001All right. Uh, good evening. I'd like to call to order the Coupeville School District Board of Directors regular meeting for Thursday, November 13th. Please rise and join me in a flag salute. I pledge allegiance to the flag [clears throat] of the United States of America and to the republic for it stands one nation under God indivisible with liberty and justice for all. >> As a reminder, this meeting will be recorded and available on the district's YouTube channel and website. Is there a motion to adopt the agenda? Move to adopt the agenda as presented. Second. >> It's been moved and seconded to adopt the agenda as presented. All those in favor? I. >> All those opposed. >> Motion carries. >> At this time, we'd like to read our district land acknowledgement and our district equity statement.
002And I'll invite our student board reps to read those for us. We'll start with the land acknowledgement. And I'll invite our representatives here to do that. Bill schools are located on the ancestral lands of the lower sketch people for thousands of years. Coalish tribes have stewarded these lands, waterways, plants and animals. We pay respect to the elders past, present, and emerging for they hold the memories, traditions, and culture of their people across the nation. Hville 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 so much. And I'll invite U. Student Rep. Sylvester to read their Kville School District equity statement, please. The Cube School District is unequivocally committed to
003providing a safe, equitable, and inclusive working and learning community for all. Whether about race, religion, language, immigration status, culture, sexual orientation, gender 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 voting community. Thank you so much. Um we are going to jump into item four of the agenda which is oath of office. So this is our first meeting after the certification of the recent election and so myself um director conard and director Sherman um will be serving another four years on the school board and we'll be doing our oath of office this evening. And so I guess we'll jump right in. Right. I'm gonna have us do the oath oath about this here. Start with white. >>
004I am Morgan White. Do you solemnly swear >> Do you solemnly swear or affirm >> that I will support the Constitution of the United States >> that I will support the Constitution of the United States >> and the Constitution and laws of the state of Washington >> and the Constitution and the laws of the state of Washington >> and all local ordinances >> and that I will faithfully and impartially perform >> and I will faithfully and impartially perform >> and discharge the duties of the opposite School District >> and discharge the duties of the office of Pville School District. >> Number 204, director District at number 204. Director District at large >> accordingly to the best of my accordingly to the best of my ability. >> All right, Director Conerard. I will give your name.
005I, Nancy Connard, >> do solemnly swear or affirm >> that I will support the Constitution of the United States. >> Constitution and laws of the state of Washington >> and the Constitution and laws of the state of Washington and all local ordinances. >> And that I will faithfully and impartially >> And that I will faithfully and impartially perform and discharge the duties of the office >> of the Coupe School District number 204. >> District director two, according to the best. >> District director two, according to the best of my abilities. I Brian Sherman do >> solemnly swear or affirm >> I support the Constitution of the United States >> I support the Constitution of the United States Washington >> and the Constitution and laws of the state of Washington >> and all all and all
006local ordinances >> and all local ordinances >> and I will faithfully and impartially perform >> I will faithfully and impartially perform >> and Discharge the duty of the office. >> Oh, shoot. I lost it. And discharge the duties of the office of Kougall School District. Number 204. >> Director District 3. >> Or you can find my vote. Next item is approval of the consent agenda. Is there any item a board member wishes to remove from the consent agenda? >> Uh no. >> I would move to approve the consent agenda as presented. >> Okay. It's been moved and seconded to approve the consent agenda as presented. All those in favor? >> I. >> All those opposed? Motion carries. >> Uh the next item on the agenda is our annual organizational meeting. Um, as stated in the
007Kootville School District policy 1210, the Coupeville School District Board of Directors is to hold an annual meeting following the Island County elections and the seating of new or returning board members. And I would like to extend my gratitude to Nancy Connard and Brian Sherman for continuing to serve in this role for another four years and continuing to work to advance excellence and kindness within our district. Uh the board of directors will have the opportunity to elect from its members a chair and a vice chair for the ensuing year. Um the superintendent continues to act as the secretary to the board of directors and follow the duties outlined in law and the position of legislative rep which is currently being filled by director serves a two-year term but will not be up for election until 2026.
008So jumping in um we first start with nominations for the role of chair president to serve during the ensuing year. So the floor is now open for nominations for that role >> to nominate Northern Light. >> Thank you. I accept the nomination. Any others? Okay, the floor is closed for nominations. Um, and our policy does specify a roll call vote. However, hearing no further nominations, um, I would declare that the nominee be elected by unanimous consent or acclamation as written in Robert's rules of order. Um, and we'll now open the floor for nominations for the role of vice president to serve during the ensuing year. >> Nominate Nancy Connor for the vice president. >> Do you accept the nomination? >> I do. >> There any other nominations? >> The floor for nominations is now closed.
009And again, our pol our policy specifies a roll call vote. However, hearing no further nominations, I would declare the nominee to be elected by unanimous consent. Uh the next item on the agenda for our organizational meeting is our subcommittee, which is our purpose and terms. And I believe it was two years ago uh the board um voted to have two subcommittees of the board. So that's a policy and a protocol subcommittee and a budget and finance subcommittee. Um and the terms of those are listed within board docs. So the policy and protocol committee um has been filled by director Pereira and myself and then director Pereira and director Connor have filled the budget and finance committee. Um in the future I would love to to put some time towards the evaluation of our subcommittees. And
010so I'm thinking that in next year that in August that I'll send out some information to the subcommittees for you to do a review of your subcommittees. Um I didn't really formalize that process, but in thinking through I think it would be healthy for us to just evaluate where we are. Um and in talking further with the subcommittee members this year without a formal review process, um I think that that the purpose and terms for the budget and finance subcommittee would be best to be revisited um by the board as a whole. And so, um, I would love to table the appointment of a budget and finance subcommittee to the January meeting so that we have an opportunity to um discuss the purpose and terms at our next workshop. And because we don't have a
011workshop in December, um, I would love to to table those purpose and terms and the appointment of that subcommittee. um any discussion around that or questions? >> I think I'll I think I'll factor in that I was thinking that in August would be an appropriate time for us to do some review and that way we can um have some time to discuss before our annual organizational meeting comes up. So, I'm going to calendar that for next year. Um but as far as our policy protocol subcommittee um our policy or our purpose and terms state that the board chair will remain on that committee and director Pereira um if you would remain on that committee also I feel like we got into a bit of a groove with the work that we're doing there and we
012need to just continue that work going forward. Okay, >> the appointment. >> Okay, great. All right, and we'll be done with our annual organizational meeting and move into our recognitions this evening. And I'll turn it over to Superintendent Leatherwood to introduce um I'd like to bring forward um the Eat Rio group that's here in the audience. Um they have a presentation for the board. Um we have a special recognition that they're going to um provide and talk about tonight. Does this work already? No. Um I think he needs to get you >> just it works. Everybody can hear me. Okay. >> And then I'll tell you when to go to the next slide. >> Okay. >> Wonderful. Um thank you. Hi everybody. Um thank you for having me and Ariana were uh with Eat Real.
013I am the senior program manager at EATRE. Um, and we're so excited to be here with you all to really celebrate Koopil School District's uh, certification when it comes to the meal program. Um, and so what this achievement really means is that kids at Koopil get access to real food. And so, next slide, please. Um, why am I here today? uh want to take a moment to celebrate this amazing achievement, this wonderful milestone and then also be able to kind of um understand how we got here and also why this work is so so important. Next please. So just a little bit of background for ET Rail who might not be super familiar with who we are. We are a children's health nonprofit organization and we were originally founded by two doctors and what they
014really found is that our kids were getting sicker sooner. They also saw trends that the lifespan of our kids was shorter than the lifespan of their parents. And so with that they were really looking for a solution a scalable solution to the children's health crisis that we're facing across the US. And so that's really where EART comes into play. Um, and we focus specifically on public schools because they are the most powerful and largest lever to be able to make a difference. And one way we do that is through our certification program. So that program is exclusively designed for school food. Um we have 10 evidence-based eat real standards um that school districts get measured by and within those we have 34 key performance indicators that are surrounding topics around nutrition but also nutrition education
015procurement and sustainability. And so why we're here today is last year in October we actually launched the program with Koopill. So we went on this journey and last year we collected a bunch of data about your meal program and were able to compare that to our standards and turns out that Koopil actually meets quite a lot of our standards and was able to immediately certify under our green tier certification. And so with that, just wanted to take a few minutes to really kind of shine a light of why this work is so important and why this certification means so much. Number one, it's for our kids. Unfortunately, the math does speak for itself. Three in five youth will be obese by age 35. 67% of children's calories come from ultrarocessed food and many kids rely
016on school meals for half or more of what they eat on a single day. And so this is one of the examples of why this work that the entire team Andreas and Laura are doing is so important because if we do serve real food on lunch trays, we can have a positive impact on the kids's trajectory. It also has a positive impact on the local communities, right? It can be a super powerful gamecher here as well. So again, something we saw that Kougal is excelling at is really building those relationships with local partners and businesses and being able to utilize that and that in itself creates a ripple effect. It not only provides more nourishing food to our kids, it also supports the businesses, right? And creates more of a steady income for them. So
017again, together being able to really create a more resilient local economy and then the last one is also surrounding our planet. Um I think one interesting statistic is that public schools across the US serve 7 billion meals every single year. So what does that mean? We have seven billion chances to make a positive impact on our planet, right? not just nourishing our kids, but changing the planet for the better for them. So, when we do try to cut food waste and we do try to offer more plantforward meals, uh we're not just feeding kids, we're also securing a more livable planet for them. And so, one thing we at Eat Real truly believe in that is that school cafeterias have the power to change the future. and they are actually the largest restaurant chain in
