February 2026 Grapeview School District Board Meeting

001two I pledge allegiance 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. Indivisible, with liberty and justice for all. Um this would be the time if you have questions or anything. Um I know that everyone of you has discussed this. Um if you have questions about the vouchers, um any nations, anything within the Anything within the consent agenda, bring them up. So then So we're we're both right. The consent agenda is designed to be We just We don't discuss it. We do believe them. So what she's trying to suggest is if if there was concerns in that, we would then move to um amend it and then you take full something out of Well, yeah, you

002would you would move to to pull, you know, items A, B, and C out for further discussion, and that would be like questions and that kind of thing. I mean, historically though, historically we've we've asked questions in the discussion period after a uh second motion. Um So anyway, I know we're doing it wrong, but I don't know if Chris Reichdal is going to show up any minute to to tell us. Yeah, show up with the with the paddle of education. I'm still learning, too. Well, you know, it's I mean forever we've kind of done it done it that way. So and it seems to seems to have worked, but All righty. Um can you vote, please? For the approval of the agenda? For approval. Aye. And then we've got this verse today. Hi, guys. Bye.

003No, Gracie Pierce and Lydia Olson. And start with uh Lydia. And may I say funny Hi. Aw. Lydia is my student of the month for TK. She has been a very responsible TK student from day one. She loves to be helpful. What's your favorite part of TK? Uh that's painting. Painting, yes. She likes to paint. Yeah. What's your favorite thing to do with your friends? Playing. >> Playing, I guess. So Yes, she's always very responsible, very kind, and loves being here at school. So I have a certificate for you. So I'm going to say congratulations. Good job. What a great way to start your education with us. Good job. So um we wanted to get a couple of pictures. You want to get your daddy to come up and get a picture there, and then

004we'll get a picture with the superstar of the board as well. I'll make sure they have that certificate bronzed. Okay, awesome. We'd like to get a picture. The least guys want to get a picture with you and your mommy. Ready? One, two, three, cheese. One more. Ready? One, two, three, cheese. Got it. That's awesome. Gracie, please join me in this race of honor. This is my dear, sweet Gracie. She is a great you gator through and through. Respectful, responsible, safe, and kind. She leads by example. She is fair and honest. She completes her best work all day, every day without a complaint or hesitation. Her friends look up to her, and I can I can always count on her to do the right thing she knows in her heart, even if I'm not looking. And

005she also has a really big responsibility of being a teacher's daughter, which I know we don't really make a big deal about often, but because you're a teacher's daughter, people look to you to be a leader and to be gracious and kind, and you do that naturally. And so you were an easy pick for this beautiful award. Student of the month, Gracie Olson. Looks like the rest of the family are Look at them all. All right, you can come on up and get This is my whole family. Ready? One, two, three, cheese. And one more. One, two, three, cheese. Gators. Gators. Cheese Gators. Now that's one more picture. This little one wants to get a picture. It's all of us. One, two, three, cheese. Cheese Gators. And one Gator. Cheese Gators. There we go. Nice

006job, Gracie. Pick up the good work. Good job, you guys. Thank you for hosting us. Okay, somebody else stay for a whole one. Have fun. involved parents are I think very much. So move on down this staff presentation. Um Sandy. No, I I have Would you like one? Do you need one? You actually said tonight that I skipped the presentation, but I'll explain it. Wes, I will um have Brittany send this to you, or maybe Oh, just just just hand it to me. Yeah, that's fine. Yep. >> Okay, perfect. So um this is our mid-year data, which is exciting. I feel like in the fall I went over the state of it. You guys did it. It was a hard transition because we're used to star Renaissance place. And now I ready were piloting, but

007go ahead. I think I found a way to kind of explain this. So, um we're moving from Star Renaissance Place, Star Reading, Star Math, Early Literacy to i-Ready. Right now, we have a full year pilot. Um no cost to us, but we also have access to myPath for reading and math. I'll go over that a little bit later what that means and what kind of data that gives us. But, um that's our switch this year. We're It was a good opportunity to see if we could find something that would predict maybe SBA proficiency a little bit more than Renaissance Place. All right, go for it. So, here are the key differences that I don't think I was able to articulate in the phone. Star is a norm-referenced assessment. Think IQ test. Um how a student

008performs compared to that of a norm group, a larger group of peers their same age, same grade, taking the same test nationwide. Okay? And so, it answers the question, how does this student perform compared to others? So, now we're moving to i-Ready, which is totally different. Um it measures student performance not against their peers, but against the specific learning objectives. So, it answers the question, did I master the content? For educators, what's more what's helpful? Knowing how they their percentile ranking in the nation or what they're ultimately assessed on, which is um standards. So, think of our SBA test. That is criterion-referenced assessment. Yes. So, is it directly relatable then to how they're going to do do on the standardized tests? It it pre- it has that predictor. So, yes, it is relatable. What we

009were finding the problem with Star is every year it's like we get the scores back and we're like, "Hey, this child scored 12 grade ninth one of the ELA, and they scored a two on reading." This wasn't every case, but those those two did pop up and we're like, "Then what's the point of the diagnostic, right? If we can't inform our instruction." So, it may us feel good in the moment, but it wasn't helpful. >> So, if you got a two, then is it based then you could go back to the criteria and say say, "Yes, you scored low because of this area on what you answered." Is that on the on the state test? Yeah. >> Or how this correlates. >> How this correlates. So, I have um I have a side um that

010I can show you, but basically if we're testing students for SBA on their grade level standards, >> Okay. then this test also assesses them on grade level standards. And so, it will show us the gaps in learning. And it has a predictive model where I can toggle on, "If they reach if they achieve typical growth, what's their projected proficiency on SBA testing?" Because it's all based around the same thing, standards. We didn't have that kind of data with Star, which was a downfall, because all we had was how do they compare to their peers? So, that does nothing for us in Washington state taking our standardized tests. Yes. >> So, you could take action based on >> Yes. Okay. Yeah. And we don't have to wait for SBA for that data, which is what we

011were kind of having to do. Okay. Yeah. Um so, i-Ready criterion-referenced standards, did they master the content? So, here's a picture kind of show you. Um this is norm-referenced test on the left. If proficiency is a 50, near all the students in the nation that took the same test, same age group, this student, even though scored a 40, let's say proficiency is um 50, and now they're in the 97th percentile. But, in the criterion-referenced test, you see if that's the cut score, they're below proficient. So, for us as educators and me as the principal, I need to know standards, what we're ultimately tested on. So, um if we know students' percentile rank, we can tell how well they did in compared to their peers, but will not tell student met, or exceeded, or had it

012fell short on proficiency on the state. Okay. All right, so I have a few different pages. Um one is district overall, and then um grade level, split into grade level, and then I go over precise instruction a little bit. I have a little key. This is looks so different. Um on each slide, but you'll see on the bottom is the fall testing, the benchmark testing. So, right when they got into the school, first time they've ever they've taken this test. Most recent is our winter checkpoint. We'll have one more um for spring. So, we'll actually be able to see all three. So, you can see here, is this a certain grade level or is this everybody? K through eight. And the good thing now is kindergarten and first grade actually have reading and then math

013separated instead of that early literacy, which was harder to compare. Um so, you can see that at the this is reading, the beginning of the year we had 20% about 31 students. Um now we have 31 students, but we had 43 students testing this uh three or more grade levels below. So, you can see that we're shortening um those gaps. So, now we're down to 15%. So, 5% difference. This has stayed the same um in reading, 4% difference there, another four that we're moving um students on. Kind of closing those gaps. Yes. So, if you add the 39 students and 31 students, you have that many students that are below proficien- proficiency. This I spent a lot of time with i-Ready um people. The they said the one grade level below isn't so much of

014a concern to worry about. You have to dig into the data because it's a mo- it's all your standards. If this is that big chunk of yellow for spring, then they've got some work to do. >> Yes. Okay. Then that truly is one grade level You're in the red. I'm speaking in the red. >> speaking in the red. >> In the red where it says 39 students, 31 students, that is where they are perfor- those 70 students are performing below Mhm. their grade level. They are. Yep. And there's a plan to Mhm. help them along. >> Yep. Yeah. And this isn't um this isn't new. We've always had the students who we we target. Yes. 70 students out of 200 or 240. They think about it as all your standards. It's hard. It's hard. Um

015but, we only have two data checkpoints, too. Once you get more um into the system, I know I was talking to other um people that use i-Ready. Um Central Chehalis has been using it for eight years now. I went and talked to that principal. Um the more data that they have in the system, they can really project those student outcomes. And this has a lot to do with meeting their stretch growth, typical growth. Yeah. Okay. So, yeah, Renaissance good. But, But, it's good and we can see it. We couldn't see that. Yeah, exactly. And so, um math, though uh we're closing some gaps here. So, at the beginning um we we had 20% now we're at 13. So, you kind of see how it's um progressing through the colors, I guess, but the the gap

