001All right. Call this meeting to order. Please rise for the first time. >> Ice to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> All right. Welcome back. All right. Approval of board meeting minutes for August 13, 2025. >> I'll move for the approval of board meeting minutes for August 13, 2025. >> It's been moved and seconded to approve the board meeting minutes for August 13, 2025. Is there any discussion? >> Seeing none, all those in favor say I. >> All those opposed say nay. Motion cars. Uh approval of a meeting agenda. >> The approval of the meeting agenda. I'll second. >> It has been moved and second. It's been moved and seconded to approve the
002meeting agenda. Is there any changes or discussion? >> Yes. I'd like to um propose that we table G through L so that the board has time to go over the final bill of House Bill 1296 because most of those pertain to discussion. >> Would you like to table them or discuss them today? Um well, has everyone a chance to fully read both house bills? Could we move it to discussion and do some preliminary discussion today? >> Do you have some updates a little bit for us? >> I mean, I think at this point, I think just a discussion for preliminary things we'd like to investigate and then um there's no action needed at chance to have a conversation. No. >> Do I have an motion to um for an amendment or I mean a Yeah,
003>> I move that we uh amend the motion to table to reflect moving into discussion. >> Okay. Oh, I just got a cramp. >> You're welcome. >> Yeah, that was fun. >> Folks, walk it off. I dove today >> some mustard >> apparently. So >> okay. All right. It's been moved and seconded to amend the um agenda to move items 10D through M from uh the new business into discussion. Is there any discussion? Seeing none, all those in favor say I. I >> all post say nay. Motion times. >> Uh we're now back on to the original motion which is the um approval of the meeting agenda. Is there any further discussion? Seeing none, all those in favor say I. >> I. >> All those opposed say nay. Motion carries. >> All right. Consent consent
004agenda. >> I'll move for the approval of the consent agenda. I'll second. It has been moved and seconded to approve the consent agenda. Is there any discussion or changes? It looked like there's an asterisk change in there. >> We do have an asterisk change. We did have a um feature that has the opportunity to pursue joining the PGA tour. So, we felt it was in our interest to support that. >> Do we need to do anything with that aster or was it already on there? Um, it's >> I think it was on there. Okay, awesome. I was just making sure. I thought so, but >> it was it was moved and seconded. >> Okay. All is there any further discussion? >> Holy cow, that's really cool. >> Yeah, right. That is really cool. >> Yeah.
005Okay. >> That was your big thing. >> Yeah. >> Awesome. Any further discussion? Seeing none, all those in favor say I. >> All those post say nay. Motion carries. All right. Booster fundraiser approvals. Approval of the Elma Egg Boosters fundraiser. >> I'm Deson. I'm representing the egg boosters and we would like to continue doing our traditional football concessions this year. Again, >> I'll move for the approval of the egg whiskers fundraiser. >> Second. This has been moved and seconded to the approved the Elma Egg boosters fundraiser. Is there any discussion? Seeing none, all those in favor say I. >> All those oppos say nay. Motion carries. >> You don't have to say I'm just going to say the same thing. You are good to go. >> Have a good night. >> We appreciate you. >>
006All right. Discussion items. uh scheduled board retreat. Scheduling board retreat. >> So at the last retreat, um Mary had two different options for you for operating principles or communications protocols or you could schedule both. If you do them smoothly, they're two hours each together would be four hours. And she sent you some dates that she's available for September. If you guys want to talk about dates, >> throw them at us. Uh September 5th, she's available 10 to 4. September 16th, 17th, 19th, 26th, and 29th, she's available 10 to 7. >> You said 16th, 17th, >> 19th, 19th, 29th, >> and 26. >> Oh, 26. >> And then September 30th, she's also available in the afternoon. Do you want us to get back to you on that and take those? Yeah, since >> Yeah, I'll just
007>> take a bunch of people's time going through. I mean, I can go through my schedule right now and probably tell you which one's working. >> The latter of September is best for >> the 26 works best for me. >> Yeah, the 26th would be a good day for me also. >> And I think if we're going to meet, we should just >> I feel like we should do it all. >> Yeah, >> I agree. Finding multiple nights, I think, is hard. Um, can you tell me if there's a a soccer game that night? >> It's a Friday night >> or Friday. >> It is a Friday day. >> Okay. >> So, what was her time? Was it 10 to 4 that day or? >> Uh, she's available 10 to 7. >> 10 to 7.
