001I call the speedy door. Please rise for the flag. I aliance to the flag of the United States of America to the stands under. Can I get a motion to excuse I'll move to excuse member Ber from tonight's meeting. I'll second that. It's been moved and seconded to excuse board member Bower from tonight's meeting. Is there any discussion? Seeing none, all those in favor say I. I. All those opposed say nay. Motion passes. All right. Approval of board meeting minutes for April 23rd, 2025. I'll move for the approval of board meeting minutes for April 23rd 25. I'll second move and seconded to approve the board meeting minutes for April 23rd, 2025. Is there any discussion? Seeing none, all those in favor say I. I. All those opposed say nay. Motion carries. Approval of meeting agenda.
002I'll move for the approval of meeting agenda. We have one adjustment with like one addition under hires. Okay. Do you have the name? Uh Casey Lensford. So we need an amendment. Is that amendment? Is it under the agenda or under the consent agenda? I would like to put that under the consent agenda. Yeah. um under hires we're seeking a motion to add for a uh egg position especially since uh it's a brand new hire that we would would have just been added today and it's a very hard certified position to find. So will that go under the approval of the meeting agenda or the consent agenda? Consent agenda you already prepared the No, I'm sorry. Yeah, that's why we're confused. That's okay. All right. Do I have an approval for the meeting agenda? Was there
003a second? I'll second. Okay. It's been moved and seconded to approve the meeting agenda. Is there any uh It's been moved and seconded to approve the meeting agenda. Is there any discussion? Seeing none, all those in favor say I. I. All those post say motion carries. All right. Now moving on to the consent agenda. I'll move to approve the consent agenda and then we'll amend right the amendment first. You did the amendment first. Okay. I'll move to uh have Casey Lungsford added to the hires under personnel, please. I'll second that. It's moved and seconded to amend the consent agenda to add Casey Lunsford uh under the hires B hires. Um is there any discussion? Seeing none, all those in favor say I. I. All those opposed say nay. Okay. Now we come back to the
004main. Can I get a motion for the consent agenda as amended? I'll move to approve the consent agenda as amended. I'll second that. It's been moved and seconded to approve the cons consent agenda as amended. Is there any discussion? Seeing none, all those in favor say I. I. All those oppose say nay. Motion carries. Next, boosters approval of volleyball boosters fundraiser. I'll move for the approval of volleyball booster fundraisers. I'll second it. So move in a second to approve a volleyball booster fundraiser. Is there any discussion? Seeing none, all those in favor say I. All those opposed say nay. Motion carries. Approval of Elma Performing Arts booster fundraiser. I'll move to the approval of the Elma Performing Arts Act for arts booster fundraiser. I'll second it. It's been moved and seconded to approve the Elma
005Performing Arts booster fundraiser. Is there any discussion? Seeing none, all those in favor say I. I. All post say nay. Motion carries. Approval of class of 2031 boosters fundraiser 2031. I have some discussion about it. Hey, say that out loud. I'll move to the approval of class of 2031 booster fundraisers. That's tough, but I'll second it. This has been moved and second to approve class of 2031 booster fundraisers. Is there any discussion? Seeing none, all those in favor say I. I. All those opposed say nay. Motion carries. All right. Discussion items. Masterybased learning initiative. Mr. Kitting, I've got John Zerero, human high school CT, media arts teacher, that's going to present with me, too. He's going to kind of finish up uh the presentation. So, a lot of what I'm going to talk about, I'm
006just going to go through some bullet points of some of the work that we've done over this year. You're going to recognize a lot of this work. What we've just done is deepened our understanding and and worked u a little deeper into most of what you've already heard about. But our focus this year had to be around sustainability because this is the last year of the funding for the mastery based learning grant. U just finished the 47 page final report on that four-year project. Um, so we're going to focus mostly that we focused mostly this year on building sustainability into the project. As I go through this, you're going to see that uh some of the work that was done was specific to the elementary, some was specific to the middle schools, some was specific
007to the high schools, some of it was a combination of high school, middle school work, and then I'm going to finish with some of the uh work that was done districtwide. So, at the elementary school, we continued to work with our badgebooks. As you'll remember, we had prek and kindergarten uh the previous year's badgebooks. And this year, we created first and second and third grade came on as well, created badgebooks. Uh they were just piloted this year. U remember the the focus then is on fostering a shared understanding of student outcomes and increased educational equity. uh this became has become a very good tool for us to use with to create student agency. Our fourth grade team started the process of creating a rout routine or system similar to the badge books where they're developing
008shared learning outcomes. So they're they're building a bank of uh a variety of assessments, activities, those types of thing assessments so that uh and then they'll be put into the empower system. But the hope is that their the routine or the system that they're building in their PLC will be able to be replicated later on down the road. Absolutely. Sixth grade team is doing some similar to work to the fourth grade team as they're building practices, differentiated support for UDL to increase uh support for all students that some of those st students that may need a little bit of extra support, maybe a little more variety in how they show proficiency. And again, that work's going to continue into June. And hopefully, it will be a model that we'll be able to extend to other
009uh schools and departments uh in the secondary at the secondary level. Our web crew uh which stands for where everybody belongs completed its first year. Remember that this program was designed to help transition those uh six fifth grade students from the middle or from the elementary into the sixth grade middle school. Uh you'll see later on that the web crew became more than just uh transition uh because they worked really closely with our link crew at the high school and did some some uh additional work there at the high school link group. Similar to the web crew completed its first year, their 11th and 12th grade students that became mentors and leaders helping our ninth graders transition to the from the middle school to our high school. The Elma Innovation Academy continues to be a
010transformative educational model that aligns with mastery based learning uh collaborative goals in personalizing learning experiences that prepare students for real world applications. And then in addition to that, not a part of the innovation academy, but in addition to that, the Elma school district's continuing to develop that de develop the health science career pathway uh through connecting mastery based learning with industry standards local partners uh with the fire department and with Summit Pacific Medical Center. Both the middle school and high school worked closely together and our Eagle Time advisories in its second year coupled with our new Gear Up staff. This is part of uh building some sustainability into this. A Gear Up grant is a seven-year grant that's going to help really strengthen this. Uh but they're working on lessons to develop 21st century skills,
011exploring career interests, which help students become more career and college ready. High School ASB was inspired last year by the equity academy that we put on. Uh and they brought in a uh guest speaker using ASB funds, Isaac Buts. You've heard a little bit of what some of the work that he did. Uh Isaac worked with our students and our staff. They focused on developing a safe and thriving school culture uh that is inclusive while increasing the sense of belonging. It turns out that that work uh really became something that was coupled with what we've done with the equity institute with Vincent Perez. Um and they worked with student leadership to lead what they call listening circles that gathered student data data and now so what we had was we had mentors from web link
