001I call this meeting to order. Please rise for the flag of the United States of America to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. Right. Approval of board meeting minutes for November 12th, 2025. >> I'll move for the approval of board meeting minutes for November 12th, 2025. >> I'll second. >> Been moved and seconded to approve board meeting minutes for November 12th, 2025. Is there any discussion? >> Seeing none, all those in favor say I. >> All those opposed say nay. Motion carries. Approval of meeting agenda. >> I'll move for the approval of the meeting agenda. >> I'll second. >> It's been moved and seconded to approve the meeting agenda. Is there any discussion or changes? >> Seeing none, all those in favor say I.
002>> I. >> All those post say nay. Motion carries. >> Consent agenda. >> I'll move for the approval of the consent agenda. >> I'll second. Move seconded to approve the consent agenda. Is there any discussion or changes? Seeing none, all those in favor say I. I. >> All those oppose say nay. Motion carries. >> Number six. >> All right. Booster fundraiser class of 2026. approval of the class of 2026. >> Been moved and seconded to approve the class of 2026 booster fundraisers. Is there any discussion? Seeing none, all those in favor say I. I. >> All those oppos say nay. Motion carries. >> Right. Discussion items. So, first up on the list is unified robotics presentation. Uh the plan here was to recess for about 15 minutes and go out and watch the unified. So,
003if I could get a motion for recess. Great. >> I'll make a motion that we recess for the unified robotics presentation. >> I'll second that. Been moved and seconded to recess for approximately 15 minutes for unified robotics presentation. Is there any discussion? Seeing none, all those in favor say I. I. All those opposed say nay. Motion approved to. Trying to remember if you say we're at recess. >> We're at recess. >> All right. >> Yeah, >> we're going to recess. >> It went really fast. We're going to go out there and watch. Sorry. Oh, there it is. >> All right, back to recess. And next on the list is academic standards alignment. >> So, um I am not going to do a lot of talking because really this has been the uh work of our
004high school leadership team when we embarked on implementing standardsbased possible secondary. where we had teachers experimenting with it, playing around with it and having some success with it, which you'll hear about in a minute. And then with the push towards mastery based learning, we just felt it was time to really focus on what could this look like at a secondary level and in particular high school when we have transcripts, we have NCAA eligibility, we have top 10 validator, all the things. So again, this isn't my work, it's the work of a team. We recruited a team or teammates from every area of our school including counselor and really just started diving into what are we already doing well the Elma high school because we know if we can make this work at high school we
005can certainly make this work at middle school. It's making sense with transcripts eligibility all of those pieces we can make it work for middle school. So we did some site visits to Ken School District, the White River School District who had already been doing standardsbased reporting at the high school level for a long time to kind of learn from them and it just believed the thought. So we developed a set of standards based reporting principles that we could easily communicate to teachers to families. Um this is what we believe learning should be should look like on a report card that rage with black cabins of learning. That is about as simple as it gets. Where we started to kind of play around is thinking about the conversion scale. So a zero to four, how does
006that translate into a percentage or grade point average and those types of things. So again, we looked at different um examples from different districts and then you'll hear from Tim Livingston in a minute who actually has been standardsbased rating for for a minute. Um and the team came up with what could we do right now that would be manageable for staff that would be easily unders smooth for students, parents and counselors because what we were running up against is because each grade looked each grade grade book looks kind of different. It was very it was becoming hard for students to understand what was going on. it was very difficult for case managers to work with their special ed kids on how to improve and the high school staff were really stressed about but we work
007in percentages GPA and what does this mean so we kind of considered all of that and landed on this but I think what made the huge difference is having staff kind of talk at the table about here's some of the principles we've already employed in our classrooms and here's what students have uh said about it and Tim will kind of speak to that. >> So, we came up with this because we looked at some other districts and I've been doing this for a while. Um, few years ago, I really like standards because standards allow you to show what does this student know or what does the student need to work on. If I give a percentage, if I give a 72%, what does that really mean? breaking this down by the standards where you can
008say okay an approaching proficiency you're close you've made some skills you've done some things so for me it provides me the ability to really give clear feedback to my students and my students like it they're like oh now I know what I need to work on the nice thing about standardsbased it's not a one and done if you messed up on something you always have that opportunity to go back and show that you've mastered that you can do something you can do something a little bit better. My kids really like that. I mean, as a student, when I was a kid, you know, I'd get a paperback that has all that red mark. We were all there with all the red mark and you really didn't know what what you could do and it was
009like, oh, too bad. Do that next time. I think what [clears throat] standard space really does is gives that immediate feedback and then kids can, oh, it's not an all at all costs. They can go back and do it. what I'm seeing in my classrooms where it used to be task completion. Oh, if I do this, it's almost like, oh, if I jump through the hoop, I get this. Now, a standard space, it's like, okay, this is what I need to do. It's like to get to learning. So, we having better conversations about learning. And that's what I've been seeing in my class last couple years, really this year, is we're all moving towards it. We're seeing the kids really get behind it. And what's crazy is some of the high school kids are a
010little uh troubled by it because they're just not used to this way of looking at their learning at the high school level. But what it allows teachers to do and kids to do with each other is have this really robust discourse about, man, I was really hoping I was going to be proficient on this assignment. And for kids to say, but I know now what I need to do. I know exactly what skills I need to work on to get to proficiency and then having those opportunities to do it. And that's what one of uh Tim's students said so well um this afternoon is like I always knew what I needed to do to get better in Mr. Livingston's class. It was never a mystery to me. >> And if I didn't do it, I
011knew I wasn't get better. That was part of something. So then Crystal Stanley is our special education representative on the team and we got to talking. We did a site visit actually to Kent Lake High School. We were looking at co-eing. Um then we started trailing off the building thinking classrooms but you'll learn about that in January. But then we started talking about how can standardsbased reporting um impact our multilingual students and our special education students. So I just want to say uh first off, thank you Tasha for having a chance to talk to all these other schools because we've had a lot of questions. We've had a lot of what does this look like? And then I come in and I always like to ask the questions about my students, right? All of our
012students, but our students who have an IEP, who have higher needs, how do we help them? How do we how do we include that need as well? We're always looking at the bigger picture, but these students are part of that picture and sometimes they get left behind because the bigger picture still has to be solved. So Tasha, thank you for for providing that time. Um so I've I've noticed the same thing as 10. Um the beginning of the year was really really um hard for our kids like explaining this these standards and how it all works and the changes. Um, but it's been amazing. I've had students um who have an IEP that are used to just getting by. Part of that is because when they're in a general education class, it's not always fully
013taught yet. We're getting there on how that student should be graded, right? And so, um, they often get a grade because they tried, right? And that's all good and well except it's not for the student. So, we're able to in a special ed class. Now, um I've done it in different classes, but in this one, I've had students come up to me and and ask me, "What? I turn in all my work. Why do I have a D?" Well, why why should the that you turn in all your work have anything to do with the D? Right. And so, that's not what I said to them, but we were able to open up and have an amazing conversation about what a one means. You know what? A one's not that bad. You're at the beginning.
