001I would like to introduce our board of directors tonight. We have Maline De Matenon, Tasha Woods, Kathy Day, and I'm Mike Rowley. We do not have Cindy Co here tonight. I thought she might be on Zoom. Um, we're also joined by our superintendent, Troy Turno. Our assistant superintendent of student learning, Jennifer Kun, executive director of finance and operations, Kim Snder or the first action item is our consent agenda. We had the opportunity to review these items individually and seek care seek clarification from the district admin prior to our meeting. I would entertain a motion. >> I move that we approve the consent agenda. I'll second. >> Maline is moved that we accept the consent agenda and Kathy has seconded. Board, any discussion? I'll go ahead and call a vote. All those in favor? I >>
002I. >> Any opposed? All right. Consent agenda has been passed and board that takes us into administration. And first up is a teaching and learning update. Okay. So um this is the August update. Uh the sort of themes of August is just getting ready for school to start. So a lot of professional learning happening and a lot of setting of the stage for the work for the year. Um and some of the highlights of some of that work is our admin collaboration and clarity through our admin retreats and other meetings. But, you know, we had I think we've mentioned this, but Nicole Dimmitch, who came and um walked them through next steps with making sure that we have strong assessment in place, assessment system in place, and that we are um driving our instruction with
003assessments. And then Ken Williams and really driving home the idea of looking at the impact, changing sort of the thought of student data to adult impact. What is the adult impact data? Um, and we've been meeting with principles around their school improvement plans and talking through those and um, going over with them the monitoring and support plans for their improvement work for the year and really just making sure we've laid the groundwork for the work of the year. We've also had in August our induction days. So, we had a really great group of new teachers. Since then, we've hired a couple more, but they were a really lively uh, bunch this year. Not every year doesn't happen that way. Some years they're a little glazed over during those induction days, but they were really engaged
004and asking lots of great questions. So, good group of new teachers. Um, and then we had our first two professional learning days Monday and yesterday. So, we just finished those up, which is what I'm um going to kind of look at tonight. But across all of those meetings and collaboration times and structures, we are there's some repeated themes popping up for us. uh really centering students uh measuring impact of adults using data using data qualitative and quantitative to drive continuous improvement and h having high expectations and high levels of support and that goes for students and for staff. Um so just going to highlight our last two days that we had with our PL days. Our PLLD day number one um want to thank Joel Bose, Michelle Beam, Heather Miles and Bose Snow. We started
005our PLLD days with Danielson framework update training. Um, which of course that might not be the most engaging and upbeat topic to start the kickoff with, but um, it honestly was the only place that it fit in all three of our PLLD days to ensure that we had the chunk of time that we needed for all staff to be able to receive that training. Um but uh it they did a fantastic job with uh going over the Danielson framework, the updates that have occurred with the uh release of the new 2022 framework. Um and then Bo had a group up in the library that had gotten the training last year and if they wanted to attend that instead and do like a deeper dive on Danielson, they could do that. So we had two different
006trainings going on. Um, and everyone did a fantastic job with that. That was day one. And then I just wanted to kind of come back to some of those common themes that kept popping up during our professional learning time. This was one of the slides from the Daniel training and just recognizing we've been talking a lot about EDSA cycles, plan to study, act and continuous improvement. and they really highlighted that the um framework and the evaluation system really should be focused on um a growth cycle for teachers instruction as well. So you can see how that cycle there that the Danielson growth focused observation cycle is the same as a PLC cycle which um you know we've been talking a lot about. So the idea that we plan to do something, we do it, we
007analyze how it worked out, and then we make decisions about what to do in response to what that data um is telling us with how it worked out. So they highlighted that in the Danielson training. Um and then also just pulled out the pieces of the Danielson training that um this is shows also that um the stuff that we're working on really is embedded in the Danielson framework. So when we keep talking about having high expectations for students, um that's right there embedded throughout the Danielson framework, having uh student assumption of responsibility, student ownership over an agency with their work, attention to individual students, like really gathering um data on what's happening and individually responding uh cultural competence. So all of these pieces that Danielson calls out as sort of central to their framework are
008also the things that we are working on in our system. Um so DLD day number two we had Troy do his welcome back on day number two. Um and that was fantastic. He covered the sharing of priorities and the strategic plan and got staff moving with that and um a lot of good feedback from that. after Troy did his welcome back, we had Shelley Moore uh come do a keynote address um and she is an expert on inclusion and belonging. Um, and so then she did a keynote with everybody. And then she did an hour and a half session each with P5 and then 612 so that she could target her message a little bit more specifically to actual strategies and tactics and classroom um, practices that work for those different grade bands. Um, and
009so she covered inclusion and belonging, centering student need and identity, removing barriers. Uh, and the this is one of the things that I picked from her presentation that really highlights something that she hit home, which is when a flower doesn't bloom, you fix the environment in which it grows, not flower. Uh, so she's very big on uh understanding a student's strengths, their needs, their identity, what they're bringing to their learning. Um, and then having the adults in the system respond to those and provide the things that are going to help that child thrive. Um, and then she did, I'm just also highlighting this because I this was such a small tweak, but I loved her emphasis on the MTSS triangle, which you guys are familiar with, and the ideas of tiered supports. Um, oftentimes we
010hear tier one, all students receive tier one instruction. Um, some students receive tier 2 supports and then it's more individualized for tier three. But the simple twist that she used, it's not just about all students get tier one. It's tier one is about what do all students need. So then it really shifts that thinking to what are the instructional strategies and things that work for students at that age level, in that content area, whatever it is. And that's what we have to ensure tier one looks like. Um, and then obviously the the tier two and the tier three, but that simple change to it's what students need, not just what they get. Like they're all students get tier one instruction. It's like this is what all students need. Um, and that should be your tier
