001Okay. Uh, I call to order this meeting of the Isqua School Board. Today is May Thursday, May 28th, 2026. At this point, will everyone please join me in the pledge of allegiance? I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Okay, first up on our agenda is public comment. Public comment is an opportunity for the board to receive public statements on items not listed on the meeting agenda for possible board action. If you have a point of view for the specific agenda items, which tonight is an update on the student representative program and monitoring report uh for results four, I'll ask you to hold your comment until the particular agenda item. Public
002comment time is not intended to raise an issue unique to a particular student, staff member, or an administrator. Rather, it is your time to provide your insights on issues more generally and of a wider concern. As a general rule, the board will not respond to public comment. I ask you to begin your comments by clearly stating your name and your attendance area. Please limit your comments to two minutes. We will be using a timer. The board neither endorses nor censors any opinions expressed during public comment. Please keep your comments civil and respectful. Avoid personal attacks on others. In place of applause, you can acknowledge a speaker by lifting your hands in a waving motion like this. Uh we will start public comment with those in the room and then goes go to those on Zoom.
003Um so let's see here. First on my list is Aaron Marsh. >> Thank you. Can you hear me? >> We can. >> Oh, perfect. Uh, Superintendent Taluk and board of directors, you made many mistakes with me, but the most important one is you didn't consider what I teach. I'm a PE teacher. Any sports fans? No, the game is not one in the first, second, or third quarter. It's one in the fourth quarter. And thank you, Dad, upstairs. I know you're bowling with Jesus right now for teaching me to love sports. I will promise to give God uh the glory in the storm. Corinthians 2 Corinthians 5:7. I'm asking you today, board, since you're doing cuts with teachers and admin, I would like you to govern this school district with integrity by following the state laws
004by following your own policies. All these taxpayers, parents, teachers, students, coaches know where those admin cuts need to be made. And you know it as well. You can sit up there and think that you haven't received information and you have. It's all timestamped. I'm not sure if you guys watch the news, but Long View School Board District, you're flirting with the same outcome. So, I'm going to wrap this back up back to my sports analogy. It's one in the fourth quarter. And this right here, this is called a deep three, which means this is my shot, the buzzer beater, and it's nothing but net. You know where those cuts are. One's already in this room. Two haven't gone, and you know it. So, here's my shot. Buzzer beater, nothing but net deep three. Donna Hood,
005you know, you should go. Thank you. >> Next up is Tessa Hurley. >> Good evening, board and superintendent. My name is Tessa Hurley. I am an ISD substitute teacher, co-president of the Endeavor PTSA, a weekly classroom volunteer, and a former nationally board certified special education teacher. Tonight, I speak as an incredibly concerned parent. I am here to advocate for an increase in behavioral staffing. My daughter's second grade classroom became so unsafe and unsustainable, it ultimately led to the loss of our experienced teacher six weeks prior to the end of the school year. As a result of the ongoing unpredictable environment, my daughter developed severe anxiety and is now on medical leave to be homeschooled. Before leaving, she experienced ongoing classroom evacuations, was hit by thrown objects, knocked over by a classroom, and observed profound profanity
006and defiance. We spoke to her teacher about the impact she was experiencing and her loss of learning. We emailed and met with school administration and began inschool services from a Swedish therapist. However, we observed no change to the unpredictable classroom environment. With my daily presence in the building, I see staff pushed to their limits. I see children losing critical instructional time. I support inclusive education. But true inclusion requires a robust infrastructure. Right now, ISD is failing its own mission to provide all students the opportunity and support needed to meet their highest capability in a safe and welcoming environment. This is a crisis of capacity, not a lack of classroom management skills. Unfortunately, this is not a single classroom or school issue. Across our district, there are similar stories to the one I have described. alongside
007other ISD families who presented a formal petition to this board on May 7th. I'm asking for a review of the impact the current inclusion model has on all learners, urging the board to prioritize trained behavioral staffing to ensure a successful inclusion model with a learning atmosphere that is safe for all learners. Our community deserves to know that you've heard our concerns and are prepared with the plan of action. Let's restore the resources and safety all our students desperately need. Thank you. Thank you. Uh, and next is Allison. >> Hi, my name is Allison. I am a first grader and incoming kindergartener at Apollo and I'm here to talk about teaching through technology. Dr. Horvath, educator turn to neuroscientist, author of digital delusions, states that teaching through screens takes twice as long and creates a shallow
008learning experience. So, we spend more money, more time with less results. I could site studies, but I have an example of my own. I'm the book fairy in my home. This is a book from my childhood. The Trojan horse, how the Greeks won the war, grade reading, level two to four. I leave these all over my house for my kids to read. My first grader loves it. She read the book the following day, gave a riveting retelling. Good enough for a drunk history episode. Uh my memory of this is from the Brad Pitt movie in 2004, so I forgot a lot. Um she let me know it's about a trade war and there's tariffs and took 10 years and the Trojan horse was the hail mary of a play. I thought it was a tragic
009love story. Thanks a lot, Brad Pitt. Um, so she reads the book, tells me everything about it. I asked her, "What is your favorite edtech program?" She said, "Pebblego, it's a research program. We can watch videos about animals." Um, I asked her, "What did you learn from this program?" She couldn't remember anything. She could not come up with one fact. Uh, because engagement is not learning. Um, I give her this book, she tells me Homer wrote the Iliad. You give her edtech, can't recall much. So, my daughter told me that when the Trojan horse was brought into the city, there was a woman yelling, "Doom! Doom is upon us." This is how she waved her hands. Um, I think edtech is our Trojan horse and I'm a woman standing in front of you yelling doom.
010Um, I want my daughter to have the ability to opt out of learning through technology. She's not the only one. Her biology is no different than your children's biology. We have not learned differently in thousands of years. She needs books, papers, pencils, teachers, not programs. I fear edtech is the Trojan horse that may burn education down. And I hope you heed my warning. Thank you. >> Thank you. Is there anybody else in the room that would like to give public comment? Okay. And do we have anybody online? Oh, we do. Okay. Um yes, for the individual online, please um come online. Uh turn on your camera and again introduce yourself with your um >> feeder pattern and with your name. Thank you. >> Hi, my name is Shuita and I 100% agree with what Alison
011One second. >> Oh, sorry. I I unmuted myself. >> Yeah, now we can. Go ahead. Start again. Thank you. >> Okay. Uh my name is Shua and I also have a kid in elementary school and I 100% agree with what Allison said. Uh I have been noticing uh I do volunteer quite frequently at the school as well. So I have been noticing the increasing use of several several online platforms and uh you know digital platforms in the classroom and I don't see any kind of help for the children in any of those. Uh I can see that it's just a distraction. They are aimlessly wandering around in the platform. They're either trying to understand how to navigate it or once they do it becomes a more of a playful banter rather than actually using it
012to learn anything. uh so I completely completely support her on this issue where I do feel that we need to reduce the amount of technology which is being used in elementary schools and it's completely unnecessary. Thank you very much for giving me a chance to speak. >> Thank you. Have anyone else? >> Not seeing anyone. Okay, great. Thank you. This will close public comment. We will now move on to the approval of the consent agenda. The consent agenda is a meeting management tool whereby the board is able to pass multiple items with one motion. The consent agenda items have been reviewed by the board prior to this meeting. Any board member uh may remove an item from the consent agenda and place it on the regular agenda for discussion. Uh do I have a motion?
013I move >> I move the consent agenda be approved as presented >> and a second. >> I second the motion. >> Thank you. It has been moved and seconded to approve the consent agenda as presented and amended. All in favor, please say I. >> I. >> Okay. And the consent agenda passes. Moving right along. Next up is the establishment of the regular agenda. Uh superintendent, are there any changes to the regular agenda? No, there are no changes to the regular agenda. >> Okay, great. Next up is a work study recap. Uh, prior to tonight's regular meeting, the board met with the ISD administration to discuss the strategic plan, and I will open the floor to any of my colleagues that would like to comment. I guess. >> Yeah, go ahead. >> Um, all right. I
014guess I'll kick us off. Um, >> director Ky, thank you. >> Uh, uh, so appreciated the opportunity to, um, see an update of the strategic plan during our work study uh, this evening. Um, I think some good work um, good conversation too, but you know, applaud the district for the good work that they're doing around the strategic plan. And I think there's, you know, definitely um, you know, I I think some of the items there's there's they're definitely aspirational in nature, but that's that's what a strategic plan is there for. So again, I I appreciate the the conversations the district's had and appreciate the the conversation we had as a board uh this evening as well. >> Thank you. >> I recognize also we do have this as an agenda item, so perhaps we'll hold
015further comment until that point. Okay, great. Um, next on the agenda is works in progress. This is a standing opportunity for the superintendent to provide a brief status report on various projects and activities in the district. >> Great. Thank you. This is uh really looking at the last couple weeks of the school year. So, the works in progress are really about looking at transitions and getting ready for graduations and transition ceremonies. Um, I do want to recognize that the PTSA council leadership um has been um established for next year. Uh, we have a new president, Lauren Stevenson. We have a VP of secondary schools returning as Jennifer Rinker, VP of Elementary North, Tatiana Neil, VP of Elementary South, Rachel Cox, Secretary Amy Miller, and treasurer treasurer Laura Forny. So, congratulations to the new slate. Um,
016and some of them are returning, but the the next slate for leadership for the PTSA leadership council for the for the district. Um, we've also had many celebrations to recognize uh both family volunteers and educator volunteers that have been working across the schools and across the district. So, congratulations to all the Golden Acorn winners um that were recognized over the past week. We've had multiple celebrations, including today, to recognize um the incredible work that um both our staff and our our families provide to support our schools. So, that's been incredible. Um, in particular, I'm also excited to attend the inaugural Bridges of Belonging event next Tuesday here at this district office um at 6 p.m. which will honor students and um it was really a charge to our students to see how they can think
017about building community and it will be divided into three levels K through 5, 6 through 8 and 9 through 12. um where students were um selected to be recognized where they've identified a problem and a purpose um and proposed a solution rather uh related to inclusion, respect and empathy and action. And I want to thank Levvenia Harding for her work and leadership to get this inaugural event up and running to um see what our students have to say about things that they need to uh they'd like to improve in their school and also what they might say about what might be a good way to to handle that. So that'll be an amazing event. Um, and then finally, Laura N has been in the leadership position of president for the PTSA council for two years,
018and I want to acknowledge her service and thank her for her partnership uh with the district, and she will still be um volunteering as part of the leadership, but in a different role and capacity. So, thank you to Laura. Um, we have graduations and transition ceremonies coming up. We also have several more clapouts that are happening at some of our elementary schools. Um, a clapout, if you want to know what that is, is an opportunity for uh graduating seniors to return to the elementary school and to walk the halls and the students get to clap them uh clap in their honor and then they get clapped out of their journey here in this school district. um in some cases at Grand Ridge, you can certainly see on the um uh some of the bulletin boards
019some of the specific uh places and spaces where our graduating seniors will be going to after they complete their journey here. Um another reminder of you know what the future holds for our elementary students and I'm looking forward to hopefully seeing some of those you know videos captured um on those clapouts. So that will be a fun a fun thing to look out for if you're an elementary school. Um we have the Academy for Community Transition um ceremony recognizing young people who are moving on to um away from their community transition program on Wednesday June 10th and we have Skyline Liberty and Isiqua High graduations on Thursday June 11th and we have Gibson E on Friday June 12th. So um really that's what's happening right now in the district. It's a lot of you know
020wrapping up the school year um having these important uh recognition events and um uh preparing for next year at the same time. So, those are the big things that are happening. >> Thank you. Okay. Uh, next on the agenda is an update on our student representative program in the introduction of our new student representatives for the 2026 season. And I think I'm going to turn it over to Mr. Hower and Director Coin. >> All right. Good evening. Marca Hower, senior adviser and strategy lead. So, this is probably my favorite time [clears throat] of the year. We get to meet amazing young people from across the district. Um, this process is always met with a lot of interest. So, I want to give a little bit of background on process and I'm going to pass it
021to Director Coin to make the announcement of the four new reps joining our team. So, just to reset, we have student reps um throughout the district, two per school. So, two at Liberty, two at Gibson, two at Skyline, and two at um IHS. Um, we we sent out this application to the community on March 9th. So, it typically runs for a month. Um, students always love to get their applications in, usually a week prior, but we love processing, but we really do read every application. So, director Coin, director Mo Mullings, they're looking through every application and every answer. So, nothing gets uh left unchecked. Uh, we had a total of 61 applications this year. So, high interest in this in this. So, folks that were selected should feel very proud. It's a very competitive process.
