Regular Board Meeting - Sept 18, 2025

001staff or community member would like to know what was discussed. If you do not wish to be recorded, please let us know at this time. Thank you. Thank you, Bonnie. Um, in Carrie's short absence, she will return, but I will call this meeting to order at 6:01 p.m. And if you could all please join me in the pledge of allegiance. Please rise. [Applause] 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. >> Thank you very much. The first item on our agenda tonight is the welcoming and introduction of our new staff. Carrie Joy, please come on up. >> This is one of the fun board meetings to really attend because it's so exciting

002to see our new hires. Um this year to date, we've had a total of 35, excuse me, we had 15 certificated and 20 classified. That includes um non-reps. Um, I think we're more accustomed to seeing some really larger numbers in our certificated staff. So, what I take that as is boarding is amazing place. Our retention is really good and people want to be here and I'm um really excited that I'm here and that our administrators get to introduce our new staff for the 2526 school year. So with that I'm think we'll be starting with Connie Hverson Toronto or elementary. >> Okay. Good evening everyone. Um at elementary school I think we have the largest list here so bear with me as I introduce each person. Um let's start with Kelsey because she's the first on

003my list Karn. She is a first grade teacher at Oring Elementary School. She's replacing um Ruth Mahrez who moved into our MTSS position. Um she is a firstear teacher, so this is her first job ever. Um she has two beautiful babies at home and um recently just moved out of Harding to Buckling, but is very familiar with the Oring community as she lived here for years. So we're super excited to have Kelsey Kern in first grade. Can you guys hear me? Okay. >> Is that okay? Okay. Uh Caroline, come on up. You're next. Um Caroline Ryiki is our third grade teacher and she replaces someone who u moved to a different district. We are super excited to have Caroline. She is a central Washington um graduate and then she moved to East LA and Florida

004to teach um over there and then has just recently moved back to Washington State. So, she's had a variety of different teaching experiences in different communities, which we are thrilled about here in Gordon. So, welcome Caroline. Next, we have Carly. It does say Carly on here, but Carly was just married like a month ago. >> Less than a month ago. And so, congratulations to Carly. Her name is now Mrs. Bolan. And um she comes to us from Centriia School District where she's top second grade down there. and we are just so thrilled to have her on the third grade team and congratulations on your marriage. Next up is Adam Kalinowski. Come on up. Um we are thrilled to have Adam here at Oring Elementary. He is our added fifth grade section. Um Adam is also

005a first year teacher. He did some student teaching at Bonnie Lake Elementary in the Summer School District and then did a long-term um some position in fourth grade at Emerald Tho. He has a military background and then found his passion in teaching as his second career when he was teaching through the military. And so we're super excited to have him at boarding elementary school. Welcome. Next is Britney. Come on up, Britney McCall. Britney McCall is another firstear teacher. Um she did a lot of subbing in the Oring school district last year and we just really loved her at Oring Elementary and wanted to bring her on board after watching her interact with the kids at our school. So she is our part-time SEAL teacher. So she teaches those kids as a specialist. She sees all

006of our kids um during her week at Orton Elementary and we are just so excited to have her. Welcome Britney. And then Naomi Mohler, come on up. She is at the bottom of your list under Jennifer, but we thought that since she's at our building every day that I would introduce her. Um Naomi, if you don't recognize her, she was at Wording Elementary before and we are just absolutely thrilled to have her back as our school psych. Um it has been a joy just to have her and work with her with some of our kids um with some high needs. So, welcome Naomi. than that. I'm just checking to make sure no one came in late, but we have three classified staff. Ashley Skellyy, she is a lap para educator. Feliciana Baldwin, we just hired

007her as a high needs one-on-one parah. And then Irma Artika Mendoza is our assistant secretary. So that concludes our new staff except for two more that we're hiring. Almost almost fully staffed. Okay, that's it. Thank you. Thank you. >> Good evening. I am super excited to introduce two new additions. I actually should have had Connie stay up cuz we're excited to welcome Emily Todd Carson to both PTR and OES as an additional resource teacher. So, she has come on and had to learn new systems and she has been an excellent addition to our team across the board. Emily comes to us with experience in in special ed education in life skills resource and has multiple years and her experience has been a benefit to our team as we're developing new systems and supporting all of

008our students. A fun fact about Emily is if given the choice to um wear sweaters all year long or wear pajamas, she chooses pajamas. So, welcome. Welcome. And I am very excited to introduce Nutella Gruel. Nutella is actually our multi multilanguage learner instructor. It's the first time this year that we actually have someone who is for PTR. She has been an excellent addition in order to get to know students. She's already up and running introducing herself to kids, working with students, joining PLC's and how we really serve our students in that capacity. So she actually joins us with years of experience, also as an MLL teacher in the Cal School District, moved to California, and is back here in Washington State. A really uh fun and interesting fact about her is that if she could

009choose to have her life narrated by Morgan Freeman or Jim Carrey, she would choose Jim Carrey, which in just the short time that I've gotten to know her, absolutely fits what I have learned. So, we are super excited to have Nutella join us this school year. [Applause] >> If any of the new teachers at the elementary school uh that are new to the classroom are in need of classroom books as in high quality pictured or non-fiction picture books. I have a lot of books that I'm ready to get rid of. >> That would be great. >> So, just email me. Okay, >> I knew when she teach >> good evening everyone. Kevin Collins, principal at the middle school. And this year we had five new hires. Four of them were pared educators and we also

010have our new assistant principal who you will meet at the November board meeting. Um, but this evening we have our sole representative tonight is Jessica Jensen. I'm so excited to introduce you to her. She lives in Bonnie Lake with her husband. They're celebrating their 20th wedding anniversary in April. >> And a fun fact about her, her son is attending the United States Air Force Academy and will be graduating as an officer in 2028. So really excited to welcome you to our district. >> Thank you. Glad to be here. >> How's it going? I don't have any fun facts. I just said, what are some fun facts? Uh really excited. We have four new certificated teachers at Ordin High School this year. Two of them couldn't be with us tonight, but I'll tell you a little

011bit about who they are. But with us tonight are Lucy Borgold. And Lucy spent uh has spent 30 close to 30 years in Las Vegas as a special education teacher. She joins our staff and she's super fun and excited to be there. Um and joining her out on the new island portables is Amy Klouse. And Amy was working in the Sunbount Lake School District in special education at elementary level and wanted to get up into secondary. Lives in Enimclaw, so she's joining Ed on some long commutes right now. >> I know. Soon to be resolved. Um, two of our folks that couldn't be here tonight. We have a new uh physical education teacher, Katie Cook, Miss Cook, and um she's in her first year of teaching and doing an incredible job joining Mr. Nasdic and

012Mr. Basket and doing pretty awesome right away. And then Ela McDonald, what a steal. Uh unfortunately, Maggie Jay left us this summer. Uh lived up in Seattle and was commuting every day and wanted to get up uh closer to home. And Ela McDonald was in White River for 10 years and then took some time off to raise kids and came back and she's an instructional leader and we're very excited to have her on our team. So, and then last but not least, Mr. Hunky, our new assistant principal, is here. Uh and Mrs. Marquez is doing volleyball coverage tonight. So, but I thought he is new to our system. I know we've met him before and didn't see him again, but I wanted to say welcome to him as well. Thank you. [Applause] >> Okay, I

013haven't done this in probably 10 years. So, um I got the joy of hiring Becky Tibido who is coming to us from two different districts. She was with Franklin Pierce and then she was with Auburn School District both in finance in schools. Um then she and her husband moved their 52 dogs back east. I don't know how many there's a lot of dogs. Um back east to um be around her girls and her grandkids. And then lucky for us, she decided she liked Washington better and so she came back. So that was my fun fact. She has a lot of welcome. Thank you. Thank you everyone. Yeah. So, this is our new team. Well, thank you all for taking time out of your um long and busy scheduled days to be here. It's always really

014nice for us as a board to get to put some um faces to names. Although, full disclosure, I'm really bad with remembering names. Faces I can do, but the names will escape me. I will ask you a hundred times, I'm sure. But um we love Oring and we know that the the community feel and and what we get from Oring um we hope that you will feel that and enjoy it just as much as we do. So thank you so much for being here. >> Yes. Welcome aboard. Uh Joanne and I are retired teachers from the district here. So uh we hope you enjoy it as much as as we did. And I was serious about the books. I have way too many. >> All right. >> Well, um, we do have many other things

015on our agenda tonight. Um, but we welcome you to finish your evening at home with your families. You are welcome to leave. You are also very welcome to stay and stay riveted to your seats about what's coming up next. We have great student board members here that will be giving a presentation as well. Um, but if you'd like to take this opportunity to go ahead and head home for the evening, please do so. >> Have a great night. [Music] >> Okay. >> The kids love [Music] Well, now that we've um kind of cleared out the room and Carrie's not here yet to continue on, >> we will just keep plowing away. The next item um on our agenda is introduction of student board representatives. I have some Mr. Hatsiller. Director Kinsler, members of the board,

