COUPEVILLE SCHOOL BOARD REGULAR MEETING JUNE 26 2025

001Uh, good evening. I'd like to call to order the Coupeville School District Board of Directors regular meeting for Thursday, uh, June 26th. Please rise and join me in the flag salute. I pledge allegiance Thank you. As you'll notice, our table is looking a little empty to today. Superintendent Leatherwood and Director Sherman are joining us remotely this evening. Um, as a reminder, this meeting will be recorded and available on the district's YouTube channel and website. Is there a motion to adopt the agenda? Move to adopt the agenda as presented. Second. It's been moved and seconded to adopt the agenda as presented. All those in favor? I. All right. All those opposed? Motion carries. At this time, we'd like to read the district land acknowledgement and the district equity statement. And I would like to invite uh

002Director Pereira to read the Koopo School District land acknowledgement. Woodville schools are located on the ancestral lands of the lower Scadget people. For thousands of years, coast Salish tribes have stewarded these lands, waterways, plants, and animals. We pay respect to the elders past, present, and emerging. For they hold the memories, traditions, and culture of their people across the nation. Kville schools are committed to educating students, staff, and the community about this long history. As we honor and acknowledge the continued presence of the Swinnish Indian tribal community and all other indigenous peoples, I'd like to invite Director Merwine to read the Coupeville School District equity statement. The Coupeville School District is unequivocally committed to providing a safe, equitable, and inclusive working and learning community for all. Whether about race, religion, language, immigration status, culture, sexual orientation,

003gender identity, class, ability, or a combination of these. All students deserve to be respected for who they are and acknowledge for the strengths they bring to our learning community. Thank you so much. Next item on the agenda is approval of the consent agenda. Is there any me item a board member wishes to remove from the consent agenda? Hearing none, I'll ask 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. All those in favor? I. All those opposed. Motion carries. Next item on the agenda is public comment. If you wanted to sign up, um there's a signup sheet on the podium. Didn't have Okay. So, uh we don't have any public comment this evening, which will take us on to

004reports and communication. Our administrator report uh this evening will be presented first by Mrs. Nicole from Kuville Elementary School. Hi. Was faster than usual. Okay, so for tonight's board meeting, I feel like it was not that long ago I did the midyear zip review update and we've kind of been following along along the way. So this is a culmination of our school year highlighting some of the most recent data that we have with um state testing and some of our end ofear diagnostics that kind of wrap up all of the work that we've done with the school improvement plan and then some. So you can go ahead and skip through of course um highlighting our strategic plan. Everything that we're going to talk about tonight encompasses all of the above. Making sure that we have

005quality instruction. We're empowering our students, our staff and student well-being, managing resources. We're going to talk about that just a little bit. And then of course connecting with family and community. So this year we really kicked off our state testing or SBA smarter balance assessment in the best way possible to really encourage um a positive attitude and a hype around it for the kids. So for the first time we did an SBA parade through the hallway. So, our third through fifth grade students, which are all of the students that participate in state testing, um entered the main front doors of the building and went all the way down. And all of the TK through 2 grade students had posters and banners up encouraging them, don't stress the test. And we just made it a really

006fun, positive thing for them to do. That occurred Monday afternoon and testing started Tuesday, the next morning after. Um we also had theme days for every day that we did testing. Uh we tried to be strategic so that it wasn't anything distracting but again kept the focus and the momentum on state testing. So you can see on one day it was um highlight our skills. So students were to dress in neon colors, brain power champions, wear a sports team, step into success, wear fun socks. So things that again didn't distract in the learning environment but kind of kept that in the back of everyone's mind of we are testing, we need to be in a testing mentality. Um, not included is the information that we sent home to families that was a very high level

007of here's how to set your students up for success. Healthy breakfast, a good night's rest, all the things that they need to know about testing as well to try to inform the um, importance of it as best we could. So, that set the stage for the next slide um, which is a little bit about data. So, um, we're going to be moving into a much more data-informed direction as you all are aware um, under Shannon's leadership. Um, but I really think it's important to ground ourselves in in what we view data as. And so what I have up there is all data is good, all data is bad. Data is data. So it's really important as we're looking at these things that we're not um personalizing anything. We're not putting our emotions into what the

008data is. And some of it is going to be good, some of it is going to be bad, but at the end of the day, it's a it's a point on a map for us to to learn from and either to improve or to to grow out of that. So in my practice, I've always viewed data in these kind of three umbrellas. And I've I've learned this through the multiple leaders that I've had the privilege of working under. And the first one is the satellite data. And so that's the very large grain size. Um it points us in a general direction of where we should be going. And then we can get even more granular where we're looking at data at the map level and that points us in a slightly more focused direction. Um,

009but in my most recent years as an administrator, the term street data has becoming a bit more popular. Um, and that really helps us as leaders put a more equitable lens on the data that we're looking at. What is the story behind this? What is not just a number, but who's the student that this number represents and what challenges or barriers that they may be having that are preventing them from succeeding. So I wanted us to have this lens of what we're going to be looking at is really under that satellite data lens of like this is a very global approach of state testing and diagnostic scores that surely give us a direction to move towards but absolutely do not um tell the whole story of our school of our students or our classrooms. So

010the first part we're going to look at is a two-year cohort comparison for SBA in ELA. Um, and I want to preface with reviewing this before we've really even had a chance as a staff or a building to view this. So, I I want to navigate um or tread lightly, I should say. Um, because I really think it's important for us as as a building and our staff and our teachers to look at this together. Um, so this is going to be a very high level overview knowing that this information is going to drive our school improvement plan for the years to come. Um but the really fancy graph that we see is from home room which is our school data dashboard that we have just barely launched and introduced. Administrators will be trained on

011it this summer and then staff will be on boarded as well. Um, so it's an extremely handy tool that um I'm going to word salad it, but is this is Will's wheelhouse, but uh home room communicates with um our SBA scores, all of our diagnostics, Q, student attendance, student discipline, and it creates this very beautiful data profile for us to work off of. So, I wanted to create that visual to see like that's what we're going to be looking at this coming year of having this tool is an invaluable resource. Um, so you can see the very top line is um last year's third and fourth and then the bottom is this year's third, fourth and fifth. So the top bar would be last year's third which in turn would be this year's fourth grade

012and same for last year's fourth graders would in turn be this year's fifth grade. there is a bit of discrepancy and again like this is a new tool for us to use. So um as you can see like this year's fifth graders what home room is reporting is 71% are in proficient level three or four whereas if you look at OSPI um it reports that we're at um 62%. So we have to figure out kind of like where that reporting error is. But the really good news is that we far exceed state levels and our SBA ELA. So for ELA and fifth grade, at the state level, there's 54% of students who are at a level three or four, whereas according to OSPI, we're at 62%. In fourth grade, 51% are proficient at the state

013level. In at CES, we're at 64%. And then when you take it down to third grade, um 49% of Washington state students in the third grade are at proficient levels. And at Kootville, we're operating at 63%. So regardless of our um minimal curriculum and in instructional lens that we've had due to various factors, our students are are really doing well compared to state averages. The next slide is going into Can I stop you a second? Uhhuh. So you said so these the dark green and the light green are the proficient. Yes. Yeah. Okay. Um so the red is one, yellow's two, three and four. Okay. And the state averages um proficient being the students in three or four. Okay. Can you also just for people watching explain what a cohort is? Yeah. So that's like

014the uh like this fifth grade class that's class of 2032. So then if we're looking at we're following them. Yes. Yeah. Yeah. So that top line ELA fourth grade that's fourth grade class of 2032 last year. Thanks. Does that help? Yep. Okay. And then very similar um scale ratings for our math. Again, this is just a really what I think is fun and cool visual from home room to have like a bar graph and actual numbers and data to look at. But again, there is a discrepancy from what Homer's room is reporting as opposed to OSPI. Um, but again, our numbers are far exceeding state averages with the exception of fifth grade and math. Um, but all of our students are well above um 10% of the state average. Again, that fifth grade math um

015dipped a bit, but those are conversations that we're having in the building and we kind of have an idea of what happened there. So another point of information for us to go off of is our um endofear I ready diagnostic. So we will have diag diagnostic testing windows where we'll do um typically a fall uh winter and spring. So we're evaluating student progress all throughout the year. Um and this is again just a snapshot from an endofear I ready report but really encouraging numbers at the start of the year. You can't really see because it's really small, but we had um 19% of students either on grade level or above, whereas we finished the year with 53% of students on grade level or above on their I Ready Diagnostic in math and that's building. The

016next slide is reading and again more um promising information for us to go off of. So we were in the 38% of students on grade level or above at the beginning of the year and finished off over 66% of students on grade level or above in rating. So based on that information, again acknowledging that our own staff hasn't really had time to roll up their sleeves and dig into this information, but um my desire and goal for next year is really moving into more databased decision making. So if we have an idea as a staff or a teacher or staff member comes forward with an idea, my question to them is going to say, what does the data say? What does the research say? Are we making informed decisions that have a body of evidence

017that supports that? Um, and a lot of that will come from our home room training and implementation. If we have an idea and the data supports it, then great, let's go for it. Um, another thing we'll be launching next year is an instructional leadership team. So, at the end of the year, I did a culture climate survey for staff, students, and families. And um, overwhelmingly, a majority of staff are positively in favor of an instructional um, leadership team. And the point of that will be a sitebased instructional leaders being the drivers of our instruction and decision. So it's not just going to weigh solely on me or solely someone at the district office, but similar to our building leadership team. Um a team of educators who are going to be looking at our instruction, looking

018at our data, looking at our results, and then driving it through there. Um progress towards guaranteed and viable curriculum. Again, our numbers um are good compared to state averages, but they most definitely can be better. And a lot of that is having that guaranteed and viable curriculum for our teachers. So, we have a few pilots hopefully in the works which will work towards adoptions through the instructional materials committee um which is really exciting but also very time consuming and um being that it's summer is a bit of a disadvantage but we're making progress on those areas. So, we're excited for that. Um and then of course continuing to progress in our professional learning communities or our PLC's this year through our um ERW we did a split. So we did a book study on MTSS

019and PBIS which you know is through our pause promise work and then the latter half of the year we did a book study on PLC plus from Corwin and that was a four module series we went through on strengthening our PLC's of how do we look at data what do we bring to the table when we meet as a learning community what common assessments are we using and how are we working together to kind of um work through barriers that students are facing. So that work will all continue next year which will continue to strengthen our instruction. And as I mentioned our um culture and climate survey, much larger districts usually have a service and it's called a panorama that sends out a a pre-made survey that has the results. So um with the help

020of Google forms, I created one and sent that out. Um so this is kind of an end ofear wrap-up for our SIP goal primarily around our PBIS and POS promise. So this is um third through fifth grade students. When asked um to the question, I know what happens when someone breaks the rules. 70% um said yes. I know exactly what happens when someone breaks the rules. 16% said sometimes, but I just focused on the absolute 100% yes. So that's a very large majority of our students knowing what the expectations are and what to expect. Um, another really shining point for us is 68% of students report positive feedback. So, my teacher tells me when I do good work. Um, that's really huge for students to feel confident and to feel like they're they're getting acknowledged

021for the work that they do. So, that's a great example of some tier one instructional practices at work. Um, and then the last part of students information to highlight is 68% report self- advocacy. So students know how to advocate for themselves which in turn creates self-efficacy um when I know what to do when I need help with my work. So the fact that you know and then again 25% say sometimes to me those are great numbers that our students feel comfortable in the classrooms to be able to ask questions and they know what to do when they feel like they're in a pinch. And just for funsies we had um an open-ended question for them. So this is really just me adding humor into this presentation of what they are also saying. So um this

022is again just copy and paste from their surveys and this is TK through five um their notes that they added. So our school is amazing. Um that it is pretty good but needs some improvement here and there. I think we can agree to that. Um more recess overwhelmingly that we have loving teachers. Um this is an amazing school and there are wonderful teachers. If you haven't noticed, our tunnel is broke. So, fix the tunnel. That was another like really popular comment that we have lots of super fun assemblies. I love this school. My personal favorite. One question you have for Mrs. Mccole. How much money does she get a week? Uh, bring pets to school. That was actually very popular answer. And then the last one, our leadership program. It helps our community and we

023feel good about ourselves. So, again, this is just copied and pasted. So the grammatical errors are not me. They are our our precious students confusing R and R. Uh next slide is what our parents are saying. So we had um 129 um parent or guardian surveys submitted back to us which I felt like is a pretty decent number for a Google form sent out for families asking them to take 15 minutes of their time to answer I think it was like 30 questions or more. Um, and then I tried to get the number of out of 129 responses, how many students does that represent? Right? Because one parent filling it out could have two, three, four kids. Um, so I would like to feel that it's a a good majority of our of our families