012ASB and some of our other uh leadership students go to the middle school and they really ask two questions in these listening circles. what do you think is going well in the middle school? What changes would you like to see, if any? And they gathered that data, and they came back as a group. Uh Vincent led the the students through a process of them taking that data, developing initiatives and activities that then could be used to promote dignity, reduce harmful behavior, create safe, emotionally supportive school spaces, building student identity, inclusion, and belonging. more than anything building kindness and connection across peers and adults. So it's really that work was really all about um developing a sense of belonging. The best part of it was that it was studentled which builds sustainability. Our teachers are going
013to come and go, programs are going to come and go. Our students are always going to be here. So some we can build into the student population. U it's going to be sustainable. The work at the middle school and high school this year with the equity institute will be shared next year and developmentally appropriate activities for our elementary school. So the vision for this is to take some of those activities develop develop take those activities and develop uh younger aged developmentally appropriate activities for our elementary students. And then our high school and middle school students will then be leading our uh elementary school students in the same work which is pretty exciting. Masterbased learning districtwide. So, this is where you it's going to become really uh familiar to you. We've increased continue to increase inclusion
014and team teaching efforts. We've done a great job there. Uh Katie Gallagher has really put together solid team where we got special needs teachers teaching with general ed teachers. Uh right in the classroom, we've got our multilingual teacher doing the same. Uh and so you have specialists working with general ed teachers in the classes uh developing modified assignments and assessments to accommodate for our diverse learning needs. Empower work. Um we continued and this is something that's going to be ongoing forever. We're going to continue to create, modify, and edit proficiency scales to make them more student and parent friendly. One thing pretty cool about this year is that when you'll remember when we started um we adopted Marso's critical concepts uh when we started our work because the secondary schools weren't as familiar or working
015with the proficient skills and standards as were in the elementary school. They're now at a point where they're wanting to modify those proficiency scales to match more of what we do at the in our state standards. Um, we've continued to train our certificated staff in scoring student work against proficiency scales. This is probably uh at the secondary level. We spent a lot of time in our late night starts working on this creating consistency and increase student agency and equity. And we've continued to work on developing and implementing a variety of activities, assessments, and playlists that empower. One of the reason I brought John uh in today to kind of finish this presentation is because one of the things that we found as we worked through this over the last four years sometimes especially over the
016last couple years I think we got a little more uh work because it was in empower remember that's the student learning uh uh management system because we were working in empower and it was new to us a lot of times our focus became empower not around what we really uh the real goal of this uh was to make sure that we're teaching to standards scoring work against proficiency scales giving students multiple opportunities in a variety of ways to show proficiency and I think sometimes we got lost in the weeds on that when we were working with empower which made it difficult for a lot of teachers who especially like myself I'm not a techsavvy person so it was difficult to learn two things at one time John has been able to use global classroom in
017a way that bridges what we really want to create with mastery based learning and teaching to outcomes to the empower system. So I'd like John to come up and share a little Thanks Mark. Uh I'm John Guerrero. I teach media arts and commercial arts over at the high school and what we did with empower. I really got into it. So I'm techsavvy. I jumped into it full full boore right in the beginning and I stopped because I found that I was really just trying to get into this like system that didn't quite was boldly um we're used to Google classroom that's all we've been using since pandemic it became the force of how we're getting our curriculum out to our students and getting all of our information and when I look at empower is just
018a little bit bulky and there's not a stream to tell our kids where to go and what to do in the elementary level we can see that we can tell our kids all right let's open up let's go here let's do that but our high school kids are more autonomous. What are we doing today? How are we going to do this? And so I was able to set up empower as an LMS, but it's really just a data collection tool at this point. And it's an awesome data collection tool. So we can collect all of our evidence from our kids, all of our evidence and put it together. So we have a nice package to show for our evaluations as teachers, but also to show where the kids have been. What Google Classroom does is
019I was force feeding everything I could into this empower and I got away from mastery based learning. I started to like focus on empower. So when Mark and I and Chris were sitting now talking about it, while the focus needs to be mastery based learning, we can use Google classroom to do the same thing as empower. So as our teachers, our parents and our administrators all understand Google classroom is familiar. There's nothing we can do in Google Classroom. It can't be done in empower except the data collection. That's the part that it's going to collect some of it, but it's not foolproof and I'll get to that at the end. So, why are we going to use Google Classroom to get started is because it's familiar to all students, teachers, parents. It's easy to use.
020It's got assignable rubrics which allows us to put our proficiency scales into Google Classroom and still score all the material that's in Google Classroom based on those proficiency scales. And it's a bridge. So, as we build in Google Classroom, we can take all that information and you can copy and paste it into Empower. So as you build your first curriculum when you build an empower you're kind of stuck there and you've got to go through it's pl clunky like I said but if you run through Google classroom you can go in there and adjust your teaching for that year and then start to put it into empower once you know how you're going to attack your mastery based learning and how you're going to score your students work on proficiency scales at that point then
021you can start to move to empower. So I started to build out this year. I built everything in in Google Classroom and I also ran empower for the first nine weeks and that's I was able to get the kids to move through it but I still had to supplement to Google Classroom. So while this is easy for everyone to get to it also has a familiar interface because we're already here we can break it down in steps. So, this is my uh we're doing a Lego movie in my media arts class. And so, this is broken down into everything we're going to do. And each of these is guided by our rubric. Every one of these is always scored in a one through four. That way, we're in the rubric of one through four. And
022then I can assess my own proficiency scales to the grade system and then give the grade into Skyward. So, if you notice that everything here is just like they're seeing it, but it is the same as empower because we do have our gradebook and we do have our uh guide artifacts. So, as we're putting everything into Google class, we've got our YouTubes, we've got all our Google documents, everything in there is also can directly linked to empower when we're ready to go there. However, every all the centers are linked to every single activity and again the proficiency scales rule the world in this same just like empower. The only difference is we're not fighting in power. We're not fighting a program to get our mastery based learning. We're going to discover and implement our mastery
023based learning and then move to a better system. Um in building our MBL structure, we're going to make sure that we are have our focus skills, our essential standards and or essential standards and our questions. Um because we want something to guide the students and again this is a transfer directly to empower everything we're doing. Every activity is direct transfer and it's a basic copy and paste. I also use my Google classroom every year after year after year as I'm working. So you can make your tweaks in there and then again move it to empower. So it's a nice bridge. It has assignable rubrics just like empower does. You can I can assign a um media arts, visual arts, and language arts uh rubrics in here. So I'm assessing for all those three things, which
