001or community member would like to know what you will call this meeting to order tonight at 6:00 p.m. If you're able, please rise for the pledge of allegiance to the flag of the United States of America and stands under. >> All right. Before we start with board recognition, I would just like to acknowledge our students. Our student board representatives are missing in action tonight. Hardwork and headed to state wrestling tomorrow. So, it's important for us to make sure we have student voice on the board. We're just wishing them well. And today for board recognition, I would like to start by honoring some pretty special students. So from elementary with Harper come to the podium as well as Liam Hale from Tarm and would Smith please come from Middle School. Thank you, Jackson. And Storm from
002High School. So, I have some important words to read about each of our students. And students, would you please hang out up there because when I'm finished, we'd like to get a picture with all of you. All right. So, Harper, everybody >> [laughter] >> Harper was nominated for this month's agency superstar award due to her reaching her stretch goal for math and surpassing her stretch goal for reading on her most recent ready diagnostic. We also selected her for showing continued resilience while experiencing some unexpected events outside of school. Harper, congratulations on your accomplishment. We're excited to recognize you tonight. [applause] All right, Liam. Liam, wave to everybody. Liam began the year believing he couldn't read, but after recognizing his strengths, he discovered that he could. And that realization sparked powerful growth. Since then, he has
003consistently set and achieved personal goals across reading, writing, and math, using reflection to guide his progress, and proudly naming his successes. His confidence continues to grow as he challenges himself with new goals, including reading through the entire Magic Treehouse series, which I believe is one of our board favorites. So, And there's a lot of books. >> There's a lot of books. >> Liam is a role model for goal setting and reflection skills and his teacher and PTR staff are so proud of how far he has already come this year. Awesome job, Leo. [applause] [applause] All right, Jackson Smith is from Middle School. Way to handle that wave there, Jackson. Thank you. >> [laughter] >> Jackson is part of a college and career exploration small group and consistently takes ownership of his learning. He often asks
004thoughtful questions that help guide group discussions and encourages others to think more deeply. He regularly makes connections between what we're learning in school and how it applies to life outside the classroom. Then he's willing to help talk through those ideas with his peers. Jackson also excels academically and is an overall respectful, kind, and positive presence in the group. His curiosity, engagement, and willingness to think beyond the classroom really stands out. Wow, those are some great words, Jackson. Congratulations and thank you. [applause] >> All right, Calie. [laughter] persevered through a math challenge during the solving quadratics unit of study in integrated math. Sorry, I was just wrapping my mind around. This is one of the hardest concepts and in spite of struggles all year with math, she set a goal to master the concept, was serious
005about getting help by keeping it keeping at it and using all was one of the top students in Mrs. Jacob's integrated math 2 classes. She owned her learning so much that she was even even teaching others in her class because her confidence grew so much. Her ability to support belonging in her class by supporting other students coupled with her growth in self-efficacy is why she has been nominated as our February agency student of OS. [applause] >> [applause] >> So student agency is one of our core values here in the district and an important theme carried through all this year. So we want to recognize our students, congratulate you on your accomplishments and encourage you to keep going throughout the rest of the year. Students, [applause] would you mind joining the board over in this direction?
006And we'll want to do a photo with all of you and our school board. Thank you. And then parents, if you want to grab some pictures, you're more than welcome. We'll be able to share what we do. Okay, ready? >> That looks good. >> [applause] >> Good. >> All right. >> Yes. Parents and students, we love for you to stay with us the entire evening, but school is important tomorrow. So, please enjoy your families at home. >> So, since Britney's leaving, I'm gonna tell her thank you for the food drive. >> She's the student council. >> So, I wanted to make sure I let you know. >> Thank you. >> Sorry. What are you guys doing? [laughter] >> All right. Next up, I would like to invite our public school employees officers to the podium.
007Our PSC folks, you know who you are. >> [laughter] >> Do you want us to write on your shirt? [laughter] >> Well, we're pleased to welcome Shannon Young, Morgan Did I say that correctly? Thank you. Luca and Amy Swanson from PSC to the podium this evening. Each year we have the distinct honor of celebrating our exceptional education support professionals during a dedicated week of recognition. While we truly value and appreciate your our classified staff every single day, literally every single day, there's never a moment we don't appreciate you. We the week of March 9th through the 13th, 2026 to specifically acknowledge their vital contributions. Tonight, we express our heartfelt thanks for their unwavering commitment, tireless effort, and the critical role they play in the success of our district and our students. Please join us in
008saying thank you to our union partners [applause] and working building. We couldn't go. >> We couldn't go an hour. We couldn't go a half an hour. >> Thank you. >> Yes, we absolutely want to do a photo. If you want to call for speeches, I'm sure they practice. They have some words. I don't know. all over your guys's face. >> So we do feel very valued in our school district by our superintendent [laughter] >> and you know us >> doesn't happen everywhere. jobs are crazy and I don't know they're crazy. You guys work hard in >> you're in the middle of >> you're in the front for sure. Right. So, and all day every day. >> Yeah. I totally get I get it. I know your job really hard. >> We would love to do
009a group photo and we have chachkis for you. Really nice. Squish. >> Okay. All right. Congrats. [applause] I know. >> Now you're even further back. >> [laughter] >> All right. Love celebrating what's happening in our district as well as special people that we really truly care about. Next up is community and staff comments. And I believe we have one community speaker tonight. So Eddie, if you would please approach the podium. I emailed all of you I think earlier with copies of these things. So I brought them in case someone didn't get one. I can leave them with you guys if you want to go through highlight strikes about them. I find it very fitting that you guys recognized all of your union reps here tonight and I'm here to uh to pitch a union thing
010to you. So, uh, if you guys are unaware what a community workforce agreement is or a project labor agreement or a student community workforce agreement, there's a lot of different names. Basically, what it says, uh, when we boil it down to brass tax, if you guys come into an agreement with the local building trades coalition, uh, really simply, we agree not to strike any projects or put any pickets up or do any work stoppages on the job site. and in trade. For that, we ask that you guys employ our apprentices and we help your people that are local get into our apprenticeships or if we have local workers that live in the community or around the area, we we give them priority to get dispatched to work on projects in your district. I'm not going
011to go into the grass tax. I can totally nerd out on this because this is like my whole life is dealing with this stuff. But basically just want to extend the olive branch ask if we can sit down and have a conversation uh not necessarily in a meeting like this but offline where we can talk about what you guys are interested in something like this what the building trades are interested in. I have been given authority to speak on behalf of the South Building Trades even though I'm not an officer there. I'm an officer at Six Iron Workers. Um >> but Jared the the financial secretary and the head of the South Building Trades said you go talk to him about it. bring back whatever you guys come up with and we'll sign it. Uh
012so the building trays are really interested in partnering uh even though it's just a couple small projects as far as the scale that we're normally looking at. We want to give an opportunity for boarding students to be able to get into good living wage jobs and careers by giving them opportunities in our apprentichips. We also want to get people in the community working. I know that there's at least 10 IR workers that live within the district uh out of local 6 and I know there's a ton of trades people down here that would love to be able to work right next to the house. Uh so if you guys have questions I can answer them. Like I said I kind of eat, sleep and dream these things up. Uh and obviously I know that like
