001Okay, the time is 6 o'clock. Uh, and that begins the who are we in? February 11th, uh, school board meeting for Grant Falls School District. Uh, please rise and join me in the pledge of allegiance. I pledge allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> See if our board member wants to come up. >> Thank you. And then I will hand it over to Dr. Eastland for our land acknowledgement. >> I actually have uh Executive Director Moore with us. >> Okay. >> Executive Director Moore. >> Good evening. We honor the first peoples of these lands by acknowledging that the area in which we gather is within the traditional territory of the Stilagwamish tribe
002of Indians. The Stila people have inhabited these lands and waters since time immemorial and their descendants have remained in this territory to this day. The Stilaish people have continued to practice the traditional ways of their ancestors by fishing, hunting, and gathering. The Stila tribe has had these lands and cultural traditions passed on to them by their ancestors who believed that everything has a spirit and that they are caretakers of these lands and waters. >> Thank you. Okay, tonight we have in attendance uh Violet. >> Yes, Violet. We have uh director Pagis, we have director Farley, director Vich, director Dane, myself, director Leoo, and Dr. Geeland. Um, okay. Then moving to 3A board comments. Violet, I'll come to you at the end again if you think of anything along the way. Uh, Director Pagas, any comments?
003Well, I'm pleased that I now feeding my my doggy dog biscuits from uh from that that our students are making. And anyway, I just wanted to to shout out to Ailen about that. And then the the the posts, I appreciate the posts highlighting staff because I learned from that too because I don't don't know, you know, all of the staff and and I just really appreciate seeing that and it's been fun seeing the CTE highlights, Josh. I really enjoyed that. And Emily, I wanted to compliment you [clears throat] that with the highly capable that we now have the universal screening as well as nominations and I was just tickled pink to see that. >> Thank you. >> And that's my comments. >> Thank you very much. [snorts] Um I enjoyed last Saturday. I got to
004go watch the kids wrestle at South Woodby High School. Um they're going to have eight kids participating in the state tournament which is really good numbers. Um it's a little bit different situation this year but um I was really proud of the kids and how they handled themselves and it was awesome to see. >> Appreciate it. Director Beach >> just wanted to say thank you to our community. looks as though our levy vote uh from yesterday that it looks like that will pass. So, thank you. Thank you to the community and to all those that voted to support Granite Falls and the operations and technology uh levies both appear to be able to pass. So, just wanted to say thank you for that. Um and I know that there's been a lot that's been going
005on, but we've had some medical stuff going on at home. So, I haven't been as plugged in in the last week as I have been otherwise. So, I just wanted to I did get my ballot in the box. I remembered that part. So, um I think I'm going to defer the remainder of the time because I I really have been at home the last weekish taking care of some family stuff. >> Yeah. Thank you, Director Dane. >> Okay. Well, I want to um Director Beach's appreciation for the community. Um, and I really do, um, want to say thank you to all of the community members that participated in the conversation regarding the levy, what the levy pays for, um, and how important it was for this district as a whole and the community to move
006forward and pass those. Um, also, uh, want to just make a a little comment about, um, the, uh, student lockout, um, uh, information stuff that went on the other day. There was, uh, some comments made about the school board or the school district um, promoting that. I think that we our our administration were very transparent to the community to come out and say that we did not um support um but we would do everything we could to protect our students and their voices, their rights to do what they did. Um, and I applaud the students that went out and were um I think good [laughter] communicators to um what their what their cause was, what their belief is. I also think it's great um learning opportunity for them to get involved with the political process
007at their age. many of those students out there are going to be or are currently voters and they were out um making sure they expressed their opinion and I support everybody being able to do that. Um, yeah. I mean, going back on the the levy stuff, for me, it's primarily right. It's vote one way, vote another, but vote right. I I really appreciated the engagement. Uh, I the last time we were running a levy, I just joined the board, so it was like I I was just kind of jumping in and seeing what was going on. But the amount of engagement this time around, uh there were there were really good conversations that I was seeing happen on discussion boards. Um actual genuine questions coming out about what does this mean. Um anybody that's actually
