001Good evening everyone. Welcome to the uh May 26th regular board meeting for the Machi School District. We'll open the meeting with the pledge of >> allegiance to the flags indivisible and justice for all All right, we're now going to work through the agenda. Board, are there proposed changes or modifications to the agenda? Hearing none, I want to move on to the consent agenda. The items on the consent agenda were Was there one? Oh, >> we're sorry. I have a I have a soccer game to coach at 7:30. So, uh, [laughter] just going, um, the items on the consent agenda were sent to the board and posted online last week. The board has had the opportunity to review the materials and ask the superintendent any questions they have about any items on the consent agenda. The
002consent agenda for the meeting includes the minutes for the 51226 regular meeting and the 51826 board workshop, vouchers and payroll, personnel report, surplus report, contracts, and the main enrollment report. Do I have a motion to approve the consent agenda? Move to approve the consent agenda as presented. >> Second. >> It has moved by Julie and seconded by Mark. Any discussion? All right. Uh, all in favor of adopting the consent agenda as presented, say I. >> I. Any opposed? Motion carries. Bright spots. Corey. >> Let's do it. I'm going to try to keep up the pace. >> You should You should It's good. No, it's good. >> I have someone that's going to sell for me. >> Okay. No, that's good. uh the women school district spotlight at each board meeting gives us uh gives the
003school board directors and I an opportunity to highlight and celebrate something that is happening in the district and honor the great work and the educational experiences that are happening. Um and tonight is ASB night and we have Orchard Middle Schools in the house and they are well represented. So um let's get started with that presentation. We'll have our speakers and presenters come up to the podium and join us. Thank you. We're happy to see everybody and have everybody here. Oh, yeah. I love this. All right. Thank you. Uh, first I would like to thank you for just letting us be here to share more about Formats ASB. Uh, my name is Max and I'm the OSB ASB treasurer. >> Hi, I'm Everly and I am the OS ASB president. >> Hi, my name is Crusoe
004and I am ASB vice president. Hi, my name is Eli and I'm another ASB vice president. >> My name is Dean and I'm a speaker ASB speaker. >> My name is Micah and I'm a secretary. >> Okay. So, I initially joined ASC because I thought it'd be a great opportunity to help out around the school and to get to know people better. I was able to do both these things and more. Overall, ASP was a good experience for me. It helped me gain leadership and speaking skills that will serve me well in the future. >> This last year, we had a great talent show. There were 12 acts and 150 people showed up. It was a packed cafeteria. We have also had some amazing assemblies with games, challenges, and a ton of school spirit. My
005personal favorite being Snatchio Wig where we were lucky enough to have Mr. Belton and Mr. Jackson join us for some wig snatching fun. Also, congratulations to Mr. Blandon for tying for second place. And coming up on June 3rd is our annual spring fling. The entry fees at the spring fling cost $5, but with your student ID, it is only $3. This encourages students to have their ID with them at all times. At the spring fling, we will be hosting fun activities and games such as a cakewalk, a dance, arts and crafts, and pie throwing at teachers. even more. In the courtyard, we'll have basketball and four square. Next week, on top of spring fleeing, we are putting on our last spirit week. Dress up days were chosen with student input. As our student representatives gathered
006feedback from mentor classes, we tried to select days that were easier to accomplish so many so many could uh participate. and most I'm most excited for me day on Thursday. >> We are happy to announce next year's ASV officers who were elected by sixth and seventh graders last week. Welcome the next year's officers speakers Alexander Tedo and Camila Wacar Corin Borst and Alexis Tedo treasurers Dio Jackson and Wyatt Tabler. Vice Presidents Gazelle Perez and Sydney Somera and Presidents Emilio Delgado and Yahara Alonzo. We wish them a great year. >> I enjoy doing ASB because I like announcing the lunch every day. Um, unfortunately our speaker Charlie could not be here today so I am speaking on her behalf. Um, but she wrote, "Being an ASB has given us all great opportunities to become involved in
007the school. If I had one takeaway from being an ASB, it was to try to connect with the people around you around you more. ASB allows you to work with different people from different groups in the school, which is really cool. I'm really happy I joined ASB when I did. It helped get me to where I am today. Thank you again for having us. It has been a great year at MS. Well done, Orchard Middle School. Thank you for being here. Thank you for representing. We appreciate that. Uh, do we have any representatives from Wanche High School here tonight? Oh, yeah. Okay. Come on up. How are you? Great. Anise is here. So, we can hear from Wanche High School. >> Okay. Um good evening members of the school board. This month ASB has had
008four team leader meetings, three Senate meetings with the next one being um tomorrow. And one of the biggest events we've had this month is Mr. Panther. Mr. Panthers is a boys pageant and is an opportunity for students to show their personalities, talents, and school spirit. And it gives students confidence and allowed the audience to come together and support their classmates and for parents to support their uh child. Alex Reg won an award for fan favorite. Owen Harley won the dedication award. And Kate Dero got the crown with 2026 Mr. Panther. And another huge accomplish accomplishment we've had is Lip Up. And Lip Up is a schoolwide music video that included students, clubs, sports events, or sports teams and staff members. It brought so much energy and excitement to our school and gave everyone a chance
009to be a part of something bigger. This couldn't be possible without our ASB coordinators al Alexa Ku and Parker Avery for making liftup happen and with admin support as well. This project took a lot of time, planning, creativity, and leadership and their hard work helped create something students will remember for years and this video is coming out very soon. I also want to recognize some of the incredible accomplishments from our students activities and athletics this year. Um, the Wachi FFA barbecue team placed first at state and Noel P brought second place for agriculture education. And our boys tennis, our boys tennis team earned third place at state. Micah Shatuk earned first place in singles and Tevin Hardig and Nolan Alli placed seventh in doubles. Thank you. That's all I have for today. Can open up
010for questions or disc or any discussion. I I was just I was going to ask when is the lip dub going to be ready for the it's opening day. Do you know exactly when or is it just >> um We're not very sure yet. Um but it's ready and we're going to try to get it out as soon as possible. >> Oh, that's awesome. I can't wait to see it. All right. Thank you so much. >> Thank you. >> All right. Neither Gwen nor Maddie could be here tonight from Westside, but they did want me to share a couple of things. So, um, even in their absence. So, Westside's annual spaghetti feed and silent auction, uh, they're very proud that it raised $7,000 this year. So, they're very grateful for that. Uh, their prom was
011a wonderful experience again and a huge thank you to all the supporters. And they wanted me to remind everyone that they're having an art show at Westside. Thanks, everyone. An art show at Westside this Thursday at 6:30. And then graduation of course is June 9th at Town Toyota Center at 7 o'clock. So all right, there is the All right, our spotlight. Thank you. >> You bet. Kim, any uh assistant comments? All right, we will move on to special presentations. >> All right, we're going. We've got a Wachi Valley Technical Skills Center update tonight and that's the second row. So, we've got Jeff and Rob and Matt and Pete and we'll get your presentation queued up and uh we're excited to hear from you. We haven't heard from you as a board since December, so this
012is very uh timely and uh we're very excited. Thanks for joining us tonight and making the travels. test. >> Um, all righty. Well, thank you guys so much for having us tonight. U, my name is Matt Piano. I'm with Clash Group, the owners representative group on the project. Um, you >> uh Jeff Sister with ALC Architects. >> I'm Rob Decker with Garco Construction. Um and Pel Singh Tanch Valley Tech Center um Wachi School District. Um I will just say a few words here. I just want to share um again uh we've been through now five six months I mean of actually construction um and then obviously beforehand months of the planning and processing. And I know that when I stood up here in December, I just shared um you know really how amazing the process
013had been. It's changed a lot. It's been even better. It's really been an awesome one. I uh I got to tell you um while one I think we've become a pretty good uh close group, we do have fun. Um I have I mean from all the things I've heard through many different uh construction processes uh I cannot be more happy and more proud of the team that we have um just on on the weekly we meet we talk um and it is really concise boom boom boom there has been bumps but the bumps get solved get taken care of really quick and um it's really because one um these guys as a team uh and the communication um and just all the experience that they have. So, I I really just want to say what
014we're getting is amazing. Uh is going to be ahead of time. Okay, I won't say that. No, we are there. We really are. Uh we are already scheduled and um budget-wise, I just um um I know that we are going to hit that mark, too. So, again, I just want to say thank you. they're going to bring up a little bit more detailed information. >> So, um a quick agenda here, but we'll we'll go through our our uh some guiding principles, project update. We've got, uh some site safety stuff we want to talk about, how we're engaging with the students, uh schedule up schedule and budget update, and then uh discussion of some risk and responses as well. Um starting off with these guiding principles. These were uh presented back in December. These were set,
015you know, at the very very beginning of this project, beginning of the design. And this is really what we've strived to to hit every day on this project. Um experience. This should be a a life-changing uh building for these students and um provide programs that that they need. um provide connection, create a a place for growth and and then also um being good stewards for the the district for these students for the the taxpayers money and and so forth. So, um those were the guiding principles that we're trying to we've been measuring this project to to make sure that we're we're meeting those. Um so, I've got a series of images here that I'll show you. Um it's it's going to bounce between construction photos or current photos and then the renderings of what what
016these spaces will look like. So right here you see it a OSB wall. This is a a partition wall so that the students can school can function on where we're standing on this side but behind that wall the construction can happen and being in an active um site um it's it's important to be able to create those partitions. So, this is in the coming into the lobby, but this is what the lobby will turn into once that wall comes down. Um, which through those doors, that's a culinary arts classroom. That's the that's the first thing you'll see um as you come into building A. Um, here's another view of that lobby. Uh, you see Pete smiling face over there. Wanted to point that out. Um, but then you'll see this is how that reception area
017will look. Um, new flooring throughout. Um, and then as you're as you're going, jump back here. As you see the guy with the backpack going down that hall there, you come into what right now is where the cafe is, but it'll end up looking like this. We're going to orient that cafe being closer to the kitchen. Right now, they have to walk out and to behind the counter. The counter is now going to be associated with the kitchen. Um that wall with the or the door there with the the window in it that's directly into the kitchen. Um so studentr run cafe pretty pretty awesome um thing to have there at the school. Another view of that and again you can kind of see down into that lobby is where that guy with the backpack
018is. Um then this is in the fire science. This is what we've we've torn down walls demoed a bunch of stuff in the fire science. Um this is the status. There's actually as of today there's now framing going on in this space um for the locker rooms that's going up. But this is a classroom u there and a and a fitness area um for the for the fire fire science students. And then another view and the turnout gear area. This is where they'll store all their equipment. And then locker rooms and and laundry room and such there. And then another view here. This is actually inside the classroom looking out to where we just were. And then jumping outside. Um these are foundations or footings that we've poured. Tomorrow we actually start tilting panels. So
019drive by tomorrow or Thursday. You'll see some stuff. I think Pete said he's selling tickets. Um so so come take a look. It's going to change a lot here in the next five days. They're setting all those panels in the next five days. So, um Monday, I think they'll be wrapping up with the panels, but this is what it'll what'll be inside. So, the new um fire apparatus bay. So, um and training area, there's a mezzanine above. We don't have an image of it, but above this space we're standing in, there's a mezzanine where the fire science kids can the chief can turn off all the lights and crank up the heat and put in some fog and make those make the um students crawl through mazes and and really learn how to be firefighters.