013the Seattle one is very indepth very lots of >> Yeah. lots of and and a lot of it is very um like specific to Seattle, but it's language that we can take, move around and change, add in something if you guys have a special interest in the area, helmets to heart, something like that. And uh it's just kind of a boilerplate idea of what we're looking at there. So, I would like to schedule a time to sit down with you guys. I can bring Jared Ross from the building trades or I can just sit down informally with with the board or with Ed or with anybody who kind of wants to talk about how you guys envision this going if you're interested in it and uh and kind of share with you what what we
014want to see out here too. >> Yeah. If you guys have I'll just leave these if you guys want or do you guys >> I'm a paper person. >> Yeah. Yeah. I like to look at them, mark them up, highlight them, see what I like, cross out what I don't like, things like that. >> Uhhuh. And you guys all have my contact information. If you have any questions or you guys are willing to sit down and talk with us, I'd really be interested in that. >> Wonderful. Thank you so much. >> And I have to apologize. I forgot to scroll down. We actually have more to celebrate in our district. And so I'd love to turn it over to the board. Share some of that. There was a couple of things um this month that
015really caught my attention as some of the postings that I had seen out there. Um and I think the biggest excitement for me was um our nutrition nutrition services team um launching a new tradition of highlighting food as a connection to history and culture. And I'm really proud of our nutrition services um program anyway with the whole farm table and the scratch and all of that, but to to recognize that we can actually take culture and history one more step further into our schools and into our students. And I saw that the kids had like orange chicken and um some noodle dish and I just it's fascinating. >> It's just I just love what they're doing there and um extending some of those things. Um and another another one was the school counseling week um
016is really important and a side gig of mine, not a gig, but a passion. Um, and I'd just like to extend our sincere appreciation to all of our school counseling students. So, I'll do as part of celebrating culture and national observances as you said, but we're also going to mention that they rec black history month each week of February featuring black chefs and Lunar New Year was the other one that the diversity is sharing and we appreciate that they continue inclusive educational and engaging experiences. >> Um we I want to extend a heartfelt thank you to the Horde Elementary School students, staff, families, and to their incredible support during the annual Super Bowl, right food drive led by OES student council since 2017. This year's total items collected, I skipped a line. Hold on. Total
017drive successful. Um, tripling last year's donations with an impressive 2,342 pounds of food and 3,98 total items collected. Congratulations to Miss Harman class for taking first place with 466, earning an ice cream celebration and extra recess. Great job, Cougars. I just would like to just thank the tech department that they are the best. Um, I came in as an employee and they had a lot of work to do to shift me over to a school board director and they jumped right in and got it done and did it very quickly. And just give a shout out to Matt the the supervisor because you watch Matt work and he's a very good leader because his staff. They all know what they're supposed to do and you just walk in that room and they all know what
018they're doing and they get right and they do it and he doesn't micromanage them. He doesn't have to. They're just a welloiled machine. They know what they're doing and you watch them walk into a building and they go right to business and they know what they're doing. I I'm just so impressed by them. They are a really small group but they're very mighty >> and that set of Did you know that our pigs and cows actually have a little they have a recorder device? If they're stressed out, if something happens to them, someone will see it. And I I actually found Matt down there looking it all up. [laughter] >> And that's the tech department. They're fantastic. >> Even our cows are on. >> Yep. I'll mention Taran Ridge. Our Taran Ridge students in leadership
019recently came together over pizza and purpose. That sounds fun. The group met to enjoy lunch while engaging in meaningful conversations about goals, ideas, and ways that they can continue supporting our school community. Experience like this help develop student voice, leadership skills, and a sense of belonging. Shout out to our target staff for making that possible. And I also wanted to mention it's career and technical education month. >> So we've got super excited for our CTE program. We're going to hear a report today about that. We passed the bond for some new CTE classes. So we have a lot of exciting things happening in that part of the district. >> And I wanted I know the wrestlers are heading to state tomorrow. and kudos to them and um I would be shocked if they didn't come
020back out with first place. Um and same to the girls basketball team this last week. I was at the game that was at home last Saturday. They played phenomenal. I don't know what the outcome was last night. >> Not good, I guess. But hey, >> great job because um seeing that develop over is incredible. So, great job to them. >> I think there's 21 wrestlers and 13 girls going to state. Like, that's a phenomenal number. And the bowling team also with no student reps here >> and Jackson and the music they're going some place you will going to Yako or something >> last week but I was just there's two of them that are going to stage middle school. >> Middle school has their own solo ensemble and I don't steal the thunder. We were
021going to talk about levy, but I'd like to take this opportunity to thank all of the staff members who rallied and shared what passing a levy meant for them and their student. So, our just our team here, our staff in our school buildings really helped make that possible. I know you're going to talk about the community's impact on that vote. >> I want to add so Matt your video I know from one of the parents who wasn't going to vote yes. That was his favorite. >> All right. Did I catch everything? We have a lot to celebrate. >> We have a lot to celebrate and I love it. It's important and presenting it here at the board level makes it available by video for our community watch to watch if they can't be here in
022person. So just important that we get through recognizing everything. And with that I'll turn it over to our superintendent report. >> I appreciate it but you all did steal some of my thunder. [laughter] So some of this will be a little bit of a repeat but that's good news. That means the good news of the district is getting out there. Uh what I'd like to point out is everything that you just celebrated, whether it's the intervention and support systems that are making a difference for kids, technology, clubs, extracurricular activities, all of those are not possible without community support. So we are very grateful. Uh this will make at least 44 years straight where we're able to operate school years with the benefit of community support. Uh right now as of the last count we're trending
023in the 55% 55.85 with another count tomorrow and we expect to certify next week. So we are grateful. You'll see not only messages we put out but Britney and I are going to film a little thank you video with some elementary students in the morning to continue that. So once we certify we in intend to put out more positive messages in appreciation of our local community. Uh wrestling we sent them off to state today. They are reporting at 5:30 hitting the road. Uh some positives from that program. Our boys did win Tri State. That is the second year in a row. Very difficult to do. You're competing against the best of the best from several states. Dom uh he was not only featured in the Unstoppable article from the TNT here uh this morning, but
024he was named outstanding wrestler for that tournament. I think this is the most people we've spent. Last year was 24 boys, but we had more girls this year. So, uh, a lot of kids, 34, qualified for state. We were able to cheer them on as they headed out today. Uh, you are on the WA pass list. So, you have to go through the pass gate. So, reminder for every state contest, you are on that. So, if you'd like to go, it's on the east side of the building. Uh, and then we start at 9:00 tomorrow and finals will be at 5:00 uh, Saturday. So, Mr. Carlson, I along with a whole lot of other fans will be there. Uh this was good news of just a few days ago. Mikey Fred, senior defending 2A state