024is great. We're assessing across the whole board. I can assess a math standard, a science standard, etc. The problem with it was is collecting all this evidence. So even though I have all this stuff, I've got their Google Drive set up for the kids. What do I do with it? Well, I can either I can make a spreadsheet, start to build out the each child's proficiency and show where they're at. And then I can create the have each student create a website. And if they create a website in Google Sites, they can put all their evidence the website. So that now everything is directly linking and the students are also responsible. or we can use empower. So the reason why I put why empower is because empower collects all the data, all the evidence, all
025everything and puts it all in one nice big package and dumps it to us. So as teachers, we all should be wanting to use empower. Well, as educators in today's world, it's kind of hard to just jump into stuff like that. So that Google classroom is a good bridge. What I like about the conversation you brought with us is you sent an email and you said, "Can we talk?" And we said, "Of course." And he said, 'What's the goal? He said, 'The goal is that we have standards that students are learning all the standards. These are 10th grade English standards. We want our students to know the 10th grade English standards in 10th grade. What is the goal in we have sixth grade math standards. We want to ensure all of our students have met
026sixth grade math standards while they're in sixth grade. And I think uh the conversation you gave us was empower does a better job of making sure all of that has been done. But what it doesn't do a better job of is is helping the teachers navigate solving two problems which is do our teachers know their standards. Do the teachers know how to assess against their standards? And then can we put it into a database where their standards are at? And if the teachers knew their standards, empower would be really easy. But as Martin just said, teachers came back and said, "We would like to change our update our standards to this new area." So if the standards are changing and evolving, it's easier to do in this editable. Yes. Now, but the downside with Google
027Classroom is you're recreating it every single time. And by the time you get into year two, three, and four, you're like, "Hey, wait a minute. I don't want to recreate this year after year." So you would be able to archive it and keep reusing it. So you're not recreating it. You should be you should be recreating your instruction every year. I mean really we should be reflective but um one point is that not only are we assessing our students in the Google classroom and in the spreadsheet you're only looking at your students. You're only looking at what they're doing. So in empower we can see globally where they're at in all the standards. So I can see have they met the standard? Oh can I push them in language arts standard? I'm a med arts
028teacher but I could push them in communications. I could push them all sorts of other ways and I can see a holistic view of each student. So yes, you can see it across the board. I really appreciated your approach on I understand what you want to do and uh I think we can get there this way. Yes. And I feel like that's just a neollective if you will of kind of modeling. I mean there's a reason why put our press releases out because I don't have all the photos but you you were chosen as the high school teacher of the year. So John was chosen as the high school teacher of the year. So but I do appreciate that. So yeah I I really appreciate this. That's very cool. Thank you. So, with that said,
029next year there are some teachers that really dug into Empower and love the system. They'll stay with the system. They'll continue to work in that system. There are a lot of teachers, however, who are going to be more familiar with the Google classroom and it'll be easier for them to navigate as they're learning their standards and their proficiency scales. Then, we can move towards empower later. That way we'll continue to focus on what we really want to focus on which is teaching the standards, scoring against proficiency skills, providing various a variety of assessments and activities and multitude of opportunities for student to reach proficiency. Any questions? Do you see? Yeah, Chris, if this is you, too. But as other districts potentially start using empower more, I'm assuming that some of these same some of the
030same things are happening in other districts that are at the same places we're at. And since I mean it's still a service, right? I we still pay to use it. So I'm or so I'm assuming that their product hopefully will continue to evolve with some feedback because they want to keep the business. So maybe in a at some point sooner than later hopefully they may figure out a way to uh we've been working with other software companies. I mean, we landed on empower not because I mean, I wouldn't say it's the best one, but I mean, our education system, our data systems have been built around Carnegie, it's class and grades. And we're talking about students and skills. And so, when you have a overundred-year system built around classes and grades, and we're saying, well,
031we want to see students and skills, you're asking for a data system that, you know, our school catching up. school should school should be about what kids know but there is no data system in the entire school system built around what students know. So it was probably the one on the market but um good examples like school links have been working with the CTO the chief technology officer there we have to use school links they're interested in actually building out an entire competency based model within school linking so there's I think this there there's a growing market of people saying hey we would love to move to a competencybased mastery based environment but we have school systems built around classes and grades. Yeah, I think that and as this mastery based learning continues to grow,
032this pull movement, you're going to see that the market's gonna they're going to have to increase. I mean, they're going to have to get better and the market's going to be really competitive. We're not opposed to changing to a new software solution as we actually have some competition in that software solution. We told our teachers they could check out other jump rope and they're like, "Jump rope's not great." It's not good. Yeah. It looked pretty like it was modern, but when you got into the meat and potatoes of it, empower is very robust inside. So, if they can get their stream to work, even if they can't get their stream to work, you can still use Google Classroom to point them in the right direction because it will make all our lives easier using something
033that just does it all. And that's what I see in a car. But I don't think we're going to sway from a vision of learning is about what students know. I mean, because we have a lot of things that are don't know. The I think I gave the great example is um we're flying in an airplane and who's comfortable with a guy who got a D average but probably failed the section on landing. I'm not okay with that, right? And then we do that with our students and then they move on and you could have had an essential math skill in sixth grade that you don't go back and redo. Like, hey, you got enough on this unit's test. We got to move on to the next unit. Doesn't even really matter about the fact
034that you needed that skill as you progress in math. Well, it doesn't matter. you're just not going to get it now. And that's how our traditional education system's been. That's the system we all went through. Um, but it doesn't make any sense. Um, and it's not really how the rest of the world runs education. If you were in the military, they call it go no-go. You go to Boeing, they call it red light, green light. If you go to any other place that trains employees or works with people and does any kind of training, it seems like the rest of the world has already caught up to this ability of competency based grading. And the only system that's still stuck in the 150 years if not evolving is our system. The system most built around
035educating kids. Military does it. Boeing does it. Corporate America does it. Universities are moving into it. They call it PLA. Now the K12 system is probably the last move forward. And I think it's totally appropriate that was the first to say the rest of the world is educating this way. So a lot of parents say I don't know if I like this idea. You're like well if you're ever in the military it's how it works. If you ever got a job in Boeing, it's how it works. If you got it anywhere else other than school, it's how it works because learning should be about what you know. Any questions? Lots of great work. I just want to thank you guys for the support over the last four years and I want to thank our staff.
