001Right. We call this meeting to order. Please rise to the flag. Leg flag is over there. I aliance 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. >> Rick. Approval of board meeting minutes for January 28, 2026. >> I'll move the approval of board meeting minutes for January 28, 2026. >> I'll second move and seconded to approve board meeting minutes uh for January 28, 2026. Is there any discussion? Seeing none, all those in favor say I. >> I. >> All those opposed say nay. Motion carries. >> Approval of meeting agenda. I'll make a motion for the approval of the meeting agenda. Second. >> There's been moved and seconded to approve the meeting agenda. There any discussion?
002>> Seeing none, all those in favor say I. >> I. >> All those opposed say nay. Motion carries. So consent agenda. >> I'll move for the approval of the consent agenda. >> I'll second. >> It's been moved and seconded to approve the consent agenda. Is there any discussion? Seeing none, all those in favor say I. >> I. >> All those oppose say nay. Motion carries. >> All right. Discussion items. Focus on kids middle school. >> Thanks. >> That was kind of quick. >> It was. >> I went for five and six to happen. So, um, yeah. So, we're going to do a little presentation. We brought five rock stars with us today to kind of kind of show how it works in our school. So, we're we're focusing our instruction on students and what it
003looks like in the classroom. It's not a content area. It's not a pacing guide, but it's how students experience experience education in the classroom. And so, we're start with our math rockstars, Miss Perry, Miss Monroe, and Miss Anderson. And they're going to show you what it looks like in their classroom. Every classroom looks different, but it's still student focused. And so, that's what they're going to show us tonight. and then we'll move to the next two rock stars. >> Hi guys. Um, okay. So, we're going to start with >> put once on it. There you go. >> Is it working? >> Oh, there we go. Okay. So, all of us are working on different ways to build math culture in our classrooms. So, one of the things that we know about students, for many of
004them, math is hard. It's not their favorite subject. And so building that math culture um knowing that math is hard for many and that's okay. We're going to make lots of mistakes and that's okay too. And um we talk about math and how we use it. So not just that it's something out of a textbook that we need to get through for this school year and get a grade, but what is the purpose of it? How are we going to use it? Um, one of the things that we spend a lot of time talking about is that we're going to do hard things in our classrooms and um, we're not going to quit because things get hard. That we're going to ask hard things of them, but we're also going to support them through those
005things. And it's okay to say that it's hard and but we're going to keep going. Um, so building our math classrooms also means that we do everything with intention. Um, we decorate with purpose. So, if you went into our classrooms, you would see that we have things on our walls that matter and that have a reason why they're there. And um we use the tools in our classroom intentionally. We have consistent expectations and routines so students have that safety of knowing what's going to happen when they come into our classroom. We focus on the process of learning and um and what that looks like. And sometimes that means that our brains hurt and that our um our heads like wish that we were doing something else right now, but we're going to process through it.
