001Okay, it's uh 4:30. Uh we're all here except for Derek. So, we'll that's our attendance. Um we will begin the meeting and uh rise if you're able and remove your hats for the pledge of allegiance. Okay, great. We have uh um thank you all for being here this evening by the way. It's beautiful afternoon here in CILA. We have a full agenda, so we'll just move right into it with um some district highlights. >> Sure. Yeah. Um, unfortunately Scott Ror couldn't be here. He really wished he could. Um, but we have Dan Horton here with us from Treetop. Um, and a little bit of a spotlight on an internship that, um, Treetop has made possible for us. Um, that gives students a really unique uh, perspective and view of that organization in business and marketing.
002And so, I don't know if Deian you want to start and then we'll have um, Satie Smith who got to do the internship this year. Uh, this is an interview with her. Um, and this is truly like a huge celebration for CTE and a really unique experience that we get to have or we get to provide students here in CIA. So, Dan button. There we go. All right. I'll share a little bit about myself. Um, I'm a mom of four CILA graduates. Um, I'm a grandma of four. Two of those um two of those are grand two of those grandchildren are middle school students. One of them in the dual language program um one of them in band and athletics. Um my three-year-old granddaughter is in the student um early learning program and um two
003of my do adult daughters are coaches. Um Bailey coaches uh middle school cross country and assists with the high school team and u Michaela coaches the C squad basketball team. So um our family is invested in the CELA school district for sure. Um, my over 25 years in recruiting began with 15 years as a McDonald's restaurant manager where the majority of my employees were ages 15 to 18. While in this role, I considered myself a teacher of sort uh teaching work ethic, soft skills, often hope helping them navigate life choices as a mentor. Over the last 12 years at Treetop, as a talent acquisition manager, I've developed our internship program catering to college students. During this time, we've had 27 college interns and um that have become full-time Treetop employees. I have partnered with Scott
004over the last two years developing this high school internship program. The information in the folders that I left for you there um tell you the um pathway on the left is the health and science pathway that Cameron Palmer um went through last year and this year Sadi Smith has gone through our sales and marketing pathway. Um at the end of the internship um successful completion of that over three months um we award the students a $500 scholarship. My career and my family have taught me that opportunities are education. Students are so energized by non-traditional education. They're more engaged. They excel in other areas of the classroom and attendance improves. I'm confident you know these statistics far better and far more of these statistics than I do. Um higher education is expensive. If we asked for
005a show of hands today of those who pursued a degree or a specific career, many would find where they ultimately landed looks different than they originally planned. Many of us took detours, paused, or redefined success as we move forward. How exciting knowing that the opportunity you get in an internship in high school gives you a little taste of what that career might look like. I think it energizes and ignites the students and it really helps them maybe find at least a direction and feel more confident about about that direction that they're heading. Uh the students we've met through the internship have been outstanding. And when I say that, I'm not just saying Cameron and Sadi. I'm talking about the internship, the students we've been able to interview through the internship as well. Um I think
006one of my most difficult challenges this year was I could have hired all five of our applicants. Um, they were articulate, they were excited, they were enthusiastic. Um, when I sent, I'm sorry we didn't choose you. It was horrible for me. Um, but it was great to see those students at school and interact with them. I think initially they felt like maybe they couldn't speak to me because they weren't chosen, but I wanted to them to know that, you know, they can be successful even if not chosen and like go out and choose the next um, opportunity. So, um, I appreciate that we've been able to partner with Scott. We look forward to uh one next year. We're really hoping to find a pathway um that allows us to um entertain a student that may
007be on a a mechanic or maintenance path and working in our plants. We're definitely limited on having them in the facil inside our manufacturing facilities and giving hands-on opportunities due to some requirements. So, we're hoping to tackle some of those hurdles this next year. >> Okay. Thank you. >> Thank you so much, Diane. And thank you to Treetop. I think we have a video that we're going to watch now about uh what this process has been like for Sadi. >> So, can you introduce yourself and let us know where your placement was for your internship or work experience? >> Hi, my name is Satie Smith and I was an intern at Treetop in sales and marketing. >> Why did you choose this placement? >> Um, I got connected to Treetop through my club DECA at
008school which is a business club. Um, my adviser, Mr. Benjamin recommended all our seniors and juniors apply to the internship. And so I went to their little board meeting and I kind of learned about what would be happening at the internship and I applied later. The application process was initially writing a cover letter and a resume as well as filling out a survey. Um and then I got an interview and I got to go in person and interview with Deian Horton at Treetop. >> What was your favorite part of your internship or workplacement? Uh I think there were a lot of highlights throughout my internship as it was a cross functional internship. So I got to go through all of sales and marketing as well as meet with other sides of the business like R&D
009and supply and demand. Um one of my favorites was going to shadow a meeting with the VP of ingredient sales where we got to meet with a customer. Um and we also got to do a plant tour which was really cool at Proser. >> How did your time at Sila High School prepare you for this placement? Um, I think that they were both really beneficial to each other. Because of Treetop, I learned a lot about the business world, which obviously helped me in my clubs like DECA where I've qualified for state. Um, I also think that DECA helped me get my internship at Treetop because I had that foundational understanding. >> What would you say to anyone who's considering an internship or a workplacement position? >> Absolutely. I would recommend internships or just work in
010the classroom to anybody possible. Um, getting that experience of being at an actual job site is absolutely pivotal to building those skills and learning how to be an employee, which I think everyone needs to know how to do before they enter the workforce or go to college. The main thing I want to share is how amazing of a company Treetop was. Through them, I got to have a very amazing learning experience where they took the time on a high schooler, which they did not have to do. Um, they gave me a bunch of time and energy and care and gave me a very thoughtful and plotted out learning experience, which I really appreciate. Um, I think the main thing that I learned through it was just how important it is to 100% apply yourself and
011give yourself opportunities. Um, and Treetop really taught me that. They gave me a bunch of areas in which I could improve and places that they want me to apply and things that I should learn. >> How does this tie into your future plans or goals? It really helped me learn what I wanted to study because I got to meet with every single area of sales and marketing. Um, and through that I got to learn that marketing is something that I'm extremely interested in through Treetop. Um, I got to do a lot of things like fill out surveys and do taste portfolio testings. Um, which was really interesting and really fun. It helped me get to know not only the business of Treetop but what having a marketing job would look like. And I would really
012appreciated that because I was a little um confused about what exactly I wanted to go into with business. and Treetop helped me clarify that. >> Just fantastic. Um, so thank you so much for Treetop for being such a great partner for CELA school districts for this program and in a lot of other ways as well. We really appreciate that community partnership and uh obviously thanks to Scott Ruark's uh incredible work at the high school. um he's it's one of many stories I think that we could point to uh that um our CTE program and Scott's position there is is leading to for students and I I think it's a great uh way to emphasize some of the real key district priorities that we have and the commitments we've weigh made to CTE. Uh but especially
013great job Satie. She's not here this evening, right? Um but uh hopefully she'll get to see this and um know how proud we are of her uh for representing our school um and what a great future she has in front of her. So thank you again for helping her discover those things for herself um and uh our students at CIA High School. Outstanding. Can we give her a round of applause? Is that Roth? All right, we're moving on now to a couple of other highlights, district highlights. Um uh Sila High School dance and drill teams have recently competed at the state level and have some really great news to share. >> Uh this happened at the end of March when they had their uh state tournament in the Sund Dome and I'll give what was
014provided to me which we knew this was going on as well but Shauna and Bethany treat both uh our coaches there and this is what they they shared. Uh this weekend the 25 26 SHs dance team competed at state. We placed second in state for the 2AWIA dance drill academic award with a team GPA of 3.78. Pretty impressive. Uh they did if you have not been to a state dance and drill there are multiple different categories and our our our team placed third in the 2A division in palm. They placed second in the 2A division in dance and they placed fourth in the hiphop. So, uh, competing against all kinds of different schools. Again, just a tremendous achievement, not only the academic but also the placement in each of the different competitions. The next one
015is more recent and that is our TSA team which is uh technology student association TSA. They just got done with their state competition last weekend and we did have uh a number of students and teams um do very very well. So our first one is uh digital video production. Uh that team made the finals and eventually placed in the top 24 of all the students and schools that competed there. uh student by the name of Alex uh Olia placed top 12 in photographic technology. Uh manufacturing prototype team placed second overall. Myers L Longmire, Lucas London, Rosie Pandit, Martin Slobda, uh Robert Evans, and Riley Doing. Uh Rosie, who I think that Rosie has came here, and if you have been to any events, you know Rosie. Rosie's also the student who is going to be
016at the last time I think knew she was accepted and going to Harvard. Is that correct? Yeah. Okay. >> She's headed there this weekend. Okay. New student orientation. >> All right. So, uh Rosie uh placed second by herself in prepared presentation. And then we had a team of system control technology also placed second. Uh Lucas, Miles, and Martin uh placed there. So overall uh from their adviser Mr. Jeff Anderson uh again great news for our students uh competing at the state level. Many of these students will move on to the national level as well. So congratulations to all and thanks for the uh the people who are advising and coaching uh these student organizations. >> Awesome. Great district highlights. Um I mean Shauna has been doing it for a long time and it just keeps
017getting better. uh and another win for the CTE program with the TSA uh club doing so well. All right, we'll move on to item three on our agenda, which is suggestions and comments from the audience. Uh we do have a person who's here to speak this evening, and we invite all community members to address the board on an issue or topic. The agenda item titled suggestions and comments from the audience is for any comments related to topics that are not on the agenda. The audience can also provide informal comments on specific agenda items after being recognized by the board president. Individual remarks are limited to 3 minutes. Patrons making comments are asked to begin by identifying themselves. Appoint a spokesperson if the concern is a group concern. If desired, you may email written documentation to
