001[music and bell] [music] [bell] [music] Good Afternoon. Welcome to the January 5th, 2026 meeting of the Yakima School Board. Um before we begin, we offer we have a few house a few housekeeping items. We offer Spanish interpretation services from Nate with Language Connection. If you need translation assistance in person, please check with Nate for a device. And Nate, please translate that information. when I start. Also, if you wish to make a public comment today, there are two options available for you. The first option is for commenting on agenda items only and the second option which comes toward the end of the meeting is for all other topics. In order to speak today, you will need to sign two forms, the sign-in form and the guidelines form. We do provide live streaming for the meeting. The
002link can be found on our web page under board of directors. If you are interested in watching past meetings, you may find them on our web pages YSD YouTube channel. >> Barb, would you call the role, please? >> Director Shelton, >> here. >> Director Navaro Jr. >> here. >> Director Rice >> here. >> President Walker >> here. and Vice President Beckett is excused. >> Would you join me in the pledge of allegiance, please? Today's character word or this month's character word is generous. Demonstrating a willingness to give and share freely with others without expecting a reward. comper recompens rest on the ancestral lands of 14 confederated tribes and bands of the Yakama nation. The people of the Yakan nation inhabited more than 12 million acres. Franklin, Grant, Kittas, Clickat, and Neoma counties. Adams, Chelan, Douglas,
003Grandas, >> today we honor those native peoples who are tied to the land through history, legends, and culture. We acknowledge our descendants who live in the world today. >> We thank the caretakers of this land who have lived here and continue to live here since time immemorial. An acknowledgement is a simple powerful way to show respect. and a step toward correcting the stories and practices that erase indigenous people's history and culture. the truth. >> As a school district, we will continue to build upon our relations with the Yakama Nation. Yakama. >> I'm sad to report since our last meeting, we lost another member of the Yakama school district community, Mike Sorenson, a longtime special education teacher, I think over 32 years in the district, passed away. Um, I knew Mike very well. I worked closely
004with him at a number of locations and, uh, he was really wonderful with students and parents and a great team member. Please join me in a moment of silence for Mike Sorenson. Thank you. First up, reports to the board. We have Mr. Omar Santo giving us an attendance report. All right. Thank you, President Walker, uh members of the board, Superintendent Green, Cabinet. Um it's a pleasure to be here with you all uh today. Um and today presenting with me is really the expertise and the talent in regard to uh attendance for our district. Yeah. Um, I have uh Erin Thomas and Sean Arminsky uh directors uh in in student services that and uh student services overseas attendance across our district. Um and we are uh excited to share a brief update, an attendance update. uh
005it is in the form of a report and um I feel like I've been in front of the board a few times already this year and and been talking uh attendance and so thinking back on the September 16th board meeting where uh I provided an ends report um so we focused on attendance there and you will see some of the same data uh that you saw in that ends report in September uh here today uh as well as uh just our last meeting So uh our team gave a uh strategic plan refresh update uh where the community commitment uh focus on attendance uh is also under revision and so uh attendance was highlighted there as well. So this will be uh an attendance update to get us started. I wanted to start with if we're
006going to talk attendance, we should have a strong understanding of how we're going to measure attendance and how we measure attendance. Um, and so there's really three primary ways that we uh measure and monitor attendance across our district. The first is really called out in our strategic plan. Our strategic plan calls for uh students who are enrolled in our district 180 days that they attend at least 171 of those days. um that that would calculate to 95% um and specifically it calls for 95% of our students would be um meeting that threshold. So 95 by 26 primarily. The second measure is one that you would find on the OSPI website uh and that gets reported. It's on the OSPI report card um and it's really OSPI measuring regular attendance. So it's their goal, their way
007and their way is calculated by the percent of students who are enrolled in the district or in enrolled for 90 calendar days. So in just just to count in our district, you have to be enrolled for 90 days in our district um or more and that are present at least 90% of those days. So you can't be absent more than 10% of th those days. Um and they call it or missing fewer than an average of two days per month. Um and so just to confuse us a little bit, but one thing that uh this also includes is that uh it does excused and unexcused uh absences do count. Um and also they use this 50% threshold. It's super important. Um just want to remind us of that. That's super important in how they calculate
