COUPEVILLE SCHOOL BOARD REGULAR MEETING MARCH 26, 2026

001Our chairman of the board is absent today, but she is with us remotely. And for tonight, I'll run meeting. I'll call the or to order the Kville School District board of directors regular meeting for Thursday, March 26th to 2026 and ask that you please stand and join me in the flag. I pledge to the flag of the United States of America and to the stands. One nation under God, indivisible. Just as a reminder, this meeting will be recorded and available on the district's YouTube channel and website. Uh first up is adoption of the agenda. Is there a motion to adopt the meeting agenda? >> I move to approve the agenda as presented. >> Second. >> Moved and seconded to approve the agenda as presented. Uh first an advisory vote from our student board members. >>

002Good. and from the rest of you tonight acknowledgement and district equity statement. Mindy, thank you. >> Cubill schools are located on the ancestral lands of the lower Scadget people. For thousands of years, Coalis tribes have stewarded these lands, waterways, plants, and animals. We pay respect to the elders past, present, and emerging for they hold their memories, traditions, and culture of their people across the nation. Cuville schools are committed to educating students, staff, and the community about this long history as we honor and acknowledge the continued presence of the Swinnish Indian tribal community and all other indigenous peoples. >> Thank you. And George, the equity statement. The Kville School District is unequivocally committed to providing a safe, equitable, and inclusive working and learning community for all. Whether about race, religion, language, immigration status, culture, sexual orientation,

003gender identity, class, ability, or a combination of these, all students deserve to be respected for who they are and acknowledged for the strengths they bring to our learning community. >> Thank you. >> Then our consent agenda. Is there any item on the consent agenda that a board member wishes to remove and place later for action? Hearing nothing. Um, is there a motion to approve the consent agenda items? >> I move that we approve the consent agenda items. >> Second. Moved and seconded to approve the consent agenda items. Uh, first up, an advisory vote from our student board members. >> Good. >> Sounds good. >> Good. All right. And for the rest of you, thank you. Do we have any public comment? >> Great. Morgan. Um, no public comment. So, we'll move on then to our

004um reports and communications. Um, our learning spotlight focuses on our strategic plan pillar of ensuring excellent instruction and Superintendent Leatherwood will introduce our speakers for tonight. >> All right. I would like to bring up Miss Deb Sherman and her fifth grade students who are going to talk a little bit about our new curriculum that we've been piling this year. It's called Core Knowledge Language Arts or CKLA, which the board will hear a little later about as well. But come on up. A few of you were in the play too, I noticed. Uhhuh. >> Okay. So, I'm Oh, is this for me? >> Oh, >> for the students. >> Oh, got it. Okay. So, um I'm really proud to um share these students with you tonight. I love our new curriculum, CKLA. In fact, um I'm

005retiring this year, but I would honestly consider not just to keep teaching this. It's amazing. Um it's kind of sad to be um teaching it and thinking, "Oh, next year I could do this and I won't be able to unless I sub." But um it's just an amazing curriculum. Wouldn't you guys agree? very engaging, uh, lots of fun. Um, I'm gonna let the the students tell you about the project that we did. Um, which is good. I'm losing my voice, so um, they'll be able to tell it better than I can. Um, one thing I did want to let you know, though, is that the biggest part of this was learning how to paraphrase. And paraphrasing is a really hard skill. Would you guys agree? Reading it, thinking about it, putting it into your own

006words. And they had to know their vocabulary. They had to know their content and then have to be able to put it into their own words. And then um could one of you turn your thing over and show where you had to set your evidence. >> So they're just beginning to learn how to site their evidence. So, um to uh look at the resources that they got their information from and then site those sources. So, that was another really big skill. So, I'm going to let them share what we did. I do have permission from uh one of our students and his family um to share his project with you. Um I thought it would be really interesting for you to see the process of what they had to go through. So each of them

007wrote a paragraph on each different civilization and they'll be explaining that but they got graded on each one and the point was to see progress. So how much progress did we make from paragraph 1 to two to three and you're going to see where um the final paragraph paragraph 4 um you'll see where this student made a lot of progress and then you'll be able to see his uh codeex project product too. So, I just wanted to share that so that you could kind of see the process that they had to go through. >> So, we have six of our fifth grade students tonight. June Jackson, Leo Hernandez Gomez, Silus Rudac, Jacob Green, Scotland Helm, and Connor Batterman. So, I am going to start with June. June, did you want to stay there or did

008you want to come up here? >> Okay, you come up here. Okay, >> CK la unit 2 was all about ancient civilizations and honestly it was really interesting. We learned about the Maya, Aztec, and Inca and how they lived in totally different places like thick rainforest and super high mountains and still figured out smart ways to survive. They didn't just survive though, they thrived. We discovered how they farmed in tricky environments, what they believed in, and how their government worked. Some of their achievements were seriously impressive, like creating calendars, building huge cities and roads, and even using advanced math. They figured out things without technology. While learning all of this, we also worked on our reading skills, like finding the main idea, learning lots of new vocabulary, and find figuring out how authors use reasons

009and evidence to prove their points. At the end of the unit, we got to create our own codics project, which was a really fun way to show everything we learned. It felt like we became historians putting together our own version of history. A codex was a special kind of book that the Maya Aztec and Inca used long ago and it was nothing like the books we read today. Instead of the pages, it was made from long thin long sheets folded back and forth like an accordion. And instead of lots of writing, it was filled with colorful pictures and symbols that told stories. The CODC shared important information about their history, beliefs, and daily life. It was kind of like their version of a comic book mixed with a history book. Codes are super important today

010because they helped archaeologists figure out which of these civilizations lived and what they believed. Without them, we wouldn't know we wouldn't know nearly as much about their amazing cultures. >> For this project, we got to become historians. First, we chose one topic, farming methods, architecture, or social classes. And we stuck with the same topic while learning about all three civilizations, the Maya, Aztec, and Inca. Then, we used what we learned from our reading class, reading and class discussions to research and gather important information about our topic for each civilization. This helped us compare each how each group did things in their own way. We also learned a new skill, citing our sources. This means we gave the credit to the books and websites where we found our information. Next, we organized our ideas and created

011our own codeex page. Instead of writing long paragraphs, we used pictures, symbols, and short captions like just like real cotices. It felt like turning our learning into ancient style comic. We made our we made sure our work was neat, colorful, and easy to understand. And we included details that showed we really understood our topic across all three civilizations. Now we get to use our codeex to teach others what we learned. Now I want to introduce Jacob, Scotland, and Connor who will each present a part of their codeex. I will be sharing the farming methods of the Maya civilization. The Maya use many smart farming techniques to grow food in a difficult environment. Maya farmers use different tech different methods like slash and burn. Slash and burn is a technique where they cut down trees and

012grass and then burn the grass and plants. The burned plants added important nutrients to the soil. The Maya also domesticated animals to help them hunt and to raise for food. They even kept singing bees to make a natural sweetener. The Maya faced problems like heavy rainfall, drought, which is not having enough water for the crops. To solve this, they cut terraces into the sides of mountains to help collect and reuse rain water. Another clever method was building canals which where aquatic crops grew. These canals also supported fish and when the fish died they helped fertilize the soil. All of these techniques help the Maya successfully grow food and support their civilization. Tonight I will be sharing the social classes of the Aztec civilization. The Aztecs were divided into social classes based on how wealthy they

013were. Just like the Maya, the kings and priests lived in the near the city center near the city of the of the city in big palaces. On the other hand, people in the lower classes like artisans and farmers lived together in one-story homes called cow boys. They built these homes using adobe bricks that were dried by the sun. Education also depended on social status. Boys from lower classes learned how to repair temples, trade, and build roads for the community. Wealthier boys were taught by priests and learn how to be leaders and important people in their society. The Aztecs wore different kinds of clothing depending on their class. Men and boys wore triangle-shaped cloaks while women and girls wore sleeveless blouses. Noble people wore fancier clothing often decorated with gold and special gems. Even though this

014even though the social classes were different, everyone had an important role in the Aztec society. >> I will be sharing the architecture of the Inca civilization. The Inca built amazing architecture that helped people in their civilization thrive. They created long roads so messengers could run across them to deliver important messages. To make these roads, they carved paths through mountains by wearing away rocks. They also stacked stones on top of each other to create steps and use ropes to build suspension bridges. Many people in this civilization even paid their taxes by helping build roads and buildings. Because of this hard work, they created one of the best and most difficult road systems in all of South America. Their buildings were made out of stone, but they did not use mortar to hold the stones together. Instead,

015the stone were fit so tightly that you couldn't even fit a plug between them. Many homes didn't have windows. These builders also created very important and impressive structures like temples and cities high in the mountains. They used rocks and clay to make tools to help them with their building. Overall, the Inca were incredible builders and their architecture was truly amazing. You guys did a great job. Thank you. Um it is an amazing curriculum. We are uh really enjoying it and um thank you so much for letting them share tonight. >> That was a great presentation. Um and I don't want to hurt anybody's feelings. you are welcome to stay for the rest of the meeting, but if you have something more fun to do, we also understand that. >> I just wanted to comment um

