001All right, if I could have everybody's attention, it is almost time to start back up. If I could have the board come back, that'd be great. All right. Thank you everyone. It is 6 o'clock. We'll begin our meeting again. Congratulations again to all those retiring. Steven McCar, Jeff Zenisec, Linda Cheney, and Cara Honeyut. Thank you all for everything you did. All right, 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 we approve the consent agenda. I'll second. Kathy has moved that we approve the consent agenda and Cindy has seconded. Board, any questions or discussion? I'll call a vote. All those in favor? I. Any opposed? Any abstensions? All right,
002consent agenda has passed. All right, board takes us into the first sorry, administration and uh first up we have our student reports. Good evening. Um so we had the honor of visiting Morgan um two weeks ago and we were able to get a lot of good information. So, we're just going to I'm just going to start off by saying they're doing great. Like Morgan, it has definitely changed um for the better since we were there. And it was so great to see their um improvements and what they're doing and it's just all really cool. So, first um we asked about their ASB and what they're doing is really cool with student recognition. They're doing a lot of it now and ASP has actually taken on the role of um talking about student of the month
003and their achievement recognition and they do that every single month now and it's it sounds like a really great time. Um and then a little bit more on that student recognition. Something that they want to improve on is to get more of that student recognition to be feel more a little um more personal and more um given to them as sort of I don't know what's the word. Uh they they just to be more like genuine instead of just a a broad um broad scope. And then moving on to their prowler program. So Morgan has been doing their power tickets for a while. They they were there when we were there. And students still feel like that's a really strong motivator and especially for those younger grades because it's like an incentive and they can
004use it and it's just motivation and what they said that it varies by grade. And so I think that's really important to take in account that um even though it's three years, it's each grade is very different. And so keeping in mind what that motivation is is pretty important. Um, and then the next thing we asked about was the school climate and culture. Um, it's definitely something that they think that they could work on. And again, I it's very dependent on on the people and the environment and again the grade. And so keeping in mind that the differences between the age groups is what they want to work on. And then lastly, we ask them about their discipline and their supervision. And unfortunately, they they feel that discipline isn't taken seriously. They do think that
005there is a good amount of it. They but they would like to change on how um the follow through is or how it is implemented at Morgan. Um yeah. Um so continuing on with that, some cool things we saw were a um so Mrs. Smith. She's now in charge of their ASB program and she's doing an incredible job um by just really trying to bring more student involvement. Um formals, so like a little dance thing. And um this year they did mascot tryyouts which uh I heard was really fun for a lot of the kids and they've been pestering her every single day trying to figure out who the mascot is. Um great school spirit. Um and and so they're just having a really fun fun time with that. And they will reveal who the
006mascot is at the last assembly. Um they've really loved doing um socials, career fairs, 5Ks, all sorts of fun stuff that's new. And Tong and I were very jealous. We were like, we didn't have that at all. Um uh they really are enjoying their teachers and they're having a great time with them. they feel like they're very accessible and they're really engaging with them in a a positive way. Um um but they are they are just dealing with uh just um just that they feel like kindness initiatives could be stronger. Um they feel like discipline isn't super consistent. Um and they they just yeah they're just concerned cuz they're like at times it just doesn't feel super safe because if we go to teachers or people that we trust and then we don't feel like
007much happened after that. And then there also um we talked to some students and they express fear fear about going into high school. not because of um the people or anything, but they don't really know about like what's next after middle school, what do we do in high school? Um, and so they they asked us to talk to you guys and see if there could be more um more like maybe the middle schoolers go like the eighth graders maybe go see like the high school or something like that or just have high schoolers down there to speak to them um more often about like what what happens in high school. They really liked um being able to talk to us and they asked some really good questions. Um they just feel like the current if
008info about what's next and in high school is is kind of unclear and so they they just would like that. But overall, it was really really good to talk to the middle schoolers and it was fun to hear them and and what they think could be better, but what they also think is really great. And all in all, I think that there's a lot of great things that Morgan is doing um to help prepare um well to help their kids feel like they're enjoying middle school and for they really feel as if it's really encourage them encouraging them to grow and to get better every single day. All right, thank you guys. Uh board any questions for uh you is there anything happening with our track team? Do you not want to say it? I'll
009say it. The middle school or the high school. You could say high school track team is off to state. Amari I don't know the rest of them. So like if you if there's other teams like jump in. Um I think everyone's off to state but Utah is going to represent Ellensburg again in the hurdles and anything else? The 4x4. Uh, so best of luck to you. You've been a powerhouse out there all season. So, I have a question, Troy. So, off that note of the eighth graders being a little shy of going to high school, do we have an open house kind of at the beginning of the year for the Okay, so we do have night, but there's always always um new ideas to put with that. So, I don't know how well attended
010their uh night was this year. Usually, it's pretty well I mean, they report that it's pretty well attended, but I don't know exactly what that means. I do have a question. Um, who did you talk to? Did you go to the ASB meeting or like how many kids did you talk to? And was there a time when any kid that wanted to could come and meet with you or what was the process? Um, we were kind of intentional with not just speaking with ASP because we know that ASP's they have kids who are pretty involved and so we made sure to talk to ASB because you know they kind of know what's happening but also students who were just kind of in the halls we we talked to them a little bit. Um, and Mrs.
