11/19/2025 School Board Meeting

001being to order. Please stand for the pledge of >> allegiance. Is there a motion to approve the agenda? >> I move to approve the agenda. >> Been moved and seconded to approve the agenda. All those in favor signify by saying I. I. >> I. Motion carries. Uh, next up, is there anybody signed in. Blake, anybody online? Okay, we're gonna keep moving. We're go right along here. Uh, next up is building report and school improvement plan report crosser high school. Mr. Bailey, >> good evening everyone. I put a number of paper pieces of paper on your near your chairs there. Um, first and foremost, you have the ProEer High School 202526 school improvement plan summary. Um, that should help you make it a little bit easier. One pager to look at with all of our goals

002on there as reported to the state. Um, just wanted to give a little recap here. U most of the areas on here are focused on the areas that you'll find in our school report card. Um, and that obviously that's done for a reason. uh anything that's going on the report card is something that we want to at least be cognizant of. We want to look at. We want to make sure that we're thinking of that in terms of what we offer students and trying to enroll students in classes on a yearly basis. Um I can go through this um and talk a little bit about each one just briefly. Our graduation >> Can you pull your microphone a little closer? >> I can. Yeah. Our graduation rate goal is still 90%. Um you'll see on

003the report card that we're listed as 91% graduation rate. That is the previous year. Last year's actually dipped. Uh so we should be um it's kind of funny to me that that the state always reports it a little bit differently based on fouryear and fiveyear cohorts cohorts. Um but uh we should dip down. We should be in about the 85 86 percentile um on our graduation rate again for last year. Um there are some reasons for that in previous years. We do feel like we've done a lot of things to to increase graduation rate, but um we no longer have COVID waivers um that helped a lot of kids and uh last year was our first year without those waivers. So we saw a little bit of a decline. Still happy with 85% uh that's

004still up from previous to COVID and uh we hope that that continues to go up as we as we work towards that. our freshman success. We saw a lot of success as we reinstituted some of the programs that we've been working on and um and partnering with with other agencies. Uh David Funk has been my lead on that and we saw freshman success go way up um all the way up to 70%. Uh the state's definition of freshman success is that you pass every single one of your classes as a freshman. Um I view freshman success a little bit differently and we're going to talk about that in a minute, but our goal was 85%. we rose all the way to 70% and that number dropped back down. So now we are sitting around 65%

005um between 60 and 65. End of the trimester as you guys know is coming up and this will allow us an opportunity to look at those those numbers again and reset at the end of try 1. Um attendance we want to raise the daily average to 95%. We are just below that um a little bit below that in the 80s uh but we are still working towards that. academic growth. 80% of 11th graders will meet the standard 70 in ELA and 75% will meet math graduation standards. Uh we're closer in ELA than we are in math. The numbers that you see are um on the report card and what we have in I think I can't remember which one you guys have. If you guys have the old one, I did send you guys an

006updated document with uh with some updated data on it. Um we are about 71% proficient in ELA uh based on our most recent scores and 39% proficient in math. Um which is not great. Let's just say call it what it is. Far cry from our 75% that we want. Um I have heard a lot of discussion uh if we attend as I've attended uh different PD and training in uh for ESD123 there is discussion at the state level about the SBAC about the smarter balance uh consortium test and whether or not to continue with that. Uh there may be some changes coming up because I think the state sees the same thing that we are seeing in that that districts across the state are performing very low on that is an accurate assessment of students.

007this afternoon about an hour ago I sent you an email with information about that particular item and came from Chris Reichel email with some information and it went to your email. >> I haven't even seen that. So that's interesting. I >> don't think it went to yours. It just came to this level and I sent it on to the board. >> Yeah, I'll look into that. Um that's been I think the last time I was at the ESD was last year and it was in discussion then um amongst uh various groups of people. uh we still have uh a desire to support our English learners. If we look at our scores and disagregate the scores, um English learners and sped population are probably the two most needy um of our groups in terms of of

008providing them with accommodations and uh and supports uh to try and increase those scores. Uh post-secondary readiness, 80% of students will earn co college credit. We were very quickly approaching that during COVID. um for whatever reason that has dropped back a little bit. We're about 60% on students that are passing at least one college course. Um we hope to increase that and continue to to see some some gains there. Um and then AVID is a kind of a a separate goal that we add on that's not reported on the state report card. Um but we still want to see 100% of our teachers using AVID wicker strategies. That is a we are an avid school. We are an avid district and um we like to see those strategies in use. So, we'll continue with that

009goal. Um, I I sent that email out. Was that last week or the week before? Um, you know, this is a living document. We try not to this Deanna and I have worked on this probably even before Kim got here. Um, and we like to keep the as long as they're still applicable, we like to keep the the goals fairly similar to what they are. Uh, so that we can continue to try and and modify our action items to, you know, and adjust those action items to reach the goals. Um, I've been very vocal in my my dislike of school improvement plans and uh just the the nature of school improvement planning. Um, I said it last week when I was talking about this, when you have this many goals, it is very hard to

010focus on on any of them. Uh, that is something that came up as we um as we have been blessed with u with Chris Clem and to be able to work with them. We've basically created a secondary PLC between us and the middle school and Chris has been um teaching us, coaching us through this process. And one of the things that we talked about was trying to find one or two goals that we could focus on that would really uh that we feel would really be the most beneficial for our for our school. Um as we did that, we came down to two real main goals. We wanted to maintain our focus on freshman success. Freshmen are, you know, freshman success, it really is an indicator for for graduation success and uh in a four-year

011graduation. So, we wanted to maintain our focus there and then uh focus as the middle school has on PLC's. um we uh felt like we needed to reset and and begin again on our practices for for data inquiry and data discussions and um most of the work that we've done up till now in this trimester has been focused on that. I included this page for you guys. Um, this was a piece of that work that has come from Chris Clen. Uh, one that I found very helpful and it helps me realize what I'm lacking as an administrator and maybe where, you know, I go wrong a lot. Let's not let's not forget that, you know, we I make mistakes all the time more almost every single day. Um, and I'm learning through this process. So,

012it's nice to have a coach that is coaching us um specifically on principalhip. Um, as I look at these data levels, you mega and you can see down at the bottom just the the bottom section of each one of these columns is, you know, who really uses this type of data. Mega used by schoolboards, OSPI, families, department of education, report card data. You're talking statewide standardized testing, macro, that's the building level. That's where I should be focused. Um, school leadership, I I really should be focused on this. That's the school improvement plan. um you know what there's bullets on that second the second row there attendance and chronic absenteeism discipline those types of things miso that's our PLC our teams our our um content PLC's our grade level PLC's and then micro is the teachers

013focus on individual students and what I found when we were discussing this was my mind tends to go not to the macro not to the building level it still wants to focus in on the student level, which is not my lane, and I need to stay in my lane. I need to I need to bring myself back to this building level focus. And so it's been very helpful for me to learn um learn from Chris Clemen and quite honestly learn from the middle school as they've been they're in their second year with Chris uh second full year with Chris and um we're learning you know spec sounds really si really silly to say this but learning how to pull the data we need from Skyward um when we had some retirees it's been even a

014few years but we had certain people retire that were the hub for skyward knowledge. And when you lose somebody that is the only person that knows that, it's a struggle to then gather the data. So, I'm learning how to pull data um on a schoolwide basis from um from the data system that we have. I'm learning how to put that into um into Excel spreadsheets. I'm learning how to use Excel equations to formulate and gather that data into a a viewable format. Learning how to make data tables. uh and then from the data tables then I can present that to the staff in any way that I want or in you know in a variety of ways and let the staff then go to the miso level and then use their own that similar process

015as I'm working through it in front of them to use in their classrooms to gather the micro data from the students. So, it really is. I I've learned a lot just in one trimester on this. Um, and part of that work as I'm looking at the macro, um, has been this sheet. Um, I think everybody's is in color. Um, this is called a Gant chart. Um, you've probably all seen Gant charts before. Uh, Gant chart. Basically, we're breaking down all these things, the tasks that are on the left. Uh, we created the tasks and then we say, okay, when are they going to be accomplished? And we just create the timeline. And so as we as we broke this down and as we focused in on on the two usable or the two focal points