016how much I appreciate that not just the reading um it's a reading curriculum, but it's also a writing curriculum and there's so much history interwoven. So, it's very clear that we're learning more than just to read. So, thank you. >> And good artwork, too. >> That's wonderful. Thank you so much. >> Thank you very much. >> Does Miss Sherman want us back? >> I want to look at it later. >> Thank you. >> That's great. We have no administrative report tonight, but we will move right into our business manager report. And welcome again, Stacy Liza. >> Thank you. >> Uh Will, you can just go ahead and go to the next slide. That looks like a PDF version. >> Beautiful. Thank you. >> Okay, just a reminder of our uh of our strategic plan. And

017our vision is to prepare every student for their future. Our mission is to provide an educational foundation that allows every student to reach their potential. And our pillars are managing resources effectively, connecting with family and community, promoting student and staff well-being, ensuring excellent instruction, and empowering students. And you can go to the next slide. We're going to start with enrollment forecasting just to kind of continue on the discussion that we have been having. You can go to the next slide. Uh this is uh a chart just picking up kind of where we've been before March of 2025. It includes those enrollment numbers and I did also include uh alternative learning, running start, some of those other uh programs in the enrollment so you could see the full numbers there. Um our March enrollment uh for

018the month of March was uh 870 students in our regular K- through2 programs and then with those additional programs we were at 962. Overall our average for the year puts us at about 88.81 when we uh consider March's numbers. Go to the next slide. Uh and so with that, we had considered a couple of different as we as we look to project enrollment for next year, we considered uh a couple of different options as far as uh coming up with that number. And I've highlighted kind of in the lighter yellow uh the options of potentially just rolling students over from one grade to the next. We looked at a one-year cohort model, which would be the most conservative. Uh we also looked at a three-year average which would be kind of somewhere in the middle

019and then uh based on our discussion at the workshop meeting uh we kind of went uh a little more conservative with the three-year average. So uh that three-year I'm sorry the three-year weighted average uh anticipating 866 students which is a still a drop from where we are this year. um not quite as conservative as that one-year cohort model, but uh just a just a next step. It's what we're looking at there. If you go to the next slide, uh there was some question I had talked about the birth rate in the US and then there were questions about you know what is that how does that apply to our county. So on the right there that chart that US birth rate chart is just what I had presented before and you can see the drop.

020Uh it's a little hard to see on this one. I apologize, but the drop from 2019 to 2020 was significant, which then forecasts why we had kind of that drop in in our school year this year. But then you can see the next several years kind of goes up a little bit and then there's a smaller drop and then we see that big increase. That's the national average. When we look at Washington state compared to the national, uh it is lower than the national average. Birth rates are uh and I just gave you some numbers there year by year. Island County is about 1.4 times higher than the Washington average, but then Coupeville is lower than the Island County average. So, it's like it's up, it's down, it's up, it's down. Um, just a few

021other statistics there. In Kville, about roughly 15 to 20% of children do not enroll in school uh in our area. Uh, and it's projected that kindergarten enrollment is probably expected to remain steady for the next three years. So with all of that information, Washington is probably going to follow a similar uh trends to the US rate, just at a slightly lower level, but kind of that little bit of up, little bit of down. It's probably going to follow that same trend line. Uh next slide. I did want to just give you kind of an upto-date uh picture of of where we are kind of, you know, play byplay. So as of March 20th, uh our choice our choice transfers show that we uh currently have a gain of 55 students. >> This is for next

022year. So >> yes, not for this year. This is what we 26 27. >> Yeah, thank you. >> Uh so a gain of 55 students, 83 leaving and 20 or excuse me, 83 entering and 28 leaving. And then the chart on the right just kind of gives a breakdown of where students are going. So you can see uh the largest percentage of students that are leaving are going to Southby. Um some there's a chunk going to online. Uh there is there are just a very small percentage at this point going to home connection and then a few going to Oak Harbor. So, it's just something we're going to keep an eye out on our choice transfers from now until we come into the next school year just to kind of watch that trend help us

023inform enrollment and turning in that way. >> We actually have applications. >> What's that? >> We have applications that you entering are not students here now, but they will be >> correct. So, I don't have that data on this slide. The the I mean I do as far as a number. I don't have it on the chart. the chart are just the folks leaving. >> Were they scattered all through K12? Were they >> I didn't go into that much detail. I can find out for you if you like. >> Yeah, they were like mostly elementary or they were high school. >> I didn't look. I'm going to say because I get the notifications. We have a great mix of it right now. Um they just this is the time of year when all districts start

024to do their their choice transfer. So we get an influx of it. But um >> of those I see so far it's pretty spread. But we'll probably by next month have a better indication of where where we're at with what levels. >> Do we know if the 61% is south of here or we don't know? It's it >> is geographically they live down south or >> they tend to be the ones that go to southwood tend to be either the ones that live south or we have a few that want to um take advantage of snow aisle um which is the um technical um they're offering for skill center down there um but the majority it's where they reside which is in the south part of our district. Didn't we have a crop this year?

025>> We did this year. >> Yeah. >> So, so far projected next year. Currently, there's >> And remember that we don't have everyone yet. So, this is just the beginning and that's why we'll keep looking. >> We have around 210 that come in and out. >> So, we're not close to that yet. >> And that's the why I said it's only through March 20th. I just I want to just give you that update. I'll update this next month as well. So you have more updated numbers at that point. >> Very procedural question, but with the transition of registar, does somebody have the task of like reminding current? >> Yeah, that's Sherry. >> There you go. Curious. >> I sent out a reminder. >> Got much response to that survey. You say not yet. Not yet.

026It'll come. uh go ahead and go to the next slide. Uh so I just wanted to again kind of show some scenarios uh where the deficit that we have based on enrollment. So with an enrollment drop um our expenditures right there are kind of without any cuts at this point. It would be taking our basic expenditures this year rolling them into next year. Um, but you can see the different revenue numbers. If our enrollment is at that most conservative number of $850, it leaves us with a $925,000 deficit. If it's at a lesser conservative number, 875, it's 651. And then the the number that we're currently kind of working off of of 866 still leaves us with a a significant deficit of 723. So that's without any adjustments to our expenditures. Go ahead and go

027to the next slide there. And I'm going to just go over the March. Oh, it should say February. >> It should say February. I'm thinking maybe. Yes, it should say February. >> Mine says February as well. >> Um the numbers for March here. Uh this is our March enrollment. Uh so you can see that our uh K through 12 numbers are about 94% of what we budgeted. And I did break it down there. uh based on just just again for a visual elementary, middle, high school and then other enrollment are is that bottom half alternative learning, running start, open door, JBC and TK. Um just to notice that the other enrollment is actually over what we budgeted and most of that uh is in running start and AL. Those numbers are higher than what we

028anticipated. I'll go ahead and go to the next slide. Can I ask mention anything about that? >> Yeah. >> Um, over the years that I've been on the board now, there was a few years ago when some people who were the department people, I don't know if it was, you know, ALA or open or whatever, didn't feel like they've been consulted about the enrollment for their program. And I just like to make sure that we this year make sure that we talk to the people who are running those programs to see if they have any idea of how it might go. >> Sure. I It's been a couple years since I heard that, but I just want to make sure that they have avoids. >> Yeah, I am in the process of talking to lots

029of folks about it. So, yeah, I will >> I'll make a note um >> I'll make a note to chat with them about that. Uh okay, go ahead and go to the Yep, you're there. Great. Uh revenue. So now the enrollment we're all just as a reminder we always see enrollment for the month we're in. The rest of the financials will be for last month. So this is revenue for the month of February. Uh you can see there is about 1.36 million uh down from previous years and also at about 45%. We are currently now halfway through our year. So our target number would be 50%. So we're a little low there. And if you're looking at comparatively to previous years as well, a little bit low comparatively >> and that's due to the enrollment

030adjustment. >> Yeah. And so we'll see that for the rest of the year where that will um be lower than previous years. >> Yeah. >> Uh if we go to the next slide, uh we have a graph here that just kind of shows that. And so the the current year is the line, the previous years are the other colors. And then the the most recent uh previous year is the red. And so just looking at that revenue kind of year-to date so far, you can see that we actually came in a little above or not above but above previous years uh in November. Um but then now as we're coming into December and January and February, we're still just a little bit lower than previous years. Again, that's tied to the enrollment, but just to

031kind of keep an eye out on that. Uh I understand and uh that you know October and April are when taxes are collected. So we see that big bump in income. We project that to happen as well this year going forward. So >> that's the revenue. >> That's a wonderful graph. I find it very useful to look at. >> Oh, good. I'm glad you like it. Thanks. I felt like the line just made it was easy to stand out and see this year. Yeah. Thank you. >> All right. Go ahead. The next slide. Uh so now we're looking at expenditures uh for February. Uh again uh higher than than previous years. We are at that 50% mark. It's not a little bit higher for the month. Uh we did have some expenditures that were unexpected

032with the leak at the elementary school which added to that. Uh but those numbers are higher. Go ahead and go to the next slide. and similar graph. You can see throughout this year we're a little bit higher on expenditures and our trend is trending higher. So we are currently um sorry I'm just looking at it a little differently. we are uh I am talking with all of our department uh teams and just saying hey we really need to kind of be watching and paying attention and making sure there's you know nothing slipping through the cracks and and just being good stewards of of our finances during this time. So but it is important to note that we're higher uh than we have been in previous years. Some of that too is just the cost of

