October 2024 Grapeview School District Board Meeting

001To the flag of the United States of America and to the republic for it stands nation under God indivisible liberty and justice for all. Thank you. Okay. So excuse us tonight for Tom and West or both on travel. Tom's on his way, I guess, to big items. So, we have a quorum to conduct business. I'd like a motion to approve the agenda. I make a motion. Agree. Thank you. Second. Thank you. Discussion. Um the only point that I had here is under item number eight staff presentation uh there will not be a presentation but I should only update that I'm aware of um anything else that Jerry okay any discussion not to approve the agenda all in favor I I so 100%. Okay. Recognition of visitors. We have some tonight. No public comment. I don't

002believe so. Okay. Well, it's new student recognition. Jerry want presentation. I emailed it. Oh, okay. Wow. Stepping it up. I like it. Great. All right. Yeah, we're a little extra on third grade. A little extra. Bailey, I don't think you've seen this set email that's herself. All right, so we're gonna play this and we're gonna say hi to introduce herself. She is an amazing third grader. We love having her. But Bailey is my student of the month or student of the year, kind of how we look at it. Next one, please. All right. I am excited to nominate Bailey for student of the month. Bailey is an exceptional third grader who embodies everything we look for in a student. First and foremost, Bailey is incredibly sweet. She is a kind heart and always goes out

003of her way to make others feel included. Whether it's sharing toys at recess or offering a helping hand in class, Bailey has shown us all what it means to be a true friend. and next. And Bailey works really, really hard in everything she does. So whether she is tackling math problems or diving into reading, she puts in the effort and never backs down from a challenge. Her determination is truly inspiring and it reminds us all to keep trying even when things get tough. Uh Bailey never gives up. When she's encountered a difficult task, she approaches it with grit and resilience. and her perseverance teaches us that hard work pays off and it's okay to make mistakes as long as you keep trying. So, we are so proud of you, Bailey. I'm really, really happy and

004honored you're in my class this year and Mr. Congratulations. There you go. Oh, yeah. You and me and the board and then we'll do a family. Is that okay? Okay. You can say no if you don't want to. We'll make it fast. And the only people that Okay, we're gonna go this way. One, two, three. Are you gonna be in the picture? He's so cute. on three here. I'll get out. [Music] We'll do one more. Sorry. Okay. Woody. I think Edw's gonna keep him. Thank you, Bailey, for being awesome. Let's see. Okay. In support of the board. Okay. Good. Thank you. H. Go ahead. All right. So, um, we it it's like on the agenda that we're going over SBA testing, but that's I just want you guys to be aware that's just like one

005little slide. We're going to go over that data, but the most important thing is what are we doing with that data? And that's what we turn into our school improvement plan. So, that's what we're going to dive into more closely tonight because that is important that we look at the data, but it's really important what we're going to do with it, our action steps. So, we can go on the next slide. So the 2024 2025 SIP is put together by the learning leadership team which last month we um you know talked a lot about and presented the works that they do. So as a team we on a regular weekly basis review the things that we need to look at um and and how we need to form our PLC's to look at data to

006promote student growth. But in a bigger way, um twice a year we dive into all of our diagnostic data as a leadership team in two full days and um how do we plan to move forward with with the upcoming school year and creating a school improvement plan that gives people buy in um that meets the requirements from the state that that really works for our small community school. So that's what we're going to look at. So um our planning and process for creating a SIF is we look at the spring previous spring SBA scores and then the data points um with the Renaissance place star assessments that we take um those are kind of our big benchmarks because we have you know with COVID we weren't taking the SBA they keep changing things with it

007but STAR renaissance place assessments those are our consistent diagnostic tests that we give the kids three times a year and we feel like that gives us far more controlled data plus it's not just a few grades It's all the grades that take it. Even the little ones have an early literacy test. So, we have a lot of data that we can pull from that. Um it we can pull the exact standards that a kiddo is struggling in and we can give them that which we do give from that to those tools and then we can um work on on goal setting with the kids. So, the star data is a synonym tool. It's not a cheap tool. Every school district purchases, you know, different diagnostic um testing platforms. We really prefer Renaissance Place because we

008understand how to really use it and dive into it. Our staff understands it and our kids understand it so we can kind of come together to create these goals and that's what we do for our SIP. So we review the state requirements for equity and inclusion. Um those were really big things that we didn't necessarily have embedded and clearly written into our SIP in past years and the state this year said these things need to be clear in here and not just you know as a part of your your overall but how are you doing inclusion and equity in your school and how are you increasing scores for students with disabilities. So, that was one area that the state flaged us in this la this last spring. They said, "Hey, wait a second. We don't

009feel like you have consist as consistent growth with your students with disabilities um as you do in other areas and we would like to see improvement there." Um, while I agree with them that there's always room for improvement, one of the hard things is is to give us that kind of a challenge to look at that data at a school district like ours where we have such a limited amount of students with special needs that are in that testing category, those testing age. um it's it's not a big sample. So, it it it changes every single year. And we had two kiddos um that are receiving special services that um their parent did the um refusal to test last year, which they have every right to do. Um but that results as a zero. So,

010that, you know, pulls down two students is, you know, that's 20%, you know, or 15% or so of our students um with special needs who take the test. So it it plays a big role in those things. Um again I always see an opportunity when the state says you need to work on this is like okay we're going to work on this this is an area of improvement but I do think that the sample size that we have for that um category is is makes it really complicated thing. Um I don't really feel like our students dropped um with students with special needs but um you will look at it and we we included it in our set. Okay. So, this is they've displayed the scores far differently this year than they've done in the

011past. So, the state used to give us kind of a one cheater. Um, and you could see all the different schools and how they do, but of course they're they're laying things out differently now. So, I want to talk about the top of the page first. The top is GSD. The bottom is the state of Washington. So, they have now taken our scores and they what they call is foundational grade level knowledge. So these are students that are meeting what they consider to be foundational. Um then this is what we've always based the scores off which is the consistent grade level knowledge and above and in their definition of these two new things because this is brand new is that this is the foundational grade level skills. This is basically a two or above. The

012students have a basic foundational understanding at their grade level of these skills. Consistent grade level knowledge means that they are on the pathway to college. So, this is more college ready knowledge and skills. This is more um they're understanding key components of their grade level skills. Maybe not all the way through, but um that's kind of now how they're looking at scores. So, it it makes a lot of the scores seem a lot higher. So, I just want you to be very aware this this look here is brand new. We've always looked at these percentages which are the threes and above from this side um on the consistent grade level knowledge and above and these foundational skills are twos and above. So this is a new thing that the state is putting out there. We

013have to decide how we're going to you know as a school look at that. Of course we want all of our students growing. Um and we would like to see all of our students really coming in at that two level and higher of course but it's it's just something to think about. This is comparing different information than what we've compared in the past. Um but as we can see in the foundation foundational levels we came in at 76.8 the state came in at 70.8 for math we came in at 74.8 this the state at 62.7 and our science 83.9 and the state at 62. For if we're counting only threes and fours like what we've done in the past we came in at 54.3. The state came in at 50.3, math 45.7, the state 39.7,

014science 62.9, and the state 43.5. So, we're going to explain this a little bit more in the next slide and how this compares to previous years and where we see areas of growth and where we've seen one area of decline and what we're doing to work on those things. Um across the county we are still consistently showing higher highest level um of you know both of these categories foundational level and consistent grade level knowledge. Okay. So what is what does it all mean? Um we are consistently higher than the state. Um based off of our last scores we went up in math.5%. We went down in ELA 5.6%. 6% and we went up in science 8.4. Our student growth exceeded our goal. So the student growth goal is um it's what the state um puts

015out as student growth. So the amount of our students that move forward and I'm going to give that definition again here in a minute. But in our SIP, we set our student growth goals um at uh 40 in ELA and 35 in math. And we exceeded those significantly. Our ELA came in at 49% growth and our um our math came in at 46.5% growth. Um and that's students moving up on their scale scores. So from that low one to maybe a higher one or a low two. So that that shows the students growth, not necessarily them all being at a three. So that shows how many of them are growing and our our growth scores went way exceeded our expectations. So, our kids are growing in their knowledge. Um, our dedication to steam time and

