school, there's a couple evening opportunities, high school, there's one. Um it doesn't sound like elementary. It's tell you I think you said 5:00 >> one day. >> Yeah. every other day is until 3:00 in my school. >> I was just wondering like so I'm having to make special arrangements for the teacher to stay late. Now that's not part of that schedule. So I'm almost wondering if it's better to have a couple day like two days of conferences that are just longer >> and then that's accounted for in their hours. You know what I mean? Because now they're doing extra because >> Yeah. >> Anyway, >> yeah. We have a question for for teachers, you know, are they getting these special requests that they're

065doing outside that >> Yeah. So, so far meets uh monthly with our like our labor partner. So, so the teachers and their leadership and that certainly can be something that that we uh that we bring up uh in discussion. Uh we you know what we're we're wondering is what you're talking about your the challenges you've had and we we don't have it we don't have the data like >> I'm just wondering if there isn't I mean I'd actually just said there is impact to her but like how many families are impacted at the time currently. >> Yeah. And I think there's also how many how many in a typical class of 23 how many families do they see >> and of the ones they don't do they have a sense for? So that could be

066something we push out in the survey. We can also ask families uh at the conclusion of this. Would you would you maybe want to see something different than that? Okay. So, I got a couple things. First of all, I want to share with you. So, this uh so each get a copy. So, front is board goals, back is superintendent. So, I just wanted you to go uh go this really quickly. And this one says draft. Then when I ran it through the top year, the draft doesn't show. So this is a draft. And so what I'd like you best to do is just look at the the two goals for the board. Again, this is draft, meaning that it can be revised. And so I've I've taken your feedback already that you've shared. And so

067I'll stop talking and just let you look at these So the idea being something that at the conclusion of the year we can go back and look and see how did we do and so this is a really a completely different format than what the first draft that I shared with you. So, this revision again includes what I what I thought was your feedback. And so, what what I'm hoping that we can do is you can uh share thoughts as far as these two goals. Uh and if you remember last year, we identified two out of the two areas out of the six guiding pillars. And then so these two, academic foundation and learning partnerships are two of our three strategic ones. Okay. >> I like it better this way too because I like how

068we just have two main goals but with these things that are going to be helping. >> So these are Yeah. The idea being these are things that that that you can work on >> and we can add more we can we can reduce. So just yeah share your thoughts and if you flip it over uh so these are uh these are my goals and so the idea of a smart goal that is something at the at the end of the year I can look back and we can look back and and did uh did we achieve these goals that I've uh provided Does it work if I send you a PDF of this and then you a little more. >> Yeah. Then we can >> Yeah. more time to process it. The this the idea

069would be >> Well, I know it's it's challenging. >> That's good. Yeah. >> Like I think in this setting uh to kick around maybe like edits. It's just we are I'm hoping that at the next meeting we can uh the committee a decision on the board's goals and my goals >> and then at the conclusion of the year we went back and look back and see how did how did we do relative to what we were hoping to achieve. Uh the second item on here the work group. So that is uh the first meeting is the 22nd. So this coming Wednesday, excuse me, the following Wednesday, we have the first meeting and then there's scheduled meetings after that with with the hope is that there's going to be recommendations towards the the spring, later spring

070to me that I will share with you and also give you along the way. Okay, >> one quick question just as I'm reading through this. So some of these goals have some for the board, right? like specifically like celebrate and highlight partnerships that expand student opportunities, internships, dual credit internships. I'm like how would I do that? >> So I think how would we celebrate it? I think we would when we are aware of partnerships that you would share like any opportunity that you have. >> Okay. We prefer back flips >> to share just what you buy. >> I'm more how would I find a partnership? Like how would I become aware of it and be able to celebrate it? Like that that it's a simple question. >> Sure. >> I mean, I like the goal,

071but >> yeah, >> just how do you implement it? >> Maybe you could approve it for us. >> That's your action. >> Here we go. >> Yes, >> that's what you get for asking. >> Gonna learn to make sure I keep this off. Maybe that's the goal is to identify how we would become aware of. There you go. >> And you know just that I am I'm like we hear about Unite and the partnership with Unite and and Jacob being this the city council rep and that partnership with the city which we have a lot of examples. Yeah. uh what we've seen this fall so far so far with uh organizations uh that are in in the in Clark County that that work support our students read Northwest ECA um just incredible what these partnerships

072are doing supporting our students also providing us resources electronics boxes for storage it just it just is continue so part of it is me sharing because because I become aware >> uh many cases before you do uh but there might be one that there's a partnership that maybe that that you know knowing this is what we're you know what we're looking for. Uh and to the to the point like that also might be an item that might not fit there either. >> Okay. You just got to have an idea. My ideas aren't always the the best ideas. So >> here we go. You always want to feed that. >> Actually that top one take this top one. >> So this is the the operating principles. So I'm hoping that or we can just be a

073little worried about it. >> So, um >> pretty major uh changes in in the look of the formatting of going to bullets in these particular areas. It is a >> it is a one pager in that there's a front and a back bullet. >> That's that's a one pager. So, um again much different than what we had. Uh Paul, you had mentioned on the previous one that we had that there was a table. >> Yeah. >> That you I think that that was something you were, you know, it was clear on the superintendent roles, responsibilities, and the boards. So some of those components I did include here under >> uh board leadership and and superintendent. So, not all of them. Yeah. Because I thought they were they were represented in this document. Not the exact

074words, but in uh the intention of the wording. >> No, look, when I previewed it on board docs, it looked Thank you. It looked like you took the note that I put out there and it was definitely shows up in the document. >> I like it. We were looking for something that was more concise, right? And and so I think there was some redundancy in what we had. You go to the second page, the last item, community complaints. So our other document referenced the policy. We have a number of policies. So there isn't a policy reference, right? But really uh what this identifies is the is the ask is really the the the structure we're looking for that if there is a concern that we start with the who the individual or the program where

075the concern exists uh I know you know this like you will receive a concern or complaint >> and and that maybe the teacher doesn't know or the principal doesn't know or the superintendent doesn't know and so when you then point out that you know or you ask Have you have you spoken with the the individual teacher? Have you spoken with the principal? The superintendent? And I do the same thing. One of the first questions I ask is, have you spoken with that teacher? Uh it's it's it's challenging for me to influence uh a fix or a solution. It from my position uh requires me to there's several people I need to talk to. So I always encourage individuals first. Have you have you spoken with the individual that you're you're concerned about? So, uh, that

076just kind of identifies what that line of communication is, which I, uh, I I appreciate and rely on heavily and I and I know when you communicate with me what the concerns are, uh, that that's very helpful. So, I so I'm aware and then we just get even to where the the concern is. Okay. >> Perfect example. Our listening tour at 4:30 today, right? >> Yes. Yeah. Which Yeah. So, so these two drafts again, this is something that uh in our next board meeting we're going to be looking for some some action on the two. And then the last thing I think I'll mention is yeah, thank you for attending our first listening tour for this year. And so we really had two things that came up. Uh one is on uh driving uh the

077type of driving that is happening specifically around the high school, unsafe driving. And so we're going to be working with our leadership team at the high school and our student leadership and seeing if we can encourage uh a more thoughtful, more more safe uh safer driving uh around the high school. and then also with the meals and the the level of sugar in the meals and so appreciate you uh checking in uh and getting some details as well as I did and found out that our that our cereal is is 25% less sugar um and that's to meet the the requirements so we can offer these items and so like you said um Chartwells is communicating the the caloric intake uh calories in in the meals that we're serving the items. Um, and so there's

078a variety of options. I also get that when there's a cinnamon roll next to an, you know, hard-boiled egg and a a cheese stick that and they have choice that there's a pretty good chance they're going to choose the cinnamon roll. The whole wheat cinnamon roll. >> Yeah. >> Yes. >> After I lick the >> How many eat the cinnamon roll? >> I share with you our meal count is up. the idea that our that our students more students are are accessing this program and what we're offering. Uh so that was that was one of the goals. >> So we're seeing we're seeing an improvement there. >> And I like that. I didn't realize until I really dug dug deeper in that you can click on each item and get the exact ingredients from each

079thing from every single one for every single day which I thought was >> pretty interesting. Y >> we didn't >> Right. >> Thank you. >> Right. The kids do say the pizza's better. >> Yeah, my son wasn't a fan of the old pizza sauce. >> Yeah, neither was mine. They were raving about the new pizzas. >> Maybe we should go have pizza today. >> Yes, we can do that. You know, actually, there's going to be a visit, a board visit. >> Oh, yeah. >> At Cape Canyon next week on the 23rd. So, we could we could build in >> a little lunch time. >> A little uh a little meal for you. >> Okay, great. >> I'll eat yours. Okay. >> Can't go. We'll send you a picture. All right. >> You can go on

080Friday, too. >> Next up, we have our PR principal appreciation month. >> Yes. So, October, we are celebrating our principles the entire month. >> So, last year, if you recall, I thought it was a good idea to invite all of our principles here at 6:30 in the evening to recognize them, to celebrate them, >> and they showed up. They were here. And then I I've thought now after being in this position for a year, you know, maybe a better idea is to say, please don't come to the board meeting that we we want to we want to talk about you. We want to recognize, celebrate you, but stay home. And so we had a leadership meeting yesterday and I encouraged them again to stay home. And they said, "This you're getting we're getting a mixed

