001This >> Thank you. I would like to introduce our board of directors tonight. We have Cindy Co, Maline Demutinon, Kathy Day, and I'm Mike Rally. Tasha Woods is not able to join us tonight. We're also joined by our superintendent, Troy Turner, executive director of teaching and learning, Jennifer Counz, executive director of finance and operations, Kim Snyder. Board, the first action item is our consent agenda. We had the opportunity to review these items individually and seek clarification from 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 is seconded. Board, any discussion? >> I had one brief question about the bus, the the newer bus that has the um fuel injector
002issues. Is it just it would be so expensive to fix it that it's more cost effective to just surplus it and run it down the road even though it's only got 95,000 miles on it? >> No. Okay. Any other discussion board? >> All right. Call a vote. All those in favor I >> I. >> Any opposed? All right. Consent agenda has been passed. board. We move on to administration. And first up is the teaching and learning update from Jim. All right. Um, so for tonight, I just have the district learning improvement plan to once again kind of review and finalize. It is linked there uh if you want to access it that way. I'm not going to go through the whole plan because you guys have seen it before. We've talked about it before, but
003I did want to highlight a couple of things um about it. We are still waiting on some data to finalize goals. So, for example, that EL progress rate, for example, there will be question marks on what our goals are because we want to set the goal based off of where our 2425 data comes in at, which we don't have yet. Um, one of the nice things about Aubrey is a lot of these uh, measures we're going to have more much more real time instead of having to wait for the state to release the data because they're going to crunch the numbers for us and um, we know what the calculations that the state uses are. Um, so in the future we won't have to hopefully wait for some of it. Some we will like the
004science scores they uh, just don't release at all until um, usually August. So, but that's what the question marks are there. The dashboard, the strategic plan dashboard is almost ready to go. We saw a draft of it today and we're hoping to have it finalized by the 6th. Um, so that'll be ready to be made public as soon as it's finalized. Um, so that's exciting. Some data points we're going to be starting fresh on. So for example, we've talked about uh in the strategic plan under um strong start and early learning that we want to look at ESGI for foundational skills. Um in reviewing everything we have been spotting in our implementation of the assessment and some assessments since it's a district created it allow it's a platform that allows us to put district created
005assessments on it and so some um grade levels or buildings have sort of amended some of the assessments so then it's not apples to apples across buildings. So um in order to just have fresh data that's actually going to be meaningful there will be ve excuse me very few uh holes in it like ESGI for example and I think there's one other I can't recall off the top of my head what we decided to um hold on but it was like it doesn't make sense to load that data it's not useful data to us right now so moving forward um it will be in uh we can gather that but so that's just a couple things to note and then wanted to go through what's new. So, we've talked about what's on the plan. There's
006a lot of just going deeper with what we've been working on and um reinforcing and taking next steps with the improvement work we've already been on a journey with. So, there's a lot of stuff on there that um you've heard us talk about and is not new to our system, not new to our buildings. Um but there is some new stuff happening um and it's either directly represented in the district learning improvement plan or um is partially happening as a result of it. So what's new looking at processes and collaboration structures for example um there's a lot we have been working on in terms of our structures and uh the way we team and collaborate um and our frameworks for doing work. Um so these are all things that are represented in the district learning
007improvement plan that are actually going to be new to the system next year. So, a K12 career pathways leadership team and you'll see that under the future ready graduates. Uh that is going to be a team that is gathered to look at how well are we providing opportunities to talk about career pathways and career choices and career exploration throughout our system. So, not just starting in high school. Um Shannon's going to be running that team. She's really excited about it. and we were talking to a principal today that was talking about wanting to build more into elementary opportunities for career exploration. So, um that will be a new team that's looking at how we can do that better in our district. Uh we're also going to be um gathering a committee to look at uh
008the feasibility of a capstone or portfolio type um project for graduating seniors. So it could look something like having as part of that portfolio career reflection, a project artifact, a resume, post-secondary plan. Uh, it kind of reminds me a little bit the ideas we've tossed around of the old senior projects that we used to do, but really looking at does that make sense for us to bring something back that might be a more meaningful opportunity for students to show their engagement in um their learning and how it connects to their broader life and post um post-secary plan. So, we'll also have a nth grade success team. That's actually not new. We're just revitalizing it and bringing it back. Um but focusing on ensuring that we have that smooth transition in as for freshmen. Um that
009they're passing classes, that they're feeling connected, all of those pieces. So there will be a team that regularly looks at data to address that. Um we've talked about how we are revamping our collab collaborative teaming structures and buildings. So that's just ensuring that um across all of our buildings we have the same teameing structures and the same ways and frameworks that we collaborate around student learning. Um and so that's new this year. We have every building that will be engaging in regular learning walks um collecting evidence directly tied to their school improvement plan. That will be uh fabulous evidence to look at, reflect on, and determine next steps. So, uh, all of the principles right now are coming up with their plans for what that's going to specifically look like. Um, but that will be
010new to our system. Um, we are, uh, instituting, I don't know if this is necessarily new, but we are putting a higher emphasis on and more supportive structures in place to ensure it's happening across the board, but check-ins with evidence of learning at various levels. So the district office checking um with principles about what is their evidence of learning and principles checking with PLC teams and teachers what is their evidence of learning and really making sure that we're actually collecting um evidence uh of how students are doing with the pieces of learning that we say are the most important. So that will be um a higher emphasis and more structures put around that this year. Um monitoring implementation of district materials and structures. So ensuring that if we have said this is the for example