033things have gone up. The cost of fuel is up. The cost of energy is up, inflation, things are just up what they from where they've been in previous years. >> If you have your slides in front of you, I don't know why this is coming up a little bit different on the screen, but it's >> yeah, >> it's more accurate on your slides. >> Uh, next slide. Uh this is just showing us our our assets, liabilities, and equity as well as our bottom line fund balance. Uh balance in the general fund is at about 819,000. Uh capital projects has money in there from our levy. Uh and then debt service, ASB, and transportation fund are all there. The LEAP Yeah, our general fund, it's not on the these most immediate slides, but it's uh further

034down. our general fund. We are actually currently right now below our reserve balance that we wanted. I believe for the month of February, we dipped into about 4.3%. I know our goal is 6%. We were also down in January down to 5.8. So, we've taken a further dip. Um the hope there is that we're going to be moving back the other direction as we come into the spring. And again, just really being very very cognizant of of um of all spending and and watching what we're doing. >> For presentation purposes on this home, can we do a monthtomonth change is what changed on the balance sheet? >> Yeah. So it perfect month to month. >> I'm just going to say having the balance 6% is what we'd like to have the balance at the end

035of the year. Having 4.8% 8% about this time of year >> is okay >> unusual. Well, I'm saying it's okay, >> but >> we get 25% of our money in July. I mean, lower balance right now as long as we're not able to borrow. >> Yeah. >> Is an emergency. >> We've discussed maybe revising that policy to be something along lines of the running average. >> Yeah. >> or the end of the year total. >> Yeah. just something that that accepts some of those fluctuations that we know. >> Right. Great. >> I think if we can get the average in there, that'd be good. You know, it's going to tell us tell us a little bit of a story here. So, >> okay. >> Make a note of that. Uh we also need to be

036expecting the first couple months of the year with the enrollment adjustment that we're going to that we see that. >> Yeah. Yeah. It is expected to be that. Uh okay. And next slide. Uh and this is just uh our our budget status, our revenue as far as numbers. We've kind of already looked at this in another format, but um our our budget and our revenue yearto date, our total expenditures yearto date, excuse me. And you can see that be the beginning fund balance there was 1.9 million and the current ending fund balance in the general fund is the 819. So you can see that we have uh definitely dipped into our fund balance this year. And if we go to the next slide, that's all I have uh here. There there are in your packet

037additional slides uh for you to take a look at or do you have any questions? >> I guess I should say for you to peruse at your leisure. >> Do we are we comfortable with where are? We got a million bucks sitting there in the balance. we offset against revenue at this point. >> Are we comfortable with where they are? >> Yeah, just seems like a big It's good, but it just seems like a big number to be sitting in balance. >> Yeah. Um, at this point, yes, I I I would like to do a little more research on that, but yes, at this point, I I am. >> Yeah. Something that's come up before is the fact that um administrator salaries for the summer are not uncovered, but that wouldn't make up that mill.

038And so something else. >> Yeah. Appreciate the fun balance budget. >> Oh, good. Yeah. Okay. I like for the vision. >> Um, one additional question was uh in terms of our budget preparation process. >> I was thinking that maybe we had um taken those enrollment numbers by now and matched them up with the governor's budget and started to get some rejected revenues. >> We have Yeah. >> So, that'll just be rolling right along as we head into April. >> It is. Yeah. Any more questions for Stacy? >> Very nice presentation. Thank you. >> Superintendent report. So, while he's getting that up there, I wanted to talk to the board a little bit about um I know we discussed this at our workshop, but I also wanted to um bring to the forefront again. Um we

039I had the um pleasure of bringing our two board reps to um ESD 189 a few weeks ago and they were able to meet with a um with a group from around the state, you know, more region um why, but it was one of the um it was actually the second time that they got together um and were able to really share ideas and thoughts around what's happening in their their districts, what's what's happening around the region, and then planning for the future. And so I think tonight um both of our board reps are going to be sharing a little bit about their experience and their ideas that um they shared with me on the way there and back. Um it was it was a neat um experience because they were able to meet without

040the superintendent and then come in and share with superintendents um what their learning was from that day. So it was a day well worth it. But um wanted the board to know that that was a great experience for myself and for both of our board reps. Um going into our report um for this month um last week we were able to uh present the students of the quarter at the Lions Club and um we had two um wonderful students do a fabulous job. Um Danica Strong and Finn Price were able to share with the um the Lions Club what they're doing for their future, what they've done um to receive the awards. um they were awarded um for community service, their effort, character um really around um social relationships and scholarship and um their ethical

041behavior and integrity. What I took away from both of their um their speeches was that they've just really um been able to provide great a great deal of service to our community and they understand where they're growing up and what the difference by growing up here has made in their lives. Um both Danica and Finn um started their educational career in other districts and they have recently moved to the Cootville School District and so it was neat to hear from them their perspective of not starting in Kville and how they've ended their their time here in Kville. Um Danica um was in a a larger district coming to a smaller district and um same with with Ben and then they were able to share what they're they're doing for their future. Um Danica is going

042to Eastern Washington University and Finn will be going to Walaw Wala and um both of them have you know future plans. I think uh Finn as well he'll be swimming for for them. So we're excited to see what they do. And I say Walaw Wala it's actually Whitman University. So I >> in my head it was I went to Witworth he's going to Whitman and people were like where is that? That's Wala Wala. So All right. Um I had the pleasure this week to um finish at our secondary schools um the training for all of our teachers um using the Danielson framework. Um in the state of Washington, whenever you change frameworks or if you're new to a district, you're required to have six hours of training. And um we were able to really dig

043into this framework. This framework is designed to um work with teachers on growth in the teaching profession. It's really self assessment um and centered on um instruction and teaching and learning and um not necessarily on evaluation. However, in the state of Washington in 2010, they started a program and put in legislation that all teachers were required to be um on the state 8 criteria tied to one of three frameworks. And they adopted the Damison framework as one of the frameworks, but again, it wasn't designed as a an evaluation. It was really designed for what's good teaching and learning. So, I've had the pleasure of working with all of our teachers um TK through 12 on um you know, growth and and how to look at this teaching framework in a way to help support what

044they're doing in the classroom each and every day. So, um we finished with the elementary school in just a couple of weeks and um I'm very excited to to have those um teachers continue to learn and grow in their profession. Um, as far as next, um, as far as last week, both, um, President White and I had the pleasure of working with our CTE advisory board and, um, it was, I would say, a very productive meeting. Um we were able to bring in um Scadget Valley Community College and they talked about um partnering with us both in dual credits and high school and the college in the high school and how they can support CTE in those um those areas which was new learning for many on the team and we've always looked at college

045in the high school and dual credit as an academic and not CTE area. We've partnered with um Central Washington University in the past and will continue to for the academic side, but this is bringing in another opportunity for our kids to stay in Kville and either um get college in the high school or dual credit through Scadget Valley Community College in CTE areas. So, we're very excited to work with them and um it was a unanimous vote to um bring them on to start offering that in our high school beginning in the fall. And so, Lori Atlas, who is our counselor, is going to continue partnering and ensuring that we um can offer that. Um, and you'll be hearing from Jesse tonight who's going to um be able to provide some of that in her

046coursework as she starts um progressing through this. Um, for to offer um the college and the high school and dual credit for CTE teachers, it's just the zip codes that they already have that that allow them to teach those courses and some extra paperwork. And then as far as college and the high school for academics, they have to have the master's degree just like previously. So we'll continue that partnership and see what we can do. Um what was also exciting is just seeing the community come in and um discuss what's happening. Um both nationally, we looked at labor markets in Washington and then we looked at labor markets in um Coupeville. and it was really nice to see that we're we're directly aligning our coursework for CTE to what is available on the island and

047in the area. Um the particular data review that we did is a live data review. So students, staff, um industry partners can get on there and see what the availability is in Island County to be able to match students um to um job openings, what they can make for a living and all of that. So that was really nice to see as well. And I think um uh President White's also going to discuss that in the board report tonight. So moving on to instructional materials committee. last week. We are very busy with that as well. Um you will hear tonight from several people who are going to be discussing a year-long um progression of what they have been working on as far as piloting, looking at curriculums, narrowing down curriculums, ensuring that those curriculums align

048to our standards and um putting them forth to our materials committee in turn recommending them to you tonight. But you'll hear from each of those and what the costs are. Um, and these costs are in our current budget for this year. Um, and that was the um, intent was to budget this year for what we were going to be looking at as the adoptions and then in the future ensuring that we have regular cycles um, and um, budgeted items for each year. And then one last thing, um we have two um grants coming to us in um well right now. Um one being the Department of Defense. We have a $10 million grant that we are um going to be getting to work on. It will be over the next three years. So, you'll see

049a lot of construction happening in the Coupeville School District, particularly on the middle school and high school to replace all the doors, windows, um put a new uh heat pump system in the middle school and some noise mitigation sighting. This is a noise mitigation grant so that students can learn with the jets flying over and the decibel levels um being reduced. So, we're very excited to get started on that. We're partnering with the Wahha group who will be doing the um project management for that. And then we're also um looking at presenting to the state to be able to go through design build which is something that we have to um apply for or present to to get permission for. And so that's on for tonight's board meeting as well. And then um one that

050we're able to discuss here just um tonight, but we're not able to do a public um release yet, even though this is a public meeting, is the Department of Commerce. Um we received a $552,000 grant to reduce um energy costs in our district. They will be installing or we will be installing um solar on our high school. that will reduce our energy costs at the middle and high school as well. And that work should also begin hopefully this summer in advance of the um Department of Defense grant that will be starting late summer, beginning fall. So, we'll have a lot of things going on and um we're very excited about both of these grants and soon we'll be able to do a public release of >> questions about that. >> I think we all know

051but just a reminder to anyone else just hearing this for the first time is that million dollar match. We have it already. >> It's in our capital projects fund and so we would use that money instead of having to pay what we would have this other >> Yeah. And the million-doll match was for a new HVAC system which we're gooding plus more. >> Thank you for that. >> Nice work. Nice work. >> Any questions? >> The panels go on the roof. >> The panels will go on the roof. Um they'll be on the west side of the high school. >> Perfect. >> Yeah. I have to think it's that side. >> I was point south side then south. Yeah. >> All right. Board member report. Guess we will start with you Brian and look up.