011Smith was really nice and she pulled some kids out of class. I do feel like next time if this were to happen just so that we could get a broader scope of more students. I feel like we did get um a good amount, but I feel like the ones that we did get the most were ones that were that came up to us cuz they saw that we were older and then ones we kids we knew and then a lot of ASB and kids that were already heavily involved. So I think next time um probably just a little bit more warning for them to know that we are coming if they do have stuff that they want to talk to us about. But yeah, it is a really good experience. I have a few questions
012for you. So, on the transition to high school, you two having done this more uh recently than the rest of us, um are there things that you would recommend that you would you would think of that that would like kind of just smooth that transition apart from the orientation? Um, I think for me what helped me the most, and this won't apply for every kid, but I did I did marching band going into the year in cross country. So, I did a lot of like I tried to get involved with high school stuff early on so that going into high school, I knew a lot of people. Um, so I think for me, um, if I were to give advice to people, it would be try to find as many things that you could kind
013of dip your fingers into right away, um, to get involved with. But I also think um having high schoolers down there at some point for kids to ask them questions um would just be super beneficial cuz I knew that I had a million and one questions going into high school. And if I didn't have like the upper classman people that I knew um and that I met over the summer before my freshman year, I think I probably would have been a lot more nervous going into it. Um, I think a really fun idea that we could do is having the middle schoolers come up for a day and they can like have a buddy and it's like spend a day with the high schooler and I think that'd be really good just so they're kind
014of even seeing what it's like to go around the high school and what it's like to be in that environment. And then my second question is did you hear any feedback about the phone pouches? Um, I heard a little bit from some was they're like, "Oh, it's more of a more emphasized and it's more of a thing." I don't I didn't hear I did talk to some of the kids there and there weren't that many negatives. They're like, "Of course, it was an an adjustment, but for most of them, they're like, it's just another hoop you jump through." Like for most of them, I don't think they had too much of a problem with it cuz they're like there's times for us to use them, just not during class anymore. Um, so I think for
015a lot of kids are like, "Yeah, the pouches are definitely being just like the you hang them over your door and you stick them like in a pouch sort of thing. Not like the yonder pouches or anything, but um, yeah. So I think for I think for the kids, at least the kids I talked to, um, they didn't have any problems with it at all. And just a an idea, last study session we had the prevention club come and speak to us. And since Tong will still be on the school board as a representative next year, maybe reach out to them for some ideas because they had a lot of really fun ideas of interacting with the high schoolers and maybe they can help you translate that to the junior high or get them involved
016with you in the junior high and stuff like that. So, it's a great idea. All right. song you asked to be released in May. Good luck at state to you and all the others. So, thank you. Amari, you're stuck with us. All right, board. Next up for administration, we're going to acknowledge Amari here during his last meeting. Um, Dong's not going to walk out on him for this part, but uh Mari's been with us for two years and done an incredible job. He's uh offered a great deal of insights. Um when we've gone to the WASDA conference, he's been an active participant with other student representatives and represented um the students of Ellensburg High School with with great class and uh we we are very much going to miss him as he as he moves
017off uh in his uh future endeavors in Pullman. And so we uh will have Amari, if we could have you just kind of stand in the middle. I've got a a card for you and a little present and a certificate and then we'll have you shake everybody's hands. But we like a round of applause for Amari Thornne and all his service. I really was going to make you wait, Amari. All right. If you would like to leave and not have to listen to the 37 pages, you are welcome to. No, I'm just teasing. Um, okay. Next up under administration and again congratulations Mari. Thank you. Teaching and learning update we have curriculum adoption. Jen. Yeah. So um I would like to just start by thanking everyone who is involved in the process including some of
018the teachers who are here to present on the materials we are requesting for adoption this year. It's a pretty it it's a lot of work to go through an adoption process on top of your normal routines and duties. Um to go from doing a deep needs assessment on what we have and what we need to putting RFPs out there and following all the things about RFPs and what all that means and reviewing the materials that come back and um comparing them and trying to implement uh uh lessons with students alongside your already adopted curriculum that you're utilizing. So, it's a lot. So, I just want to say thank you to the people who are here. Them being here is just a small part of what they are doing in this in support of this adoption
019process. So, I'm excited for them to help uh prepare and show you guys what um we have come up with this year for adoptions. So, just as a reminder, um this year we're looking at a couple of high school English texts. This is out of adoption cycle looking at English right now but um we have philosophy coming back after having been uh out of rotation for a while. So we wanted to refresh the course with a couple of texts. High school science, this was a science adoption year and it ended up that high school was the only grade band that was looking to get new materials. And then high school social studies because last year was a social studies year and they the high school in particular had asked if they could put that off
020a year and see if anything with new elections and u potentially new additions and publications might impact their decision on what they wanted to adopt. So it is all high school this year for various reasons but um that's what we've got. And so I'll start with high school English. Uh Shanny wasn't able to be here tonight, but for the philosophy course, we are looking to add Candid and Crime and Punishment. Um there is a link to the rubrics there that have been filled out. I'm sure you've had a chance to look at those. Whoops. Um for high school science, I'll come back to these obviously, but for high school science, those are the courses. Anatomy and physiology, biology, biotechnology. You can see them all there with links to the text and links to the rubrics.
021Um, and then that is the list of high school social studies. So, the teachers that are here will go through each of those for you. And, um, if you have any questions about any of them, they're here to help answer them. I've also linked to the IMC and community feedback. Actually, there was no community feedback, so we put a request for it. If there's anyone wants to come see it or um, leave comment on the materials we're hoping to adopt, and nothing came in. Um, but you will see there the the IMC feedback. I do think it's important to note just because the recommendation of the IMC is an important part of the adoption process. Um, and so I wanted to point out that sorry I have to shrink it to hit the right button
022there. um that there was support for all of the texts across the board with the exception of um out of the nine IMC members, one person voted to not support the Biozone NGSS biology. Um, and I have linked for you and hopefully you had a chance to review it, but the publishers, so the reason they voted no was because ED reports had said that this particular text does not meet state standard or NGSS. Um, so I linked to the publishers response which I think is very robust and I'm sure that they are happy to talk about it as well. Um, but one important thing on that uh publishers's response that I just want to pull up for you is the alignment document that shows you how each of their activities or lessons. There are three
023pieces that Ed reports is looking for the three major pieces of NGSS. science and engineering practices, cross cutting concepts, and disciplinary core ideas. Um, and ED reports when they review it, they require that all three of those components be in every single activity. And, um, the publishers response points out, and I think in conversations with the teachers, they would agree that that's not necessarily required to have strong instruction. Um and in fact in some cases it might get in the way of it as in a sequence of various activities. Um and as part of their response um the NGSS lead states uh statement back when NGSS came out and the national research counselor council said that there are many approaches to science instruction that could be consistent with the vision in the NGSS documents. And
024so looking across, you will see that they clearly have all of the NGSS components across all units um represented in all units and almost all three of these that they look for in every activity, but you'll see some that doesn't include one of those components. And again, thinking about the way instruction happens and the way um activities happen, that seems completely logical. Uh, so anyhow, that's just the way that Ed reports scored it. Um, and so I wanted to address that just to make sure that that was put out there. Um, Oops. Sorry. So, starting with English, I'll just get these two done first since Shaneline isn't here. Um so Candid is one and she describes how she plans to cover Candid in semester one of the course to cover the enlightenment. Um and then
025crime and punishment she plans to utilize in semester 2 um when looking at the philosophy of ethics. So both of those texts are very well regarded uh for use in those things. We she also collaborated with CW philosophy department um knowing that she is hopeful we are hopeful that the philosophy course will become a college and the high school course in the future. So did some collaborating with central on potentially what type of text to use um and creating syllabus etc. So these are two after that process that she is putting forward and rather than stopping after each one for a vote I think it makes sense to do it at the end and if there's any in particular that you want to pull out of it's part of a conversation we can do that.
