Eatonville School Board of Directors Executive Session and Business Meeting 09/24/2025 at 6:00 PM

001602. Please rise. >> I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> All right, we're going to excuse ourselves into executive session pursuant to RCW 42301 uh 110g, performance of a public official and employees. There will be no action taken during this meeting. by All right, we adjourn our executive session at 7:03. Are you ready? >> We'll call our regular board meeting into order at 7:04. Please stand. >> I pledge algiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with justice for all. Sorry about the complications there. We appreciate everybody that is um I would consider any changes

002or additions to the agenda. >> Hearing none, um I would consider a motion to approve the consent agenda. >> A second. It's been moved and seconded. All in favor? >> I vote. Motion carries. That takes us down to hearings of individuals and groups. We do have a couple. So, I'd like to read our code of conduct or our hearings of individuals and groups. This is a meeting held in public. This is not a public meeting. Everyone that signs up to speak to the board will have an opportunity to speak um one time. A limit is three minutes. And um we recognize that you you when you are recognized by the board president, you will identify yourself and the topic you wish to address. You will address the board directly without comments from the audience as

003board president. If needed, I will respond unless I recognize an another board member to do so. This will not be discussion and we will not negotiate anything in this public forum. We are here to listen to concerns of the public and gather information. We may or may not act on what you bring to the board. The following items are not appropriate for open forms and will not be allowed. Complaints against individual board members. Complaints against individual employees, complaints against individual administrators, private data related to a student. As board president, I have the prerogative to terminate remarks of any speaker who does not follow these guidelines. If this speaker continues, their privilege to address the board will be revoked. So really, we're trying to protect people's private information. That's what we really need to be mindful.

004U both employees um and students, administrators, and students. All right. With that, Susan, >> we're we're a team on a >> Okay. Sure. >> Is that what this is that what this means? The together. Okay. >> So, Susan and Laura. >> Where do we start? >> Um, if you want to be on the screen, coming this way. >> There we go. There you go. Okay. I don't know if I want to be. >> Um, all right. This is regarding the legislative program. The board's recent adoption of a new calendar for the coming months reminded us of the board's need to discuss, draft, and endorse a legislative program in advance of the 2026 legislative session. District policy 11 or 1225 section 1000 spells out the importance of a legislative program to improve the quality of education

005in Eatenville schools. It states that the board will, among other things, seek adequate funding for schools and full funding for state and federally mandated programs, set aside board meeting time to discuss legislative issues, and inform the public of its legislative priorities and outcomes of its legislative efforts. Additionally, the policy states board members will not represent positions conflicting with the district's positions on legislative matters unless it is made clear that such representation is not the official position of the district. Um, while the policy doesn't address this specifically, we believe it would be helpful to notify the public in in advance of any planned legislative testimony. This could be most easily accomplished via the district social media and this would allow the public to observe the testimony and if convenient incorporate the process in civics's education. Okay.

006Then you the district is in is badly in need of additional funding. This is in part because of the likelihood of reduced federal support, but there are many other but there are other money problems that require an appeal to lawmakers. Eatenville is alone among Pierce County districts in that it gets no compensation for the region's high living costs. This is unfair and makes it difficult to retain quality staff. Eatenville is also among large rural districts burdened with large busing expenses. Overall, per pupil costs are high. Please consider these factors as you draft a legislative program that will win legislative support. We are eager to hear the board discuss these and other issues as part of a legislative program responsive to the needs of all Eatenville school students. Thank you very much. >> Thank you. >>

007All right. So that takes care of Laura and Susan. All right. So our experience of individual >> reports and presentations why I'm not doing it. >> Okay. um start off with enrollment report. Um so in your packet I probably should have had it on here but um I didn't mention it. Um you can see so in your packet you have the revised a new type of enrollment report. Um I'm open to feedback if you want to go back the old way um or if you want something different. But this report is actually the official report um that is um that the state uses to determine our funding um unlike my report which was more of a by building um by building enrollment which is also informative. But um what I like about this report in

008the um this is called the report uh 1251 um summary of full-time equivalent. Um, the nice thing about this report is that it averages the it averages out the enrollment over the course of the year so that you're able to see what our average is um because that's what actually determines our funding. Um, now the only caveat to this report which I urge caution is this top portion it actually includes AL as well. So really to get your basic ed averages you have to subtract out your AOE which is on um which is on the next page. Um so and then also on this report let's see we have so we have our AL um our AL um and you'll notice that it also breaks this out by um by sections like grades 912 grades

00978. So, just to just pause on that page three, it looks like um 127.48 is our AL student count. Correct. I want to make sure we're all looking at the same number so that we can um yeah, >> just No. So, let me start from the top. Okay. >> Since this is just teach us how to read this and then we can work with it and we can go over this again the next time. Okay. So on the first page we had our total K12 basic enrollment including AL >> right >> so this total amount that we've recorded is 1838.8 >> um that will fluctuate every month and will average out. Now right below that is just grouping it in grade level sections. Okay so it's the same number just grouped by sections. on the

010next page is all of our AL enrollment. So, our total AL enrollment for the district is 37.59. >> Okay? >> And it's really super helpful to have this grouped because it shows what middle school AL is versus high school AL. So, then you have to subtract AL from the first page to get your total basically. >> So, that includes our running start students. >> Nope. just our alternative learning plans. Okay. So, online etc. >> Yes. >> And then just a side note that running start is not recorded during the month of September. >> Okay. Right. Because they're not and then I'm sorry that >> I should Does this be our re-engagement as well or not included program? >> So, it's further down. You can show me further down as long as I know that's not

011included in this. >> Um Okay. So, on the third page um is our vocational. So this is our CTE um enrollment. Now this includes skill center, but we don't have a skill center here in Eatenville. So that's not reported here. The only thing that's reported here are our CTE classes at grades seven and 8 and 912. So they refer to it as vocational education or career and technical education. >> And those are in-house only. And those are inhouse >> um with by teachers with special um special certifications that teach CTE. >> Um the next one um >> quick quick question. >> Um CTE78 says 67.66. >> Both the middle school sciences are CTE. Correct. >> Um >> seventh and eighth. >> Seven and eight. Yeah. Not sixth. >> Seven and eighth. And then you have

012Mike >> Sneezak and yes >> so is that number low or is a student only being counted once for let's say they have eighth grade science and eighth grade CTE sneeze act >> are they being counted once or is that two >> um so these numbers are included in your total numbers >> they're just broken out they're pulled out >> what you're thing is that number is low. It should be >> that number seems low to me. >> 67 count as >> once. So they're so they're being counted even though they have like multiple periods. It's one student but you're getting funding for the two classes technically right over the the se like if there are point4 of their schedule of CT you're getting point4 CT modified. Correct. >> Okay. Thank you. That's what I

013said. Okay. I just was seemed low. >> Yeah. Sixth grade now can be CTE. >> Yes. >> Not counted. >> Yes. So, sixth graders can be included. >> Sixth graders can be included in seventh and eighth grade CC classes, but we can't claim them for funding. >> That is next year though. >> That's something I didn't know. >> Just let you know. So, this is actually a little bit lower than previous um than the last couple years because we've been averaging about 72 in um seventh and eighth grade, but that can fluctuate with your class sizes and um your your cohorts. So, um so let's see here. So, again, we don't have um the skill center or and we don't have AOE vocational. So, that's always going to be zero. Got >> um the next

014one, running start. Um you'll see your running start here, but that's I mean zero for this month, but you'll see your nonvoke will be a lot higher than your vote. Um your next one is your open doors program. So that is your dropout re-engagement. Um I have never seen that counted in vocational. It's always been nonvoke. Um and we typically see that number go up throughout the year. So your average right now is 17. It would likely go up. Um, and then on the last page, um, is your TK, um, which we know we're capped, that we know our TK is capped, so we can't really go any higher than that. Um, but we hope that we always meet that number because we want to take full advantage of that that capacity that we have.