016math supports are paying off as those scores are growing significantly. I mean, our science score going going up 8.4% is huge. Um, and then our dip in ELA is concerning and it's getting addressed through additional intervention focus in ELA. more regular dedicated time to using ELA interims to inform instruction and we are embedding writing across curriculum in social studies and in science especially in middle school. um our middle school um ELA scores did take a slight dip in um their classes, but our biggest dip was in um in our elementary, which you know, I hate to use, you guys know this, I hate to use co as an excuse, but some of those core components of comprehension were coming up in our fourth, fifth, third, fourth, and fifth graders. Um and that's where we saw

017little dips, not anything huge. It wasn't a a significant, it's not like our we dropped 20%. But we see those little dips in our ELA and specifically in comprehension. Um, so that's where we're kind of moving forward with our SIP. So before you move on, so reflective listening here, it looks like then what you said there is in the ELA portion. It's not the reading or or the the spelling, but it's more in the writing, the ability to write. Is that what you did? I mean, that's what you just said. So, the phonetic reading doesn't seem to be nearly as they're not testing that. That's not part of the SBA testing. They're not they're not necessarily testing how fast a kid can read. There's no fluency test in it because it's it's a computerized the

018test. They have to read passages and then they have to build comprehension. Um, what was the most um or what was the inference of this passage? It will ask a third grader because inference is a huge vocabulary word for third graders. They learned about inference and one of the quest the big questions and focus is how to infer but then they'll give like four different possibilities that all have something to do with the story and the student has to choose what is the to them the best you know what is the clearest inference that's made and then what text evidence supports that. So then they have to go through and highlight drag and copy and then write in small sections about you know their defense and that's just for the eight-year-olds. So, it gets, you

019know, significantly harder as they get older, but it's it's not just understanding the plot and sequence of a story, but it's far deeper than that. It's it's making inferences um based off of character structure um and character development and conflict and conflict resolution within a story or within an article. Um, and that's just one section of the test. they've got, you know, 50 questions, you know, based off of oftentimes four or five different um significant reading sections and then they have the massive writing component of it. So that's what we're embedding. You know, the writing is a huge part of it because in order to write based off of what you're reading, you have to be able to make inferences, you have to build connections, you have to use text evidence. So we are um

020by embedding more writing structures into our science and ELA um you know English classes we or into science and social studies classes by embedding more writing so responding to the reading and writing we were hoping to do that that's where we're moving forward. Yep. Absolutely. So our focus is always so much on student growth. So I'm just going to read this. We still hypothesize that measuring student growth, setting goals and action plans around student growth would help us do two specific things. First, by measuring and targeting growth, especially growth beyond the standard growth target, the achievement gap between students scoring lower and students scoring scoring higher on the Renaissance Suite assessments and SBAs would shrink, bringing our lower our lower scoring students closer to their same age peers. So, we want we want our higher

021peers growing. We want them growing, but we want our lowest ones to grow too and to start shrinking that gap. Um, so by targeting growth, students of all ability levels are targeted, not just the students who are scoring lower and attempting to bring them up and forgetting about those students that are already doing fine. That's we, you know, when students fall through the cracks when we hear those terms, um, and oftentimes in districts, it's not the students that are falling through the cracks that are lower because we have all these methods of catching them, these interventions, these targets, these, you know, um, student setting student growth goals with all these things. It's, you know, they want you to set the state wants you to set teachers to set student growth goals based on their lowest

022students. But what about those students that are right there and doing all of those things? If we don't constantly nurture and check in on them, they're going to slip. And that's what we also we want to make sure that we're catching all of them and they're all making growth. Our procedures uh utilizing standard reports downloaded from Renaissance Place, the team, learning leadership team um worked to determine which growth goal was appropriate for our groups of students. We are setting an annual grade level growth goal in both reading and math. This is determined on greater than a year's worth of growth and a movement of achievement levels in the growth in scale scores and we can you can see that in this set annual grade level growth goals based on national data students will grow by

023one or more grade levels or equivalents in ELA and math through the Renaissance place. GLE means grade level equivalent from September 2024 to June 2025 in each assessed grade. Furthermore, as a school district, our goal is to maintain and expand our student growth percentile. So that's based off of our SCA in the state report card at or above 50% in ELA and 50% in math. So last year we set those at 35 and 40 and we exceeded those so much. So we're shooting for the stars. We want our student growth to be 50% above um our their percentiles to be 50% above the average with that because we think we can do it. We were so proud to see all of our students show that much growth this last year and and so far that

024opening slide you've exceeded that was 20 23 into 24 you've exceeded that already. Well we we hit 46.5 and 49. So now we're reaching we're going for 50 this year. Okay. For for next year's because we we came over our 35 and 40. So we said let's let's let's push this further. Let's go. Which is the growth goal. Yes. The growth goal. And this is what the growth goal means. So Washington uses student growth percentiles SGPS to measure student to measure growth in students math and English language arts skills from one grade level to the next. Um so that's through the SBA. Students growth percentiles compare to students in the same grade level with similar scores in previous years and measures their performance relative to those students. So a student with a 40 SGP has

025growth greater than 40% of students with similar test scores in an earlier grade. Uh for a school, the middle or median SVG in a specific subject and grade level is the school's score for that measure. So students that were about that same level like that same scale score um for the SBA in the same grade level across the state there our growth score it shows that they are growing 40% higher than other students that were at their same level or for next year we're hoping 50% higher than other students at their same level. So that's significant amount you know higher up. So and we think we can do it. So for this year um these are our you know um star scores from this year. So we've put in September because we we tested them

026all in se September and then for it says star 2025. We will enter those ones for in June after we come through here. Um and then we'll review that as the learning leadership team. Um so this is in ELA and this is in math. So in ELA, our kindergarten came in at PK9. So that's like end of preschool. So pretty close to kindergarten level, a little bit lower than we'd like for kindergarten readiness, but relatively close. Our first grade came in at 0.6. So more than halfway through kindergarten, not quite ready for first grade, but close. Our second grade came in at 1.6. So again, similar. Um, and this is very common in the beginning of the year. These are pretty common scores. Um, our third grade came in at 3.7. So, they were killing

027they're killing it. They came in halfway through third grade in their reading, you know, um, levels. So, that's they're doing awesome. We're excited for that. Our fourth grade came in at 3.8. That's really near the beginning of fourth grade. Uh, fifth grade came in at 5.4. That's awesome. Um, sixth grade really high. But it's really interesting with our middle school students because if they get on a good track with the Renaissance testing, like if they start, they're like, "Oh, this is an interesting story." And they're answering the questions of the story in the reading section, their scores are going up because they're interested and excited. And so it's it's unique to see the con the context of the stories and and the reading test get way harder in middle school because their reading levels are

028up. So it's always really interesting to see how their um reading scores correlate to the test. Um, seventh grade came in at 7.1 and 8th grade 9.8 was their overall reading score. So, that was really exciting. So, I'm going to come on over here for math. So, the early literacy and numeracy is a combined score. So, those are the same for kindergarten and first grade. Um, our first graders will start the actual STAR math test halfway through first grade. It's um a little bit too intense for them in early in the school year. We want to really kind of get them into the system in school and not just over assess them right away. But in January, they will take the STAR math test for first grade and then we'll look at their January scores

029to June scores to make some comparisons. Um, our second grader Star Math came in at 1.4. Our third grade came in at 3.0. Our fourth grade came in at 4.1. Our fifth grade came in at 4.4. That was a little bit lower. Um, our sixth grade came in at 7.6, which is super high. Um, our seventh grade came in at 6.4 and our eighth grade came in at 9.3. So, you can see certain trends here. Our sixth grade class last year scored really high in SBA and fourth grade scored high in SBA and third grade scored like you can see these trends and now they're sixth graders and they're still on that track. Um, our eighth grade has been a similar class on a really steady track of of growth. Our seventh grade was one

030of our highest needs classes for years when we look at their trend and they've come up so far coming in at these levels is actually really exciting for this class. I'm I'm I'm really excited that they're moving this far. Um Cindy and I last year worked on a lot of schedules to get them additional support and um additional interventions and things and we're seeing a lot of growth there. So um it's exciting to see you know being a school you know this is my 15th year because I did a year of subbing here to see these kids and have known them for young years and get to see their trends and their trends go up is really exciting to see. But then down here, this is our student growth percentile that I was talking about.