026Um, the cost of English is relatively cheap because they're just Oh, I forgot I was going to If you guys want to peruse a novel, um, just because they're just class sets of novels. So, it's only $600 for the cost of these books. But I will Do you have any questions about the two English proposed texts? Okay, so we will move on to science. And Kevin, I think that you had deferred to Eric on the clicker thinking that maybe they were going first, but science is up first. So, you want to grab that clicker. Check. Check. There we go. Uh, well, we're going to cost you a little bit more money hopefully. So, not it won't be 600. Um, thanks for having us tonight, Jen. Thanks for inviting us uh to talk to the board
027about this process. Uh Liz Ener and myself are here to talk answer any questions you might have and I think I'll ask Liz to start when I figure out how to use the clicker. Is it the middle button? Right arrow. Got it. Should be you have to aim it in a certain place wherever the Oh, good. Did I skip two? You did a great job. Oh, perfect. Um, so the interesting thing about the adoption of most of the text for science this year is that so many of these classes are college and high school classes. And so all of the texts that we chose um were recommended and accepted by uh thank you tall man um by the universities that we are partnering with for um college in the high school. So that made it
028pretty easy uh for us. Um, essentials of anatomy and physiology being one. I'm failing. Oh. Um, this, uh, Jen, I really appreciate you bringing to the attention of the board um, the responses um, to the ed report. Um, the only thing that I would add is something that you all know. Um, the textbook doesn't teach the kids. We do it and we make sure we cover everything that we possibly can. We want them to have a a quality science experience. Um, so, um, this is just one small piece of everything that we do. Um but again, Jen, I appreciate what you had to say. It might work. Um biotechnology, this is unusual. Um John Arl has been teaching biotechnology for several years and um he just decided it would be a great idea for the
029students to have um some hard copy of everything that they do. They are very very labor oriented. They're in the lab almost every day. Um, but he wanted them to have something to refer back to and he also wanted them to um have something that they could refer to if they were absent. And so um and he this comes from Biorad and he uses biorad equipment almost exclusively. uh it's very good and the students learn a lot of exceptional skills. Environmental science again is one of the courses that is a college in the high school. It's also an AP course. So um definitely needing an update. Yes. Uh college physics as well. Um AP and um college in the high school. May I? Yes. So, if you recall, I was before you 10 11 years
030ago asking for a chemistry book to be adopted out of cycle. And we're at a point the world has changed. We need a new chemistry book uh to serve students at Ellenburg High School. And this was actually not a book that was on the radar during IMC process uh or during this during this adoption process until near the very end when we finally changed some partnerships and uh ended up with college in the classroom as a result of some collaboration. And so it was a neat thing to have come together and so please support in uh this this adoption of this particular chemistry book. This should make things neat moving forward. I'm excited for this particular change especially and which is one of the reasons I was excited to come see you tonight. Thank you.
031I get to show the cost. Yeah. I don't know if I rock paper scissors on this one. Okay. But we're not done yet. Don't shoot the messenger. Okay. Yeah. We'll just look at the numbers. Yeah. Yeah. Remember, it's not just it. Remember that it's not just uh books, but we also need things to do science. So, please don't mind the extra number on there. We we need equipment to go along with that. Um Jen, was there anything past this? Okay. There's not. And I would just add that we were actually right on budget for science. We budgeted um 150 for for this adoption. So, yeah, I see that as under budget. Yeah, it is under budget. You're right. Um, if you have any questions, I don't know. Are we waiting till the end for that?
032You guys have any questions about the science? I think they're all reading the science books to see if they have any questions. I opened up to a page and I'm like, "No." My kids have loved science. Don't get me wrong. They all love science, but I don't understand it. And I you guys are incredible teachers, that's for sure. So Oh, yeah. Board. Any questions for Liz or Kevin or Jen? All right. Thank you guys very much. Thank you. probably. Yes. Yeah. You should I've got a cooler up. Launchers. All right, Charlie. You're out of sleep. Are they ready? Oh, you're up. Are you ready? Yeah. Oh, sorry. I was waiting um for the green light. So, uh new course we're bringing to High School, AP African-American Studies. Um the book that has been selected out
033of um about three. there was engaged book um and um um oh I can't remember the the second publisher but anyway we we're going with this one which is um by BFW publications which is the same book that we have for our AP world history uh and I think for your AP US history same publisher anyway long story short uh it's college approve uh approved text for AP African-American studies um it's skill centered uh activities and layout designed for AP assessment Uh the assessment at the end of the year is um framed around uh an exam uh and um two written components as well as a project which is really neat. The students actually have 15 days to research, write, and present a project. Uh that's 10% of their AP grade. Uh and I get
034to grade it myself. So that's going to be kind of interesting. Um I think it has a well curated set of primary sources for analysis and practice for exam prompts. It's interdisciplinary. So it's not just history uh it's art, it's literature um um in conjunction with historical events. Uh the narrative conveys a rich tapestry of history including a plurality of voices. Um as you can imagine uh with the nature of the course it is uh centered on the African-American experience and diaspora. Um but in general um we see um a lot of American history brought into it uh as well as uh African history. Uh the first unit is about um origins which is I think it'd be really neat to to teach being an AP world history teacher as well. Uh there's a digital
035option uh that I would say has a quite robust platform. It's called Achieve. It is available. Uh surveying my current AP students, it seems that less than half of them even use a digital version. Uh it's just a textbook they can read. Uh it is more robust. There can be assignments. Uh it can chart homework, retest, etc. Um, I don't personally use that. Um, so my proposal is maybe we do half the order in that um, digital option, but it's really up to you all. Uh, $120 per hard cover. Uh, I'd like to have 30. We have 22 students that have registered, pre-registered. Um, Tong actually was one of them. So, I'm excited to have her again as a student. Uh, the digital subscription is $40 roughly. Um, and I was, like I said, proposing
03615. So, that's all I have. Whoops. There you go. Okay. I'm Eric McGuire. Nice to see you again. And several of you are familiar. Um, so the first book uh for me to speak about is actually a a brand new textbook for us. Uh I've taught civics and government political science for 21 22 years and I've never had a textbook. Uh and it's kind of a common thing for government and current world affairs teachers to invent their own curriculum and we've utilized you know nationally recognized newspapers and we use the constitution and things of this nature and piece it together. Um, so there had been conversation going on for several years that we probably should have a textbook for this class. And uh, we found one. It's called United States Government. Um, and um, this
037is what we'll be using for our gen ed uh, civics courses which happen in the fall. Um, unfortunately the publishing company for some reason stopped printing hard copies and which is a bummer because we really appreciate and our kids really appreciate uh hard copy text. So that part is a little bit unfortunate. Um, and it's also a 2018 version of the book. Um, giving you all the negative first. So, don't worry, I'll come with some positive. Um, so I kind of suggested to Jen that we might look at maybe going year to year and only purchasing the number of copies that we need for that gened course. Uh we have kids getting credit for this with other avenues through running start and through um college in the high school political science which we already have
038a textbook for. Uh and so this would be something that I would say let's not overspend by buying it for six years if we can avoid it and let's not buy you know 180 copies if we only need 130. Um, what I like what I liked about the text is, uh, it is really strong about civic engagement. Uh, and it's it's fully embedded in all of the chapters, uh, multiple times throughout. Uh, I kind of like to make up all my own curriculum stuff. I'm not going to be using this text right now because I'm uh, teaching the the polysai class, but it's got really strong instructional supports for teachers with uh, activity suggestions. uh it is a highly interactive text uh sorry uh digital platform uh which I think some of the kids you
039know will will connect with. Um so um there's um assessment tools alternative assessments Spanish speaking version and uh it's all digital and nicely packaged and ready to go. My big request on this would be like let's keep our eye on this and if they pop a 2025 or 2026 version um then let's plug in a reup on this. It's a little bit and and I looked at several other texts as well and none of the gened civics or um government texts that we were able to receive were were newer. So that's that text. Eric, can I ask you a quick that then? So, if this is a 2018 book, but it's digital copy only, do they have any plans for updates more regularly since it'll only be digital? I hope so. And I think so.