025champ, uh was named the Giza Credit Union WIAA athlete of the week. So he gets a gift card to Foot Walker and a certificate and uh positive recognition. Uh our band, you did mention the Washington Music Educators Conference. Mr. took all of those students and to be able to be selected to present that's the best of the best across the entirety of the state and to have them selected to present is an incredible honor and uh after they're done with the performance I understand they got to make a few rounds of laser tag over have some fun while they're at it too so that's a photo that he sent uh and kudos to them for their incredible work uh Super Bowl uh one of the things that builds efficacy is setting goals and persevering to
026reach those goals. And those students tripled their goal. The food bank was so impressed, actually shocked, they had to go get a second larger vehicle to load all the food. And the kids going to do themselves. So, you'll see pictures of not only staff, our classified staff members, myself, uh, loading all those items up and getting it to people in need. And we're going to continue that. Middle schools planning something in March. We want to keep that idea of community service going. That's something that we value. early grades all the way through high school. Uh PTA glow dance, we had filled the gym once again. It was one of the most popular events uh which is important for a couple reasons. Not only that builds a really sol solid foundation for our elementary kids, a
027place to belong and be, but from a PTA perspective, that's one of their main fundraising avenues. And all of those dollars go right back in to support local youth activities. Uh one of the things that they intend to donate and support this year again th camp. So, all that money goes back in and we're thankful to the volunteers that worked hours before and hours after making that possible. Uh, youth empowerment symposium. I'm bummed Carly and Dallas aren't here. Two of our directors, uh, Director Madigan and Director Fischer were able to see it in action. We did round two where this time we hosted five high school and our students came together, about 40 in total, in planning local school-based service projects around what they're passionate about. And it's how you unlock the word right behind
028you, the word empowerment. You set a goal, you work toward it, you persevere, and then you see what happens. And we're really excited about the work they've taken on. And we intend for one more get together. Uh our two high school principles will be coordinating that this spring after our students have had a chance to get going. And then we're going to do a check-in with each other to hold each other accountable, working towards those goals. Uh this is a program that you okayed a couple of years ago and they're finding continued success. Uh bowling won the SPSL tournament. Natalie was named the top bowler in league MVP. Uh they had a good showing at state, ninth in state, and Aaliyah Draper, she was the third ranked bowler from the West Central District. So, a
029lot of continued success and our bowling program. Uh kudos to them. Uh what you you mentioned the fact we did this. What you missed is how good this actually was. We got to do some cabinet sampling. That mac and cheese was insanely delicious. Again, another program that wouldn't happen without local levy support. If we try to live within the funding we get uh from just sales alone, we'd be serving prepackaged beef and bean burritos. And to have scratchbased quality cookies, incredible. And have that purposeful tied to Black History Month is incredible. So, we're very grateful to Cassie and her team for what they're doing. That was James Hmings recipe with more to come. Uh we're excited about partnerships with our senior center. Uh Stacy put out a call said our seniors need some help with
030technology. Uh so she reached out to Principal Carlson and he worked with his team and we have club kids from not only technology student association but also graphic design committed to working with our seniors on an ongoing basis. So they get help with critical technology needs. How like the same stuff we all have. How do I get on my email? How do I log into Facebook? That kind of thing. So, we're grateful to Miss Tease and Mr. Mayfield's kiddos for helping. Uh, community has been in our facilities a lot supporting our winter athletics. We've had lots of senior nights, which is always a big draw for parents and community. Uh, with some athletic updates. Both boys and girls in hoops did qualify or make it to the district tournament. Our boys got knocked out last
031Saturday. Girls are still alive. Tomorrow night, they play in Squim. So, I don't know who's making the track, but I suspect we're gonna have sports fans from Tacoma all the way to swim tomorrow cheering on the cards. Uh, we have a proposal probably for you to consider on the table. Flag football has been growing for girls across the league and so we think there's an opportunity even to add more sports and programs. So, we'll be talking to you in May at your retreat about how we can even do more. Uh, bond oversight committee. I think this is the last thing. We've had 12 citizens write uh sign up for that. Right now, we have directors Tibido and Fiser signed up to join Cliff and myself, Matt and Liz to provide ongoing updates to those that
032signed up. So, we'll take some next steps to now that we know who's the who to set up the first meeting, we'll work on norms and agreements and really what your charge is of that committee over time. Uh and then we'll get in the business of getting those ongoing updates just like you do. We'll give that a chance to have voice and say an input into the process. Britney's already created the landing page for how we can share minutes or key information just like you did with the bond task force to help us design the bond. You're going to want to probably do a similar thing. So, we've created the infrastructure. Uh so, now that we know who's who, we'll work on an invite on your behalf and then we'll get the first meeting set
033probably next month. Uh and we did solicit uh Director Freeze did input for the 16 community members that wanted or input on the design phase. So, we have that coordinated and happening. Matt's team and he'll give you a report in just a little bit. The amount of listening sessions they're trying to do in the next couple months is insane, but that's the right way to do it. You have to capture voice, listen to stakeholders, go out visits. Uh so, we're full steam ahead and uh Matt will share a little bit update of what he's been up to when we get that far. But that concludes my report for the month and happy to answer any questions you may have. Lots of amazing things happening. >> All right, we are moving on to And our first
034report of the evening is our facility update. >> Matt is our principal architect from architecture. >> Good to see you all again. Well, she's just a quick start to the year and we're one of those things uh there's just a lot of planning and prep going to be successful. over the next few years. So, we've been doing a lot of that work and then uh wanted to highlight some specific things we've been doing for both schools and some general things. So, for the elementary school, um just last week we had our team out and staff and educators were so amazing at elementary just letting us observe. One of the things that does for us as a design team is gives us more insights so that we can try to be more responsive to what's really
035happening in the culture at the school and stuff like that. So we'll be able to kind of have a more robust dialogue with the staff thanks to that opportunity for us. And then we've also been designing or working with the committee probably for many months but over the next two months quite intensely to do kind of what we described before as confirming the design we did before making changes all those kind of things. So we started down and then we have been exploring some opportunities to have an open house for the community. We haven't really settled exactly what that looks like yet, but we're getting there. So we're going to be doing that so that we can broaden the feedback. And then I think mentioned last week we're working through some of the rest. Similarly,
036we've spent a fair bit of time on the campus over the last week and both us as architectural designers as well as many of our engineers to understand sort of all the systems. So as we start to think about uh the first phase of construction of the high school, we want to be understanding not just that phase but also the entire kind of the future master plan of what could be in the future as well as we continue development of the high school. So that master planning is just about to start also next week. So we have a group of folks who are going to help us kick that off and think through some different options but then we can be able to share out more broadly as well. So we'll be kicking around ideas
