001Good evening. We're live for our school board meeting on Monday, February 23rd, 2026, beginning tonight at 6:30 uh with an executive session. I will turn this over to our board chair, Mr. O'Brien. >> Yes. So, we're going to convene the executive session purpose to review and evaluate the performance of a public employee. Uh no no no decisions or actions will be made during the executive session. The plan is to come out of the executive session promptly at 7 pm. We will resume our regular business meeting at that time. >> Okay, we are back from executive session again. No decisions were made. Uh it is 7:03. Uh we're going to continue with the board meeting agenda as outlined in the handout. >> Please stand for the pledge of allegiance. >> Pledge allegiance >> to the flag
002of 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, Mr. Rilberg, good news. >> Good news. I'm excited to announce that both our district levy propositions passed this last Friday. We've been talking about it for a while, it seems like, but they didn't become official until this past Friday. Um, and I just wanted to make sure I express our gratitude community for their continued support on uh really stood out, you know, uh, with the results. And you can see uh the final election count for the EPNO option educational programs and operations. We're happy to get over 60% yes vote. And again for capital technology again both receiving a 60% vote yes vote. You have a handout there
003in front of you. It looks like this. I just want to bring to your attention um where it really just outlines the um the the details the nitty-gritty uh of the levy vote. Um you can see that we had a decent turnout in the county um on the handout 37% and uh you can compare that you can see on the right hand side I've got past election votes on there but uh really thrilled with the community really uh coming forward and just saying yes we absolutely support the work that's being done at a 60% clip. If you've seen the vote from around the state uh that's really good uh for our area and so I'm I'm happy and thrilled with that. also in there. I won't spend tonight too much time going through there, but
004I want at least have that give that to you. So you broke down, you can break down and see the individual voting precincts for you to take with you for proposition one, see how each of those uh did. And again, we continued strong over 50% in all of these areas. Uh the high of 64% in some areas. And then with proposition two, which is our technology levy, again overall 60%, but again, we ranged any everywhere anywhere from 65% up down to 51% and to our individual voting precincts. Spent a lot of time working through this as we went through this monitoring, you know, not only that initial vote, but there was a vote uh where it updated count and the final election results. So, um, if you have any questions, feel free to ask, but
005I just want to at least give that to you if you have questions later, but, uh, obviously I've been digging a lot into this over the last few weeks, so more than happy to talk more about it, but I just want to give that for you to take home as a resource. Okay, questions on that? Thank you. Reorganization. So, we do have three board members here. I did reach out to Mr. Scripture. He said if you guys are willing and want to continue um and just move forward on this uh he said it's at the will of the board whatever you feel like. Um so if you'd like to table it because not everyone's here. We've done that in the past or if we're at the position where the board would like to move forward
006on it. Uh Mr. Scripture gave you his blessing. He said whatever the will of the board is he'd be more than happy to support that. No, >> just keep it as is. >> Good with that. >> Yeah. >> So, >> it's a roll call vote. >> Yeah. Make a motion. >> If we want to continue with it, I can walk us through that and you guys could do that. You okay with that? >> I can do it. >> You got it. >> So, the board chair entertain a a motion. >> I'll make motion for Brad O'Brien to be board chair. Second session. So, it's a roll call. Chad. >> Yes. >> I have to vote, don't I? >> You can abstain. >> Oh, you're right. We need form. >> Funny if I like that part.
