001Is everybody ready? All right. Um, call to order our special meeting at 4:00 p.m. Please stand for 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. Do we stay in here? Are we going? No, we're staying here. >> Yeah. >> Okay. So, you're going to folder as the information for you. So, you can see we have three individuals. The first interview is 4:15, then 5:00 p.m., and then 5:45. >> Okay. When we're we've concluded our third one, we'll then go um to executive session. We'll go to the department room and we have a 6:45 starting next meeting. So, we'll see how that goes. If if it doesn't take
002that long, we can start before that, can't we? >> Yes. So it just get to decide how long you want your session to be because you have to say I'm coming back at 6:30. >> Okay. >> So probably based on the the schedule we have it probably will be 6:45. >> Okay. So you can see how Yep. >> Okay. So the next uh item in there the interview questions that we'll give to our uh candidate. >> Okay. And then you go to the next set and you should see uh Paul Hooper and then the the scoring criteria. So this is what you're going to use in the document as we go through the age questions. >> Yeah. >> And so Satie, you have the first question. >> Okay. >> Then Jim the second question. I
003have the third question. Jane the fourth. Jim the 5th the 6th and actually how about this let's can we change that queue question six so we have enough theory >> I was thinking Satie I probably want you to have that >> that summary question yeah >> that makes sense so I apologize for that let's change that to >> Satie has the last question >> the last sie Okay. >> And have has Paul seen these questions or has anyone seen these questions or Okay. >> Okay. Any questions? >> Familiar. >> It does. It's like I was just here. >> No one else was in the room except us. >> That's not true. >> You were stuck with me. >> It's not. What a blessing you have been. >> So, any questions? >> No. >> All right.
004So, it's it is a little warm in here. You have you have water. Jane, great. You brought yours and said you brought yours. So, we have more water. We do have the AC on. It's just trying to get >> It's actually comfortable. >> I don't think it's bad. >> Good. Great. >> I'm good. >> Yeah, it's great. >> Thought I wore a tank top, not going to lie. >> Yeah. >> Okay. >> And it's more blooded. Well, then somebody did somebody miss one of these maybe. >> Oh, you want to check and see as far as the application you have? >> I have an extra >> I have a full set. >> You're good. You have a full set. >> Okay. Just have it. Yeah. >> Just in case. >> Thank you. >> All right,
005then. You know what? I think we should go get started. >> Yeah. Yeah, I'm good. >> Yeah. >> You ready? >> We're ready. >> Yeah. So, all we want right >> welcome again. Good to see you. Um, hey, first question. >> Yes. >> Oh, I was like, let's do this. It might be good >> introductions. >> Go ahead and start and maybe just Jean if you could lead us off. >> Yeah. >> Your name, your uh area that you are representing and anything else you want to share. >> Man, we could be here a while now. Uh Jane Long was literally in that seat a year ago. Um and I represent district 2, so up river. Um I've got two littles, both at Cape Horn. They are going into third and fourth grade. and I've
006been in Wugle since 2021. Moved here from Illinois. So, >> Jim Cooper, um represent district 1, which is kind of the west flat area up to where your district begins, um on the hill. Um I've been on the board for six years. This is my seventh year um for an unknown reason. Um but here I am. Um, I surprised my wife by running a second time. She found out from her friends. Um, so she didn't want me to do this again. Um, I'm a big believer in public education. I'm a product of public education. My family, many members of my family worked in K12 education. Um, I think strong schools open opportunities for everybody. Um, and that's my goal is to open opportunities for everybody. >> Um, I'm Satie McKenzie. I represent district 3 um
007Sunset Ridge area. Um I have a son going into the high school this year and then I have a seventh grader at JMS. Um moved here because of the small community um when my kids were very little. Actually my my youngest was born here. And so I love this community. Um I think that we have so much so many great things, but I think we have room to grow. So, I'm excited for our team and I think that we have a lot of um exciting things coming up. So, I hope you can join us in that. >> All right. So, I'm Royer. I'm the representative for district 4, which oddly I live like a few blocks from Satie. >> Yeah. >> Strange, but it's like it's above jumpard and then uh east. Um and my
008son is uh at CRGE. Um going to be in second grade. Um uh we we moved here about 2018 from I used to live in Stevenson. Um and one of the reasons I moved here was for the schools actually. Um I wasn't super impressed with the school system out there. Um, I know also people often I feel like think that CAS is also they're making that move, but I feel like we have a lot to offer here and um we're small but mighty and I feel like um you know there's lots there's lots of things we have to offer and that we because um we might not be rich but I feel like we have a lot of uh potential. So um rich enough. >> Yeah. Anyway, >> thank you all. >> Great. My name
009is Aaron Hansen. I'm the superintendent. I'm the secretary of the board. This is my 24th year in Wugal, 32nd year as an educator. And so I really appreciate the work that our our board does. Uh really appreciate this team and yeah, we're we're looking to fill position five and we are really excited that we had that you're interested. We had a few others who were interested. I ran uh Paul the other day downtown at the uh the community market and and so we talked about you know we we have some interest in this position which is fantastic because it isn't always it isn't always the case is it James? >> No. >> Well it's great to have that many voices more than one voice coming and speaking about what they're thinking. That's right way I
010look at it. >> Yeah. And so we have five well really six questions. That last question is, do you have any questions for us? And so, uh, as you saw, each each board member will ask one or two questions and so it'll rotate around. So, uh, if there's any other thing to to add, I think we're ready to start. >> Okay. Now, I get to ask my question. >> All right. Um, your application has given us a general idea about why you want to become a member of the Wugle school board of directors. Will you please elaborate on the contribution you feel you can make to the board? >> Okay. Uh so in my application, you probably saw that I do a lot of coaching, volunteer coaching in community right next door. I spent a
011lot of time there and a lot of time raking the fields and everything that you do as a volunteer. So knowing that this position was coming open, I felt like it gave me a chance to enhance the amount of work I'm doing in the community. Right? You have a larger voice. you can impact more students um and not just the ones that sign up for little league, right? You see a big difference, especially if you coach them more than one year and that growth of them. So, I think that's that's really good there. I have two children in the schools that are at JMS. They're going to be the big kids on the block going into 8th grade. So, they're looking forward to that. Um and I come from uh not an education background. from
012corporate America where I spent 23 years working for this small shoe company you might have heard of Nike. Um and I left there in my last six years were in innovation. So what I feel like I bring to the board and kind of add to the school district is that innovation mindset. So really thinking about you know there's posters all around the rooms here that talk about change and change is good. And I think that's one of the things the board member needs to do is to be able to be like, "Hey, we need to move as the community moves, right? We can't just have strict policies and do that." So with that, um, I also think I bring leadership, right? So if you're going to work for corporate America, you have to have a
013vision and an idea and especially in innovation, right? You start with a blank piece of paper and you go, I need to build a budget. I need to build a team. I need to build an idea and then get something that, you know, and that's consumer goods. So you're trying to get something to market, but you start blank and you build out what you need to do, right? So kind of to summarize that would be innovative, mindset, growth, and and leadership. >> Okay. >> So I don't know if they do this in corporate America, but in education, we ask exactly the same questions at every Yeah. Is that how >> I don't know if I feel >> we have a set list but then you just everybody brings a different background so they probably jump
014into a different side of like hey tell me more about that which might be off script but >> okay well I'm going to stay on script for now. Uh the board's responsibility is to represent the community while making decisions that benefit all students in the district. There are times when the community's interests may be divided and those opinions may be directed towards you or the board. How do you see yourself in those kinds of situations? >> Great question. Obviously, there's been some divisive things been put in front of this board in the last four or five years. Um, and packed house at times as well, right? Which is good, but it can be it can be stressful. So, I think that your job, our job, anyone's job at that point is that you have to
015listen, right? You need to go like, "Okay, I'm looking at five people in front of me right now. I bet you all have a slightly different opinion of something, right? But you have to like listen and know that people have been heard, right? They need to feel that from you. Like, all right, I think I heard you say this. I think I heard you say that, right? And like and then start trying to find an aggregate of what is the larger voice that is speaking and what is the right direction to go with that. Oh, I'm sorry. No, you're kind of choose very well. Um, what attributes are essential for successful school board members? Could you provide an example of how you've demonstrated or developed these types of attributes >> in my opinion on this
016and um there's plenty of other people would have an opinion there but one you have to be actionoriented right you have to be wanting to create activity if that makes sense um as you have to be able to build a budget and know when things are lined up or not, right? There's currently one on your guys's website that's 41 pages long. There's a bunch of numbers on it, but reading through all of that over the last week or two has been eye opening. I like how the numbers line up pretty good through the whole thing. There are some changes that you guys had to make in order to get that budget to balance. So, I think that's a really key one there. Another piece that you have to do is uh monitor progress, right? So
017there's a lot of goals um that the district has especially for learning, right? Because you're thinking about like it's all about educating these kids and getting them ready to go into their next step of life, right? So you have to be like how are we doing, right? How do you set that metric? Um and kind of go through there. So I you asked me to provide examples of that, right? Like obviously I come from the corporate side of stuff in a consumer goods product, right? I mean, we were literally creating something and then >> testing it, right? So, you create numbers and go like, "Okay, here's the number that we wanted to hit that needed to have this much energy return or efficiency or whatever and we didn't get there." Okay, so then how do
018I change what I was doing? How do I do something different to try to move that number and sometimes it doesn't move the right direction. You're like, "Well, that didn't work." So, you kind of move it back back in that place. Um, the other thing you have to do is you have to be an advocate, right? if you're going to be on a board. So, you have to really be um listening and thinking and being out there. I mean, you go shop it safe, but you hear someone talk about something and your responsibility is to listen even if it's not even your conversation, right? You're representing the school board, the school district whenever you're out there. So, you have to be like opportunity comes, you step into the conversation, go well interesting actually that we
019have this policy for that and that's why this is going there, right? Yeah. Feel Thank you. One of the important roles of the school board is to approve policy. Can you tell me how policy plays a role in the functioning of the board and how policy can be used as a vehicle for student success? So I will answer this by bringing up the three pillars that you guys have in terms of kind of it's part of the strategic plan but it's what you guys are measuring there right so effective instruction college and career tracks right and then educational engagement so I think those when you read through those on the website and you read through kind of how it's been explained they're they're good policies right and there's a good way to set it there
020I had some questions actually on the first one, the effective instruction piece, because it's like, oh, hey, we're partnering with this company and this company's going to give us effective instruction. So, anyone who reads it, you might be like, oh, I'd love to kind of learn a little bit more about that one. But, it's a good policy, right? They get a half they get an extra hour every Wednesday where they get to work on being better collaborators and being better instructors. So, I think that's that's a good one there. There's a lot of talk about uh and especially just in the community in general when you talk about this college and career track, right? Like there was a time especially when I went through college was a while ago, but there was a huge push
021like everyone has to go to college, everyone has to do this and there was a big gap in vocational schools and some of the trades, right? There's always been the military pull that pulls people in and out of there. But I'm seeing it change a lot where people are talking about like, "Wait a minute, I don't know if I need to go to college, right? I have lots of things I can still learn, but without taking on that debt, without taking on that kind of piece of stuff there." Um, and then your third pillar there, which is the educational engagement. It's pretty interesting in terms of just getting people out in clubs, right? And there's a lot of different clubs that you can have. It's not just sports, right? But there are quite a few
022students that do sports and you see them gel as like I don't know I didn't have any classes with these people but now I'm on the track team together and then you kind of see that and then it's also a great place to meet parents right they're always showing up there and kind of doing stuff and like who are you oh I'm the twins dad you're like oh my daughter talks about the twins and like on and on right so you just kind of have that that spot where you can kind of do that so okay board members each bring their own areas of expertise, knowledge, and experience to the board. Diverse ideas and opinions are welcome, but the most effective boards work as a team. Uh, the Wugle board values, respectful teamwork that has
023been developed over time. Do you have an experience to share that illustrates your ability to work as a member of a team? And how would you respond if you disagreed with the decision that was made by the board? I remember I could lots of examples on this one, but one of my favorite ones is when I started my MBA program. So, you go and you sit down on the first day of class and the instructor just goes like, you you you on a team and here's your project. Go work on this and the assignment is due in two weeks. Like, I'm not going to teach you anything. Like, go. And then you're just like, hi, your name's Satie. Like, okay, Blur, where do you work? Where do you come from? like how do you find
024like you literally started talking to each other and like and it was random like you didn't know and like I know this guy like nope cuz that's not how it works you and it was a really good example of like how the work world works right because you don't get to pick your team you could be like you walk in a room and like all right you five this is it you got to go work on it >> doesn't mean you can't p push and pull and and get different people onto teams when you need resources um but it was a really good especially when every two weeks it just changed like nope new team I'm like I just got to know these people like, "No, do it again." And it really set you up
025for, and I was working corporate at the time, but it set you up for anytime you had a new experience, you're like, "All right, this is how we're going to gel. We're going to figure out like, all right, Jane, what do you bring? Jim, where are you from? Sad, what do you got right there? Okay, you read the first 200 pages, you read those, you read those, and then we start a SharePoint and build stuff out." Right? So, that's one example of it. I coach a lot, right? So, you get a whole new batch of girls every year. Sometimes you get to draft some players that you had before, but you have new ones and new parents, right? And so you're just like, "All right, who are you? How are you? What position do you
026like to play? Start throwing." And then you just start figuring out, okay, where are the gaps? You know, where do I need to kind of make changes on some more or upskill different people in in different areas there. So, a lot of experience there. Um, the final part of this, you had a question. What would you how would you respond if you disagreed with a decision that was made by the board? Um I think healthy discourse is very important when it comes to a board, right? Like it if a board was 100% unanimous when they are discussing a decision, maybe we haven't pushed hard enough to think about and find some of the edges of something where maybe we aren't making enough change. you know, maybe we aren't having that innovative mindset or that growth
027that's going to also grow the children, but when it comes to actually then having a sit down and a vote, like you should have already had your discourse, right? And it kind of spoke your mind and your opinion. And if it's like, hey, four or five decision on the board, like we're a team. You got to go out into the community and go like, yeah, I may have said no or I may have said yes or maybe the person sitting next to me said no, but the decision was this. and then you champion that decision or that policy as you move forward. >> Um, all right, our last one. Um, do you have any questions for us or is there something you would like to add that you would like the board to know um
028as they consider your application? >> Yeah, the only simple question and I've been pondering this one for a while. Um, I'm just trying to figure out the community engagement part, right? So you guys started off by saying, "Oh, this is my district. I'm on the north side. I'm on the west side, east side." Right? Some of them, like your districts, like how the heck would you even go out and touch base with your community, right? Same as district five. It's that huge swath over the top of the hill, Clark and Scamini County, and around. It's like, >> I went and drove the roads. I've driven them a lot in my life. I grew up here, went away to college, came right back. Um, but like how do you like do I set up a booth
029on the top of Norway and you're like come and talk >> representative. Does anyone have any questions? But just finding a way to do that that effectively, right? So um you guys did put out that survey strategic planning survey and got 180 responses or so give or take, right? half of it was staff, one student, the rest were either parents or community members, right? But it's just taking what you have, right? So we have that you guys have that to look at. Seeing how we could slice and dice that data um and then just figuring out different ways to like maybe engage people because maybe a digital engagement is not the right for certain constituents. They want more of a face-toface engagement or heaven forbid we send them an actual letter, right? But just thinking
030of like what are the different ways to connect and engage with with your different because everybody's going to have a ton of different demographics in their district and local too, right? So that's my one question like how do we how do we do the engagement? >> I feel like yours is probably more in line and so yeah. >> Yeah. So for me I mean part of it's just doing what you already do, right? So like I help coach my daughter's softball team. I my son's in baseball, my daughter's in gymnastics, and so I always just make time for the parents that I see there. But additionally, like I volunteer at the school and then just make it known that like every Friday I'm at the playground with my kids after school if anybody wants to
031drop by. And I actually have probably talked to more folks because even like people that want to walk will come out there occasionally and if they've got something on their mind and then it's looking for the opportunity like if I'm at a cookout and it's non-parents but they're talking about you know the levy that's coming up. It's like taking the time to actually seek them out. That's what I found the most effective. Um, it would be nice to have more engagement at our listening tours and things of that nature because they don't seem to gain a lot of traction, but I also veer towards we have less engagement when people feel like things are going well. So, >> yeah, you're like, I must be doing something right. >> Yeah, it's kind of like that no
032news is good news, but it it would like we always we've sought out a bunch of different ways and are definitely open to any other suggestions or ideas like maybe a letter. I don't know. We send out the connection post, but I don't know if we get much response from that. Go ahead. Yeah. >> Yeah. Although I represent district one, it's an ATL large election and I I kind of look at myself as representing everybody here and I guess my contacts come from the various organizations that I'm involved with and just talking to people. Um I think okay >> there was a a clear lack of opportunity for engagement and listening at a point in the past and we started those listening tours that uh have been less than great but at least it's a
033it was an attempt to um engage the community in discussions. Um and when people came they were good discussions. Um, no holds barred. Um, I think a couple comments. I mean, I I everywhere in my life, I've worked to build consensus and kind of like you said before, decisions, they're made. And that I was surprised at one of the listening tours that that was interpreted as um none of us having any particular opinions and just rubber stamping whatever comes along. And that's not how I operate. It's not how any of us operate. But it it was an awareness brought to me that that can be a misperception of consensus building. Um but decisions that are reached by consensus generally have um authentic support and um avoid I mean I've heard of other school districts where
034there really are pitter knockdown dragout uh >> just between board members. >> Yeah. Um, and I'm not interested in in being involved in that type of organization. Um, I haven't had the displeasure of having been involved in those before. Um, I think for me it is all about the kids and education. And I think that's something that the community and the board always has to keep in the forefront that um adults have opinions, but we're here to support education of our children and help to ensure their success by whatever uh impact a good education can have. And I I think it can have a that big impact. Um a levy coming up. I mean, Washington state's different in that every 3 years, every school district goes back to the public to ask for the same
035money support again. Um, that's a pretty good bill, whether of community support or not. The last levy failed the first time by a by an error. Um, and that indicated to me that that we need to do a better job before the next levy of of having that communication and dialogue and reaching a consensus with community before the ballots go out. Um, because once they go out, it's too late. And we a lot of what they do, we don't really run the schools. Aaron and his his whole team do, but a lot of what they do depends on having that community financial support. >> And as as our community ages, it's a different dynamic maybe, or let's let's rephrase, as people like me retire and move here, kids are raised somewhere else, grandkids are somewhere
036else. Um, it adds a different dynamic in in trying to gain the community support for the levy, especially if we're asking for an increase in the levy or if and when we need to pass a capital bond again. Um, it all depends on that community trust and the relationship that's built between us as an organization, us as individuals, and everyone out there that Well, that's just my comments, but >> y Thank you. Um, I connect I volunteer a lot. I have always volunteered. Um, and that's kind of how I, you know, volunteer. So, I reach other parents. Sometimes they're in my district, sometimes they're not. You know, sometimes they'll say, you know, do I just need to talk to you? I'm always willing to, you know, to listen if they want to talk to somebody
037else. Sure. You know, whatever. Um, Safeway, I can barely make it to Safeway these days. Some days I'm I'm good. I'll put my earbuds in. But, um, I I like to talk like I'm I'm one of those parents. I'm like, if I will listen to anybody. Um, I offer I like face to face to face. I don't like emailing all that. So, I always offer, you know, let's go have coffee at WashU coffee and things like that. Um, people will reach out to you if they really want to talk too. So, I have noticed, you know, if there is hot topics or there's things going on, they'll reach out to you. Um, for the most part, I feel like >> yeah, I don't like to talk. >> Um, that's not that I don't care about
038people. don't want them to talk to me, but I work full-time. I'm very busy. So, I really rely on, you know, if I'm able to get in the schools, which recently hasn't happened, but like I really, frankly, um, as was mentioned, people will reach out if they have an issue. Um, otherwise, I feel like I'm also interested. We don't get a lot of engagement. So frankly, if you had ideas as a board member on how to get people engaged like all >> those town halls, I mean, maybe that's not the best mechanism. Like obviously it's not working. So what are some other ideas? Um I think you know I would be interested in hearing that. Um I guess frankly that's that's my opportunity as a as a busy person to try and get out in
039the community is those planned events like work around them. Um, so I guess that's one seed I would plant. That's all I got. Sorry. >> Awesome. >> All right. I think that's it. >> So, so you had a question. Was there something else you had? >> No, I got it. >> You guys answered. Thank you. >> Great. >> Thank you. Thanks for that for your time. Thank you so much. And good luck in the election. >> Oh, that pretty. >> Yeah, same pretty. >> I'm like, should I even I have signs on like I should put them out just so people know that I'm like [Music] I never check back to see if >> Well, I'm like if they didn't have signs already, I would be like, I'm not going to spend the money to
040do them. But I have. >> Yeah. my phone. >> I mean, I stuck my signs up. Not as many. >> Did you? Okay. >> I put about I mean, I ordered maybe 40 of them. That's what 10 of around >> just like it shows that I >> show I cared. Yeah. You didn't get any time. >> I didn't have to >> the uh And yeah, I did pay for them and I wanted to use them again. Otherwise, they're just going to sit in the basement till they rot. They'll never rot. >> I know. I do like mine. Did you make some excitement? >> No, we're way out of schedule again. >> I'm not, like I said, I don't will never cook. So, >> fair enough. >> Your word speaks for itself. >> Sure. That's what
041I like to say. >> So, we have about 30 minutes until our next >> applicant. See, I think might be here right now. So, I want to walk down. >> Fantastic. can see. So if we start that one Super sweet. She sent it for the ladies teacher working. All right, the Last time I got a handwritten note. >> I love handwriting notes. >> I send emails but only because you can't read my handwriting. So I'm like I give you a note. I'm gonna have to email you what it actually >> reinvent your cursive. >> I don't know man. Can you unlearn that many years of cursive? >> I don't think so. >> I can't do cursive. Are you kidding me? >> Yeah. >> I'm really good. >> I'm just used to writing. I mean like
042>> fast. >> Yeah. Well, like I mean it's it's not great. Yeah. No, I look like a >> But I know what it is >> for your husband. >> Yeah, exactly. >> Yeah, it really is. I'm like is looking over my shoulder. They can't interp. >> Yeah, I took a little time off >> and going >> last week. Did you go to the art show downtown this week? >> No. >> Did you? >> Of course. It's art. >> I was at the car show. Was a member of the community chest on that board. We were >> wait. Is that right? >> Successful. The car show successful. >> Yeah. Good. I love you. >> Where were you that that Bruce ended up seeing you? >> No, that was I think that was the it was canvas.
