001All right. Good evening and welcome to the March 24th regular board meeting in the Wachi School District. Uh where I'll open the meeting with the pledge of allegiance. To the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all my hand away without take my shirt off. We'll win. public or espanol and all right we're now going to work through the agenda board. Are there any proposed changes or modifications to the agenda? All right, hearing none, we'll move on to the consent agenda. The items on the consent agenda were sent to the board and posted online last week. The board has had the opportunity to review their materials and ask the superintendent any questions they have about any items
002on the consent agenda. The consent agenda for this meeting includes the minutes for the 31026 regular meeting and the 31626 workshop, vouchers and payroll, personnel report, surplus report, contracts, field trips, January financial report, March enrollment report, and information and condition of schools report. Do I have a motion to approve the consent agenda? >> Move to approve the consent agenda as presented. >> Second. has been moved by Julie and seconded by Mark. Um, any discussion? All right. All in favor adopt and consented as presented, say I. >> I. Any opposed? All right. Motion carries. Bright spots. Turn over to Superintendent Kalahar for this evening's bright spots. >> Excellent. So, our bright spots moment at each of our board meetings gives the school board of directors and I the opportunity to highlight a celebration in the district
003and honor the great work and educational experiences that are happening therein. Um, and tonight we're uh excited about our ASB reports. And so Melanie, are you here for WHI schools? Okay, great. All right, let's start with Win High School. >> Uh, good evening members of the school board. My name is Melanie Tovar and I proudly serve as a vice president at Wachi High School. >> Hi everyone. My name is Annie Velasquez and I'm the current ASP secretary and the newly elected ASP president for next year. and we'll start off. Um so over the past uh few weeks we've been working hard to organize all the details to make um a prom prom more a memorable event for all students and we've recently revealed the prom theme which is Rio and students are really excited about
004it and we've gotten only great feedback. Since then, we've been focusing on other things for prom, like decorations and activities leading up to prom, such as co-ed soccer and co-ed basketball, and making sure that this event is inclusive and fun for everyone. A lot has gone into planning prom, and our team has been putting in a lot of time to make sure everything comes together smoothly, and we're excited to see it all come to life and create a great experience for all for our student body. And this month we've also had four team leader meetings and three senate meetings with our fourth one being tomorrow. First and foremost, we have been doing a lot of planning after the conclusion of litter box. Now, we shifted our focus towards strengthening school culture. We've worked on creating
005a more engaging environment by updating bulletin boards and organizing interactive lunch activities and introducing cons consistent morning announcements to better inform our student body about upcoming events. Our spirit team and junior class class senators are also collaborating on an upcoming spring sports assembly prom, which will recognize prom and also will recognize and celebrate all of our spring athletes and their hard work while continuing to build school spirit and unity. Furthermore, we are excited to announce that we have elected our new executive team for next year. Presidents Anna is Velasquez, Vice Presidents Eileen Santana Gerve, Secretary Edward Uribe, and treasurer Uredia Mura Almansa. This year we saw an especially impressive number of students run for executive positions. Me um perfect. Yes. Uh which reflects the growing leadership and involvement within our school. Now that our executive
006team has been selected, we are currently working on filling our coordinator positions. And after that process, it will be followed by the selection of our senators and class presidents. We are confident that our school will be in great hands moving forward. Lastly, ASV is proud to introduce a brand new event, our very first Panther Palooa. This year, we're bringing not just one or two, but three live bands along with food trucks and a variety of fun yard games for everyone to enjoy. And if you're not much of a dancer, don't let that stop you. Come out, have fun, and maybe even show off a few moves. With this in mind, we invite all of you to come out and support this new event. Our team has worked incredibly hard to make Panther Palooa a reality
007and we're excited to see our community come together. Immediately uh following Panther Palooa, there will also be a boy soccer game, making it a great opportunity to support our school, not just once, but twice. We welcome and invite all of you to join us on April 17th from 5 to 7:00 p.m. in the Wachi High School parking lot. Thank you again for your time, support, and continued investment in our school. If you have any questions or even compliments, please feel free to ask. The Panther Palooa is April 17th. >> Yes. 5 to 7. >> 5 to 7. Awesome. And then Rio as in Rio the cartoon or re >> like the movie. Yeah. Rio. >> Rio the movie. Yeah. Oh, that should be colorful. >> I know. It is. >> Fun. >> I'm like seeing
008everybody's like prom dresses and they're all color. >> Lots of feathers. >> Yeah. >> With sneakers, of course. >> Yeah. We can't have No. Yes. I love it. Well, thanks ladies and congratulations on the election. Yes. All right. And Gwen's here for Westside. Excellent. Thanks for being here tonight. Hi, my name is Gwen Costello and I'm the vice president of the leadership club at Westside. And upcoming is our second annual Sheenat Town will take place next month on April 23rd. This will be similar to last year's, but this year we are all completely digital. Students will receive a sort of debit card that will allow them to swipe throughout the day once we and we will once we have Consumer Jungle and Luke Evans here with his amazing volunteers to help with this event be
009a with this event to help be a success. And congratulations to Maddie and Maddie Sutton and Skyler Simon who competed at the Wanachi High School state mock trial team this past weekend. So, congrats to them. And today we will we began our SBA testing with math. We will follow with April and in follow in April with ELA and all of the science testing today. Um or excuse me, our counselors, Mr. Stanberry, our counselors and Mr. Stanberry have been visiting our three middle schools and Valley Academy to speak with the eighth graders about Westside and how our programs work there. And our annual spaghetti fundraiser will be Thursday, May 7th in our cafeteria. It will feature a silent auction, a live art, a silent auction, a live art auction, and a delicious dinner. And all the
010proceeds will go to the benefit of DeLa DeLa Zala, which is an 8-year-old 7th grade, an 8-year-old third grader in our district who was diagnosed with leukemia this past summer. and invitations were emailed out to the board and the cabinet yesterday by Mrs. Dero and messaging will go out districtwide very soon. And prom, it will be Friday, May 15th and the theme is Saturday night. Prom is always free for Westside students and there are exceptions. We do have guest forms if anyone is willing to go. And that brings me to my conclusion. If you have any questions or anything, just ask, feel free. How is how's how's the artwork looking for this year's live auction? >> I would say it's very unique and very different this year. I would say there's a lot of very