007We need two more positions. The vice chair and ledge rep. >> I'll make a motion for Michael Scrumpture to be vice chair. >> Second discussion. >> Yes. >> I >> Yes. And legislative rep. Make a motion >> our legislative >> second >> discussion. >> Hi. >> Thank you very much. >> Okay. Organization for the year. >> Board operating principal review effective meetings handling controversy at meetings. Thad, we do the first second. Crystal third >> and Mr. Hillberg. >> Handling controversy at meetings. Board develop an agreed upon procedure for dealing with controversy and sensitive issues at meetings. For example, agree that the chairman may call a short recess. It appears that people need to regroup or begin composing >> or agree to call a special meeting to deal with a topic that appears likely to take
008the entire night and or may branch off into personnel executive session areas. It may mean another meeting, but it could provide a cooling off period, an opportunity to discuss the issue with staff to better be better prepared and a time for concentrated attention to the issue. >> The board never takes final action on the complaint during the meeting at which it is presented. While we will respond in a timely fashion, we need to ourselves the time to give the issue the review and study it warrants. The board does not hear specific complaints related to individuals in open session. Protect the rights of individuals who schedule these concerns for executive session. >> Request that large groups identify a spokesperson and clearly establish time limits for speakers when large numbers of people wish to speak. >> All
009any changes or additions to the agenda? >> I do have one addition to the agenda tonight and I'll walk you through it. So we're going to add 8.4 for to the consent agenda which is the Columbia High School field trip. Uh we have someone here uh ready to speak on that. Uh we have a spring break gear up student field trip. Um and so when we get to that, just know this is in accordance to policy uh 2320 and 2320P. The board must approve field trips that are staying overnight in advance. So that's why she's here to talk to you tonight. Um the staff member uh has submitted a plan and it has been approved by our building principal, Mr. Miller. Uh I already talked with him. She's here tonight to talk to you about
010the purpose, supervision, itinerary costs, housing, student costs, if any, as outlined in policy and uh the board's required to vote on that. So we've added that to the consent agenda. Any questions on that? >> I believe so. Okay. So, prior to that, because consent is up next, I'm going to introduce Miss Debbie Maxwell, who's here to talk to us, our Gear Up uh champion, I will say, and um I'm excited for another opportunity for our students. I will just say on her behalf, she's done many trips with our students uh and they've had all kinds of wonderful opportunities. I'm excited for another chance for our students to go out and see the world and and talk about this experience. So, I'm going to give her just a couple of minutes um to talk me through
011what she's thinking about as that we're looking to pursue through the consent agenda. Take it away. >> Um I work for OBVP um GearUp grant with Washington State University. This year we're collaborating with another GearUp grant um the HOH grant. Combined we serve um oh gez I don't even know how many schools we serve in Eastern Washington, but this year we're collaborating with them to do a spring break trip. Um the plan is to take um our current 11th graders on this trip. We have been delegated seven spots for students. We have two staff members from Columbia's Gear Up program who will be attending the the trip with them. The trip will start off um we have transportation through Eastern Washington Transportation Company, which is a private transportation uh service. We'll be traveling down to
012the Portland area to start off with. We will be going to Portland State University where the kids will be engaged in with admissions me representate represent representatives and also learn some financial aid literacy activities with them. Um they're going to be learning about access pathways to engineering and computer science programs while they're there. Um we will also be going to the Oregon Zoo where they will learn about careers in zoology and um with advanced sciences. They will also be going to Nike world headquarters to learn about design and sports management um activities. Then we will be traveling up to DigiPen Institution uh Institute of Technology where students will explore pathways in game design, software engineering and digital arts. While we're there, we'll also be traveling to the Space Needle where they'll be learning about um