015>> I think it ended up being actually 47.8, so we can go a little bit higher, the average. >> Um, and then you just have a summary of everything. So, um, so your total, um, with all the grades at 1838, um, including your CTE classes, and then you have your dropout re-engagement, your OB total, and then your TK total for your grand total. Now, when I'm looking at prior years and I'm comparing enrollment now compared to prior years, I typically take out the TK because TK is such a new program. It's really unfair to um compare year-over-year when we've added a whole another 47 students. >> But our Running Start students aren't they are not accounted for in this total that we're looking at. >> Yes, they are included in they are included in our

016basic ed allocation. >> They are. >> Yes, they are included. that it just generates an enhancement. So, um I think for everyund um for every 100 FTE of CTE um it generates an approximate approximately an additional $80,000 >> and that's running start. >> No, no, just just within our schools. >> Okay. So, what I'm saying is right now you running start is zero. Those students are not accounted for yet. Correct. >> In our so next month when we get those totals. >> Yes. >> Then they will be so we can anticipate that number going up just because of correct. >> Correct. >> They just won't be included in your K12 total. You'll see them broken out as a separate line item >> along with your open door and TK. >> Okay. >> Yeah. There's a

017lot. This is a really great report. There >> it is. It is good. And if it's if it's saving time and money, >> I think this is >> does everybody feel like this is an adequate report for us? >> Um I think this is a >> when we initially started the previous um enrollment report. Yeah. >> OS have this this wasn't information that we were so we were asking for things kind of specifically based on the information we needed. tell you this tool is great and it's there and now that we know how to read it, >> that will be really awesome. >> Yeah. And we can go back over this again because it I mean it takes a while to understand it all. Um, one thing that's not on this report that was on

018the other report was our skill center enrollment, which we don't claim that FTE. The skill center claims that FTE, but that always runs at about 29 because we're capped. So, we really couldn't be at 40 because we can't send that many kids there because we're not we're not we get half CTE though. I mean half FTP because they only have them halftime and we have those kids. >> Um well we would claim a part FTE for the portion of time that they're here. >> Okay. >> But for the instruction that they're receiving there they claim that they're >> Yeah. Um so there there are additional reports that um because this is the FTE report, the full-time equivalency which measures actual time in class rather than each student. Um, there is another report. Did we attach

019two of these, Cassie? I can't recall. We did. >> Maybe we should. I think we did the special education report as well. >> Yeah. >> Oh, we have that one there. Okay. >> Um, so what's not included in here is the headcount report. You can look at the headcount report, but I don't like to use the headcount report because it's not actually what generates the funding, which is why we're looking at the FTE report, the full-time equivalency. Um, but that is also available and it's all public information. This is all actually available on OSPI's website. >> That's great. >> Um Um, what numbers do WIAA relate to when they do their calculations? Does anybody know that? I know that's probably a total total enrollment, >> I believe. So, yes. Okay. >> All right. >> And

020then the other part of this report that's actually on the last page um is not the FTE report, but it's actually um the it's called a report 1735T. I have no idea why it's called that. Um but it is actually the special education enrollment um headc count. Um so you can see that ages 3 to five we had seven in September. TK we had four and K22 that new um model lump together in one category at 258 for a total of 26 through9. So we will see what happens in the upcoming months. Um, now I would like to speak to, and if you haven't received it yet, I did an analysis of our enrollment for um, September of this year compared to enrollment last year at this time. Um, and the reason why I wanted

021to do this was because, um, that's not in your pocket. You would have been, you may have received it in an email. If you didn't, let email me and I can send it to you. Um, and anybody else that would like it, I can I can send that out. Um, so for this month of September, our enrollment for basic ed came in at 1801. Now, we budgeted 1764. So that means that we came ahead by 36.75 students for the month of September. Um, but I think it's important to keep that in context because if you look at last year, we also came ahead in the month of September, but when we averaged out through the whole year, we were under budget >> and under budget meaning, >> yeah, our funding, our enrollment declined. So, we

022started out with a bang um and then we we leveled off and and lost students mid year. So, so we really don't know what's going to happen. Um basic ed right now is ahead by 36.75. Um AL and dropout re-engagement is under um last year it shifted and and we not only lost students but we also um students also moved from basic ed into ALE and dropout. So which creates um which has a completely different funding formula. So last year AL actually doubled um from what was budgeted. Um this year so far we're down 13 students in AL, but that's you know we're up in BEA, so that's a good thing um as far as a funding um purpose. But anyway, long story short, you know, I don't put any stock in us being ahead

023right now in the month of September because too much can change and history has proven that. And when do they take the averages in our parchment? It's in January. They average all this out >> in January. >> So it would it would be foolish for us to always assume that we're going to >> Yeah. >> and not plan. >> Absolutely. So I don't get too excited at all. Um at this point it's just a number. Um nothing more. Um unfortunately. So um so any questions on enrollment? >> Yep. >> Um and if you want to I'm available to anybody. Um, if you have more questions, whether it's you as board members or the community, if you want me to explain to you any of the um, pieces of enrollment, I'm really happy to do that.

024So, budget status. Oh, boy. Okay. This is there's a lot to unpack here. >> You have it? >> Yes. >> I just have my notes here. >> Okay. Okay. So, you know, I feel like this upcoming year we're going to have a lot of um a lot of news that's not going to be very pleasurable to share because of the budget, you know, our our state of the budget. But I would like to share some happy news tonight that I'm really really really excited about. I shared with Jay. Um so if you look at your budget status report your annual budget at your expenditure say 36,644,47 now that's after the budget extension. So your original budget was less 500,000 from that. So it's 36. It was 361 44 417. And so what this is showing

025here after we liquidated a lot of incumbrances like we said we were going to um that leaves us with an ending balance of 541,000. Now, what that tells me is not only did we gain 41,000, but we we we did not spend that budget extension that we asked for. >> So, >> yeah. >> And thank you for being cautious and doing the work even though we it's better safe than sorry. We want to make sure we stay within the >> assuming we don't get any lingering invoices which tend to happen this time of the year. Um, hey, I did this work in se in August and I didn't get paid or I forgot to send this to you. So, sometimes those things come up. Um, if nothing came up, then we would be to the

026good of the original budget by 57,000. So, I don't I don't anticipate that changing too much. So, we we we did a really good job of of um >> Yeah. Thank you to our staff and administrators for making that happen. >> Yeah, that was really hard for everybody. >> Um, so now this is a preliminary report. Um, because if you look again at this report, um, sorry, and it's really teeny. Um, at the very bottom, at the very bottom, you can see there's a total income relative 2.751 million. um that is actually going to go up because we have revenues still to come in from our grants that haven't been received yet because the grant claims have to go in rears. Um so I anticipate that number is actually going to go up. Now our

027original our budget for next year for 25 for this year 2526 we budgeted to start at 2.7. So we're already above that. So that's also good news in a way. Um, so this is again August. It's not final. We still have a lot of things to do um to close out of this year. A lot of grants um left to claim. Um and so those numbers will change and I will share final results with you um in our year-end report in November unless we can do it sooner, but I can't remember if it's December or November. But um anyway um transportation is looking a little more favorable than what it had been. So Bonnie was trying really hard, everybody has been trying really hard to cut as many costs as possible. So transportation's looking a

028little more favorable than what it had been. Food services actually looking a little more favorable than what it had been. So everybody's really doing their part um um to tighten things up. So um so as far as general fund let's see revenues and expenditures the revenues are going to actually end ahead of budget expenditures will be under the original budget. Um now with that good news I would like to call your attention to the cash flow projection sheet which is not good news. Um, so what this will tell you is in your cash flow projection sheet, um, it is the one with all the teeny teeny teeny numbers. Um, and what you will find is that in May and June, our aortionment is a measly 5% and 6%. Um, and our cash flow in those

029months is really poor. So, we're going to have to do a really good job at keeping an eye on um expenses and revenues because we're probably going to have to do an aortionment adjust advancement. >> Was that just because the legislature, you know, they did that tricky we're not going to send it in this fiscal year, we're going to send it in last. Um is that is this normal or was it just kind of that legislative >> This is normal. Okay. So we also have to consider then potentially if they do that again if they fold up our portionment >> for another 30 days like they did last time that that might be an issue. >> Yeah. >> So the challenge now at this point is we used to have a larger fund balance to

030be able to weather those fluctuations. Um you know and and not only does the revenue go up and down but expenses do too. You have training that occurs at different times of the year and different you know different things happen. Um, so anyway, we may we may have we would likely have to do an aortionment advancement. I'll be really happy if we don't, but we may. Well, we don't have the large fund balance to weather that those months like we have in the past. >> Um, we won't be the only school district doing that, I think. >> No. And we are working with our unions so they are aware and um working with them to um to see what how we can you know come together to find solutions um for this challenging time that

031we're in. >> Really the reason we want the fund balance is so we can make sure we can pay our employees. That's the only reason we have it. We just want to make sure that they work they get paid. So important that we keep that fund balance there. and the way that we have our budget set up this year, um we're we're just not in a position to to to do that. So, we're just going to, you know, take advantage of small grants to help build that fund balance back up and we'll get we'll get there, but um but it's going to take some work. So, um next thing, I'll touch on this really quick because I know we have a busy agenda. Um on the second page of your budget status report is your

032capital projects fund. Um, I want to let you know that our limited general obligation bond um that was approved and passed um to finance the portion of the track field um stadium and restrooms that we need until the levy funds roll in. Um that finalized on August 28th. So you will see at the very end of this report the total ending fund balance of 4.8 million. Um that is that funding that came in. Um and then the encumbrances um that we're showing of 5.3 million will actually roll over into the next year. We'll receive additional funds and eventually it'll all equal out. >> Awesome. >> Thank you for doing that hard work on getting that done. >> Yeah, that's capital projects. on the next page. Um I don't think I've ever showed you this before

033and I don't know how closely anybody really looks at this stuff, but um on the debt service fund on the third page, you'll see a 30 debt service at the top. Um if you look in section B, you can actually see um how much we paid in principal and how much we paid on interest and how much we paid in fees um for the year on our on our current bonds. So that's >> and our current bonds are for the remodel of the high school and all the way elementary school. >> Yeah. Yeah. So that's kind of neat how it gets broken out like that. >> Um and then transportation vehicle fund which is further on. Um really nothing to report there other than um in our TVF fund where yellow buses reside only yellow