011broad um forms of art. There's a lot of like patchwork styles or there's very abstract sort of pieces. >> Okay. Yeah. >> Excellent. Thank you. >> You all right? That concludes our ASB updates for today and I think we move on to citizen comment next. Thanks everyone. Have a great night. Kim, we have any citizen comments? >> Yes, we do. >> Okay, I'm going to read the spiel in just a sec. We will That's right. It's been a minute. We will now move on to citizen comments. If any member of the public would like to make a citizen comment, please sign up online 15 minutes before the meeting or complete a citizen comment form. Forms are available at the room's entrance and should be turned into the board secretary Kim White. English and Spanish speakers
012will be allowed three minutes of comment time with additional time allowed for translation. Miss White will keep a timer that will notify you when your time expires. Please be aware that the board's role is to receive comments. They will not respond to questions or challenges and the board silence does not signal agreement or endorsement of the speaker's remarks. All right, who we got first? >> Mike Hughes. >> All right, right over here. That's right. That's an idea. That's an idea. I used to work when I got out of college, I uh joined the fire service in town here as Wachi Fire Department at the time. Now they're called Wachi Valley Fire Department. I worked for 30 years for them. And uh I retired probably I don't know a dozen years ago or so. I don't
013know. Time flies nowadays. I can't even remember. The the reason I'm here is because uh you know when I was unsuccessful working for the fire department and getting a few things done that I I wanted to have done for the service of the public from the safety standpoint. And one of the pet peeves I had uh I mean besides not being able to get that done was uh you know recognizing a big time threat in the valley. It happens all over the nation and it's kids getting killed in house fires. K, ages K through six. And I've got the statistics so you can look them up uh online. NFPA stands for National Fire Protection Association and they have all the statistics and we've used them for reference and for information codew writing and all that
014forever also. But uh the problem is is there isn't anything right now in the valley and I've talked to the talked to the local fire guys u and I only there's only a few of them that are left that worked when I was working there and they're not doing anything as far as getting into the schools and teaching fire science or or fire protection or fire safety and uh Brian uh my friend and I have tried to do that a number of times. we've been unsuccessful and I've talked to one of the principles you know was it last year I think or maybe a couple years ago and I didn't get anywhere and what my idea is is to uh or somebody doesn't have to be me but somebody to come in uh to the
015schools and maybe uh from K to 6 maybe third grade fourth grade I don't know whatever age would be applicable so you could teach them for 30 minutes only and they would retain that they would would remember that for life and and my idea and I already wrote a program on it but it would have to be something would have to be uh you know written up and uh presented to the board and accepted and be you know I'm also dealing with the state uh curriculum. There's nothing there in the state curriculum. I looked it up. The city fire department, Brian Brett was one of my firefighters and he was he's a chief now. He's bugging out. So when they get someone else in there, I may talk to them about it um and see
016if they have any ideas. But but it would be nice for one time only once during the year for from K to 6 to K to 7 only one class coming in for 30 minutes and 20 minutes of that would be addressed to each of the class classes. Uh and it's how do you keep the kids from getting killed in a houseire. The last 10 minutes 20 minutes of telling them what to do and what not to do and 10 minutes would be for answering questions. Um, so many times we got our quest to take an engine down to the school uh because a teacher wanted them, you know, us to do that. It was great. We loved doing it, but they didn't learn much at all as far as fire safety goes. It was,
017you know, climb around the truck, open the compartment doors up, look at the equipment, blah, blah, blah. Turn the siren, the lights or whatever. It was a dog and pony show. I mean, it was fine. It was nice. I like it. I liked it. But I wanted to get in the classroom a little bit. Like I said, this is a would be a 30-minute deal once only. Not for all the classes, not for all the grades. It would be it would mean it would be maybe third grade. I'm thinking I don't know you know is my time running short. >> That's your that's your time. But um thank you Mike for for coming and oh we'll be in touch. It sounds like >> yeah I'm available for questions or whatever but anyhow that's an idea
018and I haven't like I said I haven't been successful yet. I've tried before. >> Okay. >> And I don't know why you know I don't want to read about somebody kid getting killed in the paper. I don't want to read about that. So >> yeah. >> All right. Thank you Mike. Thanks for your service. Kim. Good evening ladies and gentlemen. My name is Isa Kunga. Tonight is meeting expressing the concern of the use of national flags during graduation ceremonies. Currently, there are seniors who are not allowed or need permission to wear national flags during graduation. I'd like to start with how in this lifetime we are experiencing hardship and fear and that fear can cause confusion. And now we are what our next move is a way forward into the right path and path that
019can safely unite us. Uh but today I'm not looking for a solution. I'm looking for a way to um get word out about the situation and make a stand. Here are replies of students in my school who uh feel like the future should be changed. IA said we should represent ourselves and we shouldn't be shut down to not show our pride. Laura said we should wear where we came from. It's not fair. Mia said it's unfair because we should wear where we came from especially when we graduate. It's our proudest moment and Ezekiel said we should represent ourselves especially what the world is going on right now. The students couldn't join me tonight. Uh so I'm here on their behalf speaking for their voice. All these students who feel there should be a change in
020our future. I'm aware of the strict guidelines and what door we might open to allow this cuz nobody wants to see the Confederate flag or the Nazi flag. I have a proposal. Um, before graduation, they'll be surveyed by seniors and if they want, they can pick their flag or outfit they want to bring. The difference with using heritage flags is it tells a story. It tells us where we came from. It tells us where we're raised from and it shows our pride. Um, think about the future generations. Should they be taught and shunned down for not representing their heritage of their homes because of what the public would think because we shouldn't shut down our pride? We should make a we should make a change. And I humbly ask you all to hear my hope.