024that completely that, but surely not um as many as we would like to see. But in the sense of um positive behavior is recognized and celebrated, I took the two agree or strongly agree. So 85% of our parents and guardians um feel that between monthly assemblies, character tree and paw hats we are recognizing and celebrating positive behavior. So the question schoolwide behavior expect expectations are clear to my student. 93% said agree or strongly agree. Again a good demonstration of our tier one behavior interventions and supports. And then my most favorite my students teacher recognize and support my students unique needs. 80% agree or strongly agree. Proving again that our teachers have relationships, our staff have relationships with our students. Um they know our students and we're fostering a trusting relationship with our families. It's loud

025for our next steps in terms of family and guardian engagement. Um based on that survey also was asked you know what I what events are going to bring you to school what barriers are preventing you from accessing school um really trying to pinpoint the areas that we've missed this last year. Um so offering more parent and family engagement events um such as student spotlight night so inviting parents and guardians to come in and view student work um and kind of see what students are doing in real time. Partner with PTA for more family events. Our glow dance was an absolute hit. It was phenomenal. Um so definitely more more events like that and continue to build on their students sense of belonging and agency to increase academic awareness and self-efficacy. So really leaning into that

026student voice, that student discourse, asking them to really set goals for themselves independently in addition to the instruction that they're getting. Um, and then tying into our curriculum process, having a parent and family engagement with our curriculum and adoption process, that came through with quite a few comments of parents really being eager to to know what is being taught in our classrooms and having say in what curriculum we're using. And to finish this out, just a celebration of our fifth grade moving up ceremony. We had a we have a giant class of 2032. So, traditionally, moving up has been in the pack and there just was no way that everyone was going to fit. So, we made what felt like a last minute decision to move the ceremony into the high school gym. So, a

027giant thank you to Director Smith for so much work he had to do with tech and all of our maintenance crews for getting everything arranged. We had well over 500 people in that gym. It was absolutely packed. Um, and a special highlight for me was I realized about six of our fifth graders had kindergarten siblings. So, we invited the class of 2037 that was in attendance to lead us in the pledge of allegiance for the class of 2032. And it was the cutest darn thing you'd ever seen. Um, it it was such a beautiful ceremony. Our fifth grade parents really lead all of it. So, all of the decorations, Sunshine Drip and uh Rain Shadow Nursery donated so many things. Um, and it was just a really, really special afternoon. So, I'm really proud of

028everyone in our team and the district for pulling it off and we might have to just continue with it at the gym from here on out. Any questions? I got tears in my eyes. I'm just thrilled with what you're doing up there. Thanks. We need to share this more with parents and people in the community. Thank you. Someone's crying besides me. I know. I'm sorry. I almost opened with like I'm not going to use too much humor tonight. I'm sorry. No. Um it it's the data dashboard is so exciting and I think what you said of course it's new and not everyone had the chance to see it yet but um it's something that we've been talking about for a long time is how to bring data um more into focus and and how do

029we use it as a tool and I just am excited about the things that you're presenting and sharing and um just the conversations that you're having about student learning. It's just it's simple but it's so exciting. So, thank you. Any questions online? Okay. Anything? Thank you so much. Yeah. All right. Our next administrator report is from Miss Kimmel, our special services director. Gentlemen, I have to follow that. Good evening, members of the board. If you don't mind, Miss Kimmel, just making sure your mic is down. There you go. Yes, ma'am. Oh, could you go on to the pillars for just a minute. Thank you, Will. So, I plan on talking a little bit about moving ahead in 2526 and starting out with some celebrations. But first, I want to talk a little bit about the

030connecting with family and community, which I can honestly say I did not do as much as I always do as an administrator, especially in special services. So next year for me, my big goal improvement is really getting out quarterly newsletters to parents, attending parent advisory council, uh monthly newsletters to staff, and then we're going to have monthly as well. And I've planned this all out with the school site and some other people. And we are going to have themes every month. And we just kind of it's a it's a tough job that we're all doing. and we have to acknowledge that we need to take care of ourselves. So that's what we're going to do next year. Um next, so I plan on on presenting about celebration and goals for 2526, why I've chosen the

031goals that I have for the department and decision, the details of the plan of improvement, and of course to tell you some of the changes and plans for 2526. Go ahead, Will. Thank you. So, let's start with celebration. So, this year we have had staff attending trainings on Orton Gillingham. Now, Orton Gillingham is structured literacy approach to teaching reading and it's been for our our students that are struggling the most in reading. And we had two special education teachers train and I I'm trained in it as well. Well, word caught around and now we have nine elementary teachers that will be um Orton Gillingham train. Um and that is exciting. That took in another school district I was in four years and this has already happened in one. So that is to be celebrated. And

032um we're going to be one of 13 districts in the state that's going to move from IP online 2.0 to 3.0. And we're going to do that early because then our staff's going to get a lot more support than other districts will later on when they go and they um go into three as well. We've had staff attended ongoing training and IEP writing and they have really improved in writing strength-based IEPs that are much more on compliant with what IDA is saying for us. In January, we're going to be begin collecting for Medicaid, which is going to help us with safety net. And we can't do that until January because we're in the new cohort moving from two to three. However, we can go back once we get on the uh software and we can

033claim for September. So, it will get done. We're just not going to be able to do it at the beginning. um goal areas. Thank you, Will. So, there's always a reason why I choose a goal, and the first one is compliance with 504 and special education policy procedures, IEPs, and secondary transition plans. We're going to have an increase in professional development for teachers and paraprofessionals in their work with a targeted group of our moderate to severe students with autism, intellectual disabilities, multiple disabilities, reading challenges, and we do have some students that have extreme behaviors, and we have to learn how to help them help themselves. We're going to purchase some scientifically research-based curriculum to support students with moderate and significant autism and those with reading and math difficulties and those with social emotional learning and

034behavioral challenges. So again, compliance, professional development, purchasing scientifically researchbased curriculum. So let's get into uh more goals. This is has more of a secondary focus. We're going to increase the number of students that have access to pre-employment transition services and that's called prietts and that's our work with the division of vocational rehabilitation. The focus has been on um autism our more disabled population of students and Melissa and Aaron are doing a great job of working with these students. I'll get into that data in just a minute. We need to increase the number of job shadows, the number of internships that students can access in the community. And we need DVR to help us and really be more of a partnership in there. Uh next one, why the need for improvement? Okay. So, KF bill has

035been we get scored on a variety of indicators from the from the state and that comes down from federal government and these are just some of the things that we get scored on. Um special ed audit results, correction of non-compliant IEPs through an IG grants 442, timely submission of reports, secondary transition components, etc. I just did that, finished that up this week because I had the until tomorrow to get it done. Uh, childhood outcomes and preschool information and discipline reports. And that's what Terry does and that done. So that we're going to be fine on that when we get our determination come November 1st of 2025 for how we did this past year. I believe we will be level two again. We've been determination level two for two years. So this will be our third

036year and I will tell you why our secondary transition components this was new for this year and um I had to submit for this we did it's like we were all looking at ourselves and we have um 14 to 20 I'll get that report back to see if I submitted enough and then we have some challenges we have to do and you're going to see this is why I'm putting in professional development for secondary transition plan writing. Um the the teachers understand they know where because before they left I said hey ladies this is what we're going to work on. They know they have to do this by March 1st of 2026. It will get done. This is all correctable easily correctable. And once we all get in the same room and we start talking

037about this, this will get fixed. That is a promise. We also get scored on suspension and expulsion rates, disproportionate identification of students, we're fine there. Timely initial evaluations, we have been fine there. Timely part C to B transition, that is birth to three. moving on to preschool and 90 days before a student turns three, you have to make sure that the as a team that you have done your evaluation and we're fine on that post-graduate work outcomes. I'll talk about that in a minute when we look at the data. So there's a lot to celebrate. We just had that one area that we will fix. Okay. So want to show you a bit of data for the need for improvement. So let's talk about special ed data collection and LRE least restricted environment. So when

038students are in an 80 to 100% in gen ed they do generate a few more dollars from the state. Now you can see from 22 up to 24 we have fewer students that are in general ed. If you move down to 0 to 40% you will see that we have increased in the number of students that are in a more of a self-contained environment. So that coincides when I talk about we have 22% of our population of students identified as needing specially designed instruction or special education. Of the 22%, 22% are under the category identified as having autism. And as I think I've told the board before, we have a group of seven students that are preschool through first that are going to move up to first grade that are severe to moderate autism non-verbal.

039So, you have to have GenEd and I'll get to that in a minute. and thanking Shannon because once we have UDL coming through, you're going to have your gen ed staff and your special ed staff understanding access points for students, how to look at things differently for kids. And then I think we're going to move more quickly in getting students in there thoughtfully and purposely when they are in Janette. Let's talk about secondary transition outcomes. Now, what you're going to find and what I did not give you and I apologize members of the board for this. I didn't give you the Washington state comparison US with Washington state, but I can tell you that verbally tonight. So, I want to really focus on 22 23. We will start working on students that graduated in 24.

040And we have from now on up until November 1st and that's a working through Amy and Terry and myself and hopefully others that are in this room to talk about our students and call them and see what they're doing now. That's how we get the data and we're scored on that as well. So if you look at Washington state under higher ed and this is about enrollment at any time in post high school classes the state is at 18.11. Well you can see our scores are much higher than that. That's a positive under competitive employment and that is when students um are making minimum wage. they're in an environment that is a more general ed environment and that they've worked for 12 weeks or more then they can be counted as in competitive employment. You

041can see that we are almost double that of the state. So this is all good. Other education is if they're going to any kind of other job training that type job core etc. The state is at 4.25. We are much higher than that. Here's what I want to look at and here's where the improvement needs to begin. It's the no engagement. And if you look at 2122, there were 20% of our population that were not engaged and those were learning students with learning disabilities. If you look down for 2223, we had two areas and and 25% that were not engaged in anything and that is SLD again learning those with learning disabilities and those that have health impairments. So what we need to do is to target more of our our students that have a

042milder disability to give them more access because many of them are going into the world of work and they need the soft skills and they need to be in internships. So that's what we're going to work on for next year so that we have students that are engaged in something. That's the improvement. Everything else looks much better than the state. Haddie, may I ask really quick? Just double checking. Is this everybody with an IEP who graduated? Yes. Okay. So, here's the plan of improvement for compliance. I am effective tomorrow. going to create a procedural manual that is going to be updated from one that I did for another district and I will make it CO bill type and update all all the new policies policies and procedures. Um again as I said I'm going to

043create and implement training for post-secondary transition plans and we're going to correct the IEPs. So that's for the compliance part. for training. I want to be specific about where this is going. This is grant funded uh star program which is strategies for teaching based on autism research and I give you how much that will be for curriculum and it's a two-day training and this is out of Portland State. This is researchbased. I have used this before in other autism programs that I have created. Muckle tio Ellensburg and it works and kids make great progress safety care. So we're going to move from right response to safety care. The reason for that is twofold. Safety care is taught by a board certified behavioral analyst at BCBA. The curriculum is more robust. And there's third and thirdly

044there's another component where it's not it's not as hands-on and they use shields to keep the students safe and themselves sa safe and not hands-on students that and the state many more districts are going into that ESD 189 has two trainers for that. So we would be going through ESD 189 for that training. We're also going to have universal design for learning. Thank you Shannon. Appreciate that very much. we will start uh moving forward with co-eing and um I have seen some of the greatest teaching in my career of watching science teachers and special education teachers teach biology and chemistry together. It is masterful. But you have to have the training and you have to decide what kind of design you're going to do and you have to have buy in. So we're going to

045move slow to go fast and we're going to start kind of tipp tippy toeing into that. And the way I always start it is those who want to, right? And what happens and I've seen it over and over and over again. Those that want to and then other teachers go in and go, "Oh, I want to do that." And that's how in another district at the high school which is a tough road to oh high schools are different if that's where the the I don't it was magical and so I believe in two years we can get to that level so we're going to work on that and then paraprofessional training so with this um I'm going to a training July 14th and 15th and it's with Iris And this is out of Vanderbilt University

046and it's modules and um when I did a survey for the Paris they said hey what would be some areas that you would want more training on and it's autism and it's a AAC because we have a lot of students who have to use alternative methods for their voice and they want to know how to be consistent and they want to know more about it and those were the two areas. So that's what we're going to focus on as well curriculum. So right now our teachers have access to everyday speech and social thinking and social skills. Um we have purchased social thinking for pragmatic language and social interaction. We've purchased Orton Gillingham. We're going to work now on math especially at the middle school high school and um again thank you superintendent Leatherwood with open

047up math and we have a teacher that is really wanting to learn all about that and it it gives a lot of levels or access for students. So, we're going to um support that for special education teachers. Oh, let's get to changes. Change is always good. So, ECAP has started to move in. That was in the last two days. The speech therapist has moved her office in the elementary school. Um the occupational therapist and the physical therapist are moving into the elementary school as well. The stage is going to be cleaned and span. Yes, it is. This principal says, "I'm going to do this and get this done. I might come and lift up one or two things to help." And we're going to get that done. And u we're going to have Child Find