031We, like I said before, we set our goal at 50% this year um based off of the SBA tests. We want them to their student growth percentile to be 50%. And um that was a really high goal to set, but to see how much we came up makes me feel really confident that we can do this. Our goals in ELA um in our transition to kindergarten, our growth goal is just for students to increase their endurance um and attention span for the full day of school. Um transitions from one activity to another and to make sure that we are doing a good amount of exposure in literacy in books, in reading, in stories and just the basics of the front of the book. and we turn the pages this way and um these words that

032correlate to this story and we you know just hyperfocus on certain things and just letter identification and letter sounds making those sounds with um to the students and so the focus is very much just on that transition to school because they're four. So we um we do a walk kids assessment with them. So we we don't test them in the star testing or anything like that. So things do look a lot different for transition to kindergarten students um because we want them to learn through play. We know that play is the best teacher um and we want them to experience that. So you know they went to the pumpkin patch yesterday and they are learning about how pumpkins decompose and how they they have a pumpkin and they they've cut into it now and they're

033watching it change every day. So it's really through experiences that they're learning. Our kindergarten through 8th grade will achieve greater than one year of grade level equivalence through Renaissance Place ELA assessments from September 2024 to June 2025. Our district-wide ELA growth goal is to see our SBA ELA student growth percentile at or above 50%. Our goals in math transition to kindergarten. Our growth goal is for students to increase endurance and attention span for a full school day again and increase successful transitions from one activity to another. days daily exposure to numerousy in an academic setting. So basic counting and understanding that there's a sequence to things um more and less those are big um learning targets for preschool for our TK kindergarten and grade 1 will achieve greater than one year um GLE um grade

034level equivalent growth in Renaissance early learning assessment early literacy and numeracy assessments. The early literacy assessment includes early numeracy and number sense components. Grade 1 will take the STAR math test in winter and spring to show greater than 0.5 years of growth. Second grade through 8th grade will achieve more than one year of grade level equivalent growth in Renaissance Place math assessments from September 2024 to June 2025. And again, oops, it says ELA. Our district-wide math growth goal is to see SBA math students grow growth percentile at or above 50%. for science kindergarten. Our science scores are so good. Our science went up 8.4%. That's and we were already and we were already a high we were already very high. So that's really exciting. It's almost 20% higher than the state's math score or science

035scores. So that's very exciting to us. Um and and so 65% of our students will meet next generation science standards in the classroom given assessments provided by FS and classroom developed assessments in fourth and fifth grade. Um similar component but they will achieve proficiency in the SBA. Um we set our goal at 65% um of for fifth graders and for fourth graders 65% proficiency in the NA next generation science standards. for sixth through 8th grade. We also set it at 65. Um because we came in at 62, so 62 something, I think 0.8. So yeah, let's let's get there to 65. Um and so it's the same goal, but 65% of sixth and seventh grade students will meet nextgen science standards uh provided by FOS and classroom developed assessments. How are we going to achieve

036our goals? So, we have a lot of goals in here and this is yours to look through. This is posted on our website um as the state requires. We have social emotional learning goals. We have communication goals. Um we have, you know, quite a bit. But for this presentation, since we're focusing really on scores and academics, we're focusing on ELA, math, and science since those are our areas that we're assessed in. Um so, how are we going to achieve third through eighth grade? All students receive specific and targeted weekly work in steam subjects. So, science, technology, engineering, arts, and math. Uh, we're currently using the STEM kits provided by the Puget Sound Naval Shipyard and the Foss Science Kits to ensure hands-on problem solving instruction during this designated time. We also have a program called

037Genius Hour that Cindy Breeze has worked quite a bit in. And so, we're purchasing supplies because they're projects that the students um can take supplies to create. Um, and actually right now our students in their Steam class, our middle school students are working on um, new games for new carnival games for the um, PTSO Halloween carnival. And so, as you see, there's like it looks like there's a painted piece of wood over there with holes in it. And there's all sorts of different things around here because they are building these. They've researched them and then they're building them. um and which is a huge part of science, technology, engineering, art, and math. And they're excited to actually see these the kids play with these on Friday night. So, we're excited for it. Um we've in

038increased our intervention time. So, we have um a full-time interventionist in um in Sher Williams, but we've also um Cindy doesn't have enough to do apparently and has taken on additional support because we've noticed um some concerning um elements of, you know, some of our younger kiddos in their reading that were like there's just been a few holes that we've noticed that we were kind of surprised about, especially some of our new students coming to us. And so, um, Cindy's working with 10 of our youngest students in their reading, um, for 20 minutes, four days a week just to really target in on some of those skills. Um, and she's working with with several different groups on social emotional interventions, um, that she pulls in um, character strong components, but also because she's just so

039phenomenal with them, she pulls it. She's like, "Oh, this kiddo also needs help in, you know, this subject." social double dose um extra support in in multiple things. And with our youngest learners, it's so important because they need as much small group um focus as they can get. Um our question model with PAR educators, our PAR educators are so often in the classroom. So I'm doing observations right now. It's that time of the year for for teacher observations and it's so exciting to see our action plan in work. And so I was in one of the classrooms today and I see the para come on in and they just have this connection. They know what the teacher schedule is. They know what they're doing. They know they're working on subtracting um fractions, mixed numbers with

040unlike denominators. And the teacher immediately goes to the or the par educator immediately goes to the table with the students they know are going to come to them and the students start the rotations after the whole class instruction. And it's just so exciting to see the pared educator push and support and how that's working. um because we know that the students do better when they are among their peers and learning from their teachers on on the the support that they need and then they get that in-class support. So um 20% of our pull out is very targeted and specific um and databased. Uh middle school we changed it from lab which was our like intervention um class in the afternoon to win. So every student is in win um which is what I need and

041so um they set goals based off of their scores um from Renaissance Place and all of our students even our high cap students are in win so kids aren't sectioned out based on their levels. They um like seventh grade works in here every day. Miss Breeze is their teacher and she works with them. They goal set. They set the goals based off of their performance. So even those that are doing really well say, "Oh, this is my lowest area of math." So they get the tools that they need through Khan Academy through um through our our curriculum. Um and they work on those skills specifically, which is very exciting to see. So we really like changing things to win instead of lab because the kids are getting what they need. um it just it targets

042it better to kiddos and it it doesn't make them feel isolated or pulled out or in the you know it's a bad class. Um middle school when is working on weekly goals um and then we have our IEP special education services. So all of those um targeted supports to students for growth is how we're going to achieve our goals. Other critical aspects of our SIP, our communication. We are continuing monthly all staff meetings the first Monday of every month. Um before we break into PLC's, it's a great way for our staff just to come together for quick communication like hey this is our focus for the month out of you know character strong October we're focused on respect. This is what you're going to hear us talking about on a daily basis. Um make sure

043that you're pointing out our posters. Um we are responsible, respectful and safe. Um actually October is responsible. September was respect but we you know it gives everybody on once the beginning of every month the same focus and so that's been positive uh social emotional um it does we newly implemented character strong but last year was our first year with it and we were really just um trial with it. It was like oh this is going to work well here this is going to work well here. This year it is a daily um scheduled program. So we are using it daily in our classrooms. Um, in middle school, every Monday they have a 40inute specified SEAL class with their home room teacher that they are doing the massive lessons and then the rest of the week