016of the school improvement plan, the again the freshman success and the freshman success and the PLC's uh the tasks that are here are directly associated with those two points. And then you'll see the dates and each one of these is a week and then when we're going to accomplish those tasks. Uh this is also separated by color uh so that you can see who is going to be responsible for each and and every one of those uh between myself, David Funk, our leadership team, Chris Clem is doing some of this work and then the teachers themselves are doing some of the work as well. Uh we don't want to we I don't want to do everything. Um I we want our our teachers to be more self-reliant and learn as well. So as we're learning

017to use data and and implement data data driven strategies, our teachers are going to learn and use that in the classroom as well. Um, and then the last sheet that that I gave you was the data responsibility matrix. Um, and that includes our, you know, just four four items that we've been working on. Nth grade passing rates, schoolwide passing rates, smart smart goal rubric, and smart goal results. Um, we started the year after after a discussion and a professional development with Chris early on. Um, knowing that we were going to go to PLC's and and kind of following the middle school's lead on this, um, started to focus in on smart goals. They're now called smarty goals. There's there's a couple more words in the acronym. Uh, so smarty goals. And, uh, I I turned

018the staff loose on make on creating a smart goal. Smarty goal by department and the wide variety of smart goals that came back was uh pretty astonishing to me to see, you know, our comfort level with creating goals and measurable uh measurable goals that were timely um became somewhat of of a challenge and somewhat of an obstacle as I was looking at those. And so that backed us up in leading into this trimester. Um, so we're pulling back and we're going to focus just on failure rates. Um, the plan from here is to focus on failure rates. I've split them up even last week, uh, split up our teachers, had them do an activity where they then looked for patterns within their failures within the classroom and tried to find patterns, uh, and designate those

019patterns on a form that I now have. So, we're going to revamp our professional learning communities away from content area teams to specific actionable items um based on that document. So, if teachers thought that attendance was the number one issue that students are struggling with, okay, that's the new that's a new PLC. And you're going to I'm going to have x amount of people that are in that group that then will will create a smart goal specifically for that action item or for that that pattern and say, what can I do as a teacher in my classroom this trimester that I can track to improve attendance? If students, you know, understanding, learning, how to learn is what they designated, those people are going to be there. They have to create a smart goal, actional, actionable

020steps with a timeline, something that's measurable that they can track over the course of a trimester to see if that works. And then we'll bring all that data back together and try again and revamp the goal again on in third try, headed into third try. Um, I did have a couple questions on that were sent to me that I can piggyback on here and um, I'm going to come back to the I don't know does everybody have these questions or no? Uh, one of the questions that came up in relation to our school improvement plan. I'll just start with the top. Um, there's a lot of numbers in there. It's all related to the school report card, Proser High School report card. And as you see in the data, there's I don't know why the

021the state does this, but they report data whatever data is available to them. You really the state has the data. They're usually the first ones with the data. So I don't know why they don't report all the same year's data. Um you have you have last year's SBAC scores and then this the year before's graduation rate. So it doesn't really seem to all jive. Uh so that that's bothersome to me. I don't like to look. It's really hard for me to look at. Um, but one of the questions that came up was why are the percentages different? And I don't know that you really looked that deeply into it, but when you look at the assessment reporting, you'll see um they they have columns and rows. So the rows are the indicators of ELA test,

022math scores, science scores, and then the columns indicate level one, which is non-proficient, level two is basic, and three and four is proficient or advanced. and they'll they'll clump clump them together. So, you have fours, uh, threes, and fours, and then twos, threes, and fours al together, and those don't add up to 100. I'm assuming that's what the question was about. >> Uh, they don't add up to 100. That's because they're not counting in there the students that didn't take the test. Uh, so we do have, we try to get everybody, we designate three weeks of the end of the towards the end of the year in in April and May to take these tests. And um some parents opt their students out. Uh those still are left off. Uh so it's interesting that when

023you look at their EL I had to go through and do the math again because I was like 17.1 I thought that was the number that didn't take it. So we had 17.1% of our students not take the ELA portion of the test and 17.1% of our students were were basic on the test and then the rest of that uh percentage was the number of twos, threes, and fours. Um >> the other one that comes up often is the number of student who meet graduation requirement. There is a graduation cut score that is in the two category. So sometimes if you're saying who's proficient threes and fours, that's a different number than those who meet graduation requirement. So don't quote me on the number, but let's pretend that the bottom of the three is 2300,

024but the graduation cut score is 22.86 286 or >> and this goes back to Brian and I've talked about this I think maybe 18 and it was graduation requirements you had to have a three or four and this is when this all came out and I sat in my office I actually have it in a frame of an email I sent and said that'll be fine until a legislator's child doesn't have a three and within six weeks they had a new cut score. So it, you know, the the discussion is it's a three or four, but it's really not. There's a cut score that's in the two high two numbers. And the numbers are different in English than they are in math because it's scored. And the real hard part is that when you're looking

025at the state report card or the school's report card, you're not going to see the difference between those. They're just clumped twos, threes, and fours alto together. So you're not actually going to know how many. you're going to know the threes and fours percentage, but you're not going to know how many twos are actually meeting that meeting that graduation requirement. Um, yeah, we can go on and on about that. Uh, second question that came up was, you know, how are we going to engage parents in sharing the responsibility to educate educate students? Uh, and that's something that is continually on our minds, continually something that we discuss. The number one reason that teachers felt uh that students are failing classes is because they've not attending. And attendance isn't a is it's not just a us

026issue. That's a that's a home issue. That's a parent issue. That's a student issue. Um we hope to find some action items that you know are are are they not attend why are they not attending? Are they not attending because they're not engaged? Are they not attending because they're babysitting? We just this these are real things that just came up even just today. Uh I have two siblings that take days off because every other day they're the ones babysitting the the younger kids. Um you know real events, real things in in kids' lives. So how do we overcome that? Um and that's what we're that's the hope behind our refocus on PLC's is to find action items that will that will help us with these with these other areas. You know, how can we get

027kids here? If that's the number one reason, teachers are going to come up with an action item that they can try and if it doesn't work, then they're gonna try something else. We're gonna try something else. Um, we just moved to I'll just throw this out there as one uh one other piece. We just moved to a new system called school links instead of um the high school and beyond plan. State has given us school links. Um it is a it's hard. Any any change is hard. Um it is a big process to get the high school and beyond plan done and it's one that we start in the eighth grade. Uh we are we're currently working on that, but our seniors seem to have a lot more work to do because it's a new

028system and we're transferring all of that in. So seniors kind of have to do everything that has happened from the eighth grade, what would have happened at the eighth grade and moving into that. So these guys can attest to it. There's a lot of uh due dates and oh no, I'm not I'm not meeting the requirement and it's going to be okay. just these guys are usually compliant kids, so they all want to see the greens and they want to see that I did everything right and it's and it's good to go. Um, but the state has set those timelines and we're working toward it. But one of the requirements there that we can set is that parents need to log into it and it will show up as orange or uh an assignment for

029students that is incomplete if their parent hasn't actually signed in to look at what their what they've researched for careers what they you know at their high school and beyond plan as it's being completed. Um so that's just one example. Um and then the third question on here uh was about looking at the ELA math and science scores. Um you know 70% 39.3% and then uh I don't remember this one exactly 50 54% 53 um somewhere in there. Um as well as a 90% and really on the report card 91% graduation rate. Um the inference is that we're graduating students that are not proficient in sometimes all three categories and that is exactly right. Um so when they take the test, what are the reasons that they're not being s that they're not finding success

030on the test? Is it because of the test? Is it because of something that we're doing? Is it because kids don't care? Is it because they're not just they just don't want to sit for it? um or you know and and does that equal the I'll just say this that the data that the data is garbage um and you know as much as I would like to say that that the data isn't exact it's not I I don't know that I should use the word garbage um I think it's important to have a standardized score. I think it's important to see where you're at. And if you don't have a standardized score that's across the state, then you don't know where you're at in relation to everybody else. So, there are other avenues. You can

