001Uh, good evening. I'd like to call to order the Cootville School District Board of Directors regular meeting for Thursday, October 30th, 2025. Please rise and join me in the flag salute. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> 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? I move that we adopt the agenda as written. >> Second. >> It's been moved and seconded to adopt the agenda as presented. All those in favor? >> All those opposed? >> Motion carries. >> At this time, we would like to read our district land acknowledgement and our district equity
002statement and our brave student representatives are going to take the lead on that for us. So, I'd invite uh our student board rep, George Spear, to read the Coupeville School District land acknowledgement statement. >> Kville schools are located on the ancestral lands of the lower scand people. The 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 cultures of their people across the nation. Couple schools are committed to educating students, staff, and the community about this long history as we honor and acknowledge the continued presence of the Swinish Indian tribal community and all of our indigenous peoples. >> Thank you so much. And I'd like to invite our student board representative, Lindy Sylvester, to read
003the Coupeville School District equity statement. The Cupillo School District is unequivocally committed to providing a safe, equitable, and inclusive working and learning community for all. Whether about race, religion, language, immigration status, culture, sexual orientation, gender identity, class, ability, or combination of these, all students deserve to be respected for who they are and acknowledged through the strengths they bring to our learning. >> Thank you so much. Moving on to the next item, which is our consent agenda. Is there any item a board member wishes to remove from the consent agenda? Hearing none, I'll call for a motion. >> I move to approve the consent agenda as presented. >> Second. >> It's been moved and seconded to approve the consent agenda as presented. >> And I would love to invite an advisory vote from our student board
004representatives. >> I agree. >> All those in favor? >> I. >> All those opposed? Motion carries. At this time, we'll move on to recognitions. And I would like to turn it over to Superintendent Leatherwood to do that. Okay. Um so just wanted to let the board know that um between AWSP and AWSL um our school on the rise um program and um winners for this year. Killil Elementary School is among um several schools that were recognized um this year for um school on the rise. Um the Association of Washington Student Leaders and the Association of Washington School Principles um presented 42 schools across the state of Washington with schools on the rise. Um schools were initially recognized during the annual conference um with Miss Micole was there and she was presented with the award um
005last June in Spokane. Um and this award um celebrates schools that are doing great things and um really looking at student leaders in their school and promoting student leadership in school. And so we're very proud to have our elementary school as one of the schools on the rise and as you go into the elementary school you'll see that banner up school as well. Congratulations Kill Elementary. Um I did want to just final just say what the criteria for that was. Um one was around establishing systems demonstrating um students and adults collaborating and leading school culture together. The other was tangible examples of co-design, collaboration and joint leadership and um authentic student engagement and elevated student voice which their leadership program is outstanding. they do a really nice job. Um, and then um, examples of engaging
006multiple student voices and their perspectives. And then the last piece of that was um, quantitative data and qualitative data to illustrate the outcomes of students and adults um, joining in that leadership together. Congratulations. We're so proud of your whole team and I can speak for all of us and say we we see all of these things happening um within your team and it's great to be a part of and um we're so proud of all of you. So, thank you. >> Um at this time we'll move on to public comment. I think I saw some people signing up. So while Sher pulls that uh just remind you that the total time for public comment period is 21 minutes. Each speaker has a maximum of 3 minutes. The public comment period is an opportunity for the
007board to listen to individuals on educational issues. However, the public comment period is not a time for dialogue between the board and the public. The board will not respond to statements, questions, or challenges made during public comment period and there will there will be no back and forth dialogue. Please know that the board's silence is neutral. It's neither a signal of agreement or disagreement with the speaker's remarks. And although the board will not engage in dialogue, the board chair may ask the speaker a clarifying question or if it's possible that a school staff may contact the speaker to follow up on an issue later. And finally, please remember that your words have an impact and that you're legally responsible for your words. We ask that you help us model for our students what a respectful
008and inclusive community looks and sounds like. And we have one person signed up for public comment this evening and that's Miss Gravy. Love to invite you up for that. As a little preface, I kind of twisted her arm because [laughter] I'm excited about what we just approved in the consent agenda. >> Yeah. I just wanted to thank you for approving our ASB choir council uh this year because the the aim is that we can expand music opportunity for students in and one way we can do that is through fundraising as a group but also um with that adding in some activities and enrichments um and also bringing in students that are not just enrolled in the two choir classes in the district but also students outside of the the classroom that want to sing and
009want to be a part of music. So, um it's going to expand musical opportunity this year and in the future. So, this is kind of a building year, but we hope to um we we just came back from a trip to the opera earlier this week. So, we're we're hoping to do more of that those sorts of things. Um providing more opportunities for students whether or not they're enrolled in a music class. All right, that's it. Thanks. >> Thank you so much. for reports and communications tonight. We'll start with our learning spotlight, which is our Coupeville Middle and High School robotics. And we >> Oh, so sorry. Thank you. Never mind. Um, and we'll move on to our administrator reports. And tonight our focus is on ensuring excellent instruction which is one of the pillars
010of our strategic plan and also the beginning of our year which we're looking at school improvement plans. So I'll turn that to superintendent Leatherwood to introduce. >> All right. I'd like to introduce Principal Nicole and um she's going to go through with you um her school improvement plan for the elementary school um and how it ties to our Washington school improvement framework. Hi everyone. >> Hello. >> That's not my [laughter] >> Scott is definitely not getting off the hook. >> There you go. Yeah, that's okay. Thank you. Um, well, I'm really excited to present our school improvement plan to you all. I assume that you had a chance to kind of look it over and so I'm not going to go word by word on the slide deck because it is a bit wordy. Um,
011but this is exciting for me because I feel like for the first time in my career personally, this is a school improvement plan that is tailored to our school, to our building, our students, and our staff. And it's something that um is meaningful and worthwhile. And school improvement plans can be tricky because sometimes you have to put things together and the goal maybe not be that attainable or it just doesn't really fit for where our culture or systems are going. So, I I'm really proud of the work that we put in to create this plan. Um, and I think it's something that's meaningful and attainable for our building throughout the year. Um, so, of course, the first slide is our school district strategic plan, including the vision and mission. Part of our work early on
012in the school year at the elementary school was developing a vision and mission for Koopill Elementary School that is aligned under the umbrella of the school district's vision and mission. So part of this work was getting input from our staff of what they have in mind individually as the vision, mission and core values. And then we compiled all of that in full transparency, put it into AI and said combine all of these ideas that we have and create something that incorporates everything that everyone shared. So, and the next slide is what we came together um to create the vision of Katville Elementary is that uh a thriving learning community where every student regardless of background, identity or ability feel safe, valued, and empowered to reach their fullest potential. And our mission is to serve all
013students TTK through fifth grade, their families, and our greater Cootville community by nurturing the whole child academically, socially, and emotionally. Um, and this will be our guiding post for years to come of reminding us our purpose every day for showing up in our building for our students. The next slide definitely not going to read um well the pillars of our district and then from that we created the core values of CCO Elementary. So you all have that um in your packets, but really these are our guiding principles that will kind of steer each other through the course of what we do to serve again our students, our families, our community. Um and we'll be sharing this with our community at our student spotlight night next week. Um but this is really exciting because when you
014look at a website, it'll show your vision. It'll show your mission, but what do the words really mean? Do we believe in that? Is it something that we all can agree upon when we show up every day? So, this was exciting for us to start the year um kind of a fresh year for me being starting the year here at the elementary school. Um feels like a really good start for us to have a momentum for the year to come. The next slide, you have seen this last month. Um just the WISF um data and our school report card data which drove the school improvement plan. So, I'm not going to review it for a second time, but just as a reminder of this is the road that led us to creating our school improvement
015plan goals. to set the stage for you all. Um, we really wanted to work on building on the foundation that we already have created last year and I want to fully acknowledge there's at at times I feel like oh there wasn't that much change but we did a lot of change over the last year and into the start of this school year too. So that um was a big driving force for creating a school improvement plan is acknowledging everything that has been changed um from just like the the tiny adjustments to no more breakfast in the classroom to the big adjustments of the P pause promise and a full PBIS implementation. So important to note that last year's accomplishments we did that PBIS implementation our pause promise is our tier one implemented throughout the entire
016building um expectations for our students. We implemented the brand new student growth goals that were um mandated from OSPI to start last year. So that was a new change for us. Um we are revamping continuing to revamp our MTSS support working with our title and lap teacher focusing on our most vulnerable students. Um and then again strengthening our discipline team. It started as a as a district team last year and we've maintained that momentum meeting once a month as a school team where we're continually to uh look at data and be responsive and proactive as opposed to reactive. So all of that is the work we did last year but we're continuing to build and fine-tune. This year we still have changes coming. So, as you're aware, we are piloting a brand new curriculum K
017through five, um, which is overwhelmingly very positive, but it's a change and it's it's different and the rigor has increased and there's new materials and a lot of moving parts with that. Um, so it's definitely something to acknowledge when we're talking about what goals we want to have when we have something that's um, brand new in our building. the Danielson evaluation framework is a new change for us that our teachers and staff and myself are having to navigate and learn. Um, and then our I Ready assessment platform that has been used and it's not new, but we're trying to use it to the best of its ability this year. So, we've already had an I Ready rep out once to give a PD for our staff. They're going to come next week and give professional
018development to our parents at Student Spotlight. So although it's not a new tool, we're hoping to dive deeper into it and use more features that will be new to us. So all of that takes into consideration our staff capacity. Um so it's just important to acknowledge that there's there's an element of on the brink of overwhelm taking into consideration all of those new things. Um, so our improvement plan intentionally focuses on three goals that are embedded into the work that we're already doing so that it's not another additional goal that we have to worry about in addition to the work that is going on. So, we're focusing on UDL. That's the district push for this year. We're building on our staff um launch. Um, focusing on our CKLA delivery and working on enhancing our PBIS
019um aspects of We've got tier one down. We're doing pretty good at tier two, but what about our tier three kids? Those kids that we're not reaching with all those other supports. So that's what you will see in our goals. So our three goals, the first one will be on UDL. We're focusing on just two principles um which would be representation and engagement, student belonging, um which will be focused around check-in, checkout. That's what the CICO stands for. um that's a practical mentoring program for our tier three students that helps build relationships which also will pair nicely with our panorama data that will be coming out. And then the last goal in my opinion is the most practical. It's a goal around the Danielson framework because our entire building is learning this framework together. So
020why not it be a goal for us to work towards um our we're taking a nested goals approach. So um I'm going to try to explain this as clearly as possible. every certificated staff member has to have one student growth goal. Um, if they're on the focus evaluation cycle, if they're on a comprehensive, they have to have three. So, what we've done as a school building is our improvement goal of UDL is nested in our focused teachers 8.1 goal of UDL. And then our comprehensive teachers that have three goals, one of theirs will be UDL. Everyone is sharing the same student growth goal which is focused on UDL implementation. So we have teachers that have stepped up a little bit out of their comfort zone and will be leading PD on UDL which is part
021of their evaluation through the year. So it's trying to get everything interconnected. So it's not I have a goal in my classroom and then I also have to worry about UDL implementation. Everything is all connected into one. So doing this acknowledges our reality of we're giving people the the time and the patience and the grace to take CKLA. Those are also um PDs that we're having to attend. Every six weeks we're on a Zoom learning about that pilot. Um the plan supports our existing work. It doesn't add to it and it gives us a reasonable time to make commitments throughout the entire year. So more um before we get into the goals, this just um a lot of words to say that we're aligned with the OSPI expectations of school improvement plan goals. [clears throat]
022Goal one, again, I'm not going to go line by line by this, but our first goal again um matching with AWSP, we're going to keep that same momentum as last year around um systems learning and culture. So goal one is around learning. We'll be implementing two foundational UDL principles buildingwide. Our smarty goal is by June 2026, at least 80% of K through fifth grade classrooms will demonstrate consistent implementation of two evidence-based UDL principles, which are multiple means of representation and multiple means of engagement as measured by monthly classroom observations aligned with the Danielson framework. And you'll see on the bottom it'll the key indicators that match with that Danielson framework that again is building on our work last year. We started pure observations last year um just focusing on student um behavior. So this kind
023of continues that work getting a little bit into instruction which is a delicate balance when we have pe teachers being vulnerable enough to open their doors and have their peers come in and observe them. Second goal around culture is strengthening student belonging through a check-in checkout mentoring system. This is a program that I am personally really attached to and have seen wildly successful check-in checkout programs. Um, but this will be driven through our discipline team that meets monthly. Again, that nested goal approach. We're already meeting monthly as a team. So, we're going to have a goal um that supports that work that we're doing. So throughout the year, as we continue to solidify our tier 1 and tier 2 interventions, we're going to be identifying the students that are tier three, meaning they are repeatedly
024getting behavior referrals to the office more than three times a month. Um, by the end of the year, we will have a check-in checkout system where our tier three students will be matched with a mentor that is on staff. What that looks like is a morning check-in, five minutes, they have a sheet, you're just setting the tone for the day. I hope you have a good day. remember your goals for the day. At the end of the day, it's a checkout. How did the day go? Non-judgment. Hope you have a better day tomorrow. And it's usually on a six week cycle. And it gives the student another adult in the building, typically a vastly different grade level that they don't usually interact with to a build a relationship, but also strengthen the message in our
025building that all adults are here to care for kids and we're all going to hold you accountable and love you at the same time. >> And our last goal around systems. Can I ask you a question about that one? So like the staff mentors, those are going to be people on the discipline team or that's separate >> any any staff member. Okay. Yeah. Any teacher certified classified um >> in my experience we've had custodians that want check and check out mentor kitchen staff secretaries anyone. And that's the beauty in it is that it's sometimes it's >> um the most unassuming people that can be a mentor for a kid. >> Cool. Thanks. And last goal on systems are supporting our professional growth through the Danielson framework implementation. So we've had a couple um PDS for
026that for our staff already, but again that's going to be the ongoing work at the end of the year. We can all feel like we have a comfortability around the Danielson framework. Um it's a lot and it's it can be overwhelming. Um so we're taking it slow, but we're putting that as a goal so it can maintain the focus throughout the year. And last but not least, our celebration slide. Um, not really related to our school improvement plan, but I wanted to add some excitement since SIP goals can be a little draining sometimes. Um, but our school completely blew it out of the water for our goal of raising $20,000 for the fundraiser. We I think it was 23,300 is what we ended up raising. So, I spent a day on the roof. That's the