008dove into taxes and how they all work and everything, they're they're not easy. They're they're difficult to understand on the per thousand, what does it mean with growth and and all this stuff. So, I I really appreciated the the discussion that was back and forth because that's anybody that's heard me on this board for the past four years knows that that is what I primarily advocate for is discussion, right? We don't have to agree with each other on everything, but we need to uh we need to have a discourse that shares our thoughts, beliefs, whatever. Uh respectfully and just hear one another and and honestly, yeah, listen to one another and what what's good, what's bad, why you believe one thing one [snorts] way or the other. We just need to understand how each other
009got to their certain beliefs and what they what they feel. So, I really appreciated the engagement on that side and uh and just the constant reminder too that the only way to engage with or the levy is not the only way to engage with the school district, right? There's so many different ways to come out to volunteer for things um you know to to help within uh you just to help at you know events or um fundraisers. Uh you know I the best thing I say is if you don't know how to help, ask. Right? you don't know where to start uh and you know your kids's at Mountain Way or Monte Cristo or the high school or the middle school or or crossroads right go in to the office one day and just say
010like hey I'd like to help like what sort of opportunities are there how can how can I get more engaged and involved and understand so um yeah there's always always room for engagement so I'd welcome that uh a lot and with that being said Violet anything from your side >> um well everyone's been working very hard to set up the BOTC cuz it's coming up soon. So >> I saw the hats. >> Yeah. [snorts] Like early practices for the freshman. We've been like doing our own flag football thing for Crowd Puff and the hallways. I'm assuming that's why most of the people aren't here for the high school because they're working on the hallways. So that's really good to see the engagement on that. >> Appreciate it. Okay. Uh, item 3B, superintendent report, presented by
011Dr. Gelin. >> Thank good evening everyone. Get [snorts] that up there. Thank you, Dan. If you go to that next slide. Perfect. Um, a quick safety, excuse me, safety and security update. Um, one of the things we're looking at is our district camera coverage. Um we one of the things we shared out in um preparing for running the levy was how many active [clears throat] cameras we had um because that's one of the things the last levy purchased was several cameras for around the district. So we have 203 active cameras ac across the district. [cough] [clears throat] Excuse me. Um there's some additional cameras that are in inactive and we want to find out what needs to happen with those. When I say we, I Marshall and Dan are really working um collectively on this.
012[clears throat] and and review them and say if it was if a camera was put there, it's put there for a purpose and we would think that we would have footage from it. So, reviewing all of that and the locations and what their name so that makes sense when we go to see camera footage like when we had the the AED stolen. Gosh, it would have been nice to know, do we have a camera pointing that direction or is there somewhere that, you know, could have seen that? Um, and then just frame [clears throat] that up a little bit better. And then if there's more cameras that need to be purchased or some blank spots that we outside that do that we really want to have camera coverage. So really just globally looking at are
013200 is 203 enough or is there more camera coverage needed and then what's wrong with the um with the cameras that aren't working and aren't giving us data right now. So that's um just one small thing that we're doing around safety and security. We'll continue to review that and we continue to do updates um as we go. We've put in several new cameras this year. Um, a few at transportation when we've also put in the lighting and a few in a few other spots that we've had some issues. Um, but we'll continue to look at that. Um, next slide. District and community events. Um, as we have said, thank you to our voters. Um, an investment in public education is, I think, one of the the best investments you can make. Um, strong schools make
014strong communities, all of those things. And so, um, of course, Proposition One, you know, helps maintain staffing as long as we maintain student FTE, um, funds athletics and clubs and all the extracurricular things our kids get to engage in. And then some of the day-to-day operation things, transportation and utilities and insurance. And then Proposition 2 does some really critical deferred maintenance that we have. um HVAC systems in every building. Um [clears throat] safe and comfortable schools for our kids and for our staff. Um some technology infrastructure things. Um and uh lighting and facility improvement cameras as the case may be and some athletic spaces. Um we have a community group that's going to um come together. Uh Tom Fitzgerald has offered to chair that community group and he happens to be sitting with us today.