016>> So, the shading is the Yep. Okay. >> The shade, it's hard to see. Yeah, shaded or the the lines, three or more grade levels below. And then the red is two grade levels below. And then yellow is one grade level below. I don't know what that noise is. Um and like I said, they aren't worried about the yellow. They're like, "It assumes a full year of learning." So, >> Does i-Ready alert you if we are like if our students are doing really bad, do they let you know like, "Hey, this is where we need intervention" or this is where they where it needs attention. They come back and advise you on that. This yeah, this isn't just a diagnostic like we had with STAR. It comes with intervention resources that are tailored to the

017student, which I will go over after the classroom data. I'll show you what that will say. I strange lots for students' data. I'm sorry. Okay, go for it. Can really Yeah. Um one in the yellow and I it looks like in the either end you made improvements. In the middle is it does it read that way because we went from two grade levels below to one grade level. So, the one grade level below increased because we had people moving from the two grade level to one. Is that that why? Yes. So, really it's a big game story on that bottom end. Yeah. Does that make sense what I'm saying? Completely. We don't have Yeah. Could you go Yes. Exactly. Because there's there's fewer students now in this So, we started off with 43 students in

018three or more grade levels below. Now, we're at 31. That's why That explains it much better. >> Okay. That's right. That's much much better. So, we went from 38 to 39. However, they're they're moving >> That's all red there. I just wanted to make sure you you would look at this and you'd say, "Hey, we're doing worse." But in reality, we're doing better because there are less people or less students that are two grade levels below. Yes. Yeah. Should be from the top where it says from 30 students. That should be in bold and then underneath it goes to 35 students where it shows a connection instead of you going, "Okay, well, 39 students we still got work to do." Totally. You know what I mean? I can make that change for the next the

019spring data. I need to make that change. >> So, can you I I know can you do you know what students you're working with on here? Yeah. So, you Okay. So, this data is you can directly point to Smith, Jones, whoever, right? That's where you can Okay. Absolutely. And we have PLCs dissecting this data. We had already actually for our staff professional development day, was it Austin? Mhm. Um we had I ready trainer virtually show us how to take things to the data. So, um Yeah. You want to think. Don't worry. Okay, kindergartens up. I just did one side instead of two. Top is always going to be reading and then bottom is math. You'll see no red, okay? That means there's no possible way for them to be more than uh three or more

020grade levels below. They're they're in kindergarten. So, you don't never see red in it. Um in kindergarten. Um So, right now, seven So, 43 we went from 70% um what they qualify as one grade level below to 43%. And 26 to 48%. I don't need to read all those, but if you have questions about the reading, let me know. That's really good growth. Thanks for having me. So, when when you talk about a a math for a kindergartner Mhm. That's I'm a little confused by that. It's just It's arithmetic. It's counting. Lots of There's sorting. There's shapes. There's lots of mine. There's cardinality. >> Circle versus square versus triangle. And Okay. Um Thank you. Trying to get my head. Yeah. Okay, so that's reading on top and then math. Um I will tell you math

021has been an area that we identified in the kindergarten classroom. Um I know I've been working directly with. So, we've saw that and we're working on it because that's not as much growth as we would like. Um you have a if I may, you have this um one that I didn't put in the slides, but you can see that percent. We want that number to be at 50. In a perfect world, that meeting student would be making 50% growth. Okay? So, you can see on kindergartens, it's 5%. That's that's an area of growth. So, we've identified that and we're working on it. So, the next page on that is the one that's up here. So, remember I said you'll have extra slides, that is extra. Okay. Um Ready to move on to first grade? Mhm.

022All right. First grade, you'll see some number discrepancies. We've had kids in and out of some of these grade levels. I wish that we could start them with the same students. That's not practical. But um you won't see three or more grade levels below for them either, but you start to see two grade levels below. In reading, they're making some awesome growth. So, essentially 75% of the kids are either above the the first grade performance or within they're really on grade. Is that right? Is that what I'm looking at here? This this 15% is represented here and then it slide over it. Is that where I'm 15 to 16? Is that what I'm Is that what I'm Is that what I'm reading? Yeah, the yellow um I wish I would have would have made color

023copies, but the yellow is the what they call one grade level below, but what we're actually not so worried about because um it's a full year's worth of learning standards. So, yes, they're reading that correctly. Okay, any questions about first grade? So, again, the progress and annual typical growth we should was 28% of these kids were showing that. Mhm. Mhm. Our first grade class um is unique for the learners. They've had a lot of incredible growth. Um important growth, ability to access education it that didn't exist before in their little lives. It's a It's a diverse group of learners. So, we have um students with visual impairments, um hearing impairments that are accessing their education. So, there's a lot of other goals that have been met in first grade that maybe don't show up as

024reading and math, but I need to tell you that they have made change. They've made incredible strides in being able to even access their education. But um she's doing a lot of great things to reach those kids. All right. Last question so far? Second grade. >> Sorry. Sorry, I was muted. No. No. No questions. Okay. All right, second grade. This class, if you see on that page, the um they have met their Yeah. their growth target. They're right on point. And then the same thing with math. This class maybe started off as um lower performing is how they would classify it, but maybe lower performing, highly. Mhm. So, um it's incredible. What's the reason? Well, I mean, if you if you could if you could bottle that or whatever, you know, is >> They have

025a really strong teacher. Okay. Um really strong routines and um ready to learn. Yeah. Yeah. I was That's interesting if you can quantify why, right? Because you want to know why. Yeah. And second grade is just one of those years where they start to take Catch on. ownership and they're like, "I don't know what else I can think of." It's their last year in this little TK-2 pod. So, they're they're taking ownership of their grade. So, it's really cool here. Okay. B, third grade. Um third grade, if you remember at the beginning of the year, was one of those cohorts that we were that had our eyes on. Um So, if they are still making some growth in math. This math is I was going to say that. Math is not trending on either of

026them. Or Is that due to the curriculum that we have right now? We are in a pilot year, which can be dysfunctional. And you know that going into it. But yes, yes. Is it Are we making the right choices for curriculum? Yes, I'm very excited about that. And some teachers are already trying that out, but what's missing in our math curriculum is some conceptual understanding to reach some of those learners that maybe can't access um above the heavy reading and things. They need models naturally to bring the math to life and that's what we're finding with our new curriculum. More More hands-on and more visuals. Her background uh conceptually wise, what um third grade math, can you help me? Area, perimeter. Okay. Multiplication and division. Very basic, but what is division mean? Okay. >> You

027know? Um The curriculum we're trying now has these simulations and models that show okay, when I put uh items into equal groups, that's division. It makes it real world. So It's good. But Yeah, they got our eye on it, for sure. And we did. The last slide, I'll tell you what we're doing in third. Some this When you look over there at the students' success versus growth, 22 out of 23, Yeah. does that mean that somebody needs to be replaced in reading for No. Okay. It just we've had a a student leave that class. Yeah. Yeah. Okay. Just one No, I'm just saying we're all set. There's gaps in the look. Yeah, no one's replaced yet. Not a problem. It's All right, fourth grade. Fourth grade is another one of those. Um that's reading. I

028think if you click again, there we go. Um I don't know what to say like that. Any questions or something? When you When you look at that grade grade on the slide that you don't have there, Mhm. the fourth grade in reading looks like only 9% Yeah. I don't know the challenge. Right? Yeah. And then in math, they actually show it's doable. I'm good. Mhm. Does Does comprehension drive the reading score? Is that what it is? Is that what's driving this comprehension not the reading center? Question bastard. Yeah, comprehension is a big part of it, but then being able to read the passage, the grade level passage, right? Yeah, I'm not sure what that is. Yeah. Yeah, and then there's speaking and listening skills. There's uh grammar in there. It But comprehension, of course, is

029huge. >> is this a function of a third grade group last year was behind and they were just scenario carried forward? So we're still struggling with that. Yeah. Because if you look at us, the scores from last year, I I went into this year knowing The fourth grade Yeah, you know, yes. Okay. Yeah. Um one class per grade, you you know those trends. I can see it. Yes. You come and prepared. So yeah. Okay. Fifth grade, and if you look at their growth, off the chart. Okay. One last question. So do we have any So if we know a grade, a class is going to be behind, do we add educators to that class? FTEs? Yeah. A para to help? Do we do that? Yes. Yeah, I I'm going to go over that in um

030Oh, so that's my question. Yeah, the next steps. >> Sorry. Yes. No, you did put that in the other presentation. We're okay. Um yeah, we utilize in one-on-one laboratory resources. Yeah. Okay, fifth grade, they came in credible growth. You guys see that? >> you How do you get 113 in You rock it, you know? And um because in I ready, they have a typical growth model and a stretch growth is an ambitious but achievable goal. It means that these kids mostly all made their typical growth goal already. So that can mean a couple of things. They tested really low in the beginning or they are just it's clicking. But you got that their reading was off the chart. Mhm. Even their math is below expectations. Yeah. Yeah. So you can You can Can you still

031challenge them in reading them? Is that what you're telling me the curriculum allows? Yes. Yes, we differentiate that all the time. We Yes. Okay. Yeah. Okay. Sixth grade. Middle school, this is another one of the cool ones um that struggled with last year. So uh you can You make some ground in math. Yes. Yep, they sure are. They're working really hard. Um it was a hard start to the year for the sixth sixth grade class, but they're getting it. When you look at that sixth grade math score, in in November, you all had measured 0% in the uh reading 90% and math had Yeah. Now you're 4% and 14 when you look at November. And now we're at 46. What do we put for traveling? 43 to 32, so Mhm. So again, there there's movement.