031remember the histograms that I used to share with you guys. I didn't share it this year, but in previous years, I've shown the histograms of of where we stand in relation to the valley. And because those that tends to show where I mean, it feels better to me to show that because we're higher on that scale. Um, and even though our scores are they don't look pretty, you know, when you look at 30 39% that doesn't feel good, but in relation to everybody, we're actually higher on the scale. And um, and so it's nice to see that in relation to everybody where you stand. And >> let me explain also one more thing. So at one point your SBA was your path to graduation and now there are seven paths to graduation. So, it's very

032possible even with the students that we have here, they can say, "I'm going to take the ASVAB. I'm g because I know that I'm interested in hands-on things. I'm going to score a 70. I only need a 31 to meet the graduation requirement. I'm going to take the ASVAB. I'm interested in that. So, I'm not even going to sit and I'm not going to waste seven hours of my time and take the SBA because I can take the ASVAB in one sitting and pass it." So if you took how many passed the ASVAB, how many did the college route, right? Because if you go to college and you have your acceptance, right? How many took it? That's why 90% of our kids students are graduating. You have to combine all of those different measures together

033to get to the 90%. Because only that not everybody takes everything even though we want them to. We'd like have you guys taken the ASVAB as an example? Okay. But as an example, you're doing well on the other. So you don't sit and take the ASVAB. So we can say only 22% of our students took pass the ASVAB. Well, only 24 took it or 24% took it or whatever the number is. So you have to kind of add those all together. I think that's another misnomer. When there's seven pathways, they need to show that of your let's pretend 100 students, these 42 passed it in SBA, these 20 passed it in in ASVAB, these did these 10 did the college route, these Rick sitting here, these 17 did the CTE route, and that's how we

034got to 85% of our students graduate. >> Our most popular route, our most popular pathway is the CTE. and uh you have to take four classes, two credits in the same CTE pathway. uh which really can be accomplished in their first four trimesters if you have somebody who just really is hyperfocused >> or tri-tech or there's so many things that meet that >> you know I mean they come in and they take Microsoft I mean there's so many different routs I don't really need to get into that but um you know they take the they take the SBA at the end of their sophomore year and then they take the science test in their junior year at the end of their junior year um and if they already have a pathway and they don't retake

035it, any anything like that. So, there are a lot of factors why why students may not necessarily be doing their best work on that. Um, could it be that they're doing their best work and they really are just scoring that load? It really could be. Um, but I don't know the answer to that. Um, I don't know that you can throw it all out though. Uh, I think it is important to answer the question, does the SBA mean as much to me? Uh, honestly, it means it means something to me to compare to other districts and see where we're at. It means less to me in terms of our kids ready. I don't I believe that we can tell whether kids are ready based on what we do here. And the last part of the

036question was how can we properly assess proficiency of our students that will provide meaningful data. Well, that's what our teachers are doing every single day. Um, and that's part of the process that we are going to get better at as we dive deeper into this uh data discussion and data inquiry process. Um, two years ago, we worked on on common assessments. We worked on diving deep into into the standards and then we worked the next year on um what are my priority standards. So I wanted teachers to have a solid understanding of what the standards were across the board and then I wanted teachers to have a solid understanding of what the key ones the key standards are that are necessary to move on to the next class because that dictates the pacing of my

037curriculum and where I'm going to spend my time. And so we are collecting data um here locally in addition to the SBA. The SBA is just one piece of data. Um and quite frankly the SBA data means less to us than the local data that we're getting. U because the local data is what is driving our instruction and our daily our daily instruction with the kids. Um and we hope to get better at that as well. Um do you have any more questions for me? That was very roundabout and fast and furious. >> Any questions for Brian? >> Uh just out of curiosity on the attendance um rate. What 95% attendance? I mean that that would be great. What I guess what defines that? Does a kid have to be obviously at school for each

038class in order to get counted towards that daily perspective? >> So the daily attendance is is not a every single class. So that's why it seems so high, but we also have a very small percentage of our students that are missing all their classes in the day. Um, and it's the same with with our failure rates. we have a smaller percentage of students that make up the majority of the the failures, make up the majority of the absences. Um, but yes, there are a lot of factors in that. You do not have to attend the whole day to be counted as as here. >> Oh, go. Um, and this is probably I don't know a question for Principal Denny. I was just curious. um the 85% of ninth graders passing core classes, what what's the

039number of those eighth graders coming in that are on that path? >> You know, we actually have done a lot of work on that. I don't have the numbers in front of me, but I can get that. Um that was part of our freshman success um plan was to start pulling students that were identified at the middle school with the help of the middle school counselors and administrators and we would gather them together um have like a a pizza lunch and talk to them about how to find success at the high school. We would start that as eighth graders um and um and then transition them through into the high school. And we found very good results with that. We that's something that we we continue and we actually I think we took a year

040off on that but we want to bring it back. We did like it. Um >> well board reps why don't you talk about what we talked about at our meeting about trying to get the eighth graders to understand sooner than later the importance of nth grade. You we kind of talked about that. One of you can share what you were thinking. >> Can talk a little bit about that. Yeah. So, we had a meeting, I believe it was two weeks ago, and we had talked about going over to the middle school and maybe giving a presentation to all of the students, specifically the eighth graders, and maybe from coming from students that are in high school that are juniors and seniors. Um, hopefully that can give them a little bit more of like a clear

041sense of why it's important to us instead of just hearing it from adults all the time. And so we think that could be really helpful for just adding a different way to get it into their heads that, you know, high school matters and nth grade matters. >> No, I agree with you 100%. It's funny. I just had this same almost a similar conversation at least with a couple teachers. We were talking about professional development and and professional development plans and I said, you know, everybody wants professional development until they get it and then they don't want it. Um, you know, for what does that mean? Well, means we can see the need for ourselves to to get better at our craft, but the time and effort that is required once you get into that um

042sometimes gets feels astronomical. It feels like you just don't have enough time in the day to get to those things. And for whatever reason, you know, you you you pull back to what's comfortable and freshmen are are very similar to that. We had our uh our college and career fair. Very very successful. Loved loved all aspects of it. We had a panel this year. It was very very obvious the difference between the sophomores and up and the freshmen as they were sitting there with community leaders and community members on that panel how the freshman acted. and McCoy, we talked about it and debriefed afterward and and it was kind of resounding that freshmen, it's almost like they can't at that point they can't see that far in the future. It's not it's such a graduation

043is so far off for them even though it's only four years and it goes by in the blink of an eye. It's four years and that doesn't mean that's so far for them that they can't they can't keep it close. It doesn't mean as much. And now that these guys are approaching it, you know, now they can see some of those, man, I wish I would have done this. I wish I would have done this. And it it makes it makes more personal. And so, how do we, and this is part of our brainstorm, how do we make it more personal? What can we I think it would I think it would really help to have kids go and present this message. Um, that's part of, you know, we did actually have have kids go

044with us the last time we went, but I think that would be huge. uh because sometimes they hear from us and it doesn't mean much, you know. So, yeah. >> Hey, thank you for that. Appreciate it. Um Michelle, you have a question. >> Yeah. Um so, I understand what you're saying about the SBA and how that measure alone might not be a really good reflection of where our students are at. Can you think of any other ways that especially like in this area of math, right? How do how do we show that we have more than what 39% of our students who are proficient? >> Yeah, I you know I I don't I don't want to say that and again I don't want to call it garbage. I don't want to data is a reflection.

