WSD School Board Meeting September 23, 2025

001They sent me cover and he made me laugh so hard every single kid. Yeah. I thought I heard her say the loud kid. >> What? >> Recording in progress. Hi J. >> We got a castle today. All good. >> One of those is your on time. You're late. >> No. Tuesday that feels like a Monday. >> Is that a good thing or not? >> I love Mondays. >> International Monday. >> Just give me a minute. I have to promote her so she can speak with us. >> Yes. >> And then we'll have to talk to her so that she she Yeah. No kidding. [Music] Yeah, maybe. >> Yeah. >> So, this system comment will come at the very end. >> Yes. >> All right. >> Okay. >> Ready? Yeah. 6:30 call the meeting to order.

002>> Yes. >> And start with the pledge of allegiance. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Okay. Do we have any agenda revisions? No. >> Nope. We do not. >> Okay, we'll launch right into it. Uh, and the consent agenda and questions on the consent agenda. >> I did have a question which I think I had sent earlier about the minimum basic education and the note in there about sorry my computer >> time memorial. Yeah, since time memorial curriculum that's what that Yeah. Okay. Yeah. Yes. Cultural. >> Yes. >> Yep. And so we are in the process of working with OSPI or actually the the state school board on that. Uh

003it's a it's a it's a lengthy survey is completed in the spring then approved over the summer. And so we've uh in in our interpretation of the responsibility to adopt the curriculum that's used for that, the state has provided a number of lessons. We've developed our own lessons. We're working with our local um uh groups in in supporting uh that process. So, it is an interpretation. And so, I was on the phone today with the state board just kind of working through that that uh how how we completed that and then whether it's for the following year or we're really trying to correct it now is their understanding of what we're doing. And so, that's I'm in the process of doing that. and I can I can follow up with you regarding that. And uh

004it's yeah it's a note in that letter that's it's approved but just you know basically the state board saying we've noticed that you haven't completed that. And so it's about our social studies adoption and when did we adopt and did we adopt all of these the lessons that were part of since time in memorial which again we are choosing to use some of those as well as use other lessons that we've developed. working with our local people. So that help? >> Yeah. >> Okay. >> What's there going to be a new social studies curriculum adoption? >> Well, >> coming up in a little while. >> Yeah. So we Yeah, we we're looking at that. It's also has to do with the standards and the standards are revised and then what's available and so uh that

005that is something that we're working on is is our adoption cycle for all of our curriculum right now. of math and the ELA are the ones the state um they're available for us to look at and to to start utilizing them but they um it's next year the volume that they're going to be required okay >> to use those so um that sometimes when that happens then we prioritize those that have been uh recently updated >> okay >> so get this case math and and ELA >> and uh again we're going to be looking at those and then they're we're going to be required to be utilizing those next year. We've just adopted a math curriculum that we think oh this is going to align well to those standards because we don't think that those

006standards um are dramatically different than previously. Okay. Okay. Any other questions? Motion to approve the consent agenda. >> Motion to approve. I'll second. >> All in favor? >> I consent agenda is approved. Great. Thank you. Uh now ourformational presentations we're gonna start with capital projects update. >> Yes. So we have a visitor Adam Cormarmac and Les Brown who is not a visitor uh is uh has presented on this particular topic multiple times. We so appreciate Adam and his team for the support they have provided us throughout the the capital projects work that we had. So you have the presentation in front of you and then once they've concluded I have a document that we'll be sharing with you that just kind of a summary of what the presentation is. So welcome Adam. Thanks for joining

007us tonight. Yeah. Take it away. >> Yeah. So uh Adam is here with RNC uh management. They're the group that's been helping do the construction management for all of our capital projects. Um, as a reminder, we kind of um started the conversation with the board last fall winter um about engaging with um construction management to run a series of projects that are funded by our um uh capital project living, which is money that local voters approved in um to help fund a series of projects around our schools. Um and we kind of created an ambitious cycle for getting a bunch of those done this summer um during the period of time when students are not around. And Adam's going to give an update on where we are with each of those. >> Yeah. So I'll

008give kind of a big picture and then we'll get into a little bit of the details. But um thank you again for the opportunity to be here tonight. Thank you again for the opportunity, the vote of confidence for obviously management to manage those projects. Dan Bodell, our senior project manager, isn't available tonight. So, I'm filling in. Um, but if there is any questions or clarifications that you have, um, I'll get you the answer. Um, as you know, I think most people know, a lot of really good work has happened out there this last summer. Um, and like Les said, it it really happened, um, early on and putting a good game plan together, building a solid foundation. Um, and that allowed us to be really successful this summer. Um, um, being able to work with

009Cody and Les and getting those good news and getting that communicated out as well. So um we started this kind of uh charter of there was six projects and we we actually consolidated the security and ADA projects into one just from an efficiency standpoint. We looked at it that having one designer and having one um kind of contractor would be much more efficient and it did it it I don't know the exact amount of savings but it was a much more efficient way. So we we accomplished out there and I would say all of them all I all the projects are substantial complete. We're still working on a few of the things punch list or commissioning our things but DDC controls at the high school um the boiler um replacement at the high school, the

010security and ADA um projects at multiple campuses. the gauze and halfway flooring projects and then the um the the big project um well there are all big projects but the Wuga high school rookie project. So, in general, you can see this little matrix on yours. In general, most of the projects were on budget, if not under budget. Um, we're happy to report there is a um substantial amount of savings that um will go back to the program that will allow some and you folks along with the Wugo school district management teams working on prioritizing what that looks like and what those next steps look like. So, uh we are working with um pushing we all the contracts are um completed. We're still working on with professional service and other folks to get those contracts completed

011and substantially um and closed out so we can work with the business department and get those reconciled. And this target number that we have is probably we we want we'll have an exact number. So this right now is just kind of a target and over the next couple weeks as we finish as we finish kind of the closeouts and etc etc we'll really have a better understanding but we're we're we're confident that those numbers are in there >> close. >> Yeah. Question about the >> Yeah, you bet. >> We saved about 30% on the boiler cost. Is that because of a different vendor for the equipment or >> overestimate from the get-go? >> It could have been a little bit of everything. It could have been um some efficiencies. We at the time when some

012of these we didn't know if we were going to need two boilers, three boilers, or four boil boilers. We brought in uh a design team to help us be efficient and go through those different studies and exercises. And through those exercises and studies, we um were able to reduce, you know, go with larger um oilers and only do less, maybe more. So, I think some of it has to do with >> some has to do with that. Some of it has to do with um the bid coverage. We got really great bid coverage on that bid day. And so when folks out there know that multiple folks are bidding, they tend to sharpen their pencil according >> the the district also used a state master contract to directly purchase the oilers. So instead of um

013paying the mark, you know, so those are the two big the gas fire devices. So um we bought those ourselves off of a state master contract rather than asking the contractor to buy them on our behalf and that probably saved their markup on them. and they were likeund 20,000 something like that. >> Yeah. >> So 20% markups etc. So >> always happy to see things come under budget. >> Yeah, us too. Um and I and I'll hit on some of these um but that's a really good question. I think the beginning we set up strategies to be successful on bidday. And so all these projects um we had different strategies on how we did bid alternates and how we set up the bid packages accordingly and who we bid them to. Um um so there

014was strategies and all that with the goal at the end of the day on bid day that we were going to be on budget or under budget and at least break those out so that this team and you folks as the board of directors can make some informed decisions. So, um, >> yeah, we want to >> So, really quickly on on this list, the bottom item on there, which is the security projects for the district office maintenance and transportation, that's one of the agenda items on this agenda as well. So, you'll see that um later on as we go through the process. >> Um, so the security and ADA door projects, we brought in NIS um um Northwest Information Systems as the design team. Um, they not only designed the project for us, but they

015provided quality assurance and quality control during the the install, getting questions answered, making sure things were being installed correctly. Um, they they are a huge asset. We went out to bid. Um, GB Manchester was the lowest responsible bidder. um and GP Manchester got on board and and um you know from the get-go the week after we awarded that contract they were already procuring stuff and getting things with the understanding they knew um that to be successful they had to get those things on order etc. So they've been a great team member. So we were able to install new security systems, Wugo High School, Gau Cape, and then Canyon Creek. I think there was a few other adjacents that were out there as well. Um and then the goal was to align with the be consistent

016across the board at all the educational u uh sites. Um um added lockdown buttons, internal external indicators, etc. um upgraded ADA compliant doors um at at multiple campuses like I um and all of these were through the lens of not only being on budget and schedule but making sure that we have the quality assurance and quality control um therefore why we have NIS doing appropriate inspections along with uh GB Manchester accordingly. So those projects we're working through a little bit of the commissioning with kind of the IT department etc etc um and GB Manchester um there's punch lists that we're addressing there's warranties and there's a document close out just kind of the more the project level so that's kind of where we are to date um and feel free to interrupt me at any

017time or I can at the end >> yes so any questions about that the security so now all of our staff use a badge to to to fob in and use the same badge, right? We're using the same badge, but we still have >> if they're shared between So, currently if they're shared between JMSCRG and any of the other sites, they have a badge for JMSCRG. And then the other set of sites um are uh one of the things that the board I think has already approved is um replacing the card readers at Jumpard in CRG with the same technical card reader so that everybody districtwide just has one badge that works at any one of those sites. So the only keyless the keys are for inside doors, >> right? >> And and so then

018um that I would say a big savings and a what can be a risk when you're accessing outside doors, exterior doors with with a key, the key gets lost, >> right? >> So uh just really appreciate this um years and years of uh a lot of labor management discussions and so uh that's been taken care of. So >> yeah. So, so, uh, one, so one really huge benefit there is that if a staff person misplaces their keys, um, with their badge, we can disable the badge so that nobody can get into a school using the badge and then if they find it later on, we can just turn it back on for them. So, sort of like your credit card where you can pause it um, if you, you know, misplace it. Um, and that

