Eatonville School Board of Directors Business Meeting 06/25/2025 at 7:00 PM

001We are going to uh call this meeting to order at 7:01. Please stand. I pledge allegiance to the flag of the United States of America and to republic for which it stands. One nation under God, indivisible, with liberty and justice for all. Thank you all for being here. We just stuck over from retirement. So I know that all gather. Um I would consider our student reps are gone for the summer so we will excuse them and we're looking forward to in the fall uh doing interviews and having new student reps. I would consider any changes or additions to the agenda. Hearing none. Um I would consider a motion to approve the consent agenda. So move been moved and seconded. All in favor? I any opposed? Motion carries. Um see along agenda. We're going to go

002down to reports and presentations. So winding up the school year. Um so you all would have received I'm sorry. Pause. Are there any Did anybody sign up for hearings of individuals groups? I'm sorry. I Thank you. Sorry. That's all on me. I right here. Yeah, that's okay. Just as a reminder, um, sorry. Uh, when you recognize the board, you'll identify yourself and the topic you wish to address. Just read through rules. Um, no comments from the audience. Sorry. Um, sorry. So, we are here to listen and gather information. We may not act or um and we're not able to respond to public comment. And the following items are not appropriate appropriate in open forms. Complaints against individual board members, complaints against individual employees, complaints against individual administrators, and private data related to students. Okay. All

003right. Thank you. Okay. My name is Susan Gordon. I am a taxpayer and a patron of the district, and I go to a lot of schoolboard meetings. Thanks for the opportunity to speak. I'd like to the board to hold off on an item H under new business specifically as it pertains to the 10 books deemed surplus from the middle and high school libraries. I didn't have much time to look into why these books are considered outdated and it was difficult to specifically identify them because of the way the spreadsheet attached to the agenda is condensed. The fields listing the titles and the authors are very narrow. However, I did have time to research three of the books. One is to the mountaintop, a memoir written for middle grade students with journalist and author Charlene Hunter

004G. Ms. Hunter G, who is still alive, was one of two black students who first integrated the University of Georgia. It is a firsthand look back at the civil rights movement among other things. Another is a book called Dear Author: Letters of Hope: Young Adult Authors Respond to Kid Toughest Issues. A third is a book called Conspiracy Theories in which various authors debunk conspiracies surrounding the JFK assassination among others. These all sound like interesting and worthwhile books to me. And so what was the rationale for calling them outdated? It's not as if Eatenville school libraries are crowded with physical books, especially books on these topics. I'd like to have time to have the opportunity to look at all 10 of the books on this list before you get rid of them. And I believe others

005also would like to do so. Thank you. Thank you. Thank you. All right. Now we will go on to reports and presentations. Um so the enrollment reports that you have been receiving, I'm I'm considering providing you with some different reports maybe in addition to those um or in lie of. Um, so right now I'm looking at um this is actually our police year3 that we submit on a on a monthly basis. Um, and it is actually all of our enrollment and it shows our trends by the month. So I think it's a little bit more informative. You don't have this in your packet, but I'm just showing you. Um so um you can you can see here um and I can send you a copy of this um how our enrollment went from 1877 in

006September to 1846 in June um for an average of 1868. Um, so I'll send you a copy of this, but I think it's nice to look at the trends um by the month and it also shows you um AL enrollment um by the month. Um along with some other things such as Running Start, Vote, TK um so anyway, we um our enrollment did drop um and it has impacted our budget this year. um where we thought we were going to end a little bit more favorably. Um it has shifted um in another direction. Um but not only that, but ALE has increased which means that we have to pay more virtual services um to serve AL students. Um that also adversely impacts our budget. So um just wanted to um touch on that um because

007it does impact our finances and I can touch on that next. Um though any questions on enrollment does this so we're doing our count now I know in October we do the life of the ice for next year it's impact ourment moving forward through August or how does that so um so September October November and December's aortionment is received based on our budgeted numbers which is why it's so important to get our budgeted numbers correct we don't want to budget too high and receive money that we have to send back we don't want to budget too low and then not have the money we need and have to do budget extensions um because those are more work and it's not fun. So, um but basically the October count for our funding doesn't really do anything

008for funding purposes. Okay. um is the it's the average of each month September through June averaged out and which why which is why it makes it so hard to track the budget because it's this constant fluctuating number that impacts bilingual and high cap and and well not necessarily bilingual but bilingual's numbers go up and down too. So all of these numbers fluctuate every month which make it impossible to get an accurate forecast of truly where we're going to end. It just makes it really fun and challenging. So um from your experience on previous years of doing this, how does that compare with previous years as far as starting in September and then um so this year we took a weird drop? Like normally we do drop a little bit after Christmas, but this year it

009seemed to be a little sharper. Okay. Which is really unusual. Um, so yeah, and I'm looking here at three. There's 23, 24, and 25. Um, so I can see the drop here. Um if you back out AL um which means alternative learning alternative learning um if you back out the alternative learning student which is a separate funding category that costs different um I'm looking at from 23 um BEA students at 1835 to 1826 to this year 1814. Okay. So it's been dropping the last um three years. Okay. Yeah. Well, I can I'll send you copies of that and then going forward we can include that with the report so it's a little bit more informative. Um, so that's enrollment. Um, financials are getting really tricky this time of the year. Um, because in fact, you

010know, I've been talking to Jay about um potential for a budget extension. Um, which worries me because my first initial reaction was, does that mean we're overspending? Um, so I dove a little bit deeper into the numbers and it doesn't necessarily mean we're overspending because we have a lot of the revenue to offset it. Um, it's just there's a lot of things going on. So, if you look at your budget status report um that you should have in your packets, um, this is for the ending for ending in May. Um, if you take your actual exp your budget and then your actual expenditures for the year plus your incumbrances, we only have $169,000 left for incidentals. Now, a lot of your incumbrances won't be fully used. So, we're hoping that we can shift enough around.

011Um, but it's going to take a lot of shifting and and strategic work um to make that happen. Um, and we're hoping that we can do that. So, we don't I think I don't we don't want to have to do a budget extension if we don't have to because it's a lot of extra on everybody. Um, and we want to keep where we're at. So, um, on that note, I got to diving in a little bit further. Um, we we certainly don't want to go over our budget authority because I it would have audit implications and all sorts of implications for all of us. Um, so we really want to watch that, but keep that possibility open for a budget extension. Um but so I looked and um so our fund balance according to forecast

012five now their forecasts five forecasts based on five years of trends. So if your trend is to spend more in July and August, it's going to forecast that you're probably going to spend more. So, is that number that they're suggesting at 2.3 million accurate? I don't know. Could be. Um, it just depends on on what we have going on. Now, we don't have the ESRE dollars that we did in prior years. So, probably we're not going to be spending, you know, so I don't know that that time will necessarily remain accurate for this year. Um but basically our let's see here forecast five is projecting that our expenditures will exceed our budget by $351,000. Um we're looking at maybe what we're putting to capital versus general fund. Um so that may not come to fruition.