018the United States. They are bigger than McDonald's, Subway, and Starbucks combined. They serve more meals to more folks. And so that's really where the power lies, right? And again, being able to really understand why this matters, the work that Andreas, Laura, and the entire uh team do every single day, it impacts the kids in terms of the nourishing food. It impacts the communities and it impacts the planet. So with that I do want to just take a brief moment and really celebrate the certification piece. Right. So a few things to mention is that Kubil School District is actually the first district across Washington to certify. We're also only the 10th district across the US to certify. And I think even more impressive is that you are only the fifth district ever to certify immediately. So
019we didn't have to go through a whole planning session. The meal program that is already in place uh was able to certify against our standards. And so I think that is a huge testament to the work that is being done. And I think one thing throughout this entire journey that stood out to me is that within this meal program, the kids are really at the center of everything that has been done. It's really centered around scratch cooking, sustainability, and the care and love for the kids. And so, just a few highlights. There has been a whole whole report with way more details, but a few areas that we wanted to kind of point out in terms of how you all are leading the way is one in terms of minimal processing. So again understanding that
020twothirds of kids calories come from ultrarocessed food and that does have had a connection to risk of obesity. And then again this the data tells the story right at Koopil nearly eight out of the 10 meals that are served on average are made from minimally processed ingredients. So that really means that the kids get freshly prepared meals. They get meals that support their health, their focus and their growth. Another area where you're leading the way is when it comes to locally sourcing produce. Um, again, if it clearly shows how thoughtful sourcing matters because it supports local farmers, it improves the health of kids and it benefits the environment. And that is clearly being put into action here at Coupeville. Over onethird of what students eat fresh, locally, and carefully chosen. And so this is just
021another example how the team are thinking even beyond the cafeteria to make a real impact. And then for this last one, I really want you to imagine that every student they walk up to the cafeteria, they walk up, they get to walk up to a salad bar, they have access to fresh fruit and vegetables every single day. And that is the reality at all three of your school sites. So all three schools have salad bars. being able to give access to kids to fresh fruit and vegetables. And so again, in summary, where is the biggest impact? Why does this work matter so much? It matters for our kids. It has also shown that school nutrition can improve academical um situations, right? It boosts learning um and that is even higher impact for kids who are
022really dependent on these free and reduced meals. And then outside of that, it's also shown that um access to fresh fruit and vegetable has even an impact on mental health and an overall well-being of our kids. So again, I think in summary, this is why every meal that Andreas and Laura and the entire team are preparing every single day matters so much. You really have the power to have success for our kids. And so before I wrap it up, um we do have a little message. um from Nora which is the CEO of E- Rail. So if we could play that please. >> Coop. Wow. E- Rail certified green. I'm so happy and so thankful for your leadership and put together a little letter because I'm bursting and I just want to put into words
023how thankful we are for your leadership. So, Kufll, huge congratulations on being the first district in Washington state to earn Eat Real Green certification. That is seriously incredible. You worked so hard at this and it shows. What you're doing is making real lasting change and it makes the world of difference for your students, your community, and our planet. Laura, Andreas, Farmer Arwin, and the whole Kufu crew. You are total rock stars. You've taken school food to a whole new level. And I love that I got to experience it and see it firsthand. From your school garden where kids see their salad bar veggies growing right before their eyes to your scratchmade pizza. Oh my goodness, that pizza. You're sourcing wheat from right down the road at Eva Road Farm and milling it at the Little
024Red Hen Bakery. Next level. I mean, come on. That is amazing. And it tastes incredible and you can feel the joy in in your cafeterias. Every child deserves a healthy, delicious future on a livable planet. And you're showing everyone what that really looks like. You're proving that school food can be fresh, local, and full of love. Your students see it, they taste it, they feel it, and it changes their lives. Thank you for your leadership, your innovation, and your huge hearts. And thank you for all the joy that you bring every day to your students and to your delicious real food. Congratulations again, Koopill. You are truly leading the way. >> All right. So, finally, just a huge thank you um and a big congratulations on getting the certification. Um we are we at Eat
025Rail we're so inspired by the leadership that Andreas and Laura um are showing and the dedication and hard work and effort that the entire team is putting in to really serve real food to kids every single day. And so from all of us, thank you for showing what's possible and really what school food can look like and taste like. Um so we do have the official certificate Yeah. [laughter] Like that. There you go. Thank you for sharing and presenting and taking the time to recognize um our food service team. We know they're amazing, so now everyone else can know that they're amazing. Um, we just appreciate your whole team and all the work that you do for our kids and your heart to serve our district, not just be about food, but however you can.
026And you guys, you you do have amazing leadership and we see that daily. So, thank you. Yeah, I wanted to say as well, just in my 30 years and in education, I've never seen kids so excited about food and the amount of participation in eating is incredible. So, thank you any comments. >> I think you should have that on YouTube just this presentation. >> I do. I mean to see it. >> Yo's the best. [laughter] >> Everybody knows that. [laughter] >> Thank you so much again. Uh next item on the agenda is our public comment. Is there any signups? [laughter] >> Okay. All right. No public comment which takes us into reports and communication and we'll start out with our learning spotlight and I'll turn it over to Superintendent Leatherwood. >> All right. I'm going
027to introduce Logan Ins who is one of our um robotics coaches. I'm gonna call him a coach. Is that okay? Okay. and he's gonna introduce what he has brought this year to Cube. I'm very excited about it. >> Okay, awesome. So, it be a little bit hard to show off effectively the large robot while I'm speaking to the mic, but I'm gonna do my best. Um, and then the other question I have is how long do I get to talk about our program and our kids? >> What do you think? [laughter] >> We're cutting off after an hour. >> After an hour. Okay. Well, I can get started with that at least to give you guys a primer. Um, all right. Probably won't take that long in actuality. Uh, so yes, very happy to be
028here. Very excited to be in Coupeville, have the opportunity to teach math and science here and the purpose of this particular conversation, get to coach and mentor two different levels of robotics covering three robotics teams. So, I want to start off by kind of showcasing the Lego robot from our sixth grade team. We've got two middle school level teams working at this level, sixth and seventh grade. At the start of the year, we were planning on having one, but we ended up having enough people being interested in participating that we had to expand to cover two whole teams. Otherwise, there just wasn't enough ability for the kids to interact with the robot. That's how much interest there was at the middle school level for this. So, this robot is very, very cool, right? It has
029two and a half minutes and it has to be pre-programmed to do all of the little challenges that they have to do for the game that they play every year. It's a different game every year, so they can't come pre-prepared with ideas about exactly how they're going to do things. They have to design a solution, program a new idea for how to uh make the program work every single year. It's a very very exciting program. And because of that that that little bit about it has to be pre-programmed, I often call this one of the harder levels of robotics or even the hardest level of robotics because at the higher levels like with this one, you get to control the robot like with a controller for an extended period of time. Whereas for this one,
030the middle schoolers, they have to have just programmed it precisely exactly what to do. The other really interesting and cool thing about this program is that it's not just about the robot. There's a couple other components that need to get covered. There's the STEM learning project and every year there's a different theme. This year we get to be learning about archaeology together with our kids, which is super super exciting. But it doesn't just stop with the learning aspect. It actually dips into applications. They have to figure out a problem that actual real life archaeologists face and start thinking about ideas that could at least potentially go towards addressing that problem. The very best teams end up with solutions that actually can get implemented. We're hoping that we can get there eventually. This year we're uh
031as a new coach, I'm trying my best uh to get to get the kids motivated for that. And I'm I'm thinking that we're gonna start seeing some some minds click into what exactly this is going to look like at our upcoming event uh the Lego jamboree where we get to kind of have a practice competition with other local teams before the rubber has to meet the road at the actual event on December 14th. Both of these events are at Oak Carver High School by the way in case anybody's interested in going and seeing what's up with Hoopill Robotics. Um, the other part is that it's interested in actually making sure that these kids grow up to be good, well-rounded, helpful people. Right? There's core values for this program that go a really long way into
032helping bring kids out of themselves and into their community in a way that isn't just the application of their ideas, but you know, actually caring about the people that they live and work with. It's one of the things that makes this program so special to me and why I having started at this level have come back years later as a mentor for it. I can tell you that middle school me would not have done this without having been through this program. I am a teacher today because of this program. It is a very very impactful program. Uh that kind of covers the gist of this really short primer. There's so much more to dig into. And if I had an actual hour, as [laughter] uh student rep sphere suggests, I I'd go into it, but
033I want to make sure that we have enough time to actually dig into the high school program since this is their first year, not just my first year coaching. So, we've got a really cool program there as well. uh because we kind of are getting our start, we haven't had enough time to get our footing under us before the year started. We ended up deciding to go with a kitbot. And that's that's a choice where basically we take a pre-fabricated set of parts and an idea and a design and we were saying we're going to build some skills by building this robot and then making modifications to it rather than designing the whole thing from scratch. If we'd had an entire team that was already having having some experience and ready to go, we might
034have made a different choice and we hope to make a different choice next year, but because of that situation, we ended up going with a kit. Still, the kids have made lots of modifications to this robot to make it the best robot they can. We've already had our first competition with this one. It goes really, really fast. There's three competitions. Uh, and we've had our first one where we got fifth out of 10 teams competing again at Oak Carver High School. This is one of those things where fifth out of 10 might not sound superb, but let me tell you, as a firstear team going to their first competition, getting fifth out of 10 is a pretty big deal. We also had the highest score of the entire event at that uh at that competition.