037trying to make sense if you remember a few years ago we did some of that. kind of we kind of stepped back a little bit knowing now where we're starting in terms of what's the scope of our initial phase and saying okay let's make sure we're really thinking about this problem >> master plan over the next three years next >> years imagine so we're kind of saying okay imagine 20 years from now when you have a high school that you really want to have and build it over a series of different bond cycles. Uh that's where we're starting from and then we're looking at how we get there, what makes sense. So that with each successive bond, we have a a plan to follow. And the plan hopefully will not be completely rigid. So you
038have ability to adjust over time, but with the intention of being able to make sure each move you make is smart and thoughtful and works well for the long term. and part of that and then subsequent to that we're going to move into the actual detailed design for the building we're building the CT science building that'll follow afterwards where we build here we have two rectang angles. Those are kind of the two locations for the first phase of construction. So, if you remember the blue rectangle there, that's what we've been looking at and showing all along. But we're also looking at the option of doing it where again we wanted to kind of step back open up our mind a little bit and say what's the possibilities are both realistic possibial high school planning. informing
039us what makes sense. So in the end of these two building impur instruction. Either way, there's going to be pros and cons on that initial impact and then there's pros and cons in terms of how does this help you if it were option that affect the 162. >> Yes. Oh, during construction. >> That would be a big challenge. We'd have to make sure we're not >> I'll be interested to hear as you get further in the process kind of what process is and is more appealing than the other. >> So then it's just a matter of eventually the elementary is going to be in their new building. So you know the blue rectangle option one not building. So that's option there. Okay. What happens now? >> Yes. If I may, for the last 50 years,
040uh, boards haven't been able to consider a different option other than the spread because of the placement of the elementary campus. >> Thinking about the next 50 years, one of the reasons why you told the community, we need to do this phase first because now that changes the scenario and the context of what the future looks like. What I don't think is feasible is doing a bill that connects the pack and the athletic area for the next 50 years because some of those facilities won't make it that long. They're on their last leg. So now we get to evaluate pros and cons. If we cluster this side, what happens? If we cluster this side, what happens? And part of your May board work session. You'll hear the analysis after all the feedback. So Matt, Liz,
041and your builder will be able to walk through a conversation with you and city officials. But here's what we learned. those listening sessions and here's what we think makes the most sense and why. So you'll kind of get to see from the Cact 2021 22 23 phase to now what that evolution of thinking was and be able to provide final input when we get that far but it's not going to be realistic to connect all of those moving forward. That's one of the key challenges is how spread out you are right now. improve on that discussion. >> But it's good because the reason why we're so spread out there >> how to expand >> correct mentioned before we started the GCCM process that stands for general contractor construction manager. So that's who we're looking to
042bring on now to help us again with many of those especially the high school. How are we going to build this campus that is very very active? So that process is going on and then you should be expecting on March 18. So we're going through the typical process that school districts across the street go through to be able to select GCC. So we've actually received the initial proposals qualifications I should say from those shortly and then we'll process without saying who uh seven very high quality builders that we would be pleased to work with any of them. So, we had a lot of interest and I think you're going to be pleased by time we're ready to make a final recommendation. pleased with the quality of the applicants thus far, but we have some work
043to do to evaluate and get down to final, but we're going to be sitting pretty because we have amazing people that have requested work herecess down to the next stage. Next steps again just a minute ago was over. Uh we also have been starting our conversations with the city demonstrating that they want great partners. So we're really excited about that. So we're going to continue that. part of any construction project. It's great that we have start and then we'll continue to work through after all the years we've talked with you that says this is going on if then [laughter] >> shows up and participates decision won't help us to be Facebook open. >> [laughter] >> We are excited to be working with you as a long time. You've been instrumental in this process. So to
044be able to move forward, >> thanks for [laughter] our student report. >> All right. December financial report buttoned up question. Thank you. So, uh, four years ago, Ed became well, five years ago became superintendent. And I remember when we first got together and I'm like, uh, so what are you gonna do? Like, well, I probably should do some superintendent stuff. One of those things was for us to really take a look at what the community really wanted out of the schools. So we developed really this mission vision core value statement from that and the board adopted it which is is great because the mission is really why do you exist and it's really deeply embedded in things like look at the words there talks about unique interest and talents of students. So we really that's
045why we exist. We're not just an institution that's going to bring kids in, open up their heads and pour a bunch of stuff in, right? And so the next one was really around our vision, which is, you know, how do we actually expect to make that happen in some way, shape, or form? And so we talked a lot about personal meaning making and this idea is that who you are as an individual is super important. Those two things came from our community. Those two things are they came deeply from this belief that when you send your kid to school, you put a lot of trust in that institution, but there's something that they want more this idea around reading writing and math which are super important but we wanted to produce students become adults that
046are going to be high performing and good human beings right and so this idea around our core values came from high expectations we didn't want to just have a bunch of soft skills and kids left we want them to be able to function well in society and really do something important with their lives so those all those things came together and this idea of agency which I got to tell you five years ago I would have never dreamt of having an agency and having kids up here and get an award for their agency schools. That's I'm still soaking that in. So that's pretty impressive because I remember five years ago we talked about this idea around agency like what's that and I remember talking to the board about that brought up agency some of the
047questions are like what does that mean? I don't think we have to worry about that. We have a clear vision of what that is and so the idea is how do we measure that? How do we have tangible results moving forward? And this year, end of this year, we get to actually come up with maybe a new version of our strategic plan. And so I expect us to really think differently about the agency, think differently about our core goals, but how we measure them that might be part of that. And so we have this year-long plan where we're laying these things out. We're kind of in the time of year when we get a lot of school presentations. And so a lot of the questions I'm sure you're going to ask me around social emotional
048learning are going to be answered by the schools. So that's really important to keep in mind. Remember all of you are instructional leaders. [laughter] >> No, it's good. It can't be terrifying. It has to be like exciting, right? And so one of our one of our strategic goals is really around social emotional learning. And uh to really measure that is actually pretty difficult. The way we're looking at it currently is really looking at this this survey called Panorama that three times a year and we're also looking at regular attendance. How often do students come to school and then really looking at that ninth grade on track for graduation? Those are the three measures that we came up with along the way so that we can say how are students really doing social emotionally and how
049are they connecting with the education instruction that we want and for us it's really about students feel the agency then they probably going to come to school they're probably going to learn and probably feel good about it right and so for Panorama this idea is it's a nationally norm test survey that we uh we give to kids three times a year and it's directly connected at least really when we think about self-evocacy it'sirectly ly connected to this idea around growth mindset and those two things as the research is coming out more and more are directly related to rigorous learning and uh you'll probably see some of our scores in terms of panorama self part have dropped a little bit well actually that's not necessarily a bad sign it's a sign that we probably need to
