001We need to order. Ernesto, would you like to lead us in the flag salute, please? Sir, >> you don't have to have your picture taken with me. To the flag of the United States of America and to the stands, one nation, indivisible. Thank you, sir. All right, welcome everybody that's here. Nice to see people in the audience. Um, any additions or >> just the travel requests that were sent earlier, but >> that was already sent out with us. So, we're good. Any public comment? >> Nope. That's even better. Uh, we have presentations. We have uh Graanby High School, Graham Middle School getting ready uh newcomer curriculum adoption. Not sure who was putting that on. >> That's gonna be >> Mr. Here I have. >> Sure. >> Whichever. Yes. >> So, we started um we wanted
002to implement a new program at the high school get ready program and we wanted to bridge the connection between the middle school and the high um in our ESL program. So, I'm the teacher at the high school. I teach ninth grader to 12th graders, our newcomers into the United States. Um, and so we wanted to adopt. And so last year, um, we reviewed and evaluated new curricula and whatnot. And Patricia Marorrow is the one who took the lead on this. Unfortunately, she could not be here tonight. So that's me here taking the lead. And so then in um May of last year, we ordered materials from a publisher, Get Ready. Um and then July 24, we met with Dr. PTO, Dr. Rivera, and myself and Jackie Mendoza from the middle school. She's the LD teacher
003over there. And with that, we did a six months trial. And then in January, we decided to of this year, we decided to extend the um the pilot. And so we've been doing the pilot for a full year. And so we we I was I can only speak for myself. I was really happy with the pilot. Um there is a lot of components to that pilot. Now the current reality um the curriculum constructing meaning yield the units language power Rosetta Stone that's what we were using and with this curriculum we don't have to be using Rosetta Stone anymore. So that's going to save the district money too in the long run. um additional resources we were using super teacher worksheets, we were using sounds and phonics um and the WEDA release items and in this
004curriculum we have the WEDA is embedded within the curriculum and then also it's a common core state standards are also embedded in there. So you get bang for your buck right there. Um and then the vetting process the non-negotiables clear objectives you can >> this is the same as you saw on the math curriculum >> basically >> is it the same >> process >> and so then the get ready at a glance um this is the 6 through 8 the orange one and the purple one is 9 through 12 >> and then the skills standard based um pedigogy teachers based communication technology component. It's a technology component component is a huge factor. Huge factor. Um like we said, we have the CSS, ELA and math. We have science. There's those components embedded before which we've
005never had before. And so we were looking to get something that has everything in it. Well, almost everything as far as curricula is concerned. And like I said, um the WEDA, the national international ELLL language would be the process um they have unit themes connection to language, language action, connection to phonics, academic, you get the oral, all the components are in there. Um so Miss Mendoza is not here at the moment. Scope and sequence that that's the scope and sequence is for both the middle school and high school. It's mapped out for you. And so we don't have to spend that extra time doing that. We can focus more on the students and their learning. And so there's her classroom structure. Um explore and learn 15 minutes. Uh take a picture, ask what question, watching
006a video, practice book, communicate, assess, and then the skills listening, reading, writing, and speaking. All of those components are embedded within the Get Ready program. And then the following sections include alphabet numbers, student interviews. There's a lot of components in there. What we try to do is you try to get the kids to speak oral. Um like Dr. Rivera once said, miles on the tongue. Miles on the tongue. And with this program, we're getting thousands of miles. Um so daily routine for Miss Mendoza. She does the computer visual listening to open oral rehearsal direct instruction workbook practice book computer login scaffolding listen and record and then her student data. So for her student data um it goes by quarters. Um so the blue the baby blue is worth um the diagnostic that we came up
007with and then the green is the last from first to fourth quarter quarter and that's the growth that they made. So it's quite significant. And then there's another growth that she did data. And then the parent survey, we combined our parent surveys. And do you think your child is learning English? Um, yes or no. And then they responded that yes, they're learning English and whatnot. And this is the thing because in reality I can ask the kids to go home and do the homework but whether they do it or not that's up to them and the parents especially I be parent and teacher I can try to be both but you know how teacher's job is never them. Student survey um do you like the get ready program to learn English? or why not get
008ready and then I like this program see um yes I like it I like it that they seem to like it a lot and then the parent survey um what grade is your child in so it shows the different that we did the parent survey as well and this is me back the gra high school same thing with scope and sequence it's basically the same but it's at a different level it's geared toward the high school level instead of the middle school. And so the classroom structure is kind it's basically the same um rules and regulations respect everybody's right to learn speak in English. And that's the difficult part for me speak I because I tend to lean towards the Spanish to talk to them but they're there to learn English. >> So you're learning
