001recorded, please let us know at the meeting. Thank you. >> Thank you, Bonnie. I will call tonight's meeting to order at 6 p.m. >> And if you will all rise as you're able for the pledge of allegiance. Okay. Sorry. Oh, it's okay. I pledge allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> All right. Thank you everybody. Our first item um on tonight's agenda is some recognition. And I would love to have Julie Bannon and Robin Martin, Misty Gunderson, and your students up to the podium for some recognition, please. [Laughter] Would you like >> Sorry, I wasn't very clear. I apologize. >> Do you have a We'll still accept right here. >> I do.
002>> Just real quick, I'm just going to We are very proud to recognize outstanding efforts of our students in our 18 to 22 transition to work program. They're making great um positive impact in the community through their hard work, dedication, and commitment to growth. They are gaining valuable real world experience and demonstrating the power of inclusion and service. Their contributions truly make a difference. Thank you for representing Oring with pride and purpose. The board places value around partnership with the local community. And so tonight we want to honor disability awareness month and your work in the community. >> Thank you. Um so our interns work starts here. We don't just stay at Boring High School during the day. We go out into the community, but we also do a lot of work based learning throughout
003the community. So we put together something >> might need to be turned on maybe. Okay. So, our agenda, the first thing I'll take you through is some of our community outings. It's something that we do at least once a week, mostly for some community- based instruction, but also job exploration when we have talked to some of the places that our interns have decided that they would like to work. Uh, our workbased learning includes places like Somar Food Bank. Uh, our newest job is the Pua Food Bank and Thrift Store, uh, formerly Angel One. um in downtown Pualla and then we also do stuff at Amazon Go and the senior center here in boarding. So first I'll take you through some of our community outings uh what our community based instruction and job exploration looks like.
004So the first place that we went this year was Yen Cinemas because a lot of our interns are very interested in working in a movie theater. So we visited there to learn how the projectors work, how lighting for movies work, what skills they actually would need to work there, our entry level positions. So the nice thing about Yelm Cinemas is everyone starts in the same position, which is an usher. Uh the general manager that actually took us through, he himself started as an usher and worked his way up to general manager. So he had a lot of feedback for us. Um and then the confessions. So our interns then after we went uh decided that they needed to write him a thank you letter and then he responded to us saying that he would love
005to have us come back at any point in time. So it was an amazing experience for all of them including me. I did not realize that there are three things that you need to actually run one movie theater. So you need the $45,000 projector. That's just the projector. Then you need the sound system. Then you need the server that runs it all together. So it does all the lighting and everything and syncs it all together. So when you go to the movies uh and your ticket prices basically pay for nothing. So the concessions is what actually pays off their parts of it. So it was a very enlightening experience for all of us. >> Okay. We have also been out transportation training. >> Wow. Uh so we went to Tacoma to get on the light
006rail system. Our interns bought some Orca cars so that we can actually do travel training getting them experience to the fact that they don't just have to be reliant on a car. They can actually get on a bus. They can get on a train. They can get on fairies. There's lots of different ways for them to get around the state of Washington. We do shopping and cooking. Uh so once a week we usually shop at Safeway. um to help them make some healthy food choices based on a menu. So, they have to budget it. They have to research how much it's going to cost when they go to the store. Then, they have to follow a recipe to actually make the food. So, in this these particular pictures, they actually wanted to make a fruit
007platter. So, uh, they sat and watched, um, a video for how to actually do their fruit platter together, cut it off, and then got to enjoy, uh, eating their fruit. We also do science and art. Uh, so, one of the things that we do every day is we look at the weather to determine if our clothing is accurate, um, and if we need to make any changes for the week. We've looked at exploding pumpkins to see how baking soda and vinegar react together. Don't worry, we put it in a box so it didn't leak on. Uh we also do art for our recreational activities. Um something that we're in the process of putting together is also getting our interns over to the YMCA in Sumar so they can explore some other recreational opportunities. Our work-based
008learning uh Sumar Food Bank is where we go every Monday morning where the interns load and unload supplies. They stock shelves uh and they stock items on the shelves. They also do facing so they make sure that uh everything is faced one direction. It's brought forward so it's easier for people to grab uh and they have started learning some inventory as well. We do Amazon Go in the senior center where they load, unload, stock, face, and help our senior citizens. And when they don't turn off, our senior citizens are very [Music] um the Pualllet Food Bank. This is a relatively new job, so we have several jobs that we do there. We put goodie bags together. We load, unload, do sales, hang things, and take donations from the people that are dropping things off at
009the PL food bank. We also work here within Ordin School District. Um, so sometimes we help our district office staff with shredding or we make and deliver puppies. >> Okay. One of the things that is not on here, but I would like to recognize our interns for it is we have just gotten um signed up with Special Olympics Washington to do our unified robotics. Um so our competition is on November 16th. We're working with Mrs. Thompson. Um so her uh students are being our unified partners and then our interns are the unified athletes and they're putting together two robots this year. So stay tuned. We will have more. >> Thank you so much for sharing. [Applause] In your experience, has there been um a favorite um thing that the that the students like to do?