008>> Yeah. >> So, we do 10 to 4, >> right? >> Well, it's only four hours or >> Oh, yeah. 10 to 2. 10 to 2. That work? >> Yeah. I'll just take the day off. Yeah. >> Okay. >> 10 to two. >> Yep. Yep. on the 26th, right? >> Sounds like that's consensus. >> Sounds good. >> And can we also invite our >> Yeah. >> Now I just got to get that into the schedule. misses that >> you like leading up to it we bring back some of the data the um school improvement plans and those areas kind of for you to set some of your goals to carry in >> I think that's a great idea >> because yes it's we need to get that rolling as well this summer has been really
009busy for a lot of us so um some of that has hit the back burner a little bit >> anything we can do to make it so you can make the most of your time with Mary Okay. >> Because we really need to do all of our evaluation goals and things like that at this meeting in essence or be pretty >> far into that process. >> It's generally helpful when you do it with Mary. So that's why I'm saying if there's anything we can load you up with information before the meeting happens on where we concluded with our data last year. >> Perfect. That would be super helpful. >> Yeah, that'd be really helpful. Okay. >> Anything else on the retreat, Kenneth? All right. Uh, scheduling board rep interviews, which also >> just have the
010one student. Um, and it was Stephanie and Brenda. I think that we're going to interview the student. He didn't get back to me yet. So, I don't really know when he's available, but what's your availability or do you want to switch up the interview? It >> does not really matter to me. We'll just figure it out. I would like to find out what his availability is. >> I'm sorry. >> I'd like to find out what his availability is. It probably be easier for us to work around his school schedule. >> Okay. I'll shoot you that when I get it. >> Okay. Thank you. >> All right. >> If you could maybe give us at least a few options, it might be helpful. >> Okay. Okay. Uh, strategic plan update. >> So, we crushed a bunch
011of our goals in our strategic plan. So, we reviewed it as an administrative team on how we'd like to update it and does take action from the board. Probably would be worth reviewing with Mary. Like a great example is our postsecondary moment target of 45% and we or we outperformed that full already. So we're looking at some of the new pieces of the work we would be looking at doing. One of the things the administrators would like to recommend is shifting from the term UDL to student student centered learning which would make it more inclusive of like our students that are highly capable on ensuring that they're also making one year growth where they might not fall under the UDL definitions. Um and then beyond that, the step pieces on as we began meeting our
012goals, changing the uh the area in blue is the those smart goals, those goal numbers on what we think is achievable to continue expanding on our work. Um early learning would like to focus on their increase of engagement with families. Um, one of the reasons why is is our previous indicator was looking at um, W kid scores, but through our early learning partnership, we have focused heavily on the social emotional kind of classroom skills indicator, which did take our W kid scores down. Um, but we're confident that really working with our early learning partners and our students on some of those classroom readiness skills will pay off in the long run. So, is it appropriate having a cumulative wall kid score um cumulative wall kid score as our overarching goal? I mean, obviously, we're not
013looking for tonight. We're not looking for action. And I felt like if we would give it and make sure that this was one of the pieces that we could lead on as part of our merit conversations, but um if we're going to focus on like social emotional learning as an aspect of early learning, would it make sense that we're using all of our walkid scores as our indicator or not? Um, mastery learning, we have a huge focus right now on ensuring that every class is taught to grade level standards and every assignment is aligned to standards. In career college readiness, we are still sitting with the improved post-secary going rate, but we actually moved from the 45 to 55% rate. We think that it's attainable that we can continue making gains on our post-secondary enrollment
014rates. So, um, these are kind of what our administrators are thinking. We also want to, again, this is approved by the board and so we'll be looking for feedback as part of that board retreat. on the um student centered learning goal where it says for elements exceptional student. >> Is that a band of students or is that just a positive way we're referring to all students? um is actually meant to be more inclusive because we um instead of saying instead of looking at a singular band, it was the word they wanted to use kind of multiple outliers on both ends. So we realized the original goal doesn't account for our highly capable students that are outperforming or your our ELLL students or the original goal was really written towards our our special needs population. But
