001Thank you. Good evening. Welcome to the May 13th regular board meeting for the Massie School District. We will open the meeting with the pledge of allegiance. I aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, liberty and justice for all. and espec All right, we're going to work through the agenda. Are there any changes from the board? Okay, hearing none and 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 the materials and ask the superintendent any questions they have had about any items. The consent agenda for this meeting includes the minutes for the 421-25 board workshop and the 4225
002special meeting, vouchers and payroll, personnel report, surplus report, contracts, field trips, and the March financial report. Do I have a motion to approve the consent agenda? Move to approve the consent agenda as presented. Second. Yes. All right. has been moved by Julie and is seconded by Mark. Any discussion? Okay, I'm actually gonna say something. Yeah, I'm Yeah, I'm discussing with myself here. Um, so I feel like normally this is where Martin would have jumped in, but he's not here. So, I'm going to try and channel my best Martin. Um, the personnel report that we're approving tonight includes some big changes to leadership at the district, both in the building level and the cabinet level. And I know the district put a lot of thought into these individuals and they make a strong and they made
003strong choices for all the positions. So I just want to say welcome and um I wish the luck wish luck to all the people in their new roles. So um all in fa anyone else want now that I've said something. All right. Uh all in favor of adopting the consent agenda as presented say I. I. I. Motion carries. So, we will now move on to the 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 in to board secretary Kim White. English and Spanish speakers will be allowed 3 minutes of comment time with additional time allowed for translation. Miss White will keep the timer
004that 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's silence does not signal agreement or endorsement of the speaker's remarks. Um, we have one. We do have one tonight. Don Wood, I got to put those on. Good evening. Uh in a few moments you're going to hear from some sixth grade students at Pioneer Middle School concerning the uh dress code policy for Wanchi School District and I as an educator from Pioneer Middle School wanted to share some thoughts that I had regarding this. Um I'm here today to address my cons a concern regarding our current student dress code policy. While I understand the importance of allowing students to express themselves and ensuring no specific group
005is unfairly targeted, I believe the policy that we currently have does not strike a balance between self-expression and preparing students for their futures. The Wachi School District's mission is to build a foundation of diversity, equity, and inclusion from which each student emerges future ready. To fulfill this mission, we must teach our students that professionalism, as reflected in a dress code, is essential for their academic and career growth. A well-defined dress code helps students understand how to dress for job interviews, presentations, and workplace environments, instilling respect and professionalism while allowing personal expression. A clear dress code promotes fairness and inclusivity, preventing issues like bullying or discrimination based on clothing choices and ensuring all students are held to the same standards. As educators, it is our responsibility to equip students with the skills for success. And part
006of that includes teaching them how to present themselves professionally. A fair and clear dress code boosts students confidence, minimizes distractions, and helps them focus on their academic and personal growth. As an AVID and student leadership teacher, I often discuss with my students how there is a time and a place for everything, especially how we present ourselves. We talk about how to dress for job interviews, public presentations, professional settings, and how school is considered by many to be a professional setting. The CO 19 pandemic shifted how students dress with casual and more revealing attire becoming common. This change highlights the need for a dress code that adapts to the new norms while maintaining a professional distractionfree learning environment. A dress code also teaches respect for oneself and others, which is essential in both professional and social
007settings. With thoughtful revisions, I believe the WACI school district can find a balance that allows for self-expression while upholding professionalism, inclusivity, and respect for all students. I respectfully request that the district review and revise the current dress code policy to better align with our mission of preparing students for future success. Thank you for your time and consideration. Thank you. All right, Corey, you're off. All right, our first special presentation. Don did a great job of introducing it and kicking it off. We have our Pioneer Sixth Grade ASB team that is fully represented here tonight. Um, and so we'd love to invite you to the podium and share with us uh the presentation that you have created that uh Tucker and I have already had the pleasure of hearing and Liz will get that up for
008us. So, thanks for being here tonight. We didn't spoil it for the rest of the board. No spoilers. We would we would like to present a dress code proposal for the upcoming school year. This presentation is 100% made by sixth grade ASB students here at Pioneer M under the supervision of our ASB adviserss, Miss Castanetta and Miss Wood. Hi, my name is Novea Rios. Hi, my name is Lana Quilter. Hi, my name is Ra Leon Pis. Hi, I'm Lydia Riley. Hi, I'm Charlotte Utley. Hi, I'm Sophia. You may ask, what is our purpose for create creating this proposal? In March, we attended the middle level regionals leadership workshop. This is where we were asked if somebody were to walk into our school, what is the first thing they would notice and how would could we
009change that to improve school culture? Overall, we want our school to have positive and bully-free culture that promotes professionalism, but still gives students the freedom to express themselves. We would like to create a positive, safe, and welcoming environment for all. Establish a more structured and focused learning environment. We would like to promote a professional atmosphere and improve safety and security. We would like to improve school culture and reduce bullying and conforming. We'd like to reduce distractions and have preparation for future expectations. In middle school, we are mixing more mature eighth graders with more wait. We want to feel like the eighth graders can set a more positive example for the younger students. We believe that changing our dress code to have more students dressed professionally could have a positive impact on this problem. So, what
010does a professional environment look like? Students need to look like they are prepared and ready to learn. No major, no undergarments showing, no hats, hood, or sunglasses, and no sagging clothes. We believe that changing our school dress code will improve school culture. Recent studies show that when students dress more profession professionally, test scores increase. Students take school more seriously if they are dressed for success. Fostering a more focused learning environment. We need to teach each other teach other students how to dress for success. Having a unity of professionalism and high expectations. Another way that improving our dress code will help our school is by reducing bullying and conforming issues. According to studies, by increasing our dress code, we will reduce peer pressure and bullying related to clothing items. Dress codes that establish clear guidelines on
011acceptable attire can help reduce peer peer pressure and bullying related to clothing choices. It limits the amount of mocking that occurs in the classroom over how people are dressed. Students are likely to conform fashion trends that don't reflect on their morals, and dress codes at school can drastically limit acts of violence. The last reasoning for having a better dress code is reducing distractions. For example, when students have hoods, they are able to hide AirPods, which causes more distractions in class. Dress codes help students work together better by making sure clothes don't distract us from our shared goals. Students who are used to dressing properly will be well equipped to involve into the actual world, especially when they enter into the ever competitive job market. Dress codes in schools can promote safety and security by addressing
012various aspects. Dress codes can include rules like not wearing clothes that show too much skin, clothes with rude words or pictures, or anything else that could disrupt or distract students from learning. Some people think dress codes take away their freedom to express themselves, but the truth is there are still lots of way to show who you are without causing problems at school. You can share your personality through music, art, writing, or other creative activities. Clothes aren't the only way to show who you are. It also helps when students get to be a part of making or updating their dress code. That way, everyone feels like their voice matters and rules are fair. Dress codes should never be used to pick on certain groups or stop students from being themselves. Everyone deserves to feel respected and
013included. We are not asking to go from one extreme and to another. We just want students to understand that school's important. If we want to create a a cultural of high academic expectations, we need to change our ideas around what's appropriate for dress for school. Here you can see our current dress code in Wachi School District. You'll notice it focuses on clothes that is gang or drugreated and leaves the rest up for interpretation. Our current dress code clearly lists prohibited items and behaviors. However, mostly all of the prohibited clothing items are related to gangs. While in this while this is important to keep potentially on the news dress code, we feel that more should be added. In addition to gang related clothing, here are many other types of clothing that do not support the professional
014environment that we are trying to foster at Pioneer. This is one example of a dress code from Woo School District in Madawa, Washington. We believe that creating a dress code with examples like here, we will provide clarity to families on what is acceptable. guidelines are organized into different categories such as upper clothing must not be cut. So it exposes undergarments and any lower clothing such as pants, shorts, skirts should be worn at hips or above and it clearly explains what is acceptable and not. Other schools in our surrounding area have a similar dress code to Wall Luke. For example, Eastmont School District. As you can see, they clearly outline that certain body parts should be covered in public setting and provide examples. They also have a clear plan for students not following the dress code.