014You're a freshman. you're just starting my class or where you're supposed to be. The great part, and this is the hard part, let's put the grade aside for a sec and look at what you've done. Look at where you're going. Look what you're going to be able to do. And let's look at that skill. You need some more now, but now you have a two. You're able to do it with just a little bit of support. And so letting them know what they need to work on, letting them know that their answer of what color is the sky, the sky is blue or blue. Blue is not good. Bluesa Blue won. The sky is blue because state that claim, state the evidence, state the reasoning, having that deeper talk to get them to understand where
015it means more to them because you've got that standard involved and you can break it down. It's been amazing for my students and to watch them grow and watch them to watch them own it. It's been really really great. >> And can I just chime in too and just to airborne and here's some of the power of it. I was in Crystal's class the other day and students were reading tailtale heart. This was a tier three special education class exploring Edgar Alan Poe writing paragraphs claim evidence reasoning. You just really wouldn't guess it was special ed class and that is the power of standards. They know exactly what they need to do. >> Yeah. So whether they can read all of POE and understand all that of course we did pre-ereading talks. We looked up
016vocab and most of the time I break it down to like a third grade level, but we were talking about code teaching after we went to Kent Lake and we're like why why am I doing that? So instead we did it but we had it read aloud to us and we stopped at every every paragraph and we annotated it and I'm getting chilled as we're talking because at the end of that unit two of my students were like and Stanley I hate English but I really like this story. And I was like, "Oh my gosh, Tasha, you got TO HEAR THIS." LIKE, I WAS SO EXCITED. It was absolutely amazing. And we're seeing more and more of that because our kids are seeing what they need to do and that they can do it. We're
017showing them that they can do it. We're not saying, "You know what? Just try. Just try." We're saying, "No, give us claim, evidence, reasoning. This is what it looks like." So, that's been really, really great. And the other thing I could talk all day, obviously, you guys have heard me. Um, but uh the last thing I'll say is I also love how mastery based grading um aligns with IEP goals. Um it's really nice to sometimes when you have a student who is served in special education, but in a general education class that can happen. It's nice to be able to write an IEP goal and you could go to somebody's grade book and see what how they're doing. when I'm writing progress reports or when I'm checking on my kids, of course, I'll talk to
018the teacher themselves. What I can also see on standard 9.2 comprehendingformational text, they're getting a two on it and last quarter they got a 1.5. So, that's really helping in that way. The one thing, sorry, look at me. I'm already talking again. The one thing I will say, um, that is a struggle right now and it's a common across the state, that pass or fail grading. what are we going to do with that PRF on PA's IEP card I mean I have AP cards on their IEPs they have pass or fail we can mark and some of those kids have that so what does that mean in standard based grading and we've been having big talks around that and that's a bigger talk to include you guys in um but what does that look like
019for pastor fail so that's one of our big questions and that came up the last time and we're like let's table that till we get through this main talk but that's that next talk and I'm so excited because I've been being me loud in people's meeting about it, but uh it's important. It's important for our kids and we need to have a talk. What does ELMA stand for for that? What does that look like on our new path? And so, but I'm really excited um for the first time in a long time with all the work we're doing um to get moving in the right way. So, I will stop because, you know, I can go talk too much. >> I know, right? That's me. So, I'm going to run back out there. So, if
020anyone needs me, I'm out there. I I give a huge shout out to John Guerrero as well. Um, you know, Eric is so busy with all the things and so I feel like it's been a nice partnership to kind of marry um the technical side of things and then have John Guerrero really do some instructional leadership around as a teacher in the classroom, this is what it can look like. This is what um operationally it could look like. He's put together training videos. He's leading our staff development and making it very very manageable for our staff. So if you wouldn't mind just so we started with Skyward and Skyward at we were using is a percentage based and it just isn't mastery based. It's not standard based. So I dug into Skyward and I was
021able to create a standardsbased reporting system in there by using uh no evidence no counts for um practices using evidence no counts for evidence to show zero through four progress and then using a standardsbased um standards based column that is a percentage. It's a average of the evidences and then converted into that translation so our kids can see it. In a perfect world our kids should never see that percentage. I think that is detrimental to our students in the SPG world that if they're seeing that percentage, they're still working towards that percentage and that's not the goal. We are seeing though in my class and Tim's class is that they are looking only at our proficiency levels. My kids don't even care what their percentage is. They just want don't want to be failing. And
022we've had those robust conversations with our kids of you're at a one this the third week of school. We're barely into the stuff. Come on. We're we'll get there. I have kids that know that they'll be in a level three by middle or third quarter. We have to cross that whole entire bridge of first semester. So looking at this, the letter grade just is a hindrance for them. So as we move forward and we get into cumulative and we go into the standardsbased reporting, it's going to be nice nested and at the very end that translation will come in that percentage translation comes in at the very end and we don't have to let our kids see it. And I think that's a very key piece in this is moving forward is that if our
023teachers are together doing mastery based standardsbased reporting that if it's together and moving the kids can see where they're going. Um I talked with went to middle school and yesterday it was no percentage grades at all. It'd be nice if there was no percentage grades at middle school so they always know their mastery movement. So then when they get here it's like hey you're level one here. We already know where you're at. We know where to slide you this way. We know we know your deficiencies. So getting us all together on that realm is awesome, but Eric and I are working. I still haven't seen cumulative 100%. I saw a couple videos from different districts, so I know how it works. I understand the concepts and by watching those videos, what I created in Skyward
024this year actually coincides 100% with what's going on in cumulative next year. So my goal was when we first started this up as I was going through the grade book and as I was giving grades to kids on a zero four this calculated percentage of 75% 50% zero or 100%. Which is not mastery based and it's not even close to what we're doing here. So I said set it up so there was no counts for anything. What we found was even though we were putting those zero through fours that said no count in the other side when the kids see it, they were still seeing that 50% 75%. They were seeing those low grades again and it's triggering them to think, well, I'm not not doing my part. We don't want to see that percentage
025is not doing their part. We want them to see the meeting approaching. I know what I need to do to go to here. That percentage is like Tim said, arbitrary. It doesn't matter to them. So, that's what we're doing right now. and I put together a nice website in the beginning of summer and we're ready to move forward with ex putting more into that. However, I found over the summer that we were deficient in many things. Uh we didn't have a scope sequence. We didn't have our perform our perform proficiency scales set up correctly. And so that's what we've been doing this year. And every single late start is us going through all the pieces and checklist to get to next year when cumulative rolls out we could just go. And part of the work
026that's been so important too is this vertical alignment. So during late starts we have um grade six through 12 sit together departments so that we know exactly let's say 8th grade we have eighth grade math. Our nth grade algebra 1 teachers are going to know exactly what these kids in eighth grade math got as far as standards where they are as far as mastery of standards. Um, and we're doing the same across English as well because that was also really clear with just so many standards in the content area. Grade level teams have to decide which priority standards they're going to focus on at each grade level and then collaborate vertically to make sure the kids are getting everything they need through senior year. So, that is some of the work that's starting this year
027that will continue into next year. And what I did include in this and then I want you to talk a little bit about math is um we've also developed language for what our corresponding rubrics will say in them. So as kids are unpacking the rubrics and really being able to articulate what is a three, what is a three, how is that different than a four and so on, kids are going to have a really dialed in about how to hit proficiency or go into advanced mastery, you know, after a couple of years. I I have a comment question. Um, as we keep rolling forward and really getting a hold of this and students understanding this fully, are you finding or seeing I'm hearing what I think I'm hearing is that you're seeing a lot students