045We have to look at this and say this is where we're at. We are at 39% on the SBA. Um, we were just talking about this today in a separate meeting as well that uh I mean there's a study out there from Cal that talks about student student readiness to uh for colleges and they're finding I think the number was 15% you guys I mean I'd have to look it up but I think it was about it may have been 17%. 17% of all of all college freshmen have to take um a remedial >> a remedial course. >> 17% of all incoming freshmen are taking remedial courses because they're not ready to take the coursework at the university. Um and what are the reasons behind that and why, you know, and then the study went

046into all kinds of it could be because of this, it could be because of this. So I don't want to I don't want to throw that data out and say it's not useful. it is useful and that's where we're at, but are there other data points that we can that we can use? So, part of that is common assessments and then you have to make sure that you have some type of um uh com, you know, what's the word I'm looking for? >> Another diagnostic sometime is used is >> how many students are in registered and enrolled or passing calculus. How many kids are taking or students are taking trigonometry? How many are taking physics, right? Does that make sense? Like, >> well, I mean, that's what I'm wondering, right? Like, are teachers, if you

047ask them, are are they saying 60% of my class doesn't really know what they're doing in math or what are like what are the teachers saying? Are the students getting it and they're just not? >> Yeah, I think that goes back to I think that goes back to the question number two. You know, well, it's not number two, it's number three. You know, if we have such low scores yet a 91% graduation rate, the two don't match up. But that 91% graduation rate, granted, you're passing students, they don't necessarily have to be proficient. They don't have to be proficient. They have to they have be getting a D. Let's be clear on that. He can get a D and a C. proficiency is probably a B and advanced proficient is an A. And so when

048we're looking at that forever that's been the case, whether we want to look at our own high school careers or not, you know, sometimes we look back with fondness, other times we don't. But if we look back on our own, we generally tend to think of ourselves in a different light than what actually may have been. And it's been that way for for years and years and years that we graduate C's and D's. And so we may not necessarily have been ready. Um we're pass we're passing kids. We're graduating kids that aren't proficient. Does that mean they won't find success? No. They can still be successful. That just means they will take a longer route. They will take, you know, other avenues to get there. I believe that we need to look into our math.

049Um, we've been talking about this for a couple couple years and and where can we find a diagnostic that would be, you know, a valuable indicator or at least a reliable indicator as to where students are starting and then see how much growth they have over the course of that before they take the diagnostic again and then again and again. Uh, that's really what the what the SBA could be if they took it multiple times. Um, there's an advantage to elementary schools taking the SBA every single year. Middle school takes it every single year. I don't know why the high school only takes it one time, why the state only requires one time in the four years of high school to take the SBA. It would be very interesting to see where students start and

050how much growth they have over the course of four years. Um, which is another point. If you want me to get into the SBA, the SBA is actually has math on it that is junior level math and yet we have our sophomores take it. So, we're having our sophomores take a test that is written to the junior level. Um, >> I don't know what I don't know why you would do something like that. Um it seems like you're skewing your own data in the negative, but that's just me. Um you know, I get it. I guess at the very least if you give it to them as sophomores and they pass it, wonderful. If they don't and they don't have another graduation pathway, then they have multiple opportunities to take it again to try and

051get that number if they don't have another pathway. But I think it would be beneficial to, you know, I don't know that we're in a position to look at curriculum again for math. Um, but I think we we could be soon in a position if things go well and and we, you know, put all of our things in in place and plans in place that we could look at some diagnostic testing. Um, that is not part of a curriculum. Uh, we could even create that if we put together a committee. It would take some work and some time, but uh, that could be a possibility. Yeah, I'd be interested to see um you mentioned like grades in the class, an A and a B would show proficiency. So like what percentage of our students are

052getting A's and B's class? >> I could pull that. That's that's pretty easy to pull now. >> Yeah, I can give that to you. I'll send that to you. >> Hopefully it's more than 39%. >> Thanks. >> Yeah. Um, I think kind of piggyback on your, you know, your question, Michelle, is, um, you know, the way I look at it is, as a parent, community member, you know, board members, doesn't matter. When we look at the uh, when we look at the numbers on the state report card, this is what we see. This is what a community member sees. This is kind of what the public gets to see on how well our schools are performing you know uh in all these different uh you know math, English and science. um if there are other

053metrics whether it's you know looking at A's and B's you know and number three and four or whatever that may be or if we take all the other pathways and look at that as a group whether whether it's the state report card or not um I think we need to show this data that actually the actual what what are we actually performing at as a as a school as a district u you know if it's a common assessment whether it's some type of final system that you know are these kids able to do math or English or science you know at a proficient level it may not be SBA data but if if we can start doing that inhouse and getting the actual data so that it doesn't look funky when we look at the

054state report card plus our graduation rate you know that data is what's important whether it's reported or not, but if we can do it within ourselves as a district and and show that whether it's through the website or have this whole separate system, you know, this is how we're actually performing in algebra 3 and four or whatever proficiency in math, you know, a certain English, you know, I I think we need to find some of that just I think it's important that, you know, that our students are su successful, but it's also important to show that success. uh >> you know to our community and to the rest of >> Oh, I agree with you. People don't get to see the histograms. People don't get to see the comparison. They they only see the report

055card. >> So when you see that 39% that's glaring at you. It is >> right. >> It is a punch in your gut to look at that and say h 39%. And it's not a it's not a clear indicator. um a across the state, everybody for the most part is low in in math. There are some some high achieving schools, don't get me wrong. Um and I don't think that you should just be trying to, you know, 40% is not it's not what we want, >> right? >> Um I've also learned that, you know, I'm all for presenting data and and whatever we want to look at, we can present. Um, and we have to be cognizant that, you know, we have professionals in the district and our teachers, um, they really do know what

056they're doing. And the the question that comes up, and it's come up for years for me, is, well, why are why are we passing students, but you're you're non-proficient on a state test? Isn't that suggesting that you guys are inflating numbers? And so you're going to have all kinds of conversations from a lot of different groups and many different people and it's okay. That's okay. So I agree with you. Let's present positive information that we have because we have a lot of positive information, >> right? >> Um and let's present that up there. And if you still want to be negative about it, then you know that's okay too, >> right? >> Yeah. I think it's and I this is my fourth goround with you know school improvement plans and we look at the same

057data year in and year out and it really doesn't change right and >> you know that's kind of why if the SBA is not giving us the full picture of what our schools are performing at then then I don't think that you know garbage in garbage out right on the on the data front. So if we can if we look at all these other pathways and actually get a true measure of what you know our students are doing as they get to that graduation rate then I think you know it I think it shows us that that we are doing you know what what's right for students and and we can continue to move forward with you know with that and have the numbers improve behind it. Yeah, I agree with you. >> Alisa, did

058you have anything? >> Um, when we were talking about, you know, what the community sees and how they, you know, judge success or like, you know, looking at test scores. And one thing that I hear often and I think I've discussed many times is, you know, what are our course offerings? Do we have, you know, advanced math classes, advanced history, English? Are we offering as many ad as advanced courses as possible? will hear or I will hear, you know, I'm going to, you know, I'm looking at other schools. I'm considering other options. I can do AP, you know, at Kamayakan High School. My child can go there starting as a freshman. And, you know, that's something, you know, the community does talk about, you know, what are our course offerings and are we offering enough

059ad advanced courses as another measure of success. >> Yes. And we do post that information on our counseling the counseling section of our web page. uh maybe we need to be more um open with that and how to do some some more community outreach on how to access that. Um that's one that has always baffled me and that goes back to you know our our time in high school and we at least my generation was an AP generation. Uh so if there if you're not seeing AP classes then man we must be offing offering only remedial classes and it has changed. Um the majority of high level classes are now college and the high school and um you know some people some people don't don't realize that and realize what what um honors classes and

060high level classes are now because we only think in in AP terms. Um, but we can definitely be more intentional um, and try to refocus, at least reshare how to access that page and access our offerings because we have quite a few. We have a lot of of upper level courses that we offer. So, thank you. >> Any other questions for Brian student? Okay. >> Thank you, Brian. I appreciate it. >> Yeah. Next up is department of report CTE department Rick Plet. >> Good evening. So uh all the all the organizations and classes are off and going and getting really busy. Their competition seasons are heating up. Uh DECA is getting ready for for their area six conference where 14 students. >> Good. >> Sorry. where where students are going to uh compete in different

061competitions. Uh family and consumer science, same thing. They're getting ready for their regional competitions. HOSA, they actually uh participated in internationals this summer and three young ladies gave a presentation and ended up with a gold rating, which McKenzie says put them in the top 24 out of 43 teams. She said, "We don't know where we landed. We just know we were in the top 24." And so those all three of those girls are coming back. back and so they're hoping to do it again and maybe do better. And then of course host has grown so much over the years in Washington state they now have to go to regional competition because they just can't house everyone in Spokane to get it done. Um the STEM people uh Horatio Dr. Horatio Conturus has moved up to

