Elma School Board Mtg - March 11, 2026

001All right, I call this meeting to order. Please rise for the pledge. >> I pledge algiance 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. >> All right, I have a motion to excuse make a motion that we excuse board member move and seconded to no [clears throat] approve the absence of Miss Gonzal. Uh is there any discussion? Seeing none, all those in favor say I. >> All those oppose say nay. Motion carries. >> All right. Uh approval of board meeting minutes for February 25th, 2026. Move for the approval of board meeting minutes for February 25th, 2026. >> Second. >> It's been moved and seconded to approve board meeting minutes for February 25th, 2026. Is there

002any discussion? Seeing none, all those in favor say I. >> I. >> All those oppose say nay. Motion carries. Uh, approval of meeting agenda. Move >> for the approval of meeting agenda. Second. >> It's been moved and seconded to approve the meeting agenda. Is there any discussion? Seeing none, all those in favor say I. I. >> All those oppose say nay. Motion carries. >> Uh consent agenda. The consent agenda. >> I'll second. I think ahead. >> All right. It's been moved and seconded to approve the consent agenda. Is there any discussion or changes? All right. Seeing none, all those in favor say I. I. All those post say n. Motion carries. All right, moving right on down. Booster fundraiser approvals. Elma track and field booster club fundraiser. >> Yes. >> I stay here. >> Oh,

003that's fine. >> Okay. So, we're trying to get approved to do a scratch ticket fundraiser that we did last year. the same one. We followed all the rules. We did everything uh and it went really well. So, we want to do that one again. And then we also uh last year kind of ran into a situation with the Easter egg one where we there was a question about how much of the labor was being provided by the students and um the school wants if it's more than 50% to go to ASV. So, we just decided to let them take that one over and so that will be an ASV fundraiser for now and so they'll still get to keep doing it and we'll provide like support but they're going to take it over from that.

004So, we would like to also ask permission to do a blanket fundraiser which would be where uh basically people buy blankets and we get a cut of it. >> All right. Do you guys have a specific design in mind for the blanket Elma related or >> It's It'll be Elma. It'll It'll just be Elma. So, it won't say Elma track and field. It will be like either in there's two different vendors that uh other programs have used here. >> Okay. >> And so, we're just trying to decide which one everybody thinks would be more popular because there's one that's like light material and one that's like a knitted woven one that's more nice. And there's those of us that think we should do the nice ones because last longer, all that. And so we're we

005haven't decided which one, but it'll be one that's already been used previously by other programs at Elma. >> Not to sway you, but I have one of the older ones. Um, actually, Coach Caterland sold it to me when he was in high school. Still in mint condition, and I've used it through my nieces, nephews, my own. >> Is that like the woven style like Yeah. Okay. >> Heavy. just say we look we're looking forward to your fundraising. >> Yeah, we're looking forward to your fundraising. >> Very cool. Yeah, >> that'll give me extra. >> I think the only question would be really is is if you need copyright release if you're looking for use with the copyright and the intellectual property and the logo. So that >> just let us know. >> So we're going

006to do the scratch ticket one first. >> So this is just kind of usplanning. So we could come back and >> Okay. >> Is that something we have to ask you guys to get the the copyright? >> Just Yeah, I mean that's the only big request is just the copyright release. >> Okay. Copyright release. >> Is that something I would need to come back in front of the school board for at a later time >> or would I just deal with the office? >> Is it on what's already? It' just be a part of your fundraiser your your approval that you could do when you get your blankets. >> Okay. Gotcha. [clears throat] >> If you're using our copy. >> Gotcha. Okay. >> Yeah, he is. >> Yeah. But you're doing the blankets right now,

007right? That's what >> So, can't we just We would approve it. But I guess my question is move on. Do you if you need a letter and it's approved, right? Let us know if you need notice. >> We were just trying to get it approved now, but it won't be till later in the season >> just because we didn't want to do all the work on it and then find out it was something we couldn't do because maybe someone else was or something. >> We can issue you if you find a roadblock, issue you use our intellectual property. >> Okay, great. I love the blankets. My only hesitation is do do we ever ask them to kind of touch base with the groups that have currently been doing it? I mean, these blanks are already

008sold this year. So, I guess it in my mind it' be like somebody selling >> the poinsettas and then going to sell >> honestly it's no different than every group selling like spirit gear, right? I was thinking spirit gear, right? Yeah. >> Had that discussion already and >> we're just going to say whatever they do, they do. We need to make sure >> I just partner on the open up with it >> and if we decide to do something, you know, we'll come back and make sure that we're square with everything. >> I was only thinking about the the I don't remember what group was, >> right? And that's why we want to ask too. We don't want to step on anyone's toes. >> That's not our rules. >> Or do it right behind them

009either, you know, and and so to where it's already saturated. >> No, some you know what some people miss it. That's what I was going to say is they didn't take the benefit of, you know, just the time of year. >> Yeah. Okay, great. They'll be excited to hear that. >> All right. >> And that are that's my only requests and this may be my last time in front of you guys. So, I just want to say I'm very appreciative of all of you guys, not involving this, but involving the school. I'm uh really happy with how educa the education my daughter's getting from you and how she's turned it around since we moved out here. >> And so, >> probably won't ever come back here, you know. So, I just wanted to take my

010chance to say thank you guys. You're doing awesome. We really are. >> You don't even realize it's like night and day and we're very happy with you. So, thank you. >> Thank you for bringing the ball. >> Yes. >> Best of luck. >> All right. Do I have a motion? >> I'll move the approval. >> Track and field fundraisers. >> I'll second. >> And moved and seconded to approve the Elma track and field booster club fundraisers. Is there any discussion? Seeing none, all those in favor say I. I. >> All those oppos say. Motion carries. Thank you. Have a good night. >> All right. EHS softball boosters. Like how that throws me off the >> just the taco fundraiser. They're going to deliver. >> [laughter] >> right now. >> Good. >> Yeah. So, I don't

011I don't see any I don't have any questions on it. So, I'll make a motion that we approve the I got to get back to the softball uh booster fundraiser. >> Second. >> It's been moved and seconded to approve the AHS softball boosters fundraiser. Is there any discussion? >> Seeing none, all those in favor say I. >> I. All those oppos say nay. Motion carries. >> All right. Discussion items. Summit Pacific Medical Center board collaboration. >> I'm gonna stand over here so people in Fuy land see me. So Kevin Boston representing Summit. It's nice to see all faces of people I know. So uh I'd rather speak extemporaneously, but I want to get the first part right. So I'm going to read to you. Uh and this is we're here to um discuss something we

012started in back in the summer. And I'll be brief and I'm going to read through where we're coming from is our vision and action. It has to do with our youth. So, I'm just going to read and then I'll I have a few notes for you I'm just going to put together after that. So, vision and action 2028 summer Pacific together with our community and partners will positively impact the well-being of our youth by creating access to services, safe spaces, activities that infuse a sense of hope and belonging, building resilience and our positive life choices. And then our goal is to partner with city school public health leadership in in the district to establish some some measures of success with our kids. And so for now or rather now this is the part where I'll

013speak extemporaneously. So uh summer Pacific's vision and you've probably heard before but it's become the healthiest community in the nation. to really really a lot of people. Um, and we're doing we're working hard and having a lot of strides towards that goal. But one of those will be reaching our youth. And interestingly, one of the things we've discovered while working with uh and working through community health needs assessment. We just updated as well. We're still seeing and finding there's a lot of holes there in in in East County. We have the largest population of youth. We have the least amount of third spaces. So, it's those kinds of things. It's that kind of thinking that that has us leaning in and really wanting to connect with all our partners, obviously you. And so we um

014from there, um I want to just touch on another factor that's really important too that out of the 39 counties, we're the 37th in the state as far as the most unhealthy. So with our goal, we have a lot of work to do. And our thoughts are gosh if we reach our youth and then we touch on another one of our goals which is really getting you working towards wellness and preventative medicine then over the course of generations that will you know then you know foster you know perpetuating and then hopefully having people come back and serving this community. So that's where we're coming from and with that there and that brief introduction I'm turn it over to Drew who's going to discuss you know what's next. Yeah, for chairman of the board for the

