MISD Board Regular Meeting - 2026 -5-28

001Motion please to establish the agenda. >> So moved. Second. in the gallery. So who have a motion? Director Tucker >> and directors >> and we will go ahead and get started. This is um as a special meeting because it is 36. And uh I also just want to make a note that I have to leave this meeting early at 6:45 p.m. And so we'll turn meeting over to director. So let's just get right into it. We are starting with partial governance process monitoring foreign policy 1800010 instructional program for curriculum and this is for the new Spanish curricul and bring up director and members of our Spanish team and then I don't know how much to director Ronzer uh will also probably chime in. So, it's hard to believe six years have gone by already since

002our last adoption. It went very quickly. Um, the team had adopted and went with a different publisher um six years ago and uh coming up for review. Sometimes you'll see reviews where you'll see a readoption of materials and sometimes you'll see a team that will go in a different direction. And so, the textbooks that are up for adoption here are actually going um in a different direction. uh though back to an old direction but but a new one for now. So with that I'll turn it over to the team. >> Um the team's going to present uh this came through IMC. It actually came through twice. Uh the first was in the fall. They sought a pilot opportunity um to ensure they ch they could look at a couple different uh curricula and then make

003a decision. So um they were approved by the IMC in the fall and then engaged in a pilot. They then took that information uh and made a a decision to go with this particular text uh and then they came back to the IMC and received full approval from the IMC uh following the discussion presentation. So they are here today to share the text and curricula that they would like to adopt. Oh, I'm Laura. I teach one and two at the high school and I'm Becca and I teach Spanish three and four. Thank you. So I I'll start with kind of why we wanted to go why we the previous curriculum. It was we we we loved the idea it was to be more proficiency based like yes we want to be proficiency based and that

004was you know we were going home about that but then we found it was just really especially when they were progressing I felt okay after them leaving level one level two they were finding in the upper levels they just didn't have the grammar structure that they needed the the basis especially when they were getting to AP we found that they really had um it was lacking and so we I I'm very old school look at my age I've been doing this a while so I still was supplementing with my old school like just kind of going back to the basics and I I I always did that naturally anyway, but the book we were using didn't have those materials. So, I was doing all that work. Um, so we found that we were going back

005to our old the previous one anyway and pulling a lot of those materials. So, when we found out that they had, you know, really revamped and they went online and they had all the supplementary materials and stuff, we we wanted to look this over again and bring this back. So they have they have incorporated more of the proficiency kind of thing that we were looking for and um and I think they revamped our culture a little bit I think so um you know with that the goal in mind being getting them ready for the AP test and and whatnot. So um we found that this was just a more of a comfort level and we showed a couple of the activities to the kids just you know piloting that and they were connecting I think

006pretty well with it. Um, we as a team were kind of thinking, you know, we want to go more book, paper, but it's nice to have the computer. It's nice to have those options. It's nice to have the kids who want extra practice and if they want to jump online and do that. There's a I I told the other um the committee that they have this really fun dictionary page that the kids can look up something they're interested in cars and it's not like a typical dictionary. Like if when you open this layout, it's just like everything you can imagine about cars. If you open up the soccer page, I my kids who like their eyes are like what? And they just found all their boat like this is how you say the thunder. This

007is how you take a corner, you know, the corner cake and and so they really they they really connected with that. Those fun them. So just little things like that that that were fun for them to connect with. Um we like the graphics that what's funny is I I really like I still use the old videos. They're great and the kids love them even though they're old because they're they're actually really kind of funny. So, um yeah, we just that's kind of why we went back to it and what we're finding we like about it. >> So, is it that you're currently using in digital format only? It was it was it had a book but we were mostly using digital but then yeah um so for this curriculum um just like kind of as

008an example so we had the textbooks for the other one as well but for um like the grammar practices vocab practices and everything are print and digital um whereas with the wayside and it was all on their learning site so the only way to access the activities was um going into the learning site um to do that which introduced like they're not just going to their schooly that they're used to. They're going to schooly and then to another website and it was always all on screens. So we that was a little bit it ended up being a little bit of of a barrier and if we wanted something to just be on paper we had to make it ourselves. Um and yeah and that just I basically would snip everything and put it in my

009PowerPoint. So, I just kind of pulled it from there and and created my powerpoints and did it that way. Or if we like something, we would trans we would take your time and make it a schooly assignment. >> I I like the idea of having both as an option. I think that's great. >> Yeah, this comes with workbooks and I I told I asked the kids, "Do you want paper or do you want to do it online?" And they 95% want paper. So, sorry paper budget. Does each student get a workbook? So, we make we make copies. We don't Yeah, we don't buy this for them. We uh we pull the pages we like. And oh, also we shrink them and put two on one page. >> I think I I have a question. Uh

010and it's uh um I noticed that uh your what is um h what is that your committee that the curriculum review and I'm just curious if the parents or the community uh you have native speakers that are well able to also help you um kind of overview kind of the the curriculum. >> Yes. Yeah. So, we had um for one of the um people who looked over and did the like diversity and equity part of it too was a a parent of one of my students who was a native speaker um she's from Mexico City and um so we had her look at it and then we also I mean we're just lucky like we have Oaldo at the middle school as well, one of our teachers who is a native speaker and so um

011a lot of his feedback actually kind of right off the bat was between the two options we were looking at that this was a much better representation of how people speak that the other option we looked at actually had kind of some inauthenticity to it. It was a little bit only in a textbook would you say this or I've never really heard it this way. Um there's a little bit of kind of some representation that felt like a little more stereotypical in the other option. Um and those same observations were shared at times about the curriculum that we're moving away from from individu how people speak with just kind of what a textbook has created. So >> yes. Yeah. And I I do love going back to the grammar basics. I think that that is

012crucial. Uh and um and one of the questions like for example for the videos I think that having a native speaker to actually hear um it makes a difference on how they learn to pronounce space. Yeah, I think it's fantastic that you made that and that they kind of see also the cultural portion of it and there's no tear touch or less. I just want to say as a student who's gone through the AP stage, I really appreciate going back to the basics and I think that was the hardest part for me was just feeling confident and being able to speak like that. That's great. >> Yes, we absolutely saw and very much acknowledged the struggle of that and and really that was the driving factor for us is like kids are working so hard

013to get to this point. We really want them to feel like they're able to have the tools. So much struggle. works. Any other questions? This seems like it makes sense to me to go back to something test. It sounds like a great >> and it it's great that you guys are sort of keeping a close eye on like, you know, like this is why it's not working and this is what we can do to switch it out to be a better fit for our students and in our schools. And you know, we just appreciate that vigilance or it's not quite the word, but say in Spanish, but you know, like we we sort of appreciate that that keeping an eye on how it's playing out the real world, the curriculum that we pick sort of

014academically. >> This is my only time to ask questions in Spanish and I mess it up. >> It's okay. >> Okay. I am looking for a motion to approve Authentico as part of the curriculum for the 2627 school year. >> In Spanish, it was very technical. That sounded like a book. >> That was translating. It's not the same as when I'm with my family, but I move it. So, >> directors. Motion by second by director 5. Thank you so much. >> Thank you guys. >> We are moving on to policy 1841 facilities and capital assets and we have updates on potential. >> Great. I'm going to bring up our team um as they're coming up. Uh what we have tried to come back to you with uh is trying to answer some of the questions

015that you had posed to us going back about uh it was I think three meetings ago you know we have presented and one of them was can we look at what it really looks like laid out on a timeline for all of our buildings. Um two you have wanted to know what are some of the critical needs that we need right now. Um, and then three, and this was a little bit of a hybrid of what what we were thinking would help as well as yours is, you know, if we go back to strategies 360 and some of the work that we did as to why the previous project didn't succeed, let's refresh ourselves and anchor ourselves back in some some uh data from that. So hopefully we've covered uh the grounds that you're hoping

016for because ultimately the overriding question was, you know, what do you as board directors need in order to feel like we're on the right track? Uh and that when we come back in the fall that you'd be in a place to make a good decision as to whether or not we are or not going to put a measure on the ballot for the 20 somewhere in the 2027 year, most likely February. So, those are the marks that we were trying to hit. We're here to answer any questions, but before we get started, um uh we do have a presentation for you uh tonight. So, get over to >> three meetings ago. Feels like three years ago. >> Yes, it does. >> Three regular meetings, not not just meetings. You have many more meetings. >> Great.

017Um well, I the first slide here is just kind of a reminder of what was in that previous bomb. We certainly don't need to dwell on it, but we need to go back and recommend that it's there. Um, as Dr. Riddle mentioned, uh, we wanted to frame this in the context of what we've learned about why that bond didn't pass. And, um, safety, security, and ADA upgrades um, really were a priority for the community. Um, I pulled only two slides, but there are a lot of u slides in that presentation that talk about the detail of what people felt that was important. um followed behind by completing the middle school, but not even the majority of people um felt finishing the middle school was for education. Um and then uh again top on priorities, 34%

018were safety and security. Um 26% completed middle school uh and then modernizing for including HPS. The next page um you saw this in our last presentation. just a reminder of the age of our facilities and um when the last renovation of those facilities occurred. Also wanted to mention that um this is just a very simplistic way of of of looking at those uh at the years since we have renovated these buildings and and since they were initially built. Each year we do uh what's called the ICOS um the information and condition summary on buildings that is required by OSPI and each year you see that for Islander Middle School because it is required for the A um funding some 30 years in advance that we have to share that with you each year. Um, but

019I think this year in the long range facilities plan update, maybe we'll include that IPOS. Um, so that you can see how the scores in these older buildings continue to deteriorate and and they're they're pretty consistent with what you see here. >> And that report coincides with, you know, when you're going to be doing some really heavy contemplation around this because that's in that uh late September, early October. So that's when we do that update for you on the facility. tying into the age of our buildings. You'll be hearing more in the next few days um from Dr. I believe on some of our lab testing that we've been doing over the past 10 years. We've been actively testing and we tested six times in the last 10 years. Uh but with the new requirements,

020we'll be posting some more information, but I mean that 73 year old buildings that were renovated 30 years ago where we didn't replace all the 30 years ago, right? So there's a lot of that infrastructure that is still there from the original construction. So as you'll as you like I said you'll learn more on this report as we send it up. There's not any terrible news in it obviously but uh there it does show its age and we're working our best to share >> a direct correlation back to this. >> Exactly. >> And anytime you start talking about lead you know it can raise concerns. Um, and so we will be communicating out to the community. That's part of the compliance part, but I'll get you information first, um, as recently as probably this weekend's

021update. Um, anytime something comes back, if it's there are several different categories. If it flags in one category, it's replaced immediately. You want to keep talking. >> So, in years past, it was 15 parts per billion was the flight number. English flight 15 per billion had to be dealt with. The new law has stated though that 15 parts is still there for all buildings except public schools. They've lowered it to five parts per billion. So it's almost it's literally just five parts per billion. I mean it's it's a tiny amount. Um although back in 2015 when we started our testing that was our number. Anything that at that number we would go in and replace that fixture. We have continued that throughout. So, we do continue to get numbers that are higher than five and

022some that are over over 15. Um, nothing that we have seen in our neighboring districts, thankfully. You know, we've seen people that are in the hundreds. We haven't seen anything. Um, in the information that'll be sent out, we'll have all that information. I hope it's a lot of good information. Um, next slide. So, uh, the last time we talked about a potential bond at 27, we really identify kind of what those primary needs are, right? We've had an extensive conversation around the HVAC system um, at the at the high school. Um, what it would entail, it's a partial replacement. It is not a full replacement. um but would rebuild the air handlers in place, replace controls, which is the thermostats and what all of those thermostats report to in order to control the HVMC system.

023We probably would include some I didn't add it on here, but some select equipment replacement as part of that and then fire alarm throughout the building. Um code requires that it is an addressable system. uh anytime we do any kind of a renovation, we have to replace that whole the whole section and it's really become impossible uh to maintain. The other thing that's interesting about a fire alarm system is that when you do some sort of a renovation, all of the strobes have to send at the same, you know, it can be around the corner and we can't see them. It's okay if they flash at a different rate, but it can trigger epilepsy. >> And that is not an easy task to get hundreds and hundreds of flashing strokes all the same. >> Yes.