013urban development and community outreach there. Then we will be going to the University of Washington where they'll also get a campus tour, learn about engineering and computer sciences. And then we'll be going to the Boeing Everett factory where they will learn about um aerospace and advanced manufacturing. Um it is a 4-day, three-ight trip. Um if you look on the next page, it has the flyer that the students are receiving. We do have um university paperwork that they have to fill out to attend, which includes um their housing. So, we have the housing set up where they're um in suites. So, there can either be between two or three students because we are taking seven. We would probably put like three of our girls together and then put two boys and then two boys and that
014would be three rooms. So, nobody would be by themselves, but they all know who their roommates are. They all feel comfortable with that. Um we also have our assumption of risk with the university that the students have to sign um and their families have to sign to go. Um it's a great opportunity. Ivy's been on a few of our trips. Um, the last two pages goes over the itinerary for why we're there and the program purpose. Um, which is on the top of page three for you. She talked to me about this. Obviously, I was really excited for this opportunity for some of our students. You can see um that really could open some doors and some eyes for students and this experience. um anytime we have an opportunity to um with our students in
015the real world out there, I want to take advantage of it. So, looks like some pretty cool STEM stuff. >> Awesome. >> Yeah, we're working on five different trips right now for seventh, 8th, and 11th graders, but this is an overnight and out of state trip >> outside the University of Washington. >> So, I see you're going down to the Space Needle. any concerns for safety or any of that kind of stuff or I just know some of the area down in there is pretty tough, >> right? And that's why I feel really comfortable with us having two staff members for seven kids. Um when we've taken our students on other trips and activities, I have never had a problem with a Columbia student. I formerly did gear up in the Pasco school district. Um,
016and we've we've had issues with different kids here and there. And when you start them as young as sixth grade at the middle school, you have to really know the students you're taking and feel really comfortable with taking them into these environments where they're going to be working with professionals and doing activities and with things like that. Um, I've recently been down near the Space Needle and it's not nearly what I had seen previous years. It seems like things have really cleaned up in that specific area. But that's just my personal experience. >> So the board has an opportunity to ask any questions before we uh for consideration. Any additional clarifiers or seeking? >> What's your criteria for selecting go? >> Um for this trip specifically because we are spending so much time and distance
017away from home. We are definitely targeting students who have expressed one an interest in attending this trip. Um, we have students who would really like to attend the University of Washington, but for us to take a day trip over there and back is very difficult to do. So, the kids who have really been specific about wanting to go to the UFB, they are they're taking priority. Um, we do have more students interested than we have space for. So, I am creating a wait list in case other schools can't fill their spots, which has happened to us before. Um, I got to go to our nature bridge overnight program in the Olympic National Forest and we were only allowed I think seven or six spots for that one and then other schools had kids who didn't
018show up and our students were really upset like we could have gotten more students had we known. So I have seven on a wait list and then I have seven that we're looking at taking. So some of the criteria is is obviously we don't want to have students who are not following rules in school. Um, however, kids behave differently for different people and in different environments. On this type of a trip, we're not going to take that risk. Um, so they have to, you know, be doing well in school. Um, be able to comply with directions, follow expectations, and then have a desire to go. >> An opportunity for any of them to share their experience with other students or >> um there's a they we talk about our trips a lot. Um, Ivy's been
019on several trips. Ivy doesn't know this, but she is going on the spring break trip. Um um because they did have to fill out an interest inventory and then we had to make sure we had the right room numbers and the number of students, you know, to travel. Um we take all those things really con like seriously. Um but also in consideration for them because we want them to enjoy their trip. Um we can have one or two students who can ruin it for other people. Um Ivy's also looking at going potentially to um Washington state or not Washington state Washington DC as a leadership opportunity with Gear Up. Um she just got the application for that. Um if she fills it and is one of the three students in all of Gear Up to