040Okay. Um, I don't necessarily interface very effectively with the publishing company people. What we did is it was a combination of Jen and I reaching out to all these people and said, "Hey, send us everything you got and we're going to go through these things over the over the course of time. Um I I really tried to get a hard copy text. Um the same publishing company has one that's titled Civics and that's the one that we really wanted. Um, and it was 2018 as well, and we couldn't get either of the um, hard copies. And my anticipation is that you're not going to leave a government textbook unupdated, you know, between 2025, you know, 2018 and and 2026 with all the dynamic changes that are occurring and, you know, uh, in this realm of
041academic study. And that's something that we are looking into. what the various options are because with digital uh licenses, publishers do various things. Sometimes they'll update sort of more supplemental content as it comes. Um some companies if they come out with a new version will just give you access to the new version and some don't. So we're trying to figure out what our options are there and determining whether or not is a one-year the cost at the end will be a six-year digital license so that you could see the the full cost. Um, but with this particular text, we might not purchase the six-year digital. And just another point of clarification on that, like all of these texts on government and civics, they go back in time and they go back before 1776 and look
042at, you know, what government is and different types of government. And um, then they get into, you know, the United States government and our foundations. um and over the course of you know 16 or 18 chapters work their way towards the present. So there's there's literally not enough time in a semester to cover all those chapters. So we we've pretty much been running on the Constitution um and various other activities um on amendments and then using um you know the New York Times and the Wall Street Journal for current uh issues examination at the same time. The course in the in the spring is uh current world affairs. Uh and that's often been sort of fused um by the teachers that do this kind of teach you know government in the fall but also blended
043with uh world affairs and then world affairs in the spring also blended with government. So this is where your social science educator you know has an opportunity to be very creative in their approach. The power of having a textbook here is, you know, getting people a little bit more uniformity, you know, from one instructor to another, uh, which is a good thing and something that, you know, we can feel coming from the board as well as a value. So, uh, I think this is a good starting place for us and we want to keep our eye on an updated version. We don't see any issues with it though or we wouldn't be recommending it. I hesitate to provoke the eye of the social science educators by not having asked this question of the science educators,
044but particularly with these texts, I'm wondering, are there textbooks that you've seen that present a bias or an ideological focus rather than the invitation to critical thinking? I'm wondering if if that's something that you looked at as you were comparing textbooks and and as you put it so euphemistically, the dynamic changes that have happened since 2018, like how different textbooks deal with the range of political views that may be in the classroom and kind of disagreement on basic historical and contemporary facts. Yeah, great question and highly loaded trap you're trying to push me into here, but um humorously. Um so what I liked about this text is that repeatedly throughout the chapters it does um let me see I've actually got a little note here um where they call it um what do they call
045it? Um they they have these They have these these boxes where they look at single issues through both sides. Sorry, I could explain it better, but I'm looking for I'm looking for a name for it. Um, and uh let's see, how can I most diplomatically handle this question? uh I think the books the majority of the textbooks that I see um are uh not very interested in drawing political conflict. So, um, my understanding is that, uh, textbook publishers, there are certain national standard states that kind of give the green light for textbooks. And if you can't get through like the state of Texas, you know, good luck selling textbooks in the United States. And so, um, the first thing I do, and I I know I'm going to talk here for quite a bit, but,
046um, I pushed I shouldn't say I pushed through, but I presented a, uh, political science college in the high school high school text a few years back and also a sociology textbook a few years back. And the first thing that I did when I got those books before deciding if I liked the book or not was I I looked up all the controversial issues that I would think would be hot button issues for people of our community. uh and scanned through and looked at their handling of these and uh it's in the best interest of the publishers and in my preview I found they do a very good job um on u presenting issues as objectively as possible and then showing two political viewpoints like my sociology text does like a a near left and
047a far left and a near right and a far right version as well. So, it's very commonly done and they're looking out for this kind of stuff. I've said this before. Um, I think that maybe they even heir on the side of um of maybe not even making any sort of judgment where say a history book would would make judgment on whether something is right or wrong. you know, we don't look at the Watergate scandal or something and be like, you know, well, Nixon was all right on that, right? So, uh, these textbooks are trying to stay out of the mud and I think they do a good job at it. That was a really good answer to a good trap. Uh, no, sort of adding on to that and it's mostly procedural. Um, assuming
048that we do uh do a one-year adoption, which is a deviation from the six-year adoption, is the assumption then that two years from now we do another one-year adoption from the same publisher, does it then have to come back to the board for approval? Okay. Yeah, it based off of our current practice. Okay. Seeing that with the caveat of Oklahoma and what they are currently sitting at with their statemandated quickly shifting dynamic situation. So, if all of a sudden we had something like Oklahoma, it would be nice to have board approval. And and and Cindy to answer um for AP African-American studies um which is a relatively recent course that has been rather pmical in certain states, Florida. And um it is um this text that we're going with is the most recent. It's the
049third edition updated. So, there's a third edition and then there's an updated third edition. And that's the one that we're going with because um the I would say more challenging like you talk about polical issues have been um essentially dropped from AP African-American studies. Jordan, can you clarify um what you think the process will be for updating this? I just didn't quite track. Once we get all the information from the publisher about what our answer or options are, then we can determine our best path forward. Um, I don't think that we want to commit to six years of something that we feel like very likely could be out ofd um or something better comes along or something that also has print, you know, better fitting our needs. So um if the option or if it's
050clear that the solution should be that we purchase it yeartoyear then we'll do that until um something else comes along and if that comes along it would go to the board through the IMC and to the board for approval and then if they had an updated version of this would that just automatically go through then or not just for clarity like this book comes out with a new edition next year we just run it through again. Okay. Yep. And that's been our current practice with updated editions because it does have updated content. Um and so the feedback has been let's make sure that goes through the formal process. Thank you. Oh, look. I probably already said all this. Yep. Yeah, you did. And I even have the name of that thing. I couldn't remember. Mhm.