011um instructional minute guidelines at elementary if we have outlined those guidelines which we have um then we should be seeing that across our elementary classrooms essentially the the day the minutes fit into a teacher's day in their classroom somewhere and they've articulated what that is and the principal knows what it is and it everybody it's clear. So, monitoring of um sort of fidelity to some of the things that the district has determined are the way that we do business. Um and then I am really excited about this one. It's going to be a lot of work, but we are beginning to work on an intervention matrix um that will help sort of really ensure that our interventions are tightly aligned to a specific skill and that that skill has been identified um based off of
012what we are saying are the most important outcomes for students. and if there's a skill that they are missing that we know is going to help lead to that outcome um that we provide support and interventions directly aligned with that skill and track whether or not our interventions are working. So it's sort of like an if then if they take this assessment and they are missing this skill then we're going to provide this kind of intervention um and this is how we're going to monitor progress. So that's all of the stuff that's sort of new under process and collaboration structures. Um, and it's a lot, but I think we've got uh administrators across the board leaning into this work and excited to tackle it. Oh, there's one more um common SIP element. So, last year
013we it was new to have a format and a process that everyone utilized. This year we've added some expectations around let's ensure that they have these elements like that we um under we have goals around tier one instruction like what are you going to do differently or make a goal around for changing tier one instruction. So there's some common SIP elements that's new as well. And then under curricular resources and assessments, kind of just broad look at what is new for us in Ellensburg School District in 2526. Um we have had Fluency since the dyslexia law came out. So we've had Fluency as our dyslexia screener for K2 students um for a number of years, but we are now purchasing it for third through fifth grade students as well. And um it's got a progress
014monitoring piece that is really nice for being able to monitor some of our foundational skills with students. Um one of the things under when looking at our priority areas is we really need to have good assessments that tell us how we're doing with those things. And it's one of the problems with ESGI is the lack of consistent implementation has led to um challenges in analyzing the data. So fluency we're going to take across the board for K5. It's also replacing our benchmark assessment system which provides really good information, but it is um a little bit more subjective because it's done by a person. So it's not normed and it takes a tremendous amount of time. So, it's a a good assessment that is still something we can utilize when we feel like we need to
015do that kind of assessment with a student, but fluency will provide us um information on fluency, comprehension, and decoding accur accuracy. So, it'll give us all the foundational skills that we want to see, and it provides progress monitoring on whatever piece we want to assign progress monitoring to if they're working on something specific. Um so this will be a nice assessment to get in place for reading and coming up with better data in K5 around reading. Um with fluency they have launched what they call coach Maya. It's essentially um a personalized pathway that takes how they do in fluency and provides them some personalized instruction based off of the skills that they're ready to build. So, we're piloting that in two buildings and the hope is that it might replace Lexia, which has served us
016well, but um this might be better. So, uh >> Jen, >> yeah, >> is the um fluency program is that something that parents have access to help their students at home, their kids at home, or is it just for helping instructors in school? >> They should be able to. So, not the assessment pieces of fluency, but the um access of personalized learning pathways. Yeah. Just like they have access to Lexia at home if they just um log in. Um another new thing uh particularly with assessments is I ready. So once again, look really analyzing are we getting the right data to tell us whether we're being successful with foundational skills. Um, and especially since this is a priority, like we got to have that solidly in place so we know how we're doing. Um, and
017so we are implementing for K2 and potentially for 35 beyond this year, but this is kind of a see how it goes with it year. Um, so I Ready for I Ready is also a curriculum. We're not adopting the curriculum. I want to be clear about that. Someone saw it on the board list and they're like, we're adopting new math materials. No, no, no, no. So, they also have a core curriculum. We're not adopting it, but we did purchase the assessment piece and the personalized pathway. So, same thing or similar to fluency. Um, it'll give us some nice uh progress monitoring on skills and then also offer kids personalized pathway to be working on to build skills that they are ready to build. Um we are we piloted DESA which is the social emotional assessment
018last year and um we liked it better than the one that we had been using the SRSS. So we will be implementing DESA but it will be new to um some buildings. Uh we the state came out with a statewide high school and beyond plan format or platform. Um and so we need to implement it by not this year but the following year. So we are doing a slow implementation by by implementing it with our seventh and eighth graders this year and then um because they're starting it for the first time. So it does doesn't make much sense for us to start them on Zello which is what we use and then transition them. Um so for seventh and eighth grade they're starting school links this year and 9th through 12th grade will move to
019it next year. But as we implement something, we are really trying to be intentional about making sure that high school and beyond plan process is meaningful um and that we're implementing some sort of benchmarks we want to see with with that. And then a um I don't think that this is going to impact uh for example teachers super heavily. It'll be nice. They'll have access to it and they can see student data and but in terms of um feeling like there's something new they have to figure out how to utilize. It's it it's not going to be a heavy lift for teachers. It is going to be helpful to our systems. It's going to be help helpful to us analyzing data. It's going to be helpful to our teaming structures in place um and uh
