001United States of America and to the stands one nation under God indivisible with liberty and justice for all. >> Okay. Thank you. >> All right. So obviously I'm here. West is going to be a colleague and Tom. Did I get that right? >> All right. I'd like a motion to approve the agenda. >> Discussion. All right. So Gary just pointed out to me from from the different from the agenda that was sent to us about mailing addresses we were taking on your staff presentation the highly capable program was being moved to the November meeting. So um and where is he? >> Okay. >> All right. Uh and u Okay. So I'm not sure that I think everything else is in order and any other discussion. If not, I'm going to call a motion for a
002vote. All in favor? >> I 100%. Okay. Recognition of visitors. We don't have anybody tonight. Public comment. >> Will we still have uh student recognition? >> I'm getting >> Oh, sorry. I missed that. >> Yeah, I'm just looking public eye. Uh Britney, nobody signed in doing recognition, Jerry. >> The teacher's here. Um and >> I think she's waiting for the family up front. >> Oh, okay. Um, they did confirm they would be here, but I did see a car pulling into the parking lot that I didn't recognize right as I was getting up to walk here. So, >> maybe I can jump into yours and we could Well, you just give it a minute here. U >> Yeah, I guess we could go ahead. I'm going to drop down to item number nine, announcements and
003recognitions. Uh, looks like the 25th is the Halloween carnival here at the school, I'm assuming. And then the conference is 29th and 31st. Veterans Day is the 11th and the next board meeting the 19th. Thanksgiving coming up. Gosh, Christmas. Where is this year going? Gosh. 19th. Okay, I do have um well let's keep going. What do you want to do? You want to just go let's go ahead and we'll jump into your stuff when >> yours is longer agenda would be a short >> and mine is less announcement is like and we can jump around when I have a screen. Okay. Well, the school improvement plan is what you're saying. You can jump into the updates. >> Yeah, we can kind of go right at the school improvement plan and pick a little bit size.
004>> So, we'll do number number 11 A. Okay. >> All right. Okay. Here we go. Um, I wanted you to have this one cheater that is going to go out to family. Um, I asked for one cheater. They gave me a poor cheater, but that's okay. It's anformational document around parent square. Thought you guys might like to have that. We're going to start working on our communications with our families and staff about how we will use Parent Square. Um, and uh, just for your um, interest um, you'll see on mine [clears throat] it seems to be u I guess kind of like deer hunting season. This is grant hunting season it seems. And um, so we're we're hunting hunting for those. Um, been awarded a $3,000 grant from the Hamburg Foundation. The check is in
005the mail. Um, it's an interesting group. They um they notified me and and they um there's a a father of a life skills child who had his kid in in a life skills class um who um saw that those teachers were kind of hunting for materials and things for their kids and and so he um had enough money to set up a rather robust foundation, the Hamburg Foundation and um was specifically eyed towards um materials for life skills. So we sent them a list of things we wanted and they said, "Okay, we'll approve that." They're sending us a check. So >> So what did when you say items for the classroom >> like uh more uh furnishings and equipment that are not like reading materials and stuff. There's like a specialized chair and a and
006a cushion pad and some things that are very oriented towards kids with dis physical disability. >> Oh, okay. >> Um so, uh happy about that. Um Alyssa's law has um a lot of you could almost [clears throat] call them unfunded mandates um in terms of building security and requirements. although they are have grants available. There's a school security and preparedness grant that we're working on to try to um access so that we can upgrade cameras and various security. We'll see if we get that. Um Cindy's working on healthy kids grant that is oriented towards um fitness and health. She's working with her folks to figure out what exactly they want so that we can um enhance our schools, our children's make sure that wasn't less um uh you know um budgets are tight and these
007kinds of things really just enhance our school and we can uh focus on getting those. Um there's an ADA equal access grant to work in as well. Um, that one's a little unsure. It could be up to $150,000. And I would like to do some work on bathrooms, but that might not that's a lot of money, >> but we might not do a full bathroom reset. So, um, we may step back and work on more door access or it's undecided how we want to move forward with that. Um, but we're trying to get some ideas on what it would cost to to reduce the bathrooms at a demand level. Um, and I just started working with Apollo um on a uh solar energy grant that has no upfront costs um that they the Department of
008Energy has um to supplement our energy costs. So that one's in in the uh hopper as well. Um >> question that they come out and look at our property. Okay. >> Yeah, they have been in that >> sunlight throughout the day. >> Yeah. And one of the things I told them is we're not touching our roof. It's not going on the roof no matter what because I don't want any um messing with it. They're too vulnerable. And so they they drew up a design for um covering that play shaded and then creating you see them a lot in like Arizona and stuff by like a carport covering area. Um and it would be over in in the parking areas. Um and uh they're they're putting together a proposal and seeing if the grant can can
009cover it. um you know we spend about $5,000 a month on on energy costs and so uh it would could have a significant impact on that. I would I would really like to make sure when you start getting the proposal I would love to work on your shoulder. >> Okay. But the two times I've been contacting [clears throat] I just couldn't get answers to questions about how did the solar panels over time degrade? How do they time to be over to degrade with their normal aging plus pitch and dust >> and needles and on and on and on and I I I had a I turned them both down. It was going to be like $50,000 up front costing for me and then with a repay and I just I was real nervous about it
010and get out of it. >> Yeah. My vision for that would be to take the probably a chunk of the savings and stash it away in capital projects and knowing that in 18 years or so we're going to have to >> take a closer look at them again because they don't last forever, >> right? And so, you know, say we save two grand, you know, four grand a month maybe. Let's chunk some of that away so that in 15 years >> they don't curse my name or haven't put them there. >> Let's just log Donald >> joining right now. >> I wonder what that would do our insurance too to cut carry such a and what would be to cost if something came a fire. >> Oh hail. >> Yeah. Yeah. down there. So, who's
011that guy there? Hey, there it is. >> Hey, >> how's it going? >> Got the right look. >> I'm sorry. I uh I'm sorry I was a little late. I was I was golfing and the way I golf it takes forever. So, >> I had to I had to rush home in my little golf cart, you know. Oh gosh, the board meeting. Anyway, >> so >> what we've done here that we've kind of got out of order because we were waiting for a student recognition here. So we we jumped to Jerry's >> oh >> review of stuff and we're going to go back here. It looks like it looks like there is a teacher here without a child. So we'll we'll get to that here, but go ahead and finish up here. >> Okay. So
012um you know there's no guarantee that we'll get that energy grant but we're going to go give it a shot because we could save some money. Um we'll take we'll take the federal governance mind. Um, next week we have our character strong assembly on the 28th and the ESD is going to join us um and recognize some of the leadership that the kids are putting into that and we'll highlight they'll highlight that in their materials and um they'll see the great stuff that we're doing and um I want them to highlight character strong and see that outstanding program. So that's why I invited them for that particular event. And then uh the Apollo grant is getting closer and closer. One of the things that we've discovering what was the control systems they the computers were
013inadequate. And so we're going to roll into that um uh the server. We needed a new server anyway. And so what we're going to do and we also need a server or another computer to operate the control system. So we're just going to order the server and have it have our guy install it and then that will be sufficient for the technological needs for the control system so that we can keep keep an eye on and manage all of our heating. So are there dollars left in that? >> Yeah. Yeah. Okay. >> Wow. That they they either in they overestimated or they did a really good job delivery. >> Yeah. They part of Yeah. Part of what they had done originally was look at um doing a lot of the work and and through the