048and we're going to EB preschool to do that. We'll do that at ECAP. And then we'd also be doing that at the elementary school on the stage because for gross motor and fine motor they need they need a bit more space. And we're going to develop a room at the elementary school for students needing some sensory input or self-reflection regarding behavior at the secondary level. um we've moved a teacher from the elementary up to the secondary school and that is because of this huge group of 17 students requiring special education services and a larger group of students that are in COA and the other alternative programs and we needed to put another teacher up there because of case load. So that's what we did. Um I am aligning up transition assessments because this is one

049of the areas that we have a challenge in so that every year there will be a different transition assessment given to students starting in their seventh grade year. So they'll have the new platform for high school and beyond plans which I think has about three to four assessments and then we'll do things that are more individualized for each student. Um, we're going to have transition activities created for more students getting access to the priaths activities, more job shadows and internships. And now I must address Wolf Perks Coffee because people have been saying, Patty, is there going to be Wolf Perks coffee? I'm here to say yes. How and we have to train students because the students that have been doing it are now in the job foundations. So, they're moving on into internships in the

050community. You have to train students. They have to pass the assessments. So, we're going to do it. I think it's twice per month. And I'm letting Melissa and Aaron do their good work, train the students. It takes about a year. The other thing that we need to do is we need to do some fundraising around a a machine for making drinks because what the students need to to learn is to become automatic on a machine that is comparable to what is out in the community because that's really a tough go in that generalization. So, that's what we need to do. And I have been going around to the coffee shops and talking to the people about their their machines. So, I have an idea how much we're going to need, but we're going to work

051on that as well. Also, so I have one more kind of a dream for this community and for next year, it's for 2627. And we have some people interested in robotics and there is something called unified robotics. So you have gened special ed working together putting things together. Now we have someone two people two teachers that say pick me pick me I want to do this. Now, we have to have a little time to get infrastructure and you have to work with the state because we also need to do something at least one thing with unified sports and I have been involved with unified sports in other districts and this would be my first time with robotics. So, this would be a learning for me and then I would love to see this is the

052dream by the time I retire again. Wolfps coffee unified sports unified robotics 26 27 with them all working where it's not just special ed or it's not just jet it's students are just students. So I don't know if you know this but I love Broadway and I want you to know that life is Broadway. It is it just is. So I have closed with two quotes. Nothing's going to change if you don't change it. Dolly pardon? Why not? Nine to five. And then with a change of perspective, nothing's defective from Kimberly Kimbo. Thanks for giving me a few moments. I'm pretty sure NY's crying again. Do you have any questions for Miss Kimmel? Thank you, Patty. Can't wait to approve your contract. You You already did. We did it. That's how we did already. Thank

053goodness. I Well, it loves you back. I appreciate your vulnerability to speak about areas that we can improve. You know, we're not too good to admit that we all have places we can grow. And so I just appreciate, you know, you're clearly passionate about the vision forward, but also that comes from recognizing where you are and where we are. And so I just appreciate that. Thank you. All right. And another administrator report from the TV, Superintendent Leatherwood, with the strategic plan update. Superintendent Leatherwood from the TV. All right. Yay. Are you able to see the actual the report? Not yet. Are you putting that up, Will? It's in board box. Do you want to share it or do you want Will to put it up the data report? Perfect. Thank Is it good? Isn't wanting

054to cooperate. Okay, we have the presentation up. All right. So, um I want to first director director um Superintendent Wood Leatherwood. I think we lost you. Okay. Oh, she's probably going to call back in. Yeah. Okay. Can you hear me? Okay. Yeah, we got you. Okay. Hopefully this will go. I'm going to turn off my camera again. Um that will help with the the streaming. All right. Um, so I wanted to thank Director Camille and uh, Principal Micole for their uh, presentations tonight. This presentation goes right along with um, kind of what we're talking about as a district, but also the data that we're bringing forward to the board as well. Go ahead, Will. I want to take a a a stance real quick just um, looking at our strategic plan. I I think sometimes

055we don't spend enough time with it, but our strategic plan is really our roadmap for the work that we're doing and our vision which is to prepare every student for their future is all about the data that we're sharing tonight. And even though not all of our data is positive as uh principle discussed, you know, we we look at data to really enhance what our strengths are so that we can move forward. um our other in particular. We're going to be going through all of those tonight in presentation. Go ahead. We're on celebrating strengths. Can you Yep. Um, the things I want to point out is graduation rate. Our graduation rate is one of our strengths. They want to continue to look at our graduation rate um continue up and as we're focusing on our

056students, focusing on their success. Um as you'll see in this presentation as well um we like to continue see or All right. Were you able to do celebrate or hear me with celebrating strengths? Is that what we're on? Yes. Okay. So, I I just wanted to point out our four strengths as we're looking at district as a whole. Um our graduation rate is a strength of ours. Um, kindergarten readiness is something that we continue to increase every year and I think as we start looking at kindergarten readiness with TK being a program that we're we have um that will continue to go up as well. Um I would anticipate we would be above 70% um next year. Um, as we look at qualified um, teachers, we have a highly qualified staff who are eager and

057willing to get professional development and work harder students. Um, 76% of our staff have a master's degree or above, which is incredible for our district. And then also um our enrollment in this in these times since COVID um most enrollment in other districts are we see a decline and and we are actually increasing in enrollment which is another strength. Um, as far as our academic achievement, um, we also have, um, ELA consistency. Our English, language, language arts. Our students, as you saw principal Nicole, uh, present our reading scores in elementary are um, we're maintaining at least that 57 to 69% proficiency across levels. Um and then we are also expanding opportunities for RCT and I'm going to show that in our um slides ahead. And finally just that kindergarten readiness as I said we continue

058to grow and I expect that to grow throughout the next and upcoming um years. On the next slide as we're looking at momentum um and we look at our challenges as opportunities there are many that we can look at to say um where we're headed. um one is in the curriculum and instruction um side which will provide excellence to our students and the other is around student belonging and connection. So on the curriculum side as principal Nicole alluded to and also um director Kiml we are looking at um guaranteed viable curriculums for our students. Um these curriculums will help support our students in their achievement both academically, behaviorally and social emotionally. But um from there we're going to be providing you know intense professional development for our teachers to ensure that we have priority standards

059established um using a framework that is going to be consistent. We'll be looking at a comprehensive adoption strategy so that we can look at multiple curriculums to decide on what is best for our students and our community. And then as both principal Nicole and director Kimmel um talked about, we are bringing on universal design for learning which is really going to help support our teachers so that they can support every student who walks through the classroom um this year and in the future. Um, and then finally, that integrated professional development that's going to be instead of giving teachers classes in isolation, we're going to be integrating those classes so that equity is not a standalone, but it's through everything that we do um in every um professional development course. on the student belonging side and

060connection. We know that when students feel connected and belonging um they do better and um their academics increase exponentially when they feel a belonging and a connection. walk around those batteries in the Okay, I think. All right. Are we good? Are you good, Bill? Okay. Yep. Great. All right. So, um in addition to web, um which is a sixth grade transition program, we also are launching some student leadership um development initiatives. One being we're going to have two fabulous board uh reps next year on our um school board, which is exciting. In addition to that, we have eighth graders who are going to be leaders supporting our sixth graders in transition. We already have our fifth grade leadership group down at Coupeville Elementary. And then we have our leadership groups at both the middle and

061high school levels. Um our high school level is also going to an exact board next year to where they're going to have um president, vice president, and all of those pieces um incorporated into our ASBs. Um so looking at student centered um CTE alignment for the for the first time we actually took student data and we um plugged it into what we're offering students next year as courses and those courses um are coming out pretty well and we're excited about this schedule next year and what we're going to be offering our students and I'll get to that in a little bit. And then also looking um forward, we're looking at future ready career pathways. We're we're looking at different ways we can offer students um courses that will lead them to their college or career

062pathway. On the next slide, I I put this quote on here because John Hattie is a um does metaanalysis around what are the most effective practices or strategies that teachers can can utilize to increase student achievement. And um one of the top ones is around connectedness and belonging. So he says it is incumbent therefore upon schools to attend to student friendships to ensure that the class makes newcomers welcome and at a minimum to ensure that all students have a self has a have a sense of belonging. I'm going to see tonight that's what we are that's what our goals are and I I'm excited to see that all of our um principles and directors are on board to make this happen for our students. When we begin to look at data on the next um

063slide, you're going to see on the left hand side attendance categories. Um when we think about connectedness, there are reasons students attend school or do not attend school. And we know that attendance is one of the greatest impacts on student achievement. And there's four different areas that um are barriers for students or may get in the way of student attendance. But on the left hand side, the the categories are kind of categorized in um different tiers. Um students who feel connected have nine or fewer absences. Um those students tend to do well academically, socially, emotionally. um we have at risk students that have 10 to 17 absences that when we say at risk doesn't mean they necessarily are not going to perform well but they're at risk of not performing well. So when we look

064at attendance when we see students at 10 to 17 absences we start to think hm what is going on and then finally any um absences that raise above that 18% or more is called we we call it chronic absenteeism and that's where we have a a real high level concern. Um, as principal Nicole discussed at her midyear um, SIP review, she talked about their initiatives on attendance and some of them were connecting with families to ensure families understood this data and really how that impacts students and their future. Um, but getting back to this slide, um, there are those four areas. It could be structural barriers which would be around health challenges, transportation limitations, housing, family or child um care responsibilities. The second one is around climate um school climate factors. Um if students are

065having difficulty with academics without support, sometimes they will not attend school. um social challenges or peer conflicts, lack of meaningful adult connections or that unwelcoming school environment. So very important that we're looking at that connectedness. Um on the family and community side um we look at parents um own school experiences. Sometimes they have a negative experience that prevents them or doesn't put the importance of attending school as high as um we would like. Um, sometimes there's a limited awareness of attendance impact. Um, and that's that awareness that they're bringing to our elementary to make sure parents understand that impact. Um, there might be competing priorities. Um, sometimes there's a cultural language barrier or just the lack of school connection. And then the fourth is the system and support needs. Sometimes there's unidentified learning differences. There

066might be mental health support um needs and gaps um inconsistency with staff presence and then limited individual interventions or insufficient family communication. So all of these go into understanding attendance patterns and on the next um slide I'm going to be talking specifically about Kville and looking at our attendance and and what we um look at as we're looking at the entire child and ensuring that we're supporting them in every area. So the state puts out uh tiered attendance and we then on our wonderful data dashboard get to look at at different tiers. Um instead of three tiers, this looks at four um tiers whereas the first two, tier one and tier one warning. Um those both are within what we would call the green zone, but that warning is like do we need to look

067at it a little bit more just to to make sure everything's okay. So um in Cookville 359 out of our um thousand students or nearly 31% of our students have attendance. I will say primarily at the elementary um we have around equally the amount that are in that warning. They're dipping their toes in that should we be concerned? Um is there something going on or do we need to give additional support so we can get them back into that good attendance area? um at the tier 2 level which is chronic attendance. Chronic attendance does impact learning. Um we have 295 of our students and that with our extreme chronic absent students of 130 um really shows the need that we need to be doing some more specific and intentional interventions for students with chronic and

068extreme chronic absences. So as we go on to the next slide, this breaks it down by our grade level. So as I alluded to in the last uh slide, our elementary school primarily has um pretty good attendance. We still have some students who are at that chronic stage or that um uh concerning stage um that we still have to provide interventions, but as principal McCall talked about at her midyear um they were already addressing those. So all of their um teachers in K5 were addressing attendance concerns at their conferences and ensured that they met with every family to explain the importance of attendance. Um as we get to sixth grade and beyond, you can see that primarily um we are falling in the chronic to extreme attendance um uh issue. And we need to begin

069to look at what can we do and why are we seeing such a decrease in our middle and high school. And again, if we were to go back to that first slide, there's typically four different areas. um whether they're feeling belonging um whether they need additional support or resources, whether or not families understand chronic attendance and the impact or whether or not um they they have the high regard for school um which is sometimes a barrier as well. So looking at this, we we do need to begin to increase our attendance support and our conversations with families. So, how do we do that? On the next um slide, I know this is kind of busy slide, but I wanted to put everything on there. One of one of the pieces is is really going back

070to researchbased understanding. And so, we know that when students do not attend there, there's a likelihood that it reflects their sense of belonging and connectedness to their school community. Um and that could be for various reasons, but when they're not attending, that's typically um what we need to first address. Um to be in the proactive approach. Um one of the things that we're bringing on next year is where everyone belongs. That program is going to launch in August where it creates peer mentorship and vertical relationships. And when I talk about vertical relationships, it's talking about they're coming to school not only with the peers that they may know in their grade level, but they're going to know peers above their grade level that can support them and that they can feel connected to. Um, we

