001under God, indivisible, with liberty and justice for all. Thank you very much. So, the first item on our agenda is public comment and I'm going to start with a presentation from the Isiqua Schools Foundation. So, I'd like to welcome uh Trisha Marshall, the executive director, up to the podium. Actually, the lect turn. Hi, good evening everyone. My name is Trisha Marshall. I'm the executive director of the Isqua Schools Foundation. I am also the parent of a Cougar Mountain Middle School 7th grader. And tonight I'm going to take the opportunity to introduce our 25 2025 2025 2026 school year student trustees, two of whom are with us tonight. Um these kids speak as the voice of students at our board meetings. They dedicate their time and their energy to helping us advance our mission of making
002sure every ISD student can thrive and leave school on a path to success. We have two students from each of our four high schools. Um we have Olivia Yang, senior from Skyline High School and she is joined from Skyline by Nul Ganesha. And we have Maris Menenberg from Isiqua High. She is joined from Isiqua by Zena Park who is a senior. We also have Lily Alorn, Quinn Noness from Gibson EC and Ashna and Shiovali Doshi from Liberty. So just want to introduce them and thank them for their service in the coming year. I also have the great pleasure tonight of sharing that thanks to the generosity of more than 1100 individuals uh businesses, families, organizations within our community, we were able to direct nearly $475,000 to academic support, student well-being, innovation, and um enrichment programs
003serving students at every school in our district this past 2024 2025 school year. So, it is my honor on behalf of those donors to present Superintendent Taik with this check to cover the cost of those programs in the last school year. Thank you. Thank you. so much. And the Isqua Schools Foundation has been an amazing partner with the district for decades and um really supporting helping us to be able to support all students. So, thank you so much to you to your donors and to our community and best of luck to your student reps uh uh student trustees in the coming year. Thank you. Okay, now we will get to general public uh comments. So, public comment is an opportunity for the public to comment on issues not scheduled for public comment during the meeting
004agenda. Public comment is allowed during specific agenda items that are scheduled for possible board action. So, please be uh wait to be recognized by the board president um at that time if you're speaking to a specific agenda item uh for action. And I think we just have the one uh OE the OE10. Okay. Um general uh guidelines for public participation at board meetings. Uh public board meetings are open to the public. They are designed to conduct board business rather than to serve a as a public hearing unless a public hearing is scheduled. Individuals wishing to give public comment on a specific agenda item where the public comment is being accepted should wait to be recognized by the board president during the agenda item. All other public comment should be given under the agenda public comment
005which is now. In the interest of time management, indivi individual input is limited to two minutes. An individual may also submit a prepared statement to be given to the board secretary prior to the oral presentation. So if you have something in writing, you're welcome to present that. Um some guidelines for us is as we are giving examples to our students um is that we hope that you will um understand and um this is a learning opportunity for them to see public discourse and that it's done in a um in a civil manner. So with that I have several people who have signed up for public comment. The first I have on my list is uh Melissa Stefani. And if you can give your name and um uh feeder pattern area, that'd be helpful. Thank you.
006Good evening. My name is Melissa Stephanie and I am the parent of both a sophomore and a senior at Isiqua High School. I am here tonight to express my deep concern and disappointment regarding the district's handling of the situation affecting the Spanish department at Isakiqua High School. To be clear, I am not seeking details about the ongoing investigation. What I and many other families need is visible, meaningful action to support the approximately 150 students impacted by this disruption. Communication from the district to affected students and families has been minimal and inadequate. As a result, students feel disillusioned, unsupported, and are not receiving the instruction they need and deserve. Today marks the 18th day of school during which these students have not received appropriate instruction, especially critical for those enrolled in AP level coursework like my
007daughter. They are now trapped, unable to transfer to a lower level Spanish class, and many families are being forced to hire private tutors. We have been informed that the substitute is receiving lesson plans from the teacher of record. However, these plans cannot replace the quality of instruction that the teacher provides in person and their effectiveness ultimately depends on the substitute's interpretation and delivery. We are asking the district to communicate clearly and directly with these students. Let them know what is happening. Provide a plan. Show them they are not being left behind because that is the way that they feel. I along with at least a dozen other concerned parents, if not more, have spent the past several weeks seeking answers and have received basically none. In response to an email sent by my daughter and
008two of her AP classmates to various district employees, they were told, quote, "The quality of instruction you receive in school is important to us. If that is the case, then it is time to demonstrate it through transparency, communication, and decisive action." Thank you. Thank you. Next on the list is Amy Cororb. Okay. Uh, next I have Lisa Hudson. Hi, good evening. Um, my name is Lisa Hodson. Uh, I we have been um in the district for 15 years, four kids in the district. We um I'm the mother of two students uh currently attending Endeavor Elementary. Um, I have been made aware of a public lawsuit filed on September 5th by a former member of our Endeavor staff which alleges several incidents of sexual misconduct toward a forementioned staff member as well as uh reports of
009mistreatment of our students. Um, the lawsuit the I'm sorry, the lawsuit further claims multiple instances of retaliation, raising concern about what else may have gone unreported if staff are too afraid to come forward. Um, parents have not yet been informed of these allegations uh and are curious when will that happen. This lack of transparency undermines both staff safety uh and parent trust and it it feels absolutely unacceptable. Um I think the most important information we could receive as very concerned parents um is what is the protocol in place for ISD when these types of issues arise and um what steps are being taken um in this particular um in this particular situation to ensure that our school is being led by an individual who values respect and integrity with a clear commitment to the safety
010of our students and staff. Um, thank you very much for your time. Thank you. Uh, next I have Jason Lane. Hello and thank you for having me today. My name is Jason Lane. I'm also a parent of Endeavor Elementary. As parents, we're deeply concerned about the district's lack of communication regarding the recent litigation. While I understand you cannot discuss details or personal matters, this is bigger than anyone individual. It's about whether the districts has clear, transparent procedures for handling serious allegations. Parents have made repeated calls and emails to district leadership with almost no response. That's the cornerstone of this. No communication. It's been three weeks. Staff has been told not to talk to anybody, and no one will respond. I've left multiple voicemails, sent emails, and there's nothing. That is unacceptable. We're 3 weeks into
011this, and anybody else that I talked to that's a subject matter expert in this world is very confused at what's going on. The silence erodess trust. We're not asking for confidential information, but clarity. Has a formal investigation process been initiated? What safeguards are in place for the staff? How will the district communicate with families going forward? These are policy questions, not personal complaints. Addressing them publicly would be a step in the right direction towards regaining transparency, trust, and demonstrating that the district values integrity and accountability. Thank you. Thank you. Next, I have Tyler Jones. Thank you. My name is Tyler Jones and I'm a proud father of two amazing Endeavor students. I'm a business owner, a PTSA sponsor, a member of the Jag Dads, an informal small group of dads at Endeavor, and a school
012volunteer, mostly as the mascot Jasper the Jaguar. I stand before you as a concerned parent. 10 days ago, I was made aware of serious allegations against the Isiqua School District involving Endeavor Elementary. I want to better understand how they are being addressed. I myself along with many other families have reached out directly to the Isiqua School District to understand what policies and procedures we can expect in light of these allegations. Despite dozens of concerned phone calls and emails, I received no no response from the district. I am not here to defame any individuals in the litigation and fully acknowledge that these remain allegations. My goal is simple. To seek transparency at a procedural level. I'm requesting two things tonight. One, a clear outline of the district's policies when allegations of this nature are made. Specifically,
013how students and staff are safeguarded during investigations and how opportunities for open communication and feedback are provided. Two, a projected time frame of communication to families and staff about your plan forward. As a public organization, I trust that the district has established policies for addressing situations like this. It's reasonable for parents and staff to expect transparency and timeliness in those responses. I often tell my kids, every great story has conflict. The way this conflict is handled can either deepen the trust between leadership, staff, and families or it can create fear and doubt. Thank you for your time. I look forward to hearing how you plan to lead us through this moment. Thank you, Julie Carr. Hello, my name is Julie Carr. I wanted to make a comment um about the Spanish language teacher at Isiqua
014High School who's not able to teach at IHS at this time pending the outcome of an investigation into social media posts. My son is a senior taking the Spanish 4 class. um he was very excited about the class and learning due in part because of the teacher and that's just what we all hope for from our learning environment especially for our young men to be um engaged and excited and so it's disappointing. Um he wants to leave the class because of the quality of the instruction at this point. Um, and so I'm interested to know what levers you each have to move the investigation along. It's been close to 30 days. I don't know what happened to deem that a social media post or more than one were disruptive to students education and school operations.
015But the consequence of having the investigation and the length of it has been very disruptive to the learning and the education of many students. It's very disappointing. Um I just would please ask that you do all you can to get this teacher back to the classroom so that we can have Spanish 4. Um I know you all to be very thoughtful people each of you and I'm noting uh as you are noting how this has unfolded and what can be done in the future to limit the disruption in similar situations that may arise. Um we're all learning right now what uh about free speech and first amendments and how we navigate that. And as you're navigating this, I want you to know that I feel strongly that further consequences should not be overbearing surveillance polic.