015we have other populations on the opposite end. So they chose the word exceptional because it kind of looks at the the breadth. >> So I guess I they chose the word did I phrase that correctly? Word exceptional was meant to kind of capture all of the ends. Then on the current college readiness, could we also look at um some data about what our kids are doing like not just upon entry but like >> how they doing after >> first you know >> yeah we have >> 12 month mark or something I don't know >> EDC data does report out um one year retention two year retention three you know so it actually gives you retention and completion data um the most recent up to date is going to be 2020 24 data. So it just
016takes a while to get that data. So that data does ex it exists but it's just always going to be old, >> right? >> Because it's first they have to graduate, then they have to go there, then they have to make it a year, then they have to report it. So we absolutely can use retention data. And I liked the idea of using retention data because our retention data wasn't incredible. Like one of the things that we have is we've improved academic scores which helps gets kids in the college. But what helps kids stay in college is knowing why they're there. So, and that would actually be in alignment with this priority, which is ensuring you look at the four steps across the bottom, they're written around and making sure that we're connecting students to
017their pathways and they know why they want to go and and that was written to drive up that retention data piece. >> I I think that would be I'd love kids going someplace, but also we want kids to succeed once they're there. or just sending them isn't >> that would be consistent with I think that the priorities on the bottom. >> Yeah. >> On why you'll notice the steps have shifted too. >> Right. >> So I think that's appropriate. I think it would just come with a caveat that it will be old. >> Right. Right. >> Anybody have any other questions before I move on? All right, moving right along. Now we've got a big laundry list of discussion items, which is uh the amended items from new business. That's discussion and approval items. Uh
018>> no, we got it's in these discussion uh D through >> um >> yeah, D >> D through M. >> So I don't know if we just want to globally touch on these or discuss each one individually. I mean, we moved them all up so we can discuss them individually or we can group them together. I just >> Yeah. I mean, I have them open. Like you go. >> Does anybody have any preference? Want to go through each one? >> Maybe just big picture. >> Let's just We can go through each one. >> Uh, policy 1111, oath of office. >> I thought we only moved G through someone. >> D. She moved She moved a ball. >> Got it. Um this is just uh I think opening the the off the administrator who manages the
019swearing in at the oath of office and kind of defining a little bit more on the swearing in process. >> I did notice they added uh they they decided to strike promote the interests of education. >> Yeah, >> that's just interesting. sure why that >> seems like what >> it seems like what we're here for but um maybe it's a little uh redundant I don't know anybody have anything else I I I did notice that I went through a lot of these this is just a general comment on a lot of these and there's not very many districts yet that have adopted any of these nor have they played around with modifying them. So, I found like a couple that had them, but they were previous models of the policy. And I can probably tell
020you which ones because I actually put that in here, but uh moving on to uh policy 1310, policy adoption manuals and administrative procedures. >> It adds a section on policy interpretation that the priority is to maintain the safety of all students. And these are all for the alignment with the House Bill 2096, right? >> Yep. One arching question that I had about these is I guess if these are written in state law, why necessarily do they have to go into school district policy? >> Um, sometimes law doesn't account for our own internal district interpretation of that law and how we would apply it. So it just provides closer and closer macro level or microlevel context. >> Okay, >> you can see that in the further ones. It's just some of these are like the especially
021the policy interpretation because objectively it talks about the RCW. So uh policy 1815 ethical conduct uh for board members. >> Um kind of a comprehensive change. This one does have some areas for editing that would be local to our district. moves into the defant def on defining. Sorry. >> And are you saying like you're not finding a lot of other >> No, but I mean these are from the House bill that was adopted that became um law in July. So no, not many districts have, you know, just like us haven't had that many board meetings and they're probably not going to >> tackle a lot of this stuff till now. So okay um >> you will find um at the end of house bill 1296 it does talk about uh there is a portion of