010Um like I noticed the fruit platter and being able to shop and then put that together. Like is there something that they all tend to favor or very excited about? >> You want to answer that one, Casey? No. Um, each intern has like a different opinion. Their mornings are mostly based with work-based learning and getting all of that opportunity. Um, I know speaking on behalf of Casey, one of the places he likes to work at the most is Amazon Go and you like >> and his new job at Pella Food Bank. >> Nice. So, he gets to open and then he's also the one taking all the donations and stuff like that. >> Okay. >> If you don't mind, we would love to get a photo with you if that's okay. And >> Casey, Karen,
011you want to come out and join us? >> Yeah. >> Where would you like? >> Right over. >> Okay. I'm short so I got to be at the front. >> Uh, well, we can do the two Paris. We can Would you like us to send the goodies home with you for the Paris or deliver them tomorrow? >> If you want to deliver them tomorrow, they should be back. >> All right, you got it. >> And they should be back tomorrow. >> Yes. >> Oh, I'm sorry. Okay, ready? I think we got everybody. All right. One, two, three. >> Perfect. >> All right. Awesome. >> We got [Applause] [Music] just things. [Applause] We can we can share. >> Okay. >> All right. Next on our agenda, um October is National Principal Appreciation Month and we're celebrating
012our incredible leaders who guide our schools every day. If we could have the principles come join us up here, that would be fantastic. [Applause] We are very grateful for the dedication and leadership of our principles and assistant principles, Connie and Abigail at Ording Elementary, Nikki and Nita at Tarmagan Ridge, Kevin and Danielle at Oring Middle School, and Matt, Tia, and Chris at Oring High School. Thank you for all you do to support our students, staff, and community. And on a personal note, I have a daughter who teaches in another school district. My husband also taught and was a principal. And I know that as you move into this role of leadership within your schools, it sometimes feels like your impact on students is a little step removed because you're not with them every day. But
013I also know that what you bring to your buildings is so important. And those kids know who you are and so do their parents in a good way. In a good way. And I just thank you all for your love of the students and love of boarding. >> Yes. >> Thank you. >> Board, any comments or student board reps? >> Yeah, I love our principles. They're awesome. >> I just think we're very lucky to have such good principles. Honestly, I don't think a lot of districts are lucky enough to have good principles at every single building. And I feel like we do right now. I'm not going to say I've always felt that way, but I do right now. So, um I'm just very thankful that that we have that right now. >> Yeah. I
014I'm with with who we have running our schools, I feel like um you guys put those kids at a high level and and you're wanting to see them succeed and that's where your heart and your um desire is and and that's just awesome to see. So, yeah, appreciate all of you. >> Thank you. And we would also like a photo with you. >> And we have new chachki for you. We have gifts board. Carly Kathy, would you mind grabbing some gifts for Dallas? Make sure our guests of water are getting some goodies. [Music] There you go. All right. Squeeze in a little bit. [Applause] We're watching our heads. [Applause] >> Relax a little. [Applause] >> Okay, you ready? Okay. One, two, three. Okay, perfect. You guys [Applause] All right. Appreciate you. [Music] >> So, before
015Melissa goes on, I'm going to do one that isn't on here because I have to do it while the principles are still here. [Applause] Wow, >> good set up. [Applause] >> Actually, >> well, I want to give a shout out to the fact that we have all worked together to encourage our kids to be active in things and that we've put money and organization into that. And I've been seeing a lot of how many MS kids are out for things. And I was astonished when I asked K for the numbers. MS has 60 children out for track. That's just track. For baseball, there's four teams. They have 65 players. And for softball, there are three teams and 44 players. And I've personally seen how much it means to the kids. Like there's one little boy
016I knew from kindergarten when I was subbing and there's no way he ever missed that kid, but he's on the track team and he showed me his borrowed cleaves and he was just so impressed and there he was. He was belonging and I have to say that was not something I thought of when I subbed in kindergarten with with them young man. But anyways, it really really and I can say personally, it has made an enormous difference for for my family, especially my grandson. And thank you for doing the wall of of fame in the gym for the timed run. JJ qualified today at 6 minutes 19 seconds. His name is going to be up. So, thank you. Thank you. And it's well organized, runs great. I'm really really impressed and it makes a difference
017for the kids. So, thanks for all the clubs, organizations, all the activities. It makes a difference that the kids, >> all the kids that want to >> can feel that they belong. >> So, thank you. That was my unscripted title. >> We have a couple of items um additional items of recognition. Um, I would like to give um a quick shout out and a thank you to our staff, students, and community for the incredible support of our a staff member, Gary Fry. Um, we had a smash out cancer volleyball night and I was blown away um just for the care that the high school um staff and kids and it's not just kids in our own school that show that caring. It's the kids from the other schools. It's it's an amazing inspiration. Um and
018I know that Coach Fry does not like to be in the spotlight. She's very uncomfortable with that. But I also know that she appreciates all the care and support that's given her. Um, and she's inspiring many locally, nationally, and the outpouring of love from our Oregon community has been very, very moving. Um, and we did win that night. So, that's all we um I want to uh give a big thank you to PTA for bringing the taproot Theater to Tarm Ridge. I personally they students enjoyed the performance of pets and assembly that shared powerful messages about bullying prevention, friendship and overcoming challenges all in a fun and meaningful way. Having experienced Taproot Theater myself as when I was a teacher, I can honestly say it's a wonderful program. It's has great messages. It's entertaining and
019for a lot of our kids it's the only time they will ever see theater. So I think it's it's it's a huge plus and and they do they have a fun time doing it. >> They do. Absolutely. >> I want to say a shout out. Homecoming week was huge success full of spirit days uh community pride and our annual home homecoming uh parade. Um, special congratulations to Carly. Um, she was the queen this year. So, great job. Yeah. >> I also wanted to say, um, I just was last week with the marching band up in Sumner that we were doing a competition up there. They did a great job and, uh, it's just awesome to watch them growing and getting better. >> Yeah. Very cool. I just like to actually um thank Cody Basket and
020the football team. I I don't know if everyone knows this, but he he's the head coach, but they have probably four or five alumni that are coaching the kids now that have come back. Like some have played at colleges, like three or four of them, and they're either volunteering or they're they're working as coaches, but they give so much of their time to the kids. It's like they are so committed to them. It's like they're there in the morning for waves. They're after school. They're at my house going over film. It's like they're every night there's something. And I think it's really cool. That's what I love that they they were raised in this community. They went out, they got their degrees, they got whatever, and they came back and now they're giving to the
021community. And you can tell the impact that it's making on the boys. You can I can really see the impact that they're having. And I think it's it's a really cool thing that they're doing that. So, really like that. >> Uh, I'll just add real quick. Um, the American Association of University Women, AAW, host Tech Trek. It's a six-day STEM camp designed to inspire young women entering 8th grade. Hosted on a college campus, the program gives students hands-on experiences in science, technology, engineering, and math while offering a glimpse into campus life. Congratulations to Oring Middle School students, Callie and Evie, who were nominated and selected to attend this summer's camp. Way to represent Oring Middle School and Oring School District. That's really awesome. And finally, October brings a month full of opportunities for recognition and
022reflection. Um, October we honor Filipino American History Month, Italian-American History Month, the LGBT History Month. We also recognize National Bullying Prevention Month, Grounds and Custodians Appreciation Day, National School Lunch Week, and National School Bus Safety Week, along with our principles, of course. Thank you to all who make our schools welcoming, inclusive, and supportive places to learn and grow. And I would not be able to do that without all the notes. So, thank you. >> And at this time, um, we know you all have families and maybe a Mariner game you'd like to watch. If you all would like to leave, now is an opportunity. >> All the principles, not the cabinet. >> Nice try. >> Wait a second. Wait a second. >> Thank you all. >> Thank you. There's a phone on the floor. >>
023Oh, no. >> Karen, maybe yours. >> I didn't want to work. >> I can appreciate that. >> Finally. [Applause] You are that cleared out quickly. >> Yeah, >> there was one. >> Uh, next item on our agenda is community and staff comments. I believe we are empty in that slot and so we will move right into the superintendent's report with bond information, >> bond and more. In case you haven't heard, we're running a school bond. A couple things I just wanted to clarify. Uh bonds are generally in our language we say are for building. Those require a super majority. 60% of the voters that participate must say yes. And also you must have 40% of those that engaged in the last general election to participate in that election for it to validate. In our case,
024we need 4,242 voters this November. And of that aggregate, 60% must say yes in order for the bond to pass. Uh passing a bond is a difficult hurdle. In the last two years across the state, only 28% across the state are successful. If you look at our history, our passage rate is lower than that. Two of 12 have passed in the last 30 years. But if you look at where the majority are putting their vote, 11 of 12 bonds had at least 50% of the voters show support. Levies are for learning. We'll run another one this February. In fact, I'm going to talk about that because you'll have to consider a resolution next month. Those are shorter in term, whereas bonds you can borrow and repay over a long period of time, similar to a
025mortgage. Levies are short-term, generally 2 to 6 years. Uh we're looking at a 4-year recommendation. And similarly, in the last 30 years, 16 of 17 had 50% of people or more say yes to it. but in the early 90s required a 60% threshold to pass a levy and that changed in law. As you know, many are still suggesting we look at reducing the simple or supermajority for bonds, but that has yet to be decided. This bond would construct a new Oring Elementary School and a new Ording High School addition. If we're successful in a voter approved, we qualify for state matching funds 11.1 million, which would make the total bond package 137.2. When some talk about, well, this is expensive. It cost a lot. It's taxing me out of my home. Keep in mind in
0262006 when the bond to build ordering middle and ordering high was completed, that average cost was $2.84. One of the reasons why this is 55% less than the bond that it's replacing is because we've had much more growth and much more homes and much more commercial property. So when you divide the cost by more people, it helps to bring that cost down. How much is $1.27? If you figure for every about $100,000 your home is worth each month, it'll be about 10 bucks. So what we know, and I've shared that previous data with you, uh I don't have it today, but Oring School District is the lowest tax rate in the county, and you have set a goal to maintain par and affordability. It would put us right in between Carbonado and Eatenville's tax rate.