019is something that happens on a, you know, a pretty regular basis. Um, and it's nice not to have to worry about trying to re key a bunch of doors, um, when there's a key that's gone. >> And a gauze and cape where the playground and the door that's used is a cape that's on the the east side. A gauze that's also on the east side. And so it really is much easier now for those individuals who are uh taking students out and letting students back in because they can plot in versus uh what we were doing before, which is uh having additional key for their skill. hand hard keys too to get >> there's a few of us >> if there's a power outage. >> Yes, there's a few of us that have Yeah. have

020those keys. Yeah. >> I think that was another good example of strategizing with NIS2 because we weren't sure the budgets and where they were going to come in be be because of inflation and tariffs and all that. So, we were able to structure a lot of different bid alternates to make an informed decision on bid day which it turned out to be our plan and was successful. Well, jumping into the um Wugo High School with the boiler replacement. We kind of hit on this earlier that we went we hired Windsor Engineers to be our engineer to design that, but also we brought in commissioning agent systems commissioning consultants um to do the commissioning as well. Um we worked with Windsor on not just the quantities but what was the best effort. Um, we also looked

021at some different strategies of different types of equipment and we landed on those boilers were the right fit for the time etc. And so we worked on a bid package. Um, we did get really good bid coverage from and we we awarded that to Steuart Mechanical. Um, Steuart Mechanical has done a fantastic job getting us to the finish line. Again, coming on board, ordering that boiler equipment um or coordinating the boiler equipment, getting it, receiving it because it was supplied by the by the elder. we were able to replace those aging systems with modern efficiencies. Um we were able to incorporate um some of the DD the DDC's into those new ones as well for not just um efficiencies but also just for the maintenance folks to be able to dial in and address that.

022Um um I would say their install is substantially complete. Um we've done startups. They're just working on commissioning some other things currently. Um obviously there's some close out and some commissioning things that will be ongoing. Um but they're ready to heat the spaces and and ready to go for when we start getting some cooler weathers. So uh and same thing there just close out paper do state closeouts except for those are in the works. Um so another item that's kind of coordinated at Wuga High School is the the DDC's the direct digital controls that were incorporated. Um so um ECC um did a fantastic job that I would say we are substantially we are substantially complete with the base scope. There is a few things that we continue to do out there working with Jessica

023and her team. There's some um valves and some different stuff that that that that are being addressed that were not in the base scope, but um so those are still ongoing. Um we did have Windsor and the design team um on board and then again we had systems commissioning on board to just make sure that quality assurance and quality control as long along with obviously the RNC management team being out there on a regular basis. So um um again close outs ongoing etc etc. >> Um question so similar to like the turf fields where we know they're going to have to be replaced after x amount of years. Do we have any sort of a lotment for things like boilers where we know 20 years are going to need to be replaced where we're moving

024funds a little bit at a time or do we are we just going to rely on a capital levy for each of these? So the uh school district is not currently setting aside money to save for them. >> Okay. >> So that is something. >> And how long how long do they usually last? >> Uh these ones lasted about 25 say 20 to 25 years. >> Thank you. >> My assumption is the boilers went in in uh 2000. So right around that time at the highest point. Um the next project is G uh the flooring at Daw and Hathaway. We're able to work with Bearsburg company out there. Um get that procured early, get that done. Um we're complete out there. We had, you know, just like any construction project had some issues we worked

025through, but um Beersford was um very responsive and I think it turned out really good. Our prioritizations were um entry vestibules at all the entries for the walk-off mats. That was twofold. They were in needed replacement stage, but then also by doing that it helps support longevity for the the corridor carpet. So that was priority and then the other priority was the uh corridors were replaced. So it looks fantastic. Looks great. Look really nice and fresh out there. Um, and there is some savings there that I know the team is working on kind of what that next step prioritization looks like. So, >> yeah. So, one of the projects that we may come back to the board and it might be a next summer depending on what the budget is for this would be to

026look at doing some more of the larger spaces at each of these schools that are really in um new flooring. So, they might be things like the libraries or the really large venues. Um and then as budget allows to start doing some of the classrooms, we would include um input from the staff as well as from the custodians that are there cleaning on a regular basis to identify which of those spaces are the like the highest priority as we went through that uh process. Um and then last but definitely not least is the roofing project at uh Wugo High School. Um I appreciate the team and the leadership. Uh we acknowledged that was a lot of work to get done. Um and we were again had concerns with tariffs, had concerns with so many unknowns.

027Um so we um brought in professional roof consultants to design the scope, but also to go through a lot of different exercises and rough order magnitude pricing on what that would look like. Um we ended up doing a substantial amount of bid alternates. We had a strategy for that. Um and um uh we went out to bid. We got multiple bids which was great. Um we we procured Carlson Roofing and they really did just a fantastic job to get that scope down um done out there. During the bidding process we realiz we kind of knew it but we asked the right questions and we were you know people said that's just too short of a period to get that much work done. And so we worked with um Les and the team and the the

028staff to see can we open that that that construction timeline a little bit. So we did start out there early and I'm uh I know for there was a handful of folks that were going to remove their bids or not bid accordingly or their bids were going to go up because of getting that done in such a short period of time. So it's much appreciated. I know it was a little impactful. our goal was to impact the learning environment as least as possible and we were able to coordinate and do that. Um, but I know it was impactful on the school, but from from our standpoint, it's we got much better bid coverage and we got a substantial savings because folks knew that they didn't have to pay that substantial amount of overtime. So, we

029went through a tremendous amount of um strategies on that. Um, but in general, it looking at this photo right here, I love this photo. it sees kind of all the work that we were able to get done and now we have a a fresh roof that you know um at all those areas we did in the bid documents we we knew that we were going to run into some dry rot and some other things. So we put in a unit what we call a unit price so that you know contractors um can't gouge you they can only charge a unit price. So we ran into a substantial amount of that not a crazy amount but we were able to address it and get that addressed. Um, so we're excited um that that's complete. There's, you

030know, it's substantially complete. There is just a little bit of the sheet metal, other things that we're working through, some punch list items on a typical um but for the most part, it's substantially complete. Um, you know, we're just working on closeouts, etc., etc. So, >> so quick question, new to the board. What's the what's our length of our warranty on this new roof? >> I will look. I think it was either a 30 or 40 year >> 30 or 40 year warranty that we did. I will double check and circle back. I want to make sure we're giving you the right accurate information. Um, but I believe it was uh I think that we um we we put in there a 40-year warranty, but I will make a note and I will get uh

031send >> I think that might have been for the metal options. I think it was shorter for the composition, but >> let me circle back and get you the exact information. Yep, it's specified in there and we we're working through our onm manuals which will have all that information identified in there. So >> I think you're I think you're 100% right. >> It's like 40 years. >> Can I circle back? I took it. >> Yes. Yes, please do. >> So HVAC efficiencies have improved quite a bit. Do you have any guess on what our energy savings might be with the new >> I don't know off the top of my head, but I know we've done those models with the engineers and I'd be happy to circle back and get that information for you. I

032don't understand. Was it significant or kind of >> not really? >> I I think when when we pencled out the different set of options, so we looked at things like um replacing it with three boilers. There were three boilers there to start with. Um replacing it with a heat pump um like a boiler backup and then a couple other variants including the one that we ended up choosing. Um the old boilers weren't so incredibly inefficient that there's a gigantic savings. Um, so I would say it was like if it was even 10% I would think that was high. >> Um, but there might be some efficiency because there's three instead of two. And then these have multiple stages. So they can scale up and down to meet demand instead of running like at full, you

033know, each boiler running at full capacity anytime anywhere in the building needs heat. Um, and so there might be some more efficiency there, but that might have been harder for them to model. um in the I know that um one of Jessica's um strengths is around resource management and energy conservation and she'll be thinking a lot of attention to um how we work with the commissioning process to make sure the building is run efficiently um scheduled appropriately so that people are warm and comfortable when they're there but the building isn't heating when it's not in use. Um and then we're working closely with our energy providers. So the Northwest Natural as well as the FD um to pay attention to those trends and make sure some you know if there's anything else needs to be

034tweaked she'll be on top of it. >> Plus the DD the DDC controls being having that accessible. >> Yes. Having having everything in that same system now will make it much easier to monitor monitor and control et and to schedule for events so that things are turning off and on when they need to. So I think I think um the last is just congratulations and again thank you for the opportunity to be a part of it. We love being a part of successful things. So um thank you for know bringing us in and help allowing us to help put a game plan together and a um a road map together and and try to build a solid foundation. So uh we're here to support in any way, shape or form. We're not going anywhere. We're

035in Southwest Washington and so we're just super excited and we'll be here to close the projects out, make sure you get all the appropriate documentation. So I guess I guess uh questions or anything any other questions? >> Excellent. Thank you so much. >> Appreciate it. >> Thanks for being here. These are these are fun reports, you know, >> under budget. >> Uh, mostly finished, >> right? Mostly finished and still under like it. >> Okay. Next on the >> Thank you, Adam. Further discussion on the board and superintendent goals. >> Yes. So, we talked at the last board meeting about uh school board's goals, uh, superintendent's goals, and we looked at 23 24. I shared a document that was a draft of really I would call a pretty significant change in what we've been doing. And

036so I just thought we it'd be good for us to have a conversation. I received some feedback from a couple of you and and I haven't made any edits to the current draft. So the idea being at our next meeting we could u revisit them again and then potentially for an October the second meeting October a decision and so the idea of just continuing to work on the board's goals and then superintendent's goals uh based on your feedback. So I'll just be adjusting uh the draft that I have. So I appreciate those of you that have shared with me uh your your thoughts and so I just is there any discussion you want to have now about these goals either your goals or the superintendent goals? Yeah. >> I guess I'll start. I mean I