024>> Um the other piece in uh that we wanted to talk about is at the intersection of the three and 400 hall. Um there is a platform lift that brings you up about >> 5t. Um and and if you are non ambulatory in some way and you have a class at the end of the 300 mile and you need to get to the culinary room, only way to accomplish that is to go all the way back up to the main hallway, all the way back to the 200 and all the way back down. Um this was a component that was in the last chart of the bond. Um but it's it is a major equity issue at the high school and you know I think 30 years ago ADA might have looked at a little

025bit differently than it is today and so this is this is really an important component and then what we don't know is um any of the pending precidium solutions that may come out in the report. >> So on the ADA improvements what specifically would be done? So, we would probably take that classroom that's in the corner um and uh tear out walls um put a header beam and we would create a ramp that got you up to the 400 hall so that good circulation >> similar to what's in the main hall just >> so there'd be two ramp building. And then another question I had was for by partially replacing the HVAC, does that mean that we will need to complete an additional renovation or you know replacement sooner because we'd only be replacing part

026of it now. When would the next >> that means there will be work left to be done, you know, whether it's through Captech or it's through the next bond. Um there will be additional work to be done. It's not a full replacement. And I think we looked at a full replacement mechanical system and it was something like $60 million, $68 million. I'd have to go back and look, but everybody said, you know, yikes. Can we do a partial now? And it >> a timing thing, right? How do you get all of that components into that area? Those are massive pieces and just it's huge. Typically, that's something that goes on during the construction process. You're in there, you're not, you know, before the raptors go on. It's all, it's all about the timing to be

027able to go in there and demo it and then to bring all that equipment back in there at this point. >> So, wait, how does the timing affect partial versus full replacement? >> Well, you're not replacing all the duct work. We're not replacing the entire housing certain bearings. you replace blowers that you would be replacing the entire >> and there is other equipment like boilers and hot water tanks and you know those things that we're we're not talking about replacing you bring up a really good point which is it's also tricky to do this in an occupied school because we can't do it during the school year and so this contemplates sort of two summers worth of work right we'd have a a planning year and then we get everything done that I could in

028the first summer and then we would come back um the following summer and turn and finish that up. But if you were going to try and do a total replacement of all that equipment, I maybe that stretches out over four summers, right? because there's only so much you can do. >> Everything, as I recall from our earlier conversations, >> anything that we do will be um we won't be needing to undo any of this work. If the district at a future time wanted to do any massive renovations at the high school, all of it would be incorporated into that and wouldn't be throwing good money down bad. Yeah, that was one of my question and also so does that mean that you know by obviously part of it is delay or that it will cost

029more right but does that mean that the overall cost is is greater because we're doing only part at one time but sounds like Dr. Maybe you're in line that it wouldn't be that it would it's just like taking, you know, $100 and splitting it in half except for it will cost more later or are we increasing our overall costs? >> Um, my sense is that if you split it into two parts or three parts, we still have a substantial enough project that you're getting value for the dollar. Um and and if we did a if we did a bigger chunk now but had to spread it over four years, you you might actually pay more for it because you'd be carrying people through, you know, you would have a whole team that is pausing and

030then starting back up and pausing and starting back up. It feels like two summers in a school year is a really manageable approach to it. >> Yeah. And so we we spoke about this earlier, but can you remind me? So if we if we ran a bond in February, then when would the first summer be that we would be >> um we might be able to get some things done the first summer. It might take us um this is probably one that we like we did with the swimming pool where we would use alternative procurement. We wouldn't just go out and load in um for anybody to come in. We might do a mechanical design build where we're working really closely with a with a contractor. Um, and I mean maybe we can get something

031done the first year, but more likely we'd have a full year of design and permitting and being super prepared with equipment on hand to be able to come in that next summer, do a lot of work and then everybody sort of pauses during the school year and then you're ready to go. I found it to cool is by doing by going that route and that that initial planning we were we had that project so well planned out that it went so smooth with such a tight timeline >> and also that we were able to do in seven weeks what most other pools have done in six months. >> Yes. >> Yeah. >> Exactly for that. So you know to pass a bond in February Yeah. seems like the first summer would be great. you know,

032there's ground work that can we just start on if that's winding that makes it all happen. >> Yeah, I think that makes a lot of sense. I'm just cured to make sure I had it right. So, sounds like probably summer and finished in summer. Okay. So, on the partial replacement, when would the rest of it need to be replaced? >> We're going to get to that. show you our next our next next round of talk that we also wanted to identify for you some I I struggled with what to call this is it you know primary and secondary is it like important and super important and important like these are still really important things um and that is that this building has no idea accessibility and um it is it is not legally accessible from

033the above there is no elevator between um And in the last bond, we contemplated a little bit larger project where in addition to an exterior elevator um they could be built independently and bridged across so that we minimized any permut requirements and we were also um renovating these parking lots in order to provide better ABA access to to this building and to crust. um you could scale that back and just do the maybe elevator solution for this building so that you're complying but I think you know that's certainly a consideration and uh right now you have to park in the admin lot and come down around the ramp in front of crest and down this little ramp here to even get to this. some some modifications there potentially as well, but if you're focusing on

034what really needs to be done, it's that first primary page. Um, you know, not to um not to ignore any of these things, we we are deferring a lot of things, right? There's the middle school. Um, one of the big things there is the safety and security of your kids. We have three buildings. Um we have worked really closely with the principles in that building to try and figure out a way to secure that campus and um you know short of like chain link fencing between the buildings there really is not a good solution. Um we and I'm sure that will cross the uh report. Um and then the replacement of the 12 and 300 uh those buildings are old. Their HVAC systems are old. They have 30-y old carpet, 30-y old paint, 30-y old

035mechanical systems. Um, and we are going to have to start putting the cap tech dollars into those buildings at some point. So, um, we're not contemplating in what we're proposing tonight that we take that any further, but you'll see that this kind of the next one to do for us. Um, at the three elementary schools, um, we did make a C tech investment. um you know, paint, carpet, boilers, um roof replacements, um finishing one up this summer, probably one planned for next summer. And as we've talked about, I think we bought ourselves 10 years into those buildings. But you're going to see the things like Tony mentioned with we've got lead problems because we've got a watered building that's 70 years old, right? Like there's there's just some things like that that are going to

036continue to come up. Um uh and then specifically um you know we have safety and security at Island Park. We have the two buildings and then um yeah so I think those are pushed out 10 year. >> Okay. So, um, I think we included the the spreadsheet that is combined that puts all of this together, but it's just way too much information to try and get in into a slide. So, the top portion of this talks about um in the maroon um kind of an election cycle. Um, so in theory, we could do a bond in 2027 that would be the high school HBAC fire alarm safety and security. Um 28 would be the cap tax levy. They come back in 29. Um and you'll see below in the gray um kind of what the

037impact on the taxes are. So 2027 would be a clear increase. Um in 28 sorry 29 and 30 we pay off half of that 909.99.8 million bond. Um so if you ran a bond for IMS there would be an increase a short increase for a year. Um but then you would see that decrease of both of those. So pretty quickly 2030 is the IPO or EPO levy. Um nothing in 2031. Uh 23 scout tech 32 the scout tech 33 is nothing. Um, and then the next piece would be kind of this 10-year window where you would address the elementary schools. And I don't know what future boards and future people will want to do, but one scenario could be that you start with West Mercer. It's where we know the growth is going to come

038on the north end of the island. um and you do West Mercer and then you come back in a couple years and you do Lakeidge and you come back in a couple years and you do park. So the next page um and I I'm trying to include in there for you when the debt goes down for each one depending on the length of it. But um I mean we can't expect that we're going to be able to pass a bond in 2014 and that we're going to have no tax increase and we're going to do the work 20 years later and it's going to cost the same amount of money, right? We can't even have half of what we did before. So of course there's going to be something. >> Oh yeah, I I apologize.

039I see that the tag on here is on fouryear increments and we've generally run six year increments. So it's going from 2028 to 32, 36 to 40 to 44. >> We can bump all those out. >> I was pointing that out. It's typically about six years. Six years. >> And then um in the next um the next page, uh we've tried to outline kind of when those projects would happen. So high school 27, 28, 29, and 30. um is what we talked about uh with design and permitting and then the construction in those two summers. Um and then how Island and Middle School might overlap with that. Probably that Islander Middle School needs to include some additional work at the high school. um we called it arts and athletics here, but we have um you

040know some performing arts work, some gym improvements, field improvements, potentially more mechanical work um and then that kind of 10-year window um to address the three elementary schools. I just want to notice that um we're if we do the elevatories in 10 years instead of 60 73 years they will be 83 years old or and then the island park will be 90 years old and it's yeah it's just an awareness of of the age of our buildings >> and it takes you know >> four or five years >> once you have the money to actually do you know to finish the Um, and I, you know, I do think there's also something unique about the position you're in right now with the elementary schools that you have the opportunity to not build with kids on

041site, right? You have the opportunity to consolidate kids into three schools in some form. Um, and and it is um sort of I mean in what I do, having a swing school is sort of a gift, right? because there's all sorts of money that goes with trying to build with kids on site and all sorts of challenges and all sorts of compromises because you can build in one place and it may not be the best place for another 90year building on that site. So, it really is um a kind of a gift to have that opportunity to have school to work with. >> Yeah, the timeline also is and that's a really good point. And then also I think the timeline is helpful to see here because you know one of my thoughts is if

042we're going to bring another bond um to the community in you know just next year um which I think will feel you know somewhat soon to people only two years after one failed. I think that, you know, it'd be great to give people a view of, you know, what to what what does this mean, right? So, if we're doing this now, well, this is what you can look at, you know, this is what will happen, you know, a few years later if we're looking at the middle school, you know, what does that mean? There's going to be a lot of questions about is it going to be the same as it was before, that kind of thing. So, but it helps as a starting point. Those are questions we would have to answer, right? Or

043at least have some sense of, but it helps to see this. Yeah. And you know, I think another important um director Martinez brought up in this schedule, Island Park is 90 years old by the time you get there. And if you don't start doing something soon, they either Island Park's going to be 95 years old by the time you get there, or all of these are going to have to stack on top of each other in a way that um has never been very successful on the island. and um and is a lot of chaos right in the district and it's a big tax hit right instead of being able to spread that out over a longer amount of time >> does a great job but I don't know how long can be a 9y

044old building >> uh I had a some questions on slide six the primary building needs slide uh there aren't any numbers on the slide can you talk us through some dollar amounts of what this potential bar would look like Um, I think we've been talking around the $33 million mark and the um, you know, you take the the HBAC and fire alarm number that we had a couple of years ago in the bond of 20.3 and you escalate that at 5% a year. Um, you know, we use that number. We put a number to the um to the AVA improvements at the 300 400 hall and we've sort of put a place marker in says we have no idea what what Presidium is going to come back with and what the district's going to choose

045to do but maybe that's another five project. >> The big chunks yeah the big chunks are the HVAC and fire alarm. that's going to be the, you know, the big one at, you know, 25 26 and then you'll have another 10 million um or less in the ADA and safety and security. >> Thank you. Since we're back on this slide, are we where will the partial the next replacement of HVAC fall in this timeline or is that >> I think we need to see how far we can stretch the dollars and what we can get done. But I would expect that if you if the next bond is to tackle I mask that you would do I mask and things at the high school um that include another round of HAC but if we run

046this bond for a partial replacement this year does that mean that we should anticipate that we will absolutely need because right now this feels like a need right because the situation with Hback at the high school is in such bad shape >> will we need to include that IMS bond or will that be an option? >> I think time will tell, right? I think in part they'll need to see how far we can stretch these dollars um in a mechanical system as efficiently as we can and and that will give us a really good sense of what is left um and how we can approach it because we we haven't done full design of any of this. We've had conceptual conversations with mechanical engineer around it. Um, but I think it's a safe bet that

047there will be something I can't I don't feel like I can put a number to it yet, but there safe bet that there will be something in the next bond that needs to be done >> with regard to the Hback >> with regard to >> Okay. I'm just I I I really like the idea of being intentional how we're approaching this. And so I don't want to say hey put this money into the HP back this year but probably going to need more later if we don't have any kind of we should add it to add it on there part of what we're doing in the high school with that spong would suggest is mechanical >> but a lot of it is also dependent on our planning right when we get in there to to

048see just how far as Brandy said how far we can take that money into that process and again that goes back to the planning process of this type of project to be able to really put a thoughtful project together. >> Yeah, that makes sense. I mean, I think it's the idea of attending Judge. >> Um, I think that, thank you for this um report. I think that, you know, we did hear from from some members of our community is that they wanted a sort of like paired down or just, you know, urgent needs response to what we would need to do at the school. I think it's vital that we do these urgent needs urgently. Um, and I also want to reflect a little or maybe Tony, I don't know if you can talk about

049this, but this the impact it would or maybe the impact that it would have on our community if the HVAC system fails at the high school. I mean, it's it's it's not, you know, the AC feels at my house and I go to a hotel for five days. Will someone fixes it? I'm assuring. Um, so it's um I'd really like to hear a little bit about that because I think that that we are being quite responsive to the community by bringing forward these urgent repairs before it's a major disruption to our families and our students. I would start by by sharing being impacted the positive impact that have our students and their learning environment to be able to go from one classroom in a teacher and go to the next classroom and have to put

050on your down below, right? I mean, it's literally these fluctuations that happen. It's 35 year old 30 year old building. It's it 200,000 square feet a little different than our homes. It's really tough to balance and and over the years it's just we're doing the best we can and I think getting everything balanced down and to have a building that is going to be comfortable across the day is going to have a huge kids in the 200 400 back in the old days it was the 200 cross hall um the 400 hall um is it it's noisy I mean you out in the hallway you could barely even have a conversation at times it just it just it is what it is So, but if if we did lose an air handler somewhere in that