044when they have 15-minute home rooms, they're touching on that lesson on small components of it. So, they have a much more um intentional focus on um personal creativity. We've got our STEM steam classes for third through 8th grade and then our win classes supporting our middle school. So that's our focus on our school improvement for this year. Are there any questions about it? I'm just overwhelmed. This is it's the learning leadership team. It's such a when I'm feeling really overwhelmed by all the things and it's like okay, we really got to dive into our stuff. sit down as a team and it's just like it just comes together, you know, everybody everybody looks at the data and and they find different things and different needs and then they come together with solutions and ideas. It's

045um rarely do you get to work with a team that that is as um efficient as team that we have right now happening. So it's really good feeling. Yeah, I was sitting here thinking about in the 1950s as a third grader why I ever heard the word influence. So just flashing back to I know I know and just pass. Yep. It's it's there it's a tough there's some tough concepts and words out there. I don't know what it means now. But Jerry will tell me. So as we as we sit here to get this kind of information again my reflected listen [Music] yes in in all areas we're above the state average in all areas. Okay. Yep. So through ELA and now and then of course in science then I heard you say through our

046peer group there were like five or six schools where we have reason to believe that we're leading the pack. Yeah. In this area going away people want to know how are we doing? I mean Steve certainly gets it. I certainly get it. But I'm just trying to come up with a response to reply. I have a couple questions. Um, in the beginning you were talking about students opting out. Does that affect our overall school score? Yeah. And then does the state go after us for not taking that test? So, we have to report it, of course, but we have um but it does count as a zero. Um, I don't really know what that looks like. I just I don't get to see how they what that really means because we only see ones. So

047I don't know how a zero, you know, pulls that down. But that's what they say. They say it counts as a zero. So as that grows, like as that child grows, does that zero bring will it always stay there as a zero? Like it'll be a benchmark or does it always come down? Does that make sense? Yeah. Yeah. Yeah. So if they if those students take the test the SBA this coming year, I believe it will show growth. Okay. Is what I believe will happen. And and you know the reality is is it is growth because if they're able to um to sit and process through and the test comes with accommodations for students with special needs and so if they're able to to process through and learn how to use those accommodations and um

048have stamina to take the test then that's growth. So, um it will it will show that component. Um if we hit a 5% threshold, 5% of our students um families opt out of the um or they call it test refusal. It's not opt out, but they call it test refusal. Um if there's test refusal, 5% um then we uh we that could trigger a review. So this like an audit of somebody coming in and going, "Okay, what's going on? What's going on here? Why is this the trend happening?" Now, there's several schools that I mean, a lot of schools are above that threshold of of parent refusal, and I don't know what actually happens there, you know. So, we we hear about these things. I don't know what what that actually looks like. Um, we've

049always been below the 5%. I'm just let go ahead. Someone would have to refuse to have the children take the assessment. I have to sit down with them. They have to sit down with me. We have to talk about or Cindy um as our assessment. What are you told why they want their children? They have a plethora of reasons. Um oftentimes it's um I believe that that's it's going to be too much stress for my students. Um um we have reasons too where there's people that are completely against standardized testing. Um and again in many ways I I recognize a parent's right to do that. If a parent um actually fills out the refusal form and sits down with us to have a meeting and they're showing commitment to um you know their child's education

050and so I always see that as a window um or a doorway that I'm going to you know let them know that this data is important to us. And I recognize that they don't always feel like standardized testing is um giving data that's actually going to be useful. We agree that you use the data regularly and and we we make changes with it and make plans with it. And so that's what I try to let them know. I also let them know that their kiddos are going to be taking standardized tests for the rest of their life. Um and that um any practice with how that works um and test taking skills are important. um I mean just you know their driver's license if they want to join the military if they want to go

051to community college if they want to get um a skills profession they're constantly going to be taking standardized tests so test taking skills you know people say don't just teach the tests well no but it's important to teach test taking skills as well um that's just just a part of of education so we always kind of go out of that direction so Because of the fact that we have some refusals, our our scores are actually if those zeros were in, our scores would actually be elevated above what they are. Our students for sure. Okay. Okay. Another group. No, it's okay. Uh lost my train of thought, but I had a good question. Um shoot. Okay, I'll if I remember I'll get back to you. Um I just wanted to make sure that Oh, this is

052the competitive side of me. Can we bring up other schools around us and see that our group our growth is higher than ours? You can go into OSPI report. So that's something we can pull up and gloat about when we go to our next levy or you know and all that. And we do we do we put it on all of our levy flyers and things like that. We you know we we talk about how how much our students are growing in the growth. Um with that the data that you'll see the SBA scores are updated the student growth percentiles are updated. Um the attendance has not been updated. Um there's a bunch of other demographics that are still a couple years behind. um they those ones seem to come in later, but our data

053is showing massive growth in our attendance goal, which is great. Um the state hasn't caught up with that. They're still showing our 2022 data for attendance. So, um which is fine. They it will come up. It always does, but they they always for our report card, they always get estimate, but as you're looking at all of that stuff, you'll see like some numbers pop out. You'll be like, "No, I know attendance is better than that." Well, it is. And you know it's just when you look really small letters you see it here at the last cycle. They also measure attendance differently. They have a formula where they talk about the number of stu the data they show there is the number of students who missed like two or less days. It's it's a it's a

054different measure. So you have to look at it closely. Thank you. Thank you. Um, mine's short and sweet because I think everyone here this last year. So, mine is a presentation on our highly capable program. So, it kind of ties into this. Um, it is a state law. Each school whether they have highly capable students or not. Um, oh, I did not put that. Look it. That's fancy. I did not know it was going to do that. I'll claim it. Um, it's a state law to have a highly capable program. This was actually part of our program review last year. Um, here we go. Okay. So, our school district defines highly capable students as learners who perform or show potential for perform performing at significantly advanced academic levels than those of their chronological peers. Um

055it can be confusing sometimes for families and um educators if this is much different than the student that finishes their work quickly and does an okay job. You know um the compliant learner I would call it this is significantly above their peers. Go ahead. Um so characteristics they uh learn with unusual depth and they're able to retain information um and transfer that learning to new situations. And a big one is dealing with levels of abstraction and complexity earlier than their same age peers. Um they can make unusual connections among ideas and concepts. They learn really quickly. um and they can concentrate and focus intensely. So we have two categories that students can qualify in or they can qualify for overall highly capable but verbal and quantitative. If you kind of think um quantitative as your

056math aspect um verbal can be your writing um reading that's a good way to kind of um split it up. All right. So, my job is to as the building coordinator for highly capable services, um I kind of coordinate the curriculum. Um how if a teacher wants to compact that curriculum, how they want to differentiate um and we don't really do cluster grouping, but uh subject acceleration. So that's all something I coordinate and meet with the parents each year. That's a collaborative plan that we create with the teacher. So each year they're working on new skills in our school district. And actually what more and more school districts are moving to is differentiation within the classroom instead of sending students to a highly capable classroom. That's done with their peers in the classroom. And that's

057a model that more schools are moving into, but since we're so small, that's always been our model. So, um, so the district does qualify highly capable students, um, with a variety of different measurements and tools. So, first of all, um, we're actually in the process right now of taking community, family, and teacher referrals for highly capable students. anyone can be referred to the program. So we do the referral and then our multi-disciplinary team. So that's with our special education teacher, Miss Nelson, myself, and um two other teachers will meet and decide look at all of the data, their referrals, um their parent referrals, their state test scores, our district benchmarks, also kids if they're our youngest learners, um and teacher and family surveys. and then we decide if they are a candidate for testing for

058the Kogat. The Kogat is a really intense assessment. Um, my first time administering it, I some of those questions are really abstract and beyond. So, it's really difficult. Think of like an IQ test almost, you know. Um, so we take all of that and then decide as a team if those students um are ready to enter that program. So I already touched on this, but we have academic plans that we meet with parents and teachers um to ensure that their students are getting what they need and they have access to those plans and we can change them as need be and that's done within the classroom. um their extended learning. In middle school, it's win time. I have a couple students actually working together in seventh grade and they chose what they wanted to work