081message here." I said, "I know. I want you to participate in everything, but not in this meeting because we're celebrating you." >> Yes. And they did, they actually did listen. They actually they listen a lot. They are they're an amazing group. And this is a national uh national recognition. So across the country celebrating principles. And so this does include our assistant principles. Although later on the year we're going to be recognizing them specifically. So they actually do get uh you know >> a whole month. >> They do. Yes. So they they are u incredibly committed and they are they are gifted in so many ways. is they have challenging jobs, but I think they do it um they do them very well. And we have a we have a crew that is other than Dena

082who's who's brand new in that role and she's doing a remarkable job. They've been with us for for several years and and Hannah is in her third year. Uh so so really appreciate um the the group in their entirety. They work very well together. They support each other and so and I think they're they're remarkable for what they do. So, uh, we did send out a a newsletter, uh, last night or yesterday asking for individuals that they want to to share their appreciation in a principal shout out. So, I just want to share with you um, so far, I think there's almost been 30 uh, responses and so it'll be open for uh, the entire month. Uh but so far uh just looking at a summary uh what's been recognized with the individuals is support

083and care for staff that's been identified positive student interaction and leadership style and they each have their own style and these these are individual statements of appreciation that they will receive. I will email them uh individually what individuals are saying about them. uh school climate, culture, visibility, visibility is a big priority. The teachers uh want to see their their leaders being uh in their classrooms and being visible. That's very helpful for them. Uh students, I believe they want to see their principles being visible. They want to see them around. They want to get to know them. I was at the volleyball match yesterday as I'm talking to David Cook. He probably had uh you know, 25 students high-five him uh throughout our conversation. He is very popular. Yes. uh dedication and hard work, specific administrator

084recognition. So, uh individuals uh received just from staff and from families just specific things that they they really appreciate about them. And it's about being friendly. It's about being kind. It's about being patient. So, these are the things that are identified by our our families and our our staff, these leaders. These are the same things that we're looking for in our students really. And I think that um that we look for again in our leaders, in our teachers, uh being kind, being considerate, being patient, being consistent. And so I think we are we are that that's being shared. So I appreciate that there is a proclamation and I'm choosing not to read the proclamation, but I want you to see there is again it's it's from our uh uh our governor. So thank you uh

085Governor Ferguson for providing this proclamation and I make sure you have a copy of it uh to read. But we so again we get to celebrate them for the entire month and that's going to be ongoing. At the next time we're together there's going to be a a sit presentations. So we will again at that time when they're here. >> Yeah. >> Um we'll say some really nice things about them. Okay. >> Wonderful. >> All right. Um next up we have our special education update. >> Yes. >> Connor please. Our executive director for education programs I think is the official title. So Connor has taken on multiple roles in addition to what goes to make already. So one of those um that he was previously doing continues is around our uh special services. So this

086presentation um this was really an ask I think last spring on what are our programs and and Ida you brought up uh and I think you're going to there's some context that's going to be provided. you're more than welcome to ask questions uh during the presentation at the conclusion of the presentation. So Connor has a number of slides specifically around our special services uh the types of positions, the types of programs. >> Thank you. >> So uh I'll hit quickly a few of these items. I want to go over kind of the purpose of special education. uh talk about what our continuum of services here in Wugubil are and then just highlight a few of our outcomes so you kind of have an idea of how that specific group of students are doing. Um so

087uh general decision-m around special education, right? It's not uh extra help, right? It's not uh a student is struggling and so let's give them a little bit extra. uh the work that we're doing is identifying educational disability through evaluations and we kind of have this three-prong rule that we follow when we are making a decision as a team uh whether a student is eligible for special education or not. Right? So, first they have to be identified with a disability under one of the recognized categories. There's 13 eligibility categories. Uh and so if they are found to be eligible in one of those categories, that's kind of the first prong. And then whatever that disability is, it has to adversely impact their ability to access their education. Right? There has to be a barrier that the

088disability creates so that they are uh not able to perform uh to the level that they would if they didn't have a disability. And then the third prong is that they require specially designed instruction in order to kind of mitigate that educational impact. Okay. So those are kind of the three questions we ask ourselves as a team. If it's yes, yes, yes, then the student's eligible for services. And then down there, kind of those three bullets, those are some just general ideas of like what do you get when you become eligible, right? You can receive specially designed instruction from a special education teacher or parent educator. Uh that is intended to support the students access to the general education curriculum, right? So uh making sure that their access points are hit that they are remediated

089in some way so that when they are in general education they have as much success as possible uh receiving the instruction. Related services uh are provided to students and the related services are specifically intended to support the students access to their specially designed instruction. Right? So, it's kind of a little waterfall effect of uh if the student is needing extra support when they're receiving their SDI, we provide them with related services. Related services are often some of our uh speech, occupational therapy, physical therapy types of services because those services really then help the student access their special education instruction, which then helps them uh access their general education instruction. And then you have accommodations and modifications, right? Which are a slew of things. Uh a lot of different options there. Uh just uh thinking about

090removing barriers. Uh they're available often throughout the school day, across different settings across different staff members. Um really just trying to support students access and modifications are adjusting the expectations to meet the students specific individualized needs. Any questions about any of that? So our continuum of services right when I say continuum services we're required uh by law to provide a continuum the continuum is not defined but we have to have options in order to provide students with support and services. So this is an example of kind of what we provide in Wugo. It's never an exhaustive list. These things can be adjusted and changed but in general there are push-in supports right that's supports going into the general education classroom to provide either related services or specially designed instruction in the grade level classroom uh

091that is available in all of our buildings depending on the students needs the team decides that's appropriate then it's provided uh our resource room supports are provided in all of our buildings as well um that is a special education teacher providing small groupoup instruction ction often in the pullout setting, but it could be pushing as well. Um, that's again targeted this the student specific goals on their IEP and however many services minutes they need for that specific area that they qualify for. Uh, our separate classrooms are kind of our next level in the continuum. If you think about kind of least restrictive environment, uh, push and support is the least restrictive in terms of students aren't leaving their general education classroom to receive the services. resource room is slightly more restrictive in that they might

092leave class for 30 minutes a couple times a day. Our separate classrooms are more restrictive um and they also specialize to support uh specific student populations. Our structured learning center is our behavior classroom and so that program supports students social emotional skills and emotional regulation. Students can be in that classroom for uh up to the whole day but may spend uh uh only 20% of their day in that classroom and they get support as they move into kind of the rest of their their day and things like that. Um again primarily supporting emotional regulation and coping skills for students that are in that program. That program is offered at the elementary school specifically Gaz Elementary and at our high school. uh our integrated academic classroom. Uh this program is for students that need uh significant

093academic support. So you can think of it as like resource plus. Um uh typically we look at students who are cognitively two standard deviations below the mean. So if the average is 100, they're hidden down to like 70 as their IQ score. Um and they need both cognitive and academic support. um and also some adaptive support and um uh some speech. So that program uh is at Hathaway Elementary School. Uh and then at the high school um you'll see students really focusing on that like small group modified academic instruction and then they also spend time in the grade level classrooms um throughout the day depending on their needs. Our life skills classrooms uh would probably be considered our most intensive classrooms. These students are often less verbal to non-verbal. They often have um adaptive communication

094devices that they're utilizing to support their um uh expressive and receptive needs. Um and then also cognitively and academically they're significantly below their grade level peers. And so they receive a lot of uh intensive supports around academics, speech and communication. And then their adaptive skills around um self-care and things like that are also being supported throughout the day. And those programs are at Columbia River Gorge Elementary, at Cape Sky, um, and then at the high school. Our comprehensive support program is only offered at, uh, Jumper Guard Middle School. And this is what we call a crosscategorical program. And so it takes uh, two or more of those previous categories, classrooms, and combines them. Right? So we don't have enough students at our middle school to support uh some of those specialized classrooms by themselves. And

095so we create a cross-categorical program. Typically it is our integrated academic students and our life skills students, right? And so those students that are needing kind of that more intensive academic and adaptive support receive it at the comprehensive support level um at jump to guard. Uh and we don't have a behavior classroom at Jumpard and those students aren't integrated into the comprehensive support program either. >> How many students is do you have there >> at comprehensive support? 10. >> 10. >> And then our adult transition program is unique in that it is the program that serves students post high school. And so uh 18 to 22 year olds are able to access adult transition and they focus on that uh postchool outcomes. So, independent living, uh, job skills, job training, shadowing, internships, um, uh, uh,

096those around the house chores, uh, household management, um, food prep, all of those different things that go into just like living uh, independently when there's not someone else telling you or reminding you what to do. Um, and so, uh, that program is run out of our Excelsier building on our high school campus. um and they spend probably about half the time in the classroom. Um our teacher has set it up very similar to like you're clocking in to work, right? And you're clocking out and you've got they've got a an office set up as like a bedroom where they're practicing kind of managing your your uh space and then they spend about half the time driving around the community uh going to job sites, volunteering, um practicing community uh navigation with public transportation and things

097like that. We have two bands and this program is a certificated teacher and two parah educators. Three three para educators and so yeah you you might see them uh we have a we have a Honda >> uh van that we recently picked up uh last year and and so they uh this is a program that that is growing that's why we we purchased another van is to transport them. Uh so our our certificated staff member and our peer educators are transporting and they also like you said they use public educa uh public transportation so they're with us till they're 22. One of the things you're going to hear about when our high school principles talking about the graduation rate. So, these some of these students have have met the requirements and and could receive a