009too. >> Yes I am. I am. And then the classroom structure um just scaffolding language objective differentiated activities integrated skill formative assessment and then the skill listening reading writing and speaking as well. Um the activities direct instruction workbook it's basically a a mimic of the middle schools but so my student I took it different. I showed um my students that were there less than a year and so we gave a diagnostic um I don't have Ala or Mita because they were brand new but this is where they were at the end of the year. So these two students came in February and at the end this is where they were at Nicholas we have students and attendance is crucial if you don't come to class you can't. And then I have my one-year students um
010that started the school year with us and then they started right here and then there is their post test. So and it's always easier to get the new students because you can see the significant growth that they make as opposed to are students who have been here longer. So the one to two year students they did show growth and again attendance is crucial. If you don't come to class they can't take the diagnostic. Okay. And these three students are the ones that I received last year from Jackie Mendoza from the middle school. There is growth. And like I said, when you get a new student, you see so much growth. Their their brains are sponges. And then when they're here already, they've been here 3 years. They're learning still, but not at the rate that
011we'd like them to, but they are still. And then to conclude um curriculum ties to standards and connects to content appropriate connects to four components listening reading writing and speaking opportunity for teachers and students to listen to audio provide feedback no care no curriculum comes with all the bells and whistles and then you have the estimated cost. And so we're asking for the six-year quote because if you look at the difference and it's on your paper that you have the difference um is only a what about about let's say about about $800 between the six year and the threeear. So we're asking the board if you would approve for this new >> how many students are involved in this >> over on the middle school. I believe we're estimating about 30 and at the high
012school about 25. >> You want to share with the board what what makes the newcomer what what what are the ra or the buffers if you will or a newcomer? >> Oh, >> yeah. So, who what what definition of a newcomer student? >> Oh, the newcomer student um any other country foreign to the United States, they come over here um to the United States to be with us. And so, for example, my first period class is made of students who are fresh, brand new. They came to the United States, they've never been in the United States before, and their um English is minimal. Um, when I ask them, you know, your English or the teacher over there in Mexico, they say it's a joke to learn English over there because even the teachers over there,
013they say, really don't know the English. They give you the basics and they know the basics. The basics. Cat, dog. Yes. No. Um and then the students who have been here longer, the progressing, they've been here zero or one to three years. And with that, they're absorbing the English much more. Um their oral language is increasing. And with this program, when I give them their homework, it's online and they're able to speak into the microphone and I can hear their response through my end. And so I can get feedback as well through the microphone and give it back to them. And so so for example, pronunciation of a word. The thing is my biggest um feed is that it doesn't have to be said correctly as long as they're trying. And so with that program,
014they can listen all the time. Listen and speak. Listen and speak. Listen and speak. And even they have to type in sentences, complete sentences. when I when I give them their homework, they can use their workbook that we put on their daily workbook that they use. So, there's two consumables. There's the workbook and there's the practice book. And so, that's what they use daily with that >> and everything ties together really well. >> The oral part seems to be really helpful because I hear from a lot of teachers throughout the state that with our multilingual students, some of the big parts that are challenging for WEDA is the oral component. >> The oral piece. So, so if you continue to have that, you know, feedback >> powerful because kids can self assess. They can go
015back and review, hear themselves speaking it, and then the teacher can assess how they're speaking. Like Frankie says, if they're not pronouncing it right, he can go back and provide feedback. So, it's it's recorded, it's audio, and it's it can be done in a private setting. Um, and then that's part of the WEDA testing, too. When they have to take that test, they have to talk into a microphone perhaps for the >> WEDA. That's that's the most important component is the oral piece because in our in my classroom when they're doing the oral piece they're doing it together at their own pace of course but they're there with other um classmates and they're not embarrassed to do it because once they take the weed test >> no I don't want to speak in front of
016yes they have that practice that comfort zone is there and also too um we do get presentations in the classroom because in their high school classrooms they do have to give presentations in other classes and so that really helps them a lot. >> And it seems that it has like everyday language and academic language so that they can transfer these um language skills into the classroom. >> And we do have an elementary version of this which with our ELD and we were trying to use it to high school and what was happening is is the high school kids thought it was too childlike and they don't want to engage like the example he gave of the beach. Oh. So, we're trying to use that even though it's just the the theme, the the images and
