001That's fine. I want All right, we'll call this meeting to order. Please stand for the pledge of >> allegiance. First up, approval of the agenda. >> I'll move to approve the agenda. >> It's been moved and second to approve the agenda. All those in favor signify by saying I. >> I. Motion carries. All right. We have anybody Israel? Is there anybody signed in signed up to speak? Oh, is there but there's nobody that has their hand up online and there's nobody signed in. Perfect. Then we'll just keep on. All right. Next up is uh building reports. Proster Heights Elementary. Jody Saber. keep on track. Okay. Can you hear me? Okay. Yep. All right. So, I saw on your guys's um board packet that we're talking about the strategic plan. And so, I thought, oh, let's
002since we have a plan and how many times do we really go visit it? Go back to visit a plan. I don't at least. And um see what we have for schools each school. So, I was going to talk to you about PLC's because you know how much I love PLC's. And I was also going to talk to you about um just what we've been up to since um since the last time I was here. And so which was really the ASB fundraising and kind of giving you up that. So we'll start with PLC's. I really wanted to um focus on what our teachers are doing right now. And I just want to tell you I'm so proud of them today. um were they've created smart goals for their PLC's and today fifth grade and
003the specialist presented their smart goals and what we've done this for the last couple years and um last year everyone did fractions but for their own personal smart goals for their evaluations this year um they're all redoing fractions because they've taken what they learned last year and it's like well how would you switch it I'm going to try it this year and it's basically you know, like let's see if we what how we're going to adjust it if it makes a bigger impact, you know, and so I just appreciate that. And today they um they were doing different goals, but um they started but really wanted to focus also on our when we're looking at the strategic plan our um the 1.3 which is um increased consistency across grade levels with aligning curriculum and assessments
004and kind of has a a list of stuff and what our PLC's are doing. So, I brought fifth grade. I thought I printed Well, I did print out third grade, but it was on recycled paper and I didn't reprint it apparently. But, I'm going to show you this one. Um it's this is one this was yesterday's um PLC notes and what they're focusing on and um and it's four pages long but really they start with their self-reflection about what is and I'll read the questions to you is what is an instructional move that you use to that most influence student understanding and how do you know it shifted thinking that how part is really what we're focusing on and then what student skill deficit that we need to addressed. So the teachers all take two
005minutes and they go through this. Okay. And then it's and then they share out and then it's kind of a well what do you have any questions for everyone? And we talked about this actually in ad team today. Um I shared out that one of my teachers did this cube method. Um and it's not a it's not a new strategy by any means. U but she talked about it and so they're all going to try this because they're like tell me how like that worked for you. Tell me more about it. And so um it it does it's like tell me more of the questions and then they go into their really their data um and what high impact strategies they had and so and the next steps. We are not um the best at
006next steps and that is um something we've worked on really worked on a lot this year. And so I'm just going to there's a one minute reflection kind of piece and it takes every teacher and they're um they're writing what their next steps are for their tier one kids which is the whole class and those that tier two like that their kids are there almost there. what is their small group that they're going to have to pull in and then their tier three which needs maybe some added support and they're using those because we've um when we went to Vegas this last year we did proficiency scales and it really talks about where the standard is and where where the kids fall on that standard and it's creating their your own little small groups so
007the teachers already know what to do you know what they what they're missing not what's necessary but what they're missing and so when I look at what they're doing and those next steps. It really is hitting that 1.3 and that 1.4. Um, and really even the um, sorry, I'm going to look at this real fast. Um, those three that goal three, it's even hitting with that the academic interventions of those different three different levels. And so when you're asking like, well, what are we doing with our strategic plan? I can tell you what heights is doing just with PLC parts. So, there's that. Um, but we're also I'm sure you've seen because um I always joke like I put up pictures of kids and I get like 15 likes. I put up a picture of
008or a video of charter buses leaving with Lion King music on and it's like blown up and so there's lots of shares and lots of likes. Um, and so the fourth grade just came back from um just went to Lion King and um we have used our money to do different things. you'll see in the board packet that fifth grade is going to use their money to go to Starbase. Um and so those really are hitting our um even still criterion um or the goal that first goal of um enrichment opportunities. So when we do field trips the or fundraising the idea is I need you to pick something doesn't really matter what it is as long as it's an enrichment activity that not every kid would do. You know, I had a vice principal
009tell me one time as a teacher in Granville, she's like, "If a kid can do it at home, it doesn't need to be done at school." So, if the majority of the kids have done it, let's do something else. Um, so that kind of that push that, you know, so we laugh about Lion King. Not every fourth grade boy is all about the musicals, but what you know what they did like is that those are the same kids that performed Lion King and there was like that's my that was my role. That's what I did, you know. And um we were laughing today that the kids were like, "Can I take a blanket?" And one of the teachers is like, "This isn't a movie theater. Like we're going into like you're going to see a
010live performance." And so they're like, "Oh, okay." And so just the big buildings. And so we really have taken that group across the state from Seattle to Spokane. And so fifth grade's headed to Starbase. Um third grade is going to do their Pacific Science Center again. We learned last year we did I don't know if you guys heard we did McDonald's and um that was a disaster like like a disaster. It was an hour and a half of waiting. Um and we had called I had a teacher go up there and talk to them like next week. We called the day of. Yep. Call us an hour and a half before. Yep. We did it. And it was awful. We So we were like we're not doing that again. Um we did Domino's and they
011fed 200 people. It was half the price of McDonald's and it was done and it was uh we were in and out and it was great. It was a great opportunity. Um and so yeah, so I kind of like and that three, you know, like that bowl three um where they're, you know, partnering. We are planning on still using the um Wendy Poti with um I'm going to look at my notes here with the author visit that's still um we have some money in ASB that we're planning on doing for that too. Um the Cal let me look at my notes here. Never mind I didn't write that part down. Cal Calade Cal Calade. >> Thank you. That Yeah, authors. We worked with them last year and um brought in an author for all day