014night and they would have ended up having to pay people a lot more. So, um there was a fair amount of savings from that because we just did it slowly during daytime hours and didn't have to pay for the evening work. And um there was already originally in that some money built in for for some additional security measures and whatnot. And so between the well and these things, we're just kind of pushing them all into that so that we can make sure this is done. >> And that is the end of what I have to report. Thank you. >> Okay, I'm going to go ahead here. I see a a lady here that I don't recognize, but new. >> Yeah. And Mrs. Van Marie, the new third grade teacher. So, you have a a family
015to show recognition that's not here. >> Yeah, I'm really disappointed. Um, Aiden, a student in our school, has shown a tremendous growth this year. We're so proud of his effort he's putting forth to become his best self. Um, with the character strong lessons, he's been learning how to notice how to take responsibility for his own needs, ask questions when he needs help, and treat others with kindness and respect. What really stands out is that Aiden um this year is his perseverance. Even in subjects like maths and writing that feel really challenging, he keeps trying and doesn't give up. And he's also working hard to grow as a reader and is showing real determination to improve each day. Aiden is also learning to solve problems peacefully and is showing understanding, patience, and empathy towards classmates who
016are different than him and he didn't get along with in previous years. Yeah, he approaches others with care and compassion and he's becoming a positive, supportive, and thoughtful member of our classroom community. We're really proud of Aiden and I'm really sad he's not here today. >> I will make sure I come to class and present this to >> Okay. And I'm going to I have it printed off so he can take it home and his grandson mom can read it. >> So I'll come to class tomorrow and we'll make sure he gets >> wonderful message. So can I ask a question? >> Yes. So you you you speak of the show man's progressive behavioral improvement. >> Is there anything there character strong? What is it that kind of got his attention? I I'm just kind
017of I'm more than curious. >> Sure. Sub majority and the continual um community lessons together about character strong. Every single morning we're meeting together and talking about respectfulness, kindness, um, responsibility, and doing examples of with each other about what that looks like, how to get along with others that you don't, and setting up scenarios where he has opportunities to get along with people that he maybe he didn't before. So, I think that's part of what's and and every day is different, right? Some days are harder than others, but overall he's showing great growth. >> Third, he's what? Nineish anish. >> Eight. >> Okay. >> Yeah. Eight. >> Yeah. >> All right. Well, thank you. >> Yeah. >> Good job, by the way. We appreciate that. We're sorry if we don't get a picture with him,
018but >> we'll make sure he gets recognized. Thank you. >> Okay. Can I? Yeah. Just in case. >> So, you've been really kind. She's let me come in and play my kids. [clears throat] >> Yeah, this land is your gonna do it for >> Thank you. It's nice to be here for >> Okay, so now we're down. Let's go ahead and we'll go back to the agenda now. Well, we're going to go backhation to talk about school improvement. comfortable. >> You can sit on your feet all day. [clears throat] >> No, you alone. >> Okay, there's just a lot. But we're gonna go at a perky pace, but still answer all of your questions. Yeah, perfect case. Okay, so we have the 2526 school improvement plan. Um, go ahead, Rosine. Okay, our planning and process.
019Um, here's the actual document, right? But it's quite long. So, we did the presentation. You can feel free if you want a copy of it, just let me know and I have extra copies. Um, but we did use SBA scores. um those are reflected in the SIP. And then we also use I ready assessments, our W kids assessments that are we use those for both TK and K and our benchmark classroom assessments to plan our goals for the year. And this is um I we kind of showed you this last time, but on the top is our great view scores and Washington State is up above. Um, and that's for our spring 2025 academic year. So, foundational grade level knowledge and above. What that means are a score of two, three or four on the
020SBA. Um, and this is taken directly from our report card. Any questions about that one? And if there's some room in the ground, for sure. You might notice the ELA. >> Mhm. >> Right. That's That's the one I was >> Yeah. 48.3% um had consistent grade level knowledge and above. So what that means is a three or four on SBA. And that's collectively. Washington state was 50.9%. For us, one kid is I think Miss Chelsea, the math teacher, figured it out, but it's a couple percentage points, right? We're dealing with a smaller scale, but I agree. There's room to grow. So, go for it, Britney. I did want you to see this though because we do have a celebration. How has student learning growth? This is taken from the state report card as well. Um
0212023 is on the top and our students um scored 49% that was our growth percentile and this year it was 51% growth percentile and then in math check that out 46.5 and then we that's 57. So our kids in both subjects are showing growth and that's >> the slide before could we back up just >> okay now math okay consistent grade level of knowledge 44 versus Okay so that slide showed you went from 40 so what's the difference between this math score and the one you just showed >> okay so this is So you see on the left foundational grade level knowledge. >> Correct. >> Okay. That is a score of two, three or four. So what they mean is that's foundational knowledge. They're not counting the ones because they're they're not meeting um that
022foundational knowledge piece. Now on the right is consistent grade level knowledge and above. That's scoring a three or four on the SBA. They used to split those up for us. This is how the state's doing it now. So 44.2% of our um overall grades 3 through 8 last year or a three or four on the math SBA. The next slide is there a growth percentile which we'll get into. Okay. >> Yeah, it's Yeah, >> I'm trying to get my A. >> No, ask the question. It's important. So I just wanted you to see that because um this drove some of our goal setting go. Okay. So what we analyzed is our student growth exceeded our goal and came in through um with ELA 51% math 57%. Um so we expanded our growth percentile goal and
023we did 10%. So instead of 51% um we want to get to 56% next for this coming year when we take the SDA spring in 2026 and then in math 63%. So we set a lofty goal but it's growth. So what we're hopeful and then three cohorts we've identified as we talk about those cohorts that over their course of great view struggle and they need more support. So we've identified three of those cohorts that need additional support targeted supports. So that three is across all grades or in a group of threes and fours? >> No, it's a whole class. So um that we have three classes grade levels. there's just one class per grade that um we've identified as based on their scores from last year's SBA um or district assessments last year as needing
024additional supports. There's students that maybe learned differently that need more targeted interventions. >> Okay. So um this has been the same but we still hypothesize that measuring student growth, setting goals, creating action plans will help achieve two objectives. First, if we focus on um growth, especially beyond the standard growth target, which is what we're doing, um the state always has a growth target of 50%. We're 71 this matches our kids and the achievement gap between students scoring lower and students scoring higher on both I ready assessments and SBA should shrink which would bring our lower scoring students closer to same age Pierce. And then by emphasizing the growth we go beyond um just the students who need supports to even the students who are above grade level also grow. Okay. When we did our needs
025assessment we use I ready standard reports. I spent a lot of time talking to I already because we have one checkpoint for us to get even more data. We need that second checkpoint like Star Renaissance Place. We've been doing it for so many years. We have this historical data. Um we're building that with V ready, but it gives us really good information. We use SBA data, state report card insights. Um and ELA is our our focus right now. And our growth target looks different. It used to just be grow more than one grade level, right? We've seen that the last several years in our CIF. But based on how I Ready presents the data, we are defining that growth goal as advancing at least one overall placement level, which I'll go over. So think instead
026of grade level, it's a placement level. and I'll show you what that looks like. Um, less this was explaining the growth percentile what it means. This is taken directly from the state. Um, a student with a 40 student growth percentile. It shows greater growth in 40% of students with a similar test score in an earlier grade. So they compare students in the same grade level with similar scores over a year and measure their performance. So what the normal growth would be. So if if our median um growth score for math is 57% then that means as a whole um our students are growing more than 50 57% of that of their similar age peers on the same test compared to this from last year >> questions about that. >> Somehow I've come away with previous