011one. So that shift I really appreciated and I think resonated with people. And then on the other side of it, another unique thing that she called out and really emphasized was that all of those supports that would be considered tier 2 or tier three supports should be taught to all children and that they get to decide when and how they access them. And that might change daytoday or content to content or year to year. Um, but that this is not something that gets taught to a small group of students so that they need it. these are access to supports whether those are SEAL supports or academic supports that students are then empowered to know for their own learning when they access it. Um and even with those tier 2 supports that flexibility of allowing kids
012to choose within the learning you know when they need to to access some of those supports. I thought those two kind of twists on the MTSS triangle were something that um she really in lots of beautiful ways and her own way with all the metaphors and making people laugh um she brought home and really resonated with people. Um and then in addition to Shelley Moore on PLLD day number two, we also had Paige from Common Goodness Project come. So, she was able to work with for an hour and 45 minutes with our P5 staff and two and a half hours with our 612 staff. Um, and she covered healthy youth survey data. I mean, she was her whole thing is ensuring that there's we're creating supportive learning environments for LGBTQ students. Um, but she did
013that through kind of looking at actual data. What is the data telling us um about these students? and then moving to gender- inclusive school laws. Um, and the research behind why those laws are in place. Um, and then strategies for preventing and interrupting bullying, which was really powerful because a lot of it was just giving people uh the information and uh even practice like practicing at table groups like if you hear this, what are some simple things you could say to interrupt it? Um, so that also was a really fantastic session. Um, some of the feedback from staff, this is we sent out a very short survey afterwards and I sent it at the end of the day yesterday after the day their day was over. Um, and they're we don't have a PLLD day
014today. So teachers are not at work today. Um, but we had I think 94 or 95 people fill it out since then. So this is representative of a good chunk of our staff. And this was um for the time with Paige, please rate the usefulness to you and your work. Um and you can see that well over 50% gave it a four or five and um the clear majority gave a three, four or five. Um and so there was a lot of comments about thankfulness that for bringing her and and starting that conversation and um and providing some tools and information. And then this is the feedback from staff. those same 94 I think people that had responded for the time with Shelley Moore. Like I said, she was a huge hit. I don't know
015that I've ever seen this kind of feedback for a mixed group like that of preschool teachers up through, you know, teachers of seniors in high school that all find uh a presentation like that to be, you know, a four or mostly a five. 85% said it was a five in usefulness to them or their work. Um, so I think we are really thinking about how we can capitalize on some of that energy and um, excitement around some of the stuff that she was bringing. And that's what I have to share. >> Thank you very much, Jen. Uh, board, any questions or I >> I was hoping that we could get um some ideas of what kind of feedback that you got regarding the strategic plan. Okay. So, uh, mine's pretty straightforward talking about I kind
016of double up at the beginning here on a few of the things that Jen was talking about, but, uh, kind of putting a little different, uh, lens on it as we have, um, worked through, uh, each one of the school improvement plans with principles. I think we did the last two today, this morning. And uh it was funny because we probably today did the two most uh different personality principles and so we had two really different conversations about the same stuff. And so I think it is really important, you know, so when we so Nicole Dimitch um worked with uh in May with the choice staff, you know, as part of project-based learning and and and they understood it and took it uh took the the messages to heart and wanted to continue to work
017on it. So we thought, you know, if that really resonated, you know, let's bring in uh the admin team. So we asked them to come back after we'd already set the summer schedule on August 1st and do it. and and it was really interesting to see uh you know the different things they took away and their different uh ways of um you know they definitely understood the message every single one of them but like then all of a sudden taking it to their teams thinking about their individual teams and strengths and weaknesses and things that they need to work on and um so throughout our uh SIP process which will start the next meeting we'll our next three meetings will be pretty long as we go through that Um, you know, you'll get to see
018that some of that stuff sort of come out as we've standardized the uh SIP process even further from last year. Um, everybody do the wave, the added wave. Uh, and you know, really implementing it in those goals within the strategic plan. And so have been really happy that that has landed. That's something we're going to have to continue to keep talking with them about and develop common understanding. But you can start to see that uh come through and the discussions and uh how they are seeing assessment and and how important it is. And so that that's been really great. Uh and then as Jen pointed out, we did uh in the middle of August, we we did our admin retreat and we had um Ken Williams with us on the 13th for the morning and
019he actually stayed I don't know the hour and a half past his time just wanted to talk with people and answering questions and things. Um and it was it was great. Um uh been 14 years since uh we brought him to CILA and we had picture of and Shane Ban came because I invited him since we'd done this a while back and so we got a picture of of he and I with Ken have the one from 14 years ago and then the one from uh a few weeks ago and so it was really good to hear to catch up with him and and he's he's really focused and changed his uh message to really meet what he sees the biggest uh issues in education are and and it really involves leadership. And so it's
020also been really powerful to see how they have how the principles and the teams have been talking about the work and the ones that had completed their steps earlier and we had gone over it are our thinking adjustment and Jen used the word um and and you'll see it on the next slide for me too. The thing that we're really taking out of that is it's our job as leaders um to help support teachers. So everybody in the system is measuring their impact on students. And it's not just enough to say, you know, our our fundamental purpose or the fundamental purpose of any school district is to ensure high levels of learning for all students. That can still be construed as it's the students job to learn. And that's not the case. It's our job.
