001Having that exit ticket aligned with the standard and the learning intention for the day makes all of it clear. And then that teacher can look at it and say, "Uhoh, my class is off track. I need to repeat that lesson or teach it a different way or wow, these kids are really getting it. I can accelerate tomorrow's lesson not to waste time." Um, and then it's really helpful when assessments are created prior to teaching the unit because then that learning is in that linear fashion and everything can be aligned and what's on the assessment should not be a surprise in teacher clarity. If learning and teaching is clear, then that assessment is not a surprise to students. They've been practicing that along the way. So alignment equals clarity. So if the learning target is I
002can compare themes across two texts using evidence. The success criteria would look like I can identify themes cite evidence from both texts and explain similarities and differences. You can see how a student could if that was the learning target aligned with the standard, the grade level standard that they could be evaluating themselves along the way. Am I using both texts? Am I citing text evidence? um am I explaining the similarities and the differences? And then the task that could happen for practicing in that unit is that the students would annotate two short test texts, discuss themes with partners using sentence frames and write a comparative response citing evidence. So you can see how that alignment and that learning target which is a reflection of the standard just cuts through everything the teacher is doing. So
003again, teacher clarity is a shared understanding of what is being learned, why it matters, and how success will be recognized from the state standard all the way to the final assessment. And that's what we're working on in the West Valley School District. We're going to continue next year. Um really we're kind of on the back end of that uh through line talking about feedback discussion prompts and of course the assessment crafting assessments that align with the target. >> That's it. >> Thank you. To go back to OUR STACY, thank you. And um I know when I was reading through this, it's been fun when I've gone through several times with you and Dr. Finch into classrooms to see it on the wall to see the kids interacting with the learning target. And uh so it's
004gotten I gotten used to just going, okay, am I walking in the room and I'm looking around the room for the learning target? And >> almost in all cases, it's there. So >> yes. Yes, we've made a lot of growth. You know, it's it's really fun to ask kindergarteners what you're learning. They used to tell us stuff or math or reading and now they're getting much better at um because the teachers are using it and they're repeating it um telling us what they're learning, telling us the standards. So, that's exciting. >> Great. >> Thank you. >> I I hear uh I think I'm looking back over the last few months and there's been other uh programs within the district that have presented and they've talked about teacher clarity. Um, you know, and so I I
005I can recognize like the intentionality you have in implementing that all over. I just wondering for them being intentional with the the clarity, is that something that they're doing in their planning or is that something more of an art that comes through practice type thing? >> Um, well, it should come through planning. When teachers are planning for lessons, absolutely. They they should be intentional about their questions and their task and their activities and really really looking at it in a different way. If you were asking about like teacher prep, >> um >> does this add more to their prep? >> Yes. And it it um condenses it, right? If you look at a standard and you're not clear on what you should teach or you're looking at a, let's say you're not even looking at
006a standard, you open up to unit three in your ELA curriculum, there could be 14 different standards that are taught, objectives that are taught in that unit. Um, the teacher, that's why teachers aren't robots. That's why in-person learning is so valuable because the teacher can decide which of those standards are important for their group of students and what parts of that unit they're going to teach based on that standard. We can't teach it all. shouldn't teach at all and not all the kids need it all. Some kids do a pretest and they've already mastered most of it. Why are you wasting your time? So, um, yes, it is a little more it's more intentional thinking. You have to really do some preparing, but the success that teachers, you know, can have on the back end
007is certainly worth it and makes it just more it like kind of blocks out all the periphery that's not needed. >> Well, I think I think the feedback from just the teachers who have presented is that has been awesome. >> Yeah. So, It's making a difference. >> All right. Thank you. >> Anything else? >> Okay. Thank you. >> Okay. Um just to give a little clarity to where we're going here is the next item on the agenda is public comment. I'll open a public comment session for um nondiscussion items that aren't on the agenda. And as if you have an agenda, um the discussion item tonight again continuing from last meeting is on instructional materials and that'll be a separate public comment section. So if there's anybody right now that wants to speak and I
008know we have signups, but I think what I'm going to do is just ask you if you want to speak on a non-discussion item, make your way over to the podium so we can hear you and then just one at a time you can speak. So, is there anybody that wants to um speak on a non-discussion or non Yeah, non-discussion agenda >> and state your name. >> My name is Rick Beck. and the German instructor at West Valley High School. And when I was hired to the point6 position in the fall of 2025, Ben McMurray and I spoke about how I would attempt to return the West Valley German program to its former status. The overall plan was to grow the program to a point 8 position in the 2026 27 school year and have