017the characters in the in the curriculum was third kids and so high school kids disengaged. So, we wanted to find something that was more age appropriate because some of the same concepts are applying in how we teach the academic language and the everyday conversational um language. And a lot of um the components in the book when you first start out it says at the school things that they know at the school the secretary the office the counselors the janitor everything that they need to know and whereas the other books that we were using it didn't have any of that it had the cartoonish and these are like real life pictures in there so it does work out at times >> more age appropriate relevant to the kids >> and this gets us all the consumables
018we need for the six years too >> that I >> Yes. >> Yeah. Six years we get everything. We get the consumables that we're buying here and then the online um licenses. >> Okay. >> And we went a little high just in case we do get a newcomer because like Mr. Cho explaining three years or less in the country they're considered a newcomer. >> So we I think we went with 30. Let me look at the number. Yeah, I think it was like 30 students. >> Um and I think the exact number is like around 25 26. So we have a couple extra licenses if we do get a newcomer into the country. So >> and so usually that does happen and it usually happens right after like for example all the harvest that we
019have going on. So usually October and then after the new year um January, February and then we get a significant amount in April too as well. >> But this year with um the Trump administration we had students leave. I'm like what the heck? >> Yeah. >> I have never had that before. So Yeah, unfortunately. >> Question. >> Any other questions? >> Do you have a motion? >> Um, I do want to just comment uh the powerpoints, the proposal, and everything was put together very well. So, thank you to you and your team for working on that. It was really well easy to navigate yesterday. So, um I'll make a motion to approve the curriculum adoption. >> Do we do that now? We're under new business. Where's that? Oh, sorry. I thought it was in here
020for that. Okay. Not not to tell you what to do. >> Well, usually when it's separated like that, I usually do it that way. But, uh, I guess we'll move on to the consent agenda then. >> Yeah. >> Oh, I was thinking those were together. >> I skipped the one, didn't I? The other one. >> Yes. Well, the other one was in red. >> Usually, she tells me the red is my talking point. So, okay, we'll go to the SEAL curriculum. >> Okay. So, how do I Sabrina, can I just say next slide and you go click? >> Sure. >> You can take the space bar. >> You want me that involves thinking, talking with my hands, and then going over. I just don't know if I'm equipped. I'll do my best. >> Just go
021a clip or something. >> There we go. Um, so I'm Stephanie Funk. Um I I know most of you, but if if that's who I am, my job here is executive director of assessment and school improvement. So I do a lot of work with the testing and then with buildings on um plans and goals that they have for improving what they're doing in the classroom. But another hat that I wear that I really really enjoy is MTSS, which is multi-tiered supports for students. There's lots of different ways you could say it. Student supports what? lots of different ways. And that is basically if you look at it like a triangle and you can look at it for academics, you could look at it for attendance, you could look at it for social emotional health. And
022what that is is if you have basic plans in place for kids and all of those areas, 80% of kids are going to do well within what you have in place for everybody. And that would be your tier one supports that you have. So your tier 2 supports would be that next 15% where these kids need just a little bit more support. Could be with academics, social emotional health, whatever, but they just need a little bit more support. So those are the plans that we have in place for those students that just need a little more support. And then there's tier three, which are kids that need intensives intensive interventions and supports for any of those areas. And so this is what I am coming to speak with you about today is we are looking
023to adopt a social emotional learning prek TK12 curriculum and this would be for every single student in the district. So Dan you asked like how many that affects for him. This would be affecting every kiddo that we have attending school here in Grand View. So what we currently have do >> Yeah. But I did this last week, so I don't even really remember what all the slides say. So I all I know is Jose said, "You got to have a PowerPoint." And I went, "Power? Oh, okay. So I'll get that together for you." Uh, so anyway, what we currently have is we have second step and that is kindergarten through fifth grade and then we have Character Strong which is a different curriculum that's sixth grade through 12th grade. Well, the second step that we
024have or K5 is like literally the puppets and the box that I used when I taught kindergarten here 20 years ago. Like it it's adopted. It is our curriculum here for Graham View, but there really hasn't been much updating to it. And now the counselor is going from classroom to classroom to classroom to deliver those lessons. Um, I would like to suggest that our our our staff could be doing that in some circle times and whatnot and our counselors are better equipped with the knowledge and skills and education to meet with those kids who need tier 2 supports. So really, we would like to get our K5 TK5 updated. And then when I spoke with secondary about what they have in place for Character Strong, they're like, "Well, yeah, some people use it, some people
