Regular Board Meeting - June 5, 2025

001Thank you. Thank you very much, Bonnie. Tonight, I will call this meeting to order at 6:00 p.m. Please rise if you're able for the pledge of allegiance. I pledge to the flag of the United States of America and to the stand, indivisible, with liberty and justice for all. All right. Thank you everyone. So, as tradition, we are going to start off with board recognition. And we have two individuals that I'd like to begin by recognizing this evening. Uh the first is Jeremy Dixon. Jeremy, would you come join us at the podium, please? And I've got some words to read to you. All right, you're ready. So, the board of directors has set a value and priority around building meaningful community partnerships and connections. Tonight, we have the pleasure of honoring community member and local business

002owner Jeremy Dixon. Jeremy proudly serves the communities of Ena, Buckley, Bonnie Lake, Grand Kalup, and most importantly locally. He has supported community events including the chocolate scroll, youth market, red hat days, and many other events. Each week, he takes time out of his busy schedule to select and honor Oring High School athletes of the week. This year to help encourage school attendance, he added an attendance winner of the week recognizing students with a certificate and donuts to share with their classmates. Jeremy, as a board of directors, we want to thank you for everything you do to recognize our students for their accomplishments. We could not do this work as a board without amazing community partners. So, we want to thank you. And we have this is a tradition. you we've got a gift for you

003and do you have something you'd like to say before we do the photo? Um, no. This been, you know, it's been fun and uh a great opportunity to to bring light to the the kids talking here about No, when I was growing up, we had like newspapers and Then something happened, people were recognized in a paper. Everyone had either a group of black Herald. We had the Chicago news that just doesn't exist anymore. Um, and I think being recognized is something that's really important. Um, and they do to encourage kids to to show up to school. Um, it's one of the things we talk about when we go into classrooms is is showing just showing up is is a major thing in life. Um, in school, in work, um, being there on time, being there

004every day, um, is is a life lesson. And if we can help, you know, our kids learn that and that's that's fantastic. Yeah. Well, we're definitely appreciative of rec you've provided our students and celebrating a great job. It's cool. It's it's nice to be have recognition from community as well as recognition you do inside. So you have pictures. All right. All right. I'll let Bigfoot big foot. Yeah. Squeeze, squeeze, squeeze. That's perfect, you guys. Great. Thank you. Thank you. All [Applause] right. All right, Jaden, I've prepared words for you. I will say fast. Uh so Jaden, it has been our pleasure to witness you persevere through all the adventures and the challenges of high school. You were shy on your first day here. I remember that. And you have grown so much in your confidence

005and you have flexed your leadership skills in a way that has left a lasting impression on not just our high school but here at the central office and throughout our district. That's pretty impressive. You are an insightful and I we appreciate how you have carried student voice here into our boardroom and represented not just the high school but students student voice and students throughout all of our schools in the district. We couldn't be more proud and excited for you to cross the stage at graduation. However, your presence here will be missed. We thank you for your two years of service here and we wish you all the best and we are going to celebrate you crossing that stage. Um, but I want to thank you for your time with us here and I will open

006it up to the board if you'd like to add anything. Sorry. I remember your student workg rep interview and the one thing that I came away with that during that interview was your compassion. Um, spoke volumes and your desire to do whatever was in your realm of possibility to make things better for any and all. Very proud of you and I can't wait to hear how you succeed in your future. I just want to say not It hasn't just been recognized here, but um across the street from me, your cheerleading coach's parents live. And she was talking to me about how much you've grown this year and how impressed she's been. So, everybody's noticing it. And since I've known you the longest, I'm just so pr I teeny guy in the stroller. So, I'm I'm

007just so proud of you. I've known you for a long time too, Jaden, because I had you in class. And I I'm not surprised by how much you've grown because I thought you were pretty amazing then. You were very positive. You were always encouraging the kids to do the reading and to do things. So, I'm not that surprised that you've turned out as as amazing as you have. And I am going to miss you. I'm going to miss your sense of humor. I'm going to miss your leadership. And so, but I I just wish you the best. Thank you. Um I just wanted to say um since you came on back to what they were saying, I I got to sit next to you that year, right? And I watched the nervous side of it.

008What am I doing? Right. Um and and you just stepped up. You did a great job. Um what you guys did this year at the conference that we did, I'm just like, wow. you know, you guys thrived in there and um it it's just awesome to watch and and that passion that you have and uh you will be missed. Yeah. Thank you. I see J all the time. I can say I don't know. I might cry. I don't know. Well, I mean, like, I've been friends with Jaden, but since middle school, and he's always been like someone safe, which is something I really appreciate. That's pretty powerful. So, I'm really glad I was able to have this year this year. Not going to be here. Yeah, we'll still hang out though. We must still hang

009out though. Speaking of still hanging out, so there's an expectation of former students. [Applause] A visit and B somehow pay it back later. Join school board to help the schools keep connecting with kids. Okay. Ask every time. Come back. Say hi. That's the easy one. All right. We have something to remember. Bye. And we're totally getting a picture with you. I guess that's not optional. Okay, there's some important things here from all of us. Photo. You get to have this your name tags in there or your name. And then you get to take your you get to [Music] take one. Hey, we're gonna see you on stage. That's your moment. Yes. For sure. For sure. That's not your green light to me. Strong to the finish. And uh four of you have more things to

010celebrate. So I will open it up to you. Jeremy, thank you so much for coming tonight. Thank you. Appreciate it. Thank you. I want to say congratulations to the talented members of the Hardin High School band who wrapped up the year with a fantastic end of year concert in late May. Their hard work, creativity, dedication were on full display. And what a great way to finish the year strong. I also want to bring up I was at the choir concert. Same thing. They just knocked it out of the park. So yeah, great job. I would also like to point out with the high school the signing. I love the signing day. It's just like so cool to watch all the kids and I just love all the different areas that they're going into. It's like

011so many different things and um I know the kids feel really good about it, but it's just so it's just so fun and they're wanting to see where they're going and how excited they are. So I I love that they brought that into the program and it's it's really cool to watch. Yeah. I like the diversity of schools, but yes, everybody's found. I love it. I love that Orin doesn't do just like the the sports signings, you know, kids, you know, we get their lives and the teachers. I think that's really cool. Um, a big shout out to Tatum, a sixth grade student at OR Middle School who raised more than $520 for the color run. And those funds are used for a variety of student activities, music program, sports program, referees, student clubs, dances.

012Um, and thank you, Tatum. And I also have to say I do believe she saw middle school cross country team because they were the person that had the person that so she helped out her team and the cross country team had the most donations. I'll do um shout out to the ordering combined PTA. Thanks to their generosity, our kindergarten students from Tomigan Ridge had a sunny and memorable adventure at Northwest. We appreciate our PTA for continuing to support hands-on learning and unforgettable experiences for our youngest learners. Well, one of my favorite days next to graduation has always been a little hard this year. I'm not joking. It's super fun. But this year was a little bit different. So on May 22nd, students in kindergarten, sixth, and ninth grades participated in a modified Mahar drill, walking

013a portion of the evacuation route. And one of the reasons I like this day uh is just the collaborative community effort to get our students and our community to safety. I've said it time and time again, if there's ever a laar, follow the kids. They know where to go. Uh, so I want to extend a big thank you to our Oring Police Department, the city of Oring helping us to make sure everything ran smoothly and our kids were safe and their support and collaboration make all the difference. So just glad you continue to do that. It's an awfully quiet, beautiful day looking up at the mountain today. I don't know. I've got one more shout out. I just want to recognize our staff and our teachers who are in the home stretch. And this is

014an exciting time of year, but also tough. Everybody's ready to get to the finish line. So, I just want to appreciate them for their continued dedication and focus on kids. May their heart, their feet, and their voices be strong. All right, then I will turn over to community comments. And we've got one speaker tonight. So Eddie, could you join us up here? Sure. So, just so you all aware, I emailed my questions to you because I know that you're not going to be able to answer them on the fly right now. So, they should be in all of your inboxes as well as I sent them the board. Uh, but so the questions I ask here will be viewed as rhetorical and then I have a statement at the end that I'd like to make.