012and they got signed books and yeah so that's our kind of our plan for our ASB money. We did not hit our goal of raising or not raising but selling a certain amount but we still got enough to do this. Do you have any questions? >> Thank you. Any questions for Jenny? >> Thank you Jenny. >> No problem. >> I'm g shut this off. Next up is uh department report food services department Darlene Mara. >> Good evening. Um my report tonight is on our US foods uh commodities that we receive for our breakfast and lunch for our students at school. Right now, we are busy planning our menus for breakfast and lunch for the upcoming school year because with OSPI, in order to receive our USDA commodities, we have to get our projections in by
013uh February 20th. So with um the commodities that we get from the USDA, uh the USDA actually purchases about 2 billion pounds of food from American farmers each year and they use that to supply us with food. It is 100% grown food here in America and the only way you can receive it is if you participate in the National School and Breakfast Program. It has to meet food safety and nutritional standards. It's uh budget friendly options for our school and we use it to create appealing and healthy meals. Um there's three different ways that we can use our entitlement money is how they judge the amount we get from USDA. We can use it for what they call DoD which is the department of f the department of defense and it's a fruit and vegetable
014program. And that's how we get a lot of our fresh produce that we use in our meals. And they also have the brown box, which is a a W code. And it is usually lean meats, poultry, fish, eggs, and cheese. And we also get to use USDA foods which has minimal process which is usually frozen fruits and vegetables and stem canned and dried um fruits and vegetables. And the way our entitlement that's our dollars that we get to spend for our food is based on how many meals we serve the year before. So in the last three years, the first year we increased our mills by 2,000. Last year we increased our mills by 6,000 and this year we have increased our mills by 2,000. So each year our commodity dollars go up and usually
015each board packet it says there's a check that has been issued to OSPI. That is because of the brown box items we purchase from the USDA. We have to pay for the processing fee. Like they take chicken and they make it into chicken nuggets. We have to pay the process fee for that and we have to pay the delivery fee. Any questions? >> Questions for Darlene? >> Just curious like did the new food pyramid throw a wrinkle in all your meal planning? Yes, it did because now we need to focus more on meats. Before we focused on all around, you know, vegetables, fruit, grains. Now, we're going to be focusing on giving the students more protein. So yeah, that that throws a wrinkle not only in our redoing our menus but also in our budget
016because the protein is a little bit more than the other items. >> Right. Thank you. >> Do you do you anticipate that school districts will be given any more money to pay? Yeah. Now, now that they've redid the pyramid, I'm hoping that they will allow us more entitlement money or more funding or grants out there that we can apply for to help us succeed. >> Have you heard anything about when you'll get more guidance on that? >> No, I haven't. Thanks. That was my question too. So, thanks for asking. >> Any other questions for any students? >> Thanks, Darling. Appreciate it. >> Uh, next up is a business and operations report. Drew, is he on or? >> Drew is not on. We're going to adjust. We had sent you an email just as a general
017information that because of him coming here and so forth, he'll be doing a report once a month at the second board meeting of each month. That's right. A question. I would like guidance, but we would like to leave this item on here. So, if there's something that we wanted to discuss, even though he wouldn't won't be here each time, is that acceptable to you? Or would you like it to only have his name on there on the times he's going to present? I think it works for me having it on there. We have a bunch of other stuff on there. >> Okay. So, we'll just leave it on there. That way if Diana or I or something has something to share on his behalf, we can do that. >> Okay. Thank you. Uh, next up
018is a strategic plan measures with a financial impact. >> So, I I actually am the one that went through this and tried to highlight the things that I felt had the biggest financial impact. Literally everything on here has some sort of financial impact because um some things are kind of general. So, but these are things that either take specific time resources um more always it usually is more money. So, even if I looked at the very um let's just say providing staff opportunities to identify and align instructional practices. Well, that's really time because we have some time during the day that people able to work, but not at all levels. So, it would take extra time. The first one increasing the number of early learning classrooms, well, we said we were going to continue to
019work on that. The reality is we went from zero to three in the last three years. So, we really had we had none. Um, we do partner also with ESD, so we have two additional. So, that's kind of there's there's just some things on here um that make it challenging. Um if you look at the second page, expanding mental health services for students, we actually had um a social worker and we reduced that because of of costs. Um the district communications director, that's a huge cost. So these are things that are on our plan and we did the work and many things are still happening and moving forward and we're making progress on. It's just like some of them like we're just not going to be able to do it and not be able to
020do it in the timeline. Like the communication director is a pretty easy one. It's a that would be a large chunk of money. We don't have the funding to do that. We would like to have that in the future, but it's not realistic definitely right now. So, I just went through and highlighted so you can kind of see some of the ones that are um are either kind of paused or very slowed down or the hire or appoint a centralized district director of human resources. Uh I don't know that might be me right now if we go with the appoint thing right now. Um so, uh I there's a lot of things nothing's kind of ever done. So, it's very hard to say, "Oh, that's done." Um, if we had said add three uh early
021learning classrooms, we could say we're done. We didn't really say what our plan was or or what our goal was as as far as a number strengthening district technology systems to support district operations. We are continuing to do that, but the cost of technology is growing so fast and um the there's so many not only actual hardware but contracts and things associated with it. It's very expensive. So, we need to look at some it might be those things that we need to look at the alternative ways that we might be able to address this in the future. We have, you know, talked about like possibly a a tech levy or something like that that might help us to continue to address or improve that particular piece. Curriculum adoption or one two on the resources page