009a full-time position in the 2728 school year. At that point, the plan was to open the position for hire with the thought in mind to hire someone who could ensure stability for the program into the distant future. In 2018, West Valley graduate Maya Robert, who you met last board meeting and who is also here tonight, is a young, vibrant, prospective teacher with teaching experience in not only in Seattle, but also in Germany, who has the enthusiastic endorsement of many German teachers around the state and also my own endorsement. She will be completing her student teaching here in January and is prepared to apply for the position when it opens. With the registration numbers came in this spring, it appeared that we were well on course to the fulfilling this plan. An intricate part of this
010revitalization plan is the re-implementation of German 100 class at the junior high school. Without junior high German, teaching two sections of German 200 at the high school cannot be reached. This is vital to the recovery project. It is the lack of German is the lack of German at the junior high thus destroying parity in the world language offerings in this district going to be an anomaly this year only or is it now going to be the norm? What is the plan for the future? Will students be allowed to register for German 100 at the junior high in the 2728 school year? One has to ask, is there a plan? I did appreciate the district's patience this past year, allowing me to teach an average of 16 students period. I thought the district wanted me to
011increase enrollment. It seems that that really wasn't the case, but we did it anyway. We were on the right track to reestablishing a vibrant program until we were derailed by this extremely ill-advised and incomprehensible decision. Speaking to enrollment numbers, with the junior high enroles, there were 84 students over four periods of8 position. That's 21 students period. Without the junior high enrolles, there are 63 students over the three periods of the 6 position the district is willing to fund. That's 21 students per period. Of the 84 enrolles, 53 56 are firstear students. This bot well for the following year to be serving over a 100 students. And it seems that the number of students served is very important to the district. This would justify a full-time position. We've had a partner school relationship with schools in
012Gustro, Germany since 1999. After our school district posted only a 6 position for the German last year, that school was planning on ending their participation in that program. Now, we are hosting 13 students and two teachers from September 21st to October 13th this fall. Our plan is to take West Valley students on a reciprocal visit in June of 2027, taking Maya Robert along to show her the robes. Two weeks ago, I met with Ron Radkkey, the principal of that school, to solidify the exchange. At this point, we can only conclude that the German program does not have the support needed of the district office and we ask that the school board consider supporting the funding of German 100 at the German high at the junior high level. This would be truly what is best for
013West Valley kids. Thank you. >> Thank you. Thank you. >> Good evening. I'm Jennifer Nelson, world language department chairperson here at the high school and I also teach Spanish. I've taught only at the high school my entire career and that is 26 years. And I'm here this evening to echo Ritbeck's message asking the district to maintain world language choices for our students beginning in 8th grade. As you may remember, our department has advocated for our program before both the district and the board over the last two years. During that time, the district has repeatedly stated its support for maintaining at least two language choices in a district our size. With this present decision, however, I struggle to understand how the district's actions align with that stated support. Our department and building principles have collaborated to
014create a realistic and feasible plan that would allow students to access both Spanish and German beginning in 8th grade. Yet now we're being told that adding one class, a 0.2 FTE position, is not feasible despite having 21 students already pre-registered for the course. If the district values maintaining language choices for students, I respectfully ask how this decision advances that goal. Offering German in eighth grade plays an important role in helping students meet the two-year Washington State World Language Graduation requirement. In my years at of teaching at the high school, we have consistently worked to preserve student choice for our program for students grades 8 through 12. For many students and families in our West Valley community who already speak Spanish, the opportunity to study a different language provides valuable cultural perspectives and broadens their educational
015experience. Tonight, I ask the board to consider whether this decision reflects the district's stated commitment to supporting world language opportunities for our students. Genuine support requires more than acknowledging the value of a program. It requires making decisions that allow that program to continue serving our students. I respectfully urge the district to honor its commitment to student choice by maintaining both Spanish and German as options in the eighth grade. Thank you for your time and consideration. >> Thank you. >> Okay. Thank you for your comments. Is there any other person that wants to speak on non-discussion items? Oh. Uh, I believe you guys may have heard from me the last time we met. Uh, just to remind you guys, I know some of you guys may not have been here. I, my name is Tanner McKenna.