022uh I think the final part of the bill that talks about districts implementing this and the the repercussions for not implementing some of the policies. I don't know if you can speak to that at all, but it said something about OSPI and penalties for not putting some policy in place. >> There's areas where the state will be reviewing and auditing our policies, kind of a review process. I don't think they've talked so much about punitive damages. They've just held an error and a threat of punitive damages. So, nothing defined. >> Okay. >> Yeah. It just basically says you have to modify this as accurate for your school district. In addition, willful or negligent non-compliance with state law may result in further consequences, which is individual penalties, recall petitions, and for sure of office. >> Yeah,
023I meant the the Yeah, the House bill. Okay. >> All all by itself the same. >> Yeah. And I think that's probably where it comes into play. So, >> all right. Uh, policy 2420, grading and progress reports. Yeah, I think this is just more consistent with the making sure that parents are informed with grading tied to RCW28A 23195 that we have clear communication of students performance and academic grades alignment to academic standards and um state assessment scores open can of worms. When we say they have access to it doesn't mean that it's written and or given doesn't mean that it's written or given in an understandable manner for most of our when you say defined. I think the big issues when you get to that last sentence, that last paragraph, is and and this is
024kind of a conversation I've had with our staff, um is if we can really show by the data, it moves into effectively retention. Um and and we really shouldn't be retention or taking punitive action against a student unless that family kind of knows clearly like this is where my child is at. This is their gap. This is what they need. that we're not retaining on um not negligently just retaining a student. So I think my I don't know maybe I'm interpreting wrong but my hang my hanging was on that last sentence really talking about inerson meeting principles to discuss any resources threat available sport encourage student academic improvement or sorry I did a sentence before the district will also inform parents of legal guardians whether their students performance could their ability to be promoted to
025the next grade level out of that whole change I felt like that was the one that stood out to me the most um I'll be really candid I've had lots of questions about retention and I've been really clear in my answer Um, I have no issue retaining a student if I know that the their their grade is a result of knowledge they don't have. >> Mhm. >> So, I don't really disagree with the law and how it's done. I mean, as it's written because if if we're retaining a student because the grade is compliance-based. Um, so you have a student who knows algebra really really well and we retain them and they're in algebra again, so now they're more bored, their behavior is not going to get better. >> Sure. Um, and if you have
026a student who's a really really nice kid who doesn't understand algebra and moving on to geometry, >> right? >> Um, they're probably not going to do better. So, as I read that law, I feel like that law is just saying that we have if we need to have grades that are really clearly academically aligned and the parents have to have a clear understanding and opportunity to meet with a lot of proactive communication if we're going to be at leveraging that second class sentence, which is something's going to happen. Your child might not pass, they might not graduate, or they're going to need to be able to be retained. We need to have an argument we can stand behind. >> Okay. >> All right. That was 2420. Uh 3143 notification and dissemination of information about student
027offenses and notifications of threats of violence. >> This is a complete and total rewrite. Um so it's just a lot of policy. I think I'm less concerned about the policy and I'm probably more concerned about the procedure on how we'll actually enact see through this policy. So >> pretty comprehensive as far as how it dials down. I mean it went from >> Yeah, it's way in depth. >> So this is much more in line with the new state discipline policies and how we're maintaining records for that. That's a long one. >> You went back to G. Will there be um quite a bit of policy or sorry procedure work that have to take place? It feels like an outline that or not necessarily. >> I think so. I think there should be a lot of
028procedural work that goes into place, >> but I mean honestly, >> I mean, I've kind of laid it out. Our mastery based learning work isn't that deep. So, I don't think it would be all that difficult for us. I mean, that's our priority is is to show me what the skills the students have. And if we have that system built, then I would leverage this competency based learning would be a foundation of our procedure that would come off of that. I mean, if we have a student who only has about 25% of the actual competencies to move on and now they're creating a gap, I think it's rational argument and if we have the data to show it now, have the record keeping to show it. That's what we've been trying to build for the