052And did you say the boarding has a report also? >> Yes. >> Don't have much to report. I went to the play the other night last Friday. My daughter and uh was very well done. Saw a few of the actors running around here. That was uh that was really cool. Really well done. Pretty intense for kids that age to be doing what they were doing. So, um, yeah, if anybody can give that feedback to that crew that put it on, that was that was a really cool experience. >> Yeah. >> Thanks. >> Well, u, as the legislative rep, I guess the legislature has quit for the year. Uh, and the results were not not a whole lot either way. Nothing really bad or really good either with the budget, I guess. couple things affecting us

053particularly uh TK would be cut out but we were prepared for that and probably one of the bigger ones actually is uh the fact bus depreciations have been extended from 13 years to 15 years so now >> we replace a bus every 15 years instead of every 13 years there will be some cost to us for that >> really have So, that's about all I have. >> Um, let's see. Uh, it's been another month. We've certainly had that IMC work ongoing. Um really great to hear all the staff that are engaging on this and thinking really hard about the combination of value to our district and also just increasing and lifting up that educational rigor while really recognizing our budget. And I guess that's pretty much it for this month. Yeah, same thing that you

054said. I It's just exciting that the work that we're going to be hearing about here shortly for curriculum um in the time that I've been on the board last year is the first time money was actually budgeted for curriculum adoption and now we're going to be and I think I've seen one curriculum approval in six years and we've got several tonight. So, I'm excited that we're in the business of education. Um, and only other thing I can say is I went in today. We audited account payroll payroll today. Spoke start getting ourselves in a group with Stacy of how we can be supportive about the work that she'll be doing here. >> And this is a a petty complaint from a board member. I couldn't remember why all these kids were coming out and parents

055were looking all decked out tonight. Well, it's a concert. Now, whoever schedules concerts cannot schedule them on board meeting nights. >> I put in my complaint. >> All right. Duly noted. I hated to miss it. Me, too. >> Everyone's here for the board meeting. >> Moving the board. >> I knew they were dressed too well. >> Oh gosh. >> You ready for me to jump in? Is that okay? Can you hear me, Nance? >> Yeah. Can you hear me? Okay. >> Yeah. >> Okay. Um I just wanted to echo some of the things that Shannon mentioned during her report um about the CTE advisory meeting that we had this month. Um I think that the possibility of partnerships going forward in the future with Scadget Valley College um to offer either college in the high

056school for academics or to offer CTE dual credit courses um are going to be a benefit to our students in a small school. um CTE pathway for graduation for students that requires a two credit course sequence. Um dual credit is another way that students can access their graduation pathway and a dual credit requires one credit. So that may open more options I think for our students. And so it was good just to hear from the advisory committee, from you know community members and staff members um about this program and the potential that I think it could have for our students. Um it was just all in all it was a really great meeting and there's a lot of exciting things I think going forward with CTE in our future. Um they're working our teachers are

057working really hard on that and I appreciate it. Um, we also had a facility task force meeting since our last board meeting. So, I just kind of wanted to update you on that. So, our planning committee has finished the educational portion of our meetings kind of that have been central centered around learning about finances just um school funding, school construction. and this month had the opportunity to actually like give some input on what those priorities are going forward for the facility in our district. Um and so the elementary just continued to rise up as a necessity that needed addressing that was pretty unanimous around um the task force and the annex was that that building that you are currently sitting in where we house our AL students and potentially other students. But um that that

058building being in not good repair um and I think people recognizing the need there and then also just the creative conversations around just what our buildings could look like um and what what just how our um how our learning spaces are structured. So there was just a lot of good conversation, a lot of opportunity for for input from the team. Um, and so we have another meeting I think is it next week or coming up. So I'll I'll keep you updated. But again, elementary is just rising to the top in that. Um, and then after CTE, I rushed over to cultural night and caught the end of that. And um, it was fun to walk through and see all the different art and student presentations. So that's all. Thank you, Will, for letting me be

059on remote and for making that work. Thanks. Thanks very much. >> Oh, I did want to add one thing. I did send you guys an email um about the regional meeting that's coming up. So, if you could just reply to me and let me know if you're interested in attending that, that would be great. >> Good. Thank you. Student board representatives report. Lindy George, who's going first tonight? >> George is going first. You snooze, you lose. >> Okay, I guess I'm going first for the first time. >> Okay. Um, so I guess I'll start off with the I'm hesitant to call it a conference, but that's what I'm calling it right now because I don't have another name for it. Uh, that Lindy and I went to with Superintendent Leatherwood on I believe it was

060March 6th. Um that was a very informative council and we have gotten quite a few different ideas um from the variety of school districts that were there and it's very interesting is we were one of the smallest districts there by a significant margin and I find that very intriguing because to me Kville's sure it's small but we're 2B school-wise and then we're just sitting in a room that has the same size board for a for a school and it was very like oh gez how do you people do this? >> Um but one of probably the main idea that we've gotten is for a student advisory council for the superintendent which I believe would bring a lot more voice to the student board. Um, and then next would be the start of spring sports, which

061are now up and in full swing. And I'm very happy about that and I'm looking forward to for track specifically, but I know a lot of my friends are looking forward to either softball or baseball. >> Okay. Um, so like George, I thought that the quoteunquote conference was really informative. It was interesting to see how our district is different and also sometimes similar to other districts. Like a lot of the bigger districts, their weaknesses were our strengths and vice versa. So just learning there's a lot of different things we can take advantage of and a lot of different ways we can include student voice. Like we heard about an advisory committee. We heard about taking advantage of Google forms and having an anonymous survey that's just posted around school with QR codes. Just there's different

062ways we can take advantage of connections. Um yeah, so it was really really really good to go. Um, then aside from that, we had to last week, which didn't have a large turnout, but for those that were there, it was very, very fun, very cowboy-l like. And then I was one of the students who volunteered at the cultural appreciation night. And man, I wish I had that when I was in elementary school cuz it was so fun. They had different guest speakers that came in and talked about their culture and just just a lot of things going on that I wish we would have started before, but I'm glad we have it now. Great. Thank you. Uh let's see. Since our last board meeting, we had uh received one email um regarding a current and

063prior court cases regarding parental rights and religious freedoms in schools for families and our staff. And Superintendent Leatherwood has replied to that email. No old business brings us to new business resolution. Okay. Well, this is to adopt resolution 202605 of that national volunteer month. >> Superintendent want to discuss? >> That's what I was going to discuss. Sure. >> So, um recognizing April 20th through 24th as public school volunteer week and April 2026 as national volunteer month. And so we um in the Coupe build school district really um love to honor and our volunteers um and we want to ensure that we align both with our um our state and our nation in honoring our volunteers. We couldn't do it with many of without many of them. And so we want to ensure that we are

064um looking at those weeks and honoring them as we should. I would move to approve resolution recognizing April 20th to 24th as public school volunteer week and April 2026 as national volunteer enrollment. >> Second move and second to adopt resolution 2026-05. Is there any discussion on the motion? an advisory vote from our students. >> Double thumbs up >> being as you are so of them. Yeah, I know how hard it is, how thankless it can be at times. So having a month dedicated to it is >> sounds great to me. >> And for the rest of the board, those in favor of the resolution say I. >> I. >> Motion carried. Thank you. I appreciate you're doing this. our community have a that's the quality of bill is to volunteer in every capacity. Absolutely. >>

065The next several resolutions all have to do with us having a new person as our business manager. Uh we can take each one of them but essentially we're just getting things authorized so that she and our superintendent are the authorized people to sign and process paperwork. >> Yeah. So since December, I've been the auditing officer, the b business account signer, and the district investment officer. And so we're switching that back to our business manager for myself. And I'm happy to do that. >> Adopt these. >> So I I move we adopt resolution 2026 06 07089. >> Just second. Thank you. Seconded. moved and seconded to adopt those four resolutions as proposed by superintendent. Any discussion on the motion? >> Uh ask for an advisory vote. Muse >> and from the rest of the directors. >>