036They've been working their butts off um to make this happen and it's good for kids. So, right. Thank you. Thanks. Thank you. All right. Graduation events calendar. Graduation is so close. June 7th already. I just figured I'd say so. U senior night. So, it looks like senior scholarship awards night is Tuesday, June 3rd at 700 p.m. in the gym. Uh, senior night is Thursday, June 5th at 7 p.m. in the gym. And then graduation is Saturday, June 7th at 1 p.m. at the uh Fairgrounds Pavilion just because I know nobody can see what I'm looking at here. Thank you for getting this to us though, so we know what's going on. Uh, and then next we have our next day in the life. Yes, in the life. We've done one day in the life at
037the high school. We've done one day in the life at the middle school. I really like the process where we all get a student. I know I had my student at the middle school. Um, the next one will be at the elementary school May 30th. And just kind of need to know who would be going to the next day in the life and having an elementary student you're with. Me. Has this been um have you liked this learning walk system a little bit different where you spend the day and you get to see every like you kind of go through what that student goes through or the experience school as a student experiences school? You know, I mentioned that before that I actually enjoyed it a lot better than the the random walking around going
038into classrooms and it just it's also nice to be able to talk to the student, interact with student and get their feedback too about what they enjoy about school and some changes because we've been trying to hear more student voices. So, it's been real nice to random kids and and also the selection of the kids I thought has been great, you know, that it's not just a certain group of, you know, kids. It's just all across. I think we've gotten great feedback. I mean, like, um, we saw like some downtime during sessions of the day and I know Kershaw and I are working on how can we resolve that downtime. So like we're like, "Oh, wait a minute. Idle hands becomes one of your biggest classroom management, you know, issues. So how can we start
039working on it?" I think it just lets us see and build a plan, you know, allows us to see. It gives us a good opportunity to see. I mean, it it can't get any more real than what we see for the most part, other than it's a snapshot of what you all have to see for the entire school year. Um, it would be nice to maybe next year do it um a little bit more in the beginning of the year. I know that's not really fair to the way that this school system's built. I understand that, but that's also part of seeing the entire system. I don't think that's actually impossible. We did it at the end of the year this year as we defined what we wanted the learning walks to look like. We
040did a learning walks where we did about 20 minutes per class. Then we changed the learning walk model where we decided so we spent the first half of this year defining what it would look like this year. I don't think it would be impossible now that it's defined if we're saying we want to stick with this learning block model that we just get it going. I don't think that's hard. And also I think it would be nice if um we mixed up the days some that we go because we tend to go on the last Friday of the month and Fridays typically you know the I I find that a lot of times staff is actually giving an exam on that particular day. Um, and there's not a lot to observe, of course, when you're
041just sitting there watching a student take a test. But, um, you're supposed to take the test. Yeah, I took the seventh grade math test. I would have needed some math based learning. I would have got it. Stephanie had said I took it. Stephanie had the mile run. I did. I've had hard stuff so far. Like, I would have rather done the mile than the math. No, that's fine. I think we said it. So, I think that can be a conversation early. We set it on Friday because I know two of you don't work Fridays. So, uh we were trying to build it around uh board work schedule, but board is open to other days. We can probably do it around other days or or even if we had it, you know, like some board members
042can make it on a certain day, but then other board members make it another day. So instead of everybody have to be there, you know, right, that makes it easy to not have a quorum. Yeah. And then maybe being able to see the latter half of the day too, right? We've been introduced to the morning half of the day. It' be nice to see a complete picture of the day. Not that I want to be there all day, but you know what I mean? Start in the middle of the day and work towards the end. Yeah. maybe come at lunchtime and meet with student right before lunch and then finish the day with something of that. So, I know um my last two both students have talked my ear off on all of their ideas.
043Yeah, I'm excited for the elementary school be fun. I would love to see us do it at least twice. Sure. If not even twice per building. Yeah, for sure. At least. Yeah. and maybe towards the bu beginning of the year and then more in the springtime to kind of see if suggestions, corrections, you know, um just how the year has transitioned from the towards the beginning to more the towards the end. I feel like it was good relationship building across across the board like with staff. It's just good to be present and with kids. Um, I think it kind of puts our money where our mouth is, you know, like showing up and really being present, I think spoke to a lot of staff and students. Um, I'm going to kind of go down a
044different road. Um, I also think that obviously I missed the high school one. Um, I did attend the middle school one. Um, I know there was concerns and those concerns I haven't talked to anybody about yet. Um, So, I I would like to see us be able to, obviously not as a group, but if we break it up um two of us be able to debrief at the end um and maybe give our observations and concerns and visions. And that does actually make Brian's idea pretty nice because without having a quorum, if we do run it in twos, then it does create the ability to have a debrief. We've been talking about having a debrief too because the first one was a survey that didn't pan out like thought it would and then uh we
045figured that we once we got all the schools done since the 30th after that we could debrief on the whole thing. I know that's not the best option because it would have been nice when it was fresh. Yeah. Right. But like James, yeah, I like your idea of doing it when it was still. I have a note in my phone that I wrote down that day just so I don't forget because So, but we I do have it on the Okay. things I want to put on. What I did is I just took notes on my phone. It just seemed to be easier in the moment to add notes. So, I I was paranoid having my phone out quite honestly. It's good. I'm afraid. I was afraid. It's like I don't know if I should
046have my phone. Okay, that's all I have. Anything else for that? No, I think we're good on the 30th. Um, I'm good. I I cannot make it though. Okay, so three and then we'll call Brenda when she's back. Um, and then the next one is the board retreat. Mayor Paka said simply the board said you'd like to do the board retreat in June. So we have a board meeting on the 11th. So it made sense to run it on that day. Lost my page. And this was Mary thinking like before or after the board meeting. Well, I think that's a meeting that you guys are going to have all together. You and Mary. Yeah, we were trying to get that on the schedule to figure out exactly what we want with Mary, which brings me
047to the point, what do we want to see? So, I can relay that. Well, I um I have a redeye flight that night, so the sooner I can get out of here, the better for me. Like, I need to leave Elma probably no later than border tree seven. I mean, I may be leaving the meeting early. before the meeting. Yeah. Ideal that day, right? Which is a little bit nice because it's hard to schedule when the tradition board meetings in. Are we available like as early as four? I mean, or do you want to reach out to us individually or what saves you the most time for scheduling? I think we're got Michael and I have a meeting with Mary to figure out all the things we'd like to cover. So, how long she would
048be with us? I think I don't think four is bad though. We're doing two hours. Can you do four? I can do that. I mean, I can do we needed I could do this. So, anytime noon that day. Available anytime after 11 that day. I'll be at work until noon. So I can so maybe the other thing is forward. Can we invite our potential incoming candidates? I was going to go there next. I don't know. I think you can have anybody you want in anything you want. It's it's the board's right to invite anybody to engage in a meeting as you would like to. Okay. So that would be your call. Okay. That would be in agreement with that. So, do you want to discuss that with Mary and then we get tell Yeah. Is
049there anything you guys want me to talk to her specifically about or you guys can reach out to me individually before? Yeah, that's fine too. Thank you for setting that up. She's been hitting me with emails. Put your schedule. All right. Okay. All right. That's the last on that. Do we have anybody for public comment? Anyone? All right. Unfinished business approval of the employee handbook. Did you have public comment? I I think so. Sorry. Hold on just a second. Let me back up. Let me back up on that. So, I just want to make sure that uh welcome. Uh and then, uh to ensure fairness and provide an orderly meeting, we respectfully require that individuals speak only once for a maximum of three minutes. and this may not transfer to their speaking time to others.