043It might have been the car show >> in CAS >> in Kas. >> So >> yeah, >> I ran into the super >> classic. >> No, he was just we took the kids down there while I was working one day or I don't know why I was >> loved. He said he was watching your wheels spin dry. You're like he's like you got that look of like I know you but I don't know. Sometimes I don't realize as I was just saying right next to >> you're like give me a minute. I got >> Well, he's the quiet one in the relationship. He's not as noticable on you. >> Familiar. These kids look familiar. >> I think he was spotted me. I barely stepped in the reflection and he lives there. >> He's so good.
044And you're >> my family. >> I'm sure they think it's the nest thing. >> Your wife's probably like, "It takes us an hour just to leave anywhere. My kids are the same. They're like, "Please, no. No, mom. Just let's just >> How was Costa Rica? >> It was fun. It was hot. Rainy season >> in the mountains." >> Yeah. We're all You're going to have to give me the load out because we fly out in December. No, >> we went really >> We were only going to go two places and we ended up going to third because um my granddaughter got an ear infection. We wanted to be closer to civilization. We went to Monty Verde. >> Yeah. >> Which the cloud forest and that is really cool. And then we went to Oianol, which
045is the north the northwest coast. >> Okay. >> And it was rural. Really, really rural. >> Yeah. >> Um, but that was cool. >> Until the ear infection came on. >> And then we moved to Tamarindo, which is a big tour. >> Get ready for H. It's, you know, it's a tourist tropical tourist town, so people selling stuff to you. >> Yeah. >> No, I still don't want the hammock. No, don't want your hammock. No. >> 10 days. >> That's what we've got. I think we're doing 10 or 11. >> It was good though. >> Did you go because we're going to go in San Jose and then out Liberia. >> We went in and out of Liberia. >> Out of >> which is a It's an airport like the size of Pro Field. >>
046That's the Washington airport. >> What is that? >> It's a little bigger than >> Okay. >> But very easy to get in and out. Easy. It's going to be >> it's on not that long >> in the rural parts of the roads were were dirt fourwheel drive. We got a four-wheel drive. >> Um >> and my seven-year-old grandson >> just >> absolutely >> freaked out on the zipline at this big tower and he just started crying, melting down. >> Okay, >> I want to go home. I want to go home. and convinced him to take that first leg. And now you're in it. >> Well, not quite, but there's no going home now. >> You're already in the middle of the club for us. Yeah. So, it was 13 lines and by about number five
047or six, he was digging it. Yeah. So, that was a big breakthrough. >> That's on my I want to do one of the night forest walks. >> Yes, we did not. I thought about it. We didn't do it. There's a lot of mosquitoes. >> Yeah. So, >> go bring your bug repellish. >> So, >> um we brought >> um the family that were mosquito attractants. >> I got one bite myself and they got >> all the rest. >> No. Yeah, >> I know. We were >> It was cool. >> Keeps giving us that look. >> Surprisingly, cost of housing in these communities are kind of expat. >> Yep. >> Americans. Same cost as Ventura, California. Okay. And food no cheaper. >> No, you know dinner for before was not less than >> you. Make sure
048you never gone out for dinner before less than right. This was no drinks. Um, >> I knew she would be awkward to believe it would be quiet. No, we eat nice places. >> That was a shot because it's a third poor country >> and you know going to some of the little >> go. I'd like to do that >> and it was you know it's >> not here yet. I send you what we're kind of thinking just to get back. I think uh my my stepdaughter used chat to set the whole thing up. >> I mean I had to plan my agenda at this time. I was like people that went there. >> Yeah. I there one place we stayed had howler monkeys that lived in the tree there. That was pretty cool. But I
049expected to see a lot more >> monkeys and birds >> than you did really. >> Yeah. But I think it's where we were. I got you. >> Um, but you know, I thought you'd see monkeys all over the place and you'd see all these tropical parrots and stuff, but >> really >> we saw those in the avary. Cool. Cool. Butterflies you saw everywhere. >> Yeah, >> I think you gave me gave the same itinerary my gave me. >> Yeah, sounds familiar. And I'm glad we did go to the to the tour city Tamarindo just to see that side of it. Um, I traveled in the third world country quite a bit and you get a different flavor of Montego Bay versus Kingston, Jamaica this year. >> But yeah, it was fun. I'm glad we went.
050Apparently love it. >> He has put his foot down that we are going somewhere sunshiny in December and January every year from now on. I can't do it. >> Good spring break. >> I can relate to that. That's what we're doing. Yeah, we're doing Hawaii. >> Hawaii winter. Maybe. >> Well, we are. We've already set up. I just can't remember where. >> That's right. >> So, they may most of them do. >> Hawaii. >> Maybe. >> Yeah. >> Sounds really I haven't been there. I'm going >> to go and co hit. >> Yeah. >> And it was for my birthday. >> About five years ago. >> I don't know. Maybe >> five years ago. >> About five years ago. >> Yeah. 2020. Yeah. So it would have been for his 40th and then we had
051to cancel. That was such a fun adventure. Five years later >> or had all the co kindergarters coming in though. >> I know. >> Interesting. >> Yeah. This year >> Well, I feel like out here shut down a lot more than in Illinois. Like they kept preschools open after the first three months. They kind of opened everything back up at least. Oh yeah. >> Well, Bruce and I because we were buying our land out here that year and we road tripped after we bought it to go camp on the land and it was very interesting how each state >> feel through. So you stop. So we went like obviously east and I remember walking in somewhere in Wyoming and it was like when did we come out? beginning of October and it I thought we
052were going to get carry out and it was a packed restaurant and then the next day we were here and everything shut down and I was like >> that's crazy. Very interesting. >> A lot of those kindergarters were TKers though too, right? Some of those kids might have been not all of them but some of them could have been interesting to see. >> I mean we have four or three we have four and three classes of 202k this year. >> Four this last year. Okay. >> Yeah. So 80 of them >> Yeah. >> were in TK. >> Feel like at that age they don't remember. >> It's great. >> Consciously definitely not. Back I've been noticing more maybe just it happened to be the day I was there more families in downtown Wugal with strollers
053and kids. >> That's good. >> Yeah. Yeah. I don't know if there's really more to do down there. Great place. >> Couple restaurants that weren't there before. >> Yeah. >> On the corner. >> Yeah. Used to be the >> the Irish publish. Yeah. >> So good. If you have not been to the new sushi place, y'all should go. >> Yeah. They do a good job with their presentation there. I think it's so cute. >> Yeah, it's definitely worth it. >> Yeah. My kids like kids have expensive taste. I'm like, I liked it better when you like chicken nuggets, right? >> Introduce them to raw oysters and then regret it exponentially when they go and that's what they want. >> Forget the kids cheeseburger. Sorry. We'll have them as appetizers, not as a main course. I'm
054trying to order two dozen oysters the last time. Like she like get I told Kayen, I'm like, you're gonna have to start doing something for the sushi, right? We got ball kicking up. >> We'll get to hear all the screens out there soon. >> Oh, in your coaching. >> No, I'm not. Addison's not going to play this year because she uh is doing competitive gymnastics for the first time. And I have no idea what to expect with that. So, we're going to ride one season, see what it's like before I commit to coaching at >> Do you coach over You don't coach over here. You do still. Do you have young kids then, too? So you just love to coach. >> Yeah. >> I love that. >> Yeah. We were in juniors this year. 13
055year old. >> That's right. That's right. >> But then we have a travel ball. Those who are 12. I have a question on these ball fields. >> Are they Are they too small for regulation high school softball or they ft? >> They're right. >> Yeah. Just curious. And same with high school baseball. Is that too small? How far between the the pace is 60 ft or >> here? They have uh Yeah, they're all 60. You can set it up 70 ft on one of the fields 70, >> but any more than that and they hit the ball too far. >> Okay. the road and train tracks, you know. >> Yeah, they got to go to Louis >> playing baseball, >> right? >> High school. >> Yeah, >> of course you know that. >> Thank you
056for that. I wish I was over there googling. >> Yeah, 90. I thought that was it, but I'm not going to say. >> So, what is it right now? It's 40 50 or 45. >> There's 60 here. >> Yeah, for the younger kids, but they can set it up to 70. Great. >> But that, you know, it's also nowhere big enough, right? So playing baseball, you know, the halls would be going over. >> Oh, yeah. >> Castle. Like you said, trade. >> Yeah. >> Trade tracks. >> And if one of the kids over there did it did that before, they were one heck of a hitter >> at this age. >> Yeah. >> I wish they were bigger. Did you tell me about the Someone told me about the Cameas Wugle boys >> little league?
057>> Yeah. >> Little League National. >> How' that Are they done? >> I think so. >> I think they >> they're playing in the World Series. >> Yeah, >> that's pretty cool. >> Regional, but >> Okay. Yeah. >> Did one of the girls team do pretty well, too? Pretty good, too. CL team. Yeah, it doesn't get very far, >> which is still big >> big. >> Yeah, I love fall ball by it's spring ball and when it's ready to be over, I'm ready for it to be over. >> I enjoy fall. >> Yeah, I do too. It's very chill. Mhm. >> Yeah, they may name him. >> But Liam this year couldn't try to All Star because he was flying to Illinois formed us. He will skip going to Grandma and Papa's for a month
058>> baseball. >> So he can be on All Star because he was I hate when you like I already booked the flights, dude. >> That's a I mean that's a pretty big honor. >> It is. But >> you have to be available until the end of July. Yeah. Like >> it's a month that you're gr It's three weeks for I have no kids. It's amaz I mean I love them. It's amazing. Really? >> They're just getting back tomorrow. So, >> we're gonna take >> Yeah, they've been gone since I flew them up there July 13th. >> Nice. So, yeah. Bruce just flew out last week to spend a week and then he'll fly back with them. >> So, it's been no kids. I have no husband. >> Oh, amazing. No, it's not quiet because I'm
059playing my music as loud as I want and I don't have to worry about it being kid appropriate or anything. It's magic. >> My kids flew for the first time to Medford this summer and it was it was one of those things that I don't like flying >> so it was harder on me just to you know but then I was late for our train because we went to the Morgan Way concert and Seattle took the train but we were running late so I didn't have like that time to really sit and stress about them flying. I was like okay bye. They've asked if they get to fly by themselves ever to Illinois. I'm just like I feel like if there's an emergency, nobody is going to take care of you the way your mom
060or dad would. Like I mean I will knock people over to save them. I don't know that every random person will right. You don't know how awesome my kids are. >> Yeah, maybe. But I don't I don't know that I can get behind it. So for the time being we one of us flies them out, one flies back. >> Yeah. 45 minutes I can hear them. >> Yeah. That's a >> not eight hours in a connection in Chicago. >> Getting off and getting on. >> Although they're good because I make them when we go out, I make them get us to our gate. Like I check in and then I'm like, "Find our gate." And so now they're >> couple wrong turns here and there, but we eventually get >> Yeah. >> Especially if they
061know the airport well. They've been doing it for a long time. >> And as they get older, >> I think they flown more in like eight years of life than I had flown until I was like in my 30s. No, I did fly till I was 16 was my first time. >> Right. I was 19 >> and like few times every year she was like he's like how many frequent flyer miles do I have? Like you got a lot just because you can sign them up before they're 18. So like I signed them up when they were Yeah. I signed them up when they turned two and we started buying seats. I was like >> get you some frequent fly miles. Mom doesn't have to keep paying for all these tickets. >> I didn't think
062about them. paying for your own flights, >> right? Well, the goal is they'll have enough miles that by the time they graduate high school, they can go for like a little trip to Europe, take a few months, and run around together. So, that's my my secret plan for both >> like that. I'm going on those trips, which I >> just like how much fun would it be to go with like your older brother or sister and like spend a month back. You know what I mean? Like >> I would >> Yeah, I think that's a terrible idea. See, with mine, I'm like, Liam's so cautious and such a rule follower, but I'm like, Addison will push him to have fun. Yeah, he will keep her out of jail. It's like a win-win for every >>
063That's exactly how my kids are. My oldest is like rule follower, too. But >> yeah, maybe it's an older kid thing. >> Yeah, >> the youngest are just adventures. They keep life interesting. >> Yeah, they do. >> Yes, they do. And Michael is getting his permit in no. Wow. >> He gets my car. >> Do we offer drivers at our school? >> We don't, but we have two really great programs, >> right? Driver schools. >> 911, I think, is ran by um police officers from Right. >> which I've heard is an amazing program. >> Um and then there's confident, which is a little bit more flexible. You can do it online. So, kids that do sports or have other things going on, it's a little bit more for them. >> They want to drive. >>
064Oh, >> do they want to drive? >> Uh, he does. I think he's a little ner he's like my He's my scaredy-cat. >> Yeah. >> But that's why we're going to give him my mobile. >> There you go. >> The pilot's gonna he's like, "Well, mom, it's got a DVD player and my friends going to hang out in the back because you're not watching it." But >> yeah, >> I'm sure he'll go through all the motions of it, but actually trying I think I'm glad I'm don't have to be solely the one to >> letting somebody else that I don't know isn't >> I don't know. The roads out here scare me. I don't know that I'm going to put my driver's. Like in Illinois, if you go off the road, you just end up
065at a corn field. Like here, I'm like, "Oh, you go off a mountain." >> Yeah. Especially up by you. >> Oh, yeah. Like the amount of I mean especially in the summer when everybody's coming over to go swim like the amount of wrecks are just >> hourly. I hear that >> it's ridiculous. The sirens that was going on last night I heard like three of them. I was like >> oh man I Yeah. >> kind of terrifying. >> Like where I I usually walk my dog a specific area and it's great but during the summer I can't do it because the cars are just like blind >> and it's we're still curvy. I'm like you guys are idiots. What milepost? >> So I'm by mile right past mile marker 11. So I'm on Santa falls.
066>> Okay. >> Like right past the bridge. So I usually walk up, but that's how everybody comes in from 14 to get to Dune getting in. >> I was going to ask there was a little accident. Is that a student? >> Yeah, one of our former student >> just graduated this year or last year >> would have been a former student. still living in our area. >> Yes. >> There was a 17 girl >> up on top of Norway motocross weekend. >> Mhm. >> Yeah. I don't I don't believe she was. >> No. >> Yeah. >> Which that weekend I feel like that's just bumper to bumper. We don't leave our house. >> We don't. >> Oh, I see. That's unfortunate. >> Yeah. I don't >> I don't go to Safeway that weekend. Nothing. Actually,
067I think I was going to that weekend. >> You just go grocery shopping early and hole up like nobody leave because a lot of times the cell towers go down too. >> Like you can't call out because there's so many people on them. >> Wow. >> Yeah. >> Super fun. >> It's amazing. I love that. That I we'll go to random places and they'll ask where you're from. Oh, that's the motocross place. Like >> that's what we're known for. Yep. That's us >> renowned. >> They might actually do lacrosse country there this year. That would be good stuffy though. >> That's cool. >> Like do they like doing hills like that? >> Not depends on my >> All right. >> So this is Jannine Goodling. >> Hello. Welcome. Thank you very much. Thanks for coming.