050provide more sports for kids but as rigor goes up guess what's going to happen to people's selfacy what they believe they can get done right as things become harder we start having to have more supports around How am I going to get that done? Can I really learn high levels? Those kind of things. So, so there's three ways for us to really look at our panorama data minister to to our younger students. Teachers are the ones that sit down and actually give a perception, right? Based on what they know about their students, based what they their interactions with them in grades K through two. They're reading their self-evocacy and their ideas about their mindset growth mindset. In grades three and five and six and 12, the questions are exactly the same for kids. But how
051they norm reference in other words who they compare them to is different because grade three they compare those to all the other third and fifth graders in the nation six to 12 they compare them to all the middle school and high school kids and so for us really looking at social emotional learning we're going to focus exclusively on self- advocacy growth mindset and that looks a little bit different in grades K12 we call it grit than it does in 36 So, our elementary uh is broken up. Remember, kindergarten, first grade, and second grade. I wanted to show you a historical sort of trend because it's way up. And so, the question is why? Well, hopefully, not hopefully, it will happen. So, when you visit elementary schools, they're going to show you why. And they're going
052to put kids voice in that. So, when kids are speaking up, they're going to tell you in their own voice like why is it that they're reporting that they can do hard things? And by the way, I've been to the elementary schools a bunch of times. That's a saying there. all the time. You can do hard things. And at first I'm like, that's kind of >> But the more I get to I'm like, "Oh, that's kind of cool." Because kids are starting to believe it. >> And eventually the kids are going to start picking up. The great thing about kindergarten, first, second grade is that they're much more malleable that there's if you want to do change, it actually works way better because they don't have the history experience that these other kids, it's like
053old people versus young people, right? >> And my daughter says, "I'm getting old and the older I get, the more grouchy I get." And getting hard to change. It's true, right? Because we have all this history and we're connected to that. But uh same thing happens in schools. So if you look at uh third through fifth grade, what does their self-efficacy results say? There's a couple areas in there that are fairly low. But if you remember how you look at these, there's that curve and that curve represents all the there's like over a million kids that take this three times a year, right? And so those million kids when they took it, where do they fall in terms of the self-reported part? Now, this is 100% self-reported. So it's not like they're sitting down and
054doing math for this, right? They're actually saying where am I compared to like the question, right? And so the curve represents everybody else and the line represents where our students generally where do they report? And so we're kind of in the upper end of that curve, right? Think about third through fifth grade self advocacy. We're actually upper end of that curve. That's good news, right? Does that mean that we are perfect and we're doing great? No. Because you take a look at the actual results and I wanted to give you the questions this time. What that looked like those questions actually determine like students feel about the learning. And one that really sticks out to me the most is like when I'm giving something really really hard, can I do it? And that's important because
055how you feel and how you approach the work is how rigorous something is, right? And so if I feel like I can do everything all the time, that's wonderful. But probably the sign is that we need to actually up the rigor and up the support at the same time. So those low results, believe it or not, even though they're normally we're doing better in a lot of ways. elementary school. It's a sign that our rigor is going up. So that's great. So things and rigor, by the way, is not just hard, right? It's doing things that are grade level that challenge students in a way that they actually connect with and understand, right? >> Is this data beginning of the year now? What the data on the screen? >> So the data on the screen
056is we took a winter panorama. So right around January. >> And so the comparison, the arrows go up and down. in comparison to what happened in the fall, right? Okay. So, we in the fall and we later in the spring and so when we get together spring and we talk about the measures of social, we'll have the new and we also have historical panor >> so we can take a look at how are we doing overall and I got to tell you that especially in elementary that curve like when we first started we were way still left of that curve and over time we've been moving up. So, I gota say that I understand that we wanted to get these percentages to 100% but as you just described rigor increasing along with that then that's
057an unrealistic goal and so my question you don't have to answer this put you on the spot now but over time I learn more and more about this. I would love to understand what would a percentage look like that we've done exceedingly well and how do we identify areas where we need to focus more on. So >> it's a great question. So >> I'm just realizing that I didn't quite grasp the percentages like I should have. So anyway, teaching as you go Yeah. So, I mean, the idea is it's it's there's not it's not a static or they call it benchmark. Like we don't say kids have to get above 80% for us to be all good, right? >> So, it's it's it's in relation to all the other students of that same age around
058the entire nation, right? And by the way, this is coming out worldwide. So, I can even say across the world. >> And so, it's a it's a relative measure. And so, if our students are relatively reporting that they feel more self- advocacy than others, then they're getting the support they need. And at the same time with the academic growth we're providing the rigor that they need right and so like a a great example is like as we develop I'm working with principles next Wednesday because all of them have selected an academic focus around academic vocabulary right now academic vocabulary is about memorizing a bunch of things but what it does is it provides access to rigor and so that so as we get better at academic vocabulary you're going to see kids feeling like they
059can actually conquer a lot more in terms of hard stuff right And so it's it's it's a tool that allows us to really kind of narrow down like what we should be doing to students, right? >> But it's a relative measure. I can't wish I can tell you if we were just like 85% across the board, we'd be like awesome. >> Yeah. >> But that's just not how it works, but it changes like every time they administer the test. >> That curve sort of shifts along the way. Like if I was to give you data from like during that curve would have been really low >> and our kids probably would have been somewhere >> but it's sort of situational >> and what we're trying to do is really connect to how students feel about
060it. Right. that that self-reported piece is super important. How you feel, especially as a young person and for most of my career, we like come to school, you shut up, you sit in a row and how you feel, as long as you behave, we don't care about, right? But that realiz performance is that students who feel selfac, right? It's really weird how that works, right? And we're talking about every performance level. So we can do all the intervention we want in the world. Unless we are working on how students feel about it, it just won't get there. That sounds very soft skill kind of flowery but it's just there's no way to avoid it especially as kids coming from this next generation they're just different >> actually we heard it tonight and we heard it
061two weeks ago from the high school students that the kids that have talked about how they've really grown and gained from being way behind and the vocabulary that you heard from them the feelings you heard from them that how they believed in themselves. >> It is directly linked to rigor. So the better you feel about the learning and the more you feel like you can do really really hard things, the more likely it is that you're going to learn at high levels and it's directly correlated. >> They will will So we always going to go >> high expectations. That's that's what was doing super. That's what we were told. Do not lower your expectations. Have high expectations for kids. But don't forget they're human beings and you do that through the visible. That's where the