032Mhm. Yeah. Uh interesting. And so if I read this right, uh about 1/3 are reading three or more grade levels below and are doing math three or more grade levels below. Yes. Yes. So are they the same students? Um not always, but yes, the majority of the time. Mhm. Is it How would you categorize that bottom third? I I can tell you the kids that we've had since they've been grade two for their school careers, we track and we catch and we intervene um early. They Everyone knows their name. They're on our radar. When we have new students come in, um that that can be difficult because maybe we see a quite a lot more of our new students coming into the district um We don't know. Yeah, where maybe those early interventions or they

033moved around a lot. So many different factors. You can't just lump it up. Sure. Now, but so is this a Is this a new student new By and large, a new student story. A lot of the times, yes, but also we have students who are um being served with IEPs that are identified on IEPs. They receive uh SDI, specially designed instruction. They have learning disabilities. Well, that was my question. My question was is this just a function of IEP learning disability this bottom third or and but what we can't what I can't see is what that is. Mhm. Yes. So the IEPs learning disability vice just a function of not There's a You know what I mean? So I'm trying to figure that out again. They are They have to have disability, right? So I

034don't know the function It's hard to It's hard to generalize. Um Well, I'm So I'm sitting here thinking in a family the kids are not performing to expectations, so what should we do? What are the great teachers doing to what they can do? I think we're Well, we're solid at this school. Yeah. So I'm just sitting here thinking. You This school As Can I say something, too? As the grades get larger as the grades go on, the class sizes get bigger over the years, too. So that can be That goes back to what Ms. Freeze was saying is like the sixth graders, there may have been five or six four this year that have started at this school and not have been that grade you since fifth grade or fourth grade or maybe second grade,

035Right? Yeah, there's Yeah, that And with more treachery in us, we go um Yeah. It's So the good news would be a tuner with nearly 40 kids and the bad news they're not all indigenous to our progression. Yeah, but they But they become a part of our system. Yeah, yeah, yeah, yeah. Our system. We have some stories, um personal stories of kids who come to our school that have just thrived. And um yeah, so we just try to target We had a big conversation as a teaching staff on Wednesday. We have to intervene here, primary, so that we don't have sixth graders going to sixth grade who cannot read. Mhm. And And that's kind of my my my question is is this sixth grade these 30% of the 1/3 of the kids, do you think

036is that just going to be because of the IEP learning disabilities, it's going to be that way through seventh and eighth? I mean, onesy, twosy, I'm sure whatever, but I mean, do you think is that just where we are with the statistic with the kids that are there? So we have high expectations for all students. It It could be, but we We don't Proficiency is great, but growth is even better in our world. As we do have to recognize that there are students who struggle to learn in this, you know, system of traditional education, okay? So, if we start keep seeing growth, those gaps will ultimately close. Okay? Um we have that expectation. I had a student I taught in fourth grade last year. We celebrated and it was a huge deal. For the first

037time ever, in his whole SBA testing career, moved from a one to a two. You have no idea to how big that is. So, there are wins and we have to focus on the growth. I hear what you're saying, Cindy. >> Yeah, I don't know if I can >> mean to interrupt. No, no, I I hear what you're saying and and I and I hear the positive spin to it. And really just what I'm asking is just the reality of it. Is I mean Okay. It could It Yes. Because on testing, you get some accommodations, but it is still a standard test. Okay. Does that make sense? >> No, no. I'm just I'm just I'm just asking the question. I just What I'm What I'm trying to figure out and it's just me talking and

038is is is a Is that a And I know we never want to say that we're satisfied with 30% of our kids reading or doing math at three levels three grade levels below. But the reality is that we'll take the small wins that we can on the most difficult They're hard to win. Yes. That And that's kind of what I'm hearing. Is that right? Yeah. Yeah. Yeah. All right. Go for it. Okay. Seventh grade. Um They're rocking it. Well, Well done. This is good. I mean, when you look at that overall reading and math assessment 117 83 for that seventh graders, that's the slide that happened to be hard to work at. Jack, so they have the exceptional We want 50% and that's that medium student. So, if you line that up with all the

039students, you took the very middle one. We want that student to be at 50% growth at this point in the year. They're They're at 117% and 83%. So, they surpassed that. >> And 83 in math? Yeah. It's great. Does this surprise you based on their last year's performance? No. Okay. No, it's just a data point for me. Does that make sense? >> Yeah. Of course. Yeah, you I'm picturing the kids and you're seeing the data, you know, with your valid questions. Yeah. You'll start seeing the trends deep when that's in the seventh graders tend to be a strong Well, >> strong class. >> And And I'm just saying, the reason I asked this question is because seventh grade this year and seventh grade next year could be a totally different story. >> It will be

040a totally different story. That's what I'm saying. And so, when I come in, I'm going to see what we talked about. Right? Yeah. One class perfect. Yeah. You can see that. Okay, eighth grade. Um this is one of our person This is one of our wins. Um I know this This was that third grade sixth grade cohort back when even they were in third grade, okay? This class has closed some gaps since being here. They're eighth graders, but they may have been lower performing as a cohort, but their growth has been insane. What are 25.6 75 giving me now? Yes. And if you And I hope you guys are here for a really long time so that you can see some of these personal wins and look at this cohort um like the third grade

041cohort years down the line and see that they made this type of growth. >> When you When you say cohort, >> Like you mean class. Like Is that a single class or is it multiple classes? >> No, just one class. >> Okay. You use the word cohort instead of class just because I'm I just It's a It's just interesting to me. I'm looking at that stuff. This So, this class I taught in fourth grade. Mhm. And poof, you know, they worked hard, but this is incredible. This is the class where I said for the first time last year went from a one to a two on the SBA test. So, it's incredible. All right. Next. All right. So, here are next steps. Um we arranged after the year data, we arranged our student services schedule.

042We have paraeducators running um small groups, very intentional small groups in grades 1 3 4 5 6. So, um kindergarten receives uh Miss Severance time and also some additional paraeducator time for math. Um These groups are in addition to LAP, which is the learning assistance program. This is on top of um We're continuing to dive into that assessment to tailor instruction. The next part I'm going to go over is the MyPath, which is a tool that we use to differentiate instruction, which means what this kid needs is different from this from from this kid. So, meets everyone's needs. Um we review those data points every week. Um we're creating common instructional routines and we're getting new math curriculum. Mhm. Eighth grade, concerns about I didn't see anything on the eighth grade when 38% are reading

043three grade levels below. So, we didn't change their support. They still have um paraeducator Okay. >> started the whole year um with a paraeducator in the in their core classes. >> Already had it. In eighth grade? Mhm. Yeah. Miss Katie. Okay. This one real quick. Um This is the personalized instruction um middle school students are doing this three real what I need time. Um this is what I see when I go into their data sixth through eighth grade. I can see how many minutes they're on and how many students are passing their lessons. So, if you go to the next slide, this is one student in um reading, grade seven. This is a student who scored right at grade level um at the beginning of the year, okay? So, he is He's working on this

044and you can see um the teacher can see that, okay, he's working at lessons at his level. He's passed 22 out of 25. You can look at this data and then I'm hoping I can put it on one. Um go over one. Maybe two. Okay. So, this is math and I'll go back if you need to, but this is also what the teacher sees. She can see or he can see when they level up. And then if they get stuck, they can click and see exactly the lesson and the resources attached that will help um close the gaps. So, this is instruction exactly at the student's level. What they may have missed in long division in fourth grade, whatever they need to work on, um this program will provide and it's high quality. So, does

045the student access that page as well and know if they can like the red at the bottom. They can go, "Okay, I missed something down there." Or is that just for the teacher to see? The The students see something on their N2. They're N2. They're pretty up-front about the data with the kids, which it was a pushback for some teachers to accept. It told them what grade level they're at or where they need to go. But we're recognizing that the kids are super competitive and they want to do well. And so, this student in particular um is like this. He's on 21. I'm going to do that. And so, you can see that this student's leveling up. And they're tracking it and they're creating um weekly goals in all grade levels. Mhm. What is morphology?