022And one piece I I I want to make sure we we highlight the teachers in the district who fill out recommendations for each of the 61 students. So each student uh requests two applications or two recommendations from their teachers. So thank you teaching staff for taking the time to do that because it does take a bit of time to fill out those recommendations. Um we have screened, we have interviewed, and we have selected. Um there were interviews April through May at the four schools. And just to kind of give a flavor, there were panels consisting of the board members of uh activity coordinators, student reps, current student reps, civics, government teachers. Um just to name the team. So very comprehensive team made up of folks that were screening. And with that, just to hit the
023drum roll with the folks that were selected, Director Coin, you want to name our four selected student reps? And I once we name our student reps, are we gonna have them come stand up here? I guess. Okay. All right. >> Well, um it's a pleasure to be able to announce our new uh student reps for the upcoming school year. So, I'm going to start with um Samantha or Sam uh Cool Pacheco um from Gibson E. So, Sam, if you want to stand and then go ahead and put up there by the dis. Um, next I have uh Pia uh uh Sheth uh from Skyline. Uh Margaret or uh Maggie Cleveland from Missuahai. And then uh Matthew from Liberty. Congratulations to this group. It was it was a pleasure to get to to know all four
024of you as we went through the interview process. So congratulations and we look forward to uh working with all of you in the uh the school year to come. So congrats. >> Yes. Yes. Thank you. You want to feel Markulations. All right, The second portion of this is to thank our reps that have been with us um that are leaving. We have four that are rolling off the board next year. So, if you can wave your hand folks that are here. So, we have Milo, Nilla, who are who are leaving next year, who will roll off the board and we have Videt who will be returning uh next year. But just to name the reps that serve currently. So we have Milo, Chris, Nilla, Ava, um Videt, Rex, Leia, and Micah will be returning. But
025Ava, we have one special rep who is a senior who we would love to hear from Ava on her next steps and plans for her future. >> Um yeah, I think it was it's been a really fun position to have. Um I hope to attend or I will be attending uh New York University for pre-law in the fall. And I think this is an opportunity that has given me a lot of insight into what that would be like. >> Awesome. Congratulations, Aba. >> All right, that's it for me. >> Okay. >> Oh, we need a motion. You have a motion. Do I have a motion? [laughter] >> All right. I move the board accept the student representatives to the board for the 202627 school year as presented. >> I second the motion. >> Thank you.
026Uh all those in favor, please say I. >> I. >> Welcome. That's it. >> Thank you. Thank you all for being here. >> Yes. Great. >> Okay, moving along. Next up on our agenda is a capital project update. I will turn it over to Superintendent and I believe Mr. Mullins. >> Great. Yes. So, um, Mr. Mr. Mullings was, uh, probably getting ready to come down at a different time, but we are accelerated in our agenda. So, uh, well, welcome, Mr. Mullen. So, this is a regular part of our capital project updates. We've had a capital project oversight committee since the last meeting, and just a lot of work underway. So, we're we're moving into another phase of our um capital projects work and excited to get the update. >> Perfect. Good evening everyone. Tom Mullins,
027director of capital projects. Can I give an update? Um going to share the latest. Let's try that again. share the latest on the new high school construction, review planning efforts for the 26 critical repairs levy, and recap the last um capital projects oversight committee meeting. Um construction, clearing, grading, and excavation continues on the site. Um stockpiling of building materials is occurring in preparation for the ongoing work. Um, construction of retaining walls throughout the site was expected to start this week. We've been delayed a week, so it's probably going to be next week. It's an update on that item. The design build team, which is made up of the contractor and architect, are continuing to work with both the cities of Samish and Isiqua to get the obtain the remaining permits. And just as a note,
028we there's going to be ongoing permits through the life of the project. So, um, summer construction, summer permits for the health department, all sorts of different kinds of permits, but we'll continue to get those. And there's a link at the bottom there to the uh construction web page. Couple just a couple positive notes on the project. Wanted to point out um there's going to be tree replacement, enhanced landscaping on the site. The site will change drastically from what it is now to what it is and when it's completed with the landscaping enhancements, storm water management improvements. The storm water in the site right now is in an unmanaged state. It falls and goes where it goes. We will be uh bringing that up to uh the standards enhanced standards. And we're gonna although we will
029bring traffic into the area for the high school, we're also doing significant improvements on 228th and 43rd. So, and this will bring 228th up to the standards that of um the city of Seamish that the whole 228th will eventually be. Just another reminder of what the site was before. It's uh that's the Google Earth. This is what it is now. And we'll continue to do these updates of what the project as we progress kind of I don't want to say time lapse but something similar. Um lots of earth work moving is going on what we call mass excavation and grading. moving dirt from the high points on the site um which is in the south part of the site over to the north digging out storm ponds that kind of thing and building up the
030low areas. More pictures of that large equipment. That truck in the center there on the right might look small, but that's one of those giant trucks with 8ft tall tire wheels. So that holds a lot of dirt and they're moving all over the site. Um some of the construction materials, storm water structures being prepared to install and uh this is that area there that's excavated with those materials in it is the future storm pond underneath the sports field and the water tower in the background. Any questions on the high school update calendar? >> Since I drive by the site uh daily, I see there's a a new round of trees that are now being or have been removed. I presume that's for preparation for this road widening, >> the right of way improvements. Yep. >>
031Uh want to clarify. So the road is being widened to five lanes per seamish city requirement, right? This isn't like a desire of the school district. >> That we we are doing all this investment in >> those roads because we're being mandated to as part of the mitigation and permitting process. >> Correct. >> So those trees that all just came down were because Seamish has dictated that we widen the road to what they want it to be. >> Correct. >> Okay. Just want to make sure. Thank you. >> Any other questions, comments in the high school? Okay. 26 critical repairs levy planning. So, we continue to work with operations and facility departments to organize and improve the project list and priorities. We're going through there and um um comparing it with cash flow and setting
032up the projects and getting them ready to go so they'll fit in fit in during that four-year levy period. The project status list and status will be reviewed regularly as part of our ongoing work because we can some of that there'll be some new priorities set in there as as things change within the list. So, and uh and again projects will be adjusted over time as priorities change. A roof pro a roof that's further out in the cycle has problems, we might have to bring it up near those kind of things. Um this is a chart showing the levy collections which for 27 28 29 and 30 levy collections are done on a calendar year. Of course we work on a fiscal year but available funding is the top line. That's how much in 27
033we'll collect in uh levby funding what we plan to spend. And then we have a what we we've titled as an annual funding surplus plus or gap. You'll see in that first cycle we have about a $800,000 gap or surplus. And that's to leave room for those projects as they come in and the priorities might change. We didn't want to cut that too tight. So, and it all works out. If you come out to the end 2030, we'll have spent all the money to in there. Um levy collection begins the spring of 27 and um because the levy collections just a reminder start in spring of 27 and received in installments the only a portion of that first year is available. So there's a there's some um planning that has to go in there to
034make sure we have enough money during that time to finish those projects. Any questions on the 26 levy critical repairs levy planning? >> Director Anderson, >> thank you for this. Um, looking at the numbers, I I think the only concern that I have is that there's not enough of like a nest egg for say a project that's planned for like 2029 needs to happen in 2027 because something catastrophic happens or something like that. Um, is there other funds to help with that? Because again, my experience with like the Maple Hills roof, right, we've had to like band-aid for a while until that levy money comes in. And I just like lessons learned. Do we have other opportunities we can pull money from if needed? If something in the plan needs to happen sooner than later.
035>> Yeah, great question. Mark Turner, chief finance operations. So, I'll tackle this one for Tom. uh uh so this is our bucket of money and I think so one of the things that we're trying to demonstrate is that we are applying a priority uh to these projects and so if we get something that is um going to be a high priority I think part of the question is if if we need it in 2030 so they're they're lower priority items that we could adjust we would come back and let you know how it's going whether we need to bump a project up things are costing too much or it needs to happen quicker or you know need to p pull one from year forward forward to year two. And so I guess what I'm trying
036to say is we will juggle the existing funds and the type of projects and I we will be transparent with you that this may sacrifice a project here or one of the lower tier projects but we need to prioritize another area. Yeah. >> Perfect. Thank you. >> Any other questions or comments? >> Perfect. Capital Projects Oversight Committee. We met in May and uh staff shared a presentation highlights. We talked very similar to this. We talked about the new high school project was um one of the highlights. We quickly touched on the 22 levy critical repairs levy and then we spent most of our time on the planning for the 26 critical repairs levy. Um the CPO committee had lots of good questions, comments, suggestions. Um there for for projects, how to phase projects, how to
037phase the projects, the budget, they had similar cons, you know, questions like director Anderson had. Um we we explored financial strategies which was was an interesting conversation, risks, benefits, different types of things. It was just a real good conversation and we feel we walked away with with both parties having learned and and um some good information to use. So and our next project at the CPA committee is in September. Any questions? >> Director Coin. >> Uh, thank you for the information. Um, I just wanted to make a note. I had an opportunity to attend the capital projects oversight committee and want to thank Tom and the the the team for just I thought it was great the way that it was organized, the way that the data was shared. A really engaging conversation. I mean,
038I go to a lot of meetings in within the district and it was one of the most interesting I had been in in in in quite some time. you have areas, you know, you have folks that are there who have expertise in the industry and just a really interesting dialogue and I think that the way that the data was outlined uh particularly on um you know the status of the 2022 critical uh repairs levy um and good questions things I hadn't even thought of before there was even there was a dialogue around this the location of our elementary schools and the cities that they sit in and someone said oh only three of the I forgot specifically what the the the topic was but it was noted that Only three of the IS the elementary
039schools with an Isiqua address were impacted by something. Well, >> we have 16 elementary schools in the district. Only three have an Isiqua address. And the other crazy thing is seven have a Seamish address. Y >> I I mean I've been around for a long time and had never realized that and thought, "Wow, >> that's interesting." It was just some interesting information data that's accessible. Yeah. >> But these folks brought um some good things to light. Um and just Yeah, I appreciate it. appreciated the work that's been done to invite different people into the space there. And um it was interesting too even some of the conversations some questions that maybe um that came up where that maybe you could say were a little more controversial members of the committee then would address those. It
040was just they had a dialogue together and I think think that they put um other members kind of at ease by that too. So I really appreciated it. I I the the opportunity to attend and and look forward to attending future meetings. >> Perfect. Thank you. >> Yep. >> Director Anderson, >> can you remind me um and maybe members of the community who aren't familiar with CPAC, how many people are actually on that committee and are they well attended? >> There's 26 members of the committee um community members. We've averaged any not averaged but we've had a high of 24 for the first meeting. We've dropped down to 18. This one was the least attended with about eight. And um we're strategizing with communications on how to to get that get them re-engaged or contact
041members who may not feel they want to continue and then allow us to go out and find more members. So >> great. Thank you. >> Yeah, it was nice. So the members that did show up like director coin pony very engaged which is good. >> I'll add that we do know that some members of the original group um have taken different roles in the community and their schedules might preclude them from participating and joining these meetings um and they might have their time allocation otherwise elsewhere. Um so our we do want to do a courtesy refresh because it's been about a year and a half now. It's always good to check in on people's commitment and that might also make more room to invite others who have expertise and interest now that we're moving to
042a different phase of some of our work with the passage of the 2026 levy. >> Any other questions? >> Okay, thank you very much. >> Okay, moving along. Next up is uh the monitoring report for results for life management and personal awareness. And I think I need to start with a motion. >> All right. I move the board accept the monitoring report for results for life management as presented. >> Do I have a second? >> I second the motion. >> Thank you. Okay. We'll now have a presentation from the administration followed by public comment. >> Great. Thank you. I'll just uh set us up before I pass it to Dr. Jacqueline Downey um that this is a this was a lively conversation last year and we expect to get lots of good feedback on this
043one um this year especially in light of the fact that the school board adopted a portrait of a graduate. There's a lot of overlapping kind of connections to that work that was done in the fall um and I appreciate that work and I I certainly know that we've looked at it through that lens as well. Um I also know that we had some uh discussion at the at the la at the board retreats this spring around data sets and sort of what are the right data sets. So, as we continue to refine and work with the board on what are the most salient points, this is probably one of the harder um uh results reports to really identify what are the key key data points that we want to see and over time and how
044I want to see that. So, we look forward to that conversation and I'll pass it over to the team. >> Thank you, Superintendent. Um Jacqueline Downey, assistant superintendent, joined by Rich Melish, executive director of teaching and learning services. Um so good evening to our board of directors and superintendent and thank you for the opportunity to share about results 4 life management and personal awareness the monitoring report for the 2425 school year. At the heart of results 4 is a simple but deeply important commitment that every student is known, supported and prepared not just academically but as a whole person as reflected in our portrait of a graduate. This includes their mental health, their ability to make healthy choices, and their capacity to navigate life with resilience and purpose. Much of this report is grounded in
045data from the fall 2025 healthy youth survey. We have strong data sets from our sixth, 8th, and 10th grade students. Unfortunately, our 12th grade students completion rate fell below 40%, so that data is suppressed. We are analyzing our survey administration processes and making plans to adjust our approach to increase participation for the fall 2027 healthy youth survey. Overall, this data gives us both encouragement and clarity. We are seeing positive trends in student well-being, social emotional skills, and decision-making, and overall substance use remains low and below county and state averages. We are also seeing evidence that students are developing important durable life skills, resilience, persistence, and adaptability reflected in indicators like credit recovery engagement, increased graduation rates, and strong college persistence. At the same time, this report calls us to remain focused and responsive. We are
046seeing a decline in the number of students who say that they have access to clubs and activities at the level they want. In response and as discussed at the boardwork study today, we're proposing that the 202629 strategic plan refresh include specific strategies to strengthen student voice and increase student sense of connection to activities in and beyond school. Because survey participation continues to be a challenge both locally and nationally, it's also worth considering additional qualitative ways to gather authentic student feedback as part of this student voice priority. On the healthy youth survey, while other substance use decreased, there was an increase in alcohol use. In response, we are strengthening how we care for and support students. A key step forward this year was the expansion of our partnership with youth youth east side services providing prevention