015hospital. So, thanks for having us. Um, so the goal that we had was maybe try and find a way where we can get our boards together um in May or June um to basically we have a kind of a draft agenda there, but with the goal of trying to find and come to a place where we can determine maybe a shared goal or measure that the two organizations can work towards. Um we also uh got um the city, the county and department of health um are in uh in support of this and they'll have representative there as well. Um so we can kind of all be working together in a common goal and some of the idea being that when we all are working together can open up a lot more doors too. So when

016it comes to funding opportunities, um maybe if there's any opportunities when it comes to state budget, federal, um you know, with the more that we work together, the they love that. And so depending on just the direction that it goes, the more that we can work together, probably the further we can get. And um I know it seemed like it was of interest the last time that we were here. Uh and so we just kind of want to reopen that door. And I know that you guys are in the midst of your strategic plans. So our hope is that maybe this can fit in with that. Uh and the goal being that we again if if we can we come to the agreement of some sort of a measure that we can that both organizations

017can work towards and then um like myself and Michael can kind of connect throughout the year to just say hey here's what's going on. And maybe once a year or something we just kind of come back together say well hey what progress are we making towards this? What are the next steps? and and so just kind of looking not to have a lot of meetings but ultimately just to get to a place where we can both launch effectively um towards something and and a common goal. So anyway, so you've got that and so our our hope is just maybe we can find uh a time to do that. We'll we have a facilitator that we'll take care of for um for that. So there's no no concern about um you know shared costs on on

018a facilitator or something. We have one that we um use for a lot of our strategic planning and things and we can just kind of continue um to work with her for that. Um but we would just love to find a way that we can get together. >> That's great. >> I look forward to it. >> Yeah. >> Any questions for us? I think what we're going to do is we actually scheduled this agenda intentionally to have you come out, Drew, Kevin, and Josh come present and invite our board and then we're going to roll into our strategic planning process. When we met >> um you Michael, Josh and I met, we were talking about where would this look like in our May and June process. So is Dr. Campbell. Dr. Campbell will be presenting

019after you. She's going to be leading our strategic planning process. Wonderful how Dr. Campbell could also see how this comes together. So, what I'd like to do is as we work through this, um, we'll follow Dr. Campbell on where it fits with your plan, how this kind of comes together, but I think we could be on track for a May, June coming together. And not just us, but also I think you're also working with um >> Josh over at the uh city. >> Yeah. >> Um, so the mayor, you know, so Josh Colette, the mayor of the city and the city council as a three-way board partnership on how we're supporting each other. >> Yep. Exactly. No, I think there's a lot of commonality and a lot of collaboration that could could open a lot

020of doors and we have a lot of avenues that are opening up >> here in the future. So, I'm >> I'm looking forward to it. >> Commitment in June that will be coming together. And Josh, how many where's Josh other Josh >> Josh and Josh got a lot Josh for the city also coming together? >> Yeah, the city's confirmed. will have public health Mike McNichol there as well as Georgia Miller our county uh commissioner or district delegate um and as commissioner Bosard mentioned we're coming on the tales of a community health needs assessment that we conduct every three years in partnership with the public health department. So, as we take this into our planning session this summer, aligning it with your planning session, it's just a beautiful matching and we don't want to miss out

021on this once in a ever opportunity. So, >> yeah, we get into our strategic plan in uh August. So, it kind of potentially all plays out very well timing wise. Yeah. >> Awesome. Well, look forward to it. Thank you guys for coming. >> Awesome. We look forward to it here in May in June. >> Thank you very much. >> And um >> Josh circle back. >> Yes. Yeah. >> Just because as we do Dr. Camp our process. >> Yeah. We'll circle back. Get date, location, uh all the invitations sent out and we'll work through you to coordinate. Appreciate it. >> Thank you all. >> Thank you. >> All right. Strategic plan. Dr. Kimble, you are up. >> So, what feels natural for you? You know, >> whatever feels natural for you. >> Whatever you like

022to do. Scoot up to Yeah. >> Okay. I didn't want to stand in a small, you know. >> We can make it cozy. >> Recognize how this plays out, but I can also sit and just have a conversation. >> Scoot up to this table. All right. Let me do that. >> We rarely really bite. >> I'll just need to speed the screen. You know what? I think to do this, I think I'll stand. >> Yep. I'll stand. I'll stand. I'll stand. Okay. Right. >> Yeah. Member of the board. It's good to see you. It's good to see you. I've met board president Smith and so it's good to see the rest of the board and I met uh with the administrators before now to sort of un sort of unpacking the process we use for

023strategic plans. And so I want to tell you that what I want you to walk out with today is here's what's going to happen in terms of process. I shared with them that a good strategic plan it's not about the product. The process is the product. I think it's one of the reasons um even WASDA has reached out to the scholar first to put our name in the hat to maybe help them with their strategic planning because I did Quincy's strategic plan and Trisha was on the school board uh at that time. So, I'm going to walk you through the process. I really want you to see how this will fit in terms of what the board's role will be in the strategic plan. And when I heard this presentation from Summit Pacific, you're going

024to have a goal that will actually have an outcome. It'll be perfect to tie into maybe a possible partnership around metrics that you might use. So, please stop me if at any point you have questions. I want to uh give you a broad overview. I might have to. >> That's okay. >> Let's try one more time. >> There you go. >> So, the Scholar First, now it's doing this weird thing. It's funny it didn't do that earlier. Go back. Scholar First is a company I started four years ago. Uh, right as I was leaving the superintendency at the way, I decided I was a one superintendent kind of leader. I wanted to do my own business and had the best board. My last year on board was large school board of the year that I

025was superintendent and a lot of those results happened as a result of the work of our strategic plan. We do strategic planning. I also do principal supervisor coaching and I do that in multiple states as far away as Winston Salem, North Carolina, San Antonio, Fresno, California and I do some districts here in the state of Washington. I've done some school board professional development specifically on policy governance like how do boards monitor learning this strategic plan when it's done one of the most important things you can do is calendar updates for each goal area where you're monitoring progress so that you get a good return on your investment what we're going to be doing and I also do central office coaching I've done that in districts uh like Portland uh Grand Rapids I had about four

026or five districts there I was doing this When I think about weird delay or pardon me, >> that's okay. That's all right. I've just got to get used to it. We figure we've touched almost three million students through all these different uh sort of places in which I've worked um during this last four years about 1,600 administrators. I also coach superintendent uh for example the Northshore superintendent, the Portland superintendent. I coached districts of superintendents in large and small districts. Um we figure we've had about 65 plus district partnerships. I started out in central valley school district on the east side. So most of my career was on the east side and smaller uh districts and then I was a math staff developer. I was principal in Central Valley and then became a principal supervisor in

027Spokane public schools also chief academic officer. Once I had done that stent about nine years, I went to the center for educational leadership and did some work nationally called central office transformation. I work with district leaders to figure out how they could tell if learning was happening in their schools. I learned so much during that that year. Uh I was assistant superintendent in uh teaching and learning in Reton public schools for two years and then superintendent in Federal Way public schools for seven years. that last year I was the superintendent in residence because the board didn't want to lose the momentum we built. So they hired my replacement while I still mentored. They wanted the strategic plan to stay in place. They wanted all that good work to not be lost. And again really impressed

028um just had a great board. So I have a special place in my heart. And when you hear a parent talk about the impact you make to hear that parent talk to you about that that's that's pretty inspiring. I also do work for OSBI. I coach the cabinet of OSBI and I've done work for um the Oregon Department of Education. Just a lot of different entities. Why do you care? Because you'll get all that expertise uh working with this with your teachers and your school leaders and your district uh leaders as I'm taking them through the process. Here are some of the districts that I've worked with. >> Sorry, is it? >> It's kind of just doing this weird kind of delay. You can see small districts like Quincy all the way up to Beaverton

029school district. Um Evergreen School District as well. I said Ever earlier to the group. It was Evergreen. It's that was one of the first districts that I that I did. So a broad array broad diversity in terms of uh districts that have large Spanish populations and we got so many different uh voices at the table. You're going to hear me talk a lot about student centered strategic plans. We're going to start out the first action we're doing right now. The building leaders left today knowing they need to listen to 30 students and they're going to ask them questions. We're going to write the vision based on what we hear from the kids in your district. I want to share the research basis for my approach. I want you to see an overview of the process.