020get selected, then we would be coming to you guys for approval for that as well. But um and that's going to be in the summer. Um so there's lots of talk. I'm You want to speak to that? Can you guys talk about your trips? And >> yeah, I mean I get asked about it a lot. It's also like I think especially the college tours are just such like it's really just an amazing opportunity. Like I've gone on a quite a few of them and there's been several times where like we're walking around and people are like, "Oh, like I I really love this environment. I love the place. Like the people seem really friendly. They have programs I like and like that you can see like the people that actually end up wanting to go
021there and they do they do talk about a lot. We talk about a lot. I talk about my experience at Nature Bridge a lot because it was a it was really it was really fun. It was really awesome. Um we talk about a lot in class too or like if we're talking about because we do talk about college a lot because you know we're high schoolers. converse about those sort of things. And so the kids that have gone on trips do like we have a lot of information. We have pamphlets. We have like we've been to all kinds of like seminars. Like I say like a lot. I'm sorry. It's very unprofessional, but we do we do talk about it a lot. >> Um I have one student in the 11th grade cohort who originally
022like he was going to go Udub. That was it. he was going to go engineering U of Dub and he went on our Central tour and Central became his second school choice and then we went on a Gonzega Eastern Washington tour and Gonzega became his third choice and so it's really neat for them to see themselves on that campus and is this the feel that they like but this will be his first time on the University of Washington campus and so I'm curious to see how he feels on that campus. I have another student in middle school who was not doing very well academically. she was really struggling, very introverted, shy, wouldn't ask for help or even engage with staff very much. And now at the high school, she's doing tri-tech and thinking about going
023to Central. So, it really does open up the world to them and see themselves on those campuses. >> So, my concerns would just be safety and chaperones and you said that there's a plan put in place by Mr. And >> yeah, they have all that as part of their write up and everything from chaperones to checkins and all that stuff is part of that. >> We have to do room checks. We have to take two staff members to every room to check on the students. We have I mean like Washington State >> stuff that we have. >> Yeah. And Washington State University and the Department of Ed as you can imagine have really tightened down. We have um EP14 training for dealing with minors because we are a university and so usually they work with
024students who are 18 and over. But because we are working with minors, we have to go through specialized training, have background checks for all of our volunteers, anybody in engaging with the students at all. >> As a side note, maybe in the future, can we talk about whether this should come to the board um future? Um I understand that's the way it's written now, but in policy right now. >> It seems like kind of an administrative thing that you guys should be doing. >> I don't know why it comes to the board. >> Okay. >> We can certainly look at that. It has been vetted. Miller's looked at it. I've looked at it myself. I'm just following through policy. >> Yeah. >> Maybe we can look at it differently though. >> Sounds good. Make a
025note. >> Thank you so much. Okay. So, we've got four items on the consent agenda. >> I will make a motion to accept the updated consent agenda. I have a second. >> Motion and a second. Any further discussion? >> Oh, all in favor? >> I thank you. >> Thanks. >> Okay. Hearing of visitors. Anybody like to address the board today? >> Anyone? >> Last call. >> All right. Thanks for being here. >> I'm gonna kick off, if you don't mind, the student representative report. I'm going to hand it over to these uh three young coyotes here for our presentation. Excited about that. But before that, I want to give some context to this. I want to work this as quickly as I can to kind of set them up for what I asked them to
026do. So, um I've asked them to come talk to you guys a little bit more about conferences. We've talked a little bit about our conferences across our district just briefly, but I wanted them to really um talk to you more about what they've heard, things they've talked with their friends about specifically about that. And just in order to do that, the historical context this would be that you're familiar that our traditional conferences were held twice a year, preschool through 8th grade um here in our district. And this last year we added 9th through 12th grade uh because the conversation was we really need to continue talking with parents and students and creating that partnership all the way through high school. um it's more important than ever to engage parents on really what's happening postsecary whether