046I don't understand the term. Are you looking at ELA? >> No, I'm looking at the other side of the tab. What is that? Um it's um Morphology is a part of I still don't know what it means. I know. It Is that under ELA? >> It's under vocabulary category. It's like word meaning, their relationship to morphology. Okay, I can explain it or Jerry's good with it. Okay, so I'm talking about small words. Yeah. Reading Yeah. Yeah. Study of words, linguistics, um how they relate to um how they're written. So, connecting words and using them together in in logical formats. The list is getting lengthy. Would Would we ever be to a point and I know that there have been much trial and error but would we ever be to a point that there would be

047somebody that we would have a hold over it and take a grade over? Would you say that happened? Okay. Okay, somehow I would like to believe that that didn't happen. So the research like anything in education it's close this way and that's way and we got really way over here with we don't retain kids their research shows it doesn't help. There's more harm than good and but there is a place for that. So it's kind of swinging back at them. The parents have a big say. But read by third law is still a law that we had to have meetings about and that is retention is not an choose. Okay. This is This is going person this is going to take me a while to get my head around it. >> Mhm. This this is

048like it is not it's not easy to understand as a non-professional home. Like the old like I don't know what I'm going to say but it's the old days the setup where you had a you had a lot of overall glossary that the proficiency that created the data is there it's just going to take a while to view the preventive tools for where that and you didn't follow it once you screwed it up so Yep. I know it made a little bit more sense norm versus standards. I I think the thing that that it keeps coming up for me is the is the rate of growth. That that's a real that seemed to be a real indicator for you folks in the in the in the evaluation of the of an individual. Not just the

049failure to obtain it but that rate of I'm intrigued by the tool for the teachers. Yeah. On the individual to be able to see this and then from the student aspect to be able to the the the healthy competition piece. I I mean that relates to me in a big way and so that's kind of that's a cool motivator for some. It is. Yes. If you ever want to come in my door is open if you want to I can't exactly show all of that here but if you want to sit down and I can show you some things um and how it's a nice because you weren't there for the old data which they were and how that was presented and how happy I was that it was you. I will say the old

050data I feel like it's a little bit easier to interpret. Absolutely. I agree with you. Yeah. There's some differences here to describe people but it's not easier for teachers to prescribe instruction. All right, that's right. I I can see that I mean that makes a lot of sense. Because I look at it as a teacher how am I going to fix that? And this is an ability to build on and be able to see. Yes and I will point that it was a culture shock in our school to use to this because we were used to look at all my my class is in green you know and we felt good but it we weren't progressing evenly. There's always room for growth so Could could I use that analogy in your past life you were

051proficient and I would always go away saying where this data and where we were and where we were going to be going to and then there's you have a learning disability and you have a customer feeling and all of a sudden you have people asking what's going on with your school what is your school doing? This is and I and I had that ready and data point to basically talk to you about this great job you guys could do. So somewhere along the line will we will we be able to see that relationship to either peers and or state level? Mhm. Okay. Yeah, there is a percentile rank. It will do percentiles rank as well um in the data. It's hard to get a perfect one but though um but I will tell you what's

052better for the constituents being like oh our star data was amazing and then you have to explain the SBA data right? Because that's happened before and I know you specifically have asked me I thought we were doing amazing at this grade and then it's like what what happened there? So now it's not sugar coated it is it's parallel. There there was a period of time here not too distant where it felt like the state had gained the books and I was looking at it like better overall across the state. That was the feeling I went away with and then so you'll we'll I'll stay I'll stay keep my attention and see see where we where this shakes out. Well we can see behind the curtain right now. The data we can look behind the curtain.

053Thank you Cindy. That's wonderful. You know one of the things change is coming. Mhm. It is. Road change you know. Well I just hope that well I know you guys have a plan of attack for this and I know that these kids are going to reach some goals they want they they want to make progress and they want to do that. And I know that there's been a lot of sickness has that helped has that affected any of the testing? The flu apocalypse yeah yes. Yes. Um we are just now getting back to our 90% attendance a week um again just these last um couple weeks so That's good. >> It's not very high so Oh yeah. Yeah. Should be. Big time. All right moving on down to item nine item our announcements recognition. Um

054March 20th is snow makeup day if needed I don't think we're going to need that. Yes 27th New Year's Eve please. Uh April 1st through the 3rd is spring conferences. I feel like there's something missing there. The literacy night is that coming in? Yeah I'm going to I talked to her but I will I I have no reply. Okay. Did I miss something? Okay. Nope. Um and then new motion to approve the consent agenda. I make a motion to approve. Second. Motion to approve. We have a great day. Um discussion? So um the McKinney uh I didn't know that the Joe's double vengeance he had any um I'm not sure why that's part of the minutes of the meeting. Again for in fact that um It's on the new list that I printed on the

055back. Second page. We put the McKinney slide. That was an individual that we were using. Mhm. Not money not judging that. That's not us. That was somebody but that person in the meeting. It's just my opinion. I didn't know. When somebody is not there with them when you you have This one the access to other No no so this standards What what you and I were planning to do. You were planning to mature and you had that that's your bottom line is mature and the first thing Yeah and it kind And and so it and when I was going through the budget approved budget I didn't see in this consent agenda that um even though Jerry's really Jerry's with you. Lots of nature I guess reality I was in my mind prepared to talk through

056a few items with Andrea in Jerry and that data but it didn't matter because I didn't have anything to Hey well just just in just for clarity uh we had we had every kind of attention Jerry and Andrea during the planning phase helped us understand an individual chart which we were students together being bused over being driven in and out of district and the charges between the districts which go now and us and that's at which point in time we would make a a future request for funding for Lincoln Elks charter. Is that fair to look at and shake it out? But there you go right the difference. North Mason being oh I'm sure lots of it. But anyway so I guess even this part of the meeting it's not supposed to be Okay. So

057moving it on? Yes. And then in here we had a food service person that showed up in the in the group of that they were pushing that. You had initiated a food service contract. That's your debt. The cap not cap it. Okay 13 million dollars. Any other comments? No. No. No? All right, I'll take to a vote. All in favor? I. I. I. I think this is the 14th time I've seen it in a year. Correct. That's good. And we get on track. Did you go over it? Pardon? Did you go over it? >> No, we showed the jury too. You have a word again? Give me a conclusion. The majority already initially approved the ballot. It was wonderful. Moving on then to 11? >> Yep. Moving on to pick for superintendent reports, Jerry. >>

058That's me. Oh, Jerry. I have a couple of items for you. Um, did you put the parents where um the slides up there? Yes. Um, we um paid to the um going in that app this communication tool for our families. And um the parent of of course kind of a slow start. People weren't comfortable with it starting to use it. And um last week we did a trainings on it for our staff, but it's so widely appreciated and accepted and so many families are already pretty well acquainted with both it and technology with communication. Um, it's showing to be quite successful already without even getting our parents enrolled in the app. So, I have what I wanted to show you was I get a big data report on all the communications that go out to

059your parents. And I can see who's doing it and what forms they're in when it's going out, how many people are responding, um and what ways that they're responding. Um, and things that are part of it, um surveys and letters and forms. And so it's um it's a fabulous tool for me to see, particularly already, how fantastic this tool has been with just a soft start. Right? So, we get um a whole variety of different reports that I click on regularly to see how how informations going out. And so, um let's see. The one at the bottom there says the total um there are two contacts for students and our families. So, that means already that 88% of our families are interacting with this tool already. Right? And so, that's just with just kind of

060a a soft roll out um um information. And so, um you can see that um most of them are still accessing their via their email, but we have a growing number of them that are accessing it via the app, meaning they have it on their phone and and they'll get a notification on their phone that they got a message from the school. They can read it right there on their their phone or wherever that is. Okay. Not all the families want to get it via the app, but many will or do or they can do both. Um, and so you can see every grade level has been receiving communications so far. Um, and Mrs. Breeze is a strong communicator with our families. She You can see that there. Um, and today I set up a

061um a user group for the board and parents square so that I can uh start figuring out how to communicate with you guys via that and um and send you updates, simple things like if we have a pizza night or whatever kinds of events Do we have to get on this app particularly? You don't have to do anything, no, but it again, it might make it easier for you to communicate app. And so, How do you use that? Excuse me. I thought I could too. Yeah. She is. She's not backing Great job. You will continue to get emails that you like to have, but if you wish to choose to choose to join grab the app, you can get email stuff. You can also know like if you do have the app, you know, if