018the executive assistant to be included as part of the official meeting record. While the board will listen to all public comments carefully, the board cannot respond to comments spontaneously or without further deliberation. The board may direct the superintendent to respond to the issues expressed at a later date. Complaints about specific personnel will not be heard in open sessions and will not be part of the record of any public meeting. Harassing or derogatory statements about any persons or groups or persons will not be heard. All right. And our first speaker this evening is Mary Schuler. Mary, welcome. So before I start really quick, I'm going to have my granddaughter start passing this treat of what I've made with them. So okay, go ahead, Millie and Eric. You guys know what to do. So my name is
019Mary Scheler and I come tonight to talk about the indigenous and the American or the Native American people. So where I want to start with this is I want to talk about the code talkers and where a native American um service members in the world wars where they are favorite were most favor famous native Americans were in World War I and World War II. Indigenous language that broke the transmission secret unbreakable battlefield communication and transmission that left with our military. They were a part of that. That was absolutely phenomenal. And the reason why I wanted to talk about that is because I have two grandchildren that are biracial, that are native. And what I bring for you tonight is Indian fry bread, native fry bread, and homemade blackberry jam. that these girls I got a
020chance to take um fry bread and blackberry jam to John Campbell school and to my grandchild's school and then Millie came home and was ecstatic about it because they're growing wheat in the school and I grind my own flour into wheat and so that's how I made this. But Eric, can you come here please for a minute? So she absolutely when I came when she came home, she was absolutely ecstatic about me taking it because the teacher had never had it, never tried it, and neither did the kids. So Eric, do you want to say something about it? >> Do you like fried bread? >> Uh, yeah. >> Did you help make this? >> Uh, yeah. Okay. Okay. Thank you, Mary Scheler. Thank you very much and thank you to your grandchildren as well. It's
021really appropriate that you bring that this evening. Later on in our agenda, we have a public hearing on Title Six for our Native American education program. Um so it's it's on theme today for sure. Are there any other people that are here to speak uh to the board or comments that have been sent in? All right. Thank you very much for coming and um sharing that with us. I will move on now to uh item number seven, which Nope. No, we're not. We're moving on now to item number four, which is uh >> That's right. That's right. Oh, man. Item number four uh is the approval of regular meeting minutes from March 26 and from April 16th. I move that we approve the regular meeting minutes uh as well as the study session meeting minutes
022from those two dates. Is there a second? >> Great. And is there any comments or questions on those meeting minutes? I do have a question. Wasn't here for the March 26th meeting. Do I just abstain from moving the minutes? I I did review them. Okay. >> Yeah. Yeah. Yeah. I watched you. You did a great job. That was good. Oh, yeah. Absolutely. All right. So, uh, all those in favor of approving those meeting minutes signify with an I. I. All opposed and uh abstains. All right, those meeting minutes are approved. We'll move on now to the consent agenda um which uh I believe we'll take as a single vote at the end of it. And we'll start with the human resources action sheet. Chris. >> Okay. Um quickly, as you can see, we have uh
023additional attrition that's occurring as the year progresses. It's not unusual. We see this type of thing each year. We're up to a total of 26 um retirements and resignations for on the classified side of the house and we have uh 11 on the certified side of the house and later in the meeting we'll talk about our draft budget reduction plan and how we're able to make cuts uh through attrition and not with a riff. So that's all on the HR action on the payroll goods and services. I don't have any highlights this evening. >> Great. Thank you very much. Uh we'll move on now to item D which are a series of policy updates. These are first readings for maintenance facilities records. Five uh excuse me 69551 sick leave 5404 family and medical leave 5403
024emergency and discretionary leave. Um are there anything in particular here Superintendent McCay that stands out? A lot of these are cleaning up language kind of policy updates. Nothing particular. All right. Great. And we've all had a chance uh well no this is our first chance to look at it and we'll vote on these at our next um business meeting. We'll move on now to item E which is a second reading and this is uh for um a reading and adoption if we vote on it for 6220 which deals with bids or requests for proposal requirements. This was an issue that um we had some questions about earlier and we decided to table uh the second reading until we'd gotten additional information. We've received that additional information um now. So this evening we will either adopt
025or not adopt that second reading. Uh maybe should we take that separately per we can do that as part of the whole thing? Okay, great. Um, so when if there are comments or questions on that second reading, we'll we'll make the motion for the consent agenda and then we can ask questions about it. Uh, item F are a series of overnight travel requests and you can tell it's April uh because of the number of overnight travel requests, including one for uh Deca, who we just uh heard uh good things about from um from our intern. Uh but it also includes the um FCCLA state officer training. There's two students going to that. Uh a state convention um for students at WSU uh and college visits I believe to the University of Oregon uh for students
026uh as well um as a visit to a conference um from Mr. Anderson who we just also heard about. Uh all right. Um the last item here are is a donation, very generous donation from the graph family uh in a recognition of uh their family's connection to the district and especially to uh the athletic programs at CIA High School. Uh may I may I say what the amount is? Is that all right? They've made an amount um a commitment to fund $50,000 towards the capital projects fund. um for the field turf project. Uh just absolutely incredible commitment to our students and to the future of CEA school district. So we thank them greatly and from the bottom of our hearts for that donation. >> I could just point out this is the second donation that
027they've made in the last few months for $50,000. So this will be a total of $100,000 that the Graph family is donating to the school district for the signage on the field pro turf field project. So, we're um excited about that and we've been keeping in touch with the the graph family on this. >> It really just adds to the excitement of the turf field project. I think there's been a lot of good buzz in the community about how great that's going to look when it's finished. And this will be kind of um an extra push to make it look even better. All right. So, I will move that we approve the consent agenda uh items B through G. Is there a second? >> I'll second. >> Great. And are there any comments or questions
028on any of the consent agenda items? Okay. Uh we will have a vote on that. All those in favor of passing the consent agenda items signify with an I. I. All opposed and abstensions. All right. The consent agenda passes. We move on to item six. Now, as I mentioned earlier, we have our very first I think public hearing on uh Title Six Native American um education. Uh, and Christie, you have some uh news for us on this. I I first should mention that we This is an official hearing. Um, so do I have to gabble this? Maybe I do. Oh, can I use the gavvel? No. >> Yeah, Joe. Joe, you wrestled me for it. Uh, so, uh, we will open, it's now, um, uh, 4:53, uh, and we will open the, um, public hearing
029on Title 6 Native American education. >> Thank you. And for those that don't know me, I'm Christy Arian, the director of student support here for the district. So I oversee all state and federal programs. Um so Title Six is a uh supplemental federal program, um that just addresses the unique cultural, language, and um uh educational related needs for our Native American and Alaskan Native students. And so um we have this year, uh received the grant. And so it was based on a formula funded, it's a formula funed grant. So we had it's based off of 16 students and we received $5246 um for this year. Um and so next going into next year we um have that will be increased because we went from 16 students to 24 um and that is um done through
030efforts in our Indian student count period which we opened January to February. Um it's a 31-day Indian student count. Um, we have 78 uh, Native American or Alaskan Native students in our district. Um, but Title Six is only open to those students who have officially filled out the ED506 form um, providing proof of um, proof of their enrollment um, either through personal, parent or grandparent. So um, we have 24 going into our next grant cycle which opens or ends in May for applying for that. Um so we will be applying for it next year. Some of the activities that we can focus on is school readiness for our um younger students, academic and state standard achievement. So if we see a gap in scores, we can assist that way. Um knowledge on cultural identity and
031awareness is another activity. Attendance and graduation rates or to decrease dropout rates um can be covered. We can also um increase enrollment to career and college uh readiness um opportunities. And then prevention activities um would fall under like health supports for prevention for violence or suicide um or substance abuse. And so those are the supplemental activities we can fund. Our Native American parent advisory committee is made up of parents that are um um or guardians of our 16 students. and we met officially twice this year. They did a needs assessment and really came down to um uh they wanted to increase the opportunities for cultural awareness and identity and that just that cultural enrichment. So that was the activity we chose. Um it has been a little difficult to establish this year and just some
032activities. So that would be our challenge. Um, we since we only have 16 students that range from pre-K to to seniors, it's really hard to provide an opportunity culturally that is also uh relevant to their age. Um, and uh, so we had a beads and basket night at JCP. And so our younger students um, went to that to learn how to make baskets and um, and to do some beading, some bead work. And so um, that was all led by our Native American parent advisory committee. Um, and then so we we plan on doing more events like that for next year. Um, so this year we are closing it out where we'll have to apply for carryover because we did not spend all those funds. Um, we had a couple camps in mind and um,
033and that just didn't work out. Um, the previous year it was in March, so we were looking forward to a March and then found out it was actually November this year, so we missed that. Um, so that was what we were going to spend that on as a high school camp. So, we're hoping to do that for them next year with carryover and new funds. So, I think at this time we can open up to public comments and then I'll talk about our goals for next year. >> Great. Uh, are there public comments? Is this the board can comment or ask questions as well during the public comment period? Are there any comments or questions from the board? >> I I have a few. Um, you talked earlier about it being um they had to
034shoulder enrollment. >> Yeah. Is that is that a um requirement to get in? >> The ED506 form is a requirement and then the enrollment number on the ED506 form is required. Um and if they don't have that enrollment number then we do require the um certificate of Indian blood card or the enrollment card so that we they can prove that they have somewhere in their lineage um enrollment. >> Okay. I was just I was just curious because I know the difference between enrolled and then there's descendants. Yes. Recognized descendants. >> Yes. So if they have an enrollment number from a grandparent um then and as a descendant then they can do that or if they have their own um certificate of Indian blood as well they could do it that way as well. >> Okay.