016Thank you. I hope that help dialogue. Thank you. Are there any other um public comments from the room that did not sign up or any on Zoom? Okay, seeing none, we will move to the next item on the agenda, which is the approval of the consent agenda. The consent agenda is a meeting management tool that we utilize to take regular business um and be able to um complete that in a short uh manner. Do I have a motion? Yes. I move the consent agenda be approved as as presented. Do I have a second? Oh, director Gallinger seconded on that one. Um, are there any public com excuse me, are there any um any comments before we move forward? I do want to say that I am um abstaining from voting on this because there's an
017item from uh influence of choice on here. All those in favor say I. I. Any opposed? So, four eyes and one abstension. Next item is uh the establishment of our regular agenda. Are there any changes to the regular agenda? There are no changes to the agenda. Thank you. So, we will begin with the work study recap. So, prior to tonight's regular meeting, the board met with ISD administrators to have a polit policy discussion about operational expectation 14 instructional programming. So the board will provide a recap. So I will open it up to our board members um who would like to share out first. Oh, and I did not specify earlier, my apologies, that um Director Mullings is out uh due to a family member um matter. I could always kick things off. Um I don't
018normally do that. Uh we did have a discussion really deeply about the um equity of our uh credit bearing classes amongst the high schools. And so looking at um what availability there is for students to receive college credit in their high school classes and um how that looks throughout our three comprehensive high schools. um a small discussion about um what information that Gibson parents have going into um their uh high school whether or not um you know the how they would obtain college credit college bearing credits during high school in um in their um environment which is mostly by taking online classes or doing running start. Um but I think it was a good discussion for us. Um some good information was provided by the district. I will say one of the things I came
019away with is that um the number of students this uh semester that are taking seven which means a full load of um credit bearing classes is significantly different at Liberty and Isiqua compared to Skyline. So I was surprised to learn that at at Isqua High6% of the students are taking a full load meaning seven classes of um what would be AP or college in the high school. At Liberty that is.1% and at Skyline it is 3% of students that are taking seven college credit bearing classes. And I thought that was really surprising. Well, it wasn't surprising. I think it was a good revelation. So, I'll open up to anyone else who wants to make a comment. Director Coin. Okay. Um, I'll actually just because I think it's interesting for um members of the community to
020kind of understand um what the structure of a work study and um some of the things that we're looking at as director Moraldo said really looking at the dual credit um equity factors. And I thought I would maybe just read some of the the um questions that were asked of us as board members because I think it's it's interesting to understand that when we look at the data um and you know opportunity uh to to dual credit coursework across our three comprehensive high schools. So we were looking at how many students are enrolled um how many sections of specific dual credit courses are available. What's the school's enrollment and scheduling constraints? At what grade level are dual credit courses available? um what's the what's the demographic representation of students who are enrolling in dual credit
021courses? Uh what percentage of students meet the college credit earning threshold whether it's an exam or a course grade for each course. And then lastly, what are each colleg's uh policies for acceptance of different kinds of dual credit and I think ultimately the end of the day you know as we discussed those um you know those specific questions really thinking about the equity um of of dual credit across our our schools. Um, and that ultimately is what's most important to us, I think, collectively as a board is we want to make sure regardless of the school that you're at that you still have um u equal access u to that dual credit. So that's my perspective. Yeah, director Gallinger, I appreciate the opportunity to have this discussion, you know, for our students just to orient
022you. What it is is OE14 and it's 14.3 B and it's really about adding the word equitable in front of that leads to college credit earnings. So I would the whole point was to have a discussion to potentially add the word equitable to that policy that leads to equitable college credit earning opportunities. And so for those of you that attend Gibson of course who doesn't have to worry about credits but uh for Liberty and Isizakiqua. So if you are a student or you have friends that are students that take two years of AP uh English so a language in 11th grade and literature in 12th grade. You take two years of AP math or now is you take three years because you have pre-calculus calculus AB calculus BC. You take two years of AP sciences,
023whatever two you want to choose, whether it's two years of physics, whether it's biology and chemistry, whatever, any two years, and you take two years of social studies, 11th grade US history, plus maybe you took human geography prior to that. So I think for your collegebound students at the Quan Liberty, that's probably not an uncommon course load over the course of your four years. So if you do the math there, you have in just your core classes a minimum of eight credit earning opportunities. So then if you pass AP course 8 * 5 40 if you attend Skyline High School, you can take an you there. We've just finally added AP classes this year, but in 11th grade, you would take two years of an H uh it's called HL for a higher level. So,
024IBHL English, IBHL social studies, IBHL math, and IBHL biology as an example. Four classes. They're two years, and you could take the test, pass it, and then get college credit. So, you have the chance to earn four classes worth of college credit. So, it's very easy. You can see the math. No matter where you go to college, you earn twice as much college credit for the same amount of rigorous course load in high school by doing that pathway at Skyline. And there is no other option currently at Skyline. And in the era of college being so expensive, if you can enter college with eight plus credits, that's a huge cost savings for a semester of college when it costs $60 plus thousand. That's what's driving this conversation is that we want all of our students
025to have that same opportunity to enter college. And then there's other benefits because you get to register earlier and etc., etc. Hopefully knock out more of the basic classes that you might not be interested in necessarily taking if let's say you take AP calculus and you hit your math credit and then you're really a humanities kid in college and want to sort of pursue that passion. Those are the main drivers for why I think it's really important for us as a board to have this conversation, get some information on it, and be able to add the word equitable because I think that every student in our district deserves a chance to earn the same amount of college credit upon graduation. Thank you. I'll just, you know, I'm just going to emphasize the point that Dr.
026uh Director Gallinger just um brought up, but we want equitable opportunities across the district for kids to earn college credits. Uh we had a lot of data presented to us and had a really good conversation, but it's clear that that is just not the case right now. A lot of that has to do with the fact that we have these dual programs, IB at Skyline and AB at IHS, which has been vexing in some ways. Um but also, you know, recognize that those programs offer um different opportunities. But that being said, I think, you know, we we hope to strive towards the goal where we have that equity across the system. We recognize that um and it was an opportunity really to ideulate on some solutions moving forward. And I think to recognize that there's
027some more data that we want to look at as well, uh before we start, you know, making potential changes. But, uh it was a good conversation and eye opening too along those lines. Great. Thank you, Superintendent Um I want to thank the team for um sharing a lot of data across the system for uh what's currently happening with our enrolled students the high school level and dual credit and there are different programs that exist. There's also different uh laws and regulations even within Washington state that confer credit on certain programs but maybe not others um in Washington state uh and local universities and colleges. So it is there are a lot of variables as as director Koy mentioned there are a lot of variables that go into this and so it was a helpful conversation.
028I want to thank the team for preparing a lot of information and also thank the board for engaging in all the the content that was prepared for tonight. Thank you. So the next item on the agenda is works in progress. So superintendent please uh feel free to start sharing. Great. Thank you. So, um, some news that's been that came out in the past 24 hoursish is that a Skyline High School graduate named Lauren Edgar was selected as one of NASA's 10 astronauts for the 2025 cohort. That is a two-year training program from what I understand where future astronauts learn how to fly, practice spacew walks, and learn the operations of a space station. Um, I know that Lauren also got her sort of spark at Discovery Elementary School where um that was a really an
029important opportunity for her to see um what that could look like for for her future career aspirations. And so we have been in contact already with this um incredible alumni of the Sequest District and uh we'll look forward to maybe do some interviews and it's just it's just pretty cool. I mean um I think being an astronaut would be an amazing amazing career selection. Um, so, uh, she gets to live fulfill that dream. So, that's pretty awesome. Um, some key, uh, efforts around the district now include, you know, um, some partnership with, uh, PTSA and other families and other institutions on how we can continue to learn about the impact of social media on students mental health. Um, many of our ASB adviserss are tackling that topic as well and some regular meetings with the
030the superintendent with with me. I don't know why I refer to myself as a superintendent. Uh, but yes, with conversations with myself and and and others. And um uh we're building upon the homework that our administrators did across the district this summer in reading the anxious generation um or um listening to an interview between the author of the anxious generation and Klein and then also watching the social dilemma. And in some cases our administrators um consumed, read or watched uh all three of those um those content pieces. Um we are also busy working um to prepare for a possible February 2026 levy and I'll talk about that again in a bit in a bit. And then um we are working to support the board in discussing a developing a profile of a graduate which is
031uh a bit about our promise the community about what the value is of a isqua school district diploma and that will be discussed next week at the board retreat. So we've also been working to prepare for that time with the board as well. and really a profile of graduate. It's not only a promise to our community, but what um our students will be able to do when they leave our school district, but it's really a shared vision of the skills and competencies that students need to thrive upon graduation. And oftentimes some of these skills are referred to as soft skills or durable skills. Um oftentimes we hear the four C's referred to this, you know, communication, collaboration, critical thinking, and creativity. And our students are doing this every single day. And so it's important for
032us to maybe articulate that, make those ties and connections and determine where else we can further enhance that work as we consider all the work across the entire system. It's not just for high school students as well. Um so it's a really important vision that we can use to translate. Um on our wall here we have the district goals which are also called results. It's going one level deeper and concretely about that and that will also help inform some strategic planning um beyond that. So those are some things that we're working on. Last week, I had the opportunity to attend a graduation for two young people at Echog Glenn. Um, families that were present um were in tears because they could hear the amazing things that um these graduates had accomplished in their time at
033Echo Glenn and um our staff spoke to their persistent efforts and their resilience and also to their hopes for their future and their continued study and career opportunities. So it was very meaningful for those families that were able to attend in person to see and witness that. Um as it does take a lot of effort to support young people who are facing challenging circumstances. Um and we did have one family uh several family members also attend and by Zoom. So it's also great to have um those who are far to be able to partake in that really important moment for a young person. Um I'm a part of the OSPI's K12 funding work group and I've attended two meetings. Um it's been a lot of information sharing. Um the first meeting was over six hours
034and really was an overview of how state funding worked for education. Um where revenue comes from, where expenses go, all a bit of the history of uh a short timeline of funding here in um Washington state for schools and the role that levies play as well. So um a lot of learning and then we moved into subgroups. I'm on the student weighted factor subgroup and that's really thinking through what's working, what's not, what's missing. Um there's a lot of folks in this group and it's um it'll be interesting to see where that might go um in the next uh couple of meetings. Um we're all getting back into back to school routines. Uh I've been to several chamber of commerce events here in Isiqua. We had the PTSA general council meeting um today and then