068>> All right. Should we just start by introducing ours? >> I think that'd be great. Yes, >> we'll just start this time. >> I'll start. Welcome. I am Miss Satie McKenzie. Um I'm in district three. Um I'm a mom of two. I have a freshman that's going to be a freshman this year and then I have a seventh grader at GMS. Um I love our community. I volunteer a lot. Um, we moved here because of this wonderful small community and I love the schools here. And that's me. You want to see? Jim, you go. >> I'm Jim Cooper. Um, I moved here when I retired in 2016. Uh, come from a family of educators. Uh I have five grandkids from age 7 to 21 uh that are better or worse in school depending on which
069year and which kid. Um big believer in public education or I have been my whole life and uh it's my way of giving back for what I got out of of my free education. >> I'm Jane L. Um I represent district two so up river. I've got two kiddos. uh one going into third and another going into fourth grade this year. I've lived in the area since 2021 when we moved here. We moved here because we liked the community and the small town vibe. Um and same as many others, just want to be out here to help other kids in the community and help give back. >> I'm Ma Royer. I'm representing district 4. Um I have a seven-year-old who's going to be in second grade in SGE this coming year. Um my husband and
070I moved here in 2018. Uh we were locals but we just so we were familiar with the area and just kind of chose this spot. And I feel like our district I think it's a really um unique district. We have a lot of offer. We have a lot of unique programs. And so um I feel like you know it it's a school system with a lot of um potential and a lot to offer our kids. So, >> thank you. Erin Hansen, I'm the superintendent. Uh, last year I was the interim superintendent. This is my 24th year in the school district and 32nd year as an educator. And so, I am uh thrilled that you are here. You're interested and so uh excited about this this opportunity. Um, we have five questions for you and then
071a sixth which is do you have any questions for us? So each board member is going to ask the questions and actually is was there a copy of the questions that were over there? >> No, >> you have it right there. Okay, >> there I have it. Do you want to give >> questions? Oh, okay. >> Right. You ready? >> Yeah. Yeah. >> All right. Your application has given us a general idea about why you want to become a member of the WashU board of directors. Will you please elaborate on the contributions you feel you could make to our board? >> Uh yeah, so I too am um a mother of children in our district. I actually have three, one in high school, one in middle school, and one at elementary school. Um so I
072kind of have, you know, pretty well verssed in how all those schools work. Um, I also work in education. I work in the Evergreen Public School District. Um, I am an atrisisk advocate. So, I work at an alternative high school with um, some of our district's highest risk students. Um, I help them remove barriers to their academic success. U, get them mental health supports as needed and a list of other things. And so, um, I have a lot of background in public health, mental health, child protective services, education, um, and I plan on bringing all that experience to this position. >> Thank you. Uh, the board's responsibility is to represent the community while making decisions that benefit all students in the district. There are times when the community's interests may be divided and those opinions
073may be directed toward you or the board. How do you how do you see yourself in these kinds of situations? Um, yeah, I can answer that. I think that it's really important, especially in a collaborative setting, that everybody that you speak to feels heard and that their feelings are validated. even if it's something that goes against the board's objectives or the direction in which we are going, I think it's still important to make them feel heard. Um, and so by doing so, even if it's something that is negative, you can still turn something negative into a positive. Um, because it could be one of those things where it's like that's like a secondstep objective. And just kind of like being really transparent with what we're doing and what we're wanting to do, I think can
074really turn some of those negative feelings about the district or the decisions we're making and turn them into something positive. Third question, uh, what attributes are essential for successful school board members? And can you provide examples of how you demonstrated or developed these stand? >> Um, absolutely. So, I currently sit on a couple different boards. Um, I sit on the public health advisory committee, um, which is adjacent to the clar county board of health. I represent the educational community. Um, I sit on two boards through my school district. I I have a lot of experience in this. Um, and I think that my takeaway from my experience has been that communication, collaboration, integrity, equity, and transparency are the five key elements to um that are essential for successful board members. One of the important roles
075of the school board is to approve policy. You tell me how policy plays a role in the functioning of the board and how policy can be used as a vehicle for student success. >> Um, I think that policy should be viewed as something that should be ever changing. Um, that it's not something that should be fixed. I think there's a lot of circumstances where policy needs to be fluid to a degree um and that it needs to be looked at from top to bottom on a regular basis because times change so quickly, legislation changes so quickly which plays into funding and budgeting and enrollment and um so I think that excuse me how that can be a vehicle for student successes constantly having eyes on what the current policies are and how we could change
076them to improve outcomes. >> Again, >> uh board members each bring their own areas of expertise, knowledge, and experience to the board. Diverse ideas and opinions are welcome, but the most effective boards work as a team. The Wugle board of directors values the respectful teamwork that has been developed over time. You have an experience to share that illustrates your ability to work as a member of a team. And how would you respond if you disagreed with the decision that was made by the board? >> Sure. Um I think that in my experience, I've really learned that to accept non-closure. So in the event that you do disagree with a board member or a board decision, you have to understand that we are a team. we're working for the same common goals and objectives. Um, and
077then that's and that's okay at the end of the day. Like that's okay. We're not always going to agree on things. All of our backgrounds play a big role in how we think and how we make decisions. Um, and so yeah, I just with my experience, it's something that I've just learned to be okay with, like to voice your opinion and, you know, have, you know, take that place at the table, but then also be respectful to others and accept it when it's not the same as yours. >> All right, last one we have for you. Um, do you have any questions for us or is there something you'd like to add um that you would like us to know as they as we consider your application? >> I don't believe so, but I hope
078that everybody received also a copy of my resume in addition to Yep. the application. Okay, perfect. Um, as long as you have that piece of information, I think that's encapsulates the majority of it. >> Lots of questions. That's fast. >> All right. Do you guys have anything else? No. Okay. No, that's it. Okay. Thank you. So, of course, so I know that after all interviews are have commenced that there's going to be an executive session where you make a decision on the appointee. Now, is it would it be beneficial to all the interviewees to stay behind in order to stay for the work session for this evening or should interviewees hang out and wait for the decision or what? What should happen? >> Yeah. by the phone. >> Yeah. So that is up to you
079and and so that's the idea of the executive session is is to um be able to look through all of our notes and and um you know come to some some level of consensus and then come back out. So if you if you are here okay >> then um yeah you'll you'll hear the announcement. If you're not here then we'll follow up with you. >> Sounds wonderful. >> Yeah. And so we are looking at we have one more interview and then I think we were looking at uh 6:45 would be Yeah. Yeah. So it's was a little bit >> Okay. >> Yeah. >> Sounds great. >> All right. >> I appreciate it. Thank you. >> Thank you. 5:45 is our next. >> Yeah. to go not to go over the applicates session. >> Yes. My
080gosh, I learned this new card game that my nieces taught me. >> It's called trash or garbage. I don't know. But it is like the most mind like you don't have to put a lot into it and it's really fun. >> And you just like go and you like try to match these cards faster than the other person or something. I don't know. I played it when we went to Mexico for my birthday this last year, but I didn't realize they call it the kids call it something different, but they had a little spin on it or something. I was like, "Oh, fell. I'm getting cool with the cool kids now." Like learn how to play it. I can just beat me every time. But it's fun. >> That's all right. >> And I like
081it when you don't really have to feel relaxing is easy for me. >> A little Christmas. be kind of a trick game because you have to, >> you know, it's perfect for like you have to there's a toilet with a number gun. >> Oh, I know what it is. >> Play cards with different numbers, but you can't clog the toilet, so you can't go over the number. >> So, he has to do that, >> but in his mind, it's like, >> yeah, >> I love that. any kids like I want to flush it in the toilet. Yeah, >> we have pie in the face, which is a great one. >> So, you put whipped cream >> on this thing and it winds up and you have to pass this thing and you answer I don't
082know if you answer questions. I don't remember, but you turn it and you don't know who's going to get it. Yeah. And oh my gosh, I've never seen kids laugh so hard as older kids too cuz I mean when that thing smacks you in the face, you get whipped cream everywhere. And it's just it's so funny. Like I don't know what it is. And then we have another one that's called Toss the Burrito. >> Oh yes, we have that. >> Throw the burrito. Yep. And that's a that's a fan favorite. >> Love it. >> And goat yoga. That's a great one, too. We have a blow up goat. Then you pick different yoga poses >> for other people and you have to try to do them with the goat on you and stuff. Wow. But
083it has goat. >> It's just a littleable goat. My son loves goats and so I got it as actually I got it at Canvas Antiques as like a G like for Christmas or something. Love it. Like to watch >> to watch my husband balance this little goat tend to these. It's pretty funny. We laugh very hard on that, too. My kids are actually Kaden's really good at it. My oldest isn't as flexible. >> What grades are they going into this year? >> Cooper can be a freshman. >> Okay. >> No, eighth grade. No, seventh grade. Wait, what? Yeah, seventh grade. >> He started Sheamus last year. >> Yeah. Yep. >> He loves it there. >> Yeah, >> he's thriving there. Really? That's great. That's great. He's doing really well. We have a lot of really
084good >> teachers. That's what it takes. >> So impressed with it. >> Yeah. Enjoy it. I appreciate that. >> Yeah. I have a granddaughter in the Arizona schools and she's going to sixth grade and their school gives them an option staying in elementary. >> Okay. >> Or going to middle. >> Okay. Nice. I like that. >> She's a little bit immature and timid. She's going to stay behind. It's the right thing for her. >> Absolutely. >> Other kids are gung-ho, ready to >> mix it up with the older kids. >> I've never heard of that. >> Yeah. I've never heard giving you options. >> A pretty big school district. I was going to say pretty good >> size. >> Like four or five high schools. >> Gotcha. >> Um I had when I was in
085I went I was in grade school in sixth grade and then it was seventh and eighth which I think is >> junior high. >> Really? Junior high. Yeah, that's >> how it always was. >> Yeah. Junior I was seven, but we had a we combined with another smaller school district and so we did kindergarten through third >> the elementary fourth, fifth, sixth at their building and then seventh and eighth back in town at the junior high. >> I guess we consider fourth, fifth, sixth. >> Yeah. I don't know. I think some kids are sleeping. like he was just like, "Well, >> your girls are eighth graders, right?" >> Yeah. >> They're good girls. I've got to spend some time with them volunteering and stuff. >> They're very, very sweet girls. >> Great. Thank you. >>
086It's too much money. >> I doubt your son graduated. Oh, >> that's >> Are they excited to be big kids on campus? >> Eighth grade's a good year. >> Graduated on this is all >> such a good summer. >> Got some really great teachers. I think that's why Kaden thriving so well there just because he has that connection with the teachers >> that you know just going from having one teacher for >> five years you know and then you go and you get all these different you know personality >> yeah it can be scary but I think for him with this personality it really works very over >> yeah the kids are like school day. >> I was not like that when I was We have lockers, too. Can you imagine having lockers in that
087>> club? Yeah. think >> you went up >> then you came down >> everybody knew everybody. So that was 18 credits and now he's >> they will once a month back together. >> Oh >> yeah. >> So it's >> Yeah. So this is the food service entra that >> Oh good >> you'll make a decision on the next board meeting >> yeah so OSBI uh just approved it earlier today so now um you have your copy of this 2 pages >> can't wait if you can >> so yeah so we will discuss >> better than spreadsheet >> steps that we've been following And this is information clearly and good and she has to look at it. But oh >> oh thank you. >> What's that? >> I was thinking that I was like oh I
088see what we're doing there. Is there any sort of notice required with the one terms? So this >> or is it just one >> notice or >> I don't see Oh yeah, never mind. I should have kept reading. I apologize. >> You're forgiven. Forgive me. >> I just want all the answers. >> Maybe you do. >> I like bullet points. >> You talked about this. >> Yes. Yes, you do. What's the status of that shoot and check? >> Um, it >> the food truck is that operational now? >> It is. It is operational. I'm not sure if there were it was used in >> the last that might have been the drive. >> Okay. >> Yeah. >> So, throughout the Yeah. throughout the school year. It was used by our our students at different events.
089Uh that that being the last one and then I think it was also at uh lunch a couple different times. >> Okay. Yeah. Good. >> Yeah. For a couple different events. I remember Margaret I did like the breakfast burrito thing. That was amazing. Was very impressed. like against the ground It says I did notice. So you sent out that they hired staff. So no longer districted for >> sure. Yes. Yeah. So, I think that contract, her contract would end August 31st, but they may have hired her and we may terminate them her contract because they wanted to hire. She might have terminated. [Music] >> Yes. >> Yep. And thank you to I will make sure to bring that up point of discussing and gets information >> that we have an advisory board for the menu.
090>> It's a good question. >> Do we currently >> advisory board for the for the menu? >> Yeah. Oh, parents, teachers, students to assist them out. So that'll be new. They're gonna The kids are gonna ask for pizza every day. >> Nuggets. >> I think it's I think it's nuggets. >> Yeah. Right now it's chicken. Big phone of chicken nuggets. >> I like the pizza. >> Yeah. As for pizza. >> Yeah. I have everyone. >> I don't see that. Well, we're making pizza. Yeah. >> Fancy. >> What? >> We eat fancy pizza. And I think it spoils our kids, you know? Like, what is this cardboard? Like we don't do. >> Oh, no. >> We do our own where we do the crust and then like the kids design their own, but sometimes it gets
091>> Yeah. There's been times I'm like, "That's that's the flavor combo you're gonna go for, huh?" Like, >> bacon bits. >> Take it out. >> Oh, no. There are limits. >> Oh, he's an adventure, man. >> Addison's favorite right now is chicken. Such a bad chicken on pizza. >> I would be I'm like Mediterranean. Yeah, it was something. It's a lot of pesto though. Like half a jar of the Sam's Club. I mean, it's excessive. >> She eats it. As long as she eats it. >> I'm a firm believer in chicken not belonging on pizza. >> Pineapple. >> Oh, no. Pineapple. No. >> Oh, I like pineapple. >> I mean, what's a Hawaiian pizza without >> Not a Hawaiian pizza right there. Yeah. >> Oh, >> what about chicken? Do you guys like chicken on
092your pizza? Chicken pizza? Like barbecue chicken pizza? >> Hot dog any day. But >> yeah. No, not on a pizza. I don't I don't I don't With what other toppings? >> Yes. Like what would you fix that with? That pizza plate 360 pizza they have those fancy it's not there anymore but by QFC they used to have some pretty different like pizza with like dates on it once and that was like the fanciest I ever got like >> okay I'm going to try it kind of sweet >> which was good that was it though >> we're big fans of the Alrada at Doomsday got like jalapenos and Articho carts. Yeah, >> I think they're getting hungry. >> I know, right? >> I am. >> Yeah. What's going on here? Wait a minute. >> My lunch
093hour got cancelled due to an employee being very unintelligent for you. >> Yeah, >> right. Like go have some stuff. >> Yeah, it's not pizza though. So that's okay. Well, it sounds like it shouldn't be pizza. My stomach just ground. >> I have a question. Are we required to are the kids required to have milk at lunch? >> It's part of the meal. >> So, they have to have it even if they're not going to drink it. >> That's my understanding. And so I think there's a there's a process when they they get their meal. There's a table where they can things that they're not necessarily going to >> eat. Okay. >> Yeah. >> Wondering about that because Addison was telling me she's like they make me take a milk and I don't like their
094milk. >> Yeah. >> It's been like that for as long as I can. I will uh that'll be another producers organizers. Yeah, that's kind of a cool idea. But I >> except with the little ones, they're like, >> but mine like Addison just isn't a big milk fan in general, so she's like I'm so wasteful. I'm like I give it to your friend. >> I love that she's conscious of that. Good for her. conscious when it's convenient for her because someone's asking her not to to do something she doesn't want to do. >> Let's be real. At other times, >> not so much. >> So, the forecast is much nicer later in the week, isn't it? >> Yeah. But I think it's supposed to rain at the end of the week. >> Yeah. County fairs
095this week. >> It's gonna rain. >> Darn it. >> Yeah. >> Friday. >> Nice. Well, you'll be nice and cool. >> He's just looking for an excuse not to go. >> It's a northwest. >> That's my question. It's like, is it going to rain rain or is it going to like Northwest rain? I can handle the Northwest. >> 73. I mean, it's a chance >> Hawaii. >> Yeah. And it's not it's pretty low until later on. >> Dog Mountain. >> We're gonna I'm gonna go up table. >> Table Mountain. >> He uh >> this is why he doesn't want to go. >> I'll go tour. >> Oh, and you're still gonna make him go. >> Well, there's some experience. >> I will never do this. He might not just do a good keep quiet. >>
096Can they repair a torn calf muscle? >> He just has to wait. >> Yeah. >> So, this is >> Okay. >> How does one tear? >> Was it the last time you asked him to hike that he just >> Oh, so we we watch a video about like, "Yeah, why did this pop out?" Yeah, >> it was something about like generally happens for older individuals who >> physical condition is not in the >> state should be like I almost died. >> I love it. >> We might cancel. >> Well, you should still go. We bring Fox out to the fair with us. Get a wristband ride on thing. What fair are you going to? >> The Scan Mania County Fair. That's this. >> Yeah, it starts starts today. Tomorrow. >> That is actually really my
097favorite. >> You could do that. >> Be fun. >> And then he can sit. There's there's a adult beverage tent that he can go sit. Hi. >> It's pretty hard, isn't it? Mountain killed me. That was hard. >> Forced to that one a couple times. >> Dog or table >> dog. >> I went with a friend that like very the time I had not been in the best shape and she has like legs like as long as she's she's an a runner and she's like gazelling it off the top and she's like how you doing? I'm like I was like oh I can finish this. I did, but tough. Cooper and I went on an eight mile one Wednesday one Wednesday, I think. And we went out by uh Pas Carver and it's on the
098Pacific >> trail. It was really cool. >> I've never done that before. And he was like telling he knew all these like things about it. He did his research. >> Ask Carson. >> It was called um Panther Creek. >> Yes. Panther Creek out there. Yeah, they have cool camp spots. We were supposed to do the Panda Creek one and we just did the wrong one on accident, but it ended up being really cool and we got to pass all these people that were doing the the hike and stuff. They had backpacks on >> surprisingly. Um, we passed like four or five just individual women doing it on their own, >> bikers. Yeah, >> and there was a couple of other groups that were doing it. It was really cool to know that how I'm like
099I want to ask British stuff. It's easy to miss Panther Creek. >> Yeah. Right. >> Yeah. Okay. Thank you. >> The last time I was there, I just kept driving. >> It's Well, it's funny. I think the trail is right across from the Pacific Crest one, but it's not they don't like >> the table uh is partly is on the Pacific Crest. >> Yeah. >> We live in a pretty amazing place. >> Yeah, it is amazing. Oh, speaking of um solar restoration project in code park started. >> Yeah. >> Excited. >> Yeah. I I did investigate why they I don't even know if I share this with Aaron, but why the city didn't include the school property as part of that restoration in the watershed. Simple question. It's owned residential. can by statute included in
100the city restoration project but >> Oh great further discussion you see nothing >> I got it >> oh hey so I right? I guess >> there. >> Thank you for coming. This one I swear. Oh, here. Oh, wait. microphone in the live stream. >> Oh, really? >> Erin, do you want to get this? >> That's why no one ever hears you. >> Yeah, now I know. >> See, you thought you were just being ignored all these years. >> Oh, okay. All right, welcome. We are going to introduce ourselves, okay? >> And then we will get started. I am Satie McKenzie. I am the board president and I'm in district three. I have two kids. I have a going into high one going into high school and one at the middle school. Um, and we've lived
101here for quite a few years now and moved here because of the great schools and the small community. >> That's me. >> I'm Jim Cooper. Um, I'm retired professor. moved up here in 2016. Never had time in my career to be involved in any public anything. Um, and so as a retired person, I do have time and got involved in this. Um, kids and uh siblings and parents that were educators, K12 educators and some grandkids that are in the system now, not in Wubble but other places. Big believer in public education. >> I'm Jane Mong. I represent district 2, so up river. Um, I've got two kiddos, one going into third and one going into fourth out there at Cape. Um, I've lived here since 2021 and I'm involved just because love the community and
102want to continue to give back. And I'm Ida Royer. I represent district 4, so above jumpard and east. And did you guys see? Yeah, I have a child. He's going into second grade at Sarah G over here. Um and uh well, one of the reasons I ran is well, frankly, nobody else did. Um and so I wanted to step forward and provide a reasoned voice for the board. In recent years, it's been very uh what's the word? there's been a lot of fraught uh I guess upheaval. So, I felt like I could represent everyone and be fair. Um my husband and I have lived here since 2018 and I came from the gorge. He came from Troutdale, so we're familiar with the area. >> Oh, okay. >> Um but just decided this was where we
103wanted to settle. So, anyway, appreciate you coming in today. >> Okay. Thank you, Erin Hansen, superintendent and secretary to the board. This is my 24th year in Wugal and 30 plus years as an educator. >> So we really appreciate your interest in position five. >> So thank you so much >> and we have a number of questions for you. There's a uh those are the questions and the last question is do you have any questions for us? The board is going to be uh individually asking you these questions. >> Okay. >> So and we are going to be writing them down. So I get failed to mention this to our other uh individuals who joined us earlier. Uh we may not be looking at you the entire time. So if I I contacted something you're
104seeking uh you won't get a lot of it necessarily as we're as we're running down. >> We do have to make note. >> All right. First question. Um your application has given us a general idea about why you want to become a member of the board of directors. Will you please elaborate um on the contributions you feel you can make to the north? >> Yeah, I say much much like Jim, I'm I'm a retired uh I have a grandchild that is at Washugull High School right now. We came here in 19 June of 19. After I retired, I was a high school math teacher is where I retired from. Before that, I was a college administrator, uh campus director, uh that sort of thing. um was went to the Air Force Academy for my uh
105college degree, for my bachelor's degree, spent 16 years in the Air Force. Uh got out, tried for one year to be a real estate agent, but that failed miserably. Uh just wasn't real business-minded. Um I got into working with the local community college. So, I basically been doing education most most of my career. Um retired in 2019. uh was in Las Vegas at the time. Um my sister lives up the gorge. My sister-in-law lives in uh just outside of Portland uh Hillsboro area. My mother-in-law had moved up here after my father-in-law passed away. So my wife and I moved up to this area at that time. I grew up in Napa. So this feels like home. Um what can I contribute? uh while uh I was uh once again I've been an educator um math
106teacher. Uh I've been on a board of an education uh organization down in Colorado in uh I'm sorry in Las Vegas. It was called the area health education center. I was six years on the board there. Served as both the secretary and the chair of the board, one year each. I left the board. My daughter got a job. They heck didn't want to have any conflicts. So I I resigned from the board at that time. and that was a reason I left that particular board position, but I've been six years on an educational board. So, I think that experience, the fact that I've taught uh the fact that I have uh a grandchild um in uh the school district here, I think I can definitely contribute to board here. I'm really good with numbers, too.