051building, yeah, it would be quite uh quite a challenge in order to bring it into any of those areas. Each air handler serves a large section of the building of those individual polies. Um if it's just one, we probably lose heat and air flow and anywhere between six to 10 classrooms. Um what does that look like to bring heat in? Uh, you know, depending on where it's located, you could bring in a large outdoor type of heater that they bring home construction. If they're doing sheetrock and they put something outside and the blows are warm, but it's noisy, it's loud, it's stinky. That's not something that's really working in school. So, um, until I was until we were trying to figure out which one of those goes down, I can't really tell you what it

052would look like because every one of us have it's not going to be if if we can even come up with a solution. >> We will have to figure out what we're going to students teaching learning standpoint. I mean, you you start thinking about everything from um portables, but you need a pretty sizable cap tech to be able to quickly get the revenue to do that, which we don't have a huge reserve. We've been investing into our schools. Um you start thinking about um where do you have space? Well, we have space at the middle school right now because of the larger campus. So, do you move classes down there? that becomes a challenge because access then to the classes when you have a ninth grader who's taking an upper level class that's only offered

053at the high school. So you know there become challenges with that and I don't want to be alarmist and and say that it is impossible and but you know when when these things happen um you know you have to get creative and then there are sacrifices for sure that's why the upkeep is really important and the other piece I just wanted to kind of point to on the it's perfect to stay on that slide perfect is you know looking at I think getting at your point um president Bernett in that kind of 29 to 32 what we're kind of saying we're kind of saying arts and athletics upgrades there's no perfect name for it where we could do some more work but you know people may look at that and say well what do you

054mean about a retaining wall and tennis court replacement um ironically in two different conversations today um it was brought up about the lack of our you know we don't have a covered area on our stadium and that comes up every time um but in order to do any of those changes, of course, you're starting to move a lot of earth up on that edge of the property. And there are some things that we need to also um take a look at and make sure we're maintaining our retaining walls and things so that um we aren't going to lose. So, some of those aren't exactly exciting, but those are other aspects from lighting, but those are other aspects from a uh just an overall maintenance of the property that people don't see because they're hidden. Uh

055but we have to attend to for sure. >> Yeah, that is good to know. And I I do think that the potential impact of having um part of the high school if not all the high school shutdown because of HVAC disaster is very persuasive for why we should be thinking about you know this next bond which you know would be limited to this a couple really important things. So, um, yeah. And I just also want to say I know I'm grilling you guys, but I like I'm it seems like Tony, you guys are just doing such a great job doing everything you can to take care of it as best you can and it feels good to me that that we have you working so hard to do that. I really appreciate it. first >>

056really quick. Uh so I just adding to it I I think that remember last time that you brought the b the bond um you also mentioned that this will also help the ven system and if we get another pandemic this is crucial we cannot uh not have it. So it is something to be I'm sorry something to be aware. Uh I'm just curious on on the secondary what secondary building needs. Um I don't see any kind of either proposal or anything in the calendar to add it. Is this part of what you want to bring for like the elevator to the admin building on the calendar kind of where would you see that or this is kind of um >> Yeah, these are this is not contemplated in the $33.5 million proposing. I know that's

057that's what I'm thinking like uh if we go to the the overall approach that in the calendar if that's something that you really think that this is I see it as a need uh more than a wish but um I I see the need of having a civil >> well as Brandy mentioned these are considerations for the board to give us that direction as to what >> to where we will see this >> exactly >> but also with some numbers that will help to >> um It'd be really great to have I mean specific you know numbers to know to say okay if we were to look at this this is what it costs you know just how >> with the understanding of the numbers that we can provide either it's fiveyear numbers 10 year

058numbers next year numbers are it's >> yeah squishy they're squishy numbers >> number that's really right now >> I wanted to say just that as we get closer to having to making a decision about this bond business. It would be actually really helpful to talk about the cost of portables in that kind of emergency scenario because I remember when we were going through this last time and asking a question about that and being like blown away by the cost of potentially moving elementary school kids into portables for a year. target it was like so I think it'd be helpful for the community to know what those >> cost a great um I I didn't want to throw another bomb on there but um we're doing a a 1200 square foot tiny child care center that

059requires no fire sprinkler >> we not the district >> the cost >> surprise to purchase and place the single port. >> Yeah. And you know, we might be able to do that more efficiently here in the district if we had in place six of them, but none of them can be considered temporary. They must all be considered permanent. Um, and you know, they they can only be grouped in twos before they have to be separated by 20 ft or we have to put fire sprinkler in all of those, which requires, you know, I mean, it just they're not an inexpensive solution. Is the fire sprinkler is that a Mercer Island requirement or is that a statement over 5,000? >> And the other thing is we don't have a ton of real estate to put the

060only place to put them. >> Correct. Right. Originally when that JB field was built, that's why that little shelf is there. As you come out of the gym and you go out through the fence, there's a shelf there. That was the thought way back when, but that was for old >> was for Spanish, I think. So then the other thing I wanted to say is that my my own preference is for um as much flexibility in the budget when we're dealing with the HVAC system as possible because I know there are going to be decisions I'm guessing based on my own extensive HVAC work at home then then there will be choices to make like when we open stuff up and get in there where it's like we could you know fix this part and

061get you know 20 more years out of it if we're going to be in there, we're doing the work, we've got most of the, you know, sort of side expenses of it covered, it would make sense to replace this other part and that'll give us, you know, 50 more years. So, it just as much flexibility as we can build into that budget would be great for that type of decision. like kind of going well knowing how difficult it is to pass this kind of thing knowing how difficult you know how we don't know what the financial situation is going to be like you know 10 years from now again just be behoove us I think to error on the side of making the long-term investment now >> the progressive design build model gives you that

062time and that's the that's what's so nice is you are getting into >> the nuts of it all to make sure >> you're reducing those surprises >> yeah that's additional questions right now. >> The quick direction we need from you is you have June 4th, June 11th, June 25th to wrap out before summer and then we come back and it's like August 11th and um 25th. Those are kind of the next windows as you see on this chart here. You know, the first day of school being August 26th. Um, obviously we can't be ready for some of these what you've asked for tonight by the 4th. I don't know about June 11th. It's more we're looking at June 25th would be the next time. So when would you want to have the next conversation? Wait

063until August. Do you want it before you bring >> I would like to have something in June and as soon as Tony and Brandy feel comfortable? Like if they feel like they could be ready earlier. Yes. But whatever whatever date you feel like you could. Yeah, the earlier the better. Um, as soon as as soon as the information's ready, I'd love to have this discussion. So we can get in financial move on to that policy 18007 financial administration 20256. So wait, >> oh did I miss C? >> Sorry. >> Either one can fit in. >> Uh well, let's do C first. Budget, revenue, budget, and expense reductions for >> as they're coming up. As a reminder, this is a continuation of the the prelude to June 4th next week. Um this is that whole h

064whole or park part to the hole, excuse me. um process that our budget finance team can it over to assistant superintendent Sultan to take it from there and then uh our two directors as always as Dr. Ronald mentioned we try to provide as much information to you all prior to any reading of the whole budget summary of our project budget which be next week June 4th it obviously we're considering by the legislature when they and when they make decisions and in turn OSPI provides the necessary spreadsheets information to the district that said once we get that it does take us a couple of weeks to process that we've had great help from our team HR alone director of farmer Um with that uh tonight we have five pages from the budget summary presented to you

065because now we're at a point where we have processed the revenues come from the state obviously in turn have processed personnel and the expenditures on the other side and so we can provide to you tonight pretty much where we will be standing with 627 budget. So, director Adams, this is director of >> um I'll take you through the first page is a reflection on each fund. The difference between 2526 and what we're projecting for 2627. If you look general fund, as you can see, our budget's going to be 82,338,66, which was an increase about 1.7 million. Considering we gave 3.6 um raises to staff, we made reductions. So you can see the change is only at 2.16%. And that was also with all the increases on our MSOC side that we occurred thanks to the

066state. Um capital projects you'll see that we took a drop. Uh it's down to 8,929 and that is because we are done with the merry way pool. >> Yeah. They say they decrease 26.05%. Um debt service it's on a schedule. We just pay what we're told to pay around twice a year and that's going to be 10,562,000 an increase of 11.6% that's in a separate fund. We just pay it twice a year for ASB is different than the first one we gave out to you um yesterday because we found out today of two trips that they forgot to notify us. Orchestra um qualified them um the middle school qualified to go to Chicago next um February. a great opportunity for them. So, we had to raise about 100,000 on the revenue and the expenditure side

067and the high school has an opportunity there orchestra to go to Hawaii next year and we were told about that today too. So, that's why there's a change and that's why >> as a point of note next Thursday you'll see the change we'll point that out guide you through that is gone about 1.9 million as today about 2. We just out that information. Yes, a little late in the game, but at least we have heard that and we'll process that in the document. >> When there's a trip like that for one of the music groups, right? Is district I mean parents pay a certain so it's not when you say it's going out because of those trips. So how does that >> we do revenue and expenditure? >> So both sides are >> processing district.

068We're just another we want to make sure we have the capacity in the budget to be able to allow them to do that's why that's even though you might have not approved the trip yet we wanted capacity or we'd have to come back to you with a budget revision and I'd prefer not to have to do that to you >> that's a nice segue to the transportation fund >> yeah the transportation fund you see that we have it up to 1.5 million they say we're going to get our buses in August but as we found out last year it didn't happen. So, we're kind of pre-planning for them maybe not being delivered till September or October. We only can pay the bill when the buses arrive. We can't prepay for it. So, if we don't

069get them by August 31st, we're going to have to pay them out of next year. We have the funds. So, that's why we see 1.5. It's it's just a safeguard to make sure when we get the buses, we'll have the capacity in the budget to pay for it. >> And we have that revenue about 1.5 million currently in the fund. It can only be used only spent on big yellow buses or small yellow buses as they say low major repairs. On top of that, we're purchasing instructor mentioned three little buses. We hope to receive those by the end of August and we'll be purchasing up to three larger buses with that money that's in the bank. So the 1.5 is a large number for transportation, but we hope to receipt all of those buses next

070year as we have that expensure. >> But the larger ones are the larger buses. >> No, they're diesel this time. Can I ask a question? Uh >> um the gas does it go into the transportation budget or in the general I um >> that funds the transportation fund is depreciation. >> That's what I thought but I just wanted to >> also have transportation levy >> since we all are feeling. >> Yes. Yeah. >> Yeah. And the state changed the depreciation schedule as you all know which they've extended the life on buses which is going to lessen the amount we receive. >> On the next page will be page seven in the summary. Um our account codes are wrong given that we look at things via program via location. In this case, the best way to

071um make this as transparent as possible to look at our object codes. >> Um so within the general fund, we um separated out the certificated staff which are in the object code series of 2000. And so we're looking at an increase of 589,000 for next next year. and then moved to classified object code 3000 um also an increase of 57,000 with benefits being in 4,000 series. So because of the salary increase that was broken for step increases um and experienced for certificated staff as well as classified and then we're looking at an increase through the set cost um and associated benefits for all of these salary um items. That's why we're at 2.34% increase over budget from 256. If I may, as always, when we see these these tables in the budget document prepared to

072started for about four years ago, the next page that we intend to put two pages up at once, but we look at the explanation, major explanation as to why increase decrease. So this page seven page eight, which will be in that document, you'll see the why is there an increase of 1.64% in certified why is there an increase in classified 3.39%. But always if that's not a detail ask the question especially next Thursday. >> Looking at our in stocks materials supplies and operating cost supplies and materials in the object code 5,000 um we have a decrease of 7.44% 44% and that is because when we were looking at the budget and checking balance um we went back to the departments and the buildings as you'll see the explanation as well as we needed to make

073up some funding difference because um with purchase services our insurance costs went up 37%. Initially, we were looking at a 17 18% increase. They told us that in March and then two weeks ago said, "Sorry, it's going to be 37%." So, we had to figure out how we're going to find this increase for insurance and went back to the department and adjustments and some difference. >> Needless to say, a shock to the system. We had blighted around 18% a little over 200,000 and then they came back to us. >> May 14. >> Yeah. May 14. >> Yeah. Very frustrating. >> And I'm thinking in the legislation brain. So usually uh when do they give you the increase? Um traditionally like at the beginning of the February like the first percent or for insurance >> for

074both >> uh different for both. >> Um usually January we get a preliminary from the risk pool about an estimated on increase. Um on set we don't know that until the legislation is done. >> Go ahead. >> They give you some but until they finalized we don't know how much we're going to raise >> insurance. Um you said that this time they they came back in May. Is that correct? A revision. Okay. A revision in May. >> Unusual, unheard of. We haven't seen that before. This was stunning. >> Just thinking where we are going to advocate >> explanation for they attempted to buy it. They said, "Oh, it's the underwriters." Well, to be frank, it's their job as a risk pool to know what that's going to be, at least with the margin. So overall

075they said you know obviously it is uh everything from cyber attacks not with other districts to obviously um Sam and I I do want to be really um I I want to make two points to you as a board and our community. Our rates did not go up because of the sexual assault molestation allegations and our confirmations in our district. >> Um we're part of a much bigger 95 plus district conglomerate called the the Washington state risk management pool. Um it's all of the risk that these districts are taking on. Um and ours and the second point is you know we were on a call last night um and there's a neighboring district that saw over a 60% increase who belongs to our same risk management pool um and so we continue to be a