027staff coming out to celebrate. Um, I actually did most of my school improvement plan work that day. So, it was actually a really productive day for me and the kids loved it. And then the other side is the banner where we were presented. Um, the gentleman that came and presented it to us had the script similar to what Superintendent Leatherwood read. And so, a lot of the kids were like glazed over in the eyes and then as soon as he unrolled the ribbon, it was like, "Wow." They don't even know what it said. They just got this ribbon. I thought it was like the coolest thing ever. Um, but I do want to add I had the really easy part of submitting the information to be recognized as school on the rise and and just
028as Superintendent Leatherwood alluded to really the credit goes to so many staff members that have created the programs and systems that allow us to be recognized for this such as Mr. Jones and Mr. Gabeline running the weekly student leadership club. They do things like help me run assemblies, do tackle the recycling, the lost and found. They're just they have their little badges and they're all throughout the school making things happen. Miss Boone's um highcap class does their passion project. They were at Waif last year. That was part of the application of them riding the city bus to Waif to volunteer at the shelter then come back. Uh Miss Kathy Zeller, our military family life counselor, she organized the purple up day. that was a big proponent of us winning this too of a student-led effort
029to recognize um our military families and our farm to school program partnering with our students to do the composting and having those student led projects. So there's sure more that I'm missing and leaving out but I really wanted to highlight those were the key people that allowed us to get recognized for this. My job was just punching in the words. So it was really cool and the banner looks awesome that it you'll get to see it next week. Any questions? I just love the way that you um that you factored in the workload and you know balanced that with where you want to go so that you're accomplishing more by doing this you know and I think that's really smart and creative and um >> I I just appreciated the thought that you put into
030just building a thoughtful plan that that's reasonable, you know, to accomplish. So >> thank you. Yeah, >> that was the hope. >> Any other [snorts] questions? Thank you so much. >> Yeah. Yeah. >> Right. I'm going to invite up Principal Kay's who's going to um introduce the middle school improvement plan. Well, it's wonderful following Erica because she sets everything up um so lovely but also horrible because she's so thorough and wonderful. [laughter] Um I'm going to be focusing on what the middle school is doing um in terms of our school improvement plan particularly focusing on the data um that we will be uh instituting um getting a baseline for and then continuing our work on forward. Um if we could go ahead and go to the next couple of various in our distributed plan and
031everything that we have um looked at here is in line with the pillars particularly in ensuring excellent instruction and promoting student uh student um and staff well-being um and of course the other pillars are certainly weaved within that um but those will be our focus um points for our upcoming goals. In the last presentation, Brett, um you were presented with the goals and uh as well as the key performance indicators. Um and so those those documents or sorry, those elements are still in place. Um from the last point to this point, our staff is taking a deep dive into um those goals and what they are actually going to look like. And so we've spent a significant amount of time digging into what are some of the actual evidence pieces of evidence that we can
032look at to really see what um the impact of our actions uh will be once uh once we start our work within those goals. So today's presentation is less about going over the goals and the key performance indicators again and more about looking at what are some of the um uh evidence of progress that we're going to be uh looking at for um the next uh next several months. Um so u I'll go over these goals uh one by one as we go through the next slide. So if we go to next slide here um the core of our goals is to really create baseline data uh currently. So, when we're talking about our math um and our ELA or our reading goals, we're looking at the I Ready um data. And so, since this
033is the first time we have been using this data, we really are creating a baseline here um in terms of how we want to grow with that um on the U student well-being. Uh we're looking at the Panorama survey as our primary source for our um data gathering. And again, that's in its um initial phases. we're just about to roll out um that survey um that will help us contribute to that work. Um so this this first initial stage is really just getting that baseline data. Um we also want to make sure that we're doing um some pro progress monitoring throughout identifying um these particular pieces of evidence that are um they're not necessarily on these slides. uh they are kind of more in general but um as you u look through the actual SIP
034document which is linked on the very last slide you can see um for each one of our key performance indicators the resources that are needed um the time that is needed who is responsible and then those these um outlined pieces of evidence that we plan to uh to work towards um throughout throughout the year. Um you will notice too that our evidence um sorry as our progress monitoring is going to be ongoing. So there there are certain things marked as bi-weekly um which we will address in our EWS as well as in our stats. So if we look specifically at math um we're looking at uh our goal being by June 2026 at least 65% of students in grades six through eight will meet or exceed their annual typical growth target in mathematics on the
035I Ready assessment with growth data disagregated by race, gender, poverty status, and special education status to ensure equitable progress. Um, so we're really going to start digging into when we looked as a staff um at the different uh KPIs, key performance indicators. Um, we started to identify some things that would really show us um what that what that might look like. Um, so you can see examples here looking at percentages from the beginning to the middle to the end of students meeting or exceeding typical growth. Um, and again, we're focusing on individual growth, not overall growth, so that we're really trying to identify the unique needs of each student and then giving them what they individually need to be successful. Um, we're looking at the implementation of our instructional frameworks and how we're going about
036doing that and doing some shifts of that. We're looking at um planning instruction and interventions particularly through the MTSS um intervention framework which we'll be implementing as well as um in in terms of our um uh UDL process and as we are um designing our instruction um we're going to be completing some math lessons that are directly targeted for those students who need that um we have uh small group and targeted intervention groups that we will um be looking at in terms of our tutori tutorial um that will short it will roll out shortly um and then in other intervention strategies that the teachers have come up with here. Um we will also look at um our teacher efficacy in terms of um how they feel about their um their confidence in teaching mathematics um
037as well as the important piece here too when we're looking at equity um hopefully seeing some reduction in the subgroup growth gap growth gaps that we indicated earlier. If we go to um reading, we'll see similar. >> Should I ask you a few math questions or you want me to wait till the end? >> Yeah. Yeah. No, you go ahead. >> So, I Ready is I mean we've kind of like made it a newer assessment districtwide. Do do you have baseline data on I Ready assessments? >> We have just completed the I Ready for both math and um reading at this point. So, we do have some baseline data next couple weeks. >> Okay. So like the improvement goal is that a significant change from like our baseline like I don't know what our baseline
038is so I don't know how like whether that 65% is an improvement or not. Does that make sense? >> I yes and I'm I will h happily share those numbers. Um but yes that's essentially what we want to see is >> 65% individual. Okay we'll show that individual growth. >> And my other question for math is around because we adopted a math curriculum. So I was like, are we still getting like support with is our staff still getting support on >> currently? No. And that is that is a need that we identified within our resources is continued um continued support on Desmos. Um the Desmos and Amplify have combined. And so there are different um approaches >> um within that curriculum. And so we're looking how we can leverage the >> um availability of what
039that what that curriculum has to offer and how we can utilize in the classroom. >> Okay. Yeah. >> Thank you. >> Yeah. Okay. So, for our reading goal, um we're looking again, our goal here is by June 2026, at least 70% of students in grades six through eight will meet or exceed their annual typical growth targeted reading on the I Ready assessment with disagregated data used to reduce uh uh subgroup performance gaps by at least 5%. Um, so we're again we're looking at I Ready data um overall in my subgroup, but we will also be looking at individual growth and tailoring instruction around individual needs within those um within those strands in reading. Um uh we're going to look at the implementation of adopted literacy framework um in terms of structured literacy workshop model uh
040ACES reading strategies and things like that and really starting to um implement those um in all disciplines and all content areas in fact that our our middle school teachers are so excited to jump in. They were already already doing those things at our last meeting. I was like whoa whoa whoa. But they're really excited to get into that and to um build some consistency in an effort to uh to really uh dig into how we can improve our reading scores across the board. Um we're also looking at um using I Ready the reading uh I Ready reading and classroom assessment data to improve our instruction as well as our interventions. Looking at implementing individual lessons as appropriate. Um we're we're looking at targeted reading interventions uh particularly again with the implementation of MTSS and intervention
041strategies at 2011 in the classroom first and then looking at other options and that's going to require that we um really dig into what our MTSS process looks like um and and having that process and having a system that supports that framework. And so that is in progress and we're about to roll that out in the next couple of weeks. Um so I can speak to that in a little bit. Um and then again our our goal here is to have a reduction in overall reduction in subgroup performance gaps in the group. >> May I ask a quick question? >> Absolutely. >> You referred to an adopted literacy framework. What does that look like? >> So the adopted literacy framework there isn't a particular um curriculum that I would say there well there is a
042a text um and and literacy looks a little bit different than perhaps like a math a math curriculum necessarily. So that when I say framework, it's several pieces of resources. So when they talk about their approach to writing and using ACES, that would be part of the framework or um a particular text that they're reading or novel studies that they are working towards. >> Okay. Thanks. And then our last goal we have by June 2026 at least 10% increase will be seen in students reporting positive perceptions of belonging, safety, and overall well-being on the Panorama survey with results disagregated by race, gender, special education, and poverty status to address equity gaps. This being our student well-being, and empowering students goal. Um, and so we're looking at, of course, increasing our percentage uh who report um
043positive um perceptions of belonging and safety and wellbeing. We're going to um try to empower or try to in incorporate some examples already working with our leadership teams um around increasing student voice and leadership um that leads to some visible action and change in school practice. So really getting them involved in the decision- making as well as our our staff. Um ensuring at least 85% of staff consistently implement daily relationship building routines such as greetings and check-ins. already we started uh from day one being present more present in the hallways and that has absolutely happened with our staff. They're amazing and and it makes such a huge difference when uh we have our adults greeting the kids at the door and sets the tone of how we want kids to enter the room and how
044we want them to begin their learning for the day. Um we're looking at reduction of group uh subgroup gaps um in belonging and safety on the panorama survey itself uh which we will um conduct twice once in the beginning of the year and once at the end of the year. Um and then we will do quarterly data we'll do quarterly reviews with different focus because there's quite a bit of components in that panorama survey. So we're going to kind of break that down into the different components so that we can really intentionally focus on um on those elements. Next. Thank you. So in closing um in that first bullet and in your packet you can click on the link to see the the um the full description of the of the improvement plan and with
045our goals um and detailed um detailed needed resources responsible parties as well as implementation steps. um currently our next steps. Um there's a lot to do. Um the middle school staff, I was very lucky to come in at this point um because they are doing a tremendous amount of work to address many different things. Um and so I think what we're doing here is is I'm walking into a great situation where we get to fine-tune some of these things. With the addition of UDL, um we really get an opportunity to um create some cohesion with our systems. Um, and so that's what we're really focusing on. Currently, we are just getting our data analysis underway. And so using school data, making that a resource that teachers can access and can very easily um get to,
046and then starting to kind of dip our toes in how to look at this data and how to actually start to to um help us inform instruction is is one of our first steps. Um, I'd mentioned earlier we're rolling out a new advisory structure that that's similar. It's got all the components we've talked about before. Um, one thing that our staff really um, uh, uh, values is the tutorial sessions that they had last year. Um, and we wanted to couple that with the need for our social emotional learning um, curriculum to really support the students well-being and um, and so creating a system that incorporates both of those things so that we can really offer opportunities for interventions, tier one interventions throughout the day, but also address some of these social emotional um, needs that
047our kids have. Um, so that's uh, something that's on the horizon here. Um, we're also looking to do have a procedural roll out for the MTSS framework. And again, that involves a system that allows us to really dig into what tier one interventions are and then how do we follow that up? How do we go through a process when tier one interventions for students have been um implemented and and perhaps even exhausted and we need to take it to the next step. So um we're looking at that intervention implementation and then developing um a referral process ready to that we will be hopefully adopting within our staff. um once we get some feedback um again we'll also keep continue to work on UDL as well as how does that align with our MTSS um tier
048one interventions because they're very very well aligned together. So um as we are developing our instruction and we're we're designing our units if we are developing them with tier one interventions in mind we are really um addressing a lot of what most of our students need. Um so we're going to we're going to dig into that some more. We'll do some continued data analysis training as we start to get really comfortable with our with our data and numbers and what that looks like. Um tailoring that more closely to um meeting the needs and being responsive to students as we move throughout the year. Um I just I don't know why I put this last but this um putting our student growth goals as part of um as part of and encompassing all of these things
049but but really using that and re-evaluation process as well to um to drive how we um how we how we meet our unique student needs is priority for us questions. >> Where do you house all the data for people to look at? >> Sorry, >> where do you house all the data for people to look at? So that it's it's in school data. Correct me if I'm wrong with the title. So it's a school data and it it brings together um our SBA data for math and reading from the the past year as well as our I Ready data and creates a dashboard so that um teachers can easily access the students within their class. >> Is that the same for looking at your percent of students completing at least 45 minutes of I ready
050reading lessons weekly with 70% accuracy? Is that something that's automatically can be cleaned or does that >> Well, it's it's going to be dependent on the students who need it. So, depending on um if if when students um once we identify those students who are needing those additional interventions >> then we will be focusing on those particular that cohort that cohort u meaning doing some of these additional interventions or in during our tutorial session and monitoring their progress within that tutorial. Is that your question? Well, I think I'm just saying, okay, how many people did 45 minutes and got greater than 70% accuracy? Is that >> Sure. >> fairly automatic or is that somebody's going to have >> I think it would depend. >> Okay. >> Were you asking if it tracked it? If the
051system tracks it? >> I'm just curious if some teacher has to go through kind of checking off manually every for every student. No, it does track it. >> Can they ask I ready? >> Yes. Yes. >> Who's made 45 minutes this week and gotten greater than >> Yeah, it tracks that data for them. >> Well, and I already it it was the same when my kids took it. It was you if you aren't succeeding, you are in the program longer. And so the length of time that you're in the program for longer periods of time, you're probably not getting the material or succeeding at the material. So the time period is an indicator of your ability to understand to understand what's being presented. >> Okay, >> does that make sense? Yeah, >> this would this
052would say I don't want people putting 45 minutes in. >> Well, this is just this is just tracking it to me. It's just the percentage of who's taking a long time and I ready >> and who are those kids and do they need extra support? So, probably not, but >> [laughter] [clears throat] >> I did have a question about the panorama. So, will that be like administered just school specific or is that going to be like middle and high school? It's a middle and high school and we have developed the survey um with specific these specific components in mind um and some additional ones that we're interested in collecting from our students >> um that we think would be valuable information and then that will be administered during during our advisory session um or >>
053okay >> the test >> dependent do you slightly schedule based >> and it's the same questions and they're leveled through by uh for appropriateness in terms of age level or grade level. Um but they get at the same concept so that when you're looking at at this over time we can um we can uh compare our results um the similar questions as students answer them throughout >> their experience. >> Well, so on that are you about conducting the quarterly data reviews of Panorama? So, does that mean students will be taking a panorama? >> They're only taking it twice, but because there's so many components within there's different sections within the survey. Um, and so some of them work very well handinand, but others might be outliers. So, it's we're not necessarily addressing everything at once.