107I being a math teacher, so I can help with that aspect. Okay, second question. The board's responsibility is to represent the community while making proficiency. Um I part of my part of my job when I was uh a campus I was the uh basically the campus director at a large community college campus. We had about the community college had about 3,000 students who were at our campus and I was the I called myself the guy in the tie. I wore long sleeve shirt and the tie and I was always the first person that came to after someone had a problem and did something like that. Um, and so my job really was to, you know, I I found out my job was really just to reexlain exactly what the person before them told them. But
108since I'm the guy in the tie, I got believed. Um, I kind of kind of see that we're in that position here. We're the board, this is the board here. Uh, people get told by teachers and by principles and that sort of stuff that something's a certain way and and we have policies and procedures and they're just telling them what they are. And if they try to come to us, it's up to us just to calmly explain this this is what it is and yes, we understand your concerns and uh but we have these procedures that that work for us and to just stay calm. And I found that most people once they've had it explained by that next level seem to seem to accept pretty well. Um I've had people come in and yell
109at me and that sort of stuff and I don't uh I don't really react. I'm one of these people whose emotions are kind of this. I I had a younger brother. Uh my brother was even younger than me. He was just the opposite. He was like So my parents had fun with us. >> Okay. So next question. What attributes are essential for successful schoolboard members? And can you provide examples of how you have demonstrated or developed those these types of actions? >> Um already kind of provided some um one one would be actually caring for the the I guess the population the individuals that that you're that you're representing here. Um i.e. the students and that sort of stuff. You know, as I was a college administrator, we had you know one example was um
110we had a young lady at the community college. She was um kind of freakishly genius, I would I would say. I mean, she could she could literally take two pieces of chalk and write two different things at the same time. She could read a chemistry chemistry book in a week and totally understand it, but she wanted to take like 30 credit hours and the community college didn't want to do that. So I ended up advocating for her and she had horrible horrible people skills. And so I ended up I ended up, you know, kind of being being her buffer. She would come to me and I would have to, you know, work that. And I think I think that's, you know, something that that I can help with. But but understanding that that uh everybody
111that we work for here uh has a particular set of needs. they have their point of view and their vision and we can't we can't say you're you know we can't really say that's wrong because that's that's what you see. We have to say, "Yeah, we understand where you're coming from, but we have, you know, we have certain constraints that we have to live under, and hopefully you can accept that." So, I can kind of bring that calm uh demeanor and uh being able to explain things to people without I don't get emotionally involved when people come to me like that. I don't get I don't get into shouting matches. I just don't do that. One of the important roles of the board is to approve policy. Can you tell me how policy plays a
112role in the functioning of the board and how policy can be used as a beacon over? >> Well, policy is is you've got you've got to have a framework to work within, a set of rules to work within. And to to uh do that, you have to you have to put policies in place. And basically um not all frameworks are going to work. not you know there's not a single framework that's going to work perfectly for everybody. So you've got to it's it's a matter of uh you got to kind of compromise. You got to see where things are see uh what's working and what's not working and be willing to adjust that you know and put put a you know if if we have a policy that's not working and we get enough feedback
113on that then we have to come up with okay this one this one wasn't working. I'm not going to take it personally that that a policy that we put in place isn't working because you know we did we did our best to come up with it and okay what do you suggest and well hey we hadn't thought about that that might be a good idea and then we can set that little piece into the framework and see if it works better. So that's what policies do they give us a little bit of they give us the structure within we can within which we can work. How can they be used for a vehicle for student success? Um, you know, that's uh well, that's what they're for really. I mean, that's what the whole purpose of
114this is for. The whole purpose of the or the whole purpose of the school district is for to ensure student success. So, that's that's what they're that's what they are. >> Okay. A board member is bringing their own areas of expertise, knowledge and exterior future work. Diverse ideas and opinions are welcome, but the most effective board work as a team. The watchable board directed value and respectful teamwork that has been developed over time. You have an experience to share that illustrates your ability to work as a member of the team and how you respond if you disagree with the decision made. Yeah, I just I probably got, you know, hundreds of things where I was working on being on sports teams, uh, you know, disagreeing with coaches sometimes, uh, because they didn't put me in.
115Um, I was a air crew member uh, in the in the Air Force. So, that was a that was that was a small team. And then even without within that in the military you have you know you have your unit and you have the the larger units that you're all part of that have a uh that have a set of rules that you have to uh be willing to say okay you know this is what we this is what we need to do uh to get forward. when I was at uh uh community college in Las Vegas um kind of taking care of the campus um my I had a very I had a small staff only had like three or four people so that was kind of my immediate team but then I I
116branched out to u the facilities uh maintenance uh custodial staff and that sort of stuff because they're keeping my keeping my campus clean and worked very closely with them you know myself and the the head of that we just informally set you know, we'd have coffee every morning and walk the campus and and and do things just, you know, as a you know, as two two team members. Um so, um same thing with um uh teaching high school, you know, I mean, a high school teacher, you're pretty much, you know, you're in your own classroom, you got your own thing. But I tried to I tried to reach out uh for things like um teaching math. So, one of the things I did was got into, you know, triangles and how you can figure stresses
117and that sort of stuff. And I went and got together with a science teacher and what we did is I I think you've seen those things where they build bridges and that sort of stuff. We got the coffee stirs and uh had coffee stirs and white glue basically and told the kids, "Hey, build a bridge, you know, then and I was at a uh a credit recovery school." So these were the kids that you know in ninth grade didn't get a single credit and then they were way behind and they had to catch up. So they came to us and uh we got so you know not necessarily not necessarily the best students not necessarily the most motivated students but that really they really kind of like that sort of thing. So working together on
118that and bringing bringing those sort of things as a as a team myself and uh the science teacher um worked out really well. Like I said, we filmed it a couple times. Kids loved it. And they made some bridges that held like 100 pounds. I mean, like I said, those little copy stirs. And we only gave him so many of them, too. So, um, part of the question is how would I respond if I disagreed with the decision made by the board? Um, first of all, I know I know in what I'm coming here particularly for is to be here for what, four months? This is a kind of a placeholder thing. And you have I I will recognize you all have more experience than I do. So, if I have a personal disagreement, I'll
119try to bring up, you know, my logical argument that that I I don't see it particularly that way. But if uh if you who have more experience uh uh feel that it should go the other way, I'm not I'm not going to I'm not going to die in that on that hill. I will I will accept the you know I had that when I was a board member at Ahack. I had some this they had some things that I I wasn't necessarily in full agreement with but other board members when I was a new board member they were much more experienced than I was when I was impression of the board. Okay, last question. Um, do you have any questions for us or is there something you would like to add that you would like
120us to know? >> Um, yeah, like I say, this is this is a like I say, I I feel it's kind of I'm going to be a placeholder so you can have the quorum and have have the majority you need and have have that sort of thing. and I fully understand that. So, you know, that's that's I'm I'm very cool with that. I know that coming in. Um that doesn't bother me. Um I think I looked at I watched I watched I think your last two meetings. So, yeah, I I I Yeah. Well, you know, the one I'm a numbers guy, so when you when they had the budget stuff, I was okay. know I I I had a I had a question or two on and couple the numbers but I'm not going to
121ask them there that's I'm not involved with that so uh at least not right now but but it looked like it looked like this looked like something the particular board looked like uh kind of had it together and you were moving forward and it was uh you know the meetings were were positive and uh productive and so it was something I felt I could be part of and contribute to and I really don't have any other questions. >> Great. >> Well, thank you. Thank you, Brad. >> My white dinner. >> Well, don't tell us what we're what you're having. >> I'll go back up now. to hear that. >> So, what are your thoughts about going back at 6:30 versus 6:45? >> Yeah, that I do. We even need that. I mean, >> 6:15. >>
122Well, so we >> You can always add more time to it. >> Let's check for 615. >> And then we can add time if we >> Yeah. Okay. 6:15. >> Yeah. I can. >> Yes. >> Okay. So, see, you have the script. So, we want to others. All right. The board will now >> right here. >> Yeah. So, so this is right here. Executive session for it's not six. The board will now meet in executive session for the appointment of district 5 as allowed by our suggested report 1H evaluating the qualifications of a candidate by appointment to be elected option. The board will be in executive session until 6:15. The board is expected to take further action following the executive session. >> Do I need to call the order? But that's okay. might not die.
123I think it might die. follow So we went chairs out there and then 14 acres. Chief Amazon. Oh, beautiful. [Music] Okay. I'm saying look at how brown and tan you are. Now look at what happens when you look at sunscreen. and then continue until >> um the board is going to continue our executive session until 6:30 p.m. Okay. And you're enjoying. >> Yeah. See again. Yeah. When it's raining, good. first day of start. Nice to see you there. You too. I went far. Yeah, it was supposed to take my butc up tonight. Yeah. and they're they're practicing this week. So see you there. >> Yeah. Well, we obviously he's had some coaches who went special Justin That's right. Thank you. >> I just noticed that I got one night. So, I had a little stripe.
124That was such a big group of people. That was amazing. bless. I'm already loving >> I'm going to be gone next week. >> I was just saying what a great group of people. That was such a fun experience. >> Yeah, this week's not going to work. Maybe we'll do it the 20 week of the 25th. >> Okay. >> Yeah. Cut down. >> Fridays work best for me, but I can make almost any >> is fine. I'm just going on the calendar now. >> Yeah, let's do it. All right. You want to do Friday morning? >> Sure. >> Starts the 29th. >> Are you guys walking? Yeah, he walks real fast. >> Slow down. Why? >> Actually, I'm lying to you. I have a doctor's visit for the kids. How's your Thursday? Look. >> Thursday's all
125right. >> Okay, >> fine. >> You want me to cape or you want me to come and tell all right? >> I have a video doctor. Is it 89? >> One minute. >> You were fast. >> Too late for me. It's got to be >> earlyish. early. >> Okay. Um I call the special meeting back to order at 6:30 p.m. Um we are going to discuss and appoint the board director district position number five. Um we are thrilled with the level of interest um in serving the school board in position five. We had three highly qualified candidates each of whom we believe can be valuable contributions to the board. At this point I want to see if there are any questions or comments from our board. Start with Jim. >> Uh I appreciate like like
126you said the the interest. It's quite a turnaround from several years ago and that's a really good sign for our community here in Wu. >> Um schools do do important things and >> uh three very different applicants and each of which each of whom would have brought or would would bring very different uh perspectives and all valuable but made it made it a challenging decision. >> Um Jen, do you wanna >> Yeah, I mean I think Jim hit it the nail on the head. It was really great having three people that all would have been absolutely wonderful to join. I do think it's really important to look at um the current board and the resources that we have and the diversity of perspectives that we're trying to get and heavily consider that when we make
127our decision. Um and I would add um since we we the term is for four months uh and because there is so much uh to learn uh the continuity for the board was a a pretty important dec factor for us um mainly because um again it's just it's fire hose and also having to bring uh to get through that in four months again I think was uh a factor in our decision. >> Okay. Yes. And for for us too like community invol involvement is always really important. Um like I said we we don't just represent our one district. It's the entire community all of the students all of the the kids all of them. And so being involved with community is is really important too. Um does anybody else have anything else? Okay. So Erin,
128just so I get this right. Sorry guys. >> Do I say >> Yeah. >> And then you name. Okay. >> Okay. If we don't have any more questions, do I have a motion to appoint Jim Cooper to our board of directors position? >> Sure. I'll >> Sorry guys, I was trying to get it right. Let me try that again. >> I'll I'll make that motion. >> Okay. Thank you. >> I move that we appoint Paul Hooper to be our interim board member and continue on following the election. >> And then we have to do a vote by roll call. >> Second. >> I second. >> Then roll. >> Roll call. So yes. Yes. Data. Yes. Okay. Yes. Yes. Okay. Yes. All right. Motion carries. We are good. Welcome. Sorry. Yes. >> And Jane had the
129second, right? >> Yeah, I second. >> And like we said, everybody was great. We really hope that everybody continues to come back and join us. We have so many opportunities to volunteer in our community. Um, and you guys were all really great candidates. >> Thank you. Thank you. >> Okay. you. All right, on to our work session. Yes. >> Yes. >> All ready. All right. We've got a board and superintendent update. We'll start with our directors. Jim, do you have anything to to share with us today? Uh I I have been motivated for in thinking about long range planning over the last few months and um hope to continue that and to broaden the discussion and um I I look back and see uh well just an example decisions that were made with the vision
130of someone that's no longer here that as a newcomer I'm paying the bond taxes to pay for the vision that's left the district. And I think a more prudent uh use of tax money fits that in a a longer term framework that doesn't depend on an individual superintendent or an individual principal, but it's the community. And we're the representatives in the district of the whole community, the community as a whole. And I'm hoping we can come up with a process to to to make some long-term plans. We have some challenging issues in terms of enrollment and um property. You know, we kind of walked into that trap a little bit of of the property, the Kaiser brother property. Um but it that also just highlighted that you know that happened because none of us have
131really none of us at least have been engaged in a long range view of where Washington schools want to be in 20 years or 30 years other than the sixyear plan that we're obligated to prepare. >> Thanks Jim Jane. Yeah, I'm aligned with Jim in terms of meeting that long range plan particularly. I mean, it's not just enrollment in our areas, but you're also looking at like nationwide declining birth rates. We're not going to see this trend reverse within the next two to three years for sure. And so, considering that as we map out both what's going to work for a short time and be fiscally responsible, but also what's going to give us room in the hopefully 15 16 years when we do start to experience that growth again and being very intentional in
132our planning for that in all aspects. Um, additionally, it is back to school time. Um, I know my kids are thrilled to go back to school and personally like I always view that as a sign of the school that they're in. If they're excited to go back, even after all the fun that they've had, it just shows what we're building communitywise and experience-wise within the kids. Um, I will say academics are going to be a they're always a focus, but definitely a heavy heavy focus this year as we continue in um, and looking at where our trend rates are going. So, >> um, yeah. So, I I feel like starting the year, I am feeling pretty good about where we're at. I'm excited that our superintendent is here for the long term, I feel like,
133and the communities behind you. Um, and I think we've got a good board, and I agree with a lot of the concerns and interests um expressed. So, I feel like, you know, we've got a lot of um hot irons on the fire with our strategic plan. I know we're going to be talking about the levy, so we've got a lot of long range um items to kind of work through this year. Um but I feel like we're ready to tackle it. And so anyway, I'm feeling pretty optimistic for our school year. My second one, everybody just said these were all these are all so important and I just feel like this year is going to be such a great year because I feel like we do have a lot of great changes. Yes, some scary,
134some, you know, things that might everybody may not agree with or whatever, but I think that more community involvement is needed. We would love to see more people coming to our meetings and just showing more support. I suppose um I'm very excited about the strategic plan. I think this is just shows that we're we are planning for our future whether you know that means you know we work with this enrollment um decline and and whatnot. But um I just think there's a lot of really positive things coming and I think as a community we're growing and I don't know I want to earning the trust back isn't really what I want to say but it is we're earning the trust back of our community. I feel like that was lost a little bit and we
135just want to see more people come out and and show their support. Meetings are not that boring. >> All right, Erin. >> Thank you. All right. So I've got a few slides I want to share. with you. Okay, before I do, so uh thank you board for uh for this year uh that's coming up. I'm super excited. It's it's August. We've been we start our meetings back. I've got a a side that I can provide a little more context to that. So, it's hard to believe that July is over. And so, uh, you should be receiving some, uh, communications from me, uh, weekly on updates. I've paused through July to just, uh, give you a little bit of a break, uh, from those communications. So, uh, thank you for being patient with that. And it's,
136uh, it's great to see you. And so, um, what I echo what you just shared. So, appreciate what you shared. And, and I I I feel the support. I am thrilled to be in this position and that it's like you said it's official. Uh I thought about last year and at some point it didn't feel like I was an interim. Uh I just kind of forgot that that was the case. Uh and I think it was because the support that I received from you and so I am very much committed to this community and looking forward to this year. Um so highlights. So in June, so this is Kinsey McKenzie who's going to be a senior Okoski at the high school. So this slide is McKenzie at the the Renaissance uh or just global conference.
137This is an annual conference that happens and she was identified based on her story. I think I gave you a little bit of context to this. So she spoke at this conference um Mark and Mary. So some of our admin team was there. Uh uh the top right picture is Tammy Grant and Kyla Richie who were two of our teachers at the high school and they've been there for several years. Uh not only they current teachers but they're also graduates of Washington. So uh they're there in that picture and they were there in person because they knew uh what Kinsey was going to be sharing. and this message about being seen. She, I believe, references uh these two individuals who have made a significant difference in in uh her life. So, it's it's amazing story.