076lowrisk district for our risk management pool when they go back and look at us we're not a district with a lot of claims. Um, and so that could be a contributing factor as to why we our percentage went up less. Um, is we do a really good job managing risk and whatnot despite the challenges we've had in the last year. We were a mere 37%. Fellow districts and colleagues are heading towards 50 60 70%. Nice. >> Somebody told them >> something else. >> They're just thank you for smiling a little bit because No, I mean you can do this. These are hard choices to make and I know that because of the timing it's made it a lot harder for all of you. So, thank you for doing our best to have good energy throughout

077this. I know it's tough a tough month as as always. That's it. Um as always we provide information in kind of different aspects different charts different graph graphs to be as easy and digestible as possible. Uh page 10 is obviously a comparison of 2025 to 2026. Budget is source of revenue. Obviously our three main revenue sources of local, state. >> Um you'll see the difference mostly in the state. We did um have a decline and that's because we're declining enrollment. We have about 140 to 145 less FTE in our budget being prepared for next year. So, that's one of the major reasons why you'll see the state drop. Um, local is up thanks to fundraising on fundraising by our foundation and our superintendent and some of the fees that we're going to have to increase

078and our local taxes. Um, the 2 million there did help a lot with balancing this budget with the decrease in other areas. Federal um it we haven't received any additional federal money. Um in fact it decreased some and one of the reasons it's a little bit lower is we've allocated out usually we build capacity on the federal side. This time we've got people already put into those areas. So I made sure they all balance up really really as close as we possibly could. So really if you look at the percentage you'll see the change. The state went from 68.6 funding us down to 66.7 because we really didn't get a lot of help from the state this year. I think our M socks are going to only increase by about 150%. Materials, supplies, and operating

079cost. That's all they gave us. Oh, yeah. Was a challenge. And on the other side, you'll see on the next page, you'll see it broken down even more for you. You see, we broke down local taxes. You can see the increase for our levy. Next one is local funds. Those are fees, fines, and everything we collect from and donations we collect. um state um purpose is your aortionment. The special ed, you'll see a slight increase in that area because of um they did give us a teeny bit more money, but they're mandating 25% of our aortionment go to that category in certain areas. So, and we're limited on levy funds that we can use on special ed anymore. The state made a decision to not have us use levy. Um last is your federal grants.

080and each one you'll see on this list broken out and what's in each category for you. >> Questions? For me, it's it's kind of an observation that will be helpful uh uh for me uh but mostly for for our community that when you show kind of how much allocation is increased that you mentioned um from the state and federal etc to have real cost like in a phantom uh way so people can compare our real cost and what we're actually facing um when we're making tough decisions because I think that um it it does like it gives you the big picture. >> So, thank you. So, we'll pause now. That's interesting. Yeah, >> we can compare it now from around the world. super I know we're trying to be proficient. get started. >> All right.

081Um, we're going to begin our recognition with our Pathfinder Award honore. Uh, the Pathfinder Award started in 2016. Uh, and it was set up uh as a way to take a look at some of our graduates uh, and see what kind of impact they're making on the world. Um it's been a great opportunity as well to not only um find previous grads um but also reconnect and um it's been fun getting to know our Pathfinder award here um who attended the breakfast um was at the um kind of the reopening of Merryweight Pool back in January uh following the renovation. Um and so it's incredibly appropriate that we have Merryweight on hand. I'm going to turn it over to to uh Ian Henry who runs and operates our Pathfinder award uh committee. Have him talk

082a little bit about that. Uh and then we get to celebrate merry way. So >> yeah. >> Great. Um good evening board community members. Um, the Pathfinder Award recognizes Mercer Island High School graduates who have contributed to society in meaningful ways through their achievements, leadership, and creativity in a variety of fields, including athletics, business, education, entertainment, public service, science, philanthropy, and many others. Pathfinder recipients represent the very best of what it means to grow up in a community that encourages students to dream boldly, pursue excellence, and make a positive impact on the world around them. Our 2026 Pathfinder Award recipient embodies these ideals in every sense. This year, the Pathfinder selection committee reviewed 14 outstanding nominations from our community of former uh graduates, graduates of For High School. The thor after a thorough and thoughtful

083review process, the committee unanimously recognized our recipient as someone who truly reflects the spirit and purpose of this award. It is my honor to announce that the selection of Merc High School class of 1983 graduate Mary Wade as a recipient of the 2026 Mercer Pathfinder Award medals including two gold medals at the 1984 Olympic Games in Los Angeles. one in the 200 meter freestyle and another as part of the 4x100 meter freestyle relay team. At the 1988 Olympics in Soul, South Korea, she added a silver medal in the 4x100 meter relay and a bronze medal in the 4x100 meter freestyle relay. Mary began her swimming journey right here on Bruss. Uh from the beginning, she went on to become one of the most accomplished athletes in American swimming history. During her professional swimming career from

0841981 to 1988, Mary competed in the Panama Games, Pan Pacific Championships, World Aquatic Championships, and the two Olympic games I mentioned. But Mary's impact extends far beyond athletics. Following her swimming career, she built an accomplished professional career in sports broadcasting with NBC and ESPN and later in corporate communications leadership roles with organizations including Amazon, Microsoft, Edelman, Cisco, and currently with Summit Communications in Seattle. Also, Mary currently serves as the vice chair of the USA Swimming Foundation board of directors. A significant part of this role involves fundraising in support of the foundation's mission, which is working to strengthen the sport of swimming by saving lives, building champions, and impacting communities. The USA Swimming Foundation aims to provide the opportunity for every person in the US to learn to swim. The foundation helps support swimming lessons for

085both children and adults and has given more than 17 million in grants to communities that need help in launching or sustaining swimming lessons programs. Throughout her career, Mary has remained deeply connected to Mercer Island and and committed to mentoring young people as we saw in February at the renovation celebration for Mary Pool where she spoke to all in all in attendance about the importance of community with passion. As nominator Brandy Fox shared, Mary is an island treasure with a talent for connecting students, parents, and the community. And as someone who represents our island of the world, in late August, Mary will speak to MIHS students at the fall athletic codes of conduct meeting. truly sharing not only the success of her professional athletic career, but also the emotional and mental health challenges that can accompany

086high level competition and achievement. Her willingness to speak openly and authentic authentically with students reflects the character, leadership, and humanity that make her such a deserving Pathfinder Award recipient. On behalf of the Merc District, we are proud to recognize Mary Wait as the 2026 Pathfinder Award recipient and celebrate the lasting example she provides to students and our community. And then the plaque that will go up um in the school in the Pathfinder section. So I read somewhere that they typically um with the Pathfinder award they typically give it out at the champion breakfast of champions in front of I don't know 500 people but somewhere along the way I think the school board got a little nervous about giving me a a microphone in in front of such a large audience. which is probably fair.

087Um, and then secondly, thank you. So, this is not 550 people. But truly, after reading the list of names that came before me as Pathfinders, I feel so humbled and honored to receive it. And after getting that introduction, I'm a little choked up. So, forgive me because um that was really beautiful. Ian, thank you. um people who have come before me, CEOs, Hollywood stars, the Nordstrom's, like it's really an incredible list of people. And I it's just and that's just to name a few. And so after I went through the list and I read the bios, I thought, well, what exactly is a pathfinder? So like any good student, I looked it up. A pathfinder is somebody who finds or creates new path. Pathfinder is somebody who leads others into a new territory or simply

088to show others what is possible. In school, we learn about thousands of Pathfinders from the founding fathers to Amelia Heheart to Martin Luther King Jr. But as I was ruminating on Pathfinders, the Pathfinders in history that just kept coming back to me, and I know this sounds trit, but stay with me, were Louisis and Clark. And I just thought about literally they created a path. That was their mission to create a path through the new territory to get to the Pacific Ocean. And so as I thought about that more and it occurred to me, even the most obvious pathfinders do not travel alone. Louisis and Clark probably would never have s succeeded if it wasn't for Saka Jia her baby who played actually a really important role. Um the tribes the native tribes that supported

089supported them as well as the core of discovery team. All pathfinders are are um they have opportunity. They're given opportunity. They have community. They have mentors. And long before Louisis and Clark ever hit the Pacific Ocean, there was there had to have been people who showed them the way so that they could see their path. My path was shaped long before I ever ever stood on the Olympic podium. Growing up in this school system, the bar was so high. the school system, the community, they just expected great things of us. And so because the bar was so high, we all we all worked, we we pushed ourselves, we tried new things, we believed we believed that we could accomplish great things. We didn't know any different because the school system, because our community set the

090bar high. So, as you all just heard, I grew up training and swimming at the pool uh that now bears my name. I remember being in the pool and watching Olympians come onto the pool deck to come say hello to my coach Jack. And without speaking any words, my community was saying, "Mary, you can win Olympic medals." So when it ca So when I did win and the community decided to change the name of the pool, what they were doing is they were saying to the generations that came behind me, because you can do it, too. You can accomplish great things. And since then, 50,000 children have learned how to swim. We've had 40, at least 40 state champions train there. We've had national team and Olympic team members train at that pool. And none

091of this will happen because of one person. It happens because a community of leaders, loving parents, a school board, a a um a school, um a district chose to invent our schools, in a pool, in our youth, and in just the possibility. And they did it decades ago. The Moose Allen School District has hangs um as you heard hangs these plaques in the hallways and they do it to remind you the students that you can do great things too. And so if you go through all of those bios just and all of those people just remember that your plaque is going to hang there one day. And that's what this school district does for our students. Creates an environment where young people believe in extraordinary things and then inspiring all of you to not just

092the great things that you've done today, but create a plat for others coming up behind you. So, I want to thank you, Superintendent Rendle, and your staff for your leadership and for all the work that you are doing on behalf of these great students in the in the Mercer Island School District. Thank you to the school board members for your service and for investing in the pathfinders that are coming up behind us. I want to thank the uh nominating committee for um believing believing that I was worthy of this award. And then finally to the student award winners who are here tonight, I just want to congratulate you. Um, you are the next generation of pathfinders and you can see me getting emotional about it because I feel it so strongly for you and I'm

093so proud of you. Your impact will go on will go well beyond well beyond what we see here today. So congratulations and thank you all. line. So, we'll stand up. >> All stand up, I think. So, yeah, there's only eight of you. >> Yes. >> It just looks better when you're standing. Sure. Sure. >> Bring it in. Sure. >> All right. I love it. I love it. >> Here we go. Three, >> two, one. Three, two, one. Three, two, one. >> Okay. Thank you. All right. Thank you for speak again. Um, let's just and then the rest. >> Just hold that credit card up. >> All right. Um, speaking of champions, uh, we have our, uh, Drill State champions, um, back for a second straight year in a row. Um, they have really ascended and

094become well known across our state in a very short amount of time. kind of growing from uh a team that would compete and I think had some consistency to um one that is now consistently looked to by other teams um as I hear from others and certainly talk to your coaches. So, um, this year, uh, coming back, uh, just two months ago, March 28th, uh, competed over in Yakima at the Sund Dome, and they secured their state championship, um, in the in this year, uh, the 1A, 2A, 3A division state champion for the military category. They finished second place in the palm category, missing first place by just 8/10en of a point and then finished um third place in the kick category with a score of 25 51.3, missing first place by just three points.

