001e not sure my voice needs it but we'll start with the district highlights um and then we're going to do something just a little bit out of order because we have a couple of people that are going to be uh leaving um early to make sure that they're able to get to other things as many of you know it's a a busy time of year here in the school district um so we will uh have um I believe one member of the audience if if both are are interested in speaking on the same subject one member of the audience um give the uh public comment um prior to the uh since time in Memorial curriculum and then we'll move to the uh student board representative presentation with Alis ozanic uh and then after that um
002and after the student board updates um that they both have to get out uh pretty quickly uh we'll have uh the rest of the public comments um if you're interested in speaking uh so uh with uh that said I want to just quickly recognize um that last week maybe even no week and a half ago we had the best of the best uh ceremony at the um uh vpac at the middle school and it was a fantastic night and I especially want to single out those teachers that are retiring um from sea School District with over 30 years of experience combined experience uh excuse me not combined experience experience Julie Archer candy Calbert Christen Jared and Shandra Anderson uh and K Smith are all sadly leaving us after uh their entire career in the ca
003School District along with um a number of other retirees we're going to miss them uh greatly and I also wanted to point out um and we'll hear uh in a moment um about Aubrey's work but I want to point out the volunteers Eric newer and Gina Obert uh Eric as many of you know is uh unofficially the voice of the Vikings um now even more than ever with Joe costart stepping back from some of those duties Eric is an unbelievable volunteer and just a great Community member and CA and Gina Obert is the Master Gardener for those of you who weren't here uh at the best of the best Awards it was what do they call her Grandma G or something like that man just an incredible thing that's happening at the middle school with
004the master combination of the Master Gardeners collaborating with the new Greenhouse at the um at at this Middle School uh helping students get involved in agriculture and um Career and Technical education uh starting way back in sixth grade so I I wanted to highlight that that uh from a personal level uh of the best of the best award winners and congratulate everyone who is recognized uh for that and now I'll I'll turn it over to Kevin who has a couple of highlights from the Washington Association of superintendants I believe thank you each year the Washington ass Association of school administrators also known as superintendant of the state of Washington get the opportunity to recognize people within their own School District this year we have two Awards to recognize we have one student award and one
005Community award the first award is called the community leadership award it is an recognition of outstanding Community leadership and contributions to the Improvement of public education from the ca School District Aubrey Hol Wagner thank you Aubrey if you don't know for the audience aubry's Been instrumental in starting a a really a parents and Community Safety Committee to help the school district with their improved uh areas of Safety and Security and uh we are in the process now of submitting some grants to the the Department of Justice and hopefully some funding to continue our Improvement all that has gone through Aubrey so Aubrey thank you on behalf of our students and our entire Community next uh Wasa as well allows each School District to recognize one student and uh it is called the student leadership award
006and this year's recipient is I think the epitome of what this award was designed for this award recognizing outstanding student leaders who have created or played a significant role in initiatives or programs to promote inclusivity access Equity or social justice in their school and our entire Community this certificate is awarded to yabi ruar of CA High School congratulations Aubrey and uh yabi that's just uh you guys are both fantastic um assistant in the seaa school district and we appreciate everything you've done uh next on the agenda is a an executive director for student learning report uh on the since time and Memorial curriculum adoption um but we received a a written uh statement uh from a Community member um who is here today who I I believe Mr Duo has agreed to uh read his
007uh statement uh prior to us having the conversation about the adoption of the curriculum so Mr devau if you if you would uh step to the microphone if you're comfortable doing that I should also uh mention um let me see if I can give this reading here we invite all community members to address the board on an issue or topic the agenda item titled suggestions comments from the audiences for any comments related to topics that are not on the agenda it so happens this one is 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 please appoint a spokesperson if a concern is a group concern if desired you may
008email written documentation to the executive assistant 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 the comments spontaneously or without further deliberation the bo 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 Session and will not be part part of the record of any public meeting harassing or derogatory statements about any persons or groups of persons will not be heard okay that's our official boiler plate Jeremy thank you for coming here this uh this evening I'll set a timer for three minutes and give you kind of a heads up when we get close great thank you I appreciate the opportunity to speak
009I I had an opportunity to review this since time in Memorial curriculum and I emailed you all some concerns that I had with it um I'm sure you've read all of those and so I won't I won't repeat them here I think the biggest issue for me is that there are some particular books that are in the curriculum the uh the people's history or indigenous people's History of the United States that really says some fairly derogatory things about our our country about the United States military about Christianity and it seemed like it was something that probably would not be appropriate for for a curriculum to be included and I I outlined some of the some of the items here U there's a section titled settler parasites the Virginia colony there's one particular section that says
010the continued popularity of and respect for the genocidal sociopath Andrew Jackson is another indicator uh the essential soul of the American is that of a killer uh there's another one that says um all of our most revered presidents Jefferson Jackson Lincoln Wilson both Roosevelts Truman Kennedy Reagan Clinton Obama have each have each Advance populist imperialism all the presidents after Jackson march and his footsteps uh there's another one section titled North America is a crime scene and then the story of the new world is horror the story of America is a crime I I I think that there's a place for for Native American history in our schools I think that's important especially given where we live in proximity to the Yon nation and there are some great sources I appreciate Alicia giving me the opportunity
011to go through and look at all the materials on the table that I purchased them on my own this one in particular the people of Cascadia Pacific Northwest Native American history this is something fairly similar to what I remember reading when I was in in high school taking Pacific Northwest history it doesn't whitewash the past it doesn't gloss over the things that happened to Native Americans in our country that are tragic and that we should talk about but it it doesn't go as far as some of the materials that I found uh for in particular that I outlined in that letter that um that that I hope if this does move forward can be removed from that curriculum before it's adopted uh also too just in general um the since time of Memorial curriculum while
012it's important and I think could be a great resource in the library it's not yet mandated under state law to my understanding and so with all the things that our teachers are doing right now to try to get our kids up to speed get them caught up from covid I think it's important that we focus on on the basics on the reading on the writing on on making sure that we're hitting our metrics as a community and uh this is just kind of one more mandate that I would hate to impose on our teachers I have two young kids in the in the sea school district and I go in there and volunteer as often as I can and uh and I I see what what they're dealing with uh it's it's a difficult and
013there's a lot of things that they're trying to fit in to the day and uh and another mandate from the state before it's required is something that I hope maybe could be reconsidered before we move forward I really appreciate the time thank you so much and thanks for for your service to to our community and for making CA such a great place to to work and live and raise a family and go to school thank you very much Mr defo um all right so we will before we get to the rest of the public comment uh we will hear from uh Alicia Jacob on uh as it as I mentioned so it as it happens oh is there anyone else that has comment on this topic thank you saying that we have at least one
014other person who make wants to make public comment yeah I have I have Miss Aran on the signup sheet okay all right Alicia is a comment related to the oh all right uh then I'd like to recognize our next public commenter um denen acrian thank you um so yeah I just uh had a brief uh chance to kind of look at some of the stuff so not do a deep dive but I had some similar concerns that just there was stuff that just instead of just sort of presenting facts and um you know I I agree with Mr defo I mean there's a definitely a place for conversation about things that happen in history and and to speak the truth of the good and the bad and all of it um but it seems to
015be presented in a very intentionally divisive way and I also agree that maybe we shouldn't adopt it yet it's not mandated yet we have time to look at some other options that um maybe aren't quite as divisive um and I really just would ask that you consider um doing that just let's hold off let's look at some other stuff and um just find something that isn't really focusing on the division on the racism this seems to be a big topic I mean racism is a reality in our world unfortunately but um I think we just need to get away from that language and that talk instead of focusing on um things that have happened or um the negative of things is finding ways to come together and just instead of also assuming that something bad
016that happens is due to racism it can just be due to bad behavior you know human sin nature that ones what they want you know there's greed and theft and all those things that happen and it isn't because of racism necessarily um so I think painting the biggest concern I have with what's happening today is this these broad Strokes of oh you're from this group so you're this and I thought that's what the intent was to get away from but this seems to be cementing it and presenting it in that way like oh this group is good this group is bad instead of looking at people as individuals and evaluating each circumstance on its own instead of in a general way um the biggest concern I have with that is that really it's those are
017tactics that are used by revolutionaries and I feel like that's what's been happening in our country and in our culture is a revolution attempt and this is all part of that keeping us divided so um anyway yeah I just wanted to uh share my concerns and ask that you just please hold off and let's look at some better material thank you thank you very much before I'm gonna put this back over on there we'll have public comment on anything else that people want to comment on oh thank you um is there anyone else would like to speak on the since time and Memorial um curriculum before we get to our presentation okay great alici all right thank you so today I'm going to be presenting on the materials that our committee and a lot of
018them are here today that worked on this um with ideas of where we want to incorporate um since time of Memorial you'll notice that there's been a name change that happened this year in the legislature so um since time Memorial was really championed by John McCoy who was one of the legislators um in Washington state he's a chly or he was a Chia Tribal member he has since passed away um but you will see that now as you go through you'll see that um naming of the curriculum so I'm going to jump through this because I know we have a lot of things this just my usual slides but really what I want to focus on for today is that what we're looking at with the sense time sense time at Memorial is really part
019of our Viking promise where we want to meet the needs of all of our students and to provide a safe and secure environment for all of them and and we have as you go through you'll you'll see some of the work that we've done where we've realized how bringing in a native perspective into our curriculum and into our materials provides students that may not have had that voice an opportunity for their voice to be heard it also gives different perspectives and that's really what this is all about is a is a different perspective to be provided um I am going to preface that this really isn't a curriculum and that's why you'll notice it just said adoption it didn't say curriculum adoption because what this is is resources that we're embedding into what we currently
020teach um so for example third grade they're using this book in their in their unit and they're going to bring in different um American play they're doing a tall tail unit and this is already part of that so what they're going to be doing is emphasizing a little bit more of what the Confederate tribes or bands and tribes of the yakan nation which is our local tribe how do their Tall Tales look what are some of their Legends so it isn't a separate curriculum so if you um we didn't have any parents come to the viewing we had 10 and a half hours where people there was opportunity for people to come and check all the materials out um Mr defo as he said came he came when we were doing the final viewing for
021the instructional materials committee and I I said you could go ahead and review everything we're not hiding it's still in my office all the materials are there but it's not one where like when we did the ELA adoption where I could say here's the huon Mifflin materials this is variety materials and um there are variety materials that we need to have ensured that the our closest tribal um entity which is the yakan nation has said these are materials that we believe are appropriate and accurate to use so it is a little bit different than what we do with typical adoption processes so I just want to make sure that you guys understand that um is this not moving forward done me there we go so this is the review we had we had staff from
022all buildings which was a nice preschool all the way up to high school we had a representative from each grade level they acted as the liaison so they would come we met multiple multiple months starting in November all the way through um April that we met together and even into may this year with some of the meetings we had had they looked at what was provided to us by OPI and the acan nation where does that fit made decisions based on that took it back to their teams to get feedback and ultimately what I'm presenting to you today is the work that they did that was all them that wasn't me I just helped guide the work but they really dug into what are we currently doing really to as um Mr defo mentioned is
023this shouldn't be an add-on it's and how do we enhance what we teach and that's really the the focus that they took with this is to try not to make it to it's like we have to cut all of this out to do it instead do we enhance what we're already doing um just an awareness of where all the tribes are you'll notice that and this is one of the lessons we have with students is you know why are all the tribes over towards the water where the resources are but it does give a map of there is a variety of tribes in Washington there's 29 that are federally recognized and there's six that are not um and all of those have a rich culture and that's part of what this this um requirement from
024the state is saying is we should be expanding on that and making sure that our families and our students understand that and know that um the other piece with this is the seated land and so when when when different tribes across our nation ended up going into treaties they had lands which they would call their usual and custom lands which is where they would have lived and roamed um prior to settlers coming to the United States so you'll notice like with the yakan nation and I can point right so well oh there we go so this is where the reservation is this brown land is all their seated land which would be their um accustomed natural and accustomed land so they actually still have right CA as part of that and so that's where part
025of what the state has said is why you need to to um collaborate with the most local tribe with you is because lands even if it's not on the reservation was actually the lands that they used to roam back when before other people were here so I'm going to go through three different parts the background requirements in the process and that's Mount Adams which is really a key feature in the yakan nation and and just the processes that they do but I'm going to go through those three and again from the those of you that have been here when I've done curriculum adoptions in the past I went through these but they will look a little different because of of the format of what STI looks like vers versus an Ela or a math adoption