066I must carried unanimously. Thank you. Going on more exciting stuff. Well, that was too >> I'm excited about this next. Do you want to introduce these various topics? >> Yes, I'd be happy to. Um, we're going to bring up Jesse Hillier who is going to present to you um a presentation that she presented to our INC committee around biomedical science and bringing on Project Lead the Way or PLTW. um and looking at what this curriculum can do for not only herself as a teacher but also our students in the CTE conference. >> All right. So I am looking to add principles of biomedical science. I'm going to refer to it as PBS moving forward. Um, but this would be our students like introductory level or starting off ninth grade year if they want to explore

067healthcare. Um, most of my courses I teach all have to do with healthc care field in some aspect. This one would be my most labbased science course. um hoping to kind of capture students nth grade year and then I have more classes they can join until senior year. Um connection to the strategic plan, this is definitely preparing kids for their future. Um if we can start that path of what do you want to do and introduce them to what jobs in healthcare look like that are not just doctor nurse in that aspect. um bringing that to them is definitely great. Starting off um hoping that this course or should say curriculum uh I'm looking to bridge the gap between our students that need higher rigor in a science course but also need a lot more

068supports and accommodations. Uh the way we'll get into it in a little bit, but the way they have this structured is the supports are there, but it is very studentled in how far you can take it. And then um structuring it around like real world solving problems you would see if you were in different departments of the medical field. Uh I'm only looking at project lead the way for this course because it is their curriculum and their course. Um the biggest reason is in speaking with someone who teaches at a different district. I' I've spoken to two districts so far who teach this course. Nothing but good things to say about it. um looking at kind of taking this and you start off with a certain aspect in the hospital. Uh what is it? Oh,

069forensic unit, right? So, we're analyzing a crime scene. We're figuring out how to make data and kind of working through all those processes. Um then we stabilize the patient. We figure out how to get them to the hospital. once they're at the hospital, how do we work within the different departments? And then at the end, the students can kind of come around and come up with their own medical problem to solve within our community or further reaching. Um, yes, this is a yearlong course that the students would take. Um, but pacing, so when you're given the curriculum, it's for 180 hours. They have it paced for different districts to do it in a trimester and a semester as well. So it really shows pacing can kind of move through however the students needed to. Strength

070of this is it's definitely hands-on. Our students would be lab-based for most of it and then a lot of um oh I'm trying to think of the word but student reflection. There we go. A lot of student reflection at the end of whatever unit we're walking through. Um rigorous but adop adaptable to our students who need uh extra support. We are hoping to have this as a offshoot to biology. So students that cannot pass or engage well in the traditional biology class or physical science. I know next year we're kind of going back to physical science. Um, this would be a good route for them to take of we will get you your first year of science under your belt but with a little bit more help and understanding and a deeper grasp of some

071of the concepts because there's only four units to this curriculum for a year instead of bouncing through 10 different units at a faster pace. Um, but if a senior wants to take it because they've done all their science courses, but they know they want to be in healthcare field or they're just interested in exploring that while they're in high school, they're not going to feel like they're in a lower level science class. Um, weaknesses is this is building a curriculum for a whole new science classroom. So when you think of all the materials that Miss Berg has in her science room, now we need to double that in terms of beers and buns and burners and aprons and scalpels. So our consumables and durables are the most expensive of this project. Um this also is

072just one course in a curriculum of four that they offer. So, it leaves us for more, but that's also like part of the downfall. Um, so with this, we were awarded a grant for $14,000 over three years for the curriculum. Um, this would cover the participation fee and training fee for, um, so yearly participation fee for three years and then one training fee for me this summer. Um, I would have to teach this course, you have to go through the entire course like you were a student. So, I'd spend a couple hours every day going through this over the summertime. Um, but that would get covered and then I could just continue to teach it year after year and not revamp anything. Um, first year durables is a little over $15,000. consumables is a little

073over 2,000. Uh our price uh seat is covered and so our year one actually we'll move to the next one. Year one uh total projection of cost is going to be 17,500. Year two as one of the agreements in the grant is that we have to add a second course to what we're offering. So the course we looked at was called a capstone. Uh just a brief description of that is students would all pick one problem to solve in their class. Then they vote it down to 10 to five to one and then we spend the entire year solving this medical problem using different techniques and add-ons. Um so adding in that second course, we're looking at a little over $6,000 for year two. in year three or year three for both courses is 2500.

074>> Are there any questions? >> Can you give an example of what we witnessed in this course? Just the hands-on project that we >> So the students had to do a their lab was a laposcopy surgery. So they made a box or the teacher made the box and then they had, you know, the robot arms that you or grabber arms like you can't reach something on a high shelf. Put it in the box. It was covered and then there was toddler toys like stacking blocks or rings and on the arm was a computer camera. And so they're watching the camera trying to move the arms and put the blocks on each other or rings on to show if you were a surgeon and all these new surgeries we're doing that are not just cutting open

075the body but using cameras if you could do it or not. >> How does this fit in our curriculum? So uh health freshman health is it replace that? No. So, freshman health is a semester long course that they are required to teach. This would be a an in the science credit. So, this course could cover CTE credit for them. It could cover an elective credit for them if they needed it to. And it could cover science. So, any year of science you want, but our goal would be to aim for freshmen. And how how many sections are we guessing? >> Right now she has 39 students signed up for next year. >> We've got 40 >> and climbing. >> Did you say how much the grow was? >> The grants were 14,000. >> Okay. >>

076And that goes to those costs right there. >> It Yes, it does. This is what your total would be including the grant. after or after the grant >> after the grant >> and this is covered on the budget. >> Great question. >> Perfect for our community, perfect for the students. Clearly, it's just no brighter and it's the way it's going. I will plug that I have my sports med two students that go to the hospital and this is our second year with that program of our students observing and doing some hospital rotations and I just had my meeting with them and they are very eager to have more students there for longer amount of time. Um, last year we had five departments. This year we had eight departments that once they saw students go through

077and kind of got their nerves out of it, they said, "Yes, bring students in." And um, the hospital was very willing to have our students in the halls. >> Jesse, I have a Jesse, I have a dumb question. >> Yeah. Um, so what's like what's the deal with the CTE class that also doubles as like a regular credit course like a science class? How I know that you've done that with health, but how do how does is it is it because of the curriculum or like what does that >> Yeah. So the standard alignment for the frameworks I meet all of the biology framework standards as well. Um, it's just it can't be. So, like it would be their third year science that this would count for. So, they would still need to take a

078science sophomore year and junior year. Um, but it would count, this counts as a science for them instead of taking biology, which is like the automatic. Yes. This is your science you're taking. >> They have choice. >> Yes. This gives them a choice. It also gives our students an ability to take science four years and not repeat courses. >> Yeah, that's an interesting question though. Like why could biology not be considered a CTE course? Like what what's that dividing line that makes the CT eligible? >> 80% of my curriculum has to be hands-on. Okay. So with the four course you said you said this curriculum actually has the four courses >> four units. Yeah. >> Well this year has four units but I just I know >> oh the curriculum itself yes has four courses

079or four options >> and that just be your total science and high school. If >> you are ready we can have a motion to approve this. I move we approve the biomedical science curriculum and PLTW grant agreement. >> Second move and seconded to approve the biomedical science curriculum and PLTW grant agreement. Any discussion on the motion >> call for advis student advisor recommendations. >> I love more options. All right, you're in. Right. >> Tell me what I could have taken the course. Absolutely. >> Thank you. All right. Then the rest of you, those in favor, please say I. >> I. >> Thanks, William. That is it. Approvement unanimously. Thank you. >> Thank you. >> Nice presentation. Thank you. >> All right. I'd like to bring up Katia um Willilifford next and she's going to talk

080about automate um automation and robotics curriculum also a PLTW or project lead the way course. >> Thank you superintendent Leatherwood. Uh so before we really dive in, I want to say um I come from a family of Project Lead the Way teachers. My dad and stepmom have taught with this curriculum for well my dad for 20 years. And so the idea that I get to teach it too is like family to me. So I'm really excited to talk to you about um automation and robotics. So we actually piloted this program this year. So I've been able to offer two sections um semester long sections this year with seventh and eighth grade. Uh they are really loving it a lot. Um it's just like Jesse said, it has to be um more than 80% hands-on, which

081is exactly what this curriculum offers. So it's a very robust um curriculum and it is something that really allows these exploratory courses to happen. So in this course, students act as interns for the community alliance and they are given problems that come from community members. Um, and they are tasked to help find solutions to these problems. And it starts out very very straightforward and very I won't say regimented, but they do have lots of supports. And then as the curriculum goes, it starts to really open. And suddenly students are making the plans, the decision- making. They're looking at my supply cabinets and going, "Okay, I need a a winch bracket. We're going to have to get um these type of gussets and all of a sudden they're building these wonderfully elaborate um robots." And um

082so it really applies to these 21st century skills. It gives them a taste of mechanical engineering and computer science and electrical engineering that then theoretically, fingers crossed, will be able to then offer something similar to that when they get into high school. So, there's a lot of strengths with this curriculum, and I'm sorry, this is a lot takes, it's not good presentation skills, but that's okay. It's very hands-on. Um, pretty much day one, they built something. There's no like introduction beyond, hey, we're going to we're going to build a gear system today. Let's get started. And it's very highly engaging. I had um an email project with my advisory class and of the 26 students I had 10 of them wrote me an email about how much they love robotics to practice their email writing