029last four years. >> Any further discussion about 3210? uh 3226 interview and interrogation of students on school premises. >> This is just really bringing us into alignment with uh state agencies on how investigations, interrogations and interviews happen. gist of it I got it limits the use of the school as being an interrogation uh vessel. >> Yes, this is actually built off of a case. So, it does change a legal I mean there's a modification of the parent rights legal reference. There was a law was changed a few years ago that we have to give parents notice prior to law enforcement interview. Our our procedures are pretty well intact with that process. >> 3226 we'll throw 4260 use of school facilities. This is just adding that uh protected classes that we're not allowed to discriminate against
030when booking our facilities. >> It's fine. >> I'll be real candid. We don't collect any of this information when booking our facilities. >> So, it really doesn't matter. >> Yeah. All right, that was self-explanatory. Read the changes. Uh 50 5010 non-discrimination and affirmative action. >> It's a little bit more comprehensive adding language into definitions of protected class. Really kind of defining that non-discrimination of the protected classes. Yeah, it's a quite the change and you want to get through that. >> Yes, correct. >> Okay, that's >> any other discussion on those items. >> Uh yeah, 5260, right? >> that's the one we was talking about. Oh, that that one we didn't actually take. That's included on the right. Our regular agenda. Yep. We're talking about Yeah, we're moving forward on that one. We ended the discussion
031table for discussion at L. >> Is that correct, Ken? Is that how I I wrote I drew the line, but >> you're M. All right. >> You said D through L >> in the uh in the um amendment. >> It's okay if we do. >> Yeah. >> And then we can put it back on next. Is that Yeah. Is that what you guys want to do? >> Sure. >> Okay. All right. We'll preed through through M. All right. 5260 personal records. >> Um, it just kind of loosens up the definement and just says all staff members. So that way it's not specific to certified classified and just allowing staff members to review their personnel files records. We we were keeping Lisa out of hers, but I guess we can't do that in. >> It's just
032kind of weird that we're changing. At least >> At least >> Lisa, >> the least you can do. >> Lisa and Eric are there are only two exempt, right? >> My whole office exempt. >> Your whole office exempt. Lisa's office and Eric. So now, >> and we've got >> Oh, that's right. So, there's about seven people now that will finally be able to look at their personnel files. We were working real hard to keep Eric out of his >> Sorry. >> All right. Okay. So, that takes us all the way back as long as nobody has any further discussion. Takes us all the way back over here to public comment. Is there any public comment? >> Yes. >> All right. Hold on. I got to read my spiel. Welcome. Welcome Eagle. Yeah, welcome Elme Eagle.
033Uh, welcome. Your comments which are important to us. All comments are limited to three minutes is helpful for board if you give us your name. Please address your remarks to the chairperson. Note that we will not be entering into dialogue at this time. The purpose of this agenda item is for you, the public, to inform us, the board, about your views. So, welcome. And here you go. >> Start now. No. Um, so first off, I'm inspired. Um, and so coming from the high school and we have our shirts ready from the uh be the blue campaign that we all started again and talked about with you all last year, I guess last uh school year. Yeah. Um, so for those of you who filled out your form, I have your shirt and um then uh
034I have a few size options. I thought I grabbed a few different ones. >> So, I have a large. So, I have two large. >> They're just >> leave them. Okay. Okay. Oh gosh. >> Thank you. Get ready. >> Um >> and so yeah, brief kind of what we've been doing. We talked to the whole staff. Thought went really well. They're all really excited, I think. Um and then we have our first assembly on Friday that we're going to be talking about be the blue. and then all the students will be getting them within the next week. So then we're hoping to get a group picture next Friday for like our f first official be the blue um Friday. So we're just getting things rolling and it should be all going soon. Yeah. >> So
035are the board members invited to be there dispersed for the uh first Friday be the blue photo? >> Um yeah, if you guys are available. >> When is it? Um, so we're having our first like back to school assembly. We'll kind of talk about Be the Blue a little bit this Friday and then next Friday we're working with Mr. Herrera, our like yearbook teacher. Um, and he's going to take a whole school photo. We're just going to encourage everyone to wear their shirt and so hopefully it's everyone because they'll have a shirt. Um, but yeah, we're going to take a whole schoolwide photo. >> And what time do they usually do that Friday? And it'll start roughly like 10:15. Maybe just get there at 10 to be safe for like 10 10ish. >> Thank you.