035Thank you. >> Any other comments or questions? Is it and this um maybe for you or for Hunter? Uh we saw statistics yesterday or excuse me at our last board meeting from the um elementary school round table on uh growth and student achievement on testing and those sorts of things. Is there a significant enough population of Native American students to disagregate and sort of target some of those areas where they may need help or does those numbers so small that it's going to identify individual students? We ran into that problem with our needs assessment where a lot of our um scores on OSPI report card were suppressed because there's just there we don't have a 10 students in one grade level. We have actually less than 10 um and and sometimes like one, two or
036three in each grade level. So the data is suppressed. So, we had to use a lot of the internal data and we already track that internally because we um have our title 3 program which is another supplemental program for Native American language supports and so um our schools are already kind of tracking that internally and and talking about their data on their six weeks data cycles. >> Great. Thank you. Any other questions or comments from the audience? Okay, Christie, thank you so much for presenting this and for uh spearheading this, too. I think this is really uh it's great that we're doing this. It's great this is being recognized. I think it it coincides nicely with the since time in memoriam curriculum that we adopted and the work that Emily Washen's did with our district
037and the the accommodation's done with our district. So, I think this is just building more strength into that and as we get more students um identified and enrolled, this will just continue to be a benefit. So shar >> very muchly appreciate it. >> All right. Uh we will close the we will close the uh the public hearing on uh title six Native American education without a gabble. Uh we will move on now to item number seven uh which are administration um uh um uh things to be voted for I believe. Is that right? We need to pass a resolution uh or vote on resolution number 20 uh 26-2 which uh is the WIA delegation. We'll look at that one first. Uh Kevin, is there anything to uh inform the board about? This is a fairly
038standard one that we do, I believe, yearly. Is that correct? >> It is an annual resolution. It's really um you're authorizing that our middle school and high school become members of the WIA. >> Great. Thank you. Which is the uh inner scholastic athletic association. So if we want to compete as a doubleA school or as a school in Washington state, we uh we want to be a member of that delegation. Um I move that we approve resolution 2026-2, the WIA delegation. Is there a second? >> All right. Are there any comments or questions? as well. >> Um, that's a great question. Okay. And so I could probably go on for a long time and I'm not Okay. So, um, the benefits, uh, that the WI really is the organizational benefits of being able to to
039to bring all schools across our state, regardless of size, um, to the opportunity to have a structured um, type of activities. It's not just athletics. It's it's all activities that they have available to them and then hold them through a a a set of expectations that are very are common and similar to all schools. uh it they do a lot of work to to provide the environment that would be conducive to com competing. It's important to know that the WIA although we're members of them they re their focus is really on putting the structure together and then they have oversight over the statewide the state events. Um underneath the WI you have uh the the districts per se uh we're a member of a district uh a region uh of the state and then with
040under that is all the leagues uh and so they provide the structural and hierarchy of all that the oversight of all that they also provide us uh all the the rules with regards to that. Um, so it's a pretty small organization with regards to the amount number of people that are employed there, but the work they do provides a a really, in my opinion, a really good environment for our students uh to be able to compete against each other under a a um a pretty equitable playing field, I guess I would say. >> Yeah, I I appreciate the work they do. I know that I just wasn't sure if they did anything more like behind the scenes beyond that. probably I would have guessed some advocacy at the state level. Uh and and then I
041know that they are in charge of the state tournaments because we don't get in for free to those. Right. So we got to pay. >> Yeah. Right. Well, >> right. Yeah. >> So Okay, great. Uh, all any other questions or comments on resolution 20 26-2? All those in favor of approving the resolution signify with an I. I. All those opposed, abstensions. All right, we'll move on to uh item B, resolution 2026-7. This is authorization to employ non-supervisory supervisory certificated personnel. And again, this is an annual authorization. um uh that allows the district uh to uh employ non-supervised certificated personnel by written contract. >> Daniel annual resolution. This is asking the board for approval for us to issue contracts to our certificated staff members that are not uh supervisory employees. We uh by contract we issue
042those uh uh contracts by May I think on May 16th. I know it's on May 16th. So that's why we always come to the board before that date to get your approval to issue. >> Okay, great. Uh I will move that we approve 2026-7. Is there a second? Great. And are there any comments or questions about this? All right. All those in favor signify with an I. I. All those opposed with a nay and abstensions. 2026-7 uh passes. All right. Uh the next one is 27 board meeting calendar. Uh we're we're voting to approve this today. Yes. Um so this is uh very much like we've had for the past probably four years I'm going to guess. Uh similar meeting calendar to this which is we meet on the second and the fourth Thursday. second
043Thursday in the morning for a study session and the fourth Thursday in the afternoon for a 4:30 study session with the exception of November, December, July, and August. November, we missed the business session and December we missed the business session um because of school holidays. And that's right. That's right. Can we bump them to the first Thursday? They Oh, it is the 4:30 meeting. Okay, you're right. I'm sorry. So, the study session is not happening in December or in November, but we do have the business meeting in those in those dates. Same is true for the July and August study sessions. They are removed and instead we have board meetings um during the summer break period. Uh but otherwise, it's exactly the same. Uh just the dates have been changed slightly. Are there I I'll
044move that we approve the board meeting calendar for 2026 27. Is there a second? Great. And is there any comments or questions on the board meeting calendar? Okay, great. Hearing none. Uh all those in favor of approving the board meeting calendar signify with an I. I. All those opposed with an A. Abstensions. Terrific. uh the board meeting calendar has been approved. Item D under administration is the election of a board legislative representative. And this is a bit unusual. These other ones have been sort of annual ones um that come up at on a regular scheduled basis. This one's a bit different. We had a legislative representative on the board, um Representative Iverson, who uh has stepped down from that role as legislative representative. He's still on the board. um uh and he um uh because
045of that uh we have an opening for a board legislative representative. This representative um works with WASDA but also is basically our school board's voice to our legislators in Olympia. Um, and we could either, if somebody was interested in it this evening, we could either appoint somebody or excuse me, elect somebody to that board legislative representative, or we could wait until that cycle came up again for a vote in December when it would normally be um voted on along with the other board positions. Um and and the I guess the advantage of waiting would be it'll give people time to think about or twist arms to become the legislative representative. Um and there is no real legislative action happening at this time that requires us to move quickly on this issue. Uh do the board
046members have any opinions about which direction they'd like to take? Either elect one this evening or wait until December's meeting uh to think about it. >> We're holding off. I don't I I want to know more about what the the responsibilities are >> position is. >> Yeah. Okay. Okay. Great. So, um we'll kind of uh do a little research on whether or not uh one of us wants to take that role on um as a legislative rep. Uh and we will uh bring that issue again before the board at the December meeting. >> Yes. And in the just a couple of side sidebars there in the meeting I I in the minutes I do want to make sure that it is noted that Mr. Iverson will not no longer be that he has requested to
047resign that position. So, we want to make sure that that is taken care of. And also, if there are legislative matters that do come up between now and December, um I think it would fall uh to the board president uh to to kind of take on those that may come about before an actual uh board legislative rep would be elected. >> Okay, >> great. Thank you. >> Do we have a a job description for this or >> I bet we do somewhere. I I can tell you what's in policy. Uh I can share that with you or I can read it right now if you're interested. >> Maybe just send us an email later. >> I can do that. >> Yeah. >> Okay. >> Perfect. >> All right. We're moving on now to the item
048of discussion number eight, which is the cell phone policy item. This is an I uh an issue that um the board has been studying for a while now. It really goes back several years, I would say, um, with, um, uh, principal roundts and meetings at schools and talking to our student representatives, student board representatives over the course of a number of years. And now we're kind of at a point where we've gathered together three different proposals, having um, gathered that information over the course of those years. and this year in particular um uh sending out surveys to parents to student and to staff have all been surveyed on this issue. Uh and so before the board is a um proposal in three parts. There's proposal A which would be to keep the current um uh
049um guidelines in place. Proposal B, which would be a slight change to it, and proposal C, which would be what you might call a bell-to-bell ban on, um, the use of telecommunication devices. Uh, before we get into a conversation about this, um, I want to, uh, talk about what the process will be. So, we'll have a conversation about it here at the board and um maybe ask our student board representatives to chime in. If the district has any opinions that they want to add to it as well, we certainly want to hear about those. Uh and then we'll hopefully uh come to some sort of agreement on which proposal we want to move forward with. uh which will then be sent to Superintendent McCay who will work with um the policy to bring an official
050language to our next it'll probably be in I think we said in June that this would be that it would be May and first reading again another month of review and then adoption if all goes as uh planned would be in the June meeting. >> Great. And then communication, regardless of what the policy revisions are, um you would use the month of July and August to communicate that out to the stakeholders in preparation for the first day of school. >> Oh, I'll I'll just thank you very much uh Superintendent McKay. I'll let me uh quickly for the people in the audience and people around the table and for the board's sake uh briefly read the proposals for each of these. So proposal A as of the current policy is telecommunication devices will be turned on
051and operated only before and after the regular school day and during the students lunch break unless an emergency situation exists that involves imminent physical danger or a school administrator authorizes the student use uh students to use the device. That's the current system um available during the student's lunch break. Proposal is the I guess the main proponent or element of that. Proposal B is new. It is that telecommunications devices will be turned on and operated only before and after the regular school day and during the students lunch break. Here's the part that's different from A to B. Only for students grade through 12 may be allowed to turn it on during their lunch break unless an emergency situation exists that involves imminent physical danger or an administrator authorizes the student to use the device. And finally,