016Uh, I am a class of 2017 West Valley graduate and a proud Ram. And part of what made my time at West Valley High School so memorable was my participation in our excellent German program that we have had for decades at this point. Herbeck when he came back to recover what is left of the German program and return it to its former glory was given a plan that was we had as herbeck laid it out for all of us to understand how we were going to create that German program and build it back to what it was formally at. I mentioned it last time I was here, but I'll mention it again because it's an immaculate, amazing uh achievement that very few schools have. When you walked in the door, I hope that you guys
017took my advice that I gave you last time we were here and you looked at the wall on the side of the office and you saw the plaque that said School of Excellence for the German American Partnership Program. There are very few schools in this country that have that plaque. West Valley has historically been one of the best German programs in the the state, let alone the entire country. It I ask the board tonight to continue that. Herbeck built this program. He's been teaching German in West Valley since the 90s. And I don't understand why we wouldn't choose the man that built the best program in this part of the country to help bring that program back to its former excellence and hand it off to a great teacher that spent five years in Hairbeck's
018program just way that I did and and move forward with that program. Uh I mentioned earlier uh that I was a West Valley grad. I'm currently a substitute teacher uh in the district and I see a lot of students every day. Uh I went through Central Washington University. I got my bachelor's uh of arts in history and social studies teaching and I'm looking to get a job here myself because of my dedication to the district. I see students that want German. I when I was subbing at the junior high, I sat in on a presentation that Herbeck gave uh about the German program and I saw real interest in German. I asked the board tonight to acknowledge that and to remember the promise that you made and when hiring hairbeck back into the district and
019continuing with moving German into the junior high setting. Thank you. >> Thank you. Thank you. Okay. Is there anybody else for non-discussion items? Okay. I'm going to close that public comment uh section. And the next uh section is discussion um again continuing from last time on instructional materials. And um since I wasn't here, I was um on vacation in Lake Chalan, but I did watch the the comments. So, I just wrote some thoughts that I want to share with the board. I mean, we're here I'm here with the board. Of course, you all listen to them. Um but continue listening because I'm going to make a proposal at the end that I hope is acceptable to everybody. And so, um here goes. So, I just want to share my thoughts about um this seemingly controversy
020regarding a couple of the books. I was, like I said, I was on vacation the last meeting. I did watch the recording and I really do appreciate each person's thoughts uh both on the board and in the community that shared. I was uh moved by several people and and thinking quite a bit. Um to be real transparent about me personally, um I've been really struggling with this decision um just because of my personal beliefs and thoughts and and wanting to represent the community well and and the teachers and I've got a lot of respect for everyone and and I've just been struggling with this. It's been a it's been a anxiety thing for me honestly because I'm taking this seriously. I'm not just blowing it off. Um, so I'm just being transparent with my feelings.
021Um, I put in many hours reading, uh, researching options, the right or wrong of some of the content in the books. I I truly appreciate some of the conversations I've had with others on this issue. Agree or disagree, the conversations have been respectful and friendly, and that's what I appreciate is when we disagree, we can still be civil. I think we need a lot more of that in this country. Um, so I I appreciate that. Uh, I was able to meet with Jeremiah or Mr. Kandle um, and thoroughly enjoyed our conversation as we sought out understanding each other's perspective. Um, I do understand that teachers have a tough job. They truly desire to engage students in the classroom and sharpen their critical thinking skills. Um, I have a wife that she's retired now, but she
022taught at Stanton Academy for over 20 years, and I I hear a lot of stories from her, and I have a lot of respect for uh respect for teachers. Um, so just my feelings about this, I'm I'm opposed personally to the heavy profanity and sexual situations in the book. Uh, it doesn't seem appropriate for that age. Um, some of the defense, not Mr. Randle's defense at all, but some of the defense I've heard is that students say, see these things and say these things all the time, I think sort of reflects poorly on our adult responsibility to hate to shape young minds um to civilized speech and not univilized speech. Um my opinion on that is simply as a community member who longs for civility in our everyday speech. Uh, as a as a Christian,
023um, I'm hurt by the use of Jesus Christ's name multiple times as a flippant curse word or exclamation exclamation. Um, and this is a critique of the books, not a personal judgment on any teacher, any staff member. That's just a personal feeling. We simply have differences of opinion on our world views. I've been told, and again, not by Mr. He didn't say this to me that I should not bring my own personal beliefs when deciding on these books. That's impossible. Each one of us has personal beliefs. Each one of us has a world view um that guides and shapes our choices. Um I've heard over the past couple of years that the board should simply agree with the instructional materials committee vote and pass on um just pass whatever they approve. However, that does not
024fit the process that we have for that we have as a school for deciding on which books are appropriate for students in our community. If that logic is carried out through the approval process, we would not need either the IMC or the board's input. The current process is that the staff presents their reasons for choosing the book. The IMC asks questions and approves or rejects the books and the school board does the same. These are the checks and balances. In addition, the board is elected by the community to make decisions that it feels reflects the majority of the community as well as the needs of the students and teachers. I simply disagree with the appropriateness of these books based on what I believe the community standards are. There are other books uh that would meet
025the same standards and be less controversial. At least one list I have seen puts uh the books that we're considering at the most controversial of the others. Again, I truly appreciate Mr. Crannle discussing this with me. Uh he looked at the list. He told me why a couple of the books on the list wouldn't work and I really appreciated that reasoning. It made sense to me. Uh he also mentioned he wasn't familiar with a book or two on the on the list, but he would look at them. And again, I appreciate him wrestling through this with me. Um having said all of this, personally, I wouldn't recommend the two books. However, in the spirit of my strong belief in parents' rights in schools and recognizing that this is a short-term book club where there are
026choices of books, I am willing to offer a compromise or you might say a third option instead of a yes or a no and approve these books as long as the explicit nature of these books is clearly explained to parents who would need to sign off on them as an optin format and not an opt out. Uh Mr. Kandle and I discussed what that would look like, and when I showed him a draft of a one-page summary of one of the books, he graciously agreed to the draft wording. It's not final. Um we're looking at some wording. Um thanks for listening to me. That's my thoughts. Um just a note specifically for my fellow board members. Um, when we get on our agenda to the approval of the instruction materials part of the meeting, uh,
027I believe just to just to help maybe form your comments, I believe there needs to be two or maybe even three motions. One would be to accept the instruction material books, all the other books that we're not talking about except those except set aside the Melves and D. Martin Dear Martin to talk about as a second motion. I believe the first motion is going to pass because everything else we agree on. Uh the second motion would be to pass the two remaining books that we're discussing with the caveat that there's an explanation to parents, like I said, an opt-in. Uh if this motion passes, we're done. Um if not, a third motion would have to be an up or down vote on the two books if we don't agree to the opt-in. But I think
028Mr. Crannle and I have talked about that and I think it's a good option. I'm interested in hearing from the other board members regarding whether or not that requirement is explained to be acceptable. um solution and this is a little bit out of protocol but I don't want to put you on the spot Mr. Kandle but have I misrepresented anything that we talked about? I want to >> you represent >> Okay. I want to be fair to you. >> Thank you. I'm open to comments. >> I just want to clarify something um that I that you brought up that I said last time and I don't know if everybody else on the board is aware of this but the kids in our hallways hear the n-word every day and it's very upsetting to them. Okay.