006We um deliver constant feedback for our students so that they know how they're doing and um and how they can fix it if it needs to be fixed and again that we don't quit because that is really important. When things get hard, we're not going to quit. Um Rita Pearson is one of my favorite people. So I put this quote up there. Every child deserves a champion. You guys have probably all seen the Rita Pearson video. If not, I highly recommend it. Every child deserves a champion. An adult who will never give up on them, who understands the power of connection and insists that that they become the best that they possibly can be. For every student, that looks different. And in our math department, we're determined to help students find who that is. Um,
007and then what makes a difference. And so we surveyed some of our students, asked them what makes a difference, what they like about our classrooms, even what they don't like about our classrooms. And here's some of the things from their voices, what they said. Um, this is from all three grade levels, not just mine and sixth grade. Um, but we worked on this together, all three grade levels. We do it together before I have to do it myself. Teachers call in as many people as they can, not just the same ones. I can work ahead if I want to. The other teachers are going to talk a little bit more about how we are being very intentional on meeting students where they are. And so for some of the students, it means they meet they
008need more time. Other students, it means that they're going to be working ahead because they finish the standards that they're on. And so we allow students to do that independently or with support. And so um that was one of the students, uh answers is I can work ahead if I want to. I deleted out the teacher's name, but teacher makes it fun to be here, not just sit and do the assignment. Teacher makes me learn it until I really understand it. If you make mistakes, you're determined to try again because you want to do better. You don't feel like you suck at this. Even if you do, a student's words, not mine. Um, I like that not everything is on a computer. We actually do math. And then the last one is challenge problems. And
009that is from my classroom. And that's just an example of one of the instructional strategies that we use. Um, I call it a challenge problem. Other teachers call it different things, but we give them something at the end that challenges them. But if they get it right, teachers often call it exit tickets, but in my classroom, I call it a challenge problem. And I purposfully made it make it hard for them so that it's a little bit harder. It combines a few different things that they're learning. And if they get the challenge part right, then obviously we celebrate it. Um, but it gives us a starting off point for the next day and it's working. So they'll share their data, but this is sixth grade specific data that are um that what we're doing is
010working. And so this shows you I Ready scores um from the first I Ready at the beginning of the year and then one we just took at the end of January. Um these you guys are probably very familiar with these levels by now, but the um the green, the solid green is at grade level. The striped one is above grade level. The yellow is one grade below. The red is two grades below. And the striped red is three plus grades below. And so this is how the awesome sixth graders are doing, where they started at at the beginning of the year and where they are now. And so, um, we have decreased our students that are below grade level in all three of those categories. We've decreased the number of students and we've increased the
011number of students that are at and above grade level. Um, I just broke down a couple of things I have been doing in my classroom along with help from my other teachers and our math coach as well. So, building culture in my classroom is a very big thing and really hitting it hard. Uh, as we came back from winter break as class 15, it was a needed to do thing. I have data guided task and I'll talk more about that in the real world math connections because often what I find with my seventh grade is they're like well I'm never going to use this when do we use this why do we use this where do we see it and so I'm going to talk a little bit about each of these maybe okay one
012of the things I am doing is a community circle every morning and every class period I start it takes about 2 to three minutes but it's worth doing it's getting to know the students the students get to know each other and it's building that routine every day like okay now we're going to everybody knows to look for the question on the board this is what we're going to do everybody knows the expectations we stand up we share or we pass and I think one of the big things for the kids is that they're like oh it's okay to pass nobody's going to say anything nobody's going to harp on me and that is starting to build that safety in the classroom and connect it to being able to feel safe while you're doing it with
013math uh building connections. I think one of the things I asked today, what is your favorite sport? And I thought what was interesting today is a lot of kids are like, "Oh my god, I didn't know you played that sport." And you could just see that realization and that connection in their eyes, which was a huge thing for some of my kids who don't feel connected every day at school. And then we're working on communication. Hey, we don't talk over each other. Hey, we learn how to listen. We make eye contact. These are things that we do when we communicate with people. And so that is a new thing and sometimes a challenge for some of our individuals. That's just one of them. Um so as far as data driven, this is a little bit