028have less anxiety focused around those percentages when they're seeing this which are you seeing that they're opening themselves to be more proactive in their educational experience? >> Yeah, I see it. So, I teach martial art and media arts, but I taught math for a lot of years as well. What I saw was kids were always trying to get that past done. And I still see it today, but I've seen some of those kids step back like, well, it was junk work. I better work harder. I know where I need to be. And that's the key is if they know where they need to be and they do that self assessment, they're learning way more. That self assessment is key because I can tell them and hit them in the head with everything I have, but
029until they make that realization and that discovery themselves, that concrete information is not in their head. So, if they're making those self assessment and making those those choices on their own because our practice is over zero. >> So, if they're not doing homework, they're just not practicing. And I equate it to them as a baseball team. You go out to baseball and you get off the tea. You get on the tea, you have a tea, you're not being graded on that. Your coaches are watching you. you're getting in the game and you're never going to get in the game if you're not hitting off a tea because we don't even know if you can hit. We don't know what you can do. You can't feel. We don't know what you can do. So now that
030zero has come to a one because at least they're showing you something. I had a kid that sat in my class for three weeks this year. Three weeks of nothing. Said he had a mental block. Nothing was working. I, you know, joked with him, did what I could. Finally, we started just, he said, I got a zero. I'm never going to recover from this. I was like, no, you don't have a zero. You have a zero percentage. You haven't done anything. Let's do this. Let's do this. You can see the little tiny movements. And if a kid can be successful in that much, they'll be successful tomorrow. But if they're never successful, they can't ever find that success. They're never going to take it upon themselves to self assess or do anything else. That kid
031is now in week 10 and working every single day. No mental block because it's doable. It's not impossible. So I think about that in the English class, the math class where it is impossible for some kids. It literally is an impossibility to sit in that class and pay attention when I don't know anything because I'm in ninth grade and I only know fifth grade. So now that I can say, "Oh, I can get this. I can get this. I can get the pieces. I know how to move to here. I can at least get a two, maybe a 1.5. It's better than a zero." So that's what I see with my kids. >> I really just have to one more time. I just have to commend the job and the work that goes into this
032because you you're redesigning and refocusing and you're also dealing with a student body who's used to coming into school and week by week you can a you can get an F and you're like I thought I had it. So kind of trying to reprogram them is is a big job on top of it. So thank you guys again for all that work. And I just want I know we've taken a lot of time, but Amanda to talk about math because it lends itself so nicely to what John was saying. When we think about mathematics in Elma High School, it is really clear our students struggle and they are very conflicted with math. And I don't even have to look at grade books to know that because I hear kids in my office like, "Oh, I
033suck at math. I'm horrible. I'm going to fail. I'm horrible." And then I'm going to have to do summer school. I mean, they just have this negative dialogue. And so Amanda's been working in standards as well along with creating building thinking classrooms which you'll get to experience in January. But I just like would like you to talk about how you're tackling that in. >> Sure. Sure. So taking away the idea of task completion in math um has opened up a lot of opportunities kind of on both levels with the enrichment and the retach of trying to meet students where they're at and moving them to that next level. Um, so I think about like in the old days when kids would come in for tutoring and they had 10 missing homework assignments, it was how
034can we get these kids through these homework assignments as fast as possible to get them the points that they need to to get to that passing level. Now it's more in tutoring and when kids come in for help at lunch or whenever and sitting around the table or going up to the whiteboards um and working on problems and where are you at? What do you understand? Okay, let's try this problem. Okay, now you've got that done. Let's try this over here. Okay, let's explore this idea over here. So, the the remediation piece of it has really grown a lot into what do you understand and how can I move you on? Um, and the flexibility in the standardsbased grading has allowed me to say, okay, this kid, you know, they were at a 50%, they
035really they weren't getting it at all and now I can see them moving up and I can even go into the grade book and um give them a couple more points to say, "Yeah, you got to a level one today. Let me give you some hope. let me give you some hope because you're it's just a level one. So, let me give you that hope that you demonstrated to me that you could do that. Okay. Now, on the quiz, let's hopefully you maintain that that knowledge. So, it's really focus them in on growing rather than just getting those homework assignments done as fast as possible to get the points. Um, with that, we've been trying to build thinking classrooms in the math um for the last couple weeks. We got a great book from Tasha
036that we've been reading. Um, and it's all about um, building them into critical thinkers and um, letting them explore the math more than giving them the algorithms and giving the steps and the processes. And because we're not so focused on task completion and giving them points for what they're doing, um, I'm able to to have more exploratory activities because I'm not worried about them demonstrating this and this and this and this, you know, I I want them to explore the math and have real life lessons that they can remember later on. did a hot dog card activity and they were able to explore that and then when we got into the more nitty-gritty of the of the math then we were able to kind of go back to that and so that that exploratory classroom
037these last couple weeks I've seen the students that were low really kind of come out and shine um because they're understanding and they're working with their peers um and the mastery base or the standards base has kind of opened that up to be able to be more flexible in the classroom because I'm not worried about getting all these homework and practice assignments and um I can kind of uh flux where they need to be. Um and then it's also helped with the enrichment piece as well of if I see a student who's they've got it down and they're shining, I can go over to where they're working with their partner and I can say, "Hey, let's try this challenge right here." And I can throw different things at different groups. So, between the the standardsbased
038and the building thinking classrooms, which I'm super excited to show you guys January, um th those two things have really married well together because um it's getting them to explore more. It's getting them deeper knowledge. Um, and it's giving those kids that in the old traditional way might have been at like a 30 or 40% because they just weren't doing any work. Um, it's gotten them into that area of hope and being able to probably pass the class because they're understanding more. >> We're on a difficult hump, Amanda. So, I just got a question for you. So, as we've been mapping out our standards alignment, new information has been coming to light. So when they're talking about task alignment, they're talking about is the class built around is the outcome built around I need to
039do my assignments or is the outcome built around I need to learn what this class is requiring that I learned. Right? And we are all adults and we've been on the job. So your boss can either a tell you to just get this stack of paperwork done and you can shut your brain off and get the paperwork done. I like to think it's talking about how in my household I refuse to fold laundry because I can't shut my brain off to do it. So my wife picks it up. She's like I can turn the show on and just fold laundry. shut my brain off and I can have it all done. I can't. I'm not lucky enough to do that. But a lot of our students are also lucky enough to be able to shut
040their brain off, crank out all of the mass amount of school work, learn absolutely nothing, turn it in, and get the grade. And that means that that's really what is our job to do. Is our job to give students piles and stacks of work to do, or is our job to give students learning that happens? Now what we realized through our standards of review audit kind of benchmark that we began looking at our students on where they are as they're coming to high school and we began mapping out what standards have been taught and where they are. And what started to become obvious is we had a serious gap and then we wanted to look at the pacing guide on the gap of the student knowledge gap and on the pacing guide and where was
041that knowledge supposed to be acquired? Where was it being taught? We found out like at the end of courses about 25% of the standards at the end of the course aren't being done. And then conversations came out, well, I'm running out of time. Like I just ran out of time, so I didn't cover the last 25% of the class. So now what's happening is is it really kind of painted a problem like how long has this been going on? It's been going on a while. So now we have math programs going, "Oh, I need to backfill 25% of what wasn't there." So I guess my question is is are you finding this process now that we can be targeted on learning now we can be targeted on learning where the gaps were when we were