025don't. The kids just don't really engage in into it." And so it just sounded like it really didn't meet the needs for what they wanted. So it wasn't something that was used by everybody in those grade levels. And again, this is a tier one support. This is something we want for all kids. We want to give them the skills and um that they need to be able to handle their social emotional health. So we put a team together. We actually went to a curriculum council meeting and we and we gave our little spiel and then Dr. Rivera said, "Okay, these are the steps you need to take to work on this." So um we put together our team. So this is what we had. These are the people that we had to take a look
026at the secondary curriculums. We looked at character strong and second step and we used something called the hex tool. Just >> oh man I already talked about this. Okay, so here we go. We outdated or missing would be a new adoption TK12 middle school disjointed. Okay, here's the good part. We have received additional funds in our student distress grant to cover the cost of this curriculum for next year. So, basically, we have a student distress grant that we got from OSPI because we are supposed to have a screener that we screen kids with three times a year. Well, we were like already doing that, but if they were going to give us some money to have us fill out the paperwork to do it, we said perfect, we will take the money for what we're
027doing. Well, then we noticed this issue where we needed a curriculum. So, I just typed out a little email to OSPI and said, "Hey, we would like to have a cell curriculum in place. It's going to cost us this much money. Could you give us that much money to go ahead and adopt this curriculum?" And they said, "Yes." So, they they said, "Yeah, sure. We'll fund this for you." So, we do we've got money in the pot for this next year for this curriculum. So, that was kind of exciting. You know, you never know what's going to happen unless you ask. So these were the two material or the two curriculums that we reviewed. And then we used this vetting process called the hexagon tool. And I am going to talk a little bit about
028this because you're going to hear the MTSS people talk about this again because like I said, we have a student screener. We're looking at getting a better student screener. So we're going to use the Hexagon tool for getting that into place. So we'll probably come visit with you um sometime next year about that. So this tool kind of helps us to look at different curriculums to see what's going to be the best for us here in Brownies. So basically if you look at this piece of the pie, this would be does it meet the needs of what we need to do for kids based upon what's in that curriculum. And then this piece half of the pie is but is it feasible and is it going to work for Gran View? So cost, can we
029do it here? Is it going to work for our students? So I really like this tool. I hadn't seen it before, but ESD came and walked us through the process to look at these curriculums. And so kind of the big thing that we wanted was we wanted I guess non-negotiables to look back at what you had in yours I guess is what we'd call it is we wanted something for our TK all the way through 12th grade to aid in continuity across the building. So let's say I go to Mccclure this year but my family moves and I'm going to go to submit. Well, it's the exact same expectations and um delivery of lessons that I had before. I go to the middle school after being elementary school. I'm getting the exact same type of
030expectations and things that were done at our elementary school. Same for the high school. Castle approved. So this is collaborative for academic, social, and emotional learning. And they kind of look at all these curriculums and decide what they think meets the needs for kids. And this is approved. So we wanted something that was castle approved. We wanted something where it was going to be an ease of lesson delivery. So, this could be done during carpet time at an elementary school or it could be done in an advisory class. So, this isn't going to be a big lift for teachers. It's digital. They can go through the lessons in a PowerPoint and um it's not going to be a major overload on teachers as far as planning or getting ready to deliver these lessons. And we
031also didn't want big long 30 45 minute lessons that were going to take forever to complete. We wanted 20-minute lessons that could be done easily during a carpet time or easily during an advisory time and wasn't going to be something that had to be carried over from period to period to period because you couldn't finish the lesson. Any questions so far? Okay. Oh man, that's not good. Okay, so this was kind of the criteria of it. Um, and when we went through and we ranked them, I couldn't put those numbers in there, but when when we had our numbers of far as u need, evidence, fit, and so on and so forth. Second step got a score of 24 and character strong got a score of 15. >> Then Stephanie, Character Strong is not castle
032approved. Correct. >> It's not castle approved. No. >> And that was a big thing that we really didn't plus some of the lessons were odd. Like, okay, if I can give you an example, I mean, their one lesson is like teaching on shaking hands, but it's like, this is your Webbby. Say hi to your Webbby. Okay, show me your Webbby. Okay, let's put our Webbies together. And and like middle school and high school kids were like, yeah, we're not doing that. So, I mean, it just it kind of had some cringe lessons like that to where the kid teachers were like, I just uh they're not going to do this. Um, and it and also it wasn't castle proof. So, we wanted to look at something that was going to be uh kind of top