071also, as far as systems of support, we're bringing on our MTSS framework all at the elementary, middle, and high school next year. and in providing and intentionally providing tiered interventions to address academic, social, and emotional engagement factors. Sometimes students do not attend school because they're not getting the support they need. And we need to be I I call it we need to be researchers to research why they're not attending. And then finally, we need to we need to talk and communicate through with our families and have that family partnership and engage with them to build that strong connection so that they understand the importance that they also feel um connected and they feel included in our school community. So off to the right it talks about early intervention. I listed some ways that we can

072early intervene. is before there we have chronic attendance making sure we have the p peer mentoring which we're starting at our middle school um there's a program called check-in and checkout which is a great way to um be proactive um with students that are dipping their toes into attendance issues um just checking in with a a preferred adult and saying how are you doing today can I help you with anything and checking out with them at the end of the day has proven time and time again to help students feel connected to the school. Um, additionally, making sure that we have systematic data supported academic supports for our students. So, when students are struggling, um, whether they're struggling in biology, in math, in ELA, that we have supports in place to be proactive instead of

073reactive to support them. And then finally, having a social emotional curriculum to support our students in that social emotional um, lens. We know that a lot of schools um have social emotional curriculum to be proactive, to show students and teach students how to um work with one another, how to resolve problems, how to have um conflict resolution and so on. And currently we do not have a core curriculum, but that is a goal for us. Um looking at the removing barriers um as we look at um the family situation and why students may not be attending making sure that we're coordinating with the health services um making sure that transportation is not an issue for students and then also um partnering with outside agencies to to provide family support services. And then when we get

074to the intensive um support needed for students um who have chronic extreme chronic um attendance issues, making sure that we also have counseling services um that we can recommend. Um we do have a crisis intervention um sorry about the there's a spelling error on that. Um crisis intervention um and wraparound services. Um we have a great team that that works with us from the county but also um within the district on crisis intervention and um that helps when we have to recommend wraparound services. And then finally just alternative pathways. What else can we do for families? So down at the at the bottom um one of the things that we did this year was really ensured that we had proactive family communication. We were doing regular um community outreach. Um we started a district truency

075board and um this is not for a punitive response to attentive to attendance but really a preventative response to attend attendance. This is where we work with our community to provide students and families with supports um so that there we reduce those barriers. When we look at our data at at the academic level um this is something I alluded to earlier but we are building a strong foundation. You can see over the last three years um our trajectory of students who are ready for kindergarten has gone from 61% to 68%. Um and I really think we're going to go above um that 70 75% by 2026 if we continue on this trajectory. Um we're finding more and more in Coupeville of our families who are have their students in preschool or in other um areas

076and they're they're coming more and more prep prepared for kindergarten. And we know that early success creates pathways for long-term academic success as well. when we look at um our reading um on the next uh slide we are this is a data from our I Ready um and it's very um typical for it to look like a roller coaster because as you look at the first um area which is first grade in the fall um of course we expect our students to come in and not be at the end of the year first grade at the beginning of the year first grade so a lot of times, you know, we're looking at students coming in and and they're ready to learn, but by the end, we want to see more and more who are at

077that grade level um standard. So, you'll see that and you want to see as students grow that roll coaster climb. And then there is some regression over summer and um then going into second grade standards, we're we're again looking at, you know, are our kids growing and is that trajectory going up like it should be? um and it'll kind of follow that that roller coaster. So, when we look at our early grades, our our grades one through three, we're seeing that roller coaster. Um but we're seeing it in a in a a fashion where we're we're saying, you know, by the time they are in third grade, we have our um students above 80% of our students above are at grade level, which is what we want to see. Obviously, we want to see 100%.

078But um we're continuing to grow our kids and reading and this is a great um uh way to look at it um through our new dashboard. The next um slide is Shannon, I'm so sorry to interrupt. Hang on. Y question. Yeah, sorry that that slide had just really interested me. I'm just double checking that that's a single cohort. Do we really have three years of I Ready data? Do we have three years of I Ready data or is that a single cohort? This is a single cohort at this time. Um I will be fully transparent that up until recently um I did not have the I Ready um data. It was at the building level. And so um Director Smith and myself, we are now um able to get into the system to be able

079to look at that and look at that on the data dashboard. So we do not have cohort data that where all students were taking I Ready until this year. That's great. Thank you. Thank you. And then also I Ready is just what we use for reading assessment. That's not our curriculum. Correct. Correct. It is just a we call it a universal screener um and assessment. So we have to have a universal screener to be able to look at all of our students and where they're at versus grade level standards. But we also can do touch points. So as uh principal MCO was talking about, we also give a winter score to be able to see are we effective along the way so that we can respond to that data if students are falling behind. So

080it's a it's an assessment, but it's also a universal assessment for us. Okay. Thank you. Yeah, no problem. Our second um universal assessment is the ESPA. um once kids are in third grade. So prior to third grade, our second set is dibbles and the dibbles data um director Smith is still working on it data dashboard. So I was not able to per um get that for this um presentation but of third grade our second set of universal is our ESPA. Everybody makes ESBA and how are our students progressing on that? So, our reading um looking at reading for the 2425 school year, which is this year's data, and like Principal Mole said, the state's still coming up and we're refining it. Um this is how we um how we're looking as far as reading goes.

081So, as we're progressing on this, you know, we look at, you know, we're getting our students at proficient or advanced, which are the two green areas, at about 67%. When you move to fourth grade, it it dropped a little bit. Um, and then fifth grade, a strong 71%. As we move into middle school and high school, we see a a decrease in our um proficient and advanced um scores. And this is something that I would say would be an area that we need to provide more intervention for. So on the next slides, I'll discuss that a little bit more. So when we look at middle school reading performance on the next one, we're we start to look and identify challenges. Remember two slides back, we saw that roller coaster going up. And so those three

082points of data, we would see them climb in um their reading throughout the year. At middle school, we're actually not seeing that. we're seeing in in um the fall of sixth grade we climbed midy year to 66% from around 52%. And then we decrease again um back down to 60%. And so the goal would be that we would not only capture the 66% but we would continue to climb and we see that decrease um at the end of the sixth grade year. In seventh grade we're seeing the same thing. So, seventh grade we we start at a 53%. So, we're going from 60 to 53%, there is sometimes that drop over the summer, but then um at the winter time we we did not see that increase, but we did by the end of the

083year, which was a a recoup. Um so, we went from 53% of our students at or above grade level to 60%. So, we did see an increase. um we would like to recoup more than that but it it still was an increase. And then finally in eighth grade again um we look at six we start at 61% at the end of the year we we dip down to 58%. So not only did we um not increase throughout the year but we actually um lost a few of our students um who were at or above grade level. Okay, any questions? so far? Nope. We're good. Okay. Okay. We're gonna go into math achievement now. So, we're going to look at um on the next slides our third through 10th grade in math achievement. This is according

084to our math um ESPA scores for this year. Um looking at ESPA in third and fourth grade, we are above 60% or above the state average. Um, in fifth grade, as Erica um discussed, there's a bit of a drop. We we've identified a little bit of what why that might be um a drop, but typically you see that drop in sixth grade. Um that's statewide. Um but typically um for our district and what we've seen um we would want to see our our sixth graders achieving at a higher level. And um some of that's due to things that are what I'm going to call really easy fixes with intentional strategies around it that we're going to talk about. And then again in seventh and eighth grade when we approach seventh grade and eighth grade and

085we're looking at algebra. I'm just making sure that we're really intentionally providing um specific learning around um I'm going to call it algebra readiness so that our students are ready to pass that. When you get to 10th grade, you see a significant drop, but remember those are the students who are taking the math test again because they did not pass it in eighth grade. So sometimes that is lower. Um I would say we also want to question though what are we doing from 8th grade to 10th grade to prepare them for that test and that's the bigger question and what we could do to see that race. So on the next slide we talk about math performance analysis and response. So looking at our early elementary success um that we know we have a a

086solid foundation of 60% or better proficiency um we have that significant performance dec decline from fifth grade on. Um but then um part of what's going to help support this effort is um our UDL or universal design for learning implementation. Um, also aligning our curriculum, which right now we don't have guaranteed and viable curriculum that's aligned um, both vertically and I'm going to call it horizont horizontally um, where we're talking curriculum and ensuring that priority standards are identified. And so that's going to be a big piece of our work this coming year. And then finally, providing math professional development that centers on student discourse. And what that means is really looking at what questions are we asking of students instead of standing and delivering math instruction to students. How are we getting them to think

087about their thinking? I talk about it around um we've got to be researchers of math and ensure our students are researching. So moving from a a delivery approach to a student centered approach is going to be really important. And the way that we do that is through um teaching math language routines to our students. And math language routines are are really wonderful ways to support student engagement and understanding. On the next slide, we talk about just looking at how we're going to pull together our targeted intervention. So not just having core classes teach the curriculum but also identify what students are not um successful and having targeted interventions to support their stu those student also utilizing what they teachers learn from universal design for learning they are also understanding at high levels. Um, I always

088say, you know, the best instruction I ever received as a struggling math student was one where a teacher could break it down conceptually to me. If I could see it, I could do it. And so, how are you breaking it down for kids so that they have multiple ways of approaching a problem and being able to um solve it on their own? And then um providing our teachers the the professional development and support around it. This will help increase student engagement which is increasing that that discourse around the conceptual understanding for math. Um this isn't just a cookill issue and I want to point out you know it's it is a statewide issue. when you when you listen to Superintendent Real who's a state superintendent, he talks about um our math scores and that we're

089not um leading the country or the world. And part of it is around some of these um intentional pieces that we need to deliver and ensure that we're building into the um everyday world of our our students. as we go through the next piece. This is a I'm I'm moving from academics now and and I apologize. I didn't I didn't talk about science, but that's because science scores don't come in until August. So, we'll talk about um science scores at the end of August. Um but all of this um that we've been talking about today. So, we've been talking about attendance and we've been talking about academics. Um, we didn't talk too much about behavior because we do not have um behavior data over time. Prior to this year, we were not um consistently putting

090all of our um discipline um data into the system. So, we don't we cannot track disproportionality um over time, but we will be able to. Um but all of these pieces along with transition success um goes into what the state calls um risk indicators. So where are we at in Coupeville as far as um at our level are students who are at risk and what does that mean for them? Um the the state looks at it as a four tiered system. Um students who are at little risk, students with some risk. Um we have students um who are at moderate risk and then students that are at high risk. Um our approach will always be early identification. I always talk about that as being proactive instead of reactive in our approach. Um that we have

091a comprehensive support model which is a multi-ter system saying here's how we're going to address academics, social, emotional and engagement factors and we're going to use data to monitor this. Um, ultimately this will help all of our students move forward with greater independence and achievement and have that self-efficacy that will build them into college and career readiness. Um, so looking at Coupeville and what the what u the state um says we're at as far as our risk index. Um I just put on the left hand side the um indicators from the last slide but on the right hand side this is where our elementary falls K through five. So we have the majority of our students in little risk. 81% of our students have um little risk um meaning that they're doing pretty well. um

092if you look at them as a whole child um there there are very few that we would consider at um at a a high risk. When we look at um tier one some risk and then that moderate risk we have about 18% of our students in that middle area. So that's where we're looking at, you know, who is struggling a little more, who might need more interventions behaviorally, social, emotionally, academically, or or that attendance. And then, um, we have one student that's at the high risk. Um, and that would be in all of those areas where we're concerned. And so, um, our elementary, when you look at the proportion, um, we're doing really well. you want to be above that 80% with your students. Um on the next slide we talk we're going to move

093to middle school. So as we shift from elementary to middle school we're going to start to see more of our students slip into the some moderate or high risk areas and that deals a lot with the level of supports that we're providing our students in intervention. Um what data do we have to support it? Are we looking at their attendance patterns and and connecting with them and saying how are you doing? What do you need help with? Um I think in in intentionally on in I will call it sporadically we do that all the time. We're just not united in our approach and that's what we need to get more uniform in. So we have teachers obviously who absolutely connect with our students but our unified approach needs to ensure that all students are getting

094connected with and how are we doing that in a unified approach to make sure we're we're hitting all of our students. And so you'll see that shifted down um and more students are in some risk and above. When we get to the high school level, which is the next slide, um you're going to see um an even I'm gonna say kind of back to bouncing up. We have we have majority of our students at risk, but there still are those some risk and moderate risk that we need to attend to. So, where are we going to help support students to pass the the math test um to engage in more of their career and college readiness to attend high school um and make that they're they're attending every day and the importance of that. So,

095these are things that we're going to be looking at and we're going to continue to plan around. So, how are we going to do that? We'll look at it up here. Um just finally, this is this just came out a couple days ago. Um this is a snapshot indicator of everything I've talked about today plus more around um our student opportunity and outcomes. So we don't want to look at this as the colors that we saw on the previous pages. Instead the dark green is just the baseline the first year that it's showing which is all in that dark green. Um and that's 2023 in some instances 2022 when they started looking at at that data. So the first box is 2023 kindergarten readiness and that's at 61% we saw that go up to about

09669% in 2025. So that light green shows that we've had an increase. Um anything that's in that red or that salmon color that means there's been a decrease in that area. So you'll see a decrease in the high cap program participation um from 6.8% down to 6.1%. That's not significant, but it's just showing a decrease. Um, it doesn't mean that that's a at risk area. It's just showing whether we've gone up or not. Um, fourth grade foundational grade level or higher. That means they're at a level three or a level four on the ESPA. Um, we dipped last year, but we recouped again this year back up to 83% at that fourth grade level. When we look at eighth grade reading, again, we've had two dips um in the past two years. And so that

097would be an an area that we'd want to look at. Why are we dipping in our foundational, which is level three and level four students? Again, in eighth grade, um math, um there's a concern, but it shows in 2024 we recoup. We're going to see that go down in 2025. Remember, this is one year. it's always one year previous. And so that's how you read this portion. Um when you look at the very last one, which is our fourth uh four-year grad rate, um that also you can see we've we've gone up a little bit. Um and I I expect us to go up again this year. Any questions on this? Nope, I think we're good. Okay. Um so just um on the next one, this is just a risk indicator analysis showing, you know,

098where where are we um at our different levels. We have a strong tier one um at our elementary, we have a strong foundation. um we need and it shows we need middle school and high school supports and that particularly in transition periods partly why we're bringing on web that's going to really help but there's other areas that we need to support during those transition times um the UDL implementation along with our curriculum alignment I know you've heard that already from me that that also is going to help and then as a system ensuring that we have the multi-ter framework to match our support um and um our student needs. We right currently uh districtwide we have about 425 students who need um enhanced support in some way or another and that shouldn't be a surprise.