095And I know that those are the things that you'll somehow stick in your mind and think about what if. But tonight is not to think about the whatifs. Tonight is to think about what you did accomplish. So, I'm going to turn it over to Coach Bear, have her say a few things, and then we'll um have you introduce yourselves. >> Oh, I did not prepare anything. Want me to talk to the board about the kids? >> Yeah. Or about the season. Um just you as a coach getting a chance to coach this group of athletes and what they accomplished. >> Yeah. Well, we have a very special group in here today. It's always, you know, now we're moving towards June and so our seniors are getting ready to leave us, so it's more a little

096bit more emotional. Um, but yeah, these kids work so hard. We practice in the morning. We practice at six o'clock in the morning three days a week. Um, we do that mainly because it's the only time that we get to be in the gym because the gym is full of other sports after school. And so, um, of course, every athlete works hard, but I think it's extra special that these kids, you know, high schoolers who want to sleep in every day. Um, get I want to say bright early in the morning, but most of the time it feels like the middle of the night when you got to get out outside. Um, and especially during those winter months, November, January, um, it's really, really hard to get up in the morning. And they work so

097hard. And we I like to say that drill team is a 13-month sport. Um we overlap our teams in May. So we have our new team that was just practicing before we came here and we're still wrapping up this season now. So these kids work for 13 months a year basically. Um in the summer we practice. This summer we're going to be practicing five days a week um for two hours a day. They work incredibly hard and I'm so so proud of them. um more than just athletes. They have to be performers. They can't just show their physical abilities. They also have to show it on their face and be happy or be scared or be sad or whatever it is that we are trying to emote to the audience. And they do such a

098wonderful job. And I'm just so incredibly proud of each and every one of them. >> Introduce yourselves. uh what year you are in school um and especially seniors. We'll leave you an opportunity also just to talk about what being on the drill team has meant to you during your time at Mer High School. >> Go back a little. >> Um I'm Petra and I'm a junior. I'm also a junior. >> I'm a sophomore. I'm Carolina and I'm a junior. >> I'm Lily and I'm a freshman. I'm also a freshman. I'm Emmy. I'm also a freshman. I'm also >> I'm Riley. I'm a junior. >> I'm a senior. I'm Julie. I'm a senior. And I'm Julian. And I'm also senior. And I guess >> so. Seniors, if you want to give us some thoughts on your

099experience. >> I mean, so I have been on the team for four years now. And I think if you ask anyone on the team what is the most substantial part of being on the team, it's the community. And beyond, you know, like everything that we accomplished in our 13th month season. Um there's just so much to be said about the community that it draws and how close you become to all the girls around you because we have so many fun like traditions throughout the year and you know we have football season, we have lacrosse season, we have all the assemblies, we have a bunch of bondings so there's a lot of opportunities to connect to the girls around you and I think especially I I guess like freshman year coming in it was really really

100it made the transition from middle school to high school really easier I think but it's really special part of the team. >> Yeah. Similar similarly to what Kum said, I think having a group of people of girls that's always there for you and like you're seeing them every morning at 8 at 6:00 in the morning. So they see you when you're like little angry and like want to go back to bed and then they see you late at night at 9:00 p.m. after performing. We really just get a lot of time together. We bond and that I feel like there's no other group of people. Um, I started dancing when I was seven and due to co I like had to stop and I lowkey thought I'd never dance again. And so becoming a drill

101like I just got like this amazing opportunity to do what I love again and like to cultivate like such like a bonding like like tight community and like it feels like everyone else's successes are also mine and like I never realized how much I I love being here and so like I feel like I can't do it anymore. So like seeing the pictures like on the wall like I just I just always get like filled with so much joy and happiness that I got to to be on this team and to do it with all these amazing people because I really I couldn't trade any for like the world. >> We're gonna have to do a picture with you as well. This time I think the board will just stay sitting and you'll kind of

102go in behind them before you move there too. Omalara was also uh Rotarian student of the month. Do we have one more senior? No, >> as far very All right, here we go. On me in three, two, one. Three, two, one. Three, two, one. Okay. Now, the official photographer, two, three, two, one. Excellent. Thank you. >> Thank you. Thanks for representing our school so well. >> Have a seat. All right. And then just a couple other recognitions here this evening. Um, one is yesterday we had a chance to have our staff recognitions uh uh with uh President Bernett on hand. We had seven retirees. We have three national board reertifications. Um, and that's something that I certainly think, um, you know, was important was our ability to recognize our employees of the year. Uh, and

103then behind them are our service recognition. And we talked about retention of staff and what it takes to, uh, make sure that we're not only hiring great people, but that they want to stay and be part of this with our students and our staff and our community. Um we have 22 staff members um who completed their fifth year of service. We have 31 in the 10-year category, another nine in the 15year, 11 in the 20 year, five in the 25, and we have three 30-year um staff members recognized as well. And so I think that that speaks to the way that we're continuing to try to all work together um not only attract but retain great people. So, um, lastly, just a few, uh, items coming up. We have PTA members who've done a lot

104of work in gun violence prevention. If you know Nancy Lee in our community, um, she's written a book recently. Um, was a former UDub professor. Um, but she's done some work. And so, gun violence awareness month is coming up in June with Wear where Orange uh, day on June 5th. And then also gun storage check week uh comes up earlier in June uh as well. So we know we've been working a lot about student safety and well-being uh and that's another aspect of that as well. Um with that uh we have one more uh recognition tonight uh and this is a welldeserved one and and a fun one and it's also a sad one. Uh and that is that our student representative Lucy Door is at her last meeting uh with us. So, tonight will

105be your last board report. Um, but before you do that, I think we want to recognize you uh and the things that you've done. And so, how do you want to do it, President B? Do you want board members to start? Do you want me to start? How do you want to do it? >> Uh, sure. >> Yeah. Well, I'm going to miss you, Lucy, both as my desk my my table buddy and as a really really valued member of this board. um you have stayed calm through like the craziest of board meetings and craziest of situations and you're always very thoughtful and measured in your comments and in your work. So, thank you so much and wishing you the best of luck everything and we hope you'll come back with us. >> No, I

106just want to thank you for your service. Um you have always been incredibly well well prepared, insightful with your comments. um you have an incredibly bright future ahead of you. So again, just thank you very much for the work that you've put in. It has been a lot and so thank you for the work and just I look forward to hearing from you and what you get up to in college. So congratulations. >> Um I will say that my son told me that he was going to count how many times I was going to cry during graduation season and this is one of them. And it is because I am Well, it's emotional because I have seen you grow from going to Olympia with us, advocating, working with the legislators. The work that you have

107done for this board, I cannot put into words like you have put so much and the work that you have brought into the safety uh of our students. all the work that we have done for the resolution talking with the legislators. Our tough has been to move the needle and you have the you have elevated the voice of the students and ground me in a way that has keep me focused that this fight is worth it and I think that you have brought all of that and I really appreciate having you on the board. I appreciate having students on the board, but it has been a pleasure to to work with you this two years and and I think that we have um I think that I'm going to be very emotional this and you

108have you just started but congratulations and I I I actually do look forward to see what you're going to have for yourself in the future and keep keep us updated. We really want to see that. So um you are the kind of student leader that that we love to see. I mean it's just an exemplar for every student of the kind of leader that students can be. Um you have a moral sorry >> you have like a moral strength and resolve and like a moral clarity that you have really demonstrated in the last year. Um it's very inspired. over the Yeah. So, I've only had the chance to serve on the board with you for a few months, but you're just such a clearly such an intelligent but thoughtful, empathetic person, and I love your

109energy. I love that you're you're clearly thinking about all this all the time and very considered in what you say, but what you say, you just know you're going to be so successful in college and beyond. that help you come back on tell us. >> So when Lucy interviewed um for the position um we actually had to add depth to the process because of how many great candidates there were. Um and um we've now added that into uh the the experience for for everyone. But uh you know Lucy, it was great to see you work alongside Ava and learn so much from her. Um, and you always wonder, you know, what's that voice going to look like when when that junior becomes a senior. Um, and that same will be for Brody. Um, but, um,

110just watching you grow and develop your voice both with a team um, with with Ava and then along with Brody, but then who you are as a person. And we've also seen you um overcome and persevere um having surgery midway through and and still continuing to show up with your leg on the chair and uh not missing a beat and showing up to every single event um and doing everything and more than that we're ask um you continue to set the bar high and now your name will be alongside Carolyn Atkinson, Megan Kaka Paul Non, Morgan Dawson, Andrew Howison, Asha Warner, David Zang, and now Lucy Door. And it's a pretty impressive group, and you've lived up to it every bit as every other student has. So, congratulations. >> Take a look at that. And

111then Lucy, this is from your board. >> So, and then um for your dorm room. >> So, the floor is yours. Um uh the clock as well. >> Yeah. I mean, I coming to like graduation and stuff, I just can't help but be so grateful that I got to grow up in this district. You know, especially being a part of the board, I've realized just how many amazing and thoughtful people there are, you know, sitting in this room and doing work every day in the district. I every time I do the board reports, I've realized like how I'm surrounded by so many, you know, amazing students who are doing amazing things every day and so many, you know, I come to the boardroom and I'm surrounded by so many amazing adults who put so much

112work and effort into making sure that this district is such an incredible place. And I'm just so glad that I got to have this role as an opportunity to to see all that and appreciate it. Um, and as well with this role to be able to just have so many amazing experiences that Christine, you talk about the legislative experiences. I would have never even done something like that without this role. It was just it's so amazing to have been able to experience those things and and do that and expand my skills in so many ways that I just never would have thought. I I didn't come into this role having had a lot of leadership opportunities. This is kind of one of my first and it just it's been such a growth experience for me.

113I've learned so much through this role and been able to just do so many things I would have never thought of. It's it's such a special role and I'm so glad that I get to be a part of the system. It's it's really such a big honor and I'm just >> You want to add anything as >> Can I Can I close it out? Is that >> um Well, where do I go? I mean, it's been it's been a long action-packed awesome year. Um, let's say this. I'll start and I'll say that we got our yearbooks yesterday and I was looking through the senior superlatives and adding on to Dr. Rundle, you very deservedly got most accidentrone. I've heard you'll always be the best uh group project partner. You know, I'll I I just I

114can't count how many times I've just been sitting there and I've been thinking, you know, I'm so bored right now. If only I I could be doing something. And then I get a text that's like, you know, this thing was due. We were supposed to do this schoolboard thing like three days ago. >> Oh no, we were supposed to do that. And um and so and I mean I've already told you this, but you're not you're not really off the hook just quite yet because you're going to get so many texts this summer. You're gonna get like panicked emails and like I don't what were you doing? Like how are you so on it? And so I mean because I feel like I'm going to try and be you next year, but there's no guarantee

115because you're so on it. And I mean I I've sat in meetings whether they be ones in here or ones at the high school or in anywhere and I always think you know that was such an amazing question. I wish I would have thought of that. Always think of the right thing to ask the right thing to go for. And so I mean just as a as a representative of the student voice like you've done such an amazing job and I feel like like I said you're not off the hook because I'm going to keep your high quality work coming back as we work on stuff and I'm going to make sure I get your advice when I'm unsure about something and I I mean Cornell's getting the best so I'm really excited for you.

116Why didn't you do your report? >> We want to take a quick break. It's 6:45. >> I have to depart. So, I'm going to turn the meeting over director. picture and then >> the type of thing I don't think about. >> Step it up, Ruby. should be. >> We need two pictures. One facing forward on one back. >> Three, two, one. Three, two, one. Three, two, one. There you go. >> Lucy, turn around. >> Yeah. >> There you go. Three. >> There we go. All right. So um we have one public speaker. So perfect and I just have to I have a little script to read. Um >> sorry. >> Yeah. Get your stuff ready. It's good. >> Oh, there we go. Thanks. >> Okay. Um, schoolboard meetings are business meetings of the board held

117in public. Public comment is an opportunity for community members or students to provide input on the work of the board in the district. It is not a time for dialogue between the board and the public. Board directors do not respond directly to public comment. However, the board silence should not be taken as agreement or just with the speaker's remarks. The board may later direct the superintendent to respond to issues raised during public comment. Public comments must adhere to the same level of civility that the board expects of itself as specified in board policies. Speakers may not use threatening or profane language or comments and may not direct individual attacks against staff, students, administrators, or board members. Please note that comments have the potential to violate the rights of others under laws protecting privacy and laws

118protecting prohibiting defamation. Comments that name a district student are not permitted without permission from that student's guardian. The board president will cut off speakers who violate any of these rules through speaking table. Speakers should state their full name for the record at the start of their comment and their relationship to the district. If any speakers will be allowed three minutes to comment. >> Um my name is and I'm going to be speaking about my opinion on my red switch to a different program when the funding runs out. Um, so basically, um, I'm going to be talking about revealing I Ready flaws when we do it on the iPads. Some sources said that there were arguments about whether I Ready is actually teaching us. The cost of I Ready is extremely high and instead we can

119use other learning apps for free. Our first option, Con Academy. This is free to use and it meets all of our standards. Our second opinion is Khan Academy for ELA along with Big Ideas Math, which is a digital math book. We could change this by the time our ready subscriptions runs out. Are there any questions or comments? Thank you for taking the time to listen to me and I hope you decide to choose my recommendations. Thank you. >> Thank you. I also have another slide, some more slides. Sure. You have >> I already may be teaching us but we are finding it distracting due to it being boring. Questions we get wrong have a very long explanation which is one of the boring things. The information they can give us can be helpful. So we

120may have just misclick or find out the answer in a few seconds after in our opinion and many other students opinions in that we change our learning app and also not use our iPads for too much time. Older arguments show that some people think that I ready isn't exactly teaching us more just giving us examples of what to use. Cost and other learning apps that we can choose over I ready. The cost of I Ready is extremely high and we if we if you can get a different program you program you wouldn't have to pay as much as you do now. If you take the cost of I Ready for one student in subjects $6. You would have to double it for each student $12. Each child who uses already in this district about 3,975,

121we have to multiply by 12 by 37 3,975 to get 47,000. And that is the total amount of funding used for I already. You could get another program that is free and short and supports our short attention spans. Here's some apps that I, Michelle, and anonymous 123 all agree that are overall better than already, including Khan Academy, Lumio, Lexia, Imagine Learning, Nord, Atumium, right technology, and much more. What we can do to change this? What we can do to change this is to find a new program that meets all of our standards. Another option is Khan Academy. Khan Academy is free to use and does not sell information in third party data. Now, I understand that YouTube, Tik Toks, and Sephora, if you're a member, sell our sell our third party data, but the thing

122but the thing is um they're not exactly kids platforms. They're like for all ages. I is a kids learning platform. That's that wasn't on the slides. I just wanted to share that once the funding runs out, we can change the program. The one that we think you should use is Khan Academy, but if you find any flaws in that, you could use instead. >> It's highly rated in 96 out of the 100 out of 100 top schools in America. Um, thanks for listening. >> Thank you. doing a student report. >> Okay, starting off with their elementaryaries, Northwood held their annual multiutral fair on Wednesday, May 20th. The night was a and it was a food-filled educational experience for families and students to share both their both share their cultures and also learn about others. Altogether