083skills. So I was like yes uh it aligns greatly with STEM and career skills. We're talking about engineering and coding and design thinking and they're very transferable because suddenly kids are problem solving and they're collaborating and they're thinking about systems and how do all these parts interact with each other. Um, the other thing it's really good at is they say like the beauty of failure is like an entire lesson. And so they get to talk about when I fail that's an opportunity for me to revise. And so they really get to have this kind of thinking. Um, some of the also the pros, it's a structured readytouse curriculum. You get these amazing kits. Um, they're ready to go. Sure, I had to do a lot of organizing, but um, they're really ready to just rock

084and roll once you get it. Uh, really focuses on design process. they get to learn like you don't just grab the materials and go. You do really have to think about what you're doing first and there's a lot of focus on prototyping. So, let's try it. Okay, that didn't work. What are we going to do next? Um, and it also uses a lot of technology. Um, I want to do a big thank you to Will. He's been very, very helpful getting this off the ground. We have a brand new middle school computer lab now that is being used by the robotics group. So, it's really been great. And of course, it really focuses on collaboration and teamwork. I tell kids that this is not a two-hand project. You will probably need four. So, they get

085to kind of learn that they have to really figure out how to work together. But it does come with a few downsides. Nothing is perfect. Um, it is it is a high cost. we have already invested that cost because this was a pilot program, but there continues to be, as Jesse mentioned, yearly costs that come up um particularly when we're talking about the um participation fees and the consumables that need to be replenished. It is teacher teacher training dependent. So, um, I went to a year, not a year, a week-l long training, apologies, in LA, which first of all was really cool to go to LA all by myself for a week in July. Um, but it was also just this really great training. It is just like Jesse mentioned, I'm the student in the

086classroom. I do a semester long curriculum in five days. So, very hands-on, very fast, but it's very effective. With that though, the downside is is I'm the one certified to teach the curriculum. So if we if for some reason I needed to go back into science and we needed a new teacher to teach it, that teacher has to go train. I can't train them or they won't get access to any of the teacher stuff. So that is kind of a downside is it's not easily transferable. Um there is some equity and accessibility problems. students that don't have great fine motor skills, um students that have like maybe they need a lot of support and executive functioning, this can be a very challenging course for them, um because we're dealing with very tiny bits and a

087lot of like thinking ahead and planning. So, it does kind of um require a lot more support for those students and they don't have language learner supports besides the teacher really providing those. So, this is kind of where we are. Since we've already invested in the kits, we don't have to buy more kits. Um, there's a $950 participation fee. This is like we continue to have access to the online components, the student components, all of those things that are not um the physical components. And then we have to do material restock. And that runs um $523.50, 50 which gives us a total cost of around $1,500 to maintain the program each year. Happy to take questions. >> This is only for middle school, right? >> Yes. Though they do have an awesome high school level

088one. I do want to share this because it continues to make me so excited. So when we go to training, we get to we get to actually go around to the other classrooms that are happening. So I actually did get to see the bioscience one and oh boy, that was really cool. But we went to the high school robotics one and the high school robotics teachers were having to build robots that simulated animal adaptations. And so one of them had a porcupine robot that could shoot the spines out. And I was like, that's really cool. So they do have a high school level version that can then turn into that pathways piece. >> And that's the engineering one. >> Yes. Uh they also offer a really great aerospace one which I think would be great

089for our community with the naval base. So they there's a lot that Project Lead the Way offers as you head into all the way from elementary actually all the way into high school. Question. >> I know that in the fall after the students had only been in your class for a few weeks, they were coming into Lego robotics and saying, "Well, I can see about the torque of this motor." >> Yes, you do. Yeah, they do learn a lot of vocabulary. they pick up a lot of stuff and all of a sudden it's due to like your gear ratio is not going to support the speed that you want on that car to be. So yeah, it's very >> cool. And then going into next fall with our high school competitive robotics, I'm hearing design

090prototype. I had been really pretty worried honestly about where we were going to do some skill building from building from somebody else's design to design and build and get through the pain and frustration. And it sounds like we might be able to recruit some >> prepared. For sure. For sure. I am They have a VEX competition league as well. I'm secretly hoping hoping we can maybe develop a VEX team for middle school as well. That would be really cool. you could do that. >> You know what would be really fun as you're going along and all these new things that you're putting together here tonight is to have people out in the community who do this work for a living have quotes and sound bites to say, "Hey, I came in and saw that it's

091exactly what you need to know to do this work." >> Yeah. Well, they have a they have a farming um component and we actually had farmer Paige take uh take unfortunately it was a very rainy day and only first period. sixth period was like full of mud. But we walked over there and her focus was not about the the like ecology aspects but about the technology aspects about here's how and the kids were like oh yeah I see I see that universal joint and I'm like vocabulary so great thanks guys. So it was great. So they do have a lot of that focus and in the the I always like to say it's kind of like the amplified piece where you step into a fictional role. So, they're stepping into these fictional roles as interns

092for this company. And it's all kinds of these intern or these um community members were coming out. Our last one was an artist who wanted to finally get into automation and she wanted the interns to help her come up with how could she make an automated art piece. And so, they got to use what they had already known and they got to use canon followers. And all of a sudden, they have these like I always joke they're kind of like the skeletons at Halloween that pop up at you. but it was like sensor based and all this stuff. So, it was really cool to see and it applied and it really appealed to some of our art students, too. >> It's a shame you're not excited about this. >> I know. I'm really I'm really

093like like this could be okay. >> No, it's fun. I had a student who actually did his spinning sign to Mary had a little lamb and since he's a music person, he could find all the notes in the code and so he coded every note. So the code was like this long but when this sign spun it Mary had a little lamp. >> Yeah. Well, um, somebody like to make her happy and get a motion on the play because she's hardly very happy at all now. >> Well, I have a couple. >> How many sections do you have this year? >> I have two. So, I have one seventh grade section and one eighth grade section. The goal would be moving forward that this would be a seventh grade course. Um, we wanted to treat

094the eighth graders though since they would probably they wouldn't get to see it at all. So, we added the eighth grade section so they can come out of middle school having done robotics. >> And the kits are one per class. I mean, you can't have two classes using the same kit. >> Correct. So, I have um one kit per two students at the moment. And then um if we drop down to either one section or we double up the seventh grade sections, I'll have enough for two classes worth. And if not, I have some excess. And since parts are known to break, that's not a cut. >> I would move to approve the automation robotics curriculum for adoption. >> Second move. Second move to approve the automation robotics curriculum. Any discussion on the motion? >>

095This sound pretty good. >> So exciting. Um, okay. First, uh, student input, >> triple thumbs up. >> I would like to, uh, agree with Wendy sent on this. Wish we could have this. >> Well, the rest of the board, your vote. >> I >> motion carried unanimously. Thank um, >> thank you. so much. >> Thank you for your good presentation and your enthusiasm. >> All right, I'd like to bring up Megan Austin next. >> Megan's going to be discussing an AP course that she has been exploring. Actually, she explored several curriculums that she um looked at and she'll be discussing those >> with brutal efficiency with an eye on time. >> Yes. >> So, um I had the honor of teaching AP US government and politics this year as Mr. Patnau was away for the

096year. Um, next, uh, over the summer, um, when we first started this program, we had the opportunity to use a free curriculum that was available that was projectbased. That curriculum went away because of something between Sprocket and, uh, AP, so it was no longer an option. Um, to offer this class, you have to have access to a college level textbook. So, this problem arose over the summer. Uh, Mr. Patnau and I met um, and next Um, oh yeah, we'll go to this. Um, we reviewed um a range of textbooks. Um, I had attended a summer institute over the summer, so meeting the teachers were I was able to get a smattering of kind of what was being used out there. Um, we narrowed our focus down. So, some of these were eliminated based on just

097um not being college level, being outdated, not being aligned with uh the course and exam description. uh we focused on the two in the middle which is American politics and government today and American government stories of a nation. Um I contacted both companies and was given the opportunity to pilot both for free this year. Um and since the newest one was American government stories of nation 2025, we started with that with the goal of switching uh midyear to American politics and government today because they were going to be releasing their new text in December. Uh next, however, uh it became apparent uh comparing the book that we had and the book we were using that uh American government stories of nation was by far the lead. Um also speaking with teachers in the online professional

098communities I'm in, it's the one that's most trusted and most used. Um it's the one most aligned to uh what we are actually supposed to be teaching. It's most aligned to um helping the students prepare for the test. And it's something we also use uh in conjunction with a document reader that comes with it for court cases and foundational documents. Uh we pair that with some free things like Kimler's history and obviously using AP classroom curriculum as well in a fusion. Um next so some positives it's extremely AP aligned. The authors are both a high school AP teacher and a college professor. And it's a college level textbook written for high schoolers specifically. Um, I feel like the stories are pretty engaging. They try to have stories at the start of each chapter that pull