054Um, but we'll be looking at them quarterly to make sure that we're addressing the big chunks of those. But, that's going to be something that our staff drives. So if they do it twice a year, is that pretty much the same questions? And then I might ask my if it is, I'm going to ask my students, >> how the students feel about that if they take it multiple times, it ends up being the same survey. >> No problem. Ideally, if we're creating interventions as a result of what this data is telling us and those interventions are successful, we will see that positive growth um in that responses. If not, we know what to work on. Is there any consideration to like parent survey for Panorama as like a student well-being type of >> Yes. >>
055the plans later down the road >> and I'll be talking about it tonight. >> Yeah. Okay. Cool. >> Great. Any other questions? >> All right. I'm gonna bring up um principal Bard who's gonna um talk about our high school improvement plan and also our Coupeville Open Academy improvement plan. >> Thank you, Superintendent Leatherwood, and good evening members of the board. So, tonight we're looking at Kville High School's school improvement plan first and the first couple pages should look pretty familiar to you. And the next page has um basically our three goals. So our three goals for Killil High School this year. By June, at least 65% of students in grades um six through 10. Here we're talking about nine and 10 will meet or exceed their annual typical growth targets in mathematics on the I
056Ready assessment with growth data disagregated by race, gender, poverty status, and um special education status to ensure equitable progress. and and those indicators we're going to we're going to break down our data in math, reading, and belonging. Uh and those uh come directly from the Washington School Improvement Framework. It's the same indicators that they use when they disagregate data. Um so we're um in step with that. Uh the I Ready assessment is new for high school. So some of our students have taken it at the middle school level, but uh our high school teachers are not familiar with that assessment. So we are um we are making progress uh but it is going to be a bit of a work in progress for us this year while we uh get used to not only the
057I Ready assessment but also um really a focus on on student growth. The good news is it's it's correlated to the Smarter Balance assessment. So you can get a pretty good indicator about where students are at with their grade level and whether they're going to be successful on the Smarter Balance assessment. Um there's a lot of of high schools that don't do interim assessments or like I Ready or or MAPS um or STAR, but uh I I think our our students are keenly aware that they want to pass that Smarter Balance assessment by their sophomore year so that they don't have to take additional math classes or additional assessments to be able to graduate. And so we need to do a better job of communicating that. But I'm I'm hoping that over time um our
058our students and our staff will both um come to really appreciate the opportunity that I already gave us that we we haven't utilized before. Uh the second goal is in reading. So by June 7% of students um nine and 10 in this case will meet or exceed their annual typical growth targets in reading. Um and with disagregated data, same uh disagregation that we talked about before uh and we're looking at a reduction in subgroup uh performance gap by at least 5%. And then our third goal is in June 10 percentage point increase will be seen in students reporting positive perceptions of belonging, safety, and overall well-being on the Panorama survey. And you guys um previously talked a little bit about that. Uh one of the first things that um principal Kay and I looked at
059when we came was some of the survey data that was given last year to the high school and middle school and and it was compelling and it was compelling enough that we wanted to make sure that we had uh that belonging that concept of safety and well-being as a as a critical component of our school improvement plan. So, um I think we're um we're excited to see what the Panorama surveys sends us and um I think there's going to be um some good work to do um not only with understanding where our baseline is, but understanding the right kinds of supports um and the right kinds of um activities that we can do to help ensure that people feel safe at school. So, if you don't feel safe, if you don't feel like you belong,
060the learning really doesn't happen. Um, okay, next slide, please. So, uh, go a little bit deeper. I already read the math goal, but a couple of the key performance indicators, uh, just percentage students meeting or exceeding I growth, um, subgroup performance reductions. So, we're looking at focusing available professional development time, ensuring teachers have training and time materials for, uh, to understand I utilizing UDL strategies, etc. um and the support the infusion of specific identified strategies for just specific areas of opportunity. And what that means is um we we have a lot of work to do in in math. Um I think all most high schools in the state do the the math scores are a challenge. So we really need to look at this as a a schoolwide approach. It's it's not just a a
061challenge for our math teachers, but all of our teachers need to be teachers of math and all of our teachers need to be teachers of reading. And that's one of the things that we're going to try and do intentionally with our school improvement plan and why I wanted to include that bullet. Uh we have an opportunity to find out which um components students are struggling with in math and in reading for that matter. you'll see a similar uh bullet point in reading and we have an opportunity to identify the specific um strategies that we're going to use to address where those areas of opportunity are. And we have an opportunity to do that with a with a more balanced schoolwide approach because it can't just be the one math teacher or the one ELA teacher.
062It has to be social studies, science, PE, um everybody. Um next slide, please. >> Mr. Can I ask just really quick? >> Yeah. >> Um, when you talk about identifying strategies, that's going to be kind of coming from you and distributed out to the teachers so that there's uniform approaches. >> It's going to be more collaborative. So essentially what we do is we look at what standards students struggle to hit in um the ESPback and the IRA assessment and then we work to identify which strategies we feel are going to best help students meet that standard. Um so we know the the material, we know the information, but what's the right way to present it? because obviously um for the most part these are u things that have already been presented to the students and
063uh a great percentage of them didn't acquire the knowledge that we were hoping they would and so we need to rethink how we're presenting that material what strategies we're using to address those standards. >> Okay. So reading very similar um we're going to focus available professional development time on supporting reading. We're going to ensure that teachers have the training and materials needed uh and supporting infusion of specific identified strategies to uh address specific areas of opportunity. Very similar approach to what we're going to be doing with that. And the next slide is our belonging slide. So the panorama survey we've already talked about um again reduction in in subgroup disparities and survey responses. uh we're really looking at a de decrease in discipline referrals and absenteeism. Those are two things that um we track that
064the state tracks and if people feel uh like they belong, if they feel safe, they're going to be present more uh and their their behavior is going to improve. So those are some things that we can track over time and look back historically to see if um what we're doing around belonging is making a a positive difference on um on discipline and attendance. So next steps uh professional development uh training and again looking at specific strategies where where are our biggest areas of opportunity and what are we going to utilize to um to address those? So questions. >> Thank you so much. >> Thank you. >> Teases you to walk start seeing results. >> No, for the next big report. >> John Laa, did you want to come up as well just in case there's
065some question? >> [laughter] >> I figured I would even though I know you said no, but got something in my throat. I don't think I could do that. >> All right. So, uh, next up is the KOA school improvement plan. And, um, the the work at KA this year has really been a lot of Allison Kith and, um, Amy Bishop and John Livera. So, uh, there's a a great group of people that have been working hard at KA and we're excited to share um some information on the school improvement plan with you this evening. So, uh, you've seen this slide and you've seen the next one. So, here we go. We're looking at three key areas. Student engagement, professional development, and barrier reduction. So engagement to start out with, we're looking at improving our student
066engagement by increasing monthly counts by 20% over the course of the 25 26 school year starting in November and noted in our weekly and monthly student communication log entries for all students. The indicators um consist of things such as uh the weekly contact monitoring data and ensure students are getting all the supports they need to be successful and prioritizing outreach to suit populations that may be best served in the open academy model. And these are um directly in line again I I mentioned with the high school plan um our our goals are in line with the Washington school improvement framework. Um these goals that you're seeing for COA are also directly in line with the Washington school improvement framework. Uh they will um impact those scores if we're successful in making improvements in these areas
067and we will be. Next slide. Professional development. So uh an important aspect of what we're looking at at KOA is professional development. Um what are best practices in this field? uh there are a lot of high schools in the state and there are less alternative programs and there are less open doors programs. Um so there's less um less examples to look at and it's a relatively new uh field in the last decade or so. Um so there can be some pretty innovative things that just haven't come out yet. And so the the professional development is is really important. Um, you're talking about working with sometimes vulnerable populations where you it's really important to make a good first impression and it's really important to understand what their needs are so that you can best meet those
068needs. And that's um what we're looking for when we're when we're looking for professional development. And in fact, the the co team will be attending professional development coming up in a in a couple of weeks uh to do exactly that. Uh and hopefully I I think we're planning on three year or four other professional development sessions throughout the year. Um so staff development implement new practices and training staff on attending a minimum of three um and professional development where we complete the school year prior to the conclusion of the school year and we'll work on improved practices. um we'll let the the professional development um inform our practices. So some of the indicators attending professional development utilizing re-engagement team and providing professional development the team will uh collaborate to enhance procedures to be consistent with
069best practices as shared during the professional development and a specific focus during professional development will be on improving engagement strategies that will lead to better attendance. Next slide. >> A couple questions about professional development. So, um, this particular slide doesn't like include all of the things maybe I saw in some of the other documents and I am a little bit sensitive of like committing financially to professional development that's very costly. um just because of we obviously haven't got to our bud budget presentation but you know just concerns and so I fully like engage with the professional development idea but I guess maybe I was a little bit um hesitant about what that looks like and the cost that maybe is associated with that and so I don't know I don't know where the balance is
070there. Um, also [clears throat] like does UDL play in to a professional development piece? It just seems really key also for for COA like in the whole idea of UDL being that we're providing multiple pathways for students to reach a goal and so just you know is that a piece of >> Yeah. So those are >> those are those are some very good questions. So um there is a a fairly robust organization called the Washington Association for Learning Alternatives WALA and they put on professional development. U the the challenge for um open doors programs is they're they're primarily working with youth that are significantly behind their need for credits and um it's quite common for those programs to struggle. the way that the state has um identified schools for improvement or schools that get additional
071support for improvement, it's directly tied to grad rates. Um and so alternative programs are open doors programs like COA um also qualify for school improvement supports. So this year, um, you're going to notice in the budget, there's going to be a a school improvement budget, um, that's provided through a grant from the state for COA that's about $77,000. A portion of that money is supposed to be dedicated towards professional development. In other words, the state recognizes that uh the model is really challenging and it's struggling to find appropriate ways to um help support this group of students who aren't um thriving in a normal environment. And so the state is really um encouraging um schools like KA to ensure that staff have opportunities for professional development. >> Yeah. >> So that's answers one part of
072your question. Can you interrupt that please? So um as you know KOA is a failing school has been found as a failing school and will continue to be a failing school because we accept students past their grad rate with their grad years. So uh in the past the through the OSSI tier three plus used to be three the school has always identified and then with that comes financial support to improve the outcomes. state realizes that no matter what we put in place, we may improve outcomes for those individual students, but the longitudinal data will not support that. So, we'll continue to come up on the loss of data as a as a failing school. Yeah. So, uh this professional development is required. It's part of the OSSI school improvement plan. And so, to get funding,
073you have to plan for how staff is going to receive professional development here. So, it's one of the components has to be there. And as Mr. said it is a grant at 77,500 which is up 2020 $20,500 this year. >> I completely understand the grant and the need. I think it's just a question about how it's delivered, you know, sometimes and and another conversation about our our finances. So that's okay. >> Thank you. >> Yes. >> Okay. So next we have reduction in barriers. Um again, student engagement goal will improve by 20% over the school year. And and that's really engagement is key for open doors programs. Um attendance, participation, um identifying barriers that are interfering and and um that's a that's a simple statement, but the barriers for virtually every student at KOA are
074going to be different. And so I I you know, we we put that in there, but understand that it's very individualized what those barriers are and finding ways to meet those um meet those barriers or or eliminate those barriers, I should say, uh is is really a an individual process for each and every student. Um so working collaborative collaboratively to reduce uh those barriers uh within the scope sig grant document all barriers reduction results improvement in monthly student counts and um the completion of the APS and in the weekly monthly communication blog. So some of the key performance indicators modify and revise curriculum to support individual coursework taking into account student skill level interest and specialized needs. Resources to reduce barriers will be identified and implemented by school staff. And here comes UDL. uh prioritizing
075use of UDL uh to enhance student success and and a variety of other things like um UDL is a is a great tool um for looking at how students can access learning at COA. it it provides some great ideas and there are some other things out there that we can look at. But I appreciate um I appreciate you bringing that up because it it is important and uh the COA uh staff is interested in professional development. They're interested in in being in a a similar step with what's going on at the high school and middle school and they um have joined some of our PD and they're welcome to to all of it. So UDL um is going to play a factor. >> Mr. Gerard, can I ask a small question? Um, just around this
076goal talking about engagement will improve by 20%. Are we talking and actually John probably be the more relevant. Are we talking or are you thinking in terms of individual students engaging more or overall just increasing counts and of numbers each month? >> The goal is really meant to increasing re-engagement and outreach. So, we want to increase our >> Okay, so it's overall% that's our goal. >> Great. and uh we feel the students are there, we just need to do the outreach to find them and get them engaged. >> Thank you. >> Could you give some specific examples of barriers and what you do to focus just to be clear on what we're talking about? >> Sure. So, luckily Kville as you know is an extremely supportive community and we've had community agencies and community groups
077step up and provide some barrier reduction. Um reducing barriers is one of the targets that the re-engagement school program has at OSPI. They want barriers reduced so students engage. So we made that a goal to uh it it kind of pairs the first slide which talks about just increasing their engagement with students. But this is including their personal needs and any barriers to education. And luckily the red comet curriculum is pretty flexible in that. So we can mix in using UDL um principles can make red fit the students needs and skill levels. So that's a barrier reduction. Those are the things we're talking about personal needs. >> The barriers are you're talking about are more like learning styles and capabilities but not I have trouble getting there because of transportation. >> They can be both
078of those. >> Okay. >> Yeah. So reduce the fear and anxiety of attending school. Mhm. >> Do that first and then find and part of that is to get them to school. We can provide supports. >> Okay. >> Shoe, backpacks, food. >> Thank you for this goal in particular. I mean, obviously seeing our enrollment at CO decline is concerning just knowing that kids are not being contacted and connected and um that's that's the heart of the work and so I really appreciate this goal in particular and just making sure that they get re reconnected with people. So >> yeah. >> Can I ask one question real quick? Mhm. >> Are so the KPIs are there measurable KPIs under underneath these I was looking through the documents here and I just Are there targets that we're
079trying to hit with the individual KPIs in the screen here or what are >> it it looks a little different I think because the school improvement plan that you have in your board packet or that you should have in your board packet is actually a format that's required by um OSPI um for uh COA. So, I think they're word ordered a little bit differently. I think we could go a little bit deeper into that. Um, I' I'd want to pull up that plan, >> but it's you have it underlying somewhere else essentially. So, okay, that that was my question. Okay. Thank you. >> Yeah, you'll see it in your packet under LCAP. >> Okay. Thank you. >> Any other questions? >> Thank you both. Thank you. And that concludes our administrator reports for this evening.