035And we had a match the only I think the only match where we played against the team that placed first at that event, we tied with them. So, it's one of those things where we were punching above our weight class towards the end of the day once the kids kind of had a feel for how the matches played, what the cycle time was like, what was going on with that. Um, but to take another step back and to give people an idea of exactly what is expected of these kids with this robot, they get two and a half minutes where they not only have to have an autonomous period programming their robot to do stuff automatically, they also have to program the robot to be controllable by a human. and the human then has to
036control it and work with other robots on the same field. That's kind of the real big jump with this. You might think the big jump is going from Legos to like metal and uh plastic and actual like electronics components, but in reality the big jump is that they have to play nice with other people on the field. There's a lot of cooperation that has to happen there because it's a two versus two match where you get, you know, different team as your alliance partner every single time and different teams as your opposition every single time. It opens the door for a lot of strategic thinking, a lot of on the-fly problem solving and that kind of cooperation that you just don't get if you're playing as a single robot on a single board by yourself,
037which is what happens with the Lego team, the middle school. Uh at the start of the year, our high school team was a little bit on the small side, but we had enough to go to competition and we had a great time. And in the wake of our success there, we've actually been kind of doing another push for membership. And membership has exploded. I think student rep Sylvester and uh board member Pereira would probably agree that we have seen probably a two or three times increase in uh attendance at these meetings because once we have something once we have something that people can kind of uh kind of grab on to something that is physical and in their hands they they can say oh yeah I can see exactly what this is. It's not just
038an idea of a robot. It's a real robot that's going to competition that we can drive around, that we can work on, that we can play with, that we can program. People really, really like it. I've had a lot of uh questions in my classes as I have it on my desk kind of to show off about exactly what's going on. And I'm asking kids, hey, why don't you show up for robots? And while a lot of kids say no, a lot of kids also say yes. you know, making sure that everybody knows that they have, you know, an open door to walk through for robotics and that it's something that not only would they be, you know, it's not only just okay for them to be there, but people would actually like them to
039come. I think that's a a world of difference in who and how many people you can get to show up for this event. Uh, our next competition is this weekend on Sunday the 16th. That's the 16th, right? Yes. 16th again at Oak Harbor High School. So if you're interested in this one and maybe not in the Lego one for some reason, uh you can come to Oak Harbor High School probably in the afternoon. I I'd recommend going there from 1 to 4 p.m. That's when the later matches get played to really see what's going on. There will be teams from all over the area, including probably a team from Canada there. They're the team that won last time. And we're going to see how well Coopill can do with round two. We're super super excited
040for what this has has to offer for the team. and we're super super excited to see where we can go from here in the future. Um, anybody have any questions they'd like to ask me? I'm really great at field questions usually. [laughter] >> Could you share the name of the robot? >> I feel like I feel like actually uh student rep Sylvester should share the name of the robot since it was her idea. >> You know, we named it pain and frustration. That's kind of what it caused us. a lot of it. But yeah, it worked out in the end and it works great now. So >> it and just to kind of clarify about why it was causing us some pain and frustration, right? It's not like the robot was actually out to get
041us. It's that we were trying to follow the design and there were there kept being little tiny things that we were missing. We're like, "Okay guys, we got to go back. We got to make sure that we're getting this right." And eventually we ended up with a really really solid robot. We reassembled it about like deconstructed and reassembled some measurement was off or something that a lot of trial and error but >> and and that's the learning that's going to make us really good at designing robots next year because we'll be like this was a problem. We had so many problems reading what they wanted us to do. So now we know not to do those things and we'll make all of our own mistakes and that'll be exciting to learn from as well. Any
042other questions? >> I'd just like to comment. We really appreciate having you in the Cville School District. >> Yeah, that's very nice to hear. Thank you. >> I was going to say the same. Welcome to Cootville and thank you for jumping in just full on. It's just amazing. So, thank you. >> Yeah, not a problem. Happy to happy to be here. Happy to do it. >> Awesome. Mr. spends hours a week with this uh group with these clubs and it really shows. >> Yeah. Well, the enthusiasm is contagious. >> I am glad you feel that way. I hope to see you at our event on Sunday. >> Thank you so much. Our next item on reports and communication is our administrator report and um tonight is a presentation on our highly capable program. >> I'd
043like to invite principal mool up and um Miss Bo up. >> That is a very tough act to follow. Well done, Mr. Ren. Okay. Um, thanks for having us. Um, I'm going to start with probably the less entertaining part of our presentation and then I will hand it over to Miss Bo to talk about all things HighCap at Coupeville Elementary School. So, in alignment with our strategic plan, our highly capable program at the elementary school really focuses on ensuring excellent instruction, promoting um student and staff well-being, and empowering our students. Thank you. A reminder of our Koopa Elementary vision. Um we envision a thriving learning community where every student regardless of background, identity, or ability feel safe, valued, and empowered to reach their fullest potential with our mission to serve all students TTK through fifth
044grade, their families, and our greater Kville community by nurturing the whole child academically, socially, and emotionally. And you will see all of that encompassed in this presentation tonight. This is just an overview of the board policy which outlines um and kind of drives the direction of our presentation tonight. So most of this is in alignment with policy 2190 and an overview of what we offer at the elementary school. So we currently have 26 students identified as highly capable. Um two of those are in third grade, seven in fourth and 17 in fifth grade. There's a universal screening conducted for every second and fifth grade student using the Kogat and that's facilitated by our district school psychologist Moses Courtney Sers. Um students from other grades can be assessed upon teacher or parent request. Um and our
045highly capable program goals you will see in the next coming slides um through Mrs. Boal development for highly capable program internal education staff. We are extremely fortunate at the elementary school. Um, Miss Point is currently enrolled in Witworth University's gifted education um, specialty endorsement program. So, as she is creating this class and providing high quality instruction, she's also learning um, the way herself and providing all of her learning directly to the classroom. It's it's paired really nicely. Um, and >> what is it? But it's okay. [laughter] >> You're doing great. You're doing good. Um, as far as a program evaluation and fiscal report, again, this is um, just in alignment with what the board policy is requesting of us that our program evaluation is ongoing and data collection is going to continue to occur throughout
046the year. As you know, this is what we've said kind of our pilot program. It's a combo class for four or five. Currently, 100% of our students are qualified for highly capable. Um, but we're very open to exploring the possibility of continuing a a hybrid class with majority highly capable but perhaps considering serving students who may not have qualified but fit all other criterias and and are good candidates for this program. And the next up I will hand over to Miss Co. >> We need to talk later on >> because I think my nerds want to be your nerds later too. [laughter] They'd be super scopable. >> Okay. I mean I got one of them over there right now. >> [laughter] >> Uh so the ascend program off it's our pilot year. It's four five
047split. Um it's an acronym that we came up with last year. We were all about mountain climbing. So it's the academic and social curriculum to engage and nurture thinkers. I don't actually use the acronym too often with my kids because I feel like um it gives that it sets them apart from others. So we are just Mrs. Boy's class or Booneville for the most part. But u is the official title for us. Um, it is primarily high, it is all high cap kids this year. I'm hoping in the future to expand it to those kids who may just not test all that well or have needs that would be um met in a sense better than a generic class. Um, our kiddos, fourth and fifth graders, they still get to hang out with their crews.
048So, they have lunch, recess, and win. They'll also have all of their field trips with their fourth and fifth grade um their friends. Uh, so they don't get to they don't miss out on a lot of the social aspects. And in the class, it's really amazing. I don't split the fourths and fifths or if I do, I don't call it the fourth grade group and the fifth grade group. We have the land group and the C group because you can spend on both of those, right? Um, so in my classroom, there's very little that splits or, you know, lets the kids know if they're fourth or fifth graders. And I've seen them all just hanging out. There's no big cool fifth graders and no little dorky fit fourths. They're all in this kind of one
049big crew, which I think is really impressive. And it's one of those things with um highly capable kids that is kind of a characteristic. They don't really go with age. They go with um what they enjoy and their passions and interests. And I'm finding that there a lot of those connections are being made in my class. Um project- based learning is a big focus of mine. Uh we'll see a couple of slides here in a little bit. And thank you to all who showed up last Wednesday. Um, we had a project-based learning program or thing already happen this year which came together totally organically was not planned at all and I'm so proud of them. Really amazed. So a project- based learning will happen often. Our next one we are going to be publishing a
050newspaper in which our kids write about the history of the Pacific Northwest. So they're going to become journalists and researchers. They're going to have to find the images. and I found a website that will actually publish a real true newspaper. Um, they'll get to see themselves in print which is a lot of fun as well. So, it combines social studies, ELA, those research aspects. Hopefully, we'll get some science nerding going on there, too. Um, as far as the community, I'm hoping to pull in some journalists and photographers when we start working on this newspaper. Um, I'm also hoping to connect with our library and our museum, um, and get my kids down to visit those two places and learn a little bit more out in the community rather than just being stuck in Booneville all
051the time. Um, field trips will all be we'll be having our fourth and fifth grade field trips as well as some special trips just for my kids. Um, I've been connected with the Goody Kamino Land Trust for years. Um, the Keystone Preserve is their newest location and my kids will sort of be the guinea pigs on some of their academic programs that they'll have out at the preserve. They don't know that yet, so surprise. Uh, let's see here. Bigger than the academics with my kiddos is the social emotional piece. Um, my kids have already got the academics. They all meet or exceed their grade level. Um, so while I still teach, right, a lot of things are through the lens of academics, my focus is more on growing them as whole humans, working on their
052executive functioning skills. Um, they don't like me too much, but I make them into a good old fashioned planner. I'm I'm going vintage this year with my kids, right? We've got planners. We do spelling tests because homework is something that a lot of my kids have never had to do before, and I don't want them to get to middle and high school and be broken, right? >> [laughter] >> So, they're practicing it. From what I understand from my family, there's tears over just a spelling worksheet. So, we're getting ourselves prepped. Um, also, my kids don't really know how to study, right? As a high cap kid, they've always just kind of make them show me their work, which I get a lot of hatred from them for, but it's really good skills for them. I
053don't want them to again get older and all of a sudden be challenged by what they're learning and not have the skills to be able to persist and figure it out. So, we're working on a lot of those solutions. Um, again, I like going vintage. I'm feeling very 80s. It's sort of fun. We can go to the next one, please. So, Get Fatty was our first project of the year. Um, it totally was just came together on a whim. Uh, Mrs. Rush, a first grade teacher, wrote a grant to get bat box materials to build bat boxes with the first graders. Um, and she asked if my crew could help build the boxes. And I said, "Absolutely." and I said, "And we can do more." So, I went back to my kids and I said,