042task focused on are you able to balance the back filling of the 25% that wasn't taught as you're trying to frontload the new part that you do need to learn because I know this is a problem we've come across like we can define the problem now. Yeah, I think it um so with the especially with the thing classrooms because we're not focused on um what they call mimicking um you know just copying what the teacher is doing up on the board there um I have more time to talk to each of the students and explore each student's individual learning because I'm doing far less direct instruction. So, if I go up to a group and there's three kiddos in a group, I talk to each of those kiddos and if there's a deficiency there, I'm
043able to kind of intervene in the moment of, well, what are you not understanding about what we're working on and is there a skill with this group that I need to talk about? Um, so it gives instead of me having to backfill with the entire class where maybe only half of the kiddos needed it, um, I don't have to spend that time backfilling in like a direct instruction type of approach. I can backfill with the students individually if needed or in a small group if I need. >> So move the locus control to the students having the students work through the learning that needs to happen. Not moving all students through a task alignment because that you know you have to do the homework but saying no work on where your learning is and then
044you're walking around helping out them out where their learning is where they're at and then you can provide direct help. So by really shifting the priority from did you do your work? You got to do your work. you're I mean who's where else are you going to learn to have a work ethic if you don't do this work to what do you need to learn has also made it so you can be much more efficient and it's not I mean the less it doesn't sound like the lesson planning is harder now because you've shifted the lesson locus of control to them. >> Yes 100%. And you know I'm I'm planning out activities but those activities are a lot less like me spending an hour making a PowerPoint. It's more of me spending an hour figuring
045out like what the main idea of the lesson is. And then if a student's falling behind, where do I need to go with it? If they need an extension, where do I need to go with it? So whereas my lesson before might have been hitting this group of kiddos in the middle, I'm spending the same amount of time planning, but I'm able to to umbrella them a lot better. >> And so you'll get to experience actually building thinking classroom lesson in January. And really, it's something that can be applied across every content area. We're starting with math because we really want kids to be able to talk about math, feel good about math, um, and develop that, you know, understand the productive struggle is that they're growing as learners. >> The best thing I've seen
046is the active engagement with the with the kids. Um, you know, I can think of a handful of kids right now who if I'm up in front talking to them, they're or maybe they're writing some notes, but they're not really hearing what I'm saying. Um, and these kiddos, they all have to be involved. And as I go group to group, I talked to every one of my kids. You know, I I was thinking to myself the other day, um, you know, I talked to every single kid multiple times today in this class. And I know some days that doesn't always happen. Whether I'm direct instruction or if they're doing an activity and I got 10 kids raising their hand and one kid sitting there never raising their hand, I might never even get over to
047that kiddo. I know there's days where I'm like, I didn't talk to you today. How did you do today? Like, I never got over to you. But this time, because I'm going group to group to group and talking to each of them, I'm hitting everybody multiple times, which I think is great. >> You guys get an opportunity to walk through, check your class out, it's it's amazing. I went there and did an observation. about how engaged kids were with that. Like I've never seen it. It's cool. Tons of reluctant learners participating visually like you could tell. I can get you guys books too if you'd like. >> Out of order number two. Can you someone well first I just want to say something said at the beginning and I said it was like I mean
048I knew this but just like ah but the significance of aligning what we're doing here with big high stakes things that are outside of all the school district these are still kids that want scholarships are competing no matter what no matter what we're doing here they're still competing for a scholarship is not asking what's their they're not asking this they want to know what's your GPA they're competing for, you know, schools and all of those pieces. Um, I'm just kind of curious how does how do grade checks look? I think, you know, when it's when it's first quarter, uh, or it's or even, you know, not sports, but that's an easy black and white. Um, zeros or ones, a 1.5 doesn't seem like it will serve that well. So h how is that communicated in
049relation to a grade? You know, it makes sense at the end of the year that great, by the end of the year, you got to um a a three or a 3.5, but you wouldn't expect a kid to be at a 3.5 in October, right? >> And that is part of what we're continuing to work on as leadership team and part of what you guys will need to be a part of as well. We literally have just started crafting what it could look like, not mandated, but what it could look like. Um, we know there's several pieces we need to yet consider about athletic eligibility. And I would just reach out to some that my friends in other schools who've done this at high school. How does this look when we're doing twoe grade shifts?
050How does this look? you know, at what point when we have kids applying for scholarship, do we need to translate the standard into a percentage for scholarships? So, we still have a lot to learn. We're just at the beginning. Okay. >> So, so right now we wouldn't really even though the goal is for the kids to know by the end of the year I want to be here. We don't really have a way to communicate um I'm probably gonna say this wrong, but to a parent, you don't really have a way to communicate to a parent, a student that is truly on track and working their tail off and doing all the right stuff, you wouldn't expect them to be at a three. But if we give them a score of a 1.5, I mean,
051I guess just me as a parent, I would not be okay if all of a sudden my kids came home and and you said, "But don't worry, they're doing awesome. They've got a C." I would be like that doesn't feel like that they're doing awesome but yet we're too totally it doesn't translate. So I guess I'm hearing you say we don't have we don't have that systeming yet >> yet because we're really we're really thinking about how can we make what's happening the high school more consistent for our students, teachers, parents, counselors. What can we do? Part of what is going to be really important when we launch this completely is every district I've talked to, they're like, "There are common expectations for how frequently rates are entered into the grade book. It has to
052be because what we can't do is have a student seeing a 1.5 and then it's time to compete or apply, you know, for a scholarship." And parents have been told, "Your kid's fine, your kid's fine, your kids's fine." And that student ends up with a two and it's not fine. And so we still need to do some calibrating around what a one.52 looks like. We need to come to an agreement about um when we enter grades into the grade book. No, we we cannot do grade dumping and we have to come up with some common expectations around how we're reporting student progress to parents. I I can maybe address that bit too. In my class, you know, I'm living in a standards world, but I'm in a percentage system. And so a lot of time
053you look at my grade book, you're going to see a lot of percentages, but my kids know, oh, I got a 70, so I know I'm in a two. So I'm kind of trying to marry those two things. So kid knows where they're at, >> but they know it's it's a standard. They know what they need to do. But it's kind of that I I understand we live in a percentage world right now >> and what we don't have is consistency around that across every content area and we really do need to get there um so that we're all communicating the same way. Well, because I think like at the elementary school, the conversation is with the parent. They're only at a 2.5, but that's where they should be for right now in this time
054because we don't have a letter grade that's also attached that's affecting a GPA, right? And so the parent the parent would only need to be concerned if they said they should be at a 2.5, they're only out of one, so they're behind. Or like they should be at a 2.5, but they're already at a 3.5. A parent can understand that concept, but all of a sudden at the high school level or even middle school, um, expecting parents to not really have a final grade thought or even a kid until May or June on an October issue isn't going to serve them very well, I would assume. Okay. >> No, I'm leaning on expertise followers. >> Thank you. >> Yeah, because there's even issues around like early eligibility like in September like there [clears throat] may
055not be an standard that's being assessed yet, right? Because there's still >> layers of practice when we or something they don't have graded. So I know we're still talking about ways how we can sure of that because we don't know how to determine eligibility >> because our kids still have to live in no matter what happens within these walls. That's not the system, >> right? There's there would be a difference between like if there was four practices in no grade, but like you did all four versus someone who's like man because it doesn't count against me. So we're figure out like what does that look like for me? >> So this is a weird year because it's a hybrid year. We didn't know what to expect going into this. We started with a standard Skyward.