021We're the ones, as Ken says, we took the money. we're the ones that have the degrees. The kids don't have degrees. You know, kindergarteners don't come to school with with degrees. Um, so, so we have to look at it through that lens. And so, it's been really good. And, and today, like I said, we had two principles have very different, uh, thought processes how they get there, but they were both talking about how they're going to help their staff and therefore themselves, how how we're going to measure our impact. And so, that's kind of a a shift in language that we're using this year. We've always intended that. Um, but that was was really really interesting to hear people say that. We actually had one principal after they've thought about it go, "Well, I wish
022I could redo my poster because he has us do kind of a poster of who we are and things like, you know, he's I wish I could explain it better after I thought." It's like, "That's okay." You know, it's it's all right. So, um, that that's been pretty good for us. And then the last two days, as as Jen went over, um, have really been good. and you know some of the the because they have in the feedback they can write what they want and well why why why didn't we do yesterday the first day why didn't Troy talk you know well we couldn't get Shel any other day that's that's why we did things the way they did but um she was amazing and Paige was fantastic as well it was a long day
023for our staff yesterday I mean it really was and we knew that going in and it's hard and you know not to try to plan a full day of them without a ton of, you know, transitions and things. Uh, and the staff just did a fantastic job. Um, you know, Shelley during the keynote is one of the best things I've ever seen. Um, I've seen a lot. She just had them eating out of the palm of her hand because the way she was laying the message out was something that everybody intends in education. Uh, but we get caught up with with all the stuff. And uh I think one of the the powerful messages that she gave that I know our leaders took away but our staff heard it as well, our teachers heard it
024as well. Um and she talked about her mistakes, right? Because as we get better, we really are learning from our mistakes, you know, all the time. And she talked about when she was a teacher and she uh inherited she started out she's from Canada. She first teaching job was in New York. And then she came back to Vancouver and she was excited because she thought she was going to get to go to an inclusive school and she got there because they marketed how inclusive they were and this or that and she said, "Yeah, I had a I had an inclusive wing. I didn't know it. They locked the doors. We couldn't get out." You know, and so she's telling this story and she said, "Well, then I finally I got mad and she has this
025great stories about the Olympics in 2010 in Vancouver." and basically because they were locked up in the wing and no one cared, they just did Olympics for, you know, a month and some just incredible stories and pictures of that. And she said, so she finally really got frustrated after a few years and went in and said, you know, I started to yell at my principal about why we're not doing this or that. And he says, well, who are you talking to? And she says, well, I my kids are in these classes and I yell to these teachers and they don't pay attention to me and d He goes, well, you're talking to the wrong teachers. How could I be talking to the wrong teachers? Those are, you know, my I've cuz she said, "I just
026opened the doors and said, "Here we come." So now we're sending I'm sending my kids in my wing to your classes like they should be. And and he said, "Well, you know, those aren't the right teachers." And so he gave her names and finally she realized he was given the names of the ML teacher of, you know, of all the other teachers that were, you know, specialists and had some isolation and and other types of special ed teachers. And and so finally they started talking they all had the same issues. And so when they started working together, then they could go and talk about it and and get the staff together and then talked about thinking about it like a bus. You're driving the bus and and what are you doing when a teacher doesn't
027want to do when your colleagues doesn't want to implement inclusion for your students? Well, I'm chasing them down the hallway. Well, how many of you converted by chasing them? The answer, of course, is none. Um, and so he said, "You got to think about it. You're driving the bus and your job as a bus driver, it's a routine. It's a route. You're going to stop at that route. You're going to go to that route and if someone gets on the bus, great. You're going to pick them up and go. And if no one gets on the bus, you're going to go and you're going to keep doing your thing. You're going to make sure everybody gets out of the way or you'll run them over, but like they're in the bus." And that that really
028was something that resonated with with a lot of of people because everybody comes around to different things at different times. And if you keep making the stops, if you keep running around, more and more people are eventually going to get on the bus. And so she she talked about how that was a real pivotal moment for her in her work. And I know that that resonated with a lot of our leaders because uh you know one of the messages from Ken was don't chase buy in because you never get there. You don't chase it. You don't wait for it. You set the standard. If this if we say all kids are going to reach this then that's just where you go to and you behave your way into belief, right? But these are the behaviors.