034buses um for right now. and we received appreciation of $37,000 in the month of August um to wrap up the year in transportation vehicle fund. Um and that'll be used on the purchase of buses next year um to replace our very aging fleet. And that is all I have. >> Thank you, Christa. We appreciate >> you. We're all learning and appreciate you. >> Keep going. We'll just keep going every month. >> All right. Um, moving on to state assessment report. Sally, >> well, hello. Good evening. Um, I'm here to talk about our state data and we have lots to celebrate. Our kids are on an upward trend and especially in ELA and science. um as I walk you through I'm giving you really the overview and highlights of our work and I know our principles

035will be hitting on that plan work as well. So um just know that um this slide really just represents that we have great systems in place. We have good conditions about how we're using data looking at our capacity and how that influences culture um which and also we have systemic systematic I'll use the right word due to our policies around it the programs we use instructional practices and and placement for students options which help us focus on increasing student achievement as we move to the next slide um we're going to look at data you'll see that these are the performance levels for SBA smarter balance balance assessment. Just know that there's been some shifts as um Smarter Balance rewrote their strategic plan for 2025 through 2030 and they have adjusted um they had a team

036of 200 people across the country that are smarter balance states represented. Um they've adjusted these um levels and I'll go into a little more of that as we look at the data. Um, but the biggest change was probably at the high school we talk about and what they've done all the way through, but particularly how they're referencing level two at the high school. >> Can I ask a clarifying question? You just said that there across the nation are schools that are smarter balance. >> Yes. >> And that this adjustment was not just Washington state. >> No. >> National. Okay. I just wanted to clarify that because I think that is something not everybody understands. They think that it's just Washington state >> that adjusted this. Okay. there are many states and that's the test they

037chose to >> reading requirements. Thank you. >> Um so you'll see the levels are level three and four is representing proficiency. Level two now is being defined as nearly meets expectations. Um and so I just wanted you to see this example and then I know you've already received the next five reports that Jay sent them to you. You can see our district overall. So what has changed for um our communities and our principles as far as data is the way they've now combined foundational grade knowledge the level two three and four you'll see on the left and these are um our last spring data some of the other things on here are still two years old um and I'm sure the state will update it eventually and then of course what we've always looked at

038um has been um proficiency levels three and four, which you see on the right hand side with consistent grade level knowledge. And so you can see how we scored as a district when we combine levels two and three and four. And then also um proficiency as well. Um I'm going to go ahead and just go quickly through each building so you can see where we're at and I'll come back to what celebrations we have at the end. But I'm gonna really focus in on the proficiency um just because that's where we we're focusing and if we compare that to what we did last year in the same vein. Um so good news in ELA when we look at high school have seen some growth there um and is worth celebrating. You'll see Eatenville Middle School

039has definitely an increase in uh both math or not sorry math ELA and in science as well. >> Uh Columbia Press coming out strong in science possibly due to some of the nature-based work they're they've been doing to accentuate that. Um there also remember when you look at Columbia Crest we can't compare them to the elementary schools or the middle school because this is K8 data you're looking at. So just keep that in mind. I'm sorry my phone is going off a lot. Um but they have done a good job and ELA but science is definitely their strength especially if you break it out elementary when I say ELA looking at elementary and then their middle school. Um, Eatenville Elementary School I has has uh really made a lot of growth and I'll be talking

040about that in the the district improvement plan. You know, um they were identified for improvement. They have some of the strongest scores as far as our elementary course but in all three areas science also 59.6% 6% >> warehouser solid continuing their strong work as well definitely the highest I believe in mathematics with 52% and then science was active sorry was 72% so really bringing it our teams are really bringing it our teachers are working hard our principles are trying to stay focused on that as well with all the things coming their way so I know last time we didn't get to talk about early learning but I just wanted to include that. So you probably are familiar with the W kids assessment which is really teachers collecting observational data on students. Um there are like

04132 indicators for kindergarten that they collect data on once a year. We have the option of doing that more times. However, we're only following a state requirement which is once a year. We have transitional kindergarten however is required to do it twice a year and they have more objectives because the younger the children are there's more to look at when we look at grow. So, you'll see our kids. I thought this was interesting over time as uh you hear as we started the school year, you'll hear teachers talk about, oh, we're getting the COVID babies this year in kindergarten. And it's interesting to see how much higher they were in the last two years, how the kids coming in, remember these are kids coming in and where they're at. This is a percentage of them

042that are entering kindergarten, uh, meeting level, if you will, in all six areas of development. And we don't have and we don't have this year's scores yet. So, you know, this is last year. So, >> real quick, I'm assuming I shouldn't assume, pardon me. Uh will the building principal or should I wait and ask them have this is great by the way. um the cohort related data like so I mean will generally do they will they if we're looking at a fifth grade like right now will they be able to give us the information of how their fourth to fifth grade's grown or I mean is that >> we'll show you a little bit of that in one of the slides but we can definitely ask them to also >> that would be great I

043don't want to surprise them usually they do I wanted to make sure because that's apple to apple so that's cool thank you this is great >> there's a purple slide that's highlighted in purple >> okay is like Christmas. >> Um, so this is always interesting too when we look at um where our kids come in at and how they're starting. Um, we have kids coming into kindergarten that have the skills of a zero to two-year-old all the way up through kindergarten and higher. So, it's quite a range for our kindergarten teachers to start off with and then to meet all those needs in the classroom. Um, so just interesting to look at the different colors with orange being our youngest, lowest developed students, I guess, all the way through above level. >> Sorry, I was

044just making a comment that was you're we're already starting out behind the eightball math when they ran out of the gate. It's, >> you know, we should be celebrating the growth we do make in math. You know, a lot of work to do. We're starting off already, you know, that's tough. >> And maybe we should be communicating with parents. >> Parents. That's what they need to >> Everybody knows they have to read to their kid. No one knows how to do that. I'm I mean I say that tongue and cheek, but I mean that's crazy. I've never seen that before. That's interesting. >> Good point though. You How can we abuse that more into the home? Yeah. What tools can we give parents? >> Yeah. >> So moving into science. I think we have a

045lot across the district to celebrate in science. Um what you will see here is the three buildings at L Elementary. Um we test we test science at fifth grade and at 8th grade and 11th grade. So you will see that uh where the buildings fell out all very strong above that 50% mark. Um and so we have a lot to celebrate on that. Um, and this is from our state report under the uh CRS system. Any questions on that? As we go to eighth grade next. So, you'll see Columbia Cress and Eatenville Middle and where they fell out as well. And you get comparison on here for the district as well as how we ranked compared to the state average. So, you'll see district average and state average and how our buildings fill out. The

046question always for principles is are we above the state average? I always want to be above the state average. So I'm in 11th grade. You got new beginnings. Those are the kids in the um I want to say our contracted services. Um >> Re-engagement. Thank you for the words. Um and many of those kids choose not to test. So just be aware of that. We offer it. It's communicated. Sheila Ridgeway is also in contact, but they even I had calls and they're going to test and send those names over to Mrs. Ridgeway and they don't show up. So just know that's why you're seeing some of that data there. But on the high school, so move to math. Um you will interesting. They're having issues with their platform at the state level. Just so you

047know that. So, you can't get the data in grade level order. So, please note the grade levels. Um, they also had rostering issues and we'll see. I don't know that I'll have that in my report where they're they're rostered twice and they couldn't figure out how to fix that. So, just know that calculated uh not in order here. I >> think like an easy fix, but yeah, we were hoping I waited till last minute just because of that. Um, so you can see how we fill out by grade level across the district. Of course, green and blue represent proficient or above. And then now we're looking at found yellow as foundational skills, meaning nearly met grade level. And then red or below. And we definitely see some strengths at fourth and at fifth. >> Can

048I ask a question? And this is probably a question that needs to go into the sit plan, but our fifth graders leave scoring really well in math and science and then historically again um low low >> in math and science in sixth grade. >> And so I'm assuming those conversations are happening and what can we do? How can we support as a board of helping that work move forward? I know that we have tutoring programs now, which I'm super grateful for, but that would be that would be a statistic I would be curious about as we hit the middle school and are looking at their SIP plans. So, unless you have a an answer. >> No, I don't have an answer. Um, but I know that we need to beef up and Tracy's talked about

049that beef up uh transition and what we do with kids to transition them in and help them be ready. Um, so I think we could really do more on that level. Yes. Any thoughts on that? >> I agree. I just think that jump is difficult for kids in the sixth grade and and how can you prepare them for the sixth grade earlier so you're not dealing with all the social emotional piece and that adjustment to sixth grade. You could focus on the academics quicker. Um so with our counselors and social workers, we did a lot of transition stuff last year, but we we need to do more and our plan is to do more in this upcoming spring. So, we're not dealing with the anxiety of a transition to sixth grade, which is pretty big

050for for a number of students. >> It really is. I mean, studies show and that's one of the big arguments around K8 programs is you miss you skip that transition and it helps kids move forward. So, >> yeah, that's >> I assume too. I mean, we've had I don't want to we've had some rotating doors at math teaching wise, too. That changes a little bit of the structure as well. It I'm I'm looking forward to hearing from like what's what's their building strategy and supporting those. >> I think too is Sally and I are building out PLC's. It might be a really good idea to have our sixth grade teachers talk to the fifth grade teachers about what that needs to look like and we've talked about that as well. or eighth grade to freshman