098diploma, but they're the team has decided they're going to stay in this program till they're 22. And so, they uh they don't count as a graduate. So, our graduation percentage um is impacted and it's an interesting situation and it's a it's a conversation we want to have with uh OSPI about about that that rule >> because this is a this is an excellent program for these individual students and and providing the support and and again they're in our community and they're working in different roles in our uh which is really good experience for them. So, uh, we appreciate the work that's being done. Again, when when Mark talks about the graduation rate, one thing that impacts it is students that stay with us till they're 22 because they don't they actually count against our our

099graduation rate. >> But they they do have a diploma or they can get >> No, they they they some of them would would actually could receive their diploma, but the team is deciding >> to stay in this program. Yeah. So then they eventually then when they're they're 21 or 22 when they are exiting this program and they they will get they'll get a >> diploma. I'm assuming if they got a diploma they wouldn't be eligible for the program. >> That's right. When you receive your diploma you are exited from public education. So yes we the high school team does a really good job of getting kids graduation eligible uh and then moving them into the transition program. The transition program is a requirement, right? We are required by law to serve students that are receiving

100services to the age of 22. We do a good job of identifying which students would benefit need that level support for the additional four more years. Um but yeah, when they are 18 and a senior and uh ready to graduate, um they have received all of the credits they need to graduate and we just withhold the diploma while they receive the extra four years to kind of get those uh extra skills under their belt. And then when they're graduated, they could graduate in two years from transition, right? depending on their goals and their needs. Um, then they'll receive their diploma and they are coded as continuing uh and do not count towards our graduation rate and are kind of set aside. Um, and that technically kind of lower that percentage that we're kind of tracking

101as four-year graduation. >> How many students do we have? >> 16. >> We currently have 16 >> and I think when I started we had about eight. >> So part of it is the uh state recently had to shift the uh age. So, we were 18 to 21 and it recently bumped up to 22. So, we're going to be serving students longer. Um, so that number will kind of increase just because of that. And then, um, uh, yeah, we have more students that are eligible and would benefit from that support. So, we have more PA parents and families opting into it. So, numbers one through three that I just talked through, those are the the services we provide in district. We serve about 95% of our students through those different programs. Uh, number four, non-public

102agencies. Those are programs that are provided outside of our district. Uh day treatment programs, um specialized schools that support students that need kind of that next level of support. Um and so we have some students that receive services outside of our district in non-public agencies. Non-public agencies are approved by OSPI. We don't just kind of like throw a kid out at an unvetted uh program, but they're vetted and and monitored by OSPI and students receive services from those programs. You can think of them as um specialized schools. We have specialized classrooms in district that kind of really target specific skills. There are schools that really then uh ratchet that level of support up um around specific skills. And uh we uh support students in that way at times. And then the highest level of um

103support are residential programs. And so those programs, right, provide the education and also have a a residential component where they don't leave campus and receive kind of 247 care. >> And how many students do you think we have in residential? >> We have one student in residential program. >> And how about non-public agencies? >> Uh we have three. >> And in total students receiving special services, we >> have 512. So 512 students receiving special services have an IE and then there's a very small percentage uh in a residential program about public agencies and then like as Connor said 16 students who are in the adult transition. >> Yeah, the the team does a really good job. We think of the high value and keeping students in their neighborhood school as much as possible. When we

104have to move to a specialized classroom, sometimes that moves them outside of their neighborhood school. So keeping them neighborhood school and then and in their community as well is a high priority. So we spend a lot of time trying to figure out the the magic uh combination of supports that'll help kids stay with us >> in developmental preschool. Three and four year olds. >> Yes. >> Oh gosh. I apologize. >> At Yeah. At Hathaway, we have developmental preschool. So that's it's the only program that we have for development preschool is at Hathaway. And then those students will go from there to then uh their typically their neighborhood >> sometimes. Yeah. >> School. But then they again they if they're in life skills and they're going to go to where the life skills programs are. >>

105And that has to be a program where we're looking at those numbers and we're always looking at the numbers and so like next year >> uh what are life skills numbers looking? And so decisions that we need to make like we're starting to look at and we talk about budgeting in January like we'll we'll have these conversations about programs because we might need to increase uh some of these programs. >> Are we seeing a trend of an increase or a decrease or are we flatlining in terms of kids needing extra support? uh our total number of students that are qualified for services has slowly kind of ticked up and then there's a combination of our total enrollment has slowly ticked down and so what I look at is like our eligibility percentage and so those

106kind of two things have allowed our our eligibility percentage to kind of go up higher than what we would typically see. So, we're at about 18% of students uh are eligible for services at our district and typically we'd like to see that closer to like 15 or 16%. >> Do you think that's an actual change in the students like something is happening in the populace or is that just a change in the metrics of like how students are evaluated? Uh I think it's a combination of um uh students are uh coming to us with a higher level of need um and it is sometimes challenging to figure out uh what needs just require kind of the support that a school can provide and which needs uh constitutes a disability. Um, so yeah, >> cuz an

107IEP is is just I like that's just a student probably that's going to be in like a push it like in gen ed and they just need >> all of our students receiving services in any of these options have an >> I have an okay sometimes I get confused about the >> all the acronyms like I think >> and do we have any sort of best practice for limiting the number of kids or looking at the number of kids on an IEP per classroom. I.e. is there any data that shows if we've got, you know, 30% of this class >> needs additional support, is it negatively impacting the rest of the kids in the class and we want to try and balance that number to more like 15% or >> just anything in that nature?

108I know they also have aids that support as well, but just I'm thinking about firsthand knowledge, right, of like kids that have outbursts more, etc. it's a distraction and we want them in the class but at the same point what's the impact to others >> right uh I guess there's a few pieces to that like one uh principles and classroom teachers work each year at the beginning of the year and then throughout the year to balance classes and balancing looks like a variety of things right and part of it might be looking at the level of support individual students need and how we can kind of spread the support across multiple classrooms for example um uh students again with IEPs uh receive a variety of supports. They don't necessarily uh have behavior challenges, but they

109could. And some students that exhibit different behaviors, might not have an IEP for a variety of reasons, too, right? And so some students that might be wig wiggly in class, especially at those younger grades when they're just getting used to school, might not be eligible for services yet. Um or might not be eligible for a different reason. um just because the team is working on other interventions prior to evaluating for services. But yeah, balancing classes is always kind of a a puzzle, >> but there's no specific language around how many students with an IEP can or can't be in a class. >> Well, they vary so much, right, is what I'm hearing. Like it could be behavioral, could be academic, it could be a combo of both. >> Yeah. >> And students receiving services by

110default um are gened uh students. And so we have to start with them being in the grade level classroom 100% of the time and then have team conversations around uh is there a level of support that's needed that would require us to remove them from the grade level classroom. And so um there's no scenario where a kid couldn't go to a third grade class because they have an IEP just because of the IEP. They would have to be a reason and we would have to probably try time in the grade level class first and see that it wasn't successful with these supports in place already. So the goal of this presentation was to give you some context to the different programs that we have within all of our schools. And so um I think this

111the continuum of services like the pushin supports what that means and and knowing that you're not there's no exam for you at the conclusion of this but just having context to these different programs and and us communicating with you. Um, I guess the example of life skills and and those members because we added a life skills program two years ago uh of a Kate and prior to that we didn't have one there. they were both at CRG. And so, uh, that's just one example. And so, I appreciate the level of support that Connor provides our our building principles who are who are managing those buildings and providing support in various ways as along with along with the support staff. That includes parent educators who are um who are sometimes working individually with a student or

112they're they're in a classroom supporting a teacher and specific students. So, um, that's that's the idea of this this this presentation. Uh, if you if you have additional questions, I'm there's a couple more slides that Conor's going to cover just some data. Before he does, I just want to just ask you, did you notice the graphics? >> Did you? >> They look good. >> They do look good. Don't look good. Who made this? It helps me. >> Aren't they kind of cute? >> Yes. I like a lot of our kiddos. I mean, >> Connor made them and >> I used Gemini. I used our little AI tool. Oh, I see where you're going with that. >> Yes. Thank you. So, just just an example of and and but these graphics, the cool thing about these

113graphics is it it does help as the continuum of services. It's a nice graphic for representing those services. A lot of thought went. >> Well, I was this helps me. This makes way more sense. >> Yes. Right. >> Like I didn't realize that we had five and ABC D all of those. Like that's a lot, >> right? Yep. And yes, that is amazing. Yes. >> And the idea of the IEP >> like the door at the >> the IEP the IP team that team is is crucial that meet uh annually to review the all the goals and the accommodations modifications that are built into that. The classroom teachers are aware there's a support staff typically uh supporting uh individual students and groups of students. So, um, yeah, it's that a lot of thought and planning

114goes into the support for these programs and the students. >> Who's part of the IEP team? >> Uh, it just depends. You're going to have a district representative, which is often the principal. It can be me at times, someone who can uh approve the allocation of resources basically. Um, and then you have a general education teacher. It could be one or it could be uh more depending on like at the secondary level when there's multiple teachers supporting a student. Um, and then it's the special education teacher and then any related service providers that are on the team like providing services or or evaluating to see if services would be appropriate. So your SLPs, your OT's, your PTS, your school psych if it's an evaluation. >> Thank you. >> Yeah. And then the parent obviously and

115then the parent can bring people if they want people to join to support the conversation. So we have wise community members sometimes like they will join as well outside counselors and therapists. So some outcomes just to kind of give you an idea. Um so again these are our uh state assessment outcomes for this uh last school year. You can see the students without disabilities versus the students with disabilities. These are those that are receiving twos, threes, and fours. Okay. So there's a pretty significant difference, right? And again I'll reference back to our continuum services. Um that blue bar represents our students that are speech only IEPs. So just receiving communication support which is kind of our most minimal level of support to our resource kiddos who are just getting maybe 30 minutes to an hour

116a day all the way to our kids that are in life skills that are non-verbal have a communication device and and are taking an alternative assessment. Right? So there's a lot that goes into that blue bar um that could be disagregated out to show you kind of based on the different type of support how they're doing. But in general, our students receiving services are are performing much uh lower on the state assessment. Our attendance, we're talking about attendance. So, our attendance is not quite as different, but um the students without disabilities are regular attenders about um 6% more than students with disabilities. And again, that folds into the idea of like some of our students are medically fragile. uh there's uh just additional complications sometimes with students who are receiving services that impact their attendance.