020It's neat to see what they do. And then another What's that? >> Yeah, I think it's a great I have to talk to team being Yeah. Oh, so another another view. This is looking back towards building BE. You can see it there in the background. But uh then they'll have this other door here. It's going to open up and then it'll actually go out onto like a little workout prow they can it's like a little patio that they can um open that door and go work out outside kind of like CrossFit gym type style and then have access to the little lawn that they they play games on and train out on there. And then this is jumping over into building B. Um this is one of the the general classrooms. This is how it
021sits right now. Um we this uh window you see with the 2x4 that's a new hole in the wall. Uh they cut big old concrete or the it's concrete wall they cut big old window holes out um and it's changed the space significantly. So that's what this space will um will turn into. And then this is jumping into the medical classroom. So the medical occupations classroom. Um lot of work going on, construction happening over in building B. This is where we started. This was phase one of the project. So you'll see a lot more construction work happening in B. So um this is medical occupations and what it will turn into. And then another view in that same space. There's um this side there's the exam rooms. more hands-on training is on this side of
022the on the side of the wall where you've got exam beds and and different cabinetry and and work tools to to work work and learn on. And then this is actually jumping over into the dental hands-on area, dental occupations, um area, and that'll they'll actually have four dental chairs. Um, and they've been working with Patterson Dental to get all the equipment uh bought out and and delivered here just in time to to throw it in there and have students start learning. And then this is the classroom side, the lecture side of the dental and it'll turn into something that looks like that. And then here's the lobby. So this is the existing lobby. It's a twostory space. You can see up tall. skylights and we'll open it up so that you can now see upstairs
023and um that on three sides of this you'll be able to see up and what's happening up there. So it' be visual connection audio connection you can see what's going on up there. Um and then if you can see that little W I don't know that guy right there. Um, so that uh so that area up there will is going to be this next area we look at. So there's a little seating area um a little breakout area that the students will be able to go and have a conversation between class. Um Pete will be there kicking kids out to go back to class. But um and then behind those two windows um are is a little conference room that that um teachers can go use or or students can go use. And then this
024is another view kind of from this this framing that you're seeing here. That's all going to get taken out and then we'll be able to see down below. And that's a view of that kind of coming out and being able to see from that sitting area over into the general classroom areas. So I think that's my last slide, but that's what's happening construction wise here. So pass to you. >> Thanks Jeff. It's good to be back in front of you. thanks for having us back. Uh just want to touch on site safety. You know, this is the most important thing um when we're planning our day and planning the project is that we have a safe site, especially at an occupied K12 um facility. And so, just wanted to reinforce this is the most important
025thing that our student, staff, and faculty are safe on this project. We have, as Pete said, great great communication amongst our construction team and the and the school. And so, um, the some of images, you know, um, the one on your left is are those holes that we cut in. And part of, uh, I get to do a lot of K12 work, um, which is really fulfilling. Part of managing safety is doing work when students aren't there. And so that was done during spring break. And so we'll we'll have a lot of work, uh, that'll be be happening during the summer uh, this summer. So we have some busy months coming up ahead. Another um another item we do to keep students safe is simply delineation some of those uh temporary walls that you've seen
026images of and just keeping keeping them out. But uh you know the the most important thing to Garco is that this is a safe site not only for our own workers but for student staff, faculty and of course the public. So just something we wanted to mention today. And then the second most important thing uh I think is student engagement. And so this is a this is a photo a recent photo. Uh the the the person standing kind of putting point pointing off in the distance is Seth Alrech. He's our superintendent. So he's in charge of the construction on on site. And you see a bunch of uh students um listening and and learning from Seth, our superintendent. And so what a fulfilling uh really just neat experience for us. A lot of times we
027don't get this opportunity. You know, our hope is that some of these students are inspired that they join the trades. And let me tell you, they're they're highpaying, you know, living wage jobs, you know, and um it's really rewarding work um uh doing these sorts of projects, not only for this, but actually doing the work yourself, you know, and so hopefully we can inspire the next generation of uh of trades. And um this is just something else that we're happy to do. And this is a a really neat part of this project is that we can share that with these students. Okay, just schedule update. Uh we are on schedule. So essentially we have the uh building B that upstairs what we'd call attenant improvement. U some of the uh science nursing dental programs will
028be done for school this year. Um so 2026 start of school year, right? Is that how you say that? Yeah, for fall. um fire science and then culinary uh and cafe will be complete. Uh we do we are going to be moving the administrators uh in to the what's now the fire fire or excuse me the culinary classroom. They'll be functioning out of that space while we redo their space and that'll take us uh through the end of this year and that'll be that'll be the project pretty uh pretty quick 12-month project. We only started, it seems like a long time ago, but it was, you know, only five months or so ago that we actually started. So, we're we're just about halfway through. Any questions on safety, student engagement, our schedule, >> right, Rob?
029I'll just It just so interesting when you showed the picture of the uh the window being created with the the forklift holes in it. I just found that extremely fascinating. Um because uh the way that Seth described it in our weekly meetings, he's like, "We're cutting next week. We're cutting next week." And that's what he was referring to is these ginormous cuts and these m What is What is one of those cement slabs weigh? >> You know, great question. I I am uh if I gave you a number, it probably be wrong, but >> Yeah, they're heavy. We'll just >> They are heavy. Yep. Yep. >> And we cut multiple of those in >> 13. the whole Yes. So >> 11 11 >> it's it was quite impressive. So just the engineering of that feet
030alone cuz I and as I was watching this happen I'm like how did I was thinking like suction cups and things like that and then then I saw this I'm like oh it all makes sense now. It just it all through it >> and it's just perfect. Yeah. So anyway it was just a it was a cool process to be able to watch that and we're very thankful that was a spring break project. Um, but that is actually a picture of how the materials are getting lifted into the mezzanine. Correct. >> That's that's actually the panel coming off, but we are accessing I think that was the first one we cut accessing that upstairs so we don't >> disturb as much as possible student flow into and out of that space. >> That's fantastic. >>
031Just an observation. Thanks, Rob. >> Yeah. And one more uh one more comment just while I'm here. Um, just some praise for the district. Uh Jeff and I were talking earlier, we wish all of our clients uh were this way. It's just a very um again I get to be around a lot of school districts. Um it just has a great feeling here and so you must be doing something well. Pete's doing great things um as well, but uh it's really fun to be a part of. So thank you. >> Talk about fun part uh Mr. Sean budget. Um so Good news is um you know budget overall statement is in a very healthy position. Um some big milestones budgetwise we and and as this team is is well aware on I think it was
032April 14th we did execute uh GM GMP amendment number two which kind of brought us full circle with that initially validated uh $10.6 million budget for for construction costs. Um, and that's like kind of the essence of design build, right? When we go out to procure our our design build team, we essentially have a dollar figure for what the construction is going to cost. And then once the contract or the contracts awarded, they go into this validation phase where this one was about a month. Um, a very accelerated programmatic design. And then, you know, Rob and team kind of getting some some initial cost estimating and saying, "Yes, we can do this project for 10.6 million." So, fast forward, right, that was September 25. Fast forward to April 26, we get that um contract locked
033in for that that dollar amount. Um highlighting kind of bullet two here is procurement of furniture package and then procurement of lowal package. So those are actually carried on like the owner side of the budget if you will, right? There's a you know we got 10.6 construction budget but the overall is about 14.1. So that delta carries costs on the owner side. Two of them are bigger ones or furniture. Especially for this project, not only do we have to chairs and desks, but as Jeff alluded to, we worked with Patterson Dental to pretty much build a a real life dental clinic. I mean, that is that is dental chairs with, you know, compressed air and vacuums, and you have, you know, real X-ray passroughs in that facility. So, it's true hands-on training um for all
034the students in that in that environment. Um, and then next slide here is budgetary focus. Um Rob and I have talked about it a lot today, but we're kind of at this spot in the project where we've been able to mitigate risk, right? There's some things that have come up and we'll talk about that on the next slide, but a great risk mit mitigation is contingency dollars, right? If some things come up unforeseen, we have money set aside to to handle that. Well, kind of we're now at a project about halfway through where we've mitigated a lot of risk and now we want to start looking at other opportunities to maximize the overall scope of the budget within the confines of the schedule and within our contingency parameters. But um you know that's that's carried
035within the GMP. The the design build team has a contingency and then on the owner side we also have a contingency. So working with Pete we we already have a list. we kind of prioritize some betterment options and then as we continue on here we'll work with Pete to kind of say hey this is what we want to do share that with you know Corey Sean and the rest of the team so you understand kind of what packages we're adding back and we won't exceed that 14.1 million but it's just really maximizing that budget we do have available um allighty any questions on budget >> um as we talked through Um I know you just see this team that Corey Sean, but I will say our technology um and Brian with uh maintenance operation it
036is all hands on deck because I do think through years I mean different projects oh sorry it does matter um to make sure that everyone has input because they are the ones who are fixing and working on and so I really gosh now. So, it's really um it's challenging. Uh but that has been um I think it's gone really well uh just as a team and a group. Um but as you're talking through budget, I mean those are big conversations that we're having. Uh so it's not just like me making decisions or Corey and you know Sean telling us not to spend, but it's like um it it's the whole district. And so I just want to say again, thank you to them as well. >> Yeah, that's a really good point. And Pete's right.
037I mean, Marlin will have his team down there once a quarter to walk the site, tell us, hey, this should go here, this should go there. Um, and then to to Pete's point about Brian and his team, I mean, you know, a key betterment is mechanical units to make the, you know, increase the efficiency of the district and integrate the controls really just to kind of give, uh, the entire, well, the tech the tech center an opportunity to integrate more within the district and make their their lives a little bit easier. So, now we'll kind of talk a little bit about risks and responses. You know, Rob hit on kind of item number one there as far as active campus. I mean, that's just standard with this type of uh construction. Um, and I think
038one of the key things and to give Seth Albert, the superintendent, a shout out. I mean, he meets with Pete weekly, if not daily, gives him logistics plans, not only so Pete knows, but so Pete can communicate it to the staff and to the students. So, I think that's been critical. Um, building A and B, we did encounter some some wet soils, which is just it's a subsurface condition. You can do geotechnical analysis, but you're not going to get the full picture. Um, really able to work that through that very quickly with our our geotechnical engineer, our civil, our structural team. Um, Rodnick and Sons is a local contractor really stepping up to the plate and and helping us work through that. And it it was the fix was a a geoteexile fabric with three
0398 inch lifts of crushed truck. So, we were really able to move through that um without any schedule impacts. I mean, there will be some additional dollars, but nothing significant and just kind of speaks to the really the communication of the team, right? These these do come up. It's construction. It's very standard. So, um just grateful to to be working with this team on that. And then supply chain uncertainty. I mean, this is another I mean, this bullet hasn't left the slide since what, six, seven years ago. It's just kind of the world we live in. So, um, huge aspect of design build and alternative delivery is getting your general contractor on board early so you can buy out those those mechanical packages, right? Those long lead packages. One of which is our our pre-cast
040concrete that's arriving tomorrow. Um, a bit ahead of schedule if I'm not wrong. So, um, yeah, we're really just excited about the opportunity to work through any, you know, risks as they come up. Um, and that's just rooted in our communication and kind of teamwork. So, all righty. Well, at this point, it's another thank you to everyone for having us tonight. Um, really appreciate it. And to echo Rob's point, this team works really well. The district's part of that team, and we we really appreciate the opportunity. Um, are there any questions? I I have one, Jeff. Roughly, what are the dimensions of these pre-fabricated slabs? I know. No, I'm I mean just like are they >> How much do they >> Sorry. [laughter] >> Are they like 20 by 30? Like just like >> I
041can't I can't tell you the weight. At one point I did know the weight per foot and I could maybe do some math but um >> there's 44. >> So >> awesome. Yeah. >> So they they can't be more than 12 feet wide or you can't drive them down the road. >> Okay. And so they're 12 feet wide and the tallest one I think is about 36ish feet tall. Um and so um that would be the big one that he's he's got the weight. Yeah. I think there's only two of two maybe four of those about there. >> Yeah, there's there's a few of them. So >> I love it. And and I'm literally I'm not trying to put anybody these these men are amazing. So, I'm not trying to put anybody on the spot
042or anything, but I just appreciate the work that uh and the energy that is coming from this team. We have weekly meetings and I love going to them just because um I learn so much every week. But they're fun. I mean, you guys have a good time and you get business done and we appreciate it and uh it just blows me away what Seth rattles off in about eight minutes what he can get done. This is what we did this week. Here's what we're doing next week. It's amazing. So, really appreciate all you guys. Uh thank you for the hard work, for the passion, um and really taking a culture that Pete has created out at the tech center and putting that into this building and uh if we I mean big six data point
043number six, real and relevant learning. You have industry standard spaces for our students to learn from and that will change lives just as that slide says. So we just applaud your efforts and thank you. Well, and I want to just add a little bit um the uh what the slide where it shows the students um with the in the construction site. Um what better experience to firsthand experience that industry, right, than to be in um be part of that? Um I'm not sure to what extent they they get involved. Um, but if to to whatever degree, um, I could probably say like 20 years or maybe even 10 years, somebody's going to drive by the student that was part of it and be like, I was part of that. Um, so I agree. Um, hopefully
044engages more students to be part of the trades. Thank you. And you can tell it's like a party hells over there when you all get together. just I guess really quick um that is our construction trades team and they've met now three three times throughout kind of each phase. They're basically they're doing framing um and roofing on their own individual projects. So I think what has been cool is that first part they really got to see um tricks of the trade when they're their first lessons and visits. everything after that has become okay here's are the under other industries um other sides of construction that you can go into and uh I mean even when I walk through I'm always like wow I mean and those kids they are they're like oh whoa sometimes it's
045like a little over the head but it it is it will spark something I think for sure >> thanks appreciate All right. So, we're kind of on a six-month cycle. So, we're gonna we'll probably see you again in December again. Is that kind of what we're thinking? Maybe. >> Maybe before then. I don't even like it. >> Yeah, >> they'll be done. >> All right. >> Well, let's do it earlier then. >> That sounds great. >> Yeah. >> All right. Thanks. Appreciate it. That's right. Tim, >> Tim, are you presenting tonight? Oh my gosh. Okay. Well, let's introduce you. We have our director of state and federal programs here tonight, Tim Shepard, in what is his last official school board presentation. Oh my goodness, Tim. I love it. But we're so glad you're here. Thank
046you. The presentation tonight is a deeper dive or a deep dive into Washington School of Improvement framework uh from the guru himself. Um having uh and reviewing different data sets is very important for us to have a holistic picture and a proper understanding of student student growth across the entire population and in our subops as well. So, this is a lot of work that uh that Tim has spent a great deal of his career uh working on uh along with uh school improvement plans as well and has guided our district for the last two years and actually more than that um in this work. So, Tim, thanks for being here. >> Thank you. Thank you school board um for being here tonight to look at another component. In October, I talked about the LCAP and
047so you learned about that a little bit and so this is another component that connects to that. So I want to talk about what so today we're going to look at understanding what what SIFT is. Um it's going to be a very o overhead paths because there's a lot of details involved in it. So I want to give you some background and then I have some follow-up information for you to look at on your own time. We'll talk about a brief history and purpose, how it's used, um, and then what I had just mentioned about connecting it to the LCAP, but then also how it connects to the school improvement plans that are annual. And then the most important part, why does this matter for students? So, the SIF is the Washington School Improvement Framework,
048another acronym. Um it really is Washington state's accountability system. It's a continuous improvement framework. So hence the word framework in there. Um something important to know about it is that it is a school level performance framework. So it's not with district, it's more about schools. When you go into the report card and pull up with SIF, it's going to say right in there this there's there's not a WIP for a district. It's for individual schools. And so it provides annual school and uh performance data. Well, where's it located at? It's important to know. So it's on the report card website. Um if you go into the report card and you pull up a school, again, you can pull up the district, but it's going to list all the schools because it's all about the schools.