015He's not making eye contact right now so I think he's like, "Oh, here it comes." That's right. You didn't know what you're signing up for, my friend. Um, but we welcome um, you know, people to be a part of that. We'll figure out the the structure of that, but these spaces that we improve and and putting in some turf and some lighting and in these community fields, um, we want to know what's going to work for the community and what the needs are in the community. So, um, that's a group of the community coming together and deciding that and we'll figure out how much of what was the dollar amount and then how do we work within that. So that's pretty exciting to make spaces that our kids that are safe for our kids to
016practice and play on and that are right here in Granite to travel so far. So really excited about that. And we had an update [clears throat] at about 4:30 today. I think it was about 4:30 with Snow County. And again, like you said, Peter, both levies are passing at about 55%. So thank you to our community for that incredible support. And I just have to say thank you to everyone who um ran such an incredible uh levy campaign support of that. we really appreciate it. And then Washington State um is is reviewing the learning standards. We we've talked about this a number of times. We thought we wanted to put it in front of you and I'm going to let executive director Moore talk about this a little bit more, but there's learning standards that
017we teach to. Basically, everything that we do in the classroom each and every day is tied to learning standards. Um in Washington state, I remember when I was a teacher and I would think, gosh, what standard is this attached to? and and constantly making that that reference. And then the curriculums and the materials that we use in our classrooms and buildings are tied to those standards as well. And so OSPI is doing a review of these standards. I wanted to put in front of the board so you can get a look at this. They have some nice little nice graphics there and and where they are in the continuum. But I'll turn it over to executive director Warren to talk a little bit more about this. >> Yeah. So I thank you so much and
018good evening. Lovely to be here with you this evening. Um I will add my notes for what I'm going to say later. So just so you know um I think this is a really wonderful graphic that really outlines the the kind of seasons of the work. It is very common for us to upgrade our standards you know roughly every 6 to 10 years because as we all know uh our information changes, innovation changes um and um I really want us to think about these learning standards kind of like that manual that gets that you get with some assembly required. This really provides a a springboard or a foundational space for our teachers to land around what's expected that students are learning every day. And that this creates um cohesive instruction for teachers. Um, what's really
019exciting about this, and you can maybe dig in a little bit later on the different hieroglyphics that are up there, but basically this is outlining the idea of reviewing standards, um, updating standards with teacher input across the state, adopting those standards, and then putting them educating teachers on how to use them, and then putting them into practice. And it's really important that we're always coming back around and reflecting on our standards to make sure that they're the most um accurate and that they're equipping our students um here in Granite Falls and across Washington State and really honestly across this great nation for um what our students need to be learning to make them college and career ready and and you know um citizens of of this nation and this world. Um, the work that we're
020doing here in Granite Falls School District that aligns to this is when I talk about those secondary content teams, our math teams are coming together, social studies, science, and ELA coming together to focus our work on how the standards align to what our students are learning every single day and how we're making certain that we're providing that arc of learning and teaching that you've heard me talk about so that a student in nth grade in Emily Moore's classroom um, gets roughly the same plan as um, Carol Paneagus in Dr. Ginsland's classroom. So that is the true work of equity for us that we make certain that our students have that arc of teaching and learning. So this is really exciting and [clears throat] we try to make certain that our curricular materials um both adopted
021and supplemental are matching um the Washington state learning. So [clears throat] I'm happy to to talk with you more about this at a later time if you have any questions about this graphic. But that is the work that we are doing uh currently um across our system. Cool. Thank you. >> So, Emily, our plan is to is to kind of same timeline then. Perfect. Okay. >> Yes. Um, in terms of adoption, uh, we what we really don't want to do and my glasses are not designed for this, but um, you know, we we've already had a a beginning or the start of a conversation around science curriculum. you know, we we really want to make certain that our that our Washington state learning standards, thank you for pointing your arrow to that, that our Washington
022state learning standards are done before we purchase the curriculum so that everything is aligned, right? That's kind of like purchasing the car but you didn't get the tires. You know what I mean? If you if you buy the curriculum and it's not aligned to standard, then um then our then our our Washington state um science test, our WCAST test is going to be aligned to this. But if our curriculum isn't aligned, then we're teaching kids maybe not necessarily in kind of, you know, right down the middle, in between the ditches, so to speak. So, we want to be really careful in our adoption calendar should look, you know, very similar to something like this. Though adoption, as you know, is very, very expensive, which is why we want to make certain that we're purchasing the
023right materials because they might be 20-year materials instead of 10ear materials. and adoption vendors want us to adopt every five years, but that's not fiscally uh feasible, right? So, all right. And then our next slide, Violet, I'm going to put you on the spot. Can you talk to us? Turn around right behind you. Can you talk us through the battle of the classes week at Granite Falls High School? >> Yeah. So, basically, um, [laughter] battle the classes, we decorate the hallways for some points. We do sports for some points, matcha volleyball for the guys, uh powderpuff football for the girls, and we want the crowd cheering that also gives us some points. So, it's just a whole bunch of things that give us points. And at the end, we'll combine all of those points from