027presentations that our kid as a discool have cons are are consistently outperforming our peer group >> and well above the states. I I don't think I this this was going on carrying around and when at a at a site session or around other I'm all too glad to say yes and and I'm I'm hoping in here I'm going to I'm not going to mir this. Well, every year, you know, we have we have students and they're individuals and um there's always areas for growth, but sometimes you have really strong cohorts that have been strong since kindergarten and they grow and grow and grow. Other um classes grow and grow and grow, but but maybe we work more on foundational skills. So, I understand what you're saying. Yes, normally we are outperforming. It doesn't mean we're
028not, but we have areas to grow. >> I would say we've been pretty consistent. The others have grown a lot too because they started at a at a little bit, >> right? Okay. Okay. And that that's an important piece. >> So, we we had a you saw in the PLA a small p. We have a cohort that's not as strong, but this the state and some of our area schools have grown. >> Good. >> So, and that's good. >> So, we we were pretty steady and we're still really close. They've grown quite a lot. Good. >> This whole bipolar is years like I went back in years compared scores and and Jerry's right. We're very consistent. >> Um, >> yes, we're very consistent. >> Okay, so this is where it's going to look a little
029bit different. Um, if you remember in the years past, we just had this onepage chart that said, here's where they're at collectively. Grade point average, they're at 4.4. and it looked nice and um it was easy but this is how I Ready presents its data to us and it really is more actionable for us as staff. So the number up top that you see are students. So, in um kindergarten reading, remember we just had early literacy last time. So, we didn't get a separated math score, so this is really good. But 16 of our um students were one grade level below. Now, the yellow is actually where they should be at at the beginning of the year because they're testing them on kindergarten standards. They are just starting kindergarten. So, um, that doesn't mean that
030they're below grade level. It It says that they need grade level instruction. So, >> Okay. >> Yep. Um, and we have one student scoring mid or above grade level. So, this is where we're talking the placement level. Our goal is to have these students move up a placement level. So, if they start off [clears throat] um here, like six of our kids, we want them to move here. Okay. One grade level below, we're looking for them to move here. So, move up a place a placement or more. >> It just seems like a history. that just hit that just seems like I mean good gosh they're learning how to to draw the colors and and maybe maybe identify a letter difference between in a math just catches me off but don't >> you would be
031sh spend a day in kindergarten they're they're doing the math it's their expectations >> wow that's >> with reading the the graph how would you a kindergarter can't be more grade levels below. >> Exactly. Yeah. >> Yep. In kindergarten, you're not going to see that. >> Okay. >> So, there in our reports, we have scale scores as well, and we have a placement guide for that. So, it shows us kind of where on the continuum and what specific skills get. This is the broadest data piece that I can show you, but it goes into the very specific standard, which for a teacher, for me, that's All we can ask for that we weren't getting before um with our data. Yep. Okay. First grade. So some students in reading two grade levels below math. See there.
032Um so a lot of room for growth. So the definition of the yellow is um approaching grade level expectation and will benefit from grade level instruction. So that's the beginning of the year. >> I'm sorry. >> Yes. So yellow is >> okay and normal. Yeah, >> that's where they should be at. Okay, we have second grade. Um, our second graders um need reading support. So, we have poured a lot of resources into second grade for reading support. Um, but that's pretty evident based on that data. >> And the grades does a person opt out? No, we had we've had some enrollment. So, >> um they maybe started the test or didn't complete it yet because they just enrolled. >> Gotcha. Yeah. >> Okay. Third grade. So, um, one of our cohorts, right, that we identified,
033um, as needing some extra support and in the action plan, we already have those things in play right now, but they need some reading support and quite honestly support as well. fourth grade. So, I'm reading this right. There's five students that are three or more grade levels below um fifth grade reading. The company did say that this would be if you think of the computer algorithm the first time they take this test they're trying to find the level the scope of that algorithm is so vast because they're giving them different questions and all of those things. So once they have the baseline, which they do now, when we take it in January, they can narrow it in. So they said, "At anticipate that your students will look to be scoring a little bit lower on
034this one." That's what they told us, but >> we'll see in January, >> but does give us really good data. Can you tell anything about kids who might have a laptop to play with at home and kids who don't have a laptop to play with at home? I mean, because watching watching everything's on the computer now and watching their lack of keyboarding skills makes me kind of crazy, >> you know? I mean, if I were taking a test and you couldn't type, I would be nuts. >> Yeah. the younger students, kindergarten and first grade, all did all of their testing on a touch grade >> with a teer. >> Um, this also took so much longer. This test is so much longer than any of our kids were used to because it's more thorough and
035it's it gives us all of the data we need. Um, >> so that was kind of shocking for them, too. >> Oh, for sure. early in the year especially >> because instead of one 30 minute session >> it maybe took us three 30 minute sessions right some kids longer so there's that too okay fifth grade Do these children get pulled out to advance their skills? Yeah. >> Yeah. We'll go over that under um the goals in the action plan. So this is another uh cohort right based on SBA scores from last year that need extra support that we've identified for a while. I think it's also important to pick out too was it uh fifth graders, sixth graders, seventh graders also had to deal with COVID. So what they had it was sixth graders first
036grade co or kindergarten co first grade seventh graders the same really important time that they missed which is sad. seventh grade. There's a lot of kids since seventh grade. Um there's been a couple more that have been added since this. >> There's 30 children now. >> Class. >> Yeah. But they've consistently um been a really solid >> class. So um some of them are our students are like, "How did I score that?" You know, in this class specifically. Um they're upset because they were used to star saying you're 12.9, you know, 12th grade um ninth on the college level, but they still they're doing well. Okay. And then eighth grade is our but if you've been here for years, you know that this is a cohort that we've been working with for years. they've been
037on our radar and that we have board supports into. >> So if I took that fifth 8th grade reading >> and you add up those numbers 5 8 11 there's essentially 19 kids in that column. So in essence 816. So if I were to go to 83. So about half of that class is millionaire. A lot of lot of room. >> Yes. And if I were to show you the S SBA scores, um there were some celebrations though, like I'm telling you, the kids for the first time, um that they've been on a a pretty intensive IEP and for the first time ever last year, um a student moved to a two on the SBA. I I can't tell you how like big that is and how much of a celebration that is. So, >>
038um I know it looks like that, but they're kids, they're individuals, they learn at their own pace. There are some celebrations and we've worked very hard in this class. >> Okay. All right. So, ELA um TK our growth goal is to to increase their endurance and attention span for a full school day. Improve successful transitions and daily exposure to literacy in an academic setting. The more we know about our TK students, the better kindergarten goes. And kindergarten through 8th grade will move up at least one overall placement level and I ready. And then um districtwide our growth goal last year was 50% and we made uh 51%. So we want to go to 56% or higher for the student growth percentile of SBA. >> Okay. Here's all the things that we're doing. Maybe not all
039the things, but we started a new intervention program. We rethought our intervention program, Walk to Read. We have a lot of staff members involved in it. We have two grade levels at a time that have the same intervention intervention block. So like K1, two, three, um, four or five. And so we can our interventionist, our student services coordinator, and the two classroom teachers. We split all those kids up based on data and skill and they all run small groups. And so some of those kids move to different groups based on where they're at. So if we had a second grader reading at a third grade level, they would go to a different group. So and vice versa, if they're not reading at grade level, they might go to a different staff member. So it's fluid.