052proposal C, which I would say is we would call the strictest of them, is that they may be turned on and operated only before and after the regular school day, unless an emergency situation exists and the rest of the language is the same that involves physical danger, school administrator authorizes. Um, uh, does the board want to make comments on any of these proposals or ask questions about these proposals? Um, and then maybe we'll have a motion and uh uh continue conversation and approve that motion. So, how are we feeling about it? >> I have a question. Said proposal A is what we're currently doing, but that's not really what we're we're not doing that. >> That's that's >> start there enforcement, >> but we don't even have the >> we don't Yeah. And this is
053coming from the language in the policy which is not what's happening in action. All right? And so it um within each school they've uh they've adapted to what's in language and it's kind of morphed into uh how the school has operated. Uh so for example like uh our intermediate school just there's no cell phones out and available. Okay. Well, you get to the middle school and they have cell phones uh for students to be have available at lunch. And then you get to the high school and they also have student cell phone use available in between classes and at lunch. And then is where you get into um the differentiation of what goes on within the classrooms. And it it it varies greatly, I'll just say. Um so regardless of which one of the three
054I it is going to change the way that our language is even if num if a is going to require some changes to language and uh again communication with regards to what it means what's the policy mean that it it it needs to be uh it needs to be consistent with what practices within the buildings as well. um that regardless of which one is going to have is going to be needed. So this whole process you've gone through whatever one is chosen is going to change what goes on currently within the schools in regards to telecommunication devices. >> The idea is to get a district policy that's across the board for every school that they're not making changes as they move through the system. Ultimately, I think that's been the goal of the board and
055and to understand the research with uh associated with it. Uh obviously, they've heard from the people working there and and we've lately got the stakeholder information as well. Um and and you again, I know that you as a board have done on your own um some research on this. >> Other comments or questions about the policies? I'd like to solicit the opinion of our student reps on this and see what is the reality in the high school because for me I think it makes sense for intermediate students to not have a phone or have it before and after school. Middle school kids they want to use it at lunch I guess that's fine. I feel the same way about high school kids. If they want to use it before and after school and at lunch
056I feel like that is a reason a reasonable compromise. But like I think what Sarah's concern is, what my concern is that we've got multiple standards that are is being decided at the classroom level and probably teachers being pressured into being lenient because teacher next door allows it. And so there's this variant of enforcement. And I think like if we're going to enact any policy, we should be ready to enforce it. So, I want to know what the reality is today and what kind of makes sense in our students minds. >> I have a question. So, if we went with proposal C, would we be would we be making use of like the yonder pouches or anything like that or to just be strictly like teachers and administration policing students? I >> I think we
057would be trying to figure that out what works the best in that situation. Um uh uh Superintendent McKay has looked at the yonder pouches. I know, and we've talked about that there's additional cost for yonder pouches or for uh student lockers, you know, if there's a if there's a locker for your phone or whatever, that takes additional resources. Um, so I I don't know the answer to that. I don't think we know the answer to that yet. Um, unless I'm mistaken. Okay. So, yeah, I think that would be to be determined. >> And I think to answer the question, I think when you give high school students an inch, they'll take a mile most of the time. If you give them the inch of having it at lunch, it's oh, I can use it five
058minutes in my class. It's not that big of a deal. I think if we're going to enforce a cell phone policy, it's I would say all or nothing. Like a lot of them use their phones or just don't allow them to use it at all. Because even I've done that where I've been given an inch and I'm like, "Oh, well, I'm just going to look at this real quick and then I'm going to answer this text real quick." And it's not it's not purposeful, but it just happens. If that makes sense. >> Yep. Well said. Thank you. other student representative opinions on this. >> So, I know the um what we're trying to do is no lenience, right? But I know that the students are going to try to find a way around that. Like
059currently, uh there are some teachers who let you have a five minute phone break if you've like been working all period. And then like what she was saying, if you give them an inch, they'll take a mile and oh, I'm just checking my notifications. No, my mom texted me and things like that. So, uh, yeah, I'm trying to what the question was basically is how are we going to make it more enforced because I don't think the current limitations is what's actually being upheld. Yeah, a really good question. Excellent input for sure. And I think that's part of what we're trying to do is set something that is clear rather than open for interpretation. So whichever one we decide on that, as we said, starting in June, it'll be communicated out to the community and
060to the staff and faculty that this is the policy that we are the board really feels strongly about moving forward. Uh so that it is less ambiguous. Yeah. Other comments? Yes, Mirian. >> Yeah. So, I was just like thinking about as I was sitting here and well like for my family like we're really focused on politics. So, that's like what my mind went to and like kind of like bills and I was like if like we have proposal A right now and it's like I'm going to be completely honest. It's not being followed at all. Like it's like that's not what's happening in the high school. And so like let's say you do choose proposal C. How are you going to word that? So they're like like like they were saying like so it has
061to be enforced because you could say the same thing about proposal A right now and it's not being enforced at all. So you just like I guess it's like kind of some advice like you just have to be really careful about like how you phrase it and everything so it will be followed. >> Thank you Marian. Other comments or questions from the board? >> I'll just share a comment. Um there is a as we know there are policies which the board adopts and then there's the procedural part of that and the procedural is what what matters many times with regards to the buildings the staff and the students and and how you go about doing whatever the policy uh says. So that that procedural part um which a lot of would be my doing and
062members here at the table uh along with the administration of how how whatever the board decides as far as policy how are we going to ensure that what the board has established is becomes the way that it is and right now that's not the case and and we all self- admit I think that if you had the principles here they would self- admit as well this is not a cover up of any sort it's the reality of what's going on, which we've realized for for now a number of years. What has not been um has not happened is that we don't have a lot in my my understanding um at the middle school and the high school cell phone use has not become a a major disciplinary issue. All right. Um but is cell phone
063use becoming an issue that is creating other issues for students not focused always wanting to know what's going on with the phone uh their mind is other places the mental health all the other things that we know come about of what the research says so um I I want you to be I want everybody to be clear in our research of this uh they the people that are going to be responsible for um making sure that whatever is decided it is enacted and that we are consistent with what the policies and procedures are saying and what's also in the student handbook. Uh that's going to fall on the adults whatever it is. We could buy yonder patches but still there's a process that the adults uh have to ensure that the the students uh are
064not you know put in a situation where the policy says one thing but we're not following it as an adults one turn then the students are not going to follow it either. that the there is all a lot of research on students finding ways around everything. You know, whether it's a smoking ban or a cell phone ban, students are going to work the system, including bringing burner phones for their yonder pouch and keeping the other one for themselves or tampering with the yonder pouches, which then requires additional um resources spent on them. I'll I'll say what I think about it. I because of the of first of all I appreciate the time that people have spent to to fill in those surveys and give us feedback and I I definitely hear from parents I think
065especially and their concerns about being able to reach their students in case of an emergency. Um I think there's a great deal of comfort in knowing that they if if the worst happened that they could be in touch with their students um and know what's going on. Um, so I'm I'm I'm I I hear that and I'm sympathetic to those arguments, but I for me I think having something that is um I I would I would argue in favor of the bell-to-bell um ban on it just so that it is crystal clear what our priorities are during school. Um, and I I think as you were saying, the research on academic performance, on mental health, um, uh, as it relates especially to social media, which is one of the big things we do on our
066phones, um, to cyber bullying, uh, to to not having teachers having to negotiate whether or not they're the cool one or the not cool one for letting kids do it. They can blame us for it, uh, for having this policy. Um, so I I there's I'm I'm OSPI is putting pressure not yet on everyone to do this, but they're leaning in that direction. Just yesterday, the Los Angeles Unified School District, the second largest US school district, voted to severely restrict all screen time, not just cell phones. So, banning screen time for first grade and younger, restricting YouTube, uh curbing screen time during recess for a lot of students. So I think with postco we during co there was a great need for this process to be screenoriented but I think the further away we are
067from it the the more it feels like a wrong turn. So I'm I would uh I would say that because of the addictive nature of it because of the dopamine loops and the dopamine deficit that comes from using these screens um that I think the less time they spend with it the better. So I would I would argue in favor of proposal C. Any other comments from the board? >> So I would argue for C as well for the reasons that you've stated. It's it's just a flat policy. It's it's easier overall because there's no gray area. It's like well if a kid says I'm on my I'm on my lunch period and we and they're not or you know whatever the case may be. It's just so much easier and simpler to just to
068go bell to bell. One of the things that got brought up and I guess the addressing the concern about use during an emergency is that proposal C all of the proposals in fact allow for use during an emergency situation that involves imminent physical danger. There are some challenges with that too in terms of overwhelming overwhelming a cell network or giving incorrect information to parents. But theoretically a student would be able to use their phone in an emergency situation that involves imminent physical danger. I have a question about the term school administrator authorizes the student to use the device. Does that include a teacher in the classroom who says let's Google something. >> So we have Chromebooks for that for most cases. Um we've heard some of the challenge with Chromebooks uh and the block sites
069and we've heard from our students about how they use their cell phones for legitimate reasons to help their academics. Okay. um this would and this could be looking very different things. So a student who comes to the office and needs to make contact with their parents or they need to call somebody for whatever purpose that is the school administrator could grant that or a designate could grant that ability for that student to do that and not be the student not be held in violation of the policy. Uh you could also it could look like um a uh a teacher has a designed a lesson in regards to uh the ability to use a cell phone. It's for a specific purpose for a specific time. It may include a specific website application whatever it may be.