051You guys have been provided all these these all of our texts rate high on all these things. And just to comment on um something that was said by the science department, um you know, some of these rubrics like this Washington State quality review rubric. Um some of these things I think rest on the instructor more than on the textbook. uh as far as you know modifying instruction etc. And uh but they still rate really high. So unless you stop me I just included these for I candy. Okay. So the next uh text is American history reconstruction to the present. Uh and this one is a hard copy text uh that we were able to secure. Uh it's a new version of the text that we've been using in this district since I arrived about 7
052years ago. Um we I also taught out of it in PLM Roslin. Um this is uh a text that's welll liked by the three different um gened US history teachers. And um this one here uh I'm really pleased with their updated version because what they've done so US history keeps going um and our old textbook is old. Uh and this new one um enables us to get deeper in US history more efficiently. That's always the great challenge, right? we go 1865 to present for our gened class and it's difficult uh to get through that amount of content and it gets more difficult every year. And so what they've done in this uh updated version is I'm just going to advance to my next slide because I'm not really following this. I'll go back. Uh so
053what it does is it boils down the first four chapters like 193 pages and fuses those down to like 110 pages. So it makes the earlier part of American history which isn't even in our content but is still sometimes addressed as a review unit. It boils that down and uh shaves a lot of space. Uh it eliminates a later chapter 8 and then um carves out the relevant content in there into two neighboring chapters. um in the 1920s it takes and fuses two of the chapters of the 1920s into one uh enabling us to move more quickly. Uh there's two old chapters on World War II and it fuses those into one. Um and then it extends the text on the on the end of American history. Well, I shouldn't say the end of American
054history. That sounds pretty doomsday. But um you know on the more uh current aspects of American history. So, uh, I think this is a no-brainer. It's a text we've used and trust trusted for a long time. We really enjoy it. Um, and I think this one, uh, checks all the boxes for a a big win. Excellent. 11 and a half out of 12. Hi Marks, questions board. Any questions? No. All right. This is the last one I get to talk about. No, I appreciate all the notes on the rubrics and everything. So, we like to do our homework in Little Street apartment. Um, so this is the text. Um, this is a text that I'll be using, which is cool. I got to talk about a book that I get to use. Uh, so this
055is uh for my uh social problems course. It's um college in the high school. Uh it's been around for about five or six years. Six years or so. Five or six years. Um this is simply the ninth version of the same text that I'm using now. So, the old text um uses sociological information from 2016. Okay, that's it's 9 years ago and you know, American society evolves and things really change rather quickly, especially if you're talking about um social media and life in the digital world. Uh and so I think it's really important to update this text. Um, current data is critical to the discipline of sociology. Uh, there are over 2,000 updated statistics from the previous book, which is averaged at about 50 per chapter. Uh, they cite over 800 new studies that are
056all within about the last two to three years, which is amazing for a printed textbook. Um, 80% of the statistical data in the social media chapter are updated and relatively current. Um I've taught um this will be my third uh third or fourth Michonus book. Uh John J. Mishonus is kind of known as a as a standard in the United States for entry level college texts on um sociology. And so um it's got high marks on all the rubrics and um we're looking forward to not having to reference 2016 data in 2025 2026. Excellent. Hi Marks. Oh, don't get to this. Where's Marco slides? Hello. This is the This is He's expensive. They call mine the money slide. Okay, I'm gonna leave it to Marco to talk about money because this is the last thing
057I want to talk about. That's Oh, you it couldn't keep up with you. Yeah, because I'm so fast. Okay, thanks. Back back my kits down on a presentation for that combination there, but it's going to it's going to sound a little bit redundant. It'll it'll be a lot like Eric's. This one I've been using for I think 13 years. Um it's AP and it will be a college in the classroom. Um it's college in the classroom approved also. It's an AP vetted text. Um, Pearson makes millions and they have the money to vet these things. It meets all of the many standards that are supposed to be in my syllabus. Um, so it's content and it skills. It helps them write the four basic different types of essays they have to write. Um, I augment
058it with longer writing like actual position papers and things like that that I think are important for the kids to do because um, when you get to the government classes, the writing is more clipped. uh AP US people sort of degrade the government people because they say the writing really isn't meaningful enough and then vice versa. Um the government people say that AP US people waste a lot of words. So I'm living in both worlds which is good teaching time. Um but they match all the they match all the district standards. They match state standards. Um definitely I think Eric expressed it well that textbooks now work very hard uh not to show too much bias. They have a lot of the point counterpoint stuff. Um and there's a lot of I hate to use
059the word diversity but because of the last 10 years of what's happened there is a lot of attention to representing different groups of Americans and different issues. Uh but actually the the I think that the text we're going to get in the next month or two will be even slightly more updated. So it should have something from the last election in it which will be interesting to see. But like Eric said hopefully I mean if we can draw an analog from um the Trump administration to the Jackson administration hopefully uh you know we can see that both of them ignore Supreme Court decisions and like executive action. And I think that they're taught in a way that are accessible and and not too biased in a way um for kids. Um and I think they're
060equally in their relatively unbiased way. I think I don't know what the Trump administration will look like now, but I would say the ones that we've looked at more as like a Bush compared to Obama for something concrete. And I think they're pretty fair to both of those administrations overall. um things are are a little bit different as far as assessments now in our field though. The materials have everything. They're they're nice textbooks. I would say the writing in government books in general is not as interesting as history because history is still trying to weave a story. And a lot of the kids pick that up, even the one that's that prefer studying the constitution and um contemporary events still sort of miss the history. I'll talk more about the history text we have now,
061which is a little more skill-based like Charlie said. Um, but this one's the style is much like it was before. Quite a bit of stats, opens everything up with a contemporary real world or the most recent possible government example. Gets you into concepts, but much more conceptbased um, and studybased than a history text. And I've been, yeah, using this one, I think, for 13 years. There aren't as many government books as there are history books. Here we go. No, I I did it. One too many. Okay, we really want it. We The cost is a big teaser. Okay. Um the down and dirty on this one. Same as government in America, but more of it. This one has, I think, better tools and is more skill-based. They've been working on it longer. And this one