029They girls are cat called every day, okay? And it's very upsetting to them. So me saying these things happen in the hallway is not me saying these are okay. >> Me saying they happen in the hallway is saying that's a problem. >> Yeah, I appreciate that. >> Reading books about other perspectives >> and I wasn't referring. I know, but I also got other comments about it. So I just want to be really clear like I don't think that's okay. I don't think it's okay to use profan profanity. But I think one piece of solving that beyond just saying don't do that because I said so is for kids to learn and um a different perspective, right? So maybe a boy that reads Maro Thieves and reads a story about a girl who's objectified and assaulted
030and goes through that life experience and how it affects her her life after that experience. Maybe next time he thinks about cat calling a girl, he'll think twice. So that's where I'm coming at is that you know we see surveys about um students percentage of students that feel safe at school or feel respected at school and those are low those are our lowest scores. So this reading literature, you know, one, this is not a new concept, right? Reading literature is the main point of reading literature is to read different points of view and expand your critical thinking and your perspective and empathy for other people, right? Um, but I see it as a small piece to solving the issue we have. So I that's why I'm not saying that's an excuse. Oh, we should read
031all these books with, you know, using bad language. I'm Yeah. So I just want to make that clear. >> Thank you. Thank you. >> Yeah. So, I watched The Meeting That I Missed um twice and then I had a chance to review both books. I'm not going to fib to anyone and say that I read them cover to cover, but I definitely skimmed both on my long haul flight home last week. >> Um it was tough for me because as a mom of a 10-year-old, I you know, she's quickly approaching the age in which these books would be options for her to to read. Um, so I struggled with that for sure. I also feel very strongly that like Steve, I want to give the choice to parents. Parental control is very important to me.
032Um, and I want to trust our educators. I think um, I've asked a lot of community members about some of the educators that have recommended these books, Mr. Kandle being one of them, and all I have heard is positive feedback and how amazing he is. and you know >> what pro probable thought he put into this choice. So I think for me it's tough because I agree with Natalie. I think having this these themes I know you don't like that but these overarching themes um brought up and and led through with a guided instructor. There's a benefit there for sure. Um, but I don't know as a personal mom if I would feel okay with my child reading the profanity and some of these overarching themes. So, I think I like your idea of having
033an optin. Um, my ask would be who would review the one pager or whatever we put out to parents so that cuz parents aren't going to they're not going to read the books from cover to cover. So, who's going to review that? >> I I would I don't know. I would suggest Mr. Randle and I because we had a good discussion about it um the other day and you know I presented some ideas to him and he agreed to a draft and I don't know if the board would then need to approve that or not. That would be up to administration. I think I I need to find out protocol on that but I'm more than willing to sit down with Mr. Trandle and draft something that we can that we can agree on. Yeah,
034I think it's just important that we give like a very true and accurate presentation if that's the route we go to parents so that they know what they're opting in or opting out of. >> Agreed. >> Well, I think uh I appreciate everybody that got up and talked last week. I think it takes a lot of courage to get up and talk to be honest and I know I know that many people probably had knots getting up I had knots to talk about it you know and I speak for a living sometimes and um but I listen to some of the reasons uh one of the reasons again and not this not not that it was you Natalie but um I did hear the reason is that students are already talking this way so what
035is the difference if we have a book full of profanity and I I think in the reality is is that as an education system, we're trying to teach the the fundamentals of of language. We want to equip students to be able to communicate in a way that is uh intelligent to be able to express adjectives and expressive language. I think of the German students last week and just really how well they spoke and they spoke very intelligently and I think it was reflective of the education around language. Uh you know and so I think it goes to show is that um having to say that the students are talking this way already so we should just go ahead and allow them to read it. I don't I don't personally I can't get behind that as
036a reason. Um, I heard that it's hard to find a book that'll engage students. Um, and one community member said there's hundreds of books out there. I would say there's thousands of books out there uh that give options. Um, you know, and um I think we have an appendix for a reason. Um and and when it clearly goes against the appendix, I think um it's it's hard for me to even probably justify going down this other route of adding in um adding in this optin. Um one of the I guess one of the things I worry about is we're adding in an optin now. Does that mean that every year when it comes time for curriculum and there's a controversial book that's submitted, are we going to do an opt-in for that book? Um, you