013Um, but on the on the opposite side of that, our revenues are expected to exceed budget just by a couple thousand dollars. So, what that tells me is we're spending more, but we got in more revenue. So, there would be cause for a budget extension at that point, right? Um, now with that said, there are some areas that are over budget um that are concerning. Um, and food services is one of them. Um, and there it's over by about 266,000. Um, transportation is 375,000 and basic ed is 467,000. Um, now could there be some areas that maybe we need to look at a little closer and budget a little bit higher? Yes. Um, are there areas that we can't forecast like the cost of foods? Yes. Um, we did a pretty good job budgeting for

014fuel this year actually. Um, but um we're going to try really hard to to not have to do that. Um but anyway, um the good news is we budgeted to draw down about 800,000. I'm hoping that's still where we're going to end up when it's all said and done. Um so we stay within where we need to be for our funds. Um I have a lot more information if you want to um reach out to me. Um, I'd love to meet with any one of you um to go into a little bit more detail on what we're looking at. Um, and Jay and I were working closely together um to navigate these last couple of months. So that's all. Have you had to do any special jiggling because our aortionments have been um So when

015that finally came through this last month, um they only reduced it by less than 2%. So it didn't really impact us a lot. um it just messes with our future projections because we like things to happen to be recorded in the month they occur. Um so that we can rely on these projections um but it wasn't too much and we also did get our one time MSO allocation um of 92,000 and some change uh 92 365 and 72 cents onetime funding um for the month of June. So, and I'm going to ask the question that everybody else is is thinking. Um, are you concerned? Are you budgeting for uh implications on the Department of Education? So, what I'm hearing is that when I talk to Puget Sound Educational Support District, our our ESD, um, who

016oversees our finances, um, he they are recommending that we not budget for Title Two and Title 4. Um, and and can you tell us what those cover? So, Title Two and Title 4 cover your professional development. um so that we can keep our staff current um with current practices and different opportunities um that Sally oversees um and they're still worried about some components of our food services program. They're they're still worried about that. So, um although Sally did receive um we did get the grant application for title two and title four, so that's a good sign. Um but hopefully so we're going to apply for every grant that we can but we're not going to count on it. We need to do a budget extension uh to if we get those grants then at that

017point we could al also open up a budget extension for those. Correct. Um not for this year not for this year but those were those for next year. Yeah those are for the the next year ones. Um so yeah and that was another thing that um that caused our that why we used so much of our expenditure budget was because um we didn't budget for so much carryover in our grants. So we had a lot of carryover in our federal um special education a lot and we had a lot of carryover in title one um that wasn't spent in the prior year. Um, so we we carried that over, but I didn't account I figured that there was enough capacity in place for that. But then we added tutoring at $250,000. Um, and some other

018um really nice grants, OSSI, device repair and replacement, adaptive inclusive tech. Um, and it's looking like maybe a safety net potentially, you know, at this point. So, um, so there's a lot of money coming in and a lot going out and, um, yeah, and just to clarify, the $250,000 is funded. We're not it's not an expenditure without a revenue. It's it's grant funed by the community. No, but that is included in your in our authority, right? Um, that we did not expect, which is amazing. That's a great great question. Anybody else have any questions? Thank you. It's very complicated and it takes a lot of work with that heart. Tracy, thank you for your hard work on the safety net. It is not easy and we haven't always gotten. So, thank you very much and

019it's much needed. Okay. Thank you for u helping us understand better the financials. We're going to go on to um Bonnie transportation report. Good evening. I'm Bonnie Metro and this will be our um end of the year um justification report share my screen. I have to figure out how to share it. I don't know. Make it big. Wants me to share or can't be a slideshow. Hey You just click on the next slide and be on the side and that doesn't have to be a full slideshow. Well, it doesn't really matter. Oh, maxed out all. No worries. Okay, just do your thing. I can figure this out. Yeah. Okay. Um so, um we're looking at transportation. So, we were along with making sure that we had um no cancellations this year, our goal was to

020also be part of the goals that the district had put forth about attendance. And so, our our contribution to that was making sure buses on the road and that we're driving kids to their future. So, that's where that's where we're going with that. Um, did you add the filter of the rainbow or was there really that rain? No, there was really a rainbow. So, Danny Danielle Satia was is one of my bus drivers and she was getting off her bus one morning and saw that and took it with her phone and sent that. That's a a picture of buses from a bus driver and it was awesome. She So, we're getting it printed on a like a on a canvas. we're going to put it up in the office because that's you don't get those

021very often, especially not where they're perfectly set. So, it's just right. So, this school year, um, we traveled 342,282 miles as of the 16th of June. Last year at this time, um, we had only traveled 220,000 miles, 140. So, our increase was 121,342 miles. um that is more buses on the road and more kids to school. So our trips this year um last we'll start with last year's last year we were only able to support 89 bus trips. This year we could support 283. So with our um with the subs that we did have and the ability to do a little jungling inside of there and we were able to support our athletics and field trips much better this year than we did last year. bands. We did have an increase in van use, but

022most of the time that was because we were looking at teams like baseball and and uh um softball or fast pitch that could didn't have 30 kids that needed to be on a bus. They only had 16, so we could use two vans to take them. It cut their costs and it cut ours. Even though we did more trips with that, it still was a a savings in cost of our trip. Um so bus trip miles last year was 18,967. This year um ours was it was lower at 16,55 because the range that we had to go was much closer in. We didn't have to travel as far expenditures. Um fuel cost for last year for diesel was 127,931. This year was 150,961. The cost of gasoline last year uh was 22,46389. This year was

02340 thou 45,629. All of this is pushed into that 121,000 extra miles that we did. So, um the cost of fuel was less this year, not a huge amount, but approximately 35 cents give or take a few less than last year's cost. Um, but we did go a lot more miles. We're really lucky that fuel prices. Yes. Thank goodness. I'm I don't know what next. So, I'm hoping that they will not be ugly again, but we all know they're ugly no matter what. They're ugly no matter what. And we're not just a just a question. We're not exempt from state taxes on our field prices. No, we pay the whole shebang, which makes no sense, but that's what we do. that we pay sales tax on the money that the state gives us things that

024should not cost us if it does. On this next the next page you guys have in front of you um it's um the Christmas parade. So it's our my team being part of our community and doing things with them. Um they had a lot of fun doing that. I had um the bus was covered in lights and I had a bunch of my drivers dressed as reindeer and we had Mr. Mrs. Claus in the front of the bus. So, could we just have fun? Um, hand out a lot of candy and not have to worry about finding rappers on the bus. So, um, we'll go to winter inspection that happened December 5th of this last year. Um, it was fabulous. We had 100% um, passed every inspection. So, we only had 11 bus buses inspect

025buses inspected, excuse me. And that's because they only do 25% of our fleet at that time. We had no out of services and we had no unsat. So, that was very good. um my mechanic and his assistant did um receive their um I don't want to call it a bonus because it's not really a bonus, but it's incentive for doing really really well and they deserve that one. So, our summer inspection was not as fabulous, but it was much better than last year's. Um we did have 33 buses inspected, nine support vehicles inspected. We had six out of service. A couple of those were things um like uh broken leaf spring. Those are not they were cracked but not not like broken apart. You can't see them very well. And so it was things that

026if you're looking at it from the state patrol in, you know, right here, that's big difference than looking at it. Okay, there's nothing wrong. It looks smooth. Everything's fine. So, but some of the things that happened were not um I mean, yes, they're preventable, but they're not things that you're going to notice right away. and along with the fact that they were super clean and it so it was a new break, not something that had happened months. So, we're trying to make sure we have um our buses safe so we can haul all those kiddos to and from school and make sure that our buses are ready. So, we did have one out of service um support vehicle and that will not be going back. I will be asking for your permission to put it

027on surplus for next year, not this year's. Um, it the replacement parts for the door of the van is there's no replacements for that we can find anywhere close and so it doesn't it won't pass the inspection again. Um, we had one bus that was out of district at the time getting repaired. It has been inspected and passed with no problems. So okay stars allocation. So this is fun but not fun. Um so this is all our numbers. This is how we do the alloc the funding allocation for transportation. So this this year in fall we were our median number for our three days that we report um was 1,247. The year before it was 735. So the increase in students on buses is the increase in attendance in their classroom. Um winter, which is

028October, um that was a 1,233. Last year's was 1,022. So our lowest number is always spring uh because of the number of sports athletes that are involved and not riding buses. We are very heavy in sports during spring, but we still had 1,177 versus last year's 1000. Our numbers in um special needs and early development have gone up and so have our numbers in McKenna Ventto students, which is homeless students. So, we are transporting um McKenna Venzo um as many as we can meet the correct bell primes in our yellow buses to try and save cost for hiring contracting out to like ANA or Hopscape Drive. Um those are very expensive, but we still have the same issue. Not everybody's doing that because not everybody has enough drivers. So the state allocation amount last year's