024winning or losing. And we'll see what class has the most amount of points out of all of them. And it's a really fun thing. And I'm happy that people have been really involved this year. >> Very good. And then the main event is on uh February 28th at 6 o'clock if you can make it. It's it's super fun. I've gone the last two years. Um I think I've had a judge the last two years too, but it is our kids are incredible of course. So please join us um on February 28th. That's a Saturday um at 6 o'clock and goes open to everyone. So all right, I think that's it. >> Okay. Thank you. Any questions, comments? [clears throat] Okay. Uh, item 3C, CTE month presentation [snorts] by Josan and Jensen. Well, good evening. Thanks
025for letting me come and share again with the board. Thanks everybody else for being here. Uh this is a chance for us to talk about CTE month and talk about what is going on with CTE in the Granite Falls School District. I presented in the start of the year uh with the previous board kind of give an update on where we're at my first [clears throat] year um running CTE for the district and this is a chance to talk about the good stuff happening and give a little update on some of the things that we have been focusing on through this year and some areas that we will be focusing on uh in the foreseeable future as well just kind of ongoing areas of focus. So next slide there what is CTE month? Uh so
026CTE month is a national public awareness campaign that's hosted by the ACT which is the association association of career and technical education. It's sponsored by the National Association of Homebuilders. So the connection back to industry uh in this highlight reel is significant. Uh the focus of this month is celebrating CTE in our district. um you know as workforce needs change and shift it's CTE programs on a local level that are providing foundational skills to students um in day-to-day classroom interaction. So what we're doing in CTE and what we're trying to make sure we are doing well and raising standards that's very important for our students as they transition from school into workforce. So this month we're celebrating and focusing on teachers and programs that provide our students with real world experience. um and career and
027technical training uh in its wide variety within our district. Next slide there. So, some general CTE highlights from kind of big picture. Uh we have really strong enrollment across all of our programs. So, what we're seeing across our CTE programs is we're seeing full classes and kids staying in classes, which has not always been the case with our CTE enrollment. We've seen pretty wild swings in students numbers starting high and then uh drifting off throughout the semester throughout the year. So we're seeing really good engagement. Uh classes are full, students are staying. Uh we're seeing strong demand and strong student interest in a lot of our program areas. Um and strong interest for more options. Uh when we talk to students uh and I am talking to students every day both in my teaching role
028in the second half of my day as overseeing CTE, students want more options. They are hungry for more. uh which is a good problem to have. Um that we are the issue is not that students want these, it's how we can provide it, how we can engage with them. So um you see on the right there uh some CPR dummies that we purchased this year for our health science programs at C at Crossroads. um getting students the chance to work with industry standard training items uh with Cindy Reynolds, which is a really cool opportunity for students to walk out of those courses with uh an industry recognized credential uh and actual skills that they are going to be using in the real world. So those are ones we uh purchased a new set of those
029this year. Um and then kind of general highlight there, sorry Dan, uh our career technical student organizations or CTSOs are running across multiple program areas and students have just been wrapping up their first round of regional competitions. So in the last three weeks, we've taken three different groups for regional competitions. We took a high school group for Skills USA for carpentry down to Snow uh which was a really cool uh they were building a blueprinted wall and set of stairs that build off plans. Uh so that was kind of cool. There's about 40 students competing there. Uh the Granite students finished within the top right around 15th place, so they're kind of middle of the pack. I think our highest was eighth place. Uh we had an FBLA group go to a regional competition. And
030then I just took a middle school group to a Skills USA competition up in Mount Vernon on Saturday where they were having to build parachutes for ping pong balls in a cup to try to keep it was an engineering challenge. That was a lot of fun. Um so general highlights. Uh really what this shows and what I hope it communicates is we have a really good base to build from. Um pun intended. We have a good foundation on which to build for the future. Uh we have a lot of things that we're working on. We have a lot of things that are important uh to improve continually but we have strong foundations for what we are doing and how we are doing it. Uh next slide here. Just in general our CT programs support learning
031and innovation through a couple primary areas. giving students good hands-on experiences, uh, letting them work and work through problem solving [cough] routines [clears throat] and practice, uh, interdisciplinary content. We're talking about within with, uh, educational standards and, and all these areas within CT courses where students are engaging with standards across every content area. We have this conversation with kids regularly. These are not math classes. They're not science classes. they are an everything class where every skill that they are developing across their educational career is coming into focus in a career and technical education course which is if we can get that um that is that is um significant uh industry partnerships which we're continually working on uh project based learning skill development and career readiness those are just some general ways that our CTE programs