015They will have to change their clothing or parents will be contacted which will require additional discipline. Lastly, we have an example from Kashmir School District. Headwear is not allowed and specific clothing expectations are listed. For example, students must remove all headwear while in the main building. Clothing must cover stomachs, backs, stoers, and chests. Shorts, skirts, and dresses must go below the students fingertips when arms are at their side. And footwear that is appropriate to the act activity must be worn at all times. Well, 60% of our students believe that the dress code needs to stay as is. There is a still a large group of students who disagree. We decided to conduct a student survey to learn more about how students feel about our current dress code. As you can see from the results, there
016are some confusion from students about what they can and cannot cannot wear for school. Students commented that went with this question said that there needs to be a clearer guidelines for students. Here you can see a summary of the student survey. Many students think the current dress code is fair and allows them to to express themselves without causing problems. However, some students are concerned about clothing that is too revealing, like short shorts, crop tops, spaghetti straps, and sagging pants. They also agree that undergarments should not be visible for anyone. Students want clearer rules about things like the length of shorts with the width of tank top straps, crop tops, and sagging pants. They also feel that accessories like animal tails, ears, and masks can be distracting. Additionally, students want the dress code to be enforced
017fairly and consistently with clear rules for everyone regardless of gender or body type and examples to help understand what is acceptable. We also conducted a survey with the staff at Pioneer. As you can see, 96.3% of staff believe we are in need of a more restrictive dress code. Here you can see the summary of the teacher survey. The teacher survey shows that many think the current dress code is unclear. It only covers things like gang related or offensive clothing, but doesn't give enough specific advance examples of what's okay to wear. Teachers are worried about clothing that is too revealing like crop tops, short shorts, and visible undergarments and sagging pants. They feel these clothes can distract students from learning and don't get the and don't help them get ready for future jobs. Teachers also said
018the dress code isn't always enforced fairly, and some feel that girls clothing gets more attention. To improve the dress code, teachers suggest making rules clearer, using general neutral language, and encouraging students to dress professionally. They also recommend using visual guides, getting input from the school community, and possibly trying uniforms or simpler dress rules to help students focus and show respect. In conclusion, dress codes will help our schools by promoting professionalism, improve our school culture, encourage students to take school more seriously, reduce bullying and conforming behaviors, and minimize distraction related to clothing. Dress codes promote respect, safety, and focus in our schools. They help reduce bullying, support student success, and build a stronger school culture. We believe dress codes can still allow individual expression just within respectful shared expectations. Let's work together to create a policy
019that reflects our values and goals as a learning community. We respectfully ask that the WACI school district to revisit and revise the current policy. Here is our work sited page that shows you the credible sources that we used to create this presentation. Thank you for your time and consideration. Are there any questions? No questions. Just really well done. It's great to hear from from students. Excellent. I'll I'll just add as well if there aren't any any other questions. Um well done. Thank you. Um, I'll very much appreciate um the survey information too from your students and your teachers. That's very helpful to understand. Um, and uh and we just appreciate the professionalism that you all exhibited tonight and the preparation and the guidance. So, thank you for bringing that. Um, one of the questions that
020I had just to kind of think about, you don't have to answer right at the moment, but um, if the board were to choose uh, to move forward on revisiting our dress code policy, what would the students of the sixth grade ASB or the ASB class or maybe Pioneer in general be willing to do to help support that uh, um, that collaboration that you talked about in the uh, presentation? Looks like we have someone who's ready to chat. All right, you go, Miss Quilter. So we so we did go over that um in during our practice. So um we were thinking maybe we could provide some shirts and pants or whatever that we find in the lost and found that are going to donation already. Um and we can use them as like if they
021are wearing a crop top, we can give them a shirt and then they just have to give it back by the end of the day. or if they're wearing like super short shorts, we have like certain things that can go over them or they just have to um bring their own clothes tomorrow and they just go off with a warning. And then if we if they don't, we can have like certain punishments for that. But what we're like thinking is like donations for certain clothes if they need them to go over their cuz like if they don't have any other clothes, they can like wear those instead. That's a fantastic answer. Thank you for already addressing that in your group. The other the other question that I might throw out would be um would this
022amazing uh power team of presenters be willing to maybe present to other schools if that was an opportunity that uh Okay, I like it. Wonderful. Well, uh we appreciate you all being here. Let's give them another round of applause. Thank you. All right. Well, we'll uh Excellent. With with all of us that remain, we will continue on with our presentations for the evening. Um we have uh the WHI school district science resource center here to share uh with us um all the robust learning opportunities and experiences that they host and create for us. So we'd love to have you join us here at the podium and tell us all about it. Thanks for being here ladies. All right. Okay. So we also have a power poll. Is that up for us? Although it will not
023be as impressive as the six. Very impressive. We're ready. That's awesome. Uh hello, my name is Andrea Cootson. I am the elementary science coordinator at the science resource center. Um we're a small but mighty team uh with district office support through learning and teaching. Our department is three people. Our material specialist, Bridget Wigan, who is currently at Robotics Worlds and unable to attend tonight. Maka Sutton, our field experience coordinator, and myself. So, we have our faces here and kind of the three roles that the SRC does, and they are overlapping, but the science resource center is responsible for preparing science materials in the classroom, connecting schools with curriculum and community partners in science, and coordinating the science field experience program. So, I was going to break down each one of those bits. So, for science
024materials and supplies, the science resource, this is a picture of Bridget. Uh, this is just the winter kits that go out. We send kits out three times a year into the classrooms at um all the different schools. So, the science resource center ensures that uh teachers have what they need across our system instead of leaving it up to individual teachers or buildings to scrge for supplies. We pack over 650 classroom kits, saving teachers hundreds of prep hours to ensure that every student has equitable access to quality instruction that is hands-on and engaging. So, if we could, that's some of the packup for materials magic, I think, which is a second grade unit. And then our next picture is a kid in the classroom using some of those materials because these materials and experiences are really
025the difference between learning about science and allowing students to do science themselves. Another area that we work on is community partners and um curriculum. The science resource center provides curriculum support to schools so that we have a unified approach to science that exposes them to all science standards for elementary school. The skills taught in science integrate reading and math. And for some of our students who struggle the most, particularly our students who are identified as lowincome or English language learners. Um, science is their highest standardized test subject and it's one of their favorite classes to take. So, it adds um relevancy and it gives them an area to be successful where they maybe aren't successful in other areas. So um we are assisted in this goal by some really fantastic community partners. In this picture