040And then we still have LA pull out groups. Um, and our student services, Miss Seance, runs a pullout group as well. And then ins SBA in still as a teaching tool. We are consistently using our curriculum now and we're focused on the same routines from K through five for reading. So that is going to be great. And then for PLC, we're breaking apart the standards and we're only focusing on the essential, not only focusing, but we're targeting the essential learning standards so that our teachers know the big ticket items that we need to hit because we do have an inexperienced staff for the most part, which is a good thing because they learn a great few way. But um we're going to identify what they really need to learn. Um intervention planning, best practices, same
041routines. And then also with I Ready, we have access to the personalized instruction program which is directly tied to their diagnostic assessment um results. So that's online. They do 10 minutes a day in each subject and they get exactly what's at their level and it's engaging and it goes all the way through middle school. Um, and there are a lot of games and breaks embedded that are all learning games and they think they're playing games but they're reading and doing other things. So what I need time for middle school still doing our goal setting and the I Ready assessment suite. It gives us a lot more targeted actionable data that aligns with SBA proficiency so we aren't caught off guard math let you read TK same goal for I ready math assessments move up at
042least one placement level and then we've all exceeded our goal of 50% %. So, we're going to try to get to um growth percentile of 63%. question. >> All right. So, assessment suite again, we're piloting that um lines of SBA and then we're also sampling new math curricula with a projected purchase in the 2026 27 academic year that has been pre-planned. We've been saving for that. Um then we're using iPad that same online differentiation 10 to 20 minutes a day exactly at their level. So how do you feel about appreciate what you presented? Are you feeling optimistic that we're meeting our are consistent? for meeting our goals as far as you know we haven't taken these dips my s my sense and you've been as others are playing catchup we've been progressively you're satisfied that
043we're there >> yeah when we did the review of ours at the end of your review um I I think that there was only one class that didn't meet our goal for our star renaissance place assessment Um SBA we met our growth percentile of course. Did we target some things? Yeah. But it's the beginning of the year. >> It's it's our whole job and it gives us room to grow. So but yes, I feel confident that we're consistent. We didn't see this this tanking. Um but we're pivoting and we're following the data. >> You used to present the the the classes and at which like math level or reading level sometimes they were a fifth grade reading or math sixth grade level. Do you still do that assessment? Yeah, that is um >> that that
044all of that say for >> it is. So I will be able to show you that format once I have two data points. >> Okay. >> So I went back [clears throat] and forth with them. They assured me it will look different though because um it will look different than the way it was presented before. But there are great levels. >> And what I would say is I think we have a better test that will give us more um information that we can um target kids with. Um but the presentation and the structure of the way it looks for us is um different but I think it'll be better for business and we can bar >> and I'm happy to sit with you too if you I love this stuff. So if you want to
045come in one day and I can show you what I can see on my end I'm happy to um if you want. So >> what I what I'm impressed with is your passion. What I'm concerned with is your new role, I guess, this passion and your new role as a as a principal. >> Well, this is the same goal last year. And I I feel like the teaching and learning is the same job, right? No matter if you're a teacher, student services, or principal, it's like it's our it's our whole thing. So, I'd be worried if I wasn't passionate about this. >> No, I just my just concern is you have a bandwidth to do your new job post. >> Well, it's not all on me. Like the teachers are in the thick of this,
046you know, and they're equally as passionate like this. >> So, Connie Severance is take took on a lot of the things that she listed. >> Yeah. >> And you were always so visible to him. >> Mhm. I know. Connie is not visible with you >> here. Yes, >> here. But >> again, >> yeah, she's running the interventions and we're looking at data together and that's what that student services position is and Connie does a great job with that [clears throat] and communicating with the teachers. So, >> thank you for that. >> Yeah. Yeah. >> I have a question with the win. Um, yeah. How do you guys work that with the seventh, eight, eighth, ninth grade or sixth, seventh, and eth sorry? Um >> do you guys sit with each individual student each week and
047go, "Hey, I need this done or you your grade in math wasn't doing well. Do how do you help them?" We have a pretty intense spreadsheet where we've taken all the data along with so I ready data SBA data and we figured out the cohorts that needed the most help which um was that sixth grade in certain subjects um and we divided the classes based on that need. So Miss Chilson is doing math intervention again in middle school which is great. So she runs a small group. They're doing some personalized instruction and the class kind of flips. So part of the time is the personalized instruction or homework or whatever the teacher gives as to fill that gap. And then um like Miss Chilson will work with a small group on the homework. So that's
048how it works in middle school, but all of it is very data driven. So students working on a highly capable plan or um just kind of need a study hall, we place them appropriately. But the students who didn't pass SBA who are in the red, they are with Miss Seance or Miss Chilson and two days a week it's math, two days a week it's reading. >> Yeah. I Ready is we're purchasing this curricula through a company like their name I Ready. Is that a shame stuff or is it a company? >> It's a company. Um we didn't purchase any of this. Uh we have it for free for the whole year to try. >> Um whether the curriculum's a part of this or not or if we decide to go with a different curriculum. Um,
049most school districts are moving to the assessment suite because of its correlation to SBA data. >> Yeah. >> Okay. Science. Um, all of this is the same quite honestly. The only thing I want to draw your attention to are the last two bullet points. looking at last year's math data, which is a pretty good um benchmark for how they might do on the science uh SPA test, the WCAST. Fifth grade students, I kept the goal of 65% of fifth grade students will achieve proficiency. I think that's absolutely an attainable goal. looking at our current eighth graders when they were fifth graders here, 50% of them um received a three or four on this science state assessment. So for that cohort um having three years of science in middle school were adjusting their goal to 60%.