029And so you know it's a just a different take on that. And so, um, but it was presented in such a way that it helped our our staff understand that, hey, it's it's okay that I might not have got this the first time if I just keep getting started and getting going. And, and we all received a lot of way more than normal emails from staff. Uh, they ended at 3:30. I got one for at 3:33 yesterday. um you're just thinking and and this is from someone who has an awful lot of opinions about how things should go and and they were just very excited and so my takeaways I I get frustrated because it feels like I have to bite off the biggest chunk the whole times I can take it step by step
030by by just get started and get going and so it it was real powerful days uh you know Paige did a phenomenal job with very you know for some people very challenging discussions uh because it really gets to people's feelings and um beliefs and uh but that that was was positive and that was hard because it was in the afternoon. Uh we did something we hadn't done before and now we got to figure out how to we're probably going to want to utilize it and maybe do it better. Uh so because we figured all these transitions were going to be really difficult on people. So we used the auxiliary gym at Morgan and had uh Paige present in there. So we work the groups. Now we need a bigger screen. It's about half the size
031of that one. So, we're going to need to invest in a bigger screen uh for that. The sound system worked great. It's the first time they'd ever used it in the auxiliary gym since Morgan was remodeled. Uh and once we got it fired up, it worked great. Uh we unfortunately had them sitting on round cafeteria tables with tiny little seats. So, that was really hard on them. Uh acknowledge that. And so we need to find a way to do have some better seating as we go through this. But in all in all, it worked pretty well and it made our stuff more efficient. But the staff did a fantastic job. Uh they were energized by the message, but it was a long day for them. I mean, it really was. We had a lot to
032to fit in and they had, as Jen said the day before, um had to complete the the Danielson training, which was a significant amount of time. So, uh we couldn't be happier with with the way that our our staff has come back and their attitudes and their approach and how they handled things. We're really, really happy with the last few days. And a big thanks to Jen and her team for organizing all of that. And Lori Gillian had to just stick on. I mean, Shelley is like, she's busy. She's all over the world. And so, um, to get her to be able to come now, everybody wants to bring her back. We're like, I don't understand how expensive she is. And the funds that were used are the ones that are probably going away next
033year, so from the feds. So, uh, but we'll we'll keep trying to figure out how to make it work. Uh, another interesting thing that's been going on, actually started in July and we we made some progress in August is is Jen kind of helped us get organized and we've been working with the uh, central uh, education department with uh, Jenny Dain and uh, we've been having some meetings and just trying to figure out what types of new partnerships we can create and what and how we can strengthen our current partnerships or what's working and what's not working. And so our first meeting was really interesting. We had a lot to say, but really we're just looking at each other like uh you know what like is you know it's just it's just so different. So
034we both had some time to think. They went and did some really good work for us to get together and get data for all of their different programs and classes and the number of people that they have because they recognize that we are their greatest provider of practicum and student teaching opportunities. And uh so they're really looking for ways that you know pays back to us and and so we kind of ended up settling on an idea. I think we're planning on starting it in late October or November. So we're going to have another couple meetings to work on it. But, you know, we were just talking things back and forth and I think one of the things that and Jen mentioned it in the work that we're doing and as Shelley was talking about
035it and what not is we are not doing a great job in education either when they first come into the K12 system or whether they've been in it a long time uh or within student teaching and things. What's really important, what every school needs are teachers that can come in and identify the skills like independent skills when a student's struggling and how do we work on that skill so they don't fall further behind because when they usually fall behind in one skill and we really don't know how to fix it that often is going to lead to them struggling and they're going to not being paying attention. They're going to miss some other skills. And so just that ability um because we try to use paras a lot to do that but they're also not
036trained. So, but if our teachers really had an expertise in that and it goes back to a little bit of the work with Nicole Dimmitch. So where we talked about you we would probably hire someone on the spot in an interview if they said well I have experience you know working with small groups identifying here's the essential outcome here's two or three skills kids were missing I did a quick intervention with them tested them used it formatively and got back we'd be like you're in you know and so uh we're going to try to put together a small pilot group with some of their um pre- studentent teaching you know and have them work embed them with one or two of our teams and have them all work together and learn and so you've got
037more heads working on it. Our teachers don't have to bear the brunt of, you know, we we can have them come and work in some of the intervention periods, but just share the data back and forth. So, we're trying to develop a a system because they're like, "Wow, that's a really a big hole in our system." And so, uh, we're we're trying to come up with some pretty cool and innovative things with them. So, so far it's been really good. We've only had two meetings, but uh they've been very productive and we feel like we're on a path where we're really going to be able to help each other because with the university here, we really should be learning from each other. And uh so that's that's an important thing for us. We haven't gotten