033tier for our kids. Um, so what pushed Second Step ahead for our team was there's Spanish translation at the touch of a button. We would have that TK12 vertical alignment. It ties in with our strategic plan of meeting the goals for whole learner, whole person. The trackable data um helps helps us to make adjustments for kids. So, um I'm able it's all digital. So I'm able to look building by building and make sure kids are getting the lessons that they need. And so that makes it really nice because if there's somebody who maybe isn't quite getting to the lessons, then I can say, "Hey, what support do you need to get get this in place for kiddos?" So I can see that at a touch of a button. It's common language for all of the
034adults in our system. It's got ease of usability and the need is there for our kids. And so this is the cost of it. When I originally ran it, I had it at like $14,000, but then when we added in the TK cuz I don't think I did that originally. And then I wanted the little kiddo stuff in Spanish for our dual language classrooms. So the the posters and card packs and the CD added to that figure just to get that stuff in Spanish for those kiddos. Okay, that's it. That's all I have. So, in a nutshell, this would get us a tier one support for all kids TK12 in the Gravity School District. And uh the money is there through ESD. They've already said, "Yeah, we'll give you the money to purchase that." Any
035questions? >> We just purchase it once and then use it for however long we choose to use the curriculum. >> This is for a one-year subscription. Okay. So, that's the that's the issue is it would be a one-year subscription because when I said, "Hey, we could get it for this or we could get it for three years, which would be this." They said, "We'll give it to you for one year." >> Okay. That would be a yearly cost if we stayed with the curriculum. >> Um, yeah, for this first go round, but then it depending on if we wanted to extend that, >> it would be >> What would the cost be for three years? Gosh, it feels like 21,100 bucks or 21,000 bucks >> because if they're paying 16 and we can get three
036years out of it for 21, that's a >> Yeah, we >> that's a pretty decent deal. >> Yeah, >> honestly to go with the three years >> the proposal. I mean, because Yeah, if we could get it for a few more thousand. >> So, what I'm understanding is if we really like it and we want to do it for the next school year, it'd be another $16,000 >> this point. Yes. Whereas if we said we're going to do it for three years, it would be a little more than 21 because I think it was 21 when I had him at 14. So about 5,000 basically. >> Yeah, I think that's money pretty well spent if we're >> if this is the the curriculum that we want. And if I heard correctly, because one of the
037things that I saw when I was looking at the proposal um the other evening was that to your point that it was disjointed use at the secondary level. But now being able to see this, our high school is on board with this. This would be implemented and you'd be monitoring that electronically. So you can see if it's actually being utilized through Yes. Okay. >> Because I wanted to take that off the principal's plate. they have so much going on and is so busy all day long that if I am the person that makes sure it's input and the whole system is up and ready to go with a click of a button I can see exactly which teacher and where they're at with their lessons. So like let's say Sabrina is on lesson number five
038and it's November. Well then I can go visit Sabrina and go hey you know how can I support you with with working this out and getting some things done? What what do you need that I could help you with? And so principles wouldn't have to worry about that. >> And then it helps lessen the load if I heard correctly as well with our counselors now being able to focus on tier two, tier three versus a tier one. >> That is really the hope because so then that second step if I'm getting too far ahead of myself, you can give me the pain me. >> But we can identify student needs. So, like if you need help with friend group, >> then what our counselor would be able to do is pull those friendship lessons out
039of what they're getting from second step and do a more intense friend group lesson lesson with five or six kids. So, they're all getting the same thing across the board in their classroom lessons, but maybe the kids that need a little bit more support with how to make friends would get some more intensive lessons with the counselor. So, it's just better use of their time to be able to use more intensive supports for kiddos. >> Two questions. One is what's what was going to be our renewal fee for um >> character strong because that was what we adopted during COVID. Remember the cost for that? >> That's a gosh, I don't remember. It was like three 3,000 per building I think it was because that's what got me going down this whole kind of looking
040at this is I got the bill and they were like do you >> do you want us to do you want us to go ahead and renew and I thought uh let's look and see if we're actually using something before we just sign off saying that we're going to pay for it. >> Is this something we need? So we don't know what the total would be if we went three years. >> No, we'd have to go back and wheel and deal with them. Um, is this something we need to know now? >> no, you can be in a >> The board can approve the curriculum and then we the the >> what I was thinking was prove the curriculum up to a value of say 25,000 >> and then if it comes back and it's