020admin teams and um but won't feel like a super heavy lift to teachers. And then um I think I've mentioned this before, but we are piloting the social institute at seventh and 9th grade in seventh grade advisory and nth grade career choices. And that is to ensure um that every student gets instruction at those grade bands and at middle school and high school um around uh digital literacy and citizenship and AI literacy and citizenship. So, um, this is a program that, uh, Shannon and Joelle in particular found and really liked. I've seen a number of demos. They're fantastic. Um, it goes beyond just those pieces. It's a it's a very good and relevant social emotional um, materials for for teenagers. And so we might be looking at it to broaden it in the future, but
021right now we're kind of just piloting it with a lens of AI literacy and citizenship and digital literacy and citizenship. So that's what's new. Any questions about the plan? That kind of went a little bit broader than the plan, but want to give you an idea of what we're working on this year. I just have a quick question. So the capstone portfolio idea, would that be like a culminating graduation requirement in line with the high school and beyond plan or because there's a fine line between like the state what the state requires and then would it be something additional we would be requiring to graduate? >> Yes. So and that's not saying we are going to be making that requirement. Um but we're going to have a team that looks at what are different models
022of that schools that are doing it how to make it work. Is it feasible? Does it fit with what we are trying to build with our um student experience at secondary? But yes, that's the idea and it might evolve. >> We do Kathy right now have a very small team which is basically Jen and I and who else was in the room um that are starting and planning a process for revisioning our secondary programs. And so this is kind of a an area to start working on because we don't currently have anything. So we can kind of start that process. So there'll be other things that we'll add along the way. >> I guess I just have a follow-up question to that. I don't have a sense really of why the old senior project went
023away. So I assume you're considering what was problematic about that and then yeah what's salvageable and and useful about it. >> Yeah, I mean it was there's a lot of moving parts to it. It was difficult to implement. It was a state requirement that went away. >> So I think it was easy for systems to say well we don't have to do that anymore. >> Word. Any other questions for Jen? Great. Thank you for the update. >> Yep. >> All right. Next up, Troy, superintendent update. >> All right. I'd also like to point out that was Jen's first presentation as assistant superintendent for teaching and learning. So, that was she's uh changed a lot as you can tell. Lastly, we put the uh share the strategic plan document, please. So, uh, we're just going to
024take my time tonight to have the discussion that we've been talking about for a while as we've gone through the strategic plan process. Uh, we have, uh, a document now that's, uh, looks good enough to share that we're, uh, pretty happy with. Um so we've we've been talking from the very beginning about um you know so how we would uh shape our work around it in board meetings and um you know how it would impact you know maybe some of our structures or what we want to do and you can see in the district learning improvement plan and then some of the things that Jen brought out you know we've already started you know recognizing that particularly for that uh early learning priority if you go to the priorities P. There we go. Promise priority.
025Perfect. Right there. Thank you. Um that strong start in early learning priority. We we didn't have a lot of great data points. So we're looking at you know piloting I ready for the K2 and you know so it's already starting to show up. Um I think you'll be uh pretty it'll be very different. The SIP process is essentially the same as we introduced last year like Jen was talking about, but we've met with probably half the principles as of today uh to go over their SIPs. Some of them are pretty much done, maybe just a few tiny tweaks, one or two of them had most of it done and then just some areas they wanted some guidance with. Um but having the SIP be focused on these priorities um is is already we can see
026um helping bring a little bit better focus to what's going on and thinking further ahead of that data. So uh so we're kind of ready to start that. So um tonight is really an opportunity. I don't know how much we'll settle or we'll want to just come up with ideas that we keep talking about. we're not sort of in a in a crunch here to evolve our board meetings, but uh just what your ideas and thoughts are of how we want to work on it. Um Jen, so this the top page is the board calendar that will go on the website for our meetings next year. And then the back page is Jen sort of amended that just to throw a first draft out of like when we were thinking um to devote entire meetings
027to uh elements of this. And so, uh, this being, uh, the July 25 meeting, we we went through the district learning improvement plan or some of those ideas. August, we know we'll have the budget hearing on the 13th. Um, >> right. Yeah, the budget hearing on the 13th. Thought we scheduled it for that one. And then we'll have a study session afterwards. And we talked last meeting about some some things to talk about during that study session, the um, uh, advertising in schools and and some of those those things. But uh then we would want to get started in September uh going through SIPs because we want the buildings to have them out there. We're asking them to go through uh with their uh at the start their meetings making sure their staff understands their
028SIPs and we're having that out there going through. We're going to structure some of our meetings uh with uh our administrators around that. Uh and but we also figure it's probably good based on our experience even if we try to rein them in a little bit uh in length that it's still probably not good to do more than three in a meeting because we have other things to do and it and then they sort of run into each other. So we just mocked it up like we sort of did it this year. And so we'd have the f the first two meetings in September and the first meeting in October would um be devoted to SIPs and having you understand how the schools are looking at and implementing uh the priorities uh within the strategic
029plan. And then we just chose we kind of looked and and thought all right that uh um November um study session uh we've got you know kind of an odd calendar in November due to Thanksgiving and whatnot. that would might be a time to really um talk about one of the priorities and we just sort of do it however you like. We just did it in order. Uh we're not going to have at any point during the year all of the data for any of the priorities. So we when we discuss them it will be a combination of what data do we have? What progress do we have at this point in time? What are we doing from a district perspective? How's the the lip working out? What are we seeing with um that priority