099people in. It opens with stories of two students in the book. Um, and I feel like they do a great job too of including a diverse range of people and stories throughout. Um there's a lot of integrated AP practice including multiple choice questions and the four different style FRQs that we need to learn. The foundational documents and court cases are very well outlined in the reader. And there's an applied civics project which we um is proposed for each chapter. It's something we're going to continue to hone. Um and ideally that would be something that be more hands-on and community based as we continue to build the program. Um the professional development has was offered and taken. Um and the digital tools I've had it reported from people on sports trips that there is an app

100that makes it very accessible on their phones if they choose to access it that way. Um and there is an online component that's pretty accessible as well. Uh the downsides are the guided notes that come with it are not studentfriendly. So we've had to develop those throughout the year. uh which is pretty easy to do with the other tips and tricks that they have for teachers. Uh the digital tools could be more enhanced and interactive, but for a college level course, that's not what you would expect. Um and then we don't have language Spanish language options for this. The glossery is in English and Spanish. Um there is a readaloud function that can help kind of close that gap. Uh, but there are no textbooks available in Spanish for this curriculum as far as I

101can tell. Um, next. So, the costs, um, I put through a few different quotes trying to see how we could pinch pennies. Um, and in the end, after speaking with my students, I do think that this might be the best option. Originally, I was going to propose just going fully online, which is what we've been doing this year. Uh but after pulling the students, there was a blend of students that were fed with fully online, those that wanted textbook only, and those that wanted the option for both. Um so I would be proposing that we get uh 25 student textbooks, 25 document readers, um 150 subscriptions, and then the teacher resources come in totally free. Uh the student subscriptions basically work where you have six years to use them, and if you don't use them

102in a year, they just continue to roll over until they're used. Uh you also have the option um to do like a one-time update. So if there's a big change on like a Supreme Court case or a law that's passed, uh you could do that one-time update and have that slightly fresher revised curriculum until you wait for your next adoption. Uh if we wanted to adjust the numbers down, the only suggestion I would make is maybe because we tend to be smaller class sizes at the 12th grade level, you could bump it down to maybe 2020 instead of 2525. But it's sometimes nice to have some extras that you can maybe keep in the classroom or have in case more students show up and it's a bigger year or students lose the textbook, which never

103happens. Um can we go back will to the like the second or third slide one with the paw prints. So again one reason why I do really believe in this class not just because I think civics is incredibly important as a history teacher um it does give students the opportunity to um take the AP test and if getting qualifying credit they can earn college credit for this. Um there's no prerequisite. So, a student that in their 12th grade year has not taken a class like that could pop in and take this class. Um, that expands access to students. And then again, I I think the Applied Civics Project has the potential to be really incredible. Um, going anywhere from maybe actually visiting polling stations and seeing how ballots are counted, uh, to maybe going and

104witnessing a court case at our local courthouse. like we can make it quite a bit more real life and hands-on which I I really appreciate. Do you have any questions at all? >> For the benefit of all our audience out here that may not know, what do you mean by a document reader? Is that an online subscription? >> Um, can you grab that little book? >> You sir. Um, yeah. So, uh, specifically the high school teacher that was one of the main, uh, authors of the book, she made a document reader that is just the court cases and foundational documents, which you could find online, but she does a really good job of, um, asking guided questions, working in the vocabulary that's in there. Um, and then at the end there's check for understanding questions

105and it ties it into an FRQ, which is a free response question, which is a skill we have to build and revisit throughout the year. So, it's nice to have that built into it and to have students be able to practice what might show up on the test later on. So, it's just this little guy. And on the online version, this and the textbook are included on the online platform. >> I meant to ask you when we were in the committee meeting, but that set of documents and court cases that is something that's predetermined by the AP curriculum that you know will come up on the test. Okay. >> Yeah. So the curriculum and exam description has a full list of both. Um and again that's a list that when things change will get updated.

106Uh so you have to kind of keep an eye on it. But this is uh 2025 edition. It's been fully updated with the new CED. And I'm assuming that you chose 150 of the licenses so that that you would have enough over a six-year period for all of your students. That was based on the the 25 number. So if we adjust it down to 20, we would adjust that down as well. >> Okay. Is it like, you know, if you get like to your five and your short licenses, you can add them. >> Uh you can definitely add them. It's at a higher cost. So when they bundle these together because originally I was like, we'll just go online and and that will be fine. >> Um it really only saves us like a,000 to

107$2,000. um which if you just wanted to take it year by year and just buy the online subscriptions by year, that's absolutely something you could do. Um my experience in the past with that has been a little challenging because as a history department, we had that option. Um and when we went to renew our subscriptions, um the money wasn't there and so then your curriculum doesn't exist. Um, so it is nice to like have a a plan, but at the same time, I do understand needing to budget and maybe take it yearbyear and how many students you have. >> Thanks for that explanation. >> Other questions? I would move to approve American Government Stories of a Nation uh and American Politics and Government Today curriculum for adoption. >> Just American government stories of a nation.

108>> Okay. >> With the document reader. >> Okay. American government stories of the nation for adoption. >> There we go. >> Is our curriculum >> second move seconded uh to adopt the American government. um discussion. >> I would like to say currently taking this course um I personally really like it. I enjoy that it's mostly online and I think that Miss Austin does do a wonderful job with the sheets that she gives us. >> Thank you, George. He is he is my star people. >> Well, at least you want to tell you want to take this one. we are. >> He and I do appreciate his role in the guinea pig group because your first year through anything is trial and error, reflecting and adjusting based on student feedback and they've been very helpful in

109the feedback they've provided and that allows us to continue to tailor the course to better meet the needs of future students. >> Well, I was going to say that um I think we became aware that you were having this curriculum problem as you stepped into the roles last summer and had to suddenly pivot to like pick up curriculum. done an amazing job of being so thorough about actually evaluating and giving it a good test run and preparing for this to be a successful adoption as we go forward. So, >> thank you for all that work. >> So, that's one approval from the student board member. How about you? >> Awesome. Great. >> And so, I'll ask the rest of the board. Those in favor say I. >> I. I. >> Morgan, >> I thank you.

110couldn't get my mic. >> Motion carried unanimously. Thank you very much. Thank >> you. >> All right. I'd like to bring up Principal Nicole who will um talk about the reading, writing, history curriculum at the elementary school. >> Thank you. I also filed the complaints because I owe my daughter big time permission for spring concert. So, I was able to get a picture of her as she walked in, but she didn't get a solo. So, it's okay. She wasn't like completely heartbroken that I'm not there. Um, it feels a little odd not to have an administrator report. So, I just if it's okay to take like two minutes to echo Lindy, thank you for volunteering to our cultural appreciation night. She spearheaded our origami table and it was our first ever event u mainly led

111by Shelley Laroo and it was just a wildly successful and such a fun night. So, thank you. And also, thank you for the Leos Club for filling in the dirt holes in the the elementary playground that some students fall in and they're now waste deep in water. So, the Leo's Club came and filled in all of the dirt holes in the playground and it's made a huge difference in the amount of changes of clothes needed. So, thank you for that, too. Um, and on the consent agenda, you approved the Koopa Schools Foundation's donation to the elementary school for our ruler um training. We also got a donation from the Lions Club to fund that, too. So, it's really exciting that we have a team of six people being trained in Ruler and we will be

112a fully implemented Ruler school next year, which is really exciting. So, more to come for that, but I really just wanted to to name that. Um, before I go through the slides, I just wanted to kind of hot off the press. You just saw our students and the phenomenal display of CKLA. Um the power of curriculum is absolutely real and like you said we're we're this is the business that we're in. Um although none of our school improvement goals align with I Ready this year at the elementary school. I know you've heard a lot about that at the secondary level we still very much are tracking that and taking the assessments. And although it's really unfair to say, you know, correlation or causation, but with implementing a curriculum this year, our I Ready results, we

113had 120 students meet their stretch goal from fall to winter assessment. Um, contrary to math where we don't have a curriculum, we had 20 students meet their stretch goal. So to have that vast difference from math to ELA, we have an ELA curriculum now. That's pretty huge. And when I just met with our I Ready reps, um the national average of stretch growth for an entire school year is typically 25 to 35% in a year. Our third grade alone has 33% of their students at that rate. So they've surpassed the national level in half of the time. Fourth grade's at 29% and fifth grade's at 15%. So, I know I'm I'm jumping a little bit ahead because we haven't approved it yet. But I wanted you to hear those numbers of how encouraging it is

114for us. Um because everything that Megan said, the first year with the curriculum is clunky. It's frustrating. It's tiresome. But when we see results like this, this lit a fire under so many of us at the elementary school. So, um to the slides, I'll summarize this. This was um for me why the resources were needed. Very much welcome to being a principal last summer when we went to renew the journey. subscription and purchase um ELA material in previously was the Journeys curriculum. Um and we're sadly mistaken that it was no longer in production. It's out of alignment and there was just nothing left for us to order. So, this is a very untraditional pilot because the entire school is piloting CKLA where traditionally you have different um curriculum companies you're looking at at different grade