038very far with that, but it's something I'm pretty excited about. Um just one more thing, Jen's heading up, but um uh it was it's very uh we're looking forward to that. Really looking forward to that. All right, Leslie, next one. Um so I just sort of shared these are the priorities I shared uh at my welcome back um they're they're fairly broad but just want to give everybody understanding sort of what we're working on and and uh last year we talked about our priority being developing systems that create uh you know that meet our fundamental purpose to ensure high levels of learning for all students. But we we added this you know that we really want everybody to look at improving our impact and and the reality is that's what Charlotte Danielson wrote her framework
039for. I mean that that's the express purpose of the framework. The framework was adopted as a teacher improvement tool, a me, you know, a a rubric to measure, you know, levels of areas to identify areas to improve and then ways to do that. And of course, of course, the state co-opted it for evaluation purposes. But it's really like that's what we're trying to do and that's what we want our PLC teams to do and the the work that the TNL team has come up with you know PD uh the plan do study act cycle requirements that we have this year and our walkthroughs and how we're going to share data and things like that and even to the strategic plan and the data that's shared here at the board level like that's really what we're
040trying to do and the strategic plan is intended to impact student learning. So that that's kind of our a shift. I just wanted people to sort of understand that uh principles have taken to that and and you know so far as they've been meeting that teachers are understanding yeah that that's really what we're talking about and we're always going to have an impact and almost always is it going to be positive rarely is it ever going to actually be a negative impact but it's just about how do we maximize our impact and that's really so we're shifting that focus tied that to our strategic plan went through it with them uh like I said we'd sent it all and a portrait of a graduate sent it out to them so they all copies, but went
041through it uh talked about, you know, how that fits in and how we're developing our systems and designing our systems from the board uh down through to the classroom with the strategic plan. And so, uh so far the responses that I've got to, you know, as I said, Meline is is been positive. Of course, you know, um it's it's new and you know, they've all recognized they really don't always know what to do with it because we haven't done anything with it before. So discuss that's really you know our role to help make that happen but um people have have uh been reacted you know positively to it. Uh you know continued on talking about you know we need to develop student learning uh focused systems and responses to student needs. And then lo and
042behold Shelley comes behind me which I don't even know she was going to say and and makes that point better than I ever could uh during the the keynote. And that's really what we're talking about and that's really the key to education. Um, and so that that's definitely something we've done a lot of work on and we also got a really nice launch into it. Talked about that we have to um meet the requirements of the settlement and uh that's a big deal for us letting them know that that's something that Rhonda and I and Jen and the team are working on all the time. Uh, and we have kept up with what we're supposed to do. uh have still not received any feedback from anything that we have submitted to them. So, uh we're
043just taking that as we're on the right track and we're just rolling along. Uh our and I let everybody know because we're doing a lot of training both in the building and and we've done uh a little bit of an introduction to things uh on our HIV reporting system, not only just the electronic version of using Aubé, but like this is what you do. Um Rhonda and Joelle worked together and Joelle created an incredible page on the website for what it all looks like and how the process should go. Um we're adding in vector um adding a uh what are we doing? Implicit bias. I think that's what we're adding to to theirs. That's not something we've had in our package before and and doing that. So, we're working hard at that. We just needed
044them to understand that that's the the, you know, sort of why the days are so jam-packed because we need to get these training that in. But I also assured everybody we probably have the most robust reporting system maybe in the Western United States. You know, I mean, ours is beyond anything and in uh have done a really good job. We're already seeing it. You know, Rhonda's reacting. Principles are are making sure they check in with her on things. Um we've had two things in the last two days to be honest and so we're going through that process uh and you know far greater efficiency and far greater intention and communication than we have in the past. So it's already paying off for us. Um talked about this is more my role to advocate with legislators
045for necessary funding changes and prepare for future budget scenarios. I mean I think we have to be honest. I would certainly didn't want to be doom and gloom with them, but you know, pointed out that uh you know, Washington state's really we we've got some challenges and the legislature has done some nice things for education, but they also have not prioritized it as the paramount duty and um so we have to go back explained a little bit about you know the power of MSOC for us, how it relates, talked about the federal funding stuff coming and and you know we didn't send out big panic emails to them uh over the summer because honestly we were only going to lose $185,000 this year which would have been significant but it's not like woo losing 3.5