117And then these next two are actually kind of fun. So our kindergarten readiness uh is a assessment we give to our kindergarters each year. You can see in general our kindergarten readiness scores have increased. Uh this is I think directly related to our transition to kindergarten programming. um that additional year during the uh four-year-old uh year before kindergarten that we've been providing. Uh but you can also see it really positively impacting our students with disabilities who who are going into kindergarten. So, uh, one of our big hopes again is tracking our cohorts and seeing the payoff of we started TK more robustly about 3 years ago. And so, as those kids get older, uh, we're hoping that that, uh, kickoff in kindergarten, them being more ready, is going to pay off in the later grades

118when we look at our attendance and our state test scores and things like that. And then our graduation rates. So, uh, you can see again the graduation rates between students without disabilities and students with disabilities. And again, this is another area if I went back even farther, you could see the students with disabilities at an even lower graduation rate. So, we've made really good progress. Uh, and the goal is always for those two bars to be the same. Uh, and so we have gotten closer. Um, and there's still work to be done, but I think that kindergarten readiness is a really uh, positive uh, trend. And then our graduation rate specifically for our students with disabilities are is trending in the right direction. >> Questions. >> Thank you for sharing this. >> Okay. >> Yeah.

119>> Thanks, Connor. Thank you. >> All right. Next up, we've got um Lety Options presentation. >> Yes. >> Thank you. coming up. >> It is. Okay. Let me just pull up. >> Is your >> All right. So, Shalice and Les are going to be sharing some information with you regarding our county levy. So, we have uh educational programs and operations and capital levy. We're gonna be discussing uh both of those. And so I appreciate uh the work of of the team on this. And so uh similar to the last presentation, if you have questions uh at any point just just ask your question or uh at the end there's going to be time for questions. So we so appreciate our community and the support that is provided in a variety of ways that we've talked

120about uh specifically the levy. And so, uh, this information we're going to be sharing. Again, this is our, uh, the first look for you at what we've put together for, uh, a future levy. And so, we have some specific information. Uh, we're going to talk a little about our past, uh, and then the recommendation. So, shalice and less, are your mics turned on? >> Great. >> Okay. Um so we're going to start on slide two which is just covering the basics of how our taxes are collected. Um so every time every three years so far when the district is going out for a levy um first the board agrees to a resolution which gives us our um levy annual amount and an estimated tax rate. Once that's approved the ballot goes to the county treasur

121and they put it out to the taxpayers to be voted on. Um if it is approved then when the year comes and the assessed values come out for that year the county is who calculates the tax rate based on the assessed values for that year. Um that tax rate is the assessed values divided by the total property. I said that wrong. That the tax rate comes up with the assessed values. I did say that right. Sorry. Divided by the tax rate. um and that is what is actually taxed to your property. So when you get your assessed value statement um that times the tax rate that divided by a,000 times the tax rate is what you're taxed for the levy. Um so that's applied to each taxable property within the district boundary. Um and then

122when you when everyone pays their taxes, it goes to the county and the county is who manages the funds um for the districts. >> Okay. Okay. So this first slide is just kind of like like the basic principle, >> right? >> So any questions about about this slide? Okay. >> Okay. So the next slide is just levies and bonds information. So we have our EPO levy which is one that we are trying to go out for. So the EPNO levy is educational programs and operations and it's basically um only for the learning environment. So that could mean anything. Um the buildings, what's happening within the buildings, um operations, maintenance, teaching, curriculum, anything that helps the learning environment. Um it is a flexible revenue. Um so it's meant to supplement what we receive from our state

123basic education funding. Um anything that is not basic education funded can be paid for using LO. Um, and then it's subject to the levy lid law, which is there's a per pupil max collection, um, which goes off of our most recent finished school year. So 2425 would be what 2026 calculation is based off of where we ended with enrollment. Um, and then it's increased every year by the CPI. So like the inflation, the max levy pupil amount. Um you can go out for a levy for up to four years. So you can have a max of four years collection. Um historically we've done three years. Um and then it's a simple majority which means you need 50% plus one vote um to approve. >> Why do we do three instead of four? >> So the

124the history around that so that for most of the time that I worked the 27 years that I worked here the district has done three years. There was one time where we did a four-year one and in that four years everybody forgot how to run a lobby. Um and so we figured out that that is too much time and then everybody forgets what it is and then the next time you run it it's like how do we do this again? Who does this thing? Who wait where's the nobody knows where you >> pieces are? Yeah. It's just slightly too long. Yeah. >> Yeah. >> And I can say I personally like the three. I'm from a district who did it every two and it feels like you just did it and then you're go again

125and it's very fast rotation. So three of >> Okay, so any questions on EPO? Just the overview. Okay, so the next one is a capital projects levy. So the common uses for this um which is what our district uses them for is technology, safety, security, facilities, renovations, um athletic fields like we did our roof repairs and our HVAC. You can do parking. Um so and you can collect up to six years for a capital project levy. It does not have a levy lid law. Um and it is again simple majority. So 50% plus one vote questions about capital project. Okay. So then the last one which we are not going out for right now but we have is school bonds. So bonds are for buildings. It can be new construction or renovation. normally a large

126renovation of a building. You can have a bond for up to 40 years. Um most times bonds are 20 to 25 years and it is a super majority which is why they're harder to pass. You need 60% plus one vote and you need 40% participation compared to the last general election. Wow. >> So it gets a little confusing. >> Can you use capital project levies to pay for renovations in new buildings? >> You can. Yeah. if if you can collect enough to do it, right? So, if you think about a a really really large um construction project, so like the jump to guard project was about 45 46 million. >> Um our tax base is probably not big enough to do that in a in a six-year levy. Um and uh it, you know, like

127the inflation in costs means that you really can't be just setting aside money. um to try to do like a really huge project. There are districts that are doing things like elementary schools um like a like a more modest size building using a a capital levy instead of doing a bond. >> Thank you. So you can strategically plan for it, but a bond is really when you're going to build full school. Yeah. And levies are for learning, bonds are for buildings. And it's one of the most common things that comes up when we get into the like theformational messaging that we'll be sharing with the community. People keep talking about them as a bond. We need to keep reminding them this is not a 20 year commitment. It's three years. It's there'll be another opportunity

128in three years. So it's not like a super long-term commitment. >> Okay. Any questions? Okay. So now this uh recommendation right now so uh what I think we maybe even identified this as as options. Uh so right now what we're presenting is um one option and what you see there is an election date of February 10th. So this is so in February there's a deadline for us submitting to the counties the resolution that Shalice had mentioned. So December 12th uh and here we are the first board meeting of October. So we have a little bit of time as we're uh we're presenting this to you this recommendation. Um and so as you're thinking about questions you have uh that you're asking now or conclusion and then we have we have a little bit of time

129uh for if you have asks about more information um but we are looking at a three-year um for the reasons uh Jane to your question and less's response. So this is something that uh and the community has experienced and for the the the main reason is is just the the the people that that organize uh this this process. And so uh it makes sense to me. And so even though other districts choose to do four um what what we're recommending is three um and then we're recommending an EPO and the capital levy. uh the graphics below the idea of those represent uh examples of programs that we currently are operating and this is a renewal levy. So uh I think the community appreciates I believe our staff, our students appreciate these enrichment opportunities, these experiences

130that they have. That bottom left picture is is music at the middle school. So that is a that is something that we can offer because of our levies, our EPO supports that because that isn't something that the state funds uh the staffing the the the equipment necessary to to run programs uh K12 so excuse me TK12 that we offer music to all of our students. Uh all of them TK to 5 take advantage of it. then you get to middle school that isn't necessarily it becomes an elective and then high school is an elective but we have a lot of students that continue yeah >> to to uh access those programs. The next picture is knowledgeable. So knowledgeable is an example of of an opportunity that our that our students have in the middle school

131and the high school because of the lack because that is not something the state supports financially. So we have a staff member and we have uh uh transportation that's associated with that. Then we have uh art. So that was something that we highlighted last year that happened at at Cape which we had a middle school student who has art working with an elementary student uh who has also has art with uh Mrs. Yang and then uh athletics and then the far right is the Wizard of Oz which is a musical which uh that particular uh activity was a was a fundraiser but there was also a there's a there's a staff member who supports that and who's responsible for that that receives a stipen uh and those are also students who experience uh drama the

132classes drama in high school. So, um we so appreciate the support we've been provided from our community. Um and this is just highlighting uh the programs and then also then t uh capital levy uh the technology and we'll get a little more detail about the capital levy. Any questions about this renewal? >> I think that's a good word to use a lot is renewal because I think sometimes that can become confusing when talking to people thought. Yeah, we we are highlighting what what we currently have that we want to continue to offer, >> right? >> And these are and when you think about what our student reps said last year, like what what did they remember, >> right? >> What were those experiences? >> And when you think about your own experiences and I think