054"All right, we're going to be building bat boxes, but you're also going to become experts about Washington State bats." So, we did some research on the different species of bats here in Washington State, watched videos, read books, had some worksheets to fill out, um, explored in a lot of different ways, and then we decided to make it into an event for the first graders. We're calling it Get Baddyy because it was making me a little bit baddy for a while there, but it, you know, all worked out. Uh my kids just brainstormed a whole bunch of things that they thought would be cool to teach first graders about bats. Um and we sort of were able to group them into four different groups. We had a group that worked on um art to share. So
055they did little paper bag bat puppets. Those are down in the lower left corner there. Um, so they had to figure out how to create templates for the back pieces and how to organize everything so that it was easy for teeny tinies to come through and not get too overwhelmed. I had another group that decided to do um posters about bats and a bat diarama which is sort of smack dab in the middle there. Um, super cool that most of it is made out of paper and cardboard. Very few pieces of plastic were brought into it. I mean, it was just great to see this little crew in the back of the classroom just all chopping and cutting and I don't know, exclaiming over things. Um, and then they also did some posters. What I
056loved was some of my quieter kids for some reason chose to do posters thinking they could be off the hook for speaking in front of everybody. Little did they know they still had to present. Um, [clears throat] we had another group that got together and did a slideshow about bats. They were a bit dysfunctional there for a while, right? Don't put fourth and fifth graders on a shared slideshow because they will start messing around with each other's slides and um we had to figure that out. But they ended up doing a really great bat presentation. They um on the day of got up and talked for a good chunk of time very confidently about aspects of bats. And then lastly, I had a group that we just called miss because we didn't know it was
057miscellaneous. We didn't know where to put their stuff. But they ended up coming up with a goodie bag of handmade bat items. I had one kiddo 3D printed 60 articulated bats for the kids. Um, we had some handmade uh keychains. There was a coloring book that was all handdrawn bat pictures, uh, bat stickers, bat facts. Um, the kids had to stuff them and organize everything as well. And then every little first grader got a bat goody bag at the end of the day. And from what I understand, the bats and the keychains, like they're trading the keychains. Yeah, it's a thing. It took over the trinkets from last year. I'm sorry about that. You want to put the next slide? So, on the day of, we had three groups of first graders come through for
05845 minutes a piece. Um, they started out with a presentation and then we split them into groups and they got to build their puppets and learn a little bit more through the diaramas and posters. And again, beyond me just kind of every so often having to go around and boss the kids around a little bit, they really did the heavy lifting on this entire project. They came up with a schedule. They decided how to arrange the day. Um the learning in this was just amazing. The the cooperation and the communication skills that these kids had to work with. um you know figuring out schedules, that organization piece that so many highly capable kids struggle with, time management, all of these pieces were coming into play during this entire project. And for the most part, it
059was just wholly driven by them. So, um I'm hoping to continue to do more and more projects like this with my crew as the year goes on. >> Oh, that's Oh, is this me, too? >> Oh, sure. I can keep on talking. to kind of summarize what all of the you just said. Well, okay. Uh let's see here. My teacher, so I do a lot of choice. Um one of the things that I do is uh kind of goes along with UDL as well and differentiation. Um often I'll have them if we're working on a writing piece. Eventually they're going to have to write, but the way they get to that writing could be through drawing something out or doodling, they can work on a computer for a little while. Um sometimes I even have
060had kids act out when it was first time spelling. I had somebody cheerleading their spelling words to get them in their brain. That was pretty amazing to see the video of that one. Uh so I really try to give kids opportunities to figure out the best way to work for themselves. Um obviously we've got our projects also in Booneville. We do a lot of community work. I have a government that does they kind of run the show. It's lovely when I have a sub because I'm just like this these kids do everything. You can just kind of kick back. Um, we have an uh an economic system in our classroom, Booneville Bucks. So, they get paid for doing work. We have a Booneville store that they run. Um, so that they they have to learn
061about wants versus needs and figure out what they need to buy versus what they want to buy and then they have to figure out they have enough money. I've heard parents really love this because then they their kids are a little bit more savvy when it comes to things. And UDL and differentiation definitely plays into almost everything I do. Um, I'm still learning myself, but uh improving all the time. And I really ask for a lot of feedback from my kiddos. Um, and they've been helping me grow my understanding of what they need to. And then as far as rubrics, I actually go with a single point rubric these days. So, I just give here's what's expected for standards and then give them some strengths and places to grow and let them figure it out
062from there. Go and serve. Let's see what else I can talk about. >> I think I talked about all this already. on all that kind of uh we did a quiz on our learning styles early on in the year. We pull we look back at it every so often. Um because I've got those kids who need to move. I've got the kids who need to talk to hear themselves think, right? So I've got those other kids who are really really quiet and need to just kind of do what else. So um learning style is a big part of how we started our year. I'll let you keep going so pick up a lot of that time. There we go. There we go. Okay. [laughter] Yeah, this is just a shameless plug. Then in March, you
063will see our ascent student here for the learning spotlight for the board meeting. >> Any questions? >> So fun to come the other day and see those kids. >> Really stoked to see all there. So thank you very much. That made them very proud. It was awesome to, you know, to to look at the school improvement plans and we took, you know, bits and pieces of the new teacher evaluation with us through our walkthrough. And you actually didn't do any of the teaching during our walkthrough, but but there was no doubt that all of the things had been taught to the kids to watch them execute um the instruction that they had received and delivered. And so, and I like I I love watching bigs teach the smalls. It's just it's so inspiring. Um because
064it's they they're learning from their peers and that's so meaningful to set positive examples and role models and so it was great. Thank you. >> Yeah. >> And you showed the students the rubric. So, the walkthrough tool you guys used, the students got to see it ahead of time. So, they they knew what it was no surprise [laughter] that they knew what Miss Coin was going to be watch for. and she was like, "This is actually you guys that are going to be watching them." >> It was great. >> Great. >> Yeah. >> I want to thank you for your passion and your passion for students. And many times people think because they're already at grade level that there's not work to do and and we need to be growing them as much if not
065further than than others. So, thank you. [laughter] >> Thank you very much. I just want to say real quick that when I was in your uh class for was it fourth grade? Fourth grade. >> Fourth grade. >> You actually made me want to come to school. So I thank you for that because I know I know how enthusiastic you are in your teaching and it's really helpful to students. >> Thank you. >> You were part of our first grade. Oh yes yes yes yes. [laughter] >> Okay. Miss boy has a better memory than Lindy. [laughter] >> Too much in our brain. >> That's good. >> Thank you so much. Uh next item on reports and communication is our business manager report. >> Oh yeah. >> Yes. Feel free to leave if you need to. All
066right. So, we are going to delve into our regular monthly financial report. Uh there's only going to be a couple slides on that. Um and then what we're going to spend a majority of the time on is uh summarizing and looking at the 2425 annual financial statement that was uh recent was filed uh or the F196 report. Uh so we're going to cover enrollment trends, financial status, fund updates. Uh but first we want to reaffirm our core values, accountability, sense of belonging, transparency, students first, and educational equity. Our district goal remains focused on graduation rates, meeting or exceeding 90% on time, and 100% extended graduation. So transitioning now to enrollment. Uh you'll notice this is October enrollment data and that's because we did have an earlier board meeting uh this month. So we haven't been
067able to get the November numbers reconciled, entered and projections updated. So this is consistent with the same information that was presented previously. but felt it was worth restating our current actual enrollment uh which is graph depicts and it is showing that uh we're tracking at about 894 FTE for October and that is greatly below past year trends and our current year budget. The lines at the bottom of this graph in blue and orange depict where we project the enrollment will go throughout this 2526 school year. Um so we are following similar seasonal patterns to previous years with expected growth through the winter season. Uh but you the key takeaway is that the trend lines show we're much lower than the two previous year actuals and those are designated by the lines at the top of
068the graph. Uh yellow for 2324 actuals and gray for 2425 actuals. And then this year's budgeted uh is that green line at the top. Another note would be just that we do typically see a dip in October but then we f do follow that throughout the years by a gradual increase through spring. So moving on then from enrollment to the financial report. Uh but before we delve into that again uh due to the earlier board money meeting this month we haven't we had not yet received the October financials at the time we were preparing this. So we weren't able to incorporate um the the essentially the local revenues into the financials. This is similar to past years uh with enrollment and financials that we run into in November. So this is consistent with what's been
069presented past years. So the amounts are going to be unreconciled. Uh mainly not showing the local cash but state aortionment revenues. They have been recorded in the general fund. Uh we did receive the the financials from the county this week. So we're we're in the process probably have them booked by the end of this week. But keep that in mind when we're looking at trend data. >> Just a tiny little question. Um you mentioned local monthly cash, but that did that include levy? >> Correct. That's exact >> that's not included. >> Yeah, levy. Levy is not included. Levy revenues essentially that's the biggest uh is not included. Exactly. >> Exactly. >> So this is the budget status report. Again you can see uh to Allison's question the local taxes here if you were able to
070look at it is uh 1.8% and that is reflecting that the local revenues have not been recorded yet. Uh contrary to that, the state general purpose funding uh 17.3% that's on track and expected for October based on budgeted enrollment. Remember again uh well first I guess I would say that the the key takeaway too then is the ending fund balance uh here shows at 1.291 million roughly. Um it's healthy, especially considering uh local revenues, levy revenues uh for the majority of it are not booked in here yet. Um but the the other important note is following up on enrollment, we will continue to receive state revenues based on budgeted enrollment through December. So that's a large portion of it as well. Uh but we can anticipate a decline in state revenue because our actual enrollment
071is much less than budgeted. uh like we've shown and discussed before about 900,000 to a million less uh and that will be we'll see that adjustment starting in January if you anticipate that. Just curious about that one. Like we have programs that are already I mean we're in October only October and we have a programs that are already over 100% because of incumbrances. Did we not budget well in those categories? Like how come we're already over 100%. >> In certain programs. >> Yeah. Particularly like this one is in 70 other instructional programs. Uh it I'm imagine there different reasons depending on the the programs at 70 is one. >> Yeah. >> Is that the new one to look at? >> Well, that one's at 102% and Bokeeted is at 97%. So, >> uh >> you
072don't have to answer that right now. >> Yeah, I'd have to look into it a little more to find out what's going on in the different programs. Um it's going to depend like we know elementary schools piloting a new curriculum for instance you know so that would be one of the reasons why something would be spent or encumbered more than >> uh you know at this time in the year but I definitely can look into those get back to it. >> Thanks that wouldn't be in via seven. No, no. All right. So, that's uh status cash flow. So, again, uh looking at our cash position, it's about 1.528 million, which is pretty strong for this point uh this time of the year. Uh you can see the comparison to prior years, the orange, red, and