099We are over 20% special education. So we know um 20% of our students need extra support but in addition to that we we nearly half of our students need additional support in some way or another and that can be at a tier 2 level. It doesn't always mean intensive support, but a lot of that I I would um I would say comes from our attendance and um really needing to beef up students and being connected. Um as we've discussed and I want to point out again, we are really looking at our CT program and making some changes. we are going from a CTE program um where students may have had choices in different areas to really listening to what students want and providing an enriched program this year. So, you're going to notice that um

100we um as an advisory board um listened um to industry representatives who came and engaged with us. Um, we also, um, continue to build partnerships with local employers. I know, um, Boeing continues to reach out. We also have, um, nearby skill centers that are reaching out to ensure that our kids are getting connections. And, um, we're looking at work-based learning and career pathways for our students. We're incorporating also the student feedback from our interest surveys to make sure that we guide our selection and develop um our priorities around CTE. We're looking at um pathways for our students, potential apprenticeship pathways, potential um ways that we can offer students um dual credit on some some um areas that we haven't in the past. And so on the right hand side, we I I just put down

101some of our uh pathway expansion. Um we're going to be offering medical detectives um that will really um lend nicely to our career pathways um in healthcare. We have a robotics program that's coming um into our middle school in both seventh and eighth grade this year that's going to really highlight STEM innovation and technology. We have um technical foundations which is um a construction and welding um course that I think prior we would um provide woods and welding. Now it's going to be um tech foundations which is a combination of those. We're also going to have um continue with our a pro um program. Um, sports medicine is um also a continuation um that that medical detectives um will help um flow through or flow into um sports med um for the I think we're

102the first um district in the state to have a framework around diesel technology and um looking at transportation industry and pathways for students. And then we have um family health, anatomy, and physiology that we're offering as well in the medical field. Um we've expanded our choir program for next year and um really looking forward to integrating um our art program and providing students with creative expression and and visual arts development in our middle school and high schools. And these are and these are just new courses. They're not. I mean, we still have some of the other ones. These are just the experiences, correct? Yes, absolutely. We still have the other ones. Yeah. Yeah. Like I said, I didn't list them all. I was listing kind of what we we um have for the future. Yeah.

103And for this year, that's great. So looking at our um 25 26 school year goals, we really you've heard this many times from all of us um that universal design for learning is going to be a huge addition for our district. Um where everyone belongs program um is going to help support those transition times for our students and um help support leadership and um that self-efficacy for our students who are helping to lead. Um, we're going to be strengthening our MTSS systems, um, K12 and beyond. And then also, um, one of the things I didn't discuss as much tonight, but we are going to be looking at next year as well, is looking at our strategic plan and really defining, um, the pillars and having databased um, goals for those as well. Any questions? I

104know that was long. It was so much, but it was so good. Thank you. I think it's the same thing that I said to Kimal. It's how do you how do you go forward if you don't know where you are? And yeah, you know, it's it's just taking that look at all of our data and and and giving some direction. um to the team and I already hear excitement about a lot of the things that are coming from next for next year. I feel excited about it. Good. I appreciate that. I'm very excited too. I'm sorry, but I wanted to to express the excitement around the data dashboard and what that does for how it helps the data which is really exciting. Thank you. Any other questions? Do you want to stay on speaker or

105do you want to call in? Um, I'm gonna I'm gonna try to call in with Bill and Okay, sounds great. check. Was it no was her presentation? Okay. Oh, okay. Okay. Okay. Thank you. Um, moving on from administrator report, we'll move into business manager report with Mr. Gianelo. Turn it over to you. So this is the schoolboard report for June 26. So go ahead. uh main pillars and values that this is going to touch upon. This is really our monthly financials is going to be managing resource that time. Way to go, Mr. Smith. got me now. All right. Uh just saying the main values and pillars this uh is going to touch upon is managing resources effectively. Uh and then the values main values is going to touch upon accountability and transparency are really the

106main main values that are at play here. So go ahead. Uh what we're going to look at now is enrollment through June. So we do have our June counts. Uh this is really our enrollment throughout the entire year. Now you can see on this trend we did finish uh a little higher. Uh so it just shows that enrollment continues to increase here at Coupeville. So this is a good positive sign. You can see at the the top there is our counts for throughout the throughout the throughout the year now completed. So go ahead next slide. Uh that was really what we're going to touch upon for enrollment and now we'll go into financials. Keep in mind this is uh through May 31st. So we're one month back even though we have count data for June.

107Uh we're really at the end of the third quarter here. So this is our dashboard, financial dashboard. Quick look through three quarters. Uh revenues to date, expenditures to date and tracking our cash and fund balance which uh continues to remain you know solid. So go ahead next slide. Uh this is our general fund. So this is just looking at the general fund right now. The budget status report for everything through May. So these are your your budget on the left and your actual expenditures through May. You do have incumbrances in there. And so you can start to get a sense of where we we are at after the third quarter. Just uh keep in mind we have been actively investing funds uh monthtomonth. Uh so we are continuing to do that and this is a

108quick slide showing you know they're not huge gains but some are significant capital projects. We have the most cash on hand. So that's why you see the most significant uh return on investment there. Uh but even though there's uh smaller amounts in the other funds, we are still getting uh some interest now which every little bit helps. So we'll continue to do that. Cash flow uh again following the same trend. You can see uh we are dipping down here in May and you'll see that dip uh down again in June. Uh but that's just standard um really the aortionment uh state aortionment most revenue that we receive is going to come in in July and August but we're still above that need to borrow line which is positive right now. That's cash flow. Uh in

109terms of fund balance again uh you can see it throughout the different months how our fund balance will fluctuate. Uh really that board policy of 6% of expenditures fund balance reserve is really what we're after so that we can maintain and not have to worry about borrowing in any given month. But right now we are tracking okay and looking like we'll not have to borrow uh throughout the end of this year. So next time this really we're following past trends I would say spot on. Uh you can see how sporadic revenues do come in because of October and April being the uh local tax collection months. So that's why we see big spikes there. That's when the revenues come in. And then again state aortionment uh July and August is when we'll see more state

110revenues. Uh those other lows are that's just the way it's set up. uh mainly the state does not give you the the revenue steady throughout each month es and flows. January, you'll notice there is a spike there because that's when our enrollment got adjusted to actual rather than budget because we we run off of September to December for budget budget figures for what the state gives us and then in January they adjusted. So that's really the only differentiator there. Go ahead. Next slide. Not the same case for expenditures. Uh you know we're still going to get a monthly utility bill. So that's why these are going to remain steady. We did have some discussion I think last month about timing of bills and that's really between April and May. uh most of these and if

111you really see any other discrepancies, it's just the timing of when uh invoices were received and paid from one year to the next. Um and that's what we kind of expected in April. We got some of those caught up on some of our billings. Um so then we didn't have that's why we see a little bit of a dip then. This is tracking pretty well too. So next slide. Uh this is just looking at the general fund and breaking out our expenditures by object code. So you can see certificated salaries and benefits at the top. Then what we usually refer to as MSOC costs, supplies, services, travel outlay are listed out there. So you can see how we're doing from past years to the current years and our expenditures. Again, the the takeaway uh is

112mainly salaries and benefits are going to make up the majority of our expenditures in school districts and socks really are the smaller piece of this pie. So that is what this is demonstrating. We have some other indicators just to make sure we're tracking well on the payroll side. Then this is your salary and benefits and we're not seeing any spikes that that or any abnormal abnormalities. Uh payroll's been pretty consistent. We're on the lookout. June usually is going to peak up a little bit because we have some of our leave cash outs happening then. So I still do expect a little peak there. Some of the larger peaks are in past years when we've had uh retirements, people that have been here for a while, cash out a large portion of their sick leave or

113or vacation leaves. So, I don't think we have any of those coming, but you know, like I said, June will be leave cash out. So, we'll see a little increase there and some stipen pays I think come in June as well. Next slide. Uh then this is just breaking it down by Mtocks. So we looked at salary and benefits and again this just shows uh the billing timing of some bills that came in why we had a little higher spike in April but then it came down uh as we expected in May. So just timing of billings there. uh even though we are doing better uh overall and not looking like we have to borrow from uh capital projects fund make it through what this really equates to uh with our unreserved fund balance breaks

114it down in terms of day our average daily expenditures in terms of days would be 22 days uh cash on hand if we had to stop operation we we'd only have uh enough money to last for 22 days kind of puts it into perspective Go ahead. Next slide. It's a good time I thought to talk about capacity and uh this will tie into budget update now I think a little bit better. But we had did budget for capacity on the revenue and expenditure side and never transferred in or out of these funds. So the capacity just kind of sat there and that's what the shot slide is showing. that we are planning to use that since we're planning to do a budget revision. Yeah, essentially that's what I'll get I'm going to move through these

115next four slides, but yeah. Yeah, the idea is we we we're not going to transfer out of there. Um but this is what happened throughout the year. So, we did budget for basic ed, you know, here you can see the enrollment that we budgeted for in basic ed and then our actual where we ended up now because the year's over and it's higher than what we budgeted for. So using that as an example, we received more revenue there and had more expenditures. Um and that's part of the story. Uh the other one really that we should look at is sped. Look at the special education. We budgeted at 150 but we are all the way up to 189. So two big uh fluctuations there. Uh go ahead to the next slide. That was in terms

116of FTE. This slide translates that uh into the money that we received from the state. Uh and you can see what we budgeted for. That's essentially our December portionment. Um compared to our Maya aortionment, what we actually uh are set to receive from the state if you you can see it by the different line items in particular basic ed and sped would be the ones to take a look at. Uh, we did see an overall revenue increase of $471,000. So that's higher than what we budgeted for. To Morgan's point, we did have capacity of $450,000, but if you just kind of think of that, we exceeded even the capacity budgeted for right there. So yes, this is leading Go ahead. Next slide. Uh, into program detail. We're getting there. This is kind of leading towards

117this whole revision uh analysis. We're on on the other uh board docs. There's all the programs listed where you can compare, but I just focused in on special education and transportation with encumbrances included. We spent more than budgeted, more than we anticipated on these two areas. And we know the reasons why. Pattel this is kind of uh timely of Patty's uh presentation and talking about sped but we starting in January we had some high needs kids and uh started servicing those students uh providing services to a lot of our high needs students and you can see that reflected right here in the numbers. Uh I know it's kind of tiny here, but if you have it on your uh look at it later, you'll notice that January through May um you know you can see

118that increase in expenditures. So again, this is the main reason why we need a budget revision is even though we budgeted for capacity, we didn't foresee servicing students that needed those services from January to the second half of the year. That's that's what this is breaking down. Next slide. And you're saying that we're going to be 834,000 over budgeted expenses. Is that what the slide is saying? No, just in those programs themselves based on what we actually budgeted for. Yeah, it's 834,000. I guess you could think of it in terms of u the capacity. Uh 450,000 that we had. We actually received 471,000 revenue. So yeah, that's almost like a a wash in the budget. So yeah, we still have another 300,000 that we basically need a budget revision for. It's really close honestly in

119looking at the projections because uh the way things come out like even with the capacity I think so we won't be over by that much on some of the projections like oo it could be 50,000 or 100,000 over budgeted capacity but it's still over yeah $1 over one dollar over I think we ran into a similar thing last year and the recommendation is yeah you just go ahead and and do it uh do an extension if you're just that close. But I think that's the plan with capacity as we go into this next budget year. The idea is I think we're trueing up a lot of lot of the budgeting here in terms of the cohort survival ratio method that we're using and budgeting more closely to our sped numbers. So I think that's going

120to help where and we budget for capacity. The idea is as long as there's not many unforeseen things, we wouldn't need a revision next year. the revisions by fund. I know you got special education and transportation m together here, but it's if you overspend your general fund, you have to do a general fund extension. Correct. So, it is transportation didn't No, we budgeted and debt service I think and you have to do one for transportation. You're over you you do any any fund each one of those. Yeah, exactly. If you don't budget expenditure enough expenditure capacity in any fund, we would have to do a budget revision for any of this is transportation in the general fund. Yes. Oh yeah, exactly. This is this is not not the transportation fund. Yes, correct. But yes, it

121works the same way. Okay, so next slide. Speaking of other funds, here you go. Here are those other funds. So, that would apply to any of these. Um, but you have a quick look at capital projects that service ASB transportation vehicle fund. I'm just going to spend a little time on two of these funds. So, go ahead. Next slide. Uh, debt service fund is the one we're going to talk about because we did liquidate some of our investments. June 2nd is when they take that. That's why we liquidated there at the end of May. June 2nd is when we make that final non-voted debt payment through the county. So, we've got our ending fund cash fund balance ready for that payment that's already taken out, but we'll see that reflected on the the June financials.