051um of of what they're needing to see and what they see as gaps and and need areas of improvement. >> And how do we how do we help kids be ready and be comfortable moving from one teacher to six? >> So seven this year at middle >> seven movements this year. >> That's a big transition. >> This test isn't happening until the spring, right? You would hope that >> but you're missing weeks of instruction while you're trying to get these kids settled at the beginning that you're used to transition. So you're you're really teaching routines and how how do you get to point A to point A to point B and you're not really get able to focus so much on the content at the beginning to try to le >> I don't know if

052we'd have enough data for it but years ago um staff is still there. They did a fifth grade walk like they they did more of a middle school schedule in fifth grade. They broke it up into three cohorts. I mean, I'm curious. I think they did for two years. There was a problem. There was a problem. They got irritated with Skyward because you couldn't the grading wise was difficult and the population and that was an interesting reason for in my opinion to ban it rather than solve the problem. But I'm wonder I've always wanted to know how that grew, >> how you couldn't replicate. >> Yeah. Well, I was curious what the data followed, you know, I mean just you have to do it for so long, you know, data to find out. I just

053was curious because it was a nice it was a nice idea for transitioning and helping kids. I mean absolutely. >> Another piece we know is that we need to align our materials from elementary to middle. So >> that seems like common sense answer. It has a big dollar sign attached to it as well, right? We know that those things are expensive. So >> yes. >> Okay. um as I move on. So we looked at math and so now we'll move into that was what grade >> math overall sorry and then I'm just giving you some snapshot snapshots not every grade level so you can see the state and district comparison um as well as building comparison. So, our state only being at 49% and um our buildings are really strong with Columbia FE at 62%

054there now in the fourth grade and then the other buildings at 48 and 45 but right in there at the state average and showing you sixth grade as well. Um you can tell that our we're struggling in the area of math in the middle school which you were just referenced. So we are even below the the state on that one. So we definitely need to focus on that. >> We are is the conversation that we were just eighth grade eighth grade math. Let's see how they're coming in with the district average below the state average. >> Are you guys feeling too? I'm just jumping. I don't mean to. I'm sorry. So, are you guys I'm just curious from my work to hear too. We we are getting a lot of uh push from OSPI through

055the ESDs and ESD networks that there's going to be and there's a big e effort coming out in middle grade math and science and below. Are you guys feeling that or hearing that yet? >> Okay. I will if you want to forge something. That's apparently the next big that's so like that's why the ELA standards officially got suspended for official because they want the middle grade math stuff out. So this is a problem. I think it's important that it's it's it's statewide. I mean it's not to excuse our m I mean you guys are working on it and it's awesome but it's a it's it's you know that you're not on an island alone either. So, and hopefully with some of the shakeups going on, we'll get some more support. So, >> if we're looking

056at if this isn't the right time to ask this question, that's fine. We can get to it later. Um, we're talking about hopefully being able to fund some new math curriculum um this year, but that is going to be elementary level or is that going to bump all the way up to eighth grade? >> So, it is. We talked about elementary and now there's interest at eighth grade since they have I already >> if if it goes that route um to align that >> understanding as a board our role is budgeting and prioritizing and sometimes we have to look at funding better and eliminate something else and we want to prioritize focusing on this. >> Yes. And on a side note, I'll just say that our our middle school team, just because they reaching out

057to me when things aren't working, but they're very uh becoming very committed to the I Ready data and really using that as they build out interventions this year. Um we've also added in mastery standards mastery assessment to that so they can um assess kids more often and see that growth and what they're missing and teach those standards. So caps great. Uh moving on to 10th grade math. So I just tried to give you a dipstick of certain grade levels at every grade band. So 10th grade math as well. Uh we have some work to do there too. All right. So then language arts is next. Um, and you will see all grade levels. Again, not in order. So, feel free to look down the grade level to find any specific level that you might be

058looking for. Um, but you'll see definitely we have strength at pretty strong at 10th grade for our ELA. I mean, all the way down looks pretty good. Again, we do have the drop in middle school and sixth, but they do you'll see a little better jump at seventh and eighth. So that also feed back into the conversation about the transition year from 5 to six to looking pretty good and then some going into specifically I just pulled fifth grade since we looked at fourth grade and math but fifth grade here we are at the state average at 54. This we are as a district above the state average. So that is really positive with uh that time at fifth grade looking at Eatenville L at 60% meeting standard and warehouser falling falling right behind them

05956%. >> Um our are accounted for in this number are so they are also included in this. So um and there's no way to tell what percentage they are. >> I'm going to I can pull that data for you. I'm going to do a report for you guys at the end of October of all my there's a lot of programs for me to go over but I'll have stuff to share. >> So I'm I mean my wondering is if I'm looking at this um if this includes all of our students including our special education students um >> not all so some did a >> so we can do test 1% of our students with portfolios while aim so we tested 19 of our students who qualify >> um through their disability. Okay. So, 1% of

060our student population or 1% of our spent students. >> 1% of our So, I got to test 19 students. Okay. With a portfolio, >> I think just add it. >> And how many special ed students do we have? >> 200 249 this year. >> So, the balance of those are in >> Yes. >> reflected here. >> Yes. Yes. And we really focused on uh and especially this year. We we went right off the bat with we're we're teaching state standards and and um using the general education curriculum to support that and and lowering the level for kids at their needs. So that's a big change for our special ed education teachers. But I do feel like um they're seeing the value in teaching this way and they're also um the parents are see we didn't

061have as many kids not test as previously. So, >> I didn't have that. My kids's not testing um like like I've heard we had previously in previous years. >> Thank you. Appreciate it. >> All right. So, in fifth grade, we're going to move on to seventh. And the two middle schools are listed. Um, and you'll see how they performed in ELA at seventh grade with our state average of course at 53%, our district average at 42%. I >> think we also have to take into account when you have a small class that you see here at Columbia Crest, right, the percentages are going to look a little different compared to bigger classes. >> But when they're high, it's really great when they're not. Yeah. And it's really crummy when they're low. Yes. So 44% of

062heat in low middle in seventh grade. So eighth grade we'll see the Columbia Crest is right there close to the state average above the district average. And then Eatenville Middle following at 40%. This is right at close to the district average. else. >> And then math or sorry, not math, 10th grade at ELA. You'll see our scores there with Eatenville High School hitting 60% and the state average is 64. So we're right in there align with probably many of the schools in the state. Um considering that the state average is 50%, the district average 58%. So this Travis, the next slide >> is the one you're hoping for. Now we can't see it. No, I'm just joking. So if you look diagonally, you al you asked about cohort, right? So you probably know this. So

063if I'm explaining No, it's fine. That's great. Appreciate it. >> So by grade level and then by content area from last year this year. So instead of looking across, you look across, we're talking about two different groups of students. But if you look diagonal, so for instance, ELA at third grade was 32% uh in 2024. That same group advanced to 49% in ELA last spring. >> The same fourth grade was at 52% and jumped to 55%. And then we dropped a little bit at fifth grade only by 1%. Um, sixth graders were at 34% and then jumped to 43% this year, this last spring, sorry, and then 39%. So, you'll see we in ELA, we've made jumps all all the way across and we're really close at fifth grade only by 1%. >> So, our

064kids are growing moving forward in ELA. So, then math again, you also do the same. We start off third graders at 45% and at the end of their fourth grade year they're at 49%. So we are growing in math as well. If you look diagonally in in number of the grade levels just not all from fourth to fifth takes a 5% drop 36% at fifth and then dropping to 27% at six for that cohort. Good though. Just shows an opportunity for what we can do. >> Say that again. >> Say it's good. I mean, even that just shows an opportunity for where we can find needs and supportive teachers too. You know, I was >> I made a comment on a note here to to Rhonda that, you know, one of the things too is

065how many of these people how many how many of our levels are brand new teachers or teachers are pretty early that might that we could put some investment behind to support. I mean, a lot of our new teachers taught during COVID era. they don't have, you know. So, I mean, you know, it's I look at it as an opportunity if you see dips like that, too. Like, what what what do we need to do and like what what can we do? So, just it's cool. I like looking at like groups. So, thank you. >> All right. And then just I wanted to throw in because we don't always have a lot of data for high schools, but just looking at their dual credit for last grade um the percent percent or number of students that

066took any dual credit course and 150 kids or 98% I'm not sure what uh the percent piece but 150 kids because I don't know the total um career technical I mean this is really outstanding that so many of our kids get the opportunity for dual at least one or more dual credit classes advanced placement and then uh college and the high school and then running start. you'll see where all the where they fell out with our lowest percentage at college and the high school and I know they're expanding that program um up to 14% all the way to 98% or at least one dual credit class with CTE being the highest uh place to get dual credit. >> Okay. So, I would I know that a lot of times those dual credits require that the