008an absence. uh is that 50% threshold. The third me measure is uh what we feel is probably the most valuable is our skyward average daily attendance rate and uh this rate takes the percentage of students that were enrolled in our school um and the every period that they could attend did they attend that period or not. Right? So it's our closest measure to actual seat time or learning time for each one of our uh students and it is calculated individual uh to that student. So their individual schedule is reflected. So if I only have a three period day um that would be uh reflected in three separate opportunities for me for me to learn during that day. One of the biggest differences between the way OSPI and Skyward calculates is um in in referencing what
009count what counts as an absence, OSPI uses that 50% threshold. So, if I'm in in one of our high schools, um whether it be Davis or Ike, and I have a sixth period day, and I attend all morning, right, and I'm there three of the six periods, Skyward calculates that as 50% of the day that I was there, um I was present and I was learning. And so, I would 50% would count. OSPI actually would count me absent all day because of that 50% threshold. So that's why it's really important for uh the board and for us to um understand how how they're calculating that. So starting with uh some data and starting with our strategic plan and this is uh the goal statement that reads 95% of our students will attend uh 95% of
010the 180 days or that calculating to 171 or more days. Um you saw this in September. You can see that uh we have been able to grow the number of students uh per 20. So uh in 2022 we had five of uh every 20 students that were meeting that very high threshold of 90 being here 90 95% of the time. Um in the first year we were able to grow that to seven and we've maintained that seven um all the way through. Um and we have what we've noticed and seen is um that 95% is extremely difficult for our students to reach. Um it's extremely difficult for uh students to be here 95% of uh of the days that they have available. Um and we've done a little bit of looking at well what's the
011reasoning for that? Um even if you have regular u medical or mental health uh appointments uh here in our area, most of those appointments are offered during the school day. Um and so makes it really difficult for our students to be in attendance all day when they have to meet their medical or mental health needs. Um and and all of those appointments are being offered during our school day, which would then typically result in a half-day absence. and OSPI would count them all day gone. But where we have been able to see quite a bit of growth is [clears throat] with our students who are approaching the 95%. Um, and so I'm really proud that our uh students and our our district has worked very hard in this way. So if we were to say
012well how many students are attending at least 90% of the time and this graph shows those who are approaching that 95%. And so in 2022, uh we had nine out of every 20 students who were meeting the 90 uh% threshold um as approaching that very high 95%. Um and we were able to grow that to 12 in 2023 or 2022 and uh and then we've maintained at 13 out of every 20 uh the last two years. So, this has been quite a bit of growth and this is really exciting for us to to be able to see in in regard to measuring our strategic plan goal. Um, and as we move into the rest of the attendance measures, I'm going to actually turn the time over to Sean who who will walk us through uh
013the OSPI and uh Skyward data. >> Here is a graph of our attendance data. The blue line represents OSPI regular attendance rate. We do not have finalized data for the 2425 school year, although the preliminary data shows a percentage of 65 3%. In the um this is a slight decrease from the 23 24 school year that was 65.9%. The orange line represents our skyward period attendance rate. For the past three years, we've maintained 88%. That said, we do see some instances that impact attendance for the for example in 2024 2025 school year. Um on February 3rd, 2025 due to the day of immigrant um a day without day without an immigrant uh attendance dropped to 55.2%. This shows a 30% plus uh single impact. Even through that, we did end strong with 88% average. Um
014so turning to our current year, we are currently at 89% daily average attendance rate. There is a slide included in the presentation that shows attendance for by school for your reference and that I'm now going to hand over to Aaron. >> Thank you. And I'm just going to talk to you a little bit about the focus that we have on attendance. So um what we find is that whatever we focus on tends to improve. So we have focused on attendance in multiple different levels to try to decrease chronic absenteeism and increase attendance. So the first thing that I'm going to show you that graphic that you see there is directly out of our handbook and it shows a multi-tered systems of support and the acronym that you see there the PBS PLT. So the PBIS