032are supporting learning and innovation next slide then our CTE programs and teachers uh just Again, kind of big picture here. Uh, middle school, we're currently we have three CTE teachers. Uh, one shared with the high school. That's Dwayne Johnson who teaches business and technology, Colleen Mace, who teaches culinary, and myself teaching middle school construction trades. At Crossroads, uh, we have two teachers representing two program areas. Uh, that's Cindy Reynolds in health sciences and Myra Perkins in business and technology. At Granite Falls High School, six CTE teachers representing five program areas. Anna Maccgar who teaches health sciences part of the day. Uh Trudy Sullivan who teaches business and technology and skilled and technical. Uh Ernie Nihi who teaches business and technology. Brendan King teaching construction uh skilled in technical trades. And then John Brockman teaching agriculture
033education across the board with CT. We've had a lot of new teachers uh this year, a lot of new programs starting. So uh as we have been working to um do what we do better uh we have new teachers starting in new roles uh and there is some learning that goes along with that that we are working um and ensuring that we are on track. So that's kind of an overview of our programs and teachers. Uh the next one here slide six talked a little bit about it already but our career and technical student organizations and leadership equivalencies. This is where I would like to I would talk the whole night about this because I think this is uh one of our best uh chances for growth in the future. Uh and and one of
034the areas where it really distinguishes CTE courses from any other course. Uh when a student takes an elective course or when they take a course uh in their day a CTSO which is these studentled and student structured uh career and technical organizations. These are really what sets a CTE class apart. uh and this is an area where we are looking to make bigger strides in the future. We're lay we're laying some groundwork this year um and working with some different organizations. Skills USA particularly is uh one of the premier CTSs uh that's a national organization and they are on the upswing. They they have been growing significantly. They're trying to grow into middle school uh which we are working actively to uh engage better with. But Skills USA is is running at middle school and
035high school. Uh there's just some pictures from a couple of our Skills USA competitions. Uh FBLA is running middle school, high school, and crossroads. Um so there are students engaging with that process for future business leaders of America. And FFA is running at the high school, Future Farmers of America. A teacher can also choose to run what's called a leadership equivalency. If they don't want to do a nationally structured organization, they can do um a leadership equivalency, which is the same standards. It's the same basically the same structure but more community focused. Uh we do not have um active advice on whether one is preferred over the other. CTSOs have their strengths. Uh leadership equivalencies have their strengths and they both have weaknesses as well. Uh really we're trying to find what best serves our
036students. So we're we're playing around with some structures and some things that we haven't done before because we're trying to increase student engagement uh and rebuild some of these programs and some of these CTSOs back. leadership equivalencies uh tend to be with our smaller programs. Uh so with our health sciences program, those are a little smaller at the moment. And then culinary right now because we have a teacher who's teaching between two buildings. Uh I did that last year. It's very hard to run a CTSo um at two buildings. So we're trying to kind of combine where we can uh for this year and then figure that out in the future. So um CTSOs are a really significant benefit to students. Uh it gives them a great opportunity to try out leadership uh to try
037their skills to test them regionally um and then potentially qualify for state or nationals depending on uh how they do. Uh we are we are working to add more of those. Uh that will be something that as we are moving into the future we're going to be further encouraging that and supporting that. uh that that has been a big thing that in talking to teachers uh they have felt a lack of support in their CTSO process and so we are working to address that to make sure that they have what they need to do that well. Uh next one here uh dual credit. [snorts] So dual credit uh allows a CTE CTE course sequence uh to be used as a graduation pathway. Um that requirement either dual credit or an IRC which is an industry
038recognized credential. One of those has to be present for a CT pathway to fit as a graduation um pathway for a student. Uh our dual credit participation uh within CT is low lower than we'd like. Uh Dr. Gizand referenced in January 14th um superintendent's report that our our dual credit participation dropped from 85% in 2024 to 59.4% in 2025. Uh that was a surprise to me. Um I I was quite surprised by that and I thought in my head I thought we missed articulations like we must have had a significant drop in what courses we offer and you can see up there our articulations. So courses we offer where we say we're teaching financial fitness and it equals to um financial education at Ever Community College. We dropped one course this year. So right now
039I'm I'm looking into where that decrease has come from. Uh and what the reason is behind that decrease. Uh what I will from a an initial look, it seems to be a communication or lack of communication to students about the value and the process. It can be a kind of convoluted process to get into that uh signing up for that dual credit and making sure everything is paid. And there's a lot of I think barriers to student enrollment in that. If you've looked and talked through dual credit stuff, it I I feel like the more that I talk to people about it, the more confusing um it gets and it is in a I would say a pretty significant reworking at the moment. Um [snorts] so the partners that we work with with the Pacific
040Northwest College consortium consortium and EVCC and the ESD, there's a lot of conversations happening that uh we are continuing to look at. So, this is something I'll report back on next time I'm here. I don't know when that'll be, but uh at some point I'll be back and I'll I'll have better information for you about some of this stuff, what what we're seeing, why we're seeing it, and um how we can address those gaps because really for students, it it it is a a pretty easy win if the [cough] work they're doing in their high school course can equal college [snorts] credit. So, we just need to make sure we're communicating that better to students as we move forward. Um last slide. So future plans uh the future of CTE in Granite Falls is really