073blue lines showing our improved cash position over the years. But again like we mentioned uh critical months are coming that would be January through March and then especially in June when cash will tighten uh expenditures by month. Wanted to follow up on this because we talked about it uh last board meeting where our expenditures were higher than usual in September and we were anticipating a downward spike uh because as mentioned previously we're able to pay the sizable insurance bill upon receipt due to our improved cash position in September. Um but just to follow up because expenditures are booked fully and reconciled if we can confirm that that downward trend that we were anticipated did it did happen. Um you can see that with the black line square the squares and it is a different trend
074than in past years but that correlates to our improved cash cash position um of this year have to wait for the >> right exactly so go ahead to the next slide that's expenditures by month this is just highlighting the fact that it is in MSOC um that we've tracked the spike to it's not doesn't have to do with payroll or payroll benefits, the increase in expenditures like we mentioned. It's those uh piloted curriculums in elementary school being able to pay the insurance bill in September instead of previous years. Typically in October and November, you'd see that payment. Um so yeah, that's the main takeway. Seeing that down there trend again. So go ahead. Next slide is just overview of the other funds that we want to make sure we touch base on. Uh capital projects
075strong balance of about 3.16 million. Um but again remember what's what's left there. We have that about $1 million earmarked for that department of defense grant noise mitigation grant. That's our portion of the match and then we would receive $9 million in f federal funds. So that's part of that 30 million. We also have a million in that capital projects fund that's earmarked for future bond and levy p planning. And then we the the last million roughly would remain as contingency or earmarked for future facility improvements. And again the note on this is local levy revenue collection for capital projects. It's not recorded yet for October. uh debt service has the low balance of roughly $8,000. We did do the last payment of non-voted debt last year, so we'll see very little activity throughout this
076year in this fund. Uh ASB has a healthy balance of about 192,000. transportation vehicle fund also has some funds available uh for bus replacement that we're still looking at making this year purchasing a new bus largely because we've uh received state depreciation funding uh comes every August. All right, so that's the monthly financial update. Like we mentioned, um, one of the larger financial items that occur annually is the filing of the annual financial statement or year-end report, also known as the F196. So, we file that to the state. So, we're going to cover this. These slides will summarize the information found on that report. Uh, we're going to review also some enrollment trends, staffing, fund balances, and uh, talk about some financial health indicators. So, we're going to start with a look at enrollment over
077a 10-year history. Uh the you can see 24 25 enrollment was roughly at one uh was at 1,29 FTE. Uh and you can see that that is continuing on a recovery from the pandemic low of about 967 in 2021 2022. So, we've seen steady growth for the past three consecutive years, uh, roughly adding about 62 students since the pandemic. Um, and then thinking ahead, we budgeted enrollment for 2526 conservatively at 136, which was reflecting the expected stability. Uh that being said, as you know from our September and October actual enrollment counts, we are looking at an un anticipated decline in enrollment for this 2526 fiscal school year where we are currently projecting to be at around 935 to 945 students uh which is the lowest in the past 10 plus years. Um that's what you
078can kind of derive out of this. Uh the other note when we're looking at this slide is enrollment sometimes can be compared different ways. This these figures and graphs that you're looking at is including running start open doors and TTK enrollment and that is typical also when you're doing levy projections you'll be looking at those groups of enrollment. I hope that's there. The other thing we can take a look at is staffing over a 10-year history. You can see 20 uh 425. This what this is showing is 101 or I'm sorry uh yeah no yeah 2425 is showing 101 uh staff FTE which is down from a peak where we peaked at 123 total staff in 2122. So currently, if you look on the far right, um the split for 2425 was 62 certificated staff
079and 39 classified staff. And this staffing graph, you can really see how we here at Google School District, rightsiz staffing levels after the loss of those federal pandemic esser funds ended. So that kind of co coincides with that high staffing spike. But then when the federal funds went away, there was a necessity to to rightsize staff. >> Uh looking at the general fund summary, >> could you show could you give us that for the current year also >> the staffing levels? So >> in the future? >> Yeah. So the the timing what these staffing levels also are based off of is S275 reporting. So these were the final uh S275 gifts submitted. Uh is it the end of August or end of September is when you'll have the final 2425. At the end of a
080um November, we submit the preliminary S275 numbers for 2526. So the next time we could get comparable data for these staffing levels would be uh after the filing of that S275 at the end of this month. >> Okay. I would love this in the monthly reports just something like that. However often you can >> Yeah. No, we can totally do that like Yeah. Next month would be primary. >> Okay. >> Preliminary. >> Thanks. Okay. So, uh general fund summary. So, just looking at the high level, uh beginning fund balance down to the ending fund balance. Um we started the the year 2425. Remember we started the year at 750,257 generated over 20 million just a little over 20 million in revenues had expenditure that total roughly 20 million uh which created a positive variance of
081about 1.2 million. So that left us with an ending fund balance of 1.9 million roughly uh which represented 108% of budgeted expenditures and that did exceed the 6% minimum fund balance for policy. >> Frank, can we start reporting that as an average? We've talked about that a little bit, but just our average fund balance through the year. >> Oh yeah. Yeah. It's back to monthly financials when we look at that just the average 12 months rolling whatever we've got. So we can have that. >> Yeah, that should be I I average. Isn't that a fund balance? Don't we have that by month in the the bigger? >> Yeah. So just a 12 there's a 12 month rolling average of that. So we can see because we see it right now it's highly variable, right? But
082your spend slide is all it's kind of up and down which is good. We'd be able to see that. But that average kind of indicates are we growing, are we not growing, or are we staying stable. >> Yeah. >> The other thing about this slide that I think is important to note is our budgeted expenditures were $18.8 million and we we we pretty much kept to that. What what what created this significant increase to our fund balance was increased revenues. And so I mean we kept our expenditures where we planned but we had increased revenues because of potentially more enrollment and some other things that you'll in introduce in the slides but >> we did keep to our budgeted expenditures amount. >> Yeah it's a almost artificial point in time. So moving forward again uh
083with the closing of 2425 gives us an opportunity uh to compare against other uh past 10 years history of budget to actuals. So you can look over in orange I believe is the budget and blue is the actuals uh fund balance where the district has been at. So, uh, you can see the lately the the trend has been that we exceeded our budgeted, uh, like you were kind of saying and what we budgeted for ending fund balance, we've exceeded that with our actual filings the past couple of years. Um, but you can see that's that's been varying too. again, you know, but but one of the I guess key points that I wanted to pull out with the 2425 is this is one of our strongest financial positions we've ended at since the pandemic. Again,
084there's a large spike in 2020 2021, but that's going to be due to those COVID esser funds. So, that kind of makes looking back a little more challenging too. But, uh again, we have a stronger financial position since the pandemic. Um, I I think the positive variance from what I could see demonstrated conservative budgeting, strong fiscal management, and right sizing staffing to align more closely to the state prototypical funding model. Um, and again, even though historical contest shows that we've exceeded budget pro projections in recent years, I think we may have some challenges right now with that unanticipated decline in enrollment. So this year will be a tough to to make this trend to maintain this trend but we are actively monitoring that impact and shortfall and discussing various options in order to mitigate you
085know the impact of that that budgeted shortfall. So that's your budget to actual comparison over 10 years. Go ahead. So what we did then is uh looked at revenue uh two-year comparison just the total revenue. Um we can see it increased by over a million from the prior year that 20.1 million in revenue. Uh again, state aortionment as Morgan kind of referenced, you know, increased enrollment was one of the biggest drivers and also special education funding that drove most of the increase because you uh what you also can see on this is that federal funding decreased by 365,000. Uh that's largely due to the pandemic programs ceasing and other federal programs being discontinued or not funded at the same levels in the past. Um, and go ahead and click. This is what we're talking about,
086too. A large portion of this were a lot of one-time revenues that we received that were unanticipated. Things such as safety net, uh, LAP high poverty funding. Um, there's some other ones uh, noted on there too that came up last year that were unanticipated and also those revenues totaling about 593,000. We cannot continue uh to expect to receive those this year or going forward. So this slide uh initially shows it's the same as the previous slide, but go ahead will and click it. And you'll notice what we did is we took away those one-time revenues. Uh so this now what you're looking at on the screen after we'll click it is what our fund balance would have been without those one-time res revenues. Our fund balance would have instead been about 1.3 million. Uh we
087still would have represented approximately 7.03% budgeted expenditures still above the board policy 6% but you can see that this is much less than the 10.18% fund balance. And we'll talk a little bit more about these fund balances pres uh percentages in a couple more slides. Um but again, this this really again is highlighting the importance of upcoming levy planning for long-term sustainability. Shows our structural position remains healthy, but we do have to require continued attention to to our finances. >> One, the other thing is so critical to have a fund balance. We're entering into a year where we're operating with enrollment that's less than our budget and without that fund balance that would be really hard to sustain. And so it's critical to have that that money that can weather some storms that we don't
088know. I mean budgeting is hitting a moving target. So that's why it is so important to have a fund balance and we haven't you can see that that bar graph is 7%. We haven't been at it for a long time. >> We haven't had the money at the end of the year where we should have and it's created a lot of strain when the year you know when it's when we're in uncertain situations. So >> great points. So this slide is looking at our expenditures by object. Uh I think we have a slide like this that we do on the monthly but this is uh expenditures by object for reported expenditures on the F196. And it came out that salaries and benefits comprised 84% of total expenditures. That is pretty typical for a vast majority
089of school districts. Certificated salaries you'll see at 8.4 million. that represents the largest expense category. Purchase services where it's listed there at 10%. Remember that includes utilities, professional services, and purchase service contracts as well. Go ahead. So, this is where we're going to talk a little bit more about fund balance and and and how we can really analyze. I'm going to attempt to uh construct this a little more. So, even though we reported that 10.18% initial fund balance, there's also uh a thing of restricted and non-spendable fund balance versus unassigned and unrestricted fund balance. So, that's what we're attempting to do here. We're going to dissect this further. Uh you'll notice our unassigned fund balance totals 1,681,522 or 8.94% of budgeted expenditures. Um one other thing that's interesting to note here too is you'll see
090this GL891 which we made use of um but you won't see this in the F196. That GL891 I think we mentioned it. We mentioned it uh before with budgeting, how you can budget to that GL. You will see that GL on the budget status reports and on the monthly financial reports that we're reporting. We use that to um it's essentially the minimum fund balance policy. So we put one,28,000 there to designate that's six that is 6% of budgeted expenditures. So that's why you see that that figure there. >> That's going to be a business office decision going forward that we're just going to hit that 6% floor and leave it in there. >> Correct. It just makes it a little more visible on the financial statements of okay, you know what's uh if we're going