015is positive behavioral interventions and supports and that is a schoolwide platform that uses um consistent expectations and also datadriven supports and by doing that what we see is that this the culture is improved in our schools and we have fewer um discipline incidents and then it also supports social emotional learning. So that's really an important focus for us because we want to have that consistency. We want our climate and our cultures to improve. And then the PLT portion is a professional learning team. So our whole district is a PLC, a professional learning community and any team within that is a PLT. So what we have is we have a district level team where we have um representation from each of the schools and we come together and we make ambitious goals for attendance and we
016share with each other um we share resources we share innovative ideas and we're all trying to focus on improving attendance. And then the next one, one of the things that we have are ready to start is we're going to be using an automated system to send by email um attendance notices. So when a student hits a milestone of maybe three absences or five or seven absences, we can send an email to the parent directing them to Skyward and when they look in their family access, they can see all the the absences but also the letter that gives information. And so that's something new and that is starting on January 23rd when we start the next trimester. And so we've been pushing really hard to obtain the email addresses from all of our parents. And we
017have some schools that are really taking on that competitive uh edge there and they're trying to get as many as possible and it has been really great because it increases our ability to two-way communicate with our families and so we're really happy about that. And then the last thing I have here um there is a nationwide um it's a focus on trying to decrease chronic absenteeism and Washington state has joined and so through OSPI Yakama school district has also joined that focus and so what they're doing they're actually doing a lot like we're doing with our PBISPLT and they're coming together and they're creating a roadmap on how we can decrease chronic absenteeism in our district is part of that. So, we get to have a say as to what's going on and they're going
018to monitor progress and do all those things as well. So, you can see that we're we're trying to focus with our families and with our schools and with our state and nationwide even on improving attendance. Do you have any questions, >> Erin? Is there a key to the U map of the US? I can link that >> tells me what dark blue means versus light green. >> The dark blue are the states that are participating. >> Okay. >> And I can also include a link to that in the notes so that you can click on that and see. But right now there are 15 states that um have agreed to be part of that and Washington is one of those. >> Okay. Thank you. >> I do have a question. Every time we look at
019this I always look at go a little deeper in terms of how we measure. Mhm. >> So my question is in regards to measurement. So are we measuring the percentage for students that start from day one and are are we do we also what happens to students who transfer maybe midy year or >> Yeah. And that's why you see such big differences in percentage between our rate by period versus the OSPI rate >> is because for OSP the OSPI percentage which is um the chronic absenteeism like they're trying to cut it by 50% but that's OSPI rate. Um but for OSPI you have to be enrolled 90 days consecutively to count. We're counting every kid who sits at a desk. We're counting all those kids from day one regardless of how long they stay. The
020difficult part with our strategic plan is that we have to wait till the very end of the year because the strategic plan calls out those students who attended all year. So we have to first sort out how many kids were there 180 days and of those students who were there 180 days, how many days did they attend and we go through that whole process. And so there are really three different measures that we're looking at. the strategic plan and then OSPI and then our our period attendance. >> But for so just so I can get understand this. So for the strategic plan, if we're looking at that measurement, we're only going with those students that are in class day one. We measure their the percentage >> they have to attend 180 days or they have
021to be enrolled for 180 days. They don't have to attend, but they have to be enrolled 180 days and then we measure their attendance. So after the school year is over, we have to run the reports and then figure out how many students were enrolled for the full year and we're only counting those for this how many out of 20 that we're talking about. >> So but we do lose a lot of students right that first quarter. So I wonder what how you know how we measure them once if we have to count them as a student in a seat day one and then they're not there >> in the in the second part of the year do they count as zero? Well, for for the strategic plan, if they were not there for 100