062agency is coming in. And just as a system, we're getting a much clear idea of what actually looks like instructionally. And this is part of that >> playing I shouldn't expect in the next 10 years to see that move up towards 100%. So the long game shows that we should just keep that rigor and our students and how they're feeling about their abilities are leveling up. >> You also have to remember I mean you know kids have those plateaus they have those valleys they have so you know each kid there's gonna have they're going to have changes in that too you know >> or communities you know like the flooding you know I mean All those things we have our es and you have new subject matter that you might have to you know the
063difference between one thing and now you're suddenly into something new and hard as long as you're learning you got to go up and down >> for us it's really it's a tool for us to really kind of get the other side that so it's not just it's like all of us going through this right [laughter] >> well it's also like you know we a lot of times I think we love to think that that what we do is a science right like we just do these three things we're going to get the results just it just doesn't work that way. And this recognizes that idea is that that people are, you know, they're people some are really easy to move, some are really hard to move. Depends on where they are in their lives. But
064we have to human the 12th grade and grow mindset elements. So you some kind of plateau a little bit and the principles will tell you that hey sometimes kids take it seriously sometimes they don't but the reality is this is a great data point for discussions right as staff and really looking at goal setting kids because if you set a goal as a student really thinking about your own can you actually have some sort of difficulty learning and then define what that is and say I'm persevere inside of that I think it's a really good think about. So, uh, so we're good on that. So, the next step is really on regular attendance. That's our next really connection with that. Regular attendance is, uh, something that is absolutely vital because if kids aren't here, it's
065really hard to teach them. Uh, one thing that co taught me is I thought that attendance was sort of overrated just as a as a measure overall. when students didn't come and they weren't together in a place our performance like dropped and there's there was no other way to think it was one of the great social experiments in terms of attendance like do you have to be present with other kids in a classroom teacher like is that important the answer is absolutely and so when kids don't come to school what ends up happening is they miss a lot and there's a there's a lot of studies that talk about like how much learning is lost within a day of school if you miss one day of school you actually behind by two days because you
066missed that day and when you come back you have to make it up, right? And so for every day you miss you lose two days of learning. And so that when we talk about like chronic absenteeism, we're talking about a lot of days within a school year. Like if you miss more than nine in a semester, add that up. That's that's 18 days you got to make up somehow some way, right? And not only that, you weren't there for the interaction for learning things about important. And so attendance is super important. this like how often you connect with other people. There's a lot of things that just being present. This is why we talk about like in special education making sure that kids are in that we don't separate them out that we get them
067there because there is something special about being together right we are social animals and we have to learn we have to co-create we have to think together we have to get feedback those things together we have to do it and prove it time and time again so this is a really important measure for us we think about social learning connection and so this is attendance data it's actually up and so we've done lot made lots of improvements uh boarding elementary school I got to tell you has killed it and uh something to really ask funny is like how they do that I have some notions about what that is there's I know there's really strong communication there I know that they've done a lot of work in terms of like making kids feel welcome that
068they're there and inviting parents within that and sharing what's out there but there's there's things around rigor probably thinking well making things harder than that make kids like It's the opposite when you make things like challenge students who really want to come and that's across the board. I know that elementary school has the highest but we've done that across the board and attendance is is a reflection I think a lot of how much the community supports us as well but we've done some great things in terms of just brief board on the youth empowerment work one of the pieces that our high school group wanted to tackle working with Mr. Carlson is that attendance from an engagement perspective and really work with staff to make sure school's a place where everyone feels welcome, they have
069voice, and they're engaged. So, there's a parallel to that youth empowerment work, trying to tackle the attendance and really the instructional goals around that smart idea that Matt shared with you and bringing those worlds together. So, they're making intentional purposeful focus there. We're really excited to see what they do. >> And there's a there's a version of that at every school. all actively working on it things that I think are brilliant. So you see that brilliance every time. So if you look at our our trends overall, so I'm comparing our just overall district to the Washington state trend. So I I think that if you look at us like we've actually gotten better over time as a state has kind of plateaued. So I'm pretty proud of that. That's something's working right. And you compare
070us really in this by grade level to how the grade levels do across the state. Um again elementary is doing really really well but we're pretty close everywhere else. We've seen some growth overall in terms of how often kids are coming. Um the last really measure we're going to talk about tonight is is thinking about nth graders on track. When we came up with a 24 credit requirement for students to graduate, that meant that meant they can't fail a class, right? It's that type. And so when they fail a class, they are now considered to be off track graduate. And so this this data point is really like how many of our nth graders between the beginning of the year and now have failed the class, right? And so that's really what the report is
071about. So if you look at currently, this is just this year's data. So how many of our nth graders are off track? There are currently 43 students who aren't fail at least one class and that's 19.6%. 80.4% which is 176 students are still on track to graduate. Now the thing that I'm really impressed about the high school is that uh in spite of this their graduation rate is in the high 90s. So the intervention systems at the high school are just phenomenal and they they take kids that come in behind and actually do amazing amazing work. So if you want to look at the trend over time compared to Washington state again look at us on the top there's upward [laughter] if you look at the state I just wanted to go back to here's
072our measures for the year and so we'll see you'll experience some school reports along the way we'll come back and talk about the improvement framework which is a lot of different measures that come together all at once to kind of see where we are on that and then we'll actually come back and look at our strategic plan together which I'm really excited for in the spring and for us to talk about those measures questions is the homework club advisor And she was so dang excited because she was talking about I had 17 kids in there today and her enthusiasm. She was so excited. 17 kids and I'm working hard with them and this one kid came up and told me that I just like who wouldn't want to be in there with her, right? She's
073so she's so exciting and she's so positive and pushing the kids forward forward. Who wouldn't want to be in there with her? Like and so 17 kids were in there and she was so excited for a >> difference. really kind of light for me tonight when you're talking about the graduation rate on track and when we were at the last meeting at the high school and we got to hear I don't know the name of that program but it made it really easy for kids support >> yeah it when we're there at the at the high school and listening to the presentation and listening to the teachers specifically talk about how great that is and how many kids they can get in and it makes it easy for the kids. And then to see that
074nearly 20%, you know, not on track, but yet we have a graduation rate at the high school that far exceeds what is on track right now. That's pretty exciting and I love it when the connection brilliance So as we so I listen about goals and measures as we move forward with our strategic plan and I listen for things that you know do we need to adjust it over time? Do we need to add different measures? Whole child is a really important part of our strategic plan. So as we visit the schools over the next couple of months and then we get into May or we have our strategic plan discussions again. Are there things we want to continue focusing on or measures or how do we like I feel like we've been talking about for