015So um is the board aware that there are several students who have been harmed by former LEAP students who are left without support and expected to behave appropriately alone in Chedd having never been without support. Is the board aware that former LEAP student who was deprived of support attacked multiple students this year and ultimately attacked staff before administration decided to provide them with the needed support? There's been a catastrophic failure by district administration to recognize, identify, and address the needs of our most vulnerable students. This is not an isolated issue and I stand here as one of many families who has suffered the consequences of the district's failure to provide services owed to its student. The district's failure to protect my daughter inadequately support her attacker forced my family to seek a protection order from

016Pierce County Ford in order to ensure my child's safety. Only after that same student attacked several employees was action taken and support given. Many of our daughters, how many of our daughters need to be assaulted on camera by male students two years their senior before somebody is held accountable? Will this board uphold its principles to create conditions district-wide for student and staff success? Will this board hold the district accountable for student learning and engage in responsible school district governance? Let me make myself totally clear. I am in no way faulting any student for their actions. This is a district administration issue. There are students in this district, human beings, members of our community who have been left behind and abandoned by OSD. And it's causing harm not only to those who have lost their support,

017but other students as well. I'm calling this board to action. You were elected by our community to protect our children and ensure a safe and robust learning environment for them. The time for accountability is now, and this board has the duty to investigate the following allegations. Blatant inaction of school administrators to identify and address unacceptable student behavior. Inequitable removal of must support services previously provided to the most vulnerable students. The sweeping under the rug of serious behavior is behavioral issues on school grounds. Specifically concerns submitted in writing by staff who are directly affected by this negligent behavior. the apparent collusion of principles, vice principles, and other staff to downplay severity of incidents forgoing student safety to preserve their own employment. I have spoken to several parents whose children were attacked or harmed by harmed and

018their issues were merely a shadow of what actually happened. The reports of the issues were merely a shadow. I have seen phrases like after thorough investigation, which after I investigated myself through the PDR process found that several facts were left out of this thorough investigation. This board has a duty as elected officials and representatives of the community to find those responsible for this negligence and hold them accountable for their actions. This is not a training or staff education issue. This is a question of district employee character and ethics. Failure of this board to act swiftly and appropriately to rectify these issues would render them complicit and also subject to litigation. I'm asking you guys to look into what principles and vice principles are doing in our schools because my daughter was attacked by a boy

019two years older than her right in front of staff on camera and it was called physical aggression and not assault and the student that attacked her was removed from school for one day and the day he came back he attacked three staff. Only then was he given the support he needed. And the only reason that my daughter was able to return to school safely in the interim until he was given his support was because I had to go get a court order that he couldn't come to school. I shouldn't have to go get a protection order against a 10-year-old boy so my daughter couldn't attend school safely. And when the investigation was done, the conclusion that was found was that there was no interruption to learning. But the fact that was left out of that

020investigation is that the only reason my daughter attended school is because that court order kept that other boy away from her. Only after all those actions were taken was he given the support he had for his entire school career. He had a one-on-one behavioral with him the entire time. I want to reiterate, I do not fault this boy. He was robbed of the support he needed and he didn't have the help he needed to keep himself from doing this. And he's hurt lots of people this year. You guys need to look into this because there are staff members who in my opinion are intentionally downplaying the severity of issues because if they were to actually document what was really going on at elementary school, there'd be no way that you guys could keep them employed

021and get conscious. Please look into this. Thank you. I appreciate you for bringing that to the board. Um, I'm sorry. I'm sorry that you had to work through that with your daughter. We will look into it and we appreciate you for sending your questions and we'll follow up with you. Thank you very much. Okay, superintendent report. All right. Uh, busy time of year. happy to share some highlights and even a couple of videos elevating some voice from across the district as we continue that theme all throughout the year including the remaining uh time left. Wanted to give you a little bit of facilities update. Uh if you notice that 18inch or so trench. We are busy adding the technology communications for our new portables in the high school parking lot. And that work will continue

022into the summer. As soon as kids leave, we're going to be trenching all the way over to the west wing to make sure we can connect to the alarm systems uh and really continue to make sure those are up and running by school start. We think we can kind of hit that August 10th mark and have those uh up and running, ready to go. Reminding the board and the community, we started to push this out in our newsletters. Uh we will be pushing back the elementary start times, which also pushes the dismissal time back by 10 minutes. We're running into challenges not only with neighborhoods that are far out, but also increased traffic and congestion, and the current schedule doesn't allow us to get back and get kids picked up and hit those route times

023continuously. So, that will be new for the fall. Uh we are continuing with the plan to move elementary to the west wing, not all the way in. They'll have six of the classrooms, high school will have two, and we'll put a wall in between to separate elementary from high school students. that will make sure high school uh doesn't lose any restrooms. Well, it lose two, but uh it'll keep two as well, which are close proximity to those portables. Uh so, we will have a share scenario that'll continue for the foreseeable future here until we really see what's happening with enrollment and growth. And uh but that does mean that high school has no more room to grow after we make that move. Elementary will have a little bit of room with uh six classrooms. Improving

024learning outcomes. Uh we have some wonderful news to share speaking of what's happening on the learning front. Uh I know director Rab that'll be his last report that he'll be attached to tonight. Uh but it'll be a good one. Uh Dr. Lee is really leaning into this idea around how do we clarify what is most important uh in our review of the new curriculum and what we're adopting. We really feel like we're trying to pack too much in. And if we really want to be about mastery and have kids flourish, we have to get clear on what's essential, which is going to feed how are we going to assess it? how are we going to intervene on it? Uh, and so far the feedback from staff has just been really positive in that regard. Uh,

025so we'll kind of give a little bit of foreshadow what that looks like, but when we think about these boxes, these are the exact tools that he's leading with. We're really working on that left side now. What's critical? What are the absolute core competencies in ELA and math? And he has teams of teachers, kindergarten all the way through uh, high school working on that left right now. What are the big ideas tied to those outcomes? what are essential questions? Uh trying to break that down to learning intention, success criteria. When we look to the right, that's work that's going to be feeding next year. We discussed that a little bit with your May retreat. Uh thinking about how do we actionize and get more ongoing and how will some of the tools like I Ready,

026uh feed our ongoing progress monitoring. So, uh great work happening so far that'll help Pete in the summer to make sure we hit the ground running. We split our admin advance. Historically, that's been the second week in August. the day after school gets out, we're pulling our administrators together and dig deeper into this work so we all have clarity heading into summer about what the fall is going to look like. Uh that will actually tie into our keynote speaker whom you've met, Dr. Paul Bloomberg, because we're going to incorporate that learner agency thread uh in everything that we do. Uh morning combined PTA, uh I'm telling you, over $30,000 raised to make sure that every elementary child can go on a field trip. There's a picture. You had talked about it a little bit ago.

027Uh PTR visiting Northwest Trek. That was huge. Uh we've had wonderful success. So much so that it was our pleasure to honor our PTA president Michelle Alpieri with the Wasa Community Award uh last Friday. So we got to say thank you to her. Uh but that is a team effort because she sits on top of the pyramid of 1,200 students plus and over 2,000 parents. Uh and is what we described to the region. Uh there are three big things attended in Nordic. Daffodil parade, Friday night lights, particularly when Eatenville and other local folks are here and anything and everything the PTA does. Uh that's really the top three of what's most attended here locally. Uh concerts were awesome. I am pleased to say that once again the Oring Middle School choir was selected to perform

028at the Seattle Mariners. They'll be doing the national anthem on Father's Day. Hopefully fathers are traveling with them. Uh they've had our high school such amazing ratings and support. Many superior ratings this year. Uh and this is always a tearjerker because we say goodbye to our seniors, but we said goodbye to our senior choir students this year. Same thing on the band. Uh all of our bands got to perform. They've had wonderful success. Uh last year you called them in because they were top place. Number one at the Lincoln Invitational. They were number two by a point was all the difference. Uh they sounded amazing. was so close, but they're continuing a strong tradition. Uh, and one of our boosters is in the audience tonight, and we are also appreciative of the partnership that happens

029on that front as well. There's some pictures of our kindergarteners walking out in the modified LAR drill. Uh, OPD, we're grateful to their assistance and partnership. We do believe we'll be back to the full scale multi-jurisdictional drill uh, next year. Uh, has about 26 different agencies, multiple school districts. So, we think we'll be back to the full meal deal next year. Uh, very much appreciative of our high school students for facilitating. They met the students, uh, kindergarten students right there and walked with them downtown and back. So, really cool having the high school partnership. Uh, signing day. I thought I would do a brief video of what that looked like. Just briefly though, 52 tables representing everything you could think of. the world of work, trades, apprenticeships, military, who is going on to participate in

030collegiate athletics, two-year, four-year university. Uh, and this was really fun. Uh, our staff were wearing shirts from their alma monitor. This video will share a picture of our students joining our staff at the table as Cliff uh, read the postsecondary plan out loud. All students for Central Washington University, Cornish College of the Arts, Eastern Washington University, Gonzaga, Pacific, Lutheran University, University of Washington, University of Washington, Washington State University, Western University, please come down. So, after every pathway is called, students come down, stand behind the table, and when you're all said and done, every student is standing down there, and that's what it looks like. Uh, not a pathway is left out. So, kudos to Miss Fry and our high school team for making sure that recognition is tracked, uh, and that students are celebrated for