047education and treatment services to students. We know that mental health, anxiety, and emotional well-being remain critical focus areas as well. Lastly, we continue to invest in financial literacy as an essential life skill. Washington's future ready task force is examining graduation requirements beginning with the class of 2031 to ensure students have meaningful educational experiences and are wellprepared for their futures. The state has also adopted new financial literacy standards and we have aligned our courses accordingly. We have expanded access through additional course offerings and embedded financial literacy instruction so our students can build the knowledge and confidence to manage their financial futures. We are also monitoring the state's direction on any future requirements and making decisions now that will position us to implement those changes well. Ultimately, this report reflects our ongoing commitment to the whole child
048to ensuring that every student leaves our system not only prepared for post-secary pathways, but equipped to lead healthy and meaningful lives. We appreciate the board's continued focus on these outcomes and look forward to your questions and discussion. >> Uh I think I see we have public comment first on this before we go to questions. Is there anybody online? Okay. Okay. Uh, I think we'll open the floor to questions or comments. [laughter] >> Yeah, Director Co. >> All right. Uh, thank you for the update. I think, you know, first and foremost, I would say the report is all is is comprehensive as always. I think that, you know, applaud the the district for all the work that they do in compiling um these monitoring reports. I guess there's a couple things that during our work study,
049you probably got a little precursor to what I was going to maybe stress tonight. So, as I'm going through the report, particularly 4.4 because that uh section 4.4 because that's always very important to me. This this which is students will identify, understand, and develop their personal strengths and interests, connection to school, connection to to sports, clubs. um so much of what I've thrown myself into for the last 15 or so years supporting organizations in the community that help to bring that connection. And so I'm going through that, but this struggle I have is um our survey uh you know, response rates. You know, I think the healthy youth survey 27% response rate, our senior exit survey inconsistent across our our high schools. Um, and so I'm reading it coming to, you know, making conclusions based
050on incomplete complete data. And this is no fault of the district and I guess I want to bring up a point that I hear a lot uh, particularly from students and I'm sure our student reps will weigh in with some thoughts on this too, but that there's survey fatigue and I guess I would challenge our students to think differently about that. I think that there's sometimes something is thrown out there and someone thinks, "Oh yeah, survey fatigue. I'm feeling it too and it gets bigger and it gets bigger and it gets bigger." Well, here's the deal. These we're all adults up here. We're making decisions based on that feedback that we get. So, if students are not responding to these surveys, we're making conclusions based on a very small subset of students, in this case,
051if you're looking at the healthy youth survey, 27% of students who responded. And so, I guess my takeaway from this, frankly, is to challenge our students to think differently about completing these surveys. It is important. It's imperative because at my role as a schoolboard director, a student voice is important. We're here for students. And so if we're not hearing that voice, it's very, very hard for me to go through this report and make conclusions. Lots of good information, but then I'm struggling to think, okay, hey, we've had an increase here, a decrease there, but then again, the sample size is significantly less, or we're missing data at a key high school. Um, so I guess that's really my takeaway is it it's hard to come away with a lot of actionable insights because we're lacking,
052you know, a strong response rate. And again, we challenge students, particularly our student reps, you know, how important this is um the conversations we have and we have to have kids, we have to have our students completing these surveys. And and again, it's it's easy. you you can you can get in a mindset where you think hey survey fatigue and it sort of spreads but we have to think differently. So those are my thoughts. >> Milo, you had a question or a comment. >> Rev's hands went up as soon as you finished your good. Um I want to also challenge you guys a little bit. I think partially the reason that we say survey fatigue is the fatigue of doing something and then not seeing the result of it. Um and so my my challenge
053for you guys would be show the students, not just us. I mean, it's partially on us to show the students, but what the data does because a lot of the time we're like, "Oh, the data is anonymous. If one person doesn't respond to it, like it doesn't matter." But compare it to voting and how um I mean if you don't get the majority then wh then your bond doesn't pass. Like really emphasize the importance of it um to the teachers to go to the students and to us to go to the students but um just making sure that we're not just like saying something without doing something. So we should we should make an action plan is what I'm saying is I I think that I completely agree that making conclusions on data that have
054suppressed on it for about a third of the data is it's completely unreasonable to ask us to ask you guys to do um because you mean you don't want to get it wrong and you don't know um and the only way to know is to have that response. So challenge teachers, staff, students, put it on your social media. Um, I mean that's something that students see be like on our social media. Guess what? The healthy youth survey is coming out soon. Reminder, this is why you should take it. All of these reasons. Even have a student talking about it, but like put it out somewhere where all of the seniors are going to see it. That's what I'd say. >> Uh, yes. Director Anderson. >> So, Milo, I kind of want to respond to uh
055some of your comments. So, one of the things during our work study today that I challenged the district on is the mechanism. Um because I feel that when we're only getting 27%, it's really difficult to know are seniors leaving, you know, clear mind, you know, every well-being, all of the the important factors that we're taking with these surveys, you know. So, that's one thing. And then another part of it too is is we're only as good as the info we're getting back. So, you know, we we may have to find a way to really push that, hey, this may not change for you specifically because you're leaving, but the information that you're providing can help, you know, generations to come. Like, we will get this data next year and then put plans in place that
056may not take effect for another year or two. So with the strategic plan, you know, there there's couple years there where we've got to identify the work that needs to be done and then, you know, put that work in place. So >> great. Thank you, Vid. Um, the first thing I wanted to say is that I kind of witnessed this kind of survey fatigue, if if you want to call it, firsthand um, yesterday cuz we had a survey that went out yesterday during flex time at Skyline. And I had an interesting conversation with someone I hadn't really spoken to before uh, cuz we were in the same class when we took it. And um the first thing they said to me when we were talking about they didn't know I was student rep. Um they
057were talking about the survey is like the district doesn't listen to this. Why do they even care? It's really performative. And obviously I was trying to like I was trying to vouch for the board. I was saying like they do care and it does matter to them. Um but it wasn't really getting through no matter what I was trying to say. I was saying like oh yeah there's policies that are highly influenced by this. There's a lot of programs that are being influenced by this. and they just wouldn't believe it because there's been there is such a belief like I'd say I mean obviously that's a sample size of one but like you can bring it out and I'd say I'd wager to say that a lot of students feel that same way about I
058mean more about like what Milo was saying about people don't really see the results of what's happening and they kind of think that each survey is just kind of a checkbox for the district and obviously I think if people didn't feel that way about the surveys um they would be more likely to take them. And like I I know people to go so far as to say that they they just click random buttons on the survey because they don't they don't think it really means anything at all. Um and despite even like asking people to take the surveys, they'll just like all yes or all no or won't even put much thought into it. So, I think until people can really see that these surveys mean serious things, um, and serious change for the district,
059um, uh, people won't want to take them seriously. >> Something that I'd want to add there is when we talk about survey fatigue, that is really, I feel like, a conversation that kind of is encapsulated within these boardrooms. But then when I get into my actual classroom, nobody is saying, "Oh, well, I have survey fatigue." Like, we're getting so many surveys. Like, that's not the term that's kind of being thrown around. I think more so it's this idea that, as the other reps were saying, the surveys aren't super meaningful. And the piece that I think we could honestly like push back on a little bit, and I kind of just came to realize this is our teachers are the ones most of the time that are presenting the surveys to students. And so if they
060don't see the efficacy in them or if they don't feel listened to then they're less likely to present this to students in a way that will create a culture of caring about them and kind of inspiring action. So um when it comes to the senior exit surveys I or the healthy surveys for the seniors um I was in home room the other day and we were all on our laptops trying to get into the survey. It didn't really work. Classroom was or class link was just not working at the time. So, uh, our teachers just kind of like, "Okay, like do it when you can." We were at the end of the period. Um, and I talked to some other students and I was like, "Did you guys take it?" And they're like, "I don't
061know what you're talking about. Like, we don't really like some of that stuff doesn't happen in home room." Um, it's just kind of this lack of attention. And I honestly, if our teachers feel like this isn't an effective method of communicating with students, I can't even blame them because I've been a rep for about two years and I see a lot of data from student surveys. I really only hear from teachers when they do their own public comment or when they kind of fight to be advocated for in that way. And so I think that when we're inspiring a culture of advocacy, it has to happen on every level in order to be effective. >> Dr. Gallinger. >> Yeah, that's just what I was going to say is I I think the district needs to
062own part of this and certainly if you're going to put it during flex when you have a your highest rates of absences, you're not going to get anywhere close to the the participation that you need. So something that's as important as a healthy youth survey should probably not belong in flex. There's a lot of things that just don't belong in flex. I think that it needs to be characterized by our district and our teachers is this is part of civic engagement because this is building habits for voting. I feel the same way about voting for federal things. Like do I feel like it makes any difference? Is my life meaningfully better? Nope. But do I still vote? Yes. Because I feel that there's an obligation to do that. And I think this is an opportunity
063we need to build within our students from the youngest of age of this is just part of what you do to be uh engaged with your community. And yes, will you see the results immediately for most of the things we do? No. But that not instant gratification is again an opportunity for learning for our students that grow up in the age of pursuit of just instant gratification. So I I I think there's more to this that needs to be addressed in how we message because we're going to have to get around this generational piece because it's not going anywhere. Miller, >> I think it's um important to clarify that maybe like the messaging around the survey doesn't necessarily have to be students will see the results from their survey immediately cuz that's kind of impossible.
064that maybe at least seeing the progress or progression from past survey results and kind of a little bit more clarity on what the district is actually using these results for and how it's really changing their high school experience at all. And then kind of going along with that survey fatigue piece, um, we just took the survey, some survey in flex on Wednesday. And I think it was really interesting how was it was presented to us and then how the students in my classrooms like responded to it. But basically, we were all sat down in flex and like we just had to like open it on our laptops and do it and we all had to use our school laptops. And the thing I noticed was that like around me there was like comments like, "Oh
065dude, don't even pay attention to that. Like that's so embarrassing. Why would you answer that? Like so and so. And I was like, oh, I kind of realize now that like those kind of comments made me realize kind of how pressure that could be put on students when they're answering a survey like this in class on kind of like on laptops, people can see your screen and kind of how that can make other students feel when they're in that environment. So, I think that's also something um that should be considered with these kinds of surveys specifically. Rex, [clears throat] >> um I have a very brief comment. Um I know that there's a common theme and I wanted to kind of feel this out among the other reps, but I think there's a especially for
066things like the My Sabers and stuff like that. I think there's a commonly held notion that that's used to um get in touch with kids counselors like reach out to certain kids and get get them help if they need it. And I think or I I know that that affects at least with some of the people that I've talked to the way that they'll answer questions and I'm like, "Okay, yeah, I don't really feel like that that poorly in my mental health." Like, I don't really feel that anxious all the time. So, I'm I'm not going to answer totally truthfully because I'm okay and I just don't want to have to go get drafted from my class into the counselor's office. Does any anyone else experience that? Okay. I I just thought I'd throw that
067out there because I know it's another thing circling in kids heads when they're filling out these um healthy youth surveys and things like that. >> Milo, >> wait, last thing just really quick. I wanted to piggyback off what Nella said because I think I think we I think potentially the point was missed when I said that students want to see results from surveys. They don't need to see the results from their surveys. They need to see the results from previous surveys. Doesn't matter which surveys. I mean, teachers could even just see just say like previous students said sustainability matters to them and the district made a sustainability policy. Like they just need to know that it actually does something. They want to see a pattern of behavior so that they know that theirs is going
068to be taken into consideration, not that they need to see the immediate results. is not like an instant gratification thing. Like it's just a pattern of behavior building trust with our students so that they want to answer our surveys. That I think that's the piece that maybe I didn't explain quite right the first time, but I wanted to restate it. >> Thank you, Director Gallinger. Uh pivoting back into the report, page eight, you would open up the Swedish program data and I would love to hear the district's interpretation for why there's such wide variance in utilization of mental health or counseling resources at Isakiqua versus Skyline High School. And the reason why it's surprising to me is because if you open up and look at it, the two feeder middle schools to Skyline both show
069robust utilization that just completely stops once they get to Skyline. I know there's a lot of differences between Pine Lake and Skyline living it, but would love to know why that is. It's it's stark. It's like the reverse of if you look the feeder patterns of like PCMS and Cougar Mountain into IHS. So what's going on? >> Not you have the answer by like what your >> it's a it's a good noticing um something that we'll look into further to find out more information. So when you do that, my question it really is how do student how are students made aware of the resource at Isiqua High School versus the Skyline High School and probably like the feeder of middle schools? Because I wonder if utilization is really dependent and driven on marketing, >> not
070on need. And that's why it's hard for us as policy makers to to know is it effective Is it necessary? We spend a lot of levy dollars investing in this resource. So, I'm trying to get a sense on why there's such wide variance of it. Or is it personnel driven of, you know, there's someone who I really connect with at X building and someone I really don't connect with at Y building. I just love to hear more on that. And I know it's not uh necessarily an easy short answer, but >> Thank you. Dr. Anderson, >> again, thank you for this work. I know it's uh a lot of data, but it's all very thoughtful information. Um, one thing that really stuck out at for me, um, with the, uh, healthy youth survey, um, on
071page four, uh, when we're looking at 10th graders, um, not able to stop or control worrying, it is decreasing, but we're still over 40%. Um, that's an area to me I think would be beneficial to dig into deeper. Um, and I'm just curious if the district is prioritizing any interventions at the secondary level and like what would be a good evidence demonstrating that, you know, that's stress is being reduced and we're addressing, you know, 10th graders worrying. >> Certainly, we we do not want 40% of our 10th graders having that level of worry, even if it is a better outcome compared to King County in the state. Right. 40% is still too much. So, I think there's a few ways that we're investing in that. Um, one is the partnership with youth eastside services. Um,