037we had our monthly check-in and kind of had some things there. So, for me, it's I I love what you've done and put in front of us because I think it was pretty easy for us to read and it was a shift from the way that you guys have been planning your goals, but I love how it's tied to the strat plan. >> Um, and really it's around like the bulk of the goals are like let's get going on this new strat plan. Yeah. >> Right. And so, um, the timing of that, like how do we roll out a sixyear strat plan, >> um, in one year is kind of how the current one's written. And that was some of the things that we talked about like how do we parse that out and maybe

038a little bit more >> and kind of highlighted those things. >> Um, one of the things that caught my eye was just the first goal for the board which was really to hey roll out this strat plan and it's like wait how do we do that >> right? And so in conversation it's like well no I think the superintendent is going to really roll that out and so more around us supporting >> the roll out. So that's my comment on there. >> Yeah. Thank you. Yeah. And also there's a company there that was it's very general and so you know this looking at as you're saying like how do we what are the phases of a strategic plan six years and there's no uh context to what are those phases something that we are working

039on what the first uh year looks like and you know I say we it's the team so the executive team or the building administrators who are then supporting the staff in implementing what we've identified for year one. So, I would agree that that probably is that first goal should be moved down to the superintendent's goal, first goal. Any other thoughts? >> Uh, I think I think I already kind of shared my >> Yeah. is just really changing it to goals that are specified in the plan versus just um and again I feel like uh goal three the learning partnerships I feel like that's more in a superintendent type role I mean obviously we engage with the community but um like my my suggestion was you know we really focus on goal one which is my

040drum is the academics >> um and frankly I think a lot of the other stuff feeds into that. So my suggestion was goal should be academics and you know whatever that looks like however we want to you know everyone else wants to frame it I don't know and then my suggestion was goal two then you know since as part of the strategic plan we're talking about these work groups really having that be more focused on the second goal and I guess that is kind of learning partnerships so um I don't know trying to fold that in there somehow kind of the work that we've identifi already identified as being necessary, >> right? >> Holding that into our goals. >> I agree that I think you know focusing on the academics ultimately if we are not

041we're less successful there is less successful regardless of any other goals in my opinion. Um and that's what parents are looking for and that's what as just a taxpayer that's what I'm looking for then Good job. >> Okay. So, the plan is to continue to u revise the draft as you give me feedback. I will make adjustments and then at our next board meeting I will give you an update and then the next board meeting after that then there's the possibility of presenting to you as for decision. >> Okay. Great. >> Which again is different than what we've done historically which uh I hope you're okay with that. I I certainly am. being very uh thoughtful with this and then at the end of the year that we can go go back and look and

042see based on what we've identified how's our progress looking. >> Yeah. >> Okay. Next up is the board and superintendent operating principle. >> Right. So during the retreat we we talked uh about a few of the examples other than our own. you had access to ours and the idea is that you looked at then I sent you a few more >> examples including the the model policy from WASDA and so I getting feedback from you uh again once I have that and then looking at all the feedback and do we want to revise our current operating principles do we want to go with something that's a little more basic uh again there's a a variet variety that we have uh in front of I think there's I don't know if there's a total of probably

043seven or eight of those as examples. So, I know that there's there's quite a few and so maybe you haven't had a chance to to thoroughly look through them, but just as you're sharing, >> I I mean, I favor streamlining it as opposed to getting bogged down in page after page, you know, focusing on what's really important for a successful superintendent working relationship. >> Yeah. I feel like anything more than two pages, nobody's going to read as a rule, >> right? Okay. one maybe, you know, more likely. >> Yeah. >> But anyway, >> okay. How's that going? >> I think everybody knows I like bullet points. I think if we can get it down to one page of just like was it >> SJISD's ops? Like I love that where it's just >> here's what

044the board's going to do, here's what the superintendent's going to do. Feel like it's easy to consume um and stay aligned with. >> Okay. I did like the chart though, right? Like all the points are good, but >> little you do this, we do that. Point point, counter point. Really easy. I would definitely say keep that, but I think we could shave a few. >> Okay. >> That's also, I think, valuable for a community to >> to show what you do and what we do and >> make it pretty clear that if they have a big complaint about a t-shirt, Right. >> Go to you. >> Yes. >> As an example. >> Agreed. >> So, >> okay. And to your point, if it's multiple pages, there's pretty good chance that people aren't going to spend

045the time going through it. >> Okay. Okay. Got it. >> Okay. Um, next up, executive responsible 16. >> Yes. Discipline. >> Yes. So, executive responsibility 16, Connor is going to join us and he's going to talk a little bit about executive responsibility 16 and then go into a student discipline policy presentation which >> we had I had sent out to our community. So WT community, so not the greater Washington community that those within uh when we sent out parent square. And so really it was an invitation but to join us online to watch the recording or to come in person to receive uh some additional information regarding the policy. All really all I did is I shared with you the policy. We had some discussion. So now we're going to get a little bit more

046detail. There's been a request for the procedure. We have the procedure. So we will share that with you so you have a copy of it. We also have a matrix that we'll share with you and just kind of look through it. Now, it's a pretty large document. So, >> it it's probably too much right now to just go through, >> but I think the the wonder was being curious about. So, there there's some language in the policy that speaks specifically to what the board's going to do with working with families >> and and timelines. So, that's in the procedure. And so one of the things that came up last year about this time when we presented the first read of the what we're going to revise the student discipline policy and we actually paused because

047we knew there was more work was regarding what what's happening with the appeal process. It seems like there's been some steps that have been eliminated because those those were in the procedure and we hadn't shared those. So I know that that is something that's on the minds of families is like what is my right as a parent when something happens with student discipline. So, we will speak specifically to that as well as some of the definitions and some of the language that's used within the policy and procedure. >> Are you thinking about moving some of that into the policy documents? >> Uh, no, it's it's still in procedure. Yeah, it really is. Yeah. Keeping them separate, although it's not it's it's not always like that. At times, you it looks like something some procedural language

048is in the policy, but we really want to keep it uh >> clear. Yeah. >> Yeah. Between the policy and the procedure. the procedure. Not only is it for our families and for you to understand, but it's this is how we do it. And so we have uh one of the next things we'll do is work with our principles. So our principles know exactly um and we've been actually working with them because these are in statute. Uh what does this look like when supporting a student with behavior, supporting a teacher when the students been excluded, make sure our teachers know that the impact of these changes in our practice. >> Okay. And last question, did you get much feedback from your community >> survey? >> Have not. >> Okay. >> We have not gotten much

049feedback so far, but but it wasn't it wasn't a survey. It was an invitation. >> Yeah. And so we did not survey them like we surveyed with this the uh cell phone >> policy practices. This was more of just here's the actual here's some attachments, here's some links, here's the actual, you know, the policy. And so we're going to continue to we'll probably push out it again in a in a a communications could go out. >> Okay. >> Yeah. With again they similar to what we were just discussing for an October uh proposal. >> Conor McCrosski. >> Thank you. >> Yes. >> Uh so you received ER16 which is your annual update on student conduct and discipline. Are there any questions that you had after you reviewed ER16? >> I had one. So the school

050level data analysis, what is that data? >> Sure. We have a couple things that I'll call out. We have um a social emotional screener that we administer at the beginning of the year that gives us information initially just on students skills around uh social skills, emotional regulation, um uh engagement with school in general. Uh it's a two to three minute assessment that kids get along with uh our uh academic screener um and gives us some information kind of at the beginning of the year to provide supports initially. Um we use the Swiss system uh through the University of Oregon to track uh behavioral referrals. So those are not um exclusions or discipline that an administrator uh assigns to a student, but they are um incidents that a teacher will log. An administrator could also log

051that. They're often broken into minor incidents and major incidents. And that helps us to track trends across students and across grade levels and see where incidents are happening at what time and make decisions to adjust support based off of that. >> Thank you. I see we're continuing our relationship with the Balmer Institute. Is that >> We are. >> That's great. Yeah. >> Yes. >> Yeah. We continue two two staff members at a time. >> So, yeah, we really appreciate that that generosity from uh Rotary and and Kathy and Dave Busmans are there the ones who contribute the the tuition for that. Yeah. For the funding for that. >> You know, was also as far as data, we also look at our discipline data that is OSBI also keeps track of the discipline data. And one

052thing that Connor I think will mention is our discipline data compared to the state. So the percentage of our students that that are excluded or suspended uh in a in a year is is pretty low percentage. But we also look at that for us I think it's 2.3%. We look at who who those individuals are. So we know who the individuals are and then we also disagregate different um identities within those individuals. So uh this is something that's that's that's required. It's asked of us to do. So, it's also part of the the data analysis. >> And few weeks into the into the term, do you have a sense of how disciplines going in our schools this year? >> It's fairly early to to make a general statement about how discipline is going. I shared

053at our instructional leadership meeting yesterday that the um overall sense after talking with principles and buildings is that it's been a positive start to the year that teachers are feeling optimistic that principles are feeling like uh that our systems and uh structures are working uh to support both their teachers and their students. >> Great. So ready for the >> discipline policy and procedure presentation. Did you have another question? >> I had one more. Do we ever worry if our rate is too low? Yes, we do. >> Okay. >> Yep. And when Connor mentioned the Swiss like this is where referrals go. >> So there's a behavior maybe it doesn't enter into the the discipline. This is uh just but some challenging behavior and we and we note specifically what it is, where it is, how

054often does it happen, who's the individual. So when we when we look at that and we see a decline in that, we don't always celebrate that there's decline because that might mean that people are frustrated. they're not using the system. >> Yeah. Reporting. Right. So it's it allows us the importance of staff using it is it gives us information. >> So if we see designated a hallway during lunchtime, during recess, we're seeing a spike in behavior during recess. So which which recess? It's which grade level. So then we can target our our support to those individual adults who are supporting those students or those individual students uh and the behavior. So, um, yeah, it doesn't always mean if behavior is going down that that's, uh, we're doing exactly the right work. So, >> I have