133about my experiences, um it wasn't just the academics, they were the other things that were happening. >> Yeah. >> That were that that drew me to >> to attend. >> For sure. >> Yeah. >> Yes. >> Okay. But then just um so these are our regional tax rate comparisons. So this is based on the most recent tax year that has um that all the assess values are out for. So that's the 2025 rates. So this is just comparing um our districts that are close to us. We did leave a few off. Long View and Battleground are not on the list because they don't have a bonds right now, which kind of skews their total rates because these rates are an EPO levy, a capital projects, and a bond. And then I did note that I

134kept some on um Woodland, Kama, Hawinson, L Center, and Richfield also don't have capital levies. And you can see except for um is they're all below us in the rates. So keeping in mind that they're missing a levy. They don't have capital project levy. So that's just where we currently are in the 2025 rates compared to other districts. And then looking at the 2027, we're proposing the rate of 340 $343. And that's all three together. We'll go into detail in the next slides of what they're each made up of. Um, and then it's still comparing to what we know, which is the 2025 rates because we don't know what the districts might be going out for or getting approved. >> So, the reason we share this is primar providing context to other districts in the

135county and because this is something that will come up um as we as we move uh closer to February. Okay, any questions about this particular slide? Okay, so these are our prior levy tax rate comparisons. This is what was approved on the resolution for the three years by the taxpayers and then what we actually have collected with 2026 being an estimate. >> Why the difference in what you actually collected which is approved? >> Yes. So when um when we go out for a levy what's on the resolution the amount is where we're capped. So if we say 9 million, we cannot collect more than 9 million. The tax rate is estimated because at that point we don't have final assessed values for all three years. >> Um we only have preliminary values and so that

136tax rate we're not, you know, 100% confident in. We also have a roll back for our EPO levy that's based on our per pupil count, right? >> So we can only collect so much. So, as our enrollment goes down, the amount we can collect goes down um based on our enrollment reducing. >> That's a key point, right? >> For both of those, especially for me, it's just going like, okay, >> you're not just asking for 343 per thousand because we all know property tax values are going to be really interesting next year, >> but it's like we need $10 million and we are only going to collect up to there. I mean, I think that's a really key talking point to get out to the community as we talk to this, >> right? >> So,

137our last resolution was 2024 through 2026. Um, and there in red is the EPO rates, which was the estimated $1.99. And then the capital project um went from 21 to 84 to 85. You can see that that was increased because at the same time the bond um rate dropped from $143 to 86 cents. Um and then in the next section you can see what we actually collected. So the $1.99 so far wasn't realized. We collected $1.85 both years with us not knowing 2026 yet. So I kept it at $1.99 so that I'm not just estimating. Um and then the capital projects levy was 20 cent to 81 to 81. So still a little bit lower than what we estimated and the reason for that would be assessed values coming in higher than our estimate reducing

138the rate. >> Gotcha. >> Yeah. Any questions on that slide? >> Okay. So this one is our levy recommendation while seeing what the voters approved um in this current coming up year of 206 and showing our reduction. So our um what we're our levy recommendation is $1.95 from the $1.99. So we're going down 4 cents in the levy and that's an estimated tax rate. and then further reducing for our capital projects levy from 85 cents which was approved for 2026 to 62 and then there's no change in the bond >> and we feel confident that'll give us the funds that we need. >> Yes. So in previous years um the amount that we put out that we put out you know for 2026 it was 11.5 at $1.99 we're not going to collect that because

139of the levy roll back as our enrollment goes down we can't collect the 11.5. >> Yeah. So, um, for example, in 2024, 9.5 million was approved by the voters. We only collected 8.5 because we were capped and we couldn't collect that additional million dollars. So, we're trying to lower the tax rate to more show what we can actually collect instead of going out for a large amount that we know we're not going to be able to collect. >> That makes sense. Thank you. Okay, so this next one is the same information but showing you the actual amounts. So keeping in mind that the amount that we are listing that is our cap. So the 10 for 2027 the 10.3 million that would be our cap and the $1.95 is our estimated tax rate that will

140be finalized when those assessed values are out. Um so for 2027 it would be 10.3. um the EPO NO levy and the capital projects levy would be 3.3 um 2028 goes up a little bit 10.8 and then a little bit more to 11.2 assuming um inflation and costs increase in salaries all of that um keeping at the $1.95 and the capital projects levy goes up a little bit each year too but >> if enrollment declines more than we expect that number would drop. >> Yes. Okay. Thank you. >> Okay, so um this is a graph just on our EPO levy. So this looks at school year um that we just finished. So 2425 and we're looking at our five buckets um for how we use our EPO levy. So the EPO pays for student learning

141and staffing above what's provided by basic education. So that's typically substitutes, arts, music, um, highly capable, special education, um, additional supports that we need to add. It also pays for health and safety. That could be our security supports, um, additional counselors, additional nursing than what's funded by basic education. And then we have instructional which is professional development um secretaries curriculum additional learning resources and then athletics and activities is all of our all of our extracurricular performing and fine arts transportation for extracurricular and then we have operations and maintenance. So fuel, vehicles, utilities, anything not funded by basic ed. So grounds and maintenance there any question. Okay. So the final set of things is um in that kind of bucket of money that we talked about within the capital levy um what are the things that

142we're trying to accomplish and the board will remember um you know as we talked over the course of this year we took on a set of uh capital projects which included the huge project the high school roof as well as boilers um carpet bunch of other things around our district. There are additional needs. Um we've grouped those together in six categories to try to kind of make it simpler to talk to people about. The biggest piece of these are um safety upgrades. So these are things like um lockdown notification systems in each classroom so that there are um immediate notifications in addition to the PA systems um in the event of a lockdown or other type of emergency. Um there are security wall at Canyon Creek to kind of uh connect the two wings of

143the building together. So the courtyard is a more secure um uh learning environment. Um and then a number of other kind of safety related things. Um it's investments in our athletic facilities. So uh res resurfacing the tennis courts. Um working on our performing arts spaces. So like the theater lighting really needs work. Um it's working on uh heating and cooling systems. So we took on the boilers at the high school, but the air conditioner is also the same age that the boilers were. Um and we need to replace that. It's also the boilers at Cuban Canyon. Those are about the same age as the ones at the high school that we just took out and the air conditioning at Cuban Canyon. Um uh working on our parking lots. So we have really large parking lots

144at Wingo High School, Haway, and Cape Canyon. Um if you spend any time out there, you'll know that the parking lots are cracking. Um they have potholes because they need to be resurfaced. Um and this is a big chunk of money for that as well as investing in our play structures. So the play structures at um Gauze Haway and Cape Sky um and as a reminder uh even in our conversations around our optimization uh those still function as neighborhood playgrounds. So those are used by families. So even in the event that um we're reconfiguring how we're using our spaces, we still want those to be things that serve the community um as play areas outside of the school day. Um, and this would also be replacing the bark chips that are underneath the play structures

145um with kind of a different type of material that's not as uh prone to kids getting splinters and then needing to like they're just kind of a messy like none of the principles like them. Um they get really sping wet and they're gross when people fall under them. So replacing them with something that's more um they get more modern way of doing that. um working more on carpeting um doing some dry roll drywall repairs. The carpeting is at Washerville High School and the drywall repairs are at um CRG JMS um where u the hallway walls are in need of some touching up and probably doing kind of a um I think it's Wayne Scotting um uh that goes on the walls that is a little more touch resistant so when people bump into it it

146doesn't get scratched and then need to be patched. And then finally a continuation of our educational technology living. Um and then mixing in some of our security things. This would be um uh adding in capacity for us to do things like replacing video camera systems um as well as the individual cameras that are around the district. Um we have somewhere around 150 um security cameras in uh use. It's probably higher than that now. um around the district. Um they do fail over time. Um and there are some of those where um we'd really like to be able to replace them with more modern cameras that can, you know, see in more directions, have better pictures, those types of things. And then continuing our educational technology funding which provides the blended learning learning devices to students.