067student pay a fee to the college or university. Are are we subsidizing that? Is that a parent responsibility? Does the state subsidize that? It's changed. I know >> grant went away this year. So, basically, yeah. So, we had a grant. Parents will be on the hook for it. >> Yeah. Okay. That's what I thought was going I don't know if Amy's doing that in other ways, >> right? But parents need to be aware. I think that's a good communication piece because if you're a parent who doesn't know >> that your kids have those credits lingering out there, it's still cheaper to pay what $300 >> for a credit than it is to be a good opportunity for us as a board. have a lot of organizations that line up to donate money for the overdrafted

068lunch counts, >> things like that. But do we want to redirection, you know, something like that, you know, you know, I mean, if we have, you know, just another just a brainstorm, you know, >> kids who are actually I mean, and I don't want to waste money on kids who aren't necessarily going to use that in their career path, but certainly those kids who would be, you know, certain heading towards college, associates, we go. Wow, I've got three credits. You know, I don't know. It's just Yes, they want us to take a shot. >> We do have a small amount of invested funding. >> Um and which is actually a great time right now to donate to that um Invested because they'll match up to $500 um so we can really have more than what

069we contribute. >> Tell me what Invested is. Invest used to be the Salos um uh foundation and it's gosh it's been a while since I've looked at this but um I believe it's statewide and it's intended to help students at secondary level with different um different needs. Um it could be eyeglasses, it could be um >> does every school get it? You have to apply for the grant. Every school gets a certain amount. >> Yes, we did. When I first got here, the high school had it and the middle school did not and CC did not. Um, but we applied and got the middle school on it and then we applied again and got Columbia Crest on that program. So, it's not something that's really advertised a ton and known about, but I think it's

070something that we can do a better job of advertising um to get funding to help students in these kind of scenarios. >> Yeah. I just remember last year we had like two groups step up to donate money for >> Yeah. Yeah. >> for food which is great. >> Yeah. Great opportunity. Another another >> especially if there's matching funds like that scratches those dollars for them. >> Sorry. >> I know this is great. So data highlights and celebrations. I think I alluded to most of them but just to really point those out. Math at fourth grade at CCA. uh really strong at 50%, ELA uh eighth grade CCA 57 and science as well at 57. EEES math uh was pretty strong at 48 and then their ELA definitely knocked it out of the park at 62

071and science of course is a highlight at 69. Um, strengths at Warehouser was math fifth grade at 59.7%. ELA at fifth grade at 58% and science at fifth grade. So, that class across the board that fifth grade class is now in the middle school very high performer in all three areas. So, um, Eatenville Middle School, their strengths were in ELA 7th grade at 43% and their math highest group was seventh grade at 29%. And then Eatenville High School definitely 10th grade ELA 58%. And then last but not least, where are we going next? So what you what you see next is the K A ready uh band of where we're placing the beginning of the school year. You don't have them. >> I'm sorry. I waited. We're still in the middle of testing. So today

072hoping to get the best date for you. So, >> I'll just say it's less paper. So, >> yes. So, you can see kind of where we where we're spread out on the the five shield rating with the green being mid or above above grade level. Yellow is early on, which is considered where they should be starting. So, and then the red is below either two grade levels below or the far end three or more grade levels below. It's interesting that there's purple up there, but Um and then the bottom graph is about if our students were to meet their stretch growth in I ready. This is really statistically close and how well they will do on the SBA. So if they met stretch growth you will see um over here on this end the level

073four and the level three that over what is that what's the 500 kids uh being at or above level in the element K8 section. Yeah, because this would be like the year coming out. We' get pretty good data if they or align pretty well with your IRA with I both because this would be the full year. >> Yeah. Okay. >> We've actually looked at our data like >> you're get like a whole >> right like oh fifth grade how many of them are at standard and statistically it's very close very close to >> nice. So that's math just so you know is math and projected. We hope you hit that mark. Um 6 55% in math meeting standard. That would be great if that was our district average. And if kids get the work hard

074to do uh achieve the stretch growth, the possibilities are great. We could meet that. >> And then ELA as well. Um you'll see where we're starting out. We're you'll see where we're headed. If all of our kids that have stretch growth meet their stretch growth goals, we could potentially be at 66% or higher meeting standards at the end of the school year. And I think we're off to a great start. >> That's awesome. >> We're off to a great start because we're having hard conversations about maybe where we can grow and where we need some improvement and those are important con. So, thank you for bringing us this information. >> Thank you. Did anybody have any questions for very much tutoring report? >> Okay, maybe this should be fairly short. So, I just summarized our

075data from last year and the summer program as well. Um, definitely this is an evidence-based practice. tutoring is strongly recommended evidence-based practice to raise achievement for students. So, we were really fortunate to get to have this opportunity for our kids. Um, so you will see how many kids were served at each of the buildings last year and how many went from so out of 24 at Columbia Crest, eight advanced to being on level. All the kids started off below level with 20 out of the 24 making growth in math or reading. Um EES had served 53 students and 16 ended up on grade level out of that 53 with 32 out of 35 making growth. And then uh their summer program we don't have necessarily I ready data but they served 47 students. um that

076number was up or down a little bit because some kids came and some didn't depending on the session and they had three sessions. Um they did see good growth with the measures that they used for more like a fluency measure um which is like a one minute timing versus like a comprehensive diagnostic assessment. So great things happen in the summer and at ES as well as um during the school year. And I need to note that the EES summer program was serving kids across all three buildings. Um, warehouser served 24. They ended up with 13 on grade level and 19 of the 24 made growth. EMS served 27 kids. Six promoted to on level and 20 out of 27 made growth. And just I listed out for you the oh high school. We served a

077total of 178 kids in that program in the tutoring program over the course of the school year. And then EHS had a little bit different model. Um they were working at lunchtime with students who were failing classes and helping them get back on track. Um and that was uh Lisa Wolf. And so 24 of 36 students um reduced their failing classes to passing. So that is really a good number with 10 stu of those students passing all their classes at the end of that support and then you'll see a list of all the people involved in that and just note that the data does demonstrate clear kind of academic amount of students who are participating in the tiger. >> Do the schools outside the high school probably being its own entity kind of the age

078of males. Do they have a consistent way or a protocol how they identify the kid that might need it? Is it is it by choice? Do they do they identify kids and contact their parents? Is there a system? Yes. I'm just curious. >> So they are looking at their I Ready data and serving kids who are below. >> Um different buildings did some different things around reading or math where they did a semester or where they ran them simultaneously all year. So um that's a little different but yes they had to identify kids below. >> They have a system of >> with the exception of the summer program. They also looked at social emotional needs is a big one. So, >> and then last but I don't think you might have it right now, but

079if a kid does a student if they attended the entire It'd be interesting to know just my brain piece like the attendance versus their success in the program >> like if they were consistently attended. Yeah. I mean be interesting as a parent like if if I was asked if my student could be part of it or want to be part of it if I knew you know what see that correlation can be really powerful because it goes back they drive so I just curious okay good you have that's good okay cool >> and I want to recognize that this is community grant funded um but Ted what is the name of the >> it's called Joe Harage support program >> yes student support program and um so >> I really I I want every time

080we recognize this great work and teachers representing also want to recognize that our community is funding this >> and this is not taxpayer funded. But it might be interesting to hear that >> as Tracy had said, you know, when you consider the social emotional aspect of academic success and the part that plays when we think for instance transitions between like middle like elementary and middle that um we are now adding students to our program for tutoring. Um we last year was our pilot program with our tutoring program and this summer was a piloting program to our summer program and so this year will be a pilot program to um figure out how we can best move students along social emotionally um as we know it definitely is connected to academic success. So, I just wanted

081that's just really good news and we have that support uh from the Joe Hared student support program. Uh so, you know, you can be expecting to hear more about that. And again, we're building the we're building the planes, we're flying it, but we're trying to get more intentional about figuring out what is it going to take to get kids to the highest level of that academic success element. And we know the social emotional um aspects um certainly underscore so much of someone's desire to do the best or their ability to do best academically. Anything of the maybe Maslo's hierarchy of needs for instance. >> So yes, our our tutoring programs are beginning to launch for this year. Um staff are lining up, letters have gone out. Um, yes, as Jay said, we're adding Eatonville Elementary

082in particular is adding a component for is one of the tutors. >> We'll continue to build that out as we're able to. >> Great. Thank you. Anything? Anybody have any additional questions? Thank you for your work on that and thank you to our community um for helping support seeing a need and filling it. Um, construction update, Jay. >> Yes. Um, >> I'll do your slideshow. >> Why don't we do it? So, we prepared a slideshow because we thought it might be interesting uh to kind of watch. So, as you recall, while it's being pulled up here, uh we we did a a ribbon cutting at uh community day. Uh and then we waited some time in order to get the full the final approval in order to start Um, and then we when we did,

083we were able to uh get final approval on October 18th. On October 19th, >> September somewhere >> uh August >> on August. Thank you. Yes. August 18th, we got final approval. On August 19th, heavy equipment showed up and on August 20, then the field was being um was being esavated. And um so I just wanted to Yeah. So there it is right there. So grateful to Christa and others who worked really hard on grants. Um and so uh you know September 4th we'll just continue on. That's when the asphalt started being removed from the end zone and hauled out and then the excavation is uh complete by already. And then we'll go next slide. So once the excavation was complete then the curbing that was where you see the rock that first started coming in