027that's workforce trade technical no matter what that is right so we really wanted to increase that communication um you add that with beginning next year you can see I have it in red there fall of 2026 students will begin using what we call school links to complete their high school and beyond plan um the high school and beyond plan is a statewide graduation requirement doing it For a while, we've used a Skyward free software version of that and we now switch to school links beginning next year. Every high schooler in the state will be using the same software platform beginning next year. We're the last group of the cohort that's going through it next year. We've had groups that have been onboarding to this for the last two years across the state. We're in the
028last phase of this. So, beginning next year, they'll start using it's just software. It's just a different software to input their information in for their high school and beyond plan. Um high school and beyond plan big picture shrunk down just a couple of words. It's really where do you want to do and what you want what do you want to do how do you want to prepare for that your school to take you to whatever course you do beyond high school and we should be we're required to actually start having those conversations with students beginning in middle school. So Mr. Taylor is looking at how we begin looking at also adjusting to begin having those conversations with parents as early as seventh grade. Not that you have to know exactly what you're doing because everyone
029changes their mind 100 times right after that. But we need to start having conversation about coursework, preparing for that, what you're going to do, and all of this will be in these plans. We're embedding eventually into the intentional conversations we're going to have around conferences because we're going to force our students through that and our parents through that conversation there. Okay, that's the end goal through that piece. Okay. So, that being said, we said, well, if that's the conversation we need to have, then all students need to be having this, not just those that, you know, that traditionally show up. Every student needs to be having these conversations. So, we set a goal that we're going to conference with 100% of all our students and families. Um, so I just want you to see the
030fall numbers. Uh, these were their final numbers, and I want you to see our conference participation this past fall at the elementary, middle school, and high school. By the way, I'm thrilled with these numbers. Like I I don't want you to look at this and think like I'm I mean do we want 100%? Of course. We're not going to settle for anything less than 100%. But to show this first time through at 93% 71% and 74% that's really just showing up to those conference uh pieces. It's thrilled, right? Seven out of 10 kids are showing up with somebody to talk about, you know, how they're doing in school. One of the requirements I uh we put in um top down was that well even if you don't show up at that conference, you're going to
031have some type of conference. So if you miss that conference, we're going to attempt to follow up or we're going to force feed that conference to you another way because everyone needs to have that experience, right? And so following that, uh we did a trial run where the each school put in individual plans. They were all different what they did, whether they did things that caught parents on phones, they did different things. They had different avenues. And by the second time through, um, where we said, "All right, now it's our intervention piece to put that through." You can see the elementary got 96, middle school got 99, and the high school got 88%. So, as a district, we're at just under 95%. And that's great. I I I I was actually shocked it was that
032high, but that doesn't surprise us. Our community is, obviously, we know is a very supportive community, but we're still missing about five to six% there, right? So that's what we're after. We're try to figure out how we ensure we're having these conversations. So that being said, you know, our goal is 100%. We probably won't hit that, but we're not going to settle for anything less than going after that. So my conversation to our board reps is as we're beginning, they don't know really all the background of this stuff, but they know, you can kind of see where we're going with this. The question I had for them I wanted them to dig deep into was what went well this first round? And keep in mind, this conversation is going to change and evolve. It was
033very just, hey, come in, grades, how you doing, you're missing homework, that stuff. We'll call it this first round is a very traditional conference, but the conversation is going to is going to change the further we get into this to where it comes a very how are you doing? We still got to do that. That's not like we, you know, that we're going to lose that piece, but we're going to begin embedding beginning in the middle school level with these concepts of life beyond high school. And we'll slowly add these pieces into those conferences. So, we want to know uh this first round, what went well? What do you think was helpful or worthwhile? You can see uh what can we do differently and any creative ideas for us to help get that 100%. So,