055one followup because you brought up lunch and recess. Yeah. >> So, I know at some of the schools they switched to now they're going to recess before lunch last year. Did we see an improvement >> in behavior with like letting the kids go and get their wiggles out at recess and then go to lunch versus when we tried to send them to lunch? >> Any shift there? One of the shifts that we uh saw related to that change was more around students eating their lunch as opposed to rushing or not eating so that they could go to recess earlier. Right? So that was I think probably one of the main outcomes of the shift um was that students then hopefully then in the afternoon the second half of the day felt like they were energized

056and full and had the wiggles out um and were more successful. Well, I have elementary kids. >> Get them hungry. >> So, as far as our recess staff, >> we in August, we had an individual who worked with them, and there's going to be ongoing support for our recess staff in a structure to recess, right? So, the students know what the expectations are, the teachers know when they drop them off and when they pick them back up and while they're out there. There's structure to it. there's rules to the games and when an individual uh is challenged with those rules or with just specific behavior that we're we're supporting individuals. We are not taking away recess though are we? >> We are not by law taking away recess. Recess is what's the exact term? It's

057>> studentdirected and unstructured. >> Yes. The worst structure put some structure to it needs to be structured. teachers feel about not being able to take away recess as >> well. You know, you have to ask them. I think some of them it depends. Uh >> I don't think you find that that is a go-to request in schools anymore like it used to be probably when we were in school and I lost recess all the time. >> But instead they >> same my friend. >> They can do a lunch detention, right? >> Lunch detention, detention in general. Uh there's still a variety of tools that you'll kind of see that teachers have to kind of support classroom management and teaching and learning. >> Thank you. >> All right, >> I think we're ready. >> Great. So,

058just some overview. Right. Like Aaron mentioned um the data on the right shows um our district uh as it relates to the state of Washington and the percentage of students that receive some sort of an exclusion. Right? So, uh we are not shooting for 0% of students, right? But we do think that uh time in the classroom equals instructional minutes. And so the more students that are in class, uh that is a positive thing and you'll see that um our trend is going down, which is positive. We do not discourage the use of exclusion as a tool that buildings can use. Um but we do want to be thoughtful about using it. um >> in CICO under intervention that first bullet you see that let's check in check out so it's an acronym we're using

059so that is when we there's an adult who's checking with a student when they're when they're coming into school and then when they're when they're leaving school they're they're checking out individual >> at the building door >> at the building yeah where yeah wherever wherever >> in the morning with the counselor right so you you see right on the left the prevention intervention exclusion right some of the things that we do preventatively uh to support students having a successful day, having a su successful month. You can see some of the interventions like Aaron mentioned, check-in, checkout, which is just the idea that like there's an adult that chats with you for five minutes, sets a goal with you, and then at the end of the day, reviews the goal, right? And that is a a

060proven intervention that supports students understanding what they're focused on, what they're working on, and has some tangible results related to uh positive adult feedback. Um rewards at school and at home and things like that. We put some students on behavior plans that are kind of really focused on the target behavior and replacement behavior. And then our counselors do a lot of work in small groups around social skills, buddy groups, lunch bunch, those kinds of things. And then our kind of third layer is exclusions. And we follow kind of a progressive discipline model where, you know, the first infraction is going to be a lesser level of exclusion than the third infraction of the same type of behavior. Um, and then we always try and engage in a re-engagement process. And the idea is that our

061time and energy as adults and staff is on the prevention side, right? I want 80% of my time and energy on prevention. And then the other two levels are tools that I use, but the idea is that they're used for less students as you kind of go along the continuum. >> And Connor, the big jump in the grab. That's the COVID bounce we're seeing there. >> Absolutely. That was when everyone was at home and we were not excluding people. >> A little bit of we had just a couple. >> We told a few parents to put their kids in timeout and we counted that. >> Use that kind of language. >> So, one one more thing I want to mention is we have counselor groups. We also have a mental health therapist Gentard. We have

062Wendy Butler who who does groups. So there's a variety of uh different partnerships that we have that provide groups. >> So easy to uh work with Aaron because he previews everything right before I get to it. >> So just to highlight, right, we do a lot of things year-over-year that we don't necessarily adjust that are consistent. And these are a few of the uh specific things that we did this year to support students um finding success throughout the day. So CRG has an adult that is both a dean of students supporting specifically student behavior and supporting our special education population. Uh Canyon Creek uh was assigned a 6 counselor and that individual is also teaching some classes at the high school. Uh at Jump to Guard, we have a mental health therapist that is present

063four days a week that supports students and has a case load. And then uh in addition, uh our our elementary class sizes at the kind of K1 and two level, you can see those averages. They're small, right? And we think that has a positive impact on um students settling into routines, teachers being able to manage classrooms, and therefore instruct in the academic areas. Is there a plan at the end of the year to kind of reflect on how impactful the mental health therapist was? I think that >> Yeah. So, it's a contract with these two and 12. So, we'll work with with uh Tracy, David, and Tiffany who are the principles of jump to guard and then her supervisor and discuss and look at the because they're part of that contract. She has she's tracking

064data. Yeah. So, we can look at the uh not specifically who but the number of students that are that are she's meeting with on a regular basis. So now jumping into the updated policy. So uh these three points are OSPI's hopes for the updated policy. So there's an emphasis on student and parent rights that's maybe a little bit more explicit. They've clarified some definitions, consolidated some definitions around classroom exclusions, discretionary and non-discretionary discipline. And then they recognize that the policy is also aimed at supporting the role of the teacher as it becomes more complex and as students become more complex in general to uh not have as many hoops or paperwork or um uh procedures uh getting in the way of them managing their classrooms. Okay. So classroom exclusion I underlined because I know at

065the previous meeting uh there was a question around what tools do teachers have? uh teachers have a lot of tools that are uh behavior management tools like building relationships and setting classroom expectations and some of those just like basic day-to-day things. Classroom exclusion is one of the levers that they have related to um supporting student conduct in the classroom. And so when we think about student behavior becoming disruptive to the learning environment, um teachers are the only staff members that can engage in what's known as a classroom exclusion where they remove the student from the classroom. Um, and they can do that for the duration of the day and up to two more days after that. And there's some additional language in there around conferring with the principal and I'm making a plan and then

066the student returns a little earlier. Um, but that idea of having the ability to separate the the student who's being disruptive from the classroom environment so that they can continue to teach the rest of the students um is a lever that's called out in the policy and then specifically in the procedure. It kind of walks through what that looks like. >> So, any questions about that? >> I have a question about the parent rights because I feel like we do a good job of outlining like if your student is the one who's being disciplined rights and the appeal, etc. But where I get feedback on is when it's the other side of the table, right? Where maybe a student is picking on another student regularly, etc. Do we feel like we're clear enough and there's

067a good enough appeals process for those parents? If they don't feel like the action taking is addressing the concerns of their student, >> that would probably not be addressed in the like student conduct and discipline side of things. That's more the harassment, intimidation, bullying process where if you feel like your child is on the receiving end of a challenging situation, uh there's a process and a subsequent appeals process that a family can go through um uh for that specific concern. >> The other two kind of definitions, right, just so we're on the same page, discretionary versus non-discretionary discipline, right? Discretionary discipline is is the typical the principal the administrator has the discretion to administer discipline based on student conduct for for the majority of what a student might do that's naughty in a school building.

068Right? Non-discretionary are for those larger level things like bringing a weapon to school, bringing a gun to school, uh being involved in gang activity at the school, um things like that where uh the principal is no longer deciding what the discipline is. the state statutes are telling us what the discipline is and we're just following that. So that's the non-discretionary part and that's for those kind of larger uh uh incidents that occur. Um but the most of the time we're living in the discretionary discipline or >> how often does does a nondis discretionary issue arise in a school year? Yeah, you'll be able to see in the the the procedure there is a list of uh uh behavioral incidents that would uh meet that definition and there are things like having a firearm, uh kidnapping,

069arson, uh assault of a child, robbery, uh all of those kinds of things. So when you think about like adult uh criminal activity, uh those are the non-discretionary. >> Do they come up in a in a school year. Do we ever have those situations? >> We do not know typically have any of those types of incidents in the school building. >> So rare, very rare, >> but >> every few years >> it happens. >> Yeah. >> Uh this is an example of a just a flowchart, right? So, um, our, uh, legal council provides a discipline handbook to us every year that helps us to take the policies and procedures and provides us with forms that we use to support uh, parents understanding the process and then helps our uh, administrators and and staff understand what

070they need to be doing before, during, and after an incident. And so when a student commits a a behavioral violation is not appropriate school uh there's a couple uh wings right it's either a non-disciplinary corrective action so that is uh the teacher redirecting that is the uh teacher supporting uh with a directed break or something like that or it is the principal coming in doing a check-in uh doing a conference and then sending the student back. Those are more non-disciplinary corrective actions. So you can see examples, supports, interventions, evidence-based practices. Um if it is a disciplinary corrective action, um that is typically discretionary or non-discretionary. The discretionary ones where we live uh a teacher doing a classroom exclusion is considered a disciplinary corrective action. So it lives in the same bucket as an inschool suspension,

071a short-term suspension, those kinds of things. And then those non-discretionary are those long-term suspensions and expulsions. >> Thought the flowchart was a good idea, but it's really super tiny. I know. So that's >> that's just going to >> So to highlight some of the the staff, family, and student rights. So the the new policies and procedures continue to uh place restrictions and requirements on the use of some of those those larger discipline uh tools. So those long-term suspensions and the expulsions. Um again, this is in support of students being in class and in school as much as possible and staff not having the ability to just remove a child for 10 plus days as an example, right? We want progressive discipline. We want it to be proportionate to the incident and things like that. We

072don't want people not to use discipline, but we do want it to be reasonable and have a purpose. And then parent notification of protocols and discipline. Uh the policy says this falls to the local school board and determining what that looks like and and the example procedure you have will kind of show you what that looks like and I'll talk you through what an example kind of procedure would be for parent notification. Um, are there any questions so far? So, communication wise, classroom exclusions, right, have an attached ability for like an informal hearing, right? Classroom exclusions uh have a uh different notification process than typical like short-term or long-term suspensions. uh the teacher administers them, the teacher notifies the principal, and then the principal lets the parent know. And the language that you'll see over