050Because it's valid based on the cohort. So we looked at historical data to make a attainable goal. >> Okay. Um we've talked about this for years. We're still doing steam kits. Um Mr. Trimble is working now in elementary school and co-eing. And what we're doing is kind of splitting the class in half. Mr. Trimble teaches steam class and then the teacher takes the rest of the class and does a small group for reading or math >> and then they switch. So, it's a really good use of that time. >> And then we added professional learning around utilizing our school grounds to conduct science observations and lessons like nature journaling. We had a gentleman come in and teach our inter intermediate wing the structures of that and they're so excited and it's something that's in our
051action plan because good >> what actually does he teach what is >> Mr. Treble? >> Yeah. Okay. But I mean the u the utilization of our school grounds an example of >> our beautiful nature trail. >> Okay. >> Yeah. Um, we have our own little ecosystem back there which >> Okay. >> So, he actually works for me. He's a lawyer in Index and he is an an ecologist and a science major and he used to teach in Costa Rica and outdoor schools. And so, um, we're building an outdoor ed program up there and we took our kids to out into the woods and we did nature journaling. And so we replicated that out of you know Lewis and Carl when they came across they did a lot of nature term identifying plants. So um we
052were teaching our kids how to be in the environment and make observations of the ground a very uh solid scientific process strategy. So they're dealing with language they're dealing with art and they're dealing with scientific observation. And so, uh, we brought Ben here to do that with our kids because we live in the woods and we wanted to use this great space >> to, um, to not just get fresh air, but to do observations and learn and, um, use it in more academic way. >> Okay, we have other goals. I didn't list all the action plan. um inclusion. We in our previous steps, it's always been a a goal of ours. Um but now we are establishing a self-contained classroom. It's advancing our school's commitment to inclusive ed. Um ensuring all students, despite um their
053abilities, receive equitable access within our own community. So, we're going to build on that. communication is still always a goal. Open communication and engagement with families. Um part of that is that parent square that two-way communication and then seal we are doing the character strong and it's starting to really pay off. So that is still always a goal is to enhance um the whole child which includes social emotional interactions and then personal creativity. We want to keep kids here. We want to keep our choice transfer list really robust. And that's um creating unique learning experiences. And now we have band class again. Um leadership classes, skills for life. Um we're in CTE courses that are on the way. So, we're always going to try to keep our school attractive and families want to bring their
054kids here. >> Okay. Questions? Was a lot. >> Thank you. >> So, love your passion. It's really important. Good job. >> Thanks. That was a leadership team. That >> was a team effort. >> Got to have a leader. >> Huh? >> Leadership team's got to have a leader. >> All right. We are now caught up to the consent agenda. I'd like a motion to approve the consent agenda. >> So moved. I'll second. >> All right. Ed discussion. So, uh, this capital project, this is the Apollo at 21,000. Is that the Apollo? >> Yeah. >> Okay. All right. All right. GCA came through as more money. Amanda, Kathy, and Darwin, who is it? >> Ryan. Fantastic. >> And she happens to work here. >> Okay. And uh but that whole camp Seymour we started like around
0553,000 and we have a $5,000 bill. It's all paper. >> Oh, it's within a couple hundred of >> I think we might have ended up collecting a tiny bit maybe even too like transportation costs some cost for the teacher. So that's like all of the district cost, right? So that's good. >> That's really significant. Now, do we do we we I know in past we we sent like a thank you card or something. >> Yeah. Sherry wrote letters from me and then >> Cindy went above and beyond sent or >> I have a question. Is that the total amount or just this month? 651. >> That's the only expenses for them. >> Oh, okay. >> Like is that the total? >> No. At least be a lot of volatility with ASB. There'll be that don't
056have any expenses. >> Yes. >> Okay. Unless there's any more u discussion. I'm going to call for a vote. All in favor? I I All right. 100%. Thank you. Okay. So, >> I am so allowed to vote right while I'm on Zoom. Okay. Okay. Maybe you want me to just do a hand reaction. [clears throat] Is that better? >> We can hear you well. >> Oh. Oh, okay. All right. >> Yeah. You've been you've been This is a push you to disadvantage, but you've been off and quiet tonight. >> Well, you you you guys need a break once in a while. >> Okay. All right. So we [laughter] >> Okay, we're going to move on. Now we're down to Jenny. If you'd like, we can go to yours in item number 11, your principal reports.
057>> I defer to Jerry's report. I think you're done listening to me and said, "No, I he said it all. We're good. >> Would you like me to report it to the same?" >> Heard it. >> You were just on your agenda. >> Yeah. The only thing I will add is our Veterans Day assembly is on um Friday, November 7th at 9:30. If you would like to come, you are more than welcome. Um Friday, November 7th at 9:30. >> You have people that come from the community for that. >> All right. Well, it looks to me then if that's all you got, then we're down to 12 operation services. So here 12 years ago >> there's not a ton happened around here in September. Um not anything terribly exciting in here except the first page
058I think is probably the most exciting which was our enrollment. Um so you'll remember for the 2526 year we budgeted for a student enrollment of 210 kiddos which was the same thing we budgeted for last year. And um you'll see in just a moment that our actual enrollment right now is at 223. So currently we're running about 13 students above what we budgeted for, which is a good place to be. Um the interesting thing that you see that kids don't always fall neatly into the grade levels that we might want them to be in. So we have a really big second grade class right now with 22. And then the other big class sixth grade, >> sixth grade and this was September numbers had 28 and I think that class is one of those classes
059six or seventh is pushing 30 right now. >> Seventh is 30 now. >> Wow. >> So we actually for in October we've grown either another one or three days I can't remember but a little bit higher. You'll see next month. So that's exciting. Um, and it does allow us a way to grow our fund balance, create more revenue. Um, which is great if any one class doesn't get so big that we don't have to hire another teacher. So, it's kind of a tipping Yeah, kind of a tipping point. Um, >> what number do we have to >> There's not a set number really. Um, because you know, 22 kids in one class in one grade compared to 22 kids in another grade and then what those students are. Um but Cindy works well very closely
060with the teachers um to talk about overload. So they do have class limits, overload limits where if they get higher than a certain number of students in each class, we offer those teachers some supports. And if the grade levels get too high, then we talk about at what point can we financially, you know, afford to hire another teacher to take that to two grades. >> I had 31 at that fourth grade or that seventh grade class that was in this. It's always been big. >> You had 41. >> 31. >> 30. >> I hear good shape. >> Yeah. >> Anyway, enrollment is looking good. Um, so this is just what compares our revenues year to date with uh what we think we would have year to date. In this slide, I expect we'll have a
061similar trend that we saw last year where our revenues um I believe that we will get higher than what we budgeted and the expenditures hopefully will track pretty close to what we budgeted, maybe a little bit higher. Um but for the first few years, we've earned more revenue than we thought we would. We spent a little bit less than we thought we would. First couple of months are always kind of always kind of interesting. we we pay a lot of things um in the spring and summer for the upcoming year. So sometimes the expenditures lag in the first part of the year. Uh the other thing that we'll notice as we see revenues from now until December the revenues that we get from the state are based on our budgeted aortionment. So the revenues might
062seem a little higher but then in January when they true up with our real with our real enrollment assuming our enrollment states have we'll see that jump up in potentially January. All right. Um, this is just our general fund, how we spend our money. Probably should have consolidated this September and year to date are the same because it's just September. But the first three rows are our salaries. So, certificated salaries, classified salaries, and then benefits for both of those groups. And then what we spent on supplies, purchase services, and travel. and you'll see our total budget on the far right hand column, the incumbrance column. Um, right now all we have encumbered is payroll expenses for the year. So that projects what we'll spend on payroll for the whole year and it's just a projection.