026is Jen Herdman from CS uh Cascade Fisheries and I believe in the next picture we have uh Bob Bower from the PUB. So these community partners come both to our classroom and are out in our field experiences and they provide lessons and they give students exposure to real people who work in real science jobs in our community. And I'll let Ma talk a little bit about the science field experience. Uh so levy funding um has really played a key role. Let me there we go. Uh levy funding has played a key role in our science field experience program uh which has been around for over 20 years now. Um and it's heavily reliant on our community and more than just the levy. um the community partnerships that we have um with various land owners, local
027agencies as well as nonprofits uh is what is able to enable us to have these opportunities for kindergarten to fifth grade students. Um this provides them the access to places that allow us to give them relevance to their learning that they're having in class. Based on our community agreements with stakeholders, we also open these opportunities to local private schools um as space on our schedule allows. Of course, this is another example of funy uh levy funding supporting all Wachi kids beyond the walls of our public schools. For some students, these science field experiences are the first times that time that they get a taste of hiking or learning what a sage brush is or really seeing the abundant recreational resources that the valley has to offer for us. For many students, these are the only
028field trips their class is able to go on. And they provide experiences that kids won't get otherwise. Our work not only enhances student learning in science, but it makes school a fun place for students to be excited to be at. Yeah. Few other pictures. So, this is second grade. Uh this is six or second grade they're doing ge geology. Sixth grade they're doing fire science. That's the fifth grade saddle rock height. And this is first grade uh needs of plants. This is just the science resource center by the numbers. We serve over 4,000 students in the classroom and at science field experiences. As I said earlier, we pack over 650 classroom kits. We cover all 90 next generation science standards throughout the six years that we have kids in elementary school. There are 27 different
029courses of study provided to classrooms and we have eight Ksix science field experiences each year. Third grade doubles up. And then if you guys in your packet on the last page, there should be the field experience schedule for next year. Um, these are just the proposed dates that we have for next year on the block. Um, I've went through and talked to our community partners as well as some other people that have a say in this and we have the all clear, but I just wanted to make sure that I run these dates by you guys up here as well as provide you guys a copy in case you want to come out to one. We'd love for you to come out. Yes. Thank you. Yeah, thank you. I just have a just thank you
030ladies uh for coming. I know that uh Andrea and Macawa and Bridget all work very hard to ensure these amazing opportunities and I just taking a moment just to talk about the student experience and the opportunities that our students in the Wanche School District get it. They're just amazing and robust. So, thank you for that. Um, and uh, this week is salmon salmon release, right? Okay. All right. That's awesome. I love that. So, anyway, thanks for being here. We appreciate it. Um, and any questions or comments here? Okay. I just want to say thank you for the time invested as a parent of a child who's been here through kinder. I've personally had the opportunity to experience some of these um, with the exception of the salmon because it was co, which is the big
031one everybody looks forward to. Oh, maybe. Um, but yeah, no, thank you for for the opportunity. Um, for our students, like you said, you know, many of our students um this is their first exposure. I I I I have my um what is it? First grade wildflower picture um in my office. I think every parent probably has that if their kid has gone through the district. Um and then I know um for the seventh grade snow science um thank you to middle school CTE Beth Hammer um and her attempts. I tried to work with her a little bit last year making sure that every student has um the gear needed for the field trip because um I know I growing up I didn't have snow pants, snow boots um uh for for various reasons and
032I know there was a big attempt to make sure that every kid had the the needs um to be able to participate in those field trips. So kudos to everyone. All right, thanks ladies. Uh, next up, transition to kindergarten. Um, as you know, our transition to kindergarten program allows our four-year-olds an opportunity to come to school all day and obtain incredible learning prior to kindergarten. Uh, the academic gains as well as the routines and structures are priceless to students. So, thank you for being here tonight. Thank you. And Liz, you can you can pass the clicker if you if you want. Okay. Got it. All right. It's been fast. It has been fast. I love it. All right. I'm ready if you can. Yes. Thank you. Well, first of all, we'd just like to say
033good evening to everyone and uh thank you for allowing us to come and uh take some of your time this evening and share some of um our information about our wonderful TK program. And I am Tammy Savage and I teach TK at Mission View. I also teach TK at Mission View. I'm Abby Del. And I'm Letty Fischer and I started at Newberry this year. Awesome. So, we're just going to jump right in. We wanted to talk about our district's promise to our students, which is to build a foundation of diversity, equity, and inclusion from which each student emerges future ready, and share some examples with you about how we're doing that in TK. Is that working? Oh, there it goes. Okay. Did you do it or was it me? Dang it. All right. So, let's
034talk about diversity. In TK, uh, we support our multil- language learners and give our students a head start before entering kindergarten. And we do this specifically with, well, not just specifically, but many different ways. But one impactful way is we all have a bilingual parah um, professional in our classrooms that support our TK multil language learners. And as we're teaching in real time, they're sitting translating to our students. So, they're getting the same content that all of our students are getting at the same time, which is awesome. We also use teaching strategies that support our multil- language learners, which is, you know, through GLAD and other types of resources that we use. Anything you want to add to that? No. Good. Um, as in for equity, we target students who are developmentally at risk and
035do not have access to any other early child education program based on income. And um, we do this through our screener pro screening process, which we will discuss a little bit later in our presentation. And finally, inclusion. We provide access of an inclusive placement for all children, including those with IEPs or disabilities, up to 50% of our class. And um we every year have students come from Castle Rock who have already been qualified and have IEPs. And those students are put on our case load. Our case worker um at our school provides their IEP minutes and those are met individually and through our team. We discuss how we can support those students needs the best and then also our program will qualify we'll identify other students coming in that have not been identified and we're
036able to get services for some of those students who also um will eventually get IEPs before they move into kindergarten. So those are just a few examples of how we are supporting our district's promise and getting our students set up for success for kindergarten and beyond. Who's this? All right. Is your Oh, you want me to be the clear? Yeah. Okay. So, I'm a lot shorter than you. Okay. So, we just wanted to talk a little bit about the big six and how that's a foundation of our Wachi school district. So, there's a lot of words up there. So, I kind of broke it down to basically our job is we get the opportunity to do a whole child approach. We get to get them ready for what school really is. So, we do that.