016it's my pleasure to introduce our newest student board representative, our junior student board rep, Mr. Dallas Guy. Uh Dallas, we have the fortunate and pleasure of being with us for the next couple of years. Uh ever since you formulated your strategic plan, he has been helping to lead and enact and craft a vision around dignity. He's brought that not only to the middle school, but taught elementary students and brought much of that same leadership to the high school. He is a two sports scholar athlete. He's been a part of our record championship wrestling team as well as a track athlete. Uh I hear that one of his potential interests, he hasn't selected a career pathway, but I hear that he's interested in political campaigns, campaign management, uh which I know we have a political campaign

017we're actively working on right now. So I'm really hoping we can tap into his future and current expertise about passing this school bond. U he has another secondary interest in law. He's a snowboarder and we are really happy to have him aboard. So please help me welcome Mr. Dallas Guy to the board represent. >> I just have to tell you did an excellent job on our opening day. You're a great >> Thank you. Thank you. I appreciate that. >> Uh any comments, sir? >> Um all I really have to say is I'm very very grateful to be here. I'm grateful for this opportunity and I'm very excited to be able to represent all the students at a district level. >> So excited to have you board. >> Thank you. >> Uh next item on our

018agenda, we're just going through here uh is board recognition. [Music] Okay, I'll go ahead and start this evening. Um earlier this month we welcomed back nearly 2900 students. Um big thank you and shout out to our staff, parents, and community for helping prepare our schools, creating a strong start. We're excited for a great year ahead class of 2026. Can you believe it? A big thank you to our staff, families, community, and the neighborhood for helping ensure the new drop off and pickup routine on our shared Ording High School and Oring Elementary campus runs smoothly. Uh we want to recognize our Oring Elementary and Tom Gage families for adapting so well to the new start and dismissal times and we appreciate their flexibility and teamwork. It takes us it takes as we maximize the use of

019our facilities. And I can honestly tell you no, people have been waiting in line patiently because they all wait in line in front of my house. >> I'd like to um just mention that the Oring U band got to perform at the Husky halftime which I think is totally amazing. I mean >> um how fun is that? And what a an honor to be able to be se selected for such a huge crowd and for for that kind of a performance. So that was really cool. Um in in September we honor National Suicide Prevention Month, Deaf Awareness Month, and Hispanic Heritage Month, which runs from September 15th to October 15th, among others. In the Ording School District, we are proud to celebrate our community's diversity and the many traditions meaningful to our students, staff, and

020families. And after being at the open house for ele both elementary school, I can tell you we are diverse. We have diversity right here. So, that's just our who we are. I'd also like to tack on to that one. And if I'm remembering correctly, we had a little blurb about our um IT team being recognized this month. And I would like to say we can especially call that out tonight. >> They're always here to help us. And we thank our IT team who whoever happens to be on duty. You're very much appreciated. >> Yes. >> Uh yes. Thank you very much. Personally, we needed you every meeting. And final note, um a big uh thank you to our staff and the keynote speaker this year at the um at the kickoff, district kickoff, Dr. Paul

021Bloomberg. Um it was wonderful and inspiring. Um he also Dr. Bloomberg partnered with each of our schools individually to support their goals for the year. Um and that makes a huge difference as we see later on. We as the board as things are presented to us and we see the growth and what happens. Um starting off the year with that kind of a focus is just a really um great opportunity that we have. So we appreciate his dedication to our schools. And with that we are to community and staff comments. Uh, I don't believe we have anything this evening and I will pass it off here to Superintendent Hatson and then let Director Kit Tidto take over from there. Thank you so much for covering for me. Yes. >> Uh, I would like to start

022my report tonight with uh some wonderful news. Uh, presuming Bonnie and I did the math right. Uh, we'll we'll see. Uh but if you remember the bond campaign back in 2023, we were really looking at lower voter registration data from our parents and guardians and we saw at the time 40% were not registered. We have been focusing on that very hard in every communication that we have done since that time really trying to outreach and connect. Uh just looking at our current voter database and where parents and guardians and who's registered, we have upped that number by about 19%. So we're just right around 80% of our folks registered. So very exciting news and we just appreciate all the communication and the outreach and the hard work to build that number up so that their

023voice is heard on every election including elections that pertain to their children. We do have an election. Uh Dallas pay attention. Uh we'll see what happen. Uh we have a November 2025 bond package. Some of these things I just want to keep reiterating so the public is aware may not be new necessarily for you. uh based on your bond task force recommendation and feedback, they said run a laser focused bond. So we pulled out a lot of what had been in there. There's just two projects. A new Oring Elementary School that would serve about 600 students. Uh mind you, the one that's built today is built for less than 300 and a new 200 student Oring high school focused solely on career and technical education. Only if that's approved by the voters do we qualify

024for state matching funds. So that puts the price point at 137.2 million. If you look back to the historical bond, uh the last bond, that's 55% lower. So you have really been trying to make things as affordable as you can. Uh that would be estimated to cost about $1.27 per thousand. That is also in the last two years the cheapest measure you have put before the voters. And the reminder is if approved this year, no taxes would come on board until calendar year 2027. So, we get to start right away. Uh, the bill wouldn't be received by voters for a couple of years. Uh, looking at the history, a majority of voters have always supported. In fact, in my Friday update, you'll see tomorrow's sneak peek. In the last 30 years, we have put 12

025bond measures before the voters. Two have passed, 10 haven't, but there's just one in the last 30 years that a majority of voters haven't supported. But a majority of voters doesn't seal the deal on a bond. We need a super majority. If we look back to the November 2024 general election, we need 40% of that number to validate. Uh that is exactly 4,242 votes. So we need that at least that many people to vote. And of that total number, 60% uh need to say yes for it to approve. Uh looking at the growth, the tail of the tape is still ongoing growth. We're expecting well over 4,000 homes, 500 single family homes, which could bring over 2,000 children in the next decade into the four schools that we have. I'll share enrollment data in a

026little bit, but I can tell you definitively as of right now today, every school is above its design and built capacity because the middle school had a surprise enrollment uptick. So now every school is over its built capacity. uh looking at what that means for us. Well, we're in 2025. Uh if you look at 2033, uh what that plays out like uh which we go for overcrowded to I don't even know how we would make it work. Uh is what that looks like. Uh so thinking about the specifics, our task force recommended us consistently to anchor in the impact. Well, we have three to four labs right now at the high school. Uh they are the same labs we've had in 1986 when it was a school built for 250 people. This would add a

027brand new culinary lab, two biology chemistry labs, two physics physical science labs, a health science lab that supports the medical careers and an engineering robotics lab and it also remodels the current STEM lab into a mechanics lab and the current culinary classroom into an a science space. So it dramatically improves the amount of space and access students have which actually will help prepare them for living wage jobs meeting industry standard. As you heard in many of your tours, many of our spaces don't even have the electrical or other infrastructure to bring in equipment even if we had the space which we don't. Uh so director well principal/director Matt Carlson because I don't think he's given that up yet. uh we'll hear his voice in many upcoming videos and articles about just what will really the

028impact look and sound like. Uh at the elementary school uh safety is on everybody's mind always and I can tell you the facility we have was built in the '60s. We don't think and vision safe and secure schools then like we do now. So keyless controls, automatic lockdown systems, tempered safety glass. Uh that facility has over 40 entrance and exit points. The new school would have one entrance and exit point. Uh, our kitchen space was built to serve food for under 300 students. We have over 600 students. Last year, we served over 36,000 more meals than we did the year before in a space that was never designed for it. So, many of our folks are concerned about safe walkways because we have walkers, busers, car people all in the same area. It separates that

029into a longer pickup and drop off space, a separate bus loop, uh, which really improves not only the walking, but the car and the bus safety. Uh, and then you heard in some of your tours that the portables don't have alarm systems. They don't have intercom systems. They don't know and hear right away if we're in a modified lockdown. This bond would remedy all of that. So, those are many of the stories we're going to be telling over time. Uh based on your feedback last meeting, we have several outreach opportunities. Of course, our website is always up to date with all the facts and questions and information about the bond. You're hosting a virtual town hall which will begin to communicate on Tuesday, October 21st, where they can speak with you, hear from me, uh

030hear from some of our panel of experts in terms of what's going on, followed by the week after, uh we will have an in-person tour on the 28th. So that means your board work session October will be after your regular board meeting. Uh but we'll host that at Oring Elementary and students and staff can guide our community and show them and help them experience what they deal with every day. And this is a new strategy. Uh Director Fest, uh Britney, myself, we're going to walk people through the school day and put out an invite to anyone that wants to see what it looks like in the day. Seeing is believing and that's actually made a difference for many of our task force members uh coming to see it with their own two eyes. And so