030I will also share some products with you. And ultimately as the governance team, I'm going to outline the things that you'll be doing to support the plan while we're building the plan. There are different opportunities. The main thing for you is monitoring whether or not we're actually making progress. So when you think about what a strategic plan is, it's really a road map. And I've been in districts where people have them and no one uses them. They're like the Dead Sea Scrolls. people will dig them up from underneath something. But what I will say is in the districts where we work, we don't really see that because one of the things for example is you want to calendar times the schools come together during the year to share progress uh with each other. It's like

031a critical friends. We got to the place in federal way we do it three times a year in the fall, the middle of the year, the end of the year. So everyone is keeping that plan right front and center. And then quarterly I had to give the Ford updates on each goal area progress that was made. So now you've invested the time and what we monitor gets done. And so that's an important component for you once the plan is complete. I go to places where you'll hear we have so many different things going on. The right hand doesn't know what the left hand is doing. Each school's working in their silos. This is not something that this is apparent. You see how this spacing? Just know this isn't me bringing you a bad presentation. I

032think it has to do with the fact that it's a different laptop. Sometimes it'll do that. So I apologize to that right hand side where things are aligned where people will say we're moving in the same direction. The schools will only have two goals when this is done. But you'll know what those goals are. You'll know what the outcomes are. You'll know what the metrics are. And I'll explain why I believe the question around having a common metric will play right into the process we're building that you can then say this is the one outcome that we share with you with with this partner if this is what you choose to do. >> Each of the schools will have two goals and they likely would be different goals for each building. >> They will each

033level will have a different one. And I'll show you in a minute. It'll make perfect sense. And I could probably do quizzes from the folks sitting over there who just heard the presentation who could tell you, but I'm I you'll see and I think it'll make perfect sense. >> The other thing that I talk about when I talked to the leaders is a momentarily ago was this idea around coherence. We want things to fit together and be stitched together so that what the elementary is doing makes sense to the middle to the high. what Lisa's team in finance is doing is going to make sense to Jeff who's working with the custodians. We want everybody to see their role in the strategic plan. So, there's an activity that I'm going to lead them through in

034May called building a theory of action where they're going to work backwards and everybody's going to talk about the role they're going to play in the new strategic plan. Often when you do them, it's either it's all operations or it's on the instructional side and we don't think about how this all flows. And so I talked them about a model for building coherence and that theory of action is one of them. The other thing I shared is that a good strategic plan should cause you to get better. It shouldn't just be a document that people sort of dust off location occasionally. It should drive improvement. It should be done with the district, not to or for the district, which is why your plan will be done in January. We don't come in and do this

035kind of quicky thing. And you should see a number. My intention is that when it's done, you're going to have a page. It's we call it by the numbers. It's the number of people who participated in a district this size. We want it to be close to a thousand so that you get lots of buy in. It's going to be anchored by scholar voice, which is why we're starting listening to students, but a lot of the committees will have student representation. And I press the team to let students talk, that we don't talk over them, that we're actually creating an opening space for their voice. The goals are going to be student centered, and I'll show you those in a minute. You had a great question that you framed around that, uh, board director Smith.

036So, I've already said this, I don't need to restate it. I want you. It is really just going nuts. >> I think what it is is is the fact that what you have up here is the um you're actually presenting from the computer behind Eric. So maybe Eric >> switch laptops. >> No, but I mean why don't you move >> to the side so Dr. Campbell can see that monitor because then what you're actually getting is Got it. >> You're getting that's the zoom. >> That's a delay. >> So it's the delay. So if you watch that computer, you'll actually see the slide and the other one will catch up. >> Thanks. So let's take a look at what the deliverables are. So you will get two versions of a strategic plan. You'll get an

037external one that if you go to Rotary or Kowanas and you want to share it, it's a nice glossy document. Then you'll get one that the buildings will use and it'll have all their practices. It's only internal. So you'll get those two versions. And in it, you'll start out with this vision of the student experience, which right now the high school leaders, the elementary leaders, the middle school leaders are talking to kids and we're going to frame that up. In the fall, we will have a group called the core planning team. That will be parents. Usually, it's two board members that are part of that core planning team, staff, students. They will look at the vision [clears throat] and they will give us draft language for the core values, your new core values that'll be

038in your new strategic plan. Theory of action. I'm going to pull together the administrative team in May and they're going to draft the theory of action. It's basically a backwards map from the vision to say what will educators have to do to accomplish this goal? What will school leaders have to accomplish? And what will the central office have to accomplish? Mission statement. This is where you come into play. I'll come to another board meeting where I'll show you the draft vision statement and I'll ask you board members what are key words and phrases you want in your new mission statement. We have a group, a subgroup that writes for you. They're going to write the draft and bring back to see if that's the the new wording because you want everything now to be aligned.

039Goals and outcomes. In June, I will be pulling together the the school leaders and that administrative group to name the goals and the outcomes. That's what's really going to drive improvement is that you'll have specific outcomes, two or three per goal area that you'll use to measure growth. We'll also have performance targets and we write these out of 10. So, for example, in some districts where they have pretty high graduation rates, maybe it's nine out of 10 already are graduating. Their new performance targets for six years from now are things like by the year 2032, we want 10 out of 10 students graduating. We want 10 out of 10 students feeling safe, seen, and heard, which might be the kind of metric that you'd share with with your partner who who talked about that practices.

040I'll show you this. This is the heart and soul of what makes this now a plan that the schools can follow and it'll drive improvement. If a school improve, if a strategic plan doesn't cause teaching and learning to get better, it's not strong. And you'll see that this will be tailored for that. I know you already have done work on a graduate profile. What I'll want to do is convene a group of students, couple board members again, parents and staff to look at your new vision, to look at this the current graduate profile because you will have had some new pieces to see if it still is where you want it to be. So I don't think it's an overhaul, but it might be some revision so that language lines up. Alignment, alignment, alignment. Foundations.

041This is a big one and I'm hearing a lot in terms of how do you provide this belonging and mental health kind of component. The foundations are the district initiatives. The schools chase those four goals. Two of them. The district will have the central office will have four district initiatives that they'll push. Like for example in East Valley Spokane, their facilities were not up to par. So they had a whole district initiative about um modern facilities. And so one of their actions or initiatives was they were going to launch a facilities committee to look at and do a study. So that's the kind of thing that comes out of foundations. And then the promise statement, that core planning team, we'll meet with them three or four times over the course of the fall. It's the

042parents, the students, your community, all of them on a Zoom call. And the reason we do Zoom, we find that people show up. They don't have to drive long distances. We hardly had any attrition at all. But we show them products from the strategic plan and the last meeting they'll draft up a new tagline that will be on the cover of your new strategic plan for uh draft statements. We send that out to survey for your public and your public votes and that will will be what will be on the cover of your new strategic plan. A lot of different places for people to touch it and have their fingerprints on this new plan. And how do we go about doing that? We have these different groups, different groups. And so the district leadership team,

043they write, they're going to write the mission statement after you we get words and phrases from you. They're going to write the vision statement after the school leaders send the themes to Chris and he'll send me the the themes and I'll facilitate that group to name that new vision statement that will drive everything. The administrative team will write your theory of action. The core planning team will meet and we'll be showing them things all along the way. graduate profile team will be looking at the current graduate profile and see if there are tweaks. The other thing that I'm going to push this group to think about is who can write units that go with the prof the profile so students actually have practice with these competencies so it's not just on a sheet of paper