022if they were not enrolled for 180 days, we don't count them. Okay? For OSPI, if they're not enrolled 90 days consecutively, we don't count them. But our district counts all the students who were in their seats enrolled. Yes. Except for our online. So I think maybe some additional data and we might it might be interesting to see how many of those students what's the the group size >> for 180 days. >> Okay. We have the data we just don't have a to me that would make it just m gives a more meaning more meaningful data. So and then my other question is does enrollment or attendance impact budget in terms of dollars from >> okay >> 20 consecutive days let me withdraw. So once a student is absent for 20 days, >> once a student's
023absent for 20 days, then they're then they're considered to be withdrawn for funding purposes. And then if they return, then they're reenrolled immediately and we count them in the next count. So each monthly count, we count from September to June now and we don't count in the summer months. Um but that's how it affects our budget generally is withdraw after 20 consecutive. >> So that's another variable in terms of our budget, right? The the low enrollment and then also the low attendance rates. >> Yeah. It's also we cannot even measure the impact of the the chronic absenteeism because just one absence it creates a gap in the student's learning. So there's so many different facets of what happens when a student's absent. >> And my last question is do you have a an idea what
024are some primary reasons for for absences? I know we mentioned we heard some you know appointments, medical and so forth. >> Yeah. And sometimes it's because of transportation and sometimes they're taking care of younger siblings. There are many different reasons why. Um and and that's one of the things um actually in our work over um the refresh of goal 2, we have completed or we have started a an attendance survey and we've sent it to some initial students but we're trying to reach out and spread it to more students because we really want to understand why. >> Thank you. >> Yeah, absolutely. team. Sorry, I would normally not ask you a question, but I am generally intrigued. How are athletics and field trips treated? >> They're they are treated as if the student was present
025>> was present. So, they're not counting against us if it's a district excused. That I just wanted to make sure that >> Yeah. If they do a predeter a pre- um >> preor authorized um absence, it that counts as an absence. So if [clears throat] your family member family was going to say go on a two week long trip, >> so even if they get it pre-approved and it goes through, that's still they're still absent. >> Thank you. >> Thanks. I'm just curious about one thing in terms of interventions. When we see a student beginning to develop a severe attendance issue, especially early on, are we still continue? I know some schools did this. Are we still continuing with home visits to really chase those kids down as soon as we can? Absolutely. >> Okay.
026Thank you. >> Thank you so much. Next, we'd like to welcome our host, Principal Stephanie Rosbach, to do a report on Gilbert Elementary. First of all, I'd just like to thank you all so much for being here. I'm delighted to have you at Gilbert today so I can tell you a little bit about what we've been doing. [clears throat] Um, oops, sorry, I had already turned the pages on my notes. Um at Gilbert, our mission and vision um lead us to um build inclusionary practices um academic foundations and foster relationships and inspire students focused on a growth mindset and we try to embed social emotional learning in the academics. Um, as we operate our professional learning community, our core values remind us that um to to focus on student centered learning to reach academic excellence
027and build our foundational skills. We're committed to equity and inclusive education in order to ensure that all students regardless of their backgrounds, abilities, or circumstances have access to meaningful learning opportunities. We believe in professional growth and teamwork. And we know that effective education requires ongoing development of educator expertise, um, strong professional relationships and realizing that participating in the PLC process improve student outcomes significantly. We ensure all parts of the educational system work together towards common goals. And finally, at Gilbert, we have established a culture of using evidence to guide our educational decisions and measure progress. Our school improvement plan um has three main goals. The first one is to improve is to improve proficiency on the English language arts portion of the SBA smarter balanced assessment. Our second one is to increase proficiency in the
028math portion of the smarter balanced assessment. And our third one is to increase our PBIS or positive behavior inter intervention system implementation to improve student behavior throughout the building. Um with our goals one and two, we also have specific focus on our multilingual learners and students with disabilities. So what co taught us all the way back um is that learning online didn't work for the majority of our students. When we returned to school, we were tested with shorter versions of the Smarter Balance Assessment, and we saw a majority of our students were not at grade level. Gilbert had 30% of students passing ELA and 17% passing math. Um, with the SBA that they took at the beginning of the year in 2021, and then at the end of that school year, we took it again.