091to dip into that GL because it's it's essentially your mark there. It's still unassigned, but it just spells it out a little more >> because there's also a general ledger out there somewhere for poor district. >> So that was something that just wanted to kind of note that typically those two GL's 8.90 and 891 add them together that's our unassigned unrestricted fund balance. Just kind of designated it a little further with that 891 GL. Then the on the other side of things, you know, that fund balance a large port or $232,344 are restricted and non-spendable. So those are your GL823 and 840, you know. So really, for lack of a better expens, they don't count, you know, in a in a sense. uh for budgeting purposes especially, you're going to want to budget off of
092our uh unassigned non-restricted balances. And that's what it's doing. It's spelling out down below those percentages. One of the more recent things I added in there too that Shannon and I attended is um due to the financial health of districts across the state and and ongoing and future foreseen issues, various agencies are coming out with financial health indicators uh different health indicator tools. One of the ones that uh we recently learned that ESD has is they actually have a target for secondass districts at 10%. They say uh non-restricted fund balance percent of expenditures for secondass district should be 10%. And you'll see that's essentially what this does. If we look at that, our unassigned or non-restricted is 8.94%. So decent, but it it's another indicator that shows there's still more work that we could do
093to be even more financially healthy, if you will. >> I think it's a really important reality check. You don't get excited about saying 1.9. Yes. That isn't how much we I mean that's how much is there but it's not un unin unrestricted >> and this is much more realistic. >> Correct. That's exactly the point that this slide was trying to uh depict. >> So your F196 month balance is always going to be lower than >> Yeah. Yeah. your nonrestricted correct. >> Yeah. Then your non-restricted fund. >> Correct. >> So when we say we want 6% funds, we've always been talking 96. So >> correct. >> What is it going to have to be to have 10% of the non%? >> It's somewhat uh it's hard to say because some restrictive funds. >> Yeah, there's always
094some restrictive funds, but they're always going to change. like TTK was one thing too that that uh was new. We have some TTK revenues. I don't know that we depending on status of that program where we're going with that. Um but what's pretty steady is inventory and prepaid expenditures. You always have restricted funds there. Um that probably wouldn't fluctuate as wildly, but depending on what comes up, you could have other restricted >> well. Yeah. And that's pretty close to what the ESD is coming out with >> in the report to say whether we're healthy or not is 10%. So they're saying >> We're not quite healthy yet. They're still >> listing us as an unhealthy district. >> Do they have and that's in that report, but do they have a do they show all the
095districts like how many how many small districts our size are actually 11%. >> That's a good question. the majority or >> that would be a great question. I with our ESD they only do the districts that are in our ESD. I would like to see something that was more um similar, you know, or second class districts versus first class districts because >> it'd be great to get our ESD information just to see what we had. >> They're they're going to um have it finalized in either December or January for us. they have it in draft form because they did not have all the F196 um information from every district yet. So that's their goal. >> Yeah. And I'm sure as the year goes on the not just the ESD, but there's I've noticed state auditors
096office, SAO, OSPI, ESD 189. There's other collaborative groups too like Wasbo that really are putting together these financial indicators and health indicator tools. there there's more out there different measurements I'm sure we'll be looking at and >> standard report done in Brad Street I mean when we get going on our bonds and our ledger stuff that they'll tell us how it compared to other people >> so much >> can I ask a question about the monthly reports then and wait and the way that you have these um ledgers on here 8.90 and 891 like you're showing in our for this month the ones that you have in board docs like that There's an unassigned minimum fund balance policy with that 1.1 million and then you're showing the unassigned fund balance as a negative >> you're
097drawing out of that. >> No, those uh the negative is a credit. So if it's an equity account, credit is actually uh if you're looking at the budget status report, the negative should be for an equity account essentially an increase. Okay, that that doesn't make sense to me. So, you'll have to explain that to me more. So, >> sometimes >> Well, I just want to understand because you haven't really used these things before. I just I just don't understand the monthly status reports, the ones that we're getting um the budget status reports and then down at Yeah. down at the bottom. So, I just want to understand that stuff so I can talk to you about it because it doesn't make sense to me how it is. >> Yeah. Yeah. >> Okay. >> We'll take
098a look. >> Okay. That'll take that separate stat. Um, but that's that's the fund balance. Uh, that was the end of the general fund analysis. There are other funds that uh we do file with the F196. So, I thought we'd go through these each of the funds here and talk about where we ended up for 2425 the capital projects fund. Here we are looking at an ending fund balance previously mentioned about 3.27 million. Um talked about a little earlier I already talked about this I think the 1 million of that 3 million being earmarked for future bond levy planning and preparation study and surveys that sort of thing. um the another 1 million earmarked as the required matching fund amount for the Department of Defense noise mitigation grant where we will receive 9 million in
099federal funds. Um but you also see here we listed some of the uh key projects that were completed in 2425 um that resulted in facility improvements including safety and security upgrades. Again revenue from capital projects levy past capital project levy and the technology levy totaled about 1.86 million. Some of the major accomplishments that we did in 2425 were the softball field, pack seating, parking lots, some extensive painting projects. So that's the capital project fund. Go to the next one, the debt service fund. >> Tennis courts. >> Oh yeah, tennis courts. That's a good one too mentioned as >> that service fund we talked about a little bit already but 2425 actually you'll see uh the last activity uh of 57,293 in revenues which covered that $54,489,000 debt payment that was the final payment of non-voted
100debt. Uh, and so that that's where we got left over with that $7,590 in income balance. >> That was actually >> uh I believe that was uh nonvoted. It was non-voted debt was the remaining Yeah. with the the voted debt was already paid off prior. So was that that was the final nonvoted debt payment. Correct. uh ASB uh high level look at the ASB fund again uh mentioning the expenditures and only these is a student fund student controlled uh funds the revenue mainly comes from clubs activities and fundraisers and the expenditures really uh the acronym that often gets used is cars which is cultural athletic recreational and social that's what your expenditures can be used for out of the fund. Um, and you can see the fund balance for this at a high level, but
101go ahead and click to the next slide. I don't think it's ever been looked at here before, but what we did is we summarized it by the fund balance by school. So, you can actually see in 23 24 uh the different ASB accounts at the different sites compared to the 2425 balances at the different sites as well. The high school is the is the strongest. You'll see there at 106,000. Um we did have some additions there I believe like Leo's Club whatnot. So that's some of the increases there. Uh middle school is about 51,140 and the elementary school is the smallest 29,000 roughly but that shows appropriate for the age levels. Um yeah, last but not least is transportation vehicle fund. Uh we did get state depreciation funding as I mentioned previously in August of
102every year. Um that was 182,846 and that nearly covered the bus replacement cost. But we had an ending balance then of $223,644. Um so then we can start looking to purchase another big yellow bus. Um basically that's how the transportation vehicle fund works. Uh we replace the aging buses based on the state depreciation schedule. So yeah. Oh, one more slide. Go ahead. I guess just if there's any questions and also there's some links on here. What I'm aiming to do is update if you follow those links. I believe they're active links to or if you go out to the website sort of restructured the financial uh page or section there so that we can put the F196 information up there, some other links to some bond levy videos and uh the idea is to kind
103of build off of that and have more financial information on the website too. Go ahead >> to come. >> Yeah, to come. Or you guys kind of interjected. I'll take some notes, too, and uh see if we can incorporate some of those things you mentioned into the monthly reporting going forward. Yeah. >> Yes. And I still need help understanding some of these uh ledger funds. So, that would be great. >> Thanks. >> Thank you for your report. Next item on reports is our superintendent report. >> There's been a lot going on um today. Um I received word from um uh the DoD and so we're back on with uh meeting and our department of defense grant of 9 million. Um so we are looking at in the next few weeks meeting with um uh the
104naval base to get our NEPA report um uh figured out and then um begin our process um the onboarding's in early December. We're meeting with her tomorrow via um computer uh virtual um to figure out how we adjust our timelines and all of that because of the government shutdown, but we're back on board. Um we're excited to get that started and rolling again. So, um that will be um something that will go pretty quickly because our timeline um starts um three months ago. So, and so we're going to we're going to be looking at that um starting up and seeing how we have to adjust. Um as far as our levy, um just a reminder that we have an upcoming um special election um that will be February 10th of 2026 and there'll be two
105pieces on that. um one uh is the EPNO levy and the other one is the technology levy. Both of those were ready for four years and so I will be working with different organizations to go around and ensure that they have the facts behind those levies and um I have my first presentation at the Lions Club next week um on Wednesday. Um go ahead and click on that. We worked um at all of our schools. Um on Monday, we had some outstanding um presentations from our ASB um groups at the middle and high school and then also um uh Veterans Day assembly at our elementary. When you look at the center, I know there's a lot of pictures on the slide, but at the center is our elementary school filled um with the Veterans Day
106assembly. Um, and if you recall, we hadn't had the assemblies for quite a few years there. and just seeing um the room filled with people and filled with our veterans and um using our stage for the first time. Um Principal Micole um use used some dividers to kind of um I'm going to say make it presentable, make it look like, you know, it's it's an actual stage again and people were up on the steps and presenting was just a neat way to display and honor our veterans. Um, and so I I appreciate her work on that and her um work with the Veterans Day. The other piece is just the the boards that that now line our elementary school fences and then along our high school and middle school from last year. It's just a
107great display of how we and Kville are honoring our veterans um year after year. Um, I would say probably the most significant thing that I um noticed was just um the amount of people stopping and observing and getting out of their cars, taking sorry pictures and you know celebrating um why we take this day off and why it's important. Um, but also just walking in and I'm going to go ahead and have you select the next one and seeing um, our first spot, student spotlight night. Um, prior to going there, I got to see and walk in um, at the elementary lunch and see the amount of um, I'm going to call them celebration posters, but they're actually they're signs of support. Um, I was shocked. Um, and I thought it was going to like
108have a small picture and then say who they were supporting, but no, it's this big poster of just a a picture and that sign of support. Kids are going around and looking and it might be their dog up there. It may be um their aunt, their grandma, their uncle. Um, these signs of support line the walls of the elementary. And when you walk into um the gym, they now line the walls of our gymnasium. And it's just a really neat way to display that. And so I think um the elementary for that fundraiser, I think it was 30,000. They nearly um almost 30,000. Um so when we walked in for student spotlight, um it was standing room only um in the gym of parents coming to hear about the the mission, vision, and goals of
109the elementary. and Principal Micole took about 30 minutes and and went through everything and there was not one person who left that room. They were all really interested in what she had to say and um like I said um we didn't have enough chairs and so that's something I think down the line we need more chairs at the elementary so people can sit and and enjoy presentations. um followed by an open house where where kids got to show off the work that they've been working towards since the beginning of the year. When I walked in on our first day with teachers, Principal McCall was saying, "Put this date on your calendar. Your kids are going to be having this spotlight night. It needs to be, you know, something that we're showcasing um in each classroom."