037know, and so my worry would be is this become a regular thing uh that we do or is this a one-time thing? Um, and um and so I I guess because of that reason, I think I struggle getting behind that, but um I I think I'm open to it. Uh but I I I do appreciate everybody that shared and listened last week. Um one of the one of the other reasons I heard was um you know that we should leave the school board should leave it up to the experts. Um and I think we have incredible teachers in West Valley. I know a lot of them. A lot of them are my friends and I've known them for a long time and I consider them experts in education. But I also know the parent is
038always the first and best expert and that's really what yeah what same thing is what I ran on as school board. That's why I that's the my main my main platform was is the parents first um you know and so um I see the value in the optin for that uh reason. Um, I guess I'm still undecided on the opt-in to be honest, but uh, but that's um, I I I did want to give some response back to those that spoke last week because I know it does take a lot of courage to get up here and talk. So, and I whether we agree or not, I I am so grateful for those that did. >> I think it's a slippery slope if you so is what's the barometer? Any book with profanity needs a
039waiver signed by the parent because a lot of classics of Mice and Men, Catcher and Ry. So what's the difference is that these are diverse books exploring diverse populations and written by diverse authors whereas the others are are standard old classics because they still have a lot of profanity in them. So are we going to go back and look at every book that's in our library? Are we going to go back and look at every book that's in our classrooms? >> Yeah, that's true. because you guys are picking on these because they're kind of new or modern classics and more diverse, but um you know, >> yeah, I I think the reality is we can only we can only look at what's in front of us at the moment. You know, we there's there nobody
040has the capacity to go back and look at everything, >> right? But then it's not fair and justice just justified across the board. If you're going to do something, it needs to be, you know, consistent, right? >> Except that our responsibility is to evaluate the books that are presented to us, not the books that are in the past. If that's our responsibility, then I would love to take that on. I would love to look through books of the past, >> right? >> But that's not what we're called to. What we're called to do is to curate and to really create the best curriculum that we can for our students. And so when we're looking to do that, I think that there's great options and I want our students to have great books and I don't
041think that the books that we're talking about tonight are great. >> I'm just wondering what the downside would be to having what Steve proposed as an opt-in for the newer books. Like what's the what's the downside to that? >> I mean, I would look to the the teachers to weigh in on that because sure, >> you know, I don't think it's our job to choose the curriculum, Joel. I think that's the teacher's job and we should be empowering them to do that and make good decisions. Um, you know, I'm not it's not my job to pick the books, right? >> But it's your job to approve them or to reject, >> but also that was at the instructional materials committee that you and I both sat on and you didn't mention it at all, >>
042but I have in the past and again >> not to that group. So, they didn't have a chance to have this discussion and so we kind of took that power away from those teachers that were all on that group because they didn't get to have this discussion with us, right? So, um yeah, I would defer to teachers because they're going to be the ones that have to implement this and carry it out and um >> and we're the ones that have to have our names attached, >> right? And it's a new process, but >> these are newer books. I mean, they're definitely >> written in 2017. Yeah. Um, my other question is I'm just new and not familiar with the IMC. Um, how I was here when they chose the IMC, so I understand how
043that was done. How many folks on the IMC actually read the materials from front to back and were there at the meeting and actually voted on it? Like, was it a true 15 to zero vote? There was 15 people in the room. 15 people voted. It's 15 people approved. There was eight I think there's eight staff >> and seven parents >> and or seven parents. >> I'm familiar with that. So there was 15 people in a room together. Everybody read it. >> They understand they're supposed to read it. >> Okay. >> The a few I mean I know the ones that I talked to read it but >> Okay. >> When you were personal did you read them before? Okay. >> I read them last year. >> Okay. >> Before you pulled them off. Yeah.
044>> Yeah. I didn't I didn't pull anything off. >> Well, you challenged them and >> Right. And so then but you just said it as a negative that I didn't speak up, but when I did speak up, it was also a frustration. Would you prefer? >> You didn't speak up last year. You you wrote comments before the IMC met and then Mr. Crannle pulled the books before we had an opportunity to review them. Right. Right. >> So there was no opportunity for you to speak up at the meeting last year because the books had already been pulled. >> It was a moot point. That's correct. Yeah. >> So I'm playing catch-up. So, these books were proposed last year at the IMC >> and then there was comments by a board member. >> Yeah, I voiced
045my concern there. >> Cool. And then they were pulled out >> before the IMC actually met last year. >> So, we've been trying to get these books into rotation for two years now. >> Well, I don't want to speak for Mr. Kandle, but my perception was last year he got challenged on them and was like, "This isn't I don't want to >> deal with this battle." And then this year he was like, "These are actually hard. this is hard to meet all this criteria of challenging short engaging book. So I actually do want these books. So he brought them back and at that meeting this year nobody nobody had any opposition or any comments that they didn't like the book or they had any concerns with the book and then it was approved there. Yes.