035an Isiqua schools foundation board meeting. And then um really the as I spoke earlier about the levy work, we have had two levy meetings since the last board meeting which is a lot uh as and as well as one capital project oversight committee. So there's been a lot happening and you'll hear more about that in these upcoming agenda items. So we're back to school. Great. Thank you. Speaking of levies, so uh we are looking at the levy advisory committee update. So CFO attorney uh also Sarah just great work again by the team. I know I said this last time um but there have been these two meetings and uh these in total there have been three meetings and there has just been a lot of content covered um and the next week is slated to
036kind of bring that all together to bring forward as a first review to the board um uh at the October 9th meeting. All right. Thank you. Uh Martin Turney, chief of finance and operations here to talk about the last two meetings of the levy advisory committee. Let me test my clicker. It's not working. Now it's working. Okay. So just a reminder for everybody purpose to uh collect feedback to form a recommendation to the superintendent who eventually uh bring her super intended recommendation to the board using a consensus model for this committee. And we do have a nice cross-section of folks throughout the district and students and parents and staff. So, it's really nice having everybody um at these meetings with uh plenty of input. There we go. So, just taking a look, we've gotten through,
037as mentioned, three meetings. Um we have the fourth meeting coming up, which is going to be kind of a culminating meeting to go over everything that we talked about. Um, I'm going to skip to the next slide. So, the ad, um, meeting number two, um, which was really neat. We got to start out with an optional tour of Maywood Middle School. So, folks who wanted to check out a school, maybe they don't have students there. It was a really nice, uh, time for the principal to show off what we do there and for folks to see what a building looks like and especially as we talk about things like critical repairs, they get to see that in action, right? Yeah. um got to go through technology. So, thank you to Jason Golick and Diana Edgars
038for walking us through that. Um we moved into critical repairs, Jason Morse, Tom Mullins, Julius Carter um presented on that one. And then of course we break that up with a lot of uh opportunities for feedback for the group um and collecting that. And as always, there's a link to on these slides to the um summaries and the presentation materials that we have at those meetings. So that's meeting number two. Just it was last night, wasn't it? Last night, it's all blending together. We got to talk about the EPO. So that's a big one. And again, we are um putting in these really cool optional opportunities. So before the meeting even started, we had a panel discussion on mental health and health services. U which was really neat to show off not just what people
039do, the good work that's happening, but how it ties into the levy and how things are funded. So I think that was a great success. Mark Sherwood over here got to host and uh be the MC. Did a great job. Um I want to thank Shireen Carver, Elena Civas, Rich Malice, Jason Morris. They had the bulk of the presentation materials. uh again got to explain every area that they are experts in and show how it ties into the levy. I think that was a great opportunity. Those materials are online as well. Um meeting number four I already mentioned. So 5 days from now we will be meeting and talking about how all these things come together um into one package and collecting that kind of end of end of the road deal. We do have
040a fifth meeting which um Mark is going to tell you about in uh just a second. Mark Sherwood, executive director of communications. Um yeah, the next meeting one of the we've been provid Yeah, we've been providing an added value be before each of these meetings and the next one we'll have a student uh panel that will be able to obviously raise more student voice. These previous meetings, our students have been exceptional. Um and I couldn't thank them enough. uh they've asked very intriguing questions and are not uh very willing to to share their information during the meetings which is great. The fifth meeting is going to be really focused on communication strategy and a lot of times as we're talking about these packages people are offering their suggestions on what we should do and how
041we should do it and how we should engage with the community. So part of this is I'll be bringing some information about some Washington uh perception studies that have been recently done. I'll also be sharing with the community what we are able to do as a district from PDC regulations. sometimes they're a little confused on what we can do and also what uh you know some volunteer uh community um groups can do. So provide a little bit of information about the regulations and then take a lot of that feedback back as we formalize our strategy around the recommendations by the superintendent. So that's what that'll be the focus of the next meeting. I think that's all we had unless you have any questions for Mr. Attorney or myself. Wanted to open up for questions. Director
042Coin. Um, one I'm looking forward to hearing the recommendation uh first and foremost. Uh, but I I think Mark want to just note really um glad that you're including the communication strategy in this and and curious to hear all of that too, frankly. I think that's going to be really key obviously with any levy package that um that this group puts together and recommends. So, thank you for that work. Thank you. And it will be just the facts. Just the facts. Director Taylor. Um, I just want to say I love the what I would call the enhanced experiences that you are giving the committee. I think that's, you know, really great. Showing them the direct impact of levy dollars and how we use them. Um, is makes it just much more tangible. So, that's really
043great idea. Uh, big fan of that. um curious if you have uh and I realize it's very early in the process but if there are any themes that are starting to come up in the questions that you're getting uh that you are seeing from the committee at this early date already. I mean I think there's there's a tax sensitivity is definitely on the minds of of our folks. I think also trying to understanding what's happened in the past bonds and the past levies and how does that attribute some of those activities to what happens in this levy cycle. I think there's a continuing effort on education the difference between a levy and a bond. I think there's some folks that still are a little bit um misunderstood about what we can do with the levy
044funds as well as what we can do with bond funds. So I think continuing education is going to have to be throughout the process as as uh president uh said facts. We got to make sure we explain the facts of what a bond and a levy are. Um I was at a seminar today and that was talking about what tax sensitivity was about in the state and the difference between uh flat tax rates also to understanding the the correlation between rising uh property values cost of goods all of those things are going up but a lot of district um you know we're being asked to do a lot more with less and so by trying to maintain a you know a very flat tax rate um doesn't doesn't feel good when you get your tax
045your tax bill and it's going up. So I think it's important for us to understand what is what is our portion, how are we actually impacting that? Um and and Mr. Attorney is excellent explaining, you know, the levy process. So I think it's also educating those folks so they can go out and and reach to to to our our community as well. So I think that's going to be a big effort in this next meeting. Great. Thank you. Thank you. Did did you sense that there's clarity at least among the committee members the difference between this being uh you know this is basically we're re-upping a levy versus all new money right so yeah I I think they they this committee definitely gets it that it's a renewal I think they're bringing in some perceptions
046in their community and their circles of influence um and actually confusing it even with past uh bond projects and thinking that that some of these levy funds are going to be supporting you know new new building construction. So we have to be very clear on that um as as we go into this next cycle of of promotion of just the facts. Okay. One one thing that does come up continually in the presentation uh by the team is that the levy represents 17% of our budget and that's a very clear message that the the levy committee does understand and and does anchor back to. That was exactly my next question was because I think is it is it this year that it's 16.4% 4% but that it will it will grow because the state legislature would
047like to give us more room. So this is my way this is me politicizing. They did not want to raise more taxes to pay for schools additional school needs. So but they're giving us the ability to ask for more taxes from our taxpayers. Correct. That is correct. There will be increased authority. But what you're looking at the some of the proposals um are looking at not increasing our actual authority. Correct. Or am I a slight increase? I don't Yeah. So, uh we are using a a process of looking at it and not going for a what's quote unquote full authority which would include what you were talking about this increased amount. So, we're looking at an authority that would be lower than that, but still able to achieve those things that we need to do
048as a district. Any other questions? Okay, thank you very much. We'll move on to our next agenda item soon as I pull up my agenda. Uh, the capital projects update. Great. Thank you. So, we're going to hear our regular update, but we'll also touch upon the capital project advisory uh oversight committee. Thanks. Good evening, everyone. Tom Mullins, director of capital projects. Give me an update on current capital projects. Uh present progress and the highlights from the 2018 and 22 levy initiatives. summarize some key developments in the general fund project, outline the status of our active grant funded efforts, grant funded efforts, and share the latest updates on the new high school. Um, all of the 2018 levy projects are complete or substantially complete with the exception of the Challenger Elementary School and Newcastle HVAC recommissioning.
049We set a reserve up to complete those two projects when should the need arise. Some highlights of the 2018 that we finished up just recently. The transportation shops AC project is complete just in time for the end of summer. They got some relief for the month of uh July and or the month of August. Endeavor um HVAC unit replacement replaced a couple HVAC units up there. They're operational. Maple Hills playground rubber matting um project and basically redid that playground and turned out really nice. And then we solved an ongoing um issue at Sunset Elementary with an exhaust fan system. We got that repaired and up and operational. Um the 22 levy projects continue on an as needed basis and will help cover the critical repair needs that arise between now and the end of our
050four-year levy cycle in 26. Uh the the portable at the act program is one of the biggest projects we did this year on that um through the 22 and it's complete operational and in use. Um we continue work on the Beaver Lake Middle School elevator monitoriization. Um it's it's not a lot has happened recently but because the main work is going to happen in summer of 26. We missed the window in 25 cuz the uh believe it or not, elevator parts are 10 to 12 weeks out once they get their per their uh their um contract. So, we missed this summer and it's about two weeks to do the work. So, you and that elevator's got to be out of commission during that time. So, we can't shut it down during school. So, it's going
051to have to be done over the summertime. So, that's a project for next summer. couple grant opportunities that we finished up the OSPI IGA per square foot grant. Um we've finished up we paid for um we finished up the IGAS at Skyline and Liberty. Got those paid for. We've got some remaining funds. We're looking at trying to get a couple IGAs done on the middle schools so we're prepared when the big thing there is to have these IGAs done so when new grant opportunities come around that's one of the first steps you have to do is do an IGA and if we have them in place those what we call popup grants we qualify for them and can move through them much quicker the application process because uh IGA can take up to 3 months
052and if you wait till you get a grant you know a grant opportunity is there that the applications closed before you can get that first step done. So, we're looking at uh trying to seed a couple more projects there. The Department of Commerce energy efficiency grant that we did over at Isiqua High School is nearing completion. We've got a little more work to do on the chillers. We had to wait until the cooling season is is uh behind us a little bit better so we can take um there's three chillers. we can take one down at a time, work on it, get that done. That project will wrap up in uh at in October and um closes at the end of December. So, we'll have all our funds by then. We have the bulk of
053the funds now. Um Department of Ecology EV bus grant and related infrastructure. Um that that project um hit a little bit of a snag. We're having a problem with the manufacturer of the charging heads being able to to commission those and turn them on. We're we're ramping up efforts to try to get a hold of them and uh get them to listen to us. Unfortunately, the maker is a large multinational corporation and um we're digging our way through the layers to try to find somebody who can listen to us and will address our our needs there. The buses are still able to be charged, just not through this new infrastructure quite yet. Um, new high school. Um, not a lot has changed right now. We're still moving through the major amended amendment application process. Um,
054continuing to work with the city and city staff. We've got we're in a we've completed our com our first round of comments, got those back into the city. The city is addressing those now. Um we feel we're on target to remain on schedule for uh the target construction date and the opening of the school in 27. A little hard to read, a little small, but it's the schedule that shows each of the steps to get through the land use process. On the top portion, the bottom is an abbreviated construction and opening schedule. Um big big milestones will be the development commission meeting one on the in on November 5th and then if needed a second development commission meeting on December 3rd and uh hopefully at that point we'll have a decision and move forward. Couple