044that we have actions behind it. And then the instructional planning team. We're going to do something we've not done before in a district in your district because on October 9th you have all of your teachers already here full day. Typically what I would do on that day each of the teachers we would have groups of divi divided up into four for your f four goal area. It's about 30 people teachers building leaders and maybe somebody from the central office. So for goal area one, they would be have read they would have read research and then they would decide three to four non-negotiable practices they're going to commit to doing over the six years. But because all of your teachers are here that day, we're going to do it with everybody. So what that creates is

045more buyin, more people who can actually do the work and name the practices. So your school leaders should have an easier time of implementation. And these are the numbers that we typically see. So in a district like Long View, Karen and Karen had about maybe a hundred. We're going to have way more than that. And your district is a whole lot smaller because of how Chris has thought about using time that you already have. And we divvy up these products. You can see every group has a little piece of the pie that they're sort of uh responsible for. So, here's what these two versions of the plan looks like. Remember I talked to you about that's the deliverable is that you get two versions. There's this shiny one. So, the promise statement for Mount Vernon,

046we inspire, we dream, we achieve. Their core planning team sent out four drafts. This is the one that got the most votes and that's what's on the on the actual um cover. And the promise statement is really just a nice tagline that describes to some degree the hopes of the board of the community for its children. Mission statement. This is your work board members. You're going to give us your phrases that you want to be in the new one so that we can update it. The district leadership team, the writer group will write this up and we'll bring it back to you for you to see. Did this reflect what you said? But we can't do it until the vision is done. We want you to see the vision statement and say, "Okay, this is

047our vision. How do we align that mission statement so that it supports it?" This is uh inside the strategic plan. We always count everybody who's participated. So in a district like Mount Vernon, you know, you're talking seven or eight thousand students, but look how many collective voices. 3,200 people participated in their plan and that will be your legacy to have a plan with that many participants. And so we we keep count and then there's a superintendent message inside of the strategic plan. There is that vision their vision of the student experience in this district. I belong. I dream. I achieve. this is what we want the strategic plan to cause to happen. So typical vision statements are, you know, every student 21st century ready. You've heard these kind of tag that kind of statement. But

048what's hard about that is what does that look like in the classroom? What does that look like in a school? This you can easily start to think what you're committing to for kids. And you know what you're going to be surveying and finding out from students if in fact we're delivering on that core values. The core planning team will look at that vision statement to say what are the behaviors of an adult or adults or staff that would cause this to happen. Well, they need to be student centered. It needs to be a unified community and they need to be committed to academic excellence. That's what this community is saying. So, let's talk about the goals. So you had asked the question about these goals. The goals are four, we have four goals. Goal one

049is what we call whole child. This district is calling goal one community of belonging and engagement. Every district names it what they want, but it's whole child. This is about safety, physical safety, emotional safety. It's just overall well-being. That's what I think I'm hearing you talk about. So this is going to be your well-being goal. This is where you're going to partner with others who want to partner with you. And the way the strategic plan is designed, all of your schools will have goal one as their goal. So that they will share that in common. If you're an elementary school, you're going to have goal two. We call that early learning. This district calls it strong foundations, TTK5, and they have four outcomes that'll tell them whether or not they're making progress. Middle school goal

050area three. We call this grade level mastery. This district kept that name and the high school will have goal area four. It's our college and career ready goal. This district calls it navigating for the future. So, do you see we let districts use their own language? The only non-negotiable is that every level needs their own unique goal. They need outcomes and then they name their performance targets. So, let's take a closer look at what that looks like just so you can see an example. the generic names. So when you look you can see increase the number for this elementary school increase the number of students achieving grade level proficiency and reading by the end of second grade. So, just for example, what if you were monitoring that? You're going to want to get data at

051certain times once the strategic plan is live to see how second grade achievement is doing. And you got to calendar that out. So, you're starting to really monitor movement in these particular outcomes. And I suggest one per quarter, one goal area per quarter. Performance targets. Even these I press districts not to use percentages but to actually talk about for every 10 students. So for example go back there it is quite a delay. >> So here's one killer. So these performance targets are things like nine out of 10 students served in the dual language program will be at or above grade level in their native language at the end of fifth grade. See what kind of outcomes every district will define that themselves but these are the things that you're monitoring. Now I want to talk

052to you about foundations. So you've seen the goal areas for the schools. The district has some things they have to do too. So in this uh particular district they have a goal around teaching and learning, family and community engagement. Those two are automatic. You always have to have something around family and community partnerships, teaching and learning and then highquality operations, facility safety and financial steward as well as equity centered continuous improvement accountability and systems. This is what this district Mount Vernon uh named as their district initiatives. And inside of here, you'll see things that they're going to be working on. Again, that partnership you described, you might have a couple of things that you're going to be partnering on that would actually be written as bulleted items. When we do this foundations towards the end,

053I will be doing listening and learning in your district where I'll be here all day where I'll listen to students, staff, and families. Then the next day we will put out the same survey asking the exact same questions that I ask when I'm in person doing the listening and learning. And when we do that sometimes out of that themes will emerge that you need to have as an initiative. For example in Quincy a lot of the families did not feel good about communications. So Nick and that board made communications one of the big initiatives. So the community knew we had listened and we had heard and it became one of his foundations. profile of a graduate. We write them in studentfriendly language. I am. So it's in it's in student talk, student language. So when

054students see it, I mean if I were having this, I would have this in the high school and beyond plan where students were actually self assessing themselves using this as one of the activities uh that you could do. You'd have modules where you'd have units where students can actually sort of maybe self- select. But this is something that should be actionable, not just sort of writing on a sheet of paper. And I'm just sharing with you some of the more recent ones. We we have done these now enough where we get a sense of of how to time them, but also how to make sure they're meaningful. So I want to show you now the heart and soul of the strategic plan and it's the practices. It describes what's going to happen in the classroom.

055So goal area one everybody will have it. This outcome was belonging. They want increase the number of students who feel a sense of belonging and feel acknowledged, experience positive adult connections and peer acceptance. They wrote this out because they wrote a survey and they had these three questions. They're going to ask kids this as baseline data and they're going to keep track of it. And what we actually do is write what the leaders are going to do, what the educators are going to do, and what the central office will do to support it. So that's now no longer a mystery and you don't have people just sort of, you know, guessing. Teachers are going to actively recognize and honor students. So that day, October 9th, that all your teachers are here, they're going to name

056what they are going to commit to. We're not telling them or sort of thou shalt. We're co-constructing that together. And you'll notice everything is causal. So if we want teachers to do that, what will school leaders have to do? Well, they need to create systems for acknowledging and recognizing students. What will the district have to do? They need to develop a district-wide recognition program. So we take our time. We make sure this is all nested. Developing means it's a brand new thing. They've never done it before. And why do we do that? We label them so you don't have a bunch of developing things or else it's got to be overwhelming. You won't get it done in six years. So if you see sustaining, these are things you're currently doing that you want to keep.