030in the schools? Uh and what data do we we have at that point? and just sort of divided them up uh with the first one in November, second one in January because December is you know just a one meeting uh month and then starting our SIP process midyear SIPs in February and March like we did and then having uh this year and then having priorities three and four in April and May and then a strategic plan sort of summary uh at the business meeting at the end of June. We still won't have all of our data at that point in time, but we'll have a lot of it and we'll have lots of stuff that's gone throughout the year. So then that would be sort of a launching point. Here's where it's at. Then we
031can come back in July at this meeting uh in 2026 and sort of then revision and help like what are we what are we doing uh at the at our our level of looking at it. So that's a draft of just kind of putting the priorities in place. It's not that they wouldn't be discussed at other times, but that would be devoted entirely to all the things going on in that priority. Uh like Jen said, uh she she's going to meet we're meeting uh Friday. She's going over with me where Aubrey's at um with the strategic uh plan. What are we calling that page? The dashboard. Yes. And so um uh so I I we can make some tweaks with it and get it off the ground. But that would be something that as after
032we see it and we visualize it that we can refer to throughout the year and then we can go through at the end of the year as well. So um that's a that's just all I've got to just start the discussion. I know you all have ideas about how you would like to uh see things go within the meetings and priorities for you within the strategic plan that you would like to see and andor if you want to change that draft mockup we did that's fine too that was just a conversation starter. So we'd never like to lead off. First of all this is the best version of the document and dashboard we will have out in front of the public. So this it looks great. So this is finally I think somewhere where we're
033happy with. Um so yeah uh I assume when you say priorities one two three and four you said left to right. go strong start early learning >> strong start early learning equity and excellence in learning that um board in my opinion that actually kind of fits perfectly with how we should kind of see these things throughout the year so um being that last priority four is in May it's right before graduation now we're talking about future ready graduates strong start in early learning um being one of the first ones ones. I How do you guys feel about that? >> I like it. And I like that those would probably be presented by the district leadership in a more formal capacity. And what I was hoping that we would then maybe see throughout is we'd see
034those commitments which should sort of be informed by student groups or parent groups or, you know, like the presentations we've seen this year. For example, when Tyler Douglas brought his group in, that's such a that was a fabulous example of um that first commitment that students will find places where they are safe and they belong and that maybe the district leadership team would be looking for those less know shorter, less formal, but good evidence of those commitments coming from some of our stakeholders who we're making the commitments to. community groups, you know, Keen came. Um, you know, we've seen really good examples of challenging, meaningful learning experiences when the students come and present. That's my favorite is to just really see um our actual customers showing us what what they're able to do. But I
035think that would be a great way to flush it out. Um, so we see the stakeholders benefiting from the structure hopefully. Yeah, I'm really excited to have a kind of rhythm to our study sessions so that we we know that we're going to focus on each of these goals at a particular time even though if it may came up come up at other meetings, but this will be a chance for us to really focus on those things. Um, I've said this a couple times in various meetings, but I I guess I would just want to say in preparation for that for those study sessions for us to be able to look at the data, but then also really be able to dig into what that data means. Um, so that we're not just looking at
036numbers, but like, okay, what's our five or 10 year historical? Um, how do we compare to other districts that are similar to us? Um yeah, just so that we can really get some context for that those um for that data um to be able to understand what it means rather than just the kind of numeric outcome of it >> and quick piggyback not only what it means but what are the next steps. So we kind of see it come full full circle >> or if something's not great, how are we going to >> Yeah. push forward and uh fix the situation and hopefully so and >> I I know you said that we don't we won't always have all the data for each of these points where they land on the calendar, but is there
037enough coming in at these times? It makes sense for this timeline as far as the the the priorities in that uh that month. Is there enough to kind of really digest and and go over? >> Yeah, we think so. That's um so kind of how it will because really it's the beginning of the year, right? It's the first two that that you're hoping you have enough for. So um we think with the strong start in early learning and whichever one we we start with, we know we're going to have to continue to sort of circle back at other times, but you know, we have um we will have, you know, walk kids, TS Gold, those types of things. We will have uh where our implementation is on some of the new things that Jen was
038just talking about. Um, I don't know. Uh, by where we at? We should by November have our first round of like our I Ready pilot and those types of of things. So, we should have an idea of where we're starting and then having the um or how we started the year out with those things and then having the SIP reports right in February, the midyear SIP reports in February and March. um that data that we talk about is that should come through in those SIPs uh and so there should be an update at that point in time. Uh the excellence in learning it's kind of the same thing doing that in January. We'll have had uh you know the whole first four months of the school year to collect that, see where it's going. The
039SIPs will um right after that will reflect those same same types of things. And so that that should be able to because we'll have done um yeah they complete the first round of all the benchmarking by December maybe. Yeah. So uh we will have lots of data and each one as you will see each one of the school sips drills down into a goal out of each of these areas too. And so that um that we hope will make those connections. Um, and then after we get started with that, then really you're just waiting after you get to the midyear point, you're really just sort of waiting then for your big year end data to come in and then we'll just share share that as as we get it. Um, and then the student wellbeing
040through agency and connection. Uh, that's our, you know, our uh belonging goals for kids and and things. And so we'll have had lots of experience by the time we get to uh April with that right after spring break. uh we'll have had multiple different surveys. The CE data will have been in will have already shared that with you. Um other schools are doing other types of uh climates. We will have the uh required DOJ climate survey completed by that time as well. So we should have some some pretty good data. We'll have months of discipline data and trends at that point in time uh as well. So we like that. And then uh future ready graduates is really one that can sort of go um at any point or any place, but that's also leading