037Um we during the school year kindergarten on you really don't get a chance to really sit and work with the kiddos on that social emotional aspect. So we get to really focus on that on their physical their social their emotional development but we also get to do a foundation for them for literacy for math. We get to really work on how to be a student before they go into kindergarten. So they're already going ready to learn. The bonus is we bring in FTE kiddos who are school district. All of our schools have quite a few choice who loved our program and they love our schools and they're going to choose to stay in our district which is great for us in our enrollment. Um oh sorry. Yeah. Um one of the bonuses again with being
038able to be developmentally appropriate, we can go at a lot slower pace and we really are enrichment for them to go into kindergarten knowing some letters, knowing some sounds so that they're not already like behind as they go into school. We have kiddos who've never held a pencil, never held scissors, and we get the opportunity to give them all those skills. So, they're coming in on an even playing field. Um, they our data, which we'll show a little bit later, we have a uh teaching them a great number sense, literacy skills, the data showed that we kiddos who get into TK are actually perform better than students who didn't have that opportunity by the time they get to third grade, which is really great. Uh we're able to offer real world relevant learning experiences through
039social studies and science using our age appropriate strategies and lots of play experience which gives them the opportunity of hands-on everyday learning through science through glad field well not really field trips they come to us because we're four. Um but it's just a really amazing experience and to watch kiddos who couldn't even hold a pencil to writing their name and writing words and they're going to be so ready for kinder. It's just an amazing experience. So, thank you. All right. So, I'm going to discuss some of the data that she was um talking about. Um this year, OSPI published some data on February 5th showing that TK is an effective strategy for closing the opportunity gap. Um so every fall every kindergarten teacher in the state of Washington administers the W kids Whole child assessment
040which assesses children's children in six domains which are social, emotional, physical, language, cognitive, literacy and mathematics. And the state took that information from fall of 2024 and they compared the students who had TK the previous year to students who did not have TK. And so we are going to look at that data now. So, the first bar graph shows students with disabilities and um it looks kind of gray right there, but it's actually green. Um that those are the students that did not have TK or access to a TK program compared to students who did attend TK. And you can see that in every domain, students that attended TK outperformed their peers that did not. And so, they were more so kindergarten ready. The next slide is students that are identified as lowincome. Again, you
041will see that students who act who had access to our TK programs in our state did better than our students that did not. They were kindergarten ready. And then finally, all students, again, all TK students outperformed their peers in every domain. So, what is this data showing us? It's showing us that our program is doing exactly what it is supposed to be doing. Um, our students are leaving TK kindergarten ready. And also we want to just leave you this last statement from OSPI which we thought was very powerful. It says participation in in transition to kindergarten program is providing to be a significant strategy for closing opportunity gaps and ensuring all of Washington's students as are prepared for kindergarten entry. Limiting access to or removing resources from high quality program that is successfully serving many
042of our students further from educational justice is in direct conflict with many of the things we value most as a state and I think that we can assess to this as well. We love our job. We love what we do and it's amazing to see how far our TK students have come from the beginning of the year to this point of the year and we were just talking about it. that we said, you know what, if school was ending tomorrow, if tomorrow was our last day, we would all feel amazing about where our kids are and we would know that they are ready for kindergarten. Okay. Okay. So, there are there is a process in order for students to become a TK student at our in our district. Um, this is a flowchart. Um Emily
043Wilgus was supposed to be here to present this one, so I'm doing it for her. So um this is a flowchart that we use to share with our parents or anyone who's interested in TK. And at the very top, it asks if your child has access to any other early learning program. And if they have had any other program such as Head Start, ECAP, um, or even a private daycare that uses a preschool program, they are not eligible for TK. We are really trying to find those kiddos who don't have access to anything and um, and close that gap for them. Then we ask if they're four years old by a certain age and if they live within our school boundaries. So they can't move from um a different school area, say um a school
044that doesn't have it because we only have it in four school in three schools actually. Um someone from Lewis and Clark could not come into one of our programs. It's really for the kids that are going to be within our building throughout their school years. Um, if they are not um within our area, we try to connect them with some of the other agencies over here on the right so that they can still get another opportunity with another program. So, we try to support them in other ways. If they are eligible, then we have a building um parent information night and we als we talk about all of these things and they sign up for a screener. They come into our building and we give a universal test to the students. We rate them and
045we take the lowest and go up on the list so that we're catching those ones that are struggling the most. And um it's very we're in the process of doing that right now at Mission View and I think we've already screened 26 students and we have 30 available spots. Usually every year we have a few that we have to put on the wait list. So the other beautiful thing about um this process is that the last two years that I've taught I've started and ended with the same students. So there's not a turnover rate. And then um this year since we've added Tammy, we're super excited that every kindergarten will get 10 students that have been in our TK program which they have high numbers and we feel like this is really going to make
046a big impact on their year as well. So this is part of the process of um becoming a TK student. Um next slide. And this is a lot of words. I highlighted the most important thing for you, but this is the nuts and bolts of um TK that we share with parents at our parent night. Um we already shared that we have a pair of professional who is also our bilingual support who's translating. So kids are hearing everything in two languages. It's amazing how they just tune in to what they need to hear for learning and and that really has expedited a lot of um learning English and under and making that transition into English quicker. Um TK is limited to only 15 students per class, but remember we can have up to seven on
047an IEP with that support. Um, TK classrooms follow the same schedule as a kindergarten classroom or that our school follows. So, it's a full day program, which is a lot for four-year-olds. Some families think, okay, that's too much. Maybe we want a half-day program. We would suggest Castle Rock Preschool or maybe E, you know, another program like um like um what was I thinking? Head Start or the ECAP programs. So, we really try to use our community partners to find a place for all these children that we want um exposed to preschool. Students in um TK is free for them and we provide bus transportation through the district. The most important thing I think is that we are going to provide a developmentally appropriate program to prepare prepare them for kindergarten and beyond. TK is
048kind of stuck in the middle of we are not kindergarten and we don't want to be kindergarten. We want to prepare them at the end of the year to go into kindergarten and be successful. Um we are we also have five days of school not two or three. So we really had to create our own program that fit TK for our district. Um that is appropriate. So I I think of TK um as investment teaching. We're making the investment right now um before they enter kindergarten, but the investment we're making is so that they will be successful in years to come. Maybe not need as much intervention. We are the intervention for them in TK. They get a full year of intervention to help them enter in, be leaders, have confidence, and um hopefully um
049take them through 12th grade being a leader. So, um it's a gift of time. Here we have what we actually do in TK. How do we get those great test scores that Tammy was talking about? Um the first thing we really focus on is learning our routines. We have routines for everything. We have routines within routines for when they come into the classroom, for getting their mats out at rest time, for lining up, um all of those things. We've really focused on SEAL lessons and their social skills. The SEAL and I would say their um language, their oral language is the foundation of our whole program and everything else that we teach builds upon that. So, um, it's very important. We use the pyramid model, which is our state adopted program, and Heidi over here