057If it's implementing, you're uh you're kind of doing it but not really. So that's the label we give that and developing is brand new. So you want a nice mixture and we'll look at that when we're done. And we do this for all the goal areas, all of them. This is the internal version of the strategic plan that now I'm a school leader. I'm sitting with my leadership team. I'm trying to figure out what practices we're going to focus on. What am I going to do? I'm gonna look here as opposed to just winging it or doing something different. You're going to do what's researchbased and you're going to have the buy in because you had so many teacher leaders who were part of the co-construction. So just want you to see it's for all

058the goal areas. We just finished this up in Long View and um it was a pretty powerful experience. So I want to wrap this up by labeling what the role of the board is. The first is for you to understand the process and the design principles that I'm using. I would we want to see board participation. So there are going to be different ways in which you can participate and two that come to mind are the core planning team, the gradual profile team. Usually there's two board members who can participate and hear just be a part of you know hearing what your stakeholders are saying. The other way is we're going to I will be coming virtually uh to get your feedback on the mission statement. I will show you the new vision statement and

059I will say okay what words or phrases and you get to choose no more than three or four because if I if you choose too many then you're each rewriting it again which makes it you know not possible. So, we'll get your input there. And then adopting to the strategic plan, of course, I don't know if you have to do a formal approval here, but we always bring it back to the board to see the finished products. And at that time, what I what I strongly urge the team to do is to then calendar on your board calendar for the following year monitoring where you bring together and you start to see progress over time and you champion it. you know, you're out in the community, you're going to partner with organizations. I know Federal

060Way, we knew goal one was where we were going to partner with a lot of our our uh community- based agencies as well as goal four because we had some pieces around uh students doing community service, which is one of our outcomes. So, we knew we needed more of our community partners to help us there internships. So, there will be different ways in which you can partner and you'll just point them right to these particular outcomes in your plan. And that is all that I have. >> I love the champion piece of it. Um because we've we've had Summit as a huge role model. Sorry, but there's always something powerful and user friendly that they're able to even with the huge big that they have, >> but they always have a very clean package of

061helping you envision and want to get on board with where they're going. Mhm. >> You know, so working backwards, I love getting to that final stump, but it's not just something that's in a binder >> that is never something that can be >> Yeah. >> sold. >> There are some action steps when it's done that you put in place. That will make sure that it won't just be an event. It should be a way of life. It should be a culture. >> Any other questions? >> Oh, I'm excited to get started. >> Me, too. Okay. >> Yeah. If you put in for WASDA, we do the combined. Our mayor is the CFO of WASDA. >> I love that. >> Well, yeah, we we're doing an RFP. Trish has asked us to do one, so we'll

062see. >> It's a small world. >> Yep. Absolutely. >> I won't tell you how small. >> Yeah. Absolutely. >> There's also Stephanie's brother-in-law. >> Oh, okay. All righty. Everybody's connected. >> Well, thank you. I appreciate appreciate you and I appreciate you can tell the commitment, eye contact, your energy and so there's some great things that will come as a result of this. So very nice to to meet you and I >> thank you so much and I do appreciate you um we had the hospital go first just because I knew it would be great to see >> that that offer of partnership as we're moving into looking for offers of partnership. >> So you'll need them on the core planning team too. One or two would be great there and even on your graduate profile

063committee. >> Thank [clears throat] you so much. >> All right. >> Where do you have to drive back to? >> Not too bad. >> That makes it nice. I mean, I could fly in different. I'm like, this is this piece of paper. It was great meeting the team. >> Nice meeting you. >> Let's get ready to roll up our sleeves. We got work today. >> And I'll see you on Friday. >> The video is going to do the same thing. I sent it to So, next up is focus on kids elementary. >> Sure, guys. >> So, we um traditionally we do focus on kids in the buildings and we have our students come meet with us. Um, and that's has been really kind of an important process for us because that's one of the conversations

064I have with our administrators is why would you be on the board in the service of kids. So, it's always trying to make sure that you have the ability to see and work with and hear from our students. So, I apologize. I did we did ask Greg to move to a video knowing tonight was going to be a really long board meeting and we didn't want to have our littles stay for a really long board meeting. So, this is a bit unique. Um, but we wanted a way to make sure that we still were able to bring our littles in in a way that well, we can't interact with them, but they can still show off what they're doing. But with that, I was going to turn it over to Mr. Scrawl. >> Thank you.

065So, uh, I'm one of the luckiest guys in the world because I get to hang out with these little kids and staff every day. They will fill your cup. They will fill your cup. And our goal is to always, uh, try to utilize instructional practices that will engage and result in high levels of learning and confidence. kids feel good about themselves. And so last year, if you remember, we had some of our kids do presentations, but this time we're going to get a it's a blast of the things that we've been doing here the last few weeks. Some things are going to be earlier, but literally it was just go around get a compilation of pictures and little videos uh over the last few weeks. So with with that, let's watch the Elma Elementary students

066in action. AC/DC chair. the bikes. >> Okay. They have >> What are you working on? >> It has a >> I'm working on the J paper. >> You're working on J paper. >> No, these can also be called >> What's this? the duck about. What is the duck next to you? The duck next to you. >> Duck. >> It's a lucky duck. >> Oh, good job. All right. >> Good job, guys. I want it. >> Try to make sure we display what the kids are doing. Go ahead. Take away. >> Remember, do not touch it. >> Can you tell me what you're doing, Tate? Tell me what you're doing. >> Oh, this is a soup. Is it a Seuss soup? >> Okay. So you did you get to pick that ingredient? >> Okay, very good.

067What are you guys working on? >> We're working on to cut out our body and we're assembling them. >> And you're assembling them. >> Okay. Very. So, at the end of this, you're going to have a full body with all the parts. All right. Thank you. >> So, you guys are tracing. >> All right. >> I'm cutting and it traced my body and then I traced his body and then we have to cut it to and then we assemble the body part. >> Very good. >> Okay. All right. You got this. Looks like you got this. [music] >> That they would sell some. This is why they present when you were in school. [laughter] >> Jackson. His name. >> Bet you didn't know you'd be mar. >> All right. How's he look? >> All right.

068Now, he met the chief of the Shosonies. Shosonyi was was u Chicago we tribe. Did you know why she wasn't living with her people? >> She had been kidnapped when she was a young girl. No. So, what language do you think Lewis spoke? >> English. Yeah. Do you think Camero spoke English? No, he spoke Shony. They're actually not able to. >> That's why Chicago is here. Come here. Now, I need you. >> Okay. You stand between these two gentlemen and you are going to be an interpreter. Okay. All right. >> Full cup. >> [music] >> Star [music] [music] to sing. >> [music] >> in my heart sing [music] girl. [music] I want to try it. >> You want to try it? >> What do you think, Ardick? >> You don't think it's What do you

069think, Malia? for my test. >> How does it taste, Malia? >> 14. >> Good. What do you think, Zelica? >> It's good. >> I think it's >> Wait, what? Parker, >> I already ate all >> [music] [music] >> So, this is really cool because I I just walked into uh Miss Viner's classroom and I just did a drop in second observation. I was there and uh and what I saw the kids do is amazing. So, this is just everyday instruction that happens at elementary school. These kids were they're working on a math concept, a math standard, and they are um solving the problem. They have to show how they did it. They're writing about it. They have opportunities to use manipulatives to show how they how they got the answer. They're going to talk about

070their learning with each other. Then they rate their learning. How did I how am I doing with with my learning? You know, the Dr. Campbell was talking about learning target success criteria. This is rich rich instruction and this is just happening. And uh I I was so excited. I wanted to in fact I had to get up and tell the kids, "Yeah, they're doing a great job." And I had them salute their teacher, Mrs. Vayner, just it was tremendous instruction. Um and we had a group of kids said, you know, we really would like to chew gum. We think it would be appropriate to chew gum. And I said, "Well, hey, let's talk to me." And so they they created a presentation. They and the girls presented to me. And uh so we're looking at

071the possibility of how we can incorporate their gum in a uh in a in a way that won't result in a mix. So but that's I thought that was great that they uh pulled their heads together and presented to me. >> Yeah. [music] >> [music] >> Hall of F. We're going to see a lot more art, student work displayed. [music] >> [music] [music] >> High school kids are rock stars. Go. [music] >> So there you go. Just a little little chance to highlight some of the great things that are happening. when you we art one of the specialist times or is it embedded? It's >> embedded. >> I'm curious. Are you leaning towards the gum? >> Well, you know, so [laughter] so what we >> I think that's greatating, you know, they had data for

072their presentation and they they were showing that if you're chewing gum like during the state assessment that it helps you um be able to think clearer and everything. So, we're looking at having some structured times of when they can do it. And we we've got a teacher that is said she's willing to pilot some times. And so, we're meeting with the kids next week and getting a bar. >> Come in, come out type. >> Kind of like a soccer ball. You come in with a soccer ball, you leave with the soccer ball. >> Yeah. >> I love it, too. They're young. They're they're employing, you know, their choice and voice early and they and they created their um presentations and they they're so polite. they go, you know, we know we might not be able

073to do this, but we just wanted you and and they're they have compelling information, >> but the cool thing is about it is that they're doing the research and there might be times where they really want something, but find out that, oh, maybe this isn't a good idea and that's okay, too. >> Yeah. So, it's a great learning experience for the kids. >> Awesome. >> It's great. Thank you. >> Thank you very much. >> Great. Great job. And I know we've been spending a lot of time talking about the standards, activities, and the different project based learning. I do appreciate you showing off the project learning students are doing to meet competency. And I also really appreciate you turning this video around so fast. Greg and Heather are gearing up to actually bring students here.