055pictures of the new high schools, some preliminary interior perspectives just to kind of keep the excitement going a little bit. I showed floor plans last time. Um, this is part of the commons entry. Sometimes a little hard to find yourself exactly where you are in the building with these, but um, just kind of give you an idea some of the finishes and how the space will look and how bright it is and some of the colors. This is the commons looking west which would be towards the um main entrance. My mistake looking towards west would be towards the um that would not be towards the entrance. That would be towards the uh admin. Um here's common second floor. We've got an open flex space up there that we're using. taking advantage of that second floor,
056some of that second floor open space. We have the um library looking from that second floor commons into the library. Again, nice and open, nice colors. Um learning commons looking west, just trying to give a little more perspective. The architect was on layout of the building. Learning Commons looking northeast again more of those open spaces. Library. This is just one view of the library. Another view of the library and another we have another flex space on the third floor. Open space. And that's another part, another view from that flex space on the third floor. Any questions? I think Mr. Turner is going to share an update about the capital project oversight committee as well. Right. Great. Yeah. So, real quickly, um, last Thursday we had our third of the capital projects oversight committee. So, we're
057doing those roughly quarterly. Um, it's really nice. We get a group of folks who kind of follow along. we get to update them on those critical repairs, but more importantly, uh, Mr. Mullen's got to walk them through the same timeline and updates on the high school. Uh, which was really nice because as we do this, you know, we have people who do this in their in their lives, right? This is what they do for careers. So, um, it's interesting to hear from them. They bring a perspective of what they're seeing, what the market looks like out there, um, whether they're seeing increases or decreases in things. So, uh, it's really nice to have that conversational space and to let them know what we're doing. And then obviously this is part of that oversight uh that
058extra layer uh from the community of what we do. So and what's been nice is we've been involving this is our first time having an oversight committee. So this has been the third meeting and we did get a positive comment at the end as someone was uh departing saying this is the was the best one of the series of three. So, I think we're trying to continue to, you know, learn about what the best format is and the kinds of questions and discussion that is most valuable um while also providing a level of, you know, review of what we're currently working on and what we're spending and how we're handling it. So, any question from board members? Director Taylor, just a couple of things I just want to uh be sure I'm clearing my mind
059on. Did I hear you say the new high school permitting process with the city planning department is essentially on schedule? There's been no unanticipated delays or anything yet? None at this time, Tom. Okay, great. Uh, and then I'm just curious, what's the deal with the charging heads? They don't fit the buses. What's No, they fit the buses. When you install systems like this, you depend upon the factory, the supplier of the charging heads or whatever, an HVAC unit or whatever that might be a lighting system. They have to come in and commission it, which means start it up, calibrate, do all those things before the system can become operational. We didn't anticipate any problem with this. And then all of the sudden when we called them in, they uh they weren't as cooperative as we'd
060hoped and they started changing things and and um wanting more money to be honest with you. It was it was quite a shock. So, we're trying to dig through those layers and get to who we can um who will help us address this issue and make it and help it move forward. Yeah. Someone forgot to tell them the school districts do not really have deep pockets. No. Or more money. money. Uh, Director Gallinger and then Director Coin, I want to follow up um what Director Taylor was asking. You gave an outline uh for the new high school update of all of the duration and days. And so for the city review round one, like what like how much comment were you getting? because I don't know if I've seen like does the city share with
061you the feedback they're getting because make it look like you guys then have to formulate a formal response. Yes. Questions. So, so we take a we take our our land use drawings. We find we work with the city to determine which sheets are we go through it first which sheets have changed to make revisions because we're only making a revision and then we mark up all those sheets with revisions turn them in then they come back they look through them and and come up with their comments and that would be their first round of comments which they've given to us back and we've replied to those comments turned them back in. Now they're in what we call round two, which is their time to review our responses to their comments and provide feedback. And we're
062feeling the the planner and everyone is feeling that the the although there were quite a few comments, they were addressable comments. They weren't curveballs, nothing that they felt was going to be a um any problem, any major holdup, anything like that. So, we're being led to believe that things are moving along and uh we don't see any major issues mainly because we've already been through this before and we're only addressing the small revisions that we made to the to the um mainly the building but a couple parking spaces and things like that. So, it wasn't major. And by their comments, you're referring to the planning com commission. Yes. Yes. The plan not the planning. It's the city review staff and they review and then formally pull all their comments together, put them in a package,
063send them back to us. Our team responds to them, sub resubmits the package back and that's so the city's on their round two comments and we'll get those back hopefully in not too long. They have a certain period of day um certain number of days by law to reply by RCW and they were close on the last one. They didn't take every every last day, but it was close because there's a lot to do there. And so we're hoping we'll get a shorter one on this round, too. Okay, Dr. Coin. Thank you. Uh, two quick questions. And Tom, you may have mentioned this, but the qualifications for the IG grant, what qualifies you for that? It's the grants come out from the whether it be department of commerce for state grants it's or my experience
064is department of commerce or OSPI and they tell you in there what qualifications you can meet for example one we're looking at right now is for um from OSPI is indoor air quality and the only um caveat is it has to be school districts over 3,000 students. So therefore we qualify. Now whether we'll qualify cuz once the applicants um all turn their applications in there is a there one of the main caveats they will go for the schools that that um show the most need first. So we have to make our case for need and um one of the biggest ones we can do is um is uh high high EUIS the energy intensity of a of a building that we're applying for they want to see that come down so you the you know
065the the worst offenders in there will get will will be further up the list. So is they these are all not all about but they tend to be about energy efficiency. That makes sense. Thank you for that detail. And my second question is on the capital projects oversight committee. I think I'd heard maybe it was the second meeting that we had lower attendance at. So just curious, it sounds like the third meeting we kind of had an uptick in attendance and it sounds like really good feedback. So I was kind of curious, is that the case? Did we see an uptick in attendance? And then curious what the what was different about that third meeting if folks were saying, "Hey, this was the best one." Slight uptick in attendance. Not a huge uptick. Um the
066the members that were there were more engaged and to be honest with you, I think the high school got them excited. Okay. It's a full-blown project that has design permitting is going to have a you know a schedule versus some of the the projects that were on the on the uh critical repairs 2018 and 22. They're smaller projects. They're they're kind of hard to fathom. You know, it's an HVAC unit replaced or installed on a roof. Nothing to see. Um kind of happens quick. This one's a real project and I think, you know, we showed them pictures schedule. I think it got the juices flowing and I think it got them excited that they're going to be able to see it from start to finish, budget start to finish and really dig in. They want
067to go to job site meetings if they can. They want to visit the site. They want to see construction. So, we're going to schedule that. That's great. I'll also add that uh the first meeting was a lot of education of like what information we have, how it works. Uh and to be able to get to the point of I think the last meeting where we could really engage in a conversation with industry professionals to say you know now you know how it works with the district and what's happening and where you can find information. We can say to you all what are you seeing in trends? What are you thinking based you know based on this current macro micro uh economic environments? What is what do you think is going to happen? Give us some
068advice. we want a real pulse from what's happening in industry. Um how will you know the world affect us? So there was a bit of more of an intellectual kind of discussion honoring professional expertise and and so now that's where we can kind of pivot to which is what we hoped and aspired for. Yeah, it's great. Thank you. And I just don't want to forget we do have students you are welcome to ask questions. Just raise your hand and I will acknowledge you. Um so I hope these have been some interesting ones. you might like the next one even better. Uh, which is our Oh, you did have a question. Sorry. Yes. So, I actually have a question about the um construction of the building that you guys were talking about for the new high
069school. Yes. Um, I'm just kind of curious about how many students disable support inside of it. Right now, we're estimating 650 to 700 is our is our approximation right now. Okay, great. Thank you. Thank you. Oh, do we have another hand? Thank you, Mila. Um, oh, is it on? Mhm. Yeah. Okay. Okay. Awesome. Um, I guess my question, I'm not sure if this is entirely relevant for this one, but with the new high school, because there's going to be like more than 500 kids. I feel like in a previous meeting you've mentioned it not being like a super traditional high school, not like Gibson, but like kind of somewhere in the middle. Um, and I guess my question is, will it be like a direct feeder school or will it be like a choice school
070like Gibson if you know yet? If you don't, that's okay. I guess I'm just curious. Superintendent Talia, would you like to to answer that one for uh Thank you for allowing me to share my thoughts on this one. Um yes. So, uh we have been talking about a lot of ways we can think about the high school experience differently. So, when you speak about um something that's maybe not as traditional, uh that is certainly all up for conversation and we have some real clear thoughts around making sure that it's uh very career and real world connected and I do believe some of the conversation on the profile of a graduate will help inform this as well. Um but but programming has not yet been determined. Um boundary feeder topics have not been determined um or
071choice. So it's still all very much um to be determined but yet will be part of our discussion this year. Definitely some of those decisions have to happen in a um much faster pace than maybe we have time for but we it'll get done because it has to get done. Yes sir. Yes. So that kind of gave me another question about the upcoming high school. So a really big thing about Gibson about how it's a big picture school and how we have a lot of career focus. A lot of the stuff that makes it Gibson and makes it such a good school for learning is the community and just the whole culture that comes with that. So this school is going to be a bigger school. So I'm kind of curious about um what exactly
072the school district I mean I know this is not exactly the same type of subject but it's just kind of a question I'm wondering like um just like with the whole curriculum difference of how it's a nontraditional school. wondering a bit about that. Still to be determined. Yeah. Yeah. All of it. So, those are all the good questions that we will be asking. So, um but talking about career focused, we'll let director Mullings. Thank you. Mullins go enjoy his day and we're going to talk about the career kickstart update. I've already heard a little bit about this program, so I'm excited for additional sharing. Great. So, uh, before we welcome Julia Bamba to share more about this, I will just kick off this update with, um, quoting from an email that was actually sent to
073the school board by a junior at Skyline who had participated in career kickstart. And so, I'll just share that because I think it's a helpful frame to hear from our students and and put their voice into the space. Um, part of the email says, "I feel very fortunate to have been selected to attend the career kickstart program this past summer, and I'm so excited to see the school board discussing it tonight. It is one of the best summer programs I have ever attended. I learned so much from the expert panels, human resource talks, site tours, and job shadowing. I was especially inspired by the career kickstart staff who managed to bring so many complicated pieces together in a way that kept the program running smoothly, kept students engaged and excited, and kept parents well informed.