021As bad as Bab Bunny said, the only thing more powerful than hate is love. Thank you. >> Thank you. All right, that's it. Thank you all for coming in. Um, we are moving on to special presentations. >> Special presentations. We have Marcy her back with us for her third board presentation in three years. We appreciate uh seeing you, Marcy. Thank you for all the work that you do in the world of demography and uh and the world of Wanche. So, we're glad you're here. Thank you. >> Thank you. Thank you for having me. I do love to come to board meetings. I love the uh I love um the humanity of of it. I sit and uh deal with the data and so I love being able to associate that with um with with the
022people. So love being here and uh uh so I'm I'm here to to talk to you about the demographics and the student forecasting. It's odd, but I'm passionate about these this topic and these numbers. So um little bit self-proclaimed, a little bit of a data nerd when it comes to this. So, I'm glad I get to the opport the opportunity to share in person what I've been researching about this year. First, I know we've got some new board members here, so hasn't seen my um probably haven't seen my presentation. So, I just want to kind of talk about what the work that we accomplish. We um we take uh the district tabular data and and spatial data and um and analyze that. We analyze the future and um active residential housing units. We look at
023the demographic trends and then we develop the forecast by grade by attendance area and it's a residentbased forecast. Uh just a little visual and look uh be under the hood of our methodology. We really rely heavily solely um foundationally on the student data which is your data. So sometimes I get asked um are you using census data? Are you using um the state average? We're actually using your student data. So this comes directly from WACI school district. We have we also gather the birth data from the state that applies to your area. Then we take um mobility which I I'll explain a little bit uh later but that is um looking at four sets of student data, four years of student data. We look at student yield factors and we combine all of these factors
024with your student data and produce a forecast. So, um, so I'm going to talk a little bit about each of that, but really the heart of what we do is turning tabular data into spatial data, which is we use GIS. It's a super exciting. I say exciting. I don't know if you if you know anything about GIS, usually people love it. I I I really do enjoy it, but it allows us to start thinking and analyzing spatially, which we don't often get to do. I'm a visual person, so when I see numbers in a spreadsheet or in a table, I think, wow, those are a lot of numbers. But when then you can then convert that into what where that um data represents, it's it it becomes it tells a story. So we um take,
025like I said, four years of student data. We geocode those students. Essentially, we're putting those every single student that you have in your district on a map. And we also uh vis or um spatially have your student your attendance areas in your schools all layered in our GIS system. We break your district up into smaller study areas. So, WACHI is broken up into 216 different study areas where we can look at those residential or um all of that spatial data at a more um detailed level. We once again look at your residential developments and we put those on the maps that we can all layer on top of each other and then do some spatial analysis. So first I just want to um take a look at this is the data that the district provided
026us. We just turned it into these um spreadsheets so that you can see both by grade level the progression of um data in 22 23 24 and this year fall of 25. So you can see um where some losses and some gains were. A little bit of a gain in first grade this year, a little bit of a gain of third of 13 students in fourth grade this year. That doesn't necessarily mean you're increasing students year-over-year. That just means that you have a larger cohort in that grade. You can see um that the fourth grade in 2025 is 513 students. The year before in third grade there were 514 students. The year before 536 students. So that's just a larger cohort um and also uh shows a little bit of a loss. So this just
027takes a look at what those trends are happening grade uh within each grade level. And then the um table on the right shows you what's been happening in your um in your student data by school. And keep in mind this is enrollment data. So this is what we get before we geocode the students. So this is what your enrollment is. A total of 6,349 enrolled students this year, which uh represents a loss of 199 students from your enrolled students last year. I really want to focus and make sure that you understand that we are going to look at your resident population because the factors that we're going to apply to that are factors that are related to your uh to what is happening within your district. The students that live outside of the district, that's
028a variable. they may come and go and we can't necessarily apply a factor to that um because it's not all of the students in that area. So we once again put it on a map. I can't show you student points. So we did a heat map. Uh this is the the heat map shows the dense areas of the district in that yellow color and the more sparse areas and didn't show the whole district because you have a lot of district that is uh not populated but zoomed in quite a bit. Those blue lines are representing your elementary attendance area lines or elementary attendance uh boundary lines. I also added a red dot red dotted line that represents your middle school lines. And sometimes you don't recognize things unless you layer them and see them spatially.
029And this is what I love about spatial analysis. Um I actually mentioned this Mr. Kalahar this uh this year noting that do you know and maybe maybe you do and maybe this is uh um not an issue in your district but you do have some areas you can see along those red dot dotted red lines that are not in the same location as the blue lines that shows a um what I would call a a separate feeder pattern. In other words, your feeder patterns aren't aligning lining up. So you have a smaller community um in Lewis and Clark and another smaller community in Washington Elementary just to name a couple that are splitting off in maybe a smaller community and sometimes you see this uh where an elementary school is going to split off half
030and half to a different um to two different middle schools. Um and that's that's fine. Often that's what you have to do but I I do watch out for small feeder splits. So just another fun uh fun way to use GIS and look at spatial analysis. Once we geocode the students and place those dots on the map, we analyze that against your attendance areas. So we create this attendance matrix. And let me just explain how we read this attendance matrix. As you read across the row, you are reading what is happening within an attendance area. This is different than what is happening at the school. These are resident students in the attendance area. So, Lewis and Clark elementary attendance area, the first one on uh the first school alphabetically for just the K- through5 students.
031We're not doing anything with prek students. For the resident um population, there are 403 K through 5 students that live within the Louiswis and Clark elementary attendance area. You can see that 299 of those students are enrolled at Lewis and Clark Elementary School. 11 are enrolled at Lincoln. five at Miss Mission View, four at Newberry, and then you can read on down the roads to see where the students are enrolled versus where they live. If you want to just take a look from the perspective of enrollment, you can just read down the columns. So, as you're looking at the column, resident uh Louiswis and Clark Elementary School, you see down at the bottom as of October 8th that there was a total enrollment of 381 students. We've already talked about the 299 students that live
032in the attendance area. There are 29 students that are enrolled there that live in the Lincoln Elementary attendance area, 12 at Mission View, and on down to the total resident population of 366. There are 15 students coming in from outside the district that are attending that school. And then there are no pre preschool students there. So, this just really for those of us that love uh numbers and and analysis like that, it gives you some good um information and allows you to to see where the boundaries um kind of interact with programs and policy because sometimes students are not going to their attendance area because of a programmatic change or a policy change, right? The two schools on the far right right are non-boundary schools. So, um, Valley Academy of Learning and Castle Rock, those
033are, um, 12 students that are enrolled at Valley Academy of Learning within the Lewis and Clark attendance area. So, good information I think to have um, as we and and a starting point of how we do the analysis with that. We look at that just based on versus the capacity of the school. I understand that capacities um, is often a a top of a topic of discussion. capacity is also a choice. So there are is some um perhaps some differences with uh building capacity, what I would call building capacity versus a functional capacity that might change um regularly or often as as the purpose of classrooms change. But looking at the capa capacities for this year, we see the um the resident utilization and that is the resident the utilization that would um that would
034be if only the resident students attended that school. So you see a lot of uh so you see 73.3% for Louiswis and Clark following along the enrollment projection which is actually what the en what the projection or sorry enrollment utilization actual utilization is with the students that are enrolled there. So not a ton of discrepancies. Sometimes um when I see districts they have a 80% resident population and a 50% um utilizment population or enrollment utilization. I'm getting my words mixed up. Um, and that might be a difference in programs and policies. And yours don't uh really um sway all that much, but you can see the um transfer out rate and the um open enrollment rate or the students that are transferring in for each of those schools. We've done this analysis also for your
035middle schools. So you have just three and again not a lot of um within the boundary stu boundary schools not a lot of of movement considering the totals um and then you have the three non-boundary schools and those resident uh those utilization numbers obviously much smaller um and the uh transfers in and out as well. We just have WACI High School as the only boundary school that you have. And aside from the um 1978 students that uh live in the attendance area, do you have 240 that live within the boundaries that are attending Westside 64 at Open Door Skills Resource and and you can see the rest there. You also have 105 moving um coming in from outside the district and 166 attending Westside from outside of the district. the largest population you have from
036outside of the district is definitely your high school and I think um that probably speaks to the great work that you're doing in high school. I think it's um what I see there is is most likely a very very attractive programs. Again, a 5% open enrollment rate um 335 students moving to a school outside of that boundary but within the district. I I added something new this year to this presentation which I do include in the report but I I just feel this is a this is a peculiar year and I work with u many districts and my my teammates we all work with many districts and there's something that we've seen this year that uh is has been a bit out of the norm and that's just an unexpected drop in population pretty much
037everywhere. Um even when there are areas that we work in that have high growth there is less growth than than we've projected. So this is a is a bit of an odd year. I kind of relate it to a bit of a COVID-like year where it was just an unexpected drop. Um, and and uh don't necessarily have data to to explain why. Just anecdotal information. So, I'll I'll leave that conversation for now. But, but what I wanted to show you is I do talk about capture rate in two different ways. In this instant, this is taking um data from the American Community Surveys. It's a it's a kind of like a census except they do it every year um for a smaller sample size. And so this takes that estimated population for that Ezri has
038and takes a look at that number and then versus the resident students that you all have. And what you can see here is that you have a um a lower kindergarten capture rate than you do any of your other grades, you also your capture rate grows as as the students um as in the higher grades. So again um capturing more students in that. So, I might come back to that 68% kindergarten and just mention that again in a in a different slide. I also will say that the capture rate this year did drop from the report that I did last year. Again, this is something that I'm seeing um all over the place. Also, that you have a higher um non-resident transfer in number than you did last year and higher than projected. Not necessarily
039in kindergarten and six through eight, but your high school numbers were a bit higher than we projected. So, again, attractive programs and a great district, right? Okay, so let's take a look at the forecast factors that we apply to that student data. The first one is our historic and projected births. So everywhere births are declining. Our student our our population is is decreasing. And I'm sure that I'm not the first person who's said that to you, but it's it's a common in the demographics world. We are our um youngest population is our smallest population. Um so so what does that mean? that means there's there's not a lot you can do to counteract fewer people being born um in your district. There's whatever you do to attract people, you're still the denominator is still smaller.