072both providing mental health counseling, but also there's a broader suite of supports that provides both uh on-site and off-site. So, they will do um groups or partner on lessons and resources. Um, so it's beyond just that one-on-one counseling. So we're very excited in this next year as we have a bigger partnership with them to explore those resources and implement in our schools. So that is one. Um the other is around uh Rex mentioned the use of sabers is a screener and so it's a universal screener for social emotional well-being and it's still pretty new for our district. year two we're in right now and it provides that data so that students who are who selfidentify is saying I need some help I'm very anxious that information does go to our school counselors and we're able
073to provide that check-in and then determine next steps to best meet their needs on the tier one level like what are all of our students getting social emotional learning we've talked about and embedding that and making that meaningful at the high school level. Um, I'm looking at Rich to see if there's anything you want to add there. >> No, I think I think you hit No, I think you hit most of the things that immediately popped into mind. Um, but I do want to say that back to the previous conversation. Um, this district has invested a lot in in trying to think and rethink of how do we support social emotional learning and um, services, mental health services, and we've moved it younger and younger to try to head it out head that off. Um,
074so we need to advertise that to our students. Um, I'm really proud of our students for saying we don't do things just because we're told, we do things because they're meaningful to us. I think that's a strength of this generation. I just wanted to take this opportunity to say thank you to that. But I do think that this is an area and the reason why we pulled out some of these questions that helped us to understand our students anxiety and depression and worry is because that's really important to us. Um these didn't have state comparisons because the state data doesn't pull out those questions specifically on the state site, but they are important to us. So just want to kind of enforce that. >> Thank you. I would ask the district to emphasize the uh
075tier one um because as Rex said we may not be getting good data. The number might be 70% you know and students don't want to selfidentify and so whatever we can do to help you know give that support I think is beneficial >> for sure. >> Thank you >> director Gallinger and >> I would say for me following up what Dr. Anderson says I I pair that with page 10 and the data that shows the increasing by grade level anxiety related to internet use and as we look to deepen our impact from social emotional learning at the high school level which is still we haven't cracked that net yet. I'm so hopeful that we'll get there, but I don't think that our students when our students go and I see the report like 80 plus
076percent know smoking is bad. I think if we were to ask them how many of them see risk in social media use and their overall health, I don't think that they would make that connection like they do with smoking or marijuana. But we it is our job as an education institution to elevate that so they understand and can be consumers that are educated on the risks of all of the internet use and social media use that they're doing because it is a direct correlation for mental health and anxiety and I don't feel like we're doing our part and that and that's where I feel like the social emotional part while well intended isn't really getting getting us there because at the end of the day I would want to know what percent of students understand
077that social media there's a there's a correlation between their social media use and their anxiety levels and I think so I think we keep approaching this tangentially and I think we need to do it directly by asking our students that so you really know because ultimately that's what I care about there are certain like meaningful things about social emotional learning that I want them to walk away from our schools knowing and that's the top of the list for me and that's why 11 years ago the first thing that I did was focus on social media digital citizenship that that's where those things came into our results for students and that's why I feel like we're we're not taking the opportunity to really leverage that and now a decade later then like we still are now
078I think nibbling our way through a district-wide cell phone use policy be but we haven't been clear on our why either which I think has been confusing. I think we're getting more clear on that >> and we're hearing a lot of ground swell from parents and community members >> but I think we have the opportunity to lead on this on behalf of our students and I think that's those are the parts of like the direct engagement or the direct dialogue that I feel like we're we're kind of just coming ac we're approaching this not as directly as I think we could. I appreciate that comment and as we look at the questions from our tech survey right on page 11 they dance around what you're talking about but they don't directly ask that question and
079make that correlation with mental health and screen time. So I appreciate that. Thank you >> okay. So two things I wanted to comment on. The first thing is I definitely agree that we don't have as much of an understanding of what the potential risks of social media use are, but I also think it's important to highlight that understanding the risks of social media has less of an initial shock value and therefore can be less influential for younger students than showing them a picture of popcorn lung. If I'm trying to explain like the way that um dopamine reliance or like relying on social media for dopamine can cause you to like have a lack of motivation or can cause you to have more anxiety. I first need to kind of understand and explain the mechanism through
080which that works. And there's just a deeper level of understanding that is necessary. So I I think that it would just be important to dig a little bit deeper in terms of the way that we frame the risks of social media. Um, and honestly I think the only class that allowed me to kind of understand that was like AP psychology which is obviously a really niche kind of course and it's part of an education that not everyone gets or has to get. Um, and the second thing speaking of psych is kind of circling back to uh the way we use our Swedish resources. Um, I think that a lot of that I'm so sorry also comes back to the fact that we're doing this in home room and in flex. um the way those resources
081are advertised are very similar to the way that our surveys are advertised. So I think that the decrease in engagement in our high schools in both areas is probably going hand in hand versus in our middle schools even though um I go to IHS and we see those resources being utilized more in IHS than the middle schools. Um, I do remember in PCMS our counselors coming in to I think like our social studies classes or our English classes and talking about it in an environment where we are typically trained to think that the content I'm getting in this environment is more crucial. Um, even though a lot of the content we're getting in our home room is crucial, I don't think it's kind of the notion that's held. So, um, yeah, just the way that
082we present social media risk and also the way we present our mental health resources, I think we could alter. Milo back off of that, I think we need to go even a step further about being more direct and rather than just saying the risks of social media, what social media actually does. Eating disorders and body image issues, like those are real things that I have not heard mention at all in this survey, which is a very real thing that I know a lot of our high schoolers and middle schoolers struggle with. Um, and I would like some questions on here on that. Um, about eating habits and body image. And to go on that, it looks like on page three, we added a new question recently about um, two plus sugary drinks in a day.
083I think that's awesome. Um, but I would love to see caffeine. I would love for us to have some information about caffeine because the amount of students that I see coming into school every single day drinking one two Red Bulls having 400 milligrams of caffeine in a day. I mean, in light of the one girl, rest in peace, who passed away in a California school district because she overdosed on caffeine. Like, I don't hear that in any of our health classes at all. Um, we talk about the struggles and challenges of obesity, sure, and diabetes, yes. But we have never talked about caffeine and how it impacts especially growing developing students. Like I bet if you walked into one of the middle schools right now, not right now cuz they'd be asleep, but but like
084tomorrow morning, you know, you would come into class and see a couple of those kids with monster energies in their hand, which is not something we want our 12, 13 year olds drinking. Mind you, that was totally me, so I have no room to comment, but Partially because nobody told me. Um, I mean, we also we sell caffeine energy drinks at our school lunches, which by the way is insane. Um, and I think we need to take a look at that on another level because we sell ice caffeinated beverages um at our high school. Um, so, you know, that's another thing. Um, but we really really should be considering some of those other more direct pieces. So, eating disorders, body image issues, and caffeine are those silent killers along with social media that we just
085haven't talked about. Um, that I think if there's somebody if I can speak to over mix a healthy youth survey, I'll do it. Um and then also in addition on page 23, this is a little bit different but at the very bottom um the question learning in school is important later in life. You can see that um it shows that the answers in the percentage include very quite or fairly. it appears to be which in these surveys generally there's only four maybe sometimes five answers like it's generally very quite fairly or never and so for the positive to have all three of those feels a little bit like we're putting too much under that umbrella so I would be interested to see why we're doing that and if at all possible if we could take
086it to just the positives because fairly doesn't actually seem like a like a positive to me. So looping that in with vary for the learning in school is important later in life actually seems like it might be skewing our data a little bit. So I just put that out there >> just to I was able Oh, >> sorry. Go ahead. >> Problem I was just going to clarify um and appreciate the point as well. It's that neutral response, right? Do you count that as negative or positive? I did just check question 220 has five response options. So the fairly is like the the three but I hear your point >> Dr. Ko um I get to uh beat my drum on an annual basis. So I'm going to take us to 4.9. Um students will
087learn and apply principles of sound financial management in order to support self and family and um particularly personal finance I want to touch on. Um I had an opportunity on Tuesday to uh to visit um the uh CTE student showcase which was wonderful um and to hear from all the the students who were showcasing their work. I had an opportunity to talk to a student who was there speaking about the personal finance class at Isiqua High. She said it was absolutely one of her favorite courses. is we talked about how she's going to start investing in an IRA and how she was planning on ensuring she knew what her 401k match eventually would be at her future company and making sure that she was contributing to those levels. And um you know again I look
088at the data this isn't different than what we've seen before. You know there's definitely swings in what we see you know IHS significant participation in personal finance courses versus Liberty and Skyline High School. And I think a couple things I look at this. So one, you know, I think we need to have greater consistency across all the high schools. I think the thing too that I want to continue to stress is oftentimes people say, well, there's aspects of personal finance in economics, in accounting, sales, marketing, maybe, but not really. That personal finance is a standalone course and it should be elevated to that. Students who take it understand the importance of it. And clearly something's going well at Isiqua High that we need to model in other in in our other schools too. Um because
089I will tell you time and time again, I hear this from so many graduates and and who said, "Gosh, I wish I had taken that course. I wish I had that level of knowledge." Otherwise, we're sending them off to either figure it out themselves or to potentially rely on a parent who may not have that knowledge either. And you know you you you especially as you're building up you know some of these habits if you're doing things you know incorrectly like you know uh you know incurring credit card debt for for instance if you start doing that at a young age it's hard to get out from under that. So learning some of these good sound practices early on like this student was sharing with me earlier this week at the at the CTE showcase
090is lifechanging. And so I really want to continue. I know we talk about this. There's a lot of things we talk about and we never really see much movement, but I really would love to see movement [laughter] in this area because there's such an interest in the community. I mean, no one I don't I never talk to a student who says, "Oh, I don't care about personal finance." I I every senior that I have spoken to said, "Gosh, either I had exposure to it or and I would have liked more or I had no exposure to it." And boy, that was a miss. So, I don't know. I know we've talked about it. I know there's not necessarily an answer, but I would just love to see those numbers increasing and I'd love to see
091them consistent across all of our high schools. >> Well, dialogue about that. I mean, if if it's something that you really want to see, then that that push has to happen right here. So it's either >> like either this board says we need to see movement on that either be a work group to identify what pathway process to make recommendations to the board or options for the boards to choose from. But right now I think what you're saying is we just keep observing the problem and class after class graduates. I think I I liken it to the strategic plan where you show like hey uh operational expectations and excellence is like a foundational part of our strategic plan. We're just listening it because this is this is the givens and I think that personal finance
092is is that way too for we want our students to be successful. This is a foundational thing that we need all of our students to get. For me it's part of the durable skills executive functioning. If you don't have that piece, then none of those other parts >> matter or they will require a lot more work to have the impact. So I would welcome for us to give some very clear direction about that. But unless you do that here, you're not going to get the changes that you want. >> I think that's a fair Yeah, I think it's a a fair point. I mean, part of it though too is I know constraints and scheduling. I I know that that's a hard part of it, >> but I know that we need and and I'm
093curious what you both might think about all of this too in that sense. >> Yeah. Um I'll just talk high level real quick and then Rich can provide more details. But our approach has been to expand offerings which is you look at the numbers you can see overall there are increases right in students taking classes where personal finance is occurring or business and finance course enrollments. We've also looked at the actual curriculum where it's embedded for instance at the eighth grade level and how to strengthen it and also how to strengthen our personal finance curriculum and course to engage students more. So we are making progress uh at more options increasing quality. At the same time we know that the future ready task force for the state is considering personal finance as a graduation requirement
094and we don't know yet what that will look like. Will that be a required course? Uh will that be a requirement for it to be embedded and what that will look like to embed it effectively. So, we're in this sort of murky place where we want to advance the work and continue doing that, but also not step out too far and then have to backtrack or create challenges uh once the state makes their decision. Rich, do you want to add more detail? >> Uh, not too much. I was that was the main thing I was thinking about is that the state is positioning itself to weigh in soon and give us some detail and that will will help. Um, I I give I always every year want to give a shout out to the IHS
095program because I think they've done an a tremendous job of making it an attractive thing and recruiting kids into the class. Um, we are adopting new personal finance curriculum this year. We are making sure that we've clearly articulated a part A and part B so that we can put in the the course guides kind of like, hey, if you want to learn about these topics, it's in that first semester. Here's in the second semester. if you want to take half a year if a year of course seems like too much. Um I also want to point out that future ready um not to overlook that one because that's a really good class that really is about the personal um readiness to participate in the economy and in the workforce that also touches a lot of
096personal finance topics. And so I'm happy to see some increases in that. And so I think it it would behoove us to look at both of those two courses together as well. But um you know, here I am. I'm I'm also a dad who tried to get my son to take the class and he didn't. I couldn't get him to take the class and make that choice. And one of the things we're up against is it is a choice the students have to make. >> The other um course offering that is being offered next year is AP business and personal finance as well. >> So that's speaking to the expanding offerings. >> Yeah. So why why was that not expanded to Skyline? So if when we see if we look at the data which shows
097that Skyline has the least amount of students that are participating, maybe the opportunity for them to earn college credit might get them to bite. And so I'm a little concerned from the equity lens why our school with the least participation is not getting the chance to take that class. And sure, if you offer it and no one signs up for it, then great. But if we know that what drives a Skyline student to sign up for class is different than what may drive other students in our school district to sign up for classes, that might have been a missed opportunity to not have that course there. >> And noted uh Skyline was focused on the other AP courses that they are offering. Um and currently looking at this list of course enrollments, there is high