062the research station from uh Berkeley and he has an interest in robotics in agriculture and so he's reached out to the STEM teachers about maybe creating some sort of partnerships there and he knows of some different different possible competitions they can do. And then along with that, the TSA kids are currently looking at what competitions they want to participate in this next year or this coming fall winter and getting ready for that. And then with aggre start again, the uh soils team placed third in state overall. the Amech team, our first time going to nationals, placed 10th and got a gold rating and uh missed or sorry, placed 11th, missed 10th by one point, but that and then we had Owen Hartib. He was gold overall and he got first in environmental natural resources. And

063what he had to do for that, they're given a scenario where he had to create a sprinkler irrigation system and then do all the calculations to do the testing to make sure the appropriate coverage and everything was there. And this is all a timed event. And he actually finished five minutes earlier than everyone else. Yeah. So that's and so with that and he was first he was first overall in the nation for that. So that's pretty cool. Um so I'm going to give you some numbers. My numbers are a little bit different than Brian's because it's based on CTE completers or the kids that have completed the two full credits within a program area. And so for our graduation uh rate, we're at 98.4% and the state target for CTE completers is 86%. Our non-traditional

064placement is at 81% and the target is 21%. And non-traditional placement is like a girl in a shop class or a STEM class or a boy in a family consumer science class or health science class. So we have a real real obviously a very welcoming environment that the kids will go into whichever program they want regardless of regardless u then attain postsecary credits. That's the CTE dual credit or college in the high school. We had 100% of our uh 100% of our completers earn some sort of credit and then participated in work-based learning. We're at 80% and that one's really grown. And work-based learning is uh it could be placement, but it's also getting kids learning about careers, interested in careers, doing research about careers, contacting and making connections with people within that career. And

065then one where we missed the target. We missed the target just a little bit um was attaining a post-secary credential like a compia certificate or something that says I have these this certain amount of skills that I can do. We were at 32% of our students were able to do that. And the reason why that's such a a big leap is se the year before 7.9% of the students earned it. So that was a pretty big group jump. But both workspace learning and getting the IRC's have been a focus within the program. Any questions? Questions for Rick? >> Alisa? >> No. >> Thanks, Rick. >> Thank you, Rick. >> Oh, yes. Uh for the sake of time on discussion items, we're going to start with item B, a 2425 year end fiscal update. >> So

066everybody, this is Andrew, better known as Drew Rob. He is an ESD123 employee. He's been working closely with us for a few months now. Um he's going to share some information with you. He's one who got us partnered a little closer with the Benton County. you've been hearing about that relationship. And so I'm going to let him present some things for you. For anybody who's listening or comes back and listens, um we'll do our full full report with all the slides and all the stuff um at the December, but we wanted to have him come today and give us an update. >> Perfect. Thank you. Yeah, thank you, Kim. So, yeah, my name is Drew. Um I work at the ESD um here in Pasco. Um I have two other team members that I work

067with um and supervise. We do the business services for five districts in our region currently. Prosters are six that we're doing at least a little bit of something with. Some of them we do like the full picture, payroll, AP, um business services, HR, the whole picture. So um I've been working really close with Abigail here the last well month, well a little over a month now on year end. Um year end is a big process. There's a lot that goes into it. Um, and coming into a new district, it's been pretty tough to kind of learn the software. I'm used to a different software, so I'm learning new software or whatever. But, um, so Abigail's been of a huge help for that, being able to run reports and kind of get me some data that

068I need. Um, so with year end, I don't really have balances for you yet. Um, I want those to be finalized before I bring those forward to you. Um, and that'll be later this week. We'll have those finalized because by Friday is our deadline. Um, we're about 90% of the way done. Um, I feel pretty good where we're at. Um, we're we're moving forward, making good progress. Um, so kind of kind of the highlights that we've been having to work on is, you know, ensuring that our cash balances match with the county. So, our county is our our banker. So, making sure things match there. Um, monthly reconciliation process. So, making sure that, you know, the revenue in is in the right accounts. Um, being classified correctly, state, federal, local, those kind of things. Um,

069and then as well as our expenses. So, making sure that those are tying out each month. Um, but also in the right categories, um, whether it's state or federal. Um, with the state side of things, um, with year end, one of the big things is making sure that you're spending all your state resources that you're given. Um, so you have a minimum that you have to spend. You don't the state takes that back in January the next year. Um, so we really don't want that to affect, you know, the students this year. So, we um working with Deanna and Abigail, we were able to tie everything out and not give any money back, which is really good news. Um and that that's normally like sped, lab, transportation, um NCD. So, that's really good news that

070we have carryover and I think almost every area, which is good, too. So, um let's see. There's a federal report due on the 30th called the SIFA. So, that is just um schedule of federal um awards. So, it's what you spend the, you know, your federal awards on. Um, that's a report that I'll have done as well by the 30th and get submitted into the auditor. Um, I know that the budget for 2526 had you guys finishing the 2425 school year about 600,000. Um, unfortunately, you're not going to hit that target and what we're looking at. Um it is going to be you still will be in the black but it's it's not going to be you know that 650 number. So um and working with Kim we've had some discussion earlier today even we

071got to look at ways to cut expenses for 2526 and then kind of look at staffing and everything else moving into 26 27 too. So, so, um, I sent you a cash flow document and then, um, what we're looking at on the cash flow document is we're going to really live a lot with the cash flow document. I mean, you'll always get the same reports, but we're going to live with this cash flow document. And one of our thinkings is um, we had to play a lot of catch-up. So, expenditures were really high and different things. And December is going to be the first one that it's I don't want to say real or a accurate only to the month of expenses if that makes sense. And so our goal our cash flow document shows

072that our pay accounts payable or our payables each month are about 775,000. And to end the year way better than it was budgeted or planned, we have to cut that to between 650 and 700 every single month. Um, and that is um, we had talked through an email about my goals for the year and that's going to be my whole almost all of my goal this year will be related to staffing and fiscal responsibility. Um, so that's one of the things we talked about today. The other thing is um remember theou that we did with the teachers union um so in August September and October payroll is a little higher because we have the three extra days in August we have all of that training so this November payroll which will post everybody gets their

073check on Friday the 28th or 29th whatever that day is of November payroll technically posts tomorrow um at the like midnight tomorrow. So by Friday, we'll know what the cost of November's payroll was, which is really October, right? We're a month behind in payroll. We should see we had budgeted 2.9 >> 2.9, >> right? Per month in in salary expenses. And our goal is to see I don't know 285. I mean, literally less than that. So that then what we're hoping is is if we look at that and we know that that could be pretty consistent. Drew and I talked tonight some flexibility or things that may cause that and this is not a bad thing everybody. I just want you to hear it though. Um our coaching expenses when we go deep into a

074season those cost us. Um if we were to have a really big snow year and we have overtime in snow removal um bus routes take longer things like that. So, we may see some changes there, but other than those types of things, our payroll should be pretty dog on consistent um because we're not doing anything extra, per se. So, um those were two things we talked about today. Um I did um I'll take it do it now instead of and then Drew can chime in too. When we you asked us what was the cost of using the county's money, remember we talked about that. So, there's a mathematical formula. It's about this long. Um, and I'm not joking. It really is a long formula. But to give perspective, the cost for us using that month

075money in the month of October was $554. That was the actual bill. Okay. So, what I guess I'm saying is yes, it's costing us money, but if it can put us on the right track, show us being fiscally responsible, the meetings we do with the county, the stuff that we're doing with the ESD, um, I'm going to get off in the weeds a little bit here, but I'm going to share with one thing. as a young superintendent um in year three well technically year four but year three here in the crosser school district we when you're a superintendent you rely on the t data you get the numbers the information you get and what these lack of funds problems whatever word you like to use has done and I'm going to speak to the new