041more then we could wait or do if it was something that needed to be done >> or do we wait and wait for you to come back with the actual dollars? But >> I can add the dollar amount to more. So I another meeting for a month. >> Jul up to a number would be great. >> That's what I was thinking. >> I like that. Up to 25,000. Cuz it sounds like it's even if we spend the extra five or $6,000, it's going to save us money. It will. >> Yeah. From what we were going to spend on the curriculum that we don't like. >> So, when we do the motion, when we get down here into the new business, we'll just need that motion to be >> We'll do each one separately and we'll
042do the motion that way if that's what you guys want to do. >> Yeah. And the other question was, so this curriculum is even more aligned to the things that are happening right now with social media, social media bullying, all those types of things. And so that's the nice thing about it, too. Do you want a little bit? >> It's updated and so it's got all those things in there and helping kids out. >> I just like it's the same for everywhere and it's the same for every school and it's the same moving on because I think we get offkilter sometimes >> and this is a good way to stay on onkilter. Thank you. >> Anything else? Any other questions? >> All right, we're going to move to the consent agenda. >> Anybody have any
043questions or comments on the consent agenda? >> I make a motion to approve the consent agenda. >> I have a second. >> A second. >> All in favor? >> I posted. Motion carries. Okay. So, we'll go to new business and we'll do all through do these uh um separately. >> Oh yeah. But do we Resolution 13? It's one too. So we're going to have four of them. Correct. >> Yes. >> So resolution 13. Is that you, Mr. Shre? >> It is. This is a housekeeping measure we do every year. So it's consistent with um past practice and then we do resolutions. Um they'll be on representing group. So we still be bargaining with them later. Uh it's just they're not part of the union and so that's why they're >> that way. Next slide. Yeah,
044it's just Yeah. Anybody got any questions on that one? We'll do a motion on that one. Resolution 13. >> Make a motion to approve resolution 13. >> I second. >> All in favor? >> I >> opposed. Motion carries. Okay. The SEAL curriculum. I make a motion to approve the SEAL curriculum up to $25,000 for three years. >> Have a second. >> I'll second. >> All in favor? I opposed. >> Motion carries. Okay. The uh newcomer curriculum adoption. >> I'll make a motion to approve the newcomer curriculum for adoption. >> Second it. >> All in favor? I >> opposed. Motion carries. Congratulations. >> There you go. And come back and let us know how it goes each year. >> Hey, Mr. Superintendent. >> Good evening, board. Um, not a whole lot of extra stuff to to
045share about upcoming events. On the 8th, we're going to have a special board meeting at the learning center and um we are going to have a superintendent from Golden, Ellen Ponte, um zoom in and kind of share a roundt activity they did as a way to um kind of introduce some topics that the board want information on from the community and then get community thoughts and such around these different topics. We have an upcoming levy. We have some things that are probably going to be good for us to start getting out there and getting feedback on. So, we're going to have her share with us via Zoom kind of what they did and the topics they talked about and see, you know, as a way for us to use this type of a model to
046do a community input input event uh as part of that as part of that evening. It should it should be quick. She probably won't be 10 or 15 minutes total with her. And then we have our board meeting, National Night Out, uh and our two board meetings in August. One thing that I didn't get on here, but I wanted to share with you is every quarter the WASDA um has a quarterly magazine and this quarter features us. >> It was a very nice article. >> Yeah. So, I don't know if people had a chance to see it. >> I have not. >> Yeah, I'm in here twice. I apologize for that. Even though they talked Dan probably does more talking than I did, he didn't get his picture in here. >> All right. >> You
047swung that. Um but I'll pass this down if you want to take a peek if you haven't seen it yet. And then once the the ver the once the digital version is released, which I don't think it is yet, uh Amy will do a nice write up about that. Show the community. But I think they represented us pretty well and the the the great efforts happening in the school district. And that's all I have. a little bit on the thing that Rob was talking about from the lady from uh uh Goldenale was Rob had mentioned that uh she was doing this um uh public forum type thing and it was a sit down and so when Rob was telling me about it I I said wow that oh that really sounds neat you know we've
048always looked for how we would communicate with the community and how would we how so I was curious how that worked out so Rob and I talked and we thought well maybe she could uh present what how it went down what they did how they did it how did it work and share that with us and maybe that's something especially with us doing our um calendar at the at the meeting on the 8th is maybe that's something we need to look at that you know if there's something coming up hey we need to now start looking at some updates to the grade schools or something or whatever I mean you can come up with many different topics but uh kind of curious how that worked and she was willing to do it so I thought
049that was a good idea to do and so Rob asked her and so she was willing to zoom in. I did ask Rob if maybe he thought um Sunnyside Grant uh Proser or um Maptona might want to hear kind of how that went also. So, uh was going to reach out to them just to see if they wanted to sit in on the Zoom meeting to see how it went and see if that's you know something they want to do and maybe we try to partner on certain things you know that you're topics you want to get out there talk about. So anyway, thank you. Okay. So, we're going to move on to the board assessment. Chuck had to turn it over. Gave me number 11. >> Oh, I'm sorry. Board response. Oh, yeah. To