074So you put this whole video together in a pretty short >> actually at 4:20 today. It was still being put together. >> So I mean just the time that you turned around knowing that you were going to move from a student presentation to a video. I really appreciate you turning that around pretty quick. And as Jamie, I was just going to say she and I are commenting that just watching the students, you know, they were chatting, but they were engaged and were answering the questions and and doing it, you know. >> That's a big deal. We have to get students talking about their Yes. Everybody needs to talk about their >> Yeah. But it's focused talk and it's val. >> I just think that I was really impressed. I always love this but um how

075much artwork though they are meaningfully incorporating and you know we know all the brain research about how important that art side is but also having it well displayed yeah you know because I think when kids walk through buildings and they see okay themselves you know of like their contribution um >> I think they just have a higher regard and respect for it and so there's less likeliness of wanting to vandalize walls you feel good about you spaces and so I I think that is just a great thing. >> Thank you. Well, thank you very much. >> All right. Here's what it is in a nutshell. Because I've already been telling kids about it. I'm like, "Get ready." They're like, "You're going to take our phones, miss home." No, no, no. We really see a need

076to work with kids on teaching them how to live responsibly with technology. What we've noticed in the last year and a half is a huge uptick in students being on their cell phones, AirPods in and causing quite a disruption to the learning. It's just terribly hard for them to engage. So how this all came about was when I took a team to a high school in Kent and we were really there to look at co-eing and building thinking classrooms but we kind of noticed that there were no cell phones out and these were junior high and high school classrooms and so I asked the principal how have you done this and the four principles in Kent got together and drafted here's what we believe to be true in the Kent school district and it just

077really as simple as away for the day. But what I like about it, it's not teachers taking the phone from kids because something that we've talked about at the high school is for so many of our students, that phone is their most prized possession. So teachers are not going to take it from kids. What this is simply is that your AirPods and phones are put away in your backpack during instructional time. You can be on them before school. You can be on them during passing, lunch, and after school. But when your teacher is trying to lead you through activities, as my phone calls, that's a good example. Um, that phone is put away. And it is really that simple. And as I've been talking to students about that, they're like, "Oh, well that makes sense.

078Airpods to them, like, you betcha." Because what do we know that those are connecting to their phones as well? And so what we've done [clears throat] at the high school, we haven't deployed them yet, is if a teacher sees that a student's phone is out, the student puts it in a cell phone locker that's in the teacher's classroom. Teacher doesn't put their hands on it. The phone is safely stored and then that way we know that the student is not on the phone during core instruction time. That is the gist. And I was looking at the board policies that currently exists and it's very similar. It's just really all what we're proposing is explicit instruction and direction around keeping those things stored and put away during the instructional time. >> Looks like it follows our

079policy completely. [clears throat] That's why I had to add the policy. Not completely because it says on there that the that if they believe that it's being used that they have the right to confiscate the device. So I don't think that that's really what we're trying to practice here, right? >> No, >> maybe that wording needs to be changed. >> It would be explicitly taught to students and here's the why we're doing it. And as I have informally talked to students just to gauge, you know, freshman all the way to seniors. Um once they understand the why, they're like, "That makes sense. Once they understand, we're not grabbing your phone or your AirPods. That's not what we're going to do. But we are working with you and teaching you to interact with technology in a

080healthy way. >> I think it's a responsible and respectful way to do it, too. >> Right. >> Yeah. You see what I'm talking about in >> No. Yeah, I do. And I think these are for the extreme case of which the school has to take drastic measures in order to keep kids. >> You wouldn't want to remove the option to do it. Yeah, that's not your intent of how it would be. >> But I mean, I meant the first part, right? Devices will be turned on and operated only before and after regular school day. That's the portion I guess that I would assume. >> And part of what we're seeing too is when we have say office TAs >> and they're sitting in the office on their phone. >> That's not what we want. Again,

081this is part of your job. We want to work with you and with parents on teaching kids to live responsibly >> with their cell phones. That's really the gift. >> Well, if we're asking them to behave in a young adult manner, it's only appropriate and respectful to say, "I'll respect you, but these are the rules for you to also." >> So, it translates to their job. It translates to the car. It translates in, you know, everywhere where it's >> more damaging than school. So, setting a precedent now is >> far better than setting a precedent when you're upside down on the side of the road. >> Right. That's what I was thinking. We have, you know, in Kent, they worked on a series of letters to go out to the community during the summer to

082prepare for the full launch. And again, that's across four comprehensive high schools in Kent. I do I I tailored those communications to Elmanize them because I certainly want to communicate with community about this isn't taking away your students cell phone. Again, here's the purpose. Here's the reason that we're doing it. And again, for the rest of this year, it' be, you know, a real soft launch. Um, but just communicating that expectation. >> Look, what I like about it, and hopefully you see the cohesion and the continuity of what's happening at all of our buildings because like this is a piece, but in January, you saw a presentation from staff members on how we're teaching students to have relationships in their learning. Um, and it's acknowledging that there is this screen time addiction, but I think

083there's also an acknowledgement on schools played a major role in building this screen time addiction. So to just come in and rip it away and force students to pull it all away without understanding where the instructional practices take effect, how are we teaching how are we teaching the students to engage with their learning? And you can see that instructional work has gone in place to begin removing our footprint in that screen time addiction before the high school has said, "Now, let's start talking about that appropriate use." And it's actually all been part of the same continuous plan. >> I really appreciate the wisdom of seeing the phone not for just being a phone, but for most of the kids, not just even some, but for a large number, that phone is their lifeline. It's way

084bigger than just something. >> It's not what it is. And so I think there's real wisdom in not um hijacking. I mean because I think even just their brains almost cannot they're going to survival mode without without that with access. So I think that there's real wisdom in that. Um my two questions is this high school only or high school and middle school? >> High school. >> And do we have a middle school? >> At the middle school I know it's a wait for a day. Um, and so kids are supposed to keep their phones in their lockers. >> So the middle schools is already it's already more um they have fewer privileges already than that. So okay and then uh what's the thought about instructional time versus bell to bell? I mean you know

085of course we want to say well it is instructional time bell to bell but the reality is it's not maybe in all spaces. So is the expectation that it is bell to bell? >> Yes. >> Okay. >> And that just getting kids into that habit having teachers, you know, and we have many teachers at the high school that already bring kids. I need your phones and your AirPods put away, >> right? But then it's consistent because we also have classrooms where >> Yes. >> Now I'm done. I'm done with my part. Now you can go do your independent work and you have your whatever. So >> and there will be some of that and this is something that our instructional leadership team talked about. So I have members from every department. Here's something we saw

086in Kent. I hear what a struggle cell phones are. This is something we could maybe do at Elma High School. What do you think? >> And then they took it to their departments. And I said, "But it has to be every staff member, every parent, every teacher, the alternative school. >> We can't have environments where some kids are on their phones and some are not. >> It's going to be a building lift. Are you ready to do the lift?" >> Yeah. And they're like, "Yes." >> Yeah. >> Inclusive. >> Well, it's a hefty lift. It is. >> I mean, even what you're doing is still going to be a hefty lift and no matter what, doing anything with everyone is a is a hefty lift. It's easy to get pockets, right? But to really get

087building wide buy in, um, >> I commend you. >> It's going to be great. And again, it's just >> once I told kids, it's just us during instruction. It's okay. You're not going to rip our phones out. No, that's not our that's not our property to touch. >> You know that you [clears throat] go to practice, can't have your phone at practice. I mean, could fall out and get destroyed. >> So, that that's the we'd like to do a soft launch sooner versus later because it is such a problem. I could have pulled up discipline data for you and showed you the number of discipline infant fractions right around the stress that it takes off of that needing to do that all the way around. >> Yeah, I think we know it's a real problem.