031we're going to make that available and walk them around and show them and have conversations. So that's it on the bond front, but more information will be unfolding, including some reals and fun videos, informational videos, and uh some serious information as well about what it looks like and what would be fixed. Uh we did kick off since we were last together. Uh we love meeting with our drum line and our cheer. Just creating that sense of welcoming, that sense of belonging is an integral aspect of agency. That's part of what the focus of kickoff was. Uh once we go through and do the inspiring launch, uh that leads to action. Last May, we discussed with you, uh what does the cycle of inquiry look like? What have we been focusing on? How have we been

032working to improve academic outcomes? Uh and so I just showed some pictures of what that looks like. So last spring we really developed the core competencies. Those aren't new standards. They're existing standards, but we're really trying to work with staff to figure out what is the most important learning outcome in ELA and math. Why? How do we teach to it, assess it, intervene on it? Those were developed last spring. And so the fall, uh, starting the year is really around the implementation of that work. Uh, and we're really excited about the conversations, the development. You'll hear maybe some sneak peeks uh from director Lee tonight and then more of a story next month as we really begin to unfold the instructional work which will be followed by November school improvement plan presentation. So you really

033start to see how that translated from May to the formulation and actionizing of those goals. So really excited about that. Uh this is the time of year we are stressing around enrollment. How'd we do? So I figured I'd throw in a slide of what that looked like. We're pretty much spot on. These numbers don't include running start. Uh but we're within two of what we we guessed. So that's that's pretty good guessing. Pretty good guessing. Uh but the two didn't come in like we thought, which always happens, right? Oring Elementary has more uh or less than we thought. Charmigan Ridge has a few more. The tail of the tape is what happened at middle school. We're going to need to add more staffing there. Uh if we knew those numbers last spring, we probably would

034have given them two additional teachers. So they're tight. So, uh, Director Fest, Director Joy, working with Kevin at the middle about how do we really mitigate some of those classes. We don't want English or math classes at 37 or 38 children. So, that's creating some work and readjusting their schedule. Uh, but it's in process. High school has a few less FTE than we thought. Uh, but look at what's happening with career teched. Uh, Matt has worked with Kevin >> to really improve career teched access at the middle school. We thought we'd have 97 FTE. they're already up to 135. Uh so we're excited about what some of that push down and collaboration has look like. Uh high school is just under. So all in all, we're doing really well in that regard. Uh the fascinating

035interesting thing is kindergarten is down. Not just with us, though. I talked with two of our superintendent colleagues. They're seeing the same thing. Last year we were about 188 kindergarteners, which was lower than we thought by a little bit. Uh we're about 155. Oh wow. So K is way down which is an interesting phenomenon not just with us when we shared uh director free shared the enrollment projections and what you could see in that is a low birth rate in 2018 2019 across the county. We just it wasn't so much lower than the year before that we would have expected kindergarters number to go down that far. So uh we'll see what next year brings. uh but that creates a section difference from kindergarten in the 150s to your uh fifth grade in the 220s.

036And so it means likely in elementary every year someone's going to have to shift what they're teaching because the numbers aren't the same across the board. So that's something we'll be watching and paying attention to in the spring. Uh in the spirit of no surprises for the last piece of the commendation here for tonight uh I want to just commend you all for having a clear specific actionable strategic plan. Uh last year is the first year that we've reversed some loss trends and produced quite a bit of measurable growth and that's one of the criteria if you want to apply for WASDA's board of distinction. They want to see that you have a plan you're implementing the plan you're monitoring the plan and they want to know what you're seeing as results. and we had

037all of those. So, I took without asking you uh a shot at applying for a board of distinction recognition. So, the application is submitted. What I didn't know is I was outed because they automatically email Director Tibido. Uh I'm like, oops. Uh well, there you go. I got caught, but so I took a shot. We will see if you make it here in the next few weeks. Uh so, that concludes my report for the month to you. >> Awesome. Thank you. Boy, any questions? >> No, I just wanted to say whoever came up with the idea of having the separate Q code on the piece of paper at all of our outreach things, that was really helpful. I I we gave out quite a few of those. So, >> that will be on your letter

038as a mailer home to all of our families in case anyone sees it and is not and is able to register. Hopefully, they can just get that done real quick. just going to go get excited to see those numbers up. >> I do love the idea of the um tours during the day. I really think that's a great idea >> to really see what's going on, what's actually happening. >> Yeah, that was I think instrumental as Ed said in our task force uh work. The task force got to tour the schools during the day and it was very eye opening and to hear authentically from the students voice. >> Yeah, that's great. how they're how they're dealing with some of the challenges we face. So, we're looking forward to letting others experience that any everybody's

039invited. So, we're hoping the community takes advantage of that opportunity. >> All right. Uh first report of the evening. Uh, of course, student voice is a priority of the board and so students report first at our meetings. So, Dallas, it's your first time. Carly's a veteran, so I'll let you two decide who's going to go first tonight. >> I'll go first. I'm not decided. Um, okay. Uh, we're going to start off with a little This is like a like a sneak peek. It's like spoiling the surprise. We're not talking about that. >> I love that. >> Don't look at it yet. Your eyes. um for a few little updates throughout the school with sports and stuff. Um homecoming is already approaching pretty quickly. Uh which is a lot sooner than it would be before cuz

040usually it's like end of October. Um but we're going to do our dance is actually on the 4th of October this year. >> So we have two weeks until homecoming week starts. So there's going to be a lot of spirit and fun stuff going on at the high school there. Uh fall sports are starting off pretty strong. football is 2 and 0 right now and has a game tomorrow against five. Um golf is also doing well. They're going three and one and a freshman uh scored a 10 point on a varsity match. His name is Chance Ruth. Um and all boys qualified in their first ever match. And then volleyball is currently going 1 to2 and right now they're having a game against Bethl. Um they won against Washington which were league champs last year.

041So that's a strong start. And then cross country has their first meet tomorrow. And then this is the surprise surprise. Uh a couple days ago, me and Dallas met uh up with a fifth grade class at OES and we asked a handful of simple questions like the same we did last year. >> Um starting off pretty simple, not too too much for the start of the year. And then Dallas, you can start off with that first question. >> Um yeah, so the first question we asked was if you could show your learning in any way, what would you choose? And um what we saw is that a majority of students um thrived in being able to express their learning in a creative and physical way. When I say physical, I mean like drawing and writing

042and a lot of building. A lot of students actually asked a lot of questions about being able to build and STEM club and stuff like that. And they're all going to middle school, so that's something that they're going to be able to do pretty soon. Um, but it was it was really cool to see that um they just really enjoyed the option of creativity and having choice and how to express themselves and work their mind in a creative way. >> Very cool. Um, and then we also asked uh when do you feel the most connected with your classmates or teachers? And then a lot of it was group work. And it it whether that's something as simple as just having time set apart like hey work on your partner with this or it was like

043reading in class together and just sitting at the carpet together and getting help from their peers. um connection through being seen and heard, which is a really common um trend that we're seeing is like people are really feeling connected and really connecting with the work and feeling passion with their work and like taking ownership of it when they feel like it's being seen and like it's being heard. Um which is something cool to hear from fifth graders to bring up. That was really cool. >> Um another question we asked is when do you feel happiest at school? uh a lot like your question prior, a lot of students expressed that they enjoyed being able to work as a class and uh have social engagement. A lot of students students also expressed that they enjoyed a

044lot of like specific subjects like enjoying time when they get to read and when they get to practice their math and work on their academic skills, which is also really cool to hear that they get excited to do those type of things. Um but um yeah, it was like Carly said, it was really cool to hear how students recognize um when they're able to work with their peers and when they're um when people that they respect and enjoy to be around are actively listening to them and they are able to recognize that. For fifth graders, I wasn't actually expecting it, but um uh they they pay a lot of attention to that detail. So that was really >> Nobody said recess. >> I know. I know recess or lunch and recess. >> There may even

045like just like one recess, but a lot of students express like, "Yeah, I really like to be, you know, reading or I really like to work on math." >> Which is really cool cuz I hear a lot of high schoolers don't really like that. So, um hopefully that doesn't change because they really enjoyed the academic and peer connection that they got from >> being in a classroom. >> Yeah. >> Wow. >> Connection. That's something that has stood out to me like when I think back on my own education and then as we've been able to visit the schools and see how the different schools are learning and uh that peer time that peer learning from each other that you mentioned uh it seems to be really valuable to people. So I love that. Hope it

046continues. >> Yeah. It's really cool. I just also like before it was just especially when you talk to fifth graders, they're kind of in this weird awkward stage of like, oh, I'm kind of mature for my age because I rule this school. I live in I know what I'm talking about and so like I'm too cool to like school. But it's like so cool to hear them say that like, oh, I I love I love just reading and I love doing the math and like people and it's just like it's so cool. It's so cool to see. Um, another question we did ask though was when do you feel the most safe? And this one was staff and adults really is what made them feel the most safe. Um, especially like something simple. It was