046million and so but we talked about with those cuts likely not being reappropriated in the next federal budget or at least cut that that that will have an impact on us and and then of course that led to the last one that probably no bigger priority uh for all of us is to pass the EPO levy in February because then it will be really hard to put a sunny face on things next year when I have a microphone in front of everybody. So, um you know, so we just kind of went through them with them with that and and just kind of laid, you know, talked about a lot of our cultural things and as we and applied it to the um strategic plan and what we're doing. And then like I said, Shelley just
047backed it all up, which we we weren't exactly sure what was going to do because she's kind of all over the place by her own admission. And so just pigeon holeing her on like what is this going to because really honestly we thought it the way it was going it was looked like it was going to be kind of a UDL overview and then when they then more specific and that's wasn't going to probably work great and so we decided not. We just had the classified staff in for for my thing because we they make them sit through UDL, but and it turns out it would have been phenomenal if we were had them there. So, um but it was it was really good, really good and well received. Okay, Leslie, thanks. All right, so
048then next week we have our final PL day at build all building in the buildings on uh Tuesday and we get rolling on Wednesday. The uh horse trailers will be out of town and the buses will be rolling. Uh and then we have uh a really great thing that's coming to Ellensburg, but it's also going to challenge us and that the Rotary uh Rotaries across the town are bringing the wall that heals, which is the traveling Vietnam uh veterans memorial and it's awesome. The problem is they didn't get to pick when it comes and it's the first week of school and they really want to get kids there. So that presents an incredible challenge for us. I told them we started working with them uh boy early spring last year uh and he said you
049know I love it uh but there's no way I can put elementary kids on buses the third day of school and send elementary but we can we can figure out some secondary you know so uh we are still I mean I thought we had everything ironed out in May but got a recent email which I guess is to be expected like you know so we're still ironing things out but our plan right is to take all the seniors and all the eighth graders uh in three uh rounds. We'll take them at 11 or yeah 11 12 uh a.m. We should be able to get everybody through and we also might have some going at noon and about 45minute tours. And so we work with transportation. We need to try to finalize this tomorrow. Uh but
050then Haley came in and really wanted to take all of the choice so they could help make one of their projects around that. So I asked because then truthfully no one's on the meeting. Um they m you know got to have stuff by May 9th or May 10th. So I sent them what our schedule was. Oh yeah, this is great. And then they emailed me about 3 weeks ago, hey when are you guys coming? I'm like oof. So remember we're doing this. Oh we don't remember that. So, uh, we're doing I and they said, "Well, we could do a 10, too." And I said, "All right, can you do a 10:00 a.m. because then we could get if I can work it out with Carol, then we can get, uh, all the choice kids there
051and they can work do a project off of it." Still, I haven't heard. So, I reached back out today. So, we we need to try to finalize things, but we're doing everything we can to get as many of our students there as we can. It's going to be a challenge for anybody on the third day of school, but uh, the high school team's very excited and committed and Michelle and her team very excited and committed to get we'll get as many as we can. uh we also to be a little bit dependent on how many actual seniors and eighth graders we have showing up. So working really hard on that and I think it's a great thing that they're that uh it's being brought to our community. And then just uh some some special thanks.
052Jen touched on a few of these as well, but you know our tech maintenance transportation teams have been really really working hard. The transportation team had their day today. They had buses out parked on the street. They were getting all of getting all lined up and ready to go. And our maintenance our maintenance guys just keep rolling. You know, stuff keeps breaking. It's just natural. They just keep going. Uh the weeds and the grass keeps growing and you know they're just on it every day. They take such pride in it. They're really getting ready to go. I told the story yesterday walking when we were doing the admin academy. Every time I walked down the hall to go to the bathroom at Morgan, the floors were such great shape. I kept sticking on them and
053like God, I'm going to fall down here. And you know what's the story there? superintendent has a L and I claim because he fell in the hall as his feet stuck because the floors were so nice, you know. So, they've just been really doing a great job and our our uh uh tech team has a monumental, you know, every summer and they had some really great interns this year. Mike was so happy with our high school students that served as interns with the tech team and so uh really really good summer for them. uh on Monday prior to uh the Danielson training, our first PLLD day, uh the the uh Ellensburg School District Education Foundation, and then Mike McCloskey got uh Quantis to help out. Did a pancake breakfast for all our teachers before as
054they were coming in. We actually we had a lot of people show up uh which was great. We didn't have great attendance at the tailgate party last year, so they want but they want to continue to support staff uh and so uh it was really good and and people were real appreciative. And then our uh nutrition services did our grab-and-go breakfast uh before yesterday's PLLD day. And leave it up to Alexandra. She's always going to come up with the best stuff. The apples were a hit. Like I don't know which orchard she got them from or whatever, but they were local and everybody's walking around with the apple and I just kept hearing how great the apples were. So, um, they always do a great job and and I already said it, but our our