073and over again is that we attempt within a reasonable amount of time. >> So, we will always attempt within a reasonable amount of time uh typically prior to uh an exclusion being administered. So for suspension, expulsions and removals, um the general flow is the student has an initial hearing where they get to tell their side of the story, right? And that happens before any discipline is administered and that's part of the due process rights of students is they get to share their side, their perspective, what happened. Uh then the administrator makes a decision and they attempt within a reasonable amount of time to notify the parent of their decision and that decision is typically right if you're being notified as a parent the decision is typically like this is the discipline that's being administered right

074and then you've got the appeal process right which is initially an optional conference with the principal right we try to uh resolve things in a variety of arenas in an informal way where we get the parties together. Uh if that is uh not uh an option or isn't wanted, there's an appeal process where it gets reviewed and then there's a reconsideration of appeal process where it gets reviewed. So the appeal process typically comes to me where I review and the reconsideration of appeal comes to the board. And then we've always got the piece around the re-engagement meeting, right? Which is just another kind of family student staff tool. uh when anytime a student has been removed and they're coming back, we have a re-entry meeting, it's sometimes called, but it's that re-engagement, it's the repair,

075it's all that kind of stuff so that we understand uh what the plan is, that we're uh starting with a a fresh uh slate um and that we're moving forward in a positive light. >> Conor, what would flip the switch from appeal to reconsideration of appeal, right? Where it goes to you and then you're like, "No, this needs to go up a level." >> Oh, no. The reconsideration of appeal is if um so we'll say a long-term suspension was administered, the parent appeals it. I review the facts and I determine that the long-term suspension stands and I communicate that to the family and the family still doesn't agree with my review and kind of review of facts, then they would do the reconsideration of appeal process and then the the same kind of appeal would

076come to the next level. >> You answered my question that the family flips the switch. Mhm. Any other questions? >> One more time. Any other questions? >> So, we have the procedure. >> It is 13 pages, right? So, it goes through in great detail uh for all the different options what the procedure is. I gave you the in general low of uh when discipline is administered and there are nuances and there are some additional like specific timelines associated with different types of dis disciplines whether it's short-term suspensions all the way up to emergency removals. >> So W's model procedure other than what's in red which is what I've added and what we've added So is there like the parent notification piece? Is that the template in here or like you mentioned that >> all of

077our letters that we use to notify parents both of uh discipline and of the educational services that will be provided in lie of their student being in school are provided to us by our legal counsel. um and then are used by our principles in our fillable forms. So they have some of the the pat language that's just in there and then the principles fill out the >> No, I didn't mean an actual template. I just meant like you had mentioned. So that piece about the board decides parental notification. So >> So you'll see timelines in here. Okay. around when parents are notified, when they appeal, how long they uh should expect to receive a response. Those types of things fall to local boards to decide. The state is not telling us at the local level

078what those timelines and notification procedures should be. >> We'd have to know what page that is, would you? >> It is throughout. >> Okay. But wasa has in the model the model procedure was identified >> the the timelines to >> different procedures steps that that Connor has shared. So, and it's really in the appeal and it's um >> so you'll see things like uh general conditions um and limitations and that'll pop up for short-term suspensions, long-term suspensions, expulsions, and then you'll go through all of those and then you'll get to uh notice. So it'll say something like suspension and expulsion notice and then it'll walk through things like no later than one school business day following the initial hearing with the student. The district will provide written notice of the suspension or expulsion to the

079student and parents and family. Right? So those are things around timelines when parents are notified and that blow of initial hearing where the student is given their due process of sharing their side of the story to the notice that's provided to families and then it moves after that to appeals and runs through all the different appeal options again for all the different discipline options. So the emergency removals notice is going to be slightly different timelinewise than the suspension and expulsion notice >> or the detention notice. >> Detention notice. >> Yeah. So I'm just because when I'm thinking high school age kids, some of those kids babysit younger siblings, etc. Like what is and I don't see the notice for that of like was it same day? Is it they get a week and they have

080to serve a detention? I just thinking about the impact of family. What does that look like? >> That goes into it's not discipline. >> Okay. It's uh we wouldn't consider discipline as it's it's recorded in our in our system. >> Okay. >> For detentions that's more like individual teachers. That's something that they they may or may not do. It's something building administrators may or may not do. So it's in the this discretionary as far as supporting behavior. >> So if they do though, is it >> you've got detention after school today or is it >> within the next seven days? >> Yeah. So that is >> just thinking of impact to families. So you know what I mean? If you're >> like why didn't my kid come home? >> Yeah. Or they were supposed to

081babysit their 10-year-old sister because they're 16 and now I've got to come home early from work. Like I just didn't know if we had that the exclusion. That all makes sense. But for the detentions, >> do we have that come up enough that it's a worry? And if it does, >> what is our notice? >> Typically our buildings do a good job of partnering with families around like um this is the incident that occurred. It hasn't risen to the level of an exclusion, right? uh but this is the appropriate response whether it be lunch detention after school detention um an exclusion from an extracurricular activity things like that and it's not an immediate like this has to happen now but like hey we're thinking of doing it tomorrow are you on board right if there's

082a concern about that then it's like right it'll be it'll be administered the next day student refuses to go to the detention right it'll just be bumped the next day things like that and then for those types of things like classroom exclusion detention um not being able to go to the basketball game, things like that. There isn't a formal appeals process. There's just an informal request for the parents to meet with the principal and discuss and and plea their case or ask for reconsideration, things like that. >> Gotcha. Thank you. >> All right. So, you have the procedure. Hopefully, that helps. This is a matrix this matrix which is also provided by WASDA which is not something that we've used recently but we did have for several years a matrix that we went away from

083probably around 2017 18 19 possibly when they revised the discipline student discipline in 2019. So category six, type six is severe, five is also severe. These are the non uh discretionary that the Congress uh mentioning. Then you get down to to type one which is you know disruptive disconcilience. So those and you see these are it says range of potential potential should be bold and underlined potential responses because the context matters. How many times we've had this conversation matters. So those things can eventually lead to the tension and potentially suspension if it's ongoing as Connor talked about like progressive discipline that that is something that exists. Hopefully what's happening is the parent families are involved in the solutions. They're clear what's going on. >> Quick question. When it says no K through four, what is

084that? That means you're not allowed to do that type of a discipline for anyone in kindergarten through fourth grade because of their >> I was good. I was trying to make sure I was reading that correctly. Thank you. >> Yeah. And I'll emphasize basin said like this is guidance. This is not something that is going to be like they did this. Let's go across and this is the discipline. It's guidance. It's helpful in aligning practices across buildings so that there's not a significant discrepancy in our response to student behavior. Um, but context matters and and uh principles have a lot of that context and that discretion to administer discipline. >> And honestly, one of the reasons we went away from the matrix was because it became >> if it's this, it's this. And again, this

085is where it depends on what is going on. And that's why principles spent quite a bit of time investigating and trying to understand uh not only what happened, but the impact of what happened. All right. So, at this point, >> what's the difference between physical aggression and bullying principle? Like just the level and the continuation of it. >> Yeah. So, but physical like physical aggression and bullying doesn't have to be >> physical. Well, I just was looking because like physical aggression, no OSS, no OSS long, no expulsion like >> so we will we can discuss this again in a few. So once you have a chance that this is why >> let me read a little window, >> right? minor injury, hitting, kicking, >> because I think about if I've got a kid that's maybe

086they're not bullying the same kid, but they're constantly getting into physical altercations like >> which is >> this might not be. >> And so this is where I think this is a good example of where >> context and history. >> Yes. And and what and what the board's responsibility is, right? and what building administrators do and what teachers do and what uh what what the executive team does in supporting. This is why a building administrator goes through extensive training on making that determination and why the state has said, you know, you need to look at your data. You need to analyze your data and there are best practices. And so it's why we started the year working on relationships. That's really important. But but we also have heard uh quite a bit about behaviors and

087the impact of these behaviors. And so um we are we are supportive of the these changes in in the law and we are looking forward to continuing conversations and then really launching this. Again our principles are aware they attend trainings. Our attorney Stevens Clay provides trainings. So this is something that we uh it's very important to us. But again back to your point like just that that's why that that matrix can be challenging. >> Yeah. because you want to go it's either this or this or it's it's it's it's black and white with this. It's either this or this and it just >> it's not >> there's yeah there's there's things that go into and when you and when and Jim and I actually been talking about restorative practices and what is that and when

088when do you engage individuals in a in a hopefully to find uh common ground and where there's been an impact there's been harm how do we try to restore that? How can we know how to try it but can we restore it? And sometimes that is used as a as a method in lie of something or it's in addition to. So it just depends and you've got to have individuals who are are interested in being reflective and and working through this. And it really is important to have families participate and be aware of this and understand what our rules are and we are it's different than uh law enforcement, >> right? So we are not law enforcement. They have different guidelines and different whacks and RCWs than we do. On the family note, I've noticed

089with my at least with my son new this year, might be because he's in a new grade. We're getting like not just a little slip of like how he's doing grade-wise every week, but it also has like how their behavior was, right? And like where he could work on and his own goal setting. Is that something that's been rolled out districtwide? Cuz I love it. That's an example of like a teacher tool because uh some teachers emphasize the importance of uh the expectations and what's happening in the classroom. There should be a connection at home, right? So parents understanding like this is how the day went. >> Talk with your kid about it, right? Positive, negative, all of it. And so no, it's not district-wide initiative, but there are a number of teachers that will