147Um the infrastructure that connects all of those devices out to the internet and then the staffing that supports that. Um so our network support as well as tech support. um and our SIS are all funded with the edtech living. So that's a 1.2 million per year. So that's a yearly expense. The other things are ones within those three years. >> Thank you. >> So are the safety upgrades requirements like is there like some standards that we have to meet or >> Yeah, there there is a new um set of uh like safety related standards. part of Alyssa's law uh which I think was SB 50004 was passed I think a year and a half ago um that asked uh school districts and uh school boards to be working on improving the security kind of apparatus

148in schools and then working really hard on notification systems to automate the process of notifying law enforcement um and then also providing notifications into classrooms. And so we would be as part of that um notification system uh we'd be adding those notifications into the classroom and making sure that those systems integrate in a way that law enforcement gets notifications directly um if somebody pushes either the secure or the lockdown button um in one of the school offices or triggers it a different way. Um so those are like those types of investments. Um we're, you know, like we have already made a bunch of those um security investments over the last couple years that were one of the one of the priorities within our last levy um was to work on some of those and making

149sure we have the notification buttons and that we're doing those consistently across all of our school sites. Um that helped working on our door access controls so that we can remotely lock uh exterior doors and make sure that um you know in the event of a a secure or a locked down event that we don't somebody doesn't have to go physically lock doors like go outside during a unsafe situation. Those are things that we've already done and we're like partially like where we need to be. This would help us get kind of even closer to the the the ultimate goal around this. It would also do things around our life safety systems. So the fire alarm systems. Um there are some uh things that we could be working on which will help prevent like the

150false alarms that happen from time to time. Uh as well as making um I think there's some connections that we can do with uh the fire department being able to provide uh communication tools within the building. And when we start working on our fire alarm systems, we'll have to start doing some of that work. So there's like I don't know how interested you're in that but I know a whole bunch about it. >> Great. >> All right. So >> take a big breath. Exhale. And so >> stretch. >> So can we can we go back to the so so the one that shows the proposed uh levy amounts the actual dollar amounts. I think this is worth repeating that like when you look at this, what we're asking for is less than what we asked

151for last time. Um the rate is lower and the dollar amount is lower. Um and it is a it's a replacement levy, but we're replacing it at a lower level partly because we're serving fewer students. And then we've also worked really hard to narrow the list of things particularly within the capital levy to make it a lower rate because we recognize that people are under a lot of pressure around property taxes and then it's never fun to go out and ask people for money. We're making a conscious choice to ask them for less. So appreciate that. >> So I guess I'm maybe I'm just confused. It says 10.3 million and then 3.3 million, but then the capital levy tables says n 9.7 million over three years. I guess I'm just trying to understand what number

152is what. >> So if you go back to the one that you were on, so the one up here. >> Yeah. >> So the total of those three, the 3.3, the 3.4, the 3.5. >> I see. That's the 9.7. >> Yeah. >> Gota. And we are uh continuing to look at that the the capital levy projects refining those and and when we look at you know three years from now if we're doing a project and the what what the cost is going to be and and trying to to determine what's what's additional uh increases do we need to make on those estimated costs and then and we're not solely relying on the capital levy. We we appreciate the support. We're also looking at grants uh that are out there. We also have lots of people

153say we want to help. So, how do we help with athletic fields? So, uh my understanding is there's there's several parents who want to help with our at the high school with the softball and baseball field. So, how can they help? There's a variety of ways that they can help. So, we're continuing to look at different ways to to meet the needs that we we've identified and and so um I appreciate the work this team is doing and your your input, your feedback as we look at, uh this this decision. Anything else that you need from us, please let us know. Uh because we want this to be uh provide you with information. I think this is this is a a good start. >> Yeah. Um and and what we'll be doing is planning um

154if this is approved then yeah then there's going to be yeah there's going to be starting to communicate out uh with with the greater community um what we're hoping to see happen is uh the the support for these these uh projects. Okay. So the work group that's meeting next week or is that and then we talk. >> So yeah, so this this presentation um is going to be shared with our district leadership team Monday and then Wednesday. Yeah, we're gonna part of the that that 90 minutes is going to be going over this information. I think this is important along with you know our enrollment for this year and and where we ended up with this where we are right now with our enrollment where we thought we were going to be and then talking

155about this levy. I think it would be a good place to start with that group. >> I'd be curious. I want to be on vacation, but I'd be curious to hear what their feedback. >> Good. Great. So, what I'll plan to do is provide uh our next board meeting >> just kind of how that >> Yeah. >> All right. >> Thank you. Outstanding. >> Yes. You know what? Please stand out. Uh yeah, move around a little bit as I set up for the next presentation. >> I really miss uh Miss Tracy right now and her candy bowl. I'm not going to lie, guys. >> You have her old office. >> We don't have that skill. You're gonna have to open up. >> I've bought Pusca candy and I've opened it >> and I'm like, why

156do I do that? That's amateur. >> I heard on the radio that people go through about two bags of candy before Halloween. >> They have to restock. >> Yeah, >> that would be me. My husband's like, "Why do you do that?" I'm like, "Well, I was at Costco." He's like, "Guarantee you're gonna go again before >> Halloween." And I'm like, >> "Oh, it's not my sentiment." But >> and I was thinking if I like the But I like all I'm not opposed to any type. I like the gummy kitty. The gummy. >> This is like, you know what? This is like >> and the sour apple caramel apple worthers things. Come on. Who invented those? I mean, thank you, but Oh, they're so sweet. They're gone. I have >> we have it on >> I'll

157just look on the phone just >> Thank you. >> Yeah. >> I don't think you need to. So I think we all lo in >> well maybe maybe follow >> it adorable >> because there's been an expectation previously so I understand >> yeah I think both Jim and Chuck really appreciated having the paper censing over. >> It depends on what we're talking about. I don't know if I like I do like the paper. >> Get on board, man. >> I do. >> I read it all. I mean, it's all on the >> board. You like being able to do some notes. >> All right. Well, our our next presentation >> I'm trying to bring. >> Next presentation is the ENS report. And so, Les Connor and I are going to share some information with you.

158This is an annual event that we provide uh identified uh metrics that were uh part of the strategic plan and so uh you do not have a hard copy of this. If you that's something you desire I can make sure you have a copy. So this first slide is our previous plan. So that it concluded it sunseted last year at 2425. It was the sixth year. So we had six guiding pillars and u as you see the vision statement. So our data is going to be based off of last year 2425 and then we will be discussing a little bit at the end of this presentation uh the next six years and our and our current strategic plan. Um, so just a reminder, uh, the Washington School improvement framework, um, is one of the ways

159the state lets us know how we're doing. Um, each of our schools receives, um, scores, um, across, uh, well, these these domains here kind of get culminated into scores across some demographics. Um and so uh this is what uh the state uses to identify students who need some or uh schools that need some extra support. Right? So we have two schools right now that are identified as uh uh receiving extra support. Uh previously there was funding and technical assistance associated with that support. There is no longer uh anything associated with that support. So it's just a label at this moment in time. Um we also have uh a variety of schools that have received accommodations for the work that they've done around improving student outcomes and things like that. So just a reminder that's what

160the Washington school improvement framework is. You can see an example here in the next slide of what it looks like uh from a building's perspective. So this is the three-year cycle view. You can see three years across a variety of different demographics. Uh it's colorcoded. Orange is bad, gray is good. It's a scale of one to 10. So, the goal is to move the the composite score up as high as possible. And you can see uh jump to guard, this is their example. Um uh the goal is to see growth, right? Whether it's orange or gray, right? We would like to over the course of kind of that three-year cycle see improvement in each of those kind of different categories um that the state is tracking. And and what is a bit of a challenge

161is we feel like we are always waiting >> for these data points, right? And then this particular graphic to be updated which happens in February and March for the previous year to to continue the three-year cycle. So the 2022 year will drop off. We'll introduce 2025. Uh we we know the the information. We just don't uh create a graphic that looks similar. we wait for the state to provide that before we publish this information. So to to Connor's point, we're looking for trends, a trend upward and we're looking for uh dark gray is is the goal. And so you see some of that um and you see specifically some areas where we see a trend upward and then we see uh it's inconsistent and then we see uh the direction going the other way. Um

162so some of the more responsive data that we have right is what we'll kind of review right now. Again it's associated uh some with the previous strategic plan. So this is our um SBA data for English language arts uh from the 2021 school year up till the most recent 2425 school year. Um so you can see for uh third grade in green, eighth grade in blue, and 10th grade in that orang-ish color um how our students have been doing across kind of a five-year period of time. Um again, I would like to highlight the high school uh has some really positive numbers for English language arts. Um and then we have some areas to improve uh in the third grade area. Questions about that? I am curious like there's a big jump between third and

163eighth grade and I'm >> having seen these tests they're grade level based but it seems like across the entire time third grade always did performed at a lower level than the other grades. Is that common or is that unique to us? >> Uh it's not unique to us. uh uh third grade is the first time students take uh state assessment and so uh while it's hard to say like what is the reason I think it's a combination of uh developmental age of students taking uh standardized assessments the first time they're taking standardized assessments at the scale is at third grade um and uh students exposure to curriculum again just increases the longer they're in school and they're able to acquire more complex um uh concepts um and so we see that culmination of knowledge as

164it hits the later grades. >> So I guess I'm just confused why would why would they design a test that the kids are not able to pass that like would they design the test so that kids could be successful in the test? I don't know if that makes sense. Yeah, I think it goes back to the idea we are trying to figure out what uh levers we need to adjust as a district to improve our scores, right? The idea that third grade is the first year students take the test is one aspect. The other piece is looking at the curriculum that we are providing to our teachers and therefore our students. And the third piece is looking at uh the instructional practices that our teachers are utilizing with the curriculum. why I can give them

165an evidence-based uh curriculum that's aligned to the standards that has uh researchbased alignment to the state assessment and positive outcomes when implemented to fidelity and I can have it uh implemented instructionally in a way that's not effective. And so we've kind of got to be able to uh braid all of those things together so that we have an effect an effective approach to getting students reading by third grade because that's a a really clear benchmark where students need to be able to do that in order to be successful moving forward. >> And is this two threes and fours or threes and fours? >> It's just threes and four. >> So this is just so a four point >> right? to met meeting and and exceeding or meeting in >> the threes and fours is what

166is considered college ready from OSBI's perspective two threes and fours are considered foundational knowledge so you are you are at grade level if you are getting a two three or four >> these are threes and fours >> your threes and fours which is previously OSPI just reported threes and fours and most uh recently they adjusted their scale to say that threes and fours are college ready and two threes and fours are foundational so you'll see kind of a little bit more about that later which is because of a recognition that Washington was holding itself to a higher standard than almost every other state that was using the ESPAB. Um so they were really pushing the needle college for everyone which we do want to be opening those doors for all of our students. Um by