050Uh please be attentive as to your name will sorry this is not ours so kind of ad living a little bit because uh when addressing the board please approach and state your name before presenting your comments. The board will listen and may offer clarification if needed. However, the board will not engage in discussion at this time. Depending on the nature of the topic, the board may decide to schedule it as a discussion item in the future. We kindly request that all your comments remain civil and respectful and remain remind you to consider the impact of your words and know that you bear personal responsibility for their content. We caution you to avoid certain statements that may infringe upon the rights of others under various laws, including those that protect privacy or prohibit uh defformation. Providing
051public comment demonstrates your feelings and engagement and participation in the decision-making process in our community. And we thank you in advance for your comments. Now you have the floor. Hi. So, my name is Rebecca Madaner. I am a parent of a seventh grader, Violet, who's here with me today. Um, as well as a third grader and fourth grader. So, I'm also the parent that sent you the email um a couple weeks ago with concerns for um how the middle school environment has kind of um escalated into kind of an unsafe and toxic environment for our kiddos. Um, it has been a rough spring as a parent. Um, talking with my child and other students and other parents in the community. Um, as the board is probably aware, we've had an increased amount of physical violence
052as well as verbal threats of violence to others. Um, I know that my child was threatened with violence at a soccer game recently. Um, I'm concerned um, for my kid safety when I send her to school. I get text messages from her um saying that she doesn't feel safe and to come pick her up. There's been a lot of bullying and harassment um among different children um at school and I have a lot of concerns. Um they're just kids, right? And so I feel like there's maybe hasn't been a lot of consistent discipline or they know what those consequences will be, right? Um, one of my dad's favorite sayings was if you sip it in the bun small, you don't get the big problems, right? And so perhaps some of the earlier issues that we
053were seeing at the beginning of the year with name calling, threatening, I've heard of drugs in the bathroom, pancing each other in the hallway, unable to find an adult when they need it. Um, and it's escalated. And I know that I've had conversations with the principal and the superintendent and I know that there are good things happening and on their way, but I would like to know um a better plan for what's going to happen the rest of this school year so that I'm not getting messages from my kids saying, "Mom, come pick me up and we'll see." Well, thank you for your comments. We appreciate it. And as I discussed, I can't discuss any of your comments, but we do appreciate you commenting. Is there any other public comment for tonight? All right. Unfinished
054business. Approval of certified employee handbook. So those documents that were not able to be um clicked on and you guys could access them were sent with your packet and email. They are available in the building folders, Google folders, so the staff have access to those things. And then I did add the little snippet about the solicitation of gifts and donations with the policy reference for 6114. Yeah. Yes. and to see their building. Should we make a motion for approval so we can open for discussion? Yeah, we can do that. I'll move for approval of the certificate employee handbook. I will second. has been moved and seconded to approve the certificated employee handbook. Is there any discussion? I still feel like it reads like we're still trying to get to where we want to get with
055the handbook. Um like there's some pieces that are really in depth. It really depends on the building level. like the discrepancy between elementary information versus high school um is pretty unbalanced when I read it. And um I think I'm trying to read it through the lens of like if I was handing my employee handbook to my new child care staff, like there's all the wax that they need to know, but then there's like the day-to-day stuff they need to know just to be a successful employee of learning to grow. like, you know, everything in big stuff like that we're mandated reporters and, you know, there's those pieces that are not in there, but I don't know if there's I went through a couple other school districts and like I feel like there's probably honestly 30
056plus topics that I I made a list that other districts have that we don't have in this, but I don't know if they're someplace else. And so, I mean, this one's going to have to be a living document. I mean, I pulled up my last districts and it was about 200 pages. This one is 33 pages. Most of them are. That's my question. I don't think I would say that we're done. I think right now we're trying to make sure that we have a reference point. Some of the things that we see comes back into board policy that slows us down. Um, so there's about three things that kind of slow us down, which is another thing that you'll see in a lot of districts within board policies and we've been approving those. Like you'll
057see it within our HIV, harassment, intimidation, and bullying. We have the board policy, we have the procedure, but then we also have the district approved form like the paperwork that goes along with it. We didn't have a lot of district group forms. That was what goes back into the the handbook. So, some of the things that are slowing us down is the restructure of the board policy and then creating the forms that come back. So, like travel forms and what's the one we just Susie's not here. We just had to do animals in the classroom. So, if you bring animals in the classroom, what is the appropriate documentation? Because we had a board policy. We had a procedure where we said all of these things were done to verify that the student's not allergic animals
058been, you know, da da da. It said we needed to verify that all of those things were done. We had no point to document where any of those things were done. So then we had to go back and recreate the form so it can kind of come back in here. So some of it is we're recreating it. And then the second issue is is everything in this thing is bargained um between board policy. So we go point by point by point and part of our union labor roundt. So the the the ETO involvement, the teacher involvement is through a bargaining process. So I don't know if we would get to where we want to get. I think we just have to know that this is going to have to be a living document. So I'm
059I'm super open to all feedback because I'd expect a document that's about 200 pages. But those are about two things that I would say is going to stop us from being as far complete as I'd like to be. Well, two questions because if we publish I could see it saying, well, we don't want to publish that often. Well, if it's a living breathing document, then how does that work? We update, we bring it back, we add the new areas, and we rep that follows up with my second question. So, if we approve this living document and say next week all of a sudden we have a bunch of additions, we can go ahead and make a change. Yeah. It just I mean there was things I thought through of everything from can you put thumbtacks
060all over your walls or do you have to use blue painters tape or I mean I mean there's like just like non and those sound like silly things but like I don't know in our world they're big they're big deals and I just don't know when it reads like here's what you need to know to be a successful teacher I just feel like to be honest if I was the teacher how I how I read it is if I'm at the secondary level I better make sure I know how to take care of my discipline. And if I'm at the elementary school, we just it it's really soft and it's kind of like it's philosophy. There's no procedure. And then there's a whole section for secondary about instruction and lesson plans. And there's not even
061a mention for elementary school. So it just I I don't know. It just feels really out of balance. It'll it'll continue to grow. A lot of where we go is by bargain topic by bargain topic by bargain topic. So, as we have really what's been driving this is for policy update or an issue that has popped up that's legitimize the requirement for extra documentation. Can we go ahead and present you with a bunch of stuff that you can work through and then I actually mean I can do you one better because this was a board goal. We have you going through approving it. It actually doesn't have to be approved because everything's built off of board policy RCW state law. We're not creating new board policies as part of your board policy approval. That's what
062should be this. So the actual approval of the handbook doesn't need to be done every board meeting. We can just make an update and republish it. Um it's if we needed to change board policy that's dictating what we're doing. That's really what we're supposed to bring here. Okay. I really like the idea and I think it's best practice. It just it feels like it's um just missing a lot that was not negotiated. There just some basics like even how do you find out about weather delays or you know all of those things that without knowing who to ask it feels like it kind of should just be there. And I would think some of those things would be not specific just to a certificated handbook, but like a on a school district employee handbook. Was
063there a paper copy or has there ever been a handbook? We've had individual I mean there's quite few people in the room have been not trying to point you out but has it been handed? Yeah. And and the other question I have too is that you know so we're getting presented as a board the certificated employee handbook but yet we weren't presented the any of the student handbooks for the first time this year. Um and there was significant change in the student handbooks. They're drastically shrunk down. Um, and so again, you kind of brings back Chris your comment that they don't necessarily need to be approved. So that's but it's is a student handbook different than the certificated employee handbook or I mean because I just looked at it from a perspective that it's a