080And we'll move on to facilities and capital projects update from Mr. Scott Losi. Good evening everyone. [clears throat] Um so this evening uh my slides um we'll start off and uh work through maintenance facilities capital projects. Uh at the end I'll recap our short and long-term goals um with a spreadsheet that you guys have attached there in your documents. Um [clears throat] as we go through these uh our first statement uh one of our object objectives of of course of moving forward capital projects ongoing maintenance efforts facilities uh managing activities within the district uh our goal is to ensure our school facilities meet those educational needs. So, as we're going through the year trying to establish projects, one of the things that we're always trying to keep in mind is what's most beneficial, what what
081can we get the most bang for our buck for when we're trying to improve facilities and um keep standards where they need to be. So, with that, uh comes being compliant uh within our safety and regulatory requirements. of state reporting uh local testing uh with our fire inspections. Um in the next slide with our pillars uh one of the things that um we adhere to and stick to is trying to manage our resources effectively. You've seen this a few times. Uh that's our main goal and how to I'm trying to move forward when we're trying to move the maintenance department uh with that. So how are we using our resources locally whether it's in district outside of district and then within the resources um how can we save energy and resources garbage um water usage
082how are we implementing LD lighting all those type of things um in our next slide um I just touch briefly on capital projects here um on what we've done this here. We've had only two projects we've wrapped up uh with the softball field and the parking lot. So, if you recall uh parking lot we'd started in the spring. We had a conversation. Um they came in in the summer. We finished up uh asphalt parking in the middle school high school. We had a bunch of crack ceiling curbing at the elementary school in the MPR parking lot. Uh we had some curbing replaced down here. Um they had uh painted curbing down here along the front and on the other side. So they came in about four days, finished that up, got that all done and
083um marked that off the list. Softball fields been completed. Uh back stops totally done. Field conditioning's been taken care of at the field. Um and uh new bases um first, second, third, home plate, pitchers, rubber, all that's been replaced there as well. So that uh project is completed. Um and moving forward, that should pretty much wrap up the projects. We might have a couple minor ones uh left to do take care of. is I noticed some of the striping on the parking lots hasn't been done yet like some of the crosswalks and things. Is that is there a plan? >> Uh that will be next summer on the ones. Yeah, the for some reason I'm not sure why those didn't get done. Um most of their focus was supposed to be at the replacement level.
084>> Okay. >> Uh they did end up doing more than we initially thought with uh some of the sidewalks over here and like all the curb painting along the sidewalks. Um, I wasn't aware that they were going to do all of that, but they did. So, >> and why was the decision to add curbing at the elementary? Is that drainage >> water? Yeah. Okay. >> So, we have catch basins out on the sides come down. So, now it just helps it direct it to where it needs to go instead of just running off into the grass. Okay. >> Yeah. >> Does the resurfacing on the softball field I mean, we're getting into kind of windy season here. Are we going to lose it or it material? Uh we've got it worked down in there about
08510 inches right now. >> So we put um 20,000 lbs on there of conditioner and worked it in. It's about 9 10 inches down there. So we've been watching it this last week or so with the wind and the rain and >> we kind of chuckled a little bit about it because we were wondering, but it's held right in place and it'll be really nice come spring. So >> yeah. um maintenance and operations. Uh our big focus uh is doing routine preventive maintenance. Um so as very as everybody is aware, mechanical systems, electrical, plumbing are all your main three big ones. Those are the ones we spend the money on. Um so implementing our PM programs, staying aware of what our building envelopes are doing. Um those programs in place, >> sorry that acronym's catching
086me. What's a PM? >> Oh, preventative maintenance. >> Preventive maintenance purpose [laughter] and you so within with preventive maintenance programs, we have several and I mean like 150 200. Um, and so by these routinely coming up and us being able to track and keep keep track of building envelope map items, it gives us that opportunity to try and stay ahead of the game. So, doesn't prevent stuff from breaking, but it allows us to get our eyes on it, hopefully catch something before something happens. Uh, the analogy would be, you know, you taking your car and getting the oil changed. It's a preventive maintenance issue. So, uh, that's exactly what we're doing, but we're doing it with dozens and dozens and dozens of items. So, um, and then with our facilities assets and conditions, so our
087A uh, every year, uh, I think most of you have been here long enough to know that, um, that's been an annual report. When I first started doing it, it was pencil and paper. Uh, I think it was the next year when they finally, the state went to the electronic system. It's a multitude of pages of a checklist that I rate everything from excellent to poor. Um, and then that grading sheet the state looks at. We have to have it. So, as we move forward, uh, and the point in time comes to do something different with our building, that is all documented. The state will then talk about giving us gap funding and stuff to accommodate those type of projects. >> Um, it's not an option, so we do have to report it every year.
088And uh if you do recall in April is when I'll report back to you with that uh uh documentation on that. >> And Scott, that's a self-reporting. They don't they don't make us bring anybody in to do it or >> every six years I have to out a third party. >> But then >> yeah, so uh I can do it I can self-report every year. Um and then every six years I have to bring in somebody from the outside. Um, and then they come through, they walk through with me, do the same um, assessment and look at it. And then when I give you that report, you can see that report and compare it to what I've done. So, well, we've been right on target for the last 16 years on what I've reported and
089what they've reported back. So, >> we must be pretty close to the six year, right? Um, >> I just looked the other day. I think I'm another year. >> That's what I was I don't think. >> I think it's 27. Yeah. I don't think we've had it since I've been on the board outside. Yeah. >> Yeah. >> So, I think I don't think it's I know it's not this next. I think it's 27. >> Okay. Yeah. >> So, yeah. So, we we bring them in uh they do the assessment and then that all goes into that data that provide you in April with the the details and the summary sheet on the A. Um then the condition assessment. Um, keeping in mind where we are with the buildings. Uh, middle school, we're at 30 years
090now. Still continuing preventive maintenance programs. Again, it's still all the MAP items, PM items. Um, high school, we're at 18 years now. Um, and so keeping an eye on these, I would have to say over the years have been several items that we've caught that probably prevented some issues. And so uh again doing preventive maintenance issues um is a good thing uh to do along with it also matches up with our A and you can see what we're doing in that next slide. Uh facility assessment condition report again um that's that A. Uh keep in mind we only have to do it on the high school that was only implemented once that building was built. So, we don't have to do that until we do the next facility, whatever that is. Um, so I don't
091have to do it for this building. I don't have to do it for middle school, gymnasiums, none of that stuff. So, facil future facility needs and planning. Uh, elementary school, as you know, we have major repairs um over time that are going to need to happen there. Uh, all of our meth items is um will need need some attention. We've been pretty fortunate up there for the most part. Um, but as time goes on, um, some of these items I've been dealing with for several years now. Um, and then in the more detailed report, I'll have more of these, uh, future items in here as far as, uh, high school roofing, exterior painting, those type of items. I've got itemized in your spreadsheet for you to see exactly what we're looking at for that. And
092that's about it for the overall. Any questions? >> Just more about the maintenance long range plans like >> do that next. >> Okay. Okay. Okay. Sorry. [laughter] I thought you were done. >> Got it. >> We're good. Um, so in the spreadsheet I put together there, I just broke it down into real simp simple terms for in the building aspect for you. So you can see exactly what what we got uh estimated costs, current conditions, 5, 10 year, and and beyond. And keep in mind with some of these uh well actually really with all of them, we're going to continue to see those costs increase um through the years. So, at the high school, a lot of the line items here, uh, painting, interior, exterior, roof restorations, doors, windows, uh, HVAC, plumbing, electrical. So, there's
093your MAP items. Uh, you're looking at all of those through the [clears throat] couple years coming up. Those are all in the 7 to 1.2 million range. So, these are all items to keep in mind. we keep having discussions about when we start talking about levies and bonds and what buildings we're looking to stay on top of. Um trying to get uh to some type of system or way that we can look at doing middle school one year, few years later doing high school because as we know trying to bring this all together at once to do it is going to be a huge expense. So >> it's definitely something we want to take a look at. Mhm. >> Uh I also put in major remodel uh in the last line item you see there.
094Uh the reason I did that is uh through that a recall. Uh they they give us a 30-year life basically on a building. >> Once we start getting over 30 years, there's nothing beneficial we get from the state as conversation Shannon and I had with scaff funding even looking at elementary schools. We really get pennies on the dollar. Um so but again we have to do the report. We have to show where we're at. Um but um there's nothing there beyond [clears throat] 30 years that technically will count in our favor. So that's why I put the uh major remodel in there and just put a 30-year timeline in there for it. Middle school, similar items. um your building envelopes, um all your map items, mechanical, uh flooring, uh it itemized all of those in
095there for uh HBAC, plumbing, uh improvements, uh the middle school, of course, is going to be our next big one. Um, but keeping in mind the high school's not going to be that far behind once we tackle middle school and uh the high school will be at 30 years, but by the time we tackle the middle school and get it done probably. Um, and then the annex building here. Um, I would say the the roof the roof on this building, the high school MP are most urgent. Uh those all are in need um of attention. We were hoping that we're going to get to include that some other items, but we won't. Um so as we [clears throat] look forward to that, uh roofs are the most important when we start talking about building envelope.