076superintendent cohort this Friday or Friday December 5th about the things they should know and this is going to be part of my talk. You have to really understand what you're looking at. You have to understand what that cash flow means and those things. And that's what Drew has done. Um when we haven't had the money, I have to now look literally at every single statement. when I met with the county, um Ken is our our county treasurer and he says, "So we were looking line by line and he said, "What is at Home Depot for Ziploc bags?" And then we said, "Well, we use Ziplockc bags in our elementary classrooms and D." He says, "Oh, I'm not questioning your decision to buy Ziploc bags, but why aren't you buying Walmart brand Walmart bags?" And I

077was like, "Okay." Right? So, he wasn't questioning quote the need for the Ziplo or the zipper type clothes bag, right? We all use the general term Ziplo, but he was like, "Why did you buy Ziploc brand? And why'd you buy them from Home Depot, right?" So, we were at our meeting. Were we in were you with us in Montana and I were looking up? We looked it up and yeah, it was almost half again as much as we had ordered them at Walmart. So what happens to a superintendent or to our people when we now are looking at every single line item as a superintendent? You're seeing things that you would not have seen if you had plenty of money. And so we talk about levy dollars, being good stewards of money. I'm learning things

078that I would have never known before. And that's what we talked about this afternoon and our conversation and and different Yeah. And I presented um to a group of superintendents, Kim was there, um a cash flow statement because a lot of them had never seen one. Um and it's something that I like to use with all the districts we work with because it then lets the board and the superintendent know, you know, where are your trouble months coming up because a portionment doesn't come in evenly as much as you guys know. So kind of planning for that. Um I think um a lot we got to get a lot of good feedback on that but I think it's help Kim learn more she said too and so we plan to keep that updated um and

079get that out to you guys as frequently as possible >> and it really scares you. >> Um >> other things we talked would you talk about sped please the aortionment dollars for sped in the grant? >> Yes. Yes. Um so federal sped that grant has been um put through to the state. Um it has not been approved yet at the state level. Um I reached out to them on another districts that I've submitted and for some reason they're behind. I think it's a lot to do with their short stavage right now. Um and so hopefully that'll get approved here soon and then we can claim the that money in December. So there's probably$1 to $150,000 worth of expenses that we can actually get reimbursed for. So we've, you know, front of frontloaded the cost on

080those that we haven't been able to claim yet. So yes. Yep. Um I've got the PowerPoint that Deise kind of put together last year for you guys. Um I have another version of kind of what I've done in the past. I'll probably blend the two. Um, but if there's any like specific things you want to see or specific questions you have beforehand, feel free to email Kim and I and I'm happy to, you know, include that or make sure I hit those in in the power. Our goal is to send you his presentation the Friday before the board meeting for you to have time to look and then you can send questions off that would allow us time to either like what Brian did tonight have the questions and we can share them for everybody

081who's listening and or he could modify a slide to show the representation of the question. If I'm right, Drew also got some other grants open for us by contacting the state that they got money from the federal government, opened it up. >> Yes. Yeah. Feds have finally released those that fund. So, I don't know what grants you guys have specifically since I don't have access to your system, but I do know that um Abigail's been able to claim some of the other consolidated grant funds this far. But are there any questions? I don't have any questions for you, but I just wanted to say thank you very much for helping us out. Really appreciate it. >> Any questions, Alisa? >> Nope, I'm good. >> Well, thank you, Drew. Thank you for coming in and speaking

082tonight and uh helping us out. So, I really appreciate it. So, >> thank you. >> Thanks. Have a great night. You, >> too. Thanks Jay. >> Okay, next up is going back to discussion item A discussion. Oh my dog on call. Just a moment. So in front of you is the paper items for discussion. Um, so it's the packet. The front page is kind of a little bit of reason for the update. That was my thinking and I'm going to kind of go over that and then why we created the forms. While the forms don't need your approval, I wanted you to understand the whole piece. I also asked Selena when she was helping me with this, we took out the red line. It's too confusing. And so if you'll look on page one, it

083says PSD current or technically page two, but says PSD current and then we put the WASDA policy. It's easy to get hung up that the font is different. It's laid out different. and then um the draft that we're working towards and um so I'd like to start at the first page. So, um I think there was a couple pieces. Um we had to make sure we were in compliance with current law and we had to make sure that student safety was first. Um, but the third bullet is where I'd like to spend some time. It clarifies terms like unsupervised access to children and supervised access to children. So, I'm going to talk staff whether you're a bus driver, a food service or whatever. You're all in the sup you're unsupervised, right? You can be the

084food service worker, you can be in the kitchen, there can be you all go through this. All employees go through the same vetting process. Make sense? unsupervised um would be your parents want to come to third grade class and pass out cupcakes. In that environment, they're supervised. But if that you go to the field trip to the zoo and parent one has six children with them and they meet back up at the food court for lunch, they're unsupervised on that walk around the zoo. So, we had to come up with a way to say you're cleared for supervised or you're cleared for unsupervised in the volunteer realm. That was not clear previous. A volunteer would come in, they'd fill out the volunteer form, we would do the Washington State Patrol check, and if there was

085any concerns on it, I would meet with the parent. Well, it's very ambiguous, for a lack of a better word, to say yes, you can be a volunteer, but I have no form or way of saying you can be an unsupervised volunteer or you have to be a supervised volunteer. And we didn't have a a way to document that. We didn't have a way to pass that information on. And that's what these forms do. So now when I sign my name to something, it's very clear whether you are a supervised or an unsupervised volunteer clearance. Um so so that's the a big piece of this. It's also in transparent and hiring and board oversight. It's really difficult for people who don't understand working for a board. They go into an interview Mr. Bailey hires a

086teacher, says to the teacher, "Congratulations, your choice." That does not mean they're hired. Then they start the process, then they do all of their paperwork. They're still not hired. Until they go to the board, and then they're hired. Now, in a perfect world, I'm going to say 95, six, seven, eight% of the time, they don't ever start one day until that's happened. Every once in a while, we'll run into something. I'll make the executive decision. Often, I'll email you or something. I've making the decision. We've got to start this person. Board meeting is not till Tuesday. They know that if you don't vote per se to um welcome them, then they don't have the job, right? And then we would have to pay them for the two days or five days or whatever that was.

087Um so that's the main gist of things that are changing this. Um there's not a huge amount of actual changes. It's the definition piece. It's the um the clarification of the five items where people are not allowed to work for us. Number five or F I guess A B C D E um E in some of the formats or item five. I think there's this was what kind of came up when we said oh let's move this up. So, your age of majority, let's say you're over 18, but your age of majority, 19, and you happen to be of an age where marijuana was not legal at the time. You were 19 years old. So, you have a minor or a not a minor, a poss marijuana possession. Well, you're going to come up as

088a flag because the year you were 19, it wasn't legal in our state. yet you did not plan to manufacture, deliver or um possess with the intent to distribute. So that's a very clear type of crime status felony. There's very clear language on that. Now, if you had had that when you were of an age, then you would not be able to work for us. But just because you possessed marijuana when you were 19 um and it wasn't legal in our suit at the time then, right? And 19's a good one because it's not legal for anyone at the age of 19, but those are kinds of things that come up. And so we needed to have a clear step and process and procedure. So somebody comes in, hands it to the secretary. Here's my

089volunteer form. Here's the steps and process that we go through so that we never have question about why someone's in a classroom. So I'm ready for questions, but I just wanted to slow down and make sure that everybody understood. There's one more piece not for tonight. Not for tonight. I would like us to consider in one one of we're a little bit better financially. I would like to talk about um and if Diana was here she would allow me to say this but this is a good example. She's had one background check for the proer school district 32 years. We don't ever if you don't change school districts you never have another one. And I don't know. So Washington State Patrol when you do a backtrack check for or a volunteer is just Washington State

090Patrol. But when you're a employee here, we do a FBI background check. So it's possible, not probable, but possible that you could get in trouble in state X and it never comes to us, right? And if you work for us for 32 years and never have another background check. So I would like us to consider something where every fifth year I don't I don't I don't think it has to be every year or something like that but every fifth year every 10th year even where we have a checking balance but when you do that you have costs associated with those and those costs would be ours and then you'd have to start off saying the first year you'd say everybody that's been a 15 year or sooner and that all has to go through the