049Once you go in and look at and pull up a school, if you go there's a there's a a banner on the left side. Scroll way down. It's quite a ways down. Hit that wasif button and whatever school you pulled up the wasip at is going to be over on the right hand side like all the other buttons that you pull over. So that's a picture of it and then also that top document um shows you how to get there as well. >> Um just a brief history of it was developed by OSPI. So it is a state document or framework. Um it was created following the ESSA the every student succeeds act that happened in 2015. So we had nickelb and then we had essa. So it was a result of that and with
050this it was looking beyond just the test scores. Um it will it focuses on growth equity and continuous improvement. So, it really expanded that to give a more well-rounded um picture of of what's happening as far as improvement in schools because those are all the things that affect it. It's more than just the school, which I know is well known. What does it measure? It measures six different things. academic achievement. So the smarter balance assessment, the academic growth, so it uses the smarter balance and then present growth measure with that. It looks at graduation rates. It looks at attendance and chronic absenteeism. It looks at English learner progress, so from scores. And then it also looks at postsecary rates. So in that packet on that set on page two, you'll see a a graph very
051similar oops very similar to what you have there. So this is the first this is the most common view of WIP. It's the summary and just a little bit about it. It has all students as the first measure and then it and this is a combined score. So it has 10 pieces that it looks at. It combines them and gives you one score. And so that right on the far left you have all students, but then you have the different subsets or groups of students. And so you're not looking at just one single overall. You're looking at all those different groups of students, including English language learners, lowinccome, and students with disabilities. So th those are all areas that are considered when you're looking at your WIP score. So how is it used at the
052state level? Um it's to moni monitor performance of all schools. So every school is a part of this and allocate support for identified school of approved. So first of all how you doing and then what schools need some support and so that's what this is all about. At the district um we anal it an analyzes trends and set priorities and as I mentioned in the last presentation the LCAP it helps you develop your LCAP and then monitor the progress and then at the school level very similarly it helps you analyze trends and set priorities and then develop your SIP and your monitoring progress. So that's the connection between the district and the school. Um how are schools identified? You talk I I don't know if you have heard you know we're a school of improvement.
053It's an identification that you have. Um it's comprehensive support and improvement. It's targeted support and improvement. It's additional targeted support. And then it's focused on so which is all focused on support and improvement. So you have three different levels. And then but it's all for school supporting improvement. And OSBI is real careful that you know it's not a gotcha but it's how can we help you? >> It's a support model. And again that's why they went to a more robust number of measures um to do that um again in that packet. So how are they identified? So you can see different just the different things the state that the schools and students and families deal with. So title one is a is a lower threshold and then you have the school's ident identification threshold. So
054anything above or below this line, this line and below, those are the schools that are identified for school improvement and extra support. And it's support at the state level and the district level. Does that make sense? Okay. >> In in in how many categories? >> In all of those categories. >> So So um it would be below the threshold in all categories. It it could be anyone. >> anyone or all >> all. Okay. >> And so that's why they have different categories of support. >> Okay. >> Yeah. >> And so if you've been in it a while, you might have you might have been comprehensive where you have a lot, >> but then as you get better and start growing, it could go down to like I know that Orchard Middle School, well, the only
055group that they're dealing with right now is the students with disability. That's the only one they're identified for. >> But that puts us or that puts Orchard into um >> a level of school improvement. >> School improvement. >> Yep. >> And similarly um with Westside there they are it's always graduation rate four-year graduation rate >> engage and Westside and it's >> Yeah. >> graduation rate. >> Yeah. >> So it's a tough thing to get when you're at those two program and you know they keep on talking about changing that metric that they have but we get some extra support and some extra funds. So you know have to look at it from a positive angle. Um so this works through the same continuous improvement cycle that I talked about in the ELCAP you know data
056planning action monitoring and adjustment. So you're identifying your needs, you're implementing different strategies, you're monitoring the effectiveness of those, and then you're adjusting your supports as needed. Same cycle that they're suggesting for LCAP and school improvement planning. Um, so connections to district planning. Districts use the Wasip data to establish the LCAP and plan goals. Uh, aligning resources and staffing, support strategic planning, and then focus on equity and student outcomes. As a part of this process, there's a comprehensive needs assessment that is becoming more and more important to get to some of those being able to align the resources and then making sure you're you have the right strategies in place. And so I'm really proud of the district and our work that we did this year with the LCAP, how we've been monitoring and then
057how we've been supporting the schools to do the same thing. And that's going to continue to be a cycle that we're doing here. And so that's why it's going to we really want your input and support with that process. We don't want it to be just something that we're doing because it's a compliance issue. We want it to because it actually can help um if you allow it to. Um building SIP plans again is that school specific goals that are connected and aligned to the district LCAP. Um and has action plans and interventions as well. perhaps professional learning priorities and and then also progress monitoring systems. So again to grow our LCAP we also we always have a professional development plan. So it would be ideal for the schools to link into that what do
058I specifically need at my school that's connected to that PD that we're providing for the whole district. And so that's where the beauty of the the SIP plans is. This is what we need. We know we want it to connect to the district plan, but this is that particular part of it we're going to do at the school. And then most important is just those monitoring systems and you want to be doing that regularly. Um so here's some examples of alignment. You know, you have some attendance concerns. So you do some attendance intervention. Um reading growth is an issue. So you want to look at what literacy supports you can do. EL progress, you want to have make sure that you have a language development as a part of that. And I am super excited,
059especially in my last year here to see that that is a major focus for the whole district because not only do our English language student need it, most of our other students needed it as well. And so to have some of those strategic um interventions that we're doing, strategies that all the whole district from K to 12 are doing um is going to make a difference in that. And then you know you have graduation gaps. We just mentioned that. So it's men mentoring and making sure you have recovery supports along the way. So why does this matter? Well, first of all, it focuses on equity and student growth. Super super important. I know that's important to our district and you know and it's a major part of our ELP path as well. Um promoting early
060vent early intervention you're not waiting until the end of the year as you're make monitoring progress along the year year. You're making changes and then between the years you're making larger change. Um and if you did well in this area great what's the next step? What is it for our district? What is it for my school? And then you know with with the WF it's it gets back to supporting that whole child outcome and superwise decision after Nickelby for us to be doing that you know from the federal government to the state level and then the you know developing a framework for us to have for goal setting and support and then just to improve access and opportunity that the support that the that the state provides is huge and they're getting better and better.
061There's a lot of stuff already out this year. You know, they got they got sidetracked with CO as well. And so now they're really catching up and we already have a ton of stuff. I've been getting blocks and so I've been passing it along and, you know, dealing with it as I'm, you know, sort of winding up and getting ready. Um, but they're getting better at it, which I think is encouraging. And I've been doing school improvement for a long time. So, and then your role as a school board just monitoring district goals in conjunction with the strate strategic plan. It's a great strategic plan and I like the connections that we've made with our ALCAP this year. And so just helping, you know, helping Corey uh monitor that, making sure you're continuing to look
062at student data outcome, making sure that our equitable resources are allocated correctly, and then just continuing to ask um improvement focused questions. You all deal with some some type of improvement in what you do, even with your family, right? So thinking about those questions that are so important um continue to ask of of of Corey and the cabinet and of the administrative team and getting down to the the building level. So key takeaways, it's an accountability framework. It uses multiple indicators. It supports continuous improvement and and informs the district and school planning. So follow-up resources, this is your homework. I'm assigning homework, my last task. So, in the in the second packet, it has a few pages, but I just want to highlight there's so much that we could I mean, it would take a
063couple workshops to really get through how this all works, but the the top the key highlights is just what what are the most important things about it and how is it different than other things that we use. the second page if you're a data nerd. This um to look at how the different components are weighed. So they're not all of equal value. Okay. So this would show you how they're weighed as they are combined to come up with that one score. The next page is, well, I see this, you know, I had opened up a school, but there's some data that's missing, and I dealt with that this year. It's like, and I had no clue. We had to go to the state level. People are getting frustrated with me. They're saying I was entering
064data wrong. It's like, I don't enter data. that comes straight from him. Um but um and so these are some reasons that it would be it happened to be at one of our school that is dealing with stu special needs. Students with special needs their number was so small to give us information could indicate what students were talking about. So they leave that out. That's great. Protects those kids. So that's just one idea. You know, schools closing, new schools that are coming in um not enough kids in a certain group. they're not going to measure it that way. And then the next one, which is probably where you will want to spend most of your time, it gives how it's calculated for each of those different areas. So, how is ELA and math proficiency figured?