046>> Yes. >> So that's where I'm saying we we are going a slippery slope because we are now subverting the IMC. Right. because they didn't have the opportunity to have this discussion. And Joel and I happened to sit on the IMC and were at that meeting and he didn't say anything. So, I'm just >> it's it's just you're going to create conflict. >> That's a I mean, that that is a a a tricky spot, you know, should the board members speak into it when they're talking, >> you know. Yeah, I I I I understand. Um, you know, I think there is value in submitting the comments before and saying these are what were found and this is where it doesn't meet the appendix in our opinion. >> Um, you know, so I I think that's
047something we should definitely probably look at and consider uh for this next year. Um, I think uh Haley, you asked, you know, what is the downside to Mr. Walcott's opinion? Um, and I would just say the president. Um I'm I'm worried about the precedent that it would set for future. >> What would be the downside of doing it every time we introduced new controversial books? >> So define controversial. >> Um I guess for me >> goes against the I mean and when I when I did skim read Dear Martin specifically um >> it's there's a lot more profanity in that than there is of my men. >> Yeah, >> there I mean I guess I can put it in >> I just brought that up but there's other books. But there is. So I think
048for me like anything that is a little bit more out of the norm, I think that that's great because it's engaging potentially to high school students and I want them to have thoughtprovoking conversations, but also I want the parents to know what the kids are reading before the kids are reading it. So maybe we get leave it up to the teacher to decide this is this might be >> this might be >> controversial and I I'm going to send out this maybe that I don't know but >> I don't want to make that decision of how how the pro so there's like a procedural >> I'm going to I'm going to go out of protocol and I'm going to ask something he's not the only teacher here either I just want to say something very
049simple I I think this process is already in place >> I can't hear this this process is already in place. We we give syllabus to that detailed books that we are teaching for them. as we said at home and and when parents see a book that they don't want they have trouble with they'll contact me and then I will go through what the options are for their student to review and then um and then I work with parents. This doesn't happen a ton but it happens and I've always had good experience with it. So I'm making I mean I can Steve and I talked about um do it something very specific, but this is something that I could easily incorporate into what I already do. >> Um, and we try to make uh it very
050clear to parents what we are teaching, what books we're teaching. So, it's already something we do. I I I I don't feel like this is like a new thing. It it could be that you want the language a certain way and dealing with that, but it's not like a process that we're just introducing that. It's something we always do. So, I just want to make sure that you guys understand that. All our all the teachers do that. They send it we send it home to the parents. If the parent is concerned about the books, they'll look at it. They talk to us. Um I get emails or calls or whatever. I guess that doesn't happen a ton, but parents who are concerned will talk to me when we deal with it. And I've never really
051had a problem that my parents have even told me that they've had trouble at other schools and it was refreshing. I had one parent this year talk to me and it was refreshing that I had I had stuff ready to go and worked out smoothly. So I I don't feel like I just want to make sure you guys know this is not like a brand new process. like I could easily incorporate all the teachers, all the English teachers are doing this already. >> so reversing that and doing like an opt in rather than an opt out wouldn't be a huge lift on your part. >> No, I >> Well, we already signed the syllabus, right? The parents sign, >> but that feels more like an opt out. That feels like >> No, but we have
052to sign every syllabus, >> right? >> So, every parent signs that they looked at that >> and turns it back and the kid turns it back in. >> Yeah, I understand that. But I guess >> so it's already kind of an optin. is they're already signing it. >> Okay, I hear you. But I'm also like thinking if I'm just a busy parent and I'm working 50 hours a week or whatever and I see 10 books or whatever the syllabus is and I don't take the time to look at what that actually entails. I know we're obviously not we don't need to do it, but I'm just wondering if that maybe needs to be like brought to light a little bit more. >> So maybe in the syllabus it's called out. >> Yeah. like, hey, if
053you want more information on this one, >> or you can list, you know, there's profanity on this one. >> Yes. Well, that's what we talked about because because of some of us on here are a lot more concerned than others and, you know, we're trying to respectfully agree. I mean, I think that's a an extra step that we can take um to allow this. >> Okay. >> Um that's just it it might not get a vote. I don't know. But I'm just I'm throwing that out there. I'm struggling with even offering it to be frank, but but I do have a strong I mean parents I I'm I'm strong in parent choice. So >> I like the option 100%. I think it's a good middle ground. I think it's a good option. I think as
054a parent of a young child, it would make me feel better >> to have that opportunity to review it because then me being me, I could go home, read the book, and decide whether or not I'm okay with my children >> are partaking. Okay, I don't want to stop anything. Any other discussion at the board level at this point? Okay, thank you. Um, now we will have u public comment for anybody that wants to speak. I'm just realize I don't remember all who spoke last time, but if you spoke last week, you're welcome to speak again, but understand that we all heard you and and appreciated that from last time. Um, so I would just ask if you want to speak, um, please approach the podium here and then state your name. Any anybody? Yeah,