041us towards graduation. It's a little bit of a summary of, you know, how well have we been doing with those first three or are we sort of on track? And so we think we're going to have enough data to have a good study session about it and continue to talk about it it in smaller chunks throughout the year. Uh, of course, if we find out that that just didn't work this year, then we'll make the adjustment. But, uh, we talked about that and think that it actually flows flows pretty well. >> Also, I really like your idea about tying those commitments in and and using those kind of as evidence for each of the priorities throughout the year. I think that's wonderful. Yeah, that we can we can definitely it's a great way to bring
042those in. This is our opportunity to discuss this. So, is there anything else you'd like to tie into those uh study sessions or anything like that around this? >> I don't have anything else specific. I just think this is fabulous that we actually have a plan to talk about and that it looks like it's coming together so well and I'm assuming that as we move through obviously it will evolve and we'll have other discussions like this like let's add this or let's see that in ways that we'll sort of um >> we will try to weave in um and this will be something that we'll have to work at uh into our reports you know where that fits in to the plan I mean some of the time some of the things you know that
043I report out on are just state stuff or or whatever. But, you know, but when we're we're talking about specific things that are going on, trying to make sure that we uh tie it almost everything Jen does and reports out will will fit in there. Um, you know, we can talk about how you want to also because I know there was, you know, just some desire to get a few other things occasionally from Kim in in the in the fiscal report. So, we can tie that into there. What ideas you have for that? um just so that we're um you we're kind of keeping our basic format of the meeting but how we can what types of things you want that so we can um you know tie it into this. I mean it's exciting
044to be able to do it. We're just I'm going have to train myself to do that in my report. >> I I was going to ask about the fiscal report and how we can tie those things in. And I think some of the things would be great for the public to understand too is what is Aubrey? How much are we paying for it? Why do we think it's worth the investment? which of these priorities or commitments is it supporting or looking at fluency, looking at all of it. You know, if if someone looks at these slides and they're not in here with us and they might not really understand what are all these products, are some of them free? Are we paying tens of thousand dollars for some of them? And why do we stand
045behind that? Um, you know, as an investment in our kids and that should all of course somehow unders under underpin uh these priorities or these commitments. And it would be nice to be able to to see some of that foundation maybe just slowly chip away at bringing that in throughout the course of the year cuz I'm sure it takes a lot of time. You guys have spent a lot of time on this. So, thank you. >> Right. >> Okay. Perfect. So, yeah, we'll take all that. We'll we'll just keep talking about it. I mean, that's the the cool thing is that uh it's new and it's exciting and but that's I mean, we'll just continue to have these conversations because I'm sure there's lots of things we'll think about as we go through and even
046though we've had it and we work on it so hard this year, it really doesn't pop until you get it in a graphic that you like and that makes sense. And so, um, I'm very very appreciative of my, uh, my friend Molly Curtis, formerly a VST123, worked together for seven years and and she she worked really hard, uh, on this for us. So, um, great. >> And what is that roll out for the community? How is this being presented on the website? And >> well, we'll get it on the website and then, uh, we'll start now that we kind of have it, we'll go and we really start digging in plans. I have a bunch of ideas right now, but um now it's time to kind of turn those ideas into some some actions. What
047some of the things that we'll want to do um we'll want to you know publicize it. We we have to figure out uh you know whether we want to I one of the things that we this district hasn't done for a while but others still do like uh Kathy they they do it in CILA they'll put out you know a district report to every uh you know they they mail it to every household in there which is a good year to possibly do that since we can say look for a levy in February um And so, you know, we've got to kind of figure that that out. Um, uh, we want to do that in the fall. Uh, we'll certainly have things that we want to do at open houses, conferences. Um, I've kind of
048asked around a little bit to some of my colleagues that have had plans done recently and about half of them had big plans to do like community meetings and all of them said they wouldn't do that again because they just didn't have enough people show up to make it worthwhile. Um, but they they found other ways to engage in like no one's going to go just to hear like talk about the plant. But if we have it in other ways we do things. Um, I still don't think Have we I shouldn't know this, but I didn't sign anything. So, I don't Did you take care of it? Did we uh sign up for Hey Genen yet? Yeah. >> Okay. So, we >> about Okay. So, Joel's excited and I'm excited about it. So, we have
049uh there's an AI program, hey Jen, Hy Gen. And um so, basically, it will make a fake me. I'll talk into the camera for a while and and I can make all sorts of things for schools for and we can put them on the website and so here's here's priority one for us and I can do that and make it it's on the website and then people can click on it. We can guide people towards it through our our other communications. So um tons of ideas all of them good but none of them but we can't do all of them. So it's we're in that process now to sort of narrow it down. Uh, and in all honesty, what we really are focusing in on this first little bit is we've talked about it with
050principles already. Um, but it's going to be really really important for them um to finalize their plans for how they're really talking about it with their staff because we haven't had one that was active, you know, for a long time. And so, uh, that's why it's so important they can sit there and talk to Jen and I about how it all fits in. But when they present their SIP, their SIP is their version of the strategic plan. It's their this year. This is how we're going to enact these pri and each of the schools have three of the four priorities because we're not having the middle school and the high school do, you know, or strong start in early learning. And we're not having the elementary schools do future ready graduates as specific goals. But