026feel free to ask questions as we go so there are some backgrounds as to why we're here today so in 2005 and this was with John McCoy back in that time that is when there was first legislation that was passed across the state that says that each district is encouraged to incorporate so at that point it was it was Madeo language right it was just we would like you to do this and again it was stated when you do a social studies adoption they would like to um right after that two years later OPI partnered with all the tribes and created the STI curriculum which is on the website and have been endorsed by the tribes in in the state of Washington they'll actually call that they call it ready too resources those are ones
027you could just take right into your into your school districts and don't need to have any um additional um interaction with the tribes that either are close to you or other tribes in 2011 OPI created the Office native education um in 2015 this is when the the law from 2005 was changed and it was changed from a May to a sh it also had the social studies adoption attached to it but it also included that at that point you had to collaborate with the most um with the most neighboring um federally recognized tribe that you had so what what has come with that is and I kind of jump one down to the basic Ed compliance is that's part of our basic Ed compliance every year we do a form that goes to the state
028board that says have you done these things the last two years we have said we have not done STI and it has been as a notice that saying you need to the following year so there has been urgency and part of that is what the state's finding is we've had this in place since 2005 very few districts across the state have got it because we're not doing social studies adoptions if we're funding is funding is restricted you're putting it into Ela Math and Science and so um that's where I think the State Board is being a little bit more forceful with us I'm saying and giving us even when we got the the notification that we had been approved by the state board with our compliance it stated this was one area that we needed
029to consider and then in 2014 we had the naming so that's just the background of where we're at one thing I skipped too is in 2018 STI is now a portion of teacher prep so all the universities in the state of Washington when you do a teacher prep program you actually learn about STI you teach a unit it's part of that so we've seen it in a couple of the individuals that were part of our committee had as teacher prep had had experience with that so teachers are understanding it coming into our system and are expecting to see it because they get it as part of their teacher prep program any questions just with those timelines okay so that was really the timelines in the background that got us to where we're at today but
030we do have requirements so when we were talking um and we met we met in November with the yaka Nation OSI ESD and quite a few different school districts across our region because and one thing to to realize is for us it's a onetoone correspondence with the Yon Nation for them it's corresponding with every school district whether it's on the reservation or off so for them it's a lot so we're not going to get a stamp of approval from them what they're giving us is these are the resources that we would like you to use and utilize those best what meets it so there is some um some things and we're partnering with them we want to work with them we're hoping that we can expand what we're doing and get them to come into
031our schools and we can go to visit them but that's we in the just the infancy in that stage we had these guiding principles and one of the main things that they had stated when we look at incorporating STI into our school system is multiple perspective and so one thing that I had shared with the committee when the instructional materials committee came is what you're seeing as one perspective with these materials because we have other perspectives already in our materials this is a counter it might be sometimes a counter perspective or it might be one similar but it's just the way that they're seeing things were different so that was a big key of what we had to look at was is there things that are out resources that are out there that can give
032a different perspective the other thing with that is we looked at resources that would be used with students and resources that are for for the teachers to have because what my my committee had told me is I mean for a lot of them and they may nod when I say this this was a awareness that they didn't have and they learned a lot through the process and so we knew that teachers are going to need that as well um which is some of what we'll talk about what we're asking for the future but really it's that multiple perspective which I know um one of the books that was mentioned that talked about Thanksgiving that the book that was mentioned is actually the WAN Naga I want to say their name correctly it it's it's a
033pass down oral tradition of what Thanksgiving meant to them that's their perspective that's not us to say that's not their perspective but that was a book that the um kindergarten and fifth grade wanted as a resource if they wanted to talk about different perspectives to students um and then I'm not going to go through all of them that you can be there but there is I mean there's definitely controversial issues and and so being upfront and honest and being developmentally appropriate with that too because we want to make sure that what we're speaking it makes sense for the ages that we're talking with um and then that idea of connecting head with heart with the hands that's that idea that the head is we want to critically analyze what's being given to us they want
034we want students to to ponder and wonder about what they read um we want to have some reflection and that's where the heart is in the hands is we want them to be something practical that comes from it and so that those were four of the seven these are the other three guiding principles that we were were um we were tasked with ensuring our materials would actually um would actually evolve and show for our students um and then one here too is that we have to stress the resiliency there was and this was outside of STI but there was a review done on curriculum for Native Americans and um I think it was 97% of the textbooks that are used for in the in curriculum has them starting with Thanksgiving that there was never anything
035that ever like they were never here before that that that's the only time that they're ever there was no civilization with them prior to that and so it's that idea that they were here before that and they're still here today so that they really emphasize that is that there is a resiliency but that it's it's still here the the native population is still here so those were things that we were looking through as we went through our um materials and then also we had some essential questions and these were the ideas that as we go through not any one given year needs to but through the course of all of our preschool to 12th grade will students be able to get some of these components as they go through so that was another lens that
036we looked at and the document I shared showed where those questions would be um targeted based on the certain grade levels so those were our requirements that we were um looking at when we went and reviewed the materials and then we started our process I had mentioned earlier that we met with the confided tribes and bands of the Yon Nation with OPI it was a convening that was at Heritage back in November and I think at that point too that the committee may not have known exactly what we were getting into because a lot of people didn't know what STI was um and it was a it was a great opportunity for us to learn from the tribe to also learn from OPI and one of the things that a school district that was there
037was the mount Adam School District that had embarked on this journey with with the yakma nation two or three years before us so they had a more robust and that was what they came and shared and shared all their resources which was one that the yakma nation said please use those resources if you'd like um after that we came together just to like to decide what's going to be our why with this and how do we start this journey because we know it's going to be a journey that we're going on and so this is what came up it actually started off of some of the STI work that we had that day but really there's benefits not only for our native students and you'll you'll see them up there but there's also benefits for
038others so it's just really grounding it that this is a a benefit for all students even though we are emphasizing a population that their voice hasn't been heard in the past so our process then after um we went to the convening we we came back together to decide like where are we going next how are we get there was three main resources that had came to us during that convening one was using the sense time and Memorial as I stated and you go to the website you'll see that it's been approved by the federally recognized tribes we started diving into those materials and I say we when I mean them um we also looked at Native knowledge 360 which is through the samonian Institute it does historical but it also does present day and it
039has videos it's it looks at it more globally through all um first people's whether and there's some that's even into Canada but it gives a a Global Perspective and then we also use the Mount Adams STI website they have an actual website for all of their materials where they've embedded ospi some native 360 and a lot of videos of um there's an elder that just recently passed away from the um from the yamas that was Virginia beavert she was she was well known as really being the one that's kept the language alive and she did a lot of oral storytelling and part of what is difficult with Native P um native history is that it's oral so there isn't a lot that's written down so that when you get a book like the yma nation
040they actually created a book Virginia was one of the authors on the Legends like this is I mean and that's what they mentioned to us when the tribe was there is like this would have never happened without Virginia because it's an oral tradition so now we have resources to use that we wouldn't have had in the past um so they spent multiple months about four or five months going through the materials working with their teams bringing it back diving in trying to figure out the best way to to to make it meaningful which is why I'm bringing it here today but also to make sure that it makes sense with what we're doing that's these aren't just Standalone units that just pop in and you do it and then you go away from it they
041really worked at how do we embed it in what we're already teaching so we can see the trajectory of what we're doing as well as the building upon it which was great um we also went to the acation cultural Museum so we got to experienc that which one of the things that came out of that is we determined that we really need to have all of our students attend as as well as all of our staff just to get an understanding of that history and um and what the the experiences live that are being lived through today and so that's one offering that we would like to do is with our fifth graders that they would attend the museum and then last they came up with the integration document that was there um that I
042had shared with you so this was really just kind of the scope when we met the first time as a team this is what we talked through like this is the process that we did to get to where we are today um even though we still have some of that that will based on on your guys's approval I think also um what's important with this process is as I mentioned before it's different than a curriculum adoption because it's not a set curriculum and it's embedded it's almost more like supplemental because we're adding in pieces to what we're currently doing but we felt that the the visibility of bringing it the transparency of what we're doing was the most important thing we wanted it to be visible we want it to be transparent and to say
043that we do take um we we we believe this is important for students and so that's why it's coming to you when we probably could have just done all of this through supplemental adoptions which would have just gone through the principles instead so after we met came up with the materials that they would like to incorporate for next year that's when we did the family staff and Community viewing we held that here at the district office um May 7th it was from 7 to 5:30 um and as I mentioned before we didn't have anyone attend that we did the instructional materials committee review on May 14th um all the members that that attended approved the materials they had an opportunity our whole committee was there so they could ask any questions they had based on
044the grade level and the materials that were chosen they got a chance to go through all of it um and the the purpose of the instructional materials committee is not to agree or disagree with the materials it's did we follow the process that we had to um so we have a process that we're required to follow so that's what they went through and and and reviewed and confirmed that we did and then we have the budget which um I'll show in another slide and then the last step after approval would be to order those materials so our budget for this one is actually and which to be a prek-12 adoption I mean if you think of when I brought the ELA adoption it was 350,000 right for sixth through 12th grade so this shows that
045it really is just looking at how do we embed resources in versus buying big big items um we do have a few like I mentioned a few resources that are specific to teachers some of the things that we are looking at is the Burke Museum out of University of Washington they have what's called Burke boxes and so those can be um you ask for them they come and they they mail them to the schools we can get those and they had ones that were appropriate for sixth and seventh grade so they had requested those um so they would come and all those are tangible items that the students can feel and and hang out and like feel and see that has to do with different um themes the other one was I mentioned before was
046going to the museum so we would like to have that um through the fifth grade fifth grade has a a field trip right now and any of my CIS people can agree if I'm saying this incorrectly please let me know but is that we do a fifth grade so we're looking at this becoming the fifth grade field trip that we do um and it would be over multiple days but they when we spoke with the museum curator she said that they have they have a library there as well so it's kind of like three stations and you rotate the kids through those three different stations so we could take about 90 kids at a time to go and so we'd figure out like if we do multiple in a day or one for a day
047but that would be um something that we think would be appropriate and it also is very culminating because they're learning about traditions and cultures and then they'd actually get to see it so there'd be some connections they could make to what they see in the museum with the learning they' had for the last six years and then we also would like all of our staff to be able to attend um and you can feel free to ask any of the committee it was here but I know when we got done and we were debriefing everybody that was the first thing we need our students to see that and we need our staff to be able to see that so that was one that we're requesting over the multiple years so that would be a reoccurring
048cost that we would have um until we could get everybody um through it and then it would just be for new hires and that would be part of our new hire process process as they would go and attend other school districts in the region do that and they've been doing that for multiple years but we would like to do that as well um so I think that and then the rest of it you see up there is mostly books um there's some that like I said like at the elementary level a lot of times it was a read allowed so it's not going to be that the students have the books um there's a few and actually to be honest we didn't buy any books that are going to be a onetoone for students it
049was either going to be resources in the classroom or it was going to be a read aloud there's a few too that I believe were on online correct me like do I see some nods that we were able to get for free and so those were resources that we have as well um but and then there's some reoccurring like our fourth grade they did some um some building theirs was specific to celo Falls and they they piloted it this year and so they had some materials so it's very very minimal when it comes for us to be able to continue doing this um this work so and with that I do want to say a special than to the committee members because they were awesome they spent a lot of time dedication um I think
050learning that came along with it too to make sure that we could look at a way that we could embed the materials in an appropriate way that it was meaningful um but also that it would enhance the students learning to follow up on that I see there's a great number of them in the audience if you were part of the materials committee uh that came up with this curriculum or with this adoption could you just stand so we could recognize you in the audience here tonight they're all like a thank you very much for your work thank you very much it's a lot of work and we uh have been hearing about your work periodically from Alicia and are very excited about this curriculum Uh Kevin do you have a something you want to say