027So, we would still be in the bottom three or four across the county if approved. Uh outreach activities, you uh will be hosting a virtual town hall next Tuesday, 6:00. Student board reps, you are invited but are not required to engage. Cliff, Connie, myself, and Matt will share a brief presentation. And then we have Matt Rumba, architect. Liz Loy, owner's rep. Trevor Carlson with Piper Sandler. He has the financing piece. They'll be in the audience virtually to help answer any questions that you or the community may have. Cliff and myself along with Britney will be leading in-person tours if anyone desires to see what does it look like. Uh in the mailer that's arriving either today, tomorrow, there's a QR code they can sign up on the 20th, 28th, and or the 30th if they
028want to do it more than once. Uh we'll be happy to walk them through and show them our cafeterias, our lunchrooms, our learning spaces, and answer any questions they have. And the nice thing is because it's small, we can customize the tour based on what their interests are. The week after Oring Elementary, Oring High School at your board work session, we'll host a tour that'll be led by high school and elementary students. And we'll have a couple stops at the high school, couple stops at the elementary school to answer further questions about what are the issues, the needs, the challenges, and then make sure they have that chance to interact with students and staff to find out what the impact would be if it were to come online. In addition, we have videos. I'm going
029to show you one in a minute. Bond mailer andor district website with frequently asked questions. Uh and more frequently you see staff uh princ uh myself other staff are online sharing as much facts and information as we can trying to make sure people have access to current actual factual information. Uh we have a video that we put out there. It shows some of the pictures of the new development and hit some sound bites. We didn't have that last month. I thought I would play that for you and for the public's view. [Applause] [Music] >> That's a shot of new growth in Tom Holly that we captured recently. One of the most urgent needs here at our school is space. Um we are running out of space. Every space is being used. >> I love this
030school. I feel like it would be nice to have a little more area. >> The level of stress that a whole culture can go through because they're overcrowded is just immeasurable. >> There's not enough space for the students that we have. >> The setup of the campuses are uh there's multiple buildings. um they're spread out. It's difficult for responders sometimes to uh get information about where specifically they need to go and it's a mess. It causes a lot of congestion and frustrations for emergency personnel and people in our community. Every child in Oregon deserves a safe, welcoming and inspiring place to learn. The bonds are community- based efforts that we want to rerun. In the November 2024 bond, we were just 100 votes shy of reaching that critical 60% mark. So, we're hoping this time
031around we can gather more support. Currently, we're well over capacity. All of our buildings were middle school. All of our buildings are significantly beyond all their capacities. So what we see happening not necessarily just in classrooms which are are full spaces but lack of bathrooms or having houses on different campuses just so kids have access to bathrooms and we're having to do shift work with our our smaller students to make sure to get them through very few restaurants we have in the elementary school. One of the questions we get asked a lot is how is this bond really going to impact kids? And looking at our high school campus right now, we have 22 total portable classrooms and 2/3 of our student body spend every day in portable classrooms. And there's limitations to what our
032portables can offer. So one of the things that's going to happen in this bond, it'll add permanent capacity 200 seats, but it's going to be in a area that's going to really prepare them for their future careers. Looking at the elementary school, over 300 students right now at Oring Elementary are currently in portable classrooms as well. This will move over 300 students out of portables into a permanent facility. The citizens of Oring are very fortunate to have a school district that is looking to improve their their safety. >> How this bond will impact our school is um it will give students a safe place to learn. Our job is to give students every opportunity to succeed. The right learning spaces definitely make that possible. [Music] >> So during work time, during school technology, uh we
033can communicate facts and information and we need the board's help and community's help, staff's help to do that as we get close to election day. Uh right now we have 20 days to go and my update tomorrow will make sure staff have my phone number, Cliff's phone number, our emails to help make sure we can get factual information out and just want to keep sharing that message and thank you for your support and championing this message as a board of directors. >> So can we so we we can share that then on our so you'll sh we share it all. >> Absolutely. You can share everything that we make as a system. You bet. Everything we do is in the facts and information world and not advocacy for a specific position other than communicating what
034the ballot is and what would happen if it's passed. >> Uh yes, >> I was going to say you and Cliff have been doing a really good job answering questions on Facebook. >> Someone is over there answering questions right now. I can see the look on his face and I know he's sharing. It is very difficult when the public disclosure commission limits us to one mailer. One mailer isn't sufficient to answer all the questions that exist. It has to happen by interacting. Today we were at the senior center. We had our two principles. We had a bunch of students sitting actually with seniors and talking about the challenges that we face and what's going on. And it's that kind of door-to-door neighborhood connection, persontoperson contact that I think can help get true and accurate information
035out there. Uh there's a lot of things that happen around the state that don't happen here and sometimes people are confused by what they hear uh and what they see and we want to make sure they know who we are, what we're about and what we're trying to do for kids. >> I know that when I met with the um alumni association, the alumni that I met with were very supportive of um the bond and they they have been meeting in the different buildings and they said they they can see firsthand what the conditions of our buildings are. And so they were um they just wanted everyone to know that they have the people that are doing the head of the alumni are very supportive and um support us in any way that they can.