034I'm going to be quiet now. Sorry, that was a little bit longer, but I wanted to get a good setup. What were your thoughts on how we did where we're going? And I'm just going to hand it over to you guys. Who's starting? >> I'll start. Go ahead. >> Um so, most of the people I talked to kind of did not have an opinion on conferences because you know, kids don't they don't like bringing their parents to talk about their grades, especially if they're not doing too hot. But, um, a lot of the teachers I talked to actually did enjoy it. One thing that I personally liked about conferences was that, and I think, um, the teachers, I would assume, would agree that um, all of the teachers were in a central area, making it
035a lot harder for kids who maybe aren't doing well in math to go and not talk to that teacher. Um because not all not all parents went to high school here. They don't know that Miss Waters room is the farthest one down the hall. So kids can easily avoid that. But I think having them all in a central area makes it a lot easier for people to talk to every teacher, especially when teachers are like, "Oh, that kid's not doing well in my class. I'm not going to let them walk past like so their parents know what they're doing." Um, I thought that part of it was really helpful to the students and to increase student attendance. A lot of people told me food. Um, teenagers always want food. I always want food. So, you
036know, snacks. Snacks could be cool. >> Ice cream. >> It was boosters. Free ice cream. >> Oscar. >> Well, I talked to a lot of like the running star students and I mean Running star students usually have really good grades. That's why they're doing college and high school. And their parents didn't they said their parents didn't feel the need to like go to conferences and check on their grades cuz they have a lot of like trust in their kids to keep performing their best. Um also um they said like there was lack of communication that some of their parents just didn't know the news didn't reach um or their parents cuz some of these running start students only have like one class at the high school. So um that was also an issue. Um something
037to make something to increase participation. I mean target the running star students communication. >> I would have to agree that a lot of the most running star students don't hear the announcements in the morning. So a lot of things like they don't get informed of because like by the time they get to class it's sixth or like seventh hour. So teachers don't think to talk about that sort of thing. But I don't know. I think we need to come up with a better system to get that information to running start students >> and tech students also. >> Uh I talked to Miss Weber and Miss Tina and then Mr. Ali was there for a little bit of a conversation. um or Miss Weber said that she didn't expect a lot of people to show up
038and so she was surprised when she said Monday night like a lot of people showed up and she was really happy about it and was communicating with the parents of students. Um but she did say that um there was a lack of communication that students had to go to their intervention teacher first. um I didn't get the chance to go to conferences, but I mean it was from what I've heard it's been a really good turnout and it's very um useful especially for our high schoolers because we're four years like when you start high school you're four years away from starting your life. So it's like you got to actually work for it. And so just having teachers that keep you accountable and like let your teach or parents know what you're doing and how
039you're doing is just honestly just really helpful. Um also we also have an Instagram page now. So a way to get the word out is post about it. Um, I don't know if we have a Facebook page or anything, but we could just post on the CSD websites, just say conferences for high school, too, just to get the word out. >> Obviously, uh, again, you look back at the numbers, huge success. I was thrilled with it overall, but they bring up unique challenges. We're going to have to, you know, if we're going to get to 100, it's going to be, uh, the first 50% is the easy part, right? It's the It's the last part that that's difficult and so there will be some challenges and we'll keep at it but you can see where
040we're trying to go with this. We're not there yet. Again, these conversations continue to evolve and change. Um but uh I'm excited about this opportunity uh for all our students. Um I think there there conversations that just need to be had and um it was great watching that happen all across our district. So, I just want to double down on that and tell you we've got another opportunity this spring uh where we're going to shift that again. We're having a small shift starting with the middle school we're talking about and what that looks like and how we start using the software to begin engaging in those conversations. Um I'll I'll end with if all we ever do is communicate about the same things we can find out online, then we're missing the boat here, right?