051if I if I guess the couple things that that I wanted to reaffirm here is that although this is coming to you and and maybe coming to our community um this is not something that just all of a sudden started uh Alicia and I have been working in this field field uh in partnership with the yamon nation with the ESD 105 with the Mount Adams School District the topy school district wapo school district Yakama school district and the office of native Ed um we do have a a colleague who works now in the office of native Ed Mr Henry STM um who has is a wealth of information for us and in talking with all of them over the course of the last two years and going to Heritage and going to the events it's
052really been it's been a arent to me that the aamon nation is asking us to implement when we're ready okay and to make sure that we have followed the things that they have put in place for us and and work with OPI but at the same time they've given us the M Adam School District to model after and and Alicia said something that we're not going to get the stamp of approval from the aamon nation they're working with uh all the districts Within the region and it's not going to be be one of them individually they that's all they would do and so they've they've given us the banks of the river per se is this is what you need to do for our approval and so we F We Believe over the course of
053the last two years and now coming to you with what actually the materials are we believe we've done all the background work in order to to bring it to you with the support of the aamon nation OSI and the other school districts that have already implemented just wanted to add that make sure that was clar ified as well great thank you very much uh are there any questions or comments yeah actually I've got I've got quite a bit on this um as you may already know so first of all this um where there's no funding that will be withheld from the school district if we do not adopt this is that correct no there's not there's not funding it's part of our basic Ed compliance documentation that we have to do the the if there's
054a there's a way that they look at it like minutes there's certain things that you you can get bu back on on those ones this one's not it's a requirement though is what they're saying is it needs to be happening where is the requirement because I did go through and read both the bill that was passed in 2015 and the proposed Bill ESB 1322 that did not pass this year um which would have required it um and so we default back to the bill in 2015 that did pass and it's only required to adopt this if we um update our social social studies curriculum is that accurate how I would I guess yes I guess the way I would look at it is it is required when you update a social studies adoption they're saying
055you will do it it is required when you do social studies so you can do it at any point it's required when you do a social studies like you can't do a social studies and not incorporate it in we're not doing a social studies update right now no so so technically the reason why I asked is because when I read through uh the slides it it was presented to me as if we had to adopt this right now but really it's just a recommendation is that is that not accurate am not am I not understanding that according to state law according to state law no according to the state board of education required we have a checklist that we turn in every year to make sure that we're in compliance with everything and that has
056been identified as an area that we are not in compliance okay withholding funds and following law you are correct yeah and and that's really where my concern lie well part of where my concern lies um but also um as I read through the law that was passed in 2015 it it consistently said that we will need to find funding we will need to find funding so to me it seems like this is unfunded mandate an unfunded curriculum and I just don't feel like it's responsible given the $2 million that we had to cut from the budget this year to be adding something even though it's $50,000 relatively small part of the budget I just don't know that this is the right time um I agree with what denen said that um I feel it is
057important to um to recognize native history but how much of how much of the curriculum from OSI because that's being provided free um how much of that would we be using as part of this they were using Parts there isn't any that are using like a full unit they're using components of units is what they're using yeah yeah and you'll notice they're either um how OPI has them they have them a level one a level two or level three so a level one is anywhere between two to three days days meaning like 10 to 15 20 minutes in a day you're not doing a full day of it you can do I think it's two to three days five to six and then it's multi multi-week is that what the three different levels are with
058them so a lot of them what they chose is maybe um one to four days is what we're looking at or they already have like a six to eight week unit and they're incorporating this in so it would say it's six to eight weeks but it's not just for the STI it's already unit we're doing and we're embedding it yeah and so my daughters have come home they've talked about some of this stuff um the way that they feel is that uh sea school district is presenting curriculum like this and that they come home and they say we have no culture as white people we um are they feel like these types of programs are racist against white people um I I have read quite a bit of the curriculum that's on the OPI OPI
059website and this is part of the reason why I ran for school board was uh back in 2019 uh we asked to see a civil rights uh curriculum that was being presented at sis and they wouldn't give it to us until ultimately we had to have a couple meetings with the principal and he provided it to us and the first paragraph of that said America was founded upon principles of racism and Christopher Columbus was the first racist there is a lot of similar language in the curriculum that OPI has on their website that is like that uh Jeremy defo he sent a an email to the board outlining some of these things um one of the items that he pointed out that is in one of these books I believe the history of the United
060States is a history of settler colonialism the founding of a state based on the ideology of white supremacy the widespread practice of African slavery and a policy of genocide and land theft examples like that are throughout this curriculum and I don't believe that about our founding fathers I believe that it is at odds with Washington state law where schools are required to teach patriotism and stuff like that does not contribute to patriotism it's divisive and so I'm really opposed to this type of stuff being um introduced into our schools I think that we can teach native history in a way that is not divisive um one of the things that I did read uh in the the hundred-year celebration of the Lewis and Clark expedition there was a tribal member of the yma tribe who
061said we need to use this time as a time to unify the white man and the natives and not divide it and that's really what my goal would be because when like last week they have a an assembly at the middle school about racism we're focusing on racism and it's no wonder that a lot of students are engaging in racist Behavior because it's at the Forefront we're talking about it all the time we're saying that white people specifically are the problems or causing all the problems um in our society so that's going to create resentment among minority groups and so I just don't see the benefit of adding these types of materials into our curriculum and I think as Jeremy also said I agree with um our academic performance is really poor why add something
062else to the teachers plates um we're not doing a great job with what we have so why add something else especially something that I don't really see has a lot of academic value um I do see think that it has immense cultural value but not necessarily academic value um and and I just uh one of the videos that was on opi's website and then I'll be done here but I I think you can see where I'm going with this um one of the the commenters said I think we have to blame some of the problems that tribes face on racism okay maybe it it is racism because we don't want another group to have something that we don't have um I've never looked at someone who is not white and said I don't want them
063to have what I have or I don't want them to have the very best um and and you know the screenshot of that just a big it's just a big screen with racism written across it um and then it goes on to say as much as we wish it weren't so when different cultures Collide so that's assuming that cultures have to be at odds with each other that they can't live in harmony which is a lie um and there are disagreements between these cultures good old Mr racism is often to blame and that's uh that's part of one of the the high school um presentations on the OSBI website and so um I just think that right now is not the right time for the reasons that I've said all right are there other comments
064or questions for Alicia comment I make first is uh I I do have a lot of trust in the committee that put this together and Alicia um I think I would probably if it's an option to table it till June so that I can get my head around some of the uh topics ER brought up Jeremy brought up Darlene brought up I kind of meet with the good open so it's not a slap in the face to the to the group that put it together because I do have a lot of trust in them but with this being kind of the situation is I think that's what I'd be more comfortable with any other comments or I I should we make a motion to table it or do people want to have a a chance
065to talk before we make a motion and any other comments you want to make a motion to well I'll I'll inter produce a motion and then I'd like to vote on it roll call vote um I my I move that uh we do not approve this curriculum tonight and that we wait until such time that it is required by state law I would also vote that we table it at least till June that's a that's a different table that's a different motion than was just offered the motion Derek offered was to table it until it's required by state law if I understand correctly that's accurate um is there a second for that motion and if there's no second I'd just like to bring up a point of order that uh because this is a less
066formal meeting um a second is not always required and so I would like to have a roll call vote on this okay uh I I'm not a parliamentarian does anybody know if we're okay to do a roll call vote on this it is okay to do a roll call vote I want to be clear though on what your what the motion is because it's a difference between tabling and uh not approving there's a very large difference on that so let's be clear uh amongst the board on what they're going to be voting on first of all and then what the motion is so everybody is on the same page when they do take their vote would you like to clarify your motion so the motion is to um not approve the curriculum until such time
067that it is required ired by state law so we do not approve it that is the motion gotcha and is there anyone who would I I have a few things to say but would anybody like to I guess I'll start um before we have the vote there'll be a period of comment I guess um I I I guess I'm uh first of all not a K12 curriculum expert uh and I Rely Upon and I'm thankful for those curriculum experts in the room um who have de dedicated their uh their professional expertise to this project um and my impulse is to um put my trust in their work and their education and their experience um but also from me from a kind of a common sense perspective uh believe that um Native American history is American
068history and as uh Alicia said it's kind of a an attempt to balance the perspective um that uh that this curriculum is meant to not be the perspective but a different perspective uh on Native American history or on American history in general so I'm I'm um would encourage my other board members uh to um um to not approve uh Mr uh Iverson's motion are there any other comments ments before we have a roll call vote I will take the roll call vote and I'll start down at the very end with Mr Iverson Mr Iverson how do you vote on the motion presented yes Mr Morford no Mr Peters no Mrs Michael Mr katron okay so the motion fails um would anyone like to and perhaps Joe would like to make a a second motion or
069a different motion um with regards well uh I'll I'll make the motion um uh I move that we U because we've just recently received Community input um in particular the um the written input that came from Mr Duo uh and as Jamie pointed out there's a lot to get our heads around with this um curriculum and some of the issues complex issues as Alicia pointed out sometimes contr iial issues um and we certainly I I certainly appreciate the the the um the ability for people to have already reviewed this um but I feel like um I feel like I need additional time to review the material and to um to vote um definitively One Way or Another to adopt it so I'll make a motion that we table the adoption of this material until um
070our June business meeting I guess would any any would like to second that or we could just vote for it as well okay uh I don't uh necessarily feel like I am requiring a roll call vote but uh if we do need one we we will we will do that as well um all those in favor of tabling this adoption until the June business meeting signify with an i i all those opposed Okay so the curriculum is tabled um until the uh or at least our adoption of the curriculum is tabled uh until the June meeting and I I'd encourage um board members uh to reach out to Alicia uh and to reach out maybe to people who have been involved in the creation of this uh I think much needed and very important curriculum
071um to reach out to those people who are experts in it uh and if you have questions about it there's parts of it that make you UNC comfortable um that that you get some answers um and get a full chance to investigate it for yourself leash is it possible to get a list of all the books that you'll be using and any any other material it's in that document that's all the books we're using is that one that was linked um to it the if I can go back oh I don't have access to it anymore I can show you okay y I see it it has it's by each grade level it has which ones um you'll see one thing that I can I can also share with you guys is um in our
072because I had to create a document of everything we would purchase it'll say whether it's a student version or a teacher read alloud or a teacher resource so for example the book that you were mentioning the indigenous people's history that's a teacher resource so it's not one that we're giving to stud students it was a teacher resource for them to have understanding of things that are going on so um as I'd mentioned we at this time we weren't buying any books for a one to one with students it was all either read alouds or resources for teachers but I can share that with you the I do have everything that was from the viewing I still have in my office so if you guys do want to come go through and look at those materials
073you can just let me know and then I can set everything up because it it took multiple tables to put everything out so you can see prek through 12 but I have everything so you can go through and see what was available for the community as well as for the IMC from the work that the team did Alicia can I ask kind of a progress or process question so um there are certain books that uh community members have um marked as especially controversial I guess I would say is our role as a board to improve to approve the entire curriculum or do can we single out particular books to say we want these but not these I mean like I said I'm not the curriculum expert but um how would the process work uh if
074there were books that we thought e that seems like it goes too far that's new territory so I'm not sure I we know the process after it's been adopted of what people can do right if they there would be a formal book challenge that they would and it's it's actually different because this would be we we're bringing it to you as an adoption which means that it follows the process that a parent can then request for the St the material to not be used with their child so that would be and if it ends up being that the there's one book that the community it depends on the the L level of concern there is if it's one or two people it's just independent with their f with their child they end up being we
075had a huge amount of families we might that's when a book would be reviewed so there's a different process we've never had it where an individual component of has been so maybe maybe more reason to figure out give us a little bit of time to figure out some of those novel issu to this particular yeah and I do think it will be important for you to see what is resources for teachers what is it that'll be read alouds for students to have and then um or it like that teachers have as a resource for read aloud if they' like to too because I think um that that adds a different perspective than what some of it might be that if we were expecting students to read it or to try to interpret it as well
076I I also want to um mention that I had a chance to speak with some of my colleagues at the college today one who um created the curriculum for Western Governor's University for the class as well as the teacher prep class on teaching it um and I had a brief conversation with him today but he offered his services to anybody on the board so if you want to get in touch with him to ask what his opinion is on some of these materials um he's a curriculum expert um who's designed the teaching part of this for WGU uh and I think he'd be a great resource I plan on picking his brain and Dr Zant's brain as well a little bit and I would ask I think it is important for you to actually see