059on and it correlates with their highly capable plan and they're kind of working together on that. It might look different um than what every other student's doing, but it's what they need. and um some afterchool clubs and activities that can be a possibility if they're offered. All right. I know this was a question last time. We were wondering how many highly capable students we had last time. We had a huge eighth grade class move out. So, we're um hovering around 10 students that are currently identified as highly capable and we're in the process of referrals right now. After a student's been identified, do they stay identified forever or they have to start the whole meeting? No, it's part of their cumulative file. So, we actually have students that enter into our school. We did not

060um qualify them, but it's in their permanent record. So, it it flags us and um they have their own system for highly capable at different schools, but we receive all those records and we build a plan based on that. Are they usually pretty accurately going? Yeah, I'd say. Yeah. Okay. So, typically the demographics of those 10 students are they the seventh eighth grade kids typically. Um, so well, we've had in the past uh students in the younger ages qualify. So, it it really varies on your student population, but it I had um last year I felt like it was one from each grade level test. So, it's very across the board. Yeah. Any questions? So, it's the these 10 who were currently identified are across the board. Yes. Okay. Yep. thinking we Yep. So when

061these kids leave us here as eighth graders, will they leave with distinction? Is that a is that a graduating recognition that they will leave with? I don't know about that, but um the high school does look at those records and it does impact their placement in their high school courses. So I code them in Skyward um and it gets reported to Cedars as highly capable. So it it travels with them. Yeah. So if they were to move their new school would have all that. Yeah. So to have a number of it's like 5% of our kids. Is that about a norm or 10%? I'm just curious between three and five. Yeah. Three to five. Yeah. So, you know, we get a lot of referrals from families at first because their their student gets straight A's,

062right? Or straightforwards. Um, but this is this is a different kind of learner. um they might not always have, let's say, the social emotional skills of a typically developing kiddo, but they think differently abstractly. And so they could be kids that struggle in school a lot of times. So I hope that helps. That's a small section of students. All right. because of the newness. I'm trying to wrap my head. I keep wanting to go back to the old honors program days and and this is this is similar but different than that or is it similar to the honors programs but would be a little bit more advanced. Yeah. So this is this is a little bit different. It does like for grade view it doesn't um we don't really have honors classes but we um

063ensure what they need you know so that they get more progress project based learning um they might advance to algebra earlier um at the high school my girls were highly qualified in the high school program and it automatically put them in AP prep classes as freshman so it does put them in higher level courses um because it is solid. Thank you. This is a this is a police commercial with this. If I had here I' this is fascinating stuff. Nice job. Thank you. Okay. Wow. Well, the tension is a lot and it it length. Okay. So, we're going to get down here to item number nine months and recognition. So, we got a carnival coming up here next week. 25th Friday conference is on the 6th, the 8th. The 11th is a veterans day in

064the school. The 20th is the next board meeting. And of course, she's not here tonight. uh retirement recognition will be a a focus of this meeting. Um yeah, don't take it this No. Okay. So, I'm doing two things. She's done such a grand contribution for our school for so long. We're gonna have um that'll be our last board meeting should be delivered and then um so we want to do an official recognition because that's what we should do. Um but probably a little bit less so than we did for Jim because I also want to throw a party order. So, I've reserved the um the Mason Benson Club for the afternoon of the 14th December, which is after her last day. Her last day is the 13th. And I have some people um I reserved

065the place and I've been reaching out to people to get help because I'm not really a party flyer, honestly. Um but um I know there's some good people around. So we're trying to put together us a little uh a little more robust than what we did this first gym. That's because um you know life didn't ask for more. It's just that day in and day out we are putting up with eight different superintendents and maybe that many principles and keeping us uh alive financially. um um with the foundation a little more credit. So um we're going to do a little something on the 14th there and hope everybody can give a time. What's that? Time. Yeah, we're shooting at like 3 to 6. Um that that would know. I'm not really going to do dinner.

066Maybe some cake and um something on that. So there be any adult beverages there? I'm contemplating that. Yes. Yes. Champagne was something that I was looking at. I don't think I get client on himself. But so Barb's helping me and Sherry are helping me. Anybody want to connect with them to um contribute any uh any uh time, effort, resources, it would be appreciated. All right. Thank you. So, I'd like motion to approve the consent agenda. We cons approve the consent agenda. Second. Thank you. Okay. So, uh amendment or the September 20th amendments have already signed those vice approvals. Um so any discussion around the cons jumps out we need to discuss more than that. All right. If not for approval vote okay 100%. All right, principal and superintendent. You have other things, Hannah, or was

067that you? Um, I'll hear what you have to say. Okay. Um, so I guess I'll start my talking point for October to start with um there was a grant adaptive and inclusive technology grant that um Cindy um took on for us and um did a fabulous job and um just so you know I applied for at my other school and I leaned on her for advice. She really did well with that and I took pieces of that her information to help me. Um but what that'll do is that'll buy us um seven of the interactive screens that um we were trying to get. We have one down in third grade right now that I showed you guys previously. So um those are marvelous tools and um for reaching children in different modalities um and so

068um that's why they allowed them in the grant. Um so the grant was about reaching unique learners and and um special needs and so um these tools fall within that very very well. So, um, with her efforts, we were able to get enough money to pay for seven of them. And, um, and also a pocket talk. Is that what it's called? Yes. Which is a translation tool for, uh, helping us to work with children and families who have different language. So, um, that that's that's marvelous. We were wanting to get them because all of our other screens are breaking slowly and so we're low they're just going away. We're faced with uh what to do. Um and so this grant really gives us a fabulous step forward against most of our um primary most all

069of our primary groups right the whole elementary the whole elementary school and so um with that um and some more what I'm going to ask is suggest is go ahead and um buy other seven that we need so we can out the rest of the school using capital projects funds um that way will save easily $1,000 in shipping cost because of the shipping cost. And then it'll also make a lot easier on the training for staff um because we can get them all on board working together at the same time, but we don't have some staff with them and some staff without them, right? And um and so it also will kind of help us, you know, set up a process for television that will take a little while. thing. Will this become a future

070action item? Then uh doesn't necessarily mean to me. We could move forward as long as there's no objections. Is it the latest and greatest technology or is it last year's model? No, they're fabulous. They're absolutely amazing learning tools. I mean, that's this on steroids. I mean, you just glance at it and it kind of looks similar, but the depth of adaptability and it's got its own process there as well. So um in essence we have to do something because they're all breaking. So um right now we're with her work we're getting our whole school tough fitted for basically half what would have been. So what's the timing of this? Um we can order them tomorrow. Is our power grid okay to have that much? We already have screens around anyway. they're just breaking and and

071and um slowly disintegrating and then we're like patching together by buying another projector or some other devices and stealing parts to prepare them. So um these are about these are obsolete now the new smartboards are upwards of $10,000 and it's its own technology the other ones does that affect our insurance like if a kiddo breaks it what what happens well these the new ones that we chose the ones grades I worked with the ESD to find ones that are largely used in our region uh great um great technology apps the built-in CPU so it's almost like it's computer um and lots of other kids in our region are using them because they're affordable and Katie used her her classroom last year when she had a bazillion kids and that survived I've got two iPads that

072are different so I'm just asking celebrates and protector. So, it's I'm not saying that I it's just dark. There's children that naughty and $10,000 though that not the old ones were 10,000. Okay. The original ones that we had put in that are breaking. These are a third of the cost. Yeah. Like big screen TVs, you know, used to be a zillion dollars. So, they are advanced technology. Um, but they're not extremely expensive. Plus, it's just it's part of the STEA program. I mean, kids are just learning to interact with technology because they're going to have to. Yeah. Yeah. Well, unless there's any strong objections today for the board, we can move forward because we have the money and the um capital funds project which was what paid for all these other ones originally. Um, and