029And we'd worked so hard to try to get our kids on board and reach their social emotional needs and try to backfill everything that they'd missed while we were doing online learning. And our scores remain the same. [clears throat] We still had only 30% passing ELA and 17% passing math and we had 33% passing science. So, our data showed us that students the students that were most impacted by online learning were students with disabilities and multilingual learners. So, our SBA scores coupled with a decline in growth um specifically with our students with disabilities and multilingual learners put us in school improvement with the state. We needed to do something drastic, but PLC's were our answer. Over the last four years, after implementing the PLC process, we've seen a lot of growth with our student skills.
030In ELA, we've gone from 30% passing to 40% passing, which is a 10% growth. In math, we've grown from 17% to 38%. Um, which is a growth of 21%. And in science, we've improved from 33 to 55%. Um, which is a growth of 22%. Our current data shows that we're on the right track using successful strategies and making the right adjustments to help our students be successful. We still have a lot of work to do, but we are progressing in a positive direction. >> [clears throat] >> Um when I think about the transformational leadership um with Gilbert last a couple the la within the last couple years we've experienced a reduction in our multilingual learner enrollment that resulted in the elimination of our dedicated EL teacher which is our person who worked with students who
031were multilingual learners. Um, so we transformed this challenge into an opportunity for schoolwide professional growth. Rather than leaving language support to a single specialist, we embraced a collaborative model where every staff member became responsible for supporting our multilingual students through a partnership with our instructional facilitator Allison Jones and a collaboration with Ashley Mandrrell, who is the multilingual specialist for the district. Um, [clears throat] We developed a comprehensive monthly training series that focused on learning about the WEDA assessment practices and GLAD instructional strategies which are the GLAD strategies are a lot of visual strategies that work really well for students for everyone but particularly multilingual learners and the WEDA is the assessment that they take um yearly to assess their progress on learning English. Um, this opportunity yielded unexpected benefits. The research-based strategies designed for language
032learners proved equally effective for students with disabilities and enhanced learning outcomes for all students in our building. Um, through this process last year, we actually had more students pass the WEDA than we had the year before when we had a specialist who was working with the students. So, that was really exciting. Um, our commitment to mathematics improvement began two years ago with a strategic professional development investment that demonstrated a huge staff engagement. Um, by offering to purchase math fluency resources for any of my teachers who were willing to participate in a professional learning opportunity through the ESD, we had excellent participation. I had 17 out of 22 of my classroom teachers sign up to take this online class. Um, and that got us rolling with math fluency and learning more about teaching math. Um, we
033also had our instructional leadership team. Everyone on that took this class. Um, admin. It was it was a very successful opportunity for the building. Um the following year we sustained that momentum through an instructional leadership team book study model where the ILT members facilitated math fluency focused professional learning [clears throat] for the entire staff. This move allowed us to enhance the practical application through hands-on Wednesday sessions where teachers created and played math games from our second resource book. This foundation supported our current focus, which is now creating comprehensive math unit plans, um, which are supported by a detailed rubric that teachers fill out to reflect on how well they think the unit plans are working. Okay, so let's see what the data says. Our [clears throat] real- time math endofunit common formative assessment data demonstrates
034that encouraging demonstrates um that our students are moving towards mastering the guaranteed standards with very positive indicators evident across all grade levels. The assessment results here displayed are for kindergarten, first and third grade mathematics performance in the top row and then the bottom row specific specifically highlights the multilingual students achievement on the same measures. In our kindergarten grouping, the concentration of multilingual students with teacher A is because this is our first year with dual language. Um so she has the majority of all our dual language learners. um [clears throat] are multilingual learners. Um and teacher B has no bilingual students and teacher C does have two students who come from Spanish- speaking families, but they wanted their students in an English classroom. Um particularly noteworthy [clears throat] is our first grade achievement where 100% of