077the materials that were selected and see where what's expected so um on the information I provided you like we'll say it was unit one or the from third grade you'll see at the viewing the actual documents they're planning on using out of that with the V excellent and the reason we just did it is because of all the different links I couldn't put it up there it's part of that unit but you'll see the actual pieces that they're looking at because it's not always a full unit that they're even considering with it so anything else Joe just out of respect for Miss ozanic and her having to get to her presentation or her performance one quick question is I agree with a lot of what's been said tonight there's is an important element of American
078History um and as somebody who works and is on the reservation every day nearly um I see all sorts of things and some residual effects of um of that history my my more my concern is um the history is the history and some of it's really ugly and some of it um is less ugly and some of it is good right let's be honest um it's a mixed bag um my heart is for the people today and how this this education is going to influence our kids in CA um to be good neighbors and to make things better um for for themselves and for people in our community and so my my question I guess is how much this curriculum is focused on the westward expansion and the and the treaties and all the ugly
079stuff and how much of it is focused on um current day struggles and how um we can be good neighbors and just briefly I'll say is really K3 a lot of it's focusing on Legends and like salmon um even the preschool one it's being a good a a good neighbor is what part of what is what they do and just what are family tradition so a lot of that is when you get into the the intermediate and the secondary we already have history classes in there so they're just embedding some materials into it so we already do in e8th grade we do um a curriculum based assessment that has to do with Indian Removal Act and they've added some materials to that based on this so we already had it there is just giving additional
080materials so there there are some of that there because it was already was we were already teaching that right as part of it because that was one where they were removed from it um this is just enhancing it but uh developmentally the first part is salmon it's about family traditions Legends and what does that mean that's what the first four grade levels are about great thank you very much uh and I know Alicia has to be somewhere as well so we'll move on now to the uh thank you guys thank you yes oh and thank you very much for coming this evening uh and um again for um your efforts on this curriculum thank you we'll move on now to the student board representative report particular um our student board representative Elise ozanic uh has
081been working on a uh senior project I guess you would call it as a member of the board um and would like to uh tell us what her progress has been and to kind of wrap her year up and her time as a uh board representative um this evening before she has to get out of here as well where are you heading to Next Elise what time is your choir performance uh my call time is 5:45 so make this we'll go quickly yes thank you um okay so my decided to do my project this year on making faith-based resources available in our school um and it is a project that is very near and dear to my heart and I'm very excited that I've gotten to work with it um so thank you guys very
082much for giving me the opportunity you know it can be kind of a iffy subject especially when it comes to having that kind of kind of stuff in schools but so far it's been it's been very promising so um I wanted to start off with my testimony and how faith has moved in my life um just has kind of a backstory as to why I chose this as my project so for the first three years of high school was very rough um obviously covid was hard on a lot of people in my age group and there's there was a lot of struggle with that um and I like so many of my peers had some very fun side effects of the isolation that came with um social distancing and so that came for me personally
083with really bad anxiety and at its peak I was having about three panic attacks a week um and by panic attacks it's not like what you see in media it's not fun and like oh look at me I'm Different I have anxiety like you cannot breathe you can barely stand there is no functioning outside of just absolute Panic um but this summer I had the chance to go back to a church camp that I've have been that I've grown up with and the people there changed my life and I ended up getting baptized and getting the chance to be in the word and in my religion has changed my life in ways that I can't even describe because it would go way too long um but I wanted to give my peers the chance to
084have those same tools and resources available so my idea was that I would provide religious texts for students that were available but not pushed so right now we have a space set up in the library that has six student study B study Bibles and three books of Mormon um I wanted it to be something that was inclusive and something that wasn't specific to one religion and I wanted it to be a space where you could explore anything that would have the chance to help um and so the objective behind it was just to help out as many people as I could and if I change one person's life if I change one person's testimony then I am very proud of what I have accomplished um my plan is to start in the high school and
085I have a very close friend of mine who is involved in a lot of leadership at the school and she will be taking over my project for me once I'm gone and she's actually uh going to run for the student representative spot next year so I'm very excited to see how she does with that um so my plan was to find somewhere safe in the school that would be a spot that is frequented but not busy and my first thought was the counseling office but I wasn't sure if that would be a space that would be right for it so if you've ever been to the library at the high school there's a little Nook in the back right corner that has a table and some chairs and it's just kind of a little steady
086space um and that was the spot that I chose for this because it was a spot that was available to everyone um but wasn't like very in your face very flashy um I intentionally did this as a soft launch and there were no Flyers put up there was no announcements there was no there was nothing to be like hey guess what we have now we have religious stuff in our school come like be religious but it's an opportunity that's there if they want it and that's all it's designed to be so I wanted as many different religious texts as I could get my hands on and so far I'm starting with Bibles and books of Mormon because those are our two biggest religions that we have here in CA we have a huge Mormon population
087um some of my very close friends are Mormon and I know several others who are Christian or Catholic and things like that um so I'm very excited to be able to get to share that um it's very hard to be like here are my results for this project so so far that's what I've put put together and I have people set up who are going to continue this after I'm gone because I want this to be an ongoing thing and I want it to continue to grow after I've graduated um so some people who have been very important to this project uh first of all Heather Summers from Stone Church she was instrumental in providing me with student study Bibles she helps me pick them out she and Stone Church who are the partner for
088the high school um they provided the Bibles they did everything um and then Cade mcke who goes to high school with me and his Church of Jesus Christ of Latter-day Saints um they provided us with of Mormon that we got to add to the presentation and I would like to thank of course you guys for giving me the opportunity to get to share this and allow me to do a a project that I'm very passionate about so thank you very much nice job Elise um would anyone like to ask I know she's got a a a project another project to anybody have any questions or comments please overall would you say positive feedback resistance what what do you see both I guess from staff from faculty and from students kind of how have you seen
089it or kind of just no work um from staff there hasn't been really any word the only staff that I've really talked to about it are Mrs Ferguson and Mr steals who work in the library um who were of course very supportive they're both very supportive people as a general rule um and they were totally on board and very open to the idea the only word that I've heard from students so far was actually a really good interaction because I was telling someone about it and their first reaction was well what about the other you know religions like the satanic religions and all these different things that they are GNA take this so far and they're gonna think that it's a space for them too and I was like well it is that's that's the
090point is it's supposed to be a safe space so that you can explore any religion of your choosing and it was done very intentionally like that so that if you are curious but you don't have a family that is accepting to all viewpoints or if you have a family that's following exactly one religion or doesn't follow any religion that this is a place where you can find those tools and see how they can work for you and see what does work and your own individual beliefs so that was the only thing that I've heard negatively about it was that it might do exactly what it's supposed to do leise uh thank you again for your presentation it's uh a thoughtful work that you're doing a hopeful work for um especially when you consider mental health
091as I know it's important to you and your faith um I and I love the idea of expanding this of this growing to include native religions or indigenous people's religions along with um uh all of the world religions or religions that might be practiced in in CA specifically or elsewhere I I might encourage just a couple of things to think about a Spanish language translation for a student Bible or a study Bible um and uh to maybe leave a note in the uh study Bibles that you've written maybe a handwritten note with your testimony or with encouragement I think that might kind of be uh one of those little surprises that people who are in need of that kind word or that encouragement to keep going um that you're thinking about them and and wishing
092them the best as we do uh with you uh so good luck this evening break a leg and uh thank you for your presentation any other comments or questions I'm gonna respond to what you just said really fast um I love your idea of adding notes to the Bibles I have a flyer posted above um all of the books that I have set up in the library um explaining why they're there and who they can talk to if they have any questions I put my personal email up um but the reason that I didn't put anything in the Bible is because I had thought about maybe going through and highlighting verses that meant something to me or going through and leaving like sticky notes and stuff like that but I wanted the Bibles that were
093there to be for them and to be entirely their own in a religion or something that they might not have something of their very own I wanted that to be theirs completely so none of the Bibles have been touched have been opened they're still in their packaging I mean it's not like plastic packaging but it's like they have their little book cover on them so it is entirely their own but there is a flyer with my contact information and explanation of why it exists very cool and thank you for your uh friend coming along as well um I I it it as you were speaking as we've talked about this throughout the year I thought it might be interesting to see what other people in the community might contribute to this as well I I
094guess mainly because I thought of several different books that have been important to me from various world religions that I thought oh I'd love it if somebody happened upon this book in the library almost like a little Free Library situation um that that might be an interesting thing is to see what the community could bring to it as well great thank you very much this is your last business meeting correct Yep this is my this is my final presentation this is I a pleasure done great thank you very much it's been a really great time working with you guys it's it's been a pleasure to to get to be here and to see what you guys do behind the scenes so thank you very much I really much appreciate all the things you guys are
095doing and what I've gotten to and be a part of the past few years thank you Elise thank you speaking of Miracles by the way your brother's all right yeah all right Michael went through quite an experience recently uh lost in the woods for overnight and crawled his way to safety so more reason to to to have faith that there's something looking out for you right goodness thank you Elise making a full recovery didn't even need surgery so excellent he's doing great he's thank you very much thank you all right uh our next uh it item on the agenda is our student board representative updates which is Indy Indie you have any tidbits for us this evening I know you're you're thinking about a kind of a summary of what at maybe at our next
096board meeting our next business meeting you might give a pre oh at our study session okay so in two weeks is that right yes okay good anything in the interim sorry you have anything in the interim do you have anything tonight um honestly not much the school year is really busy right now as you guys know today was Jorts day at the high school so I wore my Jorts um yeah you guys all should be wearing Jorts um first the mullet and now Jorge what we'd leave that behind right I don't know um as for I don't think I have any other updates that I can think of yeah Indy you've been running the uh Instagram page for CA decisions and I just want to commend you for that it's so sweet and people are
097this is for high school seniors that are graduating saying where they're heading off to including a faer who's going to go off to horseshoeing College uh which is just an awesome thing um Indie is the curator of that and is just created an atmosphere that's been so encouraging so thank you for doing that you I appreciate it she make up her own yeah thank you so much all right uh I believe we've had all of our comments from the public but we're kind of now to if you didn't want to speak on that uh time of Memorial um presentation if there's anyone that has anything additional that they'd like to add as a public comment and I don't think we have anybody online that's going to comment okay and I've already read that statement so
098we'll move on now to the meeting minutes geez God man we're going here aren't we I know Sarah I know I'm trying all right yeah order pizza uh public uh let's see the approval of the meeting minutes I'm I'm assuming everyone this is from the April 25th 2024 and the May 9th um meeting minutes I move that we approve the meeting minutes as written uh uh any comments or questions all in favor say I I opposed all right excellent we'll move on to the consent agenda the human resources action sheet uh I hope you've had a chance to look at there's nothing necessarily too extraordinary on it if I remember correctly normal uh resignations and retirement still coming in slowly right right that'll help us with budgeting obviously speaking of budgeting our next uh item
099on the consent agenda is good payroll goods and services and um Chris do you have anything on that interest of time I think tonight I'm going to pass on those okay okay I I hope everyone's had a chance to look that over the next one on the agenda is the outof state and uh overnight travel requests there are three of these uh for this week one is for the proaction dance camp at Lake iggo the other is for the TSA conference in Orlando and the third one is for the FCCLA Nationals that you no okay FCCLA Nationals in Seattle um does anyone have any questions or comments about the overnight travel I had a quick question just general policy question I think it was the TSA group there's a female student without a female chaperon
100how do we get around not having a female chaper parental parental approval and then when you go to these events there are chaperons that are part of the organization that help support in those areas figured it was it just cut my eye double check the next next item on the consent agenda is usually an exciting one but it's I've looked it over and I don't think I'm going to get there at 7 a.m. this time no buses for sale no tractors for sale uh this is the Surplus um property declaration that's an annual um declaration that we make on um uh basically a school district yard sale um it's first uh a chance I think is it the district that gets first crack at it teachers in the District or is it other District so
101how it works the last week of June on Monday of the last week of June we have a teacher walkthrough period where teachers can come through and see if there's anything in the sale that they can utilize in their classrooms um though that happens the that Monday if they're interested in any items for personal use um they have to wait till the public sale on Tuesday we have private schools come in by appointment they get to go through and have first and public schools too if there's any public schools interested they can go through on Tuesday and then we have the public sale on Wednesday the last week of June gotcha so if the three-phase table saw makes it to the public sale correct it's up for grabs yep all right excellent right right exactly
102most often times thingers things are junk time they get there oh God no yeah all right uh the uh the next item on the agenda is a happy item there's a two donations that have come to the Amma school district one is a donation to the TSA travel um which will help offset some of the cost um from Lisa redf felt and the Viking crew for uh $2,400 um funding helping to fund that um travel request and the second is from the F or for the FCCLA that comes from Tiffany Minon uh um the legendary owner of coffee at Tiffany's she's donated $1,000 towards that and I I I know we have Career and Technical education on the agenda but it's just terrific to see uh community members getting excited about what's happening with um