090use a communication uh process that doesn't only communicate about academics or send homework home or things like that. And it also says like behaviorally this is how the day went. >> So it is not a a formal step that that everyone is using but it's an option that staff can use. >> I'd love to see if we see and I I mean I know we're limited in what data we can but like for the classrooms that use that. Do we see an uptick in parental involvement and a decrease of issues after those are sent home or >> sometimes it's just extra work that doesn't result in anything. >> That's part of what the the Swiss system gives us, right? we can see where referrals are coming from, which teachers we can identify teachers that have

091low referrals, and then to your point, try to identify what practices may be contributing to the lower number of referrals versus a teacher that has a high number of referrals. >> Thank you. >> Okay, thank you so much, Connor. Well done. Appreciate the information. >> Okay, next up is our policy 3241, student discipline. So that basically was that was this yeah that was the presentation >> and so you know we did share with our community the WSD community >> information about >> the policy >> and so at this point you know this is the the second reading now you now have a little bit more context to the procedure the matrix um I don't if there's any questions about the policy and and I I wouldn't recommend at this point moving yeah moving uh unless

092unless you feel comfortable with that. I think the idea of uh the purpose of today or this presentation was to give uh a little bit more information because I didn't do that in our last meeting. >> No, I mean one comment on that is because I did have a question on the policy but once you start reading the procedure it really does feel like it's backing up the policy and has answered some of the minor questions that we had brought up on it. So thank you for the follow. >> Great. Is there a reason anybody has to postpone adopting it? >> I don't know. >> It's just we're adopting a policy, not a procedure. >> Policy, but >> we can wait. >> Would you like us to wait? I see. >> Yeah, but just because

093we don't we don't Yeah, we have it at the second reading. We don't have it as a proposal for action. >> Okay. >> So, yeah, my preference would be that we we wait and we u put it in the agenda for a future meeting. Okay. you you had something. >> Well, I guess I was just just to clarify kind of our role here. Uh so, you know, obviously we do the policy, but are we also then providing any feedback on the procedure or is this justformational? So it's to your point the board approves policy we uh provide the the procedure in that provided the procedures also update the board when we make procedural changes we let you know that we've made procedural changes. So to your if there's something you're you're aware of you see

094in the procedure that you would uh want to have a conversation about absolutely >> open to that answer your question. I think so. I think I was just because the stuff I read was very explicit about the board's rule and the procedures, that's where I started to get a little >> sure >> confused. >> Yeah. >> Yep. And and I don't know that the majority of the policies that use that kind of language about because it I would say it it is a little confusing in that and that it says the board uh and what the board's responsibility is and then even with like communicating with the community like that that's superintendent and superintendent's team. We we do that >> right? >> So that that is that can be challenging when it says that and

095I understand that there might be some reticence to that because it identifies the board's responsible for that. >> Yeah. So back to the yeah the you know when Paul said look at the the principles uh what what I do and what you do and the procedure is the the team >> right >> school district team u but it is important for us to update you and and I know that in this example that was something it really helped I think clarify some of the yeah the concerns maybe just not knowing >> maybe this helps like so if we start seeing issues between the policy and the procedure I think that we could then go hey do we want to amend the policy which then they would have to react and amend the procedure. >> Yeah.

096The reason I asked is because I don't know if you read the FAQ but it had a lot of language in there about the board's excuse me the board's role in the parental notification process. Like it was just repeated over and over and over again. So that's why I was a little confused because the parental notification is part of the procedure. >> So then I was like, well, what what do we what am what are we supposed to do? >> Right? And and I would venture to guess that that was because of what this is >> and because the state and OSBI has received so much concern about student discipline and parents rights and what's, you know, what's happening. So I think that that was probably emphasized in in the in the model policy because

097of that. >> That makes sense. >> And then it's the local decision, right? It's it's the board that makes that decision. It's it's our community makes that decision >> with some strong guidance on things that we have to we have to continue to do as a part of our minimum sick. >> Yeah. All right. So we're gonna bring this back. >> Sounds good. Okay. >> Okay. Thank you. >> Okay. Um, next up is approved. So, there's a citizen comment on National Disability Employment. >> Yeah, but that's not during this. That's that's later. Yeah. >> So, approve ADA and security upgrade contract. >> So, that's for the district office maintenance and transportation. Yeah. With the the funds that we have as part of the right capital project. >> So, any questions on that contract? My only

098question was how many doors was it? Like didn't get a good sense of like the actual like well what are they doing? It's security upgrades and some 88 doors just >> is it one 88 door? >> Yeah, it's just the main door here. Um and then there's about eight other doors that'll be electrified. >> Okay. So they'll have a card reader to provide access to like the board door would be one of them so that we can unlock it instead of having but the bulk door or all of the doors here the two doors of the maintenance building two doors of the trans and then the two big gates that are electrified as well in the for the vessels >> and these are the last buildings we have excluding the old bus part. >> It

099just makes makes the financial numbers seem a little more. >> What's that? >> Why five months? >> What's that? >> Why five months for completion? >> Uh just to give them flexibility for scheduling the project and then there may be parts of it that are more disruptive and we might want to do those left during winter. >> Gotcha. >> We'll work with the vendor. I mean didn't want to do a really narrow window where a company might not they didn't think they have capacity to do the project in >> and the bulk will be done by Janu. The bulk will be done by January is what the contract >> and you think you'll have enough funding to do all these things based on the remaining >> you do. Yeah. >> So we want a motion

100to approve this contract. >> Motion to approve. >> I'll second it. All in favor? >> I I >> opposed passes. Next up is approval of the PSSE collective bargaining agreement. >> Yes. So you share a little information regarding the the collective bargaining agreement with our our classified staff. So the the public school employees of Wugal. So less and our team worked with the PSSE leadership team in the spring and uh early summer and were able to u uh come to agreement on a number of language revisions as well as the compensation package for this is a three-year contract. And then uh on the Wednesday when we were all together, PSSE uh ratified the the contract. So I don't know if you have any questions about it. I I just will add how much I appreciate

101that we were able to reach an agreement and we were able to do it uh in a very uh respectful civil manner and just appreciate uh the team and Les's leadership as well as the PSSE leadership and and the and the team that all of our PSSE members and all the work that they do every single day in supporting our students and and staff and families. So I think you I'll question on the fiscal impact of yeah >> changes in this contract. Are there significant fiscal impacts? >> You know I I wouldn't say there's there's significant fiscal impacts as far as like other than so the compensation package and agreeing to IPD and we talked quite a bit about IPD and that there's a gap in IPD because the aortionment doesn't cover necessarily all the

102positions we have. Uh unless you want to add anything to uh other decisions that that you know were going to that it cost money. >> Uh fortunately we we finished bargaining early enough that we were able to build the budget with the assumption >> that we agreed to. >> So the budget there's no budget adjustment based on what isn't what you're >> and any other uh language changes. Well, we uh there's >> there's some minor ones, but they won't be something that is like wild like there's nothing there that's going to trigger up by adjustment. >> Okay, just one random question. What drove the need to have sit with them? Like what what brought is this a normal like every year we just kind of go through and just hey, let's take a look at

103our contract and see what we >> Oh, great question. >> It's a three-year contract. >> Yeah. So, it was it was a three-year contract. So um and and I think the last contract we had in there that we would bargain compensation only uh this agreement is we don't have that in there. So yeah and unless there's something significant we won't come back together with them uh for you know for three years. >> I I say that because it's pretty minor changes. So obviously the contract that's in place is working both ways pretty well right the way I read it. Yeah, I would say that the most part that that's accurate. We this was a formally bargaining uh less meets less and Cindy uh and team meet on a regular basis with the PSSE leadership. So

104we're constant communication. So in essence like we're we're we're constantly working on those things that are that are definitely challenging and so uh as I think it says a lot about the relationship that we have with the the team and and our our teammates that are uh in the in the PSC. So thanks for asking that question. But yeah, it is the length the duration of the contract. >> I noted it was three years, right? It sounds like >> y >> which really we're excited about. And then when we can get our when we can get those contracts uh so they're on alternate years and we don't bargain everyone at the same time. >> Uh that's that's just always a plus for us. >> Okay. >> So motion to approve the PSA contract. >> Motion

105to approve. >> Second. >> All in favor? >> I oppose. The contract is approved. >> Great. Thank you. >> Uh, okay. Now we're down to the comments from the board of directors. So, >> I'll start with Ida. >> Oh, Katie isn't here. >> Thanks. >> Um, well, I'll provide my legislative update. >> All right. So, uh, late on a Friday, I got a notification from our superintendent that there was assembly the next morning. So, uh, I just wasn't tracking. I don't think I'm fully steeped in this whole legislative process. Um, but essentially, um, this assembly was a gathering of board directors. There's one representative from each district. uh and they everyone votes on sort of what platform is going to be pursued in the in the subsequent year. Um so it was interesting. Um and

106I apologize I I voted without really conferring with everyone but it I felt like some of these were no-brainers. So hopefully um also was one vote out of 125. So I think you're safe. Yeah. >> Um but uh essentially there there's a whole like there's procedures and and bylaws and governance. Um so some of the voting was just on the structure of the organization and then there was some about um you know more meat about you know proposed changes for the platform for next year and one of the suggestions was for for example to lobby our legislature to have mandatory training for schoolboard members. um which uh people were very concerned about. Uh they also you know attached funding to that but of course you know we can't put fun under basic education. So what

107was interesting to me was uh just the fact that uh larger school districts and smaller school districts tended to vote very differently. Um, so I I noticed that um smaller districts um such as Mount Pleasant um he he uh spoke a few times uh just a lot more concerns about impacts to budgets um due to changes in in you know policies. So at any rate um it lasted like four hours. Um so but it was you know it was interesting. So that finished and then the ne the next um action I guess will be the legislative uh conference in January and essent um this process starts in April. um they start generating uh petitions from districts and everything about uh changes they want to see for the platform for the following year and then there's

108this long very involved process I was not aware of going through that um it's very structured so any rate >> so the consensus was to implement a mandatory training or >> no uh there was not enough of us to do that so that was one where the smaller districts were felt like that would end up as an unfunded mandate that they did not want support. I also feel like for smaller districts, um, we already have a hard time getting volunteers. I don't think that would be a draw. >> Uh, and really, um, you know, it was proposed by Seattle and supported by Isiqua. So, these are very large districts where I would assume having a lot of training is really important because if you screw up, you screw up, right? There's there's a huge constituency.