098course enrollment. Um, so much to your point in IB business management, right, that there's that dual credit opportunity. Uh, so it is noted for future. Thank you. Because I I I think Dr. Coin, you're going to have to say like we we need to see a what what it would look like say we say the say the board said personal finance is going to be a requirement for graduation in this glass school district. What would that actually look like? like pressure pressure test that for us so we could see what would we have what's the give and what's the take because I think that's really the next step you would want to know in order for your decision- making is like how how force functional would it be for a a student and I think
099it would have to have the parts of we know that average student walks in from 8th grade into high school already with x number of credits so we're really talking with a universe of 30 credits not 28 and not 24 So I I just think it's less ownorous than we think. >> I think you're right and I think we need to define it and also sell it is high. They're clearly selling it where the other high schools are not and I think people need to fully understand what topics are covered in a personal finance course too. So I think there's there's that value. I think we need to educate everyone around what's in the course, how does it differ from current course offerings, educate our community. I think I mean people are open to it
100but we need to talk about the importance of what it is too so we can get that buy in. Clearly they're doing that is high and I think whenever you see something that's an outlier that's where you lean in and try to emulate if you can. >> Actually as I look at the numbers again I also want to give a a little kudo to Liberty because remember it's a much smaller end size and so an increase up to 98 is actually a substantial increase in percentage of a class. I I know that they're not all in the same grade level, but um I do want to give kudos and some growth in uh Liberty High School's personal finance program as well. >> Uh no, no other comments. Okay. >> Oh, yeah. More comments, but if
101you have comments, you can go first. >> Okay. I'm going to go I'm just going to uplevel a little bit because my colleagues have raised a bunch of great points. Um it's been a robust discussion. And I just want to u mention, you know, I hope our community takes the opportunity to look at this monitoring report. There's so much rich data in here about our kids and their experiences in our schools and how they are doing. And I want to give just real kudos to the district because this year's report, there's increases, you know, across the pages as you're looking at the data. you know, anxiety and depression numbers are down. Smoking and drug use down, screen time, social media use is being tempered. Um, on and on and on. Uh, kids participating more in
102their school activities more of a sense of belonging. All these things are really reflective of the great work that's going on here in the district. And I want to take that opportunity just to point that out. And that that's reflected in the report. So, I think that's great. As to personal finance, um my reaction was seeing these numbers. Obviously there is interest in the district. The numbers are increasing across the board um amongst our students to get this type of you know education. So to me the state requirement very cognizant of that but I'm willing to do the work now. Why don't we do the work? And if the state doesn't go where we want to go, we will have done the work so that we can say, okay, we now know what the state's
103approach is. We either agree or disgree with that as much as we can within our requirements. Um, but let's do the work now. And to Director Gallinger's point, let's let's pressure test it and see what it would look like moving forward because I think we're over the course of time, last year at least, the conversations the board's been having, I think we're all in favor of that. So, um, I would just, um, put it a a vote in for yes on that approach. Two other things I would like to say, just a placeholder for us to consider. I would like to have a follow-up discussion on the new cell phone policy at some point. I realize this report is looking back. Um, but it just triggered in my mind. We've had a year now. I
104would like to have a discussion about how we feel that policy is doing. Um, and if there's opportunities there, there'll be opportunities for us to get that onto an agenda, I'm sure, in the future. One last thing. Um, the overall imperative though for this report to me is we have got to find a way to get our 12th graders to respond. I mean, it's just a must by next year. We have to have the data because it was very frustrating. As much as I found great in the report, very frustrating for me that I essentially thought I had no data on 12th graders and how they were doing and it was essentially pointless to me. So that is the imperative we let's find a way to make sure that we get that data and we
105could do it. So um Dr. Gallinger, you had a follow-up comment. >> Yeah, I mean we find out we we we hold parking passes, we hold homecoming tickets, like we do all sorts of things for our students that they can't get until they do XYZ. So I I think this can be one of those important things. >> Yeah. uh because it's so meaningful to them. Uh page 14, we talked about this every year, but not I mean every year. So we've seen this trend, but two parts. One of the fifth fifth, not the fifth grade, uh the eighth grade exit survey of the trend. Mhm. >> Uh I would like that reported out to us after this meeting by school because I would like to see the the three-year trend by school because it could
106be such that to get to 52% it's really 90% in one school and 40% in another school and I don't know that. So I don't know the extent of the trend impact across our district if it's building or not. So that would be helpful for me. But then the question is what what are we gonna do about this? Because if you're including it in this report, that must mean something that is it's important >> to you for that. >> And so then the next table which all our high schools shows a a similar but much less sharp trend >> but still same sentiment. So the question is is uh what do we want or what is the plan to remedy this in the future? So I would specifically want whoever's keeping notes for this for
107a specific call out on this for next year's report that there's a reflection or a what's been changed because >> once one is a whatever but now it's it's pretty clear. It is certainly a trend and the question I'm asking myself is what are the barriers? What has shifted and we need to do a deeper dive into that. So I'm excited about the section around student voice and student engagement and connection and strat plan refresh so we can go deep into that and learn more. Um just backing up slightly to the survey. I just want to acknowledge certainly there are other methods we can employ and we can go about that differently to increase participation. In fact I want to share some emerging [clears throat] good news. as many of our students said they've been
108taking the endofear surveys and um currently we have 17,000 students in the system to take the survey and we have almost 14,000 that have taken it so far. So we are following the data diligently and following up in very strategic ways. >> Any other comments? >> Okay. Um I believe then we are to the point where we will have an advisory vote by our students. Can we cue that up? And while students are voting, I would just concur with what uh Director Taylor said. Like I do while we spend so much time picking a report apart, I don't want the message to be like I am so happy with how the district cares about our students and how the district is investing so much in our whole child because yes, we talk a lot about
109academic data. talk a lot about where we want students to be able to have the chance to go, but we equally talk about how we want our students to be successful broadly across all domains of life. And this doesn't just happen without the intention that our superintendent and her team does in this. So, thank you, >> Director Coley. >> I just want to tack on to that, too, because I completely agree. I think that people who are watching it probably think, "Gosh, they're picking that report apart." I will say part of our our uh job description is to um dig into these reports so it can feel like we're picking at it. But um we do appreciate all of the work that goes into building the report, the data that's put into it. It's usually
110important. So, thank you. >> Okay, I think the results are in. Five in favor. Great. Thank you, students. Um and at that point now we have a motion to accept the monitoring report for results for life management and personal um awareness. All in favor please say I. >> I. >> And motion passes. That's great. Thank you so much. That was a great great conversation. Next up is a discussion about the strategic plan and strategic plan update priority areas and first read. the administration will um have a brief presentation. >> Great. We're going to tag team on this one. I'll um spend more time helping to lay out some of the direction that we're going, but I will turn over to Mr. Hower uh to go first. >> Good evening again, board community. Uh we're going
111to share our first read, but also walk through a bit of the the strategic plan and our process um that led us to this first draft of the architecture. Oh, Dr. >> [laughter] >> Okay. >> All right. So, as we as we walk through, just to know the the presentation is online, so we're going to go through it pretty briefly on some of the content areas. So, feel free to link to our website and and go deeper if you need to. Um, but as we walk through, we we typically share anytime we we walk through a board presentation, we talk about the guiding documents that that lead the work. This is no different. as we went and approached the strategic plan refresh. The approach was to anchor with our vision, mission and goals for students.
112Um, so this is typical with any process, but especially in this process as we redesigned and refreshed uh the work. This is also crowdf we share this consistently every time just the structure of the plan um just just about the cohesion and how things work together and fit in that triangle. And I'll spend a little bit more time here. So part of the reason why we lessons learned over the last three years related to this plan um there were big themes and lessons that we learned as we worked the system and worked the problem and worked through the strategies. One thing that was key was the fact that we we knew 18 strategies was a was a big bite um in the last three years. So it was clear that we needed to condense and
113go a little bit smaller uh shrink it down to more manageable um bite-size strategies going forward. So that was a big lesson that we learned throughout the way. Also grain size. Um our last version of the plan we had varied grain size depending on if we needed to create something a system that didn't exist maybe a smaller grain size than a whole larger like MTSS or a process or way of being a framework which is much larger and adaptive. So you'll see on this next version it's it's more focused on adaptive strategies less strategies but very complex strategies going forward. The other piece that guided our way, we we continued in on the learnings from our last um goround. So delivery associates and other consulting groups that we've worked with, we we've taken that knowledge
114and that training and we've continued it forward. So you'll see these five questions integrated in everything we do. So it's always it goes down boils down to very simple questions. What are you trying to achieve all the way down to five if you see how do we ensure lasting impact? So, it's consistently asking ourselves these questions as we do and create and design uh new work. So, we go into timeline and engagement. We started, you know, it's hard to believe, but we started this plan way back in spring 2025. So, we were in uh a process of talking to parent groups, talking to students, and gathering themes on what this could be. We are now a year later in spring 2026, and we have the draft of the plan. So, it's been a journey. It's
115been working throughout. Um, and I'll share a little bit along the way sort of what themes came out. So, you can see spring there were some very consistent themes. So, student well-being and mental health. Um, you'll see student voice and leadership. You're going to see that as you go out as you see the architecture in the rest of the plan. Uh, big highlight. So, the portrait of a graduate, this is a big piece of the work this year. So, this is something that did not exist but was needed to really articulate what durable skills students needed in this space. So that was a big uh part or underpinning of this work was the creation of that portrait of a graduate. And what you don't see here is 29 plus site visits to the learning sites
116talking to different department groups uh to really figure out what's needed and what what are the critical skills that students need as they as they process through our system in the fall and winter. We then took the learning from there. So you see some of the themes again, mental health, real world connections, listening skills, um the a ton of the same sort of um skills that were needed, but one I'll highlight is is is key because you'll hear this word a lot and our superintendent mentions it a lot, which is joy, right? The joy of learning. How do you create a joyful experience in school? Uh but not just with, you know, students and their learning experiences, but with staff, amongst each other, with each other. So that was a theme that started to peek
117its head. I think in the fall we started to hear that. We talked about it. We shared about that. Um so big themes coming out and just on the right you'll see key initiatives that in the first go around they they really there were ideas. I guess the new high school wasn't a new wasn't an idea. It was been around for a long time. We've been trying to get that built but it was something that didn't really exist in the work. So we didn't have that really uh outlined in the strategic plan work. Enrollment became a very key, you know, hot issue for us. Like how do we, you know, uh, work in a proactive way to pull more enrollment, draw more enrollment here. And then customer service, I I'll point out that one as
118well. Big focus on how do you continue to create, uh, quality and excellent quality amongst all the levels. Uh, moving forward to where we are now, we are in spring and we again went back again to visit the 29 learning sites plus transportation and other departmental groups. So, heard a lot, learned a lot. Um, I will say from my perspective, I felt like staff really appreciated being heard. They appreciated us coming back and hearing what they said on the first hand. Going back to the conversation earlier, which was you took our feedback. What did you do? Well, we created the portrait of a graduate. It's a tangible thing was created based on that feedback. Um, and then coming back again, we were able to share with the the groups. Here's what was created. Here's what
119we heard. Now, we're building something else, the strategic plan. So I feel like that's been effective in building relationship with with staff throughout. Um and then just to walk through ton of themes. This is it was an iterative process of hearing from folks and and building those as inputs to the plan. I'll quickly highlight here students. They they not a surprise to folks here. They want collaborative um working environments. They want project based hands-on project- based learning opportunities. Um things that we typically hear a lot as we go through. There's been a lot of work in the last two years. Shout out to Julia Bambbo who's does a great job of sort of creating these experiences, design sprints and such to to pull in, but this is also built of survey data. Shout out to
120the surveys we're trying to increase. So, this is survey data and this actually led to is leading to something we're creating. So, they make the point the board is making their voices are important. Um, parent voice, we heard safety and crisis readiness. um student voice, parent voice and I was point to you know obviously communication is always big but the postcoid disconnect was an interesting one hearing from parents saying they felt more of a a connection before co and after co there was just like hands off don't come to the buildings so getting parents back engaged and I think it ties back to PTSA engagement and some of the problems problem of practice we've been working on with PTSA and partnership like how do we just increase membership and let parents know you can be
121involved in and engaged in your student learning uh staff voice, so staff uh capacity and workload, it's been a big thing that's come up across the 29 sites. Uh behavior support, mental health support for students. Um curriculum pacing, it's been one UDL implementation, community engagement. So there's been a lot of themes that have come out. I would say in this a lot of it is okay, there's a lot you're telling us to do, but how do we get this done? Like give us the clear instruction and how we implement this into uh scope and sequence of the work. Um we then a very important group we we looked at as sort of co-builders of the plan our district administrators there were themes we had a couple meetings February and March where we we walked through
122and there we we did some exercises and and really thought about what are the key things we need to focus on with this next iteration. So, equity, MTSS, community trust engagement, uh, came up and then this group, so our board, we we met at the board retreat and we talked through kind of gave a stamp in time where we were and heard your feedback and just to summarize and play back, we heard importance of whole child student well-being with accountability um, clarity and precision of language. So, we heard things were very high, I think, written in the first draft. So very broad things but what were the tactical steps underneath that the how to get the work done. We heard homework homework and grading is an important lever. Um joy learning and joy um integration
123over silos. So there were some key themes that we heard from this group this team that we went back to the drawing board and refined the the draft plan which you'll see in a moment. uh other pieces of so trust was a big piece and then again equity has also been front of mind to make sure it's woven throughout so we don't forget about equity then in this piece and I'm trying to go fast here super I'm going to tag Heather in a second but the other part the important slide we want to point out to the group and community is there was so a lot of feedback and then we came back to our district administrators on 519 and going through the draft architecture talking about the feedback showing them back their feedback back.