051they're they're talking about it because uh like Jen said, we have they're they're already coming up with ideas for things that they can do and maybe it's bringing back some things that were done in the district in the past um to help younger kids get sort of energized and not plan for their career, but just sort of know what they're going and we're talking about relevancy the whole time with uh what we're doing in learning where, you know, a big emphasis is okay, we've got teachers putting learning targets on the board. How are we using them? How are we getting kids to understand how they connect dayto day or or other things? And so, um, that that I think is even more important. And I came up with a million community ideas right off the
052bat, but like the the most high leveraged ones are if we get our our our building teams, talking about it, understanding it within their SIP, presenting it to you, the the the community will catch up because it doesn't doesn't mean a lot to them till it gets operationalized for their children. So that's that's kind of uh what I've gathered from a lot of my colleagues that have rolled out plans over the last couple years that that's especially ones that are rolling out ones that are very different, not just updating ones that they've been using for a while. Um that's kind of been a lesson learned. So that we'll be we'll be focusing on it and we'll that's I mean some of the things I want to have in my reports of these are the things
053we're thinking about doing or these are the things that we're going to do. So you can weigh in on that as well. All right. Thank you, Troy Board. Any other discussion on that? Okay. All right. Uh, that takes us into our business part of our meeting. And first item under business is the enrollment report. So, I don't know if we've ever done a July enrollment report before because obviously we don't have anybody going to school, but I just wanted you to see that we still do have uh we have summer running start now. I mean, that's it's like in its second or third year of of being a deal. And so, uh we have uh about 37 kids uh taking advantage of that 15 equivalent of 15.2 FTE. We also have uh open doors continues
054to go and we're not doing our open doors program but our partnership with um YVC is still going and we have some some students in that open doors kids can get uh their FTE counts just like a a student enrolled in the regular program for 10 months of the year. So we collect uh a portionment 10 months out of the year. You can do the same thing with open doors. Uh so a lot of times because those students have dropped out uh they haven't been counted for the first 10 months of the year so they can go through in summer and when I ran that you know when we had our our recovery dropout recovery center in Tri Cities is ESD123 we didn't care whether we were getting paid for them that month or not.
055We serve them all year round, but if you keep them going, you tend to um get more and you can actually a lot of times with open force, as weird as it sounds, you get a lot more progress in the summer sometimes. Uh don't know why. So, it's but it's it just was something that we did. So, I just wanted to show you that we do actually have some enrollment going on, but it's certainly not like we'll start up again in September. >> Thank you, Troy. Any questions for that? Is the funding or is anything different with um uh Running Start in the summertime? Does that change at all or is the the funding structure the same? >> Pretty much pretty much the same. Yeah, no different. All right, next up is the financial update
056and Kim Snider. >> So, tonight I'm going to be going over June's um update and um changed up my report a little bit. Not much but a little bit. So um right now all funds are on target with no discrepancy from Katas County. And for the general fund we are now 10 months into the fiscal year and the general fund is on target with 78.42% of budgeted revenue and 76.73 of budget and expenditures. And the fund balance is sitting at 8.1 million or 13.2%. Based on the report that you have in front of you, you will see that our revenue, our portionment is um a little smaller in June because the um state had decided that they were going short in our aortionment in June due to their budget constraints and we'll be making that
057up in July. So that was if you look at revenue, you can see that it is down. Um for the month of June, the district spent a total of 4.8 8 million which is made up of 83% on salaries and benefits, 5% on supplies and some of the big expenses out of that are um 40,000 sorry 40,000 on custodial uh monthly supplies. We spend quite a bit monthly for custodial supplies and 27,000 on child nutrition food purchases and 12% on professional services. And some of those big bigger expenditures was we had to um repair uh the boiler at EHS again for a different part and that was about $100,000 and um SLP services come in about 85,000 a month and that is for our speech language pathologist um contracts. Um we contracted an agency for
058them. They're not our employees and utilities came in about 55,000 for the month. And then just a small amount on travel and that was about 6,000 capital project funds. Um revenue sits at 119 um% and expenditures are at 5.89%. Um again in July is where you're going to see some big expenditures. Um June and July has been a busy month for capital projects around the district. The maintenance department is working on the asphalt project for Valley View Boulevard transportation parking lot and the high school parking lot. Um the total estimated expense will be about 570,000 for that project. Um and that is funded by a transfer of levy money from the general fund of 400,000 and state match money we received this year. We added top soil to playgrounds for Mount Stewart and Ida. Ida
059is also preparing to put in a walking path around their playground. They're really excited about that to have that. And that is um about for those projects it's about 61,000 and then those projects are being funded by state batch money. Um debt service fund revenue sits at 98.57% and expenditures are at 88.87%. We made our last interest payment in June for the fiscal year. ASV fund the revenue sits at 67.5% and expenditures are at 53.38. Expenditures for June was approximately 70,000. Um, and this includes transportation costs for the senior excursion, yearbook expenses, sports uniforms, Broadway licensing for the fall play, and headsets for the fall and winter plays. Private purpose fund, the fund balance is sitting at 34,000. And then in the transportation vehicle fund, the revenue for this fund came in at 7.8% and
06033.56 expenditures. And there were no expenditures in June. No new expenditures. And that's what I have. But do you guys have any questions? >> Can you catch me up on where we are with the money that we lost from the the title funds? It was 181,000 or something like that. Maybe you talked about it already at the last meeting when I was gone, but have we already reabsorbed I mean what can you just give me the details on that? uh uh talking from the federal grants. Is that what you're talking about? >> No. From the Didn't we Didn't we get about $180,000 taken away in title funds and some other things from >> No. If they don't if they don't give us So, we had a one time in our title one program this year.