022that has come to a complete halt. We did we were able to get through with science adoption. So, that was super exciting. But you know there's other we definitely need to address history and some other places and we had to stop. So um it might be you know going through and updating and noting kind of where we are with these and why it might be a postpone or pause um because it's not realistic for us right now. >> Any questions for Deanna or Kim or I do want to say one thing. You know, you're kind of pivotal in getting this plan started when we didn't have a plan for so many years. Um, and so I think this is a a great template. >> Um, that we can work on, you know, as a board
023and as a community s to help tweak it and get it more >> Yeah. >> probably within the realm of realities. >> Yeah. >> Um, as we go into the Yeah. >> into the next cycle. >> Some of it's very dream oriented like our dream is too, right? >> So yeah, I think that too and also I will think I think to um Kim already told me this is one of the things I have to work on next year because in 2627 we need to be renewing for the future years and I was thinking oh maybe I should have retire a little bit earlier because this is so it is so it's a it is a lot of work and it's a great community effort to actually produce it and come up with it. It's
024okay. I'm going to train Kevin. Um anyway, uh but I do think having something that it shouldn't just be like a checklist really, but there are some things that are like a checklist. Like if we're hiring a district communication director, that's a checklist item. It's done and you move on. >> It's either a yes or a no. >> Yeah. Right. So, so >> we need to I mean it is really uh helpful to keep moving on and like our principles do refer to it and use it like okay this is in when teachers well why are we doing well this is part of our our strategic plan as we continue to move forward and we are continuing to move forward and work with what we have you know improving curriculum aligning instructional practices all those
025things are still happening just we're doing it with what we have >> or less >> I think the other piece that we've talked about is instead of like deleting a line or do something the next time we do this update where we would put pause or not applicable or no longer applicable, right? Or or whatever the case may be so that it really is a living document and that you can see through time what has ebbed and flowed, you might say. >> Yeah, I I would just suggest maybe this is this has been a great starting point um to kind of orient everyone in the district to the same goals. I think when we renew it, it'd be nice to have some specific targets under each of these. And you know, like you said, Diana,
026like increase the number of early learning classrooms. Well, we did. We went from zero to three. Yeah. >> Um so if there was a target in there of like increase the number of early learning classrooms by X amount or uh increase the percentage of kindergarten readiness by X amount, right? Then we then we would know we achieved that goal and you can check it off. >> Yeah. Uh or you increase your target for the next step. >> Exactly. Exactly. >> Yeah. I think the structure we have a great sis structure to just do the next plan and to either expand on this one, improve on it, adjust it. I think that that's we started with zero. So it'll be okay. It will work out. Do you um quick question on so just page one 1.2.2
027to I'm just curious on like year one says plan, year two is due, year three is study and then year four is ongoing. >> So that that that >> if we're doing it what do we I'm just curious like what >> so it's really follows the plan do study act cycle um which is um how you look at your goals you plan it yeah you do it you study did it work that was terrible or that enrichment activity we're never doing that one again we're going to like the impact So the idea there was we were going to get to the point where we were by last year everybody had their activity. Then we could look and see is this really what's best and supporting our program and the best for kids and then yeah
028let's move on just keep going. We're going to make sure we continue this. We've had to back off on a little bit of that because of funding. But um for that particular piece um >> when we're talking about 131 the one right below it that's not highlighted to provide quality core instruction lines vertically and horizontally that really is like do the work and then it's it's never ending. So it is kind of ongoing. So is that something like does that need to be captured a different way in here maybe? >> So yeah so like the one you were mentioning on the enrichment like we've continued to build on our partnership with Princess Theater, right? So, and then we hear how it's going, the interest in the Starbase Reefs or the Pacific Science Center and our
029enrichment partnerships with the PTO and all those types of things, right? So, I think there is a way to capture what's been done, but the plan is, you know, I just I think you're right. There's some ways that we can capture the completeness, not completeness, the steps that were done to build those things and ongoing then would be okay, these things we're going to continue to work. I do think I'm Oh, sorry. Go ahead. >> Sorry. Um, just real quick. I think for Michelle and Brian and the students and everybody listening, this was coming out of CO >> it was >> um so we didn't have a plan. A lot of these things were discontinued especially the arrangement activities you know prior to COVID through COVID and years you know years later. So >> yeah,
030>> and we didn't have an existing plan to work with. So part of the the struggle was getting the ball rolling on some of those things that were cut out >> because of co and some of the other things. >> I think the other thing that would be really helpful in the plan for myself, well for all of us as leaders is it doesn't necessarily have to be the person that's doing all the work, but who's technically responsible for this maybe this particular area. Who's going to be responsible for the oversight and instruction? Maybe that's Kevin. Maybe that's me. And maybe that's broken down a little bit more. who's going to handle culture because it's there but ultimately it's like I'm kind of treat track of it all. The principles have been really great because
031we sit down and go through and like talk about our progress and where we are but it would be helpful I think to kind of have who's not necessarily supposed to do all the work but who's kind of the overseer of making sure the work gets done or at least collecting the information for the report back piece. So there's some pieces that we would add for sure. Do you think um just given the current state of of where we are with with money, do you think uh throwing out another five-year plan is maybe too big. Would it say maybe scale it back to three and then kind of get back to maybe some more? >> Because I I mean we're going to go through and highlight >> 70% of this thing and say, "Well, >>
032can't do any of this, >> right?" To be honest, I think it should have less things. Um, it should have less things because we're trying to do too many things to do them all well. I think it should have less. And um, I I think that the least we would probably want to do because of the work in involved and really trying to have a plan and you I think three years would be your minimum you would want to do. Um, but it also is because things do change. We did this coming in on the tail of co we still had lots of eser money sitting in our in our bank account and you know and then right now things could change. you know, things are changing all the time and you know, there's a