075a while now that just clicked for me tonight. So, uh, I just ask the board to please think as we head into May and maybe there's not what we're doing today. I appreciate Thank you very much. [laughter] >> Speaking of great results, let's talk about cataclysmic >> laaric [laughter] plan, right? >> [laughter] >> So uh for those you don't know this this new learning for me I've done the LAR I think this is my 25th LAR drill uh so we're a member of Epic which is a coalition that's really uh eastern Pierce County global coalition emergency management that centers around the LAR drill I did not understand like the rockar status that Oregon school district has in this this huge organization USGS talks about us all the time we have USGS coming on March 25th
076middle school do a community presentation about LAR and what they mean. They've asked if they can bring a bunch of scientists to do a community watch of Dante's Peak to like rumors that are in it. >> They have a lot of fun with it. Um, we have the most I'm told we have the most monitored mountain in the world in Mount Rineer and in that we are the most looked at community in that mountain. So, it's just it was real new to me how much we look at this. So, they're really interested in the route we take. We had to have an air operations meeting last week. Chief Gabriel actually led it because we have over 16 professional drones that are flying over and they have to start assigning flight paths because we have so
077much drone activity in our area. >> Yeah. >> People come from other countries every year coming this year to witness. A lot of people want to come and watch and experience different things that are happening. But this year something chief and I talked about you guys know the LAR route. I'm not going to go over the whole route, but we talked about what happens on the bridge. If traffic does get over the bridge on the way out of town, more than likely after that bottleneck, there's going to be probably some traffic misbehavior on the other side of that. >> And so, Chief was we were talking about, do our kids know an alternate route? If we get across that bridge and there are people jumping and driving on the sidewalk, we don't want to send
078our kids through that. We have a lot of kids that are no longer in city that maybe don't know our city as well. So, we was an alternate route we're going to educate our kids on this year. Um, we walked it. I worked with the city worked with Bethl School District just two weeks ago with my colleague up there working on Bethl. What does it really look like if over 2,000 kids show up? Who's going to take over command? How are we going to feed our children? We're looking at alternate sites up there to take our kids reunification. We've created reunification boxes at all of our schools, an extra one for up toy. City of has worked metal container. So we'll have one up there with supplies kit in case one of us is not
079able to make up there for emergency command take over families. So get that done real quick through the route. Um so to orient you everyone knows where they're at. We're kind of hovering over the new Kalisoga development there looking at our bridge. You see that? So we know we walked down we walked through town with two of our schools and then we walked on the led with the other two schools. So we all come over the bridge right here and this is where we would break off to take an alternate route. We turn left and hit the levey next and we would go right down the levey. So we would never enter on the traffic. Again, this is an alternate route. This is not the fastest route. This is not the route we have our
080kids take. >> Are you on the side of the river? >> Other side. So see the yellow line. >> Yes. In fact, if you want to hit it one more time, she'll fly the route. >> And then here we are behind Hidden L. See those paths? Those nice dry paths you can walk through. Me, Chief, and Tim from the city walked that just about a month and a half ago prior to the floods. And that was a very viable walk for all of our kids that we could walk that teach all the kids. I went there last week. It's currently underwater. So, we'll see how much it drives. We might have just a few set of kids to get some times in or we might have none of the kids. classes, but we want our
081kids to learn an alternate path so they can make independent decisions in emergency situation, get themselves to safely the difference. a little bit of a jog would take a little bit longer, but we need our kids when they come over that bridge or whatever staff are available because more than likely police and will not be there to be able to make a call to go. It's not safe, don't go there. Let's take the alter. I think it'll give families a little bit alternate ways and trying to educate them. Other things So any questions on the route? We're going to be doing it. We'll we'll make a day decision probably week before we'll make a final decision where we're walking. We're not have kids tramping through mud and water. So we might high school classes for
082parents take the long time. Oh last that was the last thing worked with our tech department on RFID tags. We're not tagging children but similar to like a 5k brace we like to our teachers backpacks. So we can have live data live. We're the only ones to time our kids and get data. Everyone else worried about timing the kids. We can find out what teachers made it. So we know what classes when they got there. In the event of emergency, we can have that RFID because we switched our emergency over to Starlink. So in the event of emergency, we will have Starlink activated up there. So we'll have real time data. Ed will head to the emergency operation center and he'll know what teachers have arrived. So ideally what classes are [laughter] on it is
083crucial. I'm learning how much Bonnie does. This is one of the things >> every other just keep educated but not >> over time who's now in high school but as our district grows there's a lot of kids >> you know with our new developments I think people knowing that their kids know how Thank you very much. >> Next step we have prepared by our budget planning process and timeline for your process. I do not have any feedback or questions or comments. >> Thank you. I mean, thank you Next report is our insurance reports on that one. >> Sometimes I like the board. I question that. I read it like that's why [laughter] next step by Dr. withdrawals prior to graduation. And as I recall, those numbers are pretty comfortable year number polic and procedures and
084I will take a motion for those. I move to approve second reading of policy considerations. Thank you. All in favor? Motion passes and then we have our consent agenda. >> Oh, you didn't say where the global I looked up. >> All right, I will take a motion for items through the consent agenda. >> Second. >> All in favor? I motion pass. Our action items for this evening. First one is contract for alliance management agreement that support the alliance construction management agreement as presented. Thank you. All in favor technical program. >> Well, thank you. We did not come with PowerPoint. We did come however with some exciting news. I came with some exciting news. So I've been uh CT director for the past this is year seven. And um so when I became principal uh I
085didn't want to just hey Chris you want to become CT director because that's how it worked with me [laughter] over there. Uh it's a big it's a big uh learning curve. So, uh, very excited to have Chris on board. Chris has been an amazing ad to our staff and to our school community. Um, Chris, I I met with him after he got hired shortly and I said, "Hey, so get this thing called CTE. Um, would you be interested in going to get your CT certificate?" And I don't have a CT director certificate. It's kind of an interesting thing and precoid they it all got blown up during CO and so I didn't end up pursuing that, but Chris agreed to do that. Chris has been attending class all year and becoming our CT director and
086um is more than halfway through his program now and has done site visits around the state. He's attended classes. He's doing that all on his own. Um and so very proud of Chris and the work that he's done. So he's going to share some of the highlights tonight that are in your board report. Um and it satisfies the requirement that he has as part of this [laughter] program. >> I love those. I love those two. >> But the one thing I'll It's just been really nice to be able to have a thought partner and then begin to hand off the program and know that I can trust him and he's doing an amazing job. The other thing I wanted you to just really quickly know from my seat is um as we've grown our CTE