096So we start getting into those conversations, those are definitely ones that I like to keep at the top of the list because we can't keep the the water out. Everything else we do inside doesn't matter. >> Yeah. Um, so that's the annex and then the elementary school. >> Can I ask you an annex question? When we did the HVAC in here, did we do just a portion of this building, not the whole thing? Right. We only did like half. >> Yeah. >> So like the AL classroom is like on the other half of the completed. >> Yeah. So all we did in here uh that was during CO I believe >> like a little after. Yeah. >> Yeah. So, we did two uh ERV units on this roof. >> Okay. >> That the uh dock
097was split, two heads, and then the rest of it was left. >> Okay. Okay. Thanks. >> Sorry about that. >> No, you're good. Um so, roofing, uh the gym here, MPR, uh the high school roof again, that'll be coming up, but I've itemized those in there. And you can see how I put fiveyear, 10 year, beyond. Um, and then sports fields, track resurfacing. That's another one I like to keep on top of the list because I think everybody just quickly realized that's almost 10 years ago now. Um, so resurfacing, restriping is about three years out now. So that's a cost to stay on top of. Some of us in the room remember the old track when it was like uh we don't want that to happen to that one. So those are uh big items
098to to to keep on the top of the the list there. Uh the last item I have is um the transportation uh covered parking over there and uh replacement redo. That'll have to be that's been there since 72. I think it is >> the bus parking. Yeah. >> Yeah. So, and um so yeah, so with all of that, uh right now you're currently just over 14 million. >> Scott, I really appreciate how you've um put this out into a long range plan because being able to be um proactive about some of this stuff is going to be so important, especially with the task force and >> things they're worrying about. Um, how much I'm I'm sorry that I've lost track a little bit about where we're at with capital projects. I know we've sort of
099suspended some things. Um, in terms of the current column, is a lot of it already kind of earmarked with funds ready or else covered under the new grant or is some of this stuff going to be a a need for fundraising or or levies in the fairly near future? >> So, are you speaking with our current levy with funds left in that? >> Yeah. So I'm fairly sure that the current levy has funds left for a few of these projects. Just not sure if it's all. >> So uh I would say well I will say that what's left in that would be none of these here. >> Oh, okay. >> So uh Brian would have to tell us what the the remaining amount is. I have a rough number in my head, but the the
100projects that are left on the levy side, um there's not one of those on this list. >> Yeah. >> Uh this list talking about different grants and stuff. Yes. A lot of this would be absorbed on the high school, middle school side. >> And I'm just assuming that these things will also be considered with the task force. Um you know, you talking about millions of dollars. Well, there's there's projects that are easy to identify and others that slip up and all that add up to. >> They can >> and we just need to be looking at the whole scope of everything K12 all of our facility. >> So, yeah, we've taken a pretty deep dive into what we have down here. I mean, I know what we have up there. Um, and down here, we've
101kind of turned over every rock. So, um, with projects coming up that we're going to do, things that are going to happen, yeah, there's a lot of things that are going to be addressed and that'll really benefit us that will take this number down. So, >> yeah, I also appreciate this layout. I know that one of the things that just in our policy committee we've talked about is that they've updated the budgeting policy, the model one from WASDA where you're allowed to actually, you know, restrict some of your general fund money for maintenance. >> Um, and it's a huge expense to, you know, have really adequate buildings and it does take planning to make sure that we can afford these things. Um, and so I I I think again that's something for us to consider
102is that long long range plan of planning for >> Well, that's why I try to put this out here. I mean, I looked at the example that we had 15 years ago uh that one of the architects had had uh presented >> and it made a lot of sense to me because we >> don't have an abundant amount of money any school district, right? And so being able to plan for this, you know, my best example would be like the track. >> Yeah. >> You know, going into that, everybody knew, I don't think anybody was a board member then, but um everybody knew that, you know, that's not a one and done, >> right? >> You know, we're going to have to continue to maintain that. And so what I tell people is facilities here
103is like you being at home and your house on steroids. There's two of us running around here trying to take care of a couple hundred thousand square feet. And >> you know, there's a lot of money. asset gets absorbed in trying to take care of these things because they're not, you know, $100, $200 things. I mean, you know, $1,000 is just a typical everyday purchase. >> Yeah. >> And so, um, yeah, so trying to be aware of these, >> making aware so you can see it, how we can forecast it. >> It's kind of my goal. >> Thank you. You might have this. I haven't done it yet, but I want to go through and take the costs and put them in the current fiveyear tenure and beyond columns to see kind of where our
104troubles. >> Yeah. Uh I played with a little bit a couple weeks ago and even last year. Um and uh um I took them back out and just kept them in in the one column. But um yeah, we could easily do that color visual. >> Yeah. Yeah. Yeah. >> So, >> thank you so much. Yeah. Any other questions? >> Thank you so much. >> Good information. Thank you. >> Our next report this evening is our B business manager report. Mr. Janello. >> So, this is the schoolboard report. Good. Our mission statement here. So our mission is to prepare every student for their future and this is going to be the big part of what guides all of our financial decisions and then also we have the pillars that are going to drive our resource allocation
105towards that student success. Uh we're going to start here with enrollment for reports. Uh so this is enrollment numbers through October. So go ahead. Uh, I guess it's pretty hard to see all these numbers on the screen, um, as we're seeing now. So, we'll work on in the future, maybe get some more visual slides for enrollment, but if you look at it in your board packet, you're going to be looking at a a detailed analysis of projected enrollment based on actual enrollment uh, September and October by grade level. So, overall, the bottom line is when we project this out based on a 25 24 25. So last year's enrollment trend and we just used a straight 10-month average. What you come to is at the end of the school year we're projecting about 895 students.
106Um and that is uh about 55 students below budget. So we budgeted 55 for 55 students more than now that we are projecting to see at the end of the year. So the red figures in the far right column, those are going to indicate the variances. We were to look at this closer, you're going to see the largest variance is in elementary. The largest variance just in the elementary school is the first grade. It's showing at about 11.27 less students than what we budgeted. The middle school uh shows the largest negative variance for any grade. uh and it's -12.34 students in the eighth grade compared to budgeted uh we talked uh open doors program is you know the co that's the kbo open academy that's the highest overall variance from budgeted and that's showing that
107about 35 less students I think this was discussed at the last board meeting or maybe it was the board workshop um we efforts are underway and have been underway to see if we can re-engage some of these open doors program students that were part of this program last year. Uh if we are able to re-engage those students by the end of this month, we be able to count those students since counts handled a little differently for open doors programs and I think Shannon uh reported on that last time. Uh so that's really although it's the the highest overall variance, I think that's also the area for most potential for improvement in that program and requires count numbers. So there >> can I ask so Koa uh remind me again like so we had 22 and
108then 13 how long can students go without engagement before >> to three months. So within those three months. So we're going to be at the three month mark with some of them. Okay. But we have seen some of them engage within those three months. So not all of them are off. >> Yeah. >> So this is uh a nicer one. It's a more visual pattern trend chart. So it's a visual that demonstrates the enrollment pattern throughout the year. If you first want to draw your eyes, if you can't see that yellow line, that yellow line is the 2324 actual enrollment pattern. uh and we're using that for one of the projection lines that's shown as a dotted or dashed blue line there at the bottom. Uh but if you look at the green line at
109the top of this chart, that is the budgeted enrollment for 2526. So that green line at the top is where we budgeted enrollment to be. And the gray line just below that green line at the top that is 2425 actual enrollment. So the dotted dashed line uh that's orange back down at the bottom that shows enrollment plotted if we were using the 2425 enrollment trend. So those two lines at the bottom orange and dotted blue are plotting our current September October numbers uh over the course of time. uh and we'll typically see enrollment stabilize after October count day. So altogether if you look at the lines the convergence lines they show fairly consistent seasonal patterns year-over-year. Um and then where again where actual enrollment is for September it's about students counted for September and about
110and that is again on the bottom left hand side that dotted blue line. Um the solid blue line with a blank black dash in it is you know September and October is actually counted. And then the reason you see two dotted lines is it depends if you're plotting it off of the 23 24 trend or plotting it off of the 24 25 trend. So we can expect November enrollment, you know, to either be on the dotted blue line or the dotted orange line or perhaps somewhere in between there because this is new. Uh we're kind of in this uh a new trend here because we're way uh this year lower than than past historical trends. So any questions on that visual slide? I actually going back to the other slide. I mean every every grade
111level from September to October was static. Maybe gained one or lost one except 8th grade and we lost. Are we saying that in September there were physical students that showed up 79 and then 14 of them left >> for which grade? Oh, you're talking Yeah. Yeah. Looking at eighth grade like September to october. Yeah. essentially on count day in September compared to count. >> Some of those kids it if they're in algebra they'll be in the high school numbers and so they do but yes essentially that's what's that what that is saying but there are where they're counted also in the high school numbers for algebra or any other high school. >> So they're sixth of an FTE nth grader. they they do count them in that that section. But yes, there's there is >>
112but the discrepancy from September, >> right? >> I sent an email about this. I just I just want these numbers to get verified and I think you know we asked the question during workshop and stuff too but um I think just confirming that and I know you had been working with NWRDC on all of our um student data but it's just a it's a really big gap. I had had another question on the the way we get uh you know funded for students they go by what we turned in till January is that also true for a open doors and transition to kindergarten if it's the same schedule for those student also >> correct on budgeted exactly on what we budgeted is what we get through September through December and then we'll get adjusted to
113actual starting January catch up. So, this is uh maybe a little more viewable because we just we're just looking at the K12 uh grades spans now, not those other programs on this this slide currently. And it w we're actually looking at it a little differently here too where that first column on the left that's gonna show last year's actual enrollment numbers by grade and that's going to be lined up now to the budgeted enrollment um in the next column and then you can actually see the actual counts. Um what this allows you to do is we can essentially roll up and line it up and then do a separate variance column there uh where you're looking at um actual students who are there by grade level and the variance uh on where we're at now.
114And if you're looking at this, the main thing that jumps out is uh you can see that the elementary school overall uh performing pretty well. There's only five students below projecting projection. That being said, you have to take in consideration too what's highlighted in yellow there is of course when we roll this up, we don't know how many kindergarten students are coming in. So I just kept that flat for this uh analysis. So that's a factor on in the elementary school, but you can kind of look at those variances. The middle school, the biggest area of concern is about 23 students below projection. So if you're kind of saying, hey, we had this many students last year. Where are we? Where did they go? We'll get to that in a little bit. Um some ideas
115there, but uh the middle school again 23 students below projected and the high school is showing 18 students below projections. So overall, you know, when we look at the data this way and compare it by gradespan, you're kind of looking at retention here and you're seeing that the elementary school has a more solid retention. uh whereas the middle school high school shows some larger variances. It's essentially what you can derive from this. I think so this kind of ties in I don't know get you thinking um probably you know asking some questions and analysis and I think uh like with the eighth grade enrollment you know I think we're looking into that more too with uh making sure accuracy count accuracy and data integrity is could be a component like you mentioned we do have
116NWDC providing technical assistance uh verification of support for new staff members so they can get more proficient with the cumulative software system. Um some other factors might be uh if students transfer to alternative learning experience like an AL program or choice transfers. So that's what we took a look at here. We did a 4-year choice transfer trend analysis. And as a side note, I actually were able to get down 12 years of data out of the EDS systems. We actually did do a 12-year look and and have some data on that. Um, in doing that, we can go back as far as 20145, but really the 20145 data that came out is appeared to be non-representative of other years. So, you probably could throw that out. So, we really have 11 solid years of choice
117transfer data. What you're looking at here is the past four years. uh green is the transfers in and red is the transfers out. So after two years of positive net transfers, you can see how we've shifted for the last two years into a a negative pattern. um 25 26 if we're just looking at the this current year. Um then the gap did narrow you know to 15 students between two you know just the 15 students and we're still could be probably some more throughout the year too just so that's kind of a asterisk maybe by the 25 26 year um but it kind of begs the question I think that's what we're looking at is you know what shifted the first two years we had a p positive uh net transfers and now the past
118two years it looks like a negative so I want to take a look to understand the root causes. Go ahead. Here is uh just the data detailed year-by-year breakdown and it should again showing that shift of two years positive like when just looking at choice transfers we actually overall gain 14 more students. the other year we gained 16 more students but now that 23 24 year you know we lost 17 students and 25 26 uh currently loss of 15 students overall. So what that really represents is about a 30 plus student swing uh when you're looking at choice transfer enrollment balances. Uh and again we're researching to understand better what changed between 23 24 25 mainly. Uh so that's what we're looking at. This is a a graph I think that visually highlights what we're
119just uh talking about. The green sha shading is showing those periods of positive net transfers and then the red shading is showing our current challenge period. Uh when looking at choice transfers again one of the maybe silver lining things here is that the trend lines are converging or coming closer together. Uh so it's one positive thing in 2526 that the gap is closing just a 15 15 student swing if you will. Okay. Oh, that's a bummer. Can you uh want to try to redo a what that slide is is it's it's the last slide of the choice chancer. So, as we're we're seeing that it's looking at where students are going. So there's a destination school slide um is what this shows and at the top of the list uh of where you know where
120our students going is Oak Harbor High School. They receive about 46 of our transfer students choice transfer students home connection connection. >> Yeah. Correct. Correct. So home, right? Hope connections at the top >> that followed by Oak Harbor High School. >> By Oak Harbor High School. Exactly. >> And then Oak Harbor Elementary. Um we're seeing approximately 16 students going there. Northwoodby Middle School around 15 all the way. you can you have in front of you but um you can see all of where each of the the students are going >> going. So yeah, that kind of gives us an idea. I think that being said, uh it's interesting because of the location here when I was looking at the data too. Although Oak Harbor High School receives, you know, the most amount of our transfer
121students and is our largest loss. Well, on the other end in those other years, we're on the receiving end, too. Like the ones the most students that we are receiving are coming from Oak Harbor here. And I think you you can draw conclusions about what's going on there. Um, if you were to look back more years, keep in mind, too, we do run into COVID years with these choice transfer data. So, it does get probably a little interesting thing there because I think COVID's going to become a factor um with these choice transfers over those past years. Um and my other thought was what I didn't know actually was with that Oak Carver home connection program. I'm not into existence. I'm kind of happy for you guys if anybody knows when that came into existence.