063So that'll fluctuate a little bit throughout the year as um things that people do may change. All right, the next slide, the general fund balance. So [clears throat] you'll see a new dashed line up there. That slide is getting kind of crazy. Next year we'll probably take a line off of it. Um but this year projected to do a similar trend um as in prior years. The one thing I wanted to point out for you on this particular slide, the ending fund balance in the upper left hand side, if you look at the 2425 school year, we ended with a fund balance of over $800,000, 834,000. So we did grow fund balance last year. um strategically saved that because we do have this upcoming curriculum expense for next year. So, it looks big and exciting
064and it is, but it'll cover a one-time big chunk cost that we have coming up. And then, um the fund [clears throat] balances that you see there still have um I've updated the numbers with the TK carryover that we had. We had carryover from 23 24 to last year and we have about the same carryover from last year into this year which gives us a nice cushion in case we have a small year or 2k enrollment. Um and then that minimum fund balance with that big purple chunk in the middle that's the 9% reserve minimum of 9% reserve that board policy dictates we keep. So this year based on budgeted expenditures that minimum is 430,000 would be to keep on the books at all times to cover that minimum reserved fund dollar in case of
065an emergency or lack of revenue. >> 9 to 14 is our range for million dollar budget. 10% would be about 100,000. The other fund balance that you'll see here um debt service we have a um for the bond for this building and a debt payment coming up in December. So that balance will grow as we as we collect taxes to make that payment. Transportation vehicle fund is going to stay about the same all year. We'll receive income from interest in that fund though. So, a little bit of money will trickle in that $200 more dollars that you see. You might wonder how do we how do we make $200 in our transportation fund, but we make interest income and interest rates are higher right now. So, make a little bit um and then just similar
066things in those other two funds like we've seen last year. Any questions on those? >> Okay. >> All right. And I um didn't have much to put on this slide, but the exciting thing was that our enrollment numbers are a little bit above budget right now. Um the big thing on my plate right now is wrapping up last year. So getting all the paperwork done to get our last year's data over to the state. This is the end of this Friday is my deadline for that. So that's been my focus. And then I'll put together a report that kind of shows you guys what we did last year similar to what we've seen in the past. So the the number that sticks in my mind is 230ish is totally lower. We're like 223. So we're
067just down seven 17 students. >> Yeah. >> Okay. >> I have I have a um the workbook I have that I use to put this together. I have a little grid off to the side that shows if we had every class max out with the most students without exceeding our class size limits. And that would put us at T40. That would be the a patch school would be 240 with one grade um with one grade card per. But >> it seems to me that our in district enrollment is in the 190ish range as I remember my past life or short time >> to get that number for you. I would I would just need to count. Um >> I think you're pretty close. Yeah, I'm not going to quote it. So we're we're carrying roughly
06830 kids out of district that we use. >> Yeah. And you know now we have 15 in TK. We have two more in seventh grade. Um there I think one more in first grade. You know, I think we're up just from this like four students >> cuz as far as demographics of people either having lots of kids that are in the area or moving into the area, >> the dayard is stay stable. The mill is still stable. Satellite community for Tacoma and Olympia. Um, I mean, we we still as a as a county and as a community, we still seem to be able to grow. It looks like I just again I'm just talking about what kind of factors influence this enrollment. >> Well, I mean also economic states, right? Like we have some multi-generational
069houses, right? Some people go back home. Okay. and we're selling a good product. >> Okay. All right. Like I said, these discussions come up. Hey, what's new at school? You know, I mean, it's interesting that when you're out and Okay, next shot. Any any other questions here? >> Okay, I'm going to quit on different stand down here. Okay, so now we're down to new business interaction item number 13. So it looks like we have an approved resolution school bus number 11 circle. Can I have a motion for approval, please? >> Uh so first agreement. >> Yep. Thank you. Discussion. So this is bustle and we were just talking prior to you guys getting in here. So it it looks like what we do is when we approve this action, it goes to some sort of
070like a transportation central person that would know that we have this buses available. There may be a need that someone's looking for a bus at the right place make it available. So when we approve this action, it just it allows us to then move on in the process. So some of them go faster than others. I had Starbucks two little buses that I sold and people wanted in the past, right? Because they were little buses. >> They use a bus 11 right now. >> No. Okay. >> Is there one bus out right now? Because I notic our routes has the older bus >> only if there's a field trip or if there's extracurricular in the afternoon and we have to have four artists. >> Yeah. when you think the actual >> I demand that my
071house has the newest bus. It does. >> Does it have children here? If you have some students there, we'd love to know about it. Whereas the breaking school district 54 has a 2012 IC bus no longer used the district policy 68161 it's declared surplus and now resolved according to directors 54 declares that this bus the surplus director superintendent is exposed to the property and the policy and procedure. Dr. So we actually have a number of but we need to go ahead and approve it. So West I you've been through this before. Any questions or comments you have? >> No. >> Okay. >> Are we estimating a certain amount to get? >> They don't sell for much. >> It might be a couple thousand. >> And what where do those funds go to? to pick up
072that transportation building. >> All right. Any more questions? All right. If not, I'm going to go ahead and All in favor? >> I >> Okay, 100%. All right. So, I see I've signed it. Debbie signed it. >> Deb signed it. Looks like you and we just need a minimum of three. Okay. All right. So, now we're down here for legislative update. I'm going to advance down to policies. Looks like in 15 first reading is we have an out of office which we're going to need to polish up on here in one month. Ethical conduct for school directors last updated in 2021 and the first reading address school director violation. So these will be coming up for approval. I read through these and I didn't look like anything very shy. So I'm going to move down
073to policy approval. So what I'm going to do is I'm going to call for like a motion to approve policy 1310 policy adoption manual administrative procedures motion. >> Uh so moved. >> Agreed. >> I'll second. >> Thanks D. Okay. Discussion. So this one seems like we had this one in 2000. U so this is an update. Let's see. When I looked at this 13 you guys anything all right without you have a chance to look at the >> Yeah. >> Okay. Any comment from you? >> No. >> All right. I'm no more discussion. I'd like a vote to approval. All in favor? >> I >> The next one is a 2420 grading and progress reports. I'd like a motion for approval. >> Thank you. Discussion. >> I'm sorry. Which one is this? >> This one
074is policy 2420. It's a grading and progress reports. >> Okay. >> Updated in September 21. As I read through this, I didn't say anything. That was [snorts] her children. The only thing I've noticed is that if if a teacher is going to include attendance and participation in the grade, they have to send a written notice out. So what would that be? Like a PE class if you don't boil with all the kids, your grade will go, but the teacher has to send a notice out at that time. That's what it said. I think >> Yeah, it does say that the teacher needs to let the kids know that attendance and participation is an element of the grading. Okay. Does that go to parents? >> Yeah. >> I'm just I just I thought it was interesting.