091union too but so I'm just sharing with you those are some things that I think would be good protective moves for the district. >> Any questions for Kim? >> I just had one. Um, the unsupervised it's only applies for children under 16. Why is that the H? Could you show Could you show me where you're at so I can Oh, just on the second page of the packet on our current policy. Oh, yeah. Okay. Is that in the draft, too? I'm going to be very honest. I have to go read. >> Okay. I guess I was just curious why it wouldn't be anyone under the age of 18. Y 16 was the age. I'm going to look at the laws to see if there's something on that also. Well, okay. I found it in ours

092and I'm looking at Vazda. Does it say 16 in ours? Oh, you found it. Great. So, I guess so. Now, my answer is really I don't know. I could have said if it was in ours and not in theirs, maybe it was something that was decided when it was originally written, but there must be legal guidance from the state in something. I'm more than happy. That's why this is in discussion now. Happy to research that and get back to you. I would kind of wonder myself, but I don't have an answer. Okay. Yeah. I mean, I think if we had the leeway to make it under 18, I'd prefer that over 16, but if there's some law that says we can't have it be over 16, then I understand. I think I just would have

093to ask that because I if they're different then sometimes we can find out why. But when they're both the same. Now I'm going to have to see it the last time. I can't What's the heading at center? Is it after the one through five? >> Yes. the one you're looking at for us. >> Yeah. Do you know what? We're missing a page in the printed document on the online. It says for purpose of this policy Thank you. >> I appreciate that. a paragraph with >> I don't see heat. >> I think we added heat. Our printed is missing the second page of our draft. Also on above. Can you find 16 the word 16 in our draft? Anyone? on our one that says draft. It's the third document. We're looking for that paragraph again. >>

094In the paper, it's not on the paper page. So, in our definition, it doesn't specify age. So, what I'm hearing is we need to put that paragraph back and ask about 18. Is that a correct statement? I will try and do that and get it to you guys with that the new draft and the answer about the 18 and then we can leave. This is not a ultra timesensitive piece. We could leave it in discussion, bring it back in and then move it. If you feel comfortable that we've got it all, then we could move it to first reading if you choose. >> That's good. >> Now that we're looking at this policy, I just kind of went down to the heading pre-employment drug testing. Uh what is our policy on that? And um so

095it's only explanation. We don't require that as >> I'm going to be truthful and say I don't know but no because I didn't have one >> and I drive district. >> Yeah. I think I mean at least at least for my per you know per personal opinion I think it should be anybody that drives uh you know andor district vehicles. I think it it would >> Yeah. I think if if we did do that, it opens us up, you know, potential liability. You know, God forbid if something were to happen. >> So, I'm going to do a little more research also. And the reason I'm saying that is once you do an initial drug test then they fall into that random we have a company that pulls them out of a per se a random

096computer draw and then I think the once you say you've had the first one then you say you have to words clean to say but you have then you're in that random drop I think we don't have a lot of my team I see bill for five, six, seven a month that fall into that random piece. So I will add that to my research as well. >> Other questions on this policy? >> I think uh current WASDA and the trap policy are all kind of written the same. Um under employment volunteers disclosure certification requirements, assurances and approval. Uh the superintendent design will certify that he she has examined the documents which were presented to me by the new hire that document appear to be genuine. They appear to relate to individual named um so on

097and so forth. um if running into that situation. Has the district used like E-Verify at all to help out with that process? I I just >> we both >> I know from personal experience like being the one that says yes, these documents are legal. >> Wow. Okay. >> Um we do not use a tool like e-ify. However, between the teachers needing a state certificate and the background checks and those pieces, we're doing a verification indirectly like E-Verify. >> Because they do their fingerprints and everybody, food service, transportation to me, everybody does a fingerprint. So the typical I-9 process which is like your ID or your passport and all of those pieces indirectly happens when you do the fingerprint background check. Does that make sense? >> No, it makes sense. >> Um so we don't use

098a tool like E-Verify because of that other piece. Um, however, we did every once in a while run into something where someone can't find their driver's license or whatever and then we we do make them follow all of those processes in the I9. They have to provide us other of those nine five documents that are available. So, I think I think with the fingerprint piece, I think we're pretty protected that the information we get match. >> Sure. Um, every once in a while a driver's license will say Smith Nelson and the background check comes back Nelson Smith. So then we have to do some work, right? Those kinds of things. But I I think we're going to say 99.9% very safe in that particular category. Okay. Any other questions? Elisa, did you have anything? >>

099No, I'm good. Thank you. >> Uh, so we'll move this back to discussion for >> next meeting with some of the updated language. >> I'll try and send you information as I'm putting it together and then we can have it as a public discussion, too. >> All right. Thank you. Moving on to student rep reports. Anthony, you're up first. >> Hi, I'll move this a little closer. >> Um, so as Mr. Flet mentioned earlier, HOSA is going to state in March. And so we already are fundraising through an online only fundraiser selling double good popcorn. And so we just started that yesterday and have already raised $6,000, more than $6,000 from which I calculated a few hours ago. So I'm assuming it's higher than that, which is an amazing thing. It's a great thing. Um

100so if you guys would like to donate, I strongly recommend all everybody listening. Um doublegood.com gets really good popcorn. And then as another thing, um we had our drama play production last week. I went and saw it. It was amazing. Um, almost mean. It was quite entertaining. We had a great turnout. Um, and big shout out to production and crew because they did a great job. It was one of our best plays that we've ever had. Um, my last thing is that Foster Wrestling is hosting a spaghetti feed tomorrow at the Boys and Girls Club from 6:30 to 8:30. And so what we're doing is we're raising money for the Herrera Ruba family. And so we're going through a really difficult time right now. And so I really just want to encourage everybody and their

101families to go show support to some fellow fellow Must Mustangs that are struggling right now. So again, that's tomorrow, boys and girls club from 6:30 to 8:30. >> Thank you. That's right. >> Oh, Ed held regionals at the high school for apple judges this week. Um we had three cluster members place for sixth, second and first individual and then as of the team cross first. We also had a tractor driving competition today and as a team we got second. Um NL chess members will be helping to transport Thanksgiving meals to families um provided by the Mustang for Mustangs program. Um that'll be on Saturday. winter sports have began. Um, athletes attended a SEWAC leadership conference at Central Washington. I heard that that went really well and there was a really good speaker there. Um, I

102also went to the play and I thought it was really well done. And I just wanted to shout out the swim team, their state results. Um, I pulled them up right now so I'll try to read it as best as I can. They got 11th as a team. Uh 10th place in the 200 medley relay, eighth place and 11th place you had two teams in the 200 and 400 free relay. Um Kenna Camp Ebony Morales and Madison Joby Joby uh also got a couple awards there too. >> Thank you. Any questions for the students? Next up is second read second final reading of policy 4260A facility rental rates questions or comments regarding move to approve second reading of Paul 4268. >> I'll second. It's been moved and seconded to approve uh second reading of policing

103426A students. >> All those in favor signify by saying I. >> I. Motion carries. Moving on to consent items. A >> I'd make a motion to approve the consent agenda. >> Second. >> Moved and second. seconded to approve the consent consent items. No doubt. Um students all those in favor signify by saying I. >> I. >> Motion carries. That concludes that tonight. Uh all our action items tonight. Moving on to reports. Director of grants you have a meal. Uh so since last week I've been covering a few buildings with principles out as as well. Um started interviewing some subs more um hired so that we're able to fill our positions that are open. Uh I've been working on some federal state reporting for safe and we met I met with the instructional coaches today and

104we looked at map PD maps PD over the rest of this year mentor which is for new futures which is going to be coming up here December apply that and we started our study questions for Kevin >> um I'd like to just talk about the um student enrollment report. Um so I I have to take wins when I can find them right now. Um so if you go down to the student rollup report, I think it's technically three page page three. It's where the 2526 is a purple in the top leftand corner and then it's yellow across the bottom. I want to note want you to note that it's um we budgeted for 2272 and our FTE is right at 2360. So that's good news, right? So I got to take those ones when we