036>> These look nice. >> Yeah, this is awesome. >> I like the simple, clean look. >> Yes, that's what we're going for. Just be the blue. >> It is great. >> Thank you. >> I like that. Thank you. >> Yeah, >> the um Monday was incredible. Well, you did a great job. >> You were going to be in my um >> you were in my goodity order. So, since you're here, I'll jump a gun on my good of the order. >> Um so, you can hear it. But I was just really impressed with how you got the staff out and uh and I know I asked you on very short notice and I think you just really rose to the occasion. So, thank you. >> Yes. I will always take up any chance to show
037my ego. So, >> awesome. >> Wonderful. Thank you. so much. >> All right. Uh, no unfinished business. New business approval to accept 202526 fuel bid for petrol card. >> Good evening. Um, our opus closing for both diesel and unled is down. Our road tax is up. Our bid margin increased just a tad. Uh our overall total cost is down for both diesel and unled in comparison to previous years. So petrol car suffices all of our requirements and they were the only fit. So it's my recommendation that we approve petric to provide our diesel and unled fuel for the 2526 schools school year. >> I'll move for the approval to accept the 2526 fuel bid for petrol card. I'll second. >> It's been moved and seconded to approve the 202526 fuel bid for petrol card. Is
038there any discussion? Seeing none, all those in favor say I. I. >> All those oppose say nay. Motion carries. Thanks, Kayla. >> Thank you. Respectfully, uh, I'm going to excuse myself making some followup phone calls. >> All right. Thank you. Appreciate it. >> K, do you have my number? >> Yes. >> Thank you. >> All right. Approval to accept 202526 dairy products bid for Dairy Fresh. >> Um, I'm just asking for approval to uh approve Dairy Brush. The only one that bid. >> What? Do we know? >> Huh? >> Do we know what the goal is typically? Like how how it compared to last year? >> It's up it's up like a 03 from last year. >> And then for milk, I think it went up a 04 from last year. >> Some some margins
039there. >> Somebody that buys a lot of milk, I think we should be super thankful. >> because I don't deal with 04. >> I'll move the approval to accept the dairy product bid for dairy fresh. >> I'll second that. >> Moved and seconded to approve the 202526 dairy products bid for dairy fresh. Is there any discussion? Seeing none, all those in favor say I. I. All those opposed say nay. Motion carries. >> Oh, sorry. Just trying to move on the ground. I'm spazzing out too. So, right. Approval to accept 2025 26 bread products bid for Fron's bakery. >> Please don't ask me because we asked for like 10 different things and they were all Yeah. Hamburger. >> I was just asking for milk because I know futures were down >> for convention. >> I'm asking
040approval for France Bakery to deliver our bread products. >> Oh, go France. I'll make the motion to accept uh the bread products bid for France Bakery for 2526 school year. >> I'll second. >> So move and second to approve the 20 2526 bread products bid for France Bakery. Is there any discussion? Seeing none. All those in favor say I. >> I. All those opposed say nay. Motion carries. >> Gluten-free powdered raspberry coconut. That'd be great. Yeah, >> because that's worth a cutting. >> Now moving all the way down to N. Approval of resolution 2-2526, retired teachers. >> This is an every year resolution. I ask for approval. So we can use a retired teachers as subs. >> Move for the approval of resolution 2-26, retired teachers. >> Second. It's been moved and second to approve
041uh resolution 2-2526 retired teachers. Is there any discussion? Seeing none, all those in favor say I. I. >> All those oppos say nay. Motion carries. >> Approval of resolution 3-2526 authorization for petty cash and impressed accounts. >> This is just approval to disperse cash and the impressed accounts out to the buildings. And it lists every person who gets the everything. So approval for them to have money. >> I'll move for the approval of resolution 3-2526 authorization for petty cash and impressed accounts. >> I'll second that. >> It's been moved and seconded to approve resolution 3-2526 authoration authorization of petty cash and impressed accounts. Is there any discussion? Seeing none, all those in favor say I. >> I. All those post say nay. Motion carries. Approval of resolution 4-2526 district investments. >> This is to allow
042me or Chris to make investment on the district's behalf through the county director. >> I'll move the approval of resolution 4-2526 district improvements. >> I'll second. >> Okay. Sorry. Uh, it's been been moved and second to approve resolution 4-2526 DI District Investments. Is there any discussion? Seeing none, all those in favor say I. I. >> All those post say nay. Motion carries. >> All right, moving on to reports. Lisa, >> I share all copies of your budget reports. We're running about a $6.6 million budget um ending fund balance, excuse me, right now. um that could possibly go up a little, but just a reminder that some of our fund balance will be carryover money that was not spend that we will spend in the following year. >> Does our federal funding always start down like