088Screen time is a real problem, not just phone. >> Yeah, >> we should launch a community while she talks. environment [clears throat] where we get kids that are arrested because only their cell phone was taken away and their reaction to that >> this has caused them to become >> Yeah. It has a different hold on people differently. So it's effect can be tremendous as opposed to somebody where they can put it down instantly and the other person can't. So yeah. >> Okay. >> But you'll have to have good models. >> Yeah. of that behavior of that to for the kids to follow and that might be a task in itself. >> Whole thing is going to be just such a heavy lift but I just the benefits going to be remarkable and I will be

089you know talking to the principles and Kent like how did you do this because it is a whole building and they did it in four buildings >> as we all four have our phones out. >> I mean you know it's a whole world it's it's how we all function right. Yeah, but there's I mean there is some wisdom. I mean not saying that we don't probably have too much screen time, but there is >> some adult that comes with it, right? Putting it away, not doing it appropriate time. You know, there's there's that portion, the adult portion. Whereas a kid >> doesn't necessarily have that, right? >> Right. When to put it down or or to start watching, you know, hey, I've looked at my phone five times during our conversation. Really not paying attention.

090Yeah. >> Right. >> Yeah. [clears throat] when it's really hard the emotional hold it has or expecting the their emotional intelligence to be able to catch up with that need and that addiction would you you know that's >> there's no >> that's that's major sometimes way around it in my job and I know I have to have it out >> so >> no we support you >> if we if we hear otherwise we'll >> and I'm happy to talk to all the parents >> this stands so firmly behind this and I've seen it in other places where it's had just a real tremendous impact. So >> I feel like presenting it obviously in the same transparent way you're saying like these are not ours to touch any of these things. We want to be kind

091and respectful and and I I think that's the easiest way to do it because the first thing parents going to do is like you do not have a right and they're right. >> Yep. 100%. >> Right. >> Awesome. Thank you you guys. >> Thank you. Have a good night. >> Thank you. >> Thanks for sticking around. >> Don't float away. >> No kidding. >> All right. Hiring checklist. Yeah. Don't forget that. >> I didn't get one. >> Oh, okay. Thank you. Okay. One or one or two and two. So there they're together. >> Oh, yep. I see. Okay. So, we got one. Maybe I grabbed it on the back. Okay, there we go. Sorry, >> I didn't see it. >> So, this is where we are right now. We have the extracurricular kind checklist and

092the classified checklist. We don't yet have the teacher PTO checklist done, but these are the drafts that we have that we think are complete and captured your thoughts. Open. You don't have to put a union notice on the ESP but >> what do you mean on notice of the posting of the position? We do have to do a union notice that the position is posted. It has to be posted at the building internally for >> I don't know what you're talking about. I've not seen >> but so we didn't do the contract on it. We just noted the like the day it got posted internally before we moved to the day. We didn't know the contract date the contract language. >> I know it's >> Yeah, I see it on one on both. Is it

093is it needed on both? >> If it's going to be on one, should it be on the other also? >> Um, yeah, I would make a note. I mean, because one it's a courtesy posted and the other one is required to be posted. >> Okay. >> Oh, so it's part of the contract is I get what you're saying. I get you know part of the contract. Okay. >> Yeah. ESP it's contracted. I mean it's going to be the same in the teachers union as well. The association >> has to be posted internally in the building for x amount of time before it can go external. >> That makes sense. >> Unless has to be done separately. ESP can be concurrent. >> Yeah, that was that was the clarification. Thank you. >> I do know that

094much. >> See, you knew it. You didn't even know you knew it. accessing all that little piece of information. >> Hey, I'm surprised. >> Um, on the extra administrator, extracurriculars, administrator, >> what are we looking right here? >> Administrator, extracurricular. It's >> the administrator. It's administrator because it's the form the administrator needs to fill out when they're doing the hiring and then it's the different target. >> Okay. Okay. Um, on the selection compliance. So the first would is would have to be if it comes back as a no it's a problem right that so it would have to be yes it would have to be met right >> and the second though does not have to be yes or no I in my mind I don't want to have to be responsible >> says that

095if it's an equal if we're saying they were they were apples to apples candidates if one is internal they have preference so >> but they have preference refence, but they don't but they're not awarded it. Can we just go through that? >> So, it could be a yes or a no. Right? And so, for for me, the only thing about these questions is I want to know that I know that they that if it was a no, it's okay for it to be a no or if it's if you know like like I wouldn't know this off the top of my head. Do they could they be hired if they don't currently hold first aid and CPR? Like what if they were can be scheduled for >> they can't begin until they do >> but

096we could hire them without it. Right. So like on that one yes or no's fine but I wouldn't necessarily >> they just can't start until we get those. >> Right. So I I think in in my mind I was almost thinking these would be things that like we would be able to look at and and know for sure based on the right answer because there would be a right answer. Um, >> are you saying instead of having a yes no to mark that this had this has been checked? >> Yeah. Well, I guess because in some way I don't like first aid CPR if it was circled no. If I didn't know contract, I might be like, "Oh, I guess we this is a good hire." No. Do you know what I'm saying? or like

097on the the other one um the the support personnel where it says the um candidate meets the minimum required post and if not prior associations required. Well, I would want I guess I would want to know >> did did it actually were they actually given prior approval. So the only thing for me is I thought we were trying to decide as a board almost, this is the wrong word, but almost a mindless we could visually see, yep, it's all been met. Not that we would have to decipher >> if the conditions were um correct. I don't know. Help me out, Bernette. >> No, I get what you're saying because you're saying like if >> if they didn't meet the requirement and we still hired them, >> did they have to meet the requirement? I didn't

098read the permit. What was the, you know, like how do we how do we do that? >> How do we make it simple? I never saw them. >> Even though I know what you guys are looking for, but I hadn't seen them. Okay. >> They were given I guess Friday after I left from work and didn't go through. >> Okay. >> I would like time to bring them back. >> Perfect. Perfect. >> After I have gone through them. >> So everything for you is Yes, it was done. Yes, it was done. Yes, it was done. If it was then we hired >> or even if it was not applicable, you know, whatever that's what I'd like um >> couldn't there be a spot on there that just said, you know, if >> references were checked,

099>> references are checked and >> I'm not saying I want to be brainless, but I I I don't feel like we're going to be the best keepers of the >> and I feel like the people that are doing it are qualified enough to be able to say we have done this. Yes. I just we just want to know >> and would like us to take it down to what they need before they can be hired. Um I mean we might keep Do you want us to keep things that need to get done before they can be like before they can actually start? >> I think that could be a note in their hiring. I don't know that we need >> but we're not going to prove it. >> We don't need those. >> Some you

100could just change to if no give a reason >> process that yes it was followed and they have all of these >> that is exactly what we want to be able to say. We know that that was >> so it's a very visual, straightforward, quick look at, you know, it was done. It's just that >> and I don't think it needs to be different forms. I think you could have one form. >> Yes, >> I believe. I mean, we could >> I kind of agree with Jamie because it could almost be this this one is not applicable for in district or whatever it is. But yeah, I think that >> I mean I appreciate the time to like really categorize it >> with stuff like this. I think this is he wasn't sure to understand

101what we really wanted. >> Okay. >> Um >> I just went on a hold of somebody's higher if we're like well it says it's a no and we don't know if it was supposed to be a no is okay >> or is that no going to get us in trouble. >> Yeah. >> Well, a lot of these usually have a yes or a no and then if no reason like Yeah. that type of thing. But whatever, >> it's a great start. >> Maybe we can leave a comment section. So if there's anything unusual, >> yeah know about it. >> No. And this is the reason why. >> Thank you. >> That is all right. Any other questions on that? >> Thank you. >> Uh AB report. Jeff, >> mine's [clears throat] boring. Uh we do