110And that's exactly what it was. I went around in every single classroom. there was not one classroom um that wasn't full of families and people um attending and celebrating and it was all student le. And so when we talk about studentled conferences really truly um student spotlight night was a a great display of students presenting what they're doing and the great things they're doing in the school. So, um it was really well done and I think I I don't know anyone that went away upset or sad because it was just a great celebration. So, um followed by >> our our end of our season for sports and um you know, we got a great kickoff for um cross country going and celebrating to go to um state and um they did a really nice job
111and represented Coupeville very well and I think George is still wearing the shirt. Um [laughter] >> yes. Um but very proud of this group, very proud of how we in Coopville celebrate our kids as they go to state and everybody comes out from the from the school and um cheers them on as they get on the bus and and head off. So, thank you for that. Um and then I'm going to present a little piece of data to our board. Um this is just a a glimpse of the data that we have coming in um for this year. And so, um, this ties to the goals that, um, we set, um, together and really nest really well with your goals as a board, um, around using data to drive and ensure that we are, um,
112graduating our students on time and we want that 100% graduation rate. We have to use data. And so, um, I put a little bit on this slide about why do we use I Ready? um what it is not and then what does the data tell us and so um for I Ready and the reason why we have I Ready in the district is it is a our universal screener for all students. The state wants two universal screeners. One is ESPA data for grades three through 10 or nine depending on what what grade and then the other one is is a a universal screener. Um, prior to me coming on, um, this was a screener that the district used. Um, it wasn't necessarily universal, but we have made it universal this year. All students are taking
113that. Um, it's a diagnostic tool really to identify learning needs. The ESPA is not going to give us learning needs and what students need to do or or how um or what we need to do to to help better support them. This gives teachers um real information on how they can support students at every level. Um it also is a roadmap showing where students are now in this point of time. So when they take that assessment, where are they right now versus where are they going to be in the spring? Um it's also a guide for um targeted grade level instruction. So it's going to compare students to where they should be um at grade level at the time. Um what it doesn't do is tell them necessarily um where they should be you know
114three years from now. It you can dig into that but this is just a glimpse into that and then it does give us a growth measure over time. So am I as a teacher growing Lindy a year within a year? She's a highcap student. Um, we know high cap students sometimes don't grow that full year and so can I as a teacher stretch her brain and have her at least grow that year within a year which is really important. Um, what I already is not it's not a judgment of students ability and sometimes we get confused by that. We say oh this student's behind therefore they are and we go into an ability judgment. I is not an ability um judgment. It's um not an indicator of student student failure. There's it's not a past
115fail. It's not whether they're failing um a grade level is a point in time where they are right now. Um it's not a high stakes accountability measure in the past. Um high stakes testing was a big thing nationwide. This is not a high stakes piece. It's really a point in time. And then it's not a final determination for potential. So we want to look at what our students potential. Um and this is not um a final determination on that. Um so what does the data tell us? Um it tells us that our students have not yet mastered all grade level content. And when you look at a student um and we're going to say a third grade stu grade student and they are taking this assessment at the beginning of third grade, if it shows
116them that they have not mastered that assessment yet, they shouldn't have for typical students. If it shows that they're mastering that, that means they're already mastering the end of the year third grade standards. So when you think about I Ready and if they're already in the green at the beginning of the year, they've already mastered it. So we've got to look at them and say, "How are we going to grow them?" We've got to look at fourth grade standards or we have to stretch their brain so we're still growing in a year within a year. Um most students are either going to be in the yellow or orange at the beginning of the year for that grade level. It's when they're in the dark red, which we're going to show, that it's a little more
117concerning because when they're in the dark red, it's going to show that they're two grade levels behind, which would mean the current year they're on, but one additional year they're And so, we're going to look at two pieces of data right now, just our beginning of the year data, second grade through 10th grade, and how our students performed on the beginning. And I'm going to kind of describe those. So, the first one's reading and um I apologize how small that is. Um but at the bottom of the screen is second grade. And you can see that most of our students in second grade are um either in the if you combine the yellow and the red um most of our students are in that sorry yellow and orange um level. Um, remembering that most of
118our students beginning of second grade should be at least in that yellow. If they if they are on track to be on grade level, okay? If they're in the orange, that doesn't mean they're they're behind, but they're missing some skills to get them um to where they'll be at the the end of the year at grade level. And so I already will identify some of those skills, show the teachers what they might want to work with with this orange group to get them back to grade level. So yellow's grade level, they continue to do that. By the end of the year, they'll be green. So then you look at second grade and you say, well, 34% or 33% are either in the green or dark green. They've already mastered end of the year second grade.
119So what are we doing for those students as well? And I Ready does the same thing. It gives teachers strategies for students that have already mastered students that are on grade level and students that need to be caught up. As you start to look from se second grade, you start to see beginning in third grade, we start to get the dark red. And the dark red means that we are two grade levels or more behind in that area. And so starting in third grade, about um one in every 10 of our students are at least two grade levels behind in reading um in different areas. Um and so those are where um this diagnostic tool helps teachers to say, do we need more phmic awareness? Do we need more um phonics? Do we need some
120um other skills to get them to where they're comprehended? Because in third grade, that's where we start bridging to comprehension. As you start to go up in grades, you'll notice the dark red gets a little larger. And that's where we want to start looking at our guaranteed and viable curriculums that really help to support our students that all of our teachers are teaching reading in the same manner with researchbased um curriculum. So you're going to start to see this data as we are highlighting a curriculum that's researchbased. You're going to see this data change over time. And that's with this diagnostic tool. Um our students take it more than even once a year. They take it three times a year so that we can see growth over time. questions on weight. >> What you're saying
121is that this chart at the beginning of the year will primarily have more red, orange, and yellow. >> As it goes through the year, it should shift to more green by the end of the year. >> Absolutely. And and the other thing is as we start to target interventions, which the curriculum will have embedded in it, you'll start to see teachers taking small groups and having really specific um ways that they're moving those those students from orange to yellow or from yellow to green um as we go along. So you you'll start to see this shift um pretty drastically um in in students that are um more than a grade level behind um less drastically when in the green. You're not going to see as many move from green to dark green. Um but you
122tend to see with targeted interventions the a more drastic change from the dark red to orange or from orange to yellow. I would say like an observation also is like it's interesting at middle school that like our areas where we have the most students at mid or above grade level is also like areas where we have significant like behind grade level. It's interesting that those are the same year which tells me that that we're like our gaps are getting bigger instead of smaller. And >> and if you remember our W was um data showed that we were we were not making the gains in some of our populations um then than comparable school to us. So but we're going to start to see that shift as we go. So before we shift to the next
123one, I just want to preface it with you're going to see a a change as um the elementary starts to use this curriculum and starts to implement and bring on um interventions. Um what we do not have in the elementary is a guaranteed and viable curriculum for math. And so the next slide's going to show um that piece change a little bit in in elementary. But then we do have a guaranteed and viable curriculum in middle school. And so we're going to see in the middle school some significant change as we start to look at um that curriculum as we go to middle school and math. So we'll look at that next. Go ahead. >> Ask one question. I got a million questions but I can say um this is the first time I've seen
124this information. I don't know if the administration has been looking at it previously or not, but I'm I'm I'm kind of cautious to say, okay, this is really helpful, but you really need to look for two or three years to see what your trends are, not just at this moment in time, unless you got I know that's what I'm saying is we don't have prior years, right? >> Yeah, we don't in I Ready because we didn't assess all kids. But what's really nice about Ready is this is actually more usable more usable um for in now teaching. So >> I can see that. >> Yeah. So this is going to give a a school a snapshot of we have in second grade about 70% of our students that we really need to work on grade
125level standards and below grade level standards to get them and continue them on the trajectory. And that was my point is that you can use this right now as very critical information, but you also need to recognize that we didn't have it before. Correct. >> Boy, this is great. This is great. >> I also do want to point out that um we took I test in middle school and for those years that I took them, I always seem to do better in the middle of the year than I did at the end of the year. >> So, it was just one of those things to look out for because I know it wasn't just me that kids do tend to do better in the middle. >> Yeah. And some of that has to do with
126test fatigue because at the end of the year you you're taking the ESPA as well and then you're taking this and you have the Panorama. So a little bit of test fatigue goes into that. So um the biggest indicator of passing the ESPA is the January the midyear um assessment. So the midyear assessments what we always looked at to say how many of our students are going to pass this that they share and it was pretty dead on um year after year. the end of the year data just like you said that we use for the beginning of the year to really start groups off day one instead of waiting for this data in October, November, we started our groupings from that data and a lot of times it was accurate because you get a
127dip over the summer too and so it it was helpful but that that January February data that midyear data point is the most um promising for for saying how are we going to do as a district. So thank you. Yeah. Okay. So, looking at math, math um is a little bit different and um when you look at math in the state, math is different, right? Um our students are not performing as well in math. Um and you can see um at the second grade level. There's a larger group of students that are on track and on grade level at second grade. That yellow, remember, represents beginning of the year. And we shouldn't expect our beginning of the year second graders to be in the green unless they're already mastering. And mastering, remember, means that they
128can do it every single time. Um, all of the standards in second grade. There are a lot of standards in second grade math. And so, um, this is where I love to see that most of our kids are on track um, for grade level in second grade. We have about 26% of our students that are more than one year behind. Those are the ones that we want to be giving them core instruction. So you still give them that core and then they're getting some sort of what I call plus more. So intervention um you know numeracy flashc cards in second grade really working on automaticity and some of those things in addition to getting the daily lessons and not being taken out of those daily lessons. Um as you start rolling up in the grades,
129you'll start to see that we do have more of our students in the green. That means they're already mastering those standards at the beginning of the year. So, what are we doing to advance them? Um, and what are we doing to ensure that we're capturing some of our I'm going to call red zone or the red students into that yellow because you're starting to see that yellow shrink the opposite way. You want actually the yellow to start pushing towards that green. >> I have a question about great edge specifically because it doesn't seem to make sense. what happened to the rest of the data and why is there why does it have 78% there? Why is there no? [laughter] >> So, so because not all of our students um are taking the assess the the