014of a sample out of our status program. I give a pretest to every unit and this shows me based on where students are what interventions maybe at a sixth grade level they would need before they can enter that task. And so there are different worksheets, different sources that I use as well. But it's kind of breaking down, okay, if the students here, they're going to need to be challenged. They need to be pushed in this unit. they need to take things further, whether that be worksheet, whether that be outside. Then there's, hey, let's fix this, talk about this. And then right now, what I'm seeing in my classes is we're sitting a lot into that category of like, hey, let's go back over that sixth grade skill and make sure that we have an entry
015point before we do it because that is important for all the kids to feel like they have somewhere to start. Um, this is just like a sample of what the data might look like. I took a portion of my class. It breaks down the standard. How many people were missing it? I can click on individual questions and talk about, okay, well, for the seventh grade standard, okay, this is a big deal. So, when we get to something, when we get to that piece of the unit, we need to stop and look at what exactly we need. So, this is one of the ways I'm using data to drive what my decisions are in my classroom and what we're doing on our dayto-day. Uh, so this is the real world connections right now. Personally, like my
016seventh grade math class, they're really working hard on percents. Where do we see them in the world? Well, we have to be able to know with a coupon, like how much am I actually going to pay? Uh, they were amazed by the idea of a tip and how that works. Uh, so we're we're talking about this. This is some things that were like, hey, we're working on, oh, there's sales tax. like, yeah, that's where the extra money comes from when they when you buy something. And so it's interesting. Um, and the big thing right now is to put the extra zero on the end of the dollar like yeah, we go to the hundreds place value and just kind of that reminder. But these are just some real world real world things. The one thing
017I end this unit with is a realtor project. They really get to learn about commission interests, things they need in the real world. Um, and most kids enjoy this because they're like, "Oh, this is a real thing that I might actually be able to do." I have a lot of kids who think they really want to be realators at the end of that project after they see the commission piece. And I believe that sounds good. >> All right. And ending with eighth grade math and algebra. Just some questions that I'm going to try to hit is where do we start? Where do we go? and how do we get there? So, again, like Sunshine had, I have my data. Um, and one of the things that I really want us to kind of see as
018a group is that my red area is intense. Um, by the time they get to 8th grade, I don't know if it's trying or not trying or just where they're at. Um, they are very much located in that two level or even three level behind. Um, this is the first data that we had and like sunshine, this is our second data. And so, um, students have, uh, most students have actually gained two or more grade levels that have dropped behind from 52% to 40%. Um, which is amazing data. Um, like, uh, Haley, like Sunshine, we really try to make our our classroom safe. Um, we want kids to be able to answer questions. We want people to be able to feel like they can come in and find a stepping point to be able to
019try to do that math. Um, which is really exciting. Um, but that dot dot dot um, and to me because I'm not an English teacher, there's four dots. Uh, that still uh that still uh has that 42 students are still two plus grade levels behind. Um, and I truly um and I've been in this math world for a while, right? And so um seeing more and more kids either falling behind um or struggling or not coming to school. Um we really are trying to make it um for everyone. And so what can we do? And um when I found out we were doing this um I wanted to be able to share some of my students with you um but I wasn't able to have just because of different practices. And so I got some
020pictures of some of my favorite twins. Not that I'm a little bit um towards twins, but I love myself some twins. Um and this is what we do in our classroom. And this just kind of showcases different things. And so like Sunshine said and Haley said, we really do build our classrooms for learning. And so they are actually over on our standard math wall. These are every standard the eighth grade students actually have to understand uh every um year and they on each one it actually showcases how many quizzes we've had on that one standard and when we've come back to talk about that standard and so they're actually having a standard conversation of oh well I got my oranges done or my first quarter's done where are you at and they're having a little
021competition of where they're at and that's kind of exciting. We also right next to that underneath of that the kids are able to to tell you uh what standards they're not best at. And so right here we had practices of assignments that um that of the tests um or of standards that they're trying to get. And so those are more practices that they can do independently. Um like Kaylee and Sunshine both said, we are really trying to make it independent work if we can um to help those small groups but also get everybody what they need to succeed. Um, also with the retest and practice test, I'm going to jump in kind of with Sunshine. I know she had a lot of student voice, but she also uses Con Academy in her her classroom, which
022also builds that standards. Um, and so kids can go back and retest if they didn't like their score and they can go back and do a practice, which is also really great. Again, having vocab up, being able to show the vocab that we're actually doing, using visual aids within the classroom. Um, we also make goals and that's one of the things I would like to share with you. I asked her if I could share her folder. This is um in my classroom. They all have their own math folders and so if you'll just kind of look pass it down. Uh within that folder they have uh their ticket to actually state tests. They've already taken four practice state tests in my classroom. They're only 10 about per uh test 10 questions. Um but they they