084that was for the curbing that will be needed to uh define the different areas of the project and um then we'll we'll show the uh stadium removal in just a minute but the new stadium is still scheduled to arrive in mid November. Um, we really do believe that we'll complete everything by the end of the year with the exception of the final coding for the track which would it's weather dependent. So, it's possible that might be February or March before we finally get that final thing. But unbelievably, even with all of the requirements to pass final inspection, we are really looking at still, you know, 2025 to be the year when we when we're really going out. >> Uh, next. And so, at this point, let's watch the video to kind of talk about how

085this is about the stadium. So, here's the very first piece of the stadium, 1936. The reason it's not centered is because it was a baseball stadium. And then that was in 1936. And in 1948, football came to town, but we already had a stadium. So it was not centered. It was a baseball stadium turned into a football stadium. And then baseball got moved away. And so next, I don't know. We're we're very grateful to I don't know how much you want me to say all that, but we're very grateful to Chad for the the way that he worked really well. We are our town's worked really well on this, but we're just very grateful for to Chad and for hard work that he's doing and just how how efficient it is. So, here's a little

086bit more. Now, you see the the roof and the bleachers. That aspect is down. Now, we're down to the bottom level. next. And um yeah, on the left you'll see how it just kind of keeps continuing on. Um very skilled workers who are able to separate the the tin and the foundation from the wooden debris and um and how quickly that went down. Uh trucks were loaded at 8:30 a.m. on Monday and by the end of the day everything was down >> and chewed up and and small. It's unbelievable. There there have been questions why we didn't save the wood. I just wanted to state a lot of reasons why. One is that you probably saw how that comes down. If we let people in there before the contractor were to uh assume uh you

087know that responsibility we are not and we we're going to make sure it's safe. So uh we're going to we also just turn over a contractor that's in the contractor's hands. some liability piece, the safety piece, um, and then just how it works. Um, you when you have this this demolition, you're going to go quickly and get it done. We're very grateful to not only Chad tearing down the stadium, but um, next. Okay, we're still tearing down stadium, but we're also showing now the as the actual track is now being uh, moved in hallway in the background. You can see the continuation of knocking the stadium down while at the same time we're getting the um asphalt valve gone in preparation for the track to follow next. Yeah. So you can see how fast that

088that's going down. This is still this is still in one day. Unbelievably this is all in one day this all happened. And again the skill at which that happened was a winner. Okay, >> maybe now we go. Well, let's just watch a little bit. This is showing how they're making it small. So, again, we you know, this is this is uh >> this is what my grandkids like to watch on YouTube. >> Yeah, you can see this is moving things around and making sure that everything is in smaller places. Okay, next. Now, here we are. This is um this is right in the beginning of the 23rd. Now, uh, one day later, now you've got Lame coming in, and we're very grateful to them for graciously donating that service to take this away. And, um,

089next, well, let's go back one more. Mhm. >> And so, um, so on, uh, not only is that being hauled away, um, maybe I can just say this stadium is just not something that we thought could happen when we first started. We knew we would get a track in a field because thanks to our generous voters, um, we allocated enough to get a track in a field. We did our very best after CO to keep our levy rates most affordable way possible while still moving forward with our with our success plans. But um thanks to again people like Christa and and Rhonda and Karen and on the board all of you for the advocacy with our legislators which is kind of interesting you bring that up tonight. Uh and and um and just a lot

090of very generous people. Uh businesses like we said, Lame LRI, the Greater Eatenville Community Foundation, the selling the seats and naming um light curve, um um Aerrol Lumber, and the list goes on and on. Then we are also going to be able to get a stadium. Um our donations uh and such are over $3 million. So like that. >> So um so now let's see now the end then is that our belief. So I just talked today with the field manager Nate and our next step now is that we're going to put in the catch basins and start the we already excavated. We already demoed and the tandem, the work that went in tandem was just unbelievable how that all just worked out just so well. Every again, you see things being moved away on

091the on the perimeter while it while the stadium's going down and we're waiting and now we're just waiting for the the um the the drainage systems to start and everybody's working really really well together. the town has been phenomenal. And so, um, our next steps again are to put in the drainage. That's that's perhaps the maybe the biggest thing to make sure that when you have artificial turf that that drainage goes well and that it's properly, you know, drained out and and and taken to s to the right places and whatnot. So, now you'll watch that. Now, we've got we're getting bring rock in. Catch patients will come in. If you look out there, you'll see flags and they're all in a row except for four places. They're in five feet and that's because that's

092where you're going to see the catch basins go. And um so when this project is done, we'll have uh state-of-the-art artificial turf and track at a really affordable rate. You'll see a stadium at the only cost to our taxpayers will be what you pay to state. you know, it's our our little piece, but when you pay a little bit to the state and everybody else pays it to the state, that's a heck of a deal for us. So, it's that outside money is what we went after and we were very successful at. You'll see new restrooms, you'll see um new um you'll see new uh school scoreboard. You'll see LED lighting which will save a lot of money and there won't be very it's no pollution because of the way that it's done including lighting

093that will be on the back side for the tennis courts so that can be opened up after school hours for the community. We're trying to be very good about that. Um new obviously goalpost new play clocks at the end. Um, and I'm excited also to say that today we just talked about a new flag pole, a flag pole that will that will be very well done. Um, so that's kind of my report about that piece. So >> awesome. Thank you. Thank you for giving us the video. That's great. And making it so the public can see that. Really appreciate that. >> Okay. Legislative update. Um, so advocacy has begun and we are also well aware and recognizing that regionalization that underfunding that we have compared to every other school district in Pierce County. We are

094the only school district that does not receive that despite the fact that our average house cost is more than Tacoma's average. We are wear and we are advocating now. There's a cycle for regionalization. It typically happens every five years. Um, we're midcycle on that. that doesn't keep us from really working hard and advocating. So, we have uh met with some legislators. We have a meetings scheduled preession with our our legislators, not just our local, but also we're looking at anybody who who's on Ways and Means or any other um budget um particularly those who are interested in listening to education budget. We know that there's a huge shortfall. So, it's going to be um hard work for us to get this, but we are working hard on it, as well as looking at our funding

095in other places, including that from DNR. Um, Senator Wellman has reached out and uh had the opportunity to give feedback on what our needs are. She's the chair of the Senate Education Committee. And so we are giving feedback on um what does it look like? What does our MSO grow materials and operating costs? Uh where where are we at shortfall on that as well as transportation as well as food service. So she's looking at that as well as the salary allocation which for our district is really tricky because we have a lot of very experienced teachers. That means they've been around for a long time and they have higher education. They have like 72% of our teachers have master's degrees which means on our salary schedule we get paid more but from the state we

096just get one flat rate and so Senator Welman recognizes that. I've been expressing to her that again Eatenville loses in that regard because people will come to Eatenville, >> they stay in other districts, you know, people migrate a little bit more, right? So, again, advocating with um off session with people who are ready to file legislation around additional funding and what our needs are and helping. Um, Senator Man comes from Belleview. She has a big school district perspective but she also needs to hear from us and so we are doing that at school. Um there will be some other bills pre-filed and we have been giving some feedback as well. I just the conversations have happened but I haven't actually seen the legislation where I does have her legislation like giving it we're able to

097put eyes on that. So that's the legislative update for what the work we've been I've been doing we've been doing in the last couple weeks. Um unfinished new business approve of ESD LCAP 2526 school year. >> Yes. So this is the district improvement plan. Um and it really is focused in on our three schools that were identified for improvement. Um we have um Eatenville Middle School which was in tier one. And tier one, just so you know, is basically a school with um as noted by the state, right, a school with relatively strong instructional model, but needing focus on specific groups. So um they did have a couple groups that needed we need to focus on and those I'm sure will be addressed in their plan. Um, so basically the goals I put very broad

098goals knowing that our buildings are writing plans too and we need to have that connection and so really focused in on at Eatenville Middle looking at reading on level by eighth grade and also u middle schoolers that successfully complete algebra by the end of ninth grade. And you might wonder, sorry, by the at end of eighth grade. Um, why that, right? So, definitely want all of our kids reading on level by the end of eighth grade. We have a third grade goal, too, that you'll see, which ties back to Nick's plan at Eatenville Elementary. But I with if we raise the bar and we have more kids taking algebra at middle school, that gives more opportunity at the high school for more advanced math. And so when we raise the bar for the high end,

099it raises the bar for everyone. >> Great. >> So that's where I focused in as we look at both math and reading. >> Question. Do we have staff that is ready or prepared to teach algebra? >> Yes, we have one teacher that a math teacher that is teaching algebra that has changed I think each year I've been here um because people have left, people come and gone. Um so that is why but we did have uh we did increase the number of students taking algebra from last year to this year. So that is good and I don't know if they had those numbers or worried about those but let's see those >> um we were in the teens last year and we're at like 25 or so this year >> class. >> Yes. Thanks. >>

100Um, so the next there's a lot of extra district stuff in here. I'm not going to cover all that. It's like we need to look at we looked at our ratios of students. We looked at we're looking our ratios of staff and we had to compare race and all of those pieces. So that's in there too. And then broader goals. So the next school that I wanted to speak to was Eatenville Elementary. Today we're in tier three support status. And what does that mean? Um, tier three targeted or tier three comprehensive support was um, a school due to their wisdom data had a rating of 2.3 or lower for all student groups needing substantial support in a number of areas. And so that's how Eatenville was identified in last year 20 now we're in year