103TSA and with FCCLA and being supportive of that uh all right without is anybody have any comments or questions about any of those clarify that those would be a donate SE what did I say yakma School District man that's bad end end of the year teach move there they need it more than we do yeah that's true that's true that's true all right so uh all those in favor of approving the consent agenda signify with an i all opposed right the consent agenda passes now we're on to the administration portion of this and we have uh Christy Iran here with us to talk about state and federal programs this is an annual report that we get um it is not going to cover dual language uh we heard from her earlier about that instead we
104are going to be challenged with acronyms I believe yesc I think so it's starting already there it is right there there you go um so the state and federal programs that I oversee are are listed there and we'll just quickly go through some um and then for sake of time uh we'll probably go a little bit quicker a lot of the slides are the same and a lot of the funding um what we funded this year is the same as last year but I'll point out what's different and then I invited um our pack uh members for migrant that will be presenting as well towards the end um they've done a lot of work this year and I'm really proud of them so I wanted them to be here to present to you as well
105so um first off a lot of the revenue that's generated for state and federal programs is um funded by student student enrollment that generates those funds so uh poverty data and uh we look at for um lap and title uh then to go further we look at academic need to serve under our lap title or our lap dollars our title dollars are schoolwide where our poverty rate is high enough to where all buildings are schoolwide funded um and so we do a lot of Staffing out of there that we'll get to and then lap we go academic need and we focus mainly on um on small group instruction then our home language survey is what we use to qualify for title 3 and tbip uh so that's the transitional bilingual instructional programs and so um
106our home language survey we look at to see which students um have a language other than English either at home or as their foundation in their home and then for migrant we go through an identification and recruitment process that goes uh looks at a Certificate of Eligibility to enroll students into that program um so our poverty rate right now in CA you can see has changed um drastically and for lap we go off of a three data uh point and or a three-year average and our uh currently we're C eligible uh that means schools that are over that 40% threshold are required to be involved in C versus uh low and red or free and reduced uh lunch and so this means this uh this is the program where we're allowed to provide free lunch
107to everyone who attends um but we also fill out a family income survey to verify the poverty data from the sensor Bureau to make sure that we are not above what they have recorded as their estimation and so we do that family income survey to collect more data and to see if we've met those requirements um for the for the state and and and federal um requirements so Title One Part a um a lot of things that we fund are for classified and certified Staffing we have to do a parent and family engagement component uh we also have done uh funded some of our PD for our Equity work out of there and we have a set of sides that are required for mckenny ventos so students experiencing homelessness and then private schools anyone in
108our attendance District attending a private school since we're Title One schools here we have to provide them funds to serve their students that live in our attendance area so that's a set aside that we um I I allocate and work with private schools to to spend um so Title One Part A is this is a just the breakdown that you see all of those category categories there and and how much is spent in each one um and then that 3.2 for family engagement those funds are actually allocated to the building the building generates those and then um and then we push it out to the buildings it can only be used at those buildings and so what you see on the next slide is that 3.2 broke up by building this is a carryover item
109that can only be carried over and used at that same building so that's why some buildings are bigger they may not have used it for a couple years or the previous year and their dollars are carried over but it has to be spent by that building um so we try and use them every year um but we do have some carryover which makes some pots a little bigger our lap uh learning assistant program which I said was dedicated mostly to small group instruction we have go times is what they call them for Math and Ela at the two um foundational buildings our intermediate building calls them walk to read and walk to math they also have a Comm our leier which is the Spanish version for dual and Spanish interventions as well that walk to
110read um Middle School does this through Humanities uh they um they allocate some all it's almost all Hands-On deck so uh peras our uh special education teachers our interventionists um our lap interventionists multi interventionists they all go to grade levels and and are allowed a certain time and they just uh it it provides an environment to um more adults and and lowers that student to adult ratio so that we get some small group instruction during those times high school we focus lap um allocation to a lot of the credit retrieval efforts at the high school so you'll see the numbers there and how they made impact in trimester one and two um and then of course they'll continue that work for the end of the year and their summer credit retrieval efforts as well are
111paid out of lab so the boot camp is what when do those happen during the school year they happen at the the mark of the trimester so right after the trimester they run a boot camp where um everyone who's credit deficient can really those are about that course and to try and improve that grade in that course so taking that incomplete and and improving that before it gets to their trans before or after school I'm trying to remember how it's structured after school programs and then at the end of the school year this year there's going to be so or yeah I don't think they're going to run a trimester 3 boot camp but what they do then is um they do it more of the summer school retrieval and so we run the three-week
112uh summer retri or credit retrieval that lap will also pay for but they're not doing that after school for tri three right right thank you so um all of this is the same as last year except for the top bullet last year was math PD this year it was priority standards PD so a lot of our teachers got extra hours to make sure that each grade level was um teaching and planning around P priority standards and then our title three and tbip is all the same funding as last year we haven't had any increase really in those pots of money and so um those are these things that you see here are really kind of required to make sure that we are providing services for our U multilingual Learners and then of course we pay
113for um our multilingual learner interventionist there's one at each building to help do that support push in um we do have multilingual Learners that are not in duel and so our interventionists push in and support those students that are not in dual program and then we'll move on to migrant um this year we had uh Norma Barrera who was hired as our migrant student Advocate she is a district employee but housed at the high school she's done a lot of effort in that credit retrieval Avenue and then of course we have Edgardo uh deat to who is our family services coordinator he's our everything migrant um so he does recruitment he does some of that MSA work um K8 and so um so he does it all even translate or interprets um is he being
114modest right now as he translat he will he will all right well he will um so our migrant program one of the requirements is to have a pack a parent advisory committee and so we have some members and and officers here tonight tonight but one of the annual or some of the annual tasks that we have to go over bylaws and budget um we have to do A needs assessment to evaluate the current needs of our Stu families who are mobile and the student needs of of um students who are in families that are Mobile sometimes our students are moving on their own if they're in the upper grade levels and and doing work over summer which qualifies them as well um some of the services that we had this year we provided school supplies
115parent and family engagement activities we've done hidden and plain site and QP PR for our migrant families um we have done uh we got a extra which I think is on the next slide grant for mental health that we um qualified for and got extra funding for um and we've provided a lot of leadership opportunities for our students they see some pictures here of some of those things we've visited um CWU and ybc and we even took a group to Evergreen Beauty um college or um School what is it yeah training I don't can't even remember what it's called now um but we took a group there uh that was part of Norma's work to to help them with their passion of of beautifying people um then we did strengthening families again we had the
116same we had eight graduating um students and this is a class that just helps them with communication between a teenager and their parents some decision-making skills just building that confidence um we did a apply and get an extra 20,000 above our migrant funds to really focus on mental health so everything we did this year in our uh parent events was all around mental health um whether it was resource fairs or our um social emotional learning type of activities or clubs um and then providing Mental Health Services for tier three students um that need that extra support um and so to just testify to some of those things we have some people that would um I would love to have present and you guys can come up to the podium whenever you see your name alvita
117Figaroa is our migrant pack president and she is going to talk and then we'll have Edgardo um trans or interpret so they'll walk up together welcome alvara uh we're glad that you're here this evening I am the P's president and here I have a couple questions that I'm gonna answer one of them is what does it mean I have 32 years living here in unfortunately I did focus on my work which was work and I didn't take time to focus I am a parent of five children and all of them have been raised here in Sila and I have seen the progress that they have the progress that has been made with and I want to be the voice uh for my my people and I want to let them know that there is more
118support for unfortunately my community sometimes is not informed about all the then the question I'm going to ask is how do I get involved so I get involved by looking at the need [Music] of so in the pack meetings we get together and we share feedback on what we have seen in the community and one of things that we have said is that we see a lot of need foral because there been a big a gr grow in the suicide rate it's it's a a big challenge for children just the change in their lives changing their lives in trying to engage in the and us as parents because SCH truly we don't believe in mental health and and that's why it's fine for me as a parent to let other parents know that that is
119something real and it happen and why an advocate I advocated to bring more awareness of mental health and other topics such as discrimination and because unfortunately that's um as a parent uh my three children they are now graduated from college graduated from college and back in the day I didn't have this support on how to fild out like the fast and now we uh we have I have brought that as an awareness that we think most get um to help others so my four um child um he C Washington University and he better support and he knows better what supposed to my fif fifth child is in 10th Grade and and there is no excuse now he has all the tools and support so he can uh get scholarship and go to college I want
120to tell my community that it's possible you can do it with the support and getting ready and with anything that I what I could do is to notify inform and provide awareness to any friend neighbor anyone just to um I not longer working uh in the field so I decided to get my G I got my C and I'm working as a b gracias thank you Alvar and then next we have a pack member graciella bua and you want to go up malie you go up with your mom and then um mie is at the high school and and she's been one of our Pack Leaders and she even serves on the pack to help make decisions as well well hello good afternoon my name is graa veret and I am a pack officer on
121the migrant program and the question I have was how was the support of the migrant program made you feel as a parent the support from the migrant program has made me feel safe and confident about all the assistance they provide to our migrant Community especially to the families that up moving here finding themselves in need of food or housing thanks God when I move first moved to this country I didn't have that type of worry but now thanks to the existence of this program I realize all the support that is provided and that is available to our Hispanic Community as a parent I feel confident because I know that if any given time my daders need help with anything related to school or with with their health then the migrant program will be more than
122willing to help us just in in the same way as I am willing to help as an officer of the migrant program of the pack I'm sorry and the second question that I have what are you most proud of what I am most proud of is what my daughters have achieved to this date along with the program one of them went to compete with the FCCLA Club from high school to Denver in the state of Colorado she won silver but for me was wor gold we were able to achieve all this all this with the help of the prog migrant program and I am very proud and very grateful for all the effort she puts in everything she does same as I feel for Christie and Edgardo and all the pack members and all the
123s Sila school district for being there when we need them thank you thank you so much use my English but I'm nervous did I was do do it in Spanish but I want to try my English in front of all of you and thank you so much we're proud of you yeah I know and then next we have Maria Jimenez and she is a pack parent who has some similar success stories with her boys so I'll have her talk as well maybe can I yeah of course the upside down W okay you can just set it prop it up in front of the yeah right there yeah perfect good evening my name is Maria Jimenez I am a parent of um the mother of four boys that are doing just great they're thriving they've always
124been uh part of the migrant program I am a seasonal Farm worker apples cherries thinning asparagus back in the day um even I did the D to dream Academy in Eastern Washington University Sunny State High School well I have um a question here how has the migrant support made you feel as a parent geez where do I start with that um I just moved here to cila two years ago um where on our second anniversary it was kind of intimidating starting all over uh we moved here to be closer to yvc for my son Oscar bottom left I believe yeah anyway the Sila graduate so I have two boys in the Sila have had well the one that graduated last year and then Roberto my young one um he's in 11th grade he will um
125be headed to the US Naval Academy summer seminar which I shared with Edgardo and Christie and um geez the program has helped us tremendously from a requiring Services um even when my son Oscar who already graduated um we needed to be closer to YC as I said but we needed help with the books you know to get started and so forth and you know thanks to the program uh that helped a lot and and relieved a lot of the anxiety and you know stress of like oh geez where do I where do I start all over with my boy boys and stuff but yeah and then I have my older way up at the top he also um going to be finishing uh Western State University for Chiropractic five years WSU and then I have
126my son David he menis uh that graduated in 2018 from sunnysight high school and went on to Stanford for one year he's a Gates scholar I'm a mother of a Bill Gates m scholar kiddo very proud of that and um and then he went on to the US Naval Academy because he is determined to be an astronaut one day he's got six years of education already and now he's at the flight school um Pensacola Florida all these of my all my four boys have been two apple orchards apple orchards um Cherry Orchards thinning Apple proning grape you know all that stuff but I'm proud of that you know and so uh back to this okay what are you most proud of geez um that they are thriving in their education um for their uh careers
127one day where they could you know be part of community and living their dream yeah and that's that's that's what I have thank thank you we were gonna have J Su as a student um but she couldn't make it tonight so Mau is gonna just say one um quick thing that you that migrant program has helped you with in high school level yeah okay hi so my name is uh myy Falcon I'm a sophomore at se high school and um I'm also a migrant student leader so my two questions were what experiences have you had as a migrant student leader and what are your future goals um so to start off I've been in the program for about three years now since the 8th grade math yes so um it's it's been very educational I've