074So with that, over to Julia. All right. Thank you, Superintendent Tawi, and thank you to board of directors for having me tonight. I'm Julia Bamba. I'm currently a principal on special assignment uh accelerating innovation. And um so my purpose sharing about the career kickstart pilot is just I want to share some of the goals that we set out to do with this pilot, review some of the amazing experiences that our students had. um we wanted to uncover some of the challenges that we may have in trying to expand career connected experiences and then in the end I would love to hear from you all um thoughts on this and some input as we continue to consider how we might scale and sustain more career connected experiences for our students across the district. So what is
075career kickstart? So career kickstart came out of innovation efforts um and us trying to find out how we can ex provide our students more career connected experiences. Uh we know that Gibson X students spend two days a week in internships starting in their 9th grade year. So this pilot specifically focused on our three comprehensive high schools. Uh we determined that we had 50 spots to try this pilot with. We had over 160 students apply for these and in the end we had 46 students that spent two full weeks with us this summer as we went through um some amazing experiences um for those kids. So this program we packed a lot into two weeks and so I want to make sure that I recognize all of the amazing people that were part of this program.
076um Isukqua Schools Foundation helped provide some funding support so that we could staff and expand these experiences to our students, especially providing opportunity for students to get off-site and go visit businesses. Um we also had a partner with Samar Corporation. They hosted students for three out of the eight days where we ran workshops there and spent time um as well as a ton of Samar um employees coming and volunteering throughout the two weeks with us. um our core uh program designers, Casey Henry, who's the internship coordinator at Gibson. We relied on her because she manages internships and we needed her to help us understand how might we expand this beyond Gibson High School. So, she was amazing in matching students with their shadow days. Um she con coordinated all of our work site tours where
077we spent two days touring. Um she was just amazing. Uh Jess Hall also in the audience helped with really facilitating all the communication with our students, engaging students and making sure that the workshops provided quick uh relevant and inspiring experiences for our kids throughout the time. Um we had several certificated staff members that joined us. Um Mallerie Jameson, who is a college and career specialist at uh Skyline High School, was like our creative partner in all of this. So, she designed our logo, uh, t-shirts that Sanoir provided and printed for all of us, stickers, um, she created student profiles so that we could send profiles to each of the shadow days, um, host so that they'd know a little bit more about our students. And then, um, I mentioned the about 50 students that joined
078us. Um, amazing students. They were there every day, on time, professional, engaged, asked incredible questions, were very curious and motivated to get the most out of the program. So, I don't think we could have asked for a better group of students who really come and join us as we tried tried to test as many as we could. And then I listed some of our hosts up here and our industry partners, but we had over a hundred professionals, adult professionals and volunteers that spent time with us throughout the two weeks in some form and um we couldn't have done that this work without them. So with our goals again providing career uh experiences and then we wanted to run as many experiences as we could and then get a lot of feedback from students. So if
079you have a chance to look at the kickstart report, you will see all of that data and all of the feedback that we are gathering along the way. Um we also want to just see what the challenges might be as we start to expand this outside of just the summer pilot. And then we'd love to just ex think about how we can propose propose more experiences into the future. So here's just capturing some of the things that we had students go through. Um we started with workshops and we had industry professionals come in and we hosted panels. We had an alumni panel that was there with us. Students spent two days uh touring work sites and going through tours and again having more panels and just seeing what it looks like to to work in
080an industry of one their choice that they were interested in. But we also sent them on another tour uh just that was an a match that they might not have expected before so that they could start to see what more careers might be out there that they hadn't considered in the in the past. Um we did resume feedback. We had professionals come in and provide uh resume feedback and umformational videos. And then I have to share that Anar Sheldon who's a senior at Gibson High School worked alongside Jared Putney in our communications department and all students got professional head shot um and were provided those. So that was just a really fun experience for for our kids. So, as we expected um where the feedback was amazing and we do think that we had an
081incredible opportunity for students too, we also wanted to look at what are the challenges that we need to start to dig in and and um unravel and to try to solve in the future. So, um we just hosted so a few just to name uh placing students in shadow days matched with exact career choices that they're interested in and the management of that. um because we don't have a platform as a district that we can really seamlessly make that happen. Um there were some complex logistics with that. We also have liabilities. So if we are having students out at shadow days, we had to run background checks for all of our shadow hosts. Um and then just partnering with the industry professionals and making sure all of those logistics were clear. And then um you
082know we know Gibson has over you know hundreds of community partners that they work in their internships. So, how do we continue to partner with our community organizations and businesses and not overwhelm them and keep those as positive ongoing experiences that are more than just one um moment in time and that we can keep those going over several years. So, we are just in the early stages of iterating and trying to see what type of um expansion we might provide. So these are just a few of the proposed next steps. Um starting with this year is attempting to run a couple more pilots, continuing to test and gather feedback and then looking in the following year 26 27 um what we might aim to do with these. So again early stages but I thought I
083would share these out because I would love some of your insight and feedback on some of these areas. Just high level um we have nth graders who are not testing during PSAT day or SBA day. That could be a great opportunity to get students to board buses in the mornings and then head off to do some work site tours. We think that's incredibly important because our students in seventh and eighth grade right now in Zello, they do some of the career um surveys and they start to think of matches. So, this could be a next step for them to then get to different industries and see what if those career matches in their middle school are continuing to align with their interests. and that could then potentially help them consider what choices for classes they
084might take um other electives and so on. Um we love the industry insights and the panels and so right now just starting to run a few during flex time or even during lunches for students specifically we could run a health sciences or healthc care panel and have a nurse um students that visited for example children's hospital this summer um they've met with a radiologist and a pharmacist. So having a lot of different industries but focused on one career focus or pathway. Moving on to 11th grade. Um again just the networking opportunities and then also being able to think about like financial planning communication. Um how do you do an informational pitch? How do you ask questions? Um and then we love the professional head shot again. How do we build that into a day or
085a half day for our juniors at each of the high schools? And then we love the six the senior exit interviews. Um if we consider to h offer or encourage students to do shadow days in 11th and 12th grade, the exit senior exit interview is a great time for them to just share some of the highlights and the learning from those moments. So and there is our crew of our kickstart students on our last day together sporting our cool t-shirt. And I would just love to hear any questions that you might have. Um other things that you'd like us to consider as we keep moving through this work. Director Taylor. Uh first of all, I just want to say love this. I just love it. Um so a couple comments first that the data seems
086very encouraging, right? The students satisfaction rates seem to be through the roof. Parents seem to be really thankful for the opportunities and it's free. How great is that? I mean, really, really fantastic. It reminds me a little bit of the conversation we had last meeting about profile of a graduate from the standpoint that was in the context of high school requirements and and you know, standards, but um we really talked about how can we maybe provide these kind of shorter, more intensive opportunities for kids to gain breadth of knowledge um in different kinds of opportunities. So I just think this is really fantastic for our our soontobe graduates in our in our program. I have one question which I'm not clear on. Do I understand that the plan is to move forward the summer pilot
087that that summer program will move forward and you will expand from that or is the idea that the summer pilot goes away and we move to the expanded programs? Yeah. Um right now the summer pilot we are uncertain if we would continue with that. We had two um people Jess and Casey along with myself and others that helped to facilitate that was a big lift for a two-week program that really only met about 1% of our students across all of our high schools. So that is why we're looking at how can we take those things that we tested and then expand those in different ways. So summer program uncertain. Um I mean things that we keep talking about is can we provide things some of the experiences during the breaks? What about right at the
088very end of the school year when students aren't gone for the summer yet. So those were being discussed. But what we were really hoping to do is what did students really enjoy? What was beneficial? What did they engage in the most? And then how could we start to find ways to build those into our schools and existing opportunities for students during the year. Um, but also considering what might need to go away if we're starting to add that into the day. This is very easy for me to say because I don't have to deal with the logistics or the heavy lift. But um my gut tells me that there's really great value in the fact that there is this twoe period of focus on career ongoing discussion ongoing experiences that are being built on themselves
089within that intensive twoe period. Um, so I'm I would hope maybe we could find a way to continue with that that kind of a program, but that's just my opinion. And I think it would be interesting if there was at some point or some way a focus on students that know they're not going off to a four-year college to be able to really look at what kind of jobs are available to them because I think they graduate and then they don't know where they can go. So if if we can start planning and helping them along that would be good, too. Uh, Director Coin, again, I'll I'll second director Taylor's um thoughts too that very excited about uh the Kirk Kickstart program and what's to come of it. I guess one comment and then just
090kind of a question and maybe suggestion. Um I love the idea of repurposing um the PSAT SBA testing days for students who are not taking those tests rather than sitting in the cafeteria or maybe not going to school at all. There would now be a purpose for those kids. So, I love that. I think that's a great idea. And then I may have missed it. I guess there's kind of three things I'm thinking of. Um, but are we doing any resumeé creation with students? I love the headshot idea. I think it's great. But is there anything with around kind of resume building? So, specifically in this program we did students brought their resumes. We walked through that and then we actually did like a hot seat where we had industry professionals from Samar and a
091few other volunteers come in and sit with students and so they were able to provide feedback on that. Um, and then we know that our students are in 10th grade also building starting to build their resume through the requirements for the high school and beyond plan. Oh, that's great. So, they come with that essentially to build off of it. Yeah. They all brought a resume mostly printed out and then we kind of helped work through some early stages. They had some information and then um on one of the the last day then it was like the hot seat where they got really good feedback and they worked as a group with oftentimes one or two of our professionals that were sitting down with the students. Oh, that's great. Um, that's wonderful. And then I guess
092my other question would be then on their social media profile. So LinkedIn specifically things to be able to really promote themselves professionally. Is there any conversation around that? And then I guess beyond that too, networking. How do you network in an industry? Is there conversation around that too? Yeah. So a few things that we did specifically for that. So um we didn't feel like we could promote LinkedIn for social media. We we offered that that's a great place and a platform to be able to use, but we didn't do specifically anything on LinkedIn. um they did work on their like elevator pitch and how to have an conversation like an informational interview, how to engage in those conversations. We can say that during a lot of our um industry panels and from the alumni students