065How is that growth on the next page? How is the growth figured? How do they figure graduation rate? How do they use the English W? How do they um figure what your English language proficiency score is? Ninth grade on track, dual credit participation, and then attendance. So, all six of those things that it measures. So, those are all, you know, it took me a long time to figure this out. If I would have had this, this is fairly new, it would have sure helped just to know the how, which grade because not every grade level has all of them. uh which ones and then why is it included and why does it matter? So it gets into that part too up to why they chose what they chose. It wasn't an arbitrary but a a
066long process to figure out a system that would be helpful. And then um the last packet we wanted to give you a sample of three schools um in the district. You can go on and look at them all. I just didn't want to give you all that. Um, so what we did in elementary, we did Abraham Lincoln. That's my alter my my alma mater. And so you'll see the final score. You'll see the summary. And then on the back you'll see the student growth. Look at that growth. Look at that growth. Just kidding. And then you'll see Orchard Middle School. Again, a summary. And then the growth. And what's interesting about Orchard is the areas that they focused on this last year are the two areas that grew the most. It really does make a
067difference. So, English language learners and students with disability. It still is low, but there still is growth. And then the high school um when high school, you can see what those are. and then the growth on the back side. Okay. So, thank you for allowing me to share about with I know upcoming in June you're going to be looking at some growth, school growth um and and and uh Eric's going to be leading that. And so this is just a good, you know, step step to that that's going to be happening on that on that student growth component, how they're connected. Any questions? >> I started to look through it. I was like, I can't ask Tim all my questions from these three packets you gave me. So, thank you for Thank you for giving
068me a bunch of stuff to make more questions for you or for >> me. Absolutely. How long has LSPR been utilizing this >> the WIFF? Uh >> since 2000 I mean it was developed in 2015 so it would have been close around there that time period. >> It just we didn't really pay attention to it. >> Yeah. It was part and then and then it became a bigger deal and they would do more seminars about it. Now it is the deal. And so you that first packet that was from the April um April 2026 webinar. Um this is the packet from that webinar. Um and it's the latest you know they always tweak it a little bit from time to time. Um and then just also we we are in year three of a three-year
069cycle. So you you stay in school improvement for three consecutive years and then on that fourth at the end of that third year so by the end of next year we'll be in another cycle threeear cycle. So they do a annual metric but then they do a three-year one as well and then however things turn out by averaging those three years or however they do it um then they'll identify schools for the next three years. >> Tim that was a good good answer. The one thing I'll add is as this was being developed, it was quite controversial at first because people were like, how how are they going to be able to take these 10 factors and actually give us a single metric on every single school? Like people were like, what's going on? And
070then and and that was when it was preliminarily being talked about. And then we had to wait three years to get our first threeear set of data. So now you're looking at what 2019 probably when that f those first data sets came out and then it was highly scrutinized but now as Tim has kind of shared it has grown into something that um it's still a lagging indicator but it's a lagging indicator that shows your trajectory on the things that you're actually focusing on which is really great even though we we know we'd love to focus on all 10 areas if we could at all times but the way that Tim has outlined This is there's a through line your wasif data to your LCAP to your school improvement plans all the way down to
071student growth data. So bless you. How does how does this holistic overarching data impact the classroom? That's the through line and it really it really uh you really have to focus on what our building plans are are are diving into to get to the data. So, I appreciate you explaining a very complex system um and giving us some of the tools and resources that we can find out a little bit more on ourselves. And please dive in, process, ask the questions because we're all learning um as we move through this work. So, anyway, I just want to thank Tim for that and that was a great question. Maria, >> you kind of alluded to it that a lot of what is on these school improvement plans are already some of the framework for our ELA
072learning and and things of that nature. Can you without maybe getting too into the weeds, explain the difference between our our general approach to ELA as as we've been kind of working through it as the district versus a school that's in school improvement. Do do they do extra emphasis in some of these areas or >> Yeah, being a principal that did that for a long time. Absolutely. And and so you would take, you know, that we're more strategically using the LCAP than we ever have before. We we always had an LCAP, but it wasn't something that drove what we were doing. And so that was one of my goals when I took over last year was to to make a more uh strategic use of the LCAP, drive it to So you have your overall
073goals and that's what you really would develop your professional development plan how you might use funds and then at the building level you still want to make sure you have those foundational p pieces that the whole district is doing but something I might have done is you know this is what I noticed at our school around that certain component is there a group of students that I'm going to have to do something extra for or we we got that we've been in school improvement. We we we're a leader in that area. So is there another one that we can take on that which is you know maybe it's going from the the general reading to writing and making those connections. So I think that's something I did at Lincoln was I was a leader because
074we were getting very strategic but it was based on what the LCAP the district plan and then because what we what we found out is what we found that was working maybe an intervention it needed to be something that we are doing in core. So then we would take it and how do we make this core so that everybody is getting that strong foundation because intervention isn't going to take care of it if your core isn't strong. >> And so that would be one strategy that you might use. Um it might be um you know maybe it's even parent involvement. You know you're having trouble with you know school environment. What are you going to do? And that was before we even took the parent engagement part of it. um what are we gonna how
075are we going to more include parents and get that get that support. So you have you know we have some things that we want schools to be doing in their SIP but they also have the flexibility to to make it what they need based on their specific school scores or scores and data that they're doing. This next year we're going to do a strong comprehensive needs analysis and we're doing that from the district this year. We'll be doing that next week. And so then they'll have that information analyzed for them in some ways. They'll have to go deeper, but this is what we found out. This is what we need in in our for our building next year to put into our SIP plan. >> Yep. >> All right, Tim. I actually found one. So
076for the growth data, the 2023 cycle, that means it's a three-year roll up of of of data. >> Yes. >> And then you're having annual annual. So we'll have a 2026 cycle as well. >> Yeah. >> Coming up here. >> Yeah. At the end of next year. >> End of next year. >> We're going into our third year. >> Okay. >> 2627 is the third year. >> Great. Okay. Thank you. >> But but that will show everything will move shift down one. So it'll it'll say will it say 2024 cycle and then we'll have 25 and 26 data be >> it comes out this year. >> Perfect. Which is just a a normal annual site. Gotcha. Yeah. So, I'd encourage you to get on report card, go down to Wasif because it really is all
077that data together and we know that that's important. >> Well, and as Tim said, if you want to geek out a little bit on some of the data now that you have you're you have the knowledge to be dangerous. Yes. and you can really really see where uh people have been intentional uh about the work and then we can what we'll do is we'll try to create a better um alignment and understanding of what that looks like. We wanted to make sure that Tim presented the LCAP information before you saw all the school improvement plans and then coming back with the CIF presentation to today is kind of brings it all together. So we'll have these cycles that we'll be able to look at data more intentionally and more efficient efficiently over time. So it's
078good. Thanks, Tim. >> Thank you, Tim. >> Last one. Wow. How's that feel? Little bittersweet, maybe. >> Little bittersweet. Excellent. >> Left us hanging. This is good stuff. [laughter] >> Yeah, >> that was the That was the the mic drop. That was the the Tim Shepard mic drop. I love it. Oh my gosh. All right. the next uh presentation that we'll ceue up. Um Diane and I wanted to take you on a quick journey through the bond spring engagement process uh in preparation for our update on June 10th, the day after Westside graduation. Um our friends from Integris will be here um to talk about almost the same topic as but they're going to look at it from their lens. um you've gotten little snippets of all this information in the weekly updates, but um
079this is kind of the the comprehensive overview and I just want to talk to you about the first slide. Um so if you you have you have the power. She does. So, I think what a lot of I think a lot of folks don't understand that to get to where we are um with the with the upcoming bond hopefully on the ballot in November um some conversations, some discussion and decision-m in the next two board meetings um has taken us three years of planning and preparation to get there. Um specifically starting with the 2023 survey and study. Um, and we know that the the survey and study is an opportunity for us to really spend time looking at all of our facilities and all of our buildings supposed to happen every six to eight years
080in a school district. The last one that we had had prior to 2023 was 2014 and uh I'm sure the district was preparing for that as COVID hit um and threw us off a little bit, but we got that work done. um the professional inventory of all the conditions of the school district and really it was kind of the backbone of the starting point of our facilities committee as well. So very important for us to to look at obviously that number of 49% was the score that went high school got helped our facilities committee drive that uh work. So as you all know in 2024 we started that facilities committee. Uh we began with 50 members. Um we began by studying enrollment trends facilities data including that survey and study. It was a long process.
081We had 15 months. We had nine meetings and we got down to about 22 23 uh continuously uh attending uh members at that time. Not because they were unengaged. It's just it it took us a while to get through that process but it was great. Um and then that group made the recommendation to the school board about a year ago. I mean maybe a little bit longer, but um to you um basically we're looking for the projects of replacing Wanchi High School and all of the HVAC's in our seven other schools. Um and then that recommendation presentation um by the committee and accepted by the school board. We know that one piece is missing in there. Uh not missing but we uh wanted to talk about it strategically is then we had a board workshop
082in August of that same year where we did a deep dive into the report uh of the facilities committee. So that was very important and very intentional for our board to get behind this work. Um and then we hired architects in 2026. And the interesting piece is from that board workshop until now, we had some time, we had some time that we know that we needed to um fill with meaningful community engagement and that's exactly what we've tried to do uh this spring that Diane is going to talk about. >> Thanks, Diana. >> Yeah, great segue. Uh, one of the things that we learned back in 2018 when we uh, attempted a run at passing a bond for Wanachi High School was um, we needed to to do a better job engaging our stakeholders around
083the project and the visioning behind what a future WACI high school would look like. You and I know that Wachi High School is as much a community center as it is a place for learning. And so it was really important to us that we deeply engaged the public uh, in thinking through and visioning what a future Wachi High School would look like. And we also needed to do better work engaging our students in that process. We build these buildings for students, not for the adults. Um, and so we really wanted to make sure that they had they had a stake in it and really had the opportunities to provide input and engage uh with the process. And like Corey said, we hired Integris. Um, you've met them, they've been here. Uh, and we hired them
084because of the skills that they brought to the table of really being able to connect with our community, really understanding the Wachi Valley. The first time we met them, and during the interview process, we really got a strong sense of these people will connect with our community. Uh, they know about us. We didn't have to do a lot of education behind the different places and spaces and and aspects of our that make our community unique. So that allowed us to hit the ground running um in February just shortly after we signed a contract to begin doing this work. Uh our goal was to spend Yes. >> I was just say just before you move past that I mean I think also the restructuring committee should be thrown in that just because it's not only about
085the buildings but also the programs we're having in those buildings. So I mean I think you guys are also thoughtful about including that part of the conversation and do we want to have a bunch of high schools Jake holes? No, not this time. But like you know just to to include that in the process because I think it that also feeds the the discussion. >> It it definitely has been our thinking throughout as we as we reimagine school in the Wachi school district. You know we're looking at ways where we can um see growth and meet student and community and family needs. We we really brought that to the table as we were thinking through um the design process for Wanachi High School, but we also had to look at our ourselves as an entire
086system and how we wanted to best utilize our facilities. So that was, you know, facilities committee work was more of the functional side of things, what where we need to make improvements and repairs. And then the restructuring committee was also looking at, you know, what are the programs in in those spaces and how do we best utilize those spaces to meet the needs of our students and our communities and help those kids become future ready. So that was definitely part of this as we thought about what is Wachi High School in terms of program. It will continue to be a comprehensive high school. We heard that loud and clear from our community. That's what they want to continue to have is a 4A comprehensive high school here in our valley. Um the questions we were
087asking and in the engagement that we set out to do starting in February and just wrapping up pretty much right about now um was around what were priorities for our community? What did they want to see in the next high school in terms of spaces? What were some improvements? Um some bigger questions we were asking too were what are spaces that we should be preserving such as our auditorium, our gyms, um our common spaces, some of the larger areas, our our pool. And so those were questions that we asked throughout this process too of our community is what they would like to see those spaces look like and how they'd like to access them. Uh but we set out through kind of a multi- uh multi-step approach in um inviting people to come to Wachi
088High School. So creating opportunities for them to engage and and see because seeing is believing. Uh and also to go out to community and meet people where they are. We we certainly did not expect everybody to show up to an open house. We're all busy. Um and we needed to meet people where they are and and give them an opportunity to provide input. One of the things Corey has said throughout this whole process is we want to make sure that every person was given the opportunity to provide input whether that was through an online survey, through an event, or maybe they saw us at a community event, but they had a chance to engage with the process. Um, so that's really been our goal. The graphic that you're seeing up on the board is really
089our engagement timeline and there were multiple facets to this. Um, as we wrap this up, I feel like I'm a professional meeting goer and I can or committee member uh because I'm involved in a lot of committees, but it actually being a participant in all these committees has given me a greater sense of all the different groups, but also some congruencies and a lot of alignment amongst all of those groups. So, we have uh four different committees that are part of this process. We have a design advisory committee which is made up of 40 community members. This was the the community group that we asked to step forward. Um we had a little over 80 applicants for this committee. We had to narrow it down. Unfortunately, we wanted to take everybody, but um Integra said,
090"No, it's difficult for us to do the work. We need a smaller group." So, we we cut that in half and that group has uh been meeting. They've had five meetings and they've moved through the work pretty quickly. Um, I'll talk a little bit more about each one of these as we go along in a little more detail, but we also have a student design advisory committee made up of Wanachi High School students, about 20 students that meet regularly, again, five times, uh, where they're able to give really meaningful input. And some of the most insightful comments and insight about um, the high school for me has really come from the high school students themselves and just function and how they'd like to see things um, come together. We also have a staff advisory committee
091of Wachi High School staff. Um at the beginning of this process, we actually went through uh a period called EDSP specs. Our integris team as well as our edspec uh specialists from uh Teter Crocker, excuse me, I almost forgot their name. Teter Crocker actually met one-on-one with each teacher at WACI High School. So every teacher had an opportunity to talk about their space, what their needs were, um proximity to other programs within the building. So they really felt heard through that initial process. And we brought together a team of of 20 people representing multiple facets of the high school to continue to give us that um design input and feedback. We also have an executive committee made up of 16 members. This is our um our operational directors, some building leaders um to really again
092work with the Integra team from the operational side of the house. We have to think about technology and nutrition services, transportation, everybody has a stake in this building and is impacted um by any changes that would happen to it. So we we too meet regularly. Um so all of those committees are meeting frequently and then on top of that we had a very rigorous community outreach schedule of community events uh and then again also some of those opportunities for the public to come in and actually uh see the inside of Wachi High School. And along the way we've had other opportunities to speak with the media um Spanish radio. Corey has a regular segment on KPQ on uh the agenda with Dave Bernstein and just talk to some of our media partners uh at NCW
093life and do an interview. Uh President Jackson had the opportunity to be there for that one and so we're layering in some of that media to help the community know that we're going through this process and and make them aware of the opportunities. But as I said, we're we have pretty much rounded a corner of finishing up the uh really heavy engagement. We do have an online survey that's continuing to collect input and will throughout the summer um because it's just giving us some some guidance as we begin to refine that overall design. Um so that'll continue to be open for the public to to share input. But any questions about this timeline? Our goal is to get to well really next week next two weeks our first uh meeting in June for the board.