035our multilingual learners in three separate classrooms successfully passed a standardsbased assessment. We attribute [laughter] We attribute this exceptional performance to three key factors. um a highly collaborative professional learning team that works cohesively to support student learning. Strategic small groupoup interventions where teachers are pulling struggling students every day to focus on to ensure the standard mastery. and extensive use of math manipulatives that transform of abstract concepts into concrete hands-on learning experiences where students can see, touch, and manipulate physical objects to build foundational mathematic understanding. [gasps] There are still plenty of opportunities, though there always are. [laughter] We continue to fine-tune our instruction practices in order to positively impact math foundational skills. Um, each year our teachers learn more strategies to add to their levels of expertise. We continue to find ways to create opportunities to provide
036targeted supports for skills students are still struggling to master based on common formative assessments and endofunit assessment data. And at Gilbert, we want our staff to reflect and collaborate to improve our first round of math unit plans. So, last year we had uninterrupted time set aside to build math unit plans and now we're going back and adding more to them. Um getting more specifics such as a number talk that might um go well with the topic that they're learning that day or um a math fluency game that's helping them with skills that they're working on in that lesson. [clears throat] Um our highlights are well we have a lot of things to celebrate at Gilbert. My favorite is that we no longer have any identifying categories below the established threshold line used for school identification
037on the Washington School Improvement Framework or WISF. Thank you. [laughter] It's it's that's a big deal. That's takes a lot of work. on the next um slide that the school board have that I'm not sharing with everyone today. Um you can see where our where Gilbert um rates on the WISF. This was from last spring um the 2024 and I've marked the the threshold lines um and you can see that we are clearly above. So that is awesome. Um, and then we also know that high levels of collaboration between grade level teams are really helping our students. We have some really valuable conversations in our weekly data teams or PLT meetings. Um, we're always looking for what can we do to scoop up a few more kids, get a few more kids to pass the
038standard. And it's just something we constantly talk about at Gilbert. >> [clears throat] >> Okay. And then and then I put in a couple of quotes um because I just think it's fun to hear from the staff. And so um sometimes I think other people say it the best. Um, Heather Lee, who is one of our second grade teachers, said that she believes our biggest strength here at Gilbert is our teams and how we work with our colleagues and teammates. We made a building focus to work on fluency at every grade level and work together to choose the same fluency games to be played at each grade level. In addition, we have made uninterrupted time for our math block at each grade level and incorporated doing math talks at every grade level every day. And
039then Mr. Lind who is one of our fourth grade teachers said that math fluency has been our biggest goalpost mover in the last year or so. [clears throat] It makes teaching con teaching new concepts much easier and smoother as we go through the standards. So I think it's fun to hear from other people and like Erin Thomas had said earlier what we focus on tends to improve and so we focused a lot on math and our multilingual learners. Are there any questions? >> Are there any questions or comments from the board? >> No questions, Stephanie. Just a general comment. Um I'm pleased to see the growth >> that you're seeing in your students. >> Um >> regardless of the of how we get there, >> Yeah. >> we're getting there, >> right? And that's the
040that's to me that's the important part. >> It is >> um the fact that you're um more intentionally implementing the PLC's. Um that's that's a bonus. >> Yes. >> Um congratulations on that. >> Thank you. >> And u I look forward to seeing what this year brings for you because you're going to be one more year into this process. >> Exactly. I have I have high hopes. So, yeah. >> And and the fact that you're you're no longer in those um you're above the the the line for school student school improvement. >> Yeah. >> Is exemplary. >> Thank you. >> Um that's that's a big stretch. That's that's a really big jump. And um I know you've got to once you're in, you've got to be in for I don't know what, two or three
041years. >> A million years. No, three years. Yeah. [laughter] >> A million years. Um but it's it's encouraging to see that you were able to get there just in this short time. >> Yeah. >> So kudos to you and your staff. >> Thank you. >> For some excellent work. >> It hasn't been easy, but it's definitely worth it and our kids deserve it. So, thank you. >> I do have comments. I just want to thank you for your leadership. It's exciting to hear uh this report and and the the results and the progress that uh you're making here at at this school. So, the academic I mean just to hear about that is just so exciting for me. I'm just like, "Wow, what the [laughter] and and I can see, you know, it's all it's