029was 1,279,9654. This year's was 1,500,000 excuse me 539,428 and51. So we did have an increase of $260,331 for transportation. I'm hoping that this next year we will be better because our numbers were higher. Um it's it's a it's a guessing game when you look at some of their numbers. Um but their algorithm is not logical. Um and neither is the way that they distribute funds. So that's where we hope that we get more because we truly do need to have that happen. So I do have driver status um on that sheet. I have 15 drivers that started um last year and then we added another nine as for September for those driving for a total of 24 active drivers. And at the moment I have none of them departing or next. Um, I do have

030um I have Kathy Bloom, Nancy Rafford, Tony Reed, Darren Dport, and myself as subs from this school year. For next school year, I'm hoping to have three more. They are in training over the summer. Um, and that'll give us a much better cushion when we are trying to do um support sports and all the other things that we juggled this year. So for school bus replacement um on the schedule right now we have three buses coming in the end of of July. We have two route buses and one trip bus. Um those will be we will be replacing the three that are being surplused now. Um hopefully we will have enough to re to order again another three to um kind of cut back the cost for our ancient fleet. Um, that's part of our

031problem for our overage in the department is the cost of making repairs for the for the antique, for lack of a better word. I have three buses that are 99s and they are showing it right now. So, um, they do run and they do run really well and we don't have computer issues with them, but we do have issues. So, I would just thank you. Um, so without the support from the community and the board, we would not have been able to pull off the 16 months. We just would not. So, thank you very much. Anybody have any questions? One quick one, but I don't want it. It's It's gonna sound like I'm asking for more on your plate, and I don't mean um I'd love to know too in the future because I'd like

032to feel that continue to keep our drivers. what we could do as a board or we can ask Jay to do to help with like behavior or issues on the bus, you know. So, I'd love to know from the bus from the garages perspective and the drivers what they currently do um in a presentation down the road or as part of this later what they currently do for people, how they work with the schools. Maybe we can craft those questions to get feedback back. I don't know because that would be a major thing I would like to do as a parent as well to help support keeping drivers and the safety of the buses for you and for them kids. That's a big thing. That is really a huge thing. Um we've worked on trying

033a new matrix um you utilizing PBIS without having um just the hard nose effect from 20 years ago. Um, it's really hard. Um, it doesn't seem to be responded to and it it's very hard to keep drivers wanting to be on those runs. And there are some runs that are just they are a test for any person on them, me included. Um, and I have 20 20 oh my gosh, 28 years of experience doing this. um with a lot of kids who are challenges and we we have been brainstorming trying to figure out ways to come up with things and we would appreciate you know whatever we could you know to figure out to to do um we are we did have a um evaluation of our camera systems because they had not been maintained

034for the last I don't know how long um there had not been maintenance done on them or any checks through this the the company that installed them. So, we do have quite a few DVRs that are going to need replaced and cameras that we can shuffle around so that we do have video, but we do have a problem with video not working on some of them. So, that will help some of it so we can pick out who who our little darlings are that need to be um talked to more sternly than others or have parent conversations or or not ride the bus or however that works. Yeah, OSPI just sent down emergency ruling on behavior and are you guys have received that information? You're taking a look at that and see if it will

035be helpful in any way. I'm assuming those are conversations that are probably heading through the summer. They are they are headed towards our training in August. I just want to be clear it was coming from a place of trying to support and we completely appreciate that. We wish that we had more parents and community members that were willing to say they would be behind us. There are a lot that aren't lost. So yeah, just for an extra report if you can talk to Jay or someone if we can figure out what what's currently, you know, being done and how then we could fit in that role and what are the buildings currently doing to support and maybe we can get some nice So I do have great building support. I tell them that that that

036whenever I talk to them about this is what what's going on, I I always have positive feedback from the buildings and I appreciate that greatly. Um, I think a lot of it is just re-justing our culture with kids. Sure. Um, to change it from being the um, somewhat feral group that they've had lately um, back to a a what should what should be you get on the bus, you do your ride home. Yes, you talk to your friends. Yes, you're you're kids. You know, you still are kids, but it doesn't mean that you get to act like you're not. So, yes, I'll get with Thank you. No, I appreciate Thank you. Anything else? No, that's great. And Travis, to add on, we Oh, yeah. Such great reports and numbers. And I know work to add

037on to that, we do have on our board calendar um a presentation on our discipline system. And so, this is a great thing. Yeah. Yeah. Absolutely. Thank you for bringing that. All right, Sally. We're going to talk about title one and lap programs. Well, hello. Um, yes, I would like to present some data around our title lab program and also specifically upcoming changes that board inform regarding lab requirements. So we'll just start off saying that if you don't know title one and LAP programs are both designed to support students who are not meeting academic standards and basic skills primarily reading and math and also can support the social emotional learning. Um title one is a federally funded program while LAP is state funded. Um both programs provide supplemental instruction and services to help students accelerate

038their learning and close achievement gaps. And may I ask a quick question? Is lap tied to low income also or just to achievement? There is a formula to include multiple things lunch uh enrollment and reduce four different things that you didn't get that for you but but part of it is has to do with the free and reduced lunch numbers. Okay. the the the federal money is really that one has heavy focus on free and reduced lunch and that's what drives it has a piece of uh free and reduced lunch count as part of that formula. Um so I'm going to talk a little bit about our data. the first slide. Um, a I'll start with that and I'm going to flip over to the next slide as we as we talk about a the

039amount of academic growth gained by our students participating in the learning assistance and title one program. If you flip over the data um I can tell you that as far as columns go I wanted to really explain that. So in each building, so down the left side you have the schools listed from uh Columbia Crest all the way to Eatenville High School. And the next column we have enrollment based on content area. Um so you'll see that at Columbia Crest we have 58 students being served in English language arts or reading and then 26 students served in math and that would be in grades K8. And you can uh follow that down the columns to see when we get to high school is a little bit different model for service there. Um in that um

040those kids 14 for math or a credit retrieval program and so we use the IAB's interim assessments to show growth in that on average we saw 78 points growth for those kids and I'll come back to all the growth. And then EHS uh we had 41 students in the grad alliance program. Those are students who usually are really credit deficient and they're going into kind of the last option to catch up and be able to graduate. And so we had 41 students there and uh I also put the credit recalled there again. Um sorry about that. So then we look at growth um for ELA growth. This is really great growth. This is using the I Ready diagnostic. Um instructional tools for K8 include the lessons, not only the personalized lessons, but their small group

041lessons that staff people and teach that really um identify kids by groups specifically to which standard they are not um showing master in. And so they can teach that specific standard in small group instruction or one-on-one. So on average, this is average growth. This is pretty exciting. So if you look at ELA at Columbia Crest, we would expect a student to make at least a year's growth in a year's time. The average score was kids making 12 months 12.9 months of growth. Um for a high we had a uh students making 44 months growth in a year's time in in ELA and in math also pressed. So that was their highest performance. Wow. that is almost four years worth for individual students even um for EES you can also see how many served in ELA

042how many were served in math and their average was 13.4 months growth in ELA and 11.6 in math with high highest achievers hitting 46 months in ELA and 32 months in math. Wow. as individuals. And then west, you'll see that they had 37 in um ELA and 46 students in math. Um and they had 12.1 months growth. And these are all numbers are reported to the state for a lab report. Thank Kyla who's here tonight, but also supports some of those reports that we need to do for the state of Washington. Um and then math growth um at West was 11.4 for with um highest achievers 47 months growth at West and ELA and 30 months in math middle school we have 59 in math or ELA and 61 in math with 17.1 months average

043growth of course those are older kids and they um they could have possibly have further to go right for declines and so that is really good news for our middle schoolers and the 9.6 six in math. Um high scores at EMS were 48 months growth for ELA and 42 in math. And then of course we have additional assessment system for high school. So again the IAB which is the interim SBA assessment water balance assessment was used with the um EHS class and grad alliance as well. And this is why I listed them both. So Grad Alliance it was looking at credit retrieval. So, usually in Grant Alliance, they take two courses at a time. And you'll see that on average is we're achieving 1.5 credits in their time in Grand Alliance this year, ranging up