124The themes that emerged from that meeting were joy, hope, and student well-being, trust, belonging, and culture. And then implementation, implementation, implementation. How do we take this from plan uh to going even deeper into the classrooms where teachers then can take this and integrate it into the work and they can see that connection. So, that was a big theme of that meeting and that feedback that time. And then the last piece I'll I'll say before I pass it to to Heather here is what landed well. Well, I think folks felt it was good to to really reduce from 18 strategies to three priority areas and nine strategies. That made sense to folks in the climate we are with the budget constraints that we have. We need to be more streamlined and focused. I think the other
125piece was joy, hope and play continued to be validated in the space that is important that we we have that as a as a like a part of this work and as a focus of the work. I think they folks really appreciated MTSS and sort of the framework like a focus on that and a sustained focus as we go forward. And I'll say again emerging questions implementation like how do we make sure we we get this done within the time that we have um in the classrooms. And with that I will rest and I'll pass the pass the mic to superintendent. >> Great. Thank you. So this is our unveiling um of where we are um after multiple rounds of feedback and multiple iterations. So we go to the next um highle architecture that shows
126our three priority areas, nine strategies and a very clear explicit connection to our operational expectations and our commitment to excellence as it relates to um some of the core functions that support every single staff member uh community member, student and uh and family member. So um we don't need to walk through it exactly but this is our highle representation of the uh big things that we'll be focusing on and um where we will be organizing ourselves in terms of allocating also uh lead ownership over the different strategies and priority areas. Uh it's important to us as we think through what a strategy strategic plan looks like. It's the how right to the policy uh of the board uh which is results one which is the mission. So this is not about policy. It's an answer
127to how we are making progress towards the mission of the organization. So it's very much focused on what are we going to do and um there's a lot of aspiration in here but there's also a lot of practical um matters of the of the course and direction that the board has set through the past year plus of discussion and so we've made some explicit ties to that. So I think part of the other work that's been happening is we've gotten tighter in our linkage to um board policy. I think that was somewhat clear. I mean it was clear right but it was a little unclear going into a strategic plan how it would look and feel and now that we have three years under our belt uh of of operating of discussing and making those
128explicit linkages I think we can have an even tighter connection that really advances the um the results orientation of the of the actual policies for the board but also for the district. Uh the one thing I do want to say so as part of the strategic plan we with this commitment to operational expectations and excellence will always be part of how we are expressing our strategic plan so that does not go away. Um so by saying it we are certainly um continuing to we'll have owners set against you know those um areas of one through five and that's a place for our operational team members to really continue to drive the work. I see for example number one was actually part of the diverse talent strate um priority area that we had in the first
129strategic plan but it's part of the core of what we're doing um and it's still very much related to our commitment to representation um really thinking thoughtfully around our hiring practices to ensure that we are as intentional as possible to seeing all the ways people can contribute um and making sure that we are attracting uh talent from very diverse backgrounds and also backgrounds that match our family and student demographics. That's one example. Um so to go a little bit deeper we do have three crosscutting strategies that are between student well-being and learning opportunities. Um the focus here is really around um the sort of whole child as it relates to one uh culture climate uh and then two the actual strategies uh pedagogically and from a teaching perspective that really aid in the academic side.
130And then finally the um really clear sense of um engagement and fun. And so there's a lot of research on on hope. We saw some of that uh research displayed in and referred to in the uh results for monitoring report. But this was something that in particular was very promising in discussions uh with our administrators over the past few meetings that was building upon all the feedback that was coming our way especially from our teachers. a lot of our teachers and our staff and buildings said we um you know gosh we had some hard years coming out of COVID and then we all got so serious because we were coming back and we wanted to make sure we were doing things right again and we were really focusing on um making it work after after
131some hardy years and so I think it kind of got us to a point where we you know maybe didn't center on the fun as much. So it is important part developmentally we know play-based learning especially elementary school is important but we actually also know that that matters across the board at all levels. So, it's not that we just would only focus on play and and fun um at the elementary school, but we want to make sure that um uh as we also uh create the conditions at our high schools where there is a lot of stress, that's a that's an area where you're about to face the world after after high school and so there's even more pressure um and requirements on you and an expectation that um that you carry with you as
132I look at our high school student representatives. So we don't want to lose sight of of that across the entire um system. Um I want to name here as well that you know the homework and grading piece is is very explicitly um uh called uh out here in our words because it has been a large part of the conversation that the board and their district has been having over many years. Um but I do you know at some point we always want to say how do we make those connections and that's another explicit connection as well. Um and then priority area one and two, the other three strategies really are um continuing to focus our work that we've been doing to meet the basic needs of our students and our families. Um really considering the
133partnerships that have been developed over the past few years and making sure those are still in place and that we are continuing that partnership with families um that we are uh in in that conversation to support student success. Um the promoting opportunities for students to find community inside and outside of school really is a direct also recognition of the data we just saw in results 4 too around ensuring that our students do have um a space where they feel like they belong, they can go to that that does look like uh activities potentially or sports or clubs within the school day and outside of the school day that are directly affiliated with our with our schools. But it also might be other opportunities in the community where our students find belonging um and shared affinity
134uh based on interest or other other parts of their identities. Um and learning opportunities. This is very much focused on the secondary aspect of career connected learning. That's the work that we've been seeing and building on over the past couple years and conversation. And then finally, the feedback that we got from the board um under the trust priority, which is priority area three, um is centered first on student voice and then continuing to engage with our staff um as well as then our community at large. So, I'm going to pause there um and just wanted to give that sort of additional dialogue to highlight a few things um in the in the plan itself um that we're putting forward for review and discussion with the board. And I know that we had a work study
135talking about the um you know changes in evolution of the content here even some of the verbs and and language being used uh which is natural to to talk about because it matters what we say um and how we say it and um eager to hear the board's discussion and reflection from also the work study. >> Director Anderson, >> thank you. I've really enjoyed seeing this come together over the last few months. Um about 10 years ago I had a boss tell me that I was a terrible strategic leader. So I have a lot of respect uh coming I changed that I took that feedback and and changed but um I like coming in and seeing the strategic plan and knowing the direction that um the district wants to go. So thank you for all
136of the work on this. Um, one of the things I really like seeing obviously as we have here up on the screen is uh that trust is a full priority area. Um, and we have heard from families that um, they want earlier, more meaningful involvement in decisions. Um, what specific changes could families see in this area uh, demonstrating, you know, shifting to a two-way communication rather than just a one-way? >> Great question. So, and thinking um about some of the positive examples we've actually been starting to uh pivot towards over the past year. Our levy committee, for example, was a great opportunity to have some really strong input from our community. Many of our families were participating in that. Um and that was by and large, I think the experience of that felt different to
137many of our family members and our community members and was um praised as really being very clear around what were the parameters from the district and the board, right, in terms of putting forward uh ideas. is it wasn't just completely blank slate um but then also really meaningful discussion over the key choice points where we could uh truly gain the perspective and feedback from the the committee members. So it's continuing to model that's what it kind of has looked like and felt like in most recent um sort of 12 months um but continuing to that in all the different ways that we already have opportunities for students uh our families but our students to be able to engage. So even for students it's not just about being on a committee although we've actually increased the
138level of participation of students in our different committees and that's been also another positive point but how do we go to the next level as well um in terms of the strategy nine here that's named there's a lot of room here which is launch and embed engagement efforts right with with our with our community I think that gives us more room uh we don't have a predisposed answer in all the ways but it's our commitment to making sure that we kind of build that next set of opportunities um to get feedback. I will say that we have, you know, we've talked about this because it is um it was mentioned by Mr. Hower, uh we do have a lot of uncertainty and challenges ahead of us. So, we've uh we should be recognizing that and
139we should be inviting people into that conversation. What are those tension points? What are the implications on the short and long term and what does that mean for decisions? And part of that does require some education, but it also requires some conversation. Are you seeing that the same way? Um how might we think about it differently? Is there other data we need to get to help inform our current state and the environment around us? So, those are some examples. >> Great. Um, I also sorry wanted to touch on uh well-being, joy, and belonging. Um, you know, you you touched superintendent on that's probably a lot easier to do like in the elementary school level and then when we get into the middle and high school. um in the strategic plan, how would this look different
140in a classroom or in a school? And how would we measure those that that we're bringing in that joy and that belonging? I mean, I know belonging can kind of go to the like club level and and the interactiveness of the students in the school, but um you know, just that as a whole, how do we know we're doing well in that area? >> Yeah, go for it. We could also flip to the metrics. Yeah. As a good segue to toggle back and forth. You're leading this perfectly, director answer. Thank you. So, one one of the measures, one of the indicators or metrics we use is we ask in our own um softskll survey in the spring, do students feel a sense of belonging or fitting in? So, that's something that we've asked for the
141past three years and we're proposing it continues to go on in the next three years. Excuse me. [clears throat] So that's one piece on the belonging where it's it's perceptual but it's a measurable thing that there's some longitudinal data from the past three years we can lean on just to track over time how we're doing. >> That's one one piece. It answers half your question. >> I I will say that our ASB leaders certainly are thinking about the joy piece uh and always figuring out ways to increase um both school spirit but also belonging. I think the PTSA example um I think there's many people that can work on how we can foster greater inclusion, belonging and empathy in our schools. And so the uh bridges to belonging emphasis from our um PTSA leaders is
142certainly another example. So how we can continue to make room and you know ideulate around what the best ways might be. Um it's also uh helping each other take those moments to like to also have some fun. So, uh, putting in a couple minutes of a, uh, an icebreaker is one way of doing it, but we can be more intentional with how we make those connections with each other because that also will help us build trust with each other through getting to know each other. So, um, there's both big and small things that can happen, but those are just some examples. And I know that ASB leaders in particular have also been thinking a lot about this and how they expand their ability to to engage the student body as well. >> Dr. going. >>
143Um uh just a quick thought is uh one thank you to all to everyone to the district on this great work and Marcel thank you for leading these efforts done a wonderful job with this um I want to go to slide 22 it's 18 in the PDF document here but um it's the district administrators and it's interesting when I read this and then you reviewed it again the comments on this page really stood out to me this was these were exceptional uh pieces of feedback but particularly equity equity where they it says says, "Equity must be named, not implied. Integration without explicit naming risks invisibility." Um, I guess kind of I've been noodling on that since we went over it. Um, are you able to find it? >> Oh, okay. The previous feedback >> it's
144uh Yeah. 22. Yep. >> Um I guess are we doing that? Are we naming equity? It just stood out. I just was really thoughtprovoking comment. I thought, are we doing that? Um yeah. So I think one of the one of the strong examples of where that lives is certainly in um strategy four under priority area one student wellbeing which is um I actually now I'm seeing that there's some SL it's hard to see all the page numbers uh uh two slides after this. >> Correct. Yeah. Uh so the continue to build community partnerships to support their students and their families to meet basic needs. This is very much rooted in sort of equity as it relates to access um and barriers that might be experienced based on economic background. So that is one form of
145um access and opportunity that is very important. We know that if there are barriers to being able to access basic needs then you're going to be already a little bit far away from being able to be ready to learn. So that's that is explicitly it's explicitly named in the sense of what the actual strategy is and what the activities are and the uh individuals who would benefit and be able to be supported. Um so I think that's what that was the intent I think of that particular point of feedback from our colleagues. It's not necessarily saying this is about building equity right in the word using the word but actually showing it in a lot of the work. And then if I go and look at if you go one slide back to strategies um
146one two and one and two in particular um a lot of the aspect of identity and uh learner the range of our learners identities and strengths and styles and strategy 2 mentioned here is a direct recognition of the very diverse population of students that we that we do serve. um that should encompass as we look at our different um efforts to build systems to assess where we are against a universal design for learning system. It takes into account um the individual and it takes into account um their ethnic racial background, their learning styles, um lots of things. So these are these are some of the ways that our our team is seeing that um and that we've been talking about with our administrators >> and and that's helpful. I I guess I'm still stewing on
147kind of just equity must be named. I'm still going back to that because I get pulling what you're saying, but I'm just thinking >> maybe I don't even I'm not understanding what it means by or what the intent was with that because it feels to me like it's >> it's defining it somewhere because I think we're implying it. >> And again, I may be interpreting this incorrectly, but it just I it stood out to me over that. Are we naming it? I don't know. >> Yeah. I mean well in our mind so the conversation the great thing to say this so this is also a sort of shorthand probably you know representation of all the dialogue >> um explicitly being named is uh >> as I said I don't think it's about saying we will
148have equity and we will have focus on diversity equity inclusion but we will actually be trying to achieve this kind of access this kind of addressing of barriers to being able to have uh more outcomes to be able to catch kids up when they're behind because we know that many of our students are behind and we see those different groups of students that have been traditionally behind not just in Isqua but also in our country and so what's happening is we're trying to explicitly get to that through MTSS through UDL um just to use those shorthand acronyms and then specifically uh by centering on student voice that is that is a form of ensuring that we have access and opportunity to hear from our students about what their experience is firsthand and because and that