138She's going to be uh sharing this same message in front of all of our staff August 27th, and you were invited to that. It's in the morning, so it's about an 8 to 10 minute uh message. So, she's going to be sharing her story with our staff. So, I'm really excited about about uh Kenzie sharing her story and the work that she's going to be doing along with uh her her peers. So I think I've shared with you a little bit about in June like our plan for our custodial teams or our custodial group. We have 260 so they are year round custodian uh custodial uh members of our team and then we also have 180 so they aren't year round. Uh so this the custodians that are year round are typically are working independently
139in the building. So we did a little bit different process this summer and we put three teams together. We had two building teams team A and team B and then we had our floor team. So here you see that the picture on the left that's at CRG uh excuse me that's at JMS and that is uh Greg and Aaron and Jessica in the background. That's Aaron right there. Or excuse me, that's Greg who's a custodian at Hathaway, but he right in this moment he's on the floor team. And so they're reoing our floors. So we redid all of our gym floors, which I don't know when the last time was. We redid all of our gym floors and and I do talk a lot about this >> uh because the floors look really good. That's
140the small gym at the high school. >> Yeah. >> And so the main gym was also completed with all of our floors and they all look like that. And >> shiny. It was the and I think I shared this uh Satie with you and possibly Jim. It was the care the level of care that I noticed through July. I was checking in in the AM and the PM with our custodial teams just seeing how things were going because this was a this was a major change in what they were used to doing. So I asked them, we asked them to to participate this way and they did and we added some uh subs that um have been previous custodians or their uh 180s or they were maybe one was a parah or in food service.
141So we trained uh to be uh on the custodial team. So I thought they did a remarkable job. And then so now we have they've all been trained on doing the floors, but these three did uh all of the floors. And so we can do this at any point. It takes about probably about a week when you like from start to finish and staying off it. Might be a little bit less than that. Uh but we can then our team can redo our floors uh whenever we uh need that done. So pretty excited about that. And the floors look good. The buildings look great. And so I know we'll talk about their capital projects uh later on. I'll just give you an update on that. So this was an event that I attended with that's
142Donna O'Brien in the left on the left or to the right of me and then Brent Manel uh who's the person uh that makes me look like I'm about four feet tall to the left of me. So yeah. So anyway, this and that's a it's a welder that was donated by McDonald Escavating and uh through the Schwagger um foundation. And so the bottom right picture is an event that was uh in Portland that I was invited to along with uh Brent and Don and we have a few of our community members uh that are there with us who work for McDonald Escavating. So this is about a $16,000 welder that was donated. >> So >> and and the reason is because we have one but it's it's it's actually uh it's aging. It's it doesn't
143function as well. And so now we have two and this one works really well. So they they understood that this was something that that uh we could use. So they donated it. This is not something that this memorial scholarship fund does. It's a scholarship typically. So this is a pilot for us because we have this great relationship with McDonald Escavating and uh they they are so generous. there will be a number of donations that you'll see u from them and and wanting to partner with us and contribute to uh you know impacting our our kids and our coaches and our teachers in a positive way. So it's phenomenal this this partnership that exists. Ryan who graduated from WashU Josh who graduated from Wugal and so just again an amazing commitment uh to this community through
144uh this organization. So this is our leadership team. So uh we we met yesterday um the the entire group this includes uh our ex our executive team our building administrators our supervisors so this happens to be a location that's downtown Wugal in the Walden building so we had access through Dana Wilson who's one of our employees she happens to be living there right now and was able to get us access to that space that's on The sixth floor is amazing view. It's just it's a brand new building. And so we got to have uh the rest half of our meeting in the afternoon was there. We picked a good day. It was about 98 degrees up there. So uh it was air conditioned and then if you stepped outside it was, you know, close to
145100 degrees, but it was a it was a fun time together. This is a team that I'm uh I'm very excited about. I have a lot of confidence in and uh they've shown to do uh phenomenal work and a high level of commitment to this to this district and to this community. And so uh love the picture and so we're going to be doing some some things with this photo, but it's uh um a great day yesterday. Today we met with just our which is our instructional leadership team which is our building leaders. Uh Connor, myself uh less will join that at different times. Uh we uh to the right we have Cheryl McIntyre who's an intern this year. So she's doing her internship admin internship through Eastern Washington University. And then Dina Sawyer on
146the left is uh interim principal at Gau right now. So uh looking forward to working with this team and you'll hear uh from them throughout this year. Yes. >> And two of them uh shortly. >> Right. That's it. the updates. >> Thank you, sir. All right. Next up, we have math instructional materials adoption presentation with illustrative map. >> Yes. So, Connor is going to share some information with you and he's joined by Tracy McGlaughlin is here. So, Tracy, yes, she can. >> Yes. So, um you have a little bit of a blurb about this. You received this. So, um, so Connor and Tracy, uh, recently met, and I'll talk to you a little about the process with, uh, two teams that helped, uh, identify the curriculum that we want to share with you for for
147elementary math. And they'll give you a little bit of context to why math, why elementary math, why now, a little bit about the process. So, uh, Tracy Connor, good to see you. Thanks for being here. Yeah. So Tracy started this process uh in her her role that she was in and Connor and her uh kind of collaborated as Connor is picking up um many of those duties uh with curriculum. So take it away. >> Sure. Um so as we've spoken over the last uh few years with me being in that role of director of teaching and learning um we had adopted the current curriculum for math which is K5 and that was in uh 1718. Um but it was also at a time when the alignment for the standards the standards were out the most
148recent uh ones uh orgo who we adopted in the end uh was the best fit for that alignment. Not too far after that, actually I think it was the next year, we had adopted at the middle school level, we had adopted a list of mathematics, which at the time that we were doing elementary, uh, illustrative was not available. It didn't go down to elementary. But soon when Illustrative, uh, realized the market and remember Illustrative is also the one that was open source. It was at no cost. It's kind of a barebones curriculum, but we were we were seeing pockets of our teams were getting some pretty good data. Um, and so it's kind of like as we've gone through the whole PLC process, done those uh uh formative assessments, uh, develop those essential standards and
149all the work that we did in the past say four, five years, um, we've come to know that a leuster of math was was really kind of what we liked, but it wasn't our formally adopted curriculum or or approach. approved. So, our uh subscription with ORGO and our our contract ended and we know that we had put on hold with our previous superintendent. Um we were not adopting any, you know, for a variety of reasons. Um and I went to Aaron and I said, you know, I I had already announced my retirement. I said, but I I think this is a pretty vitally important component. Um, I've been on adoption before for math and I want to see it through. So, uh, I pulled the team together. We had two, um, we had a primary
150and an intermediate representative from each elementary school. Um, and we had two principles and we looked at some different programs. Um, we did look at Orgo, which is the one that we we we thought we owed that kind of um opportunity. Uh, we we weren't we weren't real impressed. Um but what has happened with Illustrative is now other other publishers have gotten a hold of of that and have now brought some bells and whistles attached to that. So the the bare bones of a lester of math is still online, free, open source, but now some of the teacher preparation work and some of those other elements are now included in a program which obviously there's a price tag for. So, um, that's how it we started and then, uh, Connor, uh, left and I I
151left and then Connor stepped in and so we brought the two curriculums together that we were looking at, both of math and from two different publishers. So, two different perspectives and we brought the team together two weeks ago and uh, today now it's now it's the instructional review team got together, right? They're the ones that looked at all that there's option. They narrowed the field. Then we got the instructional materials committee together, kind of evaluate the the two options, used a rubric, had a conversation about it. And so the recommendation from the instructional materials committee is the amplified uh math curriculum. Um we have a one pager that kind of outlines uh the program uh it's an inquiry based program right so it's about student curiosity not about teachers direct instruction of math it's about
152realizing what math looks like in the real world how it's applicable it uses the CRA approach concrete representational abstract right so you start with uh manipulatives you start with tangible representations of math. You then go towards uh pictorial hybrid representations, right? Um and then you end with the algorithm, right? And so uh that's often not how we were taught math back in the day. Um but it's a kind of student driven um approach that uh really emphasizes kind of uh uh discovering math, finding math, understanding it in a very naturalistic way. >> So is this an addition to other like math curriculum? >> This is so it's exciting, right? you heard kind of crazy say that that we kind of stumbled into a situation where we have multiple uh curriculums being used. So uh this
153is going to be the only math curriculum right that is adopted K5 um we are supplementing some of our math work um this upcoming year um because our scores are where they're at and we we have emphasized uh math as an area that we want to improve on. Um so we're uh leveraging EXL which is a program um that supports students math acquisition as a supplemental um uh way to support students in extending their math understanding or uh doing some intervention around math. Uh and then we are uh supporting our teams with some learning assistance program uh support that's going to be directed at the area of math whereas historically it's just been reading. the the cost is an annual cost 61,000 or is that onetime cost? >> So, uh that's an annual cost. Uh
154we would uh would like to commit to a year and not a multi-year contract initially. Um that cost represents the online access to everything. It uh uh represents uh kits which is a onetime cost. So the price will decrease year-over-year because of that. Um and then it represents uh like student and teacher materials. So tangibles. So um we're going to monitor that piece this first year as well and make sure that they're being utilized. And if they're not being utilized, everything is online and can be uh printed and download and things like that. And we may ship to just a fully online version. The price may go down, but there's going to be an annual cost. the the cost of of teacher training is included in that or there's there's additional expenses for teacher training.
155>> Yeah. Uh teacher training um not included in that number or it's about $1,000 all of our staff. >> Everybody g >> Yeah. Um and then is there have you thought of a system to evaluate whether this is really positively impacting the student performance in math that >> say at sixth grade do our kids after >> right in years of this yeah are they really learning math better >> is there a is there a system set up that's all I'm asking >> we'll continue to use uh fastbridge which is our um uh tool for administering interim assessments, right? And that is aligned to the state assessment. Um so between fastbridge state assessment um those are our main indicators. Um >> we also are doing work around uh scope and sequence of PLC's and that comes
156with um informative assessments and tracking student progress and getting teachers aligned on how they're doing instruction and what's working. Um and so that alignment is uh going to be an emphasis as we roll into this uh curriculum that's going to be used across the board instead of the pockets. There is also an assessment component to that program as well. But the other thing is is remember last year and last couple of years my explained to you that they still the state has still not given us the updated standards yet. So we anticipate at some time this year that we will get those for not only ELA but also for math as well. We don't expect them to change tremendously, but nonetheless, uh, >> one thing we're excited about related to kind of monitoring student progress
157and growth is, which is our kind of supplemental, uh, program, um, aligns uh, the problems that they present students to the state test and the presentation of the problems uh, closely mirrors what uh, the safe test looks like. So some of the challenges when we're kind of uh teaching ELA or math or science uh is that sometimes when they get rid of the state test it just looks different right like the way problems are presented visually it's different and so um I think this curriculum will provide a good foundation of just math instruction and understanding and then we're going to get kids uh visually and procedurally used to kind of what the state testing problems will look like through ISL. >> And so just to make sure that I'm clear on how we're going to
158measure success. So will we at the end of this program will look at the difference in math scores say from the beginning of 24 to the end of 25 and compare that to the jump from the beginning of 25 the beginning of 26. Is that our metric for success? And do we have a number that we're expecting to see? >> That would be one way to measure it. um buildings school improvement plans will kind of identify what level of improvement we're looking for. Um there are still going to be pockets of grade levels that have done really well on our kind of state math assessment. Um but it'll be a combination of things, right? curriculum, uh, the scope and sequence and PLC work, supplemental program, and the lap support kind of all braided together to
159kind of target math as an area for improvement, especially kind of at the K5 level. >> And we consider like fast bridge too, not just the state testing, right? >> Yeah. And fast bridge is a predictor, right? So the goal is to be able to see fast bridge scores fall, winter, spring and then uh target our support to the students that are flagged right in the fall and the winter um around the specific kind of uh standard areas um to kind of get them back up to what we would want as a three and a four. >> And then when you talk about the online platform, so one of my concerns last year was my kids had no homework compared to the previous year. Will parents have access to this platform so they can measure
160and see like and do some problems and see how their kids are actually doing like one-on-one sitting down with them or >> Yeah, that's a good question. And it's a a a conversation we've had uh fairly recently around the idea that uh schools don't send homework home nearly as often as as they used to. And part of the uh challenge of that is that parents don't know what's being taught. They don't know what their kids are working on. Um, so yeah, uh, our hope is to be able to, uh, provide, uh, more opportunities for parents to come in and see curriculum, right? See what what's being taught, ask questions about it, uh, engage families in that way. Also has a a a way for parents to see what their kids are working on. It's also
161a an online platform so kids can access it when they're at home as well. We piloted the program at a couple of our buildings um this last year and I had a number of families that really appreciated that aspect of it as well. >> Awesome. Thank you. >> Um and you said this was already something we're already using at the middle school. Is that what they're using at the middle school now or something >> the math program? Yeah, >> they're using um the free version. So >> that's what I thought cuz I've heard this name. And I'm like, I know that name, but it's just at the middle school and it's the free program. >> So, is still aligned when we think about what's being taught. Yeah. >> The types of problems, the approach to
162math, but um like the the worksheets are black and white and just problems on it, right? And any uh student activity uh that's uh recommended in the curriculum, it has to be created by the teacher uh before each lesson happens. That's what I wondered because I noticed that because last year when I had a sixth grade student, I noticed a lot of that and I was wondering that's a lot of work for a teacher to do to come up with all these different things ahead of time. >> Yeah. >> So, and amplifies also the science curriculum they use at the middle school. >> So, you could have seen that. >> Okay. >> as well there. >> Yeah. For ELA, but also for science. Yeah. So, do we think then that this um this program in
163the elementary school will then also help kids as they're entering middle school since they're familiar? Like do we expect any sort of >> Yeah, that would be the hope. That would be hope that you know uh in the same way as like kids learn reading in elementary and get that foundation and then able to apply it to more complex uh reading and writing tasks at the middle school and high school level. That the program that's being recommended will give kids a solid foundation in math and an understanding of what they're doing with math as opposed to memorizing the formula or the algorithm and then trying to like apply that to more complex tasks. and and the generalization is in there for students. And so having a really solid understanding of uh what it is that
164we're actually doing when we uh solve a quadratic equation, right? And being able to apply in a real world setting and understand the the kind of behind the scenes aspects of it uh will make the more complex application the middle school and high school uh uh more accessible. >> The reason for adopting just for one year we >> as opposed to committing to this for >> in the contract. >> Yeah. >> Why is it a year? Yeah. >> I think it's prudent uh to make sure that we've selected something that's going to be a good fit. The district is is investing in making sure that it is uh uh provided in a way that teachers are trained and that they're ready to do it on day one. Um, but we also want to make sure
165we get feedback from teachers uh at the end of this year and make sure that um there's not any adjustments we need to be made and and we don't want to be um obligated to a a long contract um right away >> which is what we were in >> was a sixy year or sevenyear contract >> and now the publishers make it more enticing. >> I'm sure they do. Mhm. >> We just felt like and and Chalice was involved in this conversation and this decision to just go with a year and then again even though we've been uh using this uh that has some uh aspects that or components that we haven't had. So we'll see how it goes. I really appreciate the the questions and the emphasis on uh how do we know it's
166working and and and how long will it take? So it isn't just the end of year assessment because it's a long time to wait to check. So we will share with you updates um you know throughout the year on on how we feel like it's going. Then when we do visits there'll be an opportunity for you uh to check in and and ask specifically around this particular decision. So we are we are very excited about it that we have staff that have used it. Uh Cheryl has trained staff on it. The trainer will not be a current employee though. It's going to be we're bringing someone in to do the training uh in the next couple weeks. So, but yeah, the good question on the like why a year and it's just to make sure.