042all because I I believe it's correlated with your team approach, the community, the collaboration, systemic systems thinking, the databased um decision- making." And then some things that some words that that stood out for me is excellence, right? continuous improvement and just seeing even though you're you're heading in the right direction, you're making these great um great improvements and progress, you're also looking at opportunities continuously. So, uh you're to be commended for the great work. And also, please relay that to uh all the faculty and staff here at at Gilbert doing an awesome job. And I I was looking at the the demographics for for this school. It closely matches all the other schools uh in in central Washington, right, in our district. So you guys are doing something extra special here and it's it's really
043working. So thank you so much. >> Thank you. I have an amazing staff. So it that makes a huge difference. >> Any other comments or questions? I just ditto on my colleagues comments and and and all I can say is wow. It's really rewarding to see that work and and it's a real statement for the hard work your teachers are doing and you're doing and for the PLC process. >> Yeah. >> I think that really reinforces our district decision to go with that process. Thank you so much. >> Yeah. Thank you. >> Okay. Next up we have updates. Yes. Round of applause. Welld deserved. Next up, we have updates from members of the board. >> Do we want to take the tour now? >> She's excited to share her school. >> Yes, we'll take a
044break and take now. >> Okay, >> 10 minutes. Okay, 10-minute break. Welcome back. That was a a little bit long 10 minutes, but we very informative. Um, now we will move to updates from members of the board if there are any. Just a reminder that the legislature goes back into section session next Monday and things will be fast and furious for 60 days. Hopefully they get all their work done. >> Thank you. Anything else? >> Dr. Green, superintendent's update. >> Thank you. A couple things. uh mentioning Monday. Um we do have a board retreat scheduled for the first day of session. Um some of the topics include uh special education update. Uh we have a fifth grade math uh data dive which will be for about an hour. Um other topics would be survey monkey
045response. I did want to flag that for director Rice. Uh that was what would the board like to see in special areas of emphasis. So that'll be a a halfhour conversation. We'll also review uh the public disclosure commission requirements as well as um some legal requirements for board members just by way of a refresh. Uh also there's a student voice component on Monday and uh we will be taking a site visit to the Hoover facility. Uh so that is one of the schools um committed or identified for the bond. So to take a deeper look there but also uh to see some of the teacher collaboration happening uh will be good. If you have any other topics, I will send this out to you tonight. So, you will have the working agenda uh by morning.
046And if you have any other tweaks or additions, please let me know. I will be working with uh President Walker to finalize the agenda this week. Uh also, >> you're not going to make us do math, are you? >> I will not, but I cannot vouch for Dr. Lucero. She better have you do some math. >> You're not going to make us do math, are you? >> Only for an hour. [laughter] Yeah. Uh we also have the the legislative conference. is this um uh Friday. It's in Seattle. There are three entities that are involved in that. I believe it's WASDA, WASA, and maybe >> WBO. >> Was both I was saving that for last. Thank you, Jake. Uh so I will be going over just for the day. So I will spend um uh the
047evening session there. I'm on a panel that evening with uh Kelly Armaki and some other individuals representing the three uh focus groups for the state that are uh taking on uh the financial components, but also um it'll be the OSPI group, equity group uh from House Bill uh 2049, uh the Soups group, and then also uh Representative Santos's big idea group will be represented for that session. Uh but I will be back late uh Friday night. And then the last thing that I have to share with you, I'm going to stand. [clears throat] It is schoolboard recognition month. >> Yes. Was there a yay over there? There we go. Okay. So, um I have a recognition certificate for each of you for the 55 years represented here between the five. Uh so, we have um
048number one, the longevity award goes to Pam Shelton here [laughter] >> for the first month of service. We have Ryan Beckett at five years. Norm Walker at seven years. Raymond Navaro Jr. for 15 years on the school board. And if we add those four up, we come just short of the 28 years of service of Martha Rice. So, let's have our cabinet members please come up. We won't make them walk, but let's give them a a handshake here. So, congratulations. Thank you. You're handshaking, too. We're not going to make them go around. Thank you. Yes. Yes. There you go. All right. And then the last item just to share with you, I was in two schools today, first day back after vacation. So, just sharing uh board uh factual information, making sure that people understand