062was different. And I used to do a Norton narrative history of the United States, which was the best written high school text I've ever seen, but it wasn't as skill-based. It stayed a little more elevated. Kids love to read it, but it was a little harder to use if you're trying to prepare for a AP test. And this also will be college in the classroom. Finally, Central after many years is doing that. The cannibalistic relationship between the district and Central is continuing. So, they take some running start. We're getting some college in the classroom and they're being pressured to do that. Um, but anyway, it's all, you know, fun and and love and war. So, um, but it's very well skill aligned. When I went to this one a few years ago, it it had
063a lot of input from high school teachers. In fact, the person that I originally went to AP boot camp with who's been just teaching AP US for like 15 or 20 years, Matt Ellington, he had a lot to do with it. I like it. They actually make one that's more skill-based, which I don't like as much because you lose some of the narrative and you lose primary documents. I think this one still maintains more humanity along with the skills. So, um, like I said, it's almost too dialed in for me, but you know, I I enjoy them. So, before we get to the costs, any questions on the content. I just have a question over the government in America versus the American history and you said those are both AP textbooks. Is that taught in
064one AP class or are these completely separate? Government in America would be government um for seniors and then AP US is is a junior class. History based. Yeah. Cindy's going to catch up on history here. She's getting through it. I had a quick question just about the review process. when you are using or planning on using the same uh curriculum that you've been using uh for a longer period of time, are you um comparing them to the same number of uh different options or what is that process versus when you're planning on changing the curriculum or using something different? I I looked at it was four different American history texts and I I was sent like six GV texts, but three of them I I sort of dispatched with quickly. they just I I didn't
065think they're very useful for kids or they were too simplistic for an AP course. Um and then I really I honed down on three for the for the other one. Um what I liked about these is they do help the kids with the skills we need. We need the skill base. We can't unfortunately the bad part about AP is it's sort of like a cra. We start our high school a couple weeks later than most high schools in the state, but the test is still going to be the first week of May. So, we're cramming a lot of material and I don't I used to teach a comparative gov and a US gov in the same year and that was really kind of crazy stuff. So, um I I I guess the the three that
066I focused down on in the end for both where I thought the best combination of content and um skills and I these won out on that familiarity of course was a bias for me and I think it helps me a little bit pass it on to the kids. There's a little bit of passing on a culture which I don't think should change that much. We kids need a little bit of predictability. So do teachers. Yeah. Any other questions for Marco? Okay. All right. Thank you. You want me to hit this? Okay. Because I'm going to I'm going to duck immediately. Okay. Come on. Numbers. Yeah. It cost almost nothing. I can get it up there for you. We already see it. Yeah, you guys. Okay. Do you want this? Are we You can leave it
067up there. That's fine. So, that brings us to the end of all the materials. Although, Kevin, were you I was just gonna ask, did you actually want to ask any follow-up questions with science? You were Okay. board. Do we have any other questions for the wonderful educators here tonight? I just have a follow-up question. I want to make sure that I understand what we're voting on um for the the book that we were talking about from year to year or a full six years. What will we be voting on tonight? Um you are voting on the text and so I mean I guess I could say the plan right now is tentatively to purchase it yeartoear. Um, but I can also say, uh, that the commitment is to ensuring that we have the right text
068in place. So, um, while we don't have all of the options, I suppose if you want to have the caveat there of you're not comfortable doing the six-year, which that's perfect. I think that's what we're saying, too, is they don't want to do that. Um, so when I say we're exploring options, it's what does their updates look like for a six-year license? Do they plan to if they come out with something new automatically update which some of them do digital licenses? Um so I suppose you are voting on the text for one year. Yeah, you're you're voting on on the text and then uh by the way we have our policy and procedure then if there's any significant changes we and uh so if it's an automatic update we would still bring it back and
069say we want to continue to do this. If there's a um if it's not automatically updated, then we and but we want to use the updated version, then that would come back. Um but it doesn't necessarily have to go through um if Eric wants to write a lot of notes, you can do that, but we don't necessarily have to uh do that next time. But that So yes, you're voting on on the text and it will be used until it's time to find something different. But we don't know since it's all digital. And I actually just looked it up in the middle like do typed in do they have a plan. They said they updated it in 2024 and all they did was add some little section. So it's not really an update. So my
070guess is there is no plan to update it in the near future. So to follow up on Meline's question, it's only that one text that would be a yearly. Yeah. or bring it just that one text. All the other texts that we would be voting on tonight are for a six-year. Correct. And to be clear, too, um because of a year-to-year, that will likely I mean, I don't know what would come next. So, I don't know what the cost of what would come next would be, but generally speaking, that would increase the cost um purchasing it year-toear because what they do is if you purchase for six years, we'll give you a per student price cut. Um so it will increase it and um it does pose some you know considerations for how we budget
071since it won't be it'll be an additional little budget item. It'll be cheaper this year. Um but it'll continue be a continued cost until something else comes up. Yeah. And um you know if if uh after a year or two um it doesn't look like they're going to move and update it and there's a different text that's updated and better. Maybe you can give me permission to come and talk to you again on an off year. For sure. Okay. Yeah. Thanks. And like science, Jen, science that was budgeted coming in a little under. How about the budget for this one? Is that on par with what you This one is coming a little over what we actually budgeted for, but it was being it was able to be absorbed in from other sections of the
072TNL budget. Um there were some pieces that were added like AP African-American history. Um, and the we weren't anticipating upfront the social problems update, which we realized we wanted to have that update to the social problem. So, we didn't budget for a couple of things. So, it is um I think about 20,000 over what we budgeted for, but that was easily able to be found because I have budget for new sections, which those essentially kind of are. Um, and so it's coming in fine. Any other questions? Who's going to read this one first? All right. So, uh, board, this is an action item. Uh, is the, um, teaching learning update curriculum adoption. I move to approve the English science and social science curriculum adoption. I'll second has moved that we adopt the English science and
073social science curriculum. Kathy has second it. Any discussion? A call vote. All those in favor? I. Any oppose? Any abstensions? All right. Thank you all for coming and presenting tonight. Thank you. Thank you very much. Enjoy the final couple of weeks you guys have. Do you need your textbooks? You can take them. No. Oh, All right. Last up under administration tonight is Troy superintendent update. Yep. Uh just pretty quick uh talking about some things here um at the end of the year. So this is our uh activities next week. I know there's been uh Les has kind of been keeping everybody up to date, but just um remember we have uh on Tuesday night the scholarship and awards night uh in the gym. Uh and then confirmed with Haley Big Picture Graduation at Kid South