064guidance for the students and the family and here's a guidance for the teachers and I'm sure there'll be a classified one and so forth. But I mean the big thing is is is we try to we bargain this with the teachers association based off what's already written in board policy or state law and we try to update it off of that. So, as long as we're not swaying away for this um to double check, I mean, as long as we're not swaying off word policy, there's it's really in the idea of policy governance that it's all managed through are the policies representing what you want and then we put the policies in here. Yeah. because I do feel like they're kind of the onboarding that we talked about, you know, a few years ago. You
065know, we do get new staff to our district and they do need some sort of guidelines, you know, that they and resource manual that they can refer back to because in the past often many of them didn't even know how to help their students get lunch, you know, so things of that nature. So, I do think it's important. I just I can tell you that the mentorship program for the onboarding uh like at the I'm just going to speak from the elementary perspective, every new elementary staff member that came on board had a mentor that worked with them. And it was a list of those things. What happens at lunch? How do you do lunch count? How do you deal with tenants? How do you do those day-to-day things? And it was uh I think
066uh be better for an individual to be able to help them through that than have to go forge through a document. uh as questions came up. So that a lot of that does happen at a mentor level, not in a paper copy. But even having that list of, you know, orientations, here's the items. I presented those mentors with a list of things you should go through. Right. Right. Yeah. No, this has been shoring up our orientation process. I mean, since I've been here, we didn't have anything. We haven't had anything this thorough. We've had paper documents that we found, historic paper documents that were used in past and we found some different pieces and handbooks that are done different at the different buildings without coming together. But a lot of it kind of has done
067a great job and Susan has done a great job starting from the beginning because it's not necessarily representative of the board policy and ensuring that everything is built up for board policy. Candace has also been kind of start over a lot of ways because some of the stuff historically wasn't always documented but wasn't board policy alone. I think it'd be good for us to go through and see what we want to add and then see where we're short on board policy because it's one thing we can do. Yeah. I and I think honestly my my biggest concern right now is it almost communicated two very different cultures. like it it doesn't read to me as a cohesive district culture. It reads to me like this is elementary school and this is definitely secondary and there's
068going to be obviously some differences but it it's more like just how it's even communicated in the document to me it reads like they're very different silent I if I can piggy back on that for a second for the two documents that were sent to us also the discipline referral forms for the middle school and the high school um I'm just curious Um, on the middle school forms, it uh states that it's expected that you try at least two of the interventions listed below, but that is not said on the high school document. And then it also states that so I can best support you, it's expected that you have made parent contact prior to submitting a behavior referral for discipline. That also is not on the high school document. And I'm just curious what
069the different why what the difference is. I think um I don't know or there's just like no form at all for the elementary school like there be no expectation which I know there is an expectation but it it reads like there are no elementary school expectations and there's very very clear one. Yeah. And I I think these are both good things to have on there for teachers because it does some sometimes we kind of get uh caught up in the moment and we skip steps and at least this way when you're going through you say oh wait I didn't do that maybe I should try this because sometimes you can nip something in the bud and not doesn't have to go further. That makes sense. Yeah. One correction, I did have the high school Brook
070Seabird submit to Yeah, I can't change the form without my form. So, okay. I just I didn't know. Yeah, I noticed that was on there. Yeah, I think also in the high school. I probably doesn't matter because it goes to you anyways based off what also because Kenis and I did talk those forms are those forms are owned by a person. We we need a district process to own those forms and not a particular staff member to own the forms. That's that's what I know Ken the comment was we didn't get it but it wasn't Candace at all. It was the fact that the form was owned by a another Christy was amazing and made the form. She owns it on her computer or something. I think then as we transition staff leave and go,
071we need to have something in place that's going to be there regardless of a new principal is for sure. Don't want to give Skynet the privilege of taking over. I felt bad for ask for we knew she was just the collector of all the Yeah, the collector of the forms. Do the forms need to be different for each Could it be one universal form? I mean, they can always have one universal different. I think they're linked in though because what Kendis is doing is she's gathering what's been done at all different places and linking everything in. So then that way as forms change, the handbook still stays the same. Yeah. Um I again this is not a kinesis at large. It's also fairly inconsistent at the secondary, whether it's referring to the secondary at large,
072EHS, sometimes it's EHS, sometimes it's the middle school, it it doesn't like really ever delineate like when we talk high school, are we talking about that general, not Elma High School versus East Grace Harbor High School versus Eagles Virtual Sky Academy? And so I feel like it's a little bit confusing if you were one of those teachers in those three different buildings. Um technically I think we just having that more universal what we would mean by you know make it more of a a district process rather than the building process unless it is specific to the building. But it just seemed it seemed inconsistent about how it was referenced. Yeah, I mean I that's kind of been our competition evolution for the last four years is moving from building processes to a district process, right?
073So that's just kind of true to the same work that we've been trying to do for a while. Right. We've really tried to get out of the silos and yeah, that's all I have. Right. Anybody got anything else? Do we want uh Yes. We already second it, didn't we? It's been a while. Uh any further discussion? Seeing none, all those in favor say I. I. All those opposed say nay. Motion carries. I wish isn't a vote. Is that not Robert's rules? I'm sorry. Iish. Quiet is not either. But we I think it's just always good to remember we are going from not having one or having different ones to recreating. So it's just always going to have to be a living document. Yeah. Yeah. I think sometimes just we don't ever see that we might
074not see the the amazing new and improved one, you know. So right now it feels like I'm approving something that feels well. I think we can always keep on leaving it on to come back and approve. We don't you don't have to approve it. just just look at it, review. Yeah, maybe get it on the thing to review every so often. And then some of the headings that we talked about, I I think we're going to be consistently far from done on this project. And it's uh we're returning a very large ship. Well, these are going to be available on our website as well, correct? So, we should be able to reach the most latest and greatest, right? was paper copies was not the case necessarily. Yeah, I think yeah, you're right with that. So,
075I mean that that's another helpful tool. Yeah. All right, moving down the line. Uh approval of policy 4320, uh cooperative programs with other districts, public agencies, private schools, and daycare agencies. Second and final reading. I'll move for the approval of policy 4320, cooperative programs with other districts, public agencies, private schools, and daycare agencies. Second and final reading. I'll second that. It's been moved and seconded to approve policy 4320 cooperative programs with other districts, public agencies, private schools, and daycare agencies. Second, final reading. Is there any discussion? Seeing none, all those in favor say I. I. I. All those opposed standing. Motion carries. New business approval of high cap program planning on I didn't realize I was presenting but sure I yeah I mean yeah he turned in the plan uh basically we have um a
076lot of ideas that didn't quite pan out this year uh We did do after school academy for the elementary school students. Uh we did three different we're in the third session but we're doing three different sessions of three weeks one week each uh for each grouping and we did a first through third group and a fourth and fifth group. uh the middle school and the high school has kind of done what they've typically done um throughout the last few years, which is allow for the opportunity to advance in an area that they do excel in uh based on building administration approval. And they do have some afterchool um opportunities for like robotics and other types of um after school programs but it is open not just a high highly capable student. All right. You have
077any questions? Oh we did uh test as well like uh based on this new state law. This is the second year we did testing for all of second graders and all of fifth grade. Um we did have two parents opt out. Um they were a part of Eagle Sky Academy and they chose not to bring their students in. Um and then we had oneu one um student who did get brought in. Um so they were tested as well. Um based on those numbers, the committee um did their approval on that and the referrals that we got. So, we also were tested with the NNAT3, which is a national um computer-based test and approved those who uh the committee felt were aligned with gifted two out of three points um which included the testing, but also
078teacher assessment and um I scoring. You can be high cap in all in a whole bunch of different areas. So it's not just academics. Um so that was also considered as well. So if they felt they were excelling and gifted in the area of arts, for example, that's not going to show up on the I Ready test. Um the problem solving and NAT3 test that they do is how their brain thinks. It's all puzzles. So they tends to be typically a little more um gives a little more information about how their brain might work. And we look typically at the top 90th percentile or above which is the national um recommendation. Um we do look at 87th% and higher and look at for for two those two out of the three different criterion we look