101two. I think this is the third year 22. So um really he what stood out to three different groups being all students reading and math performance Hispanic population had grown there and that was a area where kids were underperforming and we had students with disabilities um and again I'm focused in on reading and math right we're raising academic achievement we're looking at increasing the number of students uh by the end of third grade or reading on level. Um that's the focus and then math say how do we increase mastery and understanding of math concepts and then the last one of course Amy already reported on which was um new beginnings and really taking a look at goals for that continuing to support outcomes passing grades grad graduation rates, which are all things that N spoke

102to and I just basically put those in there to duplicate that. Um, and then they were working on and we did put lap funding toward um more uh connection and coordination with the students in that program and Kathy Kerr did a lot more connecting with them due to some lap money. And then uh the funding piece, part of the work is that you look at your resources and you determine if you're meeting the needs and helping close the gap. And so you'll see the funding page where we what I will say after doing improvement plans for years and the amount of support that we used to get in the late 90s and 2000s compared to now is nothing. So they don't give us anything additional to really support the change effort in these buildings. So

103we have to look at our title one funding in that we have to first of all we're required to rank and allocate according to re and reduced lunch percentages and enrollment. So, um, we do that. It's a formula within the grant. So, you will see on the funding page what funding EES gets. Um, when we talk about title one, um, and then lap funding as well for the three schools. Um, title two professional development, however, we wrap everyone into some of these pieces for professional development, but that is some of that funding does end up at those schools. And then title four this year looking at NGSS system supports with an estimated total funding to those three schools out of between title and lap of $13,000 which includes the staffing and that's buildings to service

104people. Thank you very much. Appreciate that. Anybody have any additional questions? Um, so I would consider a motion for approval of the ESD Lap. >> A motion. >> It's been moved and seconded. All in favor? >> I. >> Any opposed? Motion carries. Right. Consider approval of ESCSD 121 local agreement. So MASH stands for moving all to success in health. Um each ESD has started a MASH team and on the MASH team you have a special education teacher um a social worker, a behavioral therapist and an ABA therapist behavior analysis with students. We are asking to use MASH in our in our uh program with our students with behavior disorders. Um we started working with them last year. The program at the middle school has made significant gains. Um the social worker goes into homes and

105supports families. Um gives strategies on how to work with their student, aligns um the home with school. And um when I put the how much you know hiring each of these different um specialists would cost and also how much it would cost to send our students out of district which is anywhere between $180,000 to $400,000 per student. Um so utilizing their services uh I think is a great savings for us and very needed for our programs and and for our families. Um and and we've just seen a lot of growth already and they've been very kind and said we'll do a six week contract and see where we're at where they because they've worked with us in the past. They're not asking us for to do a half year or a full year and we

106can revisit after the six weeks. >> So then we know if any students transfer out or whatever we can adjust. >> Yes. Or maybe we need them to move to the elementary program. So they're willing to work with us. They're also willing to train um one of our para educators who's went through all the ABA therapy uh pieces and testing. She just needs someone to supervise her. So, that will be part of what they're going to do. And then we'll have our own ABA therapists on our campuses as well. So, that's a big positive. >> That's great. Yeah. Well, I'm grateful. Um the allocation that the state gives to the ESDs, particularly for small and rural schools, is significant. I mean, it's so important for us. So I'm grateful again for that and something we

107need to continue to advocate. >> They've also one more one more thing and when we're working on inclusionary practices and having our students go into general education classrooms were appropriate, they are also going with those students. So they're supporting our gendered teachers, the student and the special ed teacher at the same time. So >> I forgot that piece, but to me that is a very big benefit. So, we're really um you know, making our GenEd teachers feel supported and giving them strategies to work with our students that have higher needs. It's great. >> Shout out too to North Central ESTD. I'm looking at her right now, Anna Troutman. I worked with her husband, but just like she was one of the program directors that I think helped start her get off the ground. Anyway, it

108it has been very successful there, at least from their information. So, thank you. >> It's been so great. That's great. and it helps all of our students um in the classroom when there's those students have support. Yes. >> Excellent. I would consider a motion to approve um our MASH in a local agreement. Motion >> second. Moved >> and seconded. All in favor? >> Any opposed? Motion carries. All right. Consider approval of ESD13 progment for occupational therapy services. So, we haven't we're very fortunate to hire our own occupational therapists and our own uh occupational therapist assistant. Um the the one thing is our occupational therapist comes from the hospital setting and home home care health. Um so a school setting is a little it's different for her. She's learning the ropes. Um and our Kota is

109also brand new graduate out of school. So ESC113 has been kind enough to contract to me with me just for the hour with us just for hourly rates um to support them so that we can retain them so they're so they're getting the supports they need um particularly in IEP writing doing evaluations um those pieces are where she's going to struggle a little bit because she's not used to that type of paperwork and what and and the legalities of that >> right that's all very important for us to make sure that we have proper timing. So, thank you for um making sure those sports scaffed. All in favor? >> Any opposed? Motion carries. Consider approval of Waspy Interlocal agreement. >> This is for our IEP online program so that our teachers and our support staff

110are able to complete evaluations and write IEPs. We also use the same platform now for all of our 504 plans as well. That's great. Right. Consider a motion for approval. >> I have to abstain. I'm in a subcontractor for the assistant right now. So, >> all right. So, going to recognize extension. Director Rush. >> Thank you. I'm sorry. >> That's all good. Consider a motion. >> Second and second. All in favor? >> I. I'm looking at Dana Anderson's name. Yes. Consider approval of updated policy. Oh, no, wait. I marked off the wrong one. Consider approval of donation agreement from Greater Eatenville Community Foundation. Jane, you want to share with us or do you want me to share out on this one? >> How about we both? >> Okay. >> Yeah. So, so again, we're very

111grateful for the newly created greater goal community foundation which is sometimes a little bridge gap between the funding that we received from the state, what we have in our budget and yet some of our needs so that we can have, you know, greater enrichment for our students. In this case, it happens to be for music. So, that was that was requested and uh you can say anything we want about that. No, I just want to recognize that our community foundation has been helpful in so many ways and one more time they're stepping forward and helping out our music program and um they've raised overund and I think $5,000 for our stadium. So I just want to continue every time um we are their generosity comes this way we want to recognize them. >> Yeah. And

112if I just continue to add Yeah. even like on the stadium they they are the one who kind of brokerage some of the y >> some of the donations we've had such as with a lumber um and um we're still working with like urban so we don't know the exact amount on that but uh they continue to be a real force or good for our students >> absolutely all right so I consider approval of the donation >> a motion >> second moved and seconded all in favor I any opposed? Motion carries. Um, okay. Consider approval of updated policy 3143 on this one. >> Okay. I'll give you just kind of the highlighted points of this new policy. Um the number one is it really identifies how schools are going to receive information uh in regards

113to student offenses such as from court of law, law enforcement. Um getting threat assessments or safety plans sent from one district to another. um for controlled substances or violence, principles now have the discretion and to share this information with staff where that was pretty um regulated before on what that looks like. Um also for controlled substances offenses, the new requirement is that a principal and administrator must give the parent or guardian at least 5 days notice before sharing information with staff. So you can share the information with staff but you need to prepare the family before that and the timeline is five days. >> How do they share that with the family? How do they let the family know? >> Phone call is fine and or or letter. They just have to document that they've

114done that. >> Okay. >> Yeah. I don't think are really clear. >> Is it um can we if this is a new student transferring in >> can we say we're going to give five days and then um that student comes on after the staff has been notified or is that >> we can do that? Yes. We just have to meet that 10day requirement of enrollment. >> What what the state was finding is a lot of districts like we design safety plans or we do threat assessments and those are not following student to a new district. So, this is really outlining the need that that has to occur and and what that system looks like. Um, let's see. Threats of violence or harm. Um, it just is really tightening up that we must do those threat

115assessments, must have those on file. And then now a good part of this is it grants immunity or civil liability for districts for following these practices. So, there's some protection now there. So just really quick question. This is maybe more for us as a board not understanding process. So with a policy like this, the questions that were asked earlier were also more about procedure. How do how do we do we look at procedure? The principal develop procedure for this? How does that usually work? Yeah, >> I'm just asking. Okay, I should probably know that answer. Okay, >> the adoption policy and then it might be noted uh we call this a new policy but really it's an updated policy. This has been in place but we're just going to we're always trying to do two

116things. One is is um make it fit us upon recommendation from you know the state. Um, but these are updated policies. These are not just going to be creative policies. >> And when we update the procedure, we're asked to look at um how we're going to handle changes to offender statuses, how the school transfer is going to happen, how we're going to speak to each other about um you know, you have a new student coming in and here here's their safety plan. So, we have to design what that looks like. >> Okay. So, those timelines are super important. I just want to make sure we don't miss those timelines for people because I still cool. And this falls under just for the sake of everybody knowing this falls under your kind of responsibility. >> Yes,