074Valley Center Armory uh on Wednesday. Uh then on Thursday morning, we have the senior breakfast. Anybody who wants to come in and and help serve all of those hungry students. It was quite an adventure last year. It was good. And then uh of course then we have graduation at 7. Um high school's been doing a great job of communicating uh some of the changes to uh our using Nicholson. And so uh there there's a clear bag policy uh everybody will have to go through including the students through metal detectors. And so we'll see how that process works. But, uh, for those of us attending, we'll they'll open the doors for kids at 5:30, uh, for everybody else at 6:00. So, we'll want to get there somewhere in that ballpark and see uh, and I'll talk
075to the the high school team to make sure um, they give us a clue where where it's best for us to get into the facility. So, anyway, that's what we have going on. Uh, are there any questions about our grad week activities? I just wanted to make sure that a critical mass of us were going to the big picture picture graduation. I thought I was going to be able to go, but I ended up with a conflict. So, I just wanted to make sure we were represented there as a board, but it sounds like at least a couple are going. Perfect. Okay. Well, uh, and just let me know. I'll keep in communication with you on anything. Let me know if you have any questions. um strategic plan. Uh we're we're sort sorting through the
076format. We know that we haven't uh been incredibly enamored with the design. Um so uh I have another set of eyes uh that I trust looking at it and um but the reality is is we're not necessarily adopting the design tonight. We're adopting the the concepts that we've worked so hard at. So, uh, we've already made a couple minor edits to clean up based on some of the feedback that we've had. Um, for example, uh, Jen, who are you talking with that wanted to change the the two C's on portrait of graduate dual language task force? Just happened to note it. No, we had a soft C. We had all the, you know, we got our five C's and then we had a like the fourth one, we had a soft C first and the
077hard C second. So, we flipped those two words. So we're hard C's all the way down. So uh citizenship was first and so we flipped citizenship second and connection or whatever is first now. So um so we're making those kinds of edits but we're down to that kind of of word smithing. So you have uh originally we just was absent-mindedly sent to Lesie the design which you'd seen many times but so then I'm like oh no let's pull that off. So, if you haven't seen it yet, in in the packet is just the the worded wording. You can see um that there's been a few edits there like we've talked about to try to handle some some things. Uh we can still continue those minor edits if anything comes up. Um but you're really tonight
078you're voting on uh the vision, the promise, commitments, priorities, and the portrait of a graduate as our plan. Uh we will continue to work through the design. Um, of course would have loved to have had a design that we're all really excited about, but the reality is we want to get that right. And so we're going to take a little bit of time. Uh, we really don't need We were going to kind of do a more soft kickoff here in the last couple weeks, but always the plan was the the harder kickoff in August and September. So, we're really going to be just fine um doing it this way. Uh, so we'll we'll formalize the design. We'll also finalize indicators of success. Uh probably that should be um finalizing indicators of success and starting our
079discussion of how we want to structure our meetings next year around the strategic plan is probably the meat of our study session in a couple weeks. uh that gives us some time to finalize those indicators, get them in as we finalize the the design and how we want to incorporate those and then allows us to talk about it a little bit again in July and then kind of set our stuff up as we're moving forward in August to accomplish our goal of uh addressing uh the strategic plan through through our meetings here. So, um, anyway, we won't have a agenda setting meeting next week because we've got all those other things going on. And so, uh, I I will kind of give you in in the weekly update, and then you can give me anything
080else we're thinking for this for the study session, uh, the indicators of success, starting to, you know, figure out our plan, and then, um, having Jen talk about our ESPback results and and things. We've got some uh uh really good things to talk about. We have some things that we're going to work on and continue to work on. But considering we, you know, really started a formal school improvement pro process this year, we we have received um some some pretty encouraging results. You know, improvements never in a straight line. So, we we're continuing to find things to work on. But, so I think that that that's probably will be a good uh mix for us. But any other ideas you have, uh let me know. So, that's really our quick uh my quick report for
081tonight. Anybody have any questions? Doesn't look like it. Thank you very much, Troy. Yeah, later. All right, that takes us into the business portion of our meeting and first up, Kim and the financial update. So tonight I'll be going over April of 2025 um numbers for us. Um we are now in eight months into the fiscal year and general fund is on target with 67.87% of budgeted revenue coming in and 60.5% of budgeted expenditures. The fund balance is sitting at 19.77. Um, but I just want to remind everybody it always goes up at this time because we get our big payment in April for a levy and then it starts going back down. So, just want to remind everybody of that. Um, for the month of April, the district spent 2.03 million for certificated employee
082salaries for a total of 16.3 million for the year. 774,000 for classified employee salaries for a total of 5.9 million for the year. 1.05 5 million for benefits for a total of 8.3 million for the year. 273,000 for supplies for a total of 1.9 million for the year. 346,000 on professional services for a total of 4.3 million for the year. $5,000 on travel for a total of 45,000 for the year. 15,000 for capital items for a total of 53,000 for a total of $4.46 4.6 million in April and a total of 37 million for the year. As of the end of April, the general fund had 4.8 million in cash, 8.9 million investments, and 1.6 million outstanding warrants, and there were no discrepancies between Kittas County Treasury and the trial balance. The capital project fund
083is showing 114.72% of revenue um have been received and 2.27% 27% of expenditures have been reported. The fund balance comes in at 5.4.5 million. As I mentioned for the general fund, we also received our check levy um payment in April. And so that's why it's much higher. And the other reason why it's high is that we received more instate match than we were expecting. So that's why the budget is way over the budget for revenue. As of the end of April, the capital project fund had 393,000 in cash, 4.1 million in investments, and zero outstanding warrants. There was a discrepancy between Kittas County Treasure and the trial balance. And the reason for this discrepancy is the Kitas County Treasurer actually receded in $3,33 into the wrong fund. It was supposed to go into the debt
084service fund and they receded it into the capital um project fund and that will be fixed. You'll see that fixed in the May report. The debt service fund has received 90.67% of the revenue and 7 72.63% of expenditures have been reported. The fund balance comes in at 4.17 million. Um on on the report that you see you see two large um amounts. The 23.3 million of the financing sources represents the new bond amount after the refunding and 23.1 million represents the retirement of the 2015 VA after all fees and insur um insurance cost. Uh then as of the end of April the debt service fund had 1.9 million cash, 2.26 million investments and zero outstanding warrants. And as I mentioned in the capital project fund, there was a discrepancy because of the $33 that was