115levels. So, you can have a wide variety of input. But due to it being June of last year and saying, "Holy moly, we need something to teach." Um, I just gathered a group of people who were willing to weigh in in in July and have us make a decision. So note moving forward these presentations will be definitely more aligned to what you just saw but due to us just being in the situation we were in we had to improvise and shift a little bit. So the why the resources mainly needed is because we no longer had an ELA curriculum to teach at the elementary school. Um aligned to the strategic plan of course by ensuring excellent instruction as you saw tonight empowering students. our students are really really enjoying this um at all levels and

116really aligning to the educational equity. Um something very interesting that when we were diving into our panorama data um if we got in super granular level we found that third through fifth grade female students had less self-confidence and less advocacy skills and believing in themselves than our male students. And when again it's it's not fair to say that this is direct correlation but when we were really pondering this we looked back at the journey's curriculum and because it was so outdated um there were not a lot of female figures brought forward in that curriculum and now then we have women's history month NRCKA curriculum and we're bringing women historical figures to light more readily um that's also just an encouraging point too. So it definitely has um an educational equity in it of representation and

117also um a wider variety for our students who need more resources and tools to access the education. Thank you. Sorry. Next. So over the summer, the two resources that were considered were wonders um from McGraill and core knowledge language arts from amplified. Um, the team of teachers that looked at these decided to go with CKLA for a couple of different reasons. One, our partner district in South Woodby has CKLA. So, we have parents that are employed in our district that children go to Southwoodby that were like, "Yes, I see it every night at home. I love this." We were able to talk to colleagues in Southby who were also fans of it. And then most notably, we had a group of teachers last year get trained in Orton Gailingham. Um this is really a dyslexia

118curriculum but O stands for um Orton Gillingham is OG what we call it. So OG directly aligns with CLA. So it made a lot of sense for us to choose CKLA over Wonders um for those reasons. Um I won't you guys have these slides I won't read this whole thing. Um, but it's a research validated science of reading based program that meets Washington state's dyslexia legislation requirements again directly aligning with OG. Um, and yeah, that's just a lot of work. So, next. Yeah. Okay. So, our strengths, um, we've said this, you've heard this many times tonight. It engages students, provides developmentally and culturally appropriate content, there's clear instructional purpose and directions, supports inclusion, and has really nice formative assessments. Um, the weakness is teacher guidance, and you'll see a little bit of this included in

119the quote is PD. Um, we were able to have PD throughout this year for the pilot, but there were sporadic one-hour zooms, which kind of just is very high level. So for educators who have had very very little guaranteed and viable curriculum to get handed this really rigorous hefty curriculum that was a steep learning curve. So just the um wanting and desire for more teacher guidance and more professional development. Um there is room for growth in the peer and self assessment as well as summit of assessment and MLL support. I will add though that Ariana Bumgardner and myself met with CKLA just today um because they have a language studio that we're interested in exploring. Currently, Ariana uses Lexia for our MLL students. Language studio would could potentially replace Lexia and be directly aligned with

120CQLA. So, our MLL students would be getting the support they needed with curriculum that is what they're seeing in their core instruction classroom. So, we're trying to navigate the gap that we saw and work around that. Okay. So, the costs, um, this is a six-year quote, so it includes student consumables, um, teacher licenses, which since we did the pilot this year, that was waved, um, digital student licenses for a total of six years. Um, included in that is the professional development. So that would be four half-day remote trainings and two one-day on-site trainings, which is really enticing, especially now that we have a waiver day, a whole PD day in February. Um, and then the boost reading is added on there. That's I don't know if that's a conversation for this platform necessarily, but we're

121looking for an intervention for our students um that are needing more of that tier 2 or tier three instruction. So my assumption is that boost would likely come from the building budget because that's what the building budget has traditionally been paying for is a lot of supplemental material. So if we can go through an audit and figure out what supplemental materials we no longer need that can be replaced with boost. So I'm not necessarily proposing that the board approve boost to be paid for from district funds, but I wanted to add that on there so that you have that full picture. Yes. >> Can I ask about that? What cost are the student consumables? So like I see you have digital student licenses, but is there physical things that they have for reading? >> Yeah,

122that's the consumables. >> And are books. Yep. It's like workbooks for them to write in and like mini books. Like third grade's doing Charlotte's Web right now, so they all have their own little mini Charlotte's Web book. >> Okay. But all of the like textbooky type of learning stuff is all online. both. >> Okay. Okay. >> Oh, you can skip that. >> Sorry. Okay. Yeah. We had looked into we do dibble screening right now at the elementary school and you know uh curriculum companies at the end of the day are salesmen. So they pitched us inclass dibbles which is like the dibbles we use now 5.0 probably with a district with the full-fledged teaching learning department that has the capacity to do that. So we had um explored that but decided that is not for

123us at this time. >> Is 144,000 a year or 144,000 divided by six. It is the 85,000 is what the last quote I had cuz she the first quote we got had the in-class dibbles and the boost on it. So, we took the in-class dibbles and that is something I had like just had it's a six-year quote, but Shannon, you'd have to is that we buy we purchase that every year or that's >> that's divided by six. >> Divided by six. Okay. Thank you. >> So, same question. Student consumables of $35. Is that good for six years or you That's >> We'd have to order new consumables every year. Yep. And that will fluctuate based on student numbers. So, we would just order um I would give our rep our numbers by June of what

124we have enrolled and then we'd have a little buffer in case we have new students come in. >> So, same digital student licenses says total six years 150 is that per student per year? Yes, I think >> the digital student licenses total for six years. That's not a per student. >> Okay, that shouldn't be the student cost. Yeah, >> over the six years. Thank you. Oh, that's still the divided by six. I was trying to say how to say thank you. Okay, >> the per year. Thank you. >> So seats or something at 150. >> Do you think you buy it all up front though for six years? >> Yes, that's my understanding. That's what we budgeted for. >> Just one other bonus. This is budget for >> Oh, sorry. 144k now >> minus minus

125the 20 minus the >> correct >> up front paying a prepaid over six years >> and in six years we would be looking at an adoption anyway. That should be about the cycle that you are looking at a new adoption. >> I'm assuming our curriculum we had was obsolet. >> Correct. No, we went to go and renew it and they were like there's nothing we can sell you because >> we were buying consumables but only for a few classrooms because a lot of the teachers weren't actually using the textbooks they already had. >> Yeah. >> Our our new director, Mr. In fact, we'll be um surplusing the boxes of them if you would like. They'll be available for community. I think >> any other questions for Erica will propose some action. I will move to

126approve the corology arts curriculum for adoption. >> Second. >> Moved and seconded to approve knowledge and language arts curriculum for adoption. Uh any discussion on the motion student input rest of the board your vote. >> Ian >> I Motion carried unanimously. Thank you. >> Thank you. >> Might be one of my favorite board members of the board meetings ever. Stuff's happening. Last item we have on our agenda is approved resolution 2026-10. This might comment that at our last board workshop, we had a presentation. hanging on our group know that John Beck was there to hear about this as well to talk about strategies for going through the design process and these grants that our superintendent has secured for us and I'll let you explain everything else. So I have a resolution in front of you

12720 26-10 and this is talking about authorizing um the use of the design build project delivery method for the department of defense grant noise mitigation grant. Um there are currently three options in the state of Washington that you all um were able to see last um board workshop and um I think for our purposes for this particular grant um we would like to move to go to the design build option because it will help support where the entire project would be completed but the outcome would ensure that the noise mitigation or the decibel level um would be met, which is part of the scope and the requirement to receive the $9 million. And so for this particular pro project, we would recommend this one. In order to do that, we have to have a resolution

128and WINA would have to go in um front of the um from Washington State to present this in order to get pre-approval to go with this method. Um currently Washington only recognizes um one of these three. the other two you have to go in front of board to get um special permission to move forward. So that's what we'd like to do. So on the second or the last page of your packet is just from Winnah themselves and it is a findings of the fact for the use of progressive design build contracting method and this is exactly what they will be going through when they present to that to that board to get approval from Washington state to move forward with the federal grant. um for the department at >> I thought that that workshop was

129really educational because when you think about government contracting and government projects because we are a local government I always assumed that it's always that you've got to get the closed bids. You've got to take the lowest bidder. That sounds a little scary sometimes because you don't know what you're going to get. And I know that at WASDA conferences from other districts talking about um how they've gone through big projects, there's been this rumble of like, no, you don't always have to do that. And this presentation that we had really walked us through the pros and cons and the reasons why we would go this way so that our design and our subcontractors and everything just rolls up together. So I really appreciate it learning so much hopefully be useful for us in the future. this

130on how they get paid out of the overall 9 million and our match are doing separate pay them separately. >> So when we did the budget for this um there's certain certain portions that have to go to the 1 million match and certain portions that have to go to the nine there it's all within that 10 million. Their particular fee is out of the one million but yes One of the best board workshops I ever attended was that one. Not the recent one, but when we first got out who they were. >> Well, who wants to take action here? >> Well, I move we approve resolution authorize the use design build project delivery method for the noise mitigation grant project. move the second to approve resolution 2026. Any discussion on the motion? Student input. >>

131I agree. >> Like it. All right. No board members. >> I you down. That's great. Thank you. >> And I know Chris Murphy's on and thank you Chris for all your hard work from Winnah. >> Well, for sure. That is the end of the agenda unless anybody's got some loose ends that we need to take care of meeting a journ.