033uh we're in a real the scene for education is everybody's struggling financially because well, part of it yes or cliff and some other pieces that all come along, but like it is hard sometimes to project out that far financially, but I think three is reasonable. I wouldn't do less than three, but I think it could be three or four. I definitely probably wouldn't do five. It's too too far and too much. It's I think it would be better to do less over a shorter period of time. >> And it's very similar to our school improvement plans. If you noticed over the years that those goals have become less and less so that buildings can monitor those and dig into them and actually look at the barriers and gather the data to see if these are
034working. And when you when you have just a few, you can do that. when you have so many it's really hard to stay on top of that and running surveys or gathering data to just see how how these are having an impact. So um less is the saying less is more and this would be the case and I think the principles also could speak to that because we have narrowed down those school improvement plans and even the goals in those are narrowed down to specific demographics or uh specific evidence-based practices that were like Jody talked about with the PLC's. If we have too many things on there it's really we don't really have enough time to address them. So >> I I think the other thing to remember is we were also when this was
035written coming in on the heels of a lot of ch people wanting a lot of change to happen and so there's a lot here because of that I think that maybe I mean it's it's a big document and um so I think as there's many things in here like a whole like establishing a communication director was Well, that was really underneath it was improving districtwide communication practices. I personally think that's improved a ton. I'm sure there's places we could still improve. Um, we're using best practices, using different strategies. I a lot of that has happened, but a lot of it came in on the hills of just people wanting a lot of change and so there is a lot of things in here. >> That's a good point. >> Yeah, >> you question students. No,
036I appreciate uh having this short discussion. I imagine uh as we move forward, you know, closer to budget time, we'll we'll probably revisit some of this again and and plan on next year starting the next phase. >> Yeah. Well, so what I would do as part of my response next year is we would plan for this. We would do probably winter's usually kind of better. We would do probably something that would be late fall through early winter. So, it's finally being finalized in the spring and ready to go well before school is out. >> Great. Yeah. Uh, moving on. Um, legislative priorities. So, this is something I mentioned last meeting, I believe, um, about coming up with kind of a consensus. I listed a couple and I don't know if the students have have any
037uh to list, but kind of just want to keep this dialogue open, kind of keep it on the forefront as we, you know, as we look at financial financial uh our financial status. Um, and some things that we can kind of be unified on, you know, to talk to our legislators. So, I just threw a couple down, you know, uh, special education, making sure we fully fund that, uh, from the state and as well as aortionment. It was hard to really pick a couple, but I didn't want to be here forever. Um, you could really say the entire finances of school districts, but I I chose something small and basically the aortion percentage u, it should be equal throughout every month. that shouldn't go up, you know, 2% down, four percent up 6% and get
038taxes in October and and April. We should get one sixth of that, you know, through the month. So, I think that'd be important for us in every district, especially on cash flow and being able to pay your bills. So, that was the two that I came up with. Um, but just wanted to keep the discussion going. So, that's that's it. >> Any questions on that? Y I guess I'll interject there like so I mean as far I mean we've all tried to I mean let let people know in the community about what's going on when legislation's in service. Um I've sent you know emails in with questions or concerns and you get the obligatory >> response back. Um, is there anything else you would encourage people to do on trying to contact to let to
039let voices be heard any better than what we're already trying to do? >> I don't I don't know if there there is anymore. I mean, I think I mean, you think you can, you know, beat their emails up and and their phone uh banks up, but ideally what I how I would envision this working is, you know, as districts, whether it's us, Sunnyside, Grand View, Matt, you know, some of the districts we met with our legislators uh back in December, is when they get in that same room, you know, we can, you know, have a plan of attack, you know, and be unified as school districts in the valley. You know, we're all pretty small. We, you know, they may not hear us even if we do say something, you know, to our legislator or
040or even the entire body of legislators, but, >> you know, sometimes if we can come together as districts, especially here locally, um, you know, perhaps that, you know, that beats a bigger a louder drum. So, that that's really my point behind this and hopefully we can bring our legislators back into the same room and meet with them as as districts again. Um, okay. Next up is review of policy 3115 students experience experiencing homelessness en enrollment rights and services. >> So, uh, it was brought to our attention that we have don't have the most current version. So, we had adopted in 2018 since 2019 and then there are two things that are different. The biggest thing that was an issue in the policy was um we're required to have a building point of contacting each building
041which is the counselors and all the buildings are the are the building homeless leaison. And in our old policy it said there had to be 10 or more unaccompanied youth. Well that's not actually true. 10 or more is actually more than we normally have at middle school and high school but we had had so that that it needs to say that a building point of contract is required in all the buildings which we already do it just the policy didn't match. The second part that's different is the inform health care that's in our current policy and that's because several years ago they implemented a law that allowed so we have sometimes when we have unaccompanied youth and so this is the one example that I've experienced during my time here we had an unaccompanied youth
042who um was didn't really have any contact with parents any communication with parents and they wanted to play sports and they could not get a sports physical without a parent making like the appointment and and and So the the child could not get the physical and um the counselor became the parent in le of parent basically to say no the law says that they can have an appointment I can be their person because they they wouldn't have gotten to have sports physical or been able to participate. So that's the only time that we that I know of that we've really used it. There could be others I'm not aware of but that's what that was about. That is optional. It doesn't have to be in the policy. um it wouldn't change the practice really, but
043that's really the only difference. It's real small, but we needed to update it. So, there we are. >> Any questions for So, this will come back for >> Yeah. First and second, >> maybe next next meeting. >> Yeah. >> Is there really what our thoughts are? Is there anything that you're seeing in the few changes that you would like us to research or is there anything that is now I hate to use the word concerning but that needs more explanation? We just like to be prepared when we bring it to for first reading. Could you um so page two second paragraph from the bottom it talks about transportation. Um, so the way I I mean look at this. Say if if if this student were to be like in Sunnyside then the district but they