122So, I just want to mention that and that will be all wrapped up in that fund. So, next slide. The other thing to note is uh transportation vehicle fund. And here we do have the bus. We do have the bill. We just have some things that we're making sure uh that I think there's like a walkie-talkie that didn't quite get included that should have been. So, working with Rob and and when he gives us the okay, we're going to liquidate investments and pay the bill there. We're just waiting to make sure um everything that we we're expecting is there before we pay. So, next slide. So, are there any questions on that? That was the financial monthly update. And what we're going to slide right into is a budget update. No questions. Let's go ahead

123and move forward here. Perfect. So, where we're at uh with the budget is uh we have some projected revenues and go ahead to the next slide because we're able to put in our averages. Now, the 4-year unweighted average with uh enrollment numbers all the way through June come out to what you're seeing on the screen. Not much difference here actually from from previous uh in K to2. But if you go to the next slide, main change was in special education. Uh we do have we're up to 189 is what uh we did put into the F203. And so there was an increase from the previous draft that we shared that was the main increase was on the sped side. So go ahead next slide. This is the roll up. Uh actually if you click will

124I think it'll highlight some of those in yellow. There's some this one. Yeah. There you go. um because main adjustments with those new sped numbers and final average numbers put in for K12. We did see some increases that came through the state, the F203. So that has now been applied to this draft version of the budget. This is where our revenues are ending up overall. In your board packets, you do have a detailed version of this. I know you guys like the you know this is just the high level roll up th on a slide but you guys have a copy if you want to look at each line uh of the revenue projection. So go ahead next slide. Yes because the 4000 series changed a lot from the workshop. Yes, exactly. Yeah, those would

125be the main ones. Actually, I think there was a slight increase because uh I think counc I was looking at this. If you look in the federal series too, there's a slight increase there. But the main one, the main increases is is what's highlighted. So, go ahead. Well, what this slide is, I know what it is. I don't know. We're having technical difficulty. We're just going to talk a little bit about the 3121 legislative changes. So, what this really is is sped funding. Um, and we're just going to talk about how uh this works. What this slide was going to show uh was the calculation of how it works. Now, uh and it has to do with general aortionment, the number of special education students. What they do is then they multiply that by the

126basic ed funding per student and they divide it by 1.15, which is the recovery rate. Then that result gets time uh multiplied by an estimated percentage that the student is outside the bas basic education environment which now is 25% for everybody. Used to be 16% now it's 25%. So that was just saying how the new formula worked. Go ahead next slide. What this equates to is that there's uh for lack of a better explanation, winners and losers across the state. Uh if you are a district that was currently over that 25%, you are going to get less funding from the state for special education. Uh if you are a district under 25%, you are going to receive more uh more funding. And if you click bill, we have been operating at about 22%. So we

127will receive additional sped funding in 2526 based on this new uh formula through the legislature. But to demystify this a little bit more, go ahead next slide. I want you to take a look at this example. So what this is is a an actual example. We budgeted in the F203 for 189 sped students. I actually put this straight in the FO 203. What if we increased that to 190? What if we just added one more sped student? Well, this is no changes to the uh F203 revenue projection by the state. This was the only change. So, you can see there is a slight decrease from 3,100 which is your basic education funding. uh and that shifts over to 3121 and then we do receive additional uh 4121 which is also uh sped funding state special

128purpose series 3,000 is in the state general purpose series. So you can see how this does equate. So if you are expecting and if you look at some of those uh a detailed revenue sheet that's why it goes up but it doesn't go up as much as maybe we were expecting in past years. There is sort of a uh shift of funds from basic ed to special ed involved here as well. How many more students you can do some math for me. How many more students would put us at 25? So, the way I'm looking at it is it that Oh, how many more? Oh, you are going to make me do math. I was gonna I'll make you do I'll make you do math. It's roughly 250. Like, because we're about a thousand. So,

129I'm just using like if we got to 250. So, what's that? 10. And how many do we have right now? 15. 189. 189. So, you round up to 190 and go 199. So, 40 or 50 more students. 50 60 more. Yeah. 50 60 more until we reach the cap. Okay, because exactly. Y good question. So, next slide. So, there's other impacts as well. Uh this is another update. So, we did uh receive got awarded our federal or I'm sorry, our state safety net. Uh so, that's why I plugged that in there to 24 25 fiscal year and it lines up with kind of the trend that we've been seeing here. Um there are two components, the high needs and the community impact safety net. So that is a combination of both those and we did

130receive $360,243 uh that we will receive on our August aortionment is the way that that works. So we haven't had it we don't have it yet but we've been awarded. Um something to keep in mind is this is one one of we're into trend analysis here and I think it's a good thing but this is an example of a trend that more than likely will not continue uh for various reasons. One is there is no community impact safety net moving forward at least in the next bianium barring a legislative change. Um, the other thing to be aware of is since Bill is under the 25% cap and will benefit from that, uh, we'll have a harder time demonstrating capacity and being able to recoup larger amounts of safety net funding. So, that's something to think

131about going forward as well. really those districts that lost out that were operating above that 25% cap, they're going to have more capacity and be able to receive more from safety net essentially is how it'll work. Now, all that's somewhat subjective, but that's a because it is dependent on high need students. We did get a influx of high need students. We still could potentially receive more through uh high needs uh safety net but there is a capacity issue that will be difficult and challenging for us to meet. So any questions about that? Yeah. What so what part of that 360,000 is community impact? Yeah, that's a great question. I I didn't bring the breakout. I think it's 190,000. Does that sound about right? Yeah, roughly 190,000 I would say, but I can we actually have

132the breakout uh there's a separate sheet that details it out. Want an idea? Yeah, but I think so was about 190,000 and the threshold for high needs is based on a percentage of special edort, right? So the aortionment got bigger. That's why our amount above that amount would be less. Correct. It would hit us less, but it also would be left to correct. Correct. It's just kind of how it's set up to work. So that's uh wanted to include those slides in there because I think that was one of the bigger legislative changes that will have a direct impact on us moving forward. Uh so that's why we wanted to take some highlight that with that any other questions we'll move on to the expenditure side of things. Uh so go ahead next slide. So

133this is where we're looking at um I should mention too the F203 has been sent off to Lori Mloud at ESD89 for review. So those right now uh 203 numbers are essentially locked in have the opportunity to make changes if need be. That's where that's at. So on the expenditure side of things, this is how things are shake shaking up or shaping up. Uh the the main difference here that you'll see I'll speak these are comparing the 2425 budget to our 2526 budget. uh 2000 series uh we did have some change in personnels mainly in the health health positions where we had some resignations and we are planning to uh at the current time move forward and anticipating some changes in the classified positions. So that's why you kind of see a de a change

134there on the cert side and an increase in the classified positions. The other part of that increase in the classified positions would be some of our special uh high need students or special ed students requiring one-on- ones. Uh so we have some LPN and one-on-one uh increase factors there for next year. So that's that's the main gist of it on the staffing side. On the MSOC side, you'll see some changes. This is really based on uh what we're actually spending and then projected through the end of the year in supplies and purchase services. I know that questions come up. Um that still could change I believe as I'm working through right now. Uh itemizing things out more. So that distribution between supplies and purchase services I think we could see a little bit more of

135a shift there as we're itemizing those out. Uh but overall we are going to see an increase in purchase services. Large part of that again has to do with uh serving our special education students. Uh we have some specialists. Uh one is going to a program in a different district. Um so we are budgeting accordingly there. That's why you see an increase in services. It's where we're at on the expenditure side. So go ahead. Next slide. Uh right now we are currently able to produce a balanced budget. Uh there's actually a slight increase that we are seeing, but it's it's right now with what's what's with what's in the budget and what we're anticipating needing. Um it's it's pretty much pretty flat. It's kind of wild to go back to the previous slide that our

1362425 budget for salaries was 8 6 and then we're budgeting 8.5. And I know that we did a modified education plan and made reductions. Um, but our enrollment was significantly over what we budgeted for. And so that just leaves me with a lot of questions. It's very vague, but just kind of change teaching staff, right? Which I think which I think that begs the question, you know, like how were our classes staffed? How are they now? Um what are the needs? You know, I just think those are the things that we're constantly talking about and reassessing. Um so detail. Yeah. Yeah. Some some of it too is you know there is a staff continue to step up here and and maintain. So, you know, like you're saying, the same position will be there and they're

137stepping up and they're still there. So, there's not much change there. And then there's some legislative changes, but you can see an aortionment from there wasn't much difference. So, yeah, just the pace of those things in 3000s is salaries. That's um classified and that has increased. Yeah, that'll be your non-reps are in there as well. But the the main increase is um though we had some resignations on the certificated side um we did have some additional positions on the classified side like I was mentioning for par educator L LPN. Yeah, that's why. Thank you. Next slide. Yep. So this all balance budget. Go ahead to the next slide. This is what I wanted to get to. So also now that we have safety net uh we can expect that I'm able to put that into

138our projection to figure out have a better sense of where we're going to end up for 2425. Uh and what this is showing is we will meet that targeted 6% of expenditures for fund balance. So we will have just a little over 6% which is board policy at the end of 2425. I'd also share there's uh a couple other projections. Um this one's fairly conservative to to moderate. So it could be better than this. So I'm confident that we will end up uh at least at that board policy at the end of the 2425. So we'll use that uh for budgeting purposes for budgeting beginning fund balance and look to restrict some revenue to that fund balance policy as we discussed. Go ahead and click guess I added in some animations here to highlight that.

139Well and I do feel like I mean we were significantly off with our budget from last year. So, it's important that we're correcting that to get to a better place. Exactly. No, I think I I I feel like last year was really that reset, if you will. Um, I think we're stabilizing now. We have some trends to go off of no more esser funds. Um, so we'll just continue to do that. I already shared this one earlier. It got in here, but it was just highlighting the need for a budget revision also for 2425. If you look at those projections, you'll see that there too. So, that'll be coming. Uh, so go ahead. Next slide. Is really where we're at. And I noticed too, there was one that we missed. The the board meeting if

140we go from the bottom up is July 31st. Is that the last Thursday? It's not the 26th, correct? I believe so. Yeah, exactly. So, that that that date's wrong on my slide. There was a one more mistake we missed there. July 31st is the the the finish line. That's where we do need to board adopt uh the budget. There's actually a F195F that we need to adopt as well. And then um a budget revision is the additional piece that I mainly wanted to make you aware of. uh for the budget. The next steps really are uh moving away from the what we presented, but basically taking that information and moving it through the software. So, there's a lot of work on the software side to get it over to the to the state, but I

141think they've got most of the bugs worked out of it now, too. It's a late legislation change uh session, so I've seen some emails coming where the F-195's been down and back up, but it seems pretty stable right now. So, uh, just got some work to do to to move it through the software and get it over to the state while continuing to, uh, like we talked about, itemize out some, uh, some account codes for budget budgeting purposes so that we're better prepared moving forward. So, that's where we're at. Any questions? Yeah. batteries. Anybody else? Uh, which one are you looking at? The budget. Are you asking what's in the budget for? Yeah, go ahead. For curriculum. Yeah. Uh we are budgeting u a significant amount in curriculum in this 25 in this draft budget.