041We need to be having conversations beyond just missing homework, just beyond that grade, which is why, you know, if that's all we do, then I wouldn't show up as a parent either because I can go on my phone and get that information. So, we're going to dive deep and we're going to continue to evolve this over time. But I think, you know, I don't want to lose that. There's a certain connection you need to have with that and meeting with those and doing that. So, we're going to blend these pieces uh and continue to push that push the envelope on this. So, I'm excited. So, um, I'll continue to push this group here, um, to get feedback, trying to start these little project pieces where they're going in and getting me some information and doing
042that. So, I appreciate that and continue to use them as vehicles to help support that. So, thank you for your time. If you got homework, feel free, but you're welcome to stay. Okay. >> All right. Anything for them before dismiss them? >> Thank you for the videos. Thank you for your job on the videos. >> Question on that though. >> Can we tie it to like a project like this patient? You show up, you points or something that can we Yes. Um, we have not yet, but there's pros and cons to that. >> I thank you for maybe not reaching Oscar put the cap kids if it was tied to an actual grade or something that you know that might be an opportunity. >> If we get to a point where we've actually involved the
043high school and beyond plan, they actually need to go in there and finish that part during that. You could easily tie it to something that needs to be done and get some sort of credit or piece with that, right? But we're not there yet. >> Eventually, could we? Yes. That >> it's been done. >> Yeah. >> Any other questions? >> Enrollment. Okay. So, I'm going to quickly go through budget status. Now, let me say the financials. You're hear me breeze through really quickly. The Wawwa County, uh, they've switched over to do software. Um, and so we still haven't received our month of February numbers. So all the numbers that you see in front of you are last month's numbers because we just still have not received them. So I'm going to quickly briefly those. The
044only changes you'll see is enrollment this month. That being said, enrollment uh we're down a couple. We're at 471 uh for the month of February. You can see our our year-end average right now still at 474. So we're still feeling strong about that. We go into the general fund. You can see we're at just a little over $2 million. And the general fund, again, these are a month old numbers. I apologize, but we're still required to report out on these capital projects. You can see we're at 374,000 and some change. Debt service 295,000. ASB fund 194,000. Transmission vehicle 136,000. And that's it. I breezed through them fast, but you already seen these numbers last month, so I apologize, but we have to at least take you through that and report out on these. So with
045that, I'm going to hand it over to Mr. Taylor for his administrative report on Columbia Middle School. >> Mr. Taylor, want to say thanks for not having a weird picture in me up there. >> I interviewed one last time. >> You got time. >> Thank you for being here, Mr. Taylor. >> Yeah. So, this is going to look similar to last time I was here. The first page is our I first and the back page that you have our IR ready diagnostics from fall winter. The one on the right is shaded is the graph from the fall. See on the left is the winter. In the middle it shows you what they always want to have more green but definitely less red. On the reading side, if you flip over to the mask, it's a
046little more of a challenge for us, especially at sixth grade and seventh grade. As a part of our school improvement plan, we have to do a mid-year progress review for OSPI and I whoever else tells us to do that. Um, so we dig into some of this data around our our goals that we and a lot of our goals we use ready reading and math diagnostics to help measure those goals, but it took us down some different kind of rabbit holes. Um, on the third page, one of our goals had to do with attendance and exclusionary discipline. Um, the work that we've been doing over Over the last few years, you see in the first semester of the previous year, we had 11 incidents that resulted in exclusionary discipline. That's out of school, expulsion, in
047school suspension. So far this year, in the same time frame, we've had three incidents that have resulted in exclusionary discipline. Those incidents were a family fight. Um the two graphs below are from our Swiss um Swiss software where we enter discipline referrals like classroom referrals. You're on the same page. >> This one? >> Yeah. >> Um and so it breaks out, it categorizes kids based on how many discipline referrals they've had. Last year is the top graph we had 20% 20% of our students in the top tier that would be six or more referrals and as you look to this year so this is from the same time frame much less or less classroom referrals exactly that that we want to And this was another part of the data we had to submit for our
048school improvement plan. But on that back page, one thing that we started to look at was failure rates and where to target support and subjects. These two graphs are consistent with some historical data. We pulled three years of failing grades and consistently every year. Seventh graders have the highest number of failing grades regardless of what kind of work they're in. So we compared that to their discipline referrals or in Swiss and they're also getting the most classroom referrals. Um so this has become kind of a challenge for us along with as you look at our math data some of our kids not making growth within math especially in sixth and seventh grade how we might target really help our seventh graders consistently over the years receiving the most failing grade and the most classroom referrals.