117I do threat assessments and safety. >> Yes. >> Great. Thank you. >> Um so I would consider a motion uh for approval of policy 3143. >> So move. >> It's been moved and seconded. All in favor? >> Any opposed? And um consider approval of updated policy 3210. >> This is um our non-discrimination policy. So the key highlights of this update is um it broadens protected classes. So there's the addition of gender expression, gender identity, immigration status, now uh neurode divergence, which is the classification of autism, ADHD, and dyslexia. Um and it just uh broadens that understanding of those protected classes. A couple other highlights. Um the update is required by the new title nine uh policies that we have in place and um it also highlights the need for complaint procedures and what that looks

118like. So um those are again uh designed uh by Jay and myself and and our administrators. And then it also really talks about the safeguards around the investigation process and what that looks like and those timelines. >> All right. And this is directed by legislation. Just >> it is. Yes. And it also one last highlight is um a couple last highlights is making sure we have our non-discrimination statements on all of our publications which we've updated all of those and and and met that piece of this. Um and then another big piece is anti- retaliation language. So um and what that looks like that you can um there can be consequences for retaliation. >> I like that they have the trained dog. It's great. >> And the trained dog. Yes. >> I love I love

119the trained dog. I'm sorry. Just stands out. So the main update is the emphasis on training and awareness. >> Okay. All right. I consider a motion to approve policy 10. >> I'll second. >> It's been moved and seconded. All in favor? >> Motion carries. >> All right. And um this is first reading of our student representatives to the board of directors. Um it this is an updated amended policy um based on our work study that we had at our last meeting and all it does is adds a third student representative for running start students and skill center students those who are do not have a class at all in the high school gives them the opportunity to have be a student representative as well. So that would give us two um onampus representatives an additional

120opportunity for a third candidate to be running start. I would like to um suggest we had a good conversation about this in our last meeting if it would work for you because our student reps will be interviewing soon um that we pass this policy not as a first reading but as a policy. So I'll leave that up to you and um discussion and motion discussion. Yeah. >> But wait for a motion. >> But the motion would um need to be consider approval of. So, I would consider a motion for approval uh of the amendment to policy 1250. >> A motion second. >> I'll second question. >> Now, discussion. >> Okay. Thank you. Um I just we want to be as specific as running start skill center student or so we're looking towards the future. Is

121it better to take that line and just say or a outside recognized program like school program? like I don't know where this could go. Like what if we had like an internship program or something, you know? I don't know. >> Looking at future, >> but I'm going with as is too. I'm just opposing that. >> I like I like your broad thinking. I'm just I think >> until we have a new program, >> let's let's keep it specific so that we're not it's not used as a caveat against us. >> I'm a good idea. >> I like it. And so keeping that front of mind when we get that awesome when we're that awesome and we have a whole another thing. Yeah, that would be a great opportunity to reook at this and amend it

122as well. So >> all right, there's a motion on the floor. Um any further discussion? >> All in favor? >> I. >> Any opposed? >> Carries. >> All right. Superintendent comments. >> Great. So, um, I wanted to note that, uh, we're working hard toward the your the board of directors school goals for this place 25 by 2.7 school year. And if you look at goal number one, it's academic excellence. We'll clearly really paid expectations and recognize academic success through multiple measures and mastering. And so, you've seen some of that tonight. I want to thank Sally. You know, I thank Tracy for the work that they're doing to try to make sure that we are we we're assessing our student achievement. We're communicating that we're doing so in various ways. So, uh I did want to

123uh do a teaser. um you won't want to miss and you'll want to tell all your friends and neighbors to come October 8th because that is a further representation of the of the of your the goal uh for student success wherein we'll have all of our principles here who um it's one of my favorite actually of the year uh because they'll come in and they'll talk about the school improvement plan. They're busy right now with their with their teams at the Billings level creating school improvement plans. This year is a little different because we will also be looking back to the same thing that Sally just presented, but they'll be personalizing that as they try to set their plans in place. And of course this all aligns with our strategic plan which in the end

124this year we've got the two areas continued academic success would be all five years seven years however long we go but never change but also uh preparation for life which includes um you know reaching out and trying to make sure that our students are connected they make those transitions the word of the night to try to make sure that they're successful as a leader. So the the second thing is just again to uh assure and to mention as Rhonda did that we're going to do everything we can to bring all the legislation we can uh legislators updated and get all we can for our students being built um school district and and our community. And so we're we're working very very hard on that. And you we're really hope we're very hopeful that things like

125regionalization um the the cost for transportation is such that um that we are disadvantaged because of for instance with transportation. Not only it's the number of miles we serve but we have lakes, we have mountains, we have bridges, we have other ways that keep it make it very hard for us to break even or even come close by transportation. And yeah, we now we're about 19 months of no canceled routes during the school day. And uh we want to keep that going, but we're going to need some help on that. Um and then I guess last but not least, um I just want to again thank um you as directors for the the hard work that you're doing. when I talk to some superintendent, you know, um they don't enjoy the they don't enjoy the

126uh aligned work that you have with the focus on students uh to make sure that all of our students are learning at the very highest level possible. And so I want to commend you and thank you for the opportunity to work with you during this during this time when budgets are constrained. and and so I just wanted to give a verbal thank you >> thank you everyone for tonight >> uh last but not least one of the things I might be approaching the board uh in the next few weeks for is we're looking for uh districts that would like to volunteer talking to Bethl next week we are starting the project we're doing with Cypy and the great gates foundation as well is digital physical digital college transcripts If you don't know what that means,

127Udub, for example, has an entire floor of people that go through each individual PDF when somebody applies. They scan them all and then they go through the ones on the border. So, literally, they do not have a digital filing system. So we are actually working on a system where students will be able to literally click on a button, share their grade and uploading information and the universities will be able to work with them directly on what still they need and what that digital transcript looks like. So we have four districts piloting right now. Um and so you know I might be coming to us about with Dana Anderson and Yay from about that process. So um it could go a lot of cool directions. So, and what an opportunity for kids because it also ties

128to the community colleges and to the um skill centers or the the vocational schools. So, >> awesome. And it's such a hassle when you're trying to apply or you're trying to get a scholarship information is not there. It's you don't have access to it. It's huge. That's great. >> It is insane. I was floored. >> Yeah. I'm excited for our students. So, >> okay. >> Thank you everybody for coming. Thank you for your comments. Uh just thank you for a great start to the year and all the data that we have and um just keeping us on our goals, you know, that we I sounds like everything we're setting forth, we're putting in motion and we're we're working to get there. So, thank you. >> I just um want to say um also thank you

129to staff. you are doing an amazing job and I've been at this a long time and I can recognize the quality of the people that work in the district office and in our buildings and I but especially the district office. I want to applaud you and thank you all of you who work there for what you do. You go above and beyond. I drive through Eatenville in the evenings. I see vehicles here. I um I know who you are. I know who you really are and I and I just I can't u say how much you appreciate. >> I agree with that everything that said she says it better than me. But thank you the fact that you guys are here so late. All of you appreciate it and our community. Um >> thanks for

130the great start and the great information. We know where we need to work and I'm grateful for that. And J, thank you for communicating that to us, to your admin team, to the teachers, like you said, from boardroom to building, building to boardroom, >> boardroom to building and beyond >> and beyond. That's right. That's getting it out there. Appreciate that. 911 day of service um was here on September 13th and we had wonderful um engagement by our community. >> It was great. >> Yeah, it was great. >> It um we honored's only fallen officer, dollar plant. >> Thank you. Oh, that you did. I make that happen. Absolutely. It's my pleasure. Um, so South Pierce County Historical Society, um, Pierce County Sheriff's Office. I can't always get that wrong. Um, were the color guard along

131with Washington State Patrol and South Pier Rescue. It was really and Jay was there. Thank you to every um, our dignitaries that came. It was just really a wonderful day and we got together to serve and uh, it shows what community really is. And Ron is being modest on that. She chaired that and it went off down and was very successful with such a large uh participation and just so many people from so many walks of life all coming together to remember 911 as a day of service and and remembrance and um I just want to commend you for that. >> Yeah. And R&B barbecue sponsored lunch for us which was awesome. I think you mentioned that I I'd like also like to add that um along with all the people who were there and

132the ceremony was amazing. It was very touching. But as soon as you said, you know, day of service, time to get going. Seeing all those young people grab tools. >> Sounds cool. >> And go out there and start demolishing some of the plants. having such a good time. But just seeing them just immediately go for it. Yeah, that was so exciting. >> Football team shoveled >> tons of gravel painted buildings. We had 18 month olds picking up rocks and clearing the area over there. So, it was really a community event was great. And I want to give a huge shout out to Brandon because yes, he was he worked so hard and he was there supporting everyone in the community and he worked long beyond the time that the rest of us went home. He

133was cleaning up and clearing out and so huge shout out to Brandon for his he has such a servant's heart. >> He did. He's such a good manager plans that >> but uh super grateful to him. Um, I'm hopeful and excited about the upcoming year and uh, thanks for all your hard work. It's a late meeting, but it's full of action-packed full of great stuff. So, thank you. Appreciate it. We'll call the meeting to a close unless there's any additional conversation. 857. We're pushing that 9 o'clock. You have a long street.