050helps us all implement that. Really great. Um, we have to teach them. We can't just say share. You have to teach them what does sharing sound like? What does it look like? We have to give them the words and practice those actions. So, that takes time. but to say, you know, it's your turn and hand their friend the spinner. Um or to, you know, say good job, congratulations. So, we're giving them words and we're practicing actions of what it looks like to be a friend and um and working together. Let's see here. What else? Oh, we focus on their names. Those are the first letters of the alphabet they learn. Everything is centered around their name. They learn their friends names. um to read and to like we know Oliver is the only student with
051the letter V. He meant his name starts with an X. So there's some letters we don't have in our student names and those are a little bit harder to get. But those friends and their name is what they connect to. I'm going to talk a little bit about free choice play because I think what people hear is just the word play and that really is our um application period during our classroom of everything that we've taught. They get to practice it during their free choice time. So the biggest thing in our classroom is that we want learning to be joyful and fun and we do a lot of that together. So if we go to the next slide, um this is some free choice play time. What we want to do with our playtime is
052we are very intentional about setting up centers that allow children to explore and learn um what we've taught in literacy or math or in SEAL. So if you see the little guy over on the left um with the little blue hat, he is a mail carrier. Right now we're learning about community um community um helpers and he is looking at our name chart that we did during our opening circle and he's finding a friend's name that he is going to write a letter for. Then on the second picture there that's the that's our writing center and they're actually writing letters for their friends. You can see in the middle a letter for Oliver from Himea. So, they're writing each other's um names on the mail using the name chart and then they're delivering it to
053their friends. So, they can take it to them, get their friends attention by saying their name, they give them their mail, they open it, they say, "Thank you so much." And um and then in the very last one, you can see he's actually delivering it in the mailbox, having to find that name in the mailbox and and match it up. There is so much learning just in that little process there that's happening in the classroom where they're applying the skills that they've learned. the um the play down in the blocks. If you can imagine the language that they're talking down there, having to help each other hold the blocks up, working together to balance that. That's what we want in our classrooms. We want a constant hum of learning, not just quiet. So that's that
054oral language is so important. This is how we create those high test scores. So it's not real really play. It's it's learning time and application time. So let's do the next slide. Um this is an example of our schedule. And um you can see that most of it is broken into 15 to 20 minute chunks of time. We are moving fast-paced through our day. We'll sit on the carpet for 10, 15 minutes and then we're up at our tables or dancing or doing um an activity um around the room. So, we do have it all broken up here. You can see that they also go to palm lunchtime. That routine of going through the lunch line. Oh, wow. At the beginning of the year, that is a challenge. But by the end, they're great. So,
055that one the kindergarten teachers love us for. Um but yeah, so you can see our morning is mostly um literacy. Our afternoon we do math and free choice is our biggest chunk of time. It's 45 minutes for them to work together and talk. Really important to our day. So um with I'm just looking at our time. So, I'm just going to go ahead and say that um that through um TK, kids who might not have had the opportunity for success are now succeeding in becoming leaders. And we just really want to thank you for this time and opportunity to share our program with you. And we would love for you to come and join us in our classrooms. We would encourage you to come, as Dr. Dr. Kalahar said earlier at the beginning of the
056year to see what it looks like and then again at the end of the year to see where we're at at the end. Um because it is a huge um change. The next slide is our contact information. And then after that we just have in Oh, it didn't come up but I hope that you get it. We'll have to fix it. We have some testimonials from some parents. Um there's a whole bunch that you can go on your own time and look over about how um families feel about our program and their experience. Some videos from a couple students in there as well, why they love TK, what they've learned, and they're able to like spell their name. There's the kiddo that's counting. He's counting all the way up. He keeps going to 40. I'm
057like, "Okay, that's awesome. Thank you." Now you guys have been to sit in there watch forever. Like he's counting to 100. But yeah, so the cell will make sure that's fixed and you can have access to those videos because they're super cute. Yeah. So, are there any questions for us that we could help answer? I actually had a question. So, you talked about the the academic kind of achievements that these kids are getting instead of with their peers in kindergarten. And you talked about them being leaders. Are you actually able to see like some of that those skills applying and then kind of being role models for the other kids coming into class? cuz I know I've talked to principals who say like kindergarten first 3 weeks is like the hardest time of the year
058and so it seems like that would be a chance for them to kind of showcase what they've already learned. Yeah. So I can answer that. So I've taught kindergarten for 17 years and I went to TK. Um so kindergarten I mean we really do call it like you know kind of our hot mess at the beginning of the year because we are we don't know how to share. We don't know how to wait in line. We don't know how to sit patiently. and we don't know how to take a turn. Those are things that our kiddos are already mastering to proficiency. So, when they go to kindergarten, those teachers aren't even going to have to worry about that for those students. You know, we're teaching them those basic skills of how to be ready to
059be a student. And I think that's where it's really going to come in. They're going to spend less time on the behavior at the beginning of the year because we've already taught it. So, we will definitely, you definitely see a difference. I can already tell the kiddos I have now that that's something that I did not have before with my kinder kiddos coming in. And I can attest to it as well because last year I taught kindergarten and so I received five of Aby's golden children which I adored. They were amazing. They were peer um models. They did they were they knew all of the routines in place. They flowed. It was easy. They came in. They were familiar with the environment. You can tell they're they're had a boost of confidence. And I really
060played up on that too. I I talked them up. They were models. They did their jobs wonderfully. So, it helped. It was amazing. Our our home specialists also have said what a big difference it is. So, they get all the kids in school and they've said that TK has become one of their favorites. They really see the progress and that the following year it makes a big difference in their classes as well. I have a couple questions. Um, how many years has the school district have had TK it it went in co was the first year 2020 2020 Marcy Wright had the first first little group of 15 their third graders this year so we're curious also to see what that data might support right so that that's that's my question are we tracking the
061students in a cohort so I contacted our district um assessment coordinators and asked if we could track these kids and it needs to come from a a request from, you know, maybe one of you would hire us, right? We would love to see that. We would love to see that. I'm just very curious as to how they compare to uh students that say um maybe did go to an outside preschool or did not um and to see the successes or areas of improvement when compared to their peers. We would love to see that as well. Yeah. I would love to get a part two presentation on that. Yes. What we are excited is this year um for the first time we have to do the we did the walk kids in the fall and we
062are required this year for the first time to do it in the spring. So we're getting we're actually in the process of starting that to see the growth over a year. Usually they wouldn't do it until the beginning of kindergarten after the summer. So now we get a true picture during the school year of their growth and then they will also do it again in kindergarten. So we can even see over the summer did they retain what we taught them in the summer coming into kindergarten. So we're excited to see that being and then the other question is maybe more for the district. Um how were the three schools chosen for to host a TK program? Uh the first the first program I believe correct me if I'm wrong but I believe was Mission View.