123there were countries represented from all across the world including China, South Korea, Vietnam, Russia, New Zealand, Canada, Ukraine, Israel and more. And then also at Northwood, the twin maker stopped by and taught a lesson to second graders in using design to solve scientific and engineering based. This in-house field trip sponsored by the Marshall Island Schools Foundation happened earlier this year at other elementary at other elementary schools and is a way that students learn and can be connected despite being in a different school. >> Sorry. One way for Lucy to go out, none other than technical difficulties. Okay, there we go. On Wednesday, May 6th, Northwood first and second graders got together for a drum and choir bass performance. Aiden Fang, a first grader, played the drums with the other students throughout the whole performance. It

124was like a fun little solo for him and I watched through the whole thing and it was impressive. It was some good drum playing. Like really good drum playing. Laker child's PTA science fair in the IMS conference earlier this month. They found an answer to just about any question you could think of and held the open fair to demonstrate and share their results. Over a 100 projects were on display at the fair. Additionally, at West Mercer, the go big BMX air show came to visit the school on April 29th. The message of the show involves setting goals and staying motivated and was accompanied by some awesome BMX jumps. At one point, the biker giving the show jumped over five teachers in one jump. Um, and then to our middle school, IMS track finished their season

125strongly. In our final meet of the season, five out of six groups pulled off the win and the team ultimately won as well. The meet was full of close results with sixth grade boys and seventh grade girls both winning their group division by a single point. They celebrated the season with a party and and an anything but baton relay today after school, which is basically a relay where you can bring anything but a baton. Things get a little crazy and fun. One of the ones I saw was a pool noodle as a as a baton. Additionally, IMS got a visit earlier this month from the Seattle Men's Chorus. The men's chorus visited both IMS and NIHS with a message of youth allyship for LGBTQ plus peers. The chorus sang a selection of songs from the

126Wizard of Oz, Wicked, and The Whiz focused on friendship and belonging. Members of the course also shared personal stories about what allyship looked like for them and how students could support their peers identities. Shout out to Mr. Lucas, the fine arts administrator who organized the visit. >> That's for our high school. Yesterday was signing day for seniors. We had 22 seniors assign on signing day to play college sports at 20 different colleges. We had four soccer players, four lacrosse athletes, four swimmers, and three cross country track and field athletes, and two baseball players signing letters of intent. We are so proud of these athletes and all of their hard work getting to this level of sport. On June 3rd, the high school percussion ensemble will take will play two Tao drumming pieces along with a

127special performance from the school of Tao. Tao drumming is a mixture of activities including music, physical exercise, and culture. This is the culmination of an 8-week artist and residence program where MIHS percussion students got to learn this type of drumming from Ringaro Tati, a worldrenowned Tao drummer. Seven MIHS students completed a fivemonth Washington state aerospace program. Kry Bergman, Alex Cheney, Dash Dolberg, Bennett Novak, Hans Sun, Ara Vanderar Johnson, sorry if I mispronounced that, and Kira Wheeler all completed the program. Three of the students did well enough in the program that they were invited to participate in a W summer residency. This program consists of nine NASA and University of Washington design lesson. That's the program that they completed. the pro the summer program. The program will allow them to earn five UDub credits and is

128the only way for them to earn a spot in the summer residency program. This summer, those who qualified will be working to design a human mission to Mars tour engineering facilities, meet aerospace professionals, and do hands-on engineering challenges. >> MIHS junior Sophie Perinude was recently featured in Northwest Asian Weekly for starting a nonprofit, Letters of Light. Sophie's nonprofit seeks to support teens struggling with eating disorders through handwritten letters of support and encouragement. Sophie herself has been open about her struggle with an eating disorder and is helping support others to feel to feel seen and know that they are not alone in their struggles. Since she has started this organization, her organization has sent more than 500 letters to struggling teens. She's also released more than 10 podcast episodes on her KMIH889 the bridge podcast, Dear

129Body, Dear Mind, which seeks to explain the neuroscience behind eating disorders to help support those who are struggling. >> Words are going strong. For the fourth year in a row, MIHS girls tennis won the 3A stamp this weekend. The team won first and second place in doubles. So, there was an all MIHS doubles final, which is pretty cool. Um, and then the NIH's boys tennis also placed third in their state championship with junior Joe Joe Degrassia placing second in singles and sophomore Vinnie Bang and freshman Lucas Pay finishing sixth together in doubles. On the track and field field and track, uh, the MIS girls won the district championship by 131 points, which is really, really impressive. The girls won nine out of 18 of the total event championships. Lauren Blucick also broke the 400 meter

130school record with a time of 54.97, breaking her own record from earlier this season. The boys track and field got fifth in district and broke multiple school records. The boys 4x1 broke the 2012 school record and Owen Clarkson broke his own school record again uh with a height of 15 foot6 on the pole ball. MIH's junior summer bronze setter is competing in the national finals for the 1776 Presidential Award. This is a nationwide civics competition focusing on knowledge of American history, the founding era, and the US Constitution. Summer advanced through preliminary competition in regional semi-finals to get to the national finals in Washington DC later this June. She will be competing against 20 finalists out of the more than 8,000 who signed up for the civics test. The high school advanced culinary class got to

131take a field trip to South Seattle College to see their culinary arts program. They got to watch pastry and baking students get their cakes evaluated and got to tour South Seattle College's automotive, aviation, diesel, maritime welding, and horiculture programs. This was a great opportunity for these students to see what it might be like for them to pursue culinary arts as a career. MHS junior Eric Sha recently qualified for the mathematical olympiadi program or MLP. MLP is the most prestigious summer math program available to our high schoolers. Shiao along with other students from the high school participated in American mathematics competition which starts out with about 300,000 participants competing in these programs competing in these competitions. Out of those 300,000 only 60 qualify for MOP. From MOP, a number of students will then be selected to

132compete for team USA in the International Math Olympiad. Shiao also won a United States Math Olympiad silver medal and got the highest score. This is a really incredible achievement and we wish him the best of luck this summer. >> Eric has also hosted math help for the whole high school since he started freshman year. So, that's a fun fact. The Maroon Project is currently hosting a period product drive. They're taking donations uh through May and all donations will go to Mary's Place, a nonprofit in the Seattle area that helps women, children, and families get out of homelessness. You can drop off supplies to the main office at the high school or buy them from their Amazon wish list. >> That's it. Thank you. >> Y um I suggest we take a short like maybe 10

133minute recess for to grab some dinner. So coming back at 7:10 Start with um >> all right here we go. partial governance uh 2D which is board policy 18007 financial administration 202526 financial dashboard and April 2026 budget status received to you is the financial dashboard board along with the budget status report through April and then also my notes to the financial dashboard. Um we're through April representing about 66.6% of our fiscal/school year. Um amazingly so. Expenditures are at 66.6% so we're right on target. Uh revenue is about 67.9%. That's obviously due to receipt of local taxes at the end of April. uh but also uh obviously our approaching advance that helps us smooth out our revenue our EKG type of revenue receipts from the state. Um expenditures uh basic education was a decrease we had

134a large one start payment in March hence a decrease or drop expenditures for April. uh support and community services. Um we saw an increase in the second half payment of our risk pool Washington schools risk management pool of about five or 657,000 um and our total about one over 1.3 million for the year. Of course, as mentioned prior with regard to our budget for 2627, that cost is now ballooned up to almost 1.7.8 million for next year. revenues uh local we had a significant increase obviously about 3.8 8 million month over month. Uh once again due to the receipt of local levy dollars. Uh state a portionment we had decrease March to April. Uh interesting thing here not to get too much into a rabbit hole. Um but we were shorted via the state which

135does happen once or twice a year in different funds or revenue sources. uh they miscalculated the transportation payment for the month of April um which will be made up uh at the end of this month. Um specifically we receive anywhere from 150 to $200,000 via student writership. I think they gave us about 60,000 of that federal grants. Uh we saw an increase month over month through the receipt uh timing of reimburseable federal grants. We typically on a monthly basis uh like clockwork will uh remit those reimburseables but we receive them kind of weekly schedule monthly to receive those changes. And then lastly on the other there was an increase through the city of Mercer Island support pool agreement friendly the monthly fund balance cash on hand uh we saw at the end of April about

1364.2 2 million year-over-year increase of about 2.1 million of course due to uh force of local taxes but also that abortion demands which has helped greatly in regard to use sources. >> That looks really good to be quite frank here. just wanted to point out um you know from time to time you receive questions from community members regarding finances um and I know that you received uh at least one email with a number of questions and you know this is a great place that we always try to point people back to since uh assistant superintendent Sullivan came on board about the same time as I started as superintendent in 2022 this has been a staple um of the reports that we provided every single month. And so anytime community members, you know, are inquiring, I

137always take them back to a document like this because it has current fund balance. People can see historical components and you know, this has been the dashboard that you've been um really monitoring the superintendent and system on, especially under OE7, which we'll talk about next. But, you know, anytime we're below 5%, the board expects more regular uh updates and that's what this is attempt to do. So, thank you to the finance team. One more thing I'd like to add on this dashboard. Uh this year at the law conference, law is the Washington Association of School Business Officials. Uh Director Adams had the opportunity to present at the conference. uh she presented this dashboard as a useful tool and since then we've received probably a couple dozen requests for it to kind of mirror that in

138other districts throughout the state. >> I can see how the graph looks so much a relief maybe for you how they're allocating. >> Uh it is the orange it feels better. >> Yes. Can I ask you a quick question? It's not related. It's related or not. When we receive the federal fund, the federal funds for um our >> reimbursement. Yes. Does that comes through the state or directly to >> and is that reflected also? It is also within those uh designated months or >> or is as they come? >> Uh we budget month over month over month but it >> but they give it to you with the state schedule or >> correct with the portionment. Yes. when they receive evidence. >> Okay. I think it's it's a um a question that came yesterday and

139I think that uh we wanted to know how that will impact the the different districts depending on how much you receive >> federal funds next year which we were worried. >> Yes. Yeah. I noticed that that a little decrease there. So yes. Yes. That's >> and this will be the last year just as a reminder where safety net will all come in at the end. Uh next year it should come in at intervals but we don't know exactly what that's going to look like yet but we are told that it's supposed to come in on more regular intervals maybe quarterly. Um but we do know that we've got um depending on what we receive back roughly $2 million coming back to us in August um for safety net. Um, so that's not even in there

140on the orange line yet. >> Thank you. >> Okay. Now you have post monitoring language review board policy 18007 financial administration. >> This is action discussion. >> Uh, it's discussion with potential action. Uh so the during the last conversation uh during the monitoring review of OB7 you had a conversation uh really trying to discuss that you know getting to 8 to 10% is going to take time and if we're just going to year over year keep finding ourselves not in compliance that yes that is true but you wanted maybe some language in the interim that would demonstrate how is the district um and obviously me as superintendent making reasonable progress towards that 8 to 10%. So without changing the benchmark of 8 to 10% altogether um what we heard you say is you wanted to

141keep the goal which is 8 to 10% but put in some sub goals that would track our progress as we get back there. So this was the language that um we just are proposing for you to uh grapple with. This is not something you have to approve tonight. you can have discussion um approve it tonight or at a later date but this was our attempt to capture your thinking at that board meeting >> and do these sub goals feel achievable or is it aspirational still >> I mean it is aspirational because we don't know what all the factors will be from the state but I'll turn it over superintendent Sullivan we have lot lot of conversation on this >> is your question regarding the 10% on regard to the new >> we leave the eight

142to 10% % language in as it seems at the sub language that >> yeah is 1% 2% and 1% over three years reasonable yes that is reasonable >> we're where are we at right now in percentage >> 5.38% uh as the end of April um however just taking you back one board meeting when uh the team produced what the projection was once we pay all the bills and receive everything we are projecting. Um, director Adams would would say that we are projecting under. I would say we're going to probably be maybe slightly over and then assist the assistant super come in and say we'll be right in the middle of that. We're going to be pretty flat >> and we won't know that till mid October at this point. >> And why the one two

143one for some reason? Why >> as opposed to like one one? Yeah. >> Well, I a couple things on that. I would say one first thing on the 1% is that is going to be somewhat aspirational as you've had conversations that uh priority around crest uh and some other components. You know I had suggested that we're probably going to have to calculate fund balance into balancing the budget. So 1% will be a stretch for for that year. Um we'll be in a bianium budget next year potentially see some uh relief there. We're also thinking about that will be the first year that we start to see some of the uh leveling out in the elementaryaries in terms of getting to those lower numbers all the way through and our high school will start to see

144um a decline. So I think we will continue to forecast uh really well uh on our enrollment uh with some of those components. And you know, if we're going to get to that 8%, let alone 10%. We've got to I think set set the bar at a place where we can make some gains. >> Mind you, behind the scenes, our goal is always get that 8 to 10%. Obviously, coming into programs, operations, student, >> I would, as we're talking about the 121, I actually would propose a change to 122. uh that would give us a 5% increase based on what we have now, which was also 5.38. That would get us over 10. Um and then in that 2028 2029, we're either going to be there or not. Um and so we mean whether it's