036>> We appreciate that. And again the open invite anyone that would like to see at any point uh the mailer home has a QR link and you can sign up and we're happy to show you whichever in those facilities uh classroom or space you would like to see. Uh the next thing to consider after a bond this year is a levy. uh last uh 2022 was the last time you put that out. It was a 4-year levy. It expires at the end of 2026. So in 2026, we need to renew for 2027 through 2030 if you're still desiring the 4-year levy. Uh we were really really close in 2021 when we did the math. We predicted it would cost on average $1.88 and the true average now that we saw preliminary rate for 2026 was
037$189. So keep in mind during that time frame your assessed valuation grew by $2.1 billion. It over doubled and we were within a penny. So we're pretty proud of that math. This year however uh we're staring at record growth in our district trying to make sure we capture the assessed valuation. We're staring at a potential loss of all federal funding and a reduction in state funding with our cost continuing to grow. Your rate prior to this last levy was on average $2.7. Uh we think and we're recommending a $2 average per thousand with the collections you see. Uh what we'd like to do is bring a resolution for your consideration at the November regular board meeting. Why? We have to turn it into the county in December for it to show up on the February
038ballot. So we do intend to bring a resolution to you next month for your consideration. What does a levy do? Levies are for learning. that pays for lots of things that are not funded by the state of Washington. Any additional staff member like an SRO, we had a conversation recently that's not funded by the state of Washington. Think about your athletic programs. You discussed activities for kids, marching band, competitions, there's lots of things that we do for kids that aren't funded by the state and that's what the levy helps to do. Uh celebration time. Uh we've been analyzing our data looking to see what are the root issues that led to that growth. We were so happily discussing with you in the spring. Erin's going to share more data now. And what we found in
039every area, we talked about this in August where our staff were looking at priority outcomes and ways to assess and intervene. Every school found that when they did that work and partnered with kids where kids knew what the outcomes were, they were setting goals, tracking their progress. Our leaders found irrefutable evidence that it led to increases in SBA. So, what we found is those things we talked to you about at the start of last year that we wanted to focus on, guess what? It worked and it led to record growth. So, we're really excited to see that in the data and actually be able to prove that uh with the way we mined the release data. Uh so, we have a queen at the table. That's really exciting. And then we have a princess that
040I would love to bring if you're so inclined next month and have Princess Abby Colin. she was selected as the daffodil princess and have her come and just share a little bit about her, why she ran, her hopes and dreams as daffodil princess. So, I'd love to bring her in next month. I saw her and Carly a couple days ago and Abby said she'd be so willing if you're so inclined. So, if I get a thumb up, we'll have her come next month. >> Tell you about the princesses. I was one of the judges. Okay. Seriously, >> they were all so good. You guys were all so good. I mean it was so hard to even sometimes it's like pretty obvious. No, everyone was amazing in your questions and your speeches in your impromptu question.
041It was all these women are so >> incredible talented wellspoken. >> Yes, I was impressed. >> Yeah. I don't know how you picked honestly. Uh but we were and thank you for running. That's really cool. You did a wonderful job. Uh Tap Routt, you mentioned that we are thankful for the PTA partnership. They're hosting trunk retreat tomorrow night. Their first activity, unfortunately, we had to cancel. We had a little bit of a an outbreak in our school and lots of sick children. So, this is their first launch. Kathy and I will be there tomorrow sharing information about the bond. And we actually have our architect coming with virtual reality goggles and students will be able to peer inside the new Oring Elementary School. So, that should be a fun little connector tomorrow, too. Uh that's
042in the Ording Elementary. We'll be in the cafeteria. >> Okay. >> Uh homecoming. Just wanted to share a few photos. These aren't ours. I don't know who took these, but they were awesome. And that's what it's all about. Coming together and being in a community as one. Uh got some pictures of the celebration with Coach Fry, Smash Out Cancer, uh Dallas and Carly. Their assembly planning was amazing in terms of getting school spirit up. It looks like it does pre- pandemic. like spirit took a dip and we're trying to get students rallied and encouraged again. It felt like old time. So kudos to you for helping to get that spirit and the connection back. Uh Cardinals are currently undefeated. They won at home and continued the winning on the road against FP and now our
043Cardinal football team is ranked number two in the state of Washington. So, uh, all things being equal, they're staring at a potential for an undefeated season. And get your Cardinal warm gear ready because there's going to be some playoffs to go to here in a few weeks, we think. Uh, we are fortunate to be partners with Maritime 253. That's a new state funded and approved skill center in the Tacoma School District focused uniquely and solely on the maritime industry. Uh Matt and I got to tour that facility and it has come along along nicely and we think the start of next year our students will have a chance to attend. How are they going to get there? Superintendent Josh Garcia, myself and Matt discussed ways to partnership with Pierce County Rid Share Bandshare to see
044if we can build a connector from here to get students there. So, we're working on the transportation now early so that hopefully this spring we'll be able to communicate to students as uh potential interest to register for next year. Lastly, we have guest stars next month. You'll be at the WASTA conference on Friday confirmed with trip arrange ready to go. Our Oring Middle School choir will be performing the national anthem and one additional song for every school board and superintendent in the state of Washington who are in attendance next month in Seattle. So that'll be a big platform. I mean, not mariners's cool, but it'll be a big platform for them and we're really excited that our students are featured on that kind of prominent stage. >> That concludes my report for the month. Plenty
045more things happening as you mentioned, but we want to get done sometime tonight. Happy to answer any questions you may have. >> I definitely don't have any questions here. >> I think they got thrown out of the middle of it. >> Yeah. We will move on to our first report of the evening with the student representatives. Yay. Okay. Um this month was a busy month. It's October. October is always a busy month. Same start of school. Um October was filled with their homecoming week as you saw there's a huge turnout. Um very exciting time of the year for the high school and we keep we plan to keep the spirits going. Um very excited because like I think what you're saying like the curve after co like it took a dip and it's coming back.
046I haven't seen a class be so engaged and so excited for like shaking ping pong balls out of a or candy out of a box. Like it was super awesome. Um, and then our fall sports are going super strong. Um, almost every single one of our sports are doing like well above like our league. They're not like sitting at the bottom of our league. We're doing really good in our league. Um, and then um on Saturday we had our town harvest fest and it was so super awesome to have our ordering high school students be there to help volunteer um set up, break down and um be a part of that. And then tomorrow we have the elementary school's harvest carnival that was brought up. But um NHS is also part doing their trunk or
047treat that same in in their parking lot. So it's going to be all kind of connected where it's like you walk in trunk or treat and then go into the festival. >> Um and then on October 25th, we are planning our haunted house at the high school that is open to the community. Um, the last time we did it was my freshman year, so I'm very excited that we get to plan it and do it again. >> Is that put on by the leadership? >> Yes, it's a ASB run thing. Um, but we kind of coordinate it with we get other clubs to do a section of the haunted house. Um, >> the year that I did it, um, it was between FFA and ASB mainly, but I think this year we have more other
048clubs getting involved. >> Yeah. and then >> um yeah. >> Okay. >> So, earlier this year, the executive ASB team came together and we made some goals about what we wanted to work on this year and kind of improve on. And we met with Mr. Carlson and we talked about it. And um our main focus was to increase school spirit. And when we say school spirit, we don't just mean like showing up to the pep assemblies and being super excited, which is really cool to see, but um kind of creating a sense of pride in being an Oregon Cardinal. Um uh because what we get out of pride is people kind of start to take ownership of the area that they're in and then they start to take like natural action about you know showing
049respect to the custodians and showing respect to the classroom and the teachers and uh just being really involved in making sure that they are happy to be in that campus and uh feel pride in what they're representing. And so we wanted to check back in with our executive ASB and ask a couple questions about how we feel it's been going so far this year. And um so yeah, so first we asked, you know, what strengths have we noticed? And the first one, easy one, a lot of excitement at the assemblies, showing up to games, um forming like strong student sections like um like obviously the um the uh the pink out for Miss Fry, that was super awesome game. Um, even like soccer games. Last year I went to a lot of soccer games and
050they weren't as hyped up. Um, we've seen a lot of really strong student sections at soccer games and like all the volleyball games. Everyone's turning out for those games. Um, spirit week. Um, as you may have seen on the Instagram, if you guys are all watching Instagram, um, we're getting a lot of people dressing up and, you know, looking to like be uh, represented on the Instagram and stuff and see, um, you know, sorry. Uh, we have a lot of people participating and that's been cool. >> That's good. Love it. >> And, um, actively commenting and reposting and, you know, showing yes, this is this is our school. Um, so those are some strengths that we noticed. And um I can add to that as well. Um I don't know if you guys follow our
051OS spirit account, but it is pretty awesome. You'll see some Dallas features in there. Really a lot of videos. It's so awesome. There's >> I love when you interview the kids about questions. >> So >> like what animal do you want to be? >> It's like it gets people really excited to like like want to be involved. like I want to dress up so they ask me questions. I want to dress up they give I get a little prize out of it. Like it's really fun. >> It was super fun. >> It's fun to watch too. >> Um >> and then we also noticed that we are kind of proud of our sports seasons right now. Um we have we we mainly discussed this with our executive board and we're like what are strengths, weaknesses,
052proud of things to improve on. Um, so we said that our we're proud of our sports seasons right now because we're doing awesome as I brought up earlier and we have a whole strong community. Um, with that tying into later of improvements, which is kind of funny. Um, but it's just it's more of kind of you see the people outside of school. You see them showing up to events. You see them showing up for their peers. And that's it's like people that you wouldn't really expect either or somebody that you don't talk to regularly or see regularly school day. Mixing grades mixing all of them together to build this like student section community and like parents coming out and staff also coming to games is super like it was super awesome. For example, seeing Mr.