031everything that they're doing after high school. Uh, I'll say last night we were definitely pleased uh over about $100,000 of local and uh state and uh actually federal grants for scholarship postsecondary ed. Uh so a lot of support, a lot of scholarships uh given out last night. We're just really appreciative of uh particularly the local alumni partnership. Uh on the lookout you can see that blue rocket bottom left. That was the last time that rocket was seen. Um, always a hit when we have particularly have our elementary students doing a countdown. Bonnie got to see it. Uh, our life skills and transition students were out celebrating. There's Casey. Uh, and just so much fun. Mrs. Thompson's class, they actually do simulator and they do some predictability about what the rockets will do. She has some

032new engine concoction. She was describing it to Bonnie and I. I don't exactly know what it means, but they went fast and far. Most of them. That one disappeared somewhere over Oring Elementary School in Kathy's area. So, see a blue rocket. Uh, holler. Uh, but it was a lot of fun and the kids love it. Uh, May is mental health awareness month. You started the year with a mental health theme. Doc Brown came. You talked about empowerment, but through the lens of really self-care. Uh, and students share their own strategies about how do they stay mentally healthy and well. Uh this is part of the series uh here from us kids that Britney's worked with to get voices elevated. I thought I'd share that video with you because it is just awesome. Foreshadowing though, you're

033about to see a video coming live where our kindergarten students are interviewing our seniors. So a little foreshadow, but let's get this one played. Bonnie, can you click on that link please? Or not. Uh oh. We might have some. Click the X. Click the X. I see it right behind you. Okay, great. There's no sound. Kevin, oh wait, wait. Our bodies. What it means to take care of my brain and feelings? Well, it means taking care of myself. If we don't take care of oursel, then we can be unhealthy. And it also affects our mind and how we think. When I feel sad, mad, or worried, I like to go into my room, play some music, and draw, make comics, and stuff. Whenever I'm sad, mad, and worried, sometimes I'll take deep breaths or listen

034to music when I'm able to. It's important to talk about how we feel because if we didn't, then no one would know how we feel, and empathy wouldn't be a thing. Some advice I' I'd give a friend who's having a hard day is not really to worry about it that much and if it's really really bothering you to talk about it with someone. The advice I'd give to my friend if they're having a hard day would probably be just to stick it out cuz uh you know you can go home and hang out with a pet you have or just go watch TV and just be alone and chill. Just so and and also I would hang out with them if they wanted to. If they wanted space, you'd give them space. When we take

035care of our feelings, talk to people we trust, and find healthy ways to calm our minds, we help our mental health stay strong. Let's keep supporting each other because we deserve to feel our best. [Applause] [Music] So in your board goals, you set qualitative and quantitative goals. the quantitative or numbers, percents, things like that. Part of the voice element is really the quantitative and what are the opportunities or ways to increase. So, I just want to keep bringing those back and ways where figuring out how do we elevate voice, those are their ideas, those are their thoughts. Britney crafts the questions and then answer the mic and then we see what happens and uh what happens is actually pretty amazing. So, uh want to get that out. Uh a challenge for you all. I have

036yet to see a board member post something to the hashtag get outside OSD. So, calling it out publicly. I have some stickers right here. All you have to do is set a goal, share, get the good news out. Uh there's a picture. I actually am telling myself, I didn't put this one on the hashtag, but I took a break from the superintendent conference to climb Chalan but wearing a t-shirt that Joanne gave me. That was pretty cool. Well, there's a picture recently hashtag of our families out on the trail uh being healthy. So, if you'd like to get your summer adventure in, I got some stickers. We can do it proactively. Uh but we'd love to see you get some good news out there of anything you or your families are doing. Uh and we'll

037have some challenges over the summer for families and kids as well. Uh I will love to just say uh we've talked about other national awards. I think last time I was here we had a national coach award. Here we have a national pio award. Uh the National School Public Relations Association recognized the district with an award of excellence for our summit newsletter. That is the highest award you can receive. And we also got award of merit for our cultural calendar. So kudos to Miss Britney and her design work and the fact it's being recognized nationally. Really cool. Speaking of recognition, uh we got a few folks in the room to recognize Mr. Jaden Sodto. There's a picture of him and Mr. Frieza and myself was recognized by the Washington Associated School Administrators region 111 that's

038Pierce County uh for a student leadership award that's for students who have played a significant role in initiatives or programs that promote access equity or social justice in their school or community. I was able to speak about his dignity work has worked around the student advisory program. Uh he's done a wonderful job and we're going to be sorry to see him go but I'm pleased to say that he our new student board rep Mr. Dallas guy and Carly, we had a planning session a week and a half ago and his legacy and dreams uh plus what they're building on that work will continue uh new and exciting great ways because Carly said when we asked okay what's the most important thing she said I'm going to do it all so we're going to do it

039all next year uh and just have a hoot uh I already talked about Michelle I would like to say shout out to Dr. for Aaron Lee. He received an award or recognition for his work around equity leading at systems level. Welld deserved and board. I know you have some comments. We didn't want to do that early on because we don't want them all mushy uh before they have to do some work here. Uh but this is the very last meeting for director Steve Rab and director Debbie Christian. They'll Christensen. They'll be retiring at the end of June. So, if you'd like to say any comments uh as your trusted advisors for the last seven years, I believe uh you have a chance to do so at the end of this meeting because graduation we won't

040get a chance to do so. So, uh happy last schoolboard meeting to those two colleagues. Uh upcoming events, uh band concerts coming up on the 10th. That will be a full house. And when I say full, I mean the gym floor is full of students. Bleachers are full of parents. Graduation starts at 6:00. Ticketed entry. Each senior gets 10 tickets. That will start at 5. Non- ticketed at 5:45. So, anyone that wants to come can. Uh board, we'd love you there around 10:30 when the seniors practice walking. That'll be a time that we can practice diploma cover hander handing out uh if you're around. And then the last day of school will be the 17th of June. Uh then we're off to summer break. Uh we do a bubble blowing event and say goodbye to

041kids the last days. So, if you want to come out and help say goodbye to our elementary students, you are more than welcome to do so. Uh, and that wraps us up for our last regular board meeting until mid July, but happy to answer any questions that you may have. Seeing none, my brain's not functioning. A lot. Congratulations, Britney. That's a huge huge win. Very proud of that. Britney, Jaden, and Aaron. Yeah. Yeah. Awesome. And then we've got more comments at the end for graduation. I also just I really love the mental health series with the kids and something that has stood out to me is I don't know when I was little if I had that kind of vocabulary to talk about mental health the words that they're using and their ability to express

042their ideas is uh it's going to be so supportive of them as they go through life. So, I just want to recognize the work the district is doing to help the kids articulate how they feel and to give voice to things that are sometimes hard and ways to reach out. That's really important. Does building a duck coop for get outside? It's your goal. We're not we're not here to judge. We're just here to celebrate the reach. I'm going to say building the house of the duck. There you go. Especially since I advisory role. [Music] Thank you very much. You're welcome. Financial report. Oh, sorry. I can already view. I can already see the problem is it will start with S. This is superintendent student rep. I've done that before. So, I will turn over to

043Jaden and Jaden and Carly and you guys can fight for who goes first. Well, I think I have to. Somebody didn't bring a computer. That's right. You did have to turn your computer. Anyways, it's we don't have a whole lot to say. Um, end of year wrap up kind of everyone's ready to go. You can kind of tell in the schools that everyone's just so antsy and ready to leave. All the seniors are like counting down the days. Like every day I get a daily update. Only three days and only three school days left. It's every day. Um, but I just wanted to talk about like the progress we made this year. And I think like personally I grew a better understanding of everything like everything and especially like my passions and what I think

044um is like like important in the schools I guess. Um like that sense of belonging and that whole like our advisor, the student advisory and the getting student voice connection from with students and staff and belonging within schools and then what belonging looks like within the community and within sports and clubs and how to get involved in those ways and like it's like more than just do it. It's kind of like background work which I thought was I think it's just so interesting and everyone's different perspectives on school. So I think like the biggest thing is just now like putting everything into action and seeing well what can we do to bring that all so everyone else can have the same like revelations I've had. Like I want everyone to know what's in my mind

045and all of them to understand like how important those things are because I know a lot of the time it's like that's so stupid or I don't want to do that or like why would I get get involved or stuff like that. And it's it's once you understand like you do it for the first time, you understand the community you're building and like the relationships you build, it's like how do you not want that? So my goal next year is to kind of get really hands-on, get in everyone's face. Yeah. Yeah. And then I wanted to thank the board for the opportunities and open-mindedness through our process and constantly supporting our schools and our students directly. Um I've never felt like I needed to like surpass myself for what I have to say. Thank you