105can and that will help the aortionment dollars as we get into February, March. So I just wanted to point that out. Um you're learning about aortionment and so forth in the wonder seventh grade we have 148 37 and why you don't have a.37 of a student. Some students have outside scheduled portions of day. So just if you wonder why there's point amount so um I um let me see that. I just I like Sure. >> I can't remember the screwed up for our >> We're always told it's January, but I don't ever know if that means the money we get at the end of January or they look at it in January because we're always a month behind in our month. So, it I know the month is January, but I don't know if the

106money is >> J. Yeah. I'm just going to talk about my board report since I've got it in front of me and you don't have it. Um, I talked about the interest expense for $554. I was actually very pleased about that. I don't like that we have to pay any interest, but that seems a reasonable amount for what we're doing. Um the out at witramand it means fire center driven out there. It's getting crunched. One of the buildings is gone. They're out there tearing it down. Um so that's going on. We're waiting for our next nitrates report. They're supposed to be taking it on board. Um so hopefully we'll get good news there. I have to tell you I sent an email off to Mr. and um Mr. very about the almost failing. I have

107to tell you, it was the night that the sad things happened in our community, but I was in the at the play and the acting is probably the best into their character and the acting I've seen since I've been a prostitute. Um, and I think the simplicity of the props allowed me to focus on actors and what they were doing. I laughed. I did whatever. And um, do you guys know the name of our foreign exchange student, Anna? Well, I have to tell you, I don't know Anna. And so she's doing her portion of the play and she has this Swedish or Norwegian accent and I'm thinking, man, she's really good at that accent. And then as it goes on and at the end when they to announce and tell them things, then I'm like

108then I know like she it wasn't a it was it wasn't her character. It was a real thing. So I I got a good chuckle out of that. Um so anyhow, um I did send them off an email and and tell them how often it was. We did debrief the Adams family play with the Princess Theater and we are committed to third grade for next year and we're going to work on our funding sources. But um there are two and I'm looking at Mr. Gman because he was a principal plus he's doing curriculum. We are either going to do the magic treehouse or what's another one of the first unit um something about dinosaurs. What's the name of the book that they read? Anyhow, we're going to do one of those two for the third

109grade. So, they're working on that already. We then took some pieces back on that something another world. And then um I did go to the M Monday Rotary meeting that was at night. Alisa, you're very gracious in and being a a volunteer for one of the communities, but I'm really glad I was there because they were trying to nominate me for something and I was able to say no. So I'm glad it was a was a good thing that I went. And I am working Monday and Tuesday on Thanksgiving week. Um but I will not be working on Wednesday and the office hours are posted. Um transportation really great news. The they're on day four or five of the software training. They're super excited. Um the drivers are getting excited. We're starting to see some

110good stuff with hoping for full implementation when we go back up to the new year. So good things going on there. Three drivers. Um, they were supposed to test on Saturday. We had a little hiccup, not necessarily on our part, but a hiccup on their test. We went testing Tuesday, next Tuesday, and um, everybody's confident they're going to do just fine. So, they'll be able to start on Monday, December 1, take some leave off of our mechanics from driving. And that's it. Was, you know, it was just a week ago you heard me. So, I think that's it. >> Great. Any questions for Kim? Yeah, >> thank you. Uh, moving on to Borg or for Michelle. >> I'm glad you mentioned that is her real accent because I went and saw the play, too, and

111I thought, "Wow, she really wrote that. She carried it on the whole time." Um, yeah, I didn't even know she was an exchange student. It was a great play. Um, I also saw the choir performance last night. That was the middle school and high school combined, and they did an excellent job. Um, not only did they sound really, really amazing, but it was just really cool to see how many of them were. I think when I went last year, there was five high schoolers. I mean, and there was full bleachers. So, um, really exciting to see that program grow. Tomorrow night at 7:00 is the middle school's beginning band concert. And then Thursday, the 11th at 6:00 and 7:30, both is the high school and middle school combined winter band concert. Um, and then I

112also have really great meeting with Darlene last week. So, we were talking a little bit about how she plans to use the USDA grant money. Um, I think that is for purchasing local foods and so local meat and produce. Um, so we talked a little bit about that program, Washington local foods program, talked about maybe going out to visit um the CA school district at some point. They have a really good farm school program going on there. And so we just really talked a lot about how to like integrate what she's trying to do with the school meals um into I encouraged her and I'll probably reach out to Mr. Denny as well but you know he's talking about this garden club and putting in raised garden beds and so there is some grants even

113available for school gardens that help grow produce for school lunches. So there might be some opportunity to connection there with um the students and then even you know like one of the challenges she's talking about you know wanting to provide more scratch made meals to the students which is really great. We're going to do some more um brainstorming on that but one of the challenges of course is staff right like how do how do you prepare all these meals? The staff's not necessarily trained or doesn't have the time. Um, so one idea we kicked around was like maybe there's a way to get high school students involved through some culinary program. Um, so anyway, we had a lot of good conversation. I'm looking forward to talking to her more about it. Um, we talked about

114a few more grant opportunities that I think she'll put in for um, really good progress there. So hopefully we'll get some good improvements to our school lunches, too. >> Thanks, Michelle. Uh Brian, >> um as Sam mentioned, um I'll throw it out there again. Uh wrestling fundraiser tomorrow night, boys and girls club 6:30 to 8:30. Um proceeds will go to two local families here in Proer. Um I I just want to wish um staff, students, and admin um um hopefully you all have a a great Thanksgiving break with friends, family, uh wherever travels might take you. Um just uh yeah, wishing you guys all the best. >> Thanks, Brian. I just wanted to echo Michelle's comment about how outstanding the choir concert was last night and how wonderful it was to see the program grow

115so much. They really sounded wonderful. The songs were all done so well. Um, I wanted to say there is a turkey trot on Thanksgiving morning that starts at Artfracker Stadium parking lot. Um it's sponsored by the Rotary Club and we've had a great turnout, but especially high school students that have come and ran, love to see them turn out. They're very fast. So for th those of us that are older, see come and see if you can outrun um the cross country and track kids. They're very very fast. And if there's students looking for volunteer opportunities, um if you can reach out to me, I can find a spot for you to help out. And I know there are several um fifth, sixth, seventh, and eighth graders from our school district participating in Into the

116Woods this weekend at the Princess Theater and wish them a great weekend and just a great Thanksgiving break. Thank you, >> Lisa. Um got a couple things. Um Festival of Trees was last Friday. Um it's again a great a great event. Um, it's it's pretty awesome to see kind of what this community can do as far as supporting our youth uh and giving them places to be and and giving them a safe environment. The Boys and Girls Club does a great job. Um, you know, just thanks to all the people that spent the time to build the trees, set all that up and and give that opportunity. Um, we had some staff members do the same. Did a great tree. So, you know, thank you I'm thankful for the community, thank for our staff and

117those people that put, you know, the effort to to to bring this event together and it was very successful as far as I as far as I could tell was it was packed. Um, even though there was a football game on Friday. So, um, in addition to that, the the very next day, um, they actually had a Lower Valley Young Life fundraiser. It was up in Sunnyside. Um, it was well attended. And one of the things that we're seeing with with the Young Life group is it's growing in Sunnyside both at the middle school and high school. Uh Grand View at the middle school and high school and of course here in Proer. So I think it's a great opportunity to give kids just another opportunity to be social and have a place you know

118um I don't know I guess community and stuff like that in that type of organization. So, uh, just thankful for the generosity of of all of our communities, uh, here in the lower valley. So, um, wish everybody a happy Thanksgiving. We get you guys get a long break so you can recharge, right? It's a week, so good luck with that. And, uh, hopefully everybody has a great a great, uh, vacation time. So, with that, uh, going to future board meetings, we have a regular board meeting December 10th. Right here at 6 PM and then again, as a reminder, we do, uh, I'll say it again next time, but we've moved our December 23rd meeting or fourth meeting, something like that, to December 17th. With that, this meeting is ajourned. Thank you.