130state assessment or they've already passed it. those students are not in represented in this data and so they did not take the I Ready or they didn't they've already passed it so they remove that out which I'm not sure I don't know if Mr. Bard has looked at why I Ready doesn't represent it in the green, but they they take that part out in I Ready. I haven't used I Ready in 10th grade in the past. And so that's part of what I had to question for the administrators or something for you guys to look into of why it removes them once they're they're at or above grade level. So, does that mean it'll never actually be green in 10th grade or >> That's what I was curious about because it wasn't represented in the
131data anyone in that green zone and there wasn't the full 100% which was odd to me. So, >> are there trends where um I mean people just ripped off the testing that students just I mean that's an awful large number of students at below grade level. >> If they all took a test the same day and they all didn't want to do it, they might not have gotten very good results. >> So, there's something to be said about prepping students for testing and the importance of testing. Um I don't know the answer to particularly our students. I will say in my past as an administrator, we did um various um lessons leading up to our universal screener to let our students know how important it was um and why they were taking it and what
132that gave teachers in order to instruct them on. Um, and I don't know, and I'm not even sure our new administrators would know where we're at in that yet, but as we start to get trend data, we'll start to know whether they took it serious or not. >> And is there a way that there might be a time when you would share that with the students to say, you know, um, you're going to be in this class of I'm just making algebra 2 because your algebra one this year because your test score showed this. And they're going to say, well, I know that stuff. Well, then you need to take the test, right? That's that's part I'm not saying you can fix this. >> That's part of part of why they prep them is and
133showing them why, you know, it's important. But yeah, there's there's something to be said about whether or not they took it serious. >> Just good info to use. >> So, that was just a dabbling. You asked if you know we could see the results to kind of see um where we're at. I'll continue to dabble with our new platforms and what it's showing um mainly our data dashboard that's going to incorporate panorama data as well as healthy survey and some other pieces in the future. >> And tell me again because the school improvement plans were about I ready data. So was it the green yellow the greens and the yellow for their goals or was it the greens? So what they are they were asking to do was how what they perform at or above
134standard. So that would be >> yellow and green >> there. There's they're actually yeah the areas is going to actually have a score and whether they're at grade level or not. This is like a district view of it. So they they get actually I'm gonna say a lot more information from this that's disagregated and they can look at actually who's on standard. So it reports it as um third grade first month, third grade second month, third grade third month, and whether a student is if we're in the third month of third grade, are they in the third month of third grade as well? And so it compares them to the year and the month where this is district data. So it's just going to show you overall where are we at the very beginning of
135the year and this is assuming that grade level of zero months at that time. >> Yeah. You know you have been since you arrived here at Coupeville about the kind of data you want to have and how you're going to use it. Um, I just want to compliment you on taking the time to share this with us. And when I'm looking at it, I'm thinking, okay, this tells us where we are in a snapshot right now. I'm not going to go crazy about I mean, there's a lot of stuff to look at here. But then if you take this back to your staff and they look at this and they can say, "Wait a minute, you know, we're way behind on this." It really helps direct you to the professional development that's necessary or at
136least the acknowledgement is either there. Trouble with people taking tests or trouble with how we're measuring progress in four years. This is the first time I've seen this since I've been on the school board. I appreciate it very much. >> What's really nice um is that in the live data, which this is a slideshow, so it's it's just a snapshot, but I could go on the very top one where it says 50%. I can click on that 50%. It's going to give me the list of kids that are in that dark red. And it's going to not only give me the list of kids that are in that dark red, but it's going to also show me what it is that they're lacking um and why they're behind. So, it's going to say they're 10th
137graders, but they're lacking ninth grade skills here, eighth grade skills here, and here's what we need to do. And here might be the group that you want to put them in, and what here's a lesson plan that you might want to support them with to to get them back up. So it it's it's really nice because it it diagnoses remember it's not an end all it's a diagnosis so that we can write a prescription on how we can get them >> and you can look at particular students and if you're seeing that somebody's got this deficiency that their grades are B's and A's they obviously need death work. >> Yeah. Yeah. >> Good stuff. >> Yes. >> Go ahead. Well, I was asking as time goes on of years, >> can you then be able
138to pull a graph a class from fifth, six, and seven? >> Yes. >> Rather than >> Yeah. >> So that you can see >> those students. >> It does the cohort data. Um, absolutely. And that's what we want to get to. We we don't care like how do eighth graders versus eighth graders next year. There's some things about that, but the best data we can get is how's this cohort progressing over time and what are what might they be lacking? And sometimes that will go back to wow, every time we look at cohort data in X grade, they're always missing this. What is what's missing in our curriculum there? And so sometimes it's a a support for what we might need to supplement in our curriculum, too. Any other questions? Thank you so much. Move
139on to our board member reports. We'll start at the end. Director Sherman, >> I report anything legislative report. I will say I didn't go to the elementary uh Veterans Day assembly and it was uh well done. I think the biggest takeaway was it was 100% done by the student. >> Absolutely. >> It was totally student led, student performed. They did have one guest speaker, but uh he was introduced by a student and everything by students. >> Part of why we got that rise award, I believe, >> is because of the student leadership. Yeah, it's great. Thank you. Budget committee is going to continue having some conversations policy. We had our meeting. We'll be bringing more policies soon. I think it seems like it'll be a great time to start thinking about protocols before the January
140retreat. >> Toes back into that. And I'll let Lindy talk about our robotics conference. Thank you. >> Uh I'm just uh excited about all the financial information that I received this week and I got a lot of work to do and I'll be talking about with my questions later. Um again, just like I said, I mean be complimentary about the um data that you just showed us, Shannon. I also mean to be complimentary about some of the information Brian that you pulled together. A lot of this is not stuff we had in the whole four years I've been on the board. Um, it's not all fun to see, but I think it gives us information that we can start making better decisions and and and going in the right direction. So, I appreciate the work
141you got. I just got to spend some time with it. Thanks. Um, so we are headed to the WASDA conference. That's next week. This week. >> Next week. >> Thank you. This week, >> next week. Um, we are going to leave the district office at 10:45. >> 10:45. Um, and we will attempt to carpool, take less vehicles because I think parking is quite expensive. And the training sessions will begin at 2:30 on Thursday that day and they will end at noon on Saturday. And just remember to be share prepared to share one or two takeaways from the conference at the next board meeting when we come back. We had a great walkthrough with Koopa Elementary School. Thank you so much for that. Uh we learned more about the execution of their school improvement plans and
142had the opportunity to observe a classroom as we discussed with Mrs. point um which had wonderful student led instruction and peer-to-peer mentorship taking place. Um the Koopill Elementary School team is working hard to implement their new reading curriculum which we've heard a lot about and building plans for the future to continue supporting emotional regulation and positive behavior. And I just wanted to say thank you for hosting us. That was great. Um I also attended the Veterans Day assembly with Mr. from Merwine and loved the studentled portion. I did get slightly emotional because that's what I do. But I was just so proud of our students and grateful to be part of a school that practices service and gratitude for others. It's so important. Um, we had another facility task force meeting since our last board
143meeting and the focus of the facility task force meeting was really on education around levies and bonds and also school district funds and we have five different funds. I heard a lot of just even our own staff members just being very surprised and having a lot of questions about levy and bonds. And so I think it's just important to remember that it's not common knowledge what those things are and it's really important to share and explain what those things are with our community. You both were able to attend and um it is a lot to learn and to understand and so um we can we can share that information. We do have a binder if anyone wants to look at it. Um, we're happy to share. Levies for four years used for education programs and
144operations. Bonds for many years like 20 and those are for buildings. Do we get it right? Okay. [laughter] >> Nice. Um, and then also just on behalf of our board, I just want to wish our staff and our students and our family an amazing Thanksgiving break. We're so grateful for each of you and um this amazing community who continues to show up and care so much for our students. So, I hope you guys have a restful time. And that's all for my reports and we'll turn it over to our student board members if they have any reports. >> Oh, um so as director Pereira said, we have the robotics competition this Sunday. If anyone wants to come, you're more than welcome to. will be there from 8:30 to about 4:00 or 5. So, it's a
145long comp, but we're super excited. Our robot is pretty much ready to go. We just have a couple more things we need to tweak and fill out and our engineering portfolio that we need to get done, but other than that, we're really excited. So, um and then on behalf of Leo's Club, I want to thank you for um passing the >> waiver. Yeah. Um, it's really helpful to us because the money and most of it goes back into the club anyway. So, just getting rid of that financial barrier for new members, super helpful. >> I'd also like to second what Lindy said about the Leo slum, but moving further um sports all sports being over is certainly a shift for the school. And this is now my one period where I don't have a sport
146because I just run which most people don't do as I'm finding out. But yeah, it'd be fine for pretty much everybody. I >> think I think most of us are just trying to make it break. Let's make it Thanksgiving before we think about anything else. >> What's the favorite cross country saying is your punishment is my sport. >> Uh my sport is your sport punishment. >> There you go. [laughter] I love that one. >> Well, we're excited that you're on break because we're going to take you to WASDA conference. It's going to be so fun. And the very first session is all about student board reps. And so we are overjoyed to take you with us and for you to meet other students who are serving in your role and to continue to look at
147how this role could grow and um and different ways that you could potentially expand student voice within your position. And so we're excited to have you at conference this year. I'm es I'm especially excited about the first session because it's my former um board president who is parent of my school and my former employee who are the presenters. So we're going to really pick their brains on how they work with our student board reps. >> Oh yeah. [laughter] >> No pressure. No pressure. No pressure. >> Yeah. Thank you both. Um, we did not have any correspondence this month. Correct. >> And we'll jump right into old business which is approving second reading and adoption of policy 6220 which is a bid or request for proposal requirements. We had the opportunity to discuss this at our
148last meeting and I think we also did this one at a workshop. This is an update of language which includes um changes around um bid requirements and this is a critical WASDA policy. >> I move to approve policy 6220 for second reading and adoption. >> Second. >> It's been moved and seconded to approve policy 6220 for second reading and adoption. Is there any discussion? Hearing none, I'll take an advisory vote from our student reps. Great. >> Good. >> Two yays. All those in favor? >> All those opposed? >> Motion carries. >> Moving on to new business tonight. There's only one item. And this is a legal um requirement and this is a motion to appoint the committees to prepare arguments advocating voters approval and rejection of the district's EPO and technology levy measures for the
149special election on February 10th, 2026 and delegating the superintendent of the execution and submission to the committees to the county auditor. Something about that not quite right but it's okay. >> It's the way it was. >> It was I would move to do I would make the motion as written. That's what I would do. >> And I would second it as written. [laughter] >> Perfect. It's been moved and seconded to appoint the committees to prepare arguments advocating voters approval rejection of the district's EPO and technology levy measures for February 10th and delegating the superintendent of the exec execution and submission to the committees to the county auditor. Is there any discussion? >> Yes, it does. >> Taking advisory vote from our student reps. Good to go. >> Two yays. All those in favor? >> I.
150>> All those opposed. Motion carries. >> And that adjourns our meeting this evening. Thank you for joining us.