093were really interested in asking a lot of great questions on how do I start a conversation or how do I start to make these connections and so that became a great focus and something that we're hoping to help students continue to do just getting comfortable talking with adults and asking curious questions. Um they had so many opportunities throughout those two weeks to engage with uh with adults whether it was at the work site tour at their job shadow day. I mean students many you could see in the report how many students actually spent time doing several informational interviews and different jobs and perspectives during that time. So yeah. No, it's great. I think it's wonderful. Yeah. I think the big thing for me if I were there going through this I would say I would
094think how do I I guess who do I need to connect with? How do I have that conversation so I could try to get my foot in the door too? Which it sounds like you're kind of broaching that which is great. Yeah, absolutely. They had a ton of time for that. Yeah. Um so yeah. Yeah. Wonderful. Thank you. I I appreciate the question on building uh networking skills. Um one of the topics that comes up a lot with what's needed in this next world is social influence and building networks as part of durable skills. So um you'll hear more about that when we have more conversation. Great. Chris, thank you for that. I want to bounce off something Superintendent Tayix said. Sounds like a super cool program. If you as you've been going through the
095uh slides, I've been kind of looking at the pictures and seeing some of my friends there and they've told me a little bit about the program. I think this is one of the program that benefits, you know, every student as a whole. It goes back to the real world skills things, you know, especially with like the head shot. I I found that super cool cuz a lot of people might not have resource that or know exactly how to take it and the resume thing. Uh looking at the actual like implementation plan, I think the career kickstart workshop day is something that I personally find super useful, especially going to my junior year myself. It's kind of a time where a lot of people start applying for jobs. Uh so, you know, that's valuable knowledge to
096have right there. I guess I have a question on the ninth grade work the work site visits. Uh maybe you covered this, but is it like a whole group to one work site? Is it can it be broken up by interest? Is there like some level of choice for people attending? How does that kind of work? if we move into through the pilot for the ninth grade students to do that. I mean, we'd like to have some interest because I think that gives students opportunity to engage. Um, kind of the sweet spot for taking students on a tour and then holding panels is about 15 to 20 students per site. So, you can imagine if we're trying to expand that, how many people we are relying on to be able to get students out and
097then also the bus transportation. But, we wanted to connect students with one career that they may be interested in. But as you can see with the report, so many students realize like there are so many opportunities connected to this one interest. Um, and so our hope is that we can help expand students um, just what they think is out there and help give them language to see that there are there more jobs than they might have thought about in the in the past. Um you can also see in some of the data is that for students that didn't see them working at a place like before a work site visit tour or a job shadow and then how that went up after they were there and in the environment. Uh we feel really great about
098that experience as well. And then I have a quick question about the implementation for the pilot program. So is maybe it's premature but do you have like a idea for when in the school year that look around? I know you tossed around like PSAT or SBA dates, but is are you really like early, middle, end, that type of thing? Um, that would be for like the ninth graders, but then if we think about some of the other options, I think what we need to do is work with the schools and then hear from students about when they're going to be they want to engage in those sessions and try to time that just right for students. Um, I know like Toma High School in a couple weeks are doing like a future ready day and
099so they do have some college writing sessions that are going on. They do have tours to site. So, um, we're playing and kind of researching and seeing what might be possible for us as we move in the future. Super excited. Thank you so much. Okay, I had Micah next. Yeah. So, I kind of had a question about the different partners they have they find to help students find these different career options. Um, I'm kind of curious about what are the ways you find these different partners for like more career options because I know there's a lot of students that have like specific niche interests for different types of things, especially like at Gibson, what we kind of do is you can reach out cold to a place that um is something that someone's really interested
100in if it isn't in the database and then we can add that to the database and find more things. So, I'm kind of curious on like different ways that you find um more partners for your career options. Well, to start, I know Casey Henry well at Gibson and so it was a good outreach to her because I think we needed her as part of this early on because she has so many connections through Gibson, but we can't always rely on the same partners and overburdening those. Um so one thing that we can it can become challenging is if we have so many students that are all interested in health care um but we have some limited opportunities to get students into that we have to start to think pretty creatively about other opportunities and industries
101that could easily connect to a career choice but then also expand options. So um and also there are amazing professionals in our community who want to help and want to support. That's why we had so many people even just coming into our workshops to work alongside students to be helpful. So the more um we want to rely on the community, the more we have to just continue that networking and outreach and um just seeing that working with students is inspiring and it's helping for our future. So we want to continue to grow those opportunities. Yeah. And then something on top of that too is a really big thing that uh is also really important for Gibson X students is like the whole thing about cold reaching out cold and these students trying to find places
102that they'd love. So is there like a specific way that like these students if they're interested in something they can find it and bring it up to like the people at career kickstart and try to figure out a way that they can have that as part of the program. Yeah, that's great. I mean I think that's always a hard thing and I think at Gibson, you know, like the first couple and getting no or not getting returns is pretty hard, but then pretty soon you just get pretty comfortable with that. Um, and then I would say if we do start to encourage students to do a shadow day in 11th or 12th grade, we need to realize how to support that. Do we run workshops? Do we walk through students doing the cold calls? Do
103we have already shadowed day hosts that are willing to do that for a day? Um, and we did find that was one thing we wanted like three days of a shadow days, but that was a lot to ask for a host. Um, so we kind of had the range anyone where from one day to three days seemed about appropriate and enough to ask of our host to do that. So yeah, it's a process, right? And it's just really sitting down and starting and seeing where that can go from there. Yeah. Thank you. Okay. I think did I have um Rex? Um am I am I good? Right. Um I just want to want to say first like this sounds great. This sounds like a great program and is totally concurrent with what we're talking about
104right now in the district with the profile of a graduate as we're wanting more college and career prep. Um, looking through the the challenges to overcome, I did see one part that I had a question on in um concern to the uh diversity and equity within the program listed. Um, I I just want to know uh did you feel that enough students knew and more importantly that students equally knew about the program within the district? Because I was I was listening to you talk about this. I'm like this is so great. I feel like this is the first time that that I personally am hearing about this. And then um if not, how are you planning to make the career kickstart program more well known among the student population as you also make it more
105available as your goal was for the whole junior population interested that they can get involved? Yeah, thanks. Good questions. Um so first because it was a pilot we thought we would just do an open invitation and went through the usual channels posts in Canvas college and career specialists helping send out information um as well as using some of our bulletins to send out. So that's kind of you know that's the way we um tried to disperse the information about it. Um and then one thing that we would love to do is um so we just did that and then students that were selected was through a random lottery. Um, and so as we continue this, I mean, and it's been shared before, like who are maybe there are students that might not have natural connections
106or networking or have connections in an industry that they want to get to. So, how do we identify who those students are? Who do how do we work with the adults and students in the schools to find those matches and provide those experiences rather than just start, you know, emailing through Canvas and then hoping. Um, I'll be honest that we were really excited to have over 160 students who applied to this and almost every student that was selected in the top 50 did say yes and and right away. So, we didn't have to go too far into the weight list to fill in the 50 spots. So, I think our goal is always to help expose students to career opportunities and experiences that are out there and how do we as a school district or
107a system provide the support to be able to do that and not have to have students rely on only family or what their own networking is to make that happen. And then also, how do we provide opportunities like during the school day where students are here in our buildings and we're working alongside them so they don't have to feel like they have to spend an evening or a weekend um away to get that. So if you Yeah. Hopefully they answered a little bit. Oh yeah. Yeah. For sure. Thank you very much. Ava. Hello. Okay, great. So, I had a couple of things. Um, starting off, not questions, but just praise, I guess. Um, I love again the uh reutilization of the SBA and PSAT testing days. Um, when I was an underassman, I remember just
108kind of doing a bunch of Zello during those days. Um, which is definitely a step in the right direction when it comes to career development opportunities, but it definitely feels a little bit more disconnected and um, not as tangible as a program like this. Obviously, uh it also got me really excited based off of that when you were talking about integrating more into middle schools. Um I remember being an eighth grader and after doing those initial ZEL lessons, there was kind of a bit of a buzz. So, um being able to leverage that is really cool. And then this ties into another thing I was thinking about which is um I definitely agree with Rex in that there's a good amount of students who weren't necessarily aware of the program. Um and I also see
109a lot of students at IHS that are directly trying to create programs like Career Kickstart but have less connections and less reach. I know there were a group of students who ran like financial literacy programs at Glen Ekko. I know there's a couple students who are trying to build in more business CTE in the middle schools by talking to those teachers. Um, and through an organization that I tried to start last year, I also got to go into the middle schools and talk to them about uh like interview skills and CTE skills. Um, and one of the main pieces of feedback we got from teachers was that the middle schoolers got really excited about those kind of tangible opportunities. Um, and then lastly, just going off of that, I I know that there are students
110that are so willing to help something like this come to life, especially um at IHS uh through IS clubs and ASB. And I know that you mentioned uh bulletins and uh the lottery system and things like that for getting the word out, but I was wondering if you were in any capacity kind of considering more direct uh partnerships with CTE departments within the school ASB just so that maybe students can get more involved in kind of the way the program is tailored in any capacity. Yeah. Yeah. Absolutely. Thank you for that feedback and the um positive just you know connection to the experiences. So, if we're going to continue to do this work, I think exactly like you're saying is like relying on the students and really working alongside because what was cool about this
111is the students were really honest with what they loved and maybe some things that they didn't. And so, if we were to continue this, um, I love your idea of being able to partner with CTE classes. We already have DECA in a lot of schools, some other clubs that are doing this. So rather than a bunch of us adults that think we know what students want and need, it then is really working with the students so that it's relevant and that you walk away with some meaningful takeaways from that. So that's our hope. That's what we we think happened for a lot of the kick start students. So how do we build on that and then continue to just have those good Yeah. good opportunities. Okay. Milo, um, I know you talked about this not