043it has on the current year to date on funds in I was looking at >> No, we're down a little. >> Yeah, it is down a little. Okay. All right. I was just curious if that was >> common or just Okay. Were the grants lesser? >> They were less. Yes. >> Okay. Yeah, I noticed that because I was like, oh, they're kind of eating and then all of a sudden >> sometimes people will apply for certain grants and then not in the next year. Okay. >> So, it kind of is misleading. >> Okay. >> It depends on what grants were applied for. Most federal grants are a >> um competitive that you you may get it, you may not. >> Um but the ones that we do every year that are not competitive, we do
044every year. >> Okay. I figure it was something like that because you never know with the federal funding, but I thought it was a good thing at least to ask. Anybody have any other questions for Lisa? All right. Uh, moving on. Facilities report. Jeff, >> we had our first day of school today and the lights stayed on, the toilets flushed. I didn't get we didn't get too many like unknown calls, so that was pretty good. Um, it's nice to get the kids back in the building to shake it down to see what works and what doesn't because, you know, you can walk around empty buildings and not know. But it's going pretty well. Uh, the custodians really stepped up this summer. Um, we didn't, you know, have a ton of workers and they got a
045lot of work done and the morale was pretty good. Um, I the uh I think we're going to miss our mark for trying to do a road before we get to bad weather. >> Did they finally get the specs out from the architect? >> I don't know. What do you mean we signed a contract to get it out? Yeah. >> I Yeah. And I can tell you that the market is such that they can take their time and >> Yeah. >> be f Yeah. >> They're not the only one. If you switch gears, somebody else is going to put you at the back of the stack and then it's a six to eight week wait. just >> building it's hard to be patient >> most right but so yeah it'd be instruction. But now hopefully
046we get some rain so we can turn our front on screen again. It's sort of raining outside. It's perfect. So, we're think, you know, someday in the future we'll have irrigation and all our yards will be green, but right now it's labor heavy to to water that stuff. But, um, really impressed with the custodial crew. You know, we've got people that had miss work. We have we're down bodies. We're seeking substitutes. If anybody knows anybody, we do need some more subs. Um, but our people step up when they need to and they they work. So, is there any questions? >> I would just say kudos to you, Jeff. I mean, it's great to hear you compliment your team, >> but any of us that manage people, >> teams do well when they have somebody who's
047giving good vision and good support and building good morale and um clearly you're doing that. So, um >> I I feel I feel the pain in the groove right now. It's like I want to get them help out, you know? I'm like, "Everybody eat your echenage." They know it's not sick because >> we're bodies down. So, when now all of a sudden they get sick, right? So, >> right. >> So, we I had I do have some prospects. I am going to be taking a bus driver for a 4 hour shift because he had room in his day to not be over eight. So, that's going to help out. And then, yeah, just keeping them >> in recruiting. So, >> but thank you for leading well. >> Great. Any other questions for chat? >> All
048right, moving on. Good to of the order. We'll start with Chris. >> Um, I like I said, I led off with Meredith did an incredible job on Monday for our all staff back to school day. Stephanie, you were there. So, feel like as mom, it's hard to talk, but just how she brought out the staff, had all the teachers and brought everybody in. So I think our first all staff day really brought that together. Last week was our um our summer institute elementary was working on instruction of kind of mapping out math standards. Um I felt like we had three really positive days. uh Tuesday staff mapping out taking standards and looking at how to build engaging activities and realizing that if we're really anchored in our learning outcomes, you can be really creative in
049what the students are doing. On um Wednesday and Thursday, we had two great days with WA coming in and working with our staff and our staff agreed to kind of work on this framework of what's above the line, what's below the line. So when I did my walk through to the middle school today, it was consistent across the board. Teachers going, "This is the culture we want. This is what's above the line. This is what the below the line." And I think my favorite quote was, "We want to be above the line because people soar above the line." So really, you know, I think there's some good buyin with secondary teachers, middle school and high school, on what are the cultures we want to see for our students and what is our role and the
050culture we want to see for our students and how do we do that together. So I think a big emphasis on that summer institute plan staff planned their own uh their own meeting to discuss how they wanted to drive their culture. So I've never had a summer institute where the staff scheduled their own meeting after summer institute into the time where they're supposed to be off so they can begin working and having conversations on the cultures that they would like to have. So I think that would be a successful summer institute um when that happens. >> I can feel that. Um, thanks. >> And and I think most importantly, today was our first day of school. I had the ability to come out, watch parent drop off pickup with our elementary students this morning. Um,