075>> We're standards based grading. So, >> it looks a little different, right? Like at the high school, they're missing a it's standards based grading. >> They can't dock really your a student's grade if they take a test and they're meeting standard if that makes sense. Um But PE, like at conference time, if a student ends up participating, which I think would probably be the biggest area, >> she communicates, she has a sheet, she gives to the parents. >> Um, >> and this is the one-on-one that you would have with every parent, every student, right? Parent teacher gives me that stuff that comes up and parent teacher pass. >> Oh, yeah. Yeah. And our our families are really good about email. If your students not participating, you'll know about it before conferences. >> I should hope
076so. >> At least you hope so. >> Go ahead. >> Oh, I just said I should hope so. >> Yeah. It's interesting. At the beginning of each term, each teacher will specify in writing the student learning goal [clears throat] standard for his or her respective course. The participation is used as the basis for mastery of the goal or standard. A student's grades may have virtually may be virtually effective prepared to attend or participate provide on that day that there will be a creative participation activity. If the teacher does not feel that student right the teacher may not use attendance or participation in the grading I don't know if that's so applicable to us right since we switched over to standardsbased grading. Yeah, >> it's an interesting when I read it, wow. >> So it would
077be music and PE. It's not so much on how good a musician are. Are you are you part of the class and participating? And so >> we let them know you have to participate. >> Yeah. Even academic classes, if you're not there to participate, you're not learning. So when the test comes up, you miss something. >> That's true. uns conversation or question for somebody to call for a vote. All in favor? >> I >> 100%. Okay, now we're down to I'd like a motion to approve all the 32 page nondetermin discussion. [clears throat] >> Is this the uh non-discrimination policy? >> Yes. Okay. >> And those Jerry, [clears throat] were those changes made? adding the >> Is this the one where where we're adding the definition? >> Yes. So, what we did as um as
078you requested, we um looked into the definition of neurode divergence and I consulted our lawyer um and he um agrees with you in its broadness. Um um >> Wow. I was actually right about something. Yes. So good job. But he also um >> even a broken clock is right twice a day, you know. >> But he also said that the the way things are written um he would not advise us trying to re be more specific or or change that in terms of diagn what your request was. Um you had asked um a diagnosed neuro neurode divergent >> right and he um he said that the law is intentionally written like that. You could put that in there but it would be counter to what the law is and could um potentially get us in
079um different kind of trouble. So, um we can [clears throat] um it it is as um wrote it is as our attorney recommends. Um and if we as a board you could change that, but that's not what our lawyer suggests. I just I just find it interesting that that um when somebody the thing that I that I want to avoid um is you know somebody being held to account for their own behavior then all of a sudden going oh but I'm X Y and Z right and you can't tell me what to do because I'm X Y and Z >> and anyway But but that's okay. We'll you know >> we do it all with with school discipline and working with children. We know >> whatever I I think it's I think it's BS but
080go ahead. >> What I find interesting out of this in this state the name title address of the member of the employee designated to compliance officer. Are you the complaints? >> Yes. >> Okay. Is that that and title line coordinator? >> Yes. No, you do 504. Yeah, but I do a lot of the others. The boys go to learn. >> Yeah, that's a longstanding addition. Um, that really is not needed anymore. Um, but nobody's nobody would be brave enough to take it out politically. Yeah. Well, what was the political what was it? We don't [clears throat] >> spend to you guys if you want. >> The reason it was included is because Boy Scouts were Boy Scouts and um they were because it was not as inclusive as people liked. They were digging on Boy
081Scouts and legislators decided that they wanted to make sure that they were not discriminated against. also and so they um included boy scouts in a lot of different policies um so that they would not be discriminated against either um it's really kind of >> I don't think it would exclude for each if they came up and knocked on the door and there are other organizations like that >> kind of unmute all right there's no more discussion I'm going to call for vote all in favor >> I 100% %. >> Nope. >> No, it's not 100%. >> Excuse me. So, you have stayed or >> I'm dissenting. I'm saying no. >> No, I'm sorry. Okay. Excuse me. So, it' be yes. No. [clears throat] Thank you, West. >> I want to make it clear. It's not
082because I'm pro discrimination. It's I don't I don't like having vague descriptions about things. >> So anyway, thank you. >> Lawyer lawyer agrees that that creates some problems. >> That's fine. That's fine. He's that they're a lawyer for a reason. That's why I'm not a lawyer. So they know best. I'm just, you know, voting my my conscious just like we're elected to do. >> Okay. The next one here is clause D uh 15 non-discrimination and free of action. I'd like a motion to approve. >> One second. >> Okay. Discussion. So, Mr. >> I'm sorry, we I had a jet go over overhead. Um what what policy is this? >> This is 50 CAD glass 5010. This is the non-discrimination and perive action. >> Oh, okay. >> Yeah, this is an interesting one because of the
083I guess the prohibiting the employee from using employ that that particular piece is not because we just have single. Okay. All right. Okay. So, um yeah, forgot I was thinking this was distin. Okay. Okay. All right. Um anything jump out here? Anything jump out on this one? >> What's affirmative action about it? I >> try that question again. You had mentioned it's um non-discriminatory affirmative action. What what what >> what part is affirmative action? >> There was a section here underneath the examples of employment discrimination and I and I miss read about prohibiting an employee from using the restroom consistent with his or her gender identity. Jerry, we do have >> Yeah, we have individual bathrooms. Correct. All right. >> Okay. All right. Okay. I'm good to go. >> Uh, this whole narrow that thing
084shows up again. >> Yeah. [snorts] >> So, okay. I just wanted to pull that off. Okay. So, >> we might as well we might as well just say, you know, if you're if you're anything but, you know, white male Christian, you you should you can you can't be discriminated against. I mean, just make it real easy. You know, it's just we keep adding all these weird weird things, but we can't we don't want to define them, and we don't want to be diagnosed with them. So anyway, okay, I'm I'm ready. >> So any more comments, Henry? Any more? Okay, I'm going to call for a vote on this. All in favor of approving policy 5010. >> I are you. >> No. >> I didn't consider. Okay. So less Henry >> yes >> and yes >>
085yes >> and west no okay you get that okay we're down to I'd like a motion to approve with policy >> salute every yes >> second >> yes okay discussion so this is 5260 deals with records. >> I'm sorry. Deals with >> personal records. >> Oh, personal records. Okay. Thanks, Edri. Am I bothering you by by not being able to hear you guys? >> Okay. >> All right. >> You continue to bring this stuff up. Okay. >> You know, I Yeah, it might have been just better for me to skip the meeting. Um, you know, I'm I'm sorry that I can't hear it totally clearly. So, >> not meaning to irritate you. >> So, this is personal records. I didn't see anything in here. I mean, it's just personnel files, which we apparently already do.