041focused right now on stabilizing and strengthening our offerings. Uh that that is is really what I have been working on as often and as quickly as I can to just take what we are doing and make sure we're doing it well. Uh take what we're doing and increasing our standards. take what we're doing and trying to increase engagement uh with teachers, with students, with staff, meeting everybody uh moving in uh an area where we're stabilizing and strengthening. And then from there uh it's intentional and structured expansion of in demand programs. So looking at industry needs, looking at local needs, looking at student interest, all of those things combined together to say where are we going to intentionally um start and where are we going to start adding to programs to help benefit our students. uh
042the work of this is in developing highquality CTE pathways at every school. So any place we are offering CTE uh we are looking and working to make sure that those are uh what we are determining to be highquality CTE pathways. So this year I've been doing a lot of data gathering um looking at what we're actually doing versus what we say we're doing verse what we are doing well. Uh getting all of that together and being able again I'll probably present on this at the end of the year. uh being able to look and say really realistically like these are our pathways that are strong, these are our pathways that are developing, these are our pathways that are trending in a direction that we're we're not satisfied with. Uh and that that's ongoing work that's
043going to require long-term effort and focus. This is not a one-year process. This is not a simple fix. Uh this is going to take a significant amount of effort going forward. uh some of those markers of what we would determine to create a high quality CTE program or high quality pathway. Uh you see up there that's active advisory committees with current industry knowledge. That's a really big one. Uh the people that are coming in to help advise what we do. Uh that they are actively and currently engaged in the industry that they are advising. Effective work-based learning. So students get interactions in every CTE course uh with what it means to be uh preparing for current technical skills. making sure that those are good. The IRC's, which is industry recognized credentials, dual credit, CTSOs, teacher
044and advisory engagement in our continual improvement cycle. So that's annual program reviews, really looking honestly at what we do and saying here's where we're doing well, here's where we're doing poorly, here's how we change it. Uh increasing that engagement, uh incorporating student voice and and really robust industry input. That is a challenge for us in Granite. Um getting industry input and and that is changing. I mean, we've had uh some really great industry connections in the last 6 months just that have kind of cropped up because kids, parents are working in industry. Uh we had a connection with a student uh whose dad works at Boeing got us reconnected with Boeing workforce and we're reactivating our uh Boeing [clears throat] workforce um kind of their training program uh which will mean that as a student
045goes through our construction trades courses they will get a basically a qualifier for an entry level uh job at Boeing that they can get with instructor recommendation without having to interview. They can go straight into these programs and that's the first step. That's the crack. That's the nudging of the door. uh so we can add these as we are working and moving forward. So uh industry input is changing uh but we're working on that actively. Um the other couple things there working to improve student experiences and outcomes within our CTE courses is very important. Um looking at what students experience every single day when they're in a CTE course and focusing on that as top priority. Uh what are they experiencing bell-to-bell and how is that transitioning and how is that leading to u significant
046skills. So we're looking at that. And then the last one there uh we're committed to supporting teachers in reaching uh what is the highest goal which is providing highquality industryinformed uh instruction and meaningful learning experiences for students. And that that is again that is an ongoing continual effort thing that we are going to be emphasizing for the first year of the future. Questions? >> Just a few. [clears throat] Um, so when you talked about the decrease in participation, I'll say that as as a mom, um, I think you're right. I think there's some sort of disconnect between awareness >> Yeah. >> and opportunity and like you mentioned all the different things you have to sign up for in order to make it actually count for dual credit. I know that as a parent, unfortunately, we
047did miss like something with EVCC. So, I I think you're on to something. I think you're right. Go with your gut on that because um I didn't I didn't exactly know. But um when you're when you were talking about signing up for the classes and the barriers, some sort of information for both Crossroads students and parents and the high school students and parents and even don't forget about the middle school because those eighth graders are going to be at the high school next year, right? And and you're going to hear me beat the drum of making sure we're building that bridge from from the schools across, right? But how what do we need to do? How do we sign up? I don't know what is going to be offered next year. Maybe you don't know
048either, but [laughter] but we're working on that. So overcommunicate what you need from us as parents and school board members, but what can we be telling the community to how do we get [clears throat] our because my kid isn't interested in video games and Switch and VR like he's not he's not thinking about when I grow up what I want to be unless it's maybe I don't know I don't know we asked that question but but opportunities I don't know. It's different for this generation, so I I'm not going to guess. But um is it still the you have to have the three classes to get to graduation >> for CT? >> Yeah. >> Uh it's two. >> Yeah. So, it's a progression of courses. It used to be exploratory, preparatory, and they had to