047just like um looking out for their physical health. If there was like something wet on the floor and they're like, "Hey, be careful." That's something a student brought up and they were like, "Yeah, that makes me feel like they really care about me and really make me feel safe." >> Um, and then having someone in the school to trust and talk to, whether that's a friend or a teacher. >> Um, yeah. Uh the last question we asked is what is a goal that you have for this year? And um a lot of students just expressed that they really wanted to improve on those subjects. Once again, they wanted to just improve in reading and math. Some students also said things like they hope to like kind of stay quiet and not be too much of

048um just not uh interrupt too much. And um another student expressed they want to be able to speak up for themselves if they uh need to. And um it was that was another thing I really enjoyed was to see uh a lot of awareness and see to be able to set those goals at a young age just >> very cool. >> Yeah. So just after meeting them it was really cool to see that their wants and needs were not much different from our own like >> from an elementary like if I thought of what a fifth grader would want is like fun 24/7. Let's play this game. Let's do this. But it was just really making that connection with people and feeling feeling that hurt, feeling that scene. um it's just just as much as

049I want it >> and it's really cool that they want the same things. Um the simple and connection and appreciation and is notice like to be a large aspect which is really cool. Um they want to take control of their own learning and do all this stuff and it's just like also this is kind of off topic not really off topic but it was a cool thing that I also saw. They were talking about like a coffee shop Thursday that they did and like it got brought up multiple times and it's basically like it's not free time but it's like it's like a coffee shop I guess where they can read and they can do like it's like they create this environment where they get to express themselves in their own way and like learn

050how they want to learn whether that's through the reading or maybe that's through the building and other stuff like that. It's just a time for them to really just do what they want, what they think is like engaging them the most, which is really cool to hear. Also super >> like during Falcon time or >> it was curious. >> I really don't know how she set it up in her classroom. I >> Okay. >> But it was it was it was really cool to hear that that's a huge highlight for them was not just it wasn't oh I love going to recess in coffee shop. They made it it wasn't they made it very clear that it wasn't just a fun free time. It was like this is an aspect of my learning that was

051really fun to me. >> Is that just for fifth graders or is that the entire school? >> I'm not entirely sure. It was It might have been that class. It might have been something that they I don't know, but it was a really cool concept that I thought was really cool. >> Yeah, >> it's kind of an adult idea, like something that you would attribute normally to an adult idea, but then the kids get to execute. That's really very cool. Yeah. Oh, also one of those students, they drew me. >> So, you know, I kind of got it in. Her name was Carly. It was great. >> Yeah. I love that connection. That's basically all we got for >> that you say it's basically all you got, but I have to tell you how valuable

052it is to us and how much we appreciate not just you guys bringing your own voices to this, but also more student voices to this. Very cool. I'm impressed at the um environment in which you guys went into that classroom and allowed them the opportunity to not only speak, but it sounds like they were very introspective. I mean, to be able to as a fifth grade student to say, "I want to hopefully improve on not being so loud or um interrupting or to be able to stand up for myself." I mean, that age group is we're going through a lot of things at that age. And for you guys to make it a safe place for them to just say that not only to older students, but to their peers, um, that's really awesome. >>

053And to new peers, they've only been together for a few weeks. So, yeah, really made a real place for them. That's awesome. >> Like, it was super cool because they had no, they weren't timid at all. There was no hesitation when we walked in there. We walked in there and said, "We're going to ask you guys a few questions." and they were on top of the world. It was so cool. Like before when we talked to other people, it's like kind of like intimidating and it was like they didn't really want but something they were they were really great. They were awesome. >> Is this new this year that you're going into just a specific classroom instead of having kids pulled out to visit you or >> Well, it wasn't planned to be just a

054classroom. It was we were just like, "Hey, we want to talk to students and then we got put into a classroom." Um, typically we just we want to do more individual just because I think maybe earlier in the year we'll do classrooms because it's kind of easier, not as >> not as like intimate, I guess. But once we get a little bit more comfortable and like people are in school for a little bit longer and we can pull them out, be one-on-one individual and really get like authentic answers rather than having to worry about answering in front of the class. >> Awesome. Cool. >> It worked out well for this one. Can't wait to see this evolve. >> Very good. Thank you very much. >> All right. Next item on the agenda is the financial

055report which we're reviewing July financials in September. Any I didn't see any questions or anything out of out of sorts. No. All right. Thank you, Director Bandit. And next up we have presented by Dr. Lee our strategic plan review. So I didn't realize that Ed had put you up for some kind of award. That's true. That's good. So we'll see tonight whether you deserve that because I'm going to be quizzing you. >> We'll see. We'll see if we're worthy or not. >> I will fully say from the beginning that absolutely not. It's everybody. >> Well, this is all about you. So sit on the stage. So we'll see how that works out for you, right? Mhm. >> Way to make us feel comfortable. Put >> yourself in my place. >> You guys aren't that intimidating,

056but know. So, uh, so we have a strategic plan. It's our last year in that strategic plan. Um, but I honestly I think that last year >> I know. Can you believe that? >> Wow. It's >> our last year in this this plan. Okay. >> Now, this is the first question. I'm gonna ask you to do something and you may or may not be comfortable with it, but I'm going to make you do it anyways. >> Close your eyes. Like really close. Everybody close. >> The goals. >> So, I want you to picture a time when someone made you feel like your voice mattered. Think about that person and what they did and what that made you feel like. Got it? Okay. Hold on to that. You can open your eyes now because this plan

057aims to do that for every kid. Every kid. Now, we talk about engagement a lot. Being engaged doesn't mean having fun. Although that's one way to do it. Being engaged is like you're present. You're there. You're involved and you feel like your voice matters. And so when Ed and I first came here, we spent a lot of time with the community. And that became one of the most important things. They wanted their kids to not just have a rigorous education. That's super important. Have great outcomes. super important, but they wanted the feeling that you just felt. Okay, super important for us. So, we came up with a mission, vision, and core values to really raise those things. And so, this theory of action isn't just about academic excellence, which it is, but it's about how

058do we elevate that in kids? Because true engagement doesn't happen because we make kids sit in rows. True engagement happens when kids are where my coach said this and I'm going to clean it up. He says, "Put your head where your butt is." Right. Okay. And that's when we think about our theory of action, think about like agency and dignity. That's what it strives to do. And so then we came up these goals that that make that happen along the way. So here's a video that I'm going to play this. You've seen it before, but the reason I want to play it for you again is I want you listen for the content because this is one of the best explanations of the overview of our strategic plan. Hey, Oring your student board representatives. I'm

059Jaden >> and I'm Carly >> and we are here to introduce to you the Oring strategic plan. >> This plan isn't just about our academics. It's about us, our goals, our future, and our voices. Our district came together, students, families, teachers, and community members to dream up what learning should look like for every student. And together we built a plan focused on four big goals. >> We're aiming for real life, meaningful academic growth, which means high expectations and teachers who believe in us. >> It's not just about grades. It's about learning who we are and where we are headed. Learning doesn't stop at the school doors. We're building stronger connections with our families and community. >> When we partner with our community, we get more opportunities like dual credit, internships, and supports for your goals.

060>> School isn't just about academics. It's also about how we feel. This goal focuses on social and emotional growth. >> We are learning to lead, manage challenges, and grow into our best selves, all while feeling safe, supported, and seen. Every student's different, and that's our strength. >> This goal is about making sure we get the help we need. Whether it's in class, emotionally, or with our future planning. These goals are more than just words on a page. They're a promise. >> A promise to support our growth, >> to listen to our voices, >> and to make sure we feel connected, inspired, and empowered. Let's do this together. Every student, >> every day. >> So, when I when I see that though, I think a couple things. I think Carly's probably shrinking in her seat cuz

061she says, "I play with my hand so much." But the reality is it was it was great. Brilliant. And Britney, thank you for making that. That was such a great video. A really good job. Uh the I think about the three C's. Maybe I'll I'll trademark this for our next version of what this is, the three C's. So, I think the first part I think about is coherence throughout our system. And that coherence is when all the all the different parts are sort of working together in the same direction. And so I'm going to outline a few things that is really getting us there academically, but the social part of that is super important. So that coherence for us is um well I think it's super important for us. And by the way, remember when

062I said every one of you is an instructional leader. Remember that. >> Well, the second C is commitment. And so this is a promise. This strategic plan is a promise that we've all made to really like think about how do we elevate kids and uh we have measures within that and we're going to go over those today as well. But so I think about coherence um I think about like that commitment that you have and really the third one is really the connection that we have as people because you can't have the other two unless we have connection. And Ed stood in front of our um our district office staff today and he took a data point personally. He says I want every single one of you to feel like you belong here. Right? And

063so that connection is important in every level of organization. You see that reflected in our strategic plan as well. Okay, I'm going to move the next slide. Can I just push this? >> No, cuz you probably I'll tab to the video. >> Gotcha. Okay, got those three C's. >> Mark, [Laughter] um, you've also seen this this graphic before. We spent a lot of time talking about dignity and agency. Dignity, if you remember, is really every single person has a value no matter what. And that is super important. You think about the three C's I just got done describing. Without dignity, that won't happen. It just will not happen. And you think about agency, like uh I had you close your eyes for a second, thought about that, that feeling you had is what agency brings.