167>> Yeah. >> Uh with also um we're we've worked with and in the making sure that this is something that we want to invest in as well. And so, uh we're we're trying it out. We're going to have licenses for all of our staff. We're going to train them, but we haven't made a commitment, a long-term commitment. But, um, we we are excited about because of what's already happened at Cape with EXL with our special ed programs. They've been using it for a number of years and I think they're helpful. >> I say Sad's comment. I, you know, having all those worksheets available. >> Yeah. for a teacher that's goes home tired, makes dinner, and falls asleep on the couch is great. I mean, that that's money well spent from my perspective >> as opposed
168to expecting every teacher to come up with their own worksheets every day is >> overwhelming. >> Yeah. And so >> there's also sorry, there is also a component throughout the year to check in with teachers from the publishers. So that teacher and teachers that were on the team two weeks ago were very excited about the opportunity to, >> you know, we like this, we don't like this, >> I'm having a hard time with this. Um, things like that. And it's no different than some of the support that we got up at Cape. We had a trainer down here every every month for three months. Um and they really they were able to carve out for the for the staff and that's why that team is very committed to um to it. Did you have any
169interaction with EXL with your kids up there? Okay. >> Doesn't ring a bell. Doesn't mean that it didn't happen, but doesn't ring a bell. >> And then then uh Connor referenced the conversation. We had a conversation today with our building regarding homework packets uh grade reports. So we had that conversation started the conversation today and just kind of like what is our philosophy what's our position on this making sure that that uh uh once we in essence lock in at each grade band uh what's you know across the system uh what what we are doing we'll make sure to update you communicate that with our families so so there's there clarity and uh transparency with with that and what parents can expect. So, it was a great conversation or start the conversation today. >> Thank
170you. >> I have one more quick question because I get asked this a lot. When you put those committees together, can you just tell us Oops. And not not names obviously, but like who do you use for those committees to go over this like in this? Are there teachers? >> The instructional review team is typically uh teachers, right? Uh looking at options and kind of narrowing the field down to like some high quality options. Um and then the instructional materials committee has uh uh required members that the board policy outlines, parents, um students, teachers, administrators at both the kind of uh elementary and secondary level. So even though we're adopting an elementary curriculum, there were secondary representatives present to kind of have a conversation and and review those things. >> I just like to remind
171Kimmy because I get asked that a lot. So I know like just a reminder of you know who gets to be involved in that >> threeyear term. It's like a little position that you commit to as individual for three years. We're coming to the end of third year for the current committee. So we'll be kind of pulling together a new instructional materials committee that will be available anytime we to a point where we're looking at adopting curriculum. I >> I would recommend if you can to figure a way to stagger enrollment so it's not you have some people who've done it before rather than here's 15 people that have never done this but >> yeah it's a good idea and then there are sample uh materials of the curriculum um and an online code to
172look the online materials as well if you want to look at anything and it might just let me know and schedule time to look at it I can >> terms of process the committee is recommending the board adopt this and we'll do that at the next this meeting the >> plan. Okay, great. Thank you. >> Thanks. >> Thank you. >> Good to see you Tracy. >> Nice to see all of you as well. >> All right, next up we have our athletics update and discussion for the middle school gate beans. Yes, Brian Wild to Healey, please um join us. We'll keep one mic. I think that should work. And so, this was a request by the board uh that these gentlemen presented in the spring and there was an ask for them to uh present
173again with some uh some different information. Yeah. spec uh from their previous so uh so Brian and Jake have put together a presentation and so there there is a fair amount of uh there's a lot of numbers in this so um so we're going to uh you have it in front of you or maybe do I have it >> I have it right here >> so you will have it in front of you in 10 seconds >> there you go so here is their presentation and there is some information that you received in the bring the new information >> and my hope is that if there if you there's some information that's not here, you will uh let let us know >> and and we could provide that with you. Uh a decision that was
174made uh in in June regarding athletic and athletic leadership. So Jake, who has been our middle school coach, uh, athletic director, sorry, Jake, athletic director, saying overseeing both buildings, both middle schools, uh, this year, he's going to be, uh, supporting David Cook at Jump to Guard, who's going to be in that role for Jump to Guard, and Jake is then going to be responsible for uh, Candy Creek. And so uh, there will be he's he's in essence mentoring David, but I think David has done it previously. And so, uh, they are going to be working as a team and so, uh, looking forward to that for for Jake and for David being in that role in that building. I think that, uh, that's going to be helpful. So, gentlemen, take it away. >> Yeah. So,
175we'll probably share some things like said that you may already know some firework presentations. Uh but just a quick overview of middle school athletics and marshal. It exists as part of southwest Washington Middle School we abbreviate it. Uh but it basically surprises like WashU is the furthest south east and goes all the way up to Castle Rock and it basically hits kind of the long schools Castle Rock also ridge uh Ridgefield Ridge because that's their middle school. Um and then right we drop down Hopinson. There's a few there's a smattering of schools that Jonathan occasionally for like basketball games and different things. Some of the private school area Kingsway is part of our uh Woodland. Uh so really it's a pretty big group. They have been kind of hot jumping in and now they're official
176part of our league. So it's a pretty big league. We do divide sometimes into the south basketball and volleyball typically. Um and then as a reminder we do combine some of our sports. So we have teams for wrestling football and cross country. So the gaming goes down to themsel had been flip-flopping when basketball happened, not boys and girls. uh so that there wasn't always a graph with wrestling or just wise Joker. Uh so that that continues although we are on topic about what wrestling we found change as well as some of our families. Beyond that, we added, you know, around the sixth grade adult that's been really popular. It's been great to see sixth graders out. I know I get questions a lot about my continue to add. Um, that's not where the league is
177at at the moment, but it's always a discussion. That is something that would do our families really well. Beyond that my all that as far as coaching um you know coaching one of those things that we we pay for the coaches it's very flexible depending on our team numbers. Uh, so those flip-flop that followers left is that we had a very small boys basketball room that came out of Candy. We had a lot of wrestlers and that over overlapped and we just it just happened to be that like a lot of our guys were wrestlers. So we only ran one basketball team out there. We combined our seventh and eth grade was a great experience for our seventh graders. Highlight. So um and then uh you know I think the cor was gast so and
178that actually showed a lot of growth too in terms of like the numbers that we had. So we've actually been growing that in volleyball and basketball. We see more coaches the numbers they hand. Uh but just knowing that every year that may fluctuate a little bit just based on turnout. We're responsive to how we came out but we we do our best. We haven't cut as far as I've been here. So it's it's very rare to happen. Um I do not have those seven schools in our leagues. very large. We only like >> any questions about the the stipens. So those stipens do include benefits. So we have uh the sugar activities association has a stipen schedule that we agree upon each year. Uh and then this this includes if you were to look at
179those it that stipen schedule doesn't include the benefits but we added the benefits uh to reflect the actual cost. >> These numbers don't include >> they do it does include Yeah. >> And these are all from the levy, right? >> Yes. Thank you. Yeah. And that was I probably should have led with that like the part of the purpose of this is you know establishing with athletics like what is what is the cost of these extracurricular activities that uh we have a lot of students who participate uh families who look forward to this opportunity uh to to support their their kids. So um but yeah there is definitely you'll see you know a cost at the end of this we I did not total the cost but that could be something that um we could
180share with you later. >> Thank you. this line. Yeah. >> All right. So, we'll slide over to me for a little bit. Um, as as has been noted, you know, already while we're back and everybody your role, uh, we're excited uh for the start of the 25 26 G WA athletic year. Uh, our teams are starting back in a couple of weeks. Football actually starts back next Wednesday. uh all our other and fall sports are going to start on the 5th of August. However, uh so many of our kids and so many of our coaches spend their Julies um getting ready uh for this season of coming and from girls soccer to volleyball to cheer to football to tennis for getting so many others that were in there, you know, just for brevity. Uh but
181it's great all the work that our our kids uh and by proxy their families in support of them and our coaches were doing um to get ready. Um so it's coming soon. Uh this slide largely has stuff that we shared with you back in the spring but we just wanted to you know highlight here is kind of a breakout for fall, winter and spring sports as well as the um season ending numbers for athletes in each respective sport. on the left hand side is that 2A greater site league. Um so the GSHL which has a 2A 3A and 4A component our friends in 1A participate in the over 100 year old Tranco we uh that leak remains unchanged. We had a little bit of reconfiguration last year when we talked about that classification cycle in
182place for three learners. >> Uh also wanted to share with you uh the compensation scale for uh high school coaches. Um and as you pointed out uh this is ley supported. So, you know, our community and their support of us really help drive our ability to um have a robust coaching staff uh to support our kids. Um what you'll see are the number of coaching stipens for sports from last year. It doesn't always reflect the number of coaches. U football is a great example where there's a lot of splits that I've done um so that they can maximize the number of coaches uh compensating for participating in addition to the volunteer coaches that we have. You know, in a lot of cases mom and dad come out and help proto. >> Um so here's an
183overall reflection and I'll maybe stop there for a moment. I'll just be a talker and not even give you all a chance to ask questions if you have any along with that. Just one. Can you go back one slide? >> Yes, sir. >> Is that Wugal's participation in each of these or is that the entire league? >> That's correct. Wash. >> Okay. Thank you. >> With regard to the swim teams, is that a enough kids to have a swim team. >> So, we participate in a co-op of several teams. Hawinson sort of takes pool. >> They have a pool where >> no, >> they don't have a pool. They have a coach. Hey, that matters. We'll take that. >> Michelle James Brown who's been our coach for the last three years and probably longer um
184in the area. Uh she coaches a team that's comprised of Hawinson Wugal Richfield Lenter Catholic and I think I'm missing a team in there. They don't have as good of an accurate know where programs do but because swim is um for lack of a better word in a niche sports still uh co-ops and call by >> that's great help to drive >> uh so that we can have that great participation >> and where do they practice? >> So they practice and compete as their home facility being uh gold gym over in campus. >> Yeah. Uh we learned we heard just recently that that's confirmed again for the year they practice in things. So I believe it's uh 5 to 8 p.m. or 6 to 8 p.m. will be a practice time for those coming here
185>> and we share the expense of the rental or using that with the other >> we share the expense for everything the teams in the co-op and so what we do is pay her app and charge to Hawinson and then they aggregate golf expenditure. >> Are there other co-op teams you were part of? Golf or something or what? What are the co-op teams? >> Oh, co-op teams for us or >> Yes, for us. >> Uh yeah, last year we got co-op. We had a com with uh Battleground High School for Slow Pitch Softball. uh combine being slightly different than a co-op in that a combine is is a team sports or small one single team comprised of athletes from both schools. When you when you enter into a combine you have to combine the school
186populations. So for us to combine, we really have to combine with a four day school because anybody else combined population together now that's you know 1700 kids >> previously gymnastics and bowling. >> Yes. >> Right. We've had a few athletes >> Yeah. Bowling has a a combine and gymnastics. >> Go. >> Brian, are there demands for sports that we don't offer? Demands from parents and students? >> It's a great question. Uh so one demand that we have right now that we we're really excited about and I hope next board meetings we have you know I'll be able to share more more information or updates but we talked about it in the spring playing football very much got a positive response from our school community and really I think from the community and excitement and energy
187to bring flag football on now we And so hopefully we will get an update tomorrow at the regional a meeting, see who is still in who has maybe had to bow out. Um but we're we are still aligning that for winter season sport upcoming. >> I'm excited about that. I would love to see that. I would be like I mean I I think it's just a fun >> sport. Yeah. Just >> I hope we can do it. >> Brisk for the weather, >> right? That's the only downfall. But you know, that's a big birthday. >> Um, going forward, one more. So, we've got 67 kids in on participating in football and 119 doing track and field if I added it up right. Can you help me understand why it's the same number of coaches? >>
188Yep. Yeah. So, uh, in that WA agreement, >> um, we set a, it's not hard numbers, but we set sort of a, um, quantum >> for all right, you know, 12 athletes or less. The agreement is one coach, >> right? 12 to 20. And it's it's specific to each score, >> but then it hits a cap. And so there's a cap on the number of coaches. As athletes exceed, you know, those amounts year over year, then that becomes a conversation between the head coach and the director, the director for the school or the principal or okay, are there concerns or needs to be met? So it's not a it's not just a blanket, you know, >> every 10 kids you get one more coach. Has there been any concern because that's a lot of kids.
189>> It's a lot of kids. Um we have a great track staff who have done amazing job, you know, developing >> our track athletes and corraling them as teenagers. >> Uh and so there there have not been widespread concerns around it. Tracks also need support where you participate in particular. So not everybody is there for everything all the time without buses >> and you you can cover >> more the area as kids maybe an athlete moves from long jump to practice javelin or to run. There's coaches that are designated for uh those those events. With football, you have multiple teams. And so you'll have a JB team, maybe a freshman or a C team, and your varsity. All the coaches will be at a varsity game, but then there'll be JB games and and if
190we have three teams, so so they're they're dispersed differently, and so uh and the safety football is a little bit more >> uh challenging or uh to have you need enough bodies out there with the it's a collision sport. uh you know the just kind of the dangers of that sport and so you need um enough people to to support what's happening and so there's typically an ask for additional coaches. So as Brian referenced we have a guide that we use as a starting place. Um, and he also mentioned that uh Dave, who's our track coach, Dave Hayjack, and our football coach, he does a really good job of uh finding volunteers and there's a process for volunteers as well as they do share stipens. So, there are a few more coaches out there if
191you were to watch practice. There are more bodies out there than what we've identified here. >> Thank you. And the cost on the swimming co-op, it doesn't show up as a coaching cost, but it's be nice just to have that as part of the >> Yes. whole picture. >> And we we can give you an exact breakout um where uh I thought it was the next slide. >> Yeah. So I come back a couple slides of >> Okay. Okay. >> Okay. So I have a potentially stupid question, but I mean all sports cost, right? So as a district, is there ever a stance like what is our position? Like is it as long as students want to do something, we're going to support it or is it like the Olympics where like we only have
192so many sports or is there a moment where okay, well this is getting too much or like how what is the approach? >> Great question. uh you know I think the there's a lot in that question. I think the the easiest simple respon simplest response is that we want to try and create opportunities for our kids, you know, wherever we can find them. And and this is not unique to goal and this is not unique to high school sports. You know, this is especially professional at the college level where there are very few revenue generating sports >> that really then create the opportunity for kids to participate in a variety of sports that are not revenue. And so most of our sports um would not pay for themselves. Football would be an example of, you
193know, it's an expensive sport, but it is a big problem on Friday night. There's a gate, there, you know, sports fees, the the, you know, all the things that come along with that. Something like, which is equally as important for so many, um, does generate revenue to sustain itself. And so we do have to resist, you know, how we spend the money, but I would always try for us, you know, for our position to be advocating to the superintendent's office, you know, our district office peers or how can we make this happen? How can we give these kids an opportunity? when we had three snow pitch softball players last year to start said well you got to have at least I'm so sorry we can't have pitch softball instead okay what can't we do now
194kids >> and if someone were to propose a sport like a like a male sport we would we would need to we look at well uh what's our what's our participation And right now we some things we do uh annually is look at uh how's it break out uh not only by season by sport but overall uh looking at that. So uh adding for example light football helps with our numbers. So we we you know lean into that that we're excited about that you know uh we are um we feel like we're in a better financial position right now. uh two years ago, three years ago, I don't we would consider that we would, you know, we would have to think really hard about that and look at uh what are all the possible outcomes
195of this. So we do look at a number of things as Jake had mentioned each each season we start and what what's the participation like should we add a coach based on this because we don't want to cut we don't cut middle school sports. We have some sports at the high school that we do and we're going to need to this year not because of something that u that's that that we're making that decision uh in isolation. It's because who we partner with uh their capacity. So golf so the capacity of the golf course. So we have to when we are uh using another facility and we you know there's uh we're partnering with them. So we have to there are considerations. So it's a really good question and at times when there's a you
196know someone is asking for us to add a sport we analyze like how many students would be participating. What's the cost? Swim is expensive. We we haven't always had swim. That's probably been the last uh eight or nine years. And so that's that's an expensive sport, but it's um one that you know other schools are doing. Uh we have a way to do it, thank goodness, but we have uh other districts that want to partner with us. Otherwise, we wouldn't be able to do that independently. because the cost would just it'd be too much. >> I think one other element within that too is that uh WIA has a sports sports like harvest or a lot of sports and a lot of places that have a variety of sports. I can think of like water
197polo up in the county area. There's a pretty thriving water polo scene. That's not a WA sanctioned sport. So that actually a club sport with them that club may fly the flag of their, you know, their neighborhood school or hey, we're going to find a club team. We want to follow, but it's not a um sanctions for it. So those would be considerations where you know someone might ask for a particular lacrosse. >> What do you think in that >> equestrian um is is in that club? Well, um it's not it's not associated with WB is not offered at a lot of schools. Um but there are schools and there is a threat really engage the equestrian. So each school that you know tries to support and navigate that in different ways. >> You mentioned
198lacrosse because I know there's a growing lacrosse around here. That's one that's club then. It's not WIA. >> Correct. >> Okay. Interesting. >> So go to the next slide. So transportation costs. >> So here we have broken out by school. So we have bus miles and then we also use vans. We have a number of vans that we use uh for for different sports over the course of the year. So you see uh total cost for Canyon Creek, JMS, and the high school. And then the total and so uh the way it works is transportation charges per mile. and and so uh there's a fair amount of travel that happens as you see the the total miles over the course of a of a year >> mile bus bands up as well away games >>
199uh at times >> over the course of you know the last several years uh every once in a while we do that but it's pretty rare that we organize one of those buses that takes vans it's usually and it's happened when we have in the playoffs >> and and often just on that It's often done. It's like a river bus. >> Yeah. >> And a paper ride. I know that a couple of years ago with football pretty long trip for playoff game. Uh there was an offer in KSB bus up there. Uh but those will usually try to sell. >> Didn't we play at Clarkston and then we played at Bellingham or something? >> Oh my god. That was that was before that. >> All right. So, um, as was mentioned there, there's some different
200pots that kind of the money comes out of for sports. Um, a major part of that. So, we pull away that transportation, those coaches. A lot of it comes from ASV, right? So, each school has their ASV or associated student body. Um and then this would be those major CCMS and GMS. Um and you're looking at that top portion would be the revenues. Um the major sources of income those revenues for middle school ASB uh would be fundraisers that they run themselves. So there sports fundraisers uh or things like dance stuff like that. Field trips are actually considered a fundraiser even though usually the money comes in and then immedately goes back out to pay for a field trip. Um but it does fall under that that revenue piece. Um there's also like I said
201interest accounts like that where my accounts just acrove the interest by bank accounts. Um the other piece there would be the ASB card. So every kid who participates in a sport is required to purchase ASB card. Uh and that's removing the rights of our families who you know that um and then there's also a sports fee. The middle school level has $20 for their sport. Some of you may remember that was actually at the investment with different structure and then we move to a commercial sport and we have four seasons. You can theoretically participate from four seasons if we don't have a lot of people that do that. >> Um so usually you get one to two. We have a lot of two C's MAC dates three and one very good for um and so
202those are your major revenue sources and then you'll see the difference right remembering that JMS is roughly twice the size so you're going to see some pretty big differences as a result of that as we kind of build that out um and then expenses so it's broken out by sport there so each of our sports knowledge bowl is actually one of our activities So it's not necessarily a sport, but it is it does fall under our scholastic there. So um I I included that for us my coaching piece. Um, you know, there's usually a little bit of a jungle that comes with there's like box that comes in shoes the parents who volunteer and stuff snacks everything. I highly recommend it if you haven't such a blast. Um, so as you kind of run through
203that, um, you'll see the expenses. Uh, and then mine's not colored, so I'm going to cheat back here. um when you get to the bottom and kind of pull that together. Um so you can see that when we get to ASB revenue minus ASB expenses, right, you get some very different numbers. I think it's really worth noting. So if sports revenue minus sports expenses again, so if you just say, hey, what is sports? Because we're talking about sports. So if you really want this about sports, um you'll see that Canyon's running a pretty serious deficit. Um, and then JMS looks like it's doing a little better, but there was also about $4,000 donations last year >> to JMS for sports, right? And just to call that out there over I don't even have it in
204front of me, but over the past few years, they've done things like entire set of uniforms for football. Uh I don't remember the cost of of all the work they did on the field, but if you look at that field, it's in so much better shape than it was three years ago. That's big part of Brian McDonald organizing some work there. Uh it's um so there's a donation that's coming in there that actually inflates that. Um our our current cross country coach, some of that is actually it's off this year's it'll go towards this year. We're in the process of fundraising, purchasing units across country. >> Wow. That's an amazing job. So, there's like $2,900 that is in those numbers. I think she said she's actually got about 3,000 something at this point. U so
205we'll be getting singlets. That doesn't even the the shorts. So, the cost of those selets alone some, $700 uh to get shorts. Again, uh a lot of money. So, uh, that will be a following year kind of thing. She's doing some really innovative stuff, too. >> I just slipped that in earlier. [Laughter] >> That's where that plug came from. >> There's some amazing support. Uh but so uh when you start to take away those donations, you start to take away that that other stuff what is just sports card revenue, right? So what is just the the families that pay minus expenses of the sport mean all the equipment what it is pays official equipment. Um those are kind of the big ones. uh we don't incorporate facilities for that uh and so uh there's some