023are getting to know or understand where they are on the state level. Um, [clears throat] it also daily they make goals. They say, "Are they making those goals?" And then that very first sheet is just their diagnostic data. They're actually graphing. What was my diagnostic number one? What was my diagnostic number two? And what is my goal for diagnostic number three? And then the very last thing after we make our goals, we use also success maker. um that is our individualized program that students get uh what they should need for their individualized learning. Um with our math coach Ben Arnold, uh we've been able to also not only use what we did last year because last year I was able to talk to you guys and show you some success maker information or data. Um
024but with him we're able to zero in on the standards we're teaching the students. So I'm not teaching my whole year, right? and letting them pick from, oh, they're going to talk about geometry and then a little bit of algebra and then a statistic. I literally can say we're talking about solving an equation. That's all they're testing on. And so it can be a lot more specific which helps us as teachers. Oops. Our goal and um all three of us and I feel like this is a very strong team. We want to inspire lifelong learners when we we want to create the best transitions because that's what our life is, transition. We are transitioning students from the elementary school to our middle school. We're transitioning students from being little kids to to teenagers. We're transitioning
025them from here to the high school. And we want all those transitions to be good transitions. Um we are here every day trying different strategies to promote all learners to understand and withhold their information onto the next level. We're trying to say, "Hey, this is important. It's not something that you just need now. You're going to need it next year. You're going to need it the year after. You're going to keep needing it. Please put it somewhere that's important." Um, and I appreciate I just personally want to say I appreciate my class sizes this year. Um, I am able to actually make some groupings that I haven't in the past. Um, and I just truly that is a big deal. Um but I am truly still concerned with um without further interventions to really help
026those struggling students that are 2 three years behind of where I am. Um I can only do so much with 26 kids in the classroom. And so I really want that um tier one and tier two uh different uh buddying that we can have some more interventions. I >> think that's it. Any questions? >> Just out of curiosity, what was class size? I feel like it's a better number for you. >> It is better for me. Um I know sixth grade had some interesting things at the beginning of the year. Um but two years ago, um when I had quite a few students that had IEPs and things of that nature, I had 36 kids in one of my math classes. Um, right now I have 25 and about 25 to 26. That's my I
027feel like special number. Um, 28's about my limit where I feel like I can't connect. Um, but my algebra class I have 32. And if you'd let me have 36, I'd have 36. Um, and so it's truly what each student needs. Thank you. And we really would also love to express the hand out if you guys would like to come in and look at the data or look truly at what we're doing in the classrooms. We have an open door. We also would love you just to come in and have a conversation with us of what we're trying to get accomplished here. >> Thank you. Thank you for your hard work. >> Appreciate it. >> Great. Speaking of of interventions, our next group is going to be some ELA. And so because the special ed
028qualification model is going away really soon, we have to learn to do stuff different in our classrooms. And that's where our tier one interventions are coming. So our next two rock stars are Genesis Neros, who's our reading specialist here on campus, and Peter Green, who's the ELA/social studies teacher and guitar lesson provider [laughter] for after school. Um, they're going to show you how how they use tier one interventions in their classroom and what it looks like for the students where they focus on the the intervention for the students. These tier ones are not pull outs. Students don't get pulled out of the class at tier one. It's stuff they have to do in the classroom amongst all their other learning that that they're going to show us how they model that. So, next two rock
029stars, right? All right. So, I'll introduce myself again. I'm Peter Green. Nice to meet you guys. I have some samples here. Don't look at the second page, just look at the first page. These are from different students in my classroom from probably about six weeks into the school year. And what I asked them to do was to take a scene from a story that we'd read in class and then rewrite it from a different character's point of view. And then um as you obviously this one here is an extra one. Um as you can see, some of them have one word responses. It's the center column. So the part B is where they try to do the point of the different person's point of view piece. Um some of them have one word, some of
030them have kind of a sentence and then some of them have se like one of them has several sentences. Um and so obviously for the sixth grade standard for the sixth grade level that's not super ideal. Um, and then I met Jen, and Jen is awesome. And we started to brainstorm and plan and figure out ways that we could be creative in the classroom. Um, to from my teaching perspective, throw a net out of differentiation, try to catch as many fish as possible. Um, and Jen has prepared a really cool station to do today with you guys to model what we do in the classroom. >> Yeah. So uh if we have stations to do more pointed practice for each of the standards that we're he's working on from the actual units of the curriculum.