051having staff members lined up probably about every 20 yards, making sure all of our young learners are finding their way to their classrooms and no one's getting lost. And once our students found their way to their classrooms, I had the ability to make my way down to the middle school. And by the time I got there, it was quiet. I mean, well, the halls were quiet. every classroom was going through where teachers were mapping out ways that they want to see their students be successful. Students were fully engaged and then I got go to the high school where we had link through bringing on our ninth graders and onboarding our ninth graders and what it means to be an Elma Eagle and I think the adviser stood up and or um goes, "All right, can
052everybody sit down?" And all of the ninth graders just sat down and were ready to go. They were so excited. So just seeing how we're we're really being intentional about how we want to bring our Eagles into our buildings and going to every building where the middle school did it by classroom, the high school did it with all the ninth graders and the elementary was just greeting all of our students out the door and really seeing that intentionality of how we bring our Eagles in was just really made today a great day. So I posted I think out of 20 years in education, this is probably my favorite first day I've ever had. I'm tired of my favorite person. >> That's a big comment. That's a big compliment. So, >> right. >> Well, to expand
053on that, my sixth grader came home today and said that he had the best day ever and he's excited to go back to school tomorrow. So, >> sixth grade. >> I know, right? Yeah. So, I hope I hope everybody had a similar experience. >> Likewise. So, I hope everybody had some experience. I did get to go to open house. I actually got to experience every every building. It's kind of getting scary because that means that I'm starting to spread out the family a little bit, but um yeah. Yeah. So, started with the elementary and uh man, everybody was seemed really excited to get started. Everybody was um was really excited. There was a lot of energy. I think even when we went to the middle school, there was a lot of energy. There was a
054lot of people, too. A lot of people came out. Oh my goodness. Yes. >> Yeah. I there was when the line opened for the middle school, there was a I wasn't over there, but somebody told me this. It said the line was over by the gym to get into the middle school. >> Well, yeah, there was a good um I ended up needing to hold the door. So, the parents were getting onto their schedule. So, then I ended up holding a door because we only had one. So, all the parents could pull it up in line. So, as the parents got online, the line >> they could go through the schedule. >> The line immediately hafted. >> No, because they didn't need to they could get it online. >> Okay. So, I know I think
055we had a conversation with Mr. Gaskins on next year. >> I mean, parents and sixth graders have never had multiple schedules. So, some instructional videos on how to access those videos or or sorry, to access those schedules online for our sixth grade families. And I think we could cut that line down even further. >> Yeah, I don't think anybody I think most people when they saw the line, they actually just went over to the commons and grabbed a hamburger and then came back over. So, actually worked out great. Um, I'm sorry for anybody that didn't get a hamburger because supposedly I got the last one. >> Yeah. So, but it was great. It was great to go over there, too. >> It was great. >> It was good seeing uh me and Tasha and Ray
056over there um serving everybody up and greeting everybody. So, it was great. Anybody else? >> I would have just followed up with the all staff breakfast. The kitchen did an amazing job. I know we we all were kind of busy, but I did get the chance to help serve with them. And they even made like homemade from scratch kiche that they served. So, it was it was a very nice staff breakfast, I felt like. Um, and I think just as a followup to Manda, even this morning for senior sunrise, um, I think they had somewhere between 55 and 65 seniors show up to that. And so, I think that really speaks that's that's a huge part of their class >> more than the last two years. to get maybe both combined. But I mean, I
057think that's a pretty I think that speaks to the level of engagement that those kids are really trying to lead as as a collective class. So, I was super excited um to see that. And if you looked at the picture, it's very cross-representative of there's lots of boys, there's lots of girls, there just the whole mix of of students. So, I think that's great that they're kind of leading strong from the top. Anybody else? Anything else? >> All right, with that, we will move into executive session for 30 minutes for uh personnel with no action to be taken. >> Come out at 7:21 p.m. >> We can do what we're talking maybe over to Jan. unmuted. >> Do you want me to adjourn? Somebody want to adjourn the meeting? >> I'll make a motion that
058we adjourn. >> I'll second. It's >> been moved and seconded to adjourn the meeting. Is there any discussion? Seeing none, all those in favor say I. >> All those opposed say nay. Motion carries. Meeting adjourned.