063Is that right? Where we had our Columbia was. Okay. Columbia and then Mission View. Um those two programs were um they were requests from the PR building principles to the school district. Um and so that's how we were able to choose those. And then once Colombia closed, then we had to reallocate. Um and then uh which went to Washington. Um and then we also had another request from Michigan View to have another class pop up. So that's why Mission View has two. It's also based on student population and the need of the students at the building. So that's where I'm wondering is there greater need in the Washington area versus the Louiswis and Clark area? That had to do with space in the building. That's what I was wondering with the students being, you know,
064shifting over and being full. So that was the other challenge that they've had is where are we going? If we want a TK, where would we put it? So we have to have space. We would love one at every building. Yes. I I guess I just had a question for clarification because you mentioned that you can only participate in TK if you're within that building's boundaries, but you also made the comment that it's an important choice resource. So, I'm just I'm trying to are you suggesting then these families would choose to go who are otherwise within our district if they didn't have access to that program might choose to go somewhere else um versus how I traditionally see choice as choosing being in a different district and choosing in if they're already in our building.
065I know that you can students can choice. However, if we have if our program is full in our building within for students who are within our border, then we don't have any room for choice students to come. But like with Letty's group, she has a student who is choice because her class was not quite full. And it also comes down to administration as well. They have a choice in the say of if we're taking those who comes and who doesn't. But if our if our if our roster is full with kiddos in within our boundaries, those are the kiddos that come to our program first. So basically let's look for my building we did um my my boundary first then it was Wan that school district kiddos next then it was choice from outside of
066that. So like I've got two kiddos from East Wache whose parents work in Wan that they had to wait to make sure that everybody from my school they got the first pick and then from there it was anybody else who was in Wachi school district and then we went out further. So kind of start at home base and work your way. Yeah. You're not procluded though if you're not not within the boundary. You can be eligible, but you have to wait and go through that. Yeah. And our building has a waiting. Yeah. With two classrooms within our boundaries. Yeah. We all had a waiting list this last fall. Yeah. Is a great job. Yep. We love our We love our job. Excellent. Thank you. Yeah, thank you so much for I also just a quick
067observation. Jimea has great handwriting. That was amazing. Oh my gosh. Um and the other thing too just for me to add is that uh the board and I as are always looking for strategies to close the opportunity and achievement gap and this is clearly one of those. Um and so we appreciate the the hard work and diligence and the presentations. Thank you. They should make this presentation to the legislature. Yeah. Funding for it. Thank you. Which is a great segue into our next presentation so we can bring executive director of business and finance Sean Fitzgerald to the podium. Fun fact for everyone, 245 days until the beginning of the 2026 legislative session if you were concerned at all in any way, shape, or form. Okay. Perfect. Good evening. Um, members of the board, Dr. Kalahar.
068I'm here to present tonight on the 2526 legislative session which wrapped up on April 27th. Um, it was a long session, 105 days, uh, convened on January 13th and ended, as I said, on April 27th. A lot of some bills have been signed, but a lot of the bills are have been delegated to Governor Ferguson and are on his uh desk and require his signature before becoming formal law. Uh again, areas of focus. Uh this has been consistent throughout the legislative updates. Um again, addressing the state budget shortfall projections have ranged high. I mean, originally here I have 10 billion to 12 billion. We've had some up as high as 16 billion and as low as 7 billion. So, it's been fluctuating around there. Um, special education funding, people transportation funding. Um, although that is
069on here on the bullet point, those bills um for renewing or evaluating our people transportation did not pass. Uh we'll also go into MSOC and inflation transition to kindergarten funding. Um discussions about bonds, levy lids, and clean energy act compliance. Uh so special education, uh Senate Bill 5263 passed and it's currently awaiting signature. Uh so this condensed the funding model. We had a two-tier funding model uh for those students spending most of their time in a general education classroom as opposed to a special education classroom. uh those tiers have been uh condensed into one model and have both in um both seen an increase in funding on both models. So it's been condensed and the funding has been increased although smaller than originally proposed. Uh it's nice to see the increase in the funding. Um
070lowering the safety net threshold as well for qualifying for additional funds from the state. And then another important one was removing the enrollment funding cap. Um, so as I've given these updates, we've kind of inched we increased inch by inch. As we can see, we're approaching about 15% of our overall enrollment uh or special education enrollment compared to total overall enrollment. Um, and so as soon as you hit the 16% cap, uh, the state would no longer provide additional funding. So that funding cap has been removed. So we won't see additional benefits immediately because we're right now below the cap. Uh, but it is nice to know that that cap has been removed. uh you know in case we're dealing with overall when we're dealing with overall declining enrollment uh and so when we're seeing
071special education enrollment increasing it's nice to know uh that the state will be providing funding beyond 16%. uh uh MSOX so Senate bill 5192 passed uh so we can see how when it was originally proposed versus the final bill uh so it was very ambitious the original proposal was a 10% increase in MSOC funding so material supplies and operating costs and then again adjusting uh then an annual adjustment based on IPD or implicit price deflator to address inflation uh then it was amended to 6% and then our final bill is a 5.3% increase. And then again, the legislaturator's reasoning for this uh unclear, but they separated out so grades 9 through 12 get an additional MSOC enhancement, and they've tied that adjustment, annual adjustment to IPD. However, all other MSOC funding will remain under the
072current funding model of kind of just an ad hoc approach. Uh so they're not really addressing inflation on a year-to-year basis. Basically, um when we're back here next year at this time, uh we'll be looking at this and it'll be coming up with an MSOC increase uh based on a number that is not related to an inflationary factor. Again, pupil transportation did not pass. There were two transportation bills uh to review the current funding model. So, without those P bills passing, the current model remains in place. School bonds also did not pass. So again, uh there was a lot of discussion this year uh moving towards a simple majority. So 50% plus one and eliminating the 40% validation requirement. However, the current model is going to remain with the 60% supermajority and a 40% validation