094That's where Integress is going to come and and present a more indepth look at what a future design could look like for the high school. >> Will they also have a number for us then? Is that >> I think the goal is to have a number for you. Yes. Yeah, that's what we're aiming for. So, a preliminary design and then also a number and that's what you'll be voting on at the end of June and that's what will be placed on the ballot in November. So, we'll begin that process in earnest. Are they are they using more detailed estimates for the other seven schools HVAC systems as well or is that just kind of are we ballparking that because I know they've been really engaged with the high school conversation but you know this is
095eight different buildings. So >> yeah, I believe they're trying to get as detailed as they possibly can on the needs for those so that the number that we put forward because that'll need to be on a resolution is exactly what we need and we're transparent with the public with that ask. So we're not asking for more than what we actually need. Wonderful. Thank you. AB: >> Absolutely. So, again, the goal is to to get to kind of a floor plan, conceptual design. We're not getting into anything really detailed, uh, but a conceptual design that takes all of these input points and really helps drive um that overall design for the future high school and and what spaces we preserve, what spaces might be new, uh, where those all lay out, those kinds of things is
096that's the direction that we're trying to get to at this point in time. But I'm grateful that we did this because I think we will ultimately have a better product that to our community is going to be behind because they had an opportunity to help shape it. So just a few we're going to walk through each one of these different committees and I'll tell you a little bit more about them. Um our community design advisory team again meets five times. It's made up of there are some staff members. There's a lot of community members, people who are retired, people who have young children, people who don't have kids in school. It's a really good cross-section of individuals, people that were really heavily engaged with the school district at one time or another, but maybe haven't
097been in a long time. Um, again, former educators, administrators, uh, people with backgrounds in construction, people with backgrounds in just being a homemaker. Um, so a really good mix of people and perspectives with, um, from different walks of life. So, we've had some really rich conversations. This group, uh, again made up of about 40 people. They had the opportunity to uh travel with us over to Western Washington and visit uh four different schools that were recently constructed to get a sense of what a new school looks like, feels like, functions like because unless you've had that experience, it's really hard to draw upon what a future school could look like when you're only used to seeing maybe the one high school that maybe you went to and uh you don't know what it what it
098could be. So that um that gave folks the opportunity to walk those halls and then bring that input back to the larger group. But they've worked through a number of different exercises. Everything from the heart of the school to prioritizing um certain things. This picture down here in the lower right hand corner, we sort of had a heat map and there were different um characteristics of the building that we asked people to prioritize as in they were, you know, really important or they were a lower priority. And um we split everybody up into groups as you can see from some of the pictures there where um they worked through some really hands-on design um elements. And this again really helped our um our team at Integris kind of decipher what were some of those priorities
099and what were some areas where we really needed to pay close attention to. Um they also had opportunities just for individual input on sticky notes, personal conversations, and so we're really kind of collecting all of that. Um, President Jackson uh has been part of that team and participated in many of those groups, but it's been great to have people with different perspectives and experiences um participate in that. >> I would add that integrating all the you know staying late afterwards to talk to people who had a personal thought or a personal like reaction to any of this stuff. So I they have been great through the process of really staying engaged with anyone who wants to just stay a little longer and talk. >> Yeah. And I feel like they've done a good job of
100creating a safe space where people might be able to share uh an opinion or a thought that maybe wasn't popular. Uh but it was a space where we could talk through that, you know, and it was a space where we could all share. And so I I do think that that environment uh lended itself really well for people to feel comfortable in sharing those perspectives because they matter and that's who's going to use this building. So it's everybody. Um so this has been a great group to be involved in. You know, our hope with this too is is that these individuals who are serving on behalf of the community are are talking to their friends and neighbors um about their experience and and that they're also taking that input from their friends and neighbors and
101bringing it back to the table and sharing that. The other piece like I mentioned that was an area of improvement for us is through student engagement. And this is really for me a point of pride and something I feel like we've done really well. In addition to our student advisory, we had the chance to um actually tap into our superintendent advisory council. Not only were they able to provide input early on in the edspec process um but they had a chance to walk through Westside High School. Um many of our students from WACH had never walked through Westside or seen a new building and so they had the opportunity to be toured around the building by their uh fellow committee members from Westside. So that you could see the pride in the westside students uh
102of their building and why it mattered to them. And so that was a really fun experience to see that, but great for our our Wachi High School students to have that experience as well. And they had a chance to um again provide some really hands-on input. You can see in the lower right hand corner they're um meeting here in the boardroom with Stephen um from Integra and the Integra team with the 3D model and they got a chance to really just like grab a hold of some of those pieces and start moving things around and asking questions. This was very very early in the process probably one of the first meetings that we had and you can see uh Sierra Cook there in the upper left corner um with all the sticky notes and pictures
103that uh Integris had brought as part of an activity. So about 12 members from the um superintendent's advisory council. They had two opportunities again to connect with uh Integress and provide input. I already mentioned our um committee members from our student design advisory meeting five times at Wachi High School. We we load them up with pizza and sandwiches and they have had um such great input on on design. um things from not only just the function of where things are and proximity of things in the building, but they've thought about um the neighborhood. They thought about things like I we want to make sure Wachi High School doesn't or looks like it belongs and it's part of this neighborhood and it's familiar. Um so they they were just really thoughtful. Also, they were thoughtful not
104only um about their themselves and their needs, they were thoughtful about their peers and other things that they hardships that maybe they had seen other students experience because of some of the limitations of the building. So, it was really great to see them um work through that process. The picture in the upper leftand corner there, you can't see that little um note there, but it says natural light. [laughter] There was a theme there. uh they had some different characteristics again in the building and they did the same heat map exercise uh and and that group of boys right there that was one of their top priorities and in red was natural light as all of the students that was a top priority for them and >> I would say they were pretty unfiltered having supervised
105one of those like [laughter] they were saying exactly what they thought >> that was exactly what we were looking for was yes an unfiltered like tell us how it is we need to know what your experience is like um and how we can make it better through thoughtful design. >> And there wasn't any crossover between those two groups, right? Like if you were on the SACE, it seemed like there weren't a lot of people who were also in the room >> is on both of them. >> Yeah. So, she's really the only one. She's on the ASB Wachi High School as well. So, she's she's continued to be a really strong advocate um and and continues to be um kind of a character that we we continue to see over and over again that's really
106bringing voice to uh and advocacy to this work. So, she's a tireless advocate for a new high school or a modernized high school, but student engagement will um will continue on in in different forms, too. Yeah. Marie, did you have a question? >> Did we have No, it's okay. Did we have any participation or is there plans to have participation for middle schoolers? >> Yes. So, that is something actually we've been talking with the SACE about helping us with is engaging with our middle schools, doing a presentation or assembly or something along those lines to share the information with them as well. and what's could future, you know, a future high school look like for them. >> I I like the idea. U but also more input. Um these are this is I mean maybe
107not eighth graders. Um but and I'm I'm thinking maybe more the middle line of seventh graders. Um you know, as students, what would they like their future building to look like? >> Yeah, that's realistic. We are definitely um you know getting to a point obviously when the school year is ending here but this process doesn't end when we pass the bond we begin getting into more details um colors things like that you know more uh design materials and and those types of things where there'll be more opportunities for input on on what that design piece looks like. So maybe the inside characteristics of the building itself. Um, but we don't have any plans right now, just to be honest, for the next couple of weeks before school's out for our middle schools. But we have
108thought about them and making sure we're sharing that information with them, but we can certainly uh work on ways that we can collect some design input from them as well because that matters. I [clears throat] mean, that's their future school and we want to make sure it feels it feels like the place they want to be, too. >> And I know, like you said, we have two weeks of school left, but is there any way we could get a couple uh student experiences from the tech center? you know, they have they've been going through construction while they're on campus and maybe hearing what that's like because I know that there's, you know, a lot of students will be if when we pass the bond, um, you know, there's going to be a lot of students
109that are being impacted by that and just having some people who've lived it might be helpful just to understand that process. >> Yeah, that's certainly something that we can consider and and think through how we might be able to do that. Thanks for bringing that up. Absolutely. So, this this work continues on. All right, moving into our staff uh design advisory. Like I mentioned, we have about 20 staff members. Um any number kind of at any given time depending on what's happening after school with this group. Um but they will have met uh five times and again they're going through the same exact exercises but their perspectives are different um as different users of the building um and residents of the building. So they have uh some different insights, but they're going through the exact
110same thing. um they've spent a little more time focusing on more of the edspec uh pieces. They had that initial one-on-one meeting, but they're the um uh architects are continuing to refine that and ask more thoughtful questions about proximity. Where should the counselor's office be in proximity to the administrative offices? Um you know, where in the building should that be located? some of those types of things are really um what they want to make sure they're getting input on from the staff and what makes the most sense of where those things are located and who's next to who. So, also grouping of different um academic programs um who shares resources. So, some of those things they're really working through closely with the staff to make sure they have good input on that. Our executive team,
111you can see some pictures here. There's 16 of us. Um we've had six meetings and had again had the opportunity to do school visits. There were quite a few of us uh that did end up going over to Western Washington and viewing those schools again from a different lens of that operational side of things. You know, if you ask Jen C to share her experience as the transportation director, she's going to tell you all about the best bus ramp or where she thinks the bus ramp should be and thoughtful about where we have pickups for special education, um, music students, junior ROC, where the motor fleet is staged, all of those things. So, it's really great to have those different perspectives and lenses. Same thing with nutrition services. Um, how should a a commons be
112set up? what would be the best way to orient the kitchen um for deliveries but for service and so because we we serve a significant amount of students in a very short period of time every day at the high school with a common lunch. Um same thing with safety and security and maintenance and operations. They all have an opportunity to talk through um the things that they've seen and their experiences and also make sure it works for them. I know for Brian in particular um having a building that is easy to maintain. it looks nice but it's easy to maintain and it's functional. We have longevity of um of those spaces as well. So those are those are perspectives and input that u our operational team is able to layer in and bring to the
113table with our architects as well. So focusing on community outreach events, this has been really important to us to get out into community and meet people where they're at. Some of the things that we've participated in is uh the Apple Blossom Youth Parade. Our original location we had to modify. We were planning to embed ourselves right in the middle of where the parade uh staging happened at Triangle Park and we had to move which ended up being a blessing. It was a great space. We went to uh Valley Academy just happens to be on a rondo. And so that's the parade route. Uh we were able to set up in our own yard just right there uh in the lower right corner. We were able to set up our booth there. We had popsicles to