031So we're basically diving into the curriculum to do it. So this is just an example. It's kind of a funny examples but about school district. So you guys are going to get to work in groups. You guys can be a group. Wait, we'll do tables. You guys be a group. You guys be a group. Okay. And then you're going to do you guys will be station one. You work together. You guys are going to be station two. There's the vocabulary to help. This is part here that you guys are going to take the cart and these are your headings. You're going to talk about how they Okay. Go ahead and start. >> So, just to show how loud this looks in the classroom, I would be encouraging you guys read it out loud with each
032other. You guys are in the same group, so you can actually like take turns and read one section at a time together. >> So, that's station one. So, you're going to do that next. >> Oh, we don't need to take We only need this. >> All right. So, we've got these big ones here and we're going to read these cards and where we think >> Washington when students do programs such as things that the board does, right? >> Okay. Make sure you can >> justify your events like schools. >> That's where you come into [laughter] one. >> Sorry, from the very beginning. Very first question based on what we read. What is the main idea of the passage? So what is it mostly about? And so from the three options available that's awesome you guys.
033Way to notice that it's great. >> And then another thing >> some students are very independent. I encourage that independence and some people I stand around a long time but I point it out as we go. But >> yeah, right like that. Yeah. >> What about helping goals? Yeah. And would that be >> because that could be a debate, right? That could be that could be argued that it's burning students, right? Yeah. >> But it could also Yeah. So, you're gonna have to >> decide which one >> already. [laughter] Let me interview the last girl. Stand back. >> Don't It's like >> we're doing a vocabulary word in context. So we would ask the students, right? >> What is this word most needed? [laughter] >> You guys have we have a couple more minutes and
034we're going to switch. So if you need help, this is the time to ask. >> Anybody need an extension >> activities? No. Get the last question. Number four. Number four. Okay. What are you guys thinking? Underline or do we write it? >> Okay. Thank you. >> But you can discuss it first. You you can do it on your own, but you can also discuss it. >> So I feel >> All right. All right. You guys got to have like 30 seconds to finish your sentence. >> I should say your favorite stuff. Switch them all together. >> And with you switching this up, I'm just going to point something out to you guys for a second. >> Love it. Thank you. Oh jeez. marketing. >> As we do this and we rotate around the room, it's
035really good formative data because you get a really really solid idea of what your students are understanding based on the conversations that you're having with them and the feedback you're getting like real time each other >> and they're having with each other. Yeah, >> this does encourage a lot of student talk. >> Okay, so we'll do the second one much quicker [laughter] >> just so you guys get an idea of the other side of it that you guys are these are um vocabulary that we talked about before, but it's just a reminder. each if you want and the basically using these as your categories and these we're making decisions about where how you think it can you might want to give some to each of you so you guys can have discussion about Okay. So,
036>> let me write them down. >> The government trade is so >> so some of them might fall in a couple categories. That's okay. Sure. >> Argue about it nicely. >> Makes decisions about school programs and budgets. I feel like it's governance handsome. And then you can say your thought and like work it out loud. You don't ask me and obviously you don't have to but like I'm just saying like that's what I would be doing with my students. >> So what do you notice? What are you guys thinking? And I would look and I'd be like >> that's amazing. >> It's like you already underlined you already underlined a sentence that like >> that um supports that in the main idea. That's >> and then um when you're done with it. >> Okay. I
037got to download it. >> It's like, >> well, it's open. >> Well, that's where you're going to write it, right? Once you guys decide [clears throat] >> an executive, >> okay, this seems to be right here, too. Do you think it's also perspective? >> So I think this is an >> is there one that you think might be better based on your discussion? Oh, I mean >> you guys are good. >> Absolutely. Look at that. >> Okay. >> Thank you for being great getting picked in our little experiment. I appreciate it. >> So, what I would do with the students at that point is um I mean we moved around the room. We listen I've listened to their conversation. Um I've had interactions with them. Then I would collect the papers that they reported stuff
038on and um that would let me know like what I need to do next, right? Based on what they're able to um so just with these um station work in my classroom is about 40% of my instructional time. So it's two days a week that we do that. Um but with the station work, what I noticed is that um students are really grasping the concepts like really well. So if you guys want to, you can look at your next page. So I handed out that packet and you can see the difference in the responses. Um the product is totally >> So you each have a different student. They could share them. >> You can see what's the difference between the front and the back. >> Yeah, you can like >> you can pass them around.