061We had a one time extra like 100,000, but that but >> they have appropriated it for 25. The Congress appropriated it in April uh for and they have announced that they're not going to give us everything that we should receive which would be about $180,000 but that's sort of slowly trickling back in. So >> So we don't know for sure. >> Yeah, we don't know for sure. We're not going to get all of it. But um Kim and Jen have worked really hard because um part of the really the the fear was that they weren't going to allow any carryover or whatever. So they've already been accounting things to those funds. So, we will, you know, we will likely, as everybody will, lose some funding, but um we've figured out how to absorb that in
062our in the future and already budgeted for that. >> Yeah, >> thank you for the extra detail, Kim. Um, one thing that stuck out to me in just the overview is that the ASV has a fund balance of almost $600,000. Is that typical? Like what's I mean it's it's ASB money so it's not ours but I'm just wondering what's happening with that. They have done a lot of fundraising. They really have. They've been out there fundraising and doing different things. Um and I think just we're working through the ASB laws. We have a new person in the ASB coordinator and so we're really working through that. Um, and so with the business office and with Amy and Bo at the high school, we're we're working through where what are they going to be spending that
063money on, where are we going with fundraisers? Um, I've talked with Amy about presenting to the board um this fall to talk about what fundraisers we had in 2425, how did that go, what are we doing with those, and what where are we going in the future with everything. So hopefully she'll be able to give you more um information on that this fall and be able to go with that. Um yeah, the only other thing I wanted to mention is that the preliminary budget is out there. It's out on the website now for um the public to go ahead and um get that or if they want a hard copy, they can come to the district and we can print out one. I will send a a budget to each and every one of you
064guys um electronically. If you want it in hard copy and in a binder, please let me know and I can do that, too. >> Electronic is perfect. I think I still have the last three years binders in my closet, so that'd be great. Any other questions for Kim board? All right, thank you very much for the update. All right, that takes us into policy readings. Um, looks like we have three for tonight board. First up is policy 3143, district notification of juvenile offenders. So, this is an update. Um, and what they did, I don't know if you uh saw the WASDA, you know, email and looked through that, uh, House Bill 1296, the revised initiative, parent bill of rights. Because of its controversy, they're not really talking about it much. So, we're not getting a
065lot of information. So, what it's coming through is a slew of policy updates. Um, this policy as I kind of when I shared it with you makes no actual changes to the policy. It doesn't change anything that we do. It is purely legal references. And so they updated the legal references. So this one can be passed uh just as an update. Um, and like I said, it doesn't change uh anything for us. It's it's um uh you know and you have the the version straight out of the um model policy thing. So we've already taken out the yellow you know modifies act but that that's out where we don't have another policy. It would reflect 3241. Some districts have some additional policies around those types of things. And so uh that's where where those would
066be but this there is no changes to the wording. It's just all um references um to the to the legal status and RCWS and we don't have any additional I mean there's no um uh change to any of the text for us. >> I'm out of practice. Are we allowed to ask questions now or do we need a motion first? Um, so this this is a policy we have in place. It's just the RCWs that have been updated. Yes. Just to clarify. >> Okay. Absolutely. >> I move to approve policy 3143. >> I second. >> Cindy has moved that we adopt or accept policy update policy 3143. Matt in a second board. Any discussion? Okay. Call a vote. All those in favor? >> I. Any oppose? >> All right. Policy 3143 has been passed or
067updated. Uh next up is uh first reading policy 2420 grading and progress reports. Yes. It's another policy uh that we already have in place and uh we're doing a first reading on it because the revision is significant and it's a deletion of the last paragraph of our current policy. It doesn't really change anything else. There are some legal reference changes in it. Um but the big change is it deleted the last uh paragraph of our current policy. um which allowed us essentially to um withhold grades uh and report cards for students who had f had not paid fines. So um new legislation uh strongly discourages that uh practice and so WASDA uh updated the policy to take that language out. So th that's our only change for us, but uh it's significant enough that we
068need to do this in a first reading and then approve it uh if so at the at the next meeting. >> Do any of you have any ballpark idea and you probably don't soci what we do lose in unpaid fines? >> Well, it's interesting. We'll get that information. And like that's one of the things Cindy asked a question sent me a question this week about meal finds and things and so Kim's getting that together. So we will get that information together of all of our fines. It has become significant because of our um inability to do the things we've done in the past to make sure that we get things collected. So we are gathering that information. So we'll we'll have that for you and we'll share it. >> Yeah. like I mean so I
069totally understand the rationale for why you wouldn't want to withhold grades or transcripts and any of that sort of thing. Um what is what are the incentives that the district can give to collect those fines? >> Uh that there's a lot of communication that goes on. I mean the schools try there there's a bunch and they you know letters have conversations and um the reality is that it does uh you know we get a lot of it but uh over time it's and so all districts are kind of dealing with this right now um in our situation. And one of the things that one of we want to break down the meal uh ones is you know we have up until this year we've had uh schools that were free completely free and then we've