073in the NE um 40% validation based on the general prior general election turnout transition to kindergarten. So, we're paying close attention to this bill. So, Senate Bill 5769 did pass. This caps TK enrollment at our 25 24 25 enrollments for the next school year. So, right now uh our current model 4K classrooms and 60 student FTE uh would be the likely projections for next year. That would be the cap. I did um information has been trickling in uh since I prepared this uh slideshow. So right now, uh, we got numbers from OSPI the other day that they're putting our cap at 59 student FTE for next year. Um, so that's what it is. Uh, regardless of um, you know, weight lists and the desire for um, popularity, not only in our district, but also statewide,
074they are capping enrollment uh, throughout the throughout the school districts in the state at 24 25 levels. levy lid and local effort assistance. So this bill passed as well. Uh so a lot of information here. Uh so just starting at top with the local levy lid. So this was increased. If we go back to the fall and we're talking about our uh EPLO levy, uh we had you know the 250 per 1,000 of assessed value is the cap or 2500 per pupil. Um so the current law is inflation adjusted by IPD. Uh they've now changed that to a new inflationary factor of CPI. So the consumer price index plus some inflation enhancements. So overall CPI is historically a higher rate than IPD. So that would be uh basically additional funding for um for districts um
075who are looking at uh the max levy and pursuing that. um no impact on us because we are under the levy lid. Uh but for those districts that are looking um that are at the lid or above um there are options here u based on these inflation adjustments and enhancements. Uh the other one is local effort assistance. So again the current law is uh capped at $150 per 10,000 of assessed value. Uh here they changed the inflationary model. So whereas the levy lid is um a uh inflationary factor that would be more favorable to districts, they're now switching it to IPD. So that would mean um less um when you're tackling inflation, they're using a lower adjustment rate. And so that would mean overall less funding for districts who would use the LEA model. Uh
076no increases to the LEA threshold. And then part of this law, although this is this is not this language is not new to the law, but I did want to point it out um that this is specifically mentioned in local effort assistance that is not part of basic ed education. So they don't deem it part of the mccclary decision and meeting the paramount duty of the state for funding states. So, um, throughout the legislative session, um, when they've been discussing not only LEA or national board stipens or transition to kindergarten, they've been using this language a lot. So, it's not part of basic education. It's not part of our paramount duty. Uh, so using kind of the language what the legislature is using, it's kind of like you're not really touching LEA. Um, we're not
077seeing many changes here. So again, something we're paying a close attention to, especially year after year. Um, but again, it doesn't seem like the legislature is really focused on funding or increasing LEA clean buildings energy act. So a Senate House Bill 1543, alternative metrics compliance, uh, passed. Uh again reading through this language I think more clarification is needed and guidance uh from the state but it's interesting looking at the language it's like uh we know that you know we're in the process of evaluating and complying with the clean building energy act and they've uh added this additional language about alternative me met metrics uh but when reading through the law there's a lot of emphasis on may uh so they may develop alternative metrics so there's no alternative ative metrics in there yet. Um they
078may do it. Um so it gives them the option the legislature the option to pursue alternative metrics to comply with this act. Um so again waiting on more guidance and direction on what those may be. I did notice some interesting language increasing building exemptions. Uh they do have building exemptions and they also included language regarded uh regarding K12 buildings. So related to financial hardships and they're dividing defining financial hardship as not passing a bond or you know a capital projects levy uh related to construction or improvements. So then it begs the question about okay well if you don't pass a bond or if I don't pass a capital levy related to K12 buildings for clean energy you know clean building energy act compliance what does that mean? Does that mean we qualified for this exemption?
079So again, it's a wait and see approach. Um, but I just want to draw out this language and know that we're looking at it and we'll be following up on it as well cuz that's very relevant to like the high school for next year, right? Correct. Yeah. And that is all I have for the presentation. Any questions? All right. Yeah. Thank you. Slide to Excellent, Sean. Thank you for the for the timely updates throughout the legislative period throughout uh this uh year. So we appreciate that. Uh okay. So no discussion for today. So we're going to head into actions and we have the nominations nomination and election of a legislative representative. So um we need a new ledger rep to fill Miranda's unexpired term until the first regular meeting of 2026. I know that we
080talked at one point about having her whole term that she had agreed to, but I think we're going to do this just till the end of um this year. So, we'll do another one another once we have a full complement of board members again since we have elections coming up. Um, per board policy number 1225, the board's um, WASDA legislative representative serves as the contract contact person and acts as the coordinator of leg board legislative activities. The legislative representative also serves as the board liaison at the WASDA general assembly. Do I hear any nominations for someone to serve as the WA legislative representative until our first regular meeting of 2026? I nominate Maria. All right, Maria has been nominated. Are there any further nominations? Okay. Um, we will now have a roll call vote uh
081for Maria to serve as the legislative representative until the first regular meeting of 2026. Mark. All right, Julie. Maria I and I vote I as well. Congratulations. Thank you. One reason I accepted was because we passed the legislative season. Yes. The long one, mind you. No, just take it. You just did it. Like, no, I'll take that. I'll do that. I'm also realizing how much Maria was doing or Miranda was doing as we're like, let's replace her for this. Let's Yeah, thanks Miranda. Um, okay. So, we got that all squared away. Um, now we're uh do I have a motion to approve moving the Wachi Valley Transitions Community Transitions Program to join Valley Academy at the former site of Columbia Elementary. Yeah, if if I can just say a few words before the motion, if
082that's okay. Sure. Um just uh just as a reminder at our last board meeting um I shared a slide presentation that gave the board a summary of the Wanchi school district transitions program as well as outlined some of the needs for the growing program itself. Um and since that time the board has had uh the time and the ability to ask questions and hopefully fully understand the situation help make an informed decision tonight. Um, but I do recommend that the board um support the move of the transitions program to the west wing of former Columbia Elementary School that will now house Valley Academy of Learning and the other twothirds. Uh, this move will be the in the best interest of our students uh and staff and give the program a more permanent location than it's