056Next year when we flipped that S to the standard space grading in cumulative, there's got to be a place in there for we don't know everything about it, but there's got to be a place to say this was only assessed to a level two. There's those comments that the elementary school already puts in there. We are going to need to put those in too. It's going to be a more communication on the teacher for sure and communication with the parent. I talk about the student teacher parent teacher conferences look way different next year. This year we're still in that weird mode. Here's your percentage. Here's this. Here's that. We're just trying to get out there. Next year, there has to be that here's where your kid is. >> It's not even for every kid. That's
057what that standards based reporting part is. Here's where you're at. Here's where you need to go. Here's where you here's where you can go. But next year without that percentage in there, we're going to have to rely on some different creative ways to see that first three weeks. I had that problem. I had no grades. I had grades. I had evidence. I had practice. but not enough to give someone they were all at once. >> They're all learning graphite. There's a couple of twos in there, maybe a three, but most everyone is at a 60%. So, I can't relate that parent because their kid isn't at 60%. They're just at a one right now. But I give my kids in CTA a work-based learning grade because you have to be on time, you have to
058do your work, you have to show, you have to show up. That is your percentage for the first nine weeks is kind of where I got with it. But in CT, I can afford to give them a work starting because that's what we're doing in that class is we're learning how to be, you know, career college readiness. I don't know how that looks in a regular classroom, but that version right three or four weeks there may not be a good grade and you're sitting at 60 50% but really they're 100%. They've been working the whole time. >> That's all that I switched. Thank you guys. >> Thank you very much. Appreciate it. Thanks for all the work you guys are doing. Really appreciate it. >> Have a great Thanksgiving. >> Yes. >> Keep forgetting the
059holiday. >> I know. >> Right. Really update from All right. Strategic plan update. Uh, I figured I would kind of round it out, but I don't have to necessarily sit here and talk about it the entire time. I can actually probably sum it up uh in an email as far as uh each one goes. >> We sent out some evidence from each one of them that had put together um a strategic plan, but uh just a few things on each one is where I thought I'd go unless you guys had some specific questions. uh just looking back at some of the evidence that each of them had presented. Um uh uh Dr. Brook when she first talks about her blueprint, she talks a lot about use a usable guide um and wants to do more
060like a cultural alignment with our current instruction and academic uh system step. So she's a little less on the action plan. Still kind of has that, but it's it's a more visual plan than I would say the other two are. um uh lots of communication with all three of these. I think one thing that's kind of been standard across all three is they're all about inclusion um uh communication about the process and the integrity of the process and being transparent. All three of them said that that the only difference I think is in the blueprint um for the most part of how we go about that. So the first one was more about the cultural steps um how we're going to make a cultural movement um in our maybe our alignment and our culture and
061our current instruction to get to our strategic plan. Uh the the second one as you can see with McLar's is a little bit more um tabulated right like like an action plan moves through lots of little goals and uh kind of moves towards that. And then the last one, um, she has a pillars, which I'm going to reach back out and see if I can get the presentation that she sent us cuz I thought I had it and I didn't, but she talks about the pillars which she works for from and then works towards that. And she she's done some work with East Valley. I talked to Brian, that's Brian, right, >> at the conference. and said they were really happy with um the work that she did and how they were able to uh
062work with her and align um community voice with where they were going with um some of the similar systems that we have with the data dashboard and kind of how we've been um measuring things and moving forward. So, I could put some of that together and um send it your guys' way, but all in all, I mean, they're all great candidates. I I don't want to be the one to uh Yeah, I guess there >> was there a recommendation on one you would like us to pursue a contract with? I don't think it requires action. >> I I think I'm confused who who well even Dr. Um, and maybe it's cuz I'm misplacing me, but each one of these plans that we that you sent as samples, were they drafted by different when you say
063make or make? >> Well, it's a really interesting part of it, right? Because not every one of them actually drafts the actual final product that's put together by probably an ESD of some sort, but their action plan, correct me if I'm wrong, Chris, is kind of put together by them. The pieces are put together. They do the community engagement piece, get the community feedback, and then they >> and then they make the final product. Um, one of them, McLar's is built by the ESD. >> Um, >> I guess that's what I was wondering. So, McLar's is ESD. >> And who's who's >> she did that. That's >> Yeah, she did that whole one. >> And then >> who's the culture of belonging? >> That's Dr. and he does the work on Oakville, >> which I
064can send you this. I should have sent it out earlier today. I actually >> You mean Oh, you sent us a >> Well, I sent you each one of them, but then I for myself actually wrote one of them down and put like what they do and which schools they went to like one, two, and three. >> But I did that today. >> Who are the three choices that we have? >> Dr. Brooks, Paula, and Dr. Cable, the scholar first link. M [clears throat] >> and do we have something >> From each one of them. Is that what you're saying? You you are holding right now. >> So I put something together for myself cuz it was getting very confusing with the amount, right? Because we get an email from each one of them and
065then there's an associated plan with it. And if you're not keeping those straight in your email box, it's really easy to get them mixed for one another. >> So you broke it down. I did. >> Each one does this specific thing. >> Yeah. which to some extent they >> all the same. >> Okay. Because I feel like the only one I'm seeing is that that you sent us that has um like that, you know, the culture of belonging, the action plan, early adopters. Is that what you're talking about? >> So that was that one in the middle of last meeting. Those first two are actually part of >> Dr. Brooks and then uh Evie is Dr. Camel and then uh the Mclar one is Paula. >> Okay. >> Looking at all three of them, I
066was really drawn to the East Valley one. >> Yeah. I would do other >> I like the McLaren one but it goes way too long. >> Yeah, >> I kind of like the hybrid of Cath Valley. >> You what? I like the hybrid kind of McLaren and I actually thought McLar's >> was but but it got way too much song >> but I liked the like the beginning and the overview and I like the the look of it overall but it has so much >> it almost feels overwhelming like there's no way you're going to get all that >> now the look of it the beginning of it none of that was done by the person doing the strategic plan that was all work done by the ESD to um apply a communications marketing flare
067on it. >> Okay. >> So those pieces aren't what the strategic plan does. The beginning, the introduction, the district profile. >> Yeah. But but the meat of it is big. >> Yeah. Yeah. Yeah. The piece that she showed us, it actually has like you go through and it's a rubric. Like this is our goal. This is how we're going to get to it. Step one, two, three, and four. Then we go down to our next goal. Step one, two, three, and four. Very prescriptive, very easy to follow. Um, but every time you see these actual nice strategic plans are very fluffy and hey, this is awesome things we're doing, but it's not the bare bones of this is the action plan. >> And that's what I'm kind of saying is that McLar's is in your
068face action plan that you see um the the two Dr. Brooksy Campbell, they're both um they have an action plan, but you're not going to see that in the actual strategic fluff piece that's put out that we're seeing. Does that make sense? So like uh the East Valley one, it'd be interesting to see their actual action plan. So that's something if you need more information, we could probably get that from Brian, I would assume. >> Yeah, I can ask. >> Same with Dr. Brookster. She put a slew of recommendations on there and I went through and went tried to find all the strategic plans, but districts are very um mixed on how they post their strategic plan and what they post. So, had a hard time finding a few of them. So, but if you
069need more information, it's not necessarily a bad thing. We just need to get a decision to Chris collectively sooner rather than later. hoping to timeline was hoping to commission and start moving in January. >> But I mean he we obviously have to get them going before we can you know start in January. >> Yeah. >> Is there one that you guys were leaning towards that >> I really liked the East Valley one when I had the conversation with her but then there part of me really liked the cultural um part from Dr. Brooks. So, I was kind of in the middle hoping that somebody would >> Michael, what was the cultural one purse? Was that just that single onepage thing? >> Yeah, the single one thing that that that >> See, I didn't feel like
070that said anything. To me, that looked like that could have been off of a a one-page TikTok that could have been grabbed from anything. >> It could have, >> but then somebody standing in front of me telling me exactly what I wanted to hear could be the exact same thing. >> I mean, and it could be a piece that we could maybe have each incorporate. >> Yeah. I mean, I like the simplicity, but >> Yeah. I guess I guess when I read all of them, none of them I would have gone this is the perfect thing. First of all, it's not our district, right? And so in my mind, if we whoever we hire, I still feel like our plan is only going to be as good as we as a district invest in putting
071what makes sense to actually we could have we could pay somebody however much money and they could make us a very pretty thing that makes us look really amazing, but the practice of it could do jack squat to our district. And so to me, who we hire actually is kind of irrelevant. I think it's actually how committed we are to actually write something that can actually be accountably I like the transparency. The ones that I like the most had the communication that if I was an outside community person I would be like that's what you're going to do for my kid and I could I could feel kind of empowered like hey this is what you said you were going to do and so and I think that just that's us driving it not that
072person I would think. And it it sounds like I'm having a hard time like articulating the thing is because that's what the whole process has felt like. I feel like whoever we pick it really depends on how much effort we put into it. >> Right. Yeah. >> I mean who we choose is if we choose Dr. Campbell, Dr. Campbell has a requirement as Brian said the superintendent East Valley Peter said where I would used to be. Same thing with like uh the other districts she works with. She requires that you have X amount of groups. You have to prepare and set them up. You have to set up your student group. You have to set up your staff group. You have to set up your community group. And it's all about collecting well-rounded engagement and