149is also work of equity. So that helps that's to me that's part of been our dialogue and so I think actually that shift in naming centering on student voice um and then helping you know our staff and students think about what are the ways they can think about um strategies or ideas to foster belonging uh how might that actually um come to play by naming that engagement with each other as well. >> That that's helpful. Yeah, I mean it's probably something I mean it's it's a thoughtprovoking comment. I mean probably discussion we could have from >> and to be clear I think that the um the the themes that were positive from so that was uh in April that that feedback came in April and then if you go uh to the slides where uh
150when we had our meeting with our administrators on 519 they they feel that trust belonging and culture was very positively um seen in this next version. So they had seen a different version um through this process as well. So I believe we uh were able to have good robust conversation and they felt like it was uh strengthened >> 100%. And I and I think just to add to that is it's more so just to just to make sure we have talked about integrating equity throughout the plan. But if you don't name a specific equity strategy sometimes folks feel like it's going to get lost in the work. >> But I'll give you case and point an example. antibbias hire training throughout, right, was part of like training the system on how to hire and get
151past biases to increase the diversity in this system. So, it is in the it is in the plan. It was in the plan and it'll continue to be in probably the next plan as we go forward like what the action plans, the tactical steps you'll take to to make sure the system is holding itself accountable. So, it will be there. I think it's just the system asking that question, reflective question back to ourselves to say, hey, if it's integrated throughout or if everybody does it, does anybody do it? And I think I think that's a healthy question to always ask yourself as a checkpoint in this process. And to superintendent's point, exactly. It was a it was a checkpoint. We talked about it, healthy discussion, and we continue to build. And you see the reflection
152back to the the administrative meeting on 519. They can see the build and the reflective sort of action taken based on that. That's great. Thank you. >> I would say also the operational expectation 16 equity um >> all of the work between the strategic plan and the past you know the past three years plus the work um in OE16 I think shows very >> correct >> uh much of a continued commit commitment to build the capacity continually of our staff and our administrators. um and the kinds of strong kind of cohesion around that um as a continuous thread with one particular um set of frameworks has been particularly beneficial as we continue to help um each other because it's a journey. We are all working on this um to be better at understanding diverse perspectives
153and then adjusting um our worldview and our actions accordingly. Any other comments? I really appreciate the alignment with the board's uh policies. Uh I understand I think three years ago how we got to where we did and with bringing in the external consultants and I think a lot of it made sense. I think that was a necessary important I think just bringing the district into the concept of strategic planning that wasn't part of the district for decades. This I think feels more isqua and so I really like the the trust part. And I hope that we and which is I know is part of a the last agenda topic but that we align our staff student and community engagement as a board along with what the district is also doing. So as you guys since
154you said it's kind of a open site you haven't decided things as you do that will help us I think target what topics would be important that way we do walk through this lock step uh an example for S9 would be like technology use in our classrooms that seems to be like a growing conversation and question and I don't want this to become an educational philosophy thing where now we're not going to teach phonics the history that our whole like national education system and dialogue went through because I don't think it needs to be that extreme. But I do think that the questions do need to be answered by our edtech folks on like there has to be a evidence-based right amount of of technology use within a classroom by grade band level or something
155in the same way that hey if best practices are 10 minutes of homework per grade type of thing that we kind of adhere to. So something what whatever it is I would love I think just it what I we're hearing enough that it's an opportunity for us to one do the engagement part but I think part of the engagement is in the closed loop part of so here's what we heard and here's what then therefore the district believes are the evidence-based best practices that we would want to see that can signal to our parents and community of hey if you're seeing a classroom that's not aligned with that when you have thousands of classrooms out there like let your principal Oh, or send us an email. So, I think those are the parts that I
156think that our community is not used to seeing is we'll sit there and we'll listen, but then that's how they would see like, okay, so they must have heard me. And while I may not agree with what they've written, at least they've come out and put their flag in the ground for here's where we believe we should be. I think that's the part that we as a district haven't done as well is is that part. So I I look forward to where the district where the board can continue to help and walk along that together so we're asking the same questions. Um, I would just say again, I'm going to uplevel the conversation a little bit or my comments. Um, and agree really largely with what Director Gallinger just said. This just seems like a
157much more mature approach than when we were three years ago. And again, uh, to the point that was made, that work had to start somewhere. I recognized that three years ago. But I really do appreciate that this we've consolidated down to nine strategies versus 18. uh which I think was a concern I raised three years ago, but glad that we're at nine because I I just feel like the plan here is concise, but yet encompasses all of the important work that the district is is trying to accomplish. So, uh very appreciative of that. I think it's easy to consume. Um, and a lot of these things are have aspirational components to them, but they should we should be reaching as much as we possibly can. But I don't I'm not struck that any of these
158things aren't attainable. Uh, which I think is the perfect balance really in a in a strategic plan as you're trying to move forward. So I I just really want to also recognize the good work here. Um because this has been a year of developing this and the process of taking very complex issues and boiling them down into something um succinct that can be consumed is an incredibly difficult task. Um and you've done a good job of it here. Um I think that's the extent yeah of my comments. So overall, I'm just really appreciative of the work and I think um I think it'll serve serve our efforts well as we move forward. Any other comments? >> Superintendent, >> we do want to get um some eyes on the metrics that we want have been pairing
159with the strategic plan as part of the monitoring for results one. These came a little bit after uh we had a uh the board had sort of adopted sort of the a resolution to support the strategic plan as part of the monitoring process for results one. Um so we have just a representation here of how this might look uh with some new suggestions uh for the next strategic plan. And so we want to kind of get this settled too out of the out of the gate this time. Again back to the maturity level. can build on what we have done but also adjust as needed based on what's important and what has come out of this process uh to get to where we are today. Um it's very clearly laid out. I'm not going to
160read it to people. Um and and there's certainly room for flexibility as we as we know that the board has always asked this question too. I'll come back to this around what are the most there are a lot of data points that we do track and we have that data in our monitoring reports as we just talked about one of those examples. Um so it's not for lack of data but as we think about the strategic plan what are the things we want to even sort of boil down even more to see where we might see movement um as well and there's a lot of things we could choose to focus on uh that is 100% true there's different survey questions not to belabor the point in surveys but um but when it comes down
161to you know what is the most important that might help us see if we're making progress at a very high level um how might we approach that so um any any comments or feedback would be helpful but I I know that we want to continue certain certain metrics that came from the past because that what took a lot of you know time to think about where are the key moments in the educational journey we want to track. Uh my immediate response one you heard us uh comment in the work study but the where'd it go >> there uh if there could just be alignment about so the one about learning opportunities the third one about percent of students passing algebra one grades A B C letter grades I just would love to see consistency because
162I've I I've heard now three different grades and one I've heard from our monitor report B minus and higher is considered what administration has said is proficient. C++ is the level that is in theou with our teaching staff and then this is now C. So I I would love for us to coales around one and the I understand our working condition ones are separate but for at least the ones you can control which is our monitor report and this if there would be alignment I would appreciate it. >> Thank you. we can um bring forward some background information about that uh and also look at sort of the consistency of how we approach it. Sometimes it is about what we're tracking and as a progress towards versus the end grade as well. So we we
163we want to give ourselves room to look at different moments in time. Um but thank you for that point. Last call for comments, questions. Okay. Thank you very much for the presentation. I think this will be back at our next meeting for a second read. >> That's right. >> Great. >> Thank you. >> Great. >> Okay. Well, now we are to the point in time where we talk about legislative matters. Director Anderson, our legislative rep, you have anything to report? >> I do not. I will have if anyone if anyone else has anything. >> No. >> All quiet on the Western Front. Yep. >> For better or worse. [laughter] Okay. Uh announcements and correspondence. Next is the announcements and correspondence. This is an opportunity for the board member to add any correspondence they've received that
164is not already reported. Do we have any announcements or correspondence? I do not personally. Nope. Okay. And then last, but certainly not least, the calendar of future agenda topics. Um, please get your calendars out. We do have a few things to discuss. >> Should we table this until we have Director Mullings, too? >> I cleared all dates with Director Mullings. >> Oh, you did? >> Before. Wow. Okay. >> Big bet. >> Oh, shoot. I [laughter] was hoping we could punt this one. I was like, "Oh, shoot." Emily, [laughter] this is going to be a long meeting. >> Okay, [laughter] first up, we have Issaqua School District Retirement Celebration. This is set right for Tuesday, June 9th. Um, so we'll want to all get that onto our calendars, which I will do right now if it
165Well, it's probably already there. >> I think Emily already put it on our calendars, too. >> I'm sure she did. I felt foolish the minute I said it cuz I already knew >> it had been taken care of. Okay, there it is. Great. >> Uh we have a uh the change on June 11th because that is our graduation week. Um we will be moving to June 9th for our regular meeting schoolboard retreat. Are we Oh my goodness. Are we to the point where we have to >> This is the hard part. It's easy because it's early. Okay. So, I guess we need dates in September or >> Well, these are the ones listed that were cleared by Director Mulling. She said the suggested dates. >> September 1 to 17 18. >> How did I miss
166those? I >> 29. Okay. >> Oh, we're even doing the March. Oh, wow. GFA. What? Yeah, that's what I meant. This is going to be a long We'll be here a while. >> Let's start with September. Let's not get too far. >> Do it small. >> September one two will work for me and 1718 will work for me as well. >> Same. I don't have any >> uh on the 29th I have to flush my hot water heater. [laughter] >> Okay. It's on his calendar to [laughter] do it. >> When is is Labor Day? Is it the >> the seventh? >> Oh, it's the seventh. Okay. >> It's always the Monday right before my birthday. >> No. >> Uh when one and two work for me, 17 does not work. 18 I am available. >>
167I would prefer to do it earlier if at all possible myself. I like that. Coming into the school year, too. >> Yeah. Oh, the 18th. We have a WAZA general assembly meeting the next day on the 19th. >> The 19th. Yeah. 19th. >> If we were to do it on the 18th of September, we probably don't want to do it. >> I invited people to our boardroom that day. >> Yeah. Backpack. >> Yeah, I'd prefer. I think I can make September 1st and second work. >> Same. Let's Okay, let's go for that. >> September one, two. >> Uh, I think there is a general feeling to postpone the March. I know Emily doesn't like Emily's on it. She would she'd had this throw darts at it, but I think change. >> 17th is St. Patrick's
168Day, just FYI. >> March 17th. >> Like, I'm not opposed to selecting. I just think it could change. >> Well, I hope to not be working, but see. Um, >> yeah, >> I don't really have any restrictions. The only one that's not good for me is the 29th of March. >> And the 24th is no good for me. >> I think I'd prefer. Can we do the earlier like the fourth? It's so hard to know what will end up on my calendar. What is the fourth? >> Oh, that will be Wednesday. >> Yeah. >> Uh two days, remember? Two days. >> The fourth is a Thursday. >> So, it' probably be ideal to do >> Wait for 27th. I think it's a >> or fourth fifth. >> Oh, Thursday, Friday. You're right. Thursday. Thursday. And
169then we don't want to do the 7th. >> We could do fourth. I mean, I'm not opposed. I just I do like doing them back toback days. Just >> But we don't have any that'll work, right? >> Oh, I was >> Because it's 417th, 29th, 30th working on. >> Oh, that's >> So, if we wanted back toback, we'd have to do 29. >> How do we How do we How does she really know that far in advance? >> How does she know? >> I don't believe that. >> Ask about the fourth and fifth in the next meeting. >> Let's ask about the fourth and fifth and next meeting. >> Okay. >> Yeah. So tentatively >> tentative >> clear with Sydney. >> Are we going to come back and make motions on these after? I guess
170do we have to do that? >> Well, yeah. >> Okay. Yeah. >> Well, we don't do it for this meeting necessarily, but we have to do it at some point. >> Well, should we move on the September ones? We all >> Well, just as poss Yeah. Do we want to do the >> Let's move on the September and we'll wait. >> And we won't do anything on March. Okay. Um, I move the board schedule the September 20 uh 26 board retreat on the following dates and times. Um, September 1st and September second. >> Have a second. >> I second. >> All those in favor, please say I. >> I. I. >> There we go. >> Right. >> Okay. Hope we're doing the sip zips to next members. >> What's our Let's see. We are >>
171uh we're doing by level this year, right? Elementary, middle, high. >> We do secondary together. >> Secondary together. And then >> we did secondary together prior to this year. >> Okay. So, we only need two. We're not doing feeder patterns like before with that. We've had three. This is only two because we're doing okay. >> Yeah, but I don't think we want to do secondary together. >> I don't know. >> That seems a little >> I don't think we want to do elementary all of them together either. >> I haven't we done it that way before. >> Uh people in the room. >> I don't remember if if this was the only time ever that we did middle and high together because that would have been the first time because we've not typically done middle
172and high school together. >> I don't know how you'd break it up though. I kind of like having all if you have secondary well and also elementary too having them all together. I don't know how you break >> elementary's been all together. I just feel like 16 builtins is >> well you spend most of the time just making the comments and then your time's up and you have to really >> So I guess I'm my request is if we do all together it's a longer time period like it's just they need more time. >> Yeah, we do need more time. How long are we usually are they usually three hours? Four. >> Three. So it might need four. >> Did it I don't So um I don't remember if it felt not like not enough
173time two years ago. I don't I don't recall that as a point of feedback, but I also think we can make sure that the structure and support for the board discussion is I mean I'm just thinking there's a there's a how we can help you know with guiding questions getting you know topics in advance that kind of thing. you can have tighter use of that time as well. But did I'm trying to think back to this so I'm looking >> down the >> We do the affirmation time for each of our buildings and we spend three minutes per building which is small >> that's 48 minutes >> assuming there's perfect timing >> which there's never is. >> So we're so we have an hour just for that before we can even get to discussion question.