083had in years. So, thank you for that. Okay, I'll say it again. Thank you for the the better setup than just like jumping into it. Um, so do I have a motion to approve moving the Wachi Valley Community Transitions Program to join Valley Academy at the former site of Columbia Elementary? I move as presented. Second. All right. Has been moved by Maria and seconded by Julie. Any discussion? Yeah, I just want to add um that um you know, ju I'll just repeat what I said at the last board meeting was that um it's very clear that there is a great need for our transitions program. um given that this has been conversations for the last couple years and trying to find a space for the growth they've experienced. Um so for me it's a it's
084a no-brainer. Um I fully support the the relocation. I want to thank our community partners who have reached out to uh the school district um hoping to get a little bit of space in that building um for various different projects. Um there I know there were some that were excited to submit the proposal. Thank you for the interest. Um, but again, when the need is within the school district, I think it's our our due diligence to uh keep them within our school uh property. Um, and then to our Valley families, I know I've received some questions whether, you know, the plan was still to go, you know, with uh Valley um having access to the kitchen, to the gym. Um, and I've presented those questions to Superintendent Kalahar. And the plan is still to keep
085those two uh sections of the school separate. Uh, the West Wing for the transitions program and then um what was designed for uh Valley to remain uh the same because I know Valley families were looking to have in a gym and a kitchen. Um, not the Yeah, exactly. Um, so so yeah, just reassuring for our Valley families as well. I'll echo that. I I think it does make sense to use our own space to facilitate growth of a program that we already have and and make a better space for them. Um and just for the community partners who have reached out and are still interested in facilities, we will still have at some point the valley property once the school moves. So, we still have a rentable potentially marketable space um to help with with
086the budget issues that we we have been dealing with. So, it makes sense to me. Yeah, I will echo my colleagues. Uh, I know we talked about leasing that space out previously, but you know, our job as the district is to educate kids, and I think it's important that we use the district buildings first and foremost for that position. So, I know that a lot of people have mixed feelings about moving Columbia Elementary into a new phase, but I think it's going to be an exciting way and we can grow two great programs. Oh, okay. So, all in favor of adopting the plan, say I. I. I. Any opposed. All right. Motion carries. So, Corey, back to you. Excellent. Well said, everyone. Thank you for that uh support. And uh Shane's here representing our special
087ed department, so she's uh excited about the opportunities for our students and our staff as well. So, thank you. Um wow, three weeks since our last board meeting. Just a reminder, there's been a lot of things that have happened. Um, we had an FFA plant sale. We had so many talented students and staff on stage at Memorial Park uh for Apple Blossom. We had National Principal Day. We had National Lunch Hero Day. We had Sheenat Town at Westside High School. We hired a new athletic director. We appointed an interim high school principal. Mr. Panther was last week. We had teacher appreciation week. And regular season sports are wrapping up. Uh, but the show goes on for some. I just obtained the highly coveted Bruce report. Um, and it was it's always interesting to take a
088look at this is un these are official but unofficial. Um, but uh girls and boys track uh final standings are first place. Girls and boys tennis final standings are first place. Uh boys soccer first place. So that's a pretty good run for spring sports. And our other uh our other sports did exceedingly well. So it was nice to just get that right off the press. Um, two of our Wini schools have been recognized by the Washington State School Recognition Program for outstanding performance. You probably read that uh in Diana's communication. Uh, but Foothills Middle School was recognized for significant growth in supporting low-income students while Sunny Slope was acknowledged for it remarkable progress with both low-income students and students with special needs. Um, uh, so that's uh amazing for those schools and we applaud their
089efforts. upcoming events. Uh Thursday is Westside's annual spaghetti feed and silent auction to help support Elliot Babcock. So, um I know we're planning on going and they they last year they did their first live auction with art and so they'll be doing that again too. So, that'll be an exciting ad. And then on May 21st, uh we have our migrant end of the year awards ceremony. So, that'll be at 5:00. And then, uh to finalize, I have gem awards uh for our board members. This is going the extra mile awards. We were we were going to give these out to you when we were uh we were all together at Mission View last time, but uh for outstanding performance, this is recognized by our learning and teaching team. Um it has been inspiring to see
090your commitment to participating in the Wanche School District's learning walk process. Your support and involvement make a meaningful difference and we're grateful for your dedication to deeply understand instruction and its impact on student learning. So, we'll pass this out and thank you all for participating in our learning walks. And that's it. All right. Well, um Mark, you got to go last last time. We're going to do board communication and you get to go first this time. Just right on the spot. And and that is also Thursday night, isn't it? I was thinking of I was thinking of Mrs. Dero torn between her school and her son like, "Oh my gosh." Okay, it's going to be hard. Ria, I can't remember what I ate last night for dinner. So, and it's been three weeks, so I
091will pass. You made it. You made it here. That's the important thing. All right, Julie. I'm struggling with the same. I There's been too much. But I think just to reiterate, congratulations to the schools that had some good performance achievement. That's really exciting for them. And I and I hope in the future we we see more schools on that list. That's amazing. Um, I think an activity you forgot was prom. I think there was a successful very well put on prom by the the high school uh Apple Blossom. I'm I'm sure we had a lot of students participating in those activities and events. So, um just lots to do in the community, lots of involvement by students and families in our district. So, I'm here here to support it. Right. I will add to that
092list. Uh I went to the boys middle school swim meet last week and uh I was impressed by the by the the the breadth of skills. So like a lot of kids who I think clearly had not participated in a swim meet before and the generally all the way of all supportive. So I mean I think the opportunities and the kind of commitment to fitness that the school district supporting is awesome. Just one more example of why middle school sports are great. Um yeah, and then I was going to say something about the poor fish that were released into the Columbia today, but we already we already covered that. So I think that's mine. Um all right, so we have an executive session. So, the school board will now recess into executive session for a
093period of 15 minutes until 7:35 to evaluate the qualifications of an applicant for public employment or to review the performance of a staff member pursuant to district policy number 1410 and RCW 423110. This discussion will be closed to the public. The board is not expected to take final action following the executive session. So, we will be back in a bit. I'll be back. Yeah, you guys will Yep. Okay, we're going to need we need 10 more minutes. We're going to be here until 7:45. Thank you. I will adjourn the meeting. Right.