049um the building needs and uh have some factual information to share if they so choose. Uh that was at uh Franklin Middle School today and Barge Lincoln Elementary. And I'll continue to uh get to every building. uh we have them scheduled twice and then an evening event at each of the each of the area schools. So that should happen before April along with several other evening events. And that concludes my report. >> I'd like to make one small addendum to Dr. Green's report. Um, I don't know if there's some kind of penalty or reward that goes with appearing in a David Horsey cartoon in the Seattle Times, but but uh our illustrious superintendent managed to make that venue. So, look it up if you can. Okay, next up is highlights for community engagement. Having perused
050at list, it's mostly athletic events. I don't think there's any. Is there anything? Is Kirsten here? Is there anything? Yeah, it's pretty straightforward. So, just check that on your board docs. Um, and now we've arrived at comments from the public on agenda items. Are there any uh participants tonight? >> Yes, there is. And Kirsten's bringing that to you right now. Okay, welcome Bunker Frank. For those of you that don't know, Bunker is a former member of this board and a former member of the state board of education. Good. Thank you. Then I get to say again that I received my grounding um in public education in my home because my parents were teachers. uh in my professional interest as a speech and language therapist, but really uh as a parent in Gilbert Elementary and my
051daughter and Kirsten were in the same class all the way through Eisenhower graduation and uh so uh it was the experience here and then throughout the system as well as the opportunity that's given citizens in terms of participating um that has kept my interest looking at your um agendas for your uh meetings as they come up. And there are a couple things that I have advocated very very consistently for that many of you board members know about. But uh I listen for again today. And um the piece is that brought me here is attendance and the fact that we talk about a school year like it's 365 days. The school year that required to attend classes as you know are 180 days. and uh what happens between that last day and the beginning of the
052next uh we really have don't have a grip on I don't feel and we know that from the reports of summer school and I've been carrying that last report around we know we have many kids suggested for summer school a certain percentage show up but much fewer attend and so I hope you bring the same enthusiasm to building attendance at the supplementary learning that's offered as you are doing for the daily. We cannot think of that as a whole year what we're doing and I know the new school calendar is probably being generated now and um again we're planning for learning loss and planning for teacher connect disconnect from parents and students disconnect from the wonderful resources that are in their libraries and I just am asking you as a citizen representation uh to uh
053follow up with wondering about what is being done in terms of connecting and understanding and supporting attendance to supplementary opportunities to learn. And then just one more sentence. I am very strong advocate and I know all of you all is are as well in parent involvement. measurable, observable, committed, developed parent involvement K12 that was very much part of all my advocacy even on the years on the state board education level and um I didn't hear anything today about Gilbert's parent involvement. I know it exists. I don't know if there is a organization uh what kinds of things they do. So I just encourage you as you get to hear these reports to consider asking about what is the adultto adult connections in schools. Thank you. >> Thank you. Thank [clears throat] you Bunker. >> Okay.
054Next, actually next we have our second opportunity for public comment. We have a fairly short agenda today. So, are there anybody else signed up for comment? Okay. >> Not at this time. >> Moving on to our policy governance section. There were ratings that we filled out for four different um policies. All of the ratings for all four came in at 100% compliance. Um, so I would at this point I would just entertain a motion to approve the ratings for those uh policy governance items. >> I move that the board um approve with one vote the ratings reports for 1,00 1.0 zero global end statement goals three and five and 1,00.3.5 board member code of conduct 100.3.6 board committee principles and 100.3.7 board committee structure for approval. >> Do we hear a second? Second. >> It's
055been moved and seconded to approve ratings for 101.0, 10,003.5, 1003.6, and 10,3.7. Um um we'll just take a a vocal vote. All in favor say I, please. >> I. >> All opposed. Motion carries four to zero. There is no need for executive session this evening. So if unless there's anything else for the good of the order, >> what time what time does the um retreat start next Monday? >> 8:15 at central services and we will conclude the day however um at Hoover. So we'll dismiss from Hoover >> and it goes until 4ish. a little shorter. I can get you the exact time. I think right now we're scheduled at about 3:30. >> Okay. >> So, yeah. >> Thank you. >> Yeah. >> Any other questions for the good of the order or comments? >> Meeting
056adjourned.