142There is an amount in there roughly right now. I'll just shut 175,000. Yeah. That in supplies or service uh for curriculum it's split actually probably split because I'm software. You got it. Yeah. It's split right now between books and periodicals and software. It's like a 50-50 split is what I did. Yeah. So there there is a curriculum budget currently in that in there. And what was your other question? Professional development not as much. There's a little bit mainly what we've been at this district though uh is there's title two grants, title one grants. So there are some professional development grant budget line items. So that's contingent upon uh directors writing that into the grant uh coming up and then following through. So that that's mainly there's no significant um line items line items for professional

143development that I've really done outside of grants. So, [Music] any other questions? Any online questions? The only last thing I would add is, you know, the UDL and everything that we're rolling out next year that those are largely title two uh grants that we did have carryover on. Uh it's kind of a nice surprise in a way that we do have some that as long as it aligns with title two grant opportunities that's how we're been able to roll out this UDL. So really it's still grant opportunities but it's still an expenditure but it is there somewhere. Exactly. Exactly. Still an expenditure. Exactly. Okay. Okay. Any other questions? Thank you for your work. Uh, I know that the rest of us are on summer and you're in budget season, so I know that I see

144your car here late at night. I just wanted to thank you for your efforts and for um just continually bringing this forward over and over and over. It's very good. So, thanks. All right, moving on to our superintendent report. Turn it over to Superintendent Leatherwood. There she goes. Superintendent Leatherwood. All right. I had to figure out how to unmute myself, so hopefully you can hear me now. All right. So, um, Will, if you could bring up the slides, that would be wonderful. All right. So, the report to tonight for um uh superintendent report, I'm really going to hit on our um budget priorities um for going into next year. And so for our strategic plan, um this specifically, um hits quite a few of our areas. Go ahead, Will. Um we're going to be looking

145at managing resources effectively. Um we want to ensure as we're doing this, we're also connecting with our family and community. as we're putting rolling out new curriculum, as we're looking at um ways that we're going to um look at being fiscally responsible, we're also going to be engaging our community to see what their needs are and what our student needs are. Um one of the my top priorities is ensuring excellent instruction. We can get the best curriculum out there, but if we don't have the professional development to provide the excellent instruction to back it, um it's just sitting on the the shelves. Um and as we're doing that, we are looking at um a curriculum or um curriculums that really center on student and student uh well-being um social emotional curriculum that will support our

146students um and ensure that they also are attending and all of that from my last report. Um and then finally, we're doing a lot to empower our students. And so, um this strategic plan is in everything that we do. And as we're moving forward to next year, it's going to be even more pronounced. All right. So our financial journey um just to kind of um go through where where our past was and and where we're looking at um for the future, it is my goal to ensure that we are um moving towards this stability stage as we move forward. So in 2017 to 2024, we really saw I'm going to call it a roller coaster around um our financial journey and um we we landed on the OSPI watch list because we were a district

147borrowing from capital funds and and dipping below our fund balance. Um we were we had unsustainable spending patterns that really led to um some of the concerns um where our um revenues we were overspending um on our revenues versus our budget year after year and that was obvious in our um patterns. Um again we our fund balance was below that 6% and we um had to um I think several years have modified education plans um with reductions. So from 17 to 24 that's where we were. Um this year I'm going to call it the turnaround year. um where a lot of the hard work that went into um 2017 to 24 to turn that around um we started to see that um come into play and stabilize a little bit. So we um saw the

148implementation of spending controls. Um I did a lot with um I'm going to call it saying no to things that we've done in the past just because we had done it. Um and we really looked at our our controls and tried to reduce in in different areas. Um our we strategically look looked at things that we were spending over the years and we started to gather an inventory around those costs and look at the why behind those costs and we started to eliminate um and reduce those costs over time this year. Um some of that was on subscriptions um to backfill some of the curriculum um that we did or did not have. Um some of that was around costs that we were we were spending but not really looking at were we utilizing and

149getting the money um out or getting out of that purchase what we were paying into it and we eliminated there. Um, another piece was around committee costs and um, spending money on committees that we were not tying strategically to our strategic plan so that we were looking at our committees um, and ensuring that we are having outcomes that aligned. And so there was an elimination of that or a pause on that for this year as well. and then um a real clear transparent way to um report our financial um outcomes. And so we looked at what were we um reporting to our community, what were we reporting to our our staff and um making sure that we were clear and transparent parent transparent on our reporting. And then um we started to see our fund

150balance increase. Part of that was due to um getting the safety net, but as we know, safety net was money we already spent. We're just recouping some of that money. Looking forward to the future. And what we're looking at in this presentation is really how I want to see our district start to stabilize. And stability is is a piece that is not only good for um staff because they they feel um great about where they work and that that they're not concerned about the future, but also it it leads down to our students and how our students feel. Um we know that our fund balance is going to be restored um at that 6%. Um, we also want to maintain that but look at our students and what our student needs are to ensure that

151we're still spending in the right areas. So, we'll continue to look at that. Um, we're going to look at and continue to ensure that we're balancing that budget and that we're looking at that budget throughout the year to ensure that we're not overspending. And then we're going to look at our investments and ensure that we are being strategic and looking ahead instead of being reactive. And so as we go to the next slide on the strategic plan integration, I tied some of the work that we've done this year to our pillars. Um this does not encompass half the work that we've done, but I I wanted to ensure that I put in some of our our bigger pieces that we've been working on. Um pillar one is around managing resources effectively and that you know

152having that transparent budget um getting our budget back or our fund balance back to that 6% um board policy and making sure that we've made some operational efficiency improvements. One of the one of the um examples of this, one of the many examples of this is ensuring that we're starting to do cross trainining in some of our positions to ensure that if somebody's out or somebody um is unable to or needs support in something that we have others that can pick that up. Um we also have um had operational efficiency in some of the systems that we've put in place to ensure that you know instead of 20 people touching a piece of paper we have a system to where everybody can look online and see where we're at in the process. And so some

153of those have been pieces that we've done there. Um P pillar two connecting with families in the community. Um you've all um seen our um communication systems. We're really working with our social media. Thank you to Director Smith um for working on how we're communicating with families on our social media. Um how we're able to engage our um families. We had our um community dinner this year. Our plan next year is we're going to have two of those and they're going to be um on the calendar well in advance so that families can join us. Um and then um transparent reporting practices. So ensuring that we continue with our financial reporting, but other areas of making sure that we're engaging and reporting what we're doing with the public's money as we look at um pillar

154three on ensuring in um excellent instruction. This is a piece that does incorporate and I appreciate um director Merwine's question around professional development and where's that money coming from? a lot of it is title two dollars that we're going to be um ensuring that we're working hard to utilize it in a fashion that it supports our all of our staff in some way. And so um part of ensuring it excellent instruction is ensuring one we have a guaranteed and viable curriculum. So once you have that curriculum so what if we don't know how to use it? So the professional development is very important that we have ways to pay our staff to engage in professional development so they know how to use it at high levels and they dig into it. Um what I heard

155time and time again this year is around curriculum adoptions where the professional development may or may not have happened at a high level. So staff didn't necessarily know how to utilize that curriculum to its best ability. Um so that will be something that we ensure will be happening as we adopt curriculum. Um the other piece is the universal design for learning implementation. This helps teachers understand how to support all students who walk through their classroom and how to plan for them. And um the framework itself is extremely valuable to support students um to be able to engage in different ways um in which we engage in different ways in the real world. And so it really brings that real world aspect to the classroom to ensure that we're assessing and we're planning for and we're

156um ensuring all students are learning at high levels. And then finally, we are going to be investing in that professional development right now with title 2 dollars, which is a grant, and really looking to expand in the future to support um the work that we're doing. And pillar four, um well, I'm going to go back to ensuring excellent instruction. I didn't put this on here, but part of our goal would be also restoring um opportunities for our students to have pathways in um multiple um class offerings. And so looking at the future of bringing back band would be a a high priority. Having a librarian would be a high priority. Um but in the 2526 school year, we're just really not sure um whether or not that's going to be feasible or not. Um but

157knowing that that is at the top of our priorities because we know when students are engaged in music and opportunities, it expands their career and and college readiness or availability as well. As we look at pillar four, promoting student and staff well well-being. Um part of this um engagement and and working in with this pillar is looking at ways that we can make um things easier. We know stress goes down when people can anticipate or students can anticipate what the expectation is. They they know what it is. They don't have to stress about it because they've been taught it and it's been reinforced. Um that also is true for our staff. when staff have expectations, they know what they are, they know how to to navigate, a lot of the the well-being raises through that.

158So, our district-wide PBIS implementation, our district behavior systems have really supported that piece of that. um at the staff level are building leadership teams. By having building leadership teams that are um shared leadership throughout the building helps to support the message and also gives voice and choice um with staff which supports their well-being as well. A lot of times you're also planning around student and staff well-being in those in those um pieces as well. intentional early release Wednesday trainings. Um, making sure that we're supporting students and staff well-being and promoting that um, as we plan around those early release times. And I'm going to say also our professional development that we'll have at the beginning of the year as well. And then finally, empowering students. Um, we're bringing on a school links, which is a

159high school and beyond plan implementation. Um this is a statewide platform um that will help support students as they begin to plan for college and beyond or careers and beyond and it helps them look at um different pathways and what is the the wage um level in Washington versus Oregon say um there's a lot of thing lot of um great material um with this program and um it'll empower students to choose their what they want to do and empower them to to build their plan as they go starting in seventh grade. Um, again talking about CTE program ex expansion next year. We'll continue to look at that every year. We have the web program coming in. And then um we have um superintendent student voice teams that are going to be coming on board next

160year um where I'll be asking just general questions um that we'll bring to the team of students. I'll get their their um responses to that or they'll go out and get responses and bring it back and I'll be sharing that with the board throughout the year. And then finally, our board reps who will also be part of our um our student teams and then also our our board team as well. As we go into managing um resources effectively, um there are three things that I kind of put at the top of this one being administrative administrative efficiency. Um this year we're going to be looking at food services and restructuring food services. We've gone we will be going from a director um an assistant director model to a director supervisor model. um we'll be eliminating

161that assistant director position and but we'll still maintain our service quality. As we look at staff reductions this year, we um did make some adjustments to certificated instructional staff. Um we um maintained um our support services. um like director Gianelo discussed, we might actually be going up a bit um in some of our support services and classified staff. And then um we we also continue to look at improved efficiency. When director um Kimmel talks about the training that we'll be getting for um staff, that's for all staff and that helps to support all students. And so that efficiency level goes up when we start providing training to everybody. um it it helps in that fashion. And then program investment um some of the things that we've invested for next year on CTE um we're looking

162at increased aortionment in CTE because we're expanding um and that helps support um the work we're doing. Um we're going to be looking at curriculum adoptions. um we will be moving to a comprehensive look at what are our needs and do a needs assessment. There will need to be some piloting um pieces because we have curriculum that we just do not have for teachers and um they need a curriculum to start the the year. And so we'll be looking at um ways we can potentially pilot um some different curriculums. Um, the data dashboard's going to be a a huge strategic investment to bring the data to our our fingertips and help provide administrators and our leadership teams with ways that we can support students um in a immediate fashion. And then we also have school

163safety and security measures. um our security measures at the elementary school. We will be installing some um cameras at the entryway to be able to um let um staff who've or I'm sorry, families who've been vetted um through um in an easier fashion. Right now, they're getting up, they're going to the door, they're checking ID, and then letting them in. This will be a more streamlined fashion. We'll be doing that at the middle and high school as well to ensure that our buildings are safe and secure at all times and empowering students. Um again um we will be looking at the state state mandated h um high school and beyond plan that P platform will start. We're going to be ensuring that they have a career interest assessment. This assessment they can take at any

164time um if they choose and if they start along a career pathway and they change their mind, they can easily um navigate and look at different careers as they go um from seventh grade and um beyond actually this goes beyond high school. So they will um be able to engage with this platform um well into their um college or career um exploration years beyond high school. Um, also it does some um personalized graduation planning. So they go on there, they actually look at the credits they need, what direction they want to go into. They can plug in the courses they have and it's interactive. So it's going to ensure that they're on the right track for the area that they're um wanting to go instead of sometimes students uh find a class or cannot find

165a class that meets their needs and then they have to pivot. This will ensure that they're pivoting in the place that that matches their needs instead of the systems needs. Um, as far as college, they have exploration tools which are extremely um, relevant. They're on time data. It'll show tuition. It will show them how to apply for grants and scholarships. It will let them explore different colleges for different purposes and what those colleges offer in real time. Um, it also has a family engagement portal for that. So, families can get on there, help, they can engage with their with their student, with the colleges, but also they can see what their students doing as far as their high school and beyond plan. And then one of the things that um where I'm coming from because

166we use this platform um that was most exciting was that um students can engage with industry partners and make connections before they graduate. And um this is a huge piece that um I think will get more and more relevant as um it becomes a statewide platform because the industry partners can get on there. They can put down their wages if they um are um if they have job openings. They can actually post in here and um students can look at ways that they can connect with those partners and get apprenticeships right out of high school. As far as student opportunities, um, again, I I've gone over this. We're we're increasing our opportunities for success. We have our web transition and leadership program. We have CTE offerings at middle and high school that we're expanding on.