053Scandal at a football game. Never thought I'd see it. So he's so awesome. >> I love when staff come. >> Yeah. So, it's so awesome to like build that community, have strong community. Um, weaknesses that we noticed or something that we were like breaking down, trying to improve, um, was cleaning up after our games, cleaning up after ourselves, cleaning up at school, >> um, showing that we truly respect the campus that we're on, showing that we truly respect the our staff, our like our peers, >> the custodians, all of that stuff. like how are we really showing that we respect them if we're leaving this message behind for them. Um, that is also just another weakness is respect for staff in general where it's we I think there's a lot of strong students of course
054that respect their staff 100% respect their teachers um and principles and stuff like that, but it's more respecting staff like custodians or respecting staff like your bus drivers or other stuff like that where they're not kind of main spotlight. You're not talking to them every day for hours. It's more kind of the people who are working behind the scenes who are doing so much for us. >> Like earlier today, I never really get school lunch. I kind of bring my own lunch, but today I got a school lunch and seeing the line and seeing people really like being all rowdy and kind of no thank yous to the lunch lady for when they're handing you their food or kind of being needy and kind of, you know, and then then there's stuff that gets dropped
055on the ground and then they just leave it, walk away cuz they know it's going to get cleaned up. But really, are you respecting, >> right? >> If you're able to clean it up, clean it up, make their jobs easier, you know? >> Yeah. >> So, those are our weaknesses. And then, >> um, and then we asked our executive ASP, well, how can we improve? >> And so, number one, we can lead by example. Um, especially not just executive ASP, the ASB. Now that we have a full ASB team, it's very full. So, if all of these leaders are around school and we're saying thank you and we're picking up things and people see us um be an example of what we want to see around campus, people will follow, especially if it's the leaders
056of the school who are always showing up. People will notice that. >> We also said we can just put up, you know, simple visual examples and posters. Uh probably promote it in classrooms, too. Just making sure we're picking up after each other, especially since it'll create just a mutual sense of respect. Um it goes a long way for custodians to hear like a simple thank you because they'll remember that and they'll know oh that student really has like you know respect for me and they care and it goes both ways and students will notice them too and it'll just be you know naturally you know benefiting each other and then we also have a new program this year called Minga um and we want to utilize that new program. Minga can be used as a
057hall pass but it also can be used to like award students points for positive um activities. So when you go to like games and stuff and if you bring your ASB card, they can scan your ASP card and then you'll just naturally get points to go to things. And last year we use spirit points like at assemblies when like classes compete, they earn spirit points. >> Um but now we can keep easier track of that on the website and then get individual points too. And so when we can get like the student store open, they can use those points to buy like snack at the student store. Yeah. Or uh get like >> gear from Mrs. Polly like the um in the cardinal shop. I don't know what it's called, but go there and get
058like a t-shirt. Um, also potentially like get out of a 30-minute detention, but that's a lot of points. So, that's a lot of points. Um, but yeah, I mean, and I I think that it's kind of like a good example. I don't want to compare our students to dogs obviously, but um but like when I think about training my dog for like how to heal uh which I tried to do, but um you know, I wasn't very consistent. So, it didn't really work out. Um at the start, it's not like a natural behavior that they know, but as you continue to award, at some point, you don't even have to ask or show the treat. They'll just do it. And it can work the same with the meeting points. At first, it can be like,
059"Oh, I want these points." But eventually it just builds a habit and people are just naturally being better to each other and the campus and their environment. And I think that you program would really go a long way in making sure that that's a great idea. >> Very cool. >> Nice. >> Like that. Who came up with that? >> Um that's a really good question. I would say the principles because I know the executive met before the school year started and Miss Marquez was the one who pitched it to us which I think is really cool. Um I I was really excited to hear it because I wrote about it and I remember um Dr. Lee he kind of made a little joke like 10 points to Gryffindor like and then um and then it
060just became a reality which was really really exciting. So um uh yeah so the principles I said >> that's the first thing that went through my head too. I'm just now reading that series of books. >> Wow. >> Yeah. I know I'm way behind but actually I think I appreciate them more but that's the first thing that went through my head. 10 points to keep the door. Um, I just want to compliment you on your leadership skills, your your culture of caring, and your introspective way of thinking about things and and how to improve and what to improve and your lead by example quote. That's going to take you >> take you guys far in life. Great job. >> It it'll go a long ways. Yeah. The more that you guys are stepping out and
061doing it, they're going to see it. They're going to be like, "Hey, if Dallas is reaching down and picking up the garbage out there, I can do it, too." Right. So, yeah. >> Very well done as usual. Thank you so much. >> Next report is um Mr. Priest with our enrollment update and class size overload for 2025 26. Is this just a preferred B? >> Prepared B. >> My apologies. >> I mean, unless Bonnie threw a curveball if you want. >> I may have pranked Bonnie this week, so I got to watch for that. >> All right, no presentation. Are there any questions? >> No. Just crazy how many >> Yeah, >> we have. >> It's always fascinating to see that report. >> Oh, yeah. >> And we're never not surprised. And and when you
062see the middle school that was under last year and now you're like >> that is the big surprise really. >> Yes. >> Is the middle school >> we are officially over capacity in all buildings definitely took a spike. >> That's crazy. Yep. >> All right. Thank you for the report. Um this one is definitely a presented by Dr. Aaron Lee with our strategic goals progress. So, I get the opportunity to go to PLU as a guest lecturer, which is kind of fun. I get to talk to these master students that want to be teachers, which is really cool because there's a lot of people who still really want to work in schools, which is fascinating and great. But the the question they always ask me, like the nor one thing that they're really worried about
063is getting a job. And so, they say, "So, what what do I do to get paired?" And I say, "Go look at the district's strategic plan." And I they say, "Well, why do we care about that?" So it's because I mean the reality of a strategic plan is that it is our commitments, right? >> And so if you want to see what the district's committed to, look at what they set goals by and look at the what the schools are doing with that as well. And so uh since then, uh by the way, none of them thought they'd get jobs. All but one did. >> Really? >> So I just got the last report. So all but one. >> Well, that one's interviewed. So >> Wow. Yeah. Cross your fingers. >> They did. >> Yeah.