073we can do it. So, you're talking another 20,000. Yes. For every 20,000 draft plus another 20,000. Yeah. And then we're brought up across the school. Yeah. The whole school. Y this was an action thing. We could wait until next month if you prefer. Well, again, as I asked the time I in my mind, I'd like to hear Tom and Wes's It should be an action. I mean three of us I wish I wish we added okay um yeah we just have to the grant so could change we could do this with the action item for the November meeting without causing us any additional cost or inconvenience could we do that I'd like to do that um I'd have to talk with the grant money will still be there I don't know what that will do

074to the price What's that? I don't know what the expiration date of the bid is, but have you gotten other bids from other companies? Micro pay 12 is a already state approved company. So you don't because they've already been vetted by the state. We don't have to go to multiple um companies to get bids. They already went through that whole process with the state and we can just go straight to them. So, I'm gonna ask a question here. On the on the morning of November 2nd, we're going to be in our offite. Yeah. Is this an action item that all of us there that we could action two weeks? Yeah. So, we don't have to wait. I know we're trying to miss you. So, we have a bid on the bid. We need to act

075all together. [Music] They have to do an action item. I'm certainly add to the agenda. So on the second we could action it and then on So on the fourth she could order just say yes. Okay. Um and quite frankly I don't know how we do this but if it if it was really time and we had to do a I had to do an individual call each one of us. If I do that, I don't know that that's within the open public meeting act, but we should we should be fine. Okay. All right. I don't want to do something because of my I just would like to have this onical purchase. Yeah, it's a big it's a big cost. Okay. So, um, another thing that, um, we were able to do is, um, the

076Salmon Center has been a great partner with us and we signed up for we're able to receive a sub award through their system to help pay for cost so that it makes it easier for us to get there participate with them, have kids being outdoors and engaging in in science a different kind of way. Um we um somebody in the government thought it would be a great idea to do another civil rights audit to all schools in the state of Washington. Um and um we already do um data for them seems like every year. Um we just went through part of our collaborative our um our state audit last year. um we went through um civil rights points and and demonstrated our our um compliance with them, but apparently doing it six months ago doesn't

077count. So, we will be doing it again. And that's another workload for us and Sherry to collect all our data and prove to them that we're nice people, I guess. Um moving uh today our HR person is uh employed by us and she's at a workshop conference and then we'll be um working with Tracy on some um very specific reports that they that be working on as as an initial project they'll be working together somewhat on that. Um and related to that Tracy is working on our end of the year budget uh reports. So that's why she's Friday and she's cranking on is locked down in her office. Um okay. Um I've been very happy that we switched to the risk management tool and went to their annual meeting um um Monday evening and and

078a little bit of Tuesday and um and so um they was a great networking experience and it it's really um it's a whole different feel. You know when you have your insurance company you just like they're over there and you call them when they got a problem. Uh but it's not like that with this group. It's really fascinating because there's a bunch of superintendents and we're like we're all in this together guys, right? And they and there's a lot of resources for I have an I have a risk management person that I to talk to and um I mean I walked in and all the staff knew me and were like Jerry like great to see you. So glad you're part of the the of the club. I felt that was a club, right? And

079it was pretty cool even though Seattle school district is also part of the club, but I felt just as big of and important in the room as as them. So, uh I'm very happy with with them and and their uh support and um it's a good resource for me um just thinking about risks and training and protecting our school from um digital. So, um that was that was a great meeting. um Apollo um you know we had you know installed new equipment and there was some glitches with some wiring on some of the um uh thermostats and so they they were in a couple of times in the last couple weeks getting those because it they were set for air for air but then the heat kicked in and kind of they had to get

080back in and figure them out but they're working well now um and they're we're going to establish some um starting this week. Um we were doing regular meetings each week because there's stuff going on, but kind of put a pause on that. Um but uh we're kicking those back up and then um they're expecting still on track is that for the third week of November the children will arrive and um and you know as I can kind of expect when they put in new stuff that will cause other stuff to do wonky stuff and we'll be figuring stuff out for a while that come the spring we'll have some really happy teachers um in the elementary because they will not be uh sweating. and board meetings too. Uh the last one I put on in

081bold. Um and we measure um attendance rate slightly different than what you'll see on the state reporting. I don't know why they do it that way, but um I I like to just what is their average attendance, right? So, it's something we've been working on and uh Hannah worked diligently on that through through last year and um what what I think happened is that um that just really carried forward all that work, all that message, all that importance of being here that combined with creating a culture of of learning and a nice place to be. our I I checked on our attendance rate for September which that's right at the beginning right she hasn't really had much time to work with any of them unend it's already very strong and u overall it was 92.9%

082attendance rate for the month of September um TK was almost 94 and middle school was almost 92 so um that's a a fantastic What it tells me is that that work did previously move forward and has resulted in kids being here and when kids are here they're learning and when they're learning we're getting them ready for the future. Good job. There's there's some schools that doing the 80%. [Music] Kudos to I where I got secrets, but I can't when you a child the kiddo has a snipple, they get home now. that part of no if they have a fever. Yes. And if it but all the time. So um I think one of the big things too that helps us is one we are a small community. So we notice very easily when it gets

083not here. If you have a school with um you know 1500 kids um it's harder to notice those kinds of things. We're so small here. We know very much for a little while. They also um our bus drivers are phenomenal and schools all over the place are cancelling routes and they you know because they don't have enough bus drivers. Um our mainly school districts are struggling immensely with bus drivers uh and and being qualified bus drivers and they're training people right now and things but um it's it's so challenging. Transportation is such a challenging thing for districts right now and we have been so fortunate to be able to have a fully staffed um for our three buses and when we are running into problems with people ill or out and we've had to a

084few times where Britney has been amazing of getting it all scheduled in to where we've adjusted routes. So like we will have a route where we take all the kiddos home first and then he comes back and we'll grab the rest of them. And so it's informed, you know, the parents and Britney has informed all the parents and we'll have an activity going on just watching things in the comments. We've had to do that a few times, but we've made sure that we haven't just completely cancelled routes. Um, and that's something that it happens regularly um with my daughter's route at North Mason. Um, it happens regularly with um other routes in Shelton. Pioneer has been closing down two routes regularly um just because of it's it's a really hard situation to get substitutes and

085to get people in the train. So, I'm really grateful because that is a huge piece of our attendance success is that our buses are getting there and picking up our kids. Um, the only other things I wanted to bring up is um Jerry's been fantastic about um getting um a guest speaker. It's uh every year for our veterans day assembly, we really it's important to us that we have a community member who's a veteran um who who means something to our school and our community and who speaks and um Jerry um in the meeting we had he secured Ryan Sper and our sheriff um in Mason County is going to be coming and speaking on November 8th. Um and our ASB is putting on the Veterans Day assembly again um just like they do and

086um to get the participation of all the classes and that's a really um wonderful event that we're able to put together. Um so we're excited for that. Um we our parent teacher conferences uh coming up for November 6th and 7th. Those are two late night conferences. So we have new release on the 8th um as well. have new memories all three days and then two of those days uh late night conferences. Our PTSO is making food for the staff who will be here late this night um which is always a really nice thing and um our usual turnout for family conferences is is very high. We're hoping that we are able to maintain that this year. Um so we're excited for that. Talk to families about their kiddos and see where we're going. And um

087that's really all I was going to bring up for for principal report. Great. Thank you. I'll speak to Tracy's. Okay. Tracy's to item number 12. We all have a report and some of the highlights. [Music] Tracy's working on the year budget practically and locking the door every moment she can to get that squared away. I I just expect the team and get it done for us. It's a big deal. So, um as far as our our budget goes, um I'm going to leave the pennies off if you don't mind, but our general fund is 544,775. ASB uh is looking pretty strong at 16,616. Capital funds, capital projects fund is $110,000 177. Our transportation vehicle fund is $240,000 which is uh pretty strong and I think we're about ready to consider looking at the new bus

088pretty quick. Um our debt service fund is the bond is 591,000. So our um total um let's see reserve our fund balance reserve is at 377 825 that's right at 9% so right at the lower end of the window that's our our our target place this month's revenues we're strong 477 339 um and the expenditures is how you like it to be it isn't always that way because sometimes the state gives you a higher percentage than than they do other tax but um it was 342. So let's see. So the end of the month projected um ending fund balance is 69 or 79,800. Um enrollment is um our budget and which is how we're getting funded currently was at 210 and uh we wisely or got to be conservative with that because it's always better.