122It's >> been a while. >> Cedars and Cedars was >> closed in 2014. So, The other question I guess I had about that school was Oak Harbor also has like an online school, but I don't see that on there. And it is I don't know if that's getting lumped into the high school. >> I I'm interested in people pursuing various learning, you know, >> learning styles. And so I would be interested to know if they're if the online academy is getting put in with the high school. I can tell you that the the I was going to mention this that on that that home connection is being counted as an online virtual program even though I believe it is hybrid but it is being counted as an online one. And what I did see over
123that 12-year period of time is there is this upward tick in online programs. So like the percentages were like you know 7% going to online programs. Now postco you can see that's like climbing each year around 14%. >> Uh versus traditional schools. So that was an interesting >> part there too. >> There any other questions about the enrollment or the choice transfers? >> Well, I guess you can't really tell, can you? like transfer out this year is 215. But how many of those have been transfer out for several years? Same with the transfer in, right? I mean, you can start here in fifth grade and now this year you're still part of the 200. Um I'm I'm not asking to figure it out now. I just that's one thing that >> it's interesting. >> We
124do have that data and Sherry collects that data. She sees it over time like which students are the repeat students. We could look at that and just see how many are ones that have been gone since kindergarten or several years. >> Interesting. >> Yeah, we collect that. >> Antidotes to on here like you're there were transition points were something that I looked at too like where uh the sixth grade so like you know when you're going from elementary school up to middle school. So there was a noticeable spike there over the tw even over the 12-year period um of outgoing transfers. So it's almost like that transition from elementary school to middle school there. So there if we were to focus our retention efforts, it's definitely might be a area to look at. Uh the
125high school transition point like ninth grade, it had the highest transfer activity in both directions >> coming. um kindergarten was the most uh strong incoming transfer numbers. So that could suggest preference for the elementary education. >> Um and also, you know, if you think of it that way, then you know, we're seeing that elementary success doesn't necessarily translate to middle school retention. That's >> that's helpful. These are all helpful. Thanks. the internet scene sometime in some year when there's time is to explore the home connection and what we lose by not having that offer you said that cell can go there right a lot of kids whether or not want to start that program it's not who know if it's worth it or not >> or they can do just genuine homeschool but >> right
126>> home connection does provide a financial benefit to purchasing curriculum material. So anyway, okay. Sorry, Brian. Go ahead. >> No, no, no. Sorry. I might have gone I actually found that uh pretty interesting actually analyzing the data and and doing that. So, um yeah, there's that. So, now what we're going to do is shift gears a little bit, go into the financial report. Uh again, this now is as of September. So, this is our September financials again. So this is our budget status general fund report. Uh if you're looking at this, you can see that our revenue is at about 7.42% collected. So that's right on track for this point in the year. And the bottom line on here will show our September fund balance is at 1.55 million. So we have actually a pretty
127healthy reserve level for September right now. On the flip side, we'll look at uh cash flow. See how we're doing here. And again, uh with that square in the upper leftand corner is where we are. September with cash flow. Uh it's the strongest cash position we've had in five years at 1.53 million. You can see the the line below that is 2425. uh and then you know that past year where we had to do interloone fund transfers is still plotted there. So each year um we have demonstrated improved management. Um so this is a good thing. Uh cash flow is at oh yeah at the the the box. So yeah this was this was good and it's part of the questions that came up. This was the first time since I've been here uh we've
128been able to pay the insurance payment upon receipt. We didn't have to defer payment. we uh since we got the bill, we're able to pay it. So that's kind of the positive of having a healthy cash flow. Um >> so part of the having the healthy 1.5 million is that we're living large off our enrollment, right? >> Yeah, we'll cover that in a little bit. Exactly. But yes, keep >> at this point. >> Correct. That is a large part of what Yeah, we'll get we'll get to that. Exactly. That's exactly keep uh fund balance. So currently again fund balance percentage 7.8% uh it's above the historical averages that you'll see there. It's dramatic improvement from you know our negative near zero positions in 23 24. Uh it just as referring to my point I was
129going to make here is that there it's going to provide cushion for enrollment adjustments that are coming in January. So, exactly. Next slide. Uh, expenditures by month is what we're looking at here. Uh, top left corner is where we're at for expenditures and it is higher than the the past trends. Um, like we mentioned, the September spike, it's reflecting a large insurance payment uh that we're able to pay right upon receipt. positive indicator of cash management overall with these trends. You can see um that they're pretty consistent um throughout the month, but we really are controlling even even though with 2526 um you know, we really are showing controlled spending. The main spike is the insurance payments. Uh elementary school you heard about they're piloting a new curriculum. So, that was a one-time new payment.
130And the third big factor there was a higher water bill than past years, my understanding. Maybe just we looked into it and it's the soccer fields just happen to get watered more this year. Um, so those are the causes for higher September expenditures. >> Does the practice fields? >> Yeah. Yeah. So, I don't know if it's seasonal. Why? Just one of those things to be aware of and look into it happens. But yeah, significantly. >> Well, whoever's in charge of turning the faucet on could probably answer that question. >> Yeah, that's exactly where we'll we'll proceed with that, too. Just makeware. [laughter] >> Oh, yeah. Oh, yeah. There he is. Sorry. I didn't want [laughter] >> Sorry, man. [laughter] >> I just think I'm going to put those on you, Brian. That's something when you're
131going to tell us it's because of the soccer. You should have talked to [laughter] whoever person is in charge of that to say why did that happen. >> We'll look into it. Uh where are we at here? Uh Mox by month. Uh like we this was the main again uh difference in expenditures was on the MOC side. Uh insurance curricular page purchases coupled with the water utility bill. The three main factors. Um so it's it's a timing issue, not a structural increase. Make the board aware of that. Um and we can expect normalization in October and subsequent months going forward. We may even see in October that you know come down more dramatically than than past trends. >> Well, it should didn't pay insurance, >> right? >> Yep. >> Uh this is the summary of
132the other funds. Uh capital projects. Uh we talked about this. It maintains that a healthy 3.2 2 million for future facility needs. Um rough estimates I can like Scott was mentioning, most of the projects are wrapped up. Uh $1 million we have slated for the bond planning. So that's where one of those are. Another $1 million has been earmarked in conjunction with that Department of Defense grant um for the I think it's under middle school HBAC. Uh so that leaves another million dollars roughly in there. some of which uh I don't know if we had retainage on on some maybe some retainage still but most of it been paid. So it is kind of a time we kept that $1 million in there as contingency. Um sure we have cash flow issues but we can
133might be a future discussion of projects too if we wanted to do a couple other projects. That's capital projects questioner >> revenue bucket >> completed now what was that 1.3 million >> deferred revenues is that 710 >> 710 and 310 >> we made a receivable against it and we had a liability against it so there's something I have to look into >> Yeah. Yeah. Let me see because Yeah. >> Yeah. Deferred inflows and deferred outflows now. Got it. Um ASB balance. Uh strong student activity, transportation vehicle fund. Um there is $223,763 roughly in there. uh which positions us well for replacement bus. Um so positive balances no concerns there. Uh so yes in closing was uh again back to some big numbers which this is our enrollment funding analysis uh putting numbers to the decline
134in budgeted enrollment that we're seeing. So this is a funding impact by grade level with enrollment being lower than previous years and lower than what we budgeted. So the red figures in the difference column show where we're below budget. Bottom line when you put, you know, the funding impact to enrollment, you'll see it's roughly a million dollars. So, it's it's roughly at $959,000 uh revenue reduction that we're we're going to see overall this year. Uh again, that will true up based on actual enrollment in January. So that's what that last slide was and that's that's our future work that we've already started talking about is you know where areas we can uh reduce or cut back on to to mitigate this impact. >> That's it. Are there any other questions? >> No. I'll wait later.
135Well, we had a lot of difficulties moving in our enrollment counts in September. Is it at all possible that the eighth grade is not correct in September that we didn't have that month [clears throat] that the numbers weren't right? If anything, the numbers could have been lower than what they were reporting. And so that because we know now that every student has a the FTE when they rolled over some of them were reporting at um not a full FTE. That's part of what NWRDC was working with us on. But the the accuracy today is with every student with the full FTE. >> Yeah, I felt more comfortable with the October numbers for sure, but just >> yeah, we were concerned with that. We thought that it would bring it up and it actually was the
136opposite. >> So, >> any other questions? Thank you so much, sir. >> U moving on to our superintendent report. Superintendent [clears throat] Leatherwood. I'm going to go over um just our October report which is tying us to um looking at our district's school improvement um districtwide what what we look at and um tying that to the Washington school improvement framework um the first slide on here. There we go. off. Okay. So, the first slide on here is just um showing you how my superintendent goals tie to our pillars. We're really looking tonight at pillar two, three, and four, connecting with families and community, ensuring excellent instruction, and then promoting safety and um student and staff well-being. So, as we look at the Washington School improvement framework, um this is what you see. Um and this
137is um data anyone can pull up on OSTI. You just um go on to the report card off on the left hand side. You go almost to the bottom and it'll say WFI WS if you click on that. That's going to give you um the data not only for our district, but we can look at state data. We can compare our district to other um school districts. But then we also can hone in on specific data to each building. Um there's a new shift um last starting last school year where the state used to report our school report card um as either a um level three or level four passing the standard. um they shifted now to two different areas. They look at foundational grade level knowledge which is a two or above on the
138state um assessment and what they're saying is there are times when most students do meet standard but they're not consistent. And so students are going in and out of consistency around mastery. Whereas on the right hand side consistent grade level knowledge is what we used to call a three or four. they're now saying consistently they're meeting standard um in those areas. And so the state now is on the Washington school improvement framework is reporting two different scores um for the state. And we're going to break it up tonight and I'm not going to go over a lot of what you've already heard in previous presentations. I'm going to go quickly through some of the slides, but I'm really going to hone in on how we then narrow it to what we're going to be looking
139at. um that ties to our strategic plan and also ties to our school improvement. >> So the foundational is there 234 consistent is 34. >> Okay. >> So on the next slide um when we look at our foundational ELA um scores and our consistent ELA scores, you can see um our elementary through high school data and then our overall average for the district. So when we're looking at foundational, our students who scored a two or above on the state assessment. You can see at the elementary school we're nearly at 79%. We um raise in middle and high school for an overall average of 8 nearly 82%. When we compare that to the state, the state is at 70 71%. So we are above the state for ELA in foundational knowledge. When we again look at
140consistent knowledge, those students that are mastering or consistently um scoring at or above standard um you look at the elementary level at 62%. We do dip down in ELA um at the middle school level and then we we raise back up at the high school level for an overall 62% um scoring a level three or level four on the assessment. When you look at that and compare it again to the state, we're above that state average which is nearly 51%. So in both foundational ELA and found and consistent ELA, um we're above the state average. I will say when we look at disegregating data, there are concerns concerns still with this data. we're not um at the level if we were to compare to demographics of similar size districts and similar size demographic um that
141we're scoring at the the rate that other schools um would be. So there are some things that we can gather from here even though it's great news we're about to see. When we look at at math, math is a consistent um difficult area for the state statewide um we see our math scores um dip, but here in um our district as well, we fall below the state in some areas. And that's highly concerning again with our demographics. So when we look at students who are scoring at that foundational level two to a level four, we can see that we're above the state average at the elementary middle school. we dip below um that state average um starting in the high school for overall um 68.9% nearly 69%. But what that tells us is that some
142of our students that are um struggling at that level two. We may not be providing interventions that are targeted interventions to get them to that that consistency or to get them um where they need to be. We we are seeing MTSS at the elementary, they're starting those interventions, but at the middle school and high school, they're not as targeted yet. But we, as you could see in our school improvement plans, were really honing in on getting that consistency. Um, when we get to the consistent side, you can see that these are the students that are at level three or four or four. So, this is consistently meeting the standard um for math. and we're seeing a a pretty steep decline in our scores. And we're seeing that we're um below that state average in both
143middle school and high school in our scores. And for our size district and our demographics, this is concerning because a lot of times when you're seeing um the state average brought down, you're seeing it in the high poverty schools. And we're not considered one of the high poverty schools. So we should be consistently above the state average in both ELA and math and that's what we're we're looking to to change the tra trajectory. >> Yes, >> I apologize. What are you using? I assume that >> they're as back scores. So the state the state just use >> Thank you. >> Good question. >> Okay. So on the next um one the another part of the Washington school improvement um plan is they look at attendance. So a big indicator of student performance is belonging and
144students attending. Um when we look at attendance um at our elementary, middle and high school, you can see that we're consistently around the mid um to upper 60s and as a district we're we're right around that 69%. When we look at the state average, again, we're looking at every single um school in the state. Um they're above us at 72%. Um what we do know is um CO did a lot to our district and and what we're going to find in this the slides coming up is that we haven't quite recouped um precoid attendance rates. And that's something that I know our principles are targeting and our school um staff are targeting and looking at. So that's a big piece. The the also the piece that I want to point out on here is this
145is about students attending 90% or more of school days because the what the state is looking at is chronic attendance and chronic attendance is any students who are missing more than 10% of the school year. And so they're saying this is our percentage for students who are not in that chronic attendance rate. The other piece that um the Washington School Improvement Framework um targets is growth. And we've heard a lot tonight about our administrators looking at growth on I Ready data. Um I Ready is a um a universal assessment that has an 80% um rating for how kids will perform on on the ESPA. But part of that is looking at student growth. And so when you look at student growth, you're looking at a 50th percentile being. If a student scores at the 50th
146percentile, that means they are on track um to meet a year's growth within that year. Students that are below that 50th percentile are not quite meeting that that year's growth. And students above that 50th percentile are meeting a year or more growth. So, a lot of districts and the state are really looking at student growth percentiles to um track whether or not our instruction is impacting all students at least at the year. Hopefully, our students that are already behind, we're at least growing them a year plus more. So, you'll see a lot of times a higher growth rate. And those students that are excelling um already above grade level, we also want to at least grow them a year within a year. And sometimes that's the most difficult is what we're finding. Um so when
147we look at our our percentage of students who are um at the low percent um growth rate right now in ELA we have nearly 39% of our students um not meeting the at least one year's growth. >> Are you ready? This is >> This is state. Okay. >> So we're looking at the Washington school improvement. Yeah. Um, and then typical growth, which would be that at least that year's growth, we're at about 32% 31 32%. And then our high growth rate is about Oh my gosh, I cannot see tonight. Let me get that. Okay, about 30%. So, what we're looking at is it if you take the two orange um the darker orange ones, those are at least kids that are meeting at least one year's growth or above. So, that's how you read it.