085receeded into the capital project fund when it should have been receded into the debt service fund. The ASB ASB fund has received 58.61% of revenue and 39.13% of expenditures have been reported. The fund balance comes in at 639,000. As of the end of April, the ASB fund has 15.9,000 in cash, 627,000 in investments, and 15.8,000 in outstanding warrants. And there was no discrepancy between Kitest County Treasure and the trial balance. The um private purpose fund is a fidicial fund. There there is not a budget status report. The fund balance sits at approximately 34,000 as of the end of April. The private purpose trust fund has $1 in cash and 34,000 investments and zero outstanding warrants. And there was no discrepancy between Kenas County treasure and the trial balance. The transportation vehicle fund um revenue came
086in at 6.21% and zero expenditures. We did pay out some checks, so you'll see that in May. We did get some buses, so that's great. We're waiting on I think two more still. The fund balance is 941,000 at this time. As of the end of April, the transportation bagel fund had $1 in cash, 941,000 in investment, and zero outstanding warrants. And there was no discrepancy between Kentas County Treasury or the trial balance. I would like to remind everyone that this report is presented with the information I have currently and is subject to change as we continue through the year. I would also like to remind everyone that revenue sources are used in their current funds for authorized expenditures and can't usually be transferred to be used in different funds unless authorized within the adopted budget
087and within the accounting laws. And do you have any questions? Could you um repeat what you said about the um the capital project fund, the additional income that was received? Yeah, the the $3,33. No. Oh, the the big amount. Is it because of the refunding amount? Is that what you're asking about? Yes. Yes, we did. We when I was budgeting for um for this year for the 2425, we were looking that we were thinking we were only going to get about $850,000 in the state match. We actually got 1 1.5 I think it was. So, quite a bit more than what we were expecting. Yes. board. Any other questions? Right. Thank you very much, Kim, for the update. All right, that takes us into the next report, which is an enrollment report. Yep. The enrollment
088report. Um we are uh still uh and we will finish uh the year uh with slightly more enrollment than we budgeted for, which is positive. um our average uh 3,172 approximately and we budget budgeted uh for 3157. So uh we have had a fairly normal um cycle to our enrollment this year. Um we're probably we'd have to do a one of the things we'll want to uh you know analyze uh almost everybody uses loses some students in um April and May but you know how how those rank at the end of the year will look how those rank historically um with other uh our whatever our traditional sort of decline is there and so but anyway our enrollment was projected very well this year and so we are in in good shape. Any questions about
089enrollment? I had one question and it's just because the math or the high school started with like roughly 845 students and ended with 775 students and that seems like a lot that graduated maybe early or something but it's about 65 different. It's a combination of actually the early graduation graduates don't make much um you know there's only a handful. It's a movement to running start and to online. Those are that's where the majority uh majority of those losses are are coming from. Okay. Thank you. Any other questions? All right. We'll move along. Uh next up is our strategic plan adoption. Yep. And this is uh just there's no resolution or anything that goes with this. It's just um we talked when we went into the process that we would adopt it, you know, for five
090years through a vote. So, uh the reality is um unless there's any questions, uh all of you were involved in the process. So, uh you know it very well. So then unless there's any questions, it's just a formality of you to vote to accept it so we can move forward uh and start planning our implementation. I move to approve the ESD strategic plan. I second. Cindy has moved that we approve the ESD strategic plan and Meline has seconded. Board, any discussion? Just to clarify, that's for five years, right? Is that what we is that part of it? Yeah, I go uh 2025 through 2030. Anything else? Board. All right, call a vote. All those in favor? I. Any oppose? The strategic plan for Ellensburg School District has been approved. Thank you guys and everyone else
091on the committee who has been part of that. Should be exciting for the next few years. So, all right. Uh board, that takes us into policy. We have two policies to review. Nope, two policies to approve tonight. First up is policy 2230, transition to kindergarten program. Correct. So, we reviewed these at the study session for a first reading. Um, we're doing the transition to kindergarten uh policy 2230. Uh, it was a minor update to it, but we had not adopted the first version of it. So, we're going through a first and second reading. Uh, we do have transition to kindergarten. Um, and remember it came into policy a couple years ago because it was a loophole for the first significant numbers of years of the program. And then the last um uh bienium the last
092long session they made transition changed it from transitional kindergarten which was a loophole to an actual law transition to kindergarten and for whatever reason we just didn't adopt the policy. So if there's there's no changes to what we talked about last uh a couple weeks ago. So if there's no questions you can go ahead and vote. I would entertain a motion. I move to approve policy 2230. I second. Cindy has moved that we adopt policy 2230 and Kathy has seconded. Board, any discussion? All right, call a vote. All those in favor? I I. Any opposed? All right. Policy 2230 has been approved. Next up is policy 511 5011. Sexual harassment of district staff coh prohibited. Right. And we went through this at the study session as well. Uh this is uh very similar to the
093policy that was in place prior. the updates were uh in some reference to law and then they reorganized some of the language without really changing it. It was they made more bullets. They took from paragraph form condensed it in condensed uh under definition bullets uh made a few of them based on update you know made a few changes based on updates to to state law. Um the actual policy itself is not very different. It's just organized a little bit differently. However, um we will uh be there are some procedural changes that go along with some of those those minor changes. They're not huge for us. We're already doing uh pretty much everything, but we have to reorganize our procedure uh paperwork a little bit as well. I move we approve policy 511, sexual harassment of
094district staff prohibited. I second. Kathy has moved that we adopt policy 511, sexual harassment and district st of district staff prohibited and Meline is seconded. Board any discussion? I'll call a vote. All those in favor? I. Any oppose? All right. Policy 50 11 has been passed. All right, board. Next up, that takes us into our community input portion and we have public comment. Leslie, could you please get us set up for public comment? Okay. Anybody online? All right. Well, that is the case. Public comment. Thank you very much. Yes. Do we have any new bit? No. All right. That takes us into session tonight. No. All right. No executive session. Clarification. The next step board. I just want to make sure. Is it better to send an email just to so you know what things
095we can attend next week and uh is that is that helpful if I send an email for the It would probably be helpful. Yes. If you send an email to Lesie just so we we can plan and let everybody know. Yeah. Anything else for clarification? All right. That takes us into board calendar. And that was my question I was going to do under board calendar too, which is are we all planning on doing some of some of that? And I think it's okay because it's a public and we've done it before. We can all be there or just a few of us, but we don't have to. So Yep. I think I'm there for most of it except for now there's a track thing on Wednesday night. All right. Uh, signing of official documents. All
096right. And board, is there any other business to discuss tonight? All right. Thank you very much. I'll go ahead and adjourn.