1451% or 2%. Um so I would propose to change it to 2% because that more shoots for that 10% in total. would be my strong reference. >> I would add any other thoughts on that. I would like that and at the same time part of adding this language is to kind of be more realistic on the expectation to the district and I don't know it's um it's a concern in that sense um because I do agree that that we have to figure out a plan to reach that goal but I do like the idea of um getting there quicker in two 1% quicker than I mean, I it's it sounds so neat and tidy, right, to like get us above that 10%. But I I don't have great confidence that things are going to be

146fantastic financial aid for us in the district over the next three years. So, so I feel like I'd rather stick with the numbers that our finance folks feel are realistic. And if that's one, two, one, like I'm fine with that. But I am just in general very happy with this concept of creating these sub goals. Um it seems it seems more achievable, but it also just seems more it's more realistic. It's more achievable, but it also seems kind of like encouraging like to think about it in terms of like broken down smaller goals rather than just kind of having this impossible goal out there that seems like we're never going to need it. So >> yeah, >> I think that one of our, if I'm remembering, one of our reasons for wanting this language was

147just sort of the frustration of never being able to find the district in compliance because the goal was so unattainable. So, I just want to like echo maybe director Tucker's thoughts that I I would prefer to to go with something that achievement that we can achieve and and something that we can pretend can reach because if we just sort of set a different standard than what we think we can reach, I feel like we're going to be right back where we were where we're like, "Oh, we didn't we can't we're not in compliance with this because we didn't get to 2% or we didn't get to 1%." Um, but so that's just my thoughts. I think that I would prefer to air on the side of of getting to that 80% and eventually, but like

148also um being able to achieve our goals instead of just setting other ones, different goals that we can't hear. I was just wondering I don't like if this is sorry if this is asking for the repeated information but is there a reason for the one 121 as opposed to like a one2 or like something like that like is there a reason that the 2%'s in the middle or is it just >> Yeah, some of that that's a great question. Um some of that was in thinking about um if we're going to make headway, you know, we've got to we're going to knowing that as a benchmark makes holds us accountable, start doing some planning right now. And I think if we're going to get to that 8 to 10% um there's going to have to

149be a jump at some point and I think that that's probably the place to do that um as we're moving forward um because that will be a new bianium budget the start of that. So that seemed to be the right place to that. The one thing I was just going to mention is that third year is a bit like the um when we have our demographers come and the further you get out the less reliable it is anyway and we can adjust that. And so I guess it might be a nod to director Bradley saying we could set that and these can always be adjusted because you have to review this every year and you have language review every year and so we could come back and say hey after next year how realistic is

150that third year if you were to set it at 2%. Um and so those could be adjusted too. So, if we wanted to say, hey, you can't high jump over a low bar. Let's set that bar as our Pathfinder um was saying, that probably wouldn't be too insurmountable. But I would love to hear from the assistant superintendent on that too. And that your your thoughts on it. The language for me 8 to 10% is something we can achieve but it takes it would take cuts at this point. The one two I'm fine with that if that's where we like to go but we can't do that. It's just it's going to take once again like I said some cuts to do there and get there as we sit here and look at the >> Yes.

151I feel like if we're at five something percent now and you know like one two one that's another four then we're in the mid nines right or the nish% territory and that's only in the 8 to 10 that we've been asking you for and and I don't want to I don't want to move the goalposts and sort of say like we had said 8 to 10 but now we want 10 plus um I just I think that I I see that the sacrifices and the work that we're doing as a district and the sacrifices every department of this the district is doing to get to these to try to rebuild our fund balance and and I don't want to keep moving the goal post on it um to what we're expecting from you so >>

152I guess the 2% >> I mean if we're going to have to make cuts to get to a 2% in the 2027 2028 here. We'll know what the budget looks like at that point in time, right? Like we'll have a lot of visibility one year out. And whoever's on the board at that point in time, we should give them the flexibility to hold the line, maintain those cuts or maintain that budget that adds 2% to the fund balance. Um, my personal opinion is most of the budget surprises will be to the downside, right? like it's more likely that enrollment comes in a little lower than it comes in a lot higher. And so I think that we want to be laying the groundwork for a future board, which it would be a future board in

153that 2028 2029 year to be able to hold the line and say, "Hey, we really do want to keep growing the fund balance." And so I would rather make the harder decisions on the front end to give a future board the flexibility that they need. And it's interesting because I was going to say that uh I think director Sullivan and myself were more uh aggressive in trying to get that I was going to pull director Sullivan say 1.5%. That's the middle. So it could work too. Uh but I'm curious about your staff also. Uh I know where what do you think the comments of your staff will be going into. Will they be okay with the 2% or or uh the compromises? Just curious and we'll meet whatever standard represent you would like. Speak out

154of class here per se. Um but I would prefer the 122%. >> 122. >> Yeah. One 122. Um you know, we're at 5% right now. I don't think we'll end the year at 5%. It'll probably be 3 point something to fourish because of the bills that come due towards the end of the year. Um don't answer per se aside from the 10% goal is achievable. It just takes courage and the ability to cut at this point what we know moving forward. >> So you wouldn't prefer the one to two, but the language that you proposed is one 121. No, one two proposed to 121. >> That was me based on your conversation of trying to find the needle as well. I I I was also trying to find 9% essentially. >> Excuse me. Because if

155we or I was trying to get us to make sure that we hit the 8% because I think we're going to be somewhere around that high three or 4% when you when we get to you in October or November. Um, and so there are four more percent there and 4 plus 4 would give us the eight. Um, you know, we're at a high water mark at that 5.38% just because we've had, you know, collections and the the aortionment advance. So, um, while it says that on the the budget status report, I agree with assistant superintendent that we will be closer to that four or really high three. Yeah. >> And I do want uh um so I do like the one to two and one of the reasons is that this past legis um a

156bill that that did not pass uh through the communities but it was to make uh enforce the 8% reserve to all school districts. And I'm thinking that as they uh if they ever recreate the funding formula for schools or um or they allocate more money, they will want to have less school district inviting conditions and they will make the uh all the districts to kind of set the expectation and the requirements way higher. So being ahead of uh the game will will keep us safer not being either uh audited or being inviting conditions or I don't know what will be the consequences if this law ever would be in place but I think that that is um kind of a prevention on what the conversation was last session regarding that it it went far enough

157that we were a little bit nervous. So, um, >> uh, yeah, I mean, my main point is, right, like if we think it's going to come in at year end for 4% and we only add 4%, right? Like this is sort of best case scenario. I just don't want a future board to have to deal with like, oh, we've made all these hard decisions comes in at 7.7, right? You know, and it's still not quite good enough. I would rather try to plan in some room that if things don't come in as well, have another percent or two to work with. >> Well, it sounds like you Stephanie thinks too. >> Yeah, I think we do. We continue this then for think. I mean, Stephanie didn't leave any notes on on wanting to have her

158thoughts. >> She's fine with waiting. I mean, I'm fine with waiting. >> I mean, at least it sounds like we have some revisions to do. >> The board sounds like it sounds like Christina and Julian Julian >> to one to two. >> One to two. >> Yeah. >> Okay. >> I'm fine with 122 as long as there's always going to be the flex to revise that given changing circumstances, you know. I mean, if you have three, then Stephanie, I mean, I'm not trying to >> So, should we just direct the superintendent to change the language to one, two, two, and then >> bring it back? >> Can we vote on it and then that change in language? Then >> you can just do that. Yeah. >> So, first take a motion on without the changes.

159So, first take a motion on this. Then you'll get a motion to amend it. Then you'll pass that. And then you'll pass the whole thing. >> I move that we approve this change the first move to pass the >> move the whole thing. >> That's what it's saying. I I move that we that we um that we pass the revised version of OE7. Oh, no. What is it? Sorry. >> Yep. >> O7, right? um financial administration. >> So I will second that. Great. >> I will move to amend this language to change the 1% in 2020 20 uh 2028 and 2029 to 2%. >> And I second that amendment. >> Okay. >> So you're voting first on >> voting first on the amendment. >> Okay. So we're voting on Julian's amendment first. >> Yes. Yes.

160Students >> I board I. >> Okay. And now we're voting to >> and then go ahead and get a motion to approve the amended uh changes to OE7. >> I move that we approve O7 as amended. >> Second >> students >> I I 40. >> All right. Everyone um now we are at Foreign Policy 180006 budgeting financial planning update certified classified our HR team will come up uh another aspect of the budget planning process taking a look rather at the financial side looking at the uh Percy also. >> Yeah, good evening. Thanks for having us. Um I think what the data you'll see in these two tables, the certificate and classified um it's interesting, but it's kind of a snapshot since co it's amazing that we have six or seven years of of data on

161here including what we're projecting for next year. But it's no surprise that we're getting smaller. We're getting smaller with number of students. Uh we're getting smaller after COVID where we added some staffing. uh we're getting some smaller because we're having to make strategic cuts and make reductions. And I do want to um give a lot of credit to people that are in this room, but also people that came before people in this room about being strategic in how we did things because you see at these tables a gradual cut across the years rather than a lot of districts kind of didn't cut, didn't cut, didn't cut, and now they're facing a pretty big um pretty big deficit. they're trying to either get out of binding condition or they're just trying to to figure out how

162to to make their way for next year. So, it was a lot of hard work, a lot of strategy, a lot of planning by people um to make sure that we we got to where we're going to be, but almost in every cell you'll just see a reduction. Um not not one cell reduced much more than another in terms of percentage wise. Um, but I just think that uh it's just important to realize that there are multiple things we're reducing and we're getting fewer students and it's probably going to continue to happen as we get smaller as our kindergarten classes as Dr. Rundle has said over and over as we're graduating classes of 300 to 350 kids and we're entering classes of 188 to 195 200. We're going to have fewer people, fewer certificated staff,

163fewer classified staff, fewer administrators. Uh, and it's all going to be about strategic cuts, especially with our last conversation about how do we increase that fund balance while also decreasing. Um, couple other things. Um, I think that uh most of our cuts are experienced through either non-renewals, people that uh or we're on limited contracts or attrition. So, we've been able to, although we've come with RIP resolutions the last several years, we've actually not had to actualize any of those because our principles have worked with staff to find areas where we can cut andor new staff, which are people that have worked for us, which is hard, but it's better than not uh not rescending employment to people that we we u have continuing contracts with. I also want to make sure that that it's recognized

164that our teachers are bearing some of this, too. As we get smaller, they're having to teach things that they're not accustomed to sometimes, things they're endorsed to, but we have teachers that maybe are love to teach psychology and now we're teaching social studies for a period because everybody's just making things work because schedules are a big puzzle. And so, um, I do want to give teachers credit. And the last thing I would say is, um, that it's hard. These are hard decisions to make. Every day we're in conversations with, well, we feel sometimes not like uh brokers for car salesmen. You know, if we can keep this, can we cut this? Can we cut an hour here to keep an hour here and so on. So, we're it's a dance almost every day of trying

165to keep the schools running, keep the best staff in front of our kids. But um I I expect these these trends to continue and just small cuts along the way versus um putting for lack of a better term putting our heads in the center and then making drastic cuts um in one year. So that's kind of the data. It's there for you both certificated class. I don't know if there's anything you want to add. >> No, I think um you summed it up well. It really is the efforts of a lot of people um and there's impacts felt but at the end of the day we're trying to ensure and our staff as well those are impacted that we have talented people in front of ours alignment >> questions >> yes thank you um I

166I will um it's not a questions, but I'm not going to say this because I'm inserting my last report with this conversations. So, I I was uh Tuesday um conference meeting, sorry, and uh it was a presentation from the Washington State Board of Education and they're planning the future ready and how they want to change the the the requirement, the credit requirements for graduation. And there this conversation is happening right now. Um I see that they will uh they're going to make uh send a survey to see how we think about it as school districts and I will share with you and I think for staff you need to to be objective there but they were saying well maybe if the OSPI just wants uh for that credit then we should implement immediately that that

167change and my argument is just changing a requirement and that one example was taking one language and putting uh economics or something like that for a student. >> That is not as simple as just taking that teacher to put them in economics. It's a huge cost more than what they paid. And I think that that conversation needs to happen. And I think it's reflected also here. So I'm just trying that in your brains. So when you receive an email from me asking to answer the survey, please answer it with uh some of the feedback on the real cost of changing one staff for one credit or another. And and that's als high school requirement change. Um it's going to have a big impact. I think >> it is it is interesting as a tangent. Um,

168so we have some positions open and uh we just recently closed an elementary pool. So trying to get some elementary uh staff members. We had 98 applicants which uh which is a lot for positions that we have or compared to the past but also every position we open we're getting at least 25 applications. A lot of people when you ask them why are you interested in working here it's a lot of cases it's being they're being reduced from other districts. In some cases, it it's new applicants, these people just starting their careers. And so, you're just starting to see pockets of everybody's cutting. And so, you have these great qualified teachers just scrambling to find a spot. And so, um, and a lot of our teachers are are in that exact thing where they're having

169to decide, do I want to pick up classes that I'm not really comfortable in teaching? I need to do that to to keep my livelihood, but it's everything's just kind of shrinking. And we're not alone in that. And and we're better than most. We're better than most So, >> do we do a uh no action? Thank you. Right. Next we have full governance process policy 18010 program. >> All right. I'll bring up uh >> what's there's literally a list of items. >> Sure. Um so I'll let me just start off with this is the first time that we've changed what we are reporting out on uh in many years. Uh and so this is going to be the start of a process um where we're going to be monitoring at a level two different items.