064And we want that for every single student and person in our district. And this is probably something new that u I've been thinking more and more about. We've talked a lot about learner identity. Now, learn our identity. I think I've explained this to you before. So, like I've had kids in my class that were like amazing like skateboarders or really love to play video games and but they were terrible students, right? And so that this identity, how do you see yourself in the learning? How do you connect yourself in the classroom? So, I talked about engagement earlier. So, we become engaged when we feel like we have agency. And so, these two things are interconnected. So if if I go to a classroom and it's teacher centric and I have no choice and my voice

065doesn't matter then I guarantee you I'm not going to learn right and so these two things are interconnected and so we think about like inquiry as a as a concept inquiry is like how do I go through discovery of learning and really add things that are important to me and so this inquiry that happens needs to happen not just with teachers and we've been spending a lot of time really developing inquiry around teachers and buildings in fact you'll see a cesip plan that's coming out and that that is very building ccentric, right? But parallel to that, we need to have student inquiry as well. And so those two things have to happen. Students need to be involved in their own learning. They need to actually connect the things that they're learning to their own lives.

066Super duper important. So you can't have one without the other. It just won't happen. And so this this idea around teacher inquiry, we've heard these four questions and four PLC questions many many many times, but there's student elements of that as well. So you look on the left hand side like do students know what I expect to learn every day? Do they know that? And the answer I bet you is probably not always right. And then the second question, how will I know I'm learning? How will I know I'm learning? Super important. How will I adjust my learning along the way? So this is like when we think about an intervention. Well, who's the best interventionist for you? Well, you are. You know what you need, right? And the last question, what do I do

067if I already understand it? That happens a lot as well. So that that inquiry has to happen in parallel with the teacher work. So this year we spent a lot of time on these core competencies. Last spring we got together um with our ELA and math teachers across the district and really define what is the important learning along the way. Now that's not new like in terms of defining what's what's really super important, what the standards are really important. We used to call them essential standards. What's new about core competencies? They're written from the student perspective. And so it opens the door for really all the kids being involved in their own learning. And so the these ideas of assessment and assessment capable learners is super important. But the ideas around assessment and really thinking

068about like how do students assess their own learning? Well, it can't happen unless they know what needs to be learned. That's in the core competency. I'll show you one in a second. But this idea around targeted intervention. Well, students don't set goals for themselves and know where they need to go. It's really hard to target the kind of intervention they need. And I think about the assessment capable learners. Paul talked about that quite a bit, right? How do we elevate student identity and make them central in the learning? And so we've we've started this core competency in the spring and as we move through this fall, a lot of schools have moved into that unit mining. They're seeing where the core competencies fall within the units. And now we're moving into the assessment as well

069and looking at that. So you can read all this, right? Teeny tiny font. Okay. But if you look at the top part where it says core competency, the big idea and the essential questions, those are written for students. Those are written so students can sit side by side or with teachers and really think about what's the success criteria. What's success look like for you and for that learning? And so that there's accessibility within that. That's new. That's different. We had a high school teacher says, um, whatever you do, Aaron, don't sell this as if you're doing just essential standards. It's not. It's not the same. This is different because it allows students to be at the center of their own learning along the way. And so this is the unit mind. I just want to

070show you what the work we're in right now. Really looking at how do we take the current units that are being taught and really look at these big ideas, these these core competencies and where they fit along the way. Because we can emphasize those and the stuff where like we have units where it doesn't really cover these things. Guess what? We can deemphasize that and it makes space make space for intervention make space for discussion makes make space for students to like process their own learning set goals and so we have to make space and prioritize what's important unit skeletons are things that we are reflecting that so we're working actively on these and also that at EA remember that that's another quiz for you anyone know what EA means Paul talked about it >>

071evidence evidence, analysis, and action, right? And so that's so PLC's are going through that process based on those core competencies as well. And so this this cycle right here is super important because what it does is it combines not just the the core learning things have to happen, but it combines what are students getting out of it and what their voice is all about. And then there's there's checks along the way throughout the year for us to do that. That's only possible through these core competencies. >> So can I ask question please? >> So I just want to make sure I'm understanding this. So you're saying that that you're you're deciding okay this is important in information or reading and then you're going to meet with the student and decide how that is going to

072make meaning for them. Is that what you're saying kind of? >> Yeah. So students obviously don't know the progression of reading right like they don't know like if I mention phmic awareness to a student they're like I don't know what that is right >> but if we talk about like in order to read you need to be able to actually sound out the words and understand what they mean now they have access to it right and so if as a teacher I'm like working with kids on that I could just say well we're going to work on phmic awareness today here's the standard they're not they're not going to get anything out of that right and so like just like when we close our eyes and we're thinking about like you know when is a

073time when my voice mattered well in the learning it has to matter Because if I don't express exactly what I need to to learn and understand what that is, then I the access to it is lost to me. At best, we get compliance. Like we get kids like, I'll do it because you said so. >> But it's not working for most our kids. That compliance is not working. Our data will show that over and over and over again. And I'm going to show you social emotional data which will prove that as well. And so we have to change how we teach. We can't just depend on compliance anymore. We can't just say you're going to do this because I told you to. So decide kind of what is the most important? >> Yeah. So uh

074I met with all of the ELA math uh teachers leaders um from all the buildings. >> Okay. >> And so like elementary is huge. We had 12 teachers. >> Mhm. >> And so we came up with these core competencies and then we thought about standards that align under that. We we clustered them together. >> But you put them in the voice of students. >> Yes. >> So it's understandable by someone who doesn't have years of academic education. >> Absolutely. And one thing you'll see right away in January is the elementary report cards are aligned to the core competencies, right? >> Cool. >> So you won't see standards anymore. You'll see the core competency that's in there. >> Nice. >> So it's accessible to parents as well, right? So now they can partner with you. >>

075Just like >> Wow. >> Yeah. So it's it's it's powerful the work that I think it's it's going to revolutionize >> how we look at work and it's going to address those gaps that we have. And I know Ed has set the goal and we need to address this in our strategic plan for every school, every single school, every grade level to close that achievement gap between where they're performing and where the state average is. >> Well, it it won't be possible unless we do this. >> Like we can't adopt a curriculum that's that good. We can't like yell at people or fire people or threaten them enough to get them to close that gap. But if we really work with kids and really think about what's engagement look like and define what's really important,

076it'll happen. Guarantee it'll happen. It's new for teachers, too. It's independent teaching. >> Yeah. You know what who loves it the most? >> The teachers. >> I would I was just looking thinking I would like this. >> Yeah. Yeah. Because it makes the learning accessible for everybody, right? >> And thank you for not leaving parents behind. >> Oh, parents have to central. Yeah. >> Yeah. >> Okay. So, this is the last year we have this plan. >> So, board have to get together and think about how to amend, change, tweak. Uh my guess is we'll take a look at the measures along the way and we'll probably look at those in a different light maybe >> as we move forward. But uh something to start thinking about >> as we go through these presentations. >>

077So here's a quote from Ed. I try to quote him as much as possible. He's the smartest guy in the room. You think about where we were two years ago. Every grade level but two was in decline, right? >> Well, if we look at last year, it was the opposite of that, right? And so if you think about like what is really difficult about change, especially when you talk about kids and instruction, is turning that ship around. It's like when you go kind of in a nose dive, it's pulling that yoke back and pulling the plane up. And it takes a lot of energy and a lot of like just will and grit to pull that up. We're there. And so what Ed talks about too a lot quite a bit is like year after

078year of growth. And so we had growth this year, which is amazing, but we're not at like the state average yet. I don't think even the state average is probably where we need to shoot for. It's well above that. >> And so the only way it's going to happen is if we have year-to-year growth and I can't 100% guarantee it, but I think it's going to happen. I think it's going to happen with this plan. And I think we just need to stay the course with a lot of this stuff. Doesn't mean we don't think about growth and change and tweaking things along the way, but we're on a good pathway right now. >> And so our four goals and our measures are are, I think, solid as ever. Is showing that we're getting progress

079and growth along the way, which is pretty darn exciting. Mhm. >> And I think about like, you know, us, you know, really reporting on these together and working on this together. You're instructional leaders, right? All of you have a commitment to the community and all of you got elected. I don't need to remind you of that, but this is this is the commitment right here. This is our contract that we're saying we're going to do this and we're going to do this together. And that's why we have periods of time throughout the year where I'm going to come back and report on this stuff with you. And so, we'll keep working on it together. >> So, questions on that? >> Can we just change the year 1025? And and funny you mentioned that because we