044were enrolling in Proser then we >> so this is how it works. Students have the a homeless student has the right to school of origin. So if we have a student who in second grade becomes homeless and they attend Witstrand, they are entitled to attend Witstrand through fifth grade. >> Okay. >> And if they live in they have been displaced to grandma's house in Sunnyside, we work with Sunnyside Transportation. We actually Sunnyside Grand View Kip and they just communicate and they'll like have a meetup point. So Sunnyside will like bring them to BLS, we meet there. So we provide transportation there. Um there has to be uh like best interest determination. So we've had students say for instance became homeless and had to move to Pasco to stay with family or friends and it's halfway
045through May. We find a way to get them here until the end of June. But after June's over, it's really not in their best interest to have to be on a bus at 6:00 a.m. to get to school. So we have to have that discussion with the family about whether it's in their best interest for them to continue to attend in proer but they certainly can. Um but there's also a limit to how far we can transport. We've done some very limited like Tri Cities for shorter periods of time because it's usually just not in kids' best interest. We also do things like um sometimes it's like not realistic or we don't have the resources but we can provide mileage to the parents for them to transport or gas cards for them to transport the
046student themselves. So we have to make sure they can still attend school in their school of origin and for most of a time for us we have sometimes Sunnyside a lot of times Grand View sometimes maybe Kaib while we're we have to work out and our our transportation departments are they're a wiz at that they have all kinds of relationships and we got do the same thing the other way for their district so it's like I don't even think money changes hands to be honest everybody just does I think the other piece that is the definition of homeless. >> I think when we talk about the definition of homeless, often people think of what you see in a movie, someone living in a car, right? Or those kinds of things, that is not always the
047case. homeless. Maybe um if for example my son and his family um sold their house and they're waiting for their new house to be built and they live with me, technically they're homeless, >> but we would say they are not entitled to acknow because they made a choice. It's choice. >> It's choice. >> Yeah. >> So, but so I just I just think people we kind of have this vision from media and whatever of the word homeless. The majority of our students are are doubled up. So we have had students living in cars. We have had students literally homeless in the park under the bridge. Families, we have had that. Um but most of our kids end up doubled up with a family other family members. That's the most common. And then the other big
048category we have are unaccompanied youth. An unaccompanied youth could be anything from uh the third grade child that got left at the aunt's house and mom is mom is incarcerated. They're unaccompanied because they're not with their parent. The we have uh always have some unaccompanied high school youth. Youth that have for whatever reason not in the home anymore. They might be couch surfing. They might be living with a friend or a relative. those students technically don't have their parents with them or their maybe even relationship with their parents. So, we have some different things that we do to help support those students. Um, but we do have quite a few kids under that high school age that are living that are with relatives for whatever reason. Sometimes it's not even a relative. Sometimes it's a
049neighbor. Um, somebody they call aunt, but they maybe aren't an aunt because there's some situation. Uh, we've had a couple of house fires this year. families have become suddenly homeless. Um we do uh the the things that we can do is one the one thing we can't do is provide them a place to stay which is a is a little it seems a little dis like we can't provide a voucher for hotel for a night but I can work with Mustangs for Mustangs to get in the hotel for a couple nights until they can get into some other housing. Um, we do have we we got a grant um about a year ago and we were able to purchase um some gift cards to primarily to Walmart and our two local grocery stores so that
050um like everything burns in the houseire. I can give you a couple hundred dollars of Walmart cards. You can get socks and underwear and jeans and t-shirts and a new coat. Um we've had Chromebooks burn in a houseire and so we've paid the fine for them or paid to replace the Chromebook. Um there's a lot of things that do that, but a lot of times students needs get met without them even asking me because they come up with a way. The prom dress um I did just we did just buy six caps and gown sets for students that are going to be graduating. Um just yeah, things like that. I just think using my son and then is just as an example and then the couch surfing or staying with grandma or the neighbor. I
051think it's very I mean there are different levels I guess is what I'm saying. So when you fill out a bikini vento form there's like 12 boxes or something. >> There's a lot of boxes and lines but >> that you >> but doubled up is most common. But we truly we I have taken boxes of food to families in the park before. So, it just depends. Um, and but it isn't for most of our students are not what you might like the homeless like homeless as you might see mostly on ton honest. And had Kim's son sold his house because they couldn't afford to pay for their house anymore and had to come and stay with her, they're going to qualify >> because they would be doubled up then versus the choice. Yeah. So I
052just I just think it's really important that for the record we explain what the word homeless means when we're talking about McKini Vento >> and honest you know we use the word homeless inter but really we try to use the term McKenna Vento most our people in our district know what that means but I know that people out the regular public probably doesn't really know what that means but um our counselors do a really good job of supporting students we get communication emails all the time. Uh last year we had about 122 homeless students in our district. Um I didn't tell you what that number is right now, but we I sign new forms every week. Once a student becomes homeless, they're homeless for the remainder of the year. If that situation doesn't change, they
053continue to be homeless. Um but again, school of origin. So for us, it's kids through fifth grade at Witstrand, through second grade at KRV, through fifth grade at Heights, through 8ighth grade at the middle school, and through the their high their senior year. One challenge we do run into is we have a family of three and they're homeless. First graders at Riverview, seventh graders at the middle school, and all of a sudden we have a sixth grader that just left the Heights. No longer school of origin. So, do we split up the family and say, "Sorry, sixth grader, you got to go to Gran View because you live in Gran View." We do not. They are still allowed to come here, but that child, we have to fill out the the um choice transfer form.