109Um, the smaller schools were not in favor. So um it did not pass >> those directors are compensated also that would make a difference. >> Um >> did not know that. Uh one of the more I guess uh heated discussions was uh around uh one of the positions changing the wording as as family as important stakeholders to parents guardians as the primary stakeholder. So um they wanted to change the langu language to support parents rights. You know the bill that passed the legislature uh there's a lot of uh debate around it. It was all very civil but it did not pass. So people really wanted to keep the families um front and center versus having the changed appearance. But again this is all just like legislative platforms. This isn't >> real. Uh so at any

110rate uh it was interesting. That's my very long. >> Well done. >> Thank you. It's the most I've ever spoken at a >> Thanks for attending a 4hour meeting for >> you think it would be valuable for us to start contacting our legislators before we've always waited until that January conference and I wonder whether it's valuable to individually make contact with our state reps and >> yeah I'm not super familiar with how active they are or how you know what they're actually like what our representatives are doing at this >> on the education I know >> yeah I mean they're not um I I don't know I don't know >> that's a great question I think it I think it would be good I think it'd be good for us to to reach out to

111our local representatives of the 17th and so I I met with Paul Harris recently Senator Harris and who is committee so >> he is on the yes that's great >> yep so I can I can share their information with you and Maybe we could see what we could do as far as uh inviting them >> for a visit >> for chat. >> Yes. >> Yeah. Thank you. >> Thanks. >> Well done. >> Paul, any comments? >> Yeah, I've got a couple here. One uh really feel like I'm starting to know what I'm supposed to do here every day. And then the other times, right, with monthly updates with Aaron and then um so what I've been really focused on is connecting with the community and just kind of getting out there and and seeing people

112and talking to people to come to the meetings. So I don't want to steal Aaron's thunder, but we had a good session on last Friday night where we saw a number of educators um and then families that we were able to talk to. I think Aaron will give us a little update on that in in his thing there. And then just to follow up on that of um uh I talked to Les a little bit about um just bringing the history of our community and our schools and our benefactors um kind of more front and center. I think it's something that you should revisit every so often. Um and he pointed me to that there is actually a whole section on our website that >> run by him >> that run by him that that

113explains history. you know, I'd I'd love to see the number of clicks on that that section if we could if we could track that. Um, but just uh I think I'm less and I are going to continue to work on I just put together a bit but one pager that just um that goes a little more into the history of the benefactors and less around the history of the buildings. So just who who was Hathaway, who was God, who was Fishbach, right? We had a conversation on Friday night >> who Fishbach was and people like really I did not know that. So, thanks. >> Great student project. >> Be social. >> So, that's what's been on my mind. >> Great. Thank you. >> Thank you. >> Yeah, being the last is awesome or almost last.

114Um I feel like we're kind of finally back in the flow. At least for my family, many of the families I'm talking to, they're starting to settle into the year. The teachers feel like they're starting to settle in. It's been a good kickoff. Um, some news recently that had me thinking about our math and science. I don't know if anyone in this group saw it, uh, but in my industry, the $100,000 H-1B applications that companies now have to foot. >> I saw that >> is a significant impact, particularly to startups and emerging businesses, which >> potentially could correlate to an even larger demand for those folks with extensive math and science experience. So, it's kind of that balancing act of I absolutely believe we need to be focusing on the trades as well and we

115can't lose sight of the major need we have for folks that are well educated in that area simultaneously and how we're going to meet both of those needs. Um, I don't know the answer, but it's been on my mind as I canceled a few folks applications because we can't afford them, which is >> Yeah. >> And then where do you find that talent? Um so then on the other side as we talk about how do we find how do we create these opportunities for students um hearing more about our district optimization plans is definitely high on my on my list of things. I know we had talked about discussing it tonight. There's a lot going on and a lot to talk about but definitely don't want to let that get lost because there is change

116is coming faster and faster. Um, and we've got to somehow balance the fun of moving at a pace where everyone can get behind and have their voices heard and also not moving so slowly that we miss opportunities for our kids. So, um, that is what is on my mind. >> Thank you. >> I was going to talk about that H1B thing, too. It's a huge impact on university research on all areas of American science and engineering research technology u both academic research and industry and um about 20 years ago it was clear there were not enough uh well enough educated American graduate students and many universities sought out international students to fill those needs on a research lab. Um myself and everyone in my department did and that's going to be much more challenging. So

117I think um I think our district would be well served, our community be well served if we um develop some kind of initiative to help meet that demand. It's going to be a huge demand. We have some technology right here. I'm sure that the drone company up up river hires international engineers and upping their salary by 100,000 a year is not uh is not feasible. So I I agree with Jane on that. Um and the only other thing I was going to say was the football game. I went to my first Wugula football game. I know one kid in the high school and it turns out it's Royce Jones. Stellar stellar evening on the field, but it was actually quite the community buzz there was very enjoyable. >> Stands were full. Um it just had

118perfect weather that makes a difference. >> Um >> but it was it was I'm glad I did that. I hope I get to do that again. >> Yeah. Great. >> Yeah. So, >> okay. >> Yes. Thank you. So, I have a few slides I'm going to share with you. You don't have a copy of this. So uh my update and I added to this because sometimes people don't know the superintendent does and even with uh the evaluation like the evaluation tool that I've shared with you that we use even in that I think it's it's kind of challenging like there's a lot of educational language that maybe uh unless you have been a lifer uh education the context so uh so I want you to be thinking about when I'm sharing information that idea like

119what what is superintendent Uh, and so I think I' I've identified some things that I can share with you that might help answer that. So, one of the things that this came up in a question like about our state assessment results. So, they are live, they are published, you can look at them. So, if you go to and this is a link, so that's really helpful. Uh, the OSBI's website and report card. If you Google that, it'll take you to the report card and all of the districts in the state of Washington, the public schools. You can look at their results. So we are looking at our results now. The graphic on the right that is the the headcount. It's not the FTE which is lower and how our aortionment is determined. It's the headcount.

120It's the graduation rate from 23 24. So it's not 24 25. It's the uh but those are the state results. Excuse me. Those are our results. Those are the twos, threes, and fours for 20 uh 24 25 below. So I thought well you might ask well how do we do the year before and how we do the year before that. So that's that information is in comparison. So our principles are looking at this information. In a couple weeks you will uh have a presentation from our elementary principles who will go into detail. They're building data. We are looking at uh other districts data. We're seeing how other districts are doing a comparison to how we're doing in math, ELA, and science. So, we are looking and we may do some site visits and see if

121there's some districts uh some some buildings that are close where we can uh we want I have some questions for them. Jane, >> the scores for ELA and math, didn't they change? Like, wasn't last year it used to be there were two different sets of scores? Didn't they make a change? Yes. So this is can you explain these are the two threes and fours the what called the foundation >> scores and then there's threes and fours >> which determining is that is that u college ready scores. So those are the level >> well last year they did that as well. >> Okay. It was last year >> but I think before that it wasn't they wouldn't just college. Exactly. Got it. >> Okay. So just so you know to the question are they available? Yes

122they are. And if you want to talk to me more about that, you we can we can discuss uh that information and how you can disable. >> Can I interject one thing actually along James comment CZ versus college. Um, as we think about how to best serve our families, I think about how many first generation college students I met at the university and >> how the goal of many workingclass families is to send their kid to college. >> And I hope we don't lose sight of that, >> right? >> I mean, we can prepare all these PT students and they're going to be electricians and plumbers, >> but in fact, um, >> and those are great jobs. the trades. I'm all for it. Said my brother would have >> had a much >> cleaner 20s

123in his life if he had gotten into that program. >> Y >> but I think I hope we don't lose track of the fact that many families aspire even if they didn't go to college with their children will do better than they did. >> Let me give you a little evidence that we're not losing track. >> Yeah. is the state has asked all the districts to to look at a new system new process to look at high school beyond plan and and it's a it's a portal where students have an account and they're going in and so we have adopted that and we'll we'll share information in the uh this year about that new uh resource that the state is paying for for helping students start to think about job readiness and and what does

124that look like? What do you want to do? What do you want to be? and what do you need to get to that point? Uh we are adding at the high school college in the classroom credits through Eastern. So now we we just added Eastern Washington University. My former Easter that is >> go Eag. It's genie. Go Eagles. Right. So I'm proud of that. We also we already have Central Washington University and we have University of Washington chemistry. So I think that's an example of us pursuing college credit for our students that's paid for by the state. >> Yeah. >> So they so they get college credit as well as our students who participate in other dual language opportun or dual credit opportunities. >> Do we have a program that exposes say middle school kids

125to the options career options out there? >> Yeah. Well yeah that's the that's the high school and beyond plan. >> Okay. So >> that's in high school. >> So that no that's in middle school. Oh, that they >> it's introduced in in seventh grade. It's introduced and I will tell you >> series of speakers or something that come in and say this is what a doctor does. >> So, so um so there is this new program that just I'm describing to you that we will go into detail. >> Okay. >> And and we'll we'll share you share with you so so you can see what it looks like hopefully from like a student's perspective. And then um we there's a career fair uh career day at the jump guard where they they brought in uh

126probably 20 different uh careers that represented. So there are things that we do intentionally to expose students. We'd have the industry fair. It's at the that's at the high school uh and the industry rank. So we'll we'll keep that on the uh I'll make sure to bring those things up. Yeah. >> Uh this here is a graphic. This is kind of the question about the the minimum basic education requirements and and why did the state say or the state board say you know what so um about the since time in memorial. So this is how we responded in that survey. And so where it says no, the district has has updated its social studies curriculum July 24th. So u since 2015 so that that no is okay. It's just in the have we adopted the