046for all the information. We're excited for you. Thank you for not suppressing. Absolutely. Any comments? We really don't have much to say. I just want to thank you guys for the opportunity you guys have given me. I definitely learned a lot from each and every one of you guys. Um I do have something to say about tomorrow. Tomorrow's a pretty busy day at high school field day. Um, so if you guys aren't doing anything, you guys want to come get some nice, I definitely recommend come stop by and check it out. We got like tattoos and a bunch of stuff, so it should be really fun. Cool. The weather's going to be nice, too. That could count as my get outside. Yeah, shaved ice with high school kids. Perfect. I got your sticker. Is it

047all day or what? Yeah. Yeah, it's like from the start of school to the end of school. in on the field. Yeah. So whenever I go out for my walk by the reg. [Music] Are you guys doing any designs on your caps? I personally didn't have the money or the time to do that. Yeah. So no, but um I know a lot of kids are there's their ideas are very creative. So kicking [Laughter] Very cool. All right. Thank you for your board reports. That's one thing you you've been very busy this year. Very busy. Yeah. Made it go faster, right? [Laughter] You're gonna miss it moment. Yeah, both of you. Thank you very much. Now for the financial report. So back in April, here's what happened. Were there any questions? Good. Okay. I always just

048like to thank Marcy because it's we always get such good audits, good reports, and just so thankful to have to have you here. You figure everything out, but we can't. I keep thinking I'm going to come up with something that you haven't I literally I'm like, "Okay, what's a question I can ask?" Question. What's a record that I don't have finger access to? I will. Just wait. I'm not done yet. [Music] All right. All right. This next report I'm really excited to see is our SBA report presented by Director Rap for the last time. I'm going to invite a couple of my uh colleagues up here. Let's just keep this party going. This is really exciting. Um, I get to get the privilege of sharing with you something that in my eight years here at

049this time in the year, I've never been able to do. And one of my uh favorite books. Dang it. I should have just started in It's the warm-up to get you, right? One of my all-time favorite books was written by the author uh Jim Collins and it's called good to great and it talks about how systems improve right. First sentence in the book is good is the enemy of great and he uses several metaphors in there about system change and one of the metaphors he uses is a flywheel and mechanically speaking a flywheel is a weighted wheel that is sit when it's sitting it's very difficult to get it moving. takes a lot of energy and inertia to get it moving, but eventually when it starts moving, it actually creates its own inertia. So, you

050have to work at it really hard to get it moving. And then eventually when it gets moving, if you reach out and try to stop it, it'll rip your arm out of the socket. Metaphorically, the analogy that he uses is about systems and how sometimes when you're trying to change a system that sits that sat for a long time in a certain way, it can take a long time and it's very very difficult to get it to move. But when it starts to move and it starts to pick up the energy from that movement, hang on for the ride. And so I want to share with you some data that we have that shows that that flywheel is moving. And then I'm going to ask Dr. Westover to speak to one element of that particularly

051relative to literacy and then Dr. Lee to talk about how what he's already doing K12 with throughout our entire system um getting that flywheel to to keep going. When we look at the SPA data, we can look at it a couple of different ways. We can look at it by grade level. So, how did the third fifth graders from last year, how did the fifth graders this year do? So what's that? Those are two different cohorts of kids, but we look at it by grade level. That's one way to do it. Another way is from cohort. So if you were in fifth grade last year, how did you do in sixth grade this year? So those are based on the same group of kids. Student growth percentiles. And what that is is that's taking how

052I performed this year um in in the particular test of this year and then how I performed next year in comparison to that same group that performed the same way I did. That's a student growth percentile. We don't have those now and so we're not going to talk about those. And then we're always looking at our comparison to the state average. We don't have that. Uh we're not going to do that today because that data isn't there. And speaking of the data, it is preliminary, which means it isn't finalized yet, but here's what I can say with a certain level of confidence, and if I'm wrong, um, on July 1st, you can put it back on me, um, which is I when we first started looking at it about over a week ago, um, and

053then I monitored it over the course of the days. when we first started looking at for example PTR's math scores were in and then when PTR scores math grant it changed the data a little bit but not so significantly that what you would see tonight you would be shocked by a week from now. So it's pretty it's pretty comparable from that. So looking at our ELA grade level data. So this is how third graders last year did this year and fourth graders and so on and so forth. You can see that we've got it built by the kind of the goldish color is last year and the blue is this year. And the the bar that's the tallest is the improvement. So if you go from left to right, third, fourth, fifth, sixth, seventh, and

054eighth grade, look at that. The average growth last year of our grade levels was 1.6%. This year, we calculate with the data that we have right now, it's 7%. That's impressive. Yes. Uh and then our cohorts. So, this is last year's third graders as fourth graders this year. Last year's fourth graders as fifth graders this year. I'm not even going to be able to finish saying that. Look at that. I know. That's amazing. And one of the things I think that that is we know that reading is the foundation for all learning. And one of the things that Dr. Westover has added to our team is some significant expertise in early literacy and for Aaron and I who are secondary guys trying to lead this process really relying heavily on her to help interpret what

055this means. So she's really leaned into this work with our elementary principles and I'd like to have her speak to what is the stuff that's been done around literacy this year and what's already being framed for next year. Sure. Show the pretty picture. Pretty picture. Oh, the notables. Sorry, I jumped. I don't even know my host slides. No monkey. Come on. Okay, these are the highlights. Six of seven grade levels showed improvement. Fourth grade 9.5%, fifth grade 10%, sixth grade 13%. Significant statistically and otherwise. Five of sixth grade level cohort showed growth. Fifth grade 14.5% 61 11% and uh fourth grade cohort is 11% the fifth grade cohort 18% and is above the state average the last time I checked they get to take that home ptr showed improvement in every single grade level everyone

0566% 8% almost 16% improvement of third grade from last year and to speak to the literacy side of All right. With the picture of Scarboro's rope. Sure. So, um, early on, well, just to kind of back up a little bit, when I came to the district, I heard that we had just adopted book forms just recently, and we're using it. And the word that I heard the most is it's scripted and it's explicit. And I was like, that's great. That's fantastic. And, you know, I just observe and monitor and kind of have conversations with principles a lot about what the data is looking like. And I just started asking more and more questions about what actually does bookworms look like and what do the lessons look like when it comes to early literacy. And what

057um we kind of came to the realization of is that perhaps the early literacy the foundational reading skills in bookworms weren't explicit enough. Everything else is fantastic. We've got kids in real books, reading real stories, engaging in conversations about text. That's awesome. But we needed more when it came to how do we teach kids how to read? And so we we put together we we had some teachers come together and the principles and we said, "How are we going to solve this problem?" And we found a curriculum that um was developed at at the University of Florida. They have a literacy institute and they developed a pro a program called UFI University of Florida literacy institute. Okay. Um and we brought that in mid year which is really weird right like we don't typically do

058stuff like that but we thought that the need was significant. So we brought it in we worked with the teachers and we developed a plan for how to implement that for the rest of the year for our kindergarten through second graders. And the teachers are super excited about it. That first week, all we could hear is the kids love it. They can't wait till we do UFly. And kids are engaged. And then instruction is very explicit. Um, and then we're going to continue that into next year for our second our kindergarten through third graders and continue to make sure that all of our kids by the end of third grade know how to and and the work done this spring for next year in the master schedule. Oh yes, sorry. We also looked at the

059in order to fit in UFly, we had to say how are we going to fit this in and still keep the fidelity of implementation of all of our other curricula. And so we put together um some kind of guidelines for our principles to use to develop their master schedules that kept all of those things intact. And we went back I did that like here are the guidelines based on research and what we've seen in other districts. And I said, "Go back and see if you can get this to work." Because a master schedule at elementary is pretty hard, you know. And so they went back to see if they could get it to work. They they have. So we were going to work out kinks, but we really didn't need to. Um they've got it

060to work. So we're going to have a master schedule that also supports also ensures that kids are still having that full access to the course and conversations as as as recent as today with principles about what does that look like at third grade as well. since the focus was K2 last year. Yeah. So, our third graders haven't had as much explicit instruction. So, we still see some gaps in third graders that we pro well, it's our current second graders that will be third graders next year. And so, we typically with UFly, you would teach at K2 and then in third grade, we go back to full book forms. you wouldn't need it in third grade. But what we're seeing is there's still some significant gaps for those current second graders that we need to fill