079at um to make decisions. You've been carrying a lot this year though you've been teaching your administrative credential. Yeah. Yeah. Thank you for carrying a high cap, working through building out our early learning plans. So, it's been a thorough administrative internship. Yeah. Yeah. So, all right. Any other questions? Okay. I move for the approval of the highly capable program plan. I'll second. been moved and seconded to approve the highly capable program plan. Is there any discussion? Any further discussion? Seeing none, all those in favor say I. I. All those oppose say nay. Motion carries. Right. Discussion and approval to adopt policy 627 electronic funds transfer first reading. We're adopting this for audit purposes. If you choose to adopt it. kind of interesting that I didn't have one. It wasn't really a practice. Yeah. That schools
080did, but it's becoming more and more practice. I'll approve policy to to move to adopt policy 6217, electronic funds transfer, first reading. I'll second. So we move a second to approve uh policy 627 electronic funds transfer first reading. Is there any discussion? Seeing none, all those in favor say I. All those post say motion carries. Approval of bid for biometrically software. So uh this is part of the health science grant that we received that was $100,000 and uh to build up our health science career pathway. Uh, one of the things that we're working with is Matt Crumbley and Conor McNeel. Uh, adding work building the health sciences through sports medicine training, biomechanics, kinesiology, uh, following their expertise and this is a way to really get a variety of students connected to the whole body um,
081as far as knowing our mechanics of injury prevention and just building up our certain athleticism. And so we went out for a bid for this um program. And really what it is, it's it's it's capturing the motion system. It's a lot of times what colleges are using um even if you're looking at professional athletes. Uh so it's creating and collecting that data, but we want to use it in a sense of uh teaching students um how their body works, how their jump is. um are their leg, knees, ankles, joints aligning with each other and how can we work with that so that it prevent injury and or uh you know uh heal the injury. Anyway, it's hard to do this because you you can put out bids but no company's ever going to come back
082with the same things because it's all um licensed, you know, that's what makes them each unique. So Connor has worked with different universities, Stanford included, University of Washington, and just looking at some of the programs that they use. Uh this is the the equipment to to film and and capture that. And then software is different, but the one he wants to pick here is is more expensive, but you can see there that it is still high quality within our budget. It also is more user friendly with a variety of software. And the best thing about it is that it can continue to upgrade the generation as new technology comes out. So that's why we're recommending this purchase for bid um to purchase it for board approval. And you did say this was off the grant.
083Yes, this is a state funded grant. I'll move for the approval of bid for biomechanics software. I'll second. It's been moved and seconded and approve the bid for biomechanic software. Is there any discussion or further discussion? Seeing none, all those in favor say I. I. All those post say name. Motion carries. Go to the order. Chris, you want to go first? Yeah. I had a email. Um, Quinton Perry won the world championship at the world powerlifting competition. He didn't PR, but he had the best lift of the tournament. So, um, we have a world champion powerliffter and a, uh, world champion in squat. So, we can say we have the best lifter in the world, not Mr. Growers, you're here, so I won't have to talk right about you while you're gone. Do you mind
084taking just one moment and talking about how well our students did at the Grace Harbor College Art Show? Of course. Yeah. Um so there were five categories total and um we didn't enter the 3D art but we did enter 2D black and white 2D color multi- media and um photography and we won two of those uh categories. We won photography first place one of our freshman and then one of our freshman won third place also in photography and then our one of our seniors won the 2D black and white and we had a ton of honorable mentions. Uh we just did really well. Uh we were that close to winning overall high school and Aberdine won and they have multiple art teachers and I came by myself world. So yeah, it was pretty awesome. Um
085but yeah, we're giving a presentation on Friday at the assembly leader in Eagle Time that we'll be honoring those students. I'm think the next one is I'm still getting photos back from our staff of the year awards program. Um, I think it was just I don't know. I think it's really starting to become a very much of a us event. Um, it did become the roast of Mark Keing for a little bit staff retirees. So, I'll be honest, Eric's story probably have me laughing all weekend. Um, but I was just really impressed with our end of the year awards. So, um, we'll have this press release going out once I get the last of the photos. I'm still kind of getting photos. I got all the photos in one email, but then they all came
086out so pixelated. So now I have to get it email by email. So once I get the last of the photos, we'll put out a press release of all of our thanking all of our retirees, thanking our our staff of the year, and then we'll have that out for the entire community. But it's just a really really great night. So um and then um want to thank Michael for Friday went with me to our student advisory. So the student advisory I feel like Michael you got to see they have a lot of great ideas on how what they would like to see their school like I was impressed um they definitely taken ownership in the project and really want to do a lot of cool things like so much so it's like oh so it
087was pretty good and they were engaging too it was like you know when we first went down there it was just you know trying to get familiar with everybody and now they're familiar and now once they're familiar It's I think this guy's holding they have three committees. They have committee one is on um the first committee is on how to bring kindness back and the second committee is on how to build school spirit. And then the third committee is the students are saying that they want to build classroom based engagement that they want to feel like there's meaning and value. They want to know what they're like what they're learning for like what why what why am I learning what I'm learning and then how can I own it and be seen. So those are
088the students that are they're presenting to us next week. Next meeting. Next meeting. Yeah. So the students will be presenting all their plans at the next meeting. And and when is when is it held? Like is it like at lunchtime? Is it like after school or every other Friday? It's during the day. Yeah. Okay. See, I was going to say because it's they don't meet that that often. Every other week is what we shoot for like this next Friday. Um because we don't call snow days like all the other districts do. We have off um um so we are looking for a Thursday. Uh we're looking to put that on Thursday. So, next Thursday, normally we were scheduled once a month and then the students came back and said, "Hey, we've got too much stuff
089to talk about. Can we have this student site council every other week?" That's why I couldn't remember when it was because the when I came down the first time, it was every month and then I know it changed and that's when I asked to come down. Then they are going to be bringing forth their C um recommended candidates. It's a board choice for student board reps because then they would like you to be able to go through their applications because the plan being that the board reps will be the student student board reps students sitting on the board are going to be the advocates bringing the site council information back. So when they come across so like a good thing they're talking about is they want to bring back the kindness committee would like to
090bring back eagle feathers all the way up. Um, but they would like to talk about what does that look like for all different grade levels and what does it look like? I think your question was the student, you know, discipline matrix. Well, they want to make sure that we have a consistent discipline matrix and a reward system tied to the discipline matrix. They would like to come see if there's any board policies that impact that that they can bring forward. So, that's already one student is how can they connect with the discipline matrix and have people feathers. So, not just the negative side, but what are the positive sides to do the eagle feathers for all the students districtwide? I'm smiling because they asked for some input because I had an old eagle feather and
091when she asked it, she dusted the eagle feather off to ask me and I was like, well, that's the first. So, anyways, then the students are going to run like the student engagement group. They're going to run a session teacher summer institute because uh they want to talk about so they've been working through what are your learning outcomes and then learning how to backwards design those learning outcomes. So, they're excited about the idea of running one of the summer institute days for the staff training and they kind of want to talk about like this student could be going through their parents are going through a divorce and they might shut down and how do we help them come back as they're working through these kind of life challenges because currently it doesn't feel like you
092get to come back. It feels like you might have had this disruption in life. Class has moved on without you and now there's not an invitation for you to come back. So, how is it? How can we take time to kind of learn about each other? What's going on in your life? You might have a down moment, might not be having a down moment, but how can we know about each other? So, the students really want to build a staff training on how can uh teachers get to know us as people and kind of what we're working through because sometimes, you're right, we might be tapped out because of what's going on in our lives. Then, we'd like to have the invitation to come back, join the lesson when what we're working through is over.