055teaching and learning team, um, you know, Jen, uh, Rhonda, Lori Gilling, um, Shannon Panaton, Julie Hamilton, uh, just just have put a lot of time and effort in over the summer to make this all of our things get going. And I mean truthfully, it's really for me who's been, you know, around a long time now and been through lots of different openings from teaching to as an administrator, you know, really this was was definitely some of the best, you know, August days that that I've seen and um finding the right stuff at the right time, which is always a challenge. Uh so they they just did a fantastic job. And then I just want to shout out too as as Jen did, special thank you to Michelle Beam, and Heather Miles, Joel Bose, and Bo
056for taking on the Danielson and and Eval training. They were all excited and then it got a day or two before and boy they were all a sudden start getting nervous. So I was like, "Yeah, now I know you're stand up in front of everybody." I'm like, "Yeah, it's kind of it's different than standing up in front of a kid, you know, classroom of kids, too." And so they worked really hard at it to make it engaging um and and to uh involve people. And so it was great. One of our new teachers uh actually caught me on the way in uh when he realized what was going on in between breakfast and he just said, you know, this is the third district I've worked in and and I've never been in a district that
057trusted some teachers to do something like this. And I'm like, well, you know, they're they're our ones that wanted to take it on and our experts. And so we we're happy to give them that opportunity and that change because it certainly came off a lot uh better. they were talking to each other in their own language and so it was was really good and and Bo had had a large you know everybody that went through it last year went up and did a deeper dive and really dove into the rubrics and what it means for them. So really really impressed with with all of our teams and getting everything ready for the summer and so um Wednesday's coming and uh we the buses will be running and we will be open and we're looking forward
058to it. We uh we've got a real good start to this year. So, any questions? >> Doesn't look like there's any questions tonight. So, Troy and Jen, thank you for the updates. >> All right, board. That takes us into business. Um, first up is an enrollment enrollment report, which has zeros on it. >> Yeah, it basically has we have a few uh a few open doors program students and a few summer running start. So just so you can see that. So I have no insight into any of those numbers either. >> Ask a lot of questions. >> I was going to say have do we have any insight on registration towards our projected numbers for the budget? >> Well, we will see. We will start counting on Wednesday, you know, but uh we have had
059a little bit of an a small uptick in kindergarten numbers. That's why you saw we hired a temporary kindergarten teacher for Lincoln. So, we're not exactly where we thought we were going to be at the end of the year, but it we have had that expected um bump in in people coming out in and registering. >> Thank you very much. All right. Uh next up is our financial update and Kim, >> which of course when I hear enrollments going up that makes me smile. makes me happy. So tonight I'm going to be going over the July um financial update. Um it's our 11th month into the fiscal year. General fund well all funds are on target with no discrepancy from kittas with kittas county treasurer. The general fund revenue comes in at sorry I'm having
060a hard time reading this at 89.34% and expenditures come in at 84%. The fund balance is sitting at 10.1 million or 16.58%. For the month of July, the district's at a total of 4.4 million, which is made up of 83% on salaries and benefits, 8% on supplies, and some of our biggest expenses was 47,000 to NWA for our MAP assessment. Um 139,000 to Northwest Textburg and Biozone Corp for curriculum. And then 9% on professional services. And some of those big expenditures came in um district transportation software and routing system came in um 27,000. ESD 105 contract for data services in the amount of 39,000. 59,000 to the city of Ellensburg for utilities. Um 20,000 to Lazy F Ranch for um fifth grade camp and 20,000 to the state auditor's office. And then just a small
061amount on travel and capital that comes in at 11,000. Capital project funds revenue sits at 120.54% and expenditures are at 39.07%. Um we have not transferred our levy tech money yet and we will be doing that um here in August. The summer capital projects are being completed as we speak. Um and in the August report you will see the transfer from capital project just as I mentioned. The top expended in July for capital project fund is uh is our 570,000 for the asphalt project that I mentioned last time. Debt service fund revenue sits at 99.27% and expenditures are 88.87% and there were no new expenses in July. ASB fund revenue sits at 68.19% and expenditures are at 57.24%. Expenditures for July was approximately 30,000. Um, this is kind of made up of middle school sport
062uniforms, EHS football jerseys, soccer camera, and 11,000 for transportation costs for the 6th through 8th grade field trip that they took in the spring. Private purpose fund, the fund balance is sitting in at 34,000 and there were no expenditures in July. and transportation vehicle fund. The revenue for this fund came in at 8.39%. And 33.56 for expenditures and there were no expenditures in July. Um, the only thing I want to do mention, I'll ask if there's any questions on this. And then I also just want to mention that um, we kind of had a hiccup this last week which gave me a big surprise when I got an email saying one of our vendors said that we our checks were bouncing that it did not go through. The reason for that was um the county