206membership stuff that we pay for right final forms on boarded final forms has been awesome uh but there's a fee every year for that there's a bill things like that that we pay for so so we start to run a pretty big size deficit u for our middle schools when we pull out those donations questions on that. >> Thank you. >> So when you run a deficit, where did that money pull from? >> Uh so it it pulls from ASB general. So um we have over time, right, this is one of those functions that gave smaller to the rules. Our past size allowed us to acrew money. So we actually have money sitting there that that acrru interest some some um and then we have uh just saved money up and then JMS has had
207quite a few fundraisers where they make money on their dances. opinion tends not to make much money because things of like a cost of J. We've actually started out having up there for advances just because the cost is so high equipment. So it's very professional singing or any professional equipment but the kids have like created a white suit and so there's these things that we try to do that there because of size u and so we don't generate as much money a smaller population of students also so has been able to generate some of that fundraisers So we still have reserve but it's slowly out. >> And we have with football for example equipment that is on a cycle helmets shoulder pads and those need to be replaced. >> Yes. >> Uniforms is a reason
208that the cross country coach is you know it's looking for new uniforms. So we actually have sixth graders. So we increase the total number that are participating and then they just you know place them because you you want to run you want to participate you want to look good and we want to represent >> they represent our school. >> Yes. So it's >> sixth graders match. >> Yeah. So there's dresses large. So this is an annual snapshot doesn't include >> Oh yeah. Yeah. >> Right. So it's not including >> cycle. So I think two years ago maybe volleyball standards that became some of those that so our coaches become parttime fundraisers as well and we also very involved parents >> and and to the point Jim that you just made is that cycle so uh
209Jake is now this is your third year as athletic yeah kind of jumped in and out. >> Yeah. So, yeah. So, now and and and really the the first couple years were like really challenging times. Well, we just had the conversation today. It's it's really time to start looking at a long range plan for football equipment, uh other equipment that's going to, you know, has a a short lifespan. And then we've got in uniforms and replacing those uniforms and coming up with a a cycle for those. And then when you have coaches who are extremely committed but tend to um you know we we're hiring all the time coaches so you have new coaches coming in and so that onboarding and then those the equipment and so that's yeah just a it's just an ongoing
210process. Um so we show certainly appreciate uh their involvement but there's uh you just kind of working through the complexities with that >> like technology we have the technology levy and there's a replacement cycle I think if we >> a better sale to the public if there were a kind of a replacement cycle that's transparent that of course we have to replace all in so many years >> not every year but yeah just >> yeah State football coaches. >> Um, you know, how can we set up a rotation? So, the high school Dave kind of has a rotation as far as I understand where it's like this portion of them. So, it's not an all at once, right? Because that's a huge thing. >> Unfortunately, a lot of our middle school ones were purchased at
211one time. So, they cycle out at the same time. So, it's how can we start to to several years? Um then we've also purchasing talk about how can we also leverage bulk orders with the high school right? So it's not the middle school it's just purchasing something. So every year we recondition a certain amount of our football equipment not just for we have to and so but can we send that same order out that some of the shipping costs or some of the different costs that happen with that by joining in the high school's order. >> Yeah. And do we use branding, commercial branding to lower the cost of uniform? I mean, is that done in high school? I have no idea. >> It's a good question. I answered for high school and I would
212say that school. >> U so WIA restricts that anything that is considered uniform, anything in competition cannot be. And that's where you'll sometimes see uh the example of a basketball team, right? They'll have sort of warm up shooting insurance people. Those might have a sponsorship on them to pay for that shooter. >> But it can't be on there. >> Yeah. Nothing. >> Yeah. Thank you. >> Great. >> All right. So uh for high school high school you really have four uh streams of revenue uh that come in. We have ASB card revenue um which is shared from what general ASB for Washington High though the lion share of those ASB card costs go into helping support it. So that's the $35 charge that you can see in the sticker. Um this last year generated approximately
213$20,000 for us. That was 20,000 ASB part the course of House Bill 1660. We have another number of students who are able to um procure those without pay $35. Uh the second revenue stream that we have are sports fees. Uh Washington High School as of a couple years ago went to $75 per season uh as a sports fee again minus the you know house bill that is also a house bill um revenue piece. Uh I have the sit on there 423 and then an asterisk. So when we pulled the numbers, not everything has reconcile forward. So these were the numbers that uh ending June going into June. There could be some slightations for that just for transparency, but that um it's going to be in the uh third revenue screen is gone. Um this last
214year we generated 63,777 game revenue. That's going to be uh football games, soccer games, volleyball, wrestling, basketball. Yes, I believe those I didn't miss anybody in there. So that's the a revenue and then we have other revenue um which I have listed as variable donations um and team fundraising. Uh so under the current um you know financial structure how things get budgeted those uh fund raise dollars or donations go directly into one of a couple team specific accounts. So, it's harder to generate an overall picture because that's being split out. When a donation comes in, um even though the donation form says, "Hey, I'm donating this to the Walle School District." Um we, you know, try without fail and every opportunity that we can to direct that money where it is asked to go and
215support that program. Um we also then have to be mindful and monitor that there is a um high level equity across all stores but not necessarily business is getting that same. >> What about sorry can I inter what about revenue like how do you how does that get dispersed or does that work? >> So all of these are the revenues that are generated. Okay. Then they get dispersed into what I want to talk about next which are the various the various >> I'll let you continue. >> It's a great question. >> You're doing a great job of segment. >> All right. So, uh the total revenue uh comes out to about $126,000 uh annually this last year for athletics. Um the next section are the expenses. um the costs that um so the first and
216biggest one is that 56,000 um which are team allocation expense. So every team is given an allocation uh annually to cover hey we need to buy a new basketball. So in the case J you know was talking about football in the helmet. Well, not only do helmets have to be replaced every so often, helmets also have to be reconditioned along the way and have to go into testing and to prove that they is still a safe and viable template. Um, and Wugal High School football spends on the order of approximate, you know, it's in like the 9,000 $10,000 a year for helmet and that's sending out all the helmets that's done on recycle. So a third of the helmets one year, a third of the helmets the next year and so on and start that
217process up to take care of the helmets and have condition check and we're hope them as well so that we can get six Saturdays out of them. So every team receives an allocation from the athletic department Washington. Uh the next greatest expense is the Washington fish association. So last year we spent $39,000 in game efficients across all sports for all three seasons. Uh next expense game workers um came in about 26,500. But game workers are going to be um security >> uh people running the score club at a basketball game or a volleyball match. uh you know in basketball you'll see that table that will be four or five people sitting there you have someone announcing you have someone running the clock you have someone running the shop front you have someone keeping the books
218our teams uh try really hard to get volunteers and we have a great community when it comes out you know it does volunteer but there's always so many people >> and and it often falls on our families and our families also want see the kids and so we have to pay to to build those positions so that football can happen at the level that we want to uh postseason expenses that's a great thing when Washington high school makes it the postseason it's also an expensive if they make it to state there are hotel costs when we are traveling you know across the state to compete in the state tournament There are meal per there are coaching additional coaching stipens for postseason that really it's the meal per deal and lodging and travel for athletes to
219participate in postseason district and state technology expenses come in about $200. Technology expenses are going to be uh as Jake noted uh we transitioned to final forms. Prior to final forms, we have registration. All of these are aggregate systems to help us manage uh sports registration, make sure that families have all the necessary develop file and a file for provide assistance to families so that they don't have. One of the great things with vital forms is um not only does it communicate with families with I think 90 60 or expiring physicals, things like that, but also um families that have loquid digital can see, oh, you know, my physical is yellow and said and it says zero we take care of a so great system there we also have other um technologies that we engage
220in so last year we have it that's transitioning main to max prep advantage that's used to um house bill >> of games one of the expectations and requirements in several week SRPs and agreements is that you know for basketball that within 48 hours of game you're sharing the film of the game with the opposing coach. In football, we have to have a uh film share. That's an expectation. We need a way in order to do that. Uh because nobody has the play of law. Uh, Puddle, you know, is another example of technology tools that our teams use to increase learning and competition. Uh, Huddle, our football team uses. They have multiple camera views of the field. They are reviewing what's happening, you know, just like you see football and then are working with athletes taking
221adjustments and talking and really using it as a learning tool um in the moment in game time with that just in time. service. Lastly, we have membership expenses. Um, so between our uh B2 WA and to district 4, um, which is the combination of us and the Evergreen Foundia area, um, we pay about $3,200 a week for them. So, general athletics uh expenses, not talking about equipment, you know, replacement like uniforms or football helmets, just, you know, running running the sport year in year out, replacing nets, uh in the basketball gym, uh replacing equipment needed to play the sport. um soccer, volleyball, uh running at 159,000 to just under 160,000. Um compare that against our general revenue of $126,000 leaves us at a deficit last year of about $33,000. Um so how do you close
222that deficit? I can't overspend. I I don't get to, you know, good state things. And so really then that's where fundraising that teams and school have done budget reductions and we give those allocations to teams if they didn't spend all of their allocation then we're maybe not a full allocation for next year. We're taking them up to what we make them if it's $1,200 allocation we spend 600 we're only going to get 600 in allocation for the next year. So comment on that. There's no better behavior modification tool than teaching people spend the money or you lose it forever. >> So as far as this slide, are there any questions? >> No. >> Okay. Because I want to We have one more slide. >> We have about four more presentations. >> We're only good. >>
223So yeah. So, uh, so really, uh, great information. So, there's a lot of details there specifically to, uh, each season and those expenses. Uh, so now we're going to move on to something that we talked about in the spring. Uh, and and Jake, uh, can go and give us some details, but there's quite a bit of information up there regarding uh, gate at school sports. And so where this came from really is from the league and and the lead uh this interest in the league having uh schools that participate uh charging one of our our operating procedures >> that's that's out there. So those costs are 65 free $3 and then you'll know E is all school every year we've gone to them and said hey doesn't want structure set up um is that okay
224we go out that uh there was one other district long view uh that was also in that same uh vote uh they had said they were going to implement that. Did a little research this summer. They said well we actually didn't end up doing that but but all other members do charge um and frequently um it comes up as an issue um not because they're worried about our funding although that they're worried about our funding um but because they're worried about par across the member of schools. Uh and there are every year some instances of workers feeling like people in New York are participating because um they're kind of close to school program they didn't charge or they didn't understand what it was so it's not just a school saying hey we're going to charge
225you money um and so it's always a conversation conversation this year and um in terms of our revenue right we talked about that issue of like we do have an issue of how do we find sports, right? Like we are not actually meeting uh the need. Uh and some of those things would defer some of that like equipment. Uh the way that most of those schools do that, why it's an SOP is because they they help that through gates, right? Okay. So they try to offset some of that cost rather than charging tons to families who participate. They gave one way revenue source very high schools. Uh when it comes to where that happens um in talking to our districts or our newer schools at the middle school level, it's typically the interior of sports.
226It's a function of the facilities that track is very challenging. very few structured things. Football for us would probably be very challenging. We don't have a stadium school. Uh and so they tend to like volleyball, basketball. Um so, uh knowledge bowl, they like charms. Uh cross country is another one where it's very we historically have done for our boots. Um however, we'll say some options later. Um and so in talking to that there was a resource about 5,000 comes in uh you know small some of those schools some of those those districts a couple others so we wouldn't know until we did it uh but I think there was a request coming from our how our lead >> how how would we address some of the families that maybe with 1660 get the card exceptions
227and that cuz I think about it like $2 or $3 doesn't seem like a lot but if I'm a mom and I have a husband and I have two kids that want to go watch their brother play and it's already tight like how would we address that? Um, you know, I don't have a definite answer, but I would think we would a lot of high school bus probably something similar guys. >> Yeah. And so, uh, for the high school level that's through discounted season passes, it's not free, you know, for families, but it'll be a, you know, season pass, which one would be $100 down to the They will have all those numbers in front of let's say >> for and that is the the sport. >> You probably heard I'm I'm opposed to this.
228The idea of monetizing 12th grade athletes just doesn't resonate with me. How much will it cost to collect the $5,000 in gate fees? We have to pay people. There's there's cash moving. I mean, is is that a net 5,000 or that's what we would get and we're going to spend 10,000 and having somebody man the gates at all these events? >> Yeah, it's a it's a great question. Uh and we don't have that, you know, what is the expected piece of that. Um it comes down to a lot of factors of things we haven't figured out yet, right? So this would be something that we explore implementation to the future. Um so there is right there's a contract that we're saying here's how much we have to pay for games >> right >> um and
229then we'd have to identify which sports are we doing and then we're talking about uh you know home games u which for us is much smaller right when we talk about football this season we have only two home football really >> u yeah we typically have three there's actually only six games uh and then when we start to talk about you know the other sporting thing that's Monday and Wednesday for six weeks So about 12 games typically for things like basketball and then half of those roughly again it just depends on that schedule become home games and then we always actually have crossover JMS and >> that's part of that fun rivalry I had earlier rivalry >> and a big gate. Yeah. Sure. >> Your eyes just lit up my mind. >> And then, you
230know, how how long, right? So, I know some of the schools typically would run for for a period of time, but you know, halfway through that last thing, >> they're not continuing to pay the extra half hour, hour or something. >> Yeah. So, so there's just a lot of moving parts there that support. Um but I can say that the the member schools uh do it because it nets them money that it is something that for them to they didn't they would I don't believe that personally what the depth of analysis done in >> any particular school anywhere is uh unpredictable. >> Yeah. But for me, as a strong supporter of the levy to sport athletics, monetizing the gate will will remove my support for that. >> And I can definitely look into getting more
231numbers from our other school. >> And I'm just one person, but >> could potentially aster pick up that instead of paying somebody to do that, could aster parent like do concessions, >> right? >> Isn't that what they do at the high school? >> That's what my school did when I was growing up. We don't person do >> we do and it actually >> would suggest that we well one that we have multiple people but that we have at least one person a staff person which means daily because it is because it is cash >> handling and that is a >> I see what you're saying I what you're saying. >> Do they dictate how much we have to pay him? Like if somebody's willing to work for minimum wage or >> Well, the state has
232>> per dollar. Uh we also over the last year have really been leaning into goan and digital ticketing, right? >> Which helps, you know, mitigate some of that. We don't need to have necessarily as many people that because increasingly people are paying dig and um while we want to continue to have you know a cash option as long as it's feasible as possible convenience more and more especially you know for high school >> right you So it's hard to say great for like parents like if I'm going to send my middle schooler to the volleyball game I'm gonna I would love to just say Hey, here I just paid for it. Here, I'm going to send a ticket to your phone. >> You just walk in, show me your ticket. >> I'm not going to
233have to try to find $2 or whatever. So, if we could >> put that the fian that we could implement that with the middle school, I feel like that could be >> still. >> Well, right. I'm just saying to stand there, >> but it looks like at the high school it pays for half of their revenue, >> right? Yeah. So it's pretty significant. Yeah. their game figure would have included a whole lot of other people, >> right? >> We don't it's pretty much just volunteers or other >> I'm not opposed. I think my biggest piece would just be being really intentional about making sure that that those that might struggle with that for their families, etc. that they have a plan that >> I agree with that point. exploring it and saying that >> is
234it worth doing it. And also for me this is what is the purpose of middle school sports is it entertaining adults taking a lot of pay have them pay to be entertained or that the actual involvement in athletics well new personal and leave that athletic involvement in the higher salary of entertaining fans that want to We also need to make sure that we continue to look at the budget's only going to get tighter. So, you know, >> and I know that parents have asked I know it's football, which football's the hardest one to to do in middle school, but parents, you know, people I mean, they're like, "Where do we pay?" >> Yeah. >> You know, they're used to it and they're like, "Where do we pay that?" >> Because people keep coming and saying,
235"Where do we pay? Um and so they and then they go to the boosters and boosters, you know, funnel that all amazing things to go boosters, >> right? >> But it could go one other >> Yeah. One other district where to do it. >> How many schools do they have? >> They should have. >> Okay. be curious to see why they're >> not a big deal but just kind of curiosity like >> thank you for the presentation. Appreciate it. >> All the questions. >> Yeah. >> But we started with you guys. >> All right. So, we're gonna move on to our next item. >> Yes. Good. Okay. >> Sorry, that's me. >> Yeah. >> All right. And next up is capital projects update. >> Yeah. So Wes is going to share some information regarding our
236capital projects that we shared with you uh multiple times in the spring going into June. So he's going to give you an update and then after this he's going to stay and he's got some news for you regarding the strategic plan and something I think you have in front of you. So Les, welcome. Hi. >> Thanks for joining us. >> Give us an update on the capital project. >> Yes. I'm uh Les Brown, the district's uh executive director of communications, technology, and operations. We're doing an update on our capital projects um that are happening around the district. And this is very similar to the presentation that we've done the last couple times, but to give you an um an updated snapshot, um we are about twothirds of the way through the summer construction season. Um
237as a reminder, um all of the work that we're talking about here are levy funded projects. So, these are things that voters approved in um as about a $6.2 million set of um work. Uh so, projects one and two are working on the heating um system at the high school. So, that's the replacement of the boilers. Um and then also the the direct digital control or DDC controls that run um the heating and cooling system. Um the new boilers are in, the plumbing um connections are uh done. The gentleman here I think is working on the exhaust piping or one of the other uh actually that might be the fresh air intake I think is what he said um he was working on. They're still doing connections for that. The good thing is we don't
238need heat for a little while. Mother Nature is providing plenty of that. Uh um our plan is for that to be um up and running in September. probably hopefully like toward the middle of the month. Um which again is uh generally well ahead of when we need um heating to be in place. Um the HVAC controls, those people have been up in the attics, which are miserable space to be in the um uh this summer, but they have been up there. I have tried multiple times to find them um and have not successfully located them once, but I see them. I see I can tell they're there. I just don't know where they're buried at out in the the roof systems. um and they're working really hard on replacing those control systems that we can
239be efficient in how we're managing um our building expenses. The gentleman here in the orange shirts are with GB Manchester, which is the company that's working on the security systems. So, these are the door access controls as well as the like burglary alarms that are in uh three of our or four of our schools. So, at Cape Canyon, Washugal and Wugal High and Gauze um Gauze the system has gone through the final testing. We have a punch list of just kind of a couple touch-up things. So like missing face plates, that kind of stuff. Um but it is effectively done. Um the work at the high school, they are still actively um finalizing the last of the cabling. Um working on some of the doors. Um and then Cape Canyon was the last of the
240schools that we started. So it'll be the last of the ones that we finished, but they are on track um to finish that work so that those systems are up and running before school starts. um the high school roof project. Um so these are pictures I think from early last week um where Carlson roofing um their team is kind of working I guess clockwise around the building. Um they started on the southside if you remember back in uh late May. So they um extended the construction season there because it's a very very large project and even with an enormous number of people up there working on it um and working in phases it is taking quite a while. Um the rain last week was a complication that we weren't really expecting. Um we did have
241some leaks and uh Brian was really gracious to not uh um complain too much about the water that came through right outside of his front door. Um Carlson Roofing um is working really hard on their plan to make sure that the roof is watertight each of the nights. That's one of the things that they um it's written into the contract that they're supposed to be doing that. But there were some really big challenges with the amount of rain that we received uh last week. it was far more than what was forecast and it came down much more quickly than they were expecting. Um they're also remedying all of the um things that happened as part of that work as well. So they're on the hook for um repairing drywall, the ceiling tiles, those kind of
242things. Um and they're they're very on top of making sure that that doesn't happen again. Um they're uh pretty much done with the theater. I think the picture like one of the pictures that I took, they had it all ripped off. It's now back um almost all on except for the ridge line of the theater. Um, but there's still a really huge piece of um the CTE wing and I think also the two-story edition that sticks out toward the north that are not yet um done. They're working on that and they're um on track to finish the parts of the building that'll be most impactful. Um and then they'll be doing kind of touch-up stuff down the road um into September, I think, after school starts. Um the flooring replacement at Gauze and Hathaway um
243by Barisford um is uh done. Um so both of these schools have the new carpeting. Um the picture on the left is the new halfway carpet. I took it right before they were finished. So like the black trim stuff, the mopboard is not in. It's actually laying on the floor in the picture um where the gentleman was going around and adhering it to the wall, but it is all done. So, the new walk-off mats and the hallway carpets are finished. Um, the gauze carpet is finished. I think we worked through the punch list process where the construction uh management team goes through and looks at everything to inspect it, make sure it's done, kind of accomplished according to the plan. Um, and they're uh done with that. And they've now started a couple smaller projects
244for us. One of them is at the high school on the entryway uh to repair some of the torn sections of the the main walkoff carpet there. Okay. Questions about capital projects? >> You described some things that are all on track. >> So, so far, yes. >> Yeah, we um I think are doing uh really well with uh you know, so some of those the the plan was for it to extend into the school year. Um, and I think we were realistic in the targets that we set to make sure with things like the route that we started those early enough and we said we're going to be continuing that through the end of the year or not through the end of the year, sorry, through the through the start of the year school year.