093And it's so nice to know the door is now not closed. That was the conversations the students had. Thought it was pretty insightful. No, it was was good. I'm excited. I think it's going to produce some uh student representatives uh that I think will feel like they can use their voice here and have a venue to go speak with their peers and bring that back to us too as well. Right. We didn't really have an avenue or vessel. they just came sit, you know, and we get the perspective from their life, which was great, too. But this, they can go back to advisory committee and and talk through ideas and bring the collective idea up. Yeah, that's more of what we've been evolving and we wanted our student board reps to evolve, too. So, exciting.
094We kind of had to take it down because we wanted to be more than updates on the next dance and game to what is it we need to do to make it so students are coming to school and learning at a high level. And I think we have students are advocating now and they're ready. It was a Michael got to go to our first one and then you've got to go to our most recent one. I think it's been quite the evolution. Oh yeah. Night and day. [Music] So really giving the students the invitation that you can talk about these things because we want to know what you want to hear from you to make the best learning environment possible. And their advice did drive I mean we're running a summer institute training. We're facing
095a lot of um pretty extreme behaviors but so like they helped design our like other summer institute trainings off the summer institute schedule out at the next board meeting or the board meeting after. I know I think I have a I have a family issue coming up on our next board meeting. Um so like one of the staff trainings is really kind of building up common language around how to redirect when you come across certain behaviors in the class. I mean we've had a growing racism problem and sometimes those racism problems or ism problems are difficult to confront in the moment. So, how can we start building tools on how to address in the moment as a way to still invite students? You know, we're still inviting you in, but we're also holding a line
096on what is or isn't acceptable. I know the students are like, "Hey, we'd like to be able to be able to have some of that language in ourselves, too. So, we can call students out in the hall because we don't feel like we can call students out in the hallway, but if we all have common language, maybe we can do that." That's like So, they've had a So, that'll be one of the other staff training days. Thanks. You got anything, Jamie? I'll just say um that I heard that the senior class parents have brought the safe and sober party back to the uh fairgrounds this year and I'm sure they would welcome any help they can get that day um setting up and um actually running in a booth or something that night. So, Kelly
097Alexander be who you would contact if anybody's interested. Um, kind of missed doing that, so I think I'm going to volunteer. Um, I know sports is winding down districts. I don't I'm not really sure where everybody's at. I mean, I know where I'm at. Where you're not. Where we're not. Yeah, we actually we met last night and uh we watched the rest of the district play. It was actually a lot of fun. We had four TVs going, so we're watching all the games. boys really were excited to watch the other district other teams play, right? You got Yes. reasons why you're rooting for other teams. So, it was kind of fun to watch them all. Uh really exciting to see the YMCA swim lessons thing take off. My son's in kindergarten, so he's really enjoying
098that and joining the photos. That's a pretty interesting endeavor for our young ones. We're trying it out. YMCA fully staffs it. That was a big question, but we did want to make sure that we had certified staff on hand. So, YMCA staffs and house has people there and we wanted to make sure we had certified staff to be there before any issues that pop up. That's a huge safety concern for kids water. So, it's good that maybe we get them, you know, some at least they know the dangers. I grew up in ocean shores. We always had to go through rip tide training. I think it's day block. You live so close to the beach. You have to get trained. You have to have a class lesson number one only for you. Along the same
099lines with the sports, unfortunately the boys baseball was eliminated um last night. Um but that they did play some teams pretty tough this year. Um and then also girls golf. Uh they were district champs as a team. um and for the third straight year and we're sending a couple on to state. So, it's three great three. That's pretty exciting. Want to be an eighth grader. That's impressive. Wow. Um I'm happy to report that FFA all made it to WSU and back. Um they took was there 37? 32. I mean a big group. And um 37 total total. Yes. And um I think that huge kudos to those adviserss that um they lost power after the last session. So they had to completely up in 15 minutes in the pitch black on the sixth floor of
100the dorm they were in move all 30 some kids and all of their stuff. And you can imagine they probably had stuff strewn all over their rooms to find in the dark. And um they finally got into the next dorm a little bit before 2:00 a.m. Meredith's like at some point I just got my sheet out and laid out on the sidewalk. Um so they they had lots of adventures and but uh those adviserss did amazing and kept kids because that's kind of nerve-wracking but I think they did a great job. So um kudos exhausted this week. They were a little exhausted. I did get a good chuckle that Mr. Rens decided to take advantage of having keys to a van. So, he went and slept in the van, failed to know that they regrouped
101and decided we're all going to sleep in a little bit later and not leave as early as they had said. So, he got up to be ready for their like, I don't know, 6 a.m. departure, went to the other advisors with coffees at 5:30 to say, "Here you go." Only to find everybody still sleeping. So, um, but I think they had a great trip. But I do think they're all still very tired, but a good experience. Smiling because lots of fun memories, some great just getting those kids on a college campus. That alone is a is a big experience for a lot of those kids. So I appreciate them doing that. All right, with that, our future meeting is actually the next meeting is on a Tuesday, May 27th. So that's not typical. Again, that
102is Tuesday, May 27th. So I'll make a motion we adjourn the meeting. I'll second. Has been moved and seconded during the meeting. Is there any discussion? Seeing none, all those in favor say I. I. All those oppos say nay. Motion carries. Meeting Memorial Day.