049be in that sequence. Now, it's just two courses usually in sequence with either an IRC or dual credit. Okay. They check those boxes and we have that pathway here. >> Even more reason we need the dual credit. >> Yes. >> You know, like mom misses a deadline at Everett Community College because well, I didn't know there was a deadline at Everett Community College that needed to be met. But anyway, okay. Also, please put Tina Beach on your list because I've always been on the CTE advisory committee and somehow I dropped off, but I work in cyber security. I think that qualifies me to uh continue on the committee. So, I'd love to be part of it. And I also think that both where Peter and I work, I think that there's opportunities for students to
050get I don't know if it's free with AWS, but I know that there's some training opportunities for students for cloud security certifications at competing major technical [laughter] companies in the area. >> Yeah. Well, and even even just like on the FBLA side, the just business side of the house, like I'd be curious to see because right when you're looking at industry, you know, expertise just because I even though I work within tech, I'm sure many people look at me and say like, "Oh, you're so technical." I the people I work with are technical. I am I'm on the business side. I'm happy to always talk through the business side, provide guidance on the business side. Um, so yeah, I mean, anything from that front. Um and and even how to nobody nobody grows up I
051think saying that they you know I've always wanted to be in tech sales. I don't I don't think that's you know that's that's pretty far below fire man. Um but and and because of that though also it's it's one of the one of the roles where nobody knows that it's an option. Nobody knows how to get into it. what sort of training that you would need, what sort of like what works. And there there are I will say I've been part of the the senior interviews for several years and there are there are young individuals that are coming through where I look and I just say you have all of the soft skills that are like I'm not going to say not teachable but extremely difficult to teach >> and you there's so much potential
052there for you in a role like I have >> um that I just think there there needs to be more education around that. So I think there's there's some opportunity to partner there. >> So are you saying add director Leoo to the list as well? >> Yeah. Yeah. I mean just so I mean >> look at me just putting you sign up my hand. >> Um any other comments, questions. [snorts] >> I'm glad that you uh got back in with the Boeing workforce situation. Yeah. Yes. Me too. And the good thing about that is as we look longterm at program [clears throat] expansion, having those connections with that group, that was a conversation we're having when they were at the high school last week. We were talking about what we were proposing and thinking for
053the future. We're already having conversations about how as we look at offerings, how that can align with what they do and what they need to check those boxes. So, developing those partnerships. Is it all metal work that that it needs to happen at our high school? >> There's there's definitely a part of it that is more manufacturing based than what we currently offer. Um the construction trades part will check a box in one assembler mechanic type job. If we want to go higher up, we would have to expand offerings in some of those areas. And that is areas that we are looking at long term. Um we [cough] look at spaces, as we look at programs, as we look at some of those. >> I think Snow Isle does some of those. Yeah, >> other
054ones too. >> Snow does a lot. So, there are options locally. Um, trying to figure out what we can do >> on our campus. >> Well, if nothing else, too, the dual dual credit [clears throat] because it >> correct me if I'm wrong, but so one year for us equates to five credit hours at at a college level, right? >> Yeah, I'd have to look at the exact >> because yeah, typically when you're in a college, right, a full full class will be five credits typically. Um, and I mean even if you look at if you look at the going rates for EVCC for Scadget, I mean a full 15 credit workload I think is like $2,400 a quarter now or something like that. So I mean you're at like 750 bucks for every time
055that you're doing that you're saving from future educational expenses. So take advantage of it where you can. I know I know there's a lot of that opportunity out there. So, I'm sure that I know I've got a kid that's going into college and stuff, too. And so, any anywhere that you can preemptively get ahead of that stuff is welcomed. So, okay. Anything else? All right. Thank you. Okay. Item 4A items from the floor. Um, so I'm going to also use this time to remind like how to engage with the board. So, we have items from the floor which is part of our board agenda. Uh submissions need to be made before 300 PM on the day of. We have one submission for today for it to be uh discussed or at least presented within the
056board setting. Um also just engaging with the board. All of our emails are on the website. Um so you can reach out to us and if you happen to come to a board meeting and you're not you're not on the items for the floor or something like that, we're always typically around too. I'm not going to speak for everybody, but I'll typically hang around and and chat with anybody that's that's here over as well. So, um, just a little reminder there. So, we do have one, uh, item here. It was submitted via email. So, I'm basically read this. This was submitted by an individual. Um, so I will read what they submitted. Um, typically within these these uh, discussions or items that are brought from the community are for the board's knowledge and then we
057take that information and we can go back and we tie it into our thinking, our discussions, and everything like that. So, since this was submission, I'll read this out loud um, and go through this. So this submission was from Jordan Bond um in Granite Falls. Relationship to the district is a parent, community member, taxpayer. Um and then the reason request for action is district employees um disregard of code of conduct and revised codes of uh Washington. So thank you for allowing my submission. I want to begin with a simple question. If our schools cannot model honesty and compliance to laws, how can we expect our children or our students enrolled in the district to evaluate? Your own school board code of ethics, uphold the trust of the public, and ensure accountability for the proper stewardship