089Um so through December we get funded on our budget and then um after that point they readjust our our revenue to match our average. So um but our total enrollment currently is 223 students. Um then over on the next page of the same stats total revenue is 477 um expenditures 342. So um if you have questions make them easy because I don't she's usually the one that knows all that stuff. She's in the building. If there was any concern, we can't get her. She's locked in. She's locked in. Take a hammer and everything. So, it looks like then from a standpoint, fifth grade, seven students. They're under 28 versus 21. But overall, we're above where we uh needed. So, are you getting paid now for the 223 or is that going to come? They'll come

090after after December. After December? Yes, they pay us for the first part of the year on the budget and then they adjust it. So, the the revenues will go up at that point because it's a lot easier to do it that way. Okay. So I'm going to thank you Jerry. So we're down to item number 13 items. So did Thank you, Steve. Thank you guys. Brick did put this in our tax. [Music] We put on the desk yesterday. So there will be obviously the record will I Okay. Well, just be the file. He has to record it. Does it have to be recorded like this one? Look, I don't It's a good question. That's a fair question. We are supposed to record it's better retrieve is technically a public meeting but um particularly good action

091particularly if we ask yeah okay well that's that's a detail it's a new detail we'll find it since June very um you know as we talk about this agenda we had again the superintendent goals the current technical education and policy solutions for you to facilities improvement plan maintenance plan negotiations you have the role obviously with the hiring of traces replacement so that was a pass but those are the highlights of the deliverables that we're going to we as a board to carry oh sorry getting down to item number four there so this is there I appreciate take the fact that the board's willing to go ahead and go through this strength weakness opportunities and threats assessment, but it it's it's a it's it will be interesting and we'll do this we'll do this efficiently and

092not get bogged down. We just pull things down for a later review, but it'll help us get a feel of our business. So, have just to make sure we ironed out the issues. One of you two are one of you had the um the wooden structure for the pad and nobody else had the pad for us to write on or we just I'll make sure you have all of that ready. There was a whiteboard there. We could easily just take a picture and use the whiteboard and and just colon lines it. Okay. So that if if you wanted to make it simple, we could take a picture for that. Would that make your life easier too? For sure. It's up to you either way. I need Let's do that because that white we need to

093make sure we have a reasonable area. So I'll be anxious to do this uh this one. We may not have time. Um as far as this coming back, timing is the same. Okay. All right. And then of course we'll look at the operating agreement. It's a name or review that we do and the law will sign into that again reclaiming board transitions. This is or tradition excuse me tradition. This is one that West asked for and school theater productions. I think it's more around our attendance. You just got to show up. I don't know. There's no show up. But but but but Wes brought this up and so I I'm I'm glad to uh to entertain u discuss future retreat location options. This is one that I don't I added that because they now charging

094us a decent amount. Oh, is that right? Yes. Have you tried the church that's right next door? We went ahead and just booked it because we had a discussion um and we're going to pay it. Um, and that's why we had it here. Um, uh, does a retreat have to be off campus? Generally, is um, are we talking hundreds of dollars to It was $200 and for a half a day. The reason being is that now that there is a new director in place, there's been some review and audit internally looking at their books and they determined that they would need to charge um it could be considered a public gift of funds if they did not charge us and so that but it does seem so I didn't want to go ahead and just

095change it but so I booked it But we added this on the agenda that that might be something future honorary consider would be even better or even even here as we came down to that even though location even here fire would be another option but it's you have to be a member don't you be a member of the Horton no we didn't but Okay. I naively hadn't that just came out. Okay. And then of course to review our mission and our moto u you know and from a high level we talked about it. I mean it's we did that several years ago. The mission including the motive statement to engage and inspire. Excuse me. To engage and inspire. That's our motto. Okay. and which is which is not. All right. So this will be a

096short review of that it looks like. Should we add right in there technology? Yes. Yes. Yeah. In under your role? No. Well, just somewhere in there. It's not really my goal. It's just um we wanted to discuss it and make sure everybody's on board. An action item. Okay. Yeah, I I would say that item number six, we run short on time. Yeah, brought up. Okay, that's Can I say something to that? I feel like with me being here, I feel like just the the communication between the PTO has increased and um just level of parents wanting to express interest in that area. Thank you. to be really frank have all those who are retirees kids of the past to have you on. Thank you. Well, I just I hope that that still is a is

097a conscious thing with everybody is bridge between parents coming in here and um student self-esteem and how they how they feel within the school. That's a contribution that you can bring if we don't. You're you're on the fire line, so to speak. I'm going to leave this alone. Uh legislative action. Tom's not here, so we'll dispense with that. Sorry, Les. One one thing really quick. Back to the retreat agenda. Did you want to discuss the food situation now or do you want to have Yeah, she believes because if we don't do it now, we don't do it. So, typically we've had a casserole come from and I probably get to help you with one of those. Uh, we've had a fruit tray before. We won't start. I can bring a coffee right. Okay. Put me

098down. Got it. Got to be sure. Be careful. Okay. I'll tell you. I'll bring something and I'll bring uh a fruit. You guys are going to provide a fruit tray. No, the school doesn't. Okay. I'll I'll bring a fruit tray. Okay. So, we got fruit cable coffee. I'll bring I'll bring some too. I'll bring it. All right. I'll bring some sort of damage thing, but it's not like it's a correct. Okay, good. Good call. Thank you. Good call. I appreciate that. Okay, so we're going to dispense the board. I'm here for agreeing none. So, we're down to policy approvement. So I would like a motion to approve file 012 family and marital status frequency related by I make a motion approve to approve sir I'll second okay any discussion here on this okay dispense with

099any discussion all in favor I 100%. Okay. I'd like a motion to approve policy 6690. I make a motion to approve. Okay. Discussion. Again, it was interesting. The thing I was interested there that if we did this in the in the in the policy is that we would do it for the fact that it was cheaper to do it contracted versus our own cost. That was a really sad point there that that came down. All right. Unless there's any more discussion. All in favor? I. Okay. 100%. All right. We're down to future agenda items. November 4th being along the line here. Shar talked about in portions of the agenda the retirement recognition. We'll be probably get that as an agenda item tracing retirement. Um I don't know if we're going to want to report out

100level. We are going to be there as far as our retreat goes. That's probably not necessary because we're all going to be there. Anything else that jumps out here? Molly will be doing her. Yes. Second grade teacher be doing that thing. Okay. Anything else? Same thing. We talk about the Christmas thing and yeah Christmas and um I don't know the date yet but I think the uh associate students is going to do another pasta night at the boat house but I don't I didn't know what day I that's [Music] maybe just a thing that I don't know what kind of rules are about school websites but you know your calendar is like you know school things and it goes for like late you know late start or something like that could there be another page

101of just like activities yeah you know just like so we know in advance like the I can plan ahead make sure that that when I held tonight's the concert that I or you know or the weird things like that. The website's not necessarily updated either like what you're saying because the slides going through is all from the beginning of the year. Yeah, but it doesn't it only goes to goes to the end of November. It's not I mean it doesn't go because there's not a place to go through. No, I'll work with Hannah and we'll see about ways of making sure to get that information. I mean but everybody would probably like it too. I don't know. I think we managed to get stuff home to the parents. I mean, my son's in middle school,

102so it's a different story. Keeper. Yeah. Um I get most of my communication comes through email that I get. And then um that's really all I'm not a fan of Skyward. I know. I'm really not especially through the application on your phone. I if I more really want to dive in, you have to log onto a computer to to really get stuff. We have apps that are better tools for communicating for parents in the school, but they're very very expensive. Yeah. And be careful what you ask for, Andre, because my kids use parent square and I get notifications for everything. Everything. I think the highlights is more what we're getting at if it's posted on whether it's Facebook or the um the our personal website. That's where I go to look if I need to