049So I mean you look at readings some celebrations there you look at our overall referral not without challenges that were >> be awesome you can find those correlations I mean I AI has been powerful in being able to see trends in data I can print out a 64 page sheet of everything grades throughout the whole entire year been able to synthesize that and to use it. I don't have be able to see that it's consistent over even three years that our seventh graders struggle to both academic and behavior. Might be a need for some intervention with seventh grade or different approach with seventh grade. any of that for Mike update. >> Good. >> Okay, moving on then. >> Yep. Coming in, Mike. Um we have a second reading of one, two, three, four, five different
050uh policies. Last month we we took an initial look at these first three reminder are critical required. Um a lot of expiring languages and non-discrimination updates. Um third one was bid thresholds. The last two, remember, were not required, but I wanted those in based on the non-discrimination statement. The first one of 21106 and the second one was construction finance. They had updated Thank you. some new revisions to align with the laws. Um, and I wanted those to be in line as we're talking now with like the middle school bathrooms and things like that. Anytime those things change with construction and finances, I want those update in there so we can follow the latest rules and regulations. I'm asking the board um to please uh your will put these five policies through entertain a motion five
051policies before us. >> I will make a motion to accept the five policies. >> Second. >> Any further discussion on any of them? >> You comfortable with everything? >> 100%. >> This is actually some of the easier ones. >> All in favor? >> Unanimous. >> Okay, moving forward. Um, in the new business, I bring something before you tonight. This is only the second time you've seen a capital assets theft sensitive report. Approximately a year ago, you saw something very similar, but it looks very different. In your packet, if you go all the way to the back, you'll see uh the capital assets theft sensitive report. This is in line with policy 6801. It was brought up during our past um financial audit uh some adjustments they wanted us to do in how we report these.
052And so what I have in front of you tonight is the report that I'm looking to put forward to you. Under 6801 um requires our principles, directors, and myself to oversee inventory across the district. And we're asked to report lost damages damage and stolen items to the board of directors. That's a requirement. Um once we do that, we can remove the missing assets from our records uh just by policy. So, we're following up. Um I know our auditor will be asking to see adjustments that we've made. The first page in there, you see me asserting the acknowledgement uh within our departments of our inventory lists. And the only one that had noted anything that was lost, damaged, or stolen last year was through technology. And you can see the Chromebooks have been identified. um curious
053how we track these. We actually have serial numbers and barcodes and these scans so we can keep track and tabs of these pieces, how we monitor these. And so that information is there. I'm looking for approval on the capital assets theft sensitive report. This will be just the second time you've done that. Last year you did it was a big long one because we did it over several years. We were playing catchup and now you'll start seeing much smaller reports because it's year in and year out. So, we're essentially approving these to be taken off of our inventory. >> It'll be taken off his main inventory. Goes to another list that we have because they're still barcoded. There's You'll have a kid that will come back for whatever, you know, a year later. Grandma says,
054"Look, I found this under a bed or something like that." You know, we can still if need to get it back in the system. And that's why it's so important when I mention that we have serial numbers and barcodes on all these pieces. But we have an inventory way of tracking these specifically the technology piece through either whether it's insurance or things like that. You know, it's not like we're writing these off. Someone's either, you know, either use Chromebook insurance or paid for or some of these things. This is more of the paperwork end of how we keep track of these in the inventory piece. So, do we need action on this or what do we >> Yes, >> I need action to approve this report. >> Motion to accept a capital asset instead of
055asset report. >> I will second that >> discussion. >> All in favor? >> I I unanimous calendar review. >> So, next month March 23rd, come back with an enrollment budget ministry report. We'll have Columbia High School here. Um, any suggestions? Anything else you'd like to see? I know we have some I made some notes when the high school's here. We have a follow-up. I think that you asked me about something. I have something historically I was going to talk to Mr. Miller about. I want him to bring some information on, but other than that, is there anything else you want to see for the the board? I just like the idea of the groups, the clubs, the sports teams when you know they have success to come in and you know be recognized. I think
056that's when we can get them to come in and do that. I don't know there's logistic issues with that but okay. I think they probably just need an invitation. >> Anything further? We're journed.