080did that. So we started on this path what we'll end up being kind of six years ago. So and then when it came time to review our goals, we said no, it's working. >> Yeah. >> Let's keep pushing forward. And so that's an kind of an important decision point that we're going to have is do we continue with this on this path and with this consistency because every time you shift to a new goal or a new direction there's disruption and and loss you know you know leadership effectiveness and loss in that. And so, um, that's an important goal that we'll need to talk about as a group or an important discussion and whether or not we do change or do we stay the course and see how far we could push this. um as

081you're presenting and as I was looking at this prior to the meeting, I feel like from the last conversation that we had that you've taken this a a significant leap forward since the last time we talked about the strategic plan and our goals and the progress and the measurement and the work that was to be done and now to see evidence of that work um it's really exciting. So, if you asked me today, am I ready for a new set of goals? I'd be like, no, no, no, no. We're like on the edge. Like, let's let's see what happens next. And that's my thoughts now, but we have to talk about that as a group. And um but I feel like this is different and this is something that we can do here in Oring

082and that our focus on each student and their value here in this district as an individual. This speaks to them. This is individualized education that makes sense to them in their voice. And so it's powerful stuff. M I'm really excited. >> I think another great move was we now are keep you know retaining our teachers and it's so much >> that a better job of that and that makes it so much easier for to change and to you know move things along because we're not constantly having to teach it over and over and over. They're going from step to step to step and I just was noticing today I mean we have but that's because they've grown to the but all the other schools really don't have a huge turnover and I think that that's

083a great thing you know I like that that we're we're doing something right >> on top of a district that's growing. >> Yes. >> Like we're growing but also retaining security don't keep stay divorced. >> But yeah I I'm excited by this work. I can't wait to see some of the outcomes because you're just at the beginning of the school year. >> Correct. Yeah. Yeah. It took us uh I think that we had to go through the last three years, four years >> um to get to this point. And you know, as I talked to Paul, like Paul says, you need to realize how much growth you've had in these years and how wonderful where you are right now is. >> And I think about that a lot. I'm like, "Oh, yeah." Because it's like

084when your kids are growing, like you don't really see them growing. Just one day you turn around, they're taller than you, right? But uh this is just like that like it's we're growing and we just have to pay attention and celebrate the goodness of that. So >> yeah and I appreciate you for acknowledging you know in this work the that we can focus on this then the things we don't spend time on like that important prioritization and >> it applies here at this level >> but then it also applies in our district and in our leadership and so um I just want to honor and recognize the work that you guys have done choosing our students over other things. So that's that stuff's it's important in a lot of other districts, but here we prioritize

085kids. >> Yep. >> And so I just want to honor that. >> Well, I this is turning into a love fest, but I I just I don't want to blaze over the fact of the commitment part of my three C's that having a board that's committed to this is absolutely invaluable because there's no way we can keep moving forward with it unless we have that type of commitment. So, I just want to say thank you very much for that that kind of support. It's amazing. It's been amazing. >> Yeah. >> Exciting. I'm hoping to indeed. >> Yeah. >> Okay. I'm not leaving cuz I have to go another one. >> Let me provide introduction for you. >> Yes. >> Thank you, Erin. >> Thank you. >> My pleasure. and thanks for sticking to the calendar

086of updates. >> I I never wanted to be a board where we would just get once a year look at this and >> yes, >> you know, quick presentation. I never wanted to be that kind of board. And so I just really appreciate the cadence of updates and the progress. >> It's it's a we. It really is. It's not a me. And by the way, the guy sitting to your left, there's no way he wouldn't have it any other way. I just know that for a fact. But uh it is really a Wii. >> Yeah. >> And we're we're doing this together. couldn't be done unless we had this kind of partnership. It just wouldn't be possible. >> Cool. I have to say that this particular board member, if it wasn't for all of those

087consistent touch points and the call outs, I was lost a long time ago. And so having that has made a world of difference for me. I'm very excited to see these things come up because I understand them now. having been taught and understand that my confusion was heard and respected because I think at first maybe we weren't doing that as like we should have. >> Um so yes, thank you very much >> for all of that. Um, I'm just wondering if after all we've heard about you working with the teachers and that if when we get to building plans if we could have some more insight maybe from the teachers also, you know, about this kind of work so that we can hear how it's worked for the building. I mean, I I'm I'm intrigued

088by that idea of finding out more of, you know, how it actually works >> for the people that are doing it because it it seems like this is now a big part of our district plan. So, and we're hearing about how it's working for the kids both from our our representatives and from our data. that. So, I kind of like to hear from that other group, too. >> I'm hopeful we'll get hints of that when we do uh the CESIP plans and then when we're able to visit in the schools and I like it when those presentations >> come from the teachers voices and then we kind of see how they work with the kids and I'm hoping we get to see, you know, at a minimum there will be that again in our calendar.

089So, >> but it seems like since this is a new um emphasis, it might be a a good idea to include some around the standards. >> Yeah. >> You know what we're calling the standards? >> You hear how it's working for the teachers? >> Yes. >> Okay. >> It does segue into my next one, but there's probably some kind of formal thing you have to say first, right? >> Oh, yeah. The next item on our agenda is again presented by Dr. Lee. Uh strategic growth, project progress, academic growth, >> goal one and goal three. >> Yeah. And we intentionally put these two together because we're thinking about um this time of year generally our our data from last year isn't solidified yet. Like the state's still kind of working on it, but we wanted to

090focus more on like what's the learning experience. It's kind of what you're talking about director Madigan uh with the students in particular. But um I'll tell you that just to address what you're talking about like the the concept of what you're talking about is street data. >> Now street data is the experiences that people have and that is powerful data. I mean it's it's why you want to hear it, why you want to know it. Um the reality is is that I can give you tons of street data on the experiences that I've had with teachers >> as we develop this together with them. So um nothing is done to the teachers, it's done with the teachers and the same thing with students. Like it is there's a sort of democratic element of all of

091this that we do these this work together. And the reason we co-create it is because we have to have true engagement and connection to it. Like if we believe in agency, there's no way we can just say here's what you need to do, >> right? >> And do it right. That's just that's not the way it's going to work. And so we have to along the way really take a pause and look at the street data along the way. What's the experience that that people have along the way? >> Well, that's what Carly and Dallas mentioned. I mean, an opportunity to converse about your learning and your experience. It it reinforces things. It helps you think things through. It helps you understand the multiple viewpoints about things. So, um I don't know. I always think

092about, well, we're all in on this together, so I like to hear from everybody. >> And stories are powerful. Yes. >> Like Carly, you said something earlier like you said when you walked into that fifth grade classroom, what happened? >> They're on top of the world. >> Yes. Right. >> Why were they on top of the world? Because they knew something. >> Mhm. >> That I was awesome. [Applause] you were awesome, but they knew you. Why? Why were you there? >> Ask some questions. >> Yes. Right. >> Mhm. >> And that that in and of itself is engagement, right? That's the street data that really drives us and think is what we're doing working like do we want to continue sending these to >> to schools. Yeah. >> Absolutely. Why? >> And it also reinforces

093that you are important. >> Yeah. >> Your voice matters, right? And so this report is really all about that. combining really these ideas that that street data is really important. The experiences that people have is super important because it tells us like what's going on and we have lots of satellite data. In fact, next time I meet with you, we're going to talk about some satellite data along that's super important too. But we get a full picture when we talk about like satellite data is the overall bigger picture like the the graphs and the charts and the map data is like what trends do we see along the way but that is incomplete without the data I'm going to talk about today which is really about like experiences that people have along the way. And

094that's why I as a board I think that's why we started with this because we want to know the experience of kids first. >> And so in order to do that and really think about our our goals, goal one, academic growth, we're really thinking about like what's the experience of students as they learn. Like how do they feel about their learning along the way? What's what are their voices saying? And we use a a tool called panorama. And we do the same thing for really the whole child. Really thinking about like you as a person, how do you feel as you go throughout your day? Are you connecting with the learning along the way? So those two things come together. By the way, you can't separate out the two. >> I don't think you can

095have academic growth >> without thinking about the experiences that the whole child has >> throughout that, right? Because how you feel matters. >> It determines what you do, right? Those kids are super excited to see you guys. >> You got instant engagement, right, along the way. That's powerful. That's powerful. If I walked in there like, "Yeah, whatever." The fact that it was you two >> says something, right? Says something. So, the pen room survey has five different topics along the way. Now, there's a quiz. Remember, I said I'd be quizzing you today. >> And I'm a little hurt, I'll be honest with you, because two of these categories are different as we go throughout my presentation. Remember which two, no, don't look ahead. You're like pushing the button on that one. >> No. >> Okay.