073having all of these piece of people involved. You'll see when she included that um East Valley example that was just an example of her final product that actually says on that one how many people she engaged, how many people she interviewed, how many people she processed. So she had in the first introductory part how it was built as opposed to just the broad area district profile. So that was kind of the conversation Michael and I had. I think when we interviewed each person was on process. So if we go with Dr. Campbell, she was very clear. You need to have all of these set up so when I show up, I'm not wasting my time. >> Yeah. She was straight forward with the process. >> She was very straightforward on her process versus some were
074like, well, you could have whoever you would like. Um you could have whoever you like. If you want them there, if you don't want them there, I can review the data. I cannot review the data. I can do it. So, one was very very kind of whatever we want her to do, she'll do. Um, and another one was open on their processes on community engagement, but we kind of set the terms of the community engagement, but you have to have a level. Do we want to do surveys that get sent over to her that she reviews from home? Um, so I would say if we go with Dr. Campbell, it's a very defined process. I'm expecting you to set up this many meetings with this many people because I expect to see this many people
075otherwise I don't want to put my name on the strategic plan that gets built. >> Okay. So, is there a way to and this might be a totally absolutely completely out there question. Is there a way to look at all three of these people and and who they've worked with and the success of those districts by using those strategic plans? [clears throat] >> That's really easy to do. Um, >> I mean, because that would not definitively say this is who we should pick, but the success of >> We're not asking who can make a pretty plan. We're asking who could help with >> who got him to the finish line and made it clear and and I don't care about I mean, if she's got some strict way of running it and it's efficient and
076it's great, that's all fine and well. At the end of the day, what is their track history of making these plans and having those plans actually come to fruition and cross the line? >> Yeah. Looking for effectiveness. Yeah, >> that looks great. >> It's all great. >> Claris again. >> Is that Paula? >> Paula. >> I mean, one one thought I did have about that is um >> no matter what, at the end of the day, much of Mclar's world is still going to be similar to our world. Um, and so it seems like there could be some I miss expertise because she's already dug deep into that communities and understands some of the I would say many of the the values and many of the the struggles. >> The demographics are very similar and
077things like that. So there could be some wisdom in thinking about somebody who's already >> invested in some of some of that. Um, that's my only thought about the McLaren one. >> When did she do McLar's? >> Just recently, isn't it? >> Yeah, a year ago. >> I mean, we also have really good access to McLaren people. I mean, asking Clary, some McLaren board members how they felt about it might be helpful as well. >> Yeah. >> I mean, those are all good. >> We still need it to be a decision we make pretty quickly. Is that what I'm >> Yeah, enthusiasm was part of the process and I didn't really feel like the enthusiasm were there was there with mcclary but >> enthusiasm as is driving them forward. >> No, just in general like
078when we were inquiring about the situation and I don't mean this in any bad way whatsoever. I just kind of felt like you know she's just like leaving it up to us to like well if you want to do this that's great. If you want to use me, you know what I and this the other two were just excite seemed excited to get the ball rolling which they should be right they're trying to sell man >> but uh that's just that's just what I was g >> a very it was a very weird conversation >> it was very weird that's why >> okay but I think then we would defer I think I think you guys met them >> I don't think any one of them were handing off and saying you get to be
079in charge of everything person we hire >> and if you both felt like there is a person that you just connected with more. I don't know. I would be fine. I'd pass your judgment. >> I don't think we can go wrong with uh either one. East Valley, like I said, got to talk to Brian. Brian's had nothing but good things to say at WA about their experience. So, >> I like the East Valley. It's it's hard to measure the two because my understanding from the one that's worked in Oakville has great results um has great qualitative results. People found her to be a very kind of unifying, very fun, you know, like like really bought into her vision. the one who's done East Valley and a lot of districts in Washington like her because they
080have the hard quantitative outcomes because she comes back and says, "You do these five things this year, next year you're going to do these five things, and next year you're going to do these five things." >> Intentional. >> So her district has the most like quantitative results. >> Like so it's easy to when you ask the question, who has the most results? Dr. Campbell has the most results. I mean, she's the former superintendent of the Federal Way School District and won cause of awards for converting Federal Way into a high post achieving district. So, but it's going to be very targeted. We do this, you do this, we do this, we do this, and you get the outcomes. >> I feel like we're looking for someone that's very targeted and will have that leadership and
081and very defined plan. >> I I am I don't like the wishy-washy. Can you can do this or I'll do that or whatever you'd like on either one supposed to know >> because which one which one was both bills which >> that's the one that's just a single one page thing. >> no that's follow it's Dr. >> Dr. It's Brooks. Brooks did did >> Philill. Don't ask me. >> I guess I just >> I brought in but wasn't very fancy. It was the action plan basically. Said >> this is No, that's to >> but that's also one of the ones you didn't. So to s action plan >> um I mean you met her I guess my only other reservations. I feel like whoever we hire, they're going to come and be the face of
082of us >> with me with the community. >> I feel like we have to have some really strong healthy community relationship connections and and just that more than a slick presentation. I think we have to have somebody who the community can >> get behind. And so, um, I'm putting kind of big thing out there for you to have to pick on your own, but that would be my only reservation about whoever we hire. >> Well, and that's the other caveat to all this. I don't think all of it's built on on that, too. There's some tasks that are put out to committees. Correct me if I'm wrong, right, Chris? So, it's not going to be just a head figure running all the time. Some of it is you meet with the board, you do a
083committee, then you put another committee together of community members or whatever, you know, a mix and uh then they had surveys that were going out. >> That's actually a good clarification because Dr. Campbell's process is facilitating and ensuring each board member also owns part of each comm different committee group. So then that way each board member takes over ownership of each of the different committees in which we're getting feedback. So then that way knowing that she's here temporarily and you're not, you're taking ownership over those pieces of feedback. So when I say her process is pretty prescribed, >> um it's definitely not a presentation. It's a working with you as a board on how we're going to go out and work with your portions of the community, the student group, the staff group to get
084that feedback to build it. So it's it's not her doing the work, it's standing the board and the district up to own the work. >> I I I like that. And one other great thing that I think about what she was having to say too when she talks about the pillars that she works from a lot of our pillars are somewhat built >> in the sense that we have systems data we use in order to target areas to actually be able to measure change. >> So which is why she's so kind of adamant like if I'm coming in I need to make sure the board member is ready, the student group is ready. We're going to come in. I will facilitate the conversation >> but it's not a presentation. It's pulling information out of the
085students and recording what the students have to say. >> I feel like keep circling her. >> Yeah. >> I like intentionality. >> And to reinforce it, even I went to a strategic plan thing at WASA and it was they did a ton of listening sessions and they did not have the consultant. It was with couple board members and a superintendent and they actually pointedly went out to the community and listened over and over and over again. But that's just an example of how it was from the people within the community that were doing the listening to gather the the pieces to the strategic plan. >> They didn't hire the kind of position that we're looking at hiring. >> Correct. Yeah. >> Yeah. So, so just reinforce that. All right. So, I think we got a
086decision after that long conversation. >> Thank you. I appreciate the work that went into that. >> Some of those conversations were early on. So, >> and I I really think if anybody actually watches this video, really thank each one of them for um taking the time to interview with us and and going through those questions. Really appreciated. >> All right, with that celebration time, >> you want to recess for five minutes? >> Yeah. Well, first of all, before we go to recess, I publicly would like to thank Brian for six years of service um that you've given to uh your community and the students within um Elma School District. We truly appreciate it. So, thank you very much for your time and service. >> Thank you. >> You will be awarded a Elma plaque of
087service. >> Just want to make sure. So, we we don't have the plaque yet. Still think everything's backwards. get a team. It's just the will of government. [laughter] I understand. >> I mean, we did just going to be building. I mean, after 40 some years, so government slow. No, not at all. All right. With that, I think we're going to take uh what we get 10 minutes. 10 minute break recess. Um uh it's a 10 >> celebr rate 10 15 20 you want 30 >> I'll take eight. >> All right 10 minutes. All right. Move to recess. >> Board member Celli. >> A second. >> This has been moved and seconded to recess for celebration of service. Uh is there any discussion? >> I don't like to say yes. Okay. All those in favor say
088I. >> I was supposed Right. >> Oh, right out of the gate. Public comment. None. All right. Unfinished business. Approval of policy 1005, key functions of the board. Second. >> I make a motion to approve policy 105, key functions of the board. Second, final reading. been moved and seconded to approve policy 1005 key functions of the board second final reading. Is there any discussion? >> Seeing none, all those in favor say I. >> I. >> All those opposed say motion carry. >> Approval of policy 11:05 director district second and final reading. >> For the approval of policy 11:05, director district second and final reading. I'll second it. >> It's been moved and seconded to approve policy 11:05 director district second and final reading. Is there any discussion? Seeing none, all those in favor say I.