062the school's going in lockdown, you can know if there's a fire, you can know if there's there's certain things that you might be up to date on if you're interested. You can look at alerts rather than waiting for to check your email. Good. And so, basically what we're we're doing is moving into how people communicate now to our school. Um, they don't necessarily respond to both of all of them. They do respond to texts a lot of time, but that's problematic too with in how texting families, but this allows us to communicate with families how they communicate now. And I'm very happy with it and I love the data and that that I can see 100% of our families are con- contactable via this tool currently and probably will I don't know if we can

063increase it, but they might pick I access the app and make it um do like for you as you wish to do that. Um, you can actually um we have a QR code that you can get and we'll send that to you if you wish to use that. So, I'm really pleased. We might fade out next year some of the other tools that we we used to communicate with families because it seems to be so accessible. Um, one of the things that um if you remember when we um did surveys speak with the CEE, there's a center for educational excellence. Um, and we paid them a good amount of money for a very robust uh community survey, right? Um, and we're required to do community um outreach in terms of getting feedback on um how

064we're doing and how um what I'm hoping to do is take the this tool we have for communicating families and take some of the things that we have learned from CEE and use some of those questions so that we don't have to pay for another tool um to to get it feedback from our families because frankly what I we have really got some great questions that have great data, but a lot of times it was only just a few people. Right. All right, that responded. And so, it's like, okay, well, everybody's happy, but that's 10 of them, right? Right. And um and I think that um when our families are really well versed in this, we might be able to chunk out um poll and and surveys in smaller chunks so that we can really

065get I think some better data on how our families are responding and even in these in our schools. So, um I think it's going to do probably in some sense triple service. It's going to replace a few of our communication tools and be a tool we can use to gather feedback and information more efficiently um in line of how people operate communicate now. I wanted to give this to um you guys. This is a um uh a summary of all of the estate election school levy elections and it's how they performed um past the state. You may want to uh uh that was of prior attention to the rates top where you can see uh kind of a summary of how uh how things went across the state. One of the things that really surprised

066me is how many districts have two levies. They have seemed to have somewhat given up on bonds um or they're uh or maybe they're just waving, I don't know, but a lot of districts you'll see have both a capital levy and a um E&O levy. So, E&O is kind of your your meat and potatoes. It's It's learning and staffing and administration and elective bills and things like that. Um, capital projects um like Olympia, they were ran a second levy and they um that was for technology and security equipment and new facility projects along with that, right? So, just a interesting trend for us to um uh know um how schools you Sometimes I wonder why why why are certain schools able to have able to do certain things and um others not. They just asked

067for a lot of money from the community. So, um that's some information for you to digest that's statewide. If you look at Marysville and White and Shelton, their E&O levy uh and North Mason didn't run theirs. They didn't. And they did not run yet. I think they're going to run them too. They didn't put them on the I think it's about the end of the end of this year they're going to run them out. Um, yeah, they're going to run them in April. I think they're planning to run them in April. The superintendent I communicated with, she wants to come and meet you guys and um she kind of recommends us that we we feed good kids into our school and wants to come and say thanks. kind of appreciation I have. Um, and so

068that's awesome because these are important people for the community. You should know each and every one of them. So, um I'm I'm working on that. Um, moving down um that bus you don't see down there in the morning? Yeah, it's gone. Poof, poof. We uh put it on the GovDeals and which is not uh widely used by lots of districts and organizations and it went went and went well. I was shocked. I was going to be happy if I paid all the way for 100 bucks. They offered us 3,800 bucks, I think. It was four grand that we got for that bus and it was Wilcox Farms. I don't know what they are and is that my They They They came over with their mechanic and they got it started. It took a little while,

069a little help from Herbie, but they got it going and they were very happy with it because it's, you know, way better than their 30-year-old bus that they're hauling people around in the apartments. So, it was Chicken something? No, they give tours of the They give tours of their farm and the the one they have pretty good up. Herbie's going to know that $4,000 each will go into that going to a sinking fund and you'll all get a future bus. Nice for all the new buses. >> Yeah, I was trying to angle certain for certain fun of things, but um I was told all the non-certain terms that hopefully can only go towards yellow bus funds. You want a bus then? I drove it all the way Andrea. Is she It was put in a

070different account of funds because it's just yellow money. I assume no. I hadn't Yeah, you keep I told her that you keep the guy out of the till. Okay. Um we had a policy last time policy 1821 that talked about board and conduct and and expectations and we're like, well, that's just like our operating agreement um large park and it's not a required policy. It's just a suggested policy and then we discussed it at our planning meeting and looked at it and said, yeah, that's really just what we have for our operating agreement and thought that we would just just put it aside um moving forward. So, I was We didn't want to do that without information to everybody. Um but if if you feel differently you want to bring it back up to me,

071please let me know. School lands Did you Did you catch that clearly? I did, yeah. I totally agree. Okay. Okay, that Yeah, I just want to make sure that what we did me and me and I and we just looked at them again and and it seemed redundant. I'm shocked and appalled. No, no, I agree. I agree with that. Yeah, we're already operating like that. Thank you. Yeah, and side note, um we're going to try to drop down Grapeview's operating agreement in the calendar. Who was So, they they've already got it in depth kids. No. We'll We'll cross that bridge. That's me and my husband. Um it's it's really valuable to all of and we're because I told them we need to do this while we're getting along. Right? Um and before the fighting starts.

072So, um moving down the um sometime ago a few years ago, I think now they started the the Jewel uh lawsuit around vaping and um advertising to kids and marketing to kids and so we just uh um finished their signature thing today and they're going to send us, I think, a form of a lawsuit um check for $711. We'll We'll What does that money go towards? Not yellow buses. Not buses. Um so, Lieutenant It's kind of whatever we want, but I was thinking we would arrange it for some things that the counselor might need or Well, when was the time of all the payment? Oh, it's been a couple over a couple years. I don't really recall. It might be a few thousand at one time. It's worth it. I'll just give you I I'll

073get that information. You know, it it was You know, when we looked at the millions of dollars that routing and got distributed to spread around. Yeah, and yeah. So, so um moving forward, there was some questions about McKinney-Vento and what effect they had on kids. Um it's a federal law um and um we're obligated um to comply. They check us, they monitor us and um violations can be a civil rights finding, I understand. Um um sometimes it's just closing the children. So, we we You know, at this time they get stretched out a little bit and we have to you know, questions and things. Um and we did that a couple years ago, they were in the district, but um you were asking about the cost of it in '23-'24 was about $3,000. Um '24-'25

074was about 20. Um although um some of that bill came this year, right? They They looked at this place. We paid It was for the previous year and right now we're at about 20 at 25, 26 about 10,000, although we will share that cost with North Mason because that's where that child was residing. And so, um we that cost will be split um so, um I gave to I I sent to all of your email a little video from the late from OSBI's website about McKinney-Vento. Um it's it's a little short on law, a little more strong on touchy-feely, but um it it does send a message of uh instances of law. I it's it's valuable um to to be assisting those those children. I also gave you um uh it should be in your

075packet today um this one-pager from OSBI on the number of biologists uh uh McKinney-Vento which does include transportation. Um largely we've left it at transportation when we've done it, but that it does allow for a lot of other other things. Um um to serve those children. Its objective is is good, which is to try to keep kids consistently in an appropriate educational environment um as much as possible. So, what what would be the date this was implemented? Oh, it's been quite some time. Yeah, it's not a new law. Um I don't have It was renewed in 2000 It was in February, maybe? Yes, yeah. And it was renewed in 2015. >> I did I I don't remember. It's interesting how you went back to '23-'24 and was it inactive? Did we have these costs before

076in your '23-'24? I'm sure. Yeah, it's been I I think it just depends on that. It just depends on every Every year will be different. >> Okay, so some years some years we may not have had it. Okay, yeah. Because it all of a sudden I don't know why it hit me it hit me in in a way that it comes some and I and I and I and I my first reaction was what what I think Labs and I were partnering earlier, you Edward alluded to the reasonableness that in that in that one of the third third paragraph. And and I have my fear was being taken advantage of. Mhm. Yeah. And again, trust trust that we're asking the right kind of question. It's a very fair. There's a lot of people in our

077society that take advantage of programs that are meant to help, but they don't use them and take advantage of them. Um I keep an eye on them. We had last year a family that Well, three years ago, they came into hard times and moved into our district with another family and um and then the the next year they didn't they stayed there and I had a lot of conversations with the OSBI about that and we did draw the line at the end of that experience and it it didn't need to continue. Well, I just got appreciated that being bearing with me when I was doing last math and and and I was able to reconcile the different like that, but it it it came out that that that it was just a an individual amount