096>> The categories are different. >> Yeah. >> Is it? Boy, I think you need to rethink that that recommendation day because this bore class perseverance comes in with really the social awareness and remember the focus is on the combination between whole child and academic growth, right? And so how do we actually actionize that? In other words, what's the things we can measure within that? If we just say to a kid, how do you persevere? It's really hard, right? But if we talk about what's your social awareness, in other words, are you paying attention to what other people are doing around you? Then that actually gives us a targeted part. And that's not me doing that. That's the measures that we use along the way. They're called the castle standards and the classroom effort. Anyone know

097what that one was? >> It's learning strategies, right? So, it's not just about measuring like when you show up to class, how hard do you work, right? It's about what strategies are you using to get through that. So, those two are different for the purpose of this particular report. Okay. >> Thank you for noticing. So, first one is really we're thinking about supportive relationships. as as long as we've done panorama, this has been >> a huge strength for us. And it's not to be underestimated, right? Because we think about like that strategic plan. What do we want? We wanted connection. And that that connection was super important to us. So guess what we're getting? >> We're getting connection, right? Students are saying they're connected, which is is great. This is their voice. >> And so

098if you think about like over time like what are the different kinds of questions we ask? And I won't read all these to you, but if you look at they're pretty high. I mean the responses positive responses are pretty high across the board. I mean, think about classroom effort. Remember, this is the first one. We're going to say it's a little bit different, right? And so, how much students report seeing their behaviors, right? How do they correspond with their learning? Well, that's a little lower. And so, what's the explanation for that? Well, why are we working on agency? When you closed your eyes and you had that feeling, how many students can do that, right? On a daily basis with every teacher they have, right? And maybe you'll do it at points in time during

099the day, but in order to move this line to the right, we have to we have to have agency. You do. >> Can I ask question? >> So, can you >> So, does that change as they're as they get older or is I'm assuming that's an average for the school, >> correct? Yes. So does that change for the older kids? Because I would assume so having taught younger kids that it's a more difficult thing for them to identify. So >> yeah. >> So did I assume that correctly or did I do the >> So you're saying So you're saying that as kids spend more time in schools they actually report less positive experiences with their own effort? >> I think maybe they know how to label it better. you know >> or identify when it

100happens. >> Yeah. The the national trend for as long as I've been around and this is 32 years for me, but um is that that's exactly what happens, right? >> Okay. >> Kindergarters come in excited as all get out and over time that engagement level, >> the report engagement level drops, right? >> But I got to think I'm going to talk about um you know, Principal Carlson was here in a second ago. Some of the work he's doing, I'm like, "Oh my gosh, so good." And so that kind of work um will really elevate this. Let's move this line to the right along the way. So yeah, it's a challenge and this is not I would say great street data but hey it's telling what do we got to do? Why are we doing agency?

101Why are we thinking about dignity? This is it. So just to give you a context of the kinds of questions that are there. I just wanted to because I know that comes up that came up last time like what are they asking? Uh perseverance is another one and we think about like how are we persevering over time? Well, again, the result is less than the national average, but that's that's just telling them where we're at. It's data, right? It's not saying that anyone's doing anything bad. It's just that kids are saying we demand our agency. Like, in order for us to show up and be whole in class, in order for us to persevere in something, our identity, our learner identity has to be related to the learning that's happening, right? Has to. And so

102then what kinds of questions are part of that or labeled here? So then the growth mindset's another one. This is something we that was a a lot of research for a long time. Angela Duckworth talked about like this concept of grit. Remember that. And so where are students really were leading their own growth mindset along the way? Well, they're saying it's low again. So what are we doing about it? What we're doing about it is dignity and agency and thinking about learner identity, right? We're thinking about assessment capable learners. We're thinking about how do we put kids in the driver's seat of their own learning. It's the only way this is going to change and make that normal. Self-efficacy. The other one, self-efficacy is this concept of, "Do I believe what I'm doing matters?" And

103we asked this question a long time ago. I think George Curos asked this. If you're gone from class for a day, does anyone notice? Right now, I know for sure if Dallas is gone from class, people are going to notice because Dallas is kind of a special kid, right? He is. People will notice that he's not there. But do we have that for every single student? like can I be gone for a week and everyone's like you and I come back and everyone's like you know like I didn't even notice you're gone right that's not good so self-efficacy is how much do I believe I can succeed along the way and we have questions that are attached to that as well and the reason I'm not reading these because I think you're getting the gist

104of what it is but this last slide here I think was probably one of the more powerful ones so um the last question they ask on panorama it's an open-ended question right and so it's just basically what can adults do for you to better support you in your learning. And students, I got every answer from I got a lot of I don't knows, right? If you look at what that is. But then I I took all the answers. I think there was there's probably at least 600 maybe 700 answers for this. I took them all and put it in chat GBT and it gave me categories, right? And these categories are what what spit out. And so this this for me is really powerful street data talking about like what do students need and what

105experiences they have within schools. And so if you think about the one thing they really need super important is clarity. Think about that clarity. Remember I talked about core comp core competencies. Right? If students don't know what the learning is, what's going to happen? Well, they won't learn. Right? Now I want to bring up a meeting I had. I went to Mr. Carlson. He met with his instructional leadership team. And so I took notes during this meeting. He's what they're doing is they're talking about this work. This is teacher experiences. Right. Um so I just wrote a couple thing notes down. And so they the team said, "Mr. Carlson, I want you to prove, give me proof. Give me absolute proof that this work is making any difference with kids. It will make any difference

106with kids without talking about research. All right. Now, I thought, well, there's no way you can do that. It's impossible. But his response was was great. So, one thing he says that students knows their goals check on progress and adjust their approach, learn faster, more effectively. It's like using a GPS for learning. Right? It's >> brilliant. Right? You think about these comments. That's number one right there. Right? So thinking about how do we elevate student agency? Well, they're doing it. They're talking about assessment capable learners like putting students in the driver's seat, right? Another thing he said, when students understand success criteria, evaluate their own work, and act on feedback, their learning accelerates. This especially true for students who struggle, right? So true. So true. So think about the street data there. Is our principal

107addressing this? Yes. Right. He's doing it in an instructional lens. Powerful, powerful work, right? Mhm. >> So I think about like this can be thought of as being kind of like extra and we think about how do students feel being like well that's great but what are they learning? Um you can say well what's their experience like? Well that's great but can they pass the math test? Right? >> They are interconnected more so than ever. Like kids absolutely and you two can correct me on this if you want. They absolutely demand being engaged. And I'm not saying they sit back with their arms crossed and say entertain me. That's not what I mean. But they need to see themselves in the learning or they won't do it. They will vote with their feet. They literally

108won't do it. And so this work is so vital for us to move forward and us recording this is super this is a really important data point for us >> because it goes into the hearts and minds of kids. >> Super important. So I think that's the last one. I think uh I'm when I'm thinking back part of the um engagement part and um being engaged is when we look back at the at the question when complicated ideas are discussed how sure are you that you know you can understand them and it's 36%. And so when you're in a classroom and you're you're feeling like I can't get this you know that just shuts so many kids down right away. So I think having that agency and being able to look at how they learn

109and give them that ability to learn in a different way is going to really make a huge difference in how well you can understand difficult things because it doesn't have to be one certain answer. It can be the answer can be here, here, here, and here. And you have to have some confidence in yourself if you're going to learn, you know. I mean, you have to have some, you know, and when you go in there at 36% if it's really difficult, that's hard for a student, you know, that because they're sitting there thinking, I can't learn this. So, I think having that ability to change things up is going to make a huge difference on these questions in the future, I think. >> And this comes intuitive. You used to be a I mean, alternative

110school teacher, right? Yes. >> Every one of those kids would show up and say, "It's too hard. I can't do it." Right? No matter what it was. >> Mhm. >> And so you turn that you turn that around, right? How'd you do it? Well, you put them in this position, and I'll call it mastery, which is the bottom right hand corner, >> which is on an agency. Like, are there multiple ways to really do things and learn things? If the answer is no, then boy, it better be super important, right? Right. >> Like, like if I'm bleeding, there's probably one way to stop it, right? >> But that we're not talking about people bleeding. We're talking about like kids doing math. Should there be and is there multiple ways? I certainly hope so. >> Yeah.