089>> All those post say nay. Motion carries. >> Approval policy 11 15 board member resignation second and final reading. >> Approve uh make a motion to approve policy what am I saying? Uh one 11:15 board member resignation second final reading. >> A second been moved and seconded to approve policy 11:15 board member resignation second final reading. Is there any discussion? >> Should be policy 11:14. >> 11:114 because >> I see. Yep. You don't have it up here on this. That's fine. >> Nice. >> Good catch. I have to amend. >> Yeah. >> I'll amend the my motion for approval of policy 1115 to 1114 board member resignation. Second and final reading. >> I'll second that. [clears throat] >> It's been moved and a second to amend the policy to 1114 from 11:15. Is there any
090discussion? Seeing none, all those in favor of the amendment say I. I. >> All those post say nay. Motion carries. >> Approval of policy 1114 at board member resignation second and final reading as amended. >> Approval of policy 114. Board member. >> Sorry. Didn't move and seconded. We just got a vote on it. >> Okay. >> Uh all those is there any further discussion? >> None. >> Seeing none. All those in favor say I. >> I. Those oppos say they motion cars. Approval of new policy the real the light of 15 vacancy second and final reading. >> I'll move the approval of new policy 115 vacancies second and final reading one. >> I'll second that. [laughter] >> You want to move and second to approve the new policy 115 vacancy second and final reading. Is
091there any further discussion or is there any discussion? >> Seeing none, all those in favor say I. I. All those opposed say nay. Motion carries. >> All right. New business. Discussion and approval of policy 4300 limiting immigration enforcement in school districts. First reading. Um this is by actually new business A, B, and C are prompted by a press a press access publication request. And under the guisement and recommendation of our legal counsel just shows that we're just following legal processes that if we're requesting we have an obligation under prefed to not release private information unless there's a warrant in hand and just reaffirms that we just have to make sure that the legal processes are in place. >> I think that's fair too. I saw that it was last updated like in 2020. So >>
092they are slightly different than the WASDA though. Correct. They are slightly different than the WASDA one. >> And yeah, I can answer kind of questions on what's prompting this. >> Could you um address just the differences with the west? >> I don't have it open right now. I think this was one >> like even >> this is just drafted drawing higher clarity around the requirement of um perpa and ensuring that legal requirements before releasing over private student information has been followed. So it's just kind of leaning a little bit more clearly defining those processes on the the the student privacy information act that are so I mean a lot of the differences is are drafted specifically by our legal counsel >> where normally what we see is is being drafted by WASDA. >> Yes. >>
093This one's drafted by our lawyer. >> Specifically from our lawyer. Okay. >> Yeah. And this is specifically built around a records request on our compliance with Burpa for a large publication >> stays in alignment with basically I was say it's at what what was wants in addition to basically. >> Yes. >> Okay. I'll make a motion uh to approve the discussion and discussion and approval to adopt policy 4300 limiting immigration enforcement in school districts first reading. >> Second. It's been moved and seconded to approve policy 4300 lifting immigration in school districts first. Is there any discussion? Seeing none, all those in favor say I. I. >> All those opposed say nay. Motion carried. >> Oh, because it does actually say procedures. Okay. >> All right. Next is discussion approval to adopt uh procedures 4300 limiting
094immigration enforcement in schools. First reading. I'll move for the approval to adopt procedure 4300 limiting immigration enforcement schools for streeting. >> I'll second. >> It's been moved and seconded to approve to adopt procedure 4300 limiting immigration enforcement in schools first reading. Is there any discussion? Seeing none, all those in favor say I. >> I. All those motion carries. >> Discussion and approval of policy 4310 district relationships immigration and other government agencies first reading. >> I'll make a motion for discuss to approve discussion and approval of policy 4310 district relationships for immigration and other government agencies. First reading. >> Second. >> It's been moved and seconded to approve policy 4310 district relationship with immigrations and other government agencies first reading. Is there any discussion? Seeing none, all those in favor say I. >> I. >> All
095those oppos say nay. Motion carries. >> Approval of resolution number 6-2526, replacement educational programs and operation levy. So I am hoping that we at least come in at or below what we already are asking our taxpayers by. I was very conservative in my assessment values of what our tax base is off of. So, it's a guess, but um I looked at an average over the last 10 years and then the 5-year and I went up by 4% for the 25 year, 26 year and up 3% in the 27year and only because in looking at um fiscally how things are going, if interest rates drop, that's going to change our assess value down the road. And what they're saying is sooner or later they're going to have to drop. So that's why I didn't go up
096as high as I could have based off of the 10-year average. And I mean even in 20 3 to 24 I think it was we actually had a negative assessed value of 9%. So I kind of wanted to keep that in mind to make sure we do for the taxpayers what we promise and that is to keep the rate the same. >> [clears throat] >> And you notice it does not make a very big increase on our levy. >> Right. >> I'm make a motion for the approval of resolution number 62526, replacement educational programs and operations levy. >> I'll second. >> So moved and seconded to approve resolution number 6-2526 replacement educational programs and operation loving. Is there any discussion? Seeing none. All those in favor say I. I. >> All those oppose say nay.
097Motion carries. >> Superintendent report. >> Um are we on enrollment report? Oh, superintendent report. >> Um >> I don't know. I guess I've been putting it out. I didn't put out a superintendent report last week because I was presenting and then I was spending the end of the week with Michael. When I asked Michael, I said I wasn't going to write it up since we were spending the last three days before it went out together anyway and our experiences so bad. >> What? >> I didn't spend it with Michael. >> Michael and I were together. >> What do I want to write up? >> We're spending our face. I'm not. [laughter] >> So, um, is that format working for you though as far as uh what I've included in that report? 10th grade is 182
098kids. Excuse me. There's a 47th. >> Oh, you were jumping to enrollment. I'll go to enrollment. Let's do it. >> I thought we Oh, you weren't super general. >> Report. No, it's great. >> Yeah. Sometimes hard to tell the difference. >> No, it's good. Like we talked as long as it's not taxing you. Um, you know, that wasn't the intent. So, as we talked, we discussed that it wasn't an actual heavy lift to put out that report. So, >> that No, it's fine. that that uh 10th grade CRA class is a big bubble. You can see that there's a bit of an enrollment drive with that. You know, you'll see high schools gone up by about 5 FTE, almost 10 FTE since September. So, our high school numbers are continuing to rise. Middle school numbers
099are coming down a bit. Um but beyond that, our enrollment staying pretty stable. >> Yeah, next year will be tall tale though. The next kindergarten class That's the number. >> I don't know. It doesn't feel like we have them, but it's hard to have it. His kids are also in TK, so it's hard, you know, but from a child care, it feels like our number. >> Is that the max amount we can take for TK? Chris, >> now we're only on 13th. >> We're only on 13th. That just How's that work? Is that history wise? >> This is what you get and that's all you. So other districts could get more or >> district every district got different amounts >> has 60 or 40 >> and what they looked at was the average we had
100I think the last year >> and that's what we got. >> How's that worth? >> Yeah. >> All right. I was just curious because I was noticed that Oakville had quite a few too. So >> they prior >> when they froze it they said whatever you were serving >> froze that. So if you were a district that had zero got zero if you're a district that served 49 or 63 you got to keep your your number. So and it irre irregardless of >> and it rounds my demographics. >> Yeah. It rounds my week off of listening about legislature and OSBI but that's besides the point. Any [gasps] other questions about uh enrollment before we go to budget? >> All right, budget. >> Hey, you guys have your reports end of September. I'm still have not
101got October done. Um I just got the books closed. So I'll bring you a year- end report so you guys can see it all. Um notice I mean we finished the year with 6.99 million. So you know where we ended the year. Um September is a big payout month. We have extra days and stay days that go out. So um we did drop a little with fun balance. We're at 6.2 right now. And remember we're being paid off of budget, not actual, but our enrollment is running right around budget. So we shouldn't have much of a change in January. Um and we did not lose any federal funding. Just so you know, we are getting all of our federal funding. >> Good. >> So, we're on track just to do what we normally do. >>
102Any questions on the reports? >> Take a good hard look. >> I can see that it's not a budget report. Then you have the >> Well, you can keep it as a souvenir. frame it. >> I'm I'm just thinking of we have increased the ending fund balance up to a more respectful level that is required by the state. So that's >> well it's not it's required by the auditor >> or the auditor >> you guys actually have made it 6%. >> But no our our payroll has up quite a bit this year. um payroll is running about.1 million versus last year we I mean we're up about 200 the 250,000 difference from the prior year. Um we did lose a little bit of staff not much through attrition. So it just goes up. >> Yeah.