061as we move forward. So we are going to modify their schedule to look similar to second grade. Um still not taking out much at all and um provide those explicit instruction at core and then inter intervention as needed. Do you see that you plan for the third graders continuing throughout the end of their third grade year? So what we talked about doing is really monitoring the data and determining kind of a phase plan. At some point, we're going to have enough kids caught up. It looks like um there's three major components. We've assessed all of the third graders. There's three major components of um foundational reading skills that most of them are missing. And so, we're going to focus instruction at the beginning of the year on those lessons that cover that. We're going to

062track data and at at the middle of the year in January look at it and see if we can go back and not need to continue doing that. So, we're hopeful that we'll be able to fade it so that we go back to a regular schedule. Which of the three? Um, she might ask me that. I would have to look at my I would have to look. Um, yeah. Um I'm just wondering so everybody will get it or only the kids that need it? So when we looked at the data for third grade well for all kids in K2 it's core. So there's lessons in you play that are kindergarten lessons. There's first grade lessons and second grade lessons. Kids there will get it as part of core. For third grade, we are going to

063start at part of C part of core for those three components that we found that most of our third graders are will be third graders are missing and then after that we'll move back to intervention only. So what do you think um has led to the such a big growth of the fifth to sixth and the and the fourth the fifth because they didn't get that did they are you doing something else there? No they didn't get that. So I would say probably our multieared systems of support the last few years we've used um some explicit instruction for for reading um with those students. So maybe that has has contributed to that increase. And it's not uncommon when you uh implement a new curriculum like we've done at elementary that it takes a few years

064for that to actually show. They even talk about when you first initiate there could be a dip because it's changed and teachers don't understand and whatnot. Once the wheels start turning on that then that can start taking taking. So that was the curriculum before that even then wellth graders fifth graders have had fifth graders have had we brought that up but we've also had explicit instruction and tier support. So we use um sips and 95 is the other program that we use when students are behind and those programs started last school year. Okay. It's nice to see that continued growth because it shows that both of the curriculums are well everything they're using is actually we've had three years of bookm tighter inquiry cycles align to those outcomes. And we kind of talked to you

065about last May what that would look like this year. I'd add major structural change first year of two equalsiz K5 elementary schools. So reduced transitions and also teacher looping with students. Some of those teachers moved up and so I don't know that you could unpack and say exactly what because the system's been on change overhaul, but we're seeing it. So some combination of all of them. There's probably more I haven't thought of. Uh, but there's a variety of things at play and something in that combination is working. I don't think in all my years at ording I've seen this much growth. I really don't think I have. So, have this just I can't think of the correct name for it. The um SBA pre-est things. Have people been using that? Well, that would help a

066lot because then the kids would be more familiar with the type of assessment. This is the first year of focused interim assessment blocks. And what you recall maybe board from November, every school improvement plan had at least a triangulated set of data. And one of those data sets was student voice. Another was some sort of data analysis aligned to SBA, which is third grade through 10. So yes, those are in play. And part of what Dr. Dr. Le will share at the end and the foreshadow is that we're continuing on a greater and even deeper level because part of this was just new teachers were learning about I Ready this year. So the deeper we get in this work the we hope we see improved success. I think that's an important thing to note in

067this data is the growth in the teachers as well. I do too and the coaching and everything that you guys have done because more I believe the teachers are actually following it much much closer than they were before and actually you guys are spoiling the the work well let me jump into the next piece which is taking a look at the math and so when we look at the math grade levels you can see similar results where the green shows the difference from last year to this year and as you can see there with the exception of one grade level and that isn't much. There's growth in every single grade level. And when we look at that as cohorts, you can see the same thing. I want to go back something about this. This this

068is the part that we were pretty excited about, which was our average growth uh last year was in negative 5. And we've kind of turned that into the green now at this point. So that's pretty exciting. And then the and then the grade level cohort. So when we look at the notables about that, six of seven grade levels showed improvement. 10th grade, 8th grade, fifth grade 13% improvement. PTR, two of their three grades showed the improvement. And then the cohort score of sixth, 8th grade at almost 5%. Both uh third going to fourth and fourth going to fifth at OES showed growth last year. And it's just it's just really really exciting to do that. And in terms of just the flywheel is going to get is being pushed right now as as we're talking

069and some of the very things that you highlighted that were intuitive to you. Uh Dr. Lee's going to talk a little bit about the work that he's been doing to make sure that that stuff goes forward. Steve, what's the And if you don't know, no problem. I'll be curious about this later. What's the story around the seventh graders? They were below. They didn't show the growth that the other grades, seventh, seventh graders. Yeah. Right. I was wondering about that. But both in ELA and math, they didn't see comparable growth. Yeah. So, I'm just curious what the story is around there. And I absolutely seventh graders are a thing into and of themselves, but uh ELA both ELA and math. So math the seventh graders as a cohort grew over last year. So if you look

070at that line from sixth grade to seventh grade. So there was a jump for the seventh seventh to eth and seventh to eth there was a jump. There was a growth sorry that's all right. Yeah. Yeah. I guess it wasn't seventh graders on. So six sixth to seventh and then seventh to eighth there was a drop and then you were also showing um at the seventh grade there's a drop. Yeah. I don't know just yeah just curious to see growth in all of the other groups. Yeah. But I think to your point what Dr. he'll share a little bit about is we we are getting closer to the I don't know not being the answer, but here's exactly what and here's what we're going to do about it being the right answer, particularly as we

071dig into these core competencies and ongoing data assessment that is actually tightly aligned to those outcomes. So, it's a great question, a little bit of a foreshadow of what's coming next. Thank you. Well, first of all, I want to say thank you, Ford, for all of the things that you've supported us and the patients you've had. I mean, I think about the new curriculum. We One thing you didn't mention is we've had NPSS doses that have done an incredible job. I mean, Amy and Whitney are just amazing. Um, we've also hired some leadership, some principles that um I'm telling the best group of people I've ever worked with. And so, if you think about like combine that with the curriculum, you really think about for the first time I think in the history that I've

072been in, we have a diagnostic tool that really is diagnostic. can tell us, you know, where kids are, where they aren't. But I just wanted to spend a moment and say thank you very much for that and your patience. And I'm kind of jealous that Steve got to present all the good data. I said that in our meeting and Debbiey's like, "Well, I got two words for you." What was it? No, I said three words. Three words. I said life isn't fair. Support for me. Yes. What I'd say to that is that none of that would be possible without Steve Brown. I mean it's this is something that um he has done an amazing job at laying a foundation for us and moving things forward. It is not easy to get growth. It just isn't.

073And uh it's it it is very much like turning an aircraft carrier around, isn't it? Right. And it would not be possible if he was not here. And so that's the eight years you've done this job showing up right here. So say thank you. Checks in the mail. Okay. [Music] Of course. And so here's the other thing. I'm always moved by the board because every time we talk about kids, you cheer up, right? And I think Carly, like by the way, you really want everyone to see what's inside your head. But I think about like Carly, she has the same value as the board, which is we really want to reach every single kid. And Jaden, we I met with you the first time when you were a freshman in high school and we talked

074about dignity and you bought it right away. You were super quiet about it and it took me a while to get out of you. Yeah. but you bought it right away. And so I think about the conversations we've had not only in our like our work sessions together, but I think that you've all been rocked here on multiple occasions of the great things that kids do. I don't think we've done really a board presentation at the school level where I haven't seen one of you or maybe all of you like tear out just with kids talking, right? And so we talk about data, it's a huge celebration and that data is that growth is it's amazing that don't get me wrong. What I want to say next is this is that you want every single

075kid and I need every single one without exception to pass. So unless those numbers are 100%. We have to do something about it, right? And so we've done some great things and there's a flywheel. There's that. And uh you know I think this is a harbinger for things to come. But I think the the alignment of values that we have in this district is unparalleled, right? We've always loved kids and there's always been that relationship. Our data has always said that relationships are number one. It's our biggest strength, right? And our board reflects that. Um, even with Carly and Jaden, the two of you, that's something I've seen you work with kids on a regular basis in value, right? And so that the question is, how do we keep that data moving forward? Well, there's

076a there's a graphic here. There's a lot of stuff on that, but on the right hand side is the four PLC questions. And if you've been in education for any amount of time, you've seen those four PLC questions. It's all about this concept of teacher inquiry. We're trying to really think about like how do you use data? are used like information in a way that makes you a better teacher and the kids will learn better. Right? And so those four questions are all aimed at that. On the left hand side is really where core collaborative and direction that we are going in is really thinking about how do we put students in that process, right? Students have to have their own inquiry just like teachers did. Now I was paying attention to that video that