044to um should have moved that down, but um for the credit retrieval class with Rex Norris, um on average 4.5 credits were retrieved in a year's time in his class. So if we go back to the front page. So B and this was you can give some o an overview the number of students who gain at least one year of academic growth in one year's time. That's the goal. But if you're behind, we would like that to be more. But this is really great success that 109 of our ELA students have met at least one year's growth in one year's time. And 80 students have math. Um under specific practices and activities that are allowed for in these programs um we'll see that we are focused on targeted intervention. So small group instruction. Sorry. Thank

045you. Sorry. Um supplementally supplemental curriculum. We did a great job of uh Stacy and I partnering and really putting together the MTSS document and really streamlining uh instructional tools used especially in light of care educators doing most of instruction in this these programs. um so that they can actually really get good using a couple of tools instead of trying to figure out five, seven different instructional tools and also have backto-back groups all day long and multiple grade levels. So really wanting them to really learn something well and be able to deliver that with success for students. Quick question, you know, do I want to wait till the end or is it okay or not? Whatever works for you. Oh well well I could talk on point but um do you know in your and this

046is maybe chasing the rabbit between like the 190 or 80 in math or the other ones in your in the building. Do you know how many kids are cohorts like are doing both? In other words like out of that 199 doing doing both reading and yeah it's the same student. I'm curious do we ever break down like what what are other factors maybe that's including that's causing that that academic increase besides just the lap program? I mean, is that something that we chase data wise? Is that that hard to do? What are the outside factors? I can definitely get you those numbers. Kids are served in both. I know that that's more likely at Columbia Crest due to their win model um that both um and because we have limited resources and parent educators and

047pulling kids out of multiple subjects. Yeah. So many more reading. Okay. Math. Definitely give you the data. I was just more of a curiosity and it had to come out of my mouth. So that's fine. Thank you. Appreciate it. And maybe for everyone to win model you um about remember um what it's a model that's based on most the buildings had a focus on ELA. That's what I was focus on. So I was just really actually just curious about how that double because my brain went to them. If we have cohorts that are in both and they're cheating, what are these external factors, you know, that grasp? So thank you. Sorry. Go ahead. And we don't we have to have great core instruction. Oh yeah, first and foremost. Yeah. So that's always helpful. Um so

048family engagement is a requirement. So you'll see that we have a type one requirement is that we have uh family engagement or parent compacts that are created with parent advisory or parent groups in the buildings and then they plan events around either reading or math for their schools and invite parents in. Uh Kylie even helped put them on one this year. Um and they have activities around reading amount that kids and parents can participate together in and see how see some creative ways in which they can work with their child at home learning these skills. Um and then next year when you hear a little more about the model, we're focusing on adding tier 2 professional learning community collaboration around MTSS because that's part of the lab coming in after. Um number D, um you

049will see the number of students served by the learning assistance program during the school year who are able to exit the program at the end of this year. That means they've met at or above level standards. And you'll see that we have 44 in reading and 30 in math who reach grade level standard. And know that these kids were anywhere but the kids in this program could be anywhere based on testing data three years behind for last year. And then I already spoke to family gateway. So you want to move to changes in the learning and program thinking. Um so some of the changes are that due to house bill 1208 there was some lap changes in which we may may yet it's part of it's part of the protocol we have to put in

050place that we may use up to 15% of our learning assistance allocation uh to deliver supports to students academic and nonacademic and social emotional um through partnerships with outside a language and we know we have some of those partnerships, we just need to create that matrix so that every building h has the same access to all those resources. So we probably unless something comes up we really want to do we may not be using that 15% because when we do the need are pulling away direct services to pay for that. So, we're first going to look at what we have and if we have a gap based on a needs assessment, every building has to go through a needs assessment around uh the protocol I'm going to show you in a minute called the um

051integrated student supports protocol and you're supposed to use that to drive how we use our funding. So if we go to the next page and these are the these are the five steps in the integrated student supports protocol that uh we will need to make sure we implement in our MTSS model our multi-tered systems of support framework. Um, and know that this protocol is designed to support how we organize and deliver services and supposed to be in partnership with families in the community. As we go through this the steps here, we're accessessing assessing strength and needs. So, we're looking at our data. There's a whole um uh format that we have to follow. We need to look to see that we're providing evidence-based tools for instruction. um assessing where we see strengths and we see

052weaknesses and then use that to design our service model going forward. Um the building community partnerships is the 15% but we you know we already have some of those and we're going to be building out a matrix for that. Um and then plan integrated supports. Um that's where we you know you've heard the response intervention model and now we have multi-tered systems of support. They want us to move from looking at like oh all kids who need reading help or academic help to a model where we're looking at the whole child right so when we look at a student what is all the wraparound services in an integrative supports um to help children achieve success in school so might be if they need counseling maybe there's a resource for that um so we'll be talking

053about kids more I guess holistically than just maybe academics or nonics and then we need to use data to drive our growth, right? And when we're not achieving great data, we need to be looking at our practices, looking at the tools we're using, looking at what are the needs of the staff who are teaching, maybe coaching around instruction. So, those are all pieces that are part of the assessment. So, just a little more about this protocol just to help try to make it as clear as possible. Um the purpose of this protocol is to help us um do things like align be the alignment and communication between schools um around what our strengths and needs are as a district and also looking at each school individually util understanding and utilizing the root cause analysis. That's

054part of the self assessment that we have to do to match students with appropriate supports. So in the past, right, we would just look at our data and say, "Oh, this group is our lowest group and so they need reading help." But we need to be looking at it, look at what's the cause of that, why are our kids not making it? And also that would transfer back into core instruction. You know, what is going on in core if we have high numbers below? because then maybe we need to shore up our core um instruction so that we have less kids um not meeting the or coming falling into the achievement gap area. Um we want um to become aware and utilize outside resources to help address the needs that we see with our students

055and make sure we have the professional learning and tools for our staff. And then another goal is to have collaboration in the development of our matrix with outside uh services and supports, community members, parents. And then the tools that we do put into place, we want to make sure we have fidelity of those tools and measure our implementation efforts and adjust as needed. Any other questions? On the last for your integrated, you don't have to put back students. Do we are we still utilizing like panorama for is that what it's called that are we still utilizing does that help with those structures currently? So yes we we need to do more PD around that tool and we have that planned uh for next year it's coming as far as teachers using that because it has

056a playbook of many different uh resources. it's identified as evidence based whether that strategies yeah low of this yes it's evil data yes the heads up too through cumulative we'll be launching a higher level data I will try to give you guys information for you ahead of that too before you go too far down the running is there any other tools you can think of that would help with your is you know student support plan at different levels tools that we need to look at or that you're looking at that would need support or stronger heads. We consider home room, but we have such a I get with the secondary mostly of the love for panorama right now. And so we get forward with that consistency, but we also have um uh school links coming

057on board and that has some great reports and tools and lessons. That's going to be the new high school and beyond plan tool that everybody in the state will be using. Um kind of excited about what you think of what it will data it will provide us. Anybody have any questions for Thank you. Great information. We look forward to those numbers just getting through better next year. Glad to see that the investment of time and energy and financial support around our ELA. All right, legislative update. Um, we have our WASDA direct that kind of gives you some information around some of the new things that are going on in Wazda. Uh, but some, you know, this is off session, so it's a good time for us to be reaching out to our legislators. But I

058also am uh meet I'm part of the trust lands advisory council for WADA and we are probably in August going to be meeting again with commissioner optic and we should be finding out soon about that six-month DNR harvest pause um where that's going to land. So by Augustish we'll have an idea if that money is going to be moving forward or what they're going to do to to supplement. We'll see. that that's kind of where we are now. So, I'm grateful that um we have other partners who are advocating um alongside of us for that. All right. Unfinished business. We have none. So, we're going to go to new business. Consider approval ESC multilanguage learner plan. Tracy. Um well, this August, right when I was freshly new, uh I went to a multilingual coordinator's meeting