050the monitoring. Okay. So, the only thing we had on this that I noticed was the one comment about the percentage. And the only comment I have to say on that is I read an article today about LA school district in a complete negative and it's actually a state law in California that you cannot go below 3%. And they were going to get in trouble because they're going below the 3%. So, I thought that was kind of interesting information that I was uh listening to and they made. So, anyway, I just thought I would share that. But, uh that was my only com that was my comment that was brought up was the one about uh the percentage that we had on there. Um I thought we had talked about 10 or 12% back when we
051were originally setting this up. So, that's why I made that comment. I believe we set it for 10% and like um we were kind of sharing in the beginning um in the portion where the district has provided us the evidenced by it did note the 10% I believe but I couldn't go back to see it after I saw the survey comments on here um because it tells us you know surveys already taken so that's a thing that um I wasn't able to go back to verify but um were there other concerns other than that because I feel like if we did change this we a note that is evidenced in the information. >> I thought that the evidence said less than that. Am I missing something on the evidence or >> are you able to
052pull it up any longer? >> Yeah, we can bring it up again. I did put in 10. So the one when I Okay, I changed that to say 10. Like I I told you I had to >> No, I know. But I swear I looked at that and >> the survey does say, but the >> maybe that's what I was looking at on the Maybe that's okay. That's probably what I was looking at was the the survey said three, but the evidence was 10. So that's shouldn't have I shouldn't have had the comment then. >> Did you recall the 10 as well? Because again >> I do and I what I remember here is when we sat down with >> Dr. Maloney when we wrote the or approved putting this policy in there, it was
053three and we talked about reviewing it, which we did. >> Yes. >> Review it and and choose we chose to put it to 10. this policy just didn't get that input. >> We'll update that. >> Yeah, >> because Jean was working in the beginning too to get a lot of the survey. This might be one of the ones, >> but you know, that two day that day and a half moved pretty fast. So, yeah. >> Well, this is all in your process. So, I mean, >> we're going to get there. If if we're okay with it, I would recommend that um we approve it in compliance given the evidence base and that we amend question seven to be in compliance as well um and remove the notes. >> Any discussions on >> as long as
054the policy has 10% in it? >> Yeah. And I I don't have a problem with leaving this in there and then next year when we look at it and it says 10% then we won't have any comments. That way there's a bookmark in here that we know that needs to be addressed. >> So do you just think this was a typo on the question? >> I think we just >> So you just think this is a typo? Really? Yeah. >> Because the policy says 10. >> Can you bring that one up and show the one that I >> Because if the policy says 10, then I'm fine with it. But I Yeah, I was looking at this. So >> yeah, I think the policy says 10, but we didn't. >> Okay. The survey. >> Okay.
055Then it would be disapproved with >> proved in compliant and get rid of that. Yeah, I agree with that because >> me too. >> As long as the policy does say that and Yeah. >> Okay. So, tell me if I need to reward this, but I'll make a motion to approve what are we? EL7. >> Mhm. >> Yeah. E7 budget planning with the amendment on question seven to demonstrate in compliance with the not noting that the policy is stating that we do not want to go under 10%. For total expenditures. Okay. Have a second. >> I second it. >> I'll repeat exactly what she said. >> All in favor? I post. Okay. Motion carries. Good job. >> It's okay if you talk louder. >> You're not going to scare anybody. I don't know this. >>
056Talk to us like you're talking to your kids. >> You're yelling at Johnny. >> Yeah. So Dan on the evidence by >> Okay, perfect. Okay, >> everybody. >> Yeah. I think I just read that other part and then Brad had called me on it and said something. So I was thinking automatically, oh my gosh, it says 3%. >> I wouldn't do that to you. >> Well, why not give him a few more gray hairs? Would it be okay? >> Yeah, that's all I need. Okay, so we'll go to the board assessment. Um, Chuck gave us all goodies. Come on. Somebody's got to give us a naughty one once in a while. Any questions on this? Anyway, I think I want to get these where we only do it from people in the audience. >> Yeah,
057seems to be better. >> Um, anything on the enrollment or the cash flow or budget status? Any questions for anybody on that? Did you skip from the board? >> Probably. I've already skipped three other times. >> Okay. From the board, >> I just have one thing. So, the Safe Yakima organization that we work with here in our school district. They do different things up and down the valley. They actually have a podcast now. And May 27th, their podcast guest was Dr. Robert Darling. He told me he was going to send me that once it went live. I never >> Oh, well, I went on and found their podcast and listened to it and t Rob talks a lot about our community outreach and the strategic plan process. It was a 30inut deal. It's well worth
058listening to, but Rob did a great job. >> Thanks. I appreciate that. >> You didn't even tell us about wasn't even in your uh report. >> Yeah. No, I >> see I I I I have a broad vision on things. I look >> Chuck spends a lot of time on podcasts. wondering those >> uh the only thing I have from the board is I'm looking forward to the uh thing on the ETH. Uh what uh Rob and I were talking a little bit. I I think what we'll do because we're doing the buddy or the budget session at 5. What we would do is we would uh I'll have a menu for Costila. We'll do an uh order uh when we get there and then we'll just go pick it up partway through the meeting