054So, we work with families to do take care of those things. >> Crosser up by one at halftime. >> Oh, wow. >> Crosser up by one at halftime. >> Nice. Thank you, D. You're welcome. >> Thank you. Any other questions for Diana or Kim? So we'll see that at the next meeting now and it'll be redlined and >> additional or at least highlight it because I read them both. Yeah, I was like I thought I think maybe she All right. Uh, next up is student rep reports. Livia. >> Oh, it was on this entire time. Um, there's a spring sports meeting for high school athletes the 24th of this month. We had wish week last week that went really well. Um, ASB leadership and staff members granted a lot of wishes. as we dressed up
055in our assembly. Um, so that went really well. Local history night for the middle school and the high school for NHD students also went really well and students received great feedback on their projects. And Ezri, Sammy, and I are planning to meet soon and discuss how we can receive more student feedback. We have a lot of things to talk about. We just need to find a time. >> Thank you, Ezrey. >> Um, our FFA parliamentary procedure team traveled to Ellensburg for subdists and placed first. um as well as both our Creed speakers um will be advancing to districts. Next Wednesday, our ASB and leadership class will be attending JSON's which is held at um Sunnyside High School this year. And then um also the high school just started implementing key card entry full-time this week
056and so far it's been going pretty well. >> Good. Thank you. Any questions for Olivia or Esmeri? >> Congratulations to the FFA. Yeah. All right, thank you. Uh, next up is Proer Heights Elementary School fifth grade field trip to Starbase Ree. Yes. Yes. So, we are taking our um using our chocolate money, our ASB money, and we're headed to Starbase. It's not costing the district anything. Um and this is what the fifth grade teachers have chosen to do, and they enjoyed it last year, so we're headed there. >> How many classes? >> Six. >> So, six fifth grade classes all pile on buses and >> they have different days. So, actually tomorrow, Mrs. Charvet's class will go. >> Okay. And then Friday, uh, Mrs. Alvarez's class will go. They're only going four times this year
057because we're, um, we're running out of time with between spring break and what's already available, testing, so we're trying to avoid all that. >> How many times does each class go? >> Four times. >> Any questions for Jody? I'll move to approve um >> the fifth grade field trip to Starbase Re. >> Excellent. Thank you. I'll second. >> It's been moved and seconded to approve the fifth grade field trip to Starbase Ree students. All those in favor signify by saying I. >> I. I. >> I. Motion carries. Thank you, Jenny. >> Thank you. Uh, next up is vouchers and payroll. Any questions on vouchers and payroll? >> I'll move to approve vouchers and payroll. >> Second. It's >> been moved and seconded to approve vouchers and payroll. Students, all those in favor signify by saying
058I. >> I. I. >> I. Motion carries. And next up is a first reading of the removal of policy and procedure 6505. >> It's quite simple. We don't use PSA palm. I don't even know. Remember the Blackberry and the different things. It's just outdated. It just needs to be re removed as we clean up our policies. I would I don't wait into the 6,000 policies very often, but someone asked for a policy honestly on cleaning up vomit and something else and I was like I don't think so. So I'm looking in there and this one comes up and I'm like okay we probably I think we did we did have palm they're called palm pilot >> when I was a like an assistant principal about 20 plus years ago. it. So is part of getting
059removing a policy the same as adding you have to go through multiple readings. Okay. >> We have to technically do the same reverse policy or procedure. People have to have the opportunity to >> speak up in favor. >> Any questions on this one? Students, well, I move to approve first reading of the removal of policy procedure 6505. >> Second. So, it's been moved and seconded to approve the the first reading of removal of policy and procedure 6505. Students, all those in favor signify by saying I. >> I. Motion carries. Uh, next up is resolution 0126 WIAA uh for the Proer High School. >> This is a an annual form that we do. It's not anything different. Uh Jackson's not here because he's at the basketball game. So, if you have any questions, I'll do my
060best, but this is a very standard thing we do each year. >> Any questions? I'd move to uh approve resolution 01-26 WIAA Proer High School. >> I'll second. >> So, it's been moved and seconded to approve resolution 0126 uh WIA for the Proer High School students. So, roll call vote. Michelle >> I. >> Brian >> I. >> And a two will vote I. Motion carried. Uh, next up is resolution 0226. Uh, it's the same amendment but for the house or same thing but for housing middle school. >> I'll move to approve resolution 0226 WIA for house middle school. >> Second. >> It's been moved and seconded to approve resolution 0226 uh the WIA for house middle schools students. So roll call vote. Michelle >> I. >> Brian >> I. and I two will vote I.