102this every year for the uh two pieces that were uh use scap funding to to construct. So the multi-purpose room at the elementary and then the four classrooms that are on the end of the high school. Um not a lot of ch like year to year I don't see a lot of change which is good you know we're maintaining it and uh it's degrading with time but that is slow pace so that's good. Um, I actually did I boosted the grade a little bit for the elementary uh lunchroom because we did get a new freezer and we got some new hot cases. So, that was one of the things that had marked it down a little bit before. So, I brought that score up a hair. Other than that, no real changes and I got

103got everything submitted through and then after I report I just got to go put in the report. We're good to go for that stuff. I I don't think we're due for a BCA until 2028. So, that's good. I thought it was this year and I was kind of freaking out and then when I got on 2028. So, a couple more years before we got to bring stuff together to to redo it, you know, outside. >> Yeah. Other than a little bit of moss on the roof, paint stuff. I talked to a company today about getting me a quote for moss removal just so I had enough because it's a massive. >> It is massive. >> And [snorts] so I said to the guy, "Do you want to go to Bay?" >> Yeah. >> This is

104a big one. >> I have some photos for you took. I took aerials of all the buildings. Yeah. >> All the roofs with the drone last weekend. >> Oh, wow. >> So, yeah. >> Cool. >> So, yeah. You know, just >> rating the two best buildings that we have or the two newest buildings at least, I think. Yeah. >> Yeah. Yeah. And they and shoot, they're getting close to what 25 because we got to be born for 30 years. >> Yeah. >> So they're they're getting up there, too. >> They're getting up there. And that's just that just goes to tell you how old everything is really, you know. >> So, well, thank you. >> Appreciate that. All right. Now, the fun stuff. >> We're not there yet. >> That's another page. >> Holly. >>

105Holy. All right. Uh the 1000 policies. So, uh the 1420P we just recently redid um last year this time. So, uh I didn't see a need to necessarily put it back on there unless somebody else wants to make changes or look at it again. Uh and then, uh the 1450 absence of board member, there was no change on that one. So, unless anybody has any questions on Yeah. Okay. No questions on that. Uh public comment. Well, if you're what? >> No, it's very >> It is very quiet because it's late. Uh [snorts] unfinished business. Uh approval of policy 1250 students on governing boards second and final reading. >> I'll move for approval of policy 1250 students on governing board second and final reading. >> Second. >> Been moved and second approve policy 1250. Students on

106governing board second and final reading. Is there any discussion? Seeing none, all those in favor say I. I. >> All those opposed say nay. Motion carries. >> All right. Discussion and approval of policy 1400 meeting uh conduct [clears throat] order of business and quorum. First reading 1400 one. So there's some changes that you can see from WASA. And from what I can tell there's a lot of remove, but there's some added stuff on there. has to do with airsoft numchucks. [laughter and clears throat] Dangerous weapon that you want to bring to a meeting. I thought that was really interesting that they actually specifically in quotes have numchucks. >> Certainly somebody brought them to something. [laughter] >> Isn't that really excessive? >> Numchucks. >> Yeah. >> Well, I guess I I don't know. There must have

107been an incident in Washington to say >> I'll move for the approval of policy 1400 meeting conduct order of business and quorum first reading. >> I'll second move and second approve policy 1400 meeting conduct order of business and quorum first reading. Is there any discussion? Seeing none, all those in favor say I. >> I. All those oppos say. Motion carries none. >> All right. These always get me because I always look at it's like same number it's for it's 1400p because it says procedure in the name but I >> yeah right back down. Yeah. >> Yeah. Same thing. But yeah, this is the one with no objects on it. Yeah, the one's slight change. >> Yeah, clipped on sticks. [laughter] >> I checked these with other districts. They're pretty standard. There's not too much different.

108>> All right. I'll move for the approval of procedure 1400, meeting conduct order of business according. >> I'll second. So I move a second to approve procedure 1400 meeting conduct order of business and quorum first reading. Is there any discussion? Seeing none, all those in favor say I. I. >> All those post say nay. Secur that there are they are not allowed on school grounds in Washington. >> Is it a whack? >> It doesn't say it's a whack at all. They're specifically listed as prohibited weapons on school grounds or at school board meetings. They are considered dangerous weapons. >> So you can't conceal them or anything. >> Sorry, it's obviously getting >> your knuckles at home and your stars at home. All right. [snorts] Discussion and approval of policy 1410 executive uh close session for

109three. some language changes in there due to RCW. >> Is there a language change though to to what we currently are doing? >> Uh everything in yellow. >> But our current practice though of what we do, >> I think that's in addition to what we already have. I think it is, but I don't think it's anything different than what we're doing. I think it just references the RCW. >> Okay. >> As far as just making sure that we're adding the RCW in reference to our policy. Yeah. >> Okay. >> You know, we've always announced the purpose of our executive session. I feel like it's the same thing. It's just >> um I guess it wasn't in the last was the LA or obviously our last version and now is in the new WASA version. So,

110>> we'll make it further discussion. Policy 1410 executive or close session first reading. >> I'll second. >> It's been moved and seconded approve policy 1410 executive or closed sessions first reading. Is there any discussion? Seeing none, all those in favor say I. >> I. All those oppos say n. Motion carries. All right. 1420 proposed agenda consent agenda. >> Yeah. It's the wind. >> Yeah. Up to 50. >> Is it till 6:00 a.m. tomorrow morning or? >> Yeah. I think Well, it's >> all right. Let's get moving here. I'll move for the approval of policy 1420 proposed agenda and consent agenda for reading. >> I'll second approve policy 1420 proposed agenda and consent agenda first reading. Is there any discussion? >> It doesn't really apply to us change. So, >> yeah, there's not much on there

111other than just a few updates. >> Any further discussion? Seeing none, all those in favor say I. >> All those oppose say nay. Motion carries. >> All right. Uh discussion and approval of policy 1440 minutes first reading. >> Didn't see anything other than the management resources was acting. I'll put that on for updated issue. It says >> I'll move for approval of policy 1440 minutes first reading. >> I'll second move and seconded to approve policy 1440 minutes first reading. Is there any discussion? Seeing none, all those in favor say I. >> I. >> All those opposed say nay. Motion carries. Go to the order. >> Chris, >> we're off to our spring sports. We're a little nervous about coming down. Um but we're it'll get started. Um obviously kind of impacted some of the beginnings

112of it. Um and uh our next facilities meeting will be on March 18th at uh 6 pm in the um multi-purpose room at the elementary school. That one will be a lot less district conversation and more of our community members prioritizing um different you know facility based projects or deferred maintenance list. Um yeah, spring sports soft. Yeah, today's weather was horrible. It was cold outside. So, but uh tomorrow I think baseball had a game yesterday, right? And uh >> they won one last one. >> One last one. Soccer plays Aberine tomorrow. >> When is the first track is that coming up? This weekend >> should have asked him when he was in here. So sports is in full swing. >> I will say that I did drive by the high school the other day and

113track was down on the field and I was like >> it was in full effect. I thought I mean you guys have said there's a more than 100 kids out there, but when you look down there and see that many, I was extremely impressed. Yeah, we had 53 kids straight out for soccer. So between track and us when we went by the tower, there was 153 kids basically >> wandering around memories back in the good old days. >> So lots of stuff going on. Trying to think anything else uh happened this we met. We already gone through all the stuff. We met with Summit Pacific and they obviously came tonight. Other than that, to adjourn the meeting. >> All right, it's been >> a second. >> It's been moved and seconded to the meeting. Is

114is there discussion? [laughter] >> That's that part. >> Seeing none, all those in favor say I. >> I. Those oppose say nay. Meeting adjourned. Hey, that's a