059and then we can have dinner and then we'll move into the other stuff that's going on. Uh, I think the topics that we kind of talked about was kind of doing our calendars, talking about, you know, how we're going to set the calendar up, if we need to move some of the I think, uh, Robin said we'll we'll have the breakdown of what we evaluate and each month we do it and what it is. So, we can look to see if we want to move some of those around because I know we found a few of them that we may want to move uh, into different times. I know that uh, uh, talking with Brad, a couple of them that we had we wanted to do at different times. uh based on when information is
060available. Um and then this uh the the lady from Goldenale is going to give us her spiel, which I think it would be good to uh hear that to see how that went for her. Maybe it's something we don't want to do. Maybe it is. I don't know, but I think it would be nice to hear. Um so anyway, that's all I had from the board. >> I think just going to that just to confirm, we have on there like discussing the community linkages and adding dates for that as well as potential PD. Correct. >> Yep. >> Okay. >> Um, are we doing like goals vision for our board that day too or just calendaring? >> Uh, I don't know that. Uh, we I I'm sure we'll have time. >> Okay. It might be nice
061to start thinking about what our goals will be for this coming year. >> Uh, I recommend uh that we go to WASA. >> I know we didn't go last year, but we have some new members. >> Um, I think it would be good for us to go. Um it's just a thought on my part. So >> I think registrations are open. I think I read that in something that they sent >> they're starting to they were surveying for the sessions sessions of interest I believe. But we know for sure >> I did see that >> we have to get the professional development for our two board members the required ones any house. So the boot camp and the um >> the DEI >> and those fill up really fast. So we should probably get >>
062and it might be beneficial. I remember you were interested in possibly the budgeting session. So anyway, we'll talk about what that might look like with WASA, but okay. I was just >> maybe we can uh So the WASA calendar is out for what what they're offering at the >> they were doing a survey. >> I saw the survey. I took it. >> Yeah, I did too. Yeah. >> So that just gives the opinion so that they can narrow down the >> of some of the Okay. So hopefully that's out by then because it would be nice to look at what's available so that the new members can look at that cuz if we need to sign them up for it early, >> but I think we need to sign them up for the boot camp
063now so it doesn't fill up. I mean that's >> Do they have is that set up now? >> Let's take a look. >> My guess is it is >> that's the the first day. >> That's the Thursday afternoon. Yeah, I believe >> it looks like they have the signups and pre-conference workshops. So yeah, it might be beneficial because even the year that I went the boot camp I was able to get into but which one was it that I I couldn't get into the DEI that was full >> and um so I had to do that one online >> and we are going to have the screen down there so we can get on and look at all of them and have the screen going and we can look at it as a group. >>
064Yeah. >> Okay. >> It's machine Seattle. So this year Belle >> Belle but >> but I want to make sure that we uh oh it's in Seattle now >> actually that's not even the same hotel >> I Regency but I regency is in Belleview >> is it okay >> I think they want to see >> yeah it's always been Belleview is Belle Spokane >> um the only other thing is I just was following up on um from the Ford. We had talked about the Adobe Express a while ago. Um did our teachers ever have interest in anything like that, the AI technology with the students? >> No. Curious what ended up coming from the conversation. >> Yeah. Just no response. >> Okay. Anything else from the board? Now we'll go to enrollment cash flow budgets.
065No questions perhaps. >> Any questions? You want a short report? >> Sure. >> Everything's looking good this month for the May. June will not look good there. >> That's normal. >> Um the state will have less income for us as well as they shorted us because they didn't have enough money to make all the full payments. So we're being shorted in the month of June. So I don't do the next one. Just a heads up. Do do they make that up to us down the road? >> They will make it up in July. It's a fiscal year for the state that there's not enough capacity for the state to make the payment >> as far as what was allocated like in the port. You have a budget allocation and you may have the cash but
066you can't do it and so they have to defer it over. That's >> you'll see that from year to year typically like he says because of the way that they misalign this one. >> Oh, okay. That should have shown if you look at the Oh, sorry. >> No, go ahead. >> The enrollment. We almost hit it right on right on the nail. Right. Right on the nail. Head of the nail. >> Right around the head. Yeah, we're really close to it, weren't we? So, it's like off by just one FTE. We like not We don't I really don't like it to be right on. I actually like to see more students, but this one came very very close. I think we're a little bit under the average at the end of the year. So, >>
067nice. Okay. Uh, anything else in that area? >> Okay, we kept Josie here long enough. Now she gets to present. for 5 minutes with no action to follow. >> Thank you, Stephanie. >> Thank you.