245um that we're able to stay within that the rain and I know that there's more rain coming is going to impact that because it uh if they're going to keep the water tight, you know, they can't be ripping stuff off while it's actively raining on either. Okay, so this one um you have a set of these slides that are in front of you. Um it'll look kind of like there's two sets of things because I realize we have really similar color schemes between the two documents. Um uh and what I'm excited to share is that um we have uh launched our strategic plan. So we have a version of the document which is a draft for the board to consider. Um I think Erin will bring this back at our next meeting to ask the
246board to formally adopt it as our strategic plan. um we've been making changes to it uh over the last two weeks and I was uh getting really anxious about having something that looked uh good enough to give you all and luckily it is uh feeling ready for them. So a bit about the process for how we got here. Um we had about 20 input sessions and the reason it's about 20 is there were a couple of them where there were two things happening at the same time. I said we counted this one and recount those two. Um so I just said 20 sessions like 20 dates when we were meeting with different people. Um I tallied up the number of people that I uh think were at these different events. There's more than 300 of
247them that participated. Um that was a mixture of students, staff, family members, um and then community people. Um we also did some of the input gathering with the board during one of our work sessions. I think somewhere um along the way that wasn't listed or counted in that number. Um that ran from February to April. um at the same time as that and along with that process we reminded people throughout the process that they could participate in an online survey. We had about 160 um survey responses um to that again that represented kind of a mix of community leaders, parents, staff and students um contributed more ideas. They answered the same big questions that we asked as part of the input inperson input sessions um and then also had some other opportunities to provide some
248free form feedback. Um I believe that copies of all of that feedback has been out on the website um since like April maybe. Um and so people who are interested in seeing kind of the longer form uh summary of that can go find that on the district website. So at the end of those 20 um sessions uh we kept inviting people to be part of a steering committee process. We did a um a parent square blast about that. probably reminded people in person. Um, and then a bunch of people kind of volunteered to be part of this. Uh, the committee was around 25 people, although I don't have a firm number because the number was a little bit different each of the times, uh, that we did it. And it was awesome to have as
249many different types of stakeholders who were part of that process. So, it was made up of teachers, students, parents, um, and family members, principals, board members, and then some just many people at large, um, as well as some of us in a district leadership role. Um, they took all of the input, which was probably close to 30 pages of bullets. Um and then we wrangled through that over the course of these four meetings to identify a core set of themes. Um a set of values that we feel were reflected in the community feedback and then took that to generate a new mission, goals and tasks. And on the bottom part of this slide you see um examples of some of those strategic or one of those strategic input sessions that was the one at Gauze
250as well as the giant chart pack which looks remarkably like post-it notes but those are actually like you know three feet tall. So um uh and they're also rolled up in my office and we'll keep them for a little while. Um they came up with a really great vision for our district which is we are Wugle, we grow, enrich and inspire the future and a new mission statement which on the next slide and I probably should wait to advance it until we're there. Um uh which is together we develop responsible, collaborative, continuous learners who positively impact their community. So there are our new uh mission and vision um along with uh pictures of some of our students engaged in these types of opportunities that surfaced um along the way about what are those uh things
251that we want for our students here in Westville. Um we have uh narrowed the number of goals. So instead of the six pillars which were part of our um old strategic plan, we narrowed that down to three. um they fall into kind of three big goal-like areas which are around academics, behavior and uh learning partnerships. Um I'm not going to read them. Uh and then we also identified a set of values. Um and there's a broader definition of these that'll be shared as part of information that's on the website. Um as part of this process, one of the um things that the committee identified is a really interesting um thing. We saw examples of this from a bunch of other districts and we really liked this idea of a profile of a graduate, this big
252metaphor for the work that we're doing. Um, and then how that work falls into the TK through grade 12 um, kind of continuum. Um, and how we're setting students up for success after high school. Um, our uh, kind of core executive team took a set of um, really broad tasks that our committee came up with and we divided those up so that they're aligned with the three big goals. Um, so those are the three bars going across here. Um, and then we tried to place them into places where we think they're developmentally appropriate to be introduced. Um, it's important to note that um, there's kind of a gradient color scheme that's happening here that I think uh, is in the colored bars below them that we're layering these things. So although we talk about family
253support in the really early early grade levels in uh the academic foundation, that is something that's layered and it's part of each of the groups after that. So, it's not like we're teaching students cooperation in grade two and then we just stop and we're talking about that again um through 12th grade. That these are kind of like a set of things that they're picking up and putting in their backpack and our kind of hiking metaphor um and they're carrying with them hopefully out the door onto their next um uh adventure. So, next steps is part of this process. So the board will be asked to adopt this um uh at the next uh board meeting. Um we're going to work more on a set of those metrics. We know that um and it was a
254really big theme of the feedback that we heard that people want us to be measuring our progress. I know that very big focus of the board. >> Um uh the committee identified a bunch of the metrics that they think are ones that are really useful. Um we need to gather a baseline measurement for each of those metrics that are going to be the core measures of this. Um and then we'll um publish those on the website. There's a QR code um on the publication version of the plan that'll go to a new page on our website which is dedicated to this. Um and then we'll add kind of a probably like a couple year snapshot of where we're starting so that we're not just giving people a number in isolation. We're explaining the trend leading
255to this. So like high school graduation is a great one. Like we have an 8-year trend of an upward arc in our graduation rate. We want to share a couple years worth of that and then that'll be something that we use as a measurement of progress um for those steps within the academic pillar. I think that's my last slide. >> Okay. >> So I love >> you participated >> not just in it I participated. >> So yeah I want to get your thoughts. >> So I guess my question is so at the next board meeting we're adopting the plan but that's like more the overview if the method. >> Yeah. So on the um the white sheet that is next well it's yeah so the what Jim is holding up um there's like a couple
256more pages and those are the like >> uh what this looked like before we did the graphic design um and the bullets of that are what are on that vision page. So there for each of the three big goals there are a set of specific tasks that the committee identified as really important things for the district to work on. um we'll be identifying like when do those happen over the life of the six-year plan. Um and then uh the committee also spent time thinking about how do we measure this. So those are those metrics. Um some of those are metrics that are um identified already as part of the dis the board ends report. Um and so we grouped those I think on that white document into things that'll be on um on the strategic
257plan website. And then there are things that are part of the ENS report um that you're already tracking in another way. Um and uh one of the goals of the committee was to have a plan that is short enough that people will actually pick it up and read it. Um and to try to balance the desire for a ton of details and like really indepth um like steps that are going to happen um with what we think people's attention span and kind of ability to like carve out enough time to digest. We did look at examples of plans that were like 30 pages long. Um, and we appreciated a lot about that, but we also recognized that that isn't what the average person's going to do. So, by um, taking these things and putting them
258on the website with kind of the expanded version, the person who wants to carve out time uh, to study like where are you at now, what are the things you're going to do, and then how will you be tracking to know whether it's working or not. Um, that'll be on the website. The shorter version will be the kind of the two-pager with the core set of goals, the mission, the vision um and values and then the profile of a graduate. So that you know like we think realistically most people are going to look at this and then there'll be some people who want that much larger um view um and the the vision page. So, if you scan the QR code um uh or if you go to the website which is listed there, you'll
259see that I've started the work of building that out, but the graphs are not there yet. So, we have to gather all of those data points that we think are the critical ones and we'll be working on that over the next couple weeks so that um when you're adopting it, you're adopting this version of like this document along with kind of the website which has the much more comprehensive view of of lamb. Initial thoughts are the core values. >> Yeah. And there there's an expanded I think definition that goes with each one of those that'll be on there and there's some like work that we'll do around how do we like if you look at it right now it's very much it looks a lot like this word document. So, it's just a straight set
260of bullets and we'll find, you know, like pictures and graphics that make it more interesting for people to look at, but also get those um, you know, those important metrics for how we know we're making progress. Okay. >> Yeah, I really like the tiered approach of having a place where you just have the simple version and then >> Yeah. >> like the Reader's Digest condensed version and >> like I don't use Reader's Digest even in business any >> Okay, good. That's that's the reference that I have. >> So, so feedback between now and our next board meets if you would email me and include less. So, so he's aware of what your thoughts are because as we're revising it and and has done a phenomenal job capturing uh what uh our our 20some sessions and
261then the sessions with our team and then working with ESD12 in and creating this and then quickly turning around and and because there's this is I don't know what version uh five or six. Yes. >> Yeah. So there's then it's happening like throughout uh last week and then this week. So, thank you for your leadership of this and so uh have a project presentation followed by the strategic plan update. Uh well done. Thank you. >> All right. Our discussion on the food service contract. >> Yes. So, you have the contract that SBI just approved. there were a few things that you had shared. So you you really haven't obviously had a chance to to look it over. Uh we'll revisit this at our next board meeting. Um a couple things is if we um and
262and I had mentioned and I had shared earlier that one of the decisions that we've uh recently made is who is their director the chartwell's director of of these services uh dining services that's going to be working directly with our our food service staff and that's Sherry Cranford who was uh employed by the district for a number of years has been employed in different capacities but recently with food So was our one of our managers. So um she is going to be a Charwell's employee. Uh this was uh she was a part of that she interviewed um we interviewed two people. Uh feel really good about this decision. We included food service as a part of the two staff members to help with that decision. Uh but it was Chartwell's ultimately Chartwell's decision. Uh and
263so uh again this is a large document. I I don't know if you have any uh initial questions regarding uh what what you've seen so far regarding uh this agreement. >> I have one. Yeah. >> Sorry. I know we're all here. >> Uh it says non-management food service employees are going to be employees of the sponsor. >> That's us, correct? >> So they'll be our employees. >> Yes. So yeah. So all of the food service staff, our current staff are our employees. >> And the overall need >> Yep. and and yeah ex the overall management of our food service is is chart responsible >> but then above that it says the sponsor works with FSMC to identify training resources etc. So who's our director over this? >> So for the school district so chalice is
264going to be overseeing um and working directly with uh Sherry and uh who is uh the regional director for charter wells. >> Thank you. Yep. And then uh let's see. So the director of services I covered you know there was a 5 point section 5.1 that came up just in our brief this inventories. So if you would just go to just quickly section 5.1 it says inventories of food and supplies. >> Yeah. So, one of the first things that that they did was go around to all of our uh sites and and do an inventory and then as you see what uh determine what the cost is of that those those items and and then we will uh they'll utilize those items. And so they're going to be supporting us uh on the 27th with
265our staff meals, breakfast and lunch. So that that was an interesting section. So you'll you have an opportunity to review that. >> I think then there was the milk came up, right? So milk came up. So that was a recent decision regarding uh carton or dispensers and so um because we've had dispensers and so that was that's the topic of hot topic conversation uh with the food service team. So >> yeah. >> Quick question on this 5.1. It says the inventory of te operational supplies will remain the property of dark wells. >> Yeah. So turning over all of our food processing equipment. >> No, not the equipment. The So uh the supplies but not not equipment. So So the equipment that's that's ours. Yeah. And that remains ours. Yes. Yeah. Exactly. Thank you. Consumables. >>
266I'll just mention that question I had which you already answered was whether it's an upfront cost, >> right? and we're split our cash flow and it's not it's probably >> yeah and so we will be giving you updates as as we go along in this process um probably not a lot of details in September it probably be October um we'll have some some real numbers on uh count lunch count and so um what has happened so far I think I shared with you is Chartwell's hos was able to meet and greet with our current staff which is the staff that we that uh in isended by the same individuals. We did have one person who was out and we've got to fill that position. So, we aren't changing our staffing at this particular uh point
267in time and so uh Hos has been in Hos has met our the director regional director has met our leadership staff yesterday. Um and so we're yeah we're excited about this uh this this decision and moving forward with Charwells. Yep. report into that. >> All right. Anybody else? Okay. Um let's move on then to our executive responsibility test which is our asset. >> Yep. So we have a little bit of u some information regarding uh ER10 asset protection. So you'll see um this covers a number of asset protection steps that that we follow. Um there's some information that that less has included um that you have access to. So, uh, like, um, previously with our exec responsibilities, you have the information and so this is a time for you to to ask questions. Uh, less
268happens to be here, which is helpful. Uh, if you have any specific questions I'm not able to answer, uh, certainly will. >> I have a question on the Chromebooks that clearly were missing. Do we do like they used to be with books where a family has to pay back for the text they lost? how it works. >> Yeah. >> Even though these Chromebooks are missing. >> Yeah. So each of the three schools that checks devices out the students has um B rapids into the technology. Um and then we use that to buy replacement plugs um either to repair devices or replace things. >> And the missing wireless hubs >> that was a box of them that was sold with the surplus sale and they didn't count for it. So they were like of them in
269a box >> 64. Yeah. >> Yeah. Um, and then I'm missing science equipment. Somebody who's carefully protected my science lab whereas when I ran a lab what I mean you know balances I understand that now it's microscopes it's other centrifuge is either is that again just lost track of it or stuff that's actually t So, so it can be a mixture of several things. So, one can be um that things break and people just throw away without realizing that this um some of these things are very very things and people forget to just think about the fact that broken microscope and they just um the other thing is that um in most cases these are shared equipment with big classrooms. all night just that where it's stored in one year versus another year and so
270it'll go missing for one year and then when the other t-shirts they don't recognize that there's more of them than there were before and then eventually we'll find you except so on the the things that have been missing a longer period of time those are where we've not ever found which generally is a smaller list of those but again if somebody has thrown something away for what about or if we sold that it was for sale without recording or if the tag came off and we can't positively say this is this microscope scale or this um and there are things like that if we didn't have a serial number we don't have enough information to say we're absolutely certain that this tagless item is that same thing then we'll add another tag to it so
271we have a new item that shows up but we also corresponding to the same I'll try to count >> then on the shop equipment number of useful garage shop tool that are missing and >> yeah so there's a group of those that are tagged to maintenance those are related to uh a couple theft issues that happened um that were reported to watch police um the ones on the missing for multiple years list um there were two different incidents ES that happened um where people broke into the maintenance facility um and stole a bunch of you know like high value items. Some of those the district recovered um so that list is smaller than what was sold but they didn't recover all of the things that was sold. >> We selfinsure on that. >> Yeah. Yeah.
272So we would have filed a claim with distant risk management and then a mult And you know they are deductible and get that STEM equipment. >> I guess for me when I look at this and if I were teaching or I did and I expect this to be here like I've had it every other year and I go and it's not there teacher can't just go oh three microscopes now. So anyway it's it's unfortunate to see so many items missing. Yeah, there there is a like a natural turn of equipment and as we um worked through the inventory process with um some of the teachers that have the largest groups in like the majel does an excellent job by giving inventory um has a really good understanding of things like power lists which are a
273really tight item but he has a very tight inventory of them. they do break well. Um, but he's careful to make sure that he's documenting the ones that get broken and disposed of that. So, you're looking at just the outflow of devices that are like falling through and you're not seeing or you know like the purchasing side of >> Yeah. >> You say that's also true of a lot of the food service items because there's a lot of like expensive >> I don't know. I saw like five or six microwaves. Boston. >> Yeah, blenders like the blenders like a couple other um things and those um I don't some of those were in um room 197 which is the family classroom. So they're not missing from the kitchen. They're missing class. >> We did probably
274a really similar type of thing where we marketkedly changed um uh what the curriculum was that we were doing. changed how we brought in consumer science. They probably purged it. We either didn't properly account for it or we sold it surplus sale or those are things that were in that sell through. >> Thank you. All right, they're on to our new policy uh 2010 personal electronic devices. This will be our first >> right. So the the conversation that we started last year probably about this time regarding cell phone use and we talked to our our principles uh at one point. We asked our student reps at one point what their thoughts were and so that was looking at a different I was thinking initially a different policy the 3000 series um but uh over the
275uh over the spring and looking what other school districts have done uh this is a new policy for us 2010 so we personal electronic devices is uh so new language it is I would say supported by uh OSBI's um and encourage encouragement for districts to to look at cell phone use and other devices, personal devices that are impacting student learning. So, I think this policy does a good job of identifying the the impact. Um, when I look at this policy and think about what we are currently doing, we made some changes last fall with increasing our expectations, I would say, and it maybe um holding students uh more accountable to uh having personal devices and we heard like very positive feedback from staff. We actually did from students. Now, um it isn't initially the first
276thing they say, but we started to talk to them about the the impact it's had and the uh more conversations that are having as a result of students having um maybe their devices put away more often. Uh and this is a really a secondary issue. There are very few elementary students. They think uh personal devices are are an issue or are available. But there are some students. But when we talk about elementary principles that really doesn't seem to be and when I visited elementary schools when you don't I don't think you probably see cell phones uh and if you would have been visiting secondary schools uh I think last year you rarely saw I saw rarely saw cell phones so that was because of the work we had done so unique to other policies and
277presenting legal first reading my ask is so we'll clearly look over this policy some of you have already given me your thoughts um I'm not looking for a decision at our next meeting. I would like a little bit more time because one of the things OSPI does mention is is incorporated each you can. I don't feel like we've done that enough even though we've had individual conversations. What I want to do is push out a survey to our families asking them what their thoughts are and we then have more followup with our students and our staff regarding this. So we are going to plan to start the school year in a very similar way and maybe even make some updates with from last year regarding cell phones and other devices electronic devices being put away
278that uh personal devices. So they have Chromebooks, they have iPads actually secondary level, they all have products and so they will be utilizing those. Um so uh it's going to be similar to look similar to last year and uh we're going to make this a point of emphasis because we do believe uh that it it's in the best interest of our of our students uh to have their personal devices put away. Um so we're going to we're going to share the policy and get some more input and then probably in September uh once I we got a chance to gather more input to give you an update on that. Would it also be possible to get some information over say the last year of how many incidents we had involving the sofa whether that was
279video during lunch hours or I mean I think obviously I lean strongly towards middle schoolers >> and so but I'd like some information to back that up but I mean we've only got one or two cases of it happening. Do we have it where it's >> right? >> Absolutely. Yep. So we'll look at our Yeah. each of our uh buildings track their their the discipline and and follow up and so we will we'll look at gathering information from from last year. We'll see how far back we can go. >> Awesome. I think it's important to send out a survey to our students. I think it's a really good way to start our year showing that we're including them in their decision and these big decisions that affect them. Um, yeah. >> I guess my concern
280though is that knowing my steps, they are addicted to their fun. So, I would take their input with a great song though. I mean, I thought the push back in middle school was going to be crazy and it really it was so positive last year. It really was. They didn't even take their phones out during their free time out on the track and stuff. I mean, some of them did, don't get me wrong. And my kid was probably one of them was like, "Let's put my music out here." But it wasn't constant. I don't know. But curious to see what to Yes. in general. >> Okay. >> Any other thoughts? >> Okay. Are on to policy 622 minimum fund balance. This will be our first reading on >> Yes. So, uh, 622, you see that
281there's there's really two updates. And the first one is we're talking about the second paragraph. Um, striking out prior and, uh, putting current. So, the current year versus the the prior year, looking at the fund balance. And so, for us, that would be 2526. And then the the second addition is um based on our conversations that we have had at multiple times regarding uh what's the minimum which is 6% which is what we've had and then a goal of 8%. I'm feeling more comfortable with 8% uh for a goal. So again minimum is six that's not a change but sharing with our community and our staff uh what a goal of 8%. >> Wow. >> A lot >> and feel much better about our financial health at this point than than a year ago and
282as a result of a lot of challening decisions and hard work and and thank you for your support and your expectations regarding uh this happening. So I appreciate that and you in a better financial health now. I think this is uh aligns with the conversations we've had. >> Any other thoughts? >> Okay. >> Anything else? >> No. >> Do I have a motion to adjourn? >> Motion to second. >> All in favor? I >> thank you.