058of resources and the integrity of operations. For those of you who don't know me, uh you may think I am critical of the school district. I'm only critical when the district's activities are not creating an environment that is conducive to learning from bullying to the continued reports expired milk events served in our district's facilities to students. Uh events like this or events like these appear to be increasing in frequency in Granite Falls schools. I'm concerned that the school is failing to create an environment that is conducive to learning and is readily identifiable by the OSPI scorecard. Albeit the submission today is because of your staff. Item number one, uphold the trust of the public. Several people employed by the district knowingly spread information when soliciting at a professional capacity related to the school's levy recently
059voted on. District employees stating that the levy is existing is existing was not a whole truth. when confronted with objective evidence, complete deflection and refusal to acknowledge [snorts] the way I and many people in the community feel that was deliberate deception and is a breach of trust and should lead to disciplinary action for the staff who started, spread, and promoted misinformation to the public and students. Item two, ensure accountability for the proper stewardship of resources and the integrity of operations at the district. It appears you have a me a member of your staff openly promoting political activism in a professional capacity. I sent an email to Dr. Geese and then the remainder of the school board. To the three of you, thank you for your responses. For one of you, I did provide objective evidence
060via email. I would like to highlight a person specifically who identified promotion of a political walkout who to my understanding is employed by the district. The statement with we all support it was also reinforced by the person persons in the district by announcing it's time for a walk out for kids to leave class. Those actions are not consistent with a childled walk out if it was studentled. Why would staff prompt uh why would staff prompt kids to leave? With just these two recent events, I'm requesting that the district take action to hold people accountable for failure to comply with the district's own policy and state laws in regards to dissemination false information and openly promoting political activism in a professional capacity. I am also submitting three items for the board's review. One, fact sheet of
061core legal and policy areas for falsehoods. [clears throat] Two, core legal and policy areas for district employees promoting a school walkout. and three, an image of a Granite Falls, Washington community page public post. Thank you for your attention to these issues and your continued commitment to upholding the higher standards of public schools. Jordan Bond. So want to appreciate the submission of the public comment. As I mentioned, we take this in. We'll have, you know, discussion on this as well too or just thoughts on it. Um, but really appreciate the submission, Jordan. And we will move on to item five, which is unfinish. Oh, >> did I make a motion that we move? >> I was going to do that in in six once we get to six. >> Okay. I didn't know. I didn't Oh,
062yeah. See back. So, I thought I had to. >> Yep. >> All right. >> Okay. So, item five, unfinished business. We have none. So, item six. Um, yeah. If you would like to make a motion. [snorts] >> I would like to make a motion that we move the accounts payable report out of the consent agenda for new business. Is that where we put it? I guess. >> Yes. >> New business. >> Okay. >> Because I appear in my accounts payable report and I need to be able to abstain. >> Okay. I will second. Uh so I've been motion's been made and seconded. All in favor? >> I. So we will move accounts payable into new business as item 6D and we will just address that separately. Okay. Uh item 6A supplemental staffing provider agreement IA
063healthcare >> discussion or if I know Dana I don't want to make you talk too much tonight because you're but any you want to give the the quick and >> yes I'll let Rachel it's it's someone we've done business with before. when we can't fill heart to fill positions. But anything else, Rachel, for special education, >> an agency that we've gone through before [clears throat] occupational therapists, nurses, um we're not able to fill those directly. Uh this is their overall contract, which we didn't have on file since we um recently hired someone from their company. Um we had in the past um at least the past year. >> Any discussions, questions? No. Okay. I'd like to make a motion that we uh that we approve the supplemental staffing provider agreement IA healthcare. >> Second. >>
064Motion's been made and seconded. All in favor? >> I. >> Okay. Items [clears throat] B, new policy reading 21106 program compliance. Recommendation. Um Emily, anything else? No, no real changes, just a little bit of update. Um, this is part of the work that we do. So, it's just assuring that we're providing instruction and safe facilities and security to all of our students. No major changes, just the update from WASA. >> Okay. >> Any questions, comments? >> No. [clears throat] >> No. I don't think so. >> Okay. uh like to propose that we uh approve new policy reading uh 21106 comp or program compliance. >> Second. >> Motion's been made and seconded. All in favor? >> I. >> Okay. And then 6 C updated policy read 21107P career and technical education. Again, just um just an
065update of was the policy. Actually, um the only change is the final line of the policy itself. So um just so you know, it's absolutely verbatim what we currently have in our granite fall schoolboard policy. Just the final line is the updated line. >> Okay. >> Any discussion? >> Yeah. >> Okay. Then I'd like to make a motion that we approve the updated policy read 21107P career and technical education. >> I'll second. >> Motion's been made and seconded. All in favor? >> I I >> Okay. And then the newly formed 6D accounts payable. Any discussion? >> Um I appear in it so I'd like [snorts] to abstain. >> Okay. No, it's pretty straightforward. Okay. [snorts] Yeah. Any questions? And I would like to make a motion that we approve uh accounts payable. >> Second. >>
066Motion's been made and seconded. All in favor? >> I. >> Okay. So, we have four eyes, one abstaining. >> Yes. >> Uh okay. Now, seven, the consent agenda. Any discussion on the consent agenda? I would just say I I appreciated seeing the um the pathway change your request for for uh Crossroads and for those students. I appreciate that. >> Great. Anything else? Okay. No discussion. Then the consent agenda passes with unanimous consent. With that the time is