064It's good stuff. >> And it's hard not that easy to get jobs right now. >> It is really hard to get jobs right now. Yeah. So, but it's, you know, I love I love the fact that there's still young people that want to do it. So, >> it's great even though teaching is hard. >> Uh, so here's our calendar and really we're in October and so this is one of the bigger presentations that I do and so hopefully you took a look at all the data what's in there. We got a lot of stuff that's in there. Um, but the the reality is we're looking at our strategic goals and our commitments to each one of those. And the first one is really around academic growth. And um I've been standing up here for what
065three years now saying that the only way to measure not the only way to measure students is the SBA. Like the SBA shouldn't be the end- all beall, but it's it's an important measure for us because it's our commitment to really get kids up to that that bar. And so tonight I'm going to talk a little bit more about the SBA and the Wcast, which is a science test. But the also the other parts of the report are really around attendance because these are all like measures. It's our commitment. If kids aren't coming to school, what are we going to do about it? Right? Really important to think about. And we're also talking about student support systems. This is where we start. That's why they have us disagregate the data. That's why we pull out
066certain groups of kids and look at them along the way because we want to make sure that we're impacting all kids in the best way possible. And so those are our goals. Remember those? Yeah. You're all instructional leaders. So let's write that up. So here's a quote that you've seen by Ed and he talks about like for the last well at least two years we had a kind of a negative slide in our data and I got to tell you I for the last 3 years I did not want to do this report and I looked at all your eyes I'm like oh wow this is going to be another daily dose of disapproval but but the reality is that that existed for us to really think about the foundation for growth. It takes a
067while to turn schools around um and we're doing a great job. So like most of our schools now are growing and most of our in fact all of our schools are growing. I mean I can say that with clarity and uh there's a there's a quote that I always remember and is you know what you celebrate what you confront what you collect data on is what you get and so over time we've celebrated confronted and we're collecting data on those things so we're getting better results. So today, just to be clear, we're talking about the Smarter Balance Assessment. And in case you forgot what grades it's administered, it's grades 3 through 8. And then 10 is the SBA, and that's a math and ELA. And then the WCAST, which is the Washington Comprehensive Assessment of
068Science, is given in grades five, 8, and 11. So I tried to fit as much stuff as possible in one slide. How to do a lot. Pretty good. All right. Good. the the difference you'll see in this slide uh between previous years is that I included something called foundational grade level knowledge. Now, if you think about just proficiency, it's levels three and four, and that's where the state sort of cuts it off. But if you look at how many kids are really close to that, they call it foundational grade level knowledge. Those numbers are pretty encouraging for our district. They're looking at a majority of our kids across the board. But even with that, we just talk about proficiency. There's some huge celebrations here. If you look at like Oregon Elementary is a great example
069of that. Their fifth grade they had 18% growth. Now that's a school. It's a school of about 500 kids. 18% is significant in one year. >> That's a big deal. Taran Ridge, Taran Ridge, by the way, all their grade levels grew across the board, which was really amazing. But their third grade math grew 11%. Double digits, >> right? And then take a look at fourth grade ELA. That grew at double digits at 13%, too. These are huge numbers for us, right? And so we didn't have growth across the board. The thing that was really interesting is already high school. So I talked to Matt about that uh that 22% growth in ELA. >> He's like we do that every year. Like for him it wasn't even a big deal. I'm like 22% that's huge, right?
070>> But that for that high school like they're so great at like taking kids where they are and they move them through that that's a that's a normal number. 22%. >> Nuts. That's uh the next measure is really around student growth percentiles. And if you were to take students who got to level one for example, remember it's level 1 2 3 4 level ones. What they do is they take all the kids in level ones. They say how how many of those kids like got better. They improved their overall score and they only compared to other level ones. And so if you have a percentile score, so 50% and they're compared to everybody else in the state means you grew at the same rate as everybody else, right? Everything above that means you grew faster
071or more. Everything below that means that much less. Right? Remember that. >> Okay? And so here's the student growth percentiles for the state and for the district. By the way, everyone always asks me, why does the state have a 50% growth? It's a quiz. >> What percentiles are in comparison, right? Remember that. >> So we're we're comparing ourselves to the state. Right? So the state's going to be right in the middle. >> Make sense? >> So if you look at boarding, where are we overall? ELA, we're at 52%. Right? >> So that means that we're our students grew slightly higher than the state average. >> In math, they grew slightly lower. >> But then you start breaking it down by school. Look at Oring Elementary School. >> That is some growth to be proud of,
072right? >> Really impressive. >> Well, they started that math program that they just presented to us. Was it last year? >> Last year. >> Yeah, that's that's good to see. Yeah. >> Right. Yes. Now, you're probably saying, "Well, Caran Ranch, how come they're student growth percentiles are lower?" Well, they have a higher proficiency rate, right? So, for their students to increase past that, it's harder for them to do that, right? But, uh, Oring Middle School great scores there, right? Now, Oring High School doesn't have any student growth percentiles because >> get into high school, >> they don't need to grow, right? just barely tested just one time. >> So you have to have two years in a row comparison from one year to the next to have that that show that growth along the way.