077that was a great video by the way Britney about the students talking about their social emotional health. Now I I've been around for 30 plus years. I've never heard kids use that kind of language ever. Right. And so kids have changed and the expectations of students has changed. Like we have to change along with them and we have to put them in the driver's seat. And by that I mean we have to work together with kids or they won't learn. They just will not learn. They will vote for their feet. And by that I mean not just come here and they'll show up. They'll be compliant but end of the day they're not going to learn. And so that left hand side student inquiry is what the core collaborative is really about. That's the work

078we're laying the foundation for right now. Now, I'll say the last two weeks, we've really spent a lot of time with teachers looking at what is important. Now, a while back, I said there's something like 300 standards. Remember that? I said, Jaden, and by the way, there's tests because you're graduating. I said, I said, Jade, do you have all of those like mastered? And you said no. No way. Right. And so, what we have to do is we have to think about what is our priority, what is absolutely essential because those standards are written for everything. we can't possibly do everything. And so for the last few weeks, I've met uh with teacher leaders K through 10 and we've sat for entire days from elementary to the media after school and we're defining exactly what

079is essential and we're doing it through the lens on the left hand side of students. And so when we we talk about standards, we're not just using the standard language. We're talking about what's the big idea around that. like what is the essential part of what we need to do together so that later as we start the school year we start working directly with students and do inquiry alongside of them and it's the only way we're going to get past the data we just showed you right and that data is great and it's great celebration but it's not good enough and so that's we're going to keep pushing forward with that and so when we meet um probably in August I'm going to lay that out for you and show you what teachers have been

080working on and they're very proud of it and they're excited about the work And I I got to tell you, out of my 30 plus year career, it's the it's the best work I've ever done just with teachers. And I haven't done it. It's the teachers that have done it. And it's just such amazing work. And I I'm really really proud of it. I can't wait to show you that. So the direction we're really going in is really around student agency and really thinking about how we define standards in a way that is clustered around these ideas that are bigger ideas that they translate beyond school. And so it's the things that that Carly and Jaden, they really ask those kind of questions with kids. Well, that's what kids are really interested in. Honestly, that's

081what lasts. That's what lasts beyond graduation. And Jaden, all the stuff you learn in school is going to be completely valuable, right? Yeah. But the stuff, think about the stuff that you really learn that you take with you forever. I mean, a lot of that probably wasn't in the standards, right? Something that that really will compel us forward and think about that moving together. So, I'll miss you. I mean, four years, man. But um we're looking forward to the future. We really are. Are they? We got this. We got this. So yeah, it's the the direction is we're taking the systems that Steve has been building for ever say here, but forever and really thinking and putting a point on those and really thinking about how can we really move forward together with kids. One

082of the things that I've witnessed over the last couple weeks with Aaron working with the teachers, Erin and I had this experience before we when we were looking at curriculum and before we adopted Bookworms, we were working with both math and teachers. This was pre-COVID. And one of the things that Aaron was pushing for during that time is if we're going to pick a curriculum, let's let's let's help the teachers understand what the standards mean. And we discovered that there was probably we were operating off the assumption because they went through teacher school in a taught for they really do understand the standards. We found out that that's not necessarily true. When the light bulbs were popping on when they had the chance to engage in it, it was so exciting and encouraging. I've seen

083that very same thing over the last couple weeks with this with the work that he's been doing and with the two board members that were former teachers. Just to the point what he's saying, there's so many things to teach and you only have so much time. How powerful is it that you will have a tool and you'll have the information to know if I've only got this much time, I actually know what I need to do to to fill that time with to make the most impact on kids. That's the working with these teachers and they're really excited about it. And he's putting stuff in their hands. to created a bunch of information around the standards that they could work with so that we're not wasting time trying to create that from the ground up

084and then put it in their hands and say, "Okay, work with this. Tell me what you think. Tell me what you learned." And so they're making adjustments to this work and learning through the process along the way. And the energy that's being created by that is pretty impressive. And we talk about agency. These teachers are are lending and developing a voice in what is taught in a way that hasn't happened up to this point and that's going to be extremely powerful moving forward. Yeah, I think that there's there's something I thought a lot about like uh I would put our staff up against any staff in the world. I really would. I know I'm biased. I get it. But I mean, the reality of uh the work that's been happening in this district with our

085teachers, it's unparalleled and they're they're amazing amazing people and I'm I'm so honor and privileged I get to work with I get to work with them. It's not like I have to. Um but our our leaders have like been side by side with me and they're amazing as well. And so like I I have everyone on their back. So if anyone says they're not doing their job, I'm telling you right now, they all are. They are. And I'll back that up forever. They're great people. And so our kids are amazing. Our staff's amazing. We have 100% in this. I know we do. We have it. We're going to get there. Um, it's going to be a lot of work, though. And I think that we have the right focus, which you'll learn more and more

086about as we get into next year. I think you're going to be proud of our staff and our students because I know I am really, really proud of them. speak for all of us that we've been wanting to see notable and notable improvements uh for a while now. And so thank you. Thank you for your focus and your work and elevating students and staff throughout the process. I find it interesting that you thanked us for our patience. I flippantly had said give me three years and I flippantly said two and we're not at two and we're already seeing this growth. So I am super excited about what you've accomplished what you've accomplished here. We remember during our our work section I said you all are remember this quiz said you're all instructional leaders every one

087of us every Jed everybody we're all instructional leaders and that's the only way we're going to move forward with this and so that sincerely not just patients but the support has been amazing what more would you like from us just anything if you have any questions or what more would you like from us oh Um, I think I think the work that we're doing, just the pathway that we're on is powerful and it's it it gets better and richer as we go. I think the continued support and even the questions are making us better along the way. But that partnership and I've never felt the entire time I've been here um anything but true support from every one of you. And that's what we need, that continued support along the way. It's tough that you

088give us a free pass and I know that. Um I know that we have to show growth and we have to do the right things and uh you know Ed pushes pretty hard. He has high expectations and that comes from the board as well. Um I'm not saying lower those expectations. I'm saying let's raise them 100%. That's what we need. But that continued support is absolutely really really important. Thank you for sharing that with us. I can't wait to see this is preliminary. It look phenomenal. I'm excited. Can't wait to see the final final. But we're celebrating with you on that. While you guys raise those expectations, there's a cookie over there with my Eric can cuz he's hurt. You get support from each other. Dishes out. Oh my goodness. Sorry. Good. I think every

089once in a while you get you just get also lucky that a group connects and when you see that connection big things happen and you guys have connected. Thank you. Goodness gracious. Okay, cool. Pulinary results. I'm reading the very next item on the agenda and it's first read of policy considerations, primarily markups, couple new documents. I haven't seen some questions come forward. So, I think we're okay moving these forward to second by the way. Up is a bunch of field trips. It was personnel vouchers. So, can I get a motion, please? I move to approve items one through seven on the consent agenda. Thank you. Thank you. All in favor? I motion passes. I'm just so glad that we get to do field trips because kids love field trips. They just like the like even

090like Northwest. I mean, kids love that and to have that opportunity to do that. They just I just remember how excited they were. Oh, we're having a field trip tomorrow. Yeah. I'm glad we did. I'm glad we got back to field trips. I was worried about that a little bit. Kevin for PTA. Yes, very much so. And support from the community. It's really our PTA members. Very good. You timed this just right. SBA improvements. And now we've got a motion on the table or So the first item for action this evening is superintendent contract 2025 through 2028. I move to approve the superintendent contract for the years 2025 through 2028. Second. Thank you. All in favor? I passes. Thank you. You're welcome. Second item up for action is CTE conditional certificates. No presentation this evening.