087programs, which is exciting. We have more kids participating not just in classes but also in our after school CTSO clubs. Um the what I wanted you to hear is budget and how to make these things happen and keep costs down for kids is still our goal. We're starting to realize that many districts around us, we've been holding lines that we starting to have struggle to do, right? In terms of not having some fees or attachments. When you go away to state, the costs are going up. Hotel costs go up, transportation costs go up, food costs go up. So, we're we're committed to making those as cost effective for kids um as we can. But that those budget issues, we're starting to get creative and starting to think about ways to do that. I just want
088you as a board to be aware we're trying to hold that line, but we'll have to start to go, okay, some of this cost we need families to pick up. Um, but I think there we have some mechanisms, House Bill 1660, which allows us to consider free and reduced lunch students and give them free, you know, with ASB and to kind of use some of that logic and apply that so our most needy families can get supported. Um, then just the last thing I want to let you know is the maritime 253 skill center is opening this year in Tacoma. Um, we have entered into an interlocal agreement with them as a district. I'm very excited about those CT programs. We don't expect a ton of kids to attend and we have a roadblock around
089transportation, but uh the Tacoma School District um and their skill center director has been in touch with me and I go to the governing board meetings and so we're we're waiting to hear they're trying to work with Pierce Transit to get a ban out here. Um and they're also working with the educational service district locally to see if we can get a grant um that I could then use some of our local CT dollars in combination with the grant if Pierce Transit falls through. So, um, right now that transportation's on hold, but we do have kids applying and we've got about just under five applications. I think we have five, our fifth application just came in. Um, in addition to our Bethl partnership with Pierce County School. So, those are some things that are in
090the works, but Chris is going to talk about some um some highlights, some things that have been happening in our CT program that we're really proud of. So, thank you. So right now we offer programming in 14 to 16 CTE areas recognized that there's some changes coming in that and some realignment that's happening. There's a lot actually going on from the national level down CTE and so we'll be seeing some changes coming over the next couple of years which is exciting as it coincides to with the reconstruction off and reing some of the programs that we're going to be able to offer. Right now we have 50 different classes offered in the district that students can take for CT credit. There's over 2,000 students enrolled in CT classes if you count all the different class
091periods. Uh at the high school right now the number of students that are receiving dual credits. So they're getting credit not only for high school for college as well. Um in terms of programming our business program has grown over the last couple of years. We're seeing growth in the areas of marketing. We're also seeing some new classes in computer science and our leadership program is actually kind of going through a redesign where it's going to become a two-year program that involves higher level of engagement leading up to business management as the capstone of their programming. Our careers and education classes are continuing to grow. Right now we have student interns at all four schools in the district. Um so they're working everything from pre kindergarten through high school classes. And that teacher school district to
092rewrite her framework for the next year that would hopefully create a new graduation pathway through education and with that students are taking the parro certification actually when they graduate high school they will have the certification necessary to actually get a job if they want to school district so building opportunities for students as soon as they finish school as well at the middle school level we've seen seventh grade science has now been converted to a CT program And we just got word today that three of our middle school TSA students have qualified for state. So we're seeing not only our students at the high school level um but our our middle school level is also seen that growth as well. And to what Carson was talking about, we're being very creative with how we're getting all
093these students there. teachers are working with their groups, working with their students, working with their families to try to find ways that we can support the attainment and enjoyment of all of these things that students have qualified for by being able to provide these extra leadership activities or activities. We're really excited about what's going on there. students are also working with the staff right now to get registered for state competitions which start that are coming up. So very soon hopefully in the next board recognition we'll start to see some of those CT groups as they prepare for and take part in their competition. >> I'm glad to hear about the professional thing because I'd heard about that in a class at that students that you got your certificate here. They didn't promise a job but
094they did promise an If you if you completed it, then you would be eligible for an interview. >> Well, talk with the director of HR. >> I think we can do that. >> I'm just very very excited to see CTE growth and what it's become. It's not it's not shop class. And um we're talking about teaching opportunities and opportunities and things that are so much bigger than um I have the privilege or even my kids at this point have the privilege to be able to enjoy. So I love the CTE buzz love its love it it's wonderful and I love that we are all and I love the way that it's an outlook where it's a dual education where it's like saying science and agriculture. I mean, you know, where you're combining a something that
095everybody looked at as science but in a way that you see it in your everyday life, you know, or math or whatever the combination is because I mean really when you're learning, you learn multiple disciplines. I love that. And it's our growing bigger and bigger. We have two experts now in that building. That's even better for for our kids because we have two >> I I love that the CT is growing the way it is, but not all all students want to go to college, right? And our trades, they're suffering right now. And we need to get back to where we're doing that when we're heading this We're getting students prepared to get out in the world and make $100,000 right out of school. That's a great thing. Super excited. Maybe you'll get to brea
096[laughter] >> too far without having the program from where it was to where it is now. the volume of students like the sheer number of students involved in program and continued by proposal and how that can potentially tie I'm assuming deep today and the students who are coming to the and we've had it for a few years. starting to see the results like okay Shana Young her son Kenny went to the skill center for mechanics then he went to Laram Tech and got his certification and now thanks to that you know he's out there he's a diesel mechanic you know so so we're actually seeing kids that already been successful engaging school because they're not interested in going to college. But you tell me I'm going to graduate and I'm going to get out there
097and make some real money like they get excited about that. So that we're able to give them that opportunity. >> Thanks, This is CTE plan must be approved by the board every year. So I will take the motion. >> I move to approve the career and technical education program as presented. >> Thank you. All in favor? >> I motion pass. >> All right. This next item is our surplus request and the like books. I will entertain a motion. I move to accept the surplus request as presented. >> Second. >> Thank you. All in favor? >> I motion pass. I have one that I kind of save for the end instead of during the acknowledgement section, but um there was a lovely public post put out about the uh the situation with impact fees and work
098that's been done by our superintendent and um Marcy and Cliff over there. Um just making sure that our community or community and the taxpayers in Oregon are represented by our leaders um and asking and putting that out there. And I think one of the things that we don't get to visually see and hear about a lot as a community is the work that is done behind the scenes. So I just kind of to publicly acknowledge that great work. Um, and some of the comments that are on those posts. Um, somebody said, "This is one of the reasons I can vote yes for the schools is because I know they're out there fighting for us." And so I just um many thanks to our community, but thank you for the hard work um that you and
099the team are putting out there um to show that we're not just here always with our hand out asking for your We're fighting for the community of ordering taxpayers, students, parents, businesses. All right. that I will tonight's meeting at 7:41