070And the the administrator would need to clear that and then give that ability to do that. Those are all I think more more so what I've learned is it's more so of the individual student needing the opportunity to use their phone for a specific purpose and needing to get the approval of that. >> And what about other forms of telecommunication than cell phones like wristwatches for instance or in some cases headphones those sorts of things that that seems like that would be included in this. >> Correct. tell you what in talking with the high school principal the the greatest challenge that they have is not the cell phone in many cases but it's the the earphones the earbuds that that the students are are using and those those are tend to get at times more
071distracting especially from the view of the administration I'm not sure the students share that view but the administration and the adults there so yeah this would be comprehensive any device that could access the internet uh and students would be able to use the internet or access it as as as they would a cell phone. >> Well, they have those on their watches now, too. They can >> do that. >> I'm sure that'll be made clear in the definitions part of whatever we decide. >> Okay. Any other questions or comments regarding these proposals? >> That's right. Well, it's it's funny. We got to put in a pay phone. Uh, it we used to have those right at the at the high school. I think they were paid phones. I'm pretty sure there were, as a matter
072of fact, >> there's going to be uh >> Oh, 19, >> if you remember, Mr. Peters, there was one mounted right outside the front of the building here at the old high school. >> Yeah. Yeah. A phone booth, as a matter of fact, a full phone booth to fit many students. Um, it it is kind of one of the things that was kind of an eye openener for me. This reminds me about what uh Joe just said is when several Seattle school districts probably two years ago when we started this conversation went to yonder pouches or something like it. One of the comments that was made by teachers was we felt like we got to roll the clock back. And that's not always a good thing, but in this case it seemed like, man, that
073sounds so nice to be able to do uh and to do for our students is to help them break that that loop of notifications and being so connected to it. Uh, all right. Um, so I guess all um, so you don't need to make a motion because you're not going to take a vote, but you are going to direct me to >> to provide you something in anticipation of the next meeting. So if if you if you are interest is proposal C, then I I it's my responsibility to get you a draft for your first review of what uh the policy would look like in regards to proposal C without A and B there. Uh it would also give me the next time to start working on the procedural part for your review as well.
074Although you don't approve the procedure, it's important in this case to know what is in the procedure, too. >> So, uh you've heard sort of Larry and I's um uh believing that proposal C is the best route. Uh Sarah and Joe, do you want to uh add which of those proposals you think would be the appropriate measure? >> I agree with C. That's that is my primary proposal. Well, I could be waited 12 lunch break. I don't like it, but I'm in the line with proposals C. >> I I can tell the board member Iverson's leaning towards C as well. >> I'm I'm good with C. I feel like somewhere in the middle would be a bunch of zombies at lunch. Um, no interaction whatsoever, so we might as well ban them all day. It's
075a lot louder at lunch from what I understand when they have these bands at lunch because people are people are talking, right? Yeah. >> It's a good thing. >> Yeah. Yeah. All right. So, uh I think we're moving uh towards proposal C as a first reading at our next business meeting uh and then moving on to a second reading. So, uh we welcome community input still into this process. you may come to our next board meeting or the board meeting after that um in the evening to uh give that feedback uh or provide written feedback uh if you feel really strongly one way or another about this proposal. >> All right. So I just so I am clear I will have uh for your as a first reading draft a revision of policy uh 3245
076uh with the major revision being uh to add proposal C and delete what's in in current language. also here in your proposal um it's uh the idea of the identifying cyber bullying and when these proposal when these policies were originally implemented obviously cyber bullying was not what it is today so I think having information about cyber bullying which is in multiple policies across all of our policies and procedures it's in multiple locations like student handbooks there's pamphlets there's all kinds of stuff in regards to cyber bullying within the HIV policies. But having it here, I think is a good thing because it draws another uh attention to it. More more people now since there's going to be some adjustments to the current policy will have the opportunity to not only read what what it is
077that we're expecting students within the school day, but they'll also see these other things that are attached to it as well that are in current policy. And now the addition of cyber bullying with that I think is a good thing. >> Great. Yes. Uh thank you Larry for bringing that to our attention for sure. Um our next item then we're good on that I think for next time. Our next item on the agenda is our student board representative report. Uh are there things you'd like to make us aware of or comments you'd like to add for the board? We'll go in reverse order from the last time. Here's Marian. >> Okay. So, there's this one thing I've I talked to a few people about it, but um so we have the financial launch and the
078grad launch classes at the high school and um so I'm taking financial launch right now and we're probably like what halfway through the last try, something like that. And like all the classes I've gone to like we do well like he'll do a slideshow sometimes or like well but like anyways it ends up like we pretty much have our phones out pretty much the whole period because we're not like really learning anything. He's not really teaching us. And so I was wondering if there was like a way that like students could test out of it because in my opinion like those the skills that he's teaching us like I've like already learned that from my parents and like my parents can keep teaching me that and I am like I know like there's several aspects
079to it like like the underprivileged kids like they might not have like their parents might not know these things and so they need someone else to teach them but like if there's a way to test out of it that would be like amazing because like that's the only class that I have to take at the high school and they made it like like a graduation requirement and as of right now there's not a way to test out of it and so like something like that or like I know like it's also like a prerec for like other classes there but like yeah so that's just >> thank you Marian appreciate that feedback. Uh maybe we'll ask Superintendent McKay to do a little digging into that program uh and maybe get some feedback to you personally
080on that. So, thank you for bringing that up. Um, uh, Aliana, >> I don't really have a lot to say except um, tomorrow I'm going on a trip to CBC for choir and we're all pretty excited about it. We've been practicing these songs for a good while now. And yeah, we think it's going to go pretty good. >> How many students are you taking to CBC, Alana? >> Uh, the whole choir. So, I think it's around 35. >> Fantastic. And can you give us a I don't mean you don't have to sing it, but what >> I mean, if you want to, what songs will you be performing? >> Wade in the Water. Um, does the world say and take this gift? So, they're not like real popular songs. >> Wait in the water. >>
081Such a good song, though. That's great. >> Love to hear that. Great. Uh, thank you very much for sharing that with us, Charlie. >> You guys probably know this, but on Tuesday, we had the anti-bullying assembly at Cila High School. And contrary to popular belief, I loved that assembly. I thought it was so fun and I thought it it got a lot of attention from students cuz I think that's something that a lot of these like anti-bullying or assemblies like that get a lot of kids were paying attention to it and I think with the addition of the personal testimonies of it um like how he was talking about how he was bullied and how he worked through that and kind of just like maxims like that like be kind like show more compassion to
082people I think that really brought a lot more attention to it and a lot more focus. Um, even if you know bikes have nothing to do with bullying, I it just made people more interested in it. >> Charlie, could you could you tell us I I saw the things online posted about it, but describe what the bikes were doing. >> They're flipping over. They was like flipping. I don't even know what they were doing. >> Sailing over people's heads. >> Yeah. Oh, teacher's head. >> Yeah. >> Super cool. And then also another thing I wanted to add was we do have really cool opportunities in our school like the um treetop internship or maybe like even the internship I'm in right now. Like tomorrow I get to go to a critical repair round table which
083has a lot of different like government officials to get to go to it. But I just wish that some of those things were advertised like sooner in the school career. Um because Satie Smith, she's a fellow senior. I'm a senior and I didn't know we had these opportunities open to us until like the last two trimesters of school which is super like that's kind of disheartening because it's like what do you mean I could have been doing all these things all of high school but I now just have to stick with two trimester of it two two trimesters of it because I never really knew it was an option. So I think something with that is just kind of getting these opportunities open to people a little sooner, >> get them out in front of
084people that you know the the grad launch was one thing Miriam talked about financial launch too but grad launch there's high school launch too and maybe those could be incorporated into the here's what's coming up for you for the freshman opportunities that might open for you uh that might be for them to start thinking about. Yeah, Grad Launch and Financial Launch did have similar aspects in them. Like we did focus on finances too in Grad Launch and really like the only thing that was like important was the senior presentation. So maybe even just like incorporating different things into that because it was a little bit of a boring class. um just because you had so many different you had so many different students at so many different levels that you couldn't really move at a
085set pace and that you would have to cover the same concept for 3 weeks as like if you had a different trimester of kids maybe for like two weeks. So, kind of just I don't know, it's just a hard class to navigate. >> And I I want to highlight what you said about it being an anti-bullying assembly at the high school. And I I you know, one of the things we hear a lot about on the school board is there's bullying going on at our schools. And it and I think you people who look at it would say there's bullying going on at every school everywhere. It's a really really challenging issue for us and for school districts everywhere. Um, and I I think we are doing a lot to try and manage that and
086to deal with that. I know the CE intermediate school has had a huge focus on that and it's neat to hear that it's continuing at the high school. Um, so I'm I'm glad that was an effective assembly for you. Those are really important things to learn. >> Thank you, Charlie. >> Any comments or questions for our student board representatives? >> All the kids that didn't like the assembly were they sitting on their phones the whole time. It was probably the most engaged I've seen students at an assembly um >> activism. They were like it had nothing to do with it. That's the point. >> Yeah. >> You don't want to sit there for 50 minutes hearing someone go on a tangent about anti-bullying. Like show me something cool and then talk to me about it.