040A couple things I want to point out here and I'm going to show you um in a graph because it's visual and you know I said I like visual things but first just tabularly I will show and want to just point out this uh the capture rate and you might remember I don't know um board member Jackson if you remember this conversation from last year about the capture rate you called me out and I appreciate you doing that and I think twice almost every time I'm putting a capture rate for the future I'm surprised I didn't do this but a lot of times I might have had somebody else help me with this projection because I'm putting an asterct projected future capture Great. Um, I've had people say, "Well, how do you know?" Well, experience,
041right? But I will say on this, last year I said, "I'm going to um I'm going to assume your capture rate at 76% is um an anomaly because it dropped." And so, I'm going to I'm going to assume it's going to come back up. And this year, I'm saying, "Well, it's back to 76%." So, um it now I'm saying it's a trend. So, I u I'm not bumping it up. I'm going to keep it the same, which might show uh you you might see the difference a little bit in that forecast. But again, it kind of takes a couple years before you can say is this a new trend or is this an anomaly. So um sadly hope it's a hope it's a short trend and may shortlived trend maybe it will increase again but
042um but there's there's other good news I think to come. So uh let me show you this in the graphic form. So the dark blue numbers are the total births. We get that from the state and we get that by school district. So um they say the mothers that are born in this school district. They gather that data and then that's how we get it. So these are um relative to your area. So you can see that historically trending downward like I said all over it is trending downward. I'll also say they are changing the way they're gathering data um in 2024, which is why I don't have the 2024 numbers on there. And so, uh I'm trying to kind of figure out how to how to portray that next year. Next year, we'll have
043two years of the new way they um are representing that data. But, um for now, we'll see uh what we have here. And then the the um bar on the right is shows your kindergarten numbers. So, the gray numbers are your historic numbers. your that pink one is the current number for 2526 and those blue are the projected numbers uh with that 76% capture rate. So again those birth uh those kindergarten numbers are coinciding um with your with the uh the decline in your births for the area. So we project that accordingly. The second one is the the mobility factor which is also called a cohort survival rate. In other words, we're looking at what happens in K to one in an attendance area. What happens in one to two, grades one to two, in
044two to three, where are you gaining students um agnostic of the of the new build. So, we take that out of the equation and we just want to know what's happening. And why? Well, because in this we can identify if you have um neighborhoods that age out and you're seeing fewer students. You can also see if a neighborhood starts um maybe having some regrowth in it. Uh you can see potentially sometimes you can see where there are um doubled up families. And so uh this shows again what is happening within your existing housing. So let me just point out a things a few things that um stick out to me. Your 10th to 11th and 11th to 12th. I will say that most of the districts I work with it is not uncommon to go
045as low in 11th to 12th as a point8 and look at you all well above the one like that is that shows me that there is something that you are doing that is retaining your kids so good job um 10 to 11 as well those are much higher than I see a lot of places your 8 to9 that's pretty typical of having higher numbers those are some pretty uh pretty good high numbers but I will also say that in this table even though there's some blues and some yellows um a little bit above one a little bit below one, it is actually fairly stable. Again, it's not fluctuating um a ton. I'm not seeing numbers that are like 083. You're seeing some really good stability. So, in other words, you're maintaining um to a lot
046of degree, you're maintaining the students that are living within your boundaries. Now, think back to the slide about the capture rate where I showed you that um I think it was 68% in kindergarten, saying you're not capturing all of the kindergarten kids, but what that K to one is saying is you're getting more kids in first grade, so you might not be capturing them in kindergarten. and and that's uh that kind of I saw that a lot more after CO where we're just holding our babies a little bit longer. Um and I I can understand that. But um I've also seen that turn around a little bit if there's uh you know maybe um more uh outreach on preschool or or outreach in kindergarten. That's a number I think that you can um potentially play
047with where other others I think are a little bit harder. But it does show again some growth from K to one and growth from one to two. So you are eventually capturing a lot of those kids that I don't think you capture in the in the kindergarten year. >> Marcy, can I ask you a question real quick? >> Yes. >> Um, so if we were to have someone hold their child back, they and still go to kindergarten, but they're not at the same cohort time. How would how would that go into the >> It would reflect in the student data as the current year where they are. >> Okay. >> So it would remain in the if they if they stayed in kindergarten, it would remain in kindergarten and so it would show an increase.