078of money that we're we were talking about, but when you did the math and you saw the the distance traveled at 7 1/2 cents. Um What what's over in that area? Yeah, in the children. To to Edward's credit to bring my attention and now we get it out in the open even more than And it's you know, it's always a um calculation what is the most efficient way to try to do that. Pay for a bus driver and a bus, have a a van, a contract with an organization. None of them um really are super cheap, right? So, um with all with the goals of keeping our kids in schools and busing. So, as you are all very well aware, the legislature is in session at the 45 um and now all bills have gone

079through hearing with committees and oh or not and um those that made it will be third reading and debate um and um so uh I I used to get kind of worked up, um but now I know nothing that you don't know nothing until it's done, right? Um and so um couple of the things that are um present and educators are discussing in the town hall um is um are some things that are could be problematic. Um levy equalization is a is a thing that um they have a complex formula calculating um for the that are property poor, and so they can get extra money to help make things more more equal, I guess. Um, and that looks to be like it may be cut back, but I don't think we did any levy, so

080that won't hurt us at all. So, it is a big topic in across state because some districts will could lose quite a bit of money. Um, and interesting one is that Um, you can see in my notes it says ALE. So, that's an alternative learning experience uh law that governs um the online schools that I I used to run for example, and so um though they can sometimes get a um levy equalization money because they're in the district that they're probably for even though their kids are all around the state. So, um they um that's looks like it's going to be on the chopping block. Um, so um We don't have them. It that doesn't affect us whatsoever, but it is a big topic of conversation among um districts around the state. I think if

081you take this this sheet that you're giving me, by the way, thank you. And and the the the uh bold text are those the ones that are likely to be enacted? They're all in discussion. They made it through the process to the top meat grinder and chopping block or whatever, and now they're to be um put before the body into vote. I you know, I said you know, I look at this ESSB 6247 requiring school board to become trained on school planning and finance and then the the ask is this deals with old school record financial liability production and limited evaluation. When the board of directors arrives, it's the first time I've seen Yeah, I have same thing. All right, I got it. Okay. I don't stay over the law. The very high level is

082that the board's ultimately responsible for approving our budget. And if we write a crazy budget that says we're going to have 275 students next year and we think that's a great idea, and we budget for having that many students and then they don't show up and we end up broke in the new year. That's a bad decision on the board's part. So, listen to what we say. So, we would never I would never advocate that. But that's a very exaggerated logic. So, they literally would come after our asset? By the way, school board compensation and you do the basic stuff. I'm sorry. They did not get into the school um like compensation for ordering. Mhm. Very good. And and if they do it What's the hold? Well, you don't you want to kill them. You

083want to kill local volunteerism time. 6247 but just about being the last name in Gotham now. Issue. So, um you can see all those bills. Who knows how they'll they'll run through. TK is one of the ones that will would hurt us. Um, and they're recommending an overall uh funding drop kind of like 25% or basically cut the slots the number of kids that can be part of TK program. Um, and uh you know, that's not Well, yeah, but that is the that is a program we have and it could hurt us. Um Well, well, it seems as if we'll still be able to have our program. Um, and based on the numbers that they presented us that I think it was our program is still be okay functionally. And so, um They're doing other

084things like um um bus depreciation extension, right? You can they won't they'll they'll make it drag out a few more years before they're able to get a new bus. Right? So, Get more value out of Just a few more bucks. I said they're going to drive the old Chevy a few couple more years. Um, so um Running Start would be is a very interesting um it doesn't directly affect us cuz they're in but it will affect our high school kids. Um So, I've heard a lot of high school of principals and superintendents that run high schools saying that the if the Running Start program is very difficult for them to to function with them cuz those kids leave their school. So, so in other words, you Yeah, you can go to somebody that can overachieve

085them. And they get out of high school earlier and they go to Olympic, then Olympic gets their FTE. But even before that, so they could be a sophomore and they can enroll in Running Start and they're no longer at the high school. Right? But the high school still does have some responsibilities with these kids in terms of counseling and and some of some of the problems that the school districts face is that then those kids the school district, we have a responsibility for monitoring their attendance and their progress. And we contact families and we have we have accountability reporting that the college doesn't have. So, it's not a money issue. Um, it's partially a money issue. So, but it's both. Yeah. But so, um I so, um they they're losing enrollment, right? So, that means

086however many of their kids are gone and they don't have the enrollment that they can use to then generate teachers to have programming, right? So, now a lot of their higher performing kids are leaving. Why are they losing enrollment? Because they're now going to the junior college. No, no. No, losing are they losing enrollment in general? Um Or or is this just the Running Start deal? So, this Cuz I'll tell you both of my kids went to that and and it was a huge benefit to them in our family. Yeah. And I think I think this is a I think this is primarily a a money thing and you know, you bring up a good point, Jerry, but you know, all these greater good people, well, the greater good is for those kids. Yeah. Which

087way? So, um it's it's complex. They have fewer kids to provide funding and program options for, right? And the kids that are the higher performing kids often leave. Right? And so, that changes the dynamics of the school. There's money obviously that is a part of that. Um But we're we don't go to eighth grade, so it's not really our our beast to carry. Um, and um but that's one little thing they're looking at reducing some funding for. That would be sad. Yes. Yeah, that that would be sad. What was interesting to me is when I read Shelton Journal and I look at the addition Shelton High School. And I believe there's two other alternative schools also in Shelton. And that takes away from the Shelton High School. Like FTE is saying it takes it all.

088And I and I I find that fascinating to me. Again, we're trying to accommodate kids who Yeah, so um They're into the school. Yeah, we're familiar with those alternative programs. Uh Mr. Bruney, who spoke with my wife, and we have we get that job at Choice High School. So, um in some sense, those schools kind of save those kids. And they were kids that were likely going to leave. They were failing. They needed something different, and so they um created an alternative kind of school that creates a place where they can learn in in a little bit different way, a little bit different pace, and a little bit different structure. So, it does pull from um Shelton High School, but it's very likely that those kids were not thriving in Shelton High School anyway. And

089so, it creates a whole new school environment. Um, and so um What's the other one? The Corley with the the college and the Olympic College. Um Not Choice anymore. They're they're working Cedar. Cedar. >> Yeah, they they moved to that. Yeah, so I I don't know much about that. I don't. So, um those are the legislator, they're going to do their thing and we won't really know until they're all all done and what the pain I my projections are that we need hope from we won't be hurt again. Um, there could be some money for MSOC. That's a debate. Um, um that they're recognizing that we need some more money for MSOC. Those are non-employee related costs um because our costs go up and um they haven't kept up with it. Um, and just one

090example, if you see at the bottom of my notes is that um the uh for next year um they are insurance company gave us a they anticipated that our costs will go up 18%, right? And that's not that's a pretty small increase compared to other years. Um, but the state, you know, when they're feeling generous, they might give us some supplies for some increases, right? Um, but um that's um decreasing the the gap is increasing. It's death by a thousand cuts essentially. Um, so um that is my report on projections on things. If you have any questions? With the if we know those extra money things right for that and then Just comes out of the money we have, right? We hope they'll give us some more money for M subs, right? And so that

09118% is for a few thousand bucks that we don't have to spend on that something else. Okay. Cindy? Okay. Just a few board clients because they're not all listed there. Um, lunch was what according to them our PTSO ordered that on Valentine's Day was so good. It was hot. So homemade heart-shaped pizzas. They handed them all out like handy crust. Yeah. I should have um I'll send you a picture, but anyway, it was um beautiful. So that was great. Huge success. Um, and we do have a character strong assembly this Friday. No, yes. So the 27th is Friday at 1:40 student led. If you're around um 1:40. Yep, 1:40. And then there's literacy night next week. And that's uh on the fourth on Wednesday from 5:00 to 7:00. It's one of our title one family

092engagement um activities where dinner's served. So Amy and Heather are cooking spaghetti um garlic bread, homemade cookies, Caesar salad, all the things. Um, if you would like to stop by, that's a fun time, too. Um and we have I'll I'll pass that out in just a second. PTSO is also throwing a Gator-oki. They thought it is karaoke but Gator um event first annual on the 27th of March where you can come in and and sing karaoke. At the school in the Yep. So they are really excited. Um I think they're really wanting to see and it's to raise money um for they're trying to really raise money for Camp Seymour. Because that's such a great expense. So they're it is a expense. Uh professional development day last week, we touched on it. So Jerry's parent

093square and ready training. So we had two trainings and then we did a lot of work on developmentally appropriate behavior um as a staff. And then two grants. Last year we wrote the grant for uh based on our civil rights from the UDA identified the out multilingual language learner having a certified person to teach our students who are multilingual learners. We didn't have that, but we actually got the grant that paid for um someone's endorsement through college. So Miss Williams just so happens I did not plan this, but look at all of you young learners. You with our multilingual students, you can see, you know, head, cabeza, cabello, like she's already doing that work with our students um teaching them English. It is really cool. We never really had a population of um multilingual learners