148So when you look at the math um you'll see that we have less students um at least making that year's growth and that's a component that the state looks at to see um what score we receive um on the Washington school improvement framework and then based on that where we need to to look for improvement. Um so you can see the elementary school um I also put the middle school on there. the high school does not have um a growth score because we don't have enough students that take um it at the high school and so they do not report that on the the Okay, [clears throat] on the next slide um what did I do here? Sorry. Um this is just off to the side. I was talking about just the the school um
149growth or student growth percentiles and how previously previous to COVID um the state was looking at how many students were performing um or passing the the ESPA. Now they're looking at how are students growing instead. And so there's that shift from one to the other. And um I described the student growth percentiles on those Um when we look at our um goals tonight, we're going to be looking at how many of our students are in that low growth percentile and what we're going to do to grow those students. And many of the things I heard from school improvement funds are going to help grow those. Um also looking at the high growth um what are we doing to engage them? you heard at COA also looking at how can we reduce barriers so that students
150are accessing school and we're growing them and then also what are some of the structures we're putting in place um universal design for learning is one of our big pieces if you were to look at the umbrella and then MTFs which is the multi-tered systems of support how are we intervening when the students are not getting um the instruction so how are we honing in to our low growth students to ensure sure that we're putting in strategies to get them where they need to be. So, what does that mean? Um, one of the things that the state also looks at because they have the the data in elementary and middle school is they also look at nationally um one of the greatest indicators of whether a student will graduate high school is how how they
151do in their courses in nth grade. If they pass their courses in ninth grade, it's a good indication they're going to graduate high school. Students who do not pass all of their courses in ninth grade over time. Um there are concerns and many of those students we have to look at why are they not passing? What are we going to do to still keep them engaged and and fully belonging? So, um this is another piece that the state looks at um to give us our overall score on how we're doing as a district. um as well. And so you can see on here, we're kind of up and down in our scores um over um over time. When you look at 2017, we're at 75 um percent of our students passing courses. We're about there
152now. So one in four of our students right now are not passing um one or more of their courses in in nth grade. And one/4 of our students need some type of intervention in nth grade so that they will graduate on time. if they do not pass a course in ninth grade, what are we doing about it to ensure that they will graduate on time? And that's that's a big big piece. Um, when we look at meshing our scores to the Washington School improvement plan, you're going to start seeing data that looks like this. This is um getting pulled off of our um what the data looks like on um OSPI and then it's going to be pulled into our data dashboard. So we'll have data around um panorama which is going to talk about
153belonging um how our students are doing. We will have data around how many of our students are passing nth grade courses. We're going to have attendance rates. We're going to have all of our Washington um I'm sorry, our all of our I Ready data in math, science, and I'm sorry, math and reading. And then we'll have our science data from the Wcast that will all be in one um place that will give us data and what students really truly need interventions in what area and it will be kid by kid. And so this one dashboard is going to help us intervene and be more timely in our interventions instead of having one focus in one area. Um when we look at um our high school when we um when we look at our students that
154um passed um ESPA versus WCAST in 10th grade um we're at in ELA about 73% but when we look at math we're at 2 um8%. So again, it is a na nationwide drop, but we are more significantly dropping per our um student population here. And then our our Wcast data um for 11th grade, about 61% of our students passed that science this year. Something that I only recently learned was that um although level three is considered, you know, passing, the level needed to graduate high school is like a two and a half. >> Yes. >> So these low rates don't necessarily mean low rates of students who are using the SPA as their graduation path. So So that's that's a clear delineation in why the state shifted. Um, in the past it was the three
155or four to pass, but what they found in in the data was that um, students that are career ready and not necessarily college ready um, also were successful if they're around a level two and a half. And so that's why they shifted into reporting um, both. They didn't want to say, well, this one over here is co uh, career ready versus college ready. they shifted it to say this is this is more consistent and this one's less consistent in meeting the standards. But you're right, a level two two and a half is closer to our students that can um graduate and go on to do um great things beyond high school. That's that's why the shift in the data as well. So all of that combined is how the state then scores us um on
156the um Washington school improvement plan. So when you look at the elementary school you can see overall um they scored at a 5.65 um and I know that it's it's small in front of you um but the 5.65 65. What that means is they have a 10-point scale in a Washington school improvement framework. And in that 10-point scale, um they're looking at how do we compare in all of those things to the state? How do we compare in like-siz um populations of students and um where where could we see improvement? So, at elementary, one of the things that I wanted to pop um point out is our special education po population, which is at a 2.85 on a score of 10, which is a concern. Um when you put all of the things together, attendance
157um our growth rate for our special ed um population and then also if you reduce um some of our um our other indicators, you're seeing that they're growing less and they're performing less um than other districts um in the state like us. So you'll see that in the dark orange at elementary. Um, when you go to middle school, our overall score is a 6.13. Um, again, I want to point out, um, our our special education population is at a 2.93. So, even though we're growing our students more in middle school in these different areas, we're still seeing that stagnant um, uh, indicator at uh, with our special education population. And then finally at high school we um do grow seven out of 10 7.06. We have um a lot more students performing at high levels.
158Um but again our special education population is at 2.9. So that's something for us to keep in mind is that we're having less success than other schools and and really on the scale it's a an area of concern for our district. So when we look at a threshold, we're looking at our students are are at the lowest 5% of scores of um scores among all schools in special education. And um that's a concern. It's also shows that we're in the lowest 5% of scores among title one funded schools, which is our poverty um schools. And um so it's another indication that we need to do some more work in that area. And a lot of times that's a true um thread to our MTFS. And so when we talk about our elementary looking at um
159tier three interventions and our middle and high school looking at interventions that's a that that will help support our special education population, most importantly our UDL implementations. So I'm excited to see that come. No, I know we have our work cut out for us, but it's really helpable that the state has developed this information on that level. So, you have some contrast, a little comparison. >> Yeah, they they the I don't know what year it came in play, but I've been using the the Wasith I think since like 2016 or 17. They've had it in in place for many years. they just shift a little bit with the focus >> and the visuals are nice, but I've I've been watching those um special ed numbers for years since before I got on the board. It's
160been a huge concern that it's never noticed and never mentioned. So, thank you because we can't improve what we don't pay attention to. >> Exactly. >> Yeah. So, I I put a lot of data on here, but I I wanted the board to understand the things that we're putting in place, and you've heard them tonight. MTSS, universal design for learning, all of those are um ways that we're going to improve instruction for our special education students, but all of our students. It's not just about them. And UDL and MTSS is not just about them. There's strategies that work for all. And um that's that's the biggest message here tonight is we're all unified in what we're going to be doing and you're going to see our scores um rise because of our we call it
161nesting as a district with our goals because you you see a lot of our K12 and our our TTK all the way to to 2022 now. >> Yeah, >> it's gonna be really fun in a year or two start seeing the numbers. >> Yeah, >> really fun. Um, one of the other pieces that I just wanted to point out, um, I did not do the four-year graduation rate, but I did want us to look at the graduation rates over the past four years at Killil High School. And you can see we're consistently and in the last three years, um, either at the 90% or higher, whereas we are above the state average, which is around that that lower 80%. That's good news. We want to continue to see um our graduation rates high, but um
162we want to also see that our attendance and our growth rates are correlating with this as well. So, we'll start to see that um as we're as we're moving through. Um the the piece that I want to point out over here and I know there's a lot on this slide as well is that you can see on all three of these visuals where COVID was and what happened after COVID to our um attendance rates. So when you look at all students >> prior or during COVID um we were in the in the 90 um percent in our attendance and we have not been able to get um close to that since co. So um a big push is around belonging and getting kids to connect with school and attend because we know it's a direct
163indicator of growth and a direct indicator of success um beyond high school. And again, we're talking about chronic attendance rates. So, what does all this mean? Um what what will our goals our district goals um look at? You know, really um looking at shifting our kids from um that typical and high growth. Um making sure that we're not just looking at low growth rates, but looking at shifting those students who are at the typical growth to more high growth rate by at least that 10%. Um it's ambitious, but I think with some of the things that we're going to be doing, you're going to see our shift in our our growth rates go up from the bottom. Um we also would like to see um our ninth grade core class pay pass rate go up
164at least by 10%. Again, with what we're doing with connection and really tingling and testing our goals, that will um translate into kids being more successful in their courses. And then finally, what I feel is one of the I'm going to say easiest goals that we can and and I almost put this higher than 10%, but I thought we'll give it time is shifting our attendance. We we need to raise our attendance and really put um more emphasis on kids being there at least 90% or more um of our school school days. And that is um the last slide just tying that back to um my three goals and um all of the med all of the evidence that we talked about question random not random but you know it'd be interesting to look at
165our district expenses for employee absences because I'm sure you're going to find the exact same thing that CO has affected adults. and kids. >> I I agree. >> And that's a different standard, a different mindset at home of when you send kids to school and when you don't or when you go to work and when you don't. >> It's not just coupon. >> No, I'm sure. I mean, I don't think that's just us. I think that's just be interesting to look at that. I mean, I'm almost certain that from what I have looked at. >> Yeah, absolutely. I think back I guess a couple years ago sitting in the auditorium like telling our community that it was going to be like years of budget cuts to try to re you know put our our budget
166back into balance and I look at you know all of the plans that have been presented tonight I'll get emotional sorry [laughter] but I it's a heavy lift like the things that you're looking at doing um for our kids and I I don't expect that they're going to come without growing pains and that they're going to be kind of hard. Um but I I think that the end goal is going to be so good. Um and so I just I appreciate the vision. I I want to be able to like share that because it it is a conversation with with people and our families. Um, and I I just appreciate that alignment and the goals of the long-term future. You know, I I know these aren't immediate they're not immediate things. They're a lot of
167work. So, thanks. >> I really appreciate your comments, Morgan. I um been on the board for four years and I've not seen this kind of effort or this kind of assessment and it is a heavy lift. We're going to get there, but it's going to be a heavy lift and everybody's been working. I really appreciate everybody's efforts in getting these plans developed and you know because now we have something to measure against and so when you say it's a heavy lift it will be but in a couple years like they say these numbers are going to start looking really good. >> I look at that um WSIF data and just seeing these graphs in front of me. I I used to feel like I was taking crazy pills. Like [laughter] I really did. Like is
168no one seeing this? Is no one talking about it? Like it's right here and it's it's our kids. And >> again, >> I do want to point out that um John Laa has seen it all along. Like when he does his school improvement plan, he has to take this data. He has to do the CNA. He he looks at the strengths and challenges. it just wasn't coming together as a district. And I feel like, you know, even COA, we're all in alignment now. It's like we're all using the same data. We're using the same um points and it we we speak the same language and and you're not taking crazy pills. So, that's great. >> That is a good thing. >> And I and I think yeah, that there's definitely no intent that people haven't
169seen it. It's it's a process of moving a giant ship in a in a direction together and that requires some collaboration. So, >> some coordination, some tone from the top allocation. >> I really mean to say this, but I appreciate the >> the leadership. >> Absolutely. >> Any other questions, comment? Thank you. Any of our students have questions? Okay. >> Did it all make sense? Kind of. >> All right. We'll move on to board member reports and we'll start with you, Mr. Sherman. >> Great. >> Uh well, to keep consistent with my theme, I'm going to talk about food again. Um I I attended the pizza day the other day at the uh elementary school and um just wanted to compliment Erica. you you and the staff there, you just are so attentive to every
170student that's in the room. Just watch you guys walk around and take care of kids and interact with them and uh it was really cool to see. Just kind of makes it comfortable for everybody and the pizza was really good. So, um yeah, thank you. And not to spoil our correspondence here, but I did have somebody uh reach out to me again on the dirt pile. So, your response on that was timely. um allowed me to actually address it this time and give you a little bit of uh a little bit of feedback. But yeah, >> great. >> Thank you. >> Um Director Merwine doesn't really have anything to report. It's kind of a quiet time for the legislature stuff. So >> that's about it. >> Okay. Thank you. [laughter and clears throat] >> Not
171to report for policy or budget. We've got uh meeting scheduled. We've got kind of a game plan for next board meeting potentially to start looking into some new policy. That's good. >> And I'm sorry that we had to pull the um robotics spotlight off, but we do have competition coming up this Sunday. Very hopeful have a running robot. [laughter] Exciting. and I'm on that same budget committee and we have uh some activity scheduled, some meetings scheduled to start looking at the reports that we've been getting and appreciate the revisions you made tonight, Brian, to making this a little more concise. Um, and also I'm anxious to get the F196 so we can take a look at last year's information. Soon as that happens, we'll be talking. >> I signed today so it's ready. >> Excellent.