048>> Okay. in that if that happens often it would change it if it's just one two students it wouldn't change that big deal but okay thank you >> yes um mobility I think this is great when I worked in the district I you may not know this I come from the district I've always worked in school districts I uh I don't consider myself a consultant I still feel like these are my districts that I work with I say that all the time oh that's my district that's my district I just have a lot of more districts that I have now um uh but I this is when I was doing this and I didn't necessarily have this methodology. This is what I miss. And we would say there's thousands of homes coming. We'll have thousands
049of kids, but we never did. And we're like, why? Well, because within the existing homes, what is happening? And you know, this might it just it it again, it gives you a lot of good data. We I won't beat that anymore than I have, but good good information there. The last um the last factor that we use is a student yield factor. We don't reanalyze this every year. I think I did this the first year I was working with you and um unless there's some massive change but this is uh single family detached uh the apartments and multif family attached. So a low you do have low student yield factors and you all know that I I we talk about this all the time that you just don't see the kids coming from the new
050homes. So um it it just it is what it is and I think what is important about it is when you hear people or when you think oh there's I see all these big buildings going up. I see so many homes being built. That is true. But it doesn't mean we panic. It means let's look at how many students we get from it and see what that actually means because you might be getting 34 students um but those are 34 K through K through 12. That's that's divided among 13 grades. So it might really only be like four four kids per um four kids per grade or something like that. So yes, um again, it's hard to counterbalance a low birth rate, a dropping birth rate, unless you have a really uh a lot of
051new residential development. Speaking of developments, I have this mapped out. It does look better in the report, I must say. I've created some amazing maps for you this year, if I do say so myself. Hope you have the opportunity to to to look at them. Um but uh you know you can see here just a lot of your a lot of the developments that we have that we're looking at is um Newberry Lewis and Clark you know little little something in Sunny Slopes a little bit in Mission View. Um so that's where where you're going to see the most and tabularly here we have it right here and you can see kind of when we estimate those um being full. We we reanalyze this everywhere year every year. Talk to you guys, drive it. Um
052call the developers, call the city planners and say, "Do you have anything else coming online?" And is this really going to be done in 2030? Oh, wow. It's already done. Oh, wow. Let's change that. So, we do reanalyze this every year. >> And Marcy, you clarified something for Sean and I. We had a question on why there might be a couple of missing things that we were seeing being built, but they were less than 10 units. Is that okay, that's the key? Yeah, less than 10 is really going to have a low impact on on yield. >> Well, we appreciate that. And they literally do come and drive all these things because they'll stop by and see Shawn and I in the middle of summer sometimes. So, thank you for that. >> No, I love
053coming here. I don't go to all my clients, but I love coming here. I do. Um, okay. So you've adopted I feel like um okay so we can see that the um Louiswis and Clark 605 the highest number of units there but you also can see you can't really tell the color very well but those are those apartments with a much less much smaller yield there. Um so just things things to be watching for and where that's going to affect your um forecast because these will translate to the forecast. Speaking of drum roll, this is where we go with the forecast. So, here is Oh, thank you. Here is your resident forecast. So, let me just um let me just direct your eyes. The first three columns are your historic numbers. 2022, 2023, 2024. The
054fourth column in the lighter blue is your current resident population. Those are your geocoded students that live within the district. And um there might be some students pulled out, not a large number. if they are, they were um students that might be a different category. Um so for the most part, you have 6,363 resident K- through2 students um in the district. Um okay, so couple things to point out. The the conditional formatting, the darker blue are the higher numbers, the purple numbers are the lower numbers. So the 380 kindergarten students that happened this year, that's a really low number and lower than expected. Uh last year we projected that to be higher. Don't know why except anecdotally students aren't coming to school this year as often as we have seen. Um but you can see
055the let me show you how the factors play into this. The first one is the impact from the birth rates. So it's um each year that impact from the birth rates grows. So again that's looking at the capture rate. That's looking at the birth rate. And keep in mind the ones that are in years 6 7 8 9 10 those are students those are kids that aren't born yet. So that's based on a trend. So when we look at a forecast we do want to know what's coming. But especially when we're looking at the 10 year it's like saying oh we have a a hurricane in the ocean and then knowing that that could change to a cat. I don't I really don't know terminology. I'm trying but it's a a storm maybe. You know
056what I'm talking about. Thank you. It could it could change right? So, we really wanted to um hold more value onto those earlier numbers knowing uh potentially what is to come, but also a lot that is um especially in your younger grades. By year 10, you're you're looking at forecasted numbers um in birth rates all the way up to um grade nine. The mobility is that going from one grade to the next. So if your mobility in attendance areas and and this is done at the attendance area level once again and then um combined for the district forecast and that goes as those grade cohort progressions and then the impact from the housing um spans the whole forecast. So just looking again at the numbers, you have a senior class of 649. Um that's going
057to be probably significantly reduced based on historic of what happens from 11th to 12th grade. Um you probably see an increase from the 550 11th graders, but not as high as 649. So that 12th grade um class that comes in is going to be being replaced by a class that's most likely going to be about 200 students fewer. So um again smaller population coming through. The remaining students are students not included in the forecast. Those are your out of district students. So unfortunately a uh the district saw a decrease and is expected to see a another um decrease. Well consistent uh decreases. Yes. Sadly I like to just breeze past that because I know it's sad news. And this as well. Um but yes, decreases are are on the horizon. Uh this map shows you
058those 216 study areas that I told you we had. We actually do that forecast for each of those areas. So in each of those areas, we see where the de where the increase in population is going to be and where the um decrease in population is going to be. And this is a net change in five years. So you can see um how some of that corresponds in that Louiswis and Clark. You've got that bright green. And those are a lot of those um apartments that we see coming in. So those bright bright or I should say darker green is where the highest number of students are expected to come in and then those darker red are where the um where the largest decreases are projected to be. So this is showing these blue um
059these uh blue bars are showing the 2025, 2030 and 2035 projections. So the current and then five years out and 10 years out for each of the um elementary attendance area, the resident population for the attendance areas. And it just uh just points out that you know Lincoln you can see that projecting a decline. Mission View um a large drop at Newberry Sunny Slope um fairly consistent. Lewis and Clark has a little bit of a bump and then back down potentially right there could be more housing developments that come in the 10 years. So this is just from what we know now. Just pointing out that that this is um again visually showing that um backed up against the capacity numbers to show you what what that looks like capacity wise and this is capacity
060wise with your resident population. I understand that's a little bit different with your utilized uh enrolled enrollment population. And this for secondary so your middle school you see that a lot of uh capacity available in your three middle schools. um not as much at the high school. So hopefully that helps you see visually in the report. It does show the forecast for each of the um the school attendance areas just like you saw in the residents. So you can actually look a little bit closer at those and what those um graphs look like. So in summary by the numbers uh 6,336 num um students now projected in five years to be uh less 5,763 and then continue to drop um unless unless something changes significantly in the 10 years. Just a couple key items is