167recognizing that not every state is folding itself to that same level um the state has shifted the way that they publish the scores to to both will offer both ways of looking at it. the previous strategic plan predates that and so all of our goal metrics are based on this uh just looking at college readiness >> math uh so same structure with math five years um or third grade 8th grade 10th grade um this is obviously our focus area for this year and future years to we've made a number of investments in math specifically in our curriculum and our interventions um we are leveraging um our uh LAP coach who's focusing in math to support um students in this area and also to support our principles in coaching teachers because they are the ones that

168are going to classrooms on a regular basis and seeing what instruction looks like and they are the closest to the classroom and able to make those instructional adjustments with their their staff the easiest. Um so again the goal would be to see those uh students receiving threes and fours increase. Uh the goal also is just to to kind of the uh conversation around just goals in general to see incremental progress in the in the right direction. Right? So we want those trends to start to tick up and we want to continue to capitalize on incremental progress in the the correct direction. science. >> Uh so science science is more consistent as you can see across the board. Uh uh we uh are doing very well in science compared to um our uh comparable districts. Um

169uh highlight is Canyon Creek Middle School who have 75% of their students receiving threes and fours. And if you add in the twos, they're at about 90% of their students receiving twos, threes, and fours. So they're doing a really really good job as a science team up there. um instructing students and then having it translate into the um state assessment. Um so this is just this most recent year and this is broken into what we mentioned previously the um threes and fours in green and the twos, threes and fours in blue. So you can see kind of that increase when you add the twos into the um equation. And again the twos are indicating foundational grade level knowledge. So that was academics our student discipline. So these are exclusion rates uh again included the 2021

170school year and we can all guess why the numbers are so low there. Uh but since then, I've mentioned before when I've talked about student discipline, we've done a nice job um as a district uh minimizing the number of students that are excluded outside of the classroom. We're hovering at about 2.3% of our student population has received an exclusion. Um and you can see the middle school has done a really nice job of adjusting their practices and providing support so that students are excluded less often. It is still a tool that um building principles can utilize, do utilize. Um but it is um used in conjunction with a variety of other proactive supports that are uh helping students stay in class. So attendance was also one of our uh goal areas. Um the you know

171here's a four-year trend of attendance. Um the definition of attendance for this is students attending um it's roughly 90% of their classes. So uh no fewer than uh two absences per month and it's measured per student. And then this is the percentage of all of the students that are either uh meeting that goal or not meeting that goal. Um uh all of our buildings are working on attendance. We see this as an area where um we strongly believe that um when students are with us they are more able to engage in the learning um and they can benefit from that. And if we can increase our attendance rates um particularly at the secondary level we probably can see gains in our um academic achievement. This one's mine. Okay. So graduation rate you see from 2020

172through 2025. The reason 2025 doesn't have an extended that green is the fifth year or the the the next year because we have students who stay with us if they don't meet graduation rate. We talked about students in the adult transition program. Uh typically those students stay more than one year. This is specifically for maybe a student who u didn't meet the graduation requirements that need an additional year and sometimes two years and sometimes even three years. So that that is just the green is just what the next year students who stayed with us uh and completed graduation rate. So you see in 2024 our graduation rate was 89.6 for 2025 it's 86.7 and so what goes into that is what is the cohort uh what was that what was that denominator then how many

173of the students the numerator uh met the graduation standard. So we we see a drop our our principal high school principal will talk about that drop. I provide a little bit of context to that drop. So our our really our goal is 90% or better which is as a school district we've hit uh what I can track is that's happened twice. Uh that continues to be our goal. What I appreciate is students stay with us uh if they if they if they don't complete many of them stay with us uh and then and then they eventually do complete the graduation requirements. And then this is looking at comparing um our students who identify as Hispanic Latino versus our students who identify as white. And so for 2425 you see that uh the students who identify

174as white u 9.4% graduation versus Hispanic Latino students who identify as Latino is 73.5. Um and you see uh you know from 2021 to um that that gap that exists. So, we're continuing to to look at how do we support students um in these where we we see uh that there's a gap that exists. And so, there's a number of things that we are doing as a district um to to support uh families and and and students. Uh Connor identified earlier there's between our our students who receive special services and students who don't receive special services. So, there's there's a a a gap there as well, discrepancy. So, we think you'll look at uh how we can best support all of our students. Uh the last one is AP results. So, again, this was something

175that was identified with our pre previous strategic plan. Um just a little bit of information about our students who who choose to take uh advanced placement. Did you hear today with our student reps? Mhm. >> So they identified I think every one of them has an as at least one AP course. >> Uh so along with that course is an exam that happens in May. Uh and they can if they get three, four or five depending on the university where they're planning to go they can get college credit. We also are offering college in the classroom in more classes now than we have previously. that you see a trend that's a favorable trend right as far as students um receiving three fours and fives uh and then there's a list of our AP classes now

176there is a challenge right now with these dual these these dual credit opportunities which AP is one of those also with college in the classroom >> and what a student gets with a college in the classroom five credits versus potentially what they might get depending if they got three four or five. So that is something that uh we are we are looking at and trying to balance um those. So we are offering a number of AP classes as well as college in the classroom. >> That's a big percentage jump. That's also >> it is a nice jump isn't it? Yes. >> And then uh this is looking at students who are taking an AP course and then uh students who uh are taking a test. So the comparison of taking the test and and taking

177the course. So the total number you see um is isn't consistent. Um cohort size also has an effect on that and then seeing the an increase in the number of college in the classroom classes. We may continue to see there might be a change in that number of AP tests being taken. Uh the college in the classroom the students are paying the tuition. The state is paying the tuition. AP tests. The families are paying the AP test fee. All right. So that was the previous strategic plan and and metrics associated with that plan. So we're going to shift to our new plan where we have three goal areas and you see that wonderful uh graphic on the right. So uh associated with this plan or we have similar metrics we've identified those those are if

178you go to our website and you look for the strategic plan has done a really nice job of starting to update of the data that we've identified uh within each one of these goal areas and we're providing not just one year but a multiple years uh with the idea being we're going to see in increases uh in those areas after the school year. Now, similar to other data points, we don't always have the data that that we're tracking uh when we need it uh because the state we identify with digital metrics, the state is providing the data and we publish it once we have it from them. Okay. Anything you generally want to add to this slide here? No. Do you have any questions regarding the ends report? So clearly we've got areas we're working

179on. >> Yes. >> Right. And we're seeing and you're going to hear from our principles what they are individually working on within their buildings. So you're going to hear from hear from elementary principles first and our secondary principles next. And they're going to be talking about the things that they're highlighting that we're excited about and things that we're we're not excited about that we're identifying areas that we're working on. And then we if you have a chance to go into a into a building, you're going to you're going to see in those visits like we did last week when we went to Cape and Canyon and we saw in uh grades four and five at Canyon uh the it was they were working on math and they were talking about being mathematicians. So what mathematicians

180do is they share their thinking. the worldly computers and they were using and they were using the new curriculum and we know that because that curriculum came with books that they were writing in and it comes with uh an application that's connected to their iPads. They were during win time which is what I need time. They were working on uh their math fluency. So we are working on it. It's a focus. And when you go to Cape Canyon, which is our first visit, if you're able to go there, you're going to see uh that happening. >> All right, questions. All right, >> group. >> Thank you so much. >> Two and a half hours. >> I didn't ask questions. >> Thank you guys. All right, we have our executive responsibility 11 which is communication and

181council to the board. >> Yes. >> Do we have any just >> Okay. >> So yeah, first uh first executive responsibility 11. So you have it. Do you have any questions about executive responsibility 11 which the information I share with you today regarding the the the agreements that we're making regarding uh within that document that has a lot to do with this and as well as just me communicating with you keeping you updated with what is happening. Any questions? All right then we'll go to the next one. Communications with the public, executive responsibility 12, which you also received, which less updated. Any questions about ER12? >> Pretty straightforward. >> All right. >> Thank you. >> We've got our new policy 2010. >> Yes. So 2010. And so I do have a little bit of information

182that I'm going to share with you. Just what you gave is another Google presentation. >> Yes. >> I'm glad. So, personal devices just on the screen. You actually have a copy in front of you. I know about the last So, a little bit of information. So, we sent out this survey and we've received the last time I checked it was uh nearly 900 responses. >> Look at all those students. >> Isn't that fantastic? >> I love that. >> Right. >> That's >> So, we have found a topic that people are interested and we have a lot of responses to this and and many of them are students. We heard firsthand from a few of our high school students. So yeah, of the 896, 516 were students. That's amazing. So uh what was identified? So this

183is where that that graphic and the uh the summary of uh the most frequently identified negative impacts uh don't necessarily align, but this was uh these were identified in order. So the number one uh negative aspect or impact is increased bullying, harassment and or intimidation. So cyber bullying as a result of cell phone use. So again those were all listed. So then the idea being the uh memory impacts, depression, increased self harm, those were identified. They just were not the right these are in order identified but many individuals identified those as well. So then we get to a summary of the the positive impacts. So there were some positive impacts regarding having access to a cell phone. They're identified there increased access to health care including counseling u peer relationships improved motivation uh job career