063um implemented a new system for all their um banking and um and of course we go through the county and so the system wasn't talking um correctly to the bank. They thought everything was good but it wasn't and so they are working with the bank and we're getting it resolved right now. We're working very closely with the vendors that are affected with it. Um, we're hoping by Tuesday that everything will be cleared and we'll be we'll either have to reissue or some of them we were able to send back and they are the checks are starting to go through. So, I just wanted to mention that to you guys just in case you hear anything out there that we're good. We do have money. It's but it did give me a little bit of heart
064attack at first, but we are working close with them and we all know how new systems can can go sometimes. But that's all I have. and board. No questions for Kim. All right. Thank you for the update, Kim. All right. Uh board, that takes us into a couple of policies tonight that we have uh second readings on. Uh first one is the policy 3205 uh sexual harassment of students prohibited. Right. So this is our uh second reading. Uh remember from uh a few weeks ago. This is one of our policies that we had um was obviously under DOJ review. Uh DOJ is was not always happy with the model policy and so uh we submitted it to our legal council and they uh wrote the policy for us keeping the framework of the model policy
065because there's nothing wrong with it. But where what DOJ wanted was expanded. So the this is written uh if you remember by our attorneys uh to meet the standards that the DOJ wanted in our policy. Um nothing has changed. There's no law thing. It's just expanded a little bit. Explains it brings a little bit of the procedure stuff that we just had in procedure into the policy which is is really what DOJ wanted. And this policy has been submitted to do DOJ back on August 1st as well. I move that we approve policy 3205. >> I second. >> Uh Kathy has moved that we adopt policy 3205 and Maline is seconded. Board, any discussion? Call a vote. All those in favor? I. Any oppose? All right. Policy 3205 has been passed. Uh next one up
066is policy 3210 uh non-discrimination. Same deal. Uh another policy uh that was uh DOJ wanted us to have reviewed and uh by them as well as our uh ZSD 105, our consultants. Um, this one was probably a uh bigger rewrite by our uh legal council in that the model policy is actually quite short uh from WASDA with almost all of it contained in procedure. And so, um, this is just an expanded, uh, policy of non-discrimination, uh, that brings a lot of what have been, it's they're still in our procedures, but it brings that language into the policy, expands on it, just clarifies it. It's really just making it more clear by bringing more um, definition into it and and bringing more language from the procedure into it. Uh, no, no changes to really how we
067conduct our business or the meaning of the policy at all. Just expanding it. >> I move that we approve that we adopt policy 3210. >> I second. >> Kathy has moved that we adopt policy 3210 and Maline is seconded. Uh, board, any discussion or questions? Okay, I'll call a vote. All those in favor? >> I. Any oppose? All right. Policy 3210 has been adopted. Uh that takes us into community input and public comment. And we do not have >> the chat. She said >> okay. Um, so since you reached out, thank you Leslie. Um, and nobody here, I will go ahead and move forward with no public comment tonight. Um, and that takes us into new business. And, um, I think if we we have a busy study session coming up, Troy, with the, um,
068plans. However, uh if we could build in maybe just a little bit of time, uh we have the general assembly coming up in September and Tasha is going to be our representative for it. And so we were thinking that maybe we could have just a little bit of time to discuss some topics to help Tasha with that. And if you want to say anything about that too. >> Uh it's all on WA's website, right, the general assembly and you can see all the proposals and the and the work that's gone through it. There's a caucus in September also that will happen before that, but there's a list and only one of us can vote. Um, and then that will be the ledge proposals going forward which will be presented at uh WASDA I believe, right?
069It'll be on the on the website in October, but be discussed at WASDA. Croy, on the the new SIP plans that they're going to have, um >> will they give a little recap of what they hit and what they missed from their previous SIP plan? >> Yeah, we can definitely have that. Yeah, it should be building off each other even though we reorganized it a little bit, but yeah, definitely. >> Okay, great. Uh board, is there any other new business we'd like to discuss? >> I did just have a question. When are we going to circle back on the sponsorship um advertising promoting? We were thinking about maybe trying to rewrite that. Is that going to be our workday part of our workday or >> I would say we can start discussing it there and
070that we would once we kind of get through the sips then we would come back to come back around to that. Yeah. >> Thank you Kathy. Uh any other new business board Troy? Uh that takes us into our meeting closing. Troy, do we have an executive session? No executive session. Um clarification and next steps. Okay. Uh board calendar. Uh, I was checking with Leslie and it sounds like um there's just about uh one day that works for almost everybody for the work day and I think it was like the 19th is what it's probably aiming to be which would be Friday, September 19th. The only one that won't be here is to chef but >> we'll see. >> We we've just >> got rearrange. >> Oh, okay. >> Okay. >> Yeah, that that'll be great.
071It's important for us to see you a little earlier than >> Yeah. >> So, if you haven't filled out your doodle form Oh, I think I was the last one if there was four answers already. So, sorry I was delayed. Um, anything else for work calendar? Oh, and then there was one other thing uh that in the email you sent me. >> Yeah, for the conference. Um, make sure we have our uh regist get our preferences to Leslie. So, uh, signing of official documents tonight. Yes. Okay. So, please don't run off. Um, if there's nothing else, board and I'm looking, I'll go ahead and adjourn. Thank Well, let me just say welcome back teachers and admin and staff and good luck with the first week of school and hopefully it's a great one. I'll go
072ahead and adjourn. Thank you. Are you going to be at