073But a lot of celebrations here as well. I mean student growth percentiles are I think a really important measure of our growth. >> So here's one of our Yeah, go ahead. >> I wanted to ask a question on under the middle school. That's the only place I'm seeing mentioned about the students with disabilities and the homeless students. Is that not an issue at the other ones or it's only more apparent there? I don't >> Yeah. So, I had three bullet points >> there. So, I I can't tell you across the board that our homeless students uh had a student growth percentile that's higher than the state um or even students with disabilities, but that particular school did. And that is significant when you have a a group that is really hard to push forward and
074really think about like how do we get them to grow along the way. That's a a strength of middle school. So that's a great celebration I would say. >> Yeah. Yeah. I I can't even imagine with the homeless students. >> Yeah. >> And I know that the kids with disabilities I'm I'm just glad that they finished. >> Yeah. >> At least in my family. just >> we see that the students with disabilities at Tarmaggan Ridge as well. >> Oh, is it okay? Oh, all right. >> And you know, one thing I mentioned and Ed will probably at some point point this out. I think our some of our schools are going to win some awards >> for their their student growth data. I think I really do I think they're going to be recognized by
075the state at some point. So for this data and by the way, I am in no way saying that we don't need to get to 100%. Okay? >> Okay? because I believe that we will. We just got to like keep going. That commitment's there. The commitment is around 100%. Not around 50, >> not around the state average. It's 100%. That's our commitment. >> Uh this I think is a great celebration for us. If you look at attendance, our attendance rates have been pretty low. In fact, much below the state average. Our tenants rate attendance rate is uh if I miss 18 or fewer days, >> that's considered I'm not chronically absent anymore, right? So, what percent of the students missed 18 or less days throughout an entire school year? Um, huge celebrations across the board,
076I would say, right? >> Yeah. So, the question is, what are we doing? And I just wanted to point this out like what are we doing to get growth upon growth? I mean, Ed talks about year after year having growth. Well, I can't predict the future, but I'm pretty confident that next year I'm going to be smiling again, and next year I'm going to be reporting data that is even better than this year, right? I can't 100% promise it, but it better happen, right? >> What do you think you're doing on the attendance? What What are the strategies you're using? >> That's a great question. >> That's a good question. >> I don't know. >> Oh, >> I mean, what I guess I'll guess. I don't know anything, right? But I I'll guess. I think
077it's our our work around student agency. When we start putting students in the driver's seat, in other words, we ask them like, "What is your identity and how does it connect within schools, then now they see their place in the school?" And so when they're gone, that creates a loss for them, right? >> Yeah. >> And so now they see the relevance of coming. They see themselves as mathematicians, scientists, you know, writers. And so that connection then ends up like saying I belong there, right? So that that work around agency, belonging, learner identity, those are all things that are starting to show data along the way. I also think, you know, when I said earlier about all the kids involved in activities and middle school, um, that's really connected because >> to be honest, there's
078lots of kids that that's the reason why they come to school, >> you know, and and and we're providing them that kind of identity, that kind of agency that that they're important, too. >> And their activities and their interests are important. and they're building relationships with all those, right? And so now all of a sudden that's important to them at that point. Right. Right. >> I also see the schools award doing um like rewards and I like I I I pro it's probably been happening for a while but I'm really noticing it this year. Like the high school, you know, if you've been here so many days you get donuts or the middle school's doing different things. And I think and a lot of these kids I think are kids that maybe have not been
079to school very a lot. And so I think that's really neat. I think that's cool for them to to feel that way to get that and to get acknowledged and you're on this Facebook or whatever. Yeah. I noticed that. >> And I think a little bit would be that back to that relationship. Right. >> All of a sudden when they're not there and their friends or even staff right there's going hey we missed you yesterday right now. Now you feel important. You feel, hey, somebody's noticing me, right? That that's what it's about. >> Yeah. And I I I keep hearing I haven't been a teacher in a while, but I keep hearing that students are foundationally, fundamentally different in their values of school. >> And so if we think about like the old system, I
080was talking to PTA yesterday, like when I graduated high school was all about following the rules, right? If you don't do something, you get punished for it. >> Well, that that system doesn't work with this generation of kids. it just it doesn't pay off for us, right? And so we can't punish our way into better data. We just can't do it. And so like attendance like it used to be in the old days like you didn't go to school then you'd fail a class, right? Or the truency officer would come after you. We just can't >> we can't really think of systems like that anymore because they they don't impact behavior like they used to. And so we'll have to think about like how do we get kids to belong and be connected and see
081themselves within that school because if those things don't happen then kids will vote with their feet. they do every single time. And by the way, adults are the same way, >> right? Adults don't see themselves connected unless there's a huge payoff. But even then, a lot of them are like, "Forget it. It's not worth it to me." Right? >> And so the the idea is that we have to think about like how do we elevate people's identity within that school? And by elevate, I mean, how do I see myself as a learner in that space? If I don't and it's all about compliance, then I might show up to get a grade. And that works great in high school, right? >> But before that, I don't know their parents. >> Does it work for most
082kids? >> I don't think so. Not anymore. Right. And so we talk about learner identity and this concept of agency. They're not just soft skills. They're they're literally how we get kids to learn. And I don't mean like forcing them to learn. It's how we get them to be lifelong learners >> along the way. And so this these concepts we've been talking about for several years, dignity and agency are really things that get kids to be not only involved and have a social emotional connection within the building, but it's how they academically thrive and survive as well. >> I think that's even the case. I know that sometimes suspension has to happen, but I used to always say when my kids got suspended, I'm trying to get them here. It's like I'm calling I'm saying
083get here. I'm trying to get them to school. then they don't care if they're suspended, you know. So, it's just finding those different ways of making it, you know, not saying that it's okay, your behavior is not okay, but finding a different way to to intervention for that student because Yeah. >> Well, I also know when you were doing the alternative school, which is if the kid was gone, they knew they'd be missed. Not only that, they knew you'd come after, but but that's that's the thing is what's my place in here? How do I see myself? And am I connected? Do people care about me? Do I care about them? Right? Those are all things that seem like they'd be kind of like extra, but it's not. It's just it's how we learn. >>
084And the better job we do at that, the closer those numbers are going to become to 100%. >> Right? And so, you've seen this slide before. So, what are we really doing? We're really looking about like these core competencies. Remember we talked about defining clearly what the learning is going to be and not doing, you know, 197 standards, but let's narrow that down into a ones that are the most important and vital so that students have room to process it, set goals, the teachers can have time to really like think about, I don't know, some kind of intervention around there. If we pack the school year so tight, uh, and don't prioritize what's important, then we can't really get to that intervention, right? >> And the other part is around the agency. That's the part,
085do I belong? Do I have my own power to really think about my own learning? Do I see myself, my own future embedded in the classroom? Those are all really important things. So, we also talked about inquiry. Inquiry is like when I go to school, I'm exploring my own learning. And that's a as a learner, we have we've kind of ignored that a lot. We're like students come to school to get grades and learn, right? That we we will open up their brains, we'll pour the information in, put it back in, and then push them out, right? Good luck in the world. But that that just is not going to work for us cuz we need to develop them as as human beings, as learners. So their inquiry has to run parallel to the teachers
086inquiry and they're equally important, right? Teachers spending time really thinking about their own practice, how they're interacting with students, what kind of results they're going to get, what they're going to do when they see data. Well, the students have to do the same dang thing, right? Because if they don't do that in parallel, ends up happening is that students are compliant but not learning. >> Mhm. >> Right. And at best like students will get through the system but when they end up at the other side of that will they have the skills they need to really survive. And so that's this this co-inquiry is another thing we're really working on quite a bit and really thinking about the core compies. We talked about this before and that's uh where we take down all these standards