111>> Right. >> Well, and just the fact that you have you can tell them you you can learn this and you will just just having someone say that to them that you're going to learn this, you can you can do it. It makes a difference, you know. >> Yes. Absolutely. I I still remember so many times when you said, "I know this is really tough. Have faith in yourself. Have faith in me. We'll figure out a way >> to get there." You know, it's they have to believe that that you will find that other way for them to get there and they have to believe that you will that you will make sure that you are there for them >> no matter what it is. >> That's right. Yeah. >> Yeah. That's connection, right? That's

112one of the three C. >> But it's also knowing that you're going to find the other ways to do it >> for them. >> Yeah. >> Because make a difference. Just think one person, right? Make a difference in a kid's life. That's it. >> Like that. Yeah, I think we're going to see some big changes with this. So, the stuff you've seen before, but >> Sorry, as I'm reading this, >> no, it's all good. >> Trends in student written comments. >> And when it came to relationships, respect, and understanding, a strong theme is to be kind. >> Yeah. They shouldn't have to ask for that. >> Yep. >> Interesting. >> Well, if you look through these, you start seeing values, right? What do kids what are kids values? Like what do they consider to be

113important >> to them as human beings? >> So, yeah, kindness is one of those, isn't it? >> Well, nobody I love the one about feeling dumb. Okay. I was just thinking of all of us, right? Okay. You asked us the question and I I I was going to say the one you said. Nobody wants to feel dumb up here. Nobody Nobody's saying the answer cuz it might be wrong. >> Same thing. >> Let's go to school. You know, I feel dumb. >> So now you know how they feel. You know, it's like, okay, it's hard to say something when you you're not sure the answer. >> Absolutely. >> To students, we get it. >> Yeah. You know, one thing and director Madigan, I was thinking about like the when principles are presenting their cesip plans.

114I mean, probably a very small portion of that is going to be I would say satellite data, right? But a vast majority of the things that you love is all street data like teachers getting up and presenting part of what's happening in the school. Um the goal setting that happened at PTR, I think about that quite a bit. It's the kids that stand up and talk about their experiences. Like I'll never forget that that young lady at the high school that talked about her experiences in special ed. thought about like, man, that's a kid that I want to be like, right? >> Yeah. >> And so those those street data exper these experiences are powerful to all of you, but they're powerful period. That's why principles are putting kids and teachers in front of you

115>> to actually represent what's happening in schools. It's >> that to me is it's changing. It changes the world. >> So yeah, we we do that. Maybe do more of it. Any questions? >> So many. You're like, "Oh, I know we're starting." >> By the way, I would nominate you all for the, you know, the board award. >> Yeah. We're distinction. You deserve it. You deserve it. >> So, it's all good. >> I think because there's so much to ask and think about and say, >> Yeah. is a good example of why maybe this a strategic plan. It just needs to be updated and not totally >> Yeah. >> You'll have uh two maybe new directors uh maybe one. So part of our ongoing conversation will be about what is working, what's in the way.

116And May's board retreat will be deeper reflection. Hopefully we're not talking about facilities for part of the day. We can go deeper. But part of that conversation really is to do a deep dive and say what is in the way, what's working well, how do we honor and build on those strengths and how do we lean into uh the problem areas we see and that'll kind of drive us. Are the goals working and are the measures within those the right ones or are there some new things? So we definitely anticipate ongoing reflection and conversation uh with a call the question activity in May. That's what makes it hard to not be there because you're working on something. You want to see it, you know. You want to see you want to see those things. >>

117Erin, this is done in winter. So, this coming year we'll do this again in >> We do it three times a year. >> Yeah. Three. >> Yes. So, the there's one happening as we speak. >> Okay. >> That's happening right now. And then one will happen again right around Januaryish. >> And the last one right around May or so. >> Okay. >> So, and this what this does is it puts all those into one year. >> Yeah. just for otherwise I'll be showing you like 50 slides and >> there's no >> I'll be interested to see um some of the data as it comes out this year knowing how in your previous presentation you were talking about how the the students are actually involved in some of that stuff and so their voice is coming

118out much earlier >> in relation to what they're earning. So, I would think that some of that panorama data um where we were on the lower side um will scooch up a little bit as they're gaining the clarity that they're so looking for. >> Yeah. You would have loved to see um the life skills kids and their agency at the fair because they all came to the to the ice cream place, but they separately had to order and they separately got to had their money and gave it their money and said thank you. And it was just every one of them, Mrs. Bannon, I think it was, was um the teacher up there. And it was really it was really cool to see because it was like they were really teaching those kids how to

119be independent, you know, and it was it was just fun to watch him. >> Wow. >> They got really excited to wear the ice cream, too. >> He's like ice cream. >> Thank you very much. >> Thank you. >> All right. Heavy stuff. Important stuff. Next up is our consent agenda. So we have items one through five. And if there's no discussion, which I don't believe there is, I will take a motion. >> I move to approve items one through five on the consent agenda. >> Second. >> Thank you. All in favor? >> I. >> Michael. >> I catch a little bit of what you guys are saying, but go ahead. Oh, sorry. I'm just uh looking for a vote on the consent agenda. I >> I >> Thank you. Motion passes. And then uh

120next up, we have a number of policy considerations for first read. And we had some good discussion leading up to this. Uh so I >> I think we just need to move these forward. There's any are there any that we need to hold in first read or move the whole batch to second read? >> No. I will publicly thank everybody for answering my questions. >> Okay. Then we will go ahead and move the whole batch Bonnie to second read. >> Thank you. Thank you to staff for preparing these for consideration. And then this is unique presented by Cliff Freeze. We have first and second reading. [Laughter] presented by >> it still says presented by >> so be surprised either. Uh so this is all about use of school facilities and uh we're asking for the

121board for first read and second read and then next up we have an action related to this with the facility fee schedule. So I will take a motion on this if there's no presentation. >> I will move to accept. Are we >> I don't know. Are you presenting anything? >> I'm not presenting. I'll just let you know the nature of why this changed. So over time as facilities have increased usage. >> What we found is we think we're getting in the area of we're starting to take on cost as a district. Um we we shifted policy years ago to make sure our community had access and it wasn't a burden to families especially around youth sports and meetings and stuff. We are the only show in town and the biggest place to gather. Um so

122we adjusted board policy to make sure our community had access. We think we've shifted the other way to where are we paying for lights and toilet paper and soap and custodians. We're noticing that we we have we think a partial if not a full custodian that's maybe that cost is being uh borne by the district. So we've adjusted policy and facility use to not make money off our community but certainly we want to make sure we're protecting public dollars. So that's the nature of the changes in the the policy. >> Perfect. How how long was it since we uh rose the cost? >> Seven years. >> Yeah. >> Oh, okay. >> 2017, I think. Yeah. >> Once in my lifetime here. >> I remember way back when >> I think we've had a bit of

123inflation and significant increase in expenses. Yeah. >> Cost wages. >> Yes. >> Okay. >> Any questions on that? >> Yep. Thank you. I think we're good. Thank you. >> Uh so again, I will take a motion for board policy 4260. >> I will move to accept uh 4260 board policy as presented. >> Thank you. Can I get a second? >> I'll second it. >> Thank you. All in favor? >> I >> motion passes. All right. And then our first action item for the evening is related to that. The facility fee schedule. I will take a motion. >> I move to accept the September 2025 draft fee schedule is presented. >> Second it. >> Thank you. All in favor? >> I. >> Motion passes. Uh the next one is a board memo minimum basic education compliance

124reporting and I will take a motion for that. >> I move to approve the 2025 2026 minimum basic education requirement compliance as presented. >> Thank you. Second. >> Second it. >> Thank you. All in favor? >> I I motion passes. And our final action item tonight is the nonrepresented salary schedule revision. There's no presentation on this and so I will take a motion. >> I move to approve the revised 2025 2026 non-represented salary schedule as provided with an effective date of September 1st, 2025. >> I second me. >> Thank you. All in favor? >> I >> motion passes. >> Thank you. Got some good business done. Uh next up for discussion is the WASDA general assembly. >> Um so this Saturday is WASDA's General Assembly. Um it's not a prioritization of what we're asking them

125for their um feet on the ground in Olympia for, but it is um does require um a vote >> on behalf of the district. So, thank you to those of you who got to it. I just need um one more board member and eyes on from our superintendent. And if you could just get that done by end of day tomorrow, I would really appreciate it. Um because I will go in and it will be um our voice as a board, not my voice or my opinion. So majority rules here. And um we just carved out space in tonight's meeting for that in case I wasn't able to put together an email to get out ahead of time. So, um, since that's there, if there's any questions, feel free to ask, but I tried to make

126sure and reference easily, um, the the actual document and so that you get to both of those. So, [Applause] yeah, it it didn't take long. Thank you for your organization and the page numbers helped >> make it go pretty quickly. I think I might not finish. I started it. >> Uh I think you left a couple of blanks, but >> Okay. Oh, wave myself a reminder. I >> cuz I went and did it. I thought >> Yeah. >> But I didn't finish. >> So, thank you. I appreciate all of your attention to that. So, I can >> Yes. And thank you for representing ordering during the votes on Saturday. >> Uh it does take some time to do that. So, thank you for that. No problem. >> Next item, >> board comments. Uh, I do

127want to apologize again for being late today. I missed the fun part of welcoming all of our new staff members. So, I just want to personally uh welcome new staff members. We're happy to have you here in Oring. I look forward to meeting you in person as I'm out in the district. I want to welcome Dallas and welcome back Carly. So, it's great to have you here and and your role here on the board is really important to us. So, looking forward to working with you this school year. And I think that's it for me. Welcome back, students. >> Anything else for comment? Not for me. Okay, then with