086This is a policy adoption with back in 2003. So it's been out there a long time. >> So Wes, can you hear me? Okay. >> Yes. Yes. Thank you. >> So this is just some personnel records, >> right? >> So >> yeah, I read that. >> So you have any concerns? >> 2003. We should definitely >> Yeah, just >> just to keep the light on. >> Exactly. I'm assuming we have personal files. >> It's only a couple decades out of date. >> Okay, >> all right. I'm going to call for all in favor. >> I >> Okay, so I Okay, so we are down to the This is one of the passes on we have. Okay, so we're back to item 16, future agenda items. The November board meeting is the 19th. Uh so what
087do you have here in mind for retired policies? You got some on the list that we >> we have um through the new policy and legal updates that have come out. there's a list of recommended retired policies because they've been replaced by newer policies >> that there will be a list and it will show you which policies have replaced the ones that are recommended for retirement. Um so that's just something that we would >> So it is something that will be actionable during the November meeting. >> Um it's more forformational purposes. I don't think it actually >> Yeah, we've already adopted We're up to date. We're keeping up to date on policies. And these are policies that are are um other policies have taken over those and they they're still on the books, but they're
088not really relevant because all that information is held within other policies and so they say you can just take them out. [clears throat] >> So this is a washed up. Okay. But we didn't want to just take them out without telling you. >> Works for me. Okay. Okay. So, I just overlooked something here. I'm going to back up to 13. The board retreat location. Um, we need to address that before I go to organization report because this is part of our agenda. >> We're working on two different locations right now. The sticking point was the date that was set for December 6, the port of Allen was booked. So, we're looking at two other locations. Either the GC >> So, Allen's booked on the 6th. Okay. >> Correct. Yes. So either the GCA or we
089have a PUD3 might have >> PUD3 [clears throat] joint. >> So we're still working on it. I don't have any answers. >> It would be the last time the couple hundred fee that got reduced dramatically >> with either GCA won't be a charge. >> We're not charging it. That's fire department. >> Oh, that's correct. That's correct. >> Okay. And then uh is there a charge for the PUD? >> That's what I'm looking into. We've been given a couple of different people to contact through PUD3. >> All right. >> What about the Mason Benson club? >> Uh we looked into that one and it was actually kind quite expensive. Even if you could have find someone who was already a member, it was a $300 deposit for the fee for the room for the cleaning fee
090and access and utilities. And [clears throat] that wasn't on top of that did not include the actual charge hourly for the day. >> What about >> what's the restaurant now in the the boat house? >> The boat house. >> No, the one up in in the golf course that >> Oh, the beastro >> meeting room up above all day. Is it downstairs or upstairs? >> Yeah, there's there's I had my wedding reception there. Yeah, there's there's a bunch of space upstairs. So it's another option we can look at how we will look at the first two costs >> and we could order lunch. [laughter] >> Um you know the other option is we could just go to some you know one of our houses right you know I mean we could do that too. I
091mean anyway I heard Jerry volunteer his place >> I know. Yeah, >> let's uh Yeah, I uh I had another thought, too, but I'm not going to throw it out. Um All right, let's let's get this before the next because six is going to be active the next meeting or Yes. and we're working on >> and and in the last item that we had is and it's going to be on the uh offsite is reorganization of the board and that's going to be we'll be talking about for the December meeting in in the offsite >> okay >> all right so at this point I'm going to go ahead and sort of wrap this up and call for reflections and comments last year the furthest away and and the public to hear us. >> Board Oh,
092board comments. >> Yeah. Reflection. >> Oh, okay. I'm sorry. They they train they they train fighter pilots down here and every once in a while you >> you hear some some freedom jets go over and one was just going over. Um uh I really liked uh Cindy's presentation. I'm happy that we're slightly uh above budget. um as far as you know enrollment and uh you know I'm I don't mean to be contrary on these policies. I just I I would just like them to be a little tighter and um you know I know that the attorney recommended against it and all that kind of stuff. Attorneys you know recommend a bunch of things and um that's that's why I'm not one of them. So, I'm not trying to be contrary. Uh, but I'm happy I'm
093on vacation and enjoying myself and uh and I'm glad the meeting's over. [laughter] >> Thank you. >> Um, thank you Sydney very much. It's always good to learn all that stuff. It's important. Thank you, Andre. again, I can figure out what you're talking about, which I appreciate a lot. >> That helps a lot. Um I I think the school's just in a good place. We'll find out um more about it. I think this weekend when we have the uh Halloween party, we'll find out how things are going from we see all the parents and kids. I'm I'm a little worried about asking parents to bring this is from the PTA transport. um asking people to bring so much stuff when some of them have been on furlow for 20 days, you know. So, we're saying,
094can you bring in some candy and can you buy some this and do something for the baskets and maybe buy a ticket and it's like and they just haven't had any I know that there was one lady at the last PTO meeting who said everyone in my family is on furlow. So, I don't know that >> I'm just really glad that they can get free food here lunch and breakfast. Let's talk, right? >> I Let's talk. I I think I addressed that. >> Okay. >> Yeah. >> Oh, good. I'm I was really worried. >> Yeah. Anyway, I'll shut up now. >> Um I feel optimistic. I'm I'm happy to see where we're at and where we're meeting and we're swallowing that pill and know I'm also excited to see the future results. You know, I
095have faith in our kids and know they've got a a hunger to learn and want to be here. So if we were to take anything, I think there's a positive spin on that and like I said, I'm excited to see the the next results to see how far they come and grow. >> So Cindy, you've got my attention on the assessments and I continue to tell people at every opportunity like web does as well and everybody said we're on the right train. We got the right leadership. got the right group of people doing the right thing. Andrea, same thing with you stepping into your role and keeping us transparently above and in front of running this business. So anyway, that's my two jar. >> Um I guess I would say um the last month or
096so I've had a lot of one of my jobs. my mother was very sick and she passed away last week and um but one of the things that Cindy messaged me and said, "Do you need anything?" And I what I really uh as I reflected on that, I'm like, "No, we've already given it to me." Which is that whole team who just takes really good care of the school and I don't have to be too anxious. I still have kept it working, but I haven't had to have that extra burden of worrying about the school because they they got it. Good job. Thank you. >> Interesting. >> So, Britney, let's show that 63 7 we call this meeting. >> Thank you, Les. >> Thank you. Thanks. >> Enjoy your time. Sorry about what the temperature
097was. >> Okay. And I will delicious and I will meet with that child tomorrow. Make sure they still on my desk. There was there was this this was this should be one in that tries. >> Yes, I do. >> This is all right up there. Final.