184readiness uh and then improved self-image and or confidence. uh the the graphic on the right is uh there was one of the questions was about uh the previous policy changes. So this really an increase in or uh an expectation of less cell phone use by students mostly at middle and high school. So last year we started and we really even though we've had a policy um you know for for several decades regarding telecommunications devices, we've seen this increase over the last 15 years regarding cell phone use. And so the last year we really started with let's mitigate the impact of the distractions of of cell phones by saying students put them away. So this was a a a question specifically about the the device policy that we started last year. And you see uh not

185helpful is a zero to one to extremely helpful which was a five. So yellow parents big support for um >> and staff what we were seeing as far as you know asking students to uh keep their cell phones put away and not use them during uh class time in some cases at all. And then you see the blue is the students. So you see it uh which was to be expected, right? That's not a surprise in what we heard today. Although I don't know that we really asked them this specific question. Uh they were talking about specifically what they're seeing at the high school. So I found this to be a very uh interesting information. I appreciate those that that helped. And then we get into uh this graphic is about the just at the

186elementary school level. what what are we what's the expectation if we were to continue with this in this policy like um how much do we want to see our our elementary students using phones and and really it's overwhelming uh not >> student elementary students should not have uh their students out of if they have them they shouldn't be out of their bags during the day they should not be used so that was pretty dominant in the feedback from the survey then we get into middle school and it's not So uh uh identified uh like it was in the elementary school that we see we're seeing a change in that that level of restriction that uh I think there's uh that first restricted use um just to uh during recess and lunch u many uh were

187were in favor of that and then devices off the backpacks. There's still a fair number that are saying they should just be away completely in the middle school. They they should not come out. there is this idea about if it's a safety concern, right? If it's something's identified in the students IEP or their 504 plan and we certainly were going to be uh following 504 plans, IEPs that have those specific uh accommodations modifications. >> Um so, uh and then no devices at all. So, 56 um were supportive no devices at all. So again, we see from elementary to middle um the idea that as the as students are getting older and they and they probably have phones, majority of them um the level of use uh in the school. >> So at this point, thoughts,

188wonders, >> this includes students responsive. >> It does. It does. It's just not and we can I I can uh tease that out of there and I think one of the slides I have does identify. So, we've got >> those different those different groups, >> 46.9% say they either shouldn't have them at all or shouldn't have them out at all. >> Yes. >> Is that what I'm reading? Okay. >> For for middle school, >> Mhm. 8.3 and 38.6, right? Am I doing my math? 46.9. Yeah. >> So, the majority view that they either shouldn't have them at all or shouldn't have them at all. Okay. >> And then high school switches. >> Yes. This is where we >> said that right. middle school, they they should have them in their backpacks or should be able

189to use them during recess or lunch. >> No, no, no. I'm adding up the red and the blue. So, blue is not at all. Red is not >> No, I was saying so we actually have more that say they either shouldn't have them at all or shouldn't have them. I see what you're saying versus recess. >> Okay, that makes sense. I was like, >> and they don't middle school, they don't have recess. >> Yeah, >> this is lunch, right? connected to lunches time >> uh with their friends and then passing time. >> Yeah. >> So then high school 51.3% said students should be able to have devices but only use them during they they don't have recess. That's our survey. So they have passing time and they have for school u when they're in the

190buildings they have lunch. Yes. And then 19.1% should be able to have them uh you know basically anytime. So from this survey and again almost a thousand I bet um as we keep it open we will continue to get more yeah >> uh feedback from individuals um this I know there's a lot of text here but this is to Ida's question. >> So this this what the students said specifically to in each at each level. So now that the students I didn't uh I'm not able to determine the age or grade of the students but our middle and high school students uh completed this but this is what they've identified and then staff and then and what parents shared. So, we were able to uh break that out by group and then finally a summary

191uh from the open responses. So, the last question was just anything you want to share uh in regard to uh this expectation or this this policy. And so when you take all of those uh open response uh statements uh and summarize it, what we see is there's a there's a safety and emergency u concern which has been uh some of the loudest concerns have been around I want to know when something is happening. I want to be I want to be able to reach out to my student. >> Uh then what we heard today was different levels of enforcement. >> Yeah. and consistency of that and and the challenge with that and whatever the rule is, right? Any where there's inconsistency, uh where there's a was a challenge with the enforcement, um we're going to

192see we're going to see inconsistent results because of that. And we heard that today from just three students >> on what's happening now when we're in buildings like we're not seeing I'm not seeing phones like when we're visiting and I'm in cl I'm in classrooms and buildings a lot. So I am not seeing a lot of use but I'm also not like the student sitting there and I'm not looking specifically for do students have cell phones on their laps? Are they in their pockets? um you because they can be really strategic with that. >> Feel like when the superintendent is in the hall, they're probably not going to pull. >> There's a pretty good chance there's a pretty good chance that that might be a possibility. I'm also looking for earbuds. >> Um you know,

193and just as you had pointed out like where where where are our phones sitting and so um >> it's a habit. >> It is. Yep. Uh the the idea of instruction distraction clearly learning loss that that's the that's the research. That's what that's what we're concerned about is like where where are where is the attention of our students um when when it's uh they're in the classrooms it's uh it's time to learn um appropriate use and that's kind of what we were hearing from the students say I I love to listen to music so can I uh be able to listen to music when when you know there's there's an opportunity for that and so when we think about what's happening at the high school it's 50 minutes I think the middle school it's probably

19455 that instructional time and how much time do you have where you're not engaging with your with your peers or with your teacher? And so, um, you know, that the policy that we have, uh, creates there there's some flexibility there that we specifically are looking at at each grade level, >> right? And I think this one the convers challenging the discussions are going to be about like as they get older what level of uh like autonomy do they have with with that decision and what we're seeing is u and what really want them seeing but what I want to see them doing in classrooms is engaging in conversations with each other and so can you do that if you're you're listening to your uh with your buds and the answer is no not successfully >>

195as much as people I I think want to believe about multitasking and and their the the gift they have. I don't think that's >> they're very slim. >> I think so actually. >> Yeah. So anyway, what we're looking at is is how do we um best support our students in realizing their full potential and and planning for their future and then where does this policy um support their their success by mitigating their the distractions? >> Okay. thoughts, questions, wonders. >> God, >> I know where it ends. Sorry, guys. Um, I am incredibly opposed to having cell phones out at all in middle school. And my reasoning behind that is all of the data, regardless of what studies you're looking at, show that the more time at a the more time correlated with age that kids

196are spending on their phone, the worse the results, both in their attention span, in their ability to interact socially, as well as the distraction. And I don't see I have yet to see any concrete value add from saying, "Hey, instead of hanging out with your friends at lunch, get on your phone." >> Um, we heard from principles last year how much they were enjoying the fact of like when we go to lunch, people are face to face. There's less opportunity for bullying because that does happen with our phones, right? Taking pictures of people when things are happening. At the high school, I feel a little bit different, right? They're getting much closer to being launched into the real world. >> I get it. there's more outside forces that they need to be arranging rides with

197friends, etc. But at the middle school, I just don't see any value in them having it. I'm fine with them in their backpack, but I don't see any value with them having it during non-instructional time. I would agree with that because I've noticed this year that a lot more kids have their phones out during their lunch break because I was just there for Husky Back Store. So, I'm there for both lunches and I noticed they were either on their phone or on their Chromebooks. And I think that, you know, as the weather changes, I get it, like there's not a lot of things to do, but I also think Mr. Cook, he puts a lot of options out there. They could go in the gym. they could do other things. So, I kind of do

198agree with you on that. Don't tell my son that. >> Excellent point about the Chromebooks. They are going to have their Chromebooks, >> right? They are going to have them. >> So, they will still have them. >> But >> until the end of the day when they plug in, >> they have to give it, >> but I'm going to take it home and keep working. >> Yeah. >> Okay. >> Great. >> Thank you for that feedback. >> Anything else? Good. >> I did appreciate our students. uh one of them identifying uh there's going to be a cost to like there's there's different devices >> that districts are investing in and that is not something that that I'm interested in pursuing. I understand the the reason. I also think that there's a like you know like

199you said like majority students I think have a have a backpack and >> right >> I'm fine if it's even if it's in their pocket right like it doesn't bother I >> just don't have it out on your desk >> you have more impulse control though if it's vibrating than >> hopefully you have more impulse control than like you know seventh gra >> all right so second reading with this policy and then the next meeting >> yeah I think we're close to a thousand there right Yeah. So, and I can continue to provide updates with the with the results if if that's something you'd like to see or if you want to see them uh completely. I can share those with you. Um and and I I got a little assistance with Gemini and some

200of the the summaries and the the graphics because Les has helped us. So, we have we have access to and it's very helpful. >> I don't think I don't think they're going to ship the whole lot even if you get 100. You know, I I didn't notice that from when they when we had 500 to now almost 900 or almost almost a thousand agreed that we're not at this point, we're not seeing a lot of >> deviation. >> Yeah. >> But we also have some ammo when we do go out there like, "Hey, we heard from a thousand people like this isn't just by just saying put your phones away." Right. >> Yeah. I do feel good that we we can say that we uh we see fair amount of >> I definitely want to

201see the breakdown of the parents >> versus parents and staff versus the kids for each of those. Like that's what I'm interested in is >> Yep. >> Not that I don't love kids and think they have great ideas, but my kids would eat candy every day for breakfast, lunch, and dinner if I let them. So, >> you know. >> All right. Thank you. >> I need to get a motion to close our meeting. I will move to meeting. I second. All in favor? Higher. Hi.