172Back to you. >> Great. Well, I have a long list for you guys. So, um, per board policy 1210, our annual organizational meeting will happen during the month of November since this is an election year, which is our next meeting, surprise. Um, at our annual organizational meeting, we'll take nominations for the role of president, vice president, um, but not legislative rep. So, that's a two-year term, and that's not up until next year. Um, and we will have appointments by the board chair for positions on committees of the board. Also, in November, the board [clears throat] along with our student representatives will be attending the WADA conference that everyone's been registered for that. Um due to the timing of the conference and the long holiday in November, we will not have a workshop meeting in November.
173And um our regular board meeting is moved to Thursday, November 13th, which is quite quick. So we'll be working on that uh soon. Um we had a great walkthrough at Coupeville Elementary with director Kimmel focused on Coupeville Elementary special education. Um looked at some of the student needs particularly in that school and some of the changes that have been made to accommodate our students and working within our facility limitations which are sure tricky but um it it was great things and it was a really good walk through. Um Nancy and I are sitting on the facilities task force which we had our first meeting for that. That's okay. We had our first meeting for that um last week, two weeks ago and we have another one I think next week. Um it was really great.
174We have a really diverse group of community and staff, students and parent members. Um it was awesome. when we did introductions, each person with their own unique vested interest in the future of our district and so many of them alumni or parents of alumni. Um, Cassie Hibert from Waha, she had some great question prompts to get conversation started among our group and I actually brought our binder. So, all of the members on the task force get a binder and I will try to bring this with me to every board meeting because um what it has in here is all of the slides that we covered for the event. So, if you want to look through them, you can and and to our community too, you guys are welcome to look through the binder and see
175the questions that were proposed. Um but it was really it was really great to turn those in. >> You was optional. It was [laughter] optional. I do want to mention that our two board um student reps are on that committee as well. >> Yep. >> Um our next meeting for the facilities task force is going to focus on education around bonds and levies and um education around general fund and I just felt really grateful for all of the volunteers and community members that were giving up their evening to to be a part of planning for our district. It was really good. And I think that's everything on my report. Any questions about our meeting or WASDA? Um, as we have another meeting before we go to WASDA, but typically what we ask is that you
176bring one or two things back from the conference to share during your board report following the conference just to give an update about something that you took away. I'll remind you of that at the next meeting. >> [laughter] >> And the app is available now so you can look at your schedule and plan things out. >> Yes. Did you guys get the email for that? >> We'll we'll make sure to send it to you. There's an app and you can look at all of the different options for conferences. Yeah. >> Okay. And that's all the board member reports. And so I'll turn it over to our two student board reps if you guys have anything you would like to report. Speaking of positive, I'm part of the network last Tuesday and right now we're just
177getting in the process of creating our own. >> Oh, cool. >> Okay. >> And then um also as Miss said the robotics team up running this Well, good luck. >> Um, yeah. So, our robot's name is frustration [laughter] given us, but we're super excited. And then [laughter] uh Leo's Club also is up and running. So, we've done a couple things, if you want to call them. Um just a couple days ago we dropped off the packs to cafe that we had made ourselves last year. So that was a really cool opportunity to see kind of the impact that we have clean and how we can use our skills that we learn. Um and then we've done a couple beach cleanup which would be clean up land trust and um we also did a community or
178not sorry a teamwork t-shirt >> and I would like to state that it's the first time I've ever tied a skier. [laughter] I thought it would be worse but it turned out all right. Um, I don't have anything super serious to report, but sportswise I have uh cross country districts and state coming up. >> Congratulations. >> Good. >> Thank you both. Any questions for student reps? Okay, great. I just want to say I'm glad you're both able to go to the conference because um we can brag on our students [laughter] because we've seen everybody else do it. This will be great. Look at our look at who we got. They'll they'll talk. >> Um >> don't give me a prompt otherwise there people sitting there like 10 hours. [laughter] >> Note we'll note that down
179George. Thank you. >> Um well Brian already shared our correspondence. So, we did have one email regarding the dirt pile on Terry and Eie Road with concerns about the aesthetics of the corner and the hope that the dirt will be removed and that the space will be preserved in a semi-natural habitat with no future construction. And that was followed up with. Okay, we'll jump into old business. And on old business you'll see six seven seven policies. Six policies. Thank you. Um these have been discussed at our workshop meeting. We had first reading at our previous meeting. Um and then this is the second reading and adoption this evening. Since we have had a great deal of discussion and haven't heard any objections, I would like to move to approve items A through F for second
180reading and adoption. >> Second. >> It's been moved and seconded to approve items A through F for second reading and adoption. Any discussion? >> I said this is these are some interesting ones. Um, we had that wonderful student presentation about service animals. Um, we've had great staff input about the nutrition and wellness. So, I'm really glad these are all coming on board. >> Yeah, good work. >> Any other discussion, take an advisory vote from our student reps. >> I think these are great. >> Two. All those in favor? >> I. All those opposed? Motion carries and we'll move into new business which first item on new business includes approval of the school improvement plans from our four schools that we've heard so much about this evening. >> I I'll move to approve the school improvement
181plans for the elementary middle high and open academy as presented. >> Second. It's been moved and seconded to approve our school improvement plans for Kville Elementary, Middle High, and Open Academy. Is there any discussion? >> I just again compliment the administration of everybody at every school and everyone for getting this work done and I really appreciated the comprehensive review of it tonight. I'm going to tell you that next time maybe we could have a couple less things in one night, but other than that, but I'm the old one up here, so there you go. [laughter] But really great work. really great work. >> Do you kind of want to point out that from a student perspective >> and they often times ask a lot of I understand how it benefits us. >> Yeah, that's great.
182the data quality sometimes. >> I think there also comes a point both with I Ready and a little bit with panoramic survey where students stop taking it seriously. >> Uh for example, personal anecdote. Um someone that I know uh for the panoramic survey put that they were three feet tall and I think 380 pounds. Um and I like why? So, I think that while they're great, people also stop taking them seriously, especially when they have to take them over and over again. >> Yeah. Yeah. Thanks. >> Any other discussion? >> Okay. Like to take an advisory vote from our student reps. [laughter] >> Two yays. [clears throat] All those in favor? >> I. All those opposed? Motion carries. And the next item on new business is approval of the district's performance improvement goals, which Superintendent
183Leatherwood shared um during her report. Like, do you want to add anything? >> Um I also included another graphic that just goes into detail on the how. So, it's measurable and then we're doing that. And so, that is included in under new business. I move to approve the district's performance improvement goals as presented. >> Second. >> It's been moved and seconded to approve the district's performance improvement goals. Is there any discussion? >> Despite my earlier comment and complaint, it really was helpful to have all of the school improvement plans in there. I mean, this all flowed nicely. Really good work >> and this is in alignment. So the adoption of these is actually in alignment with our policy 2004 accountability goals and so all of those things ideally they happen all the time. >> So
184it's it's great >> but they are now >> any other discussion like to take an advisory vote from our student reps. >> Two yays. All those in favor. >> All those opposed. Motion carries. Next is approval of first reading of policy 6220. Um this policy is titled bid or request for proposal requirements and this is an update of language and this is a critical positive policy. Um I would just like to add that the committee felt that bringing this policy forward for updates right now is important since we have received the large large noise mitigation grant. Um, this policy clarifies language around the use of federal funds and non-federal funds when getting bids and it also clarifies expectations around women and minority owned businesses. Um, and clarifies language around the interlocal cooperation act which is
185something that we use often instead of using the standard bid requirement procedures. So, we did have the opportunity to talk about this policy during workshop. I just wanted to reiterate those points as to why this is coming forward now. Take a motion. >> I'd move we approve the first reading of policy 6220. >> Second. >> It's been moved and seconded to approve first reading of policy 6220. Any discussion? >> Okay. I'd like to take an advisories vote from our student board reps. Two yay. All those in favor. All those opposed. Motion carries. Item D under new business is approval of resolution 2025-13 which is our replacement educational programs and operations levy. We did have the opportunity to talk in depth about this um at a workshop, but then also we had a special meeting um
186where we provided direction to Superintendent Leatherwood to prepare this resolution and so this resolution is in alignment with the direction that we provided. You want to add anything? >> Yeah. And we I actually did David leave? >> Yes, he did. David was here um also at our workshop that night and um gave some input as well. And um in looking at what we've done um that is a little different than previous years. We've had a flat rate in previous years where we're looking at the rate um or the collection amount going up. Um that correlates with um our assessed value and what what we' be looking at inflation. And so, um, in this, um, going from in 2027, um, 3.9 million up to, um, 4.7 million after the fourth year, um, is what we're looking
187at instead of in our previous one, we we kept it at a 2.7 rate. >> And the numbers for this proposal came from the OSPI tool. Yes. which forecasts, you know, student enrollment and housing costs and inflation rates. And so this these numbers were pulled directly from the use of that tool. >> I'd move to approve resolution 202513, the replacement EPO levy. >> Motion. It's been moved and seconded to approve resolution 2025-13 replacement educational programs and operations levy. There any discussion? >> Another thing about that tool is that um you can see that this is collection in quite a few future years because it's by the calendar year. So, we're not going to see this immediate impact on being able to add to our program, but the potential is there and our students deserve it.
188>> And I appreciate the inflationary increase. >> Any other discussion? Right. Like to take an advisory vote from our student board reps. >> Sounds good. >> Two yays. All those in favor? I. >> All those opposed? Motion carries. Next item on the agenda for new business is approval of resolution 2025-14, which is a replacement school district technology capital projects levy. Again, this was discussed at our workshop. Um and to that >> um on on this one um director Smith really looked at what um inflation costs um have been over the past several years in addition to um replacement of key technology um safety and security and a few other pieces and has come together with a a package that again instead of a flat rate does go up incrementally over the four years. >> Wow.
189Yeah, and we have great technology, onetoone, you know, devices for our students and um adapted devices are things all of those key pieces of technology are so important to tools for our staff to help our students. I move to approve resolution 2025-14, the replacement school district technology cap projects levy. >> Second. It's been moved and seconded to approve resolution 2025-14 replacement school district technology cap projects levy. Any discussion >> on both these levies? I appreciate the fact that although the amounts of collection are increasing, they are not keeping pace with the projected growth in property assessed values and so rates should decrease over this amount of time for our taxpayers. >> Other than that, no discussion. >> Any other discussion? All right, we'll take an advisory vote from our student board reps. >> Two yays.
190All those in favor? >> I. >> All those opposed? >> Motion carries. >> Last item on the agenda is approval of resolution 2025-15 recognizing November as Native American Heritage Month. Um, and we don't have a student presenter this evening. Um, but I did want to take an opportunity to read the beginning of the resolution and the end. um which states that the coupis school district recognizes that the indigenous people of the lands that would become known as the Americas have occupied these lands since time immemorial and whereas Native American Indians the original stewards of these lands have a deep and enduring connection to this region and the Coupeville school district stands on the ancestral territories of the lower Scadget people who have cared for these lands for countless generations as part of the Co Salish
191tribes. And there's a lot more to the resolution, but the end of it says, "Now, now therefore, we the members of the board of directors for the Kville School District hereby declare November 2025 to be Native American Indian Heritage Month. And we encourage staff, students, and community to observe, recognize, and celebrate the culture, heritage, and economic contributions of Native Americans to Washington and the United States through culturally relevant activity, and to learn from the past to better understand the rich history and ongoing contributions of Native Americans to the United States. I move we approve resol resolution recognizing November is Native American Heritage Month. >> Second the motion. >> It's been moved and seconded to approve resolution 2025-15 recognizing November as Native American Heritage Month. There any discussion? >> I just keeping up on the recognition
192months. Yeah, those are really important. >> We'll take an advisory vote from our student board reps. >> Two yays. All those in favor? >> I. >> All those opposed? Motion carries. Thank you for joining us. Our meeting is adjourned. If anyone wants to look through the binder, feel free.