091I think we've been down this path a number of times. So I will entertain a motion. I move to approve the request for issuance supporting middle school CTE conditional certificate renewals by OSPI for the 202526 school year. Thank you. And a second. Thank you. All in favor? I motion passes. All right. Next item is for discussion and this is board focused. So this is our director's survey, annual survey that we do each year and it's helpful to calibrate us. So, thank you. I think what I'd like to do is open it for comments. I um firstly would like to thank both Michael and Joanne for still submitting the survey. It's um not exactly a quick one. Um but I appreciate your opinions on what's going on even knowing um you may or may not um

092be here for the next term. So um I just kind of wanted to say that and I was um I was pleased to see We all mostly think the same. There's probably just one that I thought was kind of funny. Um that we didn't I think that we have one vote for everything. On question number 27 um communicating our rationale for decisions to the community community. We all don't um see or understand that the same. I'm wondering if we can have a little more discussion on that one. I think that we do a good job of letting the community know what's going on. I'm not 100% sure that we give them a good rationale as to why why people are making the decisions that we're making. I for myself anyway, I feel like I could

093be better at explaining why we did this or why we did that or you know because sometimes they'll like have a question why are they doing that or what? Well, if we explain it correctly then they won't have to ask those questions. You know what I mean? Like I don't know. Not I'm not talking I guess as oneon-one with people. I think I guess I'm talking more as a board, you know, like we're we're changing this and this is why, you know, like um I don't know maybe that that would just be my and I think, you know, I don't think it's terrible that the job we're doing. I just think we could I could do it a little better, you know. I agree. And I I think that the one thing um I came

094away with is that we've been really good at communicating the rationale for decisions when it came to facilities. Yes. Yes. But maybe some of that other stuff Yeah. just doesn't get communicated quite as clearly. I don't know. And maybe it doesn't. I just miss it. Maybe. Yeah. Um but I think I still pretty good because the most of the stuff we're talking about this based on facilities these days but hot topic um I know I rated us as this is an area we can improve as well I think we're very strong at communicating the information but the back story the why and I think as a board we'll make a decision and we are on to you know the next hot decision right and or the next thing that's important on our agenda or the

095next thing. And I actually had a conversation over the weekend with a very wellconed, engaged community member with kids in the district and happened to be talking about bonds. Um, and he said, "We failed the bond." And then he turned around and redid the turf. And I'm like, well, you know, we explained why and why we needed to do this and and you know, even how we paid for it, right, by robbing Peter to pay Paul, you know, and and we had communicated that. And he's like, I didn't know any anything about that. And I'm like, how, you know, how did you not get that when you are literally in our buildings all the time? So, um I think that I that was a conversation I had after school is here. But I think sometimes

096or we're quick to say, "Oh, here's why." And then we're moving on. And maybe we could spend a little bit more time communicating the thinking behind that. I don't know. I think it's area for us. I think so, too. And I think maybe uh you know with the the newsletter that we put out there could be a section sometimes from the board explaining you know because it seems like a lot of people read that and um just if we if it's a decision that we made maybe we can put the national in there you know people might see it or page on the website. Yeah. I don't know at least something to refer people to. Yes. Because Yeah. I mean, Britney does such a fantastic job with putting all that stuff out there and the

097little video clips and the things that you see. Um, so maybe people are just missing Yeah. some things here and there, too. I don't know. But yeah, I'm not sure if we can solve that one, but if we're mindful of it as we move forward and even though you guys are off the board, like if we don't communicate something, be like, "Hey, hey, this needs more." Yeah. Yeah, that was a even as president I kind of called myself out on that one. But I do feel overall um that most of them positive. I think does a good job. It is nice kind of doing this survey. focused on our job responsibilities as directors and to be able to confidently say we have a strong relationship with our superintendent. We communicate well as a board. We

098have students at the focus of the work that we do. It it's nice to validate that we're checking the important boxes for our role. The the one other one I I can't find it right now, but um I was it was the one on um duty Uh do teacher do we look at teacher um evaluations and and make decisions by that and is that 36 is it have policies for evaluating staff based on student success. I I've never known us to do that. We this district I don't know if it's a thing other places but I mean I was I was a little surprised to see it in there because I've never I've never noticed it the way the way it's addressed in the evaluation because you can't judge one teacher by their class because

099I mean one year you could have right like one year I actually had 80% of my class was in intensive at the beginning of the year you know just the way that it rolled out um but the way that that it is looked at is your PLC as group data and you show growth At least this is the way it was a few years ago when I did it to tell me at least they're not doing it the same way. So your PLC looks at the growth of of your class and the class as a whole and so you can present growth data which isn't necessarily that they're up to standards but that they have grown because that was always something that was discussed in evaluation. I think the other thing too is because I

100think that one got me a little bit too, but I went back and looked at the actual question and it is do we have policies that require um and and I believe we do have those policies in our board of policies. So it's not that we are actually reviewing the student or the the teacher evaluation, but we do have those policies there that that's um actually job, right? And if you were to look at the evaluation itself, you would see that that was in there which the policy decides on helps to decide the evaluation tool. So the state tool does include that and and uh I I always felt very inappropriate. As a teacher I felt it was an appropriate way. I look at the pol like do you have a policy and I read

101those like yes the policy exists but do we have accountability on that policy? Are we you know are we uh following a policy to the like as it's been written like even things like checking in annually on our reports. You know, our whole calendar is built around policy and things we're responsible for doing, right? Our superintendent's evaluation, like all of that. There's structure and policy in place for that accountability. We stick to that. We stick to that. That's how I interpret those. So, not we just don't have a document collecting ducks. It's actually elevated. Yeah. Well, and I'm sure and principles if there is staff member that is continually not showing student success then that you know that is what this is talking about and then they do something you know to to help them.

102I think the thing the all the questions get grouped into the different standards and standard three do we create conditions districtwide for student staff success there are so many different facets that go into that yeah you know facilities is included in that um and that's that's the standard that has had the most discrepancy in director scores historically like you look at there's lots of black and blue um not always green but this I feel like we've improved, you know, we've improved on previous years. And it's kind of interesting to me because the the things that I I I personally have been honing in on have to do with um teacher voice and and community voice and and that was kind of showing up here. And one of the things I've said before is I'd like

103to hear sometimes from the teachers themselves about how I mean like I really appreciated um what's the eighth grade uh science teacher that came the last curriculum. Yeah. I really appreciate the way he talked about the standards and how that was working in his classroom. I'd like to hear some of not just from Atosa because they're not doing it in their room. from the teachers themselves that are doing the curriculum in the room and how is that working out for them? And you're going to also then hear some they're going to get some more agency. They're going to take away more information about us too because they might be coming here presenting for the first time. Um like the science teacher, we haven't seen him before. So that was you know and maybe the same

104thing with the community and PTA. I mean like PTA didn't present this year, I think in the past. Sometimes they kind of present it. So, some of those opportunities should just open up a few of those so that their voice comes out, but when their voice comes out also, we're recognizing them and they feel more involved and because the communication is is a two-way street. And so, um, that that's the one thing that I would like to see us, um, um, working on. We're doing a fantastic job of making sure that everybody is supporting. So, I'd like to hear from teachers, too. For sure. The other one I was looking at, too, was the uh, evaluation of updating technology, and I I don't feel like Sometimes we give technology enough I don't know what the

105word is. I don't I don't know that we evaluate it enough and look at what they need. Annually, yes, it happens annually. There's a report on that. But I feel like there's a policy that we review that annually. I feel like sometimes it's like so where are we you know with our you know just um just wondering if we're are we where we should be you know with technology or what you know looking at you know different programs and when I saw that I also wondered so is anybody asking how is this working out in the classroom once again you know like and we're talking about how hot it is right now for but yes to your point like we have we have a technology report. We resource and budget for technology resources and that

106would be a question for Ed and his team is to determine is it at the level that we needed to be in order to support student learning and what we're trying to accomplish here. So I think it's going to be really important especially with AI um that we keep on top of technology and really because coming into good news. We're gonna join your IT committee and provide [Applause] me going. No, it is it is an important question and it is an important service that we have to provide not only our staff but our students as well. And so I think it's important and I I love the fact that we're trenching to the do portables because I do know that at oes I mean we we had a ghost hallway we had portables that sometimes

107because it's so old there there were frequently hit and miss you know that's why we called our hallway the ghost you wouldn't be sure why it worked I'm definitely going to throw myself on the sword But because I don't understand a lot of the technology needs and what it does, I'm a user of them at the most basic level. Um that I rated ourselves pretty good because I know we review it once a year. It just flies over my head. And so I am very much a um taking advantage of that supportive role with our superintendent. He knows what they're talking about and trusts that they will do the right thing. But I um it's just one of those things that I do not know enough about. But I do know policy. I think it's

108been more evident to me just because I've been studying in different districts and they and I see like some you know and not that it's not that our fault. It's because they have more money. They have bond. They have, you know, it's just I I just want to make sure that we're at least somewhere. Yeah. And Kathy's right. If we have it in the classroom, you know, what are we doing with it? Well, I have to be frank. I kind of go when it gets to survey time. Uh because we're so I want to stay focused on the work and the students and our team and uh this is helpful every year. We learn a little bit from it. Yeah, it is. What do you guys think about do we communicate the expectations for the

109superintendent to our community? That was the other one that I saw too because um I mean we all know it. We review it. We all know is that communicated somewhere. Sometimes I just want to say it out. This is all the thing. This is what he does and this is, you know, it's not like he just, you know what I mean? It's like maybe I maybe sharing more of what he actually, you know, what his for me when you hear people talking, I mean, we all know that a superintendent of a public school is tasked with the improvement of student learning outcomes. And I feel like that is a rhetorical question. What does that look like? But I mean like all the different pieces that go into that. Well, the other thing is I even