087>> Yeah. >> Like I feel like that just that provides so much more engagement. >> Nice. Thank you very much. All right. Uh our next Oh, and uh student board reps, you know, and I know it's a busy time for you that you're welcome to stay for the rest of the meeting, we encourage you to stay for the rest of the meeting. Uh but it there are if at any time during the next, let's just say few minutes. Uh if there's any time during that time that you need to leave, we'll certainly um will understand that. All right, we're moving on now to the executive director for student learning. Um, and we have a report on some new updates to the ELA and math standards. Uh, and then I think we have a written report
088on CTE, college, and the high school. So, we'll start with the ELA and math standards information. >> Yeah. So, you guys have probably you I know you have heard me talk about how we've been waiting for standards. It's uh we were notified about two years ago from OSPI that new standards would be coming uh a year and a half ago and they kept on getting delayed. Well, now they are finally here. Math came in January this December of this year. Uh and ELA new ELA standards uh came uh about a month ago. Um so all I'm going to talk mainly about ELA and Sarah will talk about math and the work that we've done and the work we'll be doing and just some of the the changes the high level changes so you guys are
089aware of that. Um but before we jump into the contents uh OSPI is now in a cycle. They have a process for reviewing standards on about a 10-year cycle. every 10 years, uh, standards will be reviewed and new standards will be implemented, which is nice because before it just seemed like it happened, um, somewhat randomly. Um, so I'll go over I'm going to jump into ELA uh, and some of the changes and the purpose of of new standards and and the timeline of it for ELA and for math both. We have new standards now to start to review and figure out how we're going to implement through the end of next year. and in August in 2027 28 that school year is when both ELA and math standards need to be implemented uh statewide. So
090that's the timeline we're we're working under. Uh for ELA specifically uh there hasn't been any standard review standards review since 2010 2011 that's when uh common core state standards for ELA was was adopted as a state. Um the reason so that's part of the reason it's beenif over 15 years since we've had any type of review of the standards we've been uh say that we're required to teach with an ELA. Uh the new standards are are aligned to current research and what they've been finding and also are responding to some of the statewide data with with our with the SBA uh tests uh and and the student performances and how it's somewhat flatlined and how students learn in 2026 is different than it was 16 years ago. Uh the the thing that we I am
091most excited about uh I think we all are in the TML department is before OSPI let districts have autonomy around which standards uh would be priority each district chose their own from the common core state standards. Uh and in in ELA there was 455 standards total K through 12. So it was a lot of work to to identify priorities. uh with that if you choose the wrong priority and then then you're you're going to your results achievement will suffer from it. I think some of that has been in play with some of the standards we we identified as priorities a few years ago. Moving forward now the state is uh determining what the priority standards are for both ELA and for math saying all schools across the state these are the priority standards for every
092single school and every single grade level across the state. So it takes uh a lot of the work and time out of trying to determine which ones are most important for our students to learn which is which is nice. Then we can actually get into figuring out how do we actually teach these standards and rather than which ones are which one should we be teaching. >> So how many priority standards do we have then for ELA for instance? >> So for ELA specifically we have 129 K through 12 it's about 12 per grade level. um in ELA so a few uh kinder I think has 10 a few grade I think second grade has 11 but most are around 12 uh priority standards per grade level which is about how many we've identified in the
093common core state standards uh it's just uh now it's uh and and we went from 455 total standards in ELA to now total standards uh into these new standards there's 291 with 129 of them being priority standards so we still we teach all the standard It's just that we we ensure and spend more time on the priority standards. Uh and the the other ones are more supplemental and ancillary uh supportive standards of the priority standards. >> So from a from a a day-to-day kind of thing, are there do we have to make now big adjustments to pacing guides or to the scaffolding throughout the system? Is that a how long does it take to us to adapt to that new process? >> Well, we have we have uh the rest of this school year next
094year to figure all that out. there there are some pretty drastic changes within ELA uh math not not as much uh and really it is it's adapting ELA to to 2026 and and how students are what literacy is like in 2026 and really a more emphasis on uh digital media um and and so I'll go into a little bit of that but the main one of the main key shifts is uh it kind of relates to cell phones is we want students to be active decision makers uh within within literacy and not just be passive um uh within within their instruction and learning within literacy. So that's the main that's the key shift that they've made that branches over all of the standards. Um some of the the the larger uh shifts in the lit
095in the literary practices that uh is embedded throughout is um I term as code switching teaching students how to know your audience. Uh something I we have seen is our students uh write the same as they might talk to their friends, right? And you need to know uh sometimes when you are writing a short post to make a point uh you're going to use a different uh type of language, different type of writing than you might in a five in a five paragraph essay. And so there's more of an emphasis on teaching students uh how to know their context and be an active decision maker uh in in deciding that. and also what genre uh what medium you're going to use to get your point across within writing specifically. Um but we we for ELA
096we just pulled um just last week, right? That was last week. The days are flying by uh a K12 literacy team to have the first look at the standard since they're brand new. Um generally there our literacy lit literacy teachers are really excited about it. What some of the notes I have here in front of me from from that team was the old common core standards were pretty vague and left up to a lot of interpretation had to be um worked out and kind of u fine-tuned. Uh and with that then you know people interpret things in different ways. It's pretty concrete in black and white what the skills are within the standards that we the uh the state expects expects our students to learn. So um I'm we're really excited for it. It is
097going to be a long process. it will affect our pacing guide and our scope and sequences and our rubrics. So that there's going to be a lot of work next year to make sure we're ready to implement uh in 20 August 2027. Um with that, I mean uh any other questions around uh ELA standards specifically? >> Do you have a a link or a site where we can go look at those? >> Yeah, I can send those uh to all of you. Yeah, there's uh I'll probably send you there's a few there's lots of documents they put out. The most helpful one is what's called the crosswalk. It it shows the old standards and the new standards kind of side by side. There's a lot of um direct kind of translation that they're very similar
098and there's some where you can see, oh, this is a this is a new standard that I can send to you. >> Yeah, that'd be great, too. >> Yeah. Anything else to add, Christie? Did I miss anything? No. Okay. So, with that, I'll pass it over as Oh, I guess one more thing. So we are the rest of this year we're pulling together our literacy teachers uh one more time in May to kind of come up with our game plan and start to really um let them be in grade level teams to look at uh their grade level standards and how they've changed. Next year we will uh we have a plan of going kind of domain by domain reading first then writing then speaking listening and digital forums then language and then research and
099media literacy. Those are the five domains and um kind of change developing our scope and sequence for all of those throughout >> and we're a ways away from curriculum adoption uh based on these new standards. Is that right? And part of it's a budget concern, but some of it also is I think the elementary school is getting close to being >> Yeah, I mean we're ready we're really ready for a curriculum review within our K through five literacy curriculum. It's been nine years since we've uh we've had ARC. that's our main curriculum and there's we found we're we're supplementing it in two different ways especially for foundational literacy. Um so and our and our teachers are itching for a new do a curricular review for a new curriculum. The pro and we've been kind of
100pushing that off knowing that new standards were coming because we didn't want to adopt some core curriculum and then have it be not line up with the new standards. The problem we're in now is if we were to do a curriculum adoption next year, the vendor curriculum vendors are not going to uh have their their their resources be um they can't change that quickly. So, our plan is to somewhat uh to really understand the new standards first, be experts in it. Um start to do a curricular review to see what's out there. The crosswalk document will help um to see what's aligned to to the old standards that already translate to the new standards. and hopefully like in uh about a year and a half or two years start that curriculum adoption process for K
101through five. >> Is the SBA done? It's more than our state uses the SBA. It's the old common core curriculum. Uh do all of those states have the same 129 standards as priority? >> No. So these are just these are Washington state. Does the SBA then key Washington states test differently than they key the for Texas or California? >> No. So SBA is is based solely off the common core state standards. So the the the test itself um we will pro my my assumption my guess my prediction would be that we will have some new type of state assessment in in in the coming years or SBA will adapt u to to incorporate these new standards. But as of right now, we'll be tested off of the old Common Core standards uh with some new
102standards that we were required to implement. So it will be a a bit of a transition phase in our assessment process. >> Okay. Thank you. >> Right. So uh for math, a few of the things um similar to ELA, there's about there's between 10 and 14 priority standards identified in each grade level. Um and a lot of those were very similar to what teachers had already identified. So that wasn't a big change. And overall, math didn't change us hugely. Um there are kind of three things. The first was that they reorganized the standards into um the same domains K12. It used to be that you had like these domains in kindergarten through 2 grade and then you added some in third grade and then you took some away and then it just made like vertically
103aligning the standards really difficult. So you couldn't say like, okay, I have a student who's in algebra 1, but I know they need some fifth grade. like what what from previous years might be impacting how well they're doing there because there wasn't um that alignment easily seen within the way the standards were organized. So they reorganized them into um I think it's five domains. Um and then the probably the biggest conceptual change is that uh fluency change and this comes from um fluency I think traditionally has been okay here's your sheet with 45 practice problems on it use a standard algorithm go like how fast can you do this um and what most research around fluency has said and this research is like 26 years old but has continued to be reiterated by anyone who