127since time immemorial curriculum. And so in this we we said we are continuing to work with updating that that current our current social studies curriculum as I mentioned to you of the timing of that the interpretation of this which the person I talked to said like we're going to revise this because it's a bit challenging and I understand what like what I shared that we're working with our local people and we want it to be relevant right and it just so happens that Chinook and people aren't that's not federally recognized >> right >> so this is this is speaking to but really recognized >> and and that's so that's there's some challenges to that for us >> here in our in our area that and so that made sense. So I just wanted you to

128share like that we're working on it. Um so something that we're doing the board visit those are the board visits that you'll hopefully be participating in at all of our schools um this year. the fall, winter, spring is the executive team, which is less Connor, myself, and Shaliss visiting our our buildings. With each one of those uh visits, we have questions connected to the school improvement plan that you're going to hear about in the near future connected to our strategic plan. So this is us going into the building, sitting down with their principles, asking them what they're working on, how they know what's working over the course of the year, and also again connecting to the strategic plan, then going into classrooms. So this is new. This is something that we have done previously somewhat

129in these site visits. So you know, uh we we understand the board's position regarding our results. We know we can get better. We know we need to get better and this is one way to do that is to um not just make uh decisions and supporting them in in hopefully removing barriers but going into the buildings and and seeing our our teachers and our students and our and our principles at work rebranding at the high school. Pretty excited about this. that happened on Saturday when a number of people uh including the principal were there uh and and this was uh very impactful for our students uh to to walk in on on Monday and see the the major changes. These are entrances. The top right one that's a a brick wall. This is where the

130students uh walk in. This was paid for by the class of 23 the class of 20 23 2024 possibly 2024 and 25. So um this is what graduating classes do is they they provide funds for something for uh those students who are still in school. So appreciate this effort. Uh that bottom right one so that's that was in the evening. I think that was Sunday evening. And so that's what if you when you drive by that's what you'll see. And then the the top left one is that's where the students mainly walk in who walk in from the parking lot. if they walk in from the bus, they don't see that. So, that's a different entrance. Uh, and then the the bottom left is that's a major intersection at the high school. And so, pretty

131pretty excited about those pillars. What you can't tell is the top of it. There's like a a you know, the when you graduate and you have the tassel there, it's a tassel that's hanging down. >> Yep. Like that. >> Yeah. >> Yep. pretty cool uh effort by that that team. So, some of the things like what the superintendent does. So, these are all athletic events that I visited in the last probably nine days. So, as Paul mentioned on our right, that was the Friday night football game. The middle picture, that's the the crew that uh every game is there and they they uh work the yard markers. They volunteer to do that. And so those are uh probably uh those are graduates uh couple different generations of of Panthers. Bottom right is our is our

132you know those are athletes. Top right that's at halftime as is the football team is coming back and there's uh individuals on the field. I think >> uh Jim you might be in there. You and your brother-in-law might be in that that group that uh when at halftime as you were standing there you were standing there. Thank you so much Paul and Jim for being there. I really appreciated that. That was a great night. The top left or top middle is cross country um down at the cut the beach. So that was last week that was we were hosting one event that was that happened to be the senior night as well. So there was a lot of people there in the bottom left. That's that's our coach celebrating our seniors. Uh bottom middle is

133jump to guard Ky Creek Greek. Uh that was hosted by jump to guard. So that that the one time uh a year that the volleyball teams play each other. So happened to be there. Top left that is Caleb who was our JV golf coach. So that was yesterday afternoon. Um I happened to know him pretty well uh as he graduated the senior as my son and I got to coach him when he was seven years old in basketball and so just really appreciate him being a part of our team in that role. He is a like a one handicap. He's a really good golfer and I could tell from watching he really uh relates well with with our with our athletes. So, uh in the middle is just a big thank you to our community

134for supporting our Levy because everything up there is supported by Levy and and each season we have uh other activities that um that happen because of the support we receive. So, uh really appreciative of those uh those contributions. So this was today. So if you're not familiar with Read Northwest, that's a partnership that we have. Jane, I know you're a you're a reading buddy. Thank you for that up at Cape. So uh this is when Read Northwest today. I was uh I was reading that the story about Dan Dozer Dan and Doser Days which the book was written by an educator in the Tri Cities. Um uh her last name is Nutter. So Nutter is an organization that was uh that's in Vancouver that started here. um they do a lot of work in the

135around the state uh certainly in southwest Washington. So she's a fourth grade teacher. She wrote this book about Dozer Dan. So that's me reading it with the hard hat. >> Okay. So I was trying to get into uh you know this is this is about construction excavation escavators bulldozers. So um this is first grade at gods. So uh got to read to them. on the right you can see that's that's actually Dozer Dan himself. He showed up. The kids went nuts to see Doer Dan. And so then he also went to Hathaway and and got to experience the half grade first graders. So uh really enjoyed that opportunity to read to them. Those students get to go to dozer days which is October 4th and 5th. If you're interested in going if you've been it's

136a pretty cool event where you can uh see uh big equipment rolling. And so we actually talked to the first graders about uh you know their career choices and thinking about what they might want to do and some several of them were interested in being bulldozer drivers and so we didn't really get into the the education for that and but but is again we we talked to them about these opportunities and that uh thank you to Reed Northwest and uh Brooke Trang was there she's their director Anna Paul uh the individual helping there. That is Angela Hansen uh who's a who's a that works for our local um director for uh helping our volunteers. So, it's a wonderful program. Appreciate their partnership. >> You missed your plug. Even if you can't volunteer full-time, they need

137substitutes. >> Yes. So, if you're interested in being >> Yes. >> Yeah. >> Okay. YouTube. >> So, then things I I did mention. Um so thanks to this team for your for your uh your efforts, your hard work, your collaboration. Um without them it would be really challenging to do uh certainly by myself. Uh and all that they do to support us. Cine persons who typically isn't here and the role that Ciney plays in labor relations and answering uh literally hundreds of calls probably each week as she oversees HR and payroll. So she is the one who works with Connor and with less uh attends labor management meetings that are monthly and then really supports all of our employees. So that's I think all I have again thank you for attending the general assembly assembly

138on Saturday. >> Okay. Now we have citizens comments one going to zoom in. So I will >> so le Yeah. So, uh, you're going to get, uh, ready for Amy Campbell, who is here, >> and I'll read the script. >> Yes. >> There is opportunity for citizen comment on tonight's meeting, both for proposals for action, and for general comments. The board and administrative staff like to hear comments from the public. This is our time to listen to you. Because this is a business meeting of the board of directors, the board will not respond to any public comments or questions or engage in conversation with the speaker. If follow-up action is appropriate, we'll direct the superintendent to do so. Address comments to the board as a whole, not individual members, staff, or other audience members. We

139ask that you state your name. Please keep your comments to three minutes or less. You hear the bell. We ask that you conclude your remarks. Up to 30 minutes will be allocated for public comment. The board appreciates, listens, and cares about the broad range of perspectives in our community. We value everyone's comments. Thank you. So, it is Amy Campbell. >> Hello. Can you hear me? >> Amy, are you there? >> Yeah. Can you hear me? Uh >> oh. Can you hear me? >> Amy, can you hear me? >> Uh, let me keep trying. I can hear you. Can you hear me now? >> Is she muted? >> No. >> There she is. We can see. >> You can hear me. Can you hear me? >> But she can't hear us. >> We can hear you.

140>> Oh, there we go. We can hear. Now we can hear you. >> Y. Okay. Thank you. I had to adjust all my settings. I'm so sorry. Um, okay. My name is Amy Campbell and um, thank you so much for allowing a public comment tonight. I feel like I have an exciting announcement. I am a special education teacher in the Cameas School District. So, right next door to you. But my mom went to school in Wugal, so we have a community connection. I am also a member of the Clark County Developmental Disability Advisory Board. The Developmental Disability Advisory Board advises and makes recommendations to the Clark County Council related to developmental disabilities issues and services. The board provides community leadership on improvement of efficiency and effectiveness of community development and disabilities programming. Here's the exciting

141part. Each year, the advisory board hosts the disability employment awareness awards. This year, the event will be on October 8th, 2025 from 400 p.m. to 6:00 p.m. Many of the nominees and award winners are former students of our local school district. So, we like to come to board meetings and let board members know um that former students are often recognized and um local community um employers. The awards honor the role of people with developmental disabilities in assisting us to achieve a dynamic, productive workforce and recognize the leadership of the businesses in our communities. The event also celebrates October as National Disability Employment Awareness Month. The live in-person event will be held at Clark College at Geyser Hall, 1933 Fort Vancouver Way, Vancouver, Washington. The event will be livereamed, recorded, and aired on CVTV for those

142who prefer to watch from home. It is a free public event, though we are asking for registration in advance um to just know how many folks might be attending. Uh I I'm can say the email to or the email address and phone number dd.programclark.wah.gov or the phone number 5643972130. But I'm also going to email the information to Corey Kelly who I registered for this event with to pass to you if you're interested. It is one of my favorite annual events and it is such a fabulous showcase of the work that is happening in large and small businesses across Clark County. And I want to mention um I actually work at Woodburn Elementary School, so very near Wugal. And I don't know if you're aware of um Farmer John who has the family-owned business get to

143gather farms. And he was honored a few years ago for his work to provide supported employment opportunities. um on his farm and he continues to employ supported employees with intellectual and developmental disabilities. So, this is happening right in our very own communities um with our community members and your past students who are probably already engaging in structured work opportunities as part of their um transition programs. So, I know you can't ask questions, but thank you so much for having me here tonight and we hope to see any of you at our special event. Thank you, Amy. >> Okay, that's the end of the agenda. How about a mo motion to >> adjourn? >> Motion to ajour. >> Second. >> All in favor? I >> I