110when we do communicate, I mean, how many times does somebody come to you about something and you said, "Have you contacted that?" Please go in and contact them. And then when you go back to them, did they follow through? No. Right. Right. Well, you didn't do anything about Well, I just think that honestly there's so many pieces to a superintendent job. It's it's learning outcomes. It's dealing with staff problems. It's dealing with parents. It's, you know what I mean? There's so much. And just sometimes putting those expectations out there so people can see this, you know, this is a lot. The role of the board, the role of the superintendent, the role, maybe talk about the roles. We, you know, there's goals established and accountability behind it each year, but maybe another role. Almost sounds

111like you're looking to post a job description, right? Yeah. Which is I don't know what that looks like. like what would it look like if we were doing that differently? Yeah. What do other districts do? I don't know. I don't know. We will explore that this year. I like focusing. I like our current focus on the outcomes. Yeah. That is I think what the community is most like is most important to them with the outcomes. And it's not doesn't have anything to do with that is not visible. So, you know, it's um I just think people don't realize they don't if you're not in education or they don't know all the jobs of a superintendent or a principal, you know what I mean? It's like they just they don't get it. They just It's like

112another country. Yeah. Literally another country. Okay. Any more comments on the survey? Not for me. Okay. Thank you for the time to do that. I don't know if we came away with any that we agreed on, but I do want to keep talking about it. I think we just at least see what where our look for opportunities to do a little bit better. Yeah. Yeah. But I don't want to create work for anyone. I want the work that's focused on Yes. to continue. So this stuff is kind of our work, not Yeah. Right. Exactly. Good discussion though. Thank you. All right. Next up, board comments. Yeah. I was just gonna do that. Debbie and Steve, you join us. All right. Okay. Well, I have to say something, Steve. So this this week I um I

113studed at White River and I talked with a teacher and she says, "Oh, you're you're from you are from Oring." And I said, "Yeah." She goes, "I did an internship with Michelle Curry and it was amazing. It was so amazing. I you know, she was going on and on about it and I thought and then I was talking to a lot of teachers that did their first year trainings with you and see I don't like to do it because I don't want to cry." But um but and they loved you, you know, and so you don't realize sometimes the impact that that a teacher is going to say that about you, you know, oh, I did I had my, you know, meetings with Steve and he helped me so much and he was so good

114and and you really do have that reputation around the district. I mean, people love you and the teachers love you and so even though you're leaving, you're leaving a big impact. So, So, I wanted you to know that. And Debbie, thank you so much for all of your I mean, I know your job is a hard one. You deal with a lot of different people and um you put in so much time and and um helped us out in so many things. So, I just really want to also thank you for everything that you've done. Pleasure. I'll never forget first coming on here as a board director and you two talking about your first board meeting after you retired and texting each other. What the heck did we get ourselves into? Yes. And I just

115kind of chuckled to myself and as I sat in some of those board meetings that had been very well cared for since that point, I think because they didn't go that long. Um what you two brought to me personally, um the passion I would always hear from you, Steve, as you would talk about the things that move you and that drive you and that flywheel that you have set in motion. now um that the rest of the people here are going to pick up and see forward. Um that was inspirational to me. Um, a little longwinded at times maybe, but you know weird lot of ways to [Applause] probably I actually love those long-winded moments. I' I've learned so much from you as you talk about things and so I just want to thank you

116for that. You will be dearly missed, of course. And Debbie, we had the opportunity to have a kind of private conversation at one point and you left for a year and I'm so grateful that you came back um when we brought Ed on board. I think there's just something about you that just makes people comfortable and in your role in HR I I don't think that there could be a better personality trait, human trait um than that. I think um I'm going to miss you like crazy. Miss you, too. I think there's something when you get to retire and you get to retire. Um, and I'm so excited for you both and congratulate you on a long successful career. But we always thank you for your service, but I don't want to say that lightly

117because I feel that work in education is all about the service. service to our students, our community, our staff, and there is so much sacrifice and heart that goes into that. Um, but I'm very grateful that we've had you both here in the district and that you have been able to leave a a very lasting, important impact on our district. We are better because you were here. You are here. We're here. We'll be here for another both of you do incredibly important work. So, thank you. Um, it's been three years that I've been on the board. So, and it's both of you have been awesome to work with. um growing relationships that that I get to see and I get to see the passion that you have and what you bring and and uh you

118know we're we're in the workshops and I'm teamed up with you and and I get to see a different side and I'm like oh yeah this is awesome. So, um, that's that. And then with Debbie, I mean, you just been phenomenal to Debbie and and information that comes and, um, like I say, it's only three years for me, so I know much more for for the others, but um, yeah, I know you'll be missed greatly. I have to tell you a funny Matt Carlson story. I had I didn't know you at the and I'm sitting by Matt. we're in a meeting and you're speaking and I said, "Did you just say that?" And I said, "Oh, he goes, "Oh, yeah. This will be great. He'll don't worry. You'll be so surprised. [Applause] Don't he'll just

119let you know how." But it was just funny because, you know, Matt's funny anyway. He was like, "Oh, yeah. He's great." I'd like to know what you're going to do with my dad. called it the gap. During the day, you you've had opportunity to work some with some really cool people. How will you use your retirement time? Then today, I volunteered to come back in September with Pierce County uh safety group to facilitate a workshop in this group. I sent out a message to school principal. That is so weird. The thing I was going to say is thanks for your service and remember with all the education you have, all of the information you have, take it from Joanne and I, there's always ways to continue to contribute and I'm so glad that you found

120one already. Good job. I don't have to say that. Couple it's hard for me to talk about because I think I'm doing pretty well at being composed. Um, it's so hard because Marcy Bannon doesn't walk down the hallway and I was going to get some water and I was thinking about as that there's just people here that I might not see again or I won't see as often. It's hard because you build and grow those friendships and I'm very close with and I'd like to think I'm close with our team nature and it's just but as far as what I'm going to do I have a garden that's got my name on it and that's been an embarrassment and my husband tells people that I plant it and he takes care of it. And then

121um my husband and I are so blessed that we have Brian, our youngest son, who's 41 and disabled. I get to spend more time with him. Not to mention my grandf [Applause] they wanted it this summer. I had to push it to September. You can't say that publicly. We're not allowed to come back yet. HR has to keep September is always the hardest month I think when you first September because you're anyway always excited about September. You know, you just make sure you have something special planned for September because then you don't I can plan some things for September. We are flying out for San Diego on September 2nd. That's what you have to do. Take all three families, grandkids, one space, pool, hot tub. Sorry yet. We have a lot of great plans. I

122just want to publicly comment on what a dirty move it is to have 50% of a cabinet leave in the midst of explosive growth. But here's a couple things I would say. board. You've had some amazing talent visit our district from outside that have been all around and they're drawn to us from two things. The people that we have that are incredible in the work that we're doing. If you think about Doc Brown, him coming in, you think about Paul Bloomberg could write a book anywhere he wants to go and he comes here. Why? Because of the people that we have, the amazing kids and staff and the work that they're doing. And those are really a derivative. Think back a few years ago to the transition in employees and you have record low turnover

123in your employee ranks. Think about just the explosive growth you're seeing on the outcome side. That's really a testament to the amazing work that these two have done. Uh we will miss them. I don't know how we're getting by without them, but we're going to be having the wonderful opportunity to figure that out in a few weeks. But uh it's been a fun and a pleasurable ride, and I've enjoyed the heck out of working with you both. So, thank you so much. Thank you for your support. Thank you. You've been with Steve for a long time. Didn't you work with him? And Steve hired Steve got promoted from assistant principal to principal. That was his first hire in 1998. Uh Steve offered me and hired me to be an administrator in 2005. So my first

124administrative job. So we worked together uh for the first 10 years directly about 13 years in Enclaw and then back here for the last uh four with some overlaps in between. And I told her all this time she should pay more attention because I'm really good at hiring. You're right. Well, I'm sure you two will still see each other. I think we our paths will cross. I'm pretty sure. Uh, in fact, I have the just the pleasure on the personal side. My son gets married next month, July 19th. Steve will be officiating with Oh my gosh. Awesome. Don't keep anybody in their seats way too long. [Applause] That wasn't my doing. That was my son's doing cuz Steve was his principal. I love that. I was imagining Ed giving you that 10-minute time limit. This

125is all my son's doing. He's got the floor. We'll see what happens. See him next month for sure. That's awesome. That's very cool. Well, with that again, thank you both. Yes. And I think we can adjourn tonight's meeting a little bit. Good stuff. Thank you. There we go. Would you like to close the meeting? There you go. I need to say I should tonight's meeting at 7:52. [Applause]