128learned a lot more about our district and my culture and you know my people more than I thought I would um I've been able to help plan you know the events that we have like our our back to school night for you know our Latino Hispanic Community um our Christmas you know posadas which is another cultural event that is very important to us and our uh Theo uh event too which is the day of the kid you know to celebrate um important events that we celebrate so um I've had the opportunity to help organize and you know lead those um I have also had the opportunity to attend dare to dream I have I went to the University of Washington last year and I spent a week there and I got to earn a half
129credit just being there and learning about the campus and a lot a lot of sorry this this program has really helped me with learning about what I want to do with my future um my future goals are to go to medical school and become a pediatrician so I have a lot of school ahead of me and for you know that kind of schooling you have to know where you want to go and I have to I have to tell you when I came in here I was like I don't know what to do I don't know after I get out of high school where do I go how do I achieve my goals and thanks to this program thanks to Edo and everyone that leaves this program I am setting my sites on going to
130the University of Washington and getting you know my bachelor there um getting my Premed degrees and all that and then attending um you know their medical school there or Pacific Northwest here in yaka and thanks to you know Dare To Dream thanks to the uh Rising together conferences that I've been able to attend and just all these opportunities that I've had through this program has really helped me figure out what I want to do with my future and I'm just very thankful for that thank you christe before you close I just want to say thank you to everyone who spoke this evening and the theme of Pride was so clear as one of the questions obviously but I could you could just feel how proud you are of your children I want to point out
131I'm I can speak for your children they are very proud of you as well I just I just sense that I see it here in the room um so thank you very much uh for being here um excellent excellent work I've got one quick question for um are you currently taking English or um if not where did you learn English okay [Laughter] okay great thank you so um I know it was a little bit longer tonight but I wanted you to hear their stories so thank you for for for that tonight for that opportunity so I'll just leave it there for questions and if anything was n answered throughout tonight on the other slides just you can reach out to me and i' I'd be willing to meet with you later on as well it
132was longer Christie but it was worthwhile okay oh I was like what's coming next no no that was definitely worthwhile thank you very much yeah incredibly inspiring and uh we're proud of your students as well definitely in the sea School District thank you Christie and thank you again for being here this evening to tell your stories uh our next item on the agenda is the CTE and choice programs annual report again this is a report that we hear every year I think we've bumped it a couple of times or we've missed uh missed our chance to hear from Jeff uh if I remember correctly at least once right so we're excited to hear uh about the progress and the um the work that's being done in CTE in the sea schools and I'll let Jeff
133take it away so I Kevin promised me I had an hour and a half is that right uh obviously not really you may we don't yeah yeah well I have basketball practice happening right now so um no I'm I'm thanks for having me uh I was supposed to present last month and I got bronchitis so uh here I am really close to a microphone so that's always a nice thing um my my goal today is to give you a kind of a 40,000 foot View of um the really Innovative programs that that we have um our our programs in SE are true Lighthouse um true Lighthouse programs across the valley um we are leaders in in in these areas uh Pathways dual credit College in the high school and and our CTE programs are and
134I'm not patting myself on the back I'm patting our our teachers on the back and our students who are doing a phenomenal job um I just get the the pleasure of presenting about um their work so um you know our mission in in CTE and really in our future ready is all about preparing students for their personalized future uh it's not a future that we're determining for them uh it is based on their needs um and we have some sort of uh bumpers if you will to to kind of align things as they go and I want to talk about some of those things so one of the first things we do is we ask this question what would education look like if we wanted to best prepare every single one of our students for
135their future not a future that that we say this is what you have to do not a future that worked for me um not a future that may work for their parents not a future that may work for business but let's look at what they're interested in and let's ask lots of different questions and have lots of different inputs um one of the things I like to say and you'll hear me say this is like the programs that we offer are not your grandpa's W wood shop so when I was in school and and when you you were in school and when our parents were in school it was uh it was college or career uh and that's just not the case any longer it's career everybody's going to have a career whether or not
136that stops off in college or not um and so when we when we think about like a wood shop for example we're doing things in there which by the way actually our wood shop class is a Central Washington University class four credits no big deal um but we're doing things in there that we wouldn't have even dreamed of doing in Woodshop when I was in school we were building toys they're doing things in there that are aligned to Industry standards they're doing things in there that are aligned to what business is asking us to do they're doing things in there that are uh are meeting industrywide engineering standards right so it's not just like hey I'm gonna whittle a baseball bat or I'm G to make a little peg game where I you know I
137jump the little pegs we're not doing that they're doing things that are Manu ufacturing driven um and are driven to industrywide standards so it's you know you you hear the word rigor like throwing around in things these are often more rigorous and we're actually it's sort of like a Jedi mind trick we're tricking students almost that don't tell anyone we're like doing the math in wood shop at a more rigorous level often than what they're doing in like a traditional geometry class right and it and it's you can see it you can see the student engagement when you're in there with the students um just as an aside not your grandpa's wood shop uh so what we do is is we combine the rigorous learning opportunities with the outcomes that are driven by business and
138industry and postsecondary Partnerships so um how do we do that we listen to all these people so part of what I'm required to do as a as a CTE director is I'm required to meet with business and and Industry I'm required to meet with colleges and universities technical schools I'm required to take labor market data with every single class we're offered I'm required to listen to labor experts into determine what classes and courses to offer I'm required to do all of that why isn't all education like that like what if we actually listened to our business and industry experts what if we listened to college and university Partners on a on a yearly basis or or hopefully more often to inform us what we're doing in all of our classes in our algebra classes in
139our geometry classes in our English classes we could and we have we have a perfect a perfect method to do so and we in CTE we call it the GAC General advisory Council um and and we meet gosh at least once a trimester um but we meet regionally as as CTE directors um with our Workforce we meet with them uh every month so I wanted to do a quick highlight something that we've changed this year that you haven't seen this is hot off the press um I've only shared this with a with a few people um but we have a a program called work site learning and in this program uh students get one period off but they're required to have a job or an internship where they're actually applying the skills that are based
140on their pathway um and in this program you'll see uh we have some it's a two-minute video so that hour and a half was a joke um but you you'll see some some business partners and you'll see some student voice uh and they'll tell you about their experience so hopefully we have volume it's real loud e e so that that program is overseen by Scott RAR many of you probably know him um he's phenomenal at at his job uh he's constantly uh as an example um we started we're starting a new class next year it's home healthcare aid um it's a incredibly in demand job um and it's a it's a position that um the Department of Health and our local industry said hey we need employees we need we need students to who are
141able to do this um and so we we started this program um starting next year it's taught in our health science pathway student students can get this certification and immediately have a job Scott has already found every single one of these kids a position um and he's I gave him a name of another company on Tuesday and by Wednesday he'd already reached out and met with that company um to determine if they had a placement for some of our other uh interns so um you know it's it's something that we're very very proud of and we're we're leading the way in in this regard we have more work site learning students than anybody in the valley um and in fact I shared that video with with three of my U kind of CTE director colleagues
142and and they came back with a list of questions how are you doing this what are you doing you know how did you reach out to these businesses and honestly some of it's Scott right I mean you guys probably know of him or or know him personally um but Howard's Howard's drugs our students in our health science pathway are getting certified to be pH Pharmacy assistants Howard's drugs need they need that it's a very high in demand position and what's going to happen is those students are often going off to be pharmacists later they want to go to four-year school um so what they're what they're doing is while they're in school they're going to work as Pharmacy assistants so we've provided them with a job and a way to get income while they're in
143um their fouryear school um and then later on they'll have all of that experience as a pharmacy assistant as they become a pharmacist um so just incredible opportunities for students je you might have asked a question in the middle I would love it so student goes to high school and bton helped us make a decision with my daughter on College classroom when a student comes to the high school and I know that we're going to start CT a little bit more robust in the the Middle School B how do you make how does that you know student make that decision you know in regards do do I want running start do I want college in classroom CT CT compete with college in classroom compete with you know how does a kid 14 15 years old
144kind of get in make a decision for him Jamie it's a great question can I can I table it until I I'm gonna show you because it's to me that's that's the most important question um when we first started uh Pathways work like right there um what 2019 is really when we started talking about it we used to have a colle a university bound pathway um and the UN University bound pathway was where we stuck all of our college and the high school classes um but what we started seeing was it was limiting options for students and the the other piece was we were still seeing it through the lens of college or career instead of everybody's going to have a career and these classes will all prepare them um for whatever is next um
145so what we started to to do is to really think about I'm going to skip ahead is that okay multiple on-ramps and off-ramps so if you look at the these nice tree images behind you so every uh every career every career pathway as we call them has multiple on-ramps and off-ramps both for professional careers for technical careers and some that are just entry level so to use the the example of a pharmacy assistant that's an entry level actually it's more like technical level um but it but it's you have some technical skills you have some uh certifications that will allow you to get a position but it also has it it continues on you have another onramp to continue on with your education to be like a pharmacist which would be considered like a professional
146career so by getting that information um getting that knowledge while they're with us in school they're able to not only start through that pathway but also continue and then I'm going to talk more about like the college and high school credits and all that too uh just I'm gonna just go over this briefly so here's our growth over time um you guys have heard this before but we are still the largest FTE um CT program in our Valley um and that's you know obviously divided by the number of students in our schools um but we are the the largest and you can see some of our big um jumps and I have arrows there pointing to that's when we implemented Pathways uh that's when we started implementing things at the middle school and then uh
147Christy and I partner really well with with dual language and some of our things we do there I'm not going to have time to get into that one today sorry we could be I we could do this for a few hours um the other thing that's nice about about CTE um is that over time we've we've been able to um get an incredible amount of grant funding so uh this year we're actually that's a little bit low we're over $600,000 of grant money um brought into the district this year um and that's intended to grow our grow our programs um help students with um for example we just uh our meta Club is is on a college visit right now or today they're probably they're probably almost back now um but we were able to
148fund that um so that students could go get some College college experience they went to Oregon in Oregon State um so we're able to do things like that for students that are a little bit outside the box without without it hitting our budgets right so um we're we're able to do that CTE um we are very fortunate that it's funded at a at a higher rate from the federal government um but it's also highly supported with companies like Boeing so um I know Boeing doesn't have a great name right in the news right now but um we've been fortunate to get a a Boeing Grant um through core Plus each year that that I've been here um this year we got 19,000 but it averages about 55,000 a year um to help um students get
149into kind of the metal working type type of careers um and to the college level as well well yeah uh so here are our Pathways I'm not going to go over this in great detail but our newest one um our pathways are driven by student interest and business and industry support so um not Art and Design is our newest pathway we're seeing a huge spike in Art and Design um so it's it's kind of combining the the digital art as well as physical art with the marketing side of things um so as an you guys ever heard of Funko Pops these things that kids really like to me they're just like a plastic toy um but in the Art and Design pathway U they just finished uh the computer science students 3D printed a Funko
150um the art students designed it in their own likeness and then the uh digital media took pictures of it and the marketing students created the box for it so a multi-pathway um and it's a massive skill um actually my neighbor worked works for Funko and she's like hey we might want to hire some of those or have them do like a remote internship because it's a a Westside company but um just real life tangible skills that students are getting through through these Pathways I already kind of highlighted Health Science a little bit so let's talk postsecondary credit so part of what I do um as a director of future learning is you know think about what's next for students think about um whether that's University whether that's two-year School trade school military straight into the
151workforce my role is to to look at all of that um and one goal that I've always had and you guys have heard me say this before is is getting more College in the high school classes um we currently offer um this is hot off the press we've just been approved for a bunch of these classes we have 202 um college class college credits available um at se High School um we were just awarded you can see there at the bottom um maybe you can't well we have asl1 asl2 intro to digital media um Grace's Anatomy which is an it's an anatomy class um as well as child development are all now um approved through Central for Central Washington University Credit so we have 101 credits through Central Washington University um this year 1660 credits
152have been earned um by students in CA um that's the most in our region in including Ike and Davis which are much larger populations um the thing that we've found in talking with uh college and the high school 57% of our college and the high school classes are CTE so it's not college or career it's you're doing them along that same pathway so um as an example our education pathway every single class in the education pathway is a credit so you exit that program with something like 28 different college credits just in the education field oh and by the way you can get a direct transfer AA degree while on our site so kids don't need to choose running start at all they can do it all here get the high school experience as well
153as getting that AA degree for free I for got a question there yeah how much heavier of a lift would it be for an as um I would need a willing partner um so the the direct transfer AA is it's through yvc so their credits how you have to do it is you have to have a certain number of credits you have 30 of your credits have to be through them um so that's that's one kind of nuance piece with that um we would we would need more yvc credits in The Sciences um so we're we have like gry Anatomy is a central four Credit Central class but it's also a uh well technically it's a six credit um yvc class so we can count that in multiple places um but we it's really hard