114entice students and community members and families to come in, grab a popsicle, and then be able to engage with some of our engagement boards and just talk with us and the architects that day. So, we had a lot of traffic coming through. It was great just to see people and be out in community uh and wave to some of our schools as they went by. So, it was great to be there. Ended up being a great experience because people wanted to come in and and play on our playground. So that worked out really well to entice people to come and see us. So um we also had the opportunity to participate in Day of the Child at Metau Park. Our migrant team was out there connecting with families. We did uh touch a truck. Our
115plan was to do the district arts festival and then unfortunately we had to we had to cancel that. Uh but we did participate in Larazza in downtown Wachi, our mariachi festival concert way back in March. uh we were there for that and then we also had a chance to connect with folks at our inter agency group that meets here. So, a lot of um community type outreach events where we had good visibility and again people people could come in and visit with us and learn a little bit more about about the bond, what we're planning uh and then be able to provide some of that easy input with some of these sticker activities. Um that's a great way for people to connect, but then they could also fill out a sheet of paper if they
116wanted to or fill out our online form. We held two community open houses. So, we did two of these where we offered uh student provided and um staff member provided tours. I know Wachi High School probably better than anybody does after spending a lot of time up there and doing a lot of tours. Um we had roughly 200 people participate in those tours. Um not only those two open house nights, but we also had uh a migrant family night. um one of our migrant family evenings, we had an opportunity for family members and uh whole families to go walk through the high school and uh our AVID students helped us with that by guiding those tours in Spanish, but getting people back into the instructional spaces and some of the areas that you don't commonly
117see. Uh we had about 30 tour guides overall and then um we are hosting some VIP tours. We've got one coming up um next week with our uh Wachi city council. We also will be hosting one later in June for our retired school staff as well. So, trying to get some different groups in there as well to give them some VIP tours and and answer questions, but it's great um to get people into classroom spaces so that they can see what it's like in a windowless classroom. Um but also they've never seen the pool before or you know, let's walk through the kitchen. Let me just show you some of these spaces and what it's what a daily uh experience is like for our students. So, that's been really helpful. And we just had a
118great crew of people that have assisted with making those happen. And we've met people that we wouldn't normally meet. And a lot of people wanted to come and they were seeking answers. They wanted to see for themselves. And so, we appreciated folks coming out um who were maybe skeptical of of the bond, but they wanted to see it themselves and they wanted to ask questions. So, really grateful for them to to come out and have that experience. The other thing I mentioned that we've been doing and will continue to do through the summer is our online input form. We have three questions on it. It's really simple. Um but we do ask people in that form to help us prioritize um you know where they want to see the building go and what what their
119top priorities are. We have a a list of things that they can choose from. These are the top three things that people said. Uh the number one thing that they mentioned was safety and security is the top priority. uh that has continued time after time, survey after survey that we've completed over the last three years. Um it has always been safety and security is the top priority. Um focus on longevity and sustainability. So they want to see that in a new build. Uh things like durability, longevity, energy efficiency were all terms that people selected. They want to see something that's sustainable. So they want to make sure that investment is longstanding, it's durable, we can keep up with it. um it's not just fancy and looks nice. It it needs to be functional, durable and
120and last um another 54 years or and beyond. Um the other thing that they prioritized that was a third one was uh views, natures, and outdoor spaces. This also means windows. Um, it's highlighting the importance of natural light in that building, which we know it significantly lacks, but also, you know, bringing the outside in and and really taking advantage of some of the um, sweeping views that we do have on the school property. Um, so those are the three priority or top priorities that folks have said. We have a little over 200 responses to that survey at this point in time. And, um, I suspect these will continue to to stay the same, but we'll we'll be monitoring those as we go along. All this feedback too goes directly to Integra so they can continue
121to to moni monitor that and then work that into the design. Um spaces that the community wants to use. That was a question um on the online survey and these are in order in which people uh are in rank order. They want to continue having access to our outdoor fields and courts. Um although our tennis courts are condemned, but if we had them, they would want to use them. uh they want to still have access to our auditorium for assembly and and performance space. So we know that to be true. Also indoor athletics uh use of gyms, weight rooms and the swimming pool and then gathering spaces for social and community. So um these are all all highlights of the high school and all reasons why people come there. Uh whether it's student events or
122community events. Um um we know this is exactly uh Wachi High School meets this need but um can continue to do so in a in a modernized space. Okay. So what's next? We sort of foreshadowed this just a little bit but we're getting to that point in time where we are coming up with a conceptual floor plan. Where are things going to go? Um we'll have that floor plan and cost finalized which will be then presented to the board. So Integress is going to come and walk you through that process. Uh on June 23rd at that meeting, you'll be looking at a couple of board actions. One is to uh approve the resolution that's going to have that dollar amount and description of what will be on the bond uh what will be on the
123ballot, excuse me, in November. And the other thing will be to appoint a pro and con committee. This is something that's relatively new. Uh when we ran our last levy, we um we experienced this for the first time. It is uh it is our responsibility to advertise uh collect uh people who would like to serve on writing a prostatement for the bond and also a con statement against those two statements go in the ballot. So they are actually in the voters's information. um we have to collect all of those names and then the board actually appoints those individuals to serve and then it's their responsibility to draft those documents and then make sure that they're submitted uh on time so that they do get on the ballot. Um so that will be another action that
124is taking place. We are currently accepting applications for both until June 1st. So we're getting to that deadline. Um but we do have we do have some people who have submitted their names. um June through August, this is really where we are working on our campaign materials. So all the literature, our website, all of those things. This is how I'm going to be spending my summer is working on developing those campaign materials. So once we have the plan and the dollar amount, we'll be able to really get into more details um to provide that information to our public that they want to know what's this going to cost me, where are you building this, those kinds of questions. Um August 18th is our official opening day for the school district. That's when our staff return
125and that is our official campaign kickoff. So that's ourformational campaign kicking off for the school district. And then midocctober that's when ballots arrive in the mail. Usually right around October 15thish somewhere in there. And then November 3rd is election day. So it goes really fast. Um so as soon as that last board meeting of our school year happens, things are going to move uh rather swiftly as we near November 3rd. So, that's an overview of the community engagement that we've participated in uh and the feedback that we've collected again with the goal of having that floor plan and that dollar amount um to the board here really soon. So, any questions on any of the engagement work that we've done um committees, anything along those lines? >> I I don't have a question, but I
126just want to make it perfectly clear for the public record that these next steps are assuming we adopt that resolution on June 23rd. >> Yeah, if you take action and you do approve that on June 23rd, yes, these this would be the timeline that would take place. But nothing happens until the board actually makes that resolution and passes that. And I believe we have until August actually to do that. But because of the board recess in July, um that's why we have a bit of an accelerated timeline. I just want to commend um your guys's team um Diana for the communication the um the I um the publicity that the need the need for um the the needs of the district um the high school the failing systems and our other schools um gosh this
127is probably I haven't been involved directly or indirectly with um different bonds and lobes. This has probably been the most inform informative um with uh with such a grand time um span. >> Um so I just want to say kudos to you, the team uh the cabinet team. Um I'm not sure who all is behind the scenes, but um very impressed and I think um I think it's our year. It's all the work that you guys have been doing. Yeah, we're definitely moving swiftly and uh you know, we we're getting a lot of uh positive response from community. Again, this is just kind of a summary, but people recognize the need for the high school. I think we don't have to convince anybody that the high school's old and we have aging systems. you know,
128our biggest challenge, and you know, this as a board, is is the financial one and being able to make that work, but um we're doing the right work in um looking at our spaces and trying to figure out what we can reuse and we can enhance um that continue to be great spaces, but where areas where we do need to make those changes we need to have some new construction that is going to provide a a safe and secure space for our students to to learn in moving forward. So, >> so to that note, when we um when the resolution is presented to the board, are we going to have different options? Um Tucker brought in the cost, you know, we saw we briefly saw the two different like a whole new high school versus
129keeping some of the buildings. Are we going to be able to see the different scenarios at different cost? >> I don't have an answer to that right now. >> No, I don't believe you will. I think that's the work that the Integress has been doing is trying to figure out exactly what that option is going to be for the board to look at the uh um and the feasibility studies that they went through were not were not things that we knew before. So, it's kind of exciting to be able to have the auditorium uh be able to stay and the gym and the pool be able to stay as well for uh potentially millions of dollars of savings. Yeah. So, is the resolution just to run the to put it on the ballot? >> Correct.
130>> Is there a for a specific amount? Correct. >> Yes, it's for a specific amount. So, it's the language that will then go >> uh on the ballot. >> And I'll say it's like part of the design committee. That conversation was like here's option one, here's option two, options three. And then they'd say they take all our feedback and say okay here's new option one here's new option two here's new option three and so what you know this work that they've done like well on the facility committee was do we want to just do the high school or we're going to do everything. So the facility committee was definitely like we should do it all because as soon as we start asking for money after we've asked for money everyone's be like whoa whoa whoa
131whoa whoa. Um so like that was the work was initially done in the facility committee meeting was we need to touch all these buildings in one go and then that's the process has been in the design committee that like that um Integris has been doing is what's this look like? Okay, now refined with input here's what that is. So, >> no, I get that part, but I guess um we're going to be approving, we're going to be presented with the resolution with the set amount with no low end and high end. So, do you see what I'm saying? Um, so in my head, I'm thinking we are asking our taxpayers to contribute to this project. as a as a responsible board member, I'm going to go with the lower cost of retain so that we
132and and if that means retaining our current auditorium pool, etc. Then I'm going to I'm going to vote for the resolution that provides the less impact to our constituents. >> That's the one that you'll be presented with. >> Yeah. So the board isn't choosing one or the other. No, we're presenting with you the most efficiently cost product for our community to to vote on. >> So when you present that resolution, are you going to is there going to be a presentation of what? >> Yeah, >> we would be getting. >> Yeah, next next board meeting on the 10th will be that presentation from Integris and then >> going to go through all those >> and then we'll have a discussion and then the resolution will be at the meeting after. >> Yeah. So, I think
133I'm tracking it too with what Maria's concern is and because I appreciate all the work that has gone into making sure that we are just asking for what is minimally reasonable to to take care of what we need. So, I know whatever we're going for is going to be conservative because we could have asked for, you know, 400 million and do all the schools, but that'll never pass. So, I appreciate the work that's gone into sizing it right for what we need. I think where some of the concern comes in is is how are these 80% plans that we're going to be presented with? Are these like 90%? I mean, what is the flexibility in the amount that we're going to be presented with because there's still going to be a lot of design left?