055just hop up there, get in line or whatever. I'll just introduce yourself. I'm not going to call out names. My name is Megan Mock and I just wanted to come up and and say thank you to the board for taking your job so seriously and being that um final um set of eyes on the instructional material as the process is designed to to protect our kids. And so I am I am thankful for that that you guys are working so hard at this and trying to do the right thing. Um I agree with the reasoning behind not adopting the books. I'm you know not a fan of Bulgarity and I think the majority of the people that voted for you guys um voted you for this exact purpose. You know this is this is exactly
056why you were voted in to make this final call and to protect these kids. Um that and I think each of you, four of you at least got way more than 15 votes for this purpose. Way more than the 15 people that are in the committee, you know, reviewing material. So I'd say that far outweighs um the the decision of the instructional committee. So, I just wanted to encourage you in that and to know that most of the community, most of the parents voted for you guys and would appreciate this decision to not adopt these books. So, thank you. >> Good evening, members of the board. My name is Heidi Mogul and tonight I'm speaking to you as a parent, a teacher in the district, and the president of our educators association. Um, I myself
057tend to lean conservative when it comes to my own children, um, and what they read and watch and what they have access to. Uh, we're a home without video games, um, no cell phones for kids, and limited access to the internet. But as a parent, I know that board policy 2020 allows me to request um alternative instructional materials. I also believe deeply in public education in our professional educators and the importance of students being exposed to literature that challenge them challenges them to think critically and compassionately. As a parent, I trust my children's teachers to select books that will engage students, stretch their thinking, and guide meaningful conversations. Teachers do not hand students books and walk away. We teach, we ask questions, we guide discussion. That is our job. I want to speak specifically about
058the book uh The Marrow Thieves. When I heard concerns about this book two weeks ago, I decided not to rely on rumors or excerpts online. I listened to the first quarter of the audio book with my seventh grade daughter where we were driving back and forth to softball practice in Tri Cities. Uh before we started, I explained to her that the school board was considered considering banning this book. And let's be clear about what banning means. Removing a book from student access because some people object to its content or ideas. I told my daughter that if the material became inappropriate or object objectionable, I would turn it off. Instead, what happened was something every educator and parent should battle. We had thoughtful conversations. We talked about fear, survival, injustice, indigenous history, and the importance of
059human dignity. We talked critically about the themes in the story. That is exactly what literature is supposed to do. As I finished the book on my own while on a drive to Seattle, I kept waiting for comment content that I would find objectionable so that I would agree with banning the book. It never came. What I found was rich vocabulary, character development, and a storyline that made me look forward to getting back in the car and listen to the book. Um, my plan is this summer to read it with both of my um 12 and 13year-old together. Um, I also have to point out something that concerns me. During uh the last word meeting, um, the word marrow was repeatedly pronounced by Mr. Heed and Mr. Keart as Maro. I question actually um if you
060had read the book you would know the title refers to bone marrow which is central to the story itself that matter that matters because discussions about literature should come from informed understanding not assumptions or secondhand outrage as teachers we often use literature to help analyze behavior motivation and author's purpose in my own classroom I read the book Poppy with my students one of the characters um is rude, arrogant, and incredibly sassy. But that doesn't mean the author is encouraging students to behave that way. It gives me an opportunity to ask why did the author create this character? What purpose does it serve? And what can we learn from it? That's what good teaching looks like. Books are not an endorsement of every action or ideas within their pages. They are tools that help students examine
061complex issues safely, thoughtfully, and with guidance from trained educators. If every book that contained conflict, uncomfortable moments, injustice, or flawed characters were removed from our schools, our shelves would become empty very quickly. Education is not meant to protect students from every difficult idea. It is meant to teach them how to think critically, ask questions, evaluate perspectives, and grow into informed citizens. As a parent, I want that for my own children. And I want the choice to be able to decide what my children read without um our teachers being um questioned. As a teacher, that's what I want for my students. And as the association president, I ask this board to trust the professional educators to do the work they are trained to do. Please do not remove the marrow thieves uh from a book club
062option for our high school students. Thank you. >> Thank you. >> Anyone else before I close public comment? Going once. Okay. I have a comment I will close at this point. Okay, we're moving to action items and uh I will entertain a motion to approve the minutes of May 26, 2026. >> I'll make a motion to approve the minutes of May 26, 2026. >> All in favor signify by saying I. >> I. >> Opposed by the same sign. >> Okay. Approval of travel request. This request is for high school softball um state fast pitch tournament. And if anyone else besides me noticed, it was for May 21st, 2026. And it's because when you get to when you get to state tournaments, things happen faster than the board meets. And so we can't approve it ahead