039Each of them is a different student. Yes. >> Um they're okay. So everybody did >> not everybody. Not that one. No. No. >> Are we trying to get We're trying to get them mixed. We're trying to get them mixed. >> What about farting? >> Yeah. Well, >> there was a sixth grade. >> There was a nurse in that story who farted a lot and so a lot of them rewrote that >> like that part of the story. >> Yeah, you're right. >> Yeah, >> it's a real story. It's wonder >> good good stuff. >> Oh, wow. Oh, much longer than that. >> But the sheer the sheer volume of you see first page one >> and then you can you get at least a full paragraph in the second >> Okay. All right, guys. So
040the next thing that we have for you to look at is um when I talked to Jen initially we identified five students of concern um that I would say like traditionally I would maybe request like labs um so everybody has those. Um and I love having support. I love the partnership that we have and you see the results there of what they were able to accomplish. um those five students um a growth range of about 39 to 55 points through all of them. Um if you look at the second to last category it shows their vocabulary growth and then at the very end it shows their like overall comprehension growth. Um so it's like really happy they worked hard like the effort was there on their part and that makes me happy as a teacher.
041>> We did some extra targeted interventions with them as well. Yeah. Um, so those who needed some building blocks in reading, uh, we were able to give that instruction as well during the station time. >> Yes. >> So, Jen's >> inside the classroom. >> Jen, yeah, >> I was a station. >> Something that Jen brings to the table that I really love and appreciate is that um, I mentioned earlier that I throw a net out and I try to catch as many fish as possible and Jen gets very specific with the needs of a few students as well and is able to meet their needs in the classroom, which I appreciate. I think that's awesome. [laughter] Um, if you guys open these, you'll see um my two classrooms broken down by students and their reading
042levels and like where they've moved to. Um, and at the bottom there's some bullet points about what this shows like for the third period and the fourth period. Um, diagnostic one is on the left side, diagnostic 2 is on the right side. Shows you the change in numbers on the very far right. tremendous growth in one >> yes one semester basically and this is the kind of growth we'd typically see in a year maybe two years. It's not even typical growth for a whole school year. So it is really exciting that we gotten so much growth with we >> got all the change of our type of instruction all of our students out of the second grade which is awesome. That's really exciting. It's >> very exciting. >> [clears throat] >> just if you have
043any questions and you have any answers to get >> I don't have a question but the collaboration that you see and the excitement that you guys have is it means a lot and to watch it come out in real data and in real time and play out in a shorter period of time than you guys have got to give yourself a big pat on the back. That's a lot of work, a lot of lifting. >> It's It's truly been a really cool collaboration and it's really exciting to see the results that it even surprised me. >> That's very exciting. >> Wow. >> Yeah, that's awesome. >> Oh, it's it's good to see that the pointed interventions and the change and stuff making difference. Absolutely. Any other questions? Any other questions? >> Thank you much. >>
044Thank you. >> That's our presentation. >> Everything. >> Thank you very much. >> Everybody talking and uh showing us the changes there is pretty good to see. >> Yeah. >> All right. All right. >> All right. Uh 10,00 policies that are in discussion items. Uh 1230 board of directors. It there's we don't have to do anything. WAZA doesn't have this. We have it. There's no real changes. I don't know if anybody has anything behind it. straightforward. Actually, most districts that I was looking at had the exact same thing. They didn't they didn't change it other than their header. So, um I don't think anybody wants to do anything. We can just leave it alone. Uh and then well, 40 committees. It's very just basic and most districts have this the same paragraph very generic so