103tell my in-laws something or tell my parents something of what's going on in the school. Can we talk about parking? Can I bring that up as an action item for next for next for next um meeting? Parking. Yeah, it was a big issue for football and it an issue with pickup. In my opinion, it's kind of dangerous. I hope parents just come in and when there's a there's a line of parking or a line of people to pick up and parents will come flying through to park to hurry up and get their kid in front of the people that have been waiting in line, so to speak. And then um for the last football game, there are so many visiting people that a bus couldn't get up the hill to park. So I just wonder

104if there's something within the budget to take trees down and just have a gravel parking lot for extra overflow rather than down the road. Um I Let's put it on agenda. I'd like to talk about that because that's what I see. Well, there's basketball and track. I mean, there's there's other and it's only going to get darker as the winter goes on. [Music] Yeah. Okay. All right. Look at move on to board elections. Yes. So I'm going to start with you because you have so PTS meeting on Monday night and it seems to me that Pam was there and um it seemed like there were one, two, three, four maybe maybe 10 people carrying the load for everything. So among these 10 people, they're trying to get all the cups and the rolls and the

105things for the stuff Friday night is going to do chili. And then they also deciding who's going to um bring the suit for the parent teacher conferences. I mean, they're working their tails off. They're trying really hard to organize, but there aren't very many of them. I can see them getting burned out pretty rapidly. I mean, because they're just they're there's nobody there. Well, and one's just helping because she wants she's Yeah. The one Ashley's passing it on, right? Yeah. cash all and then they had the thing with the checks. Did you hear about that? They couldn't those of us who gave money to gave checks. They couldn't cash the checks because treasur is not there used to be PTA and that's what the account is under but they don't they didn't keep that paperwork

106up. So they're not PTA anymore. The PTSO and the bank says you have to open up a new account. And um I noticed when we did the uh thing for the levy, there was so much paperwork about getting organized and you have to go to the secretary of state and they have to do all of that kind of stuff and they don't have a clue and I can't help because I don't have a clue either. So they couldn't cash the checks. So I took the checks back and we just gave them the cash tonight. That's what we did. Yeah. So and I Yeah. So anyway, but it was interesting. So, but I mean I think anytime any of us could do anything that would be helpful for them, they could use that. I mean more

107than more than I mean the money was nice this but just you know like I don't know ask them what they need. I don't know who has over well they're in other words they got $500 in the budget right now I mean we think we it's in the agenda. We have a balance. Yeah. There's really so that [Music] if you looked online, they had a thing where they were trying to um buy things for the games because a lot of the stuff is just worn out. It's been used forever. So, they're just trying to buy new what? New I don't know, table bags, whatever people need for those kinds of things. I mean, I got the feeling that they weren't wasting anybody's money in anywhere at all. They were they were just working their way

108through. So, but partly it was that they had this $400 they couldn't do anything with either. That was pretty scary. I mean, they just they look confused and they were like, "Maybe we can talk someone into doing it." Finally, at the end of me, I just how if I take them back and just see if I get the cash, right? And she doesn't know me at all. And she still gave me the checks back. I don't know why, but anyway. So you know the having the number of people involved is it's not just them or school. It's kind of a I guess a modern era. I mean I had a school of 800 kids at Port Lewis and they had like five moms who were there constantly doing doing the work. So you know we

109were four times as big and didn't have any more families involved. We're busy raising kids and working and doing multiple jobs and it's hard to and they don't feel a need to come down here because they look at the test scores and the test scores are really kids are not crying when they're coming to school because they're happy to be here. The lunch is good. I mean, they look around and go, they're fine. I don't really need to go hang out at the school because I'm not concerned about anything. They only show up when they're mad. Well, some so, you know, so I don't I don't know how to fix that. So what is it you being there to support it? Yeah, I'm just going to try to keep going to the meetings and you

110know cheering. Yes. What is the role of the PTA now? Well, in this case they're also going to do um they have um each class has been given some food item like potatoes and gravy or pies or something and they're going to start gathering food by classes so they can put some baskets together or boxes of food together and the um office. I think Sherry probably Sherry helps decide which families could use Thanksgiving dinner. So these people are there. So the kids are bringing in food and then dry almost. Yeah. So then I told them why don't you come in they you know wrap up boxes with paper and put a bowl on it and then give them to the kids. So that's another thing. I mean they're not it's all positive things. Just trying

111to be activities. Yeah. parent teacher associate organization PTSO because PTA is like it's all distinctive right well okay anything more to add to that oh I guess I guess no one making chili no I'm not repeating no will you have a bowl of my chili cuz I'm still I am here. I started working and I never got out of the room. I keep the truck. I actually I'm really impressed with the percentage rates of of all the star testing and all that. That is Hannah needs to pat herself on the back and everybody else. That's amazing. Can I say one more thing? Someplace in there, we should probably note officially how much money those teachers bring in in grant money because I know grants are a pain in the to write, aren't they? Um, they

112can be a lot of work. Um, the one Sydney did was a lot of of work. And then they brought in the 30,000 last year. Like were they bringing 60,000 off the other between the the park back here and the ocean? Yeah, those were grants that I did those outdoor learning grants that were those were that was 70,000. Yeah. And then the um grant for the [Music] Oh. Um yeah, that we always on the lookout for resources. Maybe I don't maybe we shouldn't target who it is but maybe we should do a little blurb someplace of this is how much money gardener gardener that's where I used to live sorry great view 40 years I haven't been here that long yet um great view has done all this work and this is what we're the

113school the faculty the administration is contributing that you don't even know about yeah kind of a summary of yeah just like a little blurb that says neerener It's impressive. I mean, really, it's um my communication with them is that we can survive, but we'll never thrive unless we access those all those other supplemental resources. But I don't think any I know how much work it is. I mean, not everybody knows how much work that is. Plus, they're regular. It's not like we give time off. Sorry, I'll shut up any minute now. I'm impressed with the the percentages and I wish to keep it going and I'm you know it's funny to see that almost like every other grade there's a little bit of a dip but then you oh the next grade oh they they

114gain that back like it's cool to see that in in real time reflection of of how our school's doing. May I will echo pretty much what Henry said those that presentation Hannah's presentation is is for me is the heart of why we're here. We're getting I think we're leading the community like we are. We're getting that important. Yeah. Can I say something else? That win program just hearing like when my son gets home, we don't talk about the day, but it's also like what do you get to work on? And he's like, well, I we finished this all in my wind class so that I don't have to bring it home. That alone is a parent's dream to not have to worry about that and to know that he's getting the if he doesn't get

115something, there's somebody there to go, okay, let's go over this again without feeling ashamed. that you I wish I had that in in in my grade or growing up because I was singled out and I felt like you know to get in an intervention I felt like I was missing something from my other peers. So I'm done again for me to win the ELA punch. Now Jerry, we'll end up with you. Um I guess what I would say is the um leadership matters, word matters um and it rolls all the way down through the school. They have a tradition in that solid supportive collaborative board and that shows all the way through the school. So appreciate all your support. We'll do a better job of getting information to you about when things are and where

116they are. I think that just helps across the board like every every student that we have and and it'll go you know as Wes talks about traditions maybe it's just know that they're there so work on that um and um can I can I mention one thing just back to the appreciation of Hannah and all the work she's been doing. Friday is the official um principal appreciation day. And so I'm not sure what time, but we are putting a little something together for her out in the commons with all of all of the grades and um a bunch of us pulled money together. So she she gets a nice little gift certificate to Alderbrook Spa. So I No, we're we're set. everyone really chipped in and so it was just something that Cindy Breeze actually

117kind of started the conversation and wanted to show appreciation for her. So um in the afternoon we'll be be doing that. I think that interesting that collaboration piece leadership matters anymore. So great lect show at 7:59 excuse me 659 excuse me 649 [Music] okay so yeah I have an idea point.