059and was told that um the OSPI was implementing a state multilingual plan and um been sent out to the districts to start their own plans and get them written. And this has been a yearong uh commitment by a lot of people. We had a lot of staff involved. We used parent survey, student input. Um each month, uh we'd work on a subset of this plan and then um I would take it back to the coordinators group and we all kind of checked our own plans and made suggestions. So um this is the end result of that plan. Um we have to set goals in four areas. promoting assetbased mindsets, providing support for educators, engage students and families and and strengthening instructional practices. So those were our four uh main areas. Uh we work to build

060a vision statement which ours is foster an inclusive educational environment where multilingual learners achieve academic excellence while preserving and celebrating their linguistic and cultural identities. And then our mission statement, equip all students with the skills to succeed in a globalized world by promoting multilingual proficiency, cultural competence, and equitable access to resources. Um, so as we went and built our goals, we kept that in mind, but also really leaned on our district strategic plan as well to support this for this is very long, so I'll I'll just go over the goals with you and then if you have any questions, I I it's a 27 page document, so we could be here a while. Um under under promoting assetbased mindsets um the first subset is demonstrate a belief that all multilingual learners can learn and excel

061in school. So our first goal is by June 2028. These are three-year plans. The district will work to create an inclusive environment where multilingual learners are supported, valued, and provided opportunities to achieve academic success and personal growth. So that is goal one. And then all of our action steps that we're going to take to get there, which really around teacher training, um, dataformed decisions, making sure we're working with families and having their input in all of our practices. The next subset is ensure safe and supportive learning environments for multilingual learners. And so that goal by June 2028, the district will create inclusive spaces where multilingual learners feel safe, respected, and empowered to participate fully in the school community. So talking with our students and parents and also, you know, our administrators and teachers that are

062on the team, what would that look like? Um, so really looking at our quilts sponsored practices. U making sure that we're looking at anti-bullying and what does that look like in each building. uh how we're support supporting our multilingual learners and social emotional learning. Um trauma informed practices, peer support networks, which um we really spent a lot of time thinking of what that would look like and also working um with our social workers and counselors in that area. And then the next subset I'm on page eight now. Expand your heritage and tribal language programs. So by June 2028 the district will increase access to and participation in programs that promote bilingualism by literacy and culture preservation ensuring that all students especially multilingual learners benefit from enriched linguistic and culture opportunities. And then there are all

063of our key action steps which are quite expansive but really all kind of aligned together. So we really worked if we're working on one subset the same key action steps can align with all the goal areas was kind of our our goal in that. And then at the bottom of page nine there are all of our measures of how we're going to measure progress towards these goals. So, it's a lot of student and family surveys, um, professional learning, making sure we worked really hard this year to make sure all of our multilingual and that every student had a multilingual plan and that they support um their learn individual learning, not making them so generic. And then area two, strengthen instructional practices. A subset is pro provide high quality multilingual professional development and instructional supports to

064teachers and support staff. So when talking with our teachers on the team, they felt a really good goal would be to increase access to and participation of programs that promote bilingualism, bi literacy and cultural preservation. And how are we going to help teachers do that? And those were our key action steps by providing professional development um using high quality assessments, collaboration models such in our PLC groups. Um a big one for them is how how do we support academic language for our multilingual students and make sure that it's rigorous and engaging but not too rigorous, right? Kind of meeting our students where they're at. And then what can we do with instructional materials? And then on page 11, subset two, implement inclusionary practices for all multilingual learners. And then by June 2028, the district will

065promote equitable access to high quality instruction for multil excuse me, I'm having a hard time. Multilingual learners by integrating evidence-based frameworks such as SCOP and UDL. And we kind of put we use both of those. Um is new to me. What does Oh, the acriman for that. Um, I don't know that I can tell you that off the top of my head or just basically what it is similar to you. Uh, similar, but it's really really helpful for new language learners. So, it's really like labeling the classroom with clock in Spanish and in English and making sure you're supporting language in both ways. So, um, and it's just a lot of really good strategies like that. How can you show both languages and teach sheltered instruction observation protocol? Remember that the description is so helpful

066that you gave anyway. So, thank you. Um, and then it was really important that to our teachers that were fostering 21st century teaching strategies and really supporting mainstream models. Yeah. So there are all of our key action steps along with SCOP UDL utilizing this the PLC time. And then the last subset in this area is increased high school graduation rates of current former multilingual learners. So um one thing that we notice the state average for students to graduate from a multilingual program is five years. at Eatenville, we're at a little over seven years. Uh so we do need to put some things in place to lower that number for students exceeding programs and also ensuring that our students are not leaving and graduating. So kind of and graduating and changing that culture of um a

067lot of our multilingual families think it's just better to go to work and what is the point of high school. Um so really teaching the importance of that. So you'll see a lot around this goal of making sure that we're using early identification tools um that we're really being personalized in each student's student success and their academic support plan and making sure that we're also reaching out to the families and showing them there are 20 different ways to graduate. Now it doesn't have to be um this academic based. It can be CTE framework. It could be, you know, you're going you're going to the skill center. Um there's a lot of different ways to be successful other than academic base and kind of uh alleviating that fear of parents if their high school experience they

068don't want to be the same as their for their child. So can I ask a clarifying question? Yeah. You said the state average for students to graduate is five years and ours is seven. But you're saying from a multilingual program, not from high school. Not from high school. I'm like our graduation. Okay. I just wanted to clarify that for everybody. No, the state average is five and we're a little bit over that average. Then my other question is, does I Ready have a bilingual component to it? It does. Okay. Yes. And then we uh bought um kind of a supplemental material with New Zealand translates it um and and will really, I think, be helpful for our students to use. So, and their parents. And their parents. Yes. Yes. that sometimes it's parents. Yeah. And

069again, family engagement, you'll see all through this plan, especially in this area. And how can we help our students with credit retrieval and recovery and choosing um a career that meets their need? And then there are measures that we will um use to track the school, our page 14. The big one we worked on is promoting support, providing support for educators. Subset one providing professional learning on strategies to support multilingual learners. Uh one goal is to build educator capacity using professional development and SCOP and UDL and assessment strategies. What does that look like for a multilingual learners? And how can you use culture and responsive practices for equity purposes? There are a lot of key steps. I'm so sorry it's very long and and you know we really tossed and turned with this do we

070keep them all do we not and we just felt like we really we really really needed to keep them in here for for transparency. Subset two use funding and resources to support inclusive service models for multilingual learners. Our goal is to use available funding and resources to develop and sustain inclusive service models that ensure equity and high quality education and promote academic achievement and language development. So, we've been really working hard to use our funding sources for academic resources for our students and some professional development as well. Um, and I think using our new technology to support our learners, um, is really something we looked at too this year. Let's see. Goal three under set on page 17, requiring all educators to have knowledge and skills to support multilingual learners. Um, and some of our

071our staff have better ideas of what this looks like in training. So making sure everyone is on the same page with that. Um especially because we have an a lot of not a lot but for newcomers. So that means they are non-English-speaking um so all at the elementary level. So making sure that our elementary teachers are prepared to support those students. And um when a student is not talking for six months that just means they're you know they're they're getting used to the language and getting used to their new surroundings. So giving those skills to support that. And then the last area or goal two, sorry, implement inclusionary practices for all multilingual learners. So what does that look like? Inclusionary practices. Again, utilizing all the models that we have in place, SCOP and UDL. I

072know our staff in the past have had some UDL training um but some refresher tools on those and then also you know we have a lot of new staff that could could use that training. All right. And the last area of this plan starting on page 20 is how are we going to engage students and families which I think um you know this was a big goal of mine at the beginning of the year is to really increase our family um involvement for our multilingual learners and our native um learners. And I think that we are very successful with our our native families, not so successful with our multilingual families and our English language learners. So, this will be a big goal for this school year. Um, and having a lot of opportunities hopefully for

073them to participate in a lot of different um, events and feedback and hearing hearing their thoughts and ideas. So, how are we going to do that? Um, by making sure that we have culturally responsive and linguistically accessible communication, uh, fostering a supportive partnership that promotes student success. So, we're going to start with making sure um our all of our communications are translated. I think that's important. Um all of our new our letters and newsletters get back. So, we we need to to work on that. um use multiodeses of communication, making sure we're having family engagement opportunities, promoting that two-way communication, having student and family voice, and then I think a big one is train our staff on how to effectively communicate and what that looks like. Celebrate culture diversity and support transitions for multilingual learners.