104researches fluency and math and number sense is that um that serves 20% of kids. They they get it and they do well with it, but then the rest of our students don't benefit from that at all because it's essentially memorization at that point. Um and so fluency is changing and everywhere it used to say fluency fluently. They're changing it to um flexibly, efficiently, and accurately, which means when a student sees a problem, they're not just going to be like, "Well, I've got a hammer. The only thing I'm ever going to use is a hammer." They have lots of tools in their tool. and tool belt and based on what a problem looks like that determines how they approach it. Um, which is what what people who are strong mathematicians do and it's never been explicitly
105taught. So you have kids who and whether it's background or what have you. Um, some students were already doing that which made them really strong math learners um and strong in math achievement. Um but now it's kind of leveling the playing field and say like let's give that to all kids um to strengthen their math understanding. And I think a lot of that that impetus comes from um right now that the idea that like there are some people who are math people and some people who aren't. It comes a lot from what happens in schools, right? And so let's kind of change that. And I think um too looking at I mean I'm also CT, right? So, looking at job data, um, just in the next couple years, Washington projects that we're going to have
106over 242,000 STEM jobs that we can't fill because there's no nobody's going into STEM. Um, it's that we just don't have the interest in it. Um, and a lot of times too, it's because college algebra is college algebra and calc 1 are the two most failed classes in the country in at the college level. Um, so making sure more of our students have the what I would say is like power in math is kind of where those um, fluency standards will change. So that'll be a lot of development for um, teachers that we're planning for next year. Um, the only other addition was every single grade level got four data science standards knowing that data and data analysis um, and questioning and critiquing and all of and interpreting data is a really big part of
107life. Um, and let's incorporate that more. um and which is I think really exciting. It brings a little more relevance um and to math uh for for students and cross-curricular opportunities. Um so so far because math came out in December, we kind of hit the ground running. Um and we met K12 first to just make sure we were all on the same page about um the big shifts and why they happened and things like that. Uh and then we've I've met with um K5 in one group and then secondary is the separate groups and looked at in within our current curriculum where does this exist? So looking at those fluency standards, what um what components do we see we already exist in the curriculum that we have and do we see any gaps? Um and
108really similarly with data science, what what already exists? Um, and for the most part, it looks like we're not going to have to do anything wildly different. Our curriculum was already pretty well aligned to the um, researchbased definition of fluency. Um, and the kind of strategy component and the number sense and the thinking um, and so and then when we met with data science um, I think they were nervous because those were brand new standards like well they're not aligned and but when we looked at what um, what else fell in that domain they were like oh no, we have we have a lot of this already. So, it was encouraging and I think um that means next year um it gives us the opportunity to kind of re-engage with our curriculum. Um it hasn't
109it's it was supposed to be a really big shift. It was supposed to be a big shift when Common Core came out that math was going to be different um and they've done research and 95% of teachers didn't do anything different um across the country. Um but this curriculum is supposed to be different. It's supposed to be um students learning a lot more conceptually and collaboratively. um a lot more student voice incorporated. Um and so this is a kind of an exciting time for us to look at that and say like, okay, this curriculum is supposed to kind of align with that. Let's talk about what teaching practices we can use to make it more effective. Um and it's also the curriculum that's been adopted by huge districts all over the country that they're seeing
110a lot of su success with. So New York City public schools, LA USD, Seattle public schools, all adopted illustrative math within the past couple of years. Um and just one um district within New York City public schools saw a 24.8% increase in their smarter or in their state test scores. They don't take smarter balance. So right apples and oranges a little bit but um just in three years. Um and that's I think where we can um if we really invest in getting teachers the training and support they need to implement it the way it was intended um it could be a great coupling with this standards work to um hopefully propel our math forward. >> Yeah. Terrific. Great. Thank you for that report. Are there any questions or comments about either the ELA or the
111math new priority standards. >> I'll just add that it was really it was really good feeling to see teachers in in in this room working in groups and digging into the standards and and uh wanting that opportunity to get together led by led by those guys. It was it was it was a good feeling to have uh professional development happening because we haven't had a whole lot of that and have them in the in there and and listen to them how they articulate their work in regards to the standards and their excitement for a kind of a new fresh start on this as well. >> Great. Thank you very much. Uh we uh as I mentioned have a written CTE report uh and we can uh see that and people are able to see that
112online if they're interested. One of the highlights of it is that our school district has the second highest CTE participation in the entire ESD 105 with 39% of high school students participating in the CTE program. Is it Toppenish that's ahead of us? Oh, we're going to catch him. We're going to barely ahead of us. So, we're going to we're going after we're coming for you Toppenish for CTE. Anyway, terrific work by the CTE, continued terrific work by the CTE program in both the middle school and the high school. And as we heard from our uh elementary school um roundt with the principles, there's uh some some beginnings of it, some dipping the toe in the water for the CA intermediate school as a kind of a pilot program next year as well. So that that
113pipeline of students finding their passion and what they really care about is really well underway in our in our district. So, thank you for that written report. Uh, we'll move on now to the associate superintendent for district operations. Uh, Chris and Stephanie have a number of things to share with us this evening. The first, should we start with the enrollment update? All right, let's begin with the enrollment update. >> Hello. It's been a while. >> Good to see you. All right. Um, enrollment update for April. Um, our April official count was 3,51 student FTE. Um, looking back at March, that's down 10 student FTEE. And looking back a year to April 2025, we're down 57 FTE. Um, typically we do see a reduction in enrollment from the start of the year to the end of
114the year. Um, this decrease in 10 is a little on the higher end than what we normally see, but we'll kind of see how it shakes out over the next couple of months for the rest of the year. Um, good news is is that we're still 18 over our projected um, budgeted FTE for the school year. So, we're still in good shape. Um, hopefully we don't see a huge decrease in that, but we'll see how it goes over the next couple months. Um, yeah. Anything to add to that? And then our financial status update for March. Uh, for the general fund, March, we are 58% of the way through the fiscal year. Um, for revenues, we've collected 53.5% of our budgeted revenues. Um, one thing to point out there is levy. You'll see that we've
115only collected about 49% of our levy to date um, for what we budgeted. And that is because April is our is the second tax payment that for property taxes. So, we'll see a big increase that in that coming in April. Uh, expenditures. We've spent 56% of our budgeted expenditures for the year. So, a little legging there, but still reasonable. And so, our ending fund balance for uh March is just over $8 million, about 12% of our fund balance. Any questions on that? >> Thank you very much, Stephanie. Uh item C is the budget update, and Chris is going to take it from there. >> Okay. Um the budget timeline that we put the budget timeline back in the packet uh for this evening. We wanted to just make sure that the board was aware of
116the fact that we are going to have a budget study session on June 11th. That is the main change. Um, so didn't mean to put it in here for any other reason other than to make sure the board knows that we are planning a budget study session. We want to make sure we have enough time uh to go over the details of the budget before adoption night, which is the business meeting in June. Um, so that you hopefully'll have your questions answered by then. but we're obviously going to be there to answer more questions if you have any in June, the last meeting in June. Um, so basically what we did, we've already had time to talk about our budget challenges and how why we're here and and what our game plan is for our
117reduction. So basically tonight, the purpose of this document here is to give you where we're at at this point in time. And as you know, we're not even to the end of April yet. We're still going to see probably more attrition. We're going to be making um Kevin ultimately making decisions about certain staffing situations and other things that go along with this. But this gives you a snapshot of where we're at right now. You can see uh the top half of the the plan. It's it's in a very summary level uh format for you. Um as you know, our budget $68 million budget in 2526 is 84% people. So, we do have to focus on the people side of things, especially as our student enrollment declines. We're driving less staff. So, you can see there,
118um, we've broken it down into, uh, basically four areas under the staffing reductions, certificated, administrative, classified, and other. Um, so you can see there that at this point in time, we our reductions show 9.2 two uh for our certificated staff and to actually 11 um for the classified side of things. So we are making progress. Um some of these things again this is at this point in time some of these things may shift throughout the next couple of months but we've we've made headway on this. We feel good about where we're at right now. We've been able to make all of our staffing adjustments through attrition. there are have been no layoffs and we don't plan to have any layoffs. So that gives you the people's side. The program and operation you can see there
119we have a few different line items in that category. Um we are continuing to look at the relocation of our prek side of the house for uh preschool, moving them into the kinder building. Uh final decision will be made very soon on that. Um, other things that we're looking at with reductions is the amount of things that we print and mail, amount of things that we print and have on hand. Um, most of our print printing is done by print guys and other printing companies. At this point in time, we're looking at um more digital uh distribution and printing some things inhouse versus sending it out. Um, on-site fueling and dyed diesel, we actually have our tanks installed. We're looking at about 45 cents per gallon savings and also savings in staff time having to
120drive the buses down to get them fueled. We can fuel them right on site. So that'll be a good thing as well. Reduction in contractual services. We have several different contracts that we've evaluated and made decisions about whether we are changing to a different platform or whether we are eliminating the contract altogether. So we've made headway on that front. teaching and learning has made uh a variety of reductions through their different line items of their budget as well. And then finally the elimination of changes in various tech licenses. So we've uh made headway on that side of things as well. So we're just sitting on our draft budget reduction plan of about $2.5 million in cuts. Um I can't emphasize enough that this is at this point in time things do change. So, um, we