103And there's a large rumor going around the legislature wants to pitch an eight and a half% um [clears throat] uh fund balance at all times. Yeah. And if they do that, that's what we have to >> Yeah. Meaning you can't roll below it. And I don't know what that would mean or how that would work because much of the bigger districts can't meet that right now. >> Mhm. >> Yeah. That does protect for bargaining. Yeah. >> Because of the districts that are in binding conditions across the state, it would be less likely to have districts in binding conditions if they had 8 and a half% apparently. can bring back the salary schedule that would help. >> So, um, lots of talk. There was lots of legislative talk for sure. I actually ended up going back
104and going to that scap class. So, I guess we'll skip right back into um go to the order unless you guys have budget report stuff. I realized that I was going to get to Cooper soccer game way too early. So, um, I went back and listened to their their their uh presentation. Uh so they're getting ready to um pitch a whole modernization pilot program for the SCAP program which is the um school >> construction um program. Yeah. >> Right now it's broken. You may clearly know that. The legislature knows that nobody's accessing their their scap funds because nobody can pass a bond. And in order to get your scap funds, you have to pass in order to be able to use them that much. you have to have skin in the game according to the
105legislature in order to to tap into that. So, there's a couple different things they're talking about doing in a modernization pilot. So, instead of having to redo an entire school, you actually could do portions and you'd be able to access a portion of that scap money along the way. >> Interesting. >> Yeah. And that pilot program though, even if they did, it wouldn't start until 2728 and it would only be a pilot. They don't figure that most of the stuff that they're going to recommend to the legislature will actually happen until 2030. The legislature tasked them with, "We do not want you to come back and tell us you need more money. We want you to tell us how the system's broken and how can we release the funds that are there now." >> So,
106and they also feel there will be less Yes, exactly. They also feel like there will be less grant money and it will go back to how it was prior to um the bond flip-flop. uh they they really enlight was a huge enlightenment on bond capacity for districts like you take Mount Baker and in order to take the same bond out as a very large district like uh I don't know I >> federal way they could tax at $2 per thousand and get a large amount of money whereas Mount Baker would have to tax at $20 per thousand in order to make up the difference because of the disparity in property value >> um in the two areas and the amount of people. So, it was pretty enlightening to see how messed up it is and
107it needs to be fixed. >> So, um on top of that, there's all kinds of other things that uh went on at Wasa. It was a really good conference. >> Are they looking at changing the passing percentage for bonds? >> No, that was the other stipulation that legislature said do not come back to us and say that we need to change the 60% bond. They said there's there was like three things that were hands off. I can't remember the third, but the one of them was the 60% and the other was uh don't come back to us and say we need more money. Their their solution to the percentage is through capital improvement levies. They they envision um the consultant that was pitching this whole thing that they're pitching the legislature that you would see
108more districts doing capital improvement levies and using a portion of that scap money to do um different projects in an aging building. Cuz right now you have lots of districts that have aging buildings, but they may have like different portions to the wing, but they're getting uh penalized for one portion of that building being slightly newer than the rest of the building. So they can't do a whole project on that building. That's us. >> But if we don't have a full bond, you can't build correct building. >> So this building has different ones built at different times. So everybody always comes back and says, "Well, yeah, that was built in '95 and that was built in this." >> This building is on the record being built in 1986 because that's when the newest part of
109the buildings were built. >> But the oldest part of the buildings were built in 1950. Yeah. >> Yeah. >> Um but as a result under the current model, we're actually one of the scat the new scap. >> Yeah, we were in there. Elmo was on the little graph >> because uh because we actually all of the problems that Michael is describing >> fits us to a tea. >> But how [clears throat] do you not be a dog chasing your tail? You you can use scout money, but you can do this, but you can only do it to do portions at a time. You're never going to get a full building. >> No, no, it's it's actually But we we we're already down that road of not doing a full building. So we're we're 80 years
110down the road of not doing a full building. So the district has already made a commitment of 80 years of not doing a full building, which is why we haven't been able to access the full scap. >> So I think if I'm hearing Michael correctly, which is great actually because it's taking our our scenario into account and saying, "Well, great. You can do a capital project levy and redo the gym in the CTE spaces and we'll calculate that space as a 1950s construction instead of a 19886 construction." >> Okay. So, actually, I see this benefiting us. >> Oh, absolutely. It's going to benefit most a lot of the rural districts that have problems. I mean, they they they even had the consultant put together a video that shows the problems. They have one school district
111where high schoolers have to do what they call the bucket brigade when it rains and move the buckets around so they can collect the water >> in buckets because they can't afford a new roof. >> And the state is not >> relinquishing funds to do capital improvement projects. I appreciate the clarity on that because I was thinking it was like a negative to the other side, but that makes more sense to me. >> I think yeah, I mean, >> you only have so much money in that scap fund too, right? So, you can take some um and there was some limitations that he talked about about how much you can and matching, but ultimately the legislature has said you must have skin in the game in order to access that money. >> So, so maybe
112some good news. Maybe we have a whole >> but probably not until five years down the road unless we get a pilot program. >> I will say the play was incredible. >> Good. >> So both showings on Saturday >> and uh winter sports have begun. >> Yes. >> Uh the kids have done an amazing job with football. Um just I mean I think it still really speaks to as a community um how many families are struggling also with food in insecurity. um at the elementary school, Meredith is telling me I think one of the days it was like a handful of cans like it really. But this weekend they did the um the Christmas bazaar and they brought in over just shy of $6,000 in donations of cash donations for for the local food bank.
113So that's a those kids set out lots of hours and collected money and just even up town at the >> they were cold and wet. It's a cold and wet sacrifice to be up there for their shift, but um I appreciate those kids working hard for the other families. >> There was a new Elma McLar Lions group they're forming and I feel like the students did a great job. They wanted to find a way to raise money in the face of the food shortage and I feel like the students came in and said, "Hey, we have a huge system. We've already contacted the food banks. Would you be interested in supporting our work?" I think that Lions donated $1,500 to the high school. >> Nice. >> So, I feel like uh going through a collaborative
114effort was a good payout. >> I should mention really fast going back to that Scap thing because I was they do have a website. It's a better scap.org or and SCAP is SCAP and they are really pushing really hard for people to reach out to their local legislature um and representative to u basically lobby them to make change. So because this is uh apparently come to legislature before and uh they didn't have enough push. Yeah. >> With that I make a motion we adjourn the meeting. I'll second. It's >> been moved and seconded the meeting. Is there any discussion? See seeing none. All those in favor say I. All those say motion. Meeting adjourned and motion. >> Thank you Ryan. Receive that.