154to get a science chem a chemistry um College in the high school because of the lab components so Central doesn't doesn't like partnering with that we've looked at um partnering with Heritage might be a little bit easier but then you get into the transfer and how the credits transfer and all that um what I'm really trying to do is to get central to offer us their AA degree um because then what we could do is we could have a kid so so this direct transfer you need to take um one or maybe two depending on what pathway you are classes that are online um but through Central we wouldn't need to do any of that because we have 110 credits with them already um because of the way the the law works with the the
15530 credits the AA degree good question I mean I want to yeah I feel like you're calling me out from a ybc perspective right now I I will say this is being pushed there you go that that that the administration at yvc would like to do this I think there's a lot of push back from faculty to be uh blunt about it I'm not sure uh the other thing we do is is is we work on uh one one of the things that I I sort of laugh about is when we when we you know hear the hear the comments about about rigger um you know our uh CTE classes are required to use the same exact standards as any other class like it's actually we have to submit like our syllabi basically it's called
156a a framework we have to submit it to the state and they have to approve them so we have to prove that we're actually using those same standards it's not less than it's not easier it's just like a Jedi Mind Trick we it seems easier because it's way more engaging right it's it's things kids might be interested in in the future um but another reason I sort of laugh is kids are getting industry adult level credentials while in high school so if our industry and our business partners are saying hey you know this is what it takes to be you know a to to get a a drafting certificate and our kids are getting that what more R what more rigorous activities do you need right and so um this year um up to this
157point it's actually plus 10 because we have a bunch of uh students who just got their FA FAA drone certification this week um but I mean that's a that's a lot of Industry credentials earned by by students in CA so I'm super proud of that um and it it's that's been a that plus plus dual credit have been a big push of mine um and our staff have responded they they've continued to push and to add and to get the extra training required to be um certified by those colleges and certified as a as a credential earning um class I'm not going to click on this if we had time I was going to click on the website I think if you have the link to this if not I can send it to you
158but there's a you know I have a future ready website where you can click through and you can look at the pathways what classes we offer um and it actually links directly to our course catalog so you can see what those courses are if you're interested um pretty proud of that any questions kind of CTE dual credit um before I talk a little bit about Choice okay um so as we're thinking about the the future needs of all students um we have some updates in our in our choice programs and some things we've learned along the way so as you might recall we used to have a program called Big Picture learning um it was a a a program that was based around um essentially Project based learning for for for students for a small
159group of students um and we moved that program to the high school and we've adapted it and kind of made it our own and what we found in interviewing our students and interviewing the teachers in that program is that you know what our high school is kind of already a BPL we have Project based learning all throughout and students were saying hey why would I go to a full day program program when I can get pockets of my interest level throughout the day in high school so what we're doing is is we're modifying that program um we're going to have a hum's block um so instead of uh it used to be we had a Humanities block and a stem block and in that stem block what they did is they did their obviously they
160did their their engineering they did their science they did their math but that's also where we're very strong in CTE right we're we're very strong in all of those areas and students were saying hey I'd rather get my I'd rather go to this Gray's Anatomy class or I'd rather go to this this animal Sciences biology class and learn through there but what we don't have is we don't have alternative options for English or history so we said okay well we'll continue that Humanities portion we'll just embed it into the school day so now it'll be a a class Peri or two class periods at the high school um but it won't be a separate its own program it'll just be built into school day so that we have some different options for students who need
161um a more integrated approach to ELA um and history the other thing we're doing is is we've brought back uh or excuse not brought back but we've brought on on a new online partner so we've previously been partnered with Pearson um Pearson um if I can be blunt was a very expensive partner um we were required to have our own teacher on staff um who ran some of the the Washington State requirements for a program like this called Al I won't bore you with the details um our new partner is called Greenways Academy um and it's it's a much uh I would say a much better partner for us um we are not required to have our own teacher attached to it they have a teacher who does all the Washington State requirements um through
162their program um and uh one of the beauties of this program is it's a talk about this publicly right it's a 50/50 split of FTE so it is not uh Pearson was much much higher than that um plus we had to have a staff member attached to Pearson so um it's a more much more fiscally sound method to getting um online education the other thing is that uh Greenways Academy partners with multiple different online organizations um and so yeah they they partner with uh countless different um organizations so Pearson was one online provider Greenways has multiple that they that they partner with so that students can get what they need um based on a multitude of of of of methods it really allows us to individualize the needs of the student and then put an
163academic plan together for them that that fits to them whatever that they need whatever is going on in their life whatever time it is it is so what we what we believe and this is what we we anticipate happening it becomes very flexible uh to meet the individual needs of students and we really were struggling with with programs that were so rigid and so cost prohibitive and couldn't be adjusted on when we need to and that's when the kid needs it we need to be able to be able to provide the program right now and that was not happening this also allows us to expand uh opportunities for or uh online or virtual schools that parents may want for their children uh in ways that we weren't able to do so in the past so
164this this is a much bigger menu of options that fit the needs of individual students or individual parents um so we're we're very hopeful that we have a one one place location to have all kinds of different we call Jeff and his team call them Choice programs you may re hear them as alternative education programs or Al programs this is really what that's about we like to term of as Choice programs because there is Choice involved in in taking advantage of these programs Jeff what are our numbers in the online exclusively online program or even partially online yeah currently uh we actually shuttered our 912 program there was a lot of um inflexibility with with our previous provider um we have 32 currently um K8 and then we have a few that we grandfathered in
165from the previous um system that are still with us um so we have a uh two um at the 912 level um me most of them will be continuing on with our new system um but we're also we're opening it up now so um students basically can come to us 912 and say hey I'm interested in going online it might be a need I have temporarily it might be a need I'm I'm interested in trying out um we didn't have that this year in years past we had um 45 to 50 students K12 um so we're anticipating at at least that um moving forward the other piece that that we're adding is uh we've been approved by OPI to be what's called an open doors provider um open doors is a program that is a
166a GED program um we currently partner with ESD on that um this year we sent 38 kids to to ESD for open doors um which I'm sure Chris could tell you how much FTE that that is um but here's here's the reality is that this provides another Choice another menu of options as Kevin said another option for students to meet their future goals right um so not only are we now an open doors provider so we can provide those services here for our students but we're also going to be a GED testing site um which we actually just got that word this week so I've got been going around taking pictures of everything they make you take a an obsene amount of pictures of where you're going to test people and the Locking cabinets and
167all those types of things but um we believe that this this gives us a a much better menu of options for students as they're thinking about their Futures and as they're thinking about what's next um so so on online partnership open doors CTE dual credit everything's intertwined to find that best fit for students to help them find what's next and to help them connect their learning to post-secondary outcomes um so super proud about about this progress um I think that that we're on the right track and and leading the way for many in our region to to look to us and say hey how are you doing this how can I kind of pick your brain ask questions and and maybe write on your coattails a little bit I also want to we add one
168thing about open doors that open doors has a component that it it's really about trying to re-engage students who have dropped out of the system or left the system open doors allows us the opportunity to maybe go find those students re-engage them getting back into the system obviously they're probably going to be very credit deficient and telling them they need 20 credits to graduate is Not Practical it's not reality for them at their age but to give them an option of that hey we can support you and prepare you and actually provide you the services and the testing environment to get your GED and for that specific student are those circumstances that may be exactly what they need to be able to progress and move forward obviously the GED program is not for all students
169uh but it is nice to have that that menu available when those students need those Services we have found that I think our students um for the most part the high percentage of them enjoy going to the public high school and what is offered there which which means the the number of students participating in um in a virtual type of education is probably less and less um the you know our homeschool population of students who Cho who families who choose to homeschool um they have consistently chosen to homeschool uh we are going to advertise to them as we have responsibilities to reach out to them every year we're going to advertise some of these new programs and and let them know about the opportunities specifically at the middle school and high school that may be
170a struggle for them in their systems to be able to offer some of those opportunities so the idea of college and the high school options the idea of CTE based options the idea of choice programs that may be something that would entice uh those homeschool families or some homeschool families to to re-engage with the public school so their kids have some of those uh opportunities so I I've look at if time allows I have all these things for you do you have any questions for [Laughter] me I would encourage you like I've encouraged you before is to reach out to Jeff and get the real details of these and then if you have the time and opportunity just go see some of these in action um we're obviously you can tell that Jeff's very proud
171of them and I know you've heard from teachers and and administration but it is it is it's a different look when you're seeing the students engaged in in these type of courseworks and and the teachers as well involved it's it really brings it all together so if you have those opportunities you can make some time uh whether it's the remainder of this year or the beginning of next year I would highly encourage you to do that Jee I know you gave a lot of credit to your teachers which I rightfully so but I also know it takes T of energy to do what you do and kind of make sure it's focus and stuff and so we really appreciate what you do CT comes up quite a bit throughout our year of meetings and stuff
172and your name's always out there is getting a grant or innovating a new program or what have you so thank you very much and kind of crazy between yours and Chris's uh uh presentations I mean we had students talk about wanting to be astronauts students wanting to be curators students uh pharmacist and chiropractors and stuff and so you know it does tell you when when you hit the student level that you guys are getting to and open their eyes to some of these experiences they could have and OPP they have that it's out there for them so thank you both for that thank you any other comments or questions um I'll just add that um sometimes when we have reports I'll I'll ask or I think I asked at a community forum who in the
173district is doing this right who who do you look for as a model for whatever they're presenting about and uh it's obvious that the work that both of you are doing is a model for other schools in our area so we're we're uh excited about all that progress proud of our district and the work that you're doing for us so our kids are grateful for sure thank you very much just doubled and then doubled again the amount of funding we've got hey I don't know I can double that we don't expect exponents uh exponents uh every every year all right uh thank you very much again our next item uh on the agenda is actually a series of items that are annual um resolutions that come up as kind of U um a matter of
174uh of yearly obligation from the board the first one is the resolution number 20 24-3 which is the WIA delegation you can see from the link that's provided this is a Schoolboard resolution about being a membership of the WIA uh do we should we vote on these individually is that what we need to do or do we think we do them one at a time okay we'll do if that's all right approval yep all right the second resolution is the authorization to employee supervisory personnel and you can see for that one there's a list of names that are um we resolve that these individual s are uh uh able to be supervisory Personnel from Joe cgart Frank Reno Lor ozanic Greg suden Stephanie Henry Christy Iran Hunter system Jeff Cochran and then uh in addition
175to that a number of um building level uh faculty and administration as well uh Kevin do you want to tell us a little bit about why we have to do that one you're you're these are basically your approval of employing them providing them contractual agreement authorization for the for the upcoming year correct and then under Administration item e is resolution 24 20 excuse me 202 24-5 authorization to employ nonsupervisory certificated personnel and these aren't listed there's a this is kind of everybody else I guess I would say everybody else that holds a pro professional certificate in the district correct correct so this is the authorization to employ those personnel supervisory supervisory supervisory uh and um non-supervisory Personnel all right any comments or questions I've just got a question on the uh administrators and principles there
176so because we're not in charge of them right as a board we're only responsible for reviewing you so so I mean again going back to the to the question why do we authorize those the board has a responsibility to approve all contracts okay and then and each of these has an individual contact contract with the district what you're doing is approving those contracts individually but but in a way that it's all done together and so they're differentiated between uh supervisory and non-supervisory employees but each of them does hold a contract with the district IND individually you are approving those contracts based on the resolution which in turn is a way in way the recommendation from me as a superintendent to approve their individual contracts for the following year okay so I guess if we have
177questions regarding certain individuals and I for example have had people approach me about some of them um how would I approach that how would you approach that with the individual person that is concerns or with the uh no as far as not approving their contract or or whatever is there a is there a time when when we negotiate their contract or their contracts are negotiated I guess I'm just trying to wrap my head around this if it's an individual employee okay and there's concerns about the performance of that employee and if it's an administrative employee it's either goes to Chris or I right uh Chris has the classified directors per se and I have the administrative directors so if there's concerns with regards to Performance issues I mean evaluative issues those come to either the
178two of us the the issuance of a contract um is for for administrative staff just the the ability for them to know that they have a contract for the district for the next coming year um some of those contracts would be re would be in regards of their performance per se and others would be just in continuation of what they've done in the previous years so if there's not a concern with performance related issues as evaluators then we put these people on these lists in order for you to authorize the continuation of their contractual services but if it that's the difference between a contract and a performance of a and the performance of the employee and who's evaluating them so for example if the board member had concerns with a certain employee depending on who