112like specifically being forgiven next students, but I was just thinking of a way that you could like perfectly leverage us because you were talking about how you like were trying to find ways to give them background and help support them. And so I know a bunch of Gibbs students who love to get involved in the community. And so if you were to do this again, if you wanted to invite some of them to talk to the students and about their experiences at shadow days and internships, I just think that would be so awesome. And then I also want to advocate for the students that don't have free summers that are like working. Like that's why I couldn't go. I was totally working. Um uh and so if you do do it again, I um I
113think that we should absolutely think about the equity piece of doing it during those like testing days or like a teacher workday or something where the students can get bus transportation where the students like aren't going to have to be working and other stuff because I think that we really want to think about all of our students obviously. So yeah, good. Thanks, Milo. Thanks. Um I just had one final question was around um some of the things you were talking about for seniors around the senior exit interview and what that made me think of is 16 years on the board those questions are the same. They've never changed. So are we considering at all what questions are being asked of students because actually I will tell you I do not find the conversations meaningful based
114on the and I never have. I've hated those questions the whole time that I've done them because I don't think it really catches if if I'm in an employer, those are none of the questions I would ask a student, right? So, um I so I don't think it prepares them even really for a a job interview. And I really feel like some of the conversations we need to have around students like what is it, you know, taking it seriously like a they would a job interview cuz some of them don't. And um and it merely makes me, you know, that's so much a part of getting out there and getting a career is how you present yourself, how your, you know, how your resume looks. There's a lot of people that could have had some
115resume coaching from my last uh senior exit interview. So, I'm just really curious around some of those um pieces of of what what they're experiencing as seniors. No, I'm not directly involved with the senior exit interviews, but always love to hear the feedback and happy to, you know, just pass that on and share as they continue to work on those. How about an added question? How was your shadow day? If that's great, there's one. Okay, Haron. Yeah, I senior exit interview questions I don't actually use either. I just Yeah, I don't think that they have relevance. So, uh, gratitude for doing pilot work and gauging interest in our students and how you could leverage and connect careers to, you know, a next step. Uh, I really appreciate that a lot. I think that turning this
116into something that is a year-round opportunity is really important and I think that we need to look at it through the lens of the opportunity to connect the community into our schools and there are so many people across our really rich community have such a wealth of knowledge and connections that I think would be absolutely willing to do that. And more importantly, we've heard over and over last year about how they don't know what's going on with our schools. They don't know how that they can plug in and connect and they really are interested. And so I think in order for this to be successful, we're going to need to we superintendent like establish right some sort of a new a new part about like what what what does like that connected to community look
117like? And certainly I think starting immediately with like these 9th grade days that are not very productive currently on testing days for our sophomore and junior students with bringing in people in the community where they could have if you had like 12 panels going on during those days that people could choose like three of them. I think it would be just a really great way to bring our community into our high schools. Uh, and a nice way for students to get out that first taste that you would be a doable thing in the really short term of this year and start to build you that foundation network that you that you're absolutely going to need in order to have spaces for 1,500 high school students. I mean, just a single class. So I I think
118there's so much opportunity here and I would encourage it not just look through the lens of what could a student get from it, but what could our community give and participate in and that small investment and a staff member to lead that coordinating work would I think yield huge benefits to us uh far beyond just connecting careers students learning but to connecting our communities into our schools. And so they feel a vested interest not just as a taxpayer but as someone who like this is our future that we're investing in. Thank you. Okay. Going to let Micah go and then we'll be wrapping up. Okay. So, one thing I also wanted to mention from before, um, this is kind of coming from my older question about how we could have students try to figure out
119how they could cold reach out to other places, but it's also kind of with a lot of other stuff about students learning how to interview and students learning how to make resumes and just students taking risks while they're young and they're in the beginning of their careers or the beginning of creating future careers for themselves. Um, something I was thinking about is a whole bunch of students at Gibson who have been reaching out to all these different internships and they keep having these people not respond the way they want and then from that they can learn differently. And just an example even outside of school like uh doing laundry when you're younger and then you're older and you figure out these mistakes like yesterday I washed a tie and I ruined it and it was
120something that was really disappointed for now but 20 years down the line when I'm going to a business meeting I won't have to worry about the fact that I screwed up my tie because I I I know what to do now and I know what not to do. So, I feel like having ways that students can make mistakes now would be amazing for their future uh if they're making risks if they're taking a whole bunch of risks and failing before they end up in the future. Great. Thank you. And um while Trisha Marshall is still here, I want to say this is um really helpful and we know that Esqua Schools Foundation is such a great partner and I think this is an experience that these kids will take away uh for very very probably
121throughout their career they'll remember this and I'm excited about how with our partnership we can help every student have a better connection to their uh future careers. So thank you. All right. Thank you. Okay. With that, we will go to our our one item that has an action to it. Right. Are we there yet? I'm only five minutes behind. Um, okay. Monitoring report operation expectation 10 structure of schools. So, I will be listening for a motion. Then we will have a presentation from the school district. Public comment if there is any board discussion. Remind me students if I forget your uh advisory vote. So that um we do that and then we'll take a vote. So with that I will open it up for a motion. I move the board accept the monitoring report for
122operational expectation 10 structure of schools as presented. Do I have a second? Second. Okay. Thank you. So I'll pass it off to Great. Thank you. We have um Jacqueline Downey and Donna Hood joining us for the structure of schools update. Um and Jacqueline Downey will share a couple of words. Um but I do want to share that uh there were not any major revisions for most of this uh OE, but it's a really important one to continue to keep uh at the forefront because structures also connect to programming and and other things. So uh appreciate this conversation and I do want to this is another opportunity to say that while we did have three years worth of calendars approved last year, those we know that those have changed. So, it's a it's a good opportunity
123to just remind people that we have now school on October 17th. That's the most immediate one. Uh, and there were several uh calendars that have been approved, but we are still waiting for another one to come forward. So, um, I just want to make sure I I say that as a public service announcement, just to reiterate because changes are important to note. Okay, over to you. Thank you. This monitoring report certifies that the district is in full compliance with OE10 with no exceptions. At the highest level, OE10 ensures that our K through2 school structure provides an effective and efficient learning environment that balances academics, co-curricular activities, and student well-being. Key highlights include school calendars. As our superintendent just said, in October of 2024, the district and the Isiqua Education Association negotiated and the board approved
124calendars through 2027 28. Now, some of those amended. Um, bell times. All schools meet state instructional requirements under the basic education act. Current schedules also embed time for social emotional learning and student support while balancing extracurricular activities and health needs. Next year's report will reflect recently approved adjustments that extend the elementary and most middle school days by 5 minutes. Instructional time. Districtwide professional learning was strategically scheduled on non- studentent days with additional training offered after school to protect classroom instructional time. And lastly, boundaries and configurations. No significant changes were made this past year to attendance boundaries, feeder patterns, grade configurations, or secondary schedules. The only adjustment was a small boundary change affecting nine students in the Jacobs Creek neighborhood. Overall, this report demonstrates that the district continues to meet OE10 by protecting instructional time, maintaining
125compliance with state requirements, and ensuring stability for students and families. Okay, I will open it up to any public comment. I don't see any public in the room. Is there any on Zoom? Okay, so with that, we'll move to uh question and comments from the board. question. Director Tan, I just have one question that when I was reading this and I was interested in um it has to do with the professional training opportunities for our uh teachers. I'm just curious how are those opportunities determined? Meaning I know there's mandatory training that teachers have to take, but how what's the input process for other opportunities? Is there lists of qualified opportunities? I'm just curious what that world looks like and how people plug into that. Yeah, a lot of our professional development is offered by our
126teaching and learning services team. Much of it is tied to the curriculum and content that teachers are responsible for teaching and delivering and so they orchestrate most of that work. There is some compliance training that comes out of HR as well. Um and that is not necessary every single year. So, we try to pace it and alternate between um lengthier content and shorter content as the the legal demands require. Um but often it's very much tied to a person's position and or the content they're delivering and sometimes to curriculum adoptions. For example, when something's new, it requires more training upfront to get those teachers ready for that. Yeah. Any other questions or comments? Director Gallinger. Uh so of the monitoring report page two, can you validate that the second to last paragraph is true? Because
127I don't think that that's true. So the first sentence, the extracurricular athletics at the middle school level do not result in missed class time. So I believe that whenever there are events at Maywood that our schools from Smamish do actually leave school early and I think vice versa this that Maywood has to travel and when they have to arrive at the plateau schools that they also are missing class time. I don't think it has material relevance. I just want it to be accurate for when it's actuallyed. Uh in the the third sentence in that paragraph, it does say, "Occasionally student athletes may miss class time at the end of the day to travel to away meets." Um we did check this with our uh athletic director, district athletic director, who said it was occasional and
128at the end of the day and not consistently uh missing class time, right? But if you look at the sequence of your sentences that the one you read about occasionally would apply to probably the sentence right before it that about high school. High school. So I would just then make sure that the there's consistency between the first and third sentences. I see that. Yes. Thank you. Any other questions or comments from the board members or from the students? Okay, with that we have a motion. Oh, actually we have an advisory vote. See, I almost forgot. You guys didn't pipe up. Okay, so we will start with our advisory vote from the students. Um, and you are looking for um uh whether or not they are um in compliance. So in the sm the font is
129small. So it says, do you believe the district has provided sufficient evidence to meet the expectations outlined in OE10 structures of school? I have one yes, zero nos and arrow zero abstensions. Okay, we have five more seconds. Okay, we have we have six. Yes. Oh, refresh one more time. There we go. So, with that, I have um the disposition of the student reps. So, we have a motion on the table. All those in favor say I. I. Any opposed? The eyes have it. Great. Thank you. And now we have legislative matters. So I will pass this off to Director Taylor, our legislative representative. And we had a fun time last weekend. We did at General Assembly. Yes. Thank you for reminding me of that because I was on to talking about other things. Um yes,
130we had our WASDA general assembly uh last uh week or just Saturday. Um and we were actually able to uh coordinate with many other um school boards in the area that were able to join us here as it was a hybrid meeting. Uh and that was a great opportunity for us to also have some uh time to catch up and um talk with our colleagues across the region as well. though. Um, trying to think, it was actually pretty small slate, I thought with Wazda this this goound on the general assembly. Um, and nothing that at least for myself that stuck out as particularly controversial or surprising other than the fact that the group didn't act on um promoting the idea of climate science as a as a legislative position that we would advocate for being