061um projected to continue declining. The main driver is the lower births. Um the mobility does show stable movement patterns within the district and the residential growth does help but it doesn't counter the um decline in births. Uh you have 14 active or planned residential developments with 932 units and um the K12 student decline um by the numbers there. Once again, you have any questions that I can answer for you? I I just I don't know why it just occurred to me, but is there would there be any difference if we counted students like we count school years? Because we we do whole year birth rates like 2015, but we know if you were born in the first half of that year, you're going to be a little bit older than if you were born in
062the second half of that year. So, you're going to have some of the kids in one grade and other kids in another. So, it doesn't perfectly work out to you. >> It does. Yeah, you're right. it doesn't there's a couple things that don't perfectly work out. Um and that is one of them because our calendar year is different from our birth year. Um another thing that just to since you're bringing that up to mention is when we're looking at the um capture rate of your student population. Those are census blocks which are going to be different geographies than your entire district. So just a couple of things that don't exactly line up. I think it's very comparative. Um, I don't think that uh I I don't have data, but anecdotally I don't think there's a
063huge going to be a huge sway in there. I think that generally you're going to have um births that are going to span the year. >> All right, it doesn't look like there's any other questions. Marcia, we want to thank you for coming and uh thank you for validating some of the forecasting work that we do and partnering with us. It's it's a great relationship. So, thank you. >> Absolutely. Thank you all. Have a good evening. >> You as well. Safe travels. >> Okay. Let's see how you feel. All right. Yes. Mar is like my data is Yeah. Oh my gosh. Thanks, Marcy. Uh, legislative session update. Executive Director of Business and Finance Sean Fitzgerald is back with us for three for three, the final legislative session update. Thanks, Sean. >> Dr. Kalahar, I extended
064the invitation to Marcy, but she declined. In fact, yeah, quick exit there, too. I can't imagine why. Um, but, uh, President Jackson, uh, members of the board, uh, Dr. Kalahar, uh, here to present here tonight on the third and final legislative update, uh, for the 2026, uh, regular session. Um so familiarity regular session was a short session 60 days started on January 12th and ended on time uh a couple weeks ago. Uh here are just data with our prior board meetings. Uh so we've had um regular monthly updates on how the how the legislative session has progressed. Uh and so just kind of giving an update going through where these bills ended up um and track them throughout the uh our you know the three updates and throughout the session. So first one up uh
065no change from last update just kind of following up from uh last month's update. So we did the SE eligibility expansion. Uh so this was both a house bill and a senate bill. Um it did not pass, but basically this was going to require uh school districts to extend uh SEB eligibility benefits at the beginning of a person's employment with the district if they had accumulated 630 hours in their prior year with their prior employer. Uh there were a lot of issues uh with this bill basically who was going to track it, you know, what type of employer prior employer qualified. Uh but essentially it was coming out to be kind of an unfunded mandate for the district. Uh so um assume the district was going to cover the cost, do all the tracking. Uh
066so this is a cost savings for the district and um however this is likely to return next year. Um and so we're going to pay close attention in 2027. Mock update. So there was Senate Bill 5918. Uh so this bill did not pass either. Uh so this proposed uh both an annual inflation adjustment tied to IPD as well as a uh MSOC kind of a one-time uh MSOC increase infusion up to $100,000 per district. Uh so this did not pass. So the status quo remains. So essentially the backend approach is uh instead of tying anything to essentially it doesn't me doesn't necessarily mean they won't tie it to an inflation on a year-to-year basis but they won't be held to they're basically looking at okay this is what we have left over in our budget
067this is what we can use to fund MSOC and that's what we'll plug in uh Senate Bill 6113 and House Bill 2257 this one passed uh so this was correcting uh some tax tax law corrections from the 2025 session which essenti last year school districts uh were going to be taxed on professional services. Uh so this year the uh legislature reversed itself. So now school districts are exempt from being taxed on professional services. However, the tax will remain in effect until July 1st. Uh so we have a few uh more months under this. Uh however, this will be um some savings on the end for the district. Uh not substantial but still welcome nonetheless. Uh other unfortunate news uh another year uh another couple of bills proposed uh for um reviewing the super majority lowering
068it from 60% either to 55 or 50%. Uh neither of these bills had any traction this year. uh they were introduced uh but there were no updates since the start of the session. So it's like when there's no movement at all in a bill, you can assume that they're pretty much not going to uh pass during that legislative session. And this is unfortunate. Um you know, last year there was a lot of discussion about reviewing the supermajority threshold. Um seemed like there was making real progress, but ultimately kind of fell through at the 11th hour. And now it seems like we're kind of back at square one. um maximum minimum fund balance. So, House Bill 2593 was taking a close look at this throughout the session, but it did not pass. Uh so, the status
069quo remains on school districts uh setting their own minimum fund balance reserves. Sean, did that have like significant discussion or you know I just in terms of like seeing ahead like you said the bond had a two years ago or no last year there was it kind of made its way through and there was a lot of talk and so you think about what's going to happen this year. >> How was this received in the legislature? Do you have any like sense of whether we're going to see it again next year >> for the maximum minimum fund balance >> for the fund balance? Um it would be interesting to see if we see this again because this did kind of make it through had there was lots of discussion um you know throughout the session
070it was like they removed the maximum amount they changed they wanted to move up the the start year to 2728 I think the original proposal was 2930 so they were looking at it modifying it and one of the things you know it started out as the discussion was like it was kind of like kind of punitive for school districts that weren't maintaining their fund balance reserves it was really kind of wanting to hold them districts standards if they fail below their reserves and it during discussion in the session it was kind of turning towards hey how can we use this as a way it's kind of like an early warning indicator uh so I felt like there was a good amount of discussion in the session I am surprised it didn't pass of one form
071or another uh so will it return next year maybe uh next year is the long session so a lot of more budget and funding related discussions occur during the long session So, we may see it again next year. >> Yeah. And I'll also add that from what I'm hearing um in the superintendent world is a lot of people did expect this to pass. Um and a lot of people were excited about um well, first when it did feel punitive that no one was really excited, but um now they're more excited about a partnership and collaboration in learning and growing together. Um and how can uh OSPI continue to support districts that uh so they we don't have as many failing. Yeah. uh house bill 2551. So maintaining financial solveny of school districts. So it is
072related to school districts uh selling real property if you know they were approaching or at binding conditions. Uh this bill did not pass either. Uh another bill that did not pass was updating school funding both the levy and the LEA. Uh so House Bill 2116. Um this did not make it out of the house. Um so it didn't go cross over and have discussion in the Senate. Uh but basically this was proposing increasing the levy lid rate from $2.50 to $3. And then more uh for us is lo also increasing funding for local effort assistance uh which proposed increasing $150 to $2 and having an annual inflationary adjustment. So unfortunately that one did not move through much in the house. Uh so delving deeper into local effort assistance, one of the biggest things that came
073out of the legislative session were cuts uh to u the local effort assistance funding for future years. So LEA provides uh school districts with additional state funding instead of local school districts going out and asking for higher levies. So essentially it's like and so it's based on your enrollment assessed value and now we have to now the third factor that we now have to consider is what the legislator is intending to fund in the LEA model going forward. Uh prior years when I'm looking at this they haven't really touched it. Uh and so we've been focusing on enrollment and then annual assessed value determined by our county assessor. Uh but in the 2025 session uh the legislature increased the funding and provided an inflationary enhancement going forward for the next two years and there was