179would be that supervisor and their performance they would come to us as the evaluator uh with some of their concerns okay so Derek just I know you haven't been through the whole negotiation process I know board members don't sit at the table to negotiate but when we complete a negotiation and we bring it to the board that's when we give you highlights for each of the contracts so the administrators are are one group The certificated administrators and then you have your uh administrative assistant and then you have your bus driers Paris and C audience so as those contracts are negotiated and settled then we typically bring those for final approval to the board we always bring them to the and those contracts are for the group of people those negotiated contracts are for groups of
180employees uh I think you're talking about is the individual employee correct correct yeah I mean and the reason why I ask is just because like I've said in other meetings I'm representing people um the people who have voted for me me and so if they come to me with issues and I don't know how to handle them that's why I'm asking this question um and then it appears to me that I'm betraying their trust when I don't raise issues regarding employees and so I guess I'm just trying to avoid that if that makes sense well you're you're not just representing people who voted for you though right you're representing the entire District as a board member and the students and the families and Community uh I I feel like I am representing the public right
181who voted yes and so that doesn't mean that uh in my opinion I would vote in Block on everything because to vote 5 Z as a board on everything indicates that the community is Unified and that's not accurate okay this particular case if it does have a concern about a individual employee the board does not evaluate or supervise employees they're not involved in any of the employee related things if if you or community members parents have concerns about employees then they need to go directly to the supervisor depending on what level that is it could be Chris Ry or it could be principles or it could be directors okay uh let's uh as a group then uh resolution 20 24-3 D4 and-5 as agreed upon uh previously will uh hold a vote on approval of
182those resolutions all those in favor of approving those resolutions signify with an i i opposed okay great the resolutions pass we're now on to item nine and the first item in the associate superintendent for District Operations report is a budget update okay um I don't have numbers to bring to you this evening but what I can say I just want to give you a very quick overview and reminder about process so back in November we well even earlier than that we started talking about our budget analysis project but in November we started with our enrollment projections and it's always the key point in your budgeting process is projecting enrollment as a reminder your enrollment drives Staffing so when you see districts get into trouble with being way over staffed it's because in my opinion they
183haven't done a good job with the projections of enrollment and then allocating staff based on those projections you have other Staffing that are funded by categorical programs and such but with the basic Ed Staffing that's driven by enrollment so we did that in the fall we we reanalyzed enrollment projection in February we made uh adjustments for the building Staffing and since then we've been working on building Staffing plans with our principles and basically bottom line is we're using the budget reduction plan is our road map on what levels of Staffing that we're going to provide or that we've provided for every department and building so that's been going on all along Staffing is the biggest component of our budget it's 84% of our budget so that's the key piece and that's been ongoing for months
184uh last month or two months ago I started diving into uh projecting our enrollment I mean our revenues and also our Material supplies and operating costs so right now deep into uh budgeting all of those different uh the mxs what we call them and the revenue projections and people like Christy and Jeff are instrumental in that process as well because they put together draft budgets for their programs and those get sent MyWay and then I go through them and ask questions and then we together come up with budgets for those programs so we're in the midst of that so there's always this dead time that we can't come out and say because people like well where are we at you know what are the numbers Kevin asked me that and I'm saying okay we don't
185have enough we don't have a bottom line yet because what happens is all of this information gets put into this uh big pot and the systems run we run these reports out of the system probably by well our goal is by the end of June to have a draft budget out of the system and then we go to the balancing process where we're looking at every program are we balanced with revenues and expenditures and if we're not why and that kind of thing so um um we're actually in a really good spot right now and the as far as along as we are um I'll have a little bit more of an update at the study session in June um but again I won't have a final budget um at that point but I can
186give you an update at that time and then remember as we get into July one of the big things within July is the is the adoption of the budget and uh as you recall last year we brought it to you in July and that was one of the times that the board the board as a whole decide hey we need we need more time on this and so we do have the ability to adopt in August as well and that that may be the same case uh our hope is that we've we've tried to keep you involved throughout the course of the year and knowing what's going on but but still until Chris runs the final numbers and gets a draft budget where we can really see uh you know I we think that all
187of our projections are going to be in the right place but uh that will time will tell and and then you'll know and then that will make some decisions for you as whether it's a budget that you can adopt and be confident in or if that needs some more time and some more tweaks and investigation by Chris and I before we bring it back to you great thank you any comments or questions on the budget update we move on to Item B which is the enrollment upate okay enrollment so enrollment as of May you saw in my email to all staff um that we saw a decrease of 27 an FTE um from April to May which is a lot larger than we've seen in Prior years uh from April to May we're now sitting
1884.4 FTE over project or under projection I should say so we're just slightly under projection that's actually not a bad place to be if we can be between 10 and 20 over I like over better than under because you're not getting the funding when you're under projection but a small amount like this doesn't impact us really with a $65 million budget so I'm hoping we uh hold our numbers for our count coming up in in June and I think at that point we're going to be in actually really good shape compared to our projection so I feel really good about that this year great thank you any questions or comments on the enrollment update good all right we'll move to the third item which is a financial status update so this up financial status update
189is as of April April um as most of you know and probably all of you know is always the the month that we bring in a lot of taxes tax revenue we also see our Levy Equalization allocation come in so just uh to summarize we saw a little over $2 million in taxes come into the bank from our Levy into the general fund and about $760,000 in Lea Revenue so when you look at this we are so we're 66.6 7% through the school year which ends August 31 we've received 65.9% of our budgeted revenues and we've expended 62.2% of our uh budgeted Appropriations so we're like we always lag a little bit more on our expenditure side um we do have uh 62s a little bit lower than we typically are at this point in
190time normally we're within three 3% but we're not too far off so um we're that far you can see there $12.2 million in the fund balance in April um the the state adjusts our apportionment payments as we go throughout the year we always have a lower one in April because we get more taxes and so in April of Any Given year you're going to see the high high water mark with our fund balance where we're at so people may say well you got all kinds of money we're sitting okay we're I mean we're in good shape um so we'll see how the the rest of the year goes but I projecting still similar will be higher than what our budgeted ending fund balance was because remember we started the year $800,000 more than our beginning
191fund balance projection so we're going to be a little bit uh higher there but we're looking good um April or the other funds ASB uh is pretty self-explanatory Debt Service fund we have one more debt payment June 1 so this doesn't reflect that and also with Transportation vehicle fund this month we're supposed to to be receiving the two buses that we bought two two over two years ago this month we haven't seen them yet so we haven't paid that bill um and then cap projects were really winding down uh just uh trying to close out our John Campbell project as we speak um that always is delayed after you finish a project it takes a while to get the releases that you need and so so on and so forth so we're working on that
192and we're also starting to work on the close out on the transportation facilities so that's going really well anything to add on those Kevin and just the last thing I wanted to highlight um you'll notice some action over at the middle school track uh they're starting to set up to start the construction of the the track which is exciting for us um they put the fencing up I believe today our our guys on our maintenance crew uh worked on some Prep Prep work to get this done and then the actual construction on the track starts May 28th so that's just around the corner so that's exciting stuff for our kids and that's great any question about the uh uh the financial status update I ran a mile on that first time I need to check
193it that's an age thing Jamie sorry to tell you I feel the pain all right thank you Chris appreciate that uh all right we're on number item number 10 now which is a superintendent report and um we have a couple of things from uh super nenant McKay about uh as we wind down the school year for the seniors and also the facilities committee uh which will be the second part of his yeah just some reminders as this uh coming week uh will be really about our seniors starting off with senior Awards night on the 28th we then have the white coat ceremony on the 29th we have Borat on the 30th and then graduation on the 1 so big big week for our seniors uh as we as we get past that week and all
194the festivities and celebrations with regards to graduation we then move into the kind of that last week of school with the last day remember unfortunately being on a Monday because we have a snow makeup day would have been on a Friday uh so we will return from that weekend uh it is a early release day on that Monday and then before you know we'll be back together uh for a study session uh Indie will be presenting her student rep project we'll have some budget uh work as well and I was thinking based on maybe some of the the the conversations that we had tonight about the since time in Memorial maybe have Alicia come in and present some of the materials as well if time permits I know it's kind of a tight tight frame
195there so that's that um also uh I I have mentioned this multiple times about the great work that the facilities committee has done over the course of the year and really what you have now is that kind of official step that it's now part of of the the board agenda the documents there um addressed to you from the facilities committee um and their background of what they were proposed and their purpose was and then their end results of what they PRI prioritize and that's was really that committee's responsibility is to develop a priorities prioritized list of improvement recommendations and you will see that in that document there are seven there and uh I'm going to do a shout out to those people because they a lot of evenings and time and one of them happens
196to be here Mr Adams thank you for being here and and Ricky since you are here do you have anything to say about your experience with the facilities committee team yeah it was uh we had a very diverse group with a lot of different opinions on things and a lot of people did a lot of homework which was really exciting um for a facilities committee and never know what's going to happen you may end up with one person or nobody and and for every meeting we had we had a had a very committed group of people who all I think although the opinions may have differed at times they all I think believe in in the school district and what they want to do to make sure that the future is better with regards to
197the facilities of the district how we get there that's where we had a lot of great conversations so with that the other members of the committee not only with Ricky Adams but Joel dud and Steve dude Jeff Hartwick Jeremy Hines Ethan Michael emony NE Emily Nelson Eric new Mary Schuler and Rocky Wallace what was nice about this committee it was not one of these ones that you had to be at every meeting so we had people come and go we were able to communicate via email a lot get a lot of information with that and uh Dan and Derek thank you for your involvement in the committee as well and then Chris and Colton and Frank for their work as well with that and so what you have is those seven areas and uh now
198the next part of this is to turn it into a uh revised longrange facility plan part of that plan uh will also involve the uh study and Survey that is done on the analysis of all the different parts that go into uh facility Improvement plans so those will be coming to you a draft my hope is to have a draft to you at the June meeting of what a new facilities plan may look like okay great thank you any questions or comments we've all had several opportunities I think to see that list thank you Kevin uh we now move on to the board director board of directors Communications anybody have any thing for the good of the order I I just am impressed by the progress that uh I think since even my time on
199the board uh of the migrant program in particular uh is just um it was a need I think uh and we have are making really strong progress on it you heard them say even a few years ago we weren't doing what we're doing as a district to try and make it as uh that to embrace that diversity and to be inclusive uh and to find what students need when they need it uh and to be an equitable School District so I I really appreciate the work um that those parents are doing my gosh and those kids are doing and obviously all of our our um School District employees too so I wanted to come back to that and especially how grateful we are the pack has done a lot of the planning this year and
200so to give them that voice I really appreciate that tonight because they were able to reflect all the work that they have done it's not it's not me it's not uh even just Edgardo anymore it is our pack that is doing a lot of the work and spreading the the word and and and helping us engage families it's really great and speaking of uh seniors as Kevin did I also want to commend the um the group of senior parents that have been working uh as they do every year but this group of 2024 senior parents have been working very hard and the end is near its Insight there's uh um senior parties and baloria that's being planned they put the banners up and there's been a lot of dedicated people that have done excellent work
201with that Amy ozanic Elisa's mom being uh the leader of that group has really brought everyone together so nice work for those senior parents as well any other comments a quick comment I just want to thank the community people like Ricky people like Aubrey people that are reviewing the the books from the community I I really appreciate Community kind of stepping up and and filling some of those roles and being voices that are heard and not only just voices that are unhappy but also are willing to step in and get involved so you're the one I'm thinking looking in the eye thank you but as a community I appreciate it so thank you it's always great we had a big crowd tonight and it's always great to see that many people come and be involved
202and invested in our schools so definitely thank you anything else right just one last mention you do have student board representative roles and responsibilities Dan I'm sorry Kevin that's right so we have a timeline God I got' not gonna go through this it's attached go through it but this is the process we go through in order to to bring on two new up to two new student Representatives on the board you'll see the timeline we followed and adjusted important to know we'll start to communicate this the last week of school when our Juniors may have a little bit of interest but really throughout the summer they'll have the opportunity to apply anytime during the summer and then we'll re advertise it when we return to school at the cutoff date being that first FR Friday
203of the first or the following Monday of the first week of school so I know it's out I I and I do know for sure that our current Junior who are seniors next year are planning to return and are ex excited about the opportunity to be senior uh School Board student Representatives awesome thank you very much all right no further notes no further comments meeting adjourned Sarah I did not help you at all right there gentl