134And I think that's where some of the buyin from community that we've seen from other bonds that have succeeded is the community wants to feel like they were heard, you know, and you've done a good job up until we get to that amount, but there's still we're not actually approving the, you know, the final plan. And so what is what level of flexibility are we still going to have? We know we're approving the amount, but are we going to get a for this amount we can get an option one, two, or three? Or there's going to be some some a little bit of scaling that we can do um depending on how design or build goes. Or maybe we decide we don't want to do all seven HVACs and so that puts more money into
135the school. So now that opens a option B. Like I know we're approving the amount, but like what what percentage of the plan are we going to be approved? So the the answer that Diana and I have for you right now is um we will we'll be giving you a number that will be based on uh what was approved in the facilities planning committee last June. Uh and then you will um and then we have 16 months once we pass the bond then we have 16 months of design that will actually give us the design, the architectural plans, the building um all of that happens after the bond is approved. So you will have a building plan and you'll be able to see that at scale um and where things are going to go. But
136that's that's where we will be. Yeah. >> Yeah. The other thing is that um they and I don't know if Integress will show this during the meeting, but um they have a dashboard where they plug all of these different amounts for all the different aspects of a bill. Soft costs, hard costs, all of those things in there to get to that dollar amount that we're going to ask taxpayers for. when we put that on the ballot, that amount never changes. That is the amount that our public will be voting on. And if they vote yes, that is the budget. So, we have to stay within that. Um, our last bond that passed in 2014 um for the construction of Washington and Lincoln, we ended up having $3 million of funding left over that wasn't used
137um because of just, you know, savings and efficiencies that we were able to reinvest back into facilities. I you know the hope is that we would be in that same situation or we can move monies elsewhere to enhance programs just similar to what they were talking about with the tech center here just a few minutes ago. But that dollar amount doesn't change. That's what's approved by the by taxpayers. Um and that's the budget that we need to stick within. So there's not any overages or contingencies there. So that's the dollar amount. Um hopefully that that rate will go down and that's the only change that we might see. Then again, that's on the taxpayer side of things. Um, but the work that's being done right now with the with uh Integris is taking our structural
138engineers, our civil engineers, and looking at all of those spaces, like I we mentioned the auditorium, the gymnasiums, and the pool. And they'll walk you through all of this, but determining if those are spaces that are feasible to keep that can be modernized and brought, you know, up to a 21st century standard of where they need to be. And that's where we can recoup a lot of savings um to the tune of potentially $20 million by saving those those spaces. What areas are not salvageable um in their professional opinion based on what they know from engineers and other experts um and where do we need to build new? So the proposal that they will be bringing and walking through will be a combination of modernization of some of those, you know, big ticket large spaces
139that our community enjoys and also um reconstruction of some of the more interior spaces and the classroom spaces based on uh again that community input. >> That makes that Thank you. That makes more sense. I'll probably have a lot of questions June 10th. >> Yeah. Yeah. But the driver was based on the facilities uh recommendation. So that's the high school project, but then that total price tag too includes the HVAC improvements at seven different locations of which, you know, an elementary system might look different than a middle school. Um, but overall it'll be one total price and that's what will be put on the the ballot. >> And so so what I'm understanding then is that we're we're going to be voting on a overall concept, not correct the specific building design. And the overall
140concept will likely be a combination of modernization and new build versus fullon blow up new build. Yes. >> And then what that ends up looking like will be determined based on the budget and the planning down the road. >> Yep. So have to stick within that budget. Uh yes. And that when we were talking about more opportunities for input on design, there will be uh likely a design committee that will work through some of the more fine details of things, carpets, flooring, you know, wall, all of those kinds of like art artwork, you know, that those aspects that are really exciting to start thinking about. But what what you're going to see is conceptual. Where are things gonna go? Big blocks. Where are things going to go? What are we going to keep? And then
141what do we need to build new based on what our needs are. So that's really been the most important thing to get out of this process is keeping and then reconstruction flow. What makes the most sense on the 34 acre site? Uh what makes the most sense from again those operational standpoints, student standpoints, safety and security. So, you're going to see big blocks concepts. You're not going to see anything that will be fine-tuned um to any degree because we'll have time to be able to do that through whatever build process we decide to go through. But um the other important thing to know too is is that we do not get our state match until that bond passes. So, if we take the seven schools off of um off the table, if that was something
142that were to happen, which I don't think it will, we we are we lose scap dollars that go towards the overall project for the two locations, the high school and um and all those school sites. So, just something to understand in the that overall uh financial landscape is those scap dollars, which are high right now. We want to make sure 25% of or 20% of the project costs we believe um are going to play a big role in in our ability to um to fund this thing without getting into too high of a a price tag. But again, we're still working through those details. But the the um seeing that uh dashboard for me was really helpful and knowing how we could adjust some numbers and that's what they're really working through right now with
143all the other experts to make sure we have good accurate estimates because that's going to be important that we're not undercutting ourselves for some of these projects that we're making sure that um we can hit those targets. >> Okay, I think that was my last slide. Yep, that was it. Any further questions? >> Thanks Diana. I appreciate you covering this. It's interesting when you think of um the time that we've had since uh we had a presentation from our facilities committee to to now and how we intentionally filled that time with community engagement. And I I couldn't um have imagined a better process um and one that was um that has been what I feel is impactful on the different folks that we have been able to talk with and engage with. And like Diana
144said, people came to the these meetings in the open house. They're like wanting to know like like I'm a little skeptical like Diana said and uh I want to know more and I want to know how I can how I can how has support this work and it's been really a fantastic journey and I really feel like we have engaged our community that the part of the community that wants to be engaged. >> Yeah. And this fall during campaign time, we'll have more opportunities to show people here's the concept of where here's where, you know, the classrooms are going to be or here's where the commons might be to engage them around what that conceptual floor plan would look like um and invite them back to the the high school as it currently stands. So,
145there'll be more of those opportunities um for engagement. And if a board member ever wants a behind-the-scenes tour, you just let me know. Uh I could I'd be happy to take you there. So, from the roof to the kitchen to all the back doors, uh, all 111 of them, I know where they're at. So, anyways, feel free to reach out. I'd be happy to do that. So, all right. Thank you. >> All right. So, looks like special presentations are done. We're moving on to discussion. We're going to talk about board norms and operating principles. Um I think we talked about this as something that you know we have two relatively new board members like how do we make sure that we are all on the same page. Um we had part of our workshop was
146um talking about how what our strengths and weaknesses are as a group and how we can improve and how we can generate some goals. But I think um also addressing the board norms for the group and just being clear about what those are um seems like they're really it's a really important step. Um, I know we all had them as part of the agenda. Is there anything anyone wants to talk about just in particular? I would say for for me, I'll go first. Um, as I often do, um, the so it's that any questions, comments, or concerns for staff are to be sent to the superintendent and CC, the executive assistant to the superintendent. Um the superintendent will direct the information to the appropriate individuals for response and board members will not communicate directly with
147cabinet principles or any other staff members through email, phone calls or text messages. And I think that this is the the life of a you know four of us are parents and one of us the remaining person not a parent also was in school right so like was a teacher in the school. So, we have colleagues and and touch points in the district. And I think that it's important to honor our community and have some conversations. I think for me, this the spirit of this is we need to make sure that we're including Corey in all those conversations because at the end of the day, we're not able to address staff directly. and and so uh you know Corey obviously I'm going to let you speak for your comfort in terms of what conversations we're
148having but I think clarifying you know how you want us to handle those conversations um and so we're all on the same page with that is an important way for us to make sure we're all staying in our lane >> one of uh sorry Corey um you you you brought up you know being a parent um and this I I think this one's a big one. And um you know when I when I function under my parent hat, I don't use my district uh email address. My these are two separate hats that I wear. My school member hat and then my parent hat. Never will you see a a email to Washington or to orchard or to Louisis and Clark from my school district email because I think there's an importance of using that that
149uh position of power. um you know oh you know board member Noah's mom etc. So I think that's really important for us to understand. Um the second point I want to make to this is that um I think this this is one of the things that we that we that we briefly discussed at last week's sport work session. Um this is a I mean this is kind of a big no no be um I think in any in in in um in the governance model because we are a governing board we we um we have one employee and I think we have to be very very careful um we don't want to we as a board work as a board of five um and to say Oh yeah, you know, the board's going to do
150this or or um I I just guys I'm very cautious about um crossing that line where we are representing ourselves as individuals with employees versus um directing the super or direct well directing for lack of a better word the superintendent. Um that that that that's my concern. So, I I mean I don't know if you're proposing that we eliminate this or if Corey um how would you approach this? >> Do any other board me before I respond, I'd love to hear if any other board members have um comments or feedback on that uh specific bullet point. >> Yeah, I mean my comment is I agree with what's been stated is we need to keep our parent and our board hats separate. Um, we also, you know, will find ourselves at schools and having conversations and
151so we need to know what the appropriate threshold is to escalate things to the superintendent because we don't want to give the impression that we can escalate anything just because of who we are or what we do. Um, because we don't want to create that appearance anywhere. So, I I feel like this last sentence is a little too inflexible, but conceptually, I I get what we're I think trying to message. And I'd be curious if the superintendent has any proposed modifications to kind of clarify so that it it makes a little more sense how we communicate, you know, because we can't just say we're never going to talk to anybody in the buildings. Um but at the same time, we we absolutely need to know our roles and what is expected of us. um you
152know to know you know what to bring to you and you know certainly we don't make representations on our own um so but I just you know now today's so techsavvy way it's like if we're getting stuff through parent square on the you know from my kids school does this count as a text you know I don't want to be in the technical gotchas either um so you know maybe just some rephrasing of that particular one um That's I think the only thing that's jumped out of me. Most of these are all otherwise very straightforward and almost disappointing. We had to write them down at one point. [laughter] But but totally makes sense, you know, pretty common sense. But yeah, that one seems to be maybe every board has their hot topic and I think
153now that you've got a board of so many parents and things that is maybe or with people in schools more frequently now or at school events um maybe one that we we need some better guiding clarification on. >> Marker Caroline any thoughts? >> I mean I agree. I think the the basis of our position is that we're going to get asked questions or comments from the public and I've just felt which I've said before that happy to just pass those on because I don't need to be the middleman. So, um I do like the way it's uh I like the idea of it. I do think the last sense could be massaged to be more related to this exact topic like as such we won't be involved in those conversations. One of I was recently
154at a um at a training uh for uh the association for community and technical colleges and uh one of the sessions was on the role of the board and um and the president [laughter] and in there there was a slide that said the public needs to or no it wasn't the public it might have been in general um it in regards to staff um any email sent to a board member the superintendent or the president will be will know about it. Not in those words. Um again, I think it's so that so that there's, you know, um and I think I don't think there's any ill intent in saying, "Oh, you can't." I mean, I agree that needs to be massaged. Uh maybe the you know, the superintendent will be informed of communications because we
155can't stop people from emailing us. Um, which we do get a lot of emails. Well, not a lot, but in past years, we have gotten a lot of emails from staff. Um, >> yeah. >> Well, I think that's the I appreciate you, Tucker, you triangulating on that. Um, I think the intent and I think we all know this from that particular statement. It's to protect the board members and the district at the same time. Like that's the goal of that statement. And with a high functioning board like we have right now and a board that um if if anyone is listening and would like to know more about how high functioning this board is, please refer to our board workshop uh uh from a week ago last Monday. I thought it was great and it's
156it's interesting and Julie to your point when you mentioned like it was you know it was sad that we had to write these at some point but it's when you get to a point where what are the things that you're concerned about now and we triangulate on this one piece that speaks volumes to this board and the work that they're doing and how we function and how you interact with me uh as your employee. So I would just appreciate that. Um what I would what I would love to do if it's comfortable with the board members is let's work on that bullet point and we'll come back with some ideas that um allow some flexibility in that uh last sentence because I do appreciate how you are working with um our staff and um working
157with the the things that are brought to you. I don't think that anything is anyone's overstepping their reach or anything, but I do want to make sure that I'm in the know of the conversations and especially when those conversations can lead to uh how we're operating as a district and how we can impact uh uh differently our constituents because often you off the things that you're dealing with are not often just celebrations. Sometimes you do get celebrations, but usually they're concerns. And those concerns, if I don't know about them, um, I can't do anything about them. And so that's the great piece of our collaborative uh, working relationships. So, if it's okay with you all, um, maybe we'll come up with a couple different options of what this bullet uh, point can look like. Um,
158and we'll uh, come back and maybe have a future conversation about that if that works out. Does that seem reasonable? >> Okay. >> I appreciate you saying that. It's a it protects the board and the district. Um I think um uh I just briefly Googled um you know ro roles of board members and it says here it's respecting the chain of command and I think that that's kind of what it comes down to. oftentimes when if it's not an invitation or a celebration, it's a complaint or a concern, right? And um we do have a chain of command in in the in in in the district. Um and so um it says direct direct complaints and personnel issues to the superintendent or appropriate administrative channels rather than attempting to micromanage school stuff. Um, so yeah,