061Motion carries. Uh, next up is consent items A through C. >> I'll move to approve consent items A through C. >> Second. >> It's been moved and second to approve consent items uh A through C. Students, all those in favor signify by saying I. >> I. I. Motion carries. That concludes our action items for tonight. Next on uh is reports, director of grants, assessment, elementary programs, Kevin Gilman. >> Okay. So, uh going back to this, um district plan and MTSS was part of that. So, a little update on that. Um the MTSS team has established non-negotiables for our different buckets. One of the non-negotiables is that we'll have learning targets and success criteria. Um, and if you look at best practices, teaching practices, that usually is number one or number two listed is that there's
062clear learning goals for the lesson and they're communicated to the students. What we need is a baseline for that so that we can start gathering data and see what areas we need to provide PD for or celebrate. Um so uh we're working with the principles and coaches and the MTSS team uh came up with a a tool to use in forms and they'll be going and gathering that data um I would say over the next couple of weeks. Some schools have already started um some are in testing right now so they're kind of waiting on that and then we'll bring that data back to the MTSS team um just to see and and plan for the future. Uh, I met with Gran View and Sunnyside, Gran View, Sunnyside, and ESD23 last week around summer schools,
063different summer schools, talked about different ideas, brainstorm things, blended funding, things like that. And then around Kinder Jumpstart. Um, that's something we had previously in the district and um looking at looking to bring that back again um just to get those kids uh ready to go into kindergarten. And we'll probably have some kind of process of deciding who will be available for that. Would our TK kids be who've already had experience in the in the school or would this just be new kids that are registered for kinder that haven't had any experience? And that's kind of where I'm leaning toward right now, but I haven't met with Diana yet. Um, we worked with Chris Clim last week, the secondary PLC, digging into their school improvement plans and the data. they had their big reviews uh
064that they had to turn in for the state um at the end of January. It was very very interesting. She's um teaching us how to be reflective uh practitioners and and should I put this uh also in our questioning to others. So if we're questioning the middle school about their data, making sure that it's reflective and not leading them to an answer or having them dig deeper into um the data that they're presenting. So for an example, they were digging into um their school improvement plan which was around their emergency kids and the growth of those emergency kids. Some of them growing a lot, some of them not growing a lot. So that the questions were all based around what are the barriers around that? How can we address it? Do we have to create
065a new kind of mini goal to monitor over the next 2 or 3 weeks? So this is what I was talking about doing less less is more. So it's really focused, very intentional. And um sometimes it comes back to our communication as leaders with staff. That could just be one of those things that we um look look at and say, "Well, we were communicating really well and then we kind of stopped communicating." And so there's been a lot of good work going on and um pulling of data. And that's the that's the big thing. Well, that's what I enjoy, right? Um not just saying something's working, but knowing something's working and if it's not working, trying to figure out why and trying something new and then gathering data to see if that's working. and that
066continual cycle that um Dana was referring to earlier, the that's the improvement cycle, the implementation cycle, all of that. So, it's it's very intentional. I get a little excited when I'm looking at the data. Um but it really good work and conversations are happening which will impact and already is impacting students and you can see it in the data. Um I have a migrant school uh grant session tomorrow to uh work on that grant. Uh there's an estimate of about 61,000 for summer school for that. Um this is outside of just the regular migrant grant. This is specific just for summer school. Uh the biggest thing that I've been working on is our CPR, the program review. It's taking a a lot of time lot time. Um, I met with Oh, SBA is coming again.
067I met with the coordinators to get all the requirements and paperwork um located in one in a spot for them to to use and then talked about the different requirements um going forward. And the biggest news, if you haven't heard yet, is we will be funded fully funded for title all title programs next year. >> federal funding. Kevin, uh, quick question. Can you define what CPR is for everybody that's listening? >> Comprehensive program review. >> Thank you. >> And it's mainly in the title programs. It means collect a lot of document, upload them, then move them into EGMS and send them over there to OPI. It's a a ton of work for Kevin, me, Fiscll, Rick. It it's it's a crazy amount of work. >> And when they say crazy, we're talking I would even
068say oh I would have going to start by saying tens of hours, but it's in the hundreds of hours of work. And um I I don't nothing's tied to it. >> It's basically proving we're doing what we're supposed to do. We used it normally was on a fiveyear cycle, but we actually haven't had one since before co >> like I think 2019 before closure was the last one we had. Um, but it is a lot of it's a lot of work. There's a there was there's one component. So there's like a whole bunch of different documents we have to upload and different rules and policies and whatever where we have to download OSBI's policy and upload on one particular topic. And I'm like, don't you guys already know that? Anyway, it's fine. We'll do it.
069And this is what when we had our legislative meeting, this was something I brought up and the legislators that were there, they were looking at me like, what? They didn't even have a concept, right, that there's people who are played out of OSBI to check boxes to make sure we're doing what we're supposed to be doing, which kind of struggles with local control, right? So, >> well, and honestly, we just have better things to do, but we have to do it, so we're doing it. >> Thank you. >> Anyway, >> any questions for Kevin? I'm sorry, I got off on a tangent. Thanks, Kevin. No, I'm glad you asked that though because I thought, "Oh, HOSA is getting all of our teachers up on their CPR, sir." Yeah. >> No, this is not the kind
070that brings your heart back to life. Not that. >> Thanks, Kevin. Diana, >> um, I put this at your spot. Um, Linda and Wendy sent this to me today and asked if we could share uh with the board members at tonight's meeting. They're looking for sponsors for the archery club. So, it's a very colorful and beautiful flyer. So, if you're interested, that's here. If anybody listening is interested, I'm sure if you emailed us or Linda Sudonic or Wendy Rap, we would get that information to you. I also attended history night, got to look at all the boards. It really is kind of their trial run to um get feedback, things they need to improve, things that need that that might be really good or maybe some changes. Um, and I got to see all the
071boards and then I sat in one of the documentary rooms and I've actually judged documentaries before, but I was so busy I didn't want to volunteer to judge and not be able to be there. So, but it was really good, very interesting. Um the kids always do a great job and even kids who kind of there's a lot of not quite ready or it's needs to be you know in that 9 to 10 minutes and it's really at seven but they are always very articulate about what they're going to change and they always take a lot of feedback. The judges gave outstanding feedback. Actually three of the four judges have done history day some a long time ago some you know were high school kids that came and gave feedback that aren't necessarily doing this