094before, so she's like worked so hard to do that. So it is a pretty cool thing that we were able state funded grants. I think with some federal money could pay for that. And then Miss Neilson, speaking of risk pool, she is at Right Response training, which is um de-escalation strategies dealing with students in crisis. Um all of that. She's going to be our district trainer and our risk pool. Um we wrote a grant for that and so they paid for the majority portion of that training, which is not cheap. So that's where she's at this week. Okay. And then just last thing, ASB fundraiser. It's at the Boat House. Um you can order ahead of time, I think. Um there's a link and I forget the percentage. What's the percentage? Healthy. 40%? Um I

095mean we there's a really good fundraiser. Yeah. And the kids get to help like bus tables and um it you can either eat in and then eat in or order ahead. Um but it's really cool and um we raise quite a bit of money for ASB, so So lovely that the Boat House offers that on the kids nights. Yeah. >> And this is one of their normal nights where they're not open. Right. Yeah, so they open for us and Interesting. And that's Yeah. Okay, that's it's something. Now I'm down to our operational services budget and operational side of the reporting. And the thing here is we have a budget. And I feel like the information that I have is through the months of February. And I can't really go back to the end of last

096year. All right, the first slide that we'll come to is is enrollment. Let's discuss. I don't think You know, if you have any questions today after I do the re-tells of January and February and the enrollment section. About quantity student activity higher than any other field so everything is great. Sweet. Which one is this? We're keeping up following year. So what did I think that made me believe I already did that last year? Who is there I thought it was 2:30 leaving 90 but my I might not I might not I'm hopeful I don't. Don't have to do that anymore. Okay, I just what 2:30? 2:30 is Friday. Okay. I'm hopeful. The fun part we did This is what I did. Just let me do what I think of that. I'm hopeful. Okay. Okay. I

097I started it. That was good. What did you do this tonight? Um I might have shared with the actual enrollment for this month is more this is an average. So I might have told you that we had 239 students in Which is about Got it. Got it. Got it. That's awesome. And this is the year-to-date average. Um I know it's not exactly what I pictured. Um And we might have two more kids to add. So that's showing great classes. Getting right up there. Yeah. Big second grade numbers. Big for second grade and the sixth grade numbers. One through five. Thank you. All right, so we're off to the next slide. Cindy talked to me a lot about what she knows far as the spending on this one. We're on the moment we have these students

098spending the altitude so they can potential spending. Um and that that's a common trend for the spring. This is growth that we've had throughout the year is actually a little bit uncommon. It's usually October and November and October and November. October. Little bit of stress this year. But exciting two options. It's good to see options in schools there. All right, this is the revenues and expenditures. And we're looking this year compared to what we thought we'd be looking at this year. So through the month of January we have taken in about $176,000 more in revenue than we thought we would at this. And we've spent a little bit less than we thought we would. That's a good picture of what I said. Okay, so this is the same kind of same trend that we've seen

099throughout the year, but that January column shows what we spent in the month of January. The bottom right hand corner is what we're projecting our balance to be left over at the end of the year. And we're not on track to exceed what we budgeted as far as that goes. Any questions about the Muslim voters? I can read them down even even subject to get the averages. $2800 but it's just That's that's being right on track as far as I'm concerned to be that close to what you budgeted in January and then another 25,000 for the Okay. Okay. 20 million dollars in our budget is pretty good. All right, on to the next slide. And so this is um This slide is something that Jerry and Cindy have been talking through a lot. And the

100fund balance, if you look at the very far right hand side of that line graph, um that one of those dotted line graphs, that's what we're projecting this year to look like. We're projecting our ending fund balance to be higher than they've ever been in the past. So it's something strategically and we talked a little bit that Jerry and Cindy talked last month about what should we do this year to spend on our students that would fit our specific priority. As we're seeing that revenue, so the curriculum is going to take a big bite out of that, but there's still going to be quite a bit left over for us to talk about how to best spend that money on our students and our lunch room. Yes, and part of it's on the budget money.

101It's some It's the younger junior high. A lot of times we looked at the very end of the presentation we talked about how long it would take to paint the interior of the building and things that we may need. And we started doing some work with the Apple quote and painting the middle school. We got to get a couple more quotes to just kind of get an idea what those things might cost. So, we're gathering those numbers from American Paint and probably I'm sorry. Exterior middle school is what I mean. And just the middle school, not the other outer buildings or anything? Um or not. It was last time as well. Um before I go out there I don't even know. Um but it's it's the original paint or It's the original paint on the

102back. It's been quite a while since I've been out there so I don't know. It's been in use for a decade. Okay. During during my last two-year period when we planned Tony got a hold of me and he took me outside the the the gym area and the water thing and and there there may be some things that we're going to have to do there in time. I think. I give up with some I I just some simple ideas but I think in reality they're happy to be after put some sort of a screen over that. So, it's So, we're working on taking that list that we talked about last month and putting it into dollars and cents and that sort of thing. We worked together with you guys and talked about what's most important

103and what's least important and what should we spend it on. You know, what could we This is a hot topic. But a great topic to have a pizza and a lot of stuff. Um okay, the other fund balances that we have is a very similar to the numbers that you saw last year. No big no big differences in any of the the funds. And then this last page of all of it is just my kind of looking ahead at what budgeting is for like what we're talking about here. And then we'll the numbers that we're going to need to turn out and then we'll be just kind of wrapping up last year and starting to look at next year, looking at budgeting, watching what the legislature is doing. First steps for us for budgeting is

104talking about enrollment. So, sending sending out surveys to staff in my office as well. We're talking about when do we start surveying our families next year and when do we start asking for when that funding looking at CTE patients for students to come CTE so Um looking at enrollment and last year's enrollment is already sent out um surveys to our staff asking them if they're intending for next year. So, we're just asking them if they plan on coming back to want to come back. Are they looking at other opportunities? Are they looking at taking leaves? So, heard back from about half of our staff and then half of that heard back from so far is my friends saying that so no surprises. Okay, and I said one of the next slides after we sent this

105out to you since it's a good news story and we get audited in Washington State Auditors Office Um on different things. They audit and they look at different things. Um but this year they did an audit of the 24-25 school year. They did an assessment audit and they do a really high level look at the district. They ask a bunch of questions of me on specific things. So, they actually get all of our financial data through like data upload. They get sent automatically every district does this in the state and the auditors look at that data. They look for any anomalies. They look for anything that's outside of what they would see in normal trend. And they write up a list of questions and send it to us and we get to answer their questions

106and based on what they see in that data and how we answer those questions they decide how good do we think we're doing do do they think the district is doing that at keeping our keeping our financials in line following adequate controls, safe guarding our finances and in that review they said that they did not see anything that caused them any concern. Because our district is so small they don't go through everything with a fine tooth comb but they do go through a lot of our offices and look at our spending. And didn't see anything concerning and Yeah, favorable audit. So, I did uh there's one word on that slide that is inaccurate right now but will be accurate very shortly. A full audit report is available on the Great News School District website. It's

107not quite up there yet but it will be there in the next short period of time. But it is available on the state auditor's office. I already told you that. >> Is this the same audit with before your time with Tracy in the area and I was pinpointed that that hadn't gone into an executive session and and so we'd be in there 20 minutes or we'd be in there 35 minutes or whatever. Is that Is that the kind of stuff they do? Yeah, yeah. Oh, so yeah. And they looked at everything. They looked at open meetings, yeah, sharing. They looked at all of our ordinances. And there were a couple things that we didn't do that they didn't find concerning they didn't find concerning. So, when you say looking at the the recordings, is that

108what Yeah, they'll look over the agenda. We'll be covering all of the agenda. Um and then they look at what actually happened in the Um what they found this year are so minor that they don't consider them findings. For example, we noted that we were going to an executive session for a very common reason. Mhm. This last year and then we talked about something. We talked about what? >> Something else. Nothing We did not do anything wrong in the executive Nothing like that but just doing Okay, but they're typically very specific about either their performance or there was something else that was just as an educational side of the board. Interesting interesting. >> It was the meeting where we talked about the litigation with the lawsuit. Oh. Oh, no. No, it's not something that we

109didn't have a word exactly. This is my issue. But those those were so minor and easy for us to explain. No. They they made No, that was the well. Yeah. We call it the well. And it's very common right now that our state auditors are looking at open meetings every district in the state is saying the same little story and she said this is nothing that causes concern, nothing that causes concern. She was very complimentary of our work for the our communication and the records that we have so it's a great story. Is there anything else on this agenda? Yes. You got anything on this? Anything you want to add to the agenda? No new business. Um no legislative updates. There are P table that we talked about earlier. And now we're down to policy