074Subset two is evaluate the voices of multi-leal learners and their families. And the goal in that area, make sure they have an active role in all the experiences and platforms that we have um listening to their voices and have them be part of the decision-making process. Um it was really important to our students that somehow they have some sort of student council or advisory responsibility where their voices are heard. So thinking about what that can look like in every building um and making sure that they're having some sort of leadership role or at least a voice with with the leaders in buildings. And then the last goal number three is how will we partner with community organizations to support multilingual uh students and their families? and um we're just going to work on really collaborating

075with community organizations and and having um those supports put in place for our students. So I know um oh what is the no um the church yes thank you yes yes his he's going to be um helping us with the school quite a bit so um so our first round we're already working on identifying community organizations and establishing those partnerships our students so that is the plan for the district what school or what church was that that's helping out? Cinder Point. Cinder Point. Excellent. Yes. Thank you for all your work with the a growing population of our Eatville family and it's it's a good good move in the right direction. Thank you. Yes. It was It's been a lot of work, but we got it done and I think it's very focused. It aligns very

076well to the district. So, have we all ever fed away with 127 different? I know. It's a lot of translating. Just it's incredibly neat, but it also would be amazingly difficult. Anybody have any additional questions? I I do. So, um, a lot of the support staff falls on par educators. Are there paras that are involved in getting any of the training as far as for the ELA? It's a good question. Great. Any other comments? Mostly our model now that we're doing now is we have a certified ELELLL teacher, a multilingual teacher. So, he works really closely with the classroom teachers and then he also uh is going into classrooms and working. And then with our students who uh are level ones or twos, he does a pull out uh time with them as well. So,

077he's spread around all the schools. He is he spends a day in each district. Yes. Working with our students at warehouser where we have a number of our newcomers. He does go there more often so that he's providing some extra supports for the for our elementary newcomer students. And then do we get a touch back on this plan? It's a three-year plan. Are you going to touch back on it every year at this time? Yes. So that's on our board calendar. Passy it because um the work you put so much work into it. We want to make sure we honor that by hearing more about that's only going to be successful if we're constantly checking if you're constantly looking at it. Yes. Do we have a specific uh I mean we primarily have uh in

078Spanish or we have Russian. What's our There's a few Quincy Scoopers curious. their contact. They created a uh Spanish AI bot that families put their information in and translate it into their version of Spanish as well from different dialect. Yes, thank you. They looked at us instead of translating all of their information as best they can and also called families on what how they could take home. So I will I'll reach that out to you. All right. I would consider approval of the EST multilingual learner plan. Second. Moved and seconded. All in favor? Any opposed? All right. Motion carries. Consider approval of principal association agreement. Everybody had a chance to look at it. Is there anything you want to add other than No, there really wasn't. The only thing that they asked which I was

079amazed was they want to hold themselves more highly accountable to everything that that they are doing professionally. Uh and for students that was that was the gist of I'm grateful for our leaders. So I would consider approval of principles uh social approved. It's been moved and seconded. All in favor? I any opposed? Motion carries. Consider approval of interlocal agreement with ESD13 for child nutrition program. Um so this is an interlocal agreement um to continue our partnership with ESD 113. We also had staff at EC 101, I believe it is, um to continue with our scratch cooking initiative um but also provide mentorship for our new um food service manager um and they provide us with services such as on-site visits, um consultations, um grant writing, um anything you need help with in food services, they

080help us with. um and networking with other districts who are um getting it right um in rec in regards to financially um but also maybe some creative meal options for students to get participation up. So, um we are doing a big another big push next year um to um continue charting our path to scratch scratch cooking or fast scratch um as we're referring it to um just something different more whole foods um and engaging students um in nutrition. So great partnership um for the price and to continue on that on that on that journey. So I would consider a motion to approve the inner local agreement with ES13. Second move and be seconded. Um I just have some discussion. You're talking about doing a push. I think that it would be really great for our

081high school or our communications to do maybe some Facebook video posts about the scratch cooking and what they can expect. And I think if the parents are saying that there's nutritional value to some of the foods, I think they might be more for me, I'm more willing to spend money on some if I know my kids are getting a nutritional option and it could be tasty. So, and we have some really great salad bars and they're doing some really neat new recipes. Um and and Betsy has created a really great new um Instagram pro profile, so she'll be launching that soon. Excellent. So you can follow her um on Instagram and see what we're doing across the buildings and the program, right? So it's our responsibility. There's all right. So um it's been moved and

082seconded. All in favor? I Any opposed? Carries. All right. Approval of intel localal agreement with the SD12 for professional development services for the schoolboard. And I will speak to that. We've had a request that we received some professional development around interactions on social media and how to appropriately interact as schoolboard directors. I think it's valuable and important and we're grateful that ESB um 112 is willing to help us with that. So all in favor Oh, I sorry. I would consider approval for the inter interlocal agreement 122. Second move. All in favor? I opposed. Motion carries. Consider approval of CW college and high school interlocal agreement. Let's see. Is that Sally Christa? Well, this is something that we've been working with all our colleges. We we're trying to closely align our education with not only the

083trades but also for those who choose to go on college with the with all of the colleges public colleges in Washington state. So this is the particular one for central Washington University. And so this is the dual credit program. Great. We'll we'll continue this push. We'll continue to do everything we can to um not only bring more services here uh you know for our students who choose that track but also uh reach out further for those students after they leave here to have seamless um you know integration into wherever they choose to go. So, we're working on it. I would to consider a motion to approve um college and high school interlocal agreement. So, move and seconded. All in favor? Any opposed? Motion carries. Consider approval of resolution 751 WAA authorization. This is the standard

084annual authorization. Um I do not believe that there's any other changes just our standard standard authorization be part of the program. I would consider a motion to approve resolution 751. Motion second moved and second. All in favor? Any opposed? Motion carries consider approval of replacement uh purchase for the roof and for the portables. Is that you speaking to that? Do we need anybody? Um, so we've got um we've got a quite a few portables out there that are in need of roof replacements, but we're hoping we're trying to stagger them out over the next few years. So, this is just addressing the ones with um more immediate need so we don't incur further damages. Um, and we will likely be pulling this from capital projects fund um for these and it looks like there's four

085portables. So, we'll be addressing. Okay. All right. I would consider approval of uh this quote the roofs on motion. I'll second move and second. All in favor? I I approve. Motion carries. Ask a question real quick. Yeah. Interrupt. Um I might have made a mistake looking at back at our ESD 112 agreement. I just want it noted that um if the pres if the person doing the training is a person from my team that I work with across the ESDs it could be wasn't necessarily a conflict of both of the amount but I just wanted to make that note I didn't put do together that the ESD trainer coming might be person from my tech team I don't know so it's I don't officially work for 112 but I just want to make sure her

086name I don't think she got no it's not that okay thank you I just I just wanted Yeah, I was going to say attack there. So, good. Thank you for caution. Um, all right. Consider approval of the 2025 surplus. Anybody Christa or Jay? Anybody? This is our annual at the end of the year sale. I have not reviewed um different departments here. Nice. Who's responsible for putting the surplus out? Right. So, there's different department. Okay. Go ahead, please. So, we um um old curriculum. I don't have the list in front of me, but um so I can't see it, but Okay. And this is old curriculum, including uh some of the old curriculum that hasn't been used since I've been here. So, that would be the math piece. Um and then the Smith old as

087well. So um we don't even have full sets of that. I don't know if those are one or two offs at some point in time when they looked at old for HM. Lucy Caukins is an old writing program. Again, these are one off one set, not like he districtwide. Um, and then the other things on here look to be some more from uh building furniture and things that they are surplusing as well as maintenance and items that they probably have in the church that are also surplusing that either are old, outdated, broken. If I go to the next page getting into uh additional curriculum surplus list. So, these also are books either no longer we have no longer have classes for some of them or they're old English and outdated um materials as you can