167Um, we're doing a lot more with student leadership and development. I know um principal micole um just received an award as well from um I believe AWSL and um we're looking forward to what does that mean for our student leadership program and then also college and career readiness courses um as we look at belonging and connectedness which ties back to my other presentation around attendance um you know students when they're there when they're at school they um that research shows they they're feeling more connected and and belonging. So, we're going to be continue to increase opportunities for students to succeed. Um we're going to be connecting with them, enhancing our offerings, making sure that those transition periods both at the middle school and high school um there's ways that they can connect and um get

168support along the way. The high school and beyond plan platform will help with that as well. Um, and then we'll continue working with student leadership development that helps with, you know, just that self-efficacy and that that um commitment from students um that they can make a difference in their own life and it doesn't take others to help, but people supporting them can help them along the way as well. And then finally, the college and career readiness courses that we're offering. and um ensuring excellent instruction. Part of this um and this is near and dear to me is just making sure um part of Hadtie's work um who I quoted earlier in my presentation is how important a guaranteed and viable curriculum is. Um we are not curriculum writers nor would I want to be. And

169when we when we task our staff who are already working hard to um plan daily lessons with also writing curriculum, it's not effective. And it has shown that really there there's a dec decrease in student learning in some way or another. So it's really important that we begin curriculum cycle development that we look at our needs assessment. We look at all areas, not just academic, but our social and emotional learning. Um, and making sure that we're instructing students on all levels. And then once we have that curriculum that we're aligning it and implementing it and then taking data and making decisions around how well is it working or not. um as we look at targeted professional development um all of this that we're bringing on board next year, the data dashboard, the UDL, um the

170equity centered implementation and the differentiation that the UDL will help support. It's all going to help support increase um student engagement, but also student achievement um as we look into next year as well. um the datadriven decisions that we're going to be implementing. We'll also have the support with frameworks. And so we'll have common frameworks. We'll have common formative assessments that will align to those priority standards. Um, as we know the state of Washington and and the state in general has a lot of standards that we have to teach to and a lot of times by focusing on priority standards and ensuring certain ones we teach to mastery while other ones I'll call it we dip students toes in them and continue forward because we know they come back around. It's important for the teachers

171to understand those cycles and how and where to stop and pause for mastery versus diptoes in there. Um that all of that will help. Um we also will have targeted data cycles of instruction. So how well is our instruction impacting all students not just students who are struggling but students who are advanced as well? because as we know um we're really great about trying to grow students one year within a year and we do really well with our average students of doing that. But sometimes we we don't focus enough on our advanced students and they're not growing that year within a year. And so that's going to be really important that we're looking at our advanced students as well as our students who are behind. And the students that that are below grade level, we

172need to be looking at growing them more than a year within a year. And so we'll be touching on that as well. And then as we have our curriculum, we will also have those frame those frameworks that will align both horizontally. So if I teach fifth grade and another teacher teaches fifth grade, we know what we're teaching and we're on pace with one another, but also vertically, how does this lend to sixth grade if I'm a fifth grade teacher? And what have they already been taught in fourth grade? And so that's really important as well. And then along with that, we know that vocabulary and common vocabulary super important. And so ensuring that we have common vocabulary um that we're utilizing across um different core curriculums. So as we move forward together um my priority

173is always that our budget reflects our values and for me students should be first in our budget. So, as we're looking at next month adopting a budget, I ask the board to ask great questions around where are the students in this budget. It's important to me that every budget decision priorit prioritizes student learning um growth and our future success. I would also like to ensure that we have educational equity that we're looking at resources allocated to ensure all students have access to highquality instruction and when I say all that means all. So how are we supporting all learners and part of that is through UDL and um bringing on that framework. The third piece in our budget that I'd like to ensure that it reflects is accountability. I want to continue to make sure that

174we have transparent processes and measurable outcomes to guide our financial decisions. And so as we make decisions, we are ensuring that we're communicating those to everyone. And then finally, that transparency, open communication about the budget priorities, and um continue to look at um our district and the financial health. It's my goal to keep that 6%. I don't want to dip um back below that, but I also want to ensure that we put students first by having curriculum and instruction be one of our top priorities. Any questions? No. Thank you very much. Okay. Thank you. Yes. Thank you. Uh, jumping on to board member reports. Mr. Sherman, nothing to nothing to report on my end. Okay, Director Merwine. Okay. [Music] Thanks, Director Pereira. Uh, let's see. In the budget committee, we did have a meeting around

175some of this budget stuff and preview it. Um, we were able to continue doing our oversight work of checking the payroll and that's payable on a regular basis. We also got to attend the exit conference. all the board members had that opportunity. Not everybody was able to make it out. Anyway, we it was interesting. It was great to hear from the state auditor's office that um overall we are still in great shape and all the areas that they looked at there was there nothing to look for or easily remedied issues. Um, on our policy side of things, we talked about a little bit more untangling and some of the policies that we'll be bringing tonight. Um, I did notice that because of all that legislative change that's been coming through, we should be expecting um,

176WASA to come down with new model policies in July. So, make sure to check that out. And finally, we were able to make contact with both our new student reps and hopefully this month we'll be able to coordinate some onboarding and orientation activities so that they're ready to hit the ground running. Director Conor, will you lose your mic closer? Do you have any what she said for budget? Except that we've gotten tons of information today and I'm anxious to be distilling this and also seeing the first product out on July 10th. So, um, everything sounds really good, but the devil's in the details. Thanks. Um, so I just wanted to say that we completed our Superintendent Leatherwood's final evaluation 425 school year. Um, we used the Washington standards based framework this year and we focused

177on three of the eight standards and the three standards that we focused on this year were standard one which was about mission, vision and core values. We've heard a lot about that this evening. Um, we also focused on standard three which was about curriculum, instruction and assessment. Many of the things we've also heard this evening. Um and we also focused on standard seven which is operations and management which is um directly pertaining to facilities and finances and many of those things. So um I would say that our board team is very pleased with Shannon's progress this year. She continues to build a purpose and vision among her leadership team. She's committed to examining data and using it to study and improve our district's capacity for growth. Um, she values developing and supporting intellectually rigorous and

178coherent systems of curriculum, instruction, and assessment. Many of the things that we've heard about this evening, this is no surprise. Um, she's prioritized plans to improve allocations for curriculum and provide training on best instructional practices for our staff. Uh, she continues to work towards rebuilding trust through strong fiscal management um and open communication. She's engaged our community by getting involved in local nonprofit organizations. Um, she's attended several school events and activities and is continuing to meet students and families on a regular basis. I would say she continues to hold us all to high standards of professionalism and performance so that we can better serve our students. And we are grateful for this first year that we've had together. Um, and we look forward to our years ahead. During our August board retreat, um we will

179plan the standards that we'll use for next year's evaluation as areas of focus. Anything to add to that? Okay. Um July is typically when the board completes our self assessment survey and we do that so that we have time to get the results back from WASDA um and then discuss it at the retreat. So, I do have the link for that. I will be emailing that out to you um this week or next. And my hope was that we could have it completed by July 18th so that WASDA can compile the results and then get that sent to us for our August retreat. Um again, I think director prayer covered our policy discussions. The ones on the consent agenda this evening um were ones that we reviewed at the workshop. There are already current boot

180policies and there were no changes. So we put them in consent agenda basically to update the reviewed by date. Um which is a little abnormal but just wanted to mention that. Um, as was mentioned during some of the presentations since our last board meeting, there were big graduations, high school graduation, fifth grade graduation, 8th grade moving on ceremony. Um, those are just really big milestones. So, just want to say thank you to our staff for launching our students to these next adventures. Um, and I just wish you all a great, wonderful, and restful summer. That's all for my report. Any questions? No. Okay. Um, moving on to correspondence. So, we did have one email about COA and AL and about changes in staffing for next year to allow for greater ALE capacity. We also had

181an email following last month's board meeting about the softball field back stop and the desire to move the field closer to the baseball fields. Okay. And we'll jump into old business. So there's two policies in old business. These are both second readings of the transition to kindergarten policy which is a new policy um to Coupe Bell School District and it is an essential policy and then also the second reading and adoption of a new policy for performance-based pathways for high school graduation. These have been discussed at the workshop at the previous meeting. Yeah. I'll move to approve second reading and adoption of policy 2230 and 2415 as presented. Second. It's been moved and seconded to approve second reading and adoption of policy 2230 and policy 2415. There any debate? All those in favor? I I

182All those opposed? Motion carries. All right. And then jumping into new business, we have a couple policies on here. Um, so 3520 is a policy that we would like to adopt from WASDA, which is a student fines and fees, charges, and re and student fines, fees, and charges. Um, that requires us to retire 3520, which is going to be covered in a different policy. So that's why we're retiring that first one and then also adopting the second one. This off. I'll move to retire policy 3520. It's been moved and seconded to retire to policy 3520. There any debate? All those in favor? I. All those opposed? Motion carries. approve the first reading of policy 3520 student needs finance second um okay yeah and this one currently is also an a reumbering oh I'm sorry it's

183okay so it is an it is an update but it's also a reing of 35 or of 3270 we need to include that in the motion I'll do that I'll put first reading policy 3520 and the update and remembering of 327 Thank you. It's been moved and seconded to approve first reading of policy 3520 and the renumbering of CSD 3270. Any debate? All those in favor? I. All those opposed? Motion carries. All right. And then um along with the first reading of 3520 there was also an updated fines list which was included fines and fees list which was included in the consent agenda. Um wasn't it? There's a separate item in I don't see it on here. I thought we had it on. We don't have it on here list. It was on the board,

184but it was on me. It's in new business. I'm just saying it's in new business. Oh, okay. I don't see it. Sorry. Nope. I got it now. I'm good. Okay. All right. A and B. Good. Um item C which is first reading of policy 3143 which covers the information from the retired policy of 3520. I move to approve for first reading policy 3143. It's been moved and seconded to approve first reading of policy 3143. Is there any debate? Nope. I'll just note that as we discussed in the workshop that this involved a little bit of updated language from policy that we already Yeah. All those in favor? I I. All those opposed? Motion carries. And moving on to item D, which is first reading of policy 2110. And this is a new policy regarding transitional

185bilingual instruction program. This is an encourage the policy which we discussed at the workshop. I move we pre approve first reading policy. Second. It's been moved and seconded to approve first reading of policy 2110. Any debate? All those in favor? I I. All those opposed? Motion carries. All right. And item E, which is approval of the superintendent contract. I apologize. We had this item on the agenda, but we didn't have the contract attached in board docs. So, you will find the contract attached in board docs now. We had an executive session before this evening to finalize the details. Um, we did decide to do a step increase basically raise for Superintendent Leatherwood. Um, and so you'll find that in her pay changes. And then also we were aligning her leave days with all of the

186superintendent comparables that we could find. Um, which changed her leave days to 30. So, um, again, I we're very happy that she's here. We're very pleased with her work. Um, we wish we could give you the moon. Um, but we just are grateful for all the things that you're doing in our district. It's my privilege and pleasure to move to approve the superintendent contract for next school year. Next three school years, I mean three, excuse me. All right. Next three years. I'm sorry. Should have looked at it before I motioned. Rolls over for three years. Did you second? I did. Thanks. It's been moved and seconded to approve the superintendent contract for 2025 through 2028. Is there any debate? All those in favor? I. All those opposed? Motion carries. I don't know why I say

187opposed when I know that you all said yes. So, always have to say opposed. Have to say. All right. Moving on to the last item of new business, which is approval of activities. activity fees. Um these are not new fees in the district. These are not new um charges that have that have been occurring for the past several years. Um but this is again a move towards some type of structure and transparency in the way that we're approving fees and um and a place that they can be found as a in a central location. So this um activity fee chart will accompany the procedure that is in the new policy 3520. So and that will be updated annually as needed but we discussed this at workshop. Um yeah I appreciated that that this is something

188that was included when we made the update on the policy and so I'll move to approve the activity presented. Second. It's been moved and seconded to approve the activity fees as presented. Any debate? All right. All those in favor? I. All those opposed? Motion carries. I might This isn't debate, but I just might mention I did talk to Brian just briefly this afternoon, and just as part of our budget and finance stuff, I'm going to do a little more research on where these funds go and what they're used for and what they're required to be used for. Alison about that bring it up at a future workshop. Yeah. And one of the things we did discuss at workshop was potentially adding just a third column to that that sheet to just um say where the

189funds go whether it's ASB, whether it's general fund or whatever. And I think that would be pretty doable. Yeah. Okay. Thanks for hanging out. Meeting adjourned.