045that's why they're on discussion because I didn't think that anybody want to just so >> yeah so all right anybody have any questions on those >> other than thank you for going and voting other districts and having that to compare it pretty proficient about going around and looking at the other policies. I don't know if that's a good thing or a bad thing, but either way, >> uh, okay, public comment. We have anybody for public comment. All right, unfinished business. Approval of policy 6212, charge card, second and final reading. >> The approval of policy 6212, charge card, second and final reading. I'll second. >> It's been moved and second to approve policy 6212 charge cards. Second and final reading. Is there any discussion? Seeing none, all those in favor say I. I. >> All those
046oppose say nay. Motion carries. Approval of project manager for RCO grant SCJ Alliance. >> It doesn't say it in there. I had to write it down. call again. >> I'll move the approval of project manager for RCO grant. >> I'll second. >> It's been moved and seconded. Approve project manager for RCO grant SCJ Alliance. Is there any discussion? >> Seeing none, all those in favor say I. I. >> All those opposed say. Motion carries. >> All right. New business. Approval of VIBA agreements. I'll move for the approval of VA agreements. >> Second. >> Move a second to approve uh Viva agreements. Is there any discussion? Seeing none, all those in favor say I. >> I. >> All those opposed say nay. Motion carries. Uh discussion approval of policy 1250 students on governing bodies first reading.
047Move to discussion approval of policy 1250 students and governments questions move and seconded to approve policy 1250 students on governing body's first reading. Is there any discussion? Do you have anything other than it's just got the the wasa changes in there? There's a couple >> the board changed this policy. Okay. So to include more >> reps. Um entirely up to you if you want to change back to last time. >> Okay. So what I was so there's a lot to unpack here. Actually I the more I read through this actually the last few nights I was wondering if we wanted more time to to necessarily discuss it. Now this is the policy. This isn't the procedure. So, >> um, we could keep with the two or the four and then write the procedure accordingly. Um,
048I think our procedure needs to update. I know we went through this before, so I don't know how much we want to change it. >> Do we want to leave it open for the up to language? I mean customarily I think we've taken that I can think of fast but if we are expanding change I don't know how that works and I don't know how everyone else feels >> we're a little in flux right because I started the advisory committee >> and we don't really have any representatives right now obviously um so it would be nice to get representatives out of that advisory committee at some point um it would be nice to have I'd like me personally would like to see um uh somebody from this building too would be eventually not just the
049high school but that's me. >> So if that's the case then we might want the ability to go up to four rather than two >> and it doesn't hurt us to change it. >> No. And it's an up to four. So it just gives us flexibility. Absolutely. >> Yeah. >> So do we want to do we make a change? You want to amend that? >> Yeah, we can amend it if that's the only change. Otherwise, we could just table it and then rewrite it and bring it back for first reading next time. >> I I I agree to that. I think um I would like to amend my motion to approve. Can I do that? >> We can just fail it. >> Okay, let's do that. Okay. >> Sounds fun. >> It does sound fun.