074real hope and discussion after the 2025 session that they were going to come into 2026 and extend this funding enhancement beyond the next two years. uh what's happened due to the budget shortfall and since LA isn't under the mccclary protections mccclary umbrella uh they saw this as a way as part of their budget cuts to make up for the multi- billion dollar shortfall uh so they declined to extend the funding enhancement uh beyond the next two years. So what that means is the funding formula just reverts uh what it was uh prior to 2025. Uh so what we're going to see with our LEA funding is we get this short burst and increased funding for two years and then it's going to start to drop unless the legislature steps in in the next session and
075wants to look at this. So initial estimates that's about probably $1.6 million and less funding over two school years. So this would impact both 2728 and 2829. Um, in the long term, we're not changing any sort of like our budget reduction amounts because this is why we budget conservatively uh to anticipate shortfalls and uh volatility both at the state and federal level. Um, so it's like it's an unfortunate uh that we're not going to get this funding unless they step in in 2027. Um, but right now it's it's been anticipated. It's been incorporated into our forecasts. Um I don't anticipate I'm not I don't have high hopes in 2027. Um but if they do it would be a welcome windfall for the district. >> So the 1.6 is what budgeted money that we would see
076come out of for those two years. So it's kind of like when we're doing our forecast and o you know u we're looking at you know projecting out assessed value projecting out enrollment and then you know OSPI kind of provides us with their own kind of forecasted spreadsheet and I kind of looked at the before and after um you know what the forecasts look like before uh the legislative session and what they look like after and it looks roughly about $1.6 $6 million less in that forecast. Uh transition to kindergarten. Um more unfortunate news, this bill passed as well. Uh so cutting about 27.3 million in transition to kindergarten funding. So it's a statewide reduction of 35% or 2,000 uh slots across the state. um with the emphasis um you know they designate OSPI for
077the rule making responsibilities. So now that the bill is passed they're working on what's going to look like going forward but priority students low-income students ECAP special education eligibility English and multilingual learners get priority. Um in the last update I provided they were talking about using kind of the free and reduced lunch status uh as a qualifier. you know, if we pull our data again, about 27 out of our 58 students uh qualified for free and reduced lunch. Um, you know, so going forward, and again, that's not necessarily that, you know, only 27 students qualified. It could mean that other other students just didn't fill out the form because it wasn't required. Uh, but going forward, um, once OPI kind of releases the criteria, we'll need to be incorporating that with the changes made to
078the program. Do we know if that means we'll have only those only those students are going to have TKA or we're going to have TK and then we'll just have to find other dollars for it. >> Yeah, that's that's a great question. We don't know what the 35% reduction looks like if it'll just be if they'll reduce our 58 spots by 35% or if we're going to have to be um looking at a new qualifier for students. So, we're as excited as you are to figure out what that actually means. like and we do believe that not and like Sean said, we think that more than 27 of our TK students um would qualify for low socioeconomic status. We just didn't require that form to be filled out. So, it there's a lot of questions.
079It actually um it makes me think of will we have to reduce one of our four classrooms um or maybe even more. So, >> yeah, there's still uncertainty surrounding it. We're just going to have to wait for more details over the next couple of weeks. >> Yeah. uh bus depreciation. So, this bill also passed and so uh this delays replacement cycles uh for bus replacement. Uh so, type A buses are eight-year buses and are replaced at 10 years. So, type A are those kind of smaller buses you see around and then our 13-year buses are kind of the standard larger ones. Uh so, that kind of gives you an idea. Um, this bill had some 11th hour changes. Uh, when I did my last update, both eight and 13year buses, the type A and the
080type C were both at a replacement cycle at 15. Um, that essentially would have kind of put uh closed the market on type A buses. I mean, by essentially doubling the replacement cycle. Uh, so the legislature um made an amendment. So now 8-year buses replaced at 10 years, 13-year buses at 15. Um and then also an interesting addition was for electronic vehicle buses um impacting uh depreciation for the next two years essentially uh only being going to be reimbursed at 33% of their value. Uh so if you were going out and following all you know taking advantage of the federal grants and the federal incentives to go out and purchase ED buses the last couple of years uh you're really going to be impacted because the state is essentially saying hey we're not going to
081fully reimburse you for depreciation on an EV bus while same time wanting to mandate uh statewide transition to EV buses you know over the next 5 to 10 years as well. Um so we're going to see how that goes. Maybe they'll revisit it in the 2020 session. Uh but right now, this is what's passed. Um but essentially, it's less funding for school districts and this will have an impact on the transportation vehicle fund. Uh so once we kind of get the updated numbers from OSPI, they provide us with their the kind of the calculations, but expectation is less money than anticipated. Uh income tax, another big thing. Uh so the 9.9% tax on AGI above income of 1 million. Uh so this is not going to go into effect immediately. Uh it won't start until
082January 2028 and revenues won't be collected until the following year in 2029. So uh you know a lot of news about this a lot of ways to you know that's been touted from Olympia about bringing using this revenue for financial stability in the budget over the long term. uh but we're not going to see any sort of immediate impact um in the next year or two. Um and then there's also um challenges wait both on the legal side and any sort of voter referendums. Um we know income taxes have not been popular and have been repeatedly voted down uh in the state. Uh and this is likely going to face a constitutional challenge. Uh so again kind of just wait and see approach. Uh so summary for 2026 exe expansion did not pass but likely
083return next year. Uh sales tax exemption for school districts on professional services. No change to the bond supermajority. Uh as just discussed cuts to TK local effort assistance and transportation vehicle fund and no funding changes to MSOC uh special education or transportation operations side. So all those are kind of on the general fund side. And then, you know, just kind of getting some early indicator for 2027, uh, the state's already projecting a budget gap of about 878 million. And my understanding from WASA is that projections have rely both on income tax collections and drawing down on their fund balance reserves. They call it the rainy day, but that's they're drawing down on the reserves. That's what they mean. So, kind of makes me a little nervous if you're already incorporating those projections in there. Hopefully,
084they're conservative. Um, you know, because it essentially means you're relying on the income tax to beat constitutional challenges, beat voter referendums, collecting the amount you expected to, and that's already being kind of incorporated into future forecasts. Um, and then again also it'll be a long session, so a lot more discussion on budget, a lot more discussion on funding. And so again starts that second uh Tuesday second uh t second week in January on that Tuesday and Janu and runs through mid to late April. All right. Any other questions? >> No. I was just like one can make can make it different. >> Thank you. All right. Thanks Sean. >> Thanks Sean. All right, we're moving into actions. So, uh, second read of policies. We went through them last meeting. Uh, do I have a motion
085to approve policies 6910, 6920, 1111, and 5010? >> I move to approve the policies as presented. >> Second. >> All right. It has been uh moved by Maria and seconded by Caroline. Any discussion? No. All right. Any all in favor of approving resolutions say I. >> I. Any oppose? All right. Motion carries. Uh superintendent report. >> All right. Lots of fun stuff happening since uh our last board meeting. Um one we've started our design advisory committee uh for the bond. They met the literally the day after our last board meeting. So we had a full house. It was great. Um get to know who the people were in the room. Get to know um about where they were in their journey uh to a new high school. This week we're taking representatives from this team
086and our executive team uh to four different high schools tomorrow. Evergreen High School, Tai High School, Samish High School, and Rainer Beach. So, we're excited about that. It's going to be a full day. We're leaving early. Yes. Um and then, uh the day after that, we had our migrant night. Um and so the focus was health services. So, we had all sorts of onhand health screeners for students. Uh there was a dental presentation and then Alfonso and I were able to give uh a bond update and presentation. Then we had our AVID students give uh parents, core pack members and community members a tour of the high school. Um so that was great. Um also had a chance to go see the importance of being earnest uh last Friday. So that was that was great.