110items. And then let's take it So, here and I have the time machine. I think this time we stopped at the first reading. Looking for a motion to receive approval of 2018. Or are we past the first reading already? We have If there's any comment on Do I Should I talk about this? Let's just start at the top of the agenda. I apologize. Yes, and from the group looking at what we're going to be doing with that. Meaningful. I would ask policy The first reading on policy 2108. Any discussion? Right? >> Yeah. Next session? We'll carry this in You guys You guys can write something. Yeah, we have the policy already. It's just being updated. We have to go out for public hearing. But I think All right. Okay, and then let's move to the

111one down of policy 5011. Uh sexual harassment of district staff prohibited. We did this one just recently. This is for first reading as well, right? Yes, you're correct. We just need to update it and Yes. Is there anything that jumps out at you? No. Can we move on? Yes. Okay, so first reading for policy uh fingerprinting proposal requirements. Um can I like add something in here where it says I don't think Okay, can we make an edit? Yeah, I don't see anything. Essentially, it's a policy we already have and they updated with the number. Nothing more or less. It was just an update with inflation. Inflation. I mean, this is a number that we just we just updated. When you went to Jerry, those numbers nurses and everybody in the district were It's stepping the

112prices up and everything. Mhm. That's Let's just talk about the $5. This stuff is old. >> Finance and Policy Approval May I please have a motion for new policy 2170 Career and Technical Education? Discussions now? So, Jerry, I'm I'm on this one now. I mean, this is CTE thing is we don't we don't have this policy right now that Right. So, we have looked at this several times. The original one that came to us was very oriented towards high school programs. And what we feel is that it took it back and I rewrote it and rewrote it to be more oriented towards the type of CTE programs that are funded at our level. So, So, that's what we have here for you. You did a couple of them. We have currently Currently, we have one

113CTE Um we have three of them. We have three middle school teachers and one of them is teaching an elective that it we were able to get approved as a Career and Technical Ed course. Um it's a very complex process of approval. Very very complex process of approval. Um and we we're going to hopefully this year as I have more time available, be able to try to add another course. We've already talked about that course. He's teaching the course. Um now it's a matter of process of aligning it up with um there's SIP codes and there are some ZIP codes and there's uh committee approvals and a whole long list of things that have to be done. We're teaching it, but it's not necessarily approved as a CTE. It's a technology class that do coding

114and some other That's right. Okay, yeah. It's a real CTE. Correct. Is what? Broadcasting. Okay, that's right. Okay. We will never have a whole bunch cuz we don't have very many teachers, right? Um but we will shoot to try to have some that are oriented towards what our children uh their developmental level and what we can provide cuz it's really dependent on the skill sets of the teachers we have. Okay, we'll go um vote for approval. Sorry. Bring it down to a vote for you saying that you make say approval. Um policy 2170 uh on favor? All right, fine. Aye. Thank you. All right, so moving on down to future agenda items. Uh next board meeting is uh March 25th. And Jerry, I would be out. I would be out of town for 10 days.

115I would be out of town for three days for you. I think. Oh, it is then? Yeah. It doesn't say the family and sister. No. Pretty much 26 26 for your calendar. Yeah, that's a stretch, um but I put it on there anyway cuz like I have to finish. There's a few steps that go We have a draft. Um some teachers looking at it and then I'll come back to us and then we'll get it run it through the teachers union again and then probably going to go over it. I think. So, um it's it's possible to clear it. Move on down to Reflections and Comment. The library was what? Well, with the half of half of a 25-in screen TV that when I'm sitting here and you're making presentations, I'm really having a work

116hard at it. Is there any possible way that in the in the technology improvement arena we could get a a larger screen? Absolutely. That's actually we've already had that in mind. Yeah, I think. Yeah, yeah. So, what we've had that conversation already. We're planning to take one of the new technologies since this is a teaching space anyway, but one of the larger one screens in here and move that into the conference room. So, brilliant. Thank you. Again, it would really help. And I need a time to do it. It's more than the color of the screen. We're going to get a really big screen from I mean I mean, thank you for the fact you provided your data that were not done, but your seven like you did that helped me a lot. But boy,

117I mean, I'd have I'd have been sitting up there like a So, it would have It would have been And then it was at my request. And then observation is the one. Nice job helping us understand this new assessment tool. So, thank you for keeping up with it. But it is good stuff. Appreciate it. And like I said, I think you heard me talking earlier. It was You're doing a nice job. Maybe it's getting better. Appreciate it. So, I'll leave it. Thank you. I just wanted questions. And I appreciate you being taking the time to answer. And and I'll I'll be honest with you. I am way impressed with the new assessment tool cuz I understand it and especially I think for the teachers to be able to go out and see what they need

118to teach on because I think uh previously um that was a difficult task that we asked them and almost impossible because how would you figure it out? Um so, I I I like that. Um it'll be interesting to see um how I'll be interested to see how the teachers like it. And I'm not surprised that you got pushback. And now, don't get me wrong. All all change is always difficult, but but I'm surprised that you did get pushback because I would have thought it would have been a great tool. Um but uh No, thank you being patient. Got it. Thank you, Liz. Wes, do you want to say anything? Oh, that's a dangerous thing to ask me. No. The uh No, I um I thought the meeting was good. I was you know, of course

119kind of disappointed in some of the some of the data. I I've been seeking a therapy group to deal with it. Um I like Wes, I I was sort of laboring under the opinion that we were we were doing really great and then that that data kind of burst my bubble a little bit. But you know, it's good to start from from knowledge. So, anyway, I'm sure we're up for the channel challenge and that's about it. That's all I have to say. All right, thank you, Wes. Um I I'll see if I have anything to say. Thank you to you too for the work that we organized and it's and makes us all run smoothly. Um so, looks to me when they do their job, all of these things move because they were all prepared

120and active and they did that. Can I um Oh, I'm sorry. Uh can I can I just add one more thing? Yeah, do. After after you after you've gone. Okay. Um I went to lunch with my loved ones and I had such a great time. I look forward to meeting with the classmates and um I'm looking forward to the end of the school year and see how they get in there because I have faith in them even though uh they're not learning what I'm teaching. I really think that they're going to be successful in the work in the months to come. Um I also have a fun thing on CTE. Is there a fun activity that we can purchase to help with their certain grade levels, uh reading levels or mathematics skills that would fit

121into their sporting No, like free time. You got free time, go play Simon or go go play another app or something that will help them with their math facts or their vocab or whatever whatever We just went through this. What's an adverb? So, adverbs, you know, is there a curriculum or a fun activity that we can purchase with our seven ways to help with their academic seven ways? The new math curriculum comes with pre-made um um center like games Mhm. that are so yes. Do you have the There was the reading app to access all these different books and there was another What was it? Smile? That was the other math thing that I think we all went to to I'm just wondering if there's something like that that we could spend our money on

122in the whole Okay, so our children So yeah, supplemental. Yeah. Yeah, the whole works. Nice. Billions of dollars worth of things out there to and purchase for for the kids and worksheets. I'm not assuming how worthy are they. Um the one of the things that I love about my reading I used it in my other schools and I'm a clear strong proponent of it. Is that it there are supplemental materials that target the kids. >> Mhm. Right? So there's an assessment that is really valuable and and teach and uh the teaching tool as opposed to just a regular Mhm. Um and um but it also comes with a whole lot of targeted teaching and um opportunities that they they can use on the computer to say the target that are specific needs. So there will

123be some of those things available. Um most of it who is usually the grade All of those. Mhm. hundreds of free time for those things but that's why I asked that outside so >> Well, you can do one one or the other, you know. I'm all for And Andrew said to send them on to the younger children that are here. That's a perfect example of what could benefit our children that are here this this calendar year. Thank you. Have your son show Have him show you the games that are available on 20 minutes my path this afternoon. Okay. Yeah. All right, boys, what else do you have for tonight? Oh, just real quick. Um I found out that the the head of uh Mason Transit Authority is a Gator. She's Do you Amy Asher? She

124she uh she's very accomplished and uh she went through our school and loved it and and uh I'm getting her together with Jerry and Cindy to possibly talk at like a character strong thing or or do something, right? And uh I just thought it was kind of kind of cool that that one of our students is you know, heading that agency. Yeah. Yeah, it's exciting. We reached out to her and working on arrangements for her attending maybe our eighth grade um career oriented stuff for her to do the other what was the other course? The power skills, skills for life and career exploration. Yes, thank you for making that happen. Okay. We're at 7:04. Where is Jeremy at this point? All right. Okay, bye-bye. So Jeremy's at the station. Bye, mom. Bye. Okay.