159I I What would Are you guys Are we going to provide input? Are you guys going to come up with something and then share or >> Yeah, how would you like to see that? I mean, I I feel like I've I've gotten enough flavor of the conversation um that we can >> we can come up with some some options of what that uh that sentence could read and then I can add them in the in the weekly and and then we can get some feedback and come back here and talk about it. If you if you have suggestions, please send them to me. You can start there. I think you're formulating one right now in your brain. It looks like Oh, no. That's like that would be awesome. >> Yeah. I just think maybe you
160can just strike the last sentence and then just elaborate a little bit more on how we directed to you and then you take it from there. I like your comment though about respect the chain of command though I almost feel like that should be the opening like short sentence to that part. >> It's more like harder to maintain the chain of command >> something like that. Yeah. I mean I guess respect is a hard but yeah follow the chain of command [clears throat] >> or abide by a chain of command including um you know Yeah. I I mean we don't need to >> Yeah. Yeah, I think >> totally here, but but yeah, that's the theme. And >> maybe we're just over complicating it and we could just whip it up now. >> Yeah, I
161I mean I'm good with doing that or if policy comm want to send in a couple >> sound bites and you know, you put something together, give it to policy committee and massage it. I mean, that's a great option sleep on it either way. So, I apologize. I did not come ready to with the with that one. But um policy committee sounds great. >> I I think policy committee sounds all right too sounds >> and and we'll just all plan on sending something to Corey. Please if you have any comments on what we >> to chain of command and then Corey can bring that to the policy committee and um and then we can do it as a an official policy or correct >> we can take it yeah we can take it along those
162mean uh means have a first and second read that makes total sense and if there are any other pieces in this that um you'd also like to recommend to the policy committee to review we can do that as I'm I'm assuming we don't want to take anything out. I mean, it's all all that stuff seems that all seems like normal stuff. It's like I said, a little embarrassing we have to write it down, but like it doesn't change the fact that it's good to have in there. >> Well, okay. I will say um and I don't know how these were created or when as somebody who spent five years on a team remaking roles and norms each year. I don't like a lot of this. [laughter] I don't know where it came from. Um if
163it's was stuff or or whatever, but we made them. Okay. Well, um >> sorry, >> there's an example. >> Um yes. Well, and I'm sure some of it is like, yeah, duh. Like, don't interrupt each other. Like, that's good to have written just to have, but like the board agenda is developed to make sure the meeting is run efficiently. Like, we don't develop the agenda. That's not something that we do. I mean, we communicate if we have changes or things about it, but that's not really a norm for like I don't know. So, we actually have a board policy that says any board member can add something to the agenda, but we do the agenda planning meetings. So there is I think input on the board and plus there's always that fallback policy. So I
164mean they are our meetings and our agenda. So we do in in fact >> okay they're just online or like emailed agenda like >> maybe maybe this is questions for a different time. I'm confused. So >> no those are great questions. I mean I I think that the you know the district does create an agenda. It's it's a agreed upon flow. Um and then we have the agenda review which is if anyone has any concerns or issues or wants to add anything I think that's the process and so the board agenda itself in its entire makeup is developed to ensure that meetings run quickly and efficiency and I think that's where the consent agenda comes in. We have so many things that are compressed in that so that you have time to review it ask
165questions but then when it comes to the meeting we don't normally have to spend any time on it because it's just for efficiency purposes. Well, and I think we also as board members have um we can ask for something to be on the board agenda. Um and Tim's presentation was fabulous today. And in my head, I'm thinking, well, Tim's on his way out. Um this is great as a wrap-up of the work he's been doing, right? Or work as handing over to the new person. In my head, I'm thinking, oh, you know, Alfonso's position. I would like to hear, you know, the work that Alfonso has been doing throughout the year and how it's going to be transitioned. I might call you and say, "Hey, Corey, what do you think?" And so that um so
166that kind of goes through that bullet point. One of the other things we need to remember, I mean, yes, I agree some of this is like basic stuff, uh play nice, you know, be respectful, whatever, but these are we don't change these every time a new come a board member comes in. Um so these might not apply to the current board right now, but say, you know, one of us or to leave a whatever because it's happened in the past. um when there's been more than one vacancy um the new you know not in in that prison might not play nice or there's differences you already have a set of norms and not to beat the agenda one too much I can see why it's in here to just basically kind of discourage a member
167bringing things to every meeting even though we have that power to to ask for something to be on the agenda it's it's courteous to signal in advance that you want it on the agenda um so that the meeting runs smoothly versus five of us showing up on the day of the meeting and saying, "Well, I want to add this and I want to add that and why is this on here and whatever." It's we have a largely agreed upon agenda that's sent to us in advance so we kind of know what to expect. If we want to see something else added, it doesn't >> us from asking for it. I think I was just reading it like I was reading it as we are creating this >> versus like we are agreeing upon this and
168adding to it prior in order to have an effective meeting which I think was the goal. Okay. Um okay, perfect. That makes more sense. Okay. Um Oh, shoot. I had something else but I don't remember. Well, I mean, if we're going to all if we're going to go through the process, so first read, second read, then we can bring up those things. If you know, if you see anything, we can alert alert the district. But, oh, I think overall just keeping those baseline play nice things makes sense and you can always lean into that at some point in the future if you need to. >> That was that was it. Not the play nice. You made me think of it. Um, because this is the first time I've seen this. I don't know if you've
169seen this these before or if they're um they're in here, right? So, I guess as a new board member, I would appreciate having this like walked through when I first start. Um, and I know that we kind of do all of this stuff this time of year, I guess, to kind of for workshop and and get better together. Um, but yeah, I guess I just wish I had paid more attention to this at the start or like Yeah, that would have been nice for >> Well, I think I think what we can do is we do have a board policy on what needs to be um what each board member needs to have gone over when we first meet with them and onboard them. We can add those pieces to it. >> And maybe it's
170already in there and I just missed it. >> It's completely possible. There's a lot. >> So, it's Yeah, it's possible that I just skipped right over it and didn't even look closely. >> It's a good point. We'll make sure that it is on there regardless. >> Save me from next time. >> Yeah. No. And as an existing board member, I want to apologize that you don't feel like you've gotten the full on board because I think this was because when Ria and I came on both, it was two of us at the same time and it was coming in at that very sort of dysfunctional. So, the first thing we did was have this meeting where we're like, why are we going over all this stuff? Isn't this pretty self-explanatory? So I I feel like
171we probably didn't do that enough maybe for you and especially because Mark joined us a little bit earlier and then just got elected. So it didn't feel as as abrupt of a change. So >> I feel bad that um this is the first time you're seeing them and and we didn't >> actually go over them a little bit more thoroughly. So that's just >> Yeah, >> I just think maybe >> I just think it's a good opportunity for us to look at them again and there I think there's like an opportunity to consolidate a couple of them together and just make it a little bit more streamlined and yeah, >> I'd love a one page. Would it be possible for um Kim to send the electronic version of this like a copy of it? >>
172Yeah. >> Oh. Oh, yeah. We can't. >> Well, you could do like what we did for for the um evaluation, right? You could send a CJ copy. We could make notes on it type of thing. >> We just have a Google doc. >> Yeah, we can send it. We >> just need request edit. Should we all request edit access? >> We'll we'll make sure you get that. Thank you. >> We all need our own. Yeah, that's >> need our own copy and send it to somebody validates >> just like Yeah, just like Caroline said, when we send the Google doc, it makes you make your own copy and then we can each have one. I think that's a good idea. Yep. >> Thank you, board council. Okay. So, we we know what we're doing. >>
173Yeah, we feel good about that. >> Okay, >> great. That superintendent report. >> Let's do it. Uh last week we had some fun. Uh I got to I was able to attend uh the Waw Wa yearbook pre-sale party, which was huge. Uh super fun. So, anyone that bought a yearbook before uh the last three weeks of school was able to attend. They get their yearbook early. There was a DJ, there was pizza, it was beautiful weather. We were out in the courtyard. It was incredible. Shout out to Dr. Yethy and her yearbook team uh for really making it huge. I talked to students afterward and they're like, I had no idea one that my mom bought me a yearbook at the beginning of the school year and two that this was going to be so
174much fun. So the entire lunch period was it was pretty special for the students. So it was great. The other thing uh AP human geography or AP hug as they call it. Um the AP test may be over but the students are working hard on their annual docu documentary video that they create um from the art valley our future annual report and when students pick when an high school modernization for the last three years they call Diana and I and we do lots of interviews and it's been awesome. It's so fun. So I don't how many have you done? Have you done two or three? Okay. And I've done two as well this year. So you've done two as well. So it's it's pretty it's pretty fun. Um really engaging. A lot of students are
175like, "Oh, they're just like, "Wow, this is happening." And yes, so it's been great. Um so a couple of those. The last thing >> That's right. Did you guys Did you guys test them to see if ask them how they were going to film? Cuz they were like one of them was like, "We're going to do it on our phone." I was like, "Okay, go for it." And then they're like, "Oh, I need the yonder pouch open." I was like, "Ah, that was a test." [laughter] Yes. >> Yeah. No, I was definitely like, "Yeah, go ahead with your phone." >> Yes. They So, the students that students that were with me got approval from Mrs. Wilson first and they unlocked their phone and then we went to the library together. So, it was good. I
176know it's it's it was an interesting challenge. Uh last thing, migrant graduation night on Friday was uh just incredible. It was just an amazing evening celebrating a student's K12. Every single migrant student was able to come across the stage, shake far too many people's hands, but it was awesome. And uh and then they each got a photo of their individual school. And the one of the more special parts of the evening was the retirement tributes to both Tim Shepard and Alfonso Lopez uh where Alfonso's family came on stage while he was have while this uh tribute was happening. And then of course Alfonso is no stranger to a microphone. U he grabbed that microphone and I'm not sure everything that he said but he was crying and the crowd was crying and his wife was
177consoling him. It was beautiful moment and uh that could never be replicated. So it was amazing. So thank you for that. >> All right. So we always Mark points out that we always during um Oh, you got one more. Oh, okay. Um during board communication, I always start on the outside. So Julie, would you like to go first? [snorts] >> I Okay. Um, I don't really have anything, but I just want to go back to Diana's presentation and say thank you for putting all this work into the community outreach. And I think it's a really it's great that you've had the opportunities to do this and get out there because it means that other parts of the district are working well to free up some of your time to do that. So, I appreciate even
178those who aren't involved in these communications like the budget folks and and everybody else in the other departments that are are running really strong and have really refined the things that they need to do so that you're finding time to be able to do all this work because it's a ton of engagement work. So, I I just appreciate all the work. >> Right, Maria? >> I don't have any updates. However, you reminded me of the yonder pouch and um there was I briefly was listening to the radio about the study made uh of the research of school districts that have um bans cell phone use during the school day and um there were it was a little bit of a mixed bags of review because they were uh the research was hoping to find an
179increase in um achievement. Um however um there was a uh an increase in the me in a positive way of um the mental health of students in a in a very positive way. So listening to that to me um again as a parent it's um you know what social media what little personal computers um we carry on our hands has um created a a big um a big concern for society for for parents um is the mental health um aspect of it. So to hear that um and it was just it was very um it was it felt good to know that we are um maybe it doesn't seem like it for students but we are definitely u moving in the right direction and um glad we got this we we were able to approve
180that um and because our students well-being is one of the most important things. Good one, Caroline. >> Um, not too much. We had the WASDA legislative conference um, last week. Um, it was really fun. They gave us olive garden and I ate way too much. Um, but got to connect with some really good people. Um, Senator Senator Yabaro Ibara Ibara. Yeah, he was great. We he sat at our my table for a little while. Um and then representatives from like Quincy and and different places um in our district. And so it was really nice um got some really cool ideas on how to connect with the community and try to get more people to provide information and comments for us. Um that maybe would go a little bit outside of the the box on some
181of our surveys and other stuff that we do. So excited to share those at some point. >> Great. Thanks. All right. Finally, Mark, >> I feel like I was thinking I'm going to get you one of those cups with the sticks with our names like they use in elementary school so you can draw out to see who gets to give theirs first. >> I told they I've been told by teachers that sometimes they don't always read the name that's actually on the stick though. >> I've seen I also attended the WASDA regional meeting and it was great. We learned a lot and uh set some lofty goals for seeing what they hoped we were all doing. So that was exciting. It's like if you thought the guidelines were crazy, but okay. Uh and then I
182also attended the drama trip. The ASB took the drama kids to Seattle to the Fifth Avenue Theater and Paramount Theater. That was um really exciting to herangle 14 kids around Seattle and we loved it. And I also wanted to give a shout out to Diana. I really loved the chart you had in your presentation that showed all the dots of what we've done and what's planned. I thought that was really impactful that our community members can see how many times we're engaging and also possible future engagements. Um, normally we're not showing it in a snapshot that's so easy for them to see all of that. That was it. >> Thank you. And I'll add your like professional meeting and you get to say I was at all these dots. I was at a couple of
183them and it felt like a lot. I was like that wasn't more than me. Nice. Nice work. Um I just wanted to say thank you to the other board members for and Corey for our um workshop on the 18th. I thought that was really productive. I thought it was really nice to have a chance to like talk about some of the stuff that we do because we legally can't normally. So, it was a good um a good workshop and that's it. So, executive session. Uh, the school board will now recess an executive session for a period of 30 minutes until 8:53 p.m. to evaluate the qualifications of an applicant for public employment or to review the performance of a staff member and to consider the minimum price at which real estate will be offered for
184sale or lease when public knowledge regarding such consideration would cause a likelihood of decreased price. Pursuant to district policy number 1410 and RCW423110, this discussion will be closed to the public. The school is not expected to take final action following the executive session. Means journed.