087we boil them down what are the most important parts of those standards and right now we're in the process of really looking at how do these standards fit within the units that we cover because all curriculum is written for 180 days. Right. And no less. And so when you when we hand a curriculum to a teacher or PLC, we say, "Okay, good. Good luck. Get it done in 180 days." Right? Now they feel the pressure. >> Yeah. >> That's when the pressure starts. But if we say that curriculum's nice, it's tool. But what we have to do is we have to think about what's most important, most vital, and go through and and look at those those units and mind them for ways to find space within them so we can create space for kids
088to think and teachers to process and for us to intervene. Right? Those are all core competencies >> and that that's what they're doing right now. >> Yeah, >> it's pretty cool. >> Yeah. Um just a quick story and I know I've talked a lot but um how I know this is really sticking is that uh pretty much every other day I'm getting an email from a principal or teacher saying is this the right core competency or I don't know if this this wording is exactly right in there because I think really it's the learning is about this right >> and so it's the first time in my career >> that I've seen like everyone across our system really interacting with the learning >> and agreeing on what it is so it's >> it's I think
089it's a great conversation to have good push Um, this slide I wanted to put in there just so you can kind of see. I was thinking about you, director Madigan, when you're talking about like what is this in for like teachers because teachers are building their own agency, their own capacity to really learn and really build with kids, but also like what it's in it for students and we've heard these words many many times like you've heard agency many times over the years, but what is it doing for teachers? What is it doing for students? And then what's our impact on our strategic goals along the way? I'm not going to read every one of these to you, but I mean the reality is is that the work is aligned. And so when I talk
090about those commitments that we are like we do commit within this strategic plan to every comm community comm community member that's out there and just because a kid doesn't pass the SBA doesn't mean we're not meeting that commitment. What it does is it keeps us accountable for shooting towards that every single time, right? And we are getting great growth, great progress. Let's celebrate the heck out of that. Um, but I'll tell you there's no one in our district that says, you know, half is good enough. >> There's nobody that says that. So that that's it. Questions? So you go back just one slide. >> Yeah. >> Uh, our next meeting outside the bond stuff. Uh, we will be jumping right into schools sharing their strategic plans with you. Yeah. And those are some themes and
091some ideas that connect back to last year and what you can expect to hear as they think about their celebrations and what they led to growth. They'll tell that story to you. That'll be in their public plan. You'll hear some information about what they think is still in the way and why did things work, why didn't it work, and what are we going to do about it. That's a theory of action. So, we wanted to Erin's kind of connecting these ideas of like how did we build on last year's success and where we're going this year. So you get some background knowledge heading into that because it's going to be like a speed date adventure again where we go 20 minute 20 minute 20 minute 20 minute right uh but that'll hopefully give you some
092background so that you walk in kind of reminded and refreshed last year's work and then anchored about where are we going this year and how do we dig deeper and do even better. >> So thank you for that's a lot of time to put all those ideas together. So, thanks for doing that and hopefully you can spend some time diving in and connect the dots so when you're sitting with our leaders next month, you'll have some background knowledge headed into that. >> That was the hope. >> I definitely took a note to myself to go back and review page 16 of the report. >> You guys be doing some really good work. I of course always, you know, I can't wait to see that this happening in behavior intervention. I can't wait to see that
093because I think that's gonna make a huge difference, too. Like actually getting into how we're going to be intervening for them. So, and I know that you guys have that on your heart. So, we'll be I won't I won't maybe be on the board, but I'll be watching. >> I'll go back anytime. >> We have seats. >> That's right. I I really like that we our emphasis uh in our plan with the whole child continues to show up though in this because we understand that if you aren't dealing with with all of the kids needs you're not going to be getting anywhere. I mean, think of when you uh tried to teach someone who was falling asleep in class because of whatever was going on, or when they're hungry, or when they're cold, or when
094they're worried about being embarrassed because their shoes are falling apart, you know, or when they just don't know what's going to happen next, even in the classroom, and they don't have a relationship with somebody that will bring them along. And because unless unless you are meeting all those needs, the kids's mind really can't be open. I mean, think about, you know, when you're trying to learn something and you're either, you know, you have a deadline or you have, you know, you you're worried about paying your bills or whatever it is, you know, unless you really can be there, you're not going to learn those things. So that's why I I wanted to say earlier about making relationships with the kids however it comes about band sports and activities all those things help us gain a
095way that those kids trust us and if they don't trust us >> I I would say even just you know um wandering the halls right going through the high school and having the interaction that's with the students as you're passing classes and whatnot that's going on, right? >> That's growing or or hey, you know >> what you you can maybe see somebody's going through something tough and you're like, hey, let me stop and ask them, right? Y >> I think I might I might be wrong, but I think also you're doing away with less outside one-on- ons and having more actually in the district. And I think that's a huge part of building a relationship because those people live, a lot of them live in our district. They they're connected to that student. They see
096them in other places and they're not just a hired one-on-one that's outside of >> the district. And so I think that is probably I just think that's a really good thing. And I think that that's probably helping those kids to feel somewhat connected to. >> Yeah, we're definitely in the future business, but we do that in the present. Yeah, >> we have to work on how people feel and connect and understand and make sense of things in the present so that their future they can be better at it, right? >> And that's not by saying, "Well, the real world makes you do this." Well, >> the real world's coming whether we like it or not, right? >> But the the present is where we actually work on that. >> So that's what makes this business
097so exciting. >> Yeah. >> A foot in each section, right? >> 10 points we're giving. I just see the growth in some of my students that I had at PTR in middle school. They're in high school now and I'm like, "Wow, >> that that's pretty amazing." You know, I pretty pretty neat to see. >> It's always a great thing to get these these updates from you and I really appreciate your ability to >> um I get a flicker every single time there's Oh, that makes more sense today than it did yesterday. So, I very much appreciate that. Thank you. Thank you very much. Next question. >> Next item on our agenda is um some second readings of policy considerations. Um any questions or discussion? And if we are good, looks like we will need a
098motion. I move to approve the second reading of policy considerations. >> Second. >> Awesome. All in favor? >> I. >> Motion passes. Uh, next item is the consent agenda. There is no discussion. I'll take a motion. >> I move to approve items 1 through four on the consent agenda. >> Second. All in favor? >> I. >> Motion passes. >> Oh my gosh. I was looking at a different type of um budget today and I could not understand a thing. And I'm like, "Thank you, Marcy, for doing this so other can understand it." Cuz I'm comparing the two and I'm like, >> I'm showing somebody. Look at the difference here. You can actually see what this person is saying. This one I'm having to go through every little thing and try to figure it out. You
099were right about that. I actually modeled mine in my job after Marcy. >> I can explain it. >> Yeah. >> Awesome. Uh we have a couple of action items. Uh we have the WASDA annual conference coming up 202526. Do I have a motion on that? I move to approve resolution number uh 1.2 2025 to 2026 for newly elected board directors to attend this year's law annual conference. >> Second. >> Awesome. All in favor? >> I. >> Motion passes. The next item is the prepared by the wonderful Marcy Bannon on our scholarship acceptance and creation, the thrift community fund scholarship. >> I was so excited to see we have another one. >> Yeah, it's very cool. >> I will take a motion. >> I move to approve resolution number 2.20252026 2025 2026 for the creation of
100a new ording high school scholarship for a graduating senior as presented. >> Second. >> All in favor? >> I. >> Motion passes. >> And I am so happy that my computer is working so I can read those. >> Another prepared by Marcy Bound. And next is our surplus items. I believe that this is one of Carrie's favorites. It's too bad you missed it. >> If I could have a motion. >> I move to accept the surplus list as presented. >> Second. >> All in favor? >> I. >> Motion passes. And that looks to be the end of our agenda for this evening. Any board comments tonight before we wrap up? We've had a lot of great discussion during the meeting tonight. So, I think we're um >> Yeah, I my comment I gave it earlier
101so the principles got to hear it. >> Yeah. >> All right. So, thank you