063of time. So we're approving this in retrospect. And we'll maybe think of a better way to do it next year when we have so many good state people going to state. So um I'll make a motion to approve that travel request in retrospect. All in favor signify by saying I. >> I opposed by the same sign. Um on the approval of the child nutrition bids, there's basically milk and dairy products, two fresh produce, and three the walk-in freezer that half of it was paid for by a grant. Um there's several documents here um we to look at. And I I'll I'll just make a motion to approve it all. >> Could I ask just a quick question? >> Hang on just a sec. But I'll make the motion and then we'll have discussion unless anybody
064wants to pull one in specifically out. Um but go ahead and ask a question. >> I'll make a motion to approve it then. Okay. But um I guess the so the on the walk-in freezer I know $97,000 was paid for by the grant. What was the other part coming out of what >> the uh child nutrition budget? >> Okay. Okay. >> Okay. There's a motion on the table. Was any other discussion or >> what was the cost to the district then? If 97,000 was paid for grant 185US 97 88,000 >> that's the total. Yeah. >> Okay. >> Any other questions or discussion? Okay. Um motion's on the table. All in favor signify by saying I. >> I opposed by the same sign. Motion carried. Okay. Um, approval of instructional materials. I'm going to I've crafted
065some motions. Um, I'll see if this works. Um, I would I would make a motion first of all to approve the list of instructional materials as presented. Um, setting aside the Marrow Thieves and Dear Martin for a second motion. Um, >> second that. Do we need a second? >> We don't need a second. >> Okay. >> Is there any discussion on that motion? >> I think we need to have a Well, I don't know. I think I'd like to make a potion a motion to approve the instructional materials as presented and approve all of them and then I think we can move forward with your others. the the way the agenda is written and the recommendation from the IMC. I think we need to address that as it stands as it's written and then later.
066Do you know what I mean? >> That's fair. Yeah. So, go ahead. >> So, I'll make a motion to approve the instructional materials in their entirety. >> Okay. Okay. All in favor signify by saying I. >> I. >> Opposed by the same sign. I >> I motion fails. Four to one. Now, just to be respectful on the decision or the motion I made is fine. >> You make your motion now. Yeah. I just wanted us to follow on the record. I appreciate that. >> Um, approve the list of instruction materials as presented, setting aside the Mel Thieves and Dear Martin for a second motion. >> I'll make a motion to approve it as you >> Okay, that motion is on the table. All in favor signify by saying I. >> I. opposed by the same
067sign. Okay, motion passes. Um, motion two. >> Actually, wait, that was to set aside. That was not to approve the other two. >> That was to approve the everything else except those two. >> Okay, I vote against that. >> Okay, so four to >> I thought you were saying with your I'm sorry. >> Additional approval. >> Okay, I appreciate that. Four to one. >> Yeah. Um, motion two would be approve the Marrow Thieves and Dear Martin with a requirement that there is a detailed explanation of the contents of the books with an opt-in requirement for parents and guardians. So, I'm going to make that motion. Does anybody need me to repeat it? Do we need to add something about the parents getting some sort of a informatory like >> Well, it says my motion says
068with the requirement that there was a detailed explanation of the contents of the books with an optin requirement for parents and guardians. >> Um, so that's the motion on the table. All in favor of that motion signify by saying I. >> I. Opposed. I abstain from that vote. >> Okay. So, it's two to two. >> It was two to two. >> I was I for the optic. >> Okay. And who else voted for it? >> Me. >> Okay. Okay. I'll add my vote. >> 32. >> Okay. >> Sorry. I >> Okay. So, motion two passes 3 to two. And we don't need a third motion because that's that's the end of that. Okay. Um any items arising, topics that didn't come up before we got our agenda? Um superintendent report assistant super it's a superintendent.
069Yeah, we have uh cell phone policy for next year. West Valley High School will implement updated procedures for student cell phone use at school in the 202627 school year. West Valley Innovation Center and West Valley mid-level campus will continue with the procedures they use this year. Uh to sum it up, at the high school level, when they walk into class, the expectation is that they put their phones up in a designated location uh for the duration of that class. uh the innovation center. Um the expectations that their phones are are put away and they can use it before school and uh during lunch and then the mid-level campus um devices are to be turned off and put away for the duration of the day. So that's the update on on cell phones. Okay. >> Is
070that an update to the mid level? That was already the policy. No, the the IC and the mid level was just that's what they are currently doing. It was the update to the high school, >> right? >> Any board reports or board development. All all that I'll say it was um fun to be a graduation once again and see all the students graduating. That's always um very fun to >> huge graduating class too. >> Yeah. >> That was really good. And I stopped by the air, not air show, what do you call it? At the airport the other day in the innovation centeration day. Yeah, aviation day. The innovation center had their airplane out there and a lot of people were stopping by the booth. So that was sort of fun to see. All right.
071Anything else? Okay. I am adjourning the meeting at 8:10.