088see by some of the dates on here. Um some of them are uh sets that you see. We are also so we go down I don't know if you want me to go down the list but we have replaced uh McGrder. We have the new updated version. We have replaced United States history. That was a year ago when we did the social studies adoption. Um the old speech texts were really outdated. Um high school did not have a need for those. um and don't have a speech class or class that does fit into um which is also tied with everything is an argument. Um the US history and world history again were updated. Um apprentice hall literacy we have used springboard since forever though I'm not even sure where that's from or why we why

089we have it. Um maybe somebody have been here longer. Travis I know his bodies are A lot of these things were some of them were oneoff or sets that haven't been used in a number of years. That was my question on the on the last year. It's just more of a continuation because I know you're looking at language arts for next year for high school. If there's a text on here and I'm sure is for springboard it's a single edition. Is that just the book sitting around because it's still online or I mean that's not that's we're not okaying you're getting rid of springboard right now until we have something to replace it. Correct. That's correct. Okay, just making sure. Okay, it's not on here. Well, yeah, there it's there's teacher edition springboard ELA on

090the last page. And that's why it could just be the textbook. That doesn't mean it's not available online. I mean, they weren't using the paper copy. I just wanted That's probably two a couple that are really in disrepair. Okay. Okay. That's I just wanted to make sure we weren't okay tossing out before we No. Obviously not. Thank you. And most of our teachers are using the digital. Yes. Uh, so those are pretty old and we know they're paper they don't last as long as it's a hard bound book. Um, and then the other books are from, as you can see, weeded from the library. I know there's some questions on that and I can get back to you. But those, um, were weeded through our librarian, Christian um, and she followed the district weeding procedures.

091Um, and uh, for specific reasons I could look at each one, but in general most of these were weeded based on low circulation, meaning not being checked out by students, duplication, we have more than one copy, outdated or damaged. All right. So, and then those will become available to the All right. I would consider uh approval of the 2025 service. It's been moved and seconded. All in favor? Any opposed? Carries. Superintendent comments. Yes. So, so much. We uh as we look back at our year together and we we know that this is the first full year of implementation of our strategic plan and I just could not be more proud of our of our administrators of our of our teachers our careers um our students for sure and our community for supporting this comm this

092strategic plan that we've worked 1500 of us got you know got together to eventually bring this to fruition. And so I just want to make note that a year ago we we uh stood up before our um participants at a forum a transportation forum and said um we can't we can't achieve our goals if students are getting to school and we we're not getting them to school. The problem is that we are all working and doing things. anyone who's employed by a school district and some Bonnie and mechanics they were not only doing their job but they were also driving and uh working really really long and hard hours and uh this this I can't speak more highly of this community for stepping up to the challenge and uh within just a few weeks we

093had 41 signed up and then it went from there and and I want to give you know great kudos to Bonnie because as I understand we're about 16 months now without a without a cancellation and that's in addition to the bus trips that you saw enabling our student athletes and our our different extracurricular groups uh knowledgeable chess team you name it we're getting uh kids to to new opportunities and better opportunities and yes I do recognize that our cost of transportation go up and that's because we are getting more kids to events. We're getting there. There's going to be more miles. There's going to be more of that. And we're very hopeful that the state recognizes that and we'll continue to push for that and push for that and push for that so that we

094get um reimbursed for uh for doing those very things that we're called upon to do. I want to also uh say now once we got our kids to school uh through transportation then our next step was to say okay we're getting him to school now what are we going to do to to achieve our goals which is right behind Bonnie right there establish and maintain high expectations for student learning in other words academic achievement and make sure that we align all the work we do from board to building including our school improvement plans to um to our strategic plan and uh so that's where I want to you know thank you know Sally and Tracy for the hard work that they've done with with our nearly 2,000 students to uh to move the needle. So,

095it's not just um idle words, but uh and when I see some of these things on a surplus list, um part of our success is because of a successful curriculum adoption. I'll just take for instance our magnetic ELA program at the elementary school and uh some of you were able to go on learning blocks uh and uh just kind of see that in action. And so when you combine uh a successful adoption with fidelity and with additional uh ongoing professional development, now you start to get the sorts of things that we're seeing. And you start to see the very thing that we all set about uh a little over a year to do, which was to move the needle and make sure our students have the same opportunities, the the highest opportunities, the greatest opportunities

096to be successful uh in whatever they do, wherever they go. That leads me to the second part, which is that um we can't do this without money. Uh it'd be nice to to uh run a school district on a smile or through uh volunteers. Um that doesn't happen. Uh and so again, we're calling on our state and uh and our federal governments to make sure that we we continue that we get the support that we need in order to be successful. and Christa works very hard uh very very hard. Uh we're in as you know we're as good a situation as we are because of that diligence her diligence and that of of of of you know we're trying to do everything we can to stretch every penny and then go after whatever we don't

097have to make sure our students are successful. So Google's there as well. Um, I wish I could say that we that I believe we have what we need in order to continue to move forward on our strategic plan in terms of financial support. I don't feel that way. Happy to talk more about that as we continue. But I will say that we're always going to do everything we can with whatever resources we have to make our students be the most successful. And again, I I can say that's happening next year as we move forward. We've already met as a board as we as you all know to kind of identify, well, what do we do next or what do we do in addition to and so um we're going to continue to focus on academic

098success. Uh we hit ELA pretty hard this year. We're going to add math to that uh this coming year. And then also we're looking to the second pillar uh underneath academic success which is preparation for life. And so just uh just today met with um with for instance Goodwill who does more than just sell things in a thrift store. Uh we're we're forming partnership with them to uh see what sorts of things we can do to help our students um kind of integrate into a career path. you know, like whether that's going to Clover Park and learning how to drive a forklift or maybe it's uh maybe something to be done out here. So, we're asking them to please come out here as much as possible in addition to working with our colleges uh uh

099to make sure that we bring as many resources as we can to bear for our students to be successful. We'll be working hard with CTE this year. current technical education. We'll be working with outside partnerships uh and continue to expand those um so that all of our students have a pathway forward and um and so that that's that's kind of where we're at going on that. Um I want to also point out that today was busy day. Um, we also met with American Heart Association and uh, as as maybe has been mentioned, we're the first school district in all of Washington State and I believe it's now more than one state where all of our all of our schools are engaged in healthy habits, heart, hands, CPR, all those things that we can do to

100help our students uh, you know, feel safe and make sure that we when we have crisis come up, we're prepared. And uh so being the first school district to do that then they are now they are working with us and more than any other school um combining with Mary Bridge grant and uh we have now been selected to receive uh 100 mannequins. Yes, that's 100 with triple digit. And uh so that our our goal is now to move forward uh because in addition to 100 Vicans, they are they have selected all five of our schools. There might be a little district north of here where two schools were selected. Um and we were we were all five of our schools were selected. And so we will also get each there's $5,000 that comes with to

101each of our schools. So there's another $25,000. And then we also are getting five new AEDs. Wow. Be some will eventually be replacing those that are that are not that are that are needing to be replaced beyond their life. But it also gives us opportunities to have AEDs in places where we may not have had. We know we've got the new stadium coming on for instance and and we have some ideas on how we can body that meeting with me. So, it's looking at ideas to make sure that, you know, we can we can have things available and but also not have them walk away or anything like that. So, we've got some ideas that they're sharing with us. So, we'll be uh we're um with our staff, but also with students to try to

102make sure and for the little ones that are under nine, they're probably not going to be able to make it click some of them. But what it's doing is they're learning it now and as they grow and wherever they are they'll be able to do handsonly CPR. But also we're just trying our best to get more and more people to learn about AEDs and how how where they are. So we're doing an inventory this summer um uh with an outside person from Washington that comes in every year to say you know here are where the EDS are. This is how this is the life that they have left. um this is where they're located. And then we'll continue to work with our staff to try to um make sure that parents when they send their