072year. So, it was um it's always really really um a great night. It's been started at the middle school back when I was a middle school principal, assistant principal, I don't even know. But um it's a great program and uh I'm already talking to Dean Smith about once he decides to retire who's going to be taking that over. He has plans. Um Tuesday um February 17th is MC Teachers Night for Witstrand from 4:45 to 7:15. um they get 15% of the sales and 100% of the tips and they have like tip jars for each class. It's competition kind of thing. So um Mc Teachers Night if you're interested in having some McDonald's. They also usually do like a if you just want to go have a treat like a special ice cream Sunday kind of
073thing or something for families if you're not going to eat dinner but maybe you want to still support. And then um our early learning interest survey has gone out that went out at the last week. Last week we have um 42 responses already um most of those about 75% of our four-year-olds. the early learning interest survey. We partner with the ESD um for our ECAP classes because we don't want people to be one when we weren't doing it together, people were confused like which thing they were supposed to sign up for. So, we actually partnered um three years ago where we do one survey and it goes out and basically says if you have a three-year-old or a four-year-old and you're interested in the program, they fill out the interest survey because there's it's not
074like kindergarten where everybody who's kindergarten age gets to go. So, they fill out the interest survey. We work meet with the ESV about once a month and start going through the students and get to the place where like they if it's a three-year-old that uh or a four-year-old that already attended ECAP as a three-year-old, normally they continue in ECAP. Um and four-year-olds, we can only take four-year-olds, so we're only looking at the four-year-olds. And then we just work together and um it works actually out really well uh for us. And then it's kind of drafting but not completely drafting because they do have we have pretty strong requirements but they have even stricter requirements. So there are certain students they can they can't take that we can't um that might be four-year-olds. So that's a
075really good partnership. And then also they're required to maintain a waiting list. That's their rule. And for us we've actually gone back to our waiting list when we've had students um move away this past year. So we maintain that list through the school year. So, we can always go back and see if there's additional there's a spot opens up, we offer it up so that we can fill that spot and not um let it go to waste basically. Um, and I think that's all for me. >> Questions for Deanna. Thanks, Diana. Kim, >> you have my document that I always leave for you. Um, the budget stuff is continuing. Um, Diana didn't mention it, so I will. The seniority list went out. Um we have emailed um some of our staff members in case somebody's
076listening or somebody in the community there. People need to remember that when they take a leave without pay or use paid family medical leave or family medical leave which is the unpaid one that impacts their number of months or or percentage of their year that they worked and that is a difficult thing to keep track of. Um and so we're working on that. I did um successfully apply for a diesel died diesel permit and then I learned a little more. It's kind of like everything in politics. So yes, you can then buy have died diesel if we get approved but then there's lots and lots of reporting and then there's tax on your dyed diesel. So what some of the districts who have the permit have found it's easier to pay the normal diesel permit
077price or the normal diesel price rather than the book work and PE part and then pay the taxes in a bulk. So I'm waiting for that permit and instructions to come back before we decide. We are looking um at it. No one here would really notice a difference, but we're looking at possibly changing our website provider um at a cost savings of almost 2/3. So that's um something we're working on. and our K3 um that Drew spoke, Drew, Rob spoke about um got some more guidance u working with business managers in the area about some ways to do that so that we can have full or um use of all of that money. So, we're super excited about that. Um nothing else really changed until we go down to um in the facilities, the early
078learning facilities grant in the February second check run. You're going to see some capital monies going out for our architectural fees that then will come back through that early learning facilities grant through. So I want to make sure that there's some words that you early learning facility is the um what we're doing at in the boys and girls club. Sometimes you're going to hear something talking about ECAP because that's where the classrooms will be and then department of commerce is where that money is coming from. So they're all kind of words that might be interchange. Um, and seems kind of strange. We're starting tree trimming, cutting of things and getting, you know, all the bushes and tree trimming and things like that. Um, I have to commend our principles on their work for staff on
079the discipline flowchart and the exclusion quick reference document. It didn't get finalized today, but boy, they've done a lot of work on it, and that's going to be a really good tool for our community and for our our um staff. um a lot of time with Sean Cook and Abigail Roy and I working on standard operating procedures for staff and and loading and this you'll hear us talk about this S275. John Steach working on our cost matrices. I'm hoping to get those out to you all soon. Um we're have a meeting with the city of Proser. It's kind of strange how sometimes things happen. I was walking from this building over to the portables where the Princess Theater is going to use the rental that we've been talking about. And I walked along and I
080went, there's no sidewalk right here. And this is the strangest thing from the heading south. So if you go out the old gym and head south to the Boys and Girls Club, there's about 45 to 50 feet of grass that doesn't have sidewalk on it on Patterson. Well, seventh technically before it towards the corner. And so things like that, right? I walked it and I went, "Why isn't there sidewalk here?" And so those are the kinds of things that happen. Um, working with the Rotary, um, already talking about the Fourth of July celebration. Um, as you know, I I love the sports, so you'll see me some of those places. I've been going to Rotary and Chamber when I can, but today my watch reminded me that I'm supposed to stand up and move. So,
081majority of my life is sitting at my desk. Uh, Kim, I have one question. Where are we at on the emergency repair grant? >> It's funny you bring that up. I sent an email to Drew today to see where we're at and I do not know the answer. So, you'll get an update as um as soon as I haven't looked I didn't see if you responded. I sent it about 4:00. >> Okay. Thank you. Any questions for Kim? Thank you, Kim. All right. Next up is board reports. Michelle, >> I just wanted to mention that the Thrive Youth Cafe is doing a raffle right now. They're um raising funds to support the cafe operations and other youth programs. So, through the the raffle will be on the 28th of February. Um tickets are $10 each.
082I know they have upwards of 50 prizes. Um some stuff local, some not. I think you know symphony tickets and zoo tickets. So, um people don't have to be in proer to win the prizes. They don't have to be present at the raffle. Um, but they are selling tickets currently and if you want to get some, I think they you could go to the cafe to get them or if you know a coalition member, um, I myself am one, so you could always email me if you want to get some tickets. Um, but just encourage people to support the cafe in that way. That's it. >> Great. Thanks, Michelle. Brian, >> uh, nothing for that. >> Um, I don't have much. I did attend the uh the Proser senior class fundraiser over the weekend. Um
083you know I think it was well attended. It's just still kind of you know mind-blowing how generous our community is. You know doesn't matter if it's grand or proer but uh um I think they all what try to do what's best for the senior class and provide them you know that safe space for graduates. Anyways, um that's all I got with that. Our next meeting will be February 25th, uh right here at 6:00 p.m. With no further business, this meeting is adjourned. February 20th spring What?