174So if you have a discussion question that President Taylor asked, each person gets two minutes of dialogue within that, >> you're already with the 20 four of us that are around that table. >> Mhm. >> Okay. Now we're that's 48 minutes just for that again. >> Yeah. >> So I just I think we have felt uh the invisible pressure to notate. >> Yeah. >> And I that's what I >> that's your you do you want to have happen. I don't want to have happen. >> I will say that I don't expect every principal to answer every question as well too. And that's something actually want to get away from from past practices. So it should be where there's relevant right andor targeted focus of contribution andor highlights or >> uh from the board interest. But
175>> and that's hopefully you guys can set that up when time. >> I don't I would suggest not the November 17th date. It's just two days before we fly to Spokane for Wazda. >> Yeah, >> I would say back to because these are afternoon, I'd prefer not to do backtoback dates just because that's time I need to take away from my job. >> True. >> So, I'd prefer to have like we did the second then we did like the 16th would be my preference. I back toback would be really hard if I'm out two afternoons. >> That makes sense. >> And I think they're just too much focused conversation that are very different between our middle and our high schools. If you group them up, you will not we will not have meaningful focused conversation
176with each. >> You want to do a separate middle. >> I was thinking Yeah. I mean, it would be interesting to just have a high school conversation. >> They've been historic historically. They used to be there was like elementary, middle, high just like there was Isiqua, Skyline, Liberty. >> So, I I think we scheduled the same Emily's reminded me the same day, but we had them we didn't have them overlap. >> Oh, you did a session. >> Yes. We But we we kept it the same day. So this is this is about maximizing also our staff time to be at the same location. So I we didn't overlap, >> right? I know because that way the pencils could sit and listen if they chose to. They were >> they could >> but we then I'm
177al I'm not opposed to that in the time it was >> longer. >> It wasn't enough. >> Yeah. >> And it felt rushed. I just wanted to be >> enough time to have good good robust discussion >> not to be rushed. So I I would say we would want to go with two days. We can go longer. That that that makes sense. Um but I to have three different days will be hard for us. Also with the even looking at the calendar, too. >> Yeah. >> Um >> I'm fine with two three and a half hour days. That would make sense to me >> because there are 16 elementary schools. I mean it would be we would need more time with them anyway. >> All right. So two two days but longer time for each.
178>> Yes. >> Yeah. And I I defer to my board members as to which of those dates they would pick. I've expressed my opinion about the 17th, but I will do that. >> No. To the 17th, but you're like I said, it's that makes for a very long board week. >> Yeah. Yeah. Yeah. Yeah. Yeah. >> Could we do like a one either the second third and then the 16th and the 17th just spread out a little? >> Yeah. I don't It's fine. >> Uh >> actually that's because it's two weeks. >> You mean second or third? >> Yeah. I don't want to do them back toback just because they're lengthy. Well, it allows us more time to prep. >> Exactly. Okay. >> Uh, yeah. So, I I'm generally not available Wednesdays. So, the third
179and I'm definitely Oh, no. The 16th is a third Wednesday. So, I could do that one. Uh, the third and the 16th would be what I would throw out there because I want to stay away from like we're coming up to the end of break. Mhm. >> None of us wants to be in this building, >> Right. I [laughter] no like So on the 18th, >> no. >> So >> 16th. True. Third and 16th >> works for me. >> Director Coin, does that work for you? >> Uh the 16th. >> Third and um yes, let's go with those. >> We're going with the third and the 16th. Oh, I guess we need a motion. Do we need a motion? >> Oh, uh I I would think afternoons are usually better. >> Can we do the
180motion later when we have the times? >> Like once you once the administration can come back with the times >> that. Yeah. >> Yeah. >> Okay. >> Very good. So, we'll hold on that one. And then elementary school listening sessions. >> Is this Have we done these before? This is a great idea. Uh we have tried and the last time we tried we were going right into a bargain so we couldn't do that to >> Yeah. >> And this is with teachers. This is not community members. >> Right. >> Okay. Yeah. >> Great. Great. I think it's good. >> Yeah. Staff. >> Is it only teachers or is it staff at elementary school? >> It's it's it's staff. We we generally line it to their >> So be in the a Wednesday afternoon. >> Yes.
181Yeah. >> Mhm. >> And Okay, we want to do four. How many of these do we do? Yeah, four meetings. Okay. >> My goodness, our fall just got really busy. >> Well, because our [laughter] our intention is to to essentially have them in four corners of the district, right? >> And anyone from any building can go to any one or all of them. Mhm. >> But to be respectful of their potential commuting patterns >> because some people will commute north, some people commute south. >> So it is to say we want to do as far enough advance and just have the locations published. So >> you're welcome to come to any one of these. This is not by feed. It's not intended to be by feeder pattern. >> It's intended to be by commuter pattern.
182Yeah. >> And I hope the district can communicate that clearly so people don't feel like the biases of like, oh, why does this school get it? because it's not about right a school feeder pattern. >> Could we do three then or what the intention for is that pero pattern? Are you thinking of another location? >> Well, just because we I mean and we have we have 16 buildings that we're trying to allow people to be into. So dividing 1,200 staff amongst three build three potential meetings versus >> it thought that we do like two corridor because it's central and then one north and one south or something >> something like that. >> I think we can strike December 2nd because we just said we're going to do plans on the third and same with the
18316th. Correct. [clears throat] >> And those December dates are out >> and I also suggest we cross out September 23rd because we're getting back from Wazda and we have a board meeting that week. So that's a lot as well. >> Are we getting back from WASDA? We have >> the 19th and 20th of September is WASDA and then the 24th is a board meeting. So if we did it on September which is here >> it's just here our board. >> We don't have to travel >> one day. >> The conference is in November. >> Okay. >> Gotcha. Okay. Sorry. >> I don't know if that was >> No. I I I had the same thought earlier. >> Okay. >> But still that is a Saturday Thursday. That's three. So that leaves us September 30th, the
184October dates, and December 9th. >> What about the Oh, yeah. >> I don't know how we all feel about >> What about the October dates? December's hard with the SIP meeting. >> If we did like September 30th and then we picked two of the October and then we had a December. That kind of spreads them out and gives multiple opportunities. >> Yep. >> I like that. Okay. >> We already have our SIP though on the 2nd and the 16th of December, so it have to be December 9th. Yeah. >> Yeah. >> I don't think I have any blockers with the October dates there. >> Early. I could probably make those. It's not >> which What is the preferred time by the district? I don't because I don't care. I just put on my calendar whichever
185one do. >> It says either 2 to 3:30 or 2:30 to 4. What is >> 2 to 3:30 or 2:30 to 4? >> What is our preferred time? >> What your preferred time? >> Our preferred time would be 2:30 to 4. >> Okay. >> Oh, mine too. >> Great. >> 2:30 to 4. >> All the dates that you guys are discussing work for me. So, >> yeah. I just want to put in the into my calendar since there's times. >> Yeah. >> Okay. So, September 30th, I heard. And then what was the ones? >> September 30th. Then pick two October dates and then December 9th. So, we have the book ends. We have the 30th and the 9th. >> I'm not available ever on the 14th or the 28th. >> So, it's the >> 7th
186and the 21st. [laughter] >> There we go. >> That made it easy. And then December 9th. >> So, we got our four. >> Perfect. Um, do we want to make a motion then? >> Yeah. >> Good. Yeah, we have >> blessing. >> All right. I move the board schedule elementary listening sessions on the following dates and times. All right. So, we're doing September 30th, right? >> Yep. >> We're doing October 7th. >> Yep. >> October 21st and then December 9th. And we're going with the 2:30 >> 2:30 to 4 p.m. >> Mhm. >> Right. >> I second it. >> All those in favor say I. >> I. I. >> I. You said December 9th. I'm just I'm I'm trying to catch up. >> And Emily, you'll send out invites. Perfect. Are there any other items
187to discuss as to calendaring? Dr. >> Anything else for the good of the order? >> Oh, yes. >> Oh, good of the Oh, look at that. You snuck it in. >> Yeah, I did sneak it in. >> Please go to the order. >> Uh, so I I do want to kind of finish finish the conversation that we had at the end of about the Monterey report because I don't want us to leave it un unfinished. So if we're serious about personal finance, then I think we need to add it to a board agenda to actually have a topic conversation about >> and so want to know is I'm not sure it makes sense to fit it in this school year. So when would it make sense and now that we know we have a board
188retreat on September 1st which is early >> that's what I was just thinking. But what I worry about if we wait till then, this is why I do think we need to either have it as a very short conversation for so not a big topic but some sort of like we we need to know what it is that we want a superintendent and her team to come to us with the barber for. >> Does that make sense? >> So a framing discussion >> of like do we want do we expect it to be like come with three options so we can choose one of them? Do we expect to hear like just pros and cons? Like what we we're going to need to give some guidance about what what it is we want to have
189to be framing the discussion for our board retreat. I think it's unfair just to say, "Okay, we want to talk about this." >> My feeling is pros and cons in that I think that we have time. I don't think we're going to want to move before we see what the state does. >> Well, no. Well, let me put it this way. Uh, I think we can take the time to decide what we want to do a little bit more purposely knowing that the state is going to move slowly because I don't think we're going to want to implement anything until we see what the state does. >> But just for historical context, the state has talked about personal finance for the last two decades. So I I I don't I mean the state always talks
190about this at this topic. This is not a new topic for them. >> But as I understand, they're framing something potentially for the legislature. Correct. So either they're going to have a bill ready or they will not. And if they do not then we can move forward. And if they do we so many >> one one suggestion. Can I make a suggestion? Um we can bring together and package some of the information that is most up to date. So I would I would want you to have a framing conversation in the context of information. Um and so that conversation could happen it could happen at the last meeting in June. It also could happen at the first meeting in August to help set up for a conversation we come back to in early September. Right?
191So that that could be a way to step step into it. I just want to make sure that we bring you information to then help you with what framing you want to consider. That way it gives you more to jump off of and it gives us more to react to. >> Sure. I think but yes, I think that yes and for the August frame August sort of initial context data. But the specific I would want it here in the board retreat is I would want you to show me what a potential uh where it would fit into the four-year course plan for our high schools is I so I wouldn't I would want to see it and I would just want to see the it as in what options would qualify would you recommend that
192the board would qualify for counting as that personal finance mean like so obviously personal finance and AP personal finance would count >> right obviously there but if there are others I would love to hear that because I don't I don't No, my senior didn't take anything like that >> related to that. Yeah, >> skyline. So, I would want to know where it would fit, >> what would qualify >> and what we'd have to give up. >> So, those would be the three things that I want to know. So, that's what I'd like to hear from my board colleagues about what things you would also like to know >> so they can you can know those those specific questions. Yeah, it'll be a far better use of our time and retreat when you sort >> elevate
193those things ahead of time. >> Yeah, I I agree with all three of those areas. I think though for it to be useful we need specifics. I want to know how this would be programmed at Skyline how it would be programmed at Liberty and specifically at Skyline within the confines of IB and I'd also want to know that how IB career track students and IB diploma students would have access to personal finance. So I have like very specific questions on that. So I I want if we jump into it I I would need those those questions answered. I also want to understand the curriculum um you know what I'd really like to kind of at a high level understand what the you know the personal finance curriculum at is aqua high and how if we
194are looking at you know programming at is aua and liberty how that would fit in if it can't be fit in with a set course are there themes that can be integrated in existing courses and I want to make sure again it's personal finance themes because I know we've talked a lot about some of these things and sometimes they kind of they bubble up into more of e economics makes or counting. Um, so I would like to really get into specifics on that. Um, because I do think that there are some programming constraints at Skyline specifically for this, particularly within the IB program to be able to add in personal planet. So, I would love to see what those options are. So, that's I want to get I would really want specifics because if it's
195too high level, I don't know. I don't know what I could do with that. >> Yes, I can understand where you're coming from. I worry we're very into the operational part of implementation of a policy and I understand we >> agree but we have but because I high school >> yeah I mean I can't push and I totally get that we don't want to get too far into the weeds in it but for us to push something we need to understand what you because to your I think the third point like what do we lose >> if we push on it that's why I think it has to become more specific >> but I think by me asking what is like where it would fit in their core schedule like in their four-year plan that
196They would have to show that for each high school. >> It's too I feel like that's too high level for me. I would need to know specifically what would be lost if we put it in. >> I would suggest we allow the administration to come forward with a plan. >> I think that's fair too. I that fair too, but I'm just saying I think for us to to take initiative on it, we would need to know some specifics >> here with their plan. >> Yeah. Yeah. >> That that's my feeling. >> I just to me I can't push on anything. The the big question for me is just really is it even possible with the constraints of >> the requirements? >> Exactly what I'm wanting to but I need the specifics. H >> how about
197this? So I heard I heard I heard a lot of I heard a lot of uh uh questions right and and uh the range of those questions. [laughter] >> I heard uh let let me our team will need to consult and figure out what how big that ask and what work that would take. So then we can come back to you and say this is, you know, what we could potentially share and and on what timeline, how long that would take. >> Um, and that would be important to know because we're at the end of the school year and then we have a lot of July time away and then all of August is preparing. So I was even thinking that our biggest push is going to be preparing for that uh September 1st and
198second time and but we'll have very limited bandwidth for uh if it takes a lot of conversations with other people that we'll have limited time to do that in August to prepare for the board retreat versus being able to pull things that are off the shelf right to set up for discussion. So we will I'll get back to you based on what I just heard you all say or interest to learn more about. >> Yeah. Yeah. And I'd be interested in a timeline because I kind of with director Gallinger, I I don't want to wait for the state. I I think I would like to see a plan where we could proceed without waiting because it could just continue to be delayed and we could a lot faster. >> Truth of the matter is though,
199anything we do won't be until what? 208, >> right? I mean, whatever we say mandate. Uh, no. It would be >> 27 28 >> 2 It would be 31. Yeah. With the new we can't change graduation guidelines for anyone who we have. >> Yeah. It'll be 31. >> Yeah. So, the that's exactly right. When you play out the actual when when you set the graduation requirements for the upcoming class. So, I I I do think what is different right now because I know that the state has been talking about this for a while. Um what is different is the emphasis on the role of financial literacy in schooling that is very different the the method is there's a range there and it's uh anyway so I think that there's that that does feel different to
200me um and it does feel like there's more kind of will right but the question is how things happen what the ripple effect is on staffing there's a lot of operational questions too so we will I understand your point around specifics because it is helpful for us to also share that out. Um, and we will get also, I think, pretty rapid fire updates from the state too on some of those other directions in the next couple months. So, I don't think it's going to be too far out >> with some of that direction. >> Good. That's good. >> Yeah. Okay. Anything else for the good of the