070had ones that didn't and and uh or that weren't that was not and so um we want to break that down and and see how it goes and get some historical data but it's a big challenge for all of us right now and I I I don't know if we had uh members of the legislature that have you know sort of championed these revisions what they would tell us, but I know the reality is basically um figure it out or write it off. I mean, that's kind of the that's that's sort of the mentality. Um doesn't get discussed very much because it's pretty much a non-starter kind of issue. And so, um it's just something we need to develop strategy around and and do a deeper dive into. Any other discussion before we move on
071to the next policy? >> All right. Uh, next up is uh, first reading of policy 32:26, interrogation of students. >> Fantastic. >> Sounds a lot worse than it is. So when this one has a first reading because I am sure that we adopted it at some point in time but because I know we have it in our things but it wasn't in board docs. It had a different policy 4310 or something was residing in this spot. So uh the changes are actually quite minor to this policy. I just want to make sure it's just easier for us to do a first read and vote audit rather than search through everything. Um but uh the changes are pretty minor. It uh refers to uh it just clarifies and encodes the guidance that OSPI sent us about
072working with immigration which is that they they need to have a warrant. It needs to go through me or my design and then we'll then you know we'll cooperate under the law. So uh it just clarifies that the changes in the language. There's there's uh legal reference changes and then there's just a little bit of language change to just make it a little more clear uh about what that process would be and that the superintendent or the superintendent's designate would be the one that they would communicate with to make sure that we're going according to Washington state law. So, uh I don't know when school starts how this is all going to work out, but uh that's that's the update. It would be one that we didn't have wouldn't if we if I was sure
073we already had it in place and everything was good. We wouldn't even really it's not significant enough that we'd have to do a first and second reading on it terms of changes. >> So these the second reading will happen at the next business meeting. Yes. Okay. Yeah. Then we'll vote. trying to think of how to word this question. So, because it's around law enforcement and Department of Children, Youth, and Families, um, and thinking about like some of the things that happened in the past that brought the DOJ into the picture and stuff like that, is this um, is that going to be is this tied to that stuff as well, or is this because down on the third paragraph is where it's talking about immigration and stuff like that, but first paragraph is just talking
074about law enforcement and things like that. So, is it a blanket policy to kind of cover all of that? >> Yeah. And it came about in I think 2021 when they p when the legislature passed some pretty significant changes in laws about how uh police and other state agencies can work can interview kids at school. So, um that's why I'm I mean that would have been something that had to be done in 2021 would have been an essential policy. That's why I'm sure it was uh adopted then. It just didn't get categorized correctly in into Boardog. So, um none of that stuff has changed. It's reflective of that law from 2021 uh where they uh put more guard rails around uh police DCYF, those types of interviews going on in in schools and making sure
075parents knew they were going on. And a follow-up question, how is that related to a school resource officer who is a >> police he's follow uh and and this was done during uh all the stuff that got into the DOJ. They this was in place and they they followed those rules. the the there's a long protocol for both police and school procedures that go along with it of what to do and and who's to be there and how it goes and and those types of things. So, um yeah, none of that stuff changed cuz that was a very significant change. I think it was in 2021 when that lock came into place. So, yeah, we've been all everybody's been operating under those those new newer rules since then. >> And you said we do have
076the procedures in place. >> Yes. >> Just not the actual publisher. And I'm sure it was adopted. It's just wasn't in full talk. So, um, yes, everything is and we've been following it. Um, and through the stuff with the Department of Justice, they acknowledged that we had followed all of those types of things, even though that's state law, not federal, but it was applicable in how we were doing the investigations of things. So, and our our police department understands it. Um, and sheriff's department understands it. So, we have a real good relationship with that. Thank you, Troy. Uh board, any other discussion on policy 3226 at this time? Okay, thank you. Uh that takes us into our next portion of the meeting, community input and public comment. Um, is anybody signed up for public comment
077tonight? Leslie, >> no. I thought >> Okay, let's see. >> Yeah. >> All righty. Well, if nobody is signed up for public comment and Barb does not wish to, I'll go ahead and close public comment for tonight. And that takes us into new business board. Do we have any new business? >> I would like to start a discussion on our uh recruitment and retention surrounding teacher wellness. just what we're doing as far as making sure that we've got uh teachers being seen and valued and you know that we're maybe stepping into looking at something a little bit more strategic. I just want to put it out there as a an item for us to consider for future more discussion at future meetings, maybe a study session. So I know we still do our um I
078forgot what we call it professional development. there's funds that we give to it's 10,000 is it um that teachers can go to workshops they can do things for professional devel development and maybe something that mirrored that that had to do with wellness um because I do see us moving a lot of things into the classrooms that we know in the long term are going to empower teachers and probably make things more energetic um but it's a lot um and I think there I think it's a real it's a significant uh issue do right now for for staff and I want to make sure as a board um that that's something that we're aware of and and at least discussing. >> Thank you, Kathy. That's a good idea. So, um anything else for new business board?
079All right. Uh that takes us into our meeting closing stuff. Um, Troy, let's see here. So, we do have an executive session tonight. Uh, we will have an executive session to evaluate charges against an employee. It is expected to last 20 minutes and action will be taken after our executive session. So, Leslie, um, it's 6:36 now. We'll be back at 6:56. And Mike, you're welcome to stay or you're welcome to go, but we just have a few closing things at the very end. So it will be about 20 Yes.