121have around 400,000 in work in process reductions and we'll probably see more things that happen. So, we might be in a position to to take a fresh look at this and see if there's anything that Kevin wants to bring back depending on how we uh how things look when we actually produce a draft budget here in the middle of May. Anything to add, Kevin? Yeah, just remember that our target number or our internal goal, our working goal for the myself and Chris and the rest of the cabinet and then all the buildings, our goal was 2.6. And so um I I don't want to use the word excited because this is not exciting work, but it is it does show you that that the work has been done um to try to get as close
122to that 2.6. And again, at as of 423, we're at 2.5. And so we've got some work to do. As Chris mentioned, there will be things happening. I'm sure we'll find something new out tomorrow and there will be things next week and all the way through all the way more so probably even after the budget has been adopted, there will be other adjustments and changes. So just know that um the board's direction to continue to close the gap and we established a goal of of trying to get to 2.6. Uh we're we're making some pretty strong headway to get there. Is two is 2.6 balanced or do we still draw reserves at 2.6? >> We will still draw reserves. Yeah. >> How much would we draw? >> We have We'll know that very soon. >>
123Okay. Okay. I It was 400,000 or something. Am I in the sort of the ball? >> Uh shooting for around 7800,000. >> Okay. Okay. Under a million dollars was special. Okay. That I was going to remember it was half or a million. Okay. Great. Uh, thank you for that. Are there questions or comments from the board? Has >> has there been any talk um of increasing like student fees for sports and things like that or is that too early as well? There have been discussions about increasing fees and actually adding class fees, additional class fees. And we've we moved away from that because we are required as a school district to provide um a basic education for kids. And a lot of times when a lot of districts in the area have have changed their
124way on this, we used to have a lot of class fees for labs and such, but um we went away from those class fees during COVID basically um when we were taking a look at just the hardship on families and we were ending up with fines that were assessed to accounts and we were having very difficulty, you know, basically collecting on those. And so I think it's always going to be something that's going to be reviewed as far as athletic fees and and class fees along the line, but it'll be it's going to be up in the air on what we >> um just touching on the extracurricular fees too, we do have to abide by House Bill 1660. So our lowincome students are eligible for the the fee waivers as well. So it would
125really only apply for those who are not low income. >> Anything else? >> And what is lowinccome? um >> if they're if they qualify for free reduced lunches um and then they fill out the consent to share waiver then they can receive those fee waiverss or those optional extracurricular fees. >> Okay, thank you. >> Yeah, good question. >> Okay, any other questions or comments about that? I I thought the news story that we had recently in the newspaper sort of buried the lead on uh our district which is school district wellprepared to handle the storms of a uh of inflationary pressure and demographic dips would have been how I would have written the headline uh if I were in charge of it. Um and I I know you said Kevin that um you there are
126going to be changes we don't expect u uh in terms of staffing I guess mainly uh but there are also world events that might influence inflationary pressures uh that we haven't yet seen play out. So, um I'm glad we're thinking well ahead uh to make these changes um and using our our reserve carefully to to make it so that it's affecting students the least amount as possible. Are will we see with that number of reduced faculty larger class size as a result of it or are the smaller classes offsetting the loss of those faculty members? >> That's it. >> The second one that's good. That's what we want to have, right? Yeah. >> Okay. Great. Uh any other questions about budget update? All right, we're moving on now to the facilities report. Um and uh
127Chris, you're going to give us >> Yes, I summary of it. >> Very brief. Um this is an annual thing as well, an annual report on the asset preservation or building. We're required if we go out and pass a bond to build a school and we're going to be eligible for state match funds, then you're required to we're required to go out in year one having a building assessment uh study. And then every six years after that, we have to come back and have a professional like NAC architecture is who is doing ours. They just did one last year. So, and then we have to enter this information into what they call the ICO system. So, this is the completion. They were done back in February. And um you can see the ratings there. They
128do vary, but uh they have there's 16 building component areas that are listed as well. And those are the things that are evaluated when they put this report together. And you can see that obviously John Campbell uh the Kinder building uh the newer buildings are going to have a better rating. Um they look at all of the you know you can see there what they're looking at. So when you look at buildings like the Robert Lince Early Learning Center right here next door it's an old facility and it's not going to fare as well through the the assessment um process. So, uh, but we do we comply with this and we like to bring well, we're required to bring it to the board every year. >> Great. Thank you very much, Chris. Uh, I I
129know it's not Frank's year to be here, but I always feel so good when Frank is here. So, you did an excellent job of standing in for Frank. Uh, uh, he'll be proud. >> We'll pass that on to him. He'll >> Yeah, it is. Frank just makes you feel better about things, doesn't he? >> I guarantee that. When when I need to be when I need to be happier, I find Frank. Yeah. Yeah. Yeah. For sure. You shoot straight, too. All right. Uh we are now moving on to the superintendent update. Kevin, do you have an update for us? >> I have a very short update of some important upcoming events. Uh on the 6th of May, uh we do our employee recognition at a wards um so forth and recognize uh employee or senior
130student reps will be recognized, retirements. It it's uh it's a whole bunch of recognition. Uh, and we do we do term it the best of the best. Uh, the awards ceremony, a lot of that work is being already done to get all the nominees have been identified and who's going to win the awards and all that stuff. But I I want you to be aware that you're all invited to that. Um, it is a an excellent ceremony who's from somebody who has been in multiple other districts and see how they recognize employees. I I this one is really really well done. Um, and we've get great feedback from our from our staff. And I think some of the some of the the um nominations are really inspiring to read to hear from whether it be
131from a co-orker, a parent, a community member, whoever has done the nominations. They're they're really nice to hear and see from. So, that's one. It's at the VPAC 6 p.m. Uh, and then we have uh two meetings in May. Uh we have the May 14th study session which uh I think we have a you know it's not a new principal anymore. The principal's been in the position of the middle school now for a while to give you as the the board an update on how things are going and then where he he believes uh needs to have him for next year. So we'll invite him in for a round table. You've already heard from our high school principal for a good solid hour and a half. I'm not sure we need to have that again,
132but we probably need to give the time to Brian so that you guys get to understand Brian and his leadership and personality and give an opportunity to talk about the middle school. Um, so we'll have that time too. In talking to our student representatives, the seniors who are looking to do their farewell uh review of two years of being on the board, um they are looking at um the end of June. they let get all their all of their senior activities their graduation and give them time and then they both agreed to come back at the end of the June board meeting and give their presentation. So although we have Brian scheduled for the May session, if you have other other ideas, I don't think Brian wants to talk for an hour and a half.
133Um but uh if you know Brian, I think you'll realize he probably won't want to talk for an hour and a half, but if there's other things that you have an interest in studying, um that would be a time that we can add something to the agenda. So keep that in mind and and get a hold of me. And then again, May board meeting uh at the very end of May. >> Great. Thank you very much, Kevin. Any questions or comments for Kevin? All right, we'll move to the uh board communications. Any board communications this evening? I I I'll just quickly take a moment. Aaron Jones uh who has been the MC at the WASDA uh annual conference for 10 years probably. It feels like she's kind of a star at the WASDA conference. uh
134was recently the MC at the Washington State Teacher of the Year award uh at Pacific Lutheran University and she posted the highlights of the best and brightest among us. She said uh and I I'll just share what she wrote um as uh food for thought, I guess. Number one, endstate testing. She said it's wasteful and not getting us the information we need to best support our students. We could use the millions of dollars spent on developing and assessing state tests to actually pay for people and activities that better serve students. Number two, classroom teachers should be people who love children. Yes, they should be experts in the content they are teaching, but first they should love children. Number three, administrators should be trained as instructional leaders, hire the best people, and then let teachers teach.
135Administrators should remain as close to the ground as possible so they continue to be in touch with the practice of teaching. Number four, technology is overrated and AI should be avoided. At least in this moment, we're not sure the impact it will have on young people. I just read a quote from Kurt Vonagget that said, "Computers can teach us how to be computers. Teachers teach us how to be human." Uh, so I like that one quite a bit. Number five, she says, "Social emotional learning in parenthesis being human as important in the learning process as becoming proficient in academic skills." Number six, if you want to change systems, we get the biggest bang for our buck in the community. Start with your school and then your district and then your state. I think about that
136in my own life a lot. And then number seven, and this is the reason why I bring this to the school board, people making the most impactful decisions about education are often the furthest removed from the students and teachers. Decision makers should be all should all be required to spend a certain number of hours in the classrooms with students experiencing their environment. And I I really want to double down on encouraging our board members to uh to be in attendance at board meetings and especially to go and meet with those teachers that are in the the classrooms and the principles that are in those buildings. You feel better about everything. You feel like you understand more about what's happening if you are on the ground with them. So I really want to encourage people to
137do that. And then number eight, her final one is even the best teachers in our state cannot do great things on their own. Being in a community, sharing ideas and collaborating is where change happens. And I think in terms of the CEA school district, um, and we heard it with the Treetop people tonight. We heard it with the CTE projects that we're working on. Um, we do an excellent job of being in a community where we can share ideas and collaborate and make change happen. All right. So, thank you Aaron Jones for those reminders and the provocative thoughts. Uh, and thank you school board members and um administrators and students and community members for being here this evening. With that, I think yes, no more communication. We will adjourn the meeting. Yeah, I got to
138hit it.