087Actually, it wasn't last Friday. It was the Friday before. But um what a great final tribute to a number of our senior drama students. Um so it's always kind of that bittersweet time. But um man, stay in character and have an accent for 3 hours. That was impressive. Um and then this weekend I was able to um uh collaborate with uh coach Chris Cloak and the WHS uh knowledge bowl team. They hosted the state competition with 87 teams participating at the high school. It was a packed auditorium and I had the privilege of helping kick off the event. And I think I've shared this before. The fun thing about Knowledgeable is not only was it the largest assembly of uh Ford Transit vans I've ever seen in the high school parking lot. So that was
088one thing, but um the the students and their teams, they dress up in themes. So there's a lot of school spirit. There was uh and then there's a lot of just kind of weird random uh team outfits. So there was a cowboy group. Uh there was I called them the black hat group cuz they all just had black caps on. And then there was a group that had uh sweaters with collars underneath the sweaters that were popped. It was just kind of they just do fun weird things and it was super cool. So great time. Uh and then tonight uh Maria and I rolled in from the mariachi festival kickoff dinner that was happening. Um and we got to hear some of our students perform. Uh the coaches always perform for us too. Uh then
089Juan Cortez got like the equivalent of a lifetime achievement award uh for the work that he does and has done for the last 26 years. Um so that was really special and yeah it's just it's been it's been great. So thank you. >> Great. Thank you Corey. Uh Caroline, you want to start us off with the board communication? >> Sure. Um yeah, I brought I brought some >> All right, Martin >> updates from WAZA um for their legislative represent. Here you go. Here you go, guys. I did my job. Um two positives that came out of the legislature. Okay. Um, one is the OSPI must now create some sort of framework around mental and behavioral health for students so that schools can implement them in their districts to be more on top of the mental
090health that's been popping up. Um, so that's due November 1st of 27. So, we'll get that out from OSPI and be able to look at what we want to use. Um, >> will they be providing funding for that? Just kidding. >> We already have counselors. Well, just incorporated into Character Strong. Um, and then the other one that I want to bring up was um, Senate Bill 5346, and that's that OSBI must create some sort of research presentation around the use of mobile devices in schools so that we can see the effects and the research and all the things that are happening around devices so that we can have policies in place to take them out and or use them with digital citizenship. So, both pretty good things. >> All right. Thank you, Julie. You want
091to go next? >> I don't really have anything except I Is this the first season that we've had the girls softball uh for the Oh, because I didn't remember. Yeah. Full time for the spring. >> I think so. >> I think it's the >> Is it okay? because we had our kickoff and our open. >> That's what I thought, but I thought it wasn't done. But I just it just I was just at the facilities this weekend and it was really cool to have a baseball game, a a soccer game, and the softball game all there and it was like we could just go to the fields and it just felt so connected. So, it's really nice to >> see them there and and feeling the the school connection there. So, that's just my observation
092of the weekend, but nothing else to report. Yeah, Diana is not here tonight. Uh, but she shared the same thing at our our cabinet meeting. She was at the baseball game and just how cool it was to have varsity events happening in all three locations. And then, um, some of the other soccer fields were being used for practice, too. So, it was busy. It's great. Students need a multipass. >> All right, Mark, you want to go? >> Just seconding uh things that Corey was at. uh also went to all of the shows of The Importance of Being Earnest, although I never saw any of the show because we were running around outside of the show trying to do everything. Um and I spent an exciting 16 hours at the high school on the knowledgeful day
093and uh it was really fun to see all of the kids. They were super pumped and trying to keep them all quiet while there was a performance going on as they were parading around with their trophies was a good time. All right, Maria. >> All right, I have quite a bit. Um, bouncing off with Corey. Yes, we were at the dinner. Um, I will also be partaking in the welcome um at Waji Valley College tomorrow for the over 500 students that uh will be in attendance for the next three days doing um lessons kind of like the jazz festival at the college. And then I'll I don't know if you're going to partake in the community um tour of the session. So I'll be in that as well. Um you know, get to comply with
094both my roles. That's kind of cool. Um I attended Winchester High School's Ignite for incoming ninth graders. That was really packed. Uh did I see did I see No, I didn't see you there. Um I thought I did. Um it was really packed with staff. Um of course bunch of eighth graders and parents. um good energy. Um they had the whole space open. Of course, boys were gravitating to the gym, to the weight room, gym, um clubs, sports. It was it was a good night. Um I will also be participating on Friday at um OSPI. It will be here at Wanche Valley College to do the John McCoy since time in memorial curriculum training which is uh part of the house bill 5433 which is training on um indigenous curriculum for K12. So indigenized curriculum.
095Hopefully we'll see some of our teachers participating in that training um as it's required for school districts um to have updated curriculum. Um, we don't respond to public comments, but I want to thank um our speaker Mark. Thank you, Hughes. Mr. Hughes. Um, Mike, it was her. Um, I I I want to speak to um this is something that actually I can't recall ever talking about. You know, we talk about well, I don't even know if we talk about we talk about um act lockdown drills, whatnot. Um, but I remember going to being in school a long time ago and actually learning about, you know, fire safety, not just Smokeoky the Bear kind of stuff, but what do you do in case of a house fire? What if you're in the second story building? Um,
096and I think it's it's something that we've kind of moved away from and have lost it. Um, but it's yet so important. Um, so whether it's through a partnership of um a community partnership with our local county, fire district, whatever it is, I think there's value into looking into that. And that is all I have. >> My my grandpa says the first guy never has a chance. So I'm going to one up you on the We had a cl a class in elementary school. two boys lit a firework out of their bedroom window, set the roof on fire, and their little brother was like, "We have to do this to get out of the house now, and like house burned down, and everyone's fine." But yeah, to that point, like it was definitely like a
097that um Okay, so I did the NCW Middle School Band Festival. I tag team with my wife, but all three middle schools had students there. And um it was actually really cool to see them performing like full game on um managing the students. They were there from 1 until 5. Uh they got a little stir crazy just watching other middle schoolers play band. So um it was uh a big effort from the students because from the directors from all the schools and they did a great job. Um I also wanted to say at our last uh superintendent advisory council meeting the students came really engaged. They they did all they had more ideas than I expected them to and they said some of the things that hasn't come up with the adults like oh if
098you have that open a campus the students will just run away. So, I appreciated the student perspective, especially Robbie's, but um but they they came to to do the work and uh I think they really did like actually work on it. We're a little slow getting there, but they they moved the models a lot more than we did board members. >> Yeah, they had they have a monopoly board. So, >> yeah. Yeah. Yeah. So it was a good process and I I really you know kind of value that those the students who are in the high school right now are having um a big impact on the pro process and uh other than that that's it. So meeting a journal