103kids to school, they know that they're learning lessons for life or skills for life, but also that we have a lot of people in place that can assist if there's some sort of some sort of need. So, so very proud of that that we were selected um more than any other school district to um to have that grant uh come to us. And so more to come on that. That's awesome. Great. Um let's see. And then last but not least, we have um last but not least, we have we had two retirees. We are not of course, but we also have have got some really good hires lately and and um we have dedicated staff that are that are working hard um to to make sure our students excel and I just can't underscore that

104enough midsummer which you're right here in this room. Um so with that, I just wanted to report those those good news measures. We're continuing with the stadium track and field just waiting for final approval and we'll just keep pushing that and uh but in the end we're going to have a a really really great track field stadium when we all set up. So thank you. That's great you Travis. Uh yeah uh just real quick I wanted to thank the community member for coming forward and talking about leading uh the library. It's a process. two of us up here have done it um as part of our jobs and I cannot thank you enough for being concerned about um the books um in general. Um I'd rather have people concerned involved in the purchasing of them

105and the weeding of them than not even taking an interest. So I thank you greatly. Um I will say it's not an easy process. Um if you check out uh policy and procedure 2021, which you probably already have, it kind of goes through it. Um it was hard for myself because we are not a school libraries are not a depository. They need to stay up to date. So it's it's a process and that's very very difficult. Um so um thank you for being involved that I would love to see anybody's help in the community like once those are out for purchase purchasing them and how do we get them back in hands of kids. We've done other things in the past where take a book leave a book. um other ways to get those books

106out because they're just if they're outdated or not being um checked out, there's there's definitely reasons why they're readed. So, I appreciate that. And also to our librarians and our people who have to go through that process. It's not always easy because it's it's a book and you make friends with them and they're fun and happy people. Uh last but not least, real quick, um I wasn't here last board meeting. I wanted to thank uh Drac uh graduation center. I don't know exactly the title it was for the blanket ceremony. Um it was small but I met some wonderful uh people in there, some families and some adults that uh survivors there too and some just great it was just a great opportunity. Thank you. Um look forward for that the next year. Um it

107was really cool. It was I was I felt like an idiot sitting in there but uh it was just learning. I was asked all kinds of questions. Um and then last but not least, this is more of my soap box. It's not really a size soap box, but um I don't know how many people have um currently seen um the new uh videos released from AI from Google and a thing called seaweed which is bite dances um which is from Tik Tok their new video AI in the next six months we will not be able to tell real video from fake and it it's that fast it's you can't keep up with it as a district. We The reason why I bring that up is we are now getting to the point where the believability

108will be in tangibility, not in what you can hear or see. It'll be what you can physically touch. And what I mean by that is as we go forward looking at curriculum for secondary ed for language arts, the media literacy standards will be built into it. And as a board, I want to know how we are going to tackle media literacy in the modern age and how we help our kids navigate. And so, one of the things I'm looking at this summer to bring forward maybe is an idea of if on the discipline side, if students or people purposely create video with sound and fakeness that puts people in harm's way or causes issues, what does that do for us? How do we tackle that and get ahead of it as a board? How do

109we also then help our academic uh teams look at what is a viable source anymore? Because nobody knows anymore. And so I encourage you if you have not checked those out, go home and educate yourself on what's going on with video. If you watch now, people go out in video and think this is my evidence. This is my evidence. It is not at all. And that only went in the last four months. There was an AI that just came out that they tried to get it to shut itself off and it found ways to back door without shutting itself off. So, it's not a fear thing. It's more how do we prepare our students for this. So, that's my that's my soap box. something I'm guaranteeing as the board with my role to bring forward

110about some policies and procedures that we can look at of intent of use and help our our staff on how it might impact media literacy and digital citizenship because it's criminal I think in ELA and if we're not tackling that as a subject. So that's my soap box. Thank you for sharing your professional with us. We appreciate it. All right, going off of what Travis said, I just want to thank him for having that soap box and bringing that to our attention. Um, but it's it just, you know, makes me appreciate more and more just our our role on the board and us, you know, questioning and and trying to bring the um the protections and the education to the children. Yeah, Susan, thank you so much for bringing up and checking into the books

111and stuff. Um, I felt comfortable tonight. I know we don't need to respond on stuff, but I felt comfortable tonight with um with the numbers and just the trust for librarian as far as uh the reading the the books um as far as approval of that with 10 books. That's really not a huge number. And I am just more on the assumption. It's probably a um the quality is probably like they they're probably used and abused and that's that's more of you know what I'm thinking because I know when I weeded books it was generally they were missing pages and you know well well loved by the time they're um get to that point of weeding. So although there might be other reasons you know but it's good to look into it. Um, anyways, yeah,

112thank you to Pam Turgensson and Terry Height for 41 years and 28 years in our school. We are going to like their energy and what they've brought to our district. You know, I know it's going to be missed and I just pray that we um have others with the same heart that can grow as much as theirs did and give us the same commitment. maybe not 41 years and 28 years to watch out, but um they're welcome to stay for that long if they're that great. So, I just appreciate all of it. And you guys, thank you so much for your numbers and um the education we got tonight on what is going into our students and the outcomes. And I am so glad that we have the data and um what a year of

113great data. So, I I appreciate that. I would like to um obviously thank Bonnie because uh you know when you have all of your people willing to return that tells you something about the character of their leadership and I can't tell you how much we appreciate that and I personally do because I know a lot of your people and how thrilled they are and pleased to be connected. So, thank you for that. Um, and Cassie, thank you for all the extra things you people don't even know. And I just want to say thank you the work that went into the retirement party and was very well received and people enjoyed theirelves. It was a great event and thank you Christie and Darcy and S for the extra hours that I know you put in the

114extra time that goes into everything you do to make school district the success that it is. And I can't tell you without even at this time to be able to work with people like you is a true joy and that goes for you too. Thank you for everything. is amazing privilege to be a part school district and beyond this engagement. Um I just want to echo everybody's comments around community. We really are blessed by to see and Paula you thank you for highlighting so well our retirees and uh the retirement party Cassie really you one woman show you did a great job we're very very grateful I I would like to also recognize and echoing building off of what Pette said if you drive by this district office in the evenings or early mornings or

115on the weekends these women men and women um and at the transportation office they are burning their candles. They are working extra hours. They're not compensating for that. They're doing that because of their dedication to our community and to our children. And I just want to express my gratitude. And I hope as we head into the summer, you're able to take some weekends off that time. Take some time off, but recognizing that your commitment oftent times keeps you from doing that. Um the third and fourth of July is coming up. I I'm always honored that Eatenville School District is such a big part of um the big community celebration that we have. So again, uh welcome our community and so many others that come from our community onto our property. And I know that uh

116the business association, the town, and others are very grateful for our support and community endeavors. And I hope to see tons of our kids um in the Fourth of July parade. Are you guys having a bus in the parade this year? Um we're working on it. It's kind of iffy at the moment. Well, it is summer, so we just told you to take a vacation. We'll cheer extra loud if we um and I'll be here checking in uh for you route. So, if anybody has any questions, let me know. Um got the retirees and we had our faith leaders meeting and it was really uh well attended. We need to continue to reach out and it sounds like Centerpoint is helping with our multilanguage. We'd love to see them partner. So if you have the

117opportunity to extend an invitation for them to attend that meeting, sure that would be wonderful. And then to um maybe we could reach out to other faith leaders and share uh the work that they're doing because I believe that um probably those are the individuals who are seeing people in their homes and and really no need. And that's the reason we have those faith leader groups so that we can come together as a community as well as bringing in all the resources from our schools and sharing them. So, um, and Jay, thank you for helping us facilitate, uh, actually create that long before you even came as our superintendent, so that um, yeah, I think we only have one school board meeting next month. Yes. In July. Um, and so everybody hopefully gets to take

118a little bit of a break. And thank you, Susan, for coming. We appreciate you. You get a break. We only see one time this summer. Well, at the parade or third of July. All right. Okay. Um, with that, we're going to close this meeting at 8:47. Let me see where they are.