050Uh is there any further discussion? All those in favor say I. All those opposed say nay. Nay. >> Motion fails. All right. Now, now you can >> you can table it >> or actually No, it's failed. So, we can bring it back next time. So, yeah, that works. >> That ship. Okay. >> Offense. post procedurally next basically this the same thing well instead of going through all that again um I'd like to table discussion and approval procedure 1250 students and governing board's first reading until we have amended our procedure I'll Second. >> Then move a second to table u approval of procedure 1250 students and governing body first reading. Is there any discussion? Seeing none, all those in favor say I. >> I. I. >> All post say nay. Motion carries. >> Yeah. I you
051know like we've discussed before about these. I just figure I'd bring them and then if we get to the point where anybody's uncomfortable with something, we table it, bring it back. It just makes it a little bit easier because if I put it on discussion then we go basically um yeah almost a month >> before we come back to it. So >> uh reports go to the order. Um I would like to thank uh our Elma voters for showing up big time. Um I think right now we're uh ahead 50%. >> I'll chat it while we're talking. head and it's it's a huge support. Um you know Olympia has tasked us with a really tough thing to do since the McLar decision. It's been tough to run a district with the money that Olympia gives
052us without the money that our community contributes to our students. So we really appreciate um everybody's uh voting this time around. Uh I'll find that really fast because I had it open. or I won't one or two. Um but who while going around reports who went to the pack the gym? You want to talk about that? >> Yeah. Uh literally a packed gym. I I was trying to count and I think I asked Eric, give me some boy math. How many how many kids do you think's over there? Um I think our students should have had to have I would say 225 to 250. I mean a huge the >> display of our students and um and also of our community. I actually was really impressed with how many of just our community at large
053who don't have kids in you know participating but just being there to be part of the whole experience. And um if you if you were lacking hope about the future um that should have filled up your hope tank. It was incredibly inspiring to see the goodness of our kids. So huge. They ordered 65 pizzas and mayor told me, "Mom, we ate all the pizzas but two slices." I'm like, "Well, that is a lot of pizza you all went through." Um, but just had a great time and um I think I think they left feeling um incredibly proud of who they were as students um and peers. So that was >> photos looked amazing. Last year was amazing. Big shout out for Hope for coming up. Um and uh >> uh >> participating in our pack
054the gym. That's great to see the two communities uh >> smiling and stuff like you can see, you know, some of the basketball players. >> Yeah. Throughout the coach, the two coaches obviously were the referees. That's pretty awesome to see. Everybody smiling. >> Uh just the photos were awesome. I just couldn't unfortunately get there personally, but >> a big thank you to the Daily World for really they have covered this very well for our harbor from the start of it and um that's very much appreciated. They've done a really excellent >> and I would say I mean the environment lent itself to being a good sportsmanship posture, right? But um we were at the Monoseno game against uh the boys basketball and to have our >> I mean there was some grown-ups in the crowd
055that were struggling to um [laughter] have the same level of sportsmanship and for our boys to um have the character that was noteworthy enough for the Mona Police Department to put out a shout out to them. It it was to me that said a lot. Um because those are really hard moments to have your character not >> yeah, >> you know, kind of get ruffled. So >> kudos to both teams. It was a It was a fabulous showing. So proud of them. >> So I did get it to finally pull up. So we're currently say at 55% of 45. >> Um so >> 44 point. You gonna say 45? Yes. Okay. I rounded up. Okay. So looking good all around. So again, thank you very much. Anybody have anything else? Uh future agenda, next time
056we will be working on our strategic plan. I believe March 11th, I think Dr. Campbell is I think she's going to be here. That's the impression that I got. So she'll be working with us as we start to kick off our strategic uh planning, our strategic planning. We'll also have uh outreach to staff and students as well as the community. So hopefully um that will that will flourish and we really look forward to that. I know personally that's a big portion of the strategic plan for me is outreach to staff and students in the community so that we can get your your input and that maybe we can put that all together and have a plan going for forward for the next five years. So with that I don't have anything else to report on.
057>> I'll move to adjourn. >> Been moved in a second to adjourn the meeting. Is there any discussion? >> Seeing none, all those in favor say I. >> I. I. >> All those oppos say. Motion carries. Meeting. Sorry, I was gonna stop for a