131taught in our schools. So that was the only thing. But um otherwise good experience and uh contrary to other assemblies that have lasted multiple days, we were in and out of there in about 4 hours. So that was good. Um some other things to update the board on. Uh, as of just today, breaking news, we have Representative Zhan of um the 41st is coming to the Isqual School District to tour some of our schools and have some conversation with um us about issues facing the school district. So, that'll be a great opportunity. I'll update you folks with more information as we get it, but it is scheduled for October 31st, I believe, that she'll be in district for a couple hours. So, that's for two hours. So, she's giving us a good amount of her
132time. Um, I also have uh been on an email string again with some of our other boards again in the region that are again starting the process of planning an east side educational town hall with our legislators. Um, they're just now trying to schedule the first meeting. So, I don't know what the logistics are yet or what the plans are, but I will try to plug into that as well and see. I mean, we did have a good showing last year in Belleview. Um, but I do think that program could be improved and probably needed a little bit more planning to pull off um some improvements. So, I'll I'll plug in and see what comes of that and see what I can learn. And then lastly, I will say because I I don't think I've
133shared this with anybody. Um, but I have gotten confirmation from Representative Hall that he will join us with Representative Callahan uh in November for a conversation specifically with our fifth LD legislators as we kind of brainstorm some ideas as to um legislation we might want to try to propose in the upcoming session. Waiting to hear back from Senator Hunt, but uh I should say Senator Hunt's um LA did contact me and he's working with her schedule. So, I'm hopeful she's going to be able to attend as well. So, that's all that's what I have. Oh, yeah. Go ahead, Pat. Yes. On the um the education funding forum for the that they put on for the east side last year, which was useful. I I think interesting to be a part of, was there any takeaways
134from that? I mean, I guess the question I'm getting at is if they do another one, I'm going to be pretty blunt with this. It feels like we're kind of spinning our wheels. Like it's hard to say that much came out of the last one other than there was a lot of venting and frustration. Yes. As there should be but was there anything tangible that came out where we can say hey this made positive change. How to answer that question? Um I mean my gut reaction is to say no. Um but at the same time it was an opportunity for I think the community to hear all of the legislators that were there which there were nine or 10 I believe state legislators that were there sharing their views kind of put things in context
135a little bit I believe but I will say this and I I think the group that east side funding group would say that was put together in a pretty rushed fashion really put together kind of over the course of three or four weeks. Um, I think that forum would benefit with some more planning and to your point a little bit more precision in the message that we're trying to carry forward with our legislators and I think some more thought into what exactly are we asking of our legislators because your point I don't think that was well and and I think some level of accountability. So, you know, it was great to hear from from our elected officials there, but I would have liked to have have had some key takeaways to say, I'm be accountable
136around that's a good point. I'll carry that forward. Good point. I just Yeah, I think that would be useful. It was a great forum. It was great to hear from people, but some level of accountability I think would be good. Yes. And again, I think we need to narrow the conversation, but that's my Yeah. Yep. Anything else? Nope. Um I think um rather than a question I did get an update from NSBA regarding some um you know we're looking at the budget for um for next year and um I did not realize that this would be a great if they do go into not having a continuing resolution um and shutting down the government that the that that opens the leeway for the president to do a lot of cuts. So the office of financial
137management has said well that will be an opportunity where those would not be there there'd be nothing to stop him from cutting whatever he wanted. So I used to think that keeping them unhealthy meant we would just get continuing resolutions and everything would be fine and now I no longer believe that. Um and so we do need to consider what that impact is financially for us. um we do not receive a lot of federal dollars, but every dollar counts in our system and so um understanding the impacts um and some of even the proposed um cuts would be uh an interesting topic maybe at the next board meeting to discuss. Thank you. I did have a discussion with Martin Turner today about what the um potential uh concerns are with the federal government shutdown uh
138if there's no continuing resolution. So uh to be determined some of the things that are funded there is enough cash on hand for 3 months you know so you got to kind of take it in due course over time um and some of the current things are already uh provided for through the state government so we we've been trying to assess that risk and hopefully the next meeting you won't need to discuss it hopefully. Um next item on the agenda is announcements and correspondence. So, this is a standing opportunity for the board to share any announcements or correspondence that you would need to share that's not already on the advanced notice. Hearing none, we'll move on to calendar and future agenda agenda topics. So, do I have a list of I do I have a
139piece of paper that I've not read through. Um so a reminder of the board retreat I think we um so there's a question there I think right I think there is a question as to I I uh we will try to find out again uh director Mullings isn't here and so her availability next week um director Coin is not available on Tuesday correct and there's a potential director Gallinger that you will not be available on Monday. Is it like a 70% chance you're not going to be there? 90%. Um because we are having uh Representative Sharon Tamiko Santos attending via Zoom about our to list to hear from her before our discussion about the portrait of a graduate. Um and I do think if there's going to be two of us missing, we might want
140to reook at that. Um I would yeah I would consider that myself. So it also could be what time is that scheduled for that specific chunk because right at the beginning. So 9:15 9:15 to 10 portion and she's coming by Zoom. So right but I would I could so that would be 12:15. I mean, I could probably pull off doing that part on Zoom on Zoom and that time. I'm just wondering if there's two of us missing. Is that time for a meaningful conversation about the portrait of a graduate? I would rather have that focus be on um on Tuesday. And it is unfortunate, Director Coin, that you won't be here as well. Um I don't know if you'll be you would be able to come to any portion via Zoom or No, I would
141be on a plane. Okay. Yeah. Um and it's whether or not she can um change her schedule. One of the things is I don't know if you can pull out your calendars now and tell me any availability next week beyond that. So looking at Wednesday, Thursday or Friday. I'm going to be out of town the rest of Well, I'll be out of town Tuesday, Wednesday, Thursday. Okay. And Director Gallinger, you're usually busy on Wednesdays, correct? Yes. Looking at it, the first or the third Okay. Correct. It would be so split, right? Monday, Friday, uh, Tuesday, Friday. Tuesday, Friday. So, it would be partial day Friday the 3rd or or full day. you're thinking um we could look at that because I think we might I don't know if if we had to do a partial
142Friday um or how we would structure that. I don't have the agendas in front of me. Um and we might take a look at the other items on the agenda and say, well, the important part is to focus in on the portrait of a graduate. we have town halls planned around it that discussion. So I think to me that's the most critical piece. I mean does it if I mean I guess we would have Monday technically in theory we'd have four of us but the 9:15 slot depends on uh Monday would be three of us. Well, but potentially depending on right or potentially or potentially I don't I wouldn't that's just I mean the benefit of the retreat is for us okay so it becomes hard though to try to reschedule but yeah you're right
143I mean if we did the the the second day Friday is there a preference if we were to They only do four hours. Would there be a preference for you, Dr. I I would? Yes, I would prefer I'd need to split the day up. I couldn't I wouldn't be able to do the whole day. Would your preference be start with us in the morning? It would be tough. I I could or or wrap up your day. I mean, I'd probably prefer actually later on a Friday. I know that's probably not ideal for others, but that that would probably be what would work best for me. Works fine. Um, that would work fine for me. So, do we want to put a proposed can should we take a motion to tenatively schedule? Well, I'm wondering, doesn't
144some of this if if um director bowling is available, then perhaps we don't need to do anything, right? But you're saying in case of in case of a contingency motion? Yes. Okay. Yeah. What's the motion? Move that we Yeah. meet. Yeah. I move that we adjust our retreat schedule to include a meeting date on Friday, October 3rd, should the need be available based on board member last minute schedule changes at 1 p.m. Starting at 1 p.m. Second. Okay. Any other discussion? All those in favor say I. I. Any opposed? The eyes have it. So there we have in case we needed an additional day on Wednesday. Um and we will I mean on Friday. Thank you. Good grief. Um keeping me on track. Next was a discussion around the PTSA council general membership meetings that
145are once a month. Those are slated on there. If anyone wants to attend, you are more than welcome to. um I am attending right now as part of my work but I don't know that that would be uh in longevity and I won't be a board member after December anyway or from December on. So you all might need to think about who's going to do that. um ISF board meetings um are there for um that would be the incoming president um starting with the January 27th meeting and then NSBA conference it's already time to sign up I will still be there because I will be on the NSBA board through the um annual conference so it will be good to see you and reconnect then um but um as um cube members we are able
146able to do early registration. So, if you are interested in going to San Antonio, um now's the time to let staff know. And it always looks good when you apply for the uh board of distinction. And then finally, um so Harl's already a yes. Okay. Yeah. And you have one right now. I'll let you know tomorrow. Okay. So that can possible action at the next meeting then. And then the ASUJ GSV summit is right spanking after that. That's um if you're interested in attending um the scholarship nomination process is a little bit different. So maybe you want to share more. Uh yes. I would need to actually uh everyone does their own and so they've moved to a a decentralized process for uh nominating self-nominations as a referral from from myself. So if there's interest
147in that, just let me know cuz I'd like to get that out. I think it's due pretty soon and I already see other people sending out invitations. So that means that people I think it's just an early early bird catches the worm kind of thing. So if there's interest there, please do let me know. Um I do need to be there and attend for um the Google GSB fellowship that I'm a part of. So I will be attending um per that requirement. And where's it located? Um it is always in San Diego and um I do know that this week is also public school for our vacation time. So I it is actually a very tough time for me as well. But I don't imagine I would you'd have yeah there's much interest this year
148because of that. Yeah, it's spring break so I will not be attending. So, if you could also let me know by tomorrow if you can attend, at least you want to get the scholarship information, I can send it out right away. It is a a great conference to go to. Um, are there any other items uh for the calendar? Yeah. And yes, two I have two of them. Uh, one I just sent an email to everyone with uh because what the AJ will need to do is rank our legislative prioritization. And so I sent you more than 10, but if the board can look at that and look at the WASDA if you disagree with those, but historically those is a blend of what we have historically supported in the past. And they did a
149lot of consolidation. So sometimes it was hard to follow like which ones are the originals. Uh but uh that way it's tried to make as easy as possible for us busy people to go look and see, hey, here are the ones that I've pulled out. If any others speak to you that aren't there, feel free to add. Uh second thing is given the fact that we don't meet again for three weeks, I would request consideration for an executive session tonight uh to be able to have a conversation uh about uh the allegations against a public official um that we heard in public input. So I don't know the process of that, but I wanted to raise that as a possibility to do at the end of this meeting before we adjourn. I think it would
150just be a majority vote if you wanted to make a motion to uh review the performance of a public employee in executive session pursuant to RCW42301G and the session what time you expect the session to end. I'd say 30 minutes. Okay. Yes, I would like to make that motion for 30 minutes pursuant to the RCW that you uh stated. Is there a second? Second. Any discussion? All those in favor say I. I. Any oppose? The eyes have it. So we will move now into executive session.