170So a year ago or so you had talked about as a board wanting to take a look at two and nine. Uh and so assistant superintendent Williams has um provided a report on items two and nine. Why don't you just do a quick overview of each of them um to and then we'll take questions. >> Sure. Um yeah, they're actually not too far a field from each other. if you're reading the little uh uh descripture there. Um so number two, provide instructional materials, programs and services that meet the needs of students respond to their changing capabilities and allow pedagogical flexibility to adapt to a changing world. Um so mentioned a few things uh in here, not necessarily curricularly speaking for all of them, but um really thinking programmatically. So our elementary principles in their SIPs

171this year made sure to attend to math. in particular, their focus was to support students who were at remote level and trying to um ensure that they were still getting uh full continuum of services in schools or in their intervention box. Um as we've talked about before, uh what has been referred to as access for all um and the work that we've been doing in those spaces was really spawned out of a parent desire to support their kids in a different way um similar to the map. And so we're trying to be responsive in providing supports to that end uh specifically through the lens of multimodal or multiensory education. Um over the last couple years at the middle school, we have also uh embarked on our work there as far as reading is concerned starting

172with vocabulary and morphology. And we've got um a pilot happening in the seventh grade classrooms this year again teaching morphology to seventh graders. um whoever guessed that that grade boys would like morphology um you might think no but in fact they do so that surprised me but they are um I think responding really well to that I think because of the quick nature of that we are hoping to move into year two and uh spread wider but also build some more systems and such to monitor the efficacy of the process um our high school has made some significant changes as they've uh pushed toward a more inclusive structure as our high school. Um, specifically speaking, how teaching and learning has interacted with the high school this year is largely about around supporting English n development

173for next year. Um, and what that will look like to support our students who are coming out of the middle school from a model that was uh is referred to as our triads. So, they're inclusive model that's a little bit different that they've altered. question. Are you okay? >> Yeah, I'll go. >> Um, the next one, uh, in this case was really talking about school district environments for the whole child. Uh, and so I think one of them was really just represented last week in the linkage session with, um, our safety and well-being committee uh, sharing their reports. So, I think that that was a really responsive um, approach to ensuring that our stakeholders had an opportunity to participate in the conversation and provide recommendations. And then we've had some alterations as well to our

174schedule. So, uh, was it last night? Yeah, last night. Denise Thomas was one of the teachers who was, uh, recognized and part of her work was recognized because she, uh, helped reinvent Gator time to better meet students needs both social, emotionally, and academically. So, I think that that's a real big start in the direction of creating a functional tier of supports, tiered set of supports for students at the middle school. And then the elementary schools changed a little bit in the sense that two or 50% of them had uh what we refer to as ride blocks or their intervention blocks. They're not totally intervention blocks because students could also be receiving uh enrichment during that time. Um so the two elementary schools had that prior and now our remaining two elementary schools have implemented this

175year. I think it's important to note that those changes and all of these changes that we've talked about don't really come without challenges, right? any change that happens in schools is hard. Um, teachers are really having to shift the way that they do intervention. They're having to shift their daily schedules and do all sorts of things a little differently. Um, and so that has growing pains, but I I foresee it getting a lot better in there too for those >> questions, feedback or comments. just just the comment that um we got to see the morphology class in action during our visit to uh Northwood. I guess it was fifth graders that we saw there and I was just blown away by it. It was really impressive. Um I'm really excited to hear that that's kind

176of getting getting spread. I could see that it was popular with the kids, but I was also just super impressed with like the level that they were working at and I could see directly how useful it could be. Great job. >> Looking forward to monitoring these two quite more closely. I think it's it's it's a great reflection of where the board priorities are these days and um I appreciate the report that you gave. I think it's going to really give us something to think about. Um and uh I too am a huge fan of the morphology. It's it's so fun. I I will also say that during the linkage session with the students last week, they talk about Gator time a lot and how well a fantastic change and I think that the the older

177SS were not that happy that they did not have that. So it was it was yes very well received change. Any other? So we're looking for action to find the >> to find the superintendent in compliance with OE program. >> Motion for that. >> Dr. Bradley motion. Georgia seconded. Students four. >> Thank you. If I may on the next two um perhaps I could just say a couple things but we move these to the next meeting because of your executive session and we do have someone who is going to join us for that. >> Sure. >> Um my recommendation would be to move those to the next meeting if that's the will. >> So partial governance processing. >> Perfect. Any objection? Um, the only thing that I would like to uh I'm going to be

178out of town on October 22nd of that it's on that calendar. Um, but no objection to moving. >> Can we send you the dates where we have conflict? >> Sure. >> Yeah. >> I have to be. >> Yeah. Thank you for that. And you'll notice just the one thing I wanted to mention is we added two additional half day um study sessions next year to calendar them. It seems like we're calendaring a lot of study sessions throughout the year. So why don't we just put those in now so that they're already there um as placeholders. uh and also trying to thread the needle on an interest that I've heard which is you know we couldn't find a great solution to your hopes for what can we make one meeting a business meeting excuse me and

179one meeting a uh more of a govern uh excuse me a governance and a study session. So we're hoping that by putting in these other study sessions. So that was the other change but yes please go ahead and send in your feedback on those and we will kick this to another meeting. >> Okay. That brings us down to superintendent for announcements. >> Um just a couple things. Um uh per your requests, uh we are reaching back out to our 10th and 11th graders on um some of their thoughts on the Suma and Magna Kumlady um changes to try to get some more student input. I know that was a topic of discussion for you with the students when you um were meeting with them from the superintendent student advisory. Uh and so we hope to

180bring back some information for you um that uh would allow you to uh make a decision uh one way or the other on whether or not to make a change. Um other than that, uh next week we have a study session on the 4th and then we have a busy following week where we'll have board meetings plus graduation. Um so we're going to be hitting the ground running here in the month of June, but it's a fun time. So that's my Um, do you want to start with boards or do you >> I only am going to report that on May 11th I attended the the last um bridge meeting of the year. >> Excellent. >> Similar to report uh final tier one meeting for Highlander Middle School, final pack meeting for Highland Park. uh

181always very helpful meetings for parents that have made it this far in the uh Zoom uh in the online do for those if you the opportunity. >> Um I went to the CF meeting and yeah I want to use the time for another thing. So yes >> um I went to the uh Marsh Island High School PTSA awards. It seems like a long time ago, but it was since our last meeting. Um, which seems hard to believe. And I just want to highlight that um, for the PTA essay in general, the and this is, you know, high school, but it can sort of stand in for the whole of PTA volunteers general, but it's represents hundreds and hundreds and hundreds and hundreds of hours that parents have put in um, almost every year. I know

182that a lot of parents followed the path that I followed and followed. I'm sure Julian followed his PTA leadership of you start as a class volunteer or you're reading in a library or you're doing whatever and then the next year you get tricked into doing something else and then you know sooner or later you're running for school board. So it's it's a it's a long path but it represents just thousands and thousands of hours that our parents put in to make lives better for our students and our educators. Um, and I want to particularly recognize um the winner of the PTSA Golden Acorn Award, One Styer, our very individual who has contributed extraordinary or exemplary volunteer service at our school over many many years. Um and then I would just also quickly recognize for the

183record the um outstanding educator award was to Brian Kulk our orchestra um teacher and um our outstanding community community partner was our own SRO Olivia Fawn who's um at the high school and is fantastic. Um outstanding advocate award was Breman who and we've all worked with her. Outstanding volunteer service award was Sharon Singh. outstanding senior volunteer service award. Um I guess sticking on the longest is um Sarin Short who has given an enormous amount of time and energy to the schools. Um and the honorary lifetime achievement award goes to Gwen Lmore who um we all know from her advocacy for gun safety. Um so anyway it was a pleasure to go to these awards and of course to see Steph in particular is being honored for her fundamental work at the district um which of

184course we benefit from every meeting. So, and that's all I have. >> So, L. >> Okay, this is uh >> what two minutes. >> So, uh my question I have a another document that I would like to share. So, uh but can I send it to Michelle and and uh director Rosner so they can put it up really quick while I talk. >> Uh so yesterday there was a resolution committee at WASA where I was trying to put um and I said that to you too. uh uh the document. So I I just shared it uh related to our the resolution that we want to put in WASA to include uh more advocacy related to sexual harassment for the state. Um there was a lot of feedback uh and then there's a lot of tension

185because uh the way that it was proposed and the one that you see there and you can see the changes that the that you have um the one that is in the board docs um you can see that the the um the proposed changes was for them to be very broad and they want to go very broad on the on on what they proposing so that districts have more options in operations. They saw the language more operational and they do they wanted more local control in terms of how to handle their cases. Um there was a lot of kind of back and forth and I had uh opportunity to talk to uh director Brunette um today today because we thought that though the portion that they were removing it was a lot of what we

186worked together with you and it was the the life experience of the the students and also what we have worked with the safety committee. So, um I want to get like your feedback because they gave me the opportunity to submit it next week and we will have to pass it on next Thursday on the consent agenda in order for us to submit it this year. Otherwise, um it will go as it is, but possibilities it will not pass at all. And if this doesn't pass, it's very hard for us work with the legislators if we want to put ever something on the table to advocate or uh to do anything. So uh if you see I don't know can I share with the other directors also the document. Is that okay? Or or I'm trying

187to see what's allowed or not. So we'll share with >> you share with them outside of the meeting though. You can't go back and forth on the doc. So I will share with you uh uh the uh three of you two. I know that it's it's complicated this um um yes uh Jolie and I will put um okay >> and then we'll add it to >> Yes. So, so, uh, you'll probably just receive an email and let me know your thoughts now and I want also your feedback if this looks that we're messing with operations as schoolboard members and the impact that will have in the district uh any unfunded mandate or is wide enough in language that it will it decide to have some training. It is not it is our board who decides

188not the state and it's not you know what I mean right so um this is the time to kind of quiet >> our is our is our intention to talk about this now and then just add another June 4th study session >> the June 4th we would add this as an agenda item to your June 4th study session and we would notice it so that you could take action on it at your June 4th One of the reasons that I wanted to discuss today, it was because it's the last meeting of Lucy and she has put a lot of work on this too and I wanted her input on this too and that was one of the the ask that I had too. Yeah. Yes. >> Can I um I'm a little confused. So is

189the document you shared with us which one is the one that they're trying to pass? So uh so the one that it's it's in board docs >> it it was you can see in the markup one uh that was the one that we submitted and the feedback was that um it was there was a lot of hesitation saying like I don't know if this message was in the line of operations of the district and the training for or any education opportunity for schoolboard members sounded like mandated uh unfunded mandated because u it's it's it's just an advocacy portion. The problem with this is there's no language on sexual harassment in WASA at all. So there's um there's conversations with legislators in WASA because legislators around the state do want to do something. There have been

190a lot of news this past weekend and and um if they put something on for legislation for WASA to be on the table and advocate and bring the the voices of the school districts there has to be something in the resolution otherwise they will be always neutral and you will know how that goes doesn't go doesn't go file if it wasn't neutral. So if we have at least the basic will be going with the markup but Stephanie and I think that the other one does reflect student voice and that's something that we'll bring to to the was somebody saying like yeah yes and we have lived this um we have lived this this great exercise of having the community and and we are bringing not only the voices of the students reps but also the

191community and I think that we have seen those gaps. So, but any feedback or feel free to >> No, I mean I think it's very reasonable and I think it's harder for the community to sort of understand that if there's not a position statement with WASDA that we won't get any support as we try and move forward with legislate mean to advocate for potential legislation from the student safety and well-being uh committee which we feel is quite important. So this kind of opens the door to that future advocacy. >> And just to clarify like any legislator can put a bill and we can advocate for that bill and we can always go forward on that. That's 100% >> the legislator do like state supports and that's when WASA is the voice of the state support.

192So that's how it plays. But we can always like if it's a good proposal that they would bring or not. And that will also help us um uh have more conversation with legislators across the state to I don't know bring other ideas >> and and I don't see any reason why it can't be like us doing something and then other other you know districts saying oh yeah we need that too and then the state support comes out. Yeah, somebody absolutely >> to me it doesn't seem like it's closing any doors. It's just more broader on's part, but I think it still allow us to advocate a lot and help get their support. So, I think it's it's you know, we might prefer the one the other one, but I think it's the proposed changes compromise.

193Yeah. >> Yeah. It's good to get it to WA and if we know that it'll be more likely to put us on a path to success, I think that's more important than um worrying about like the language that we want because I think that we should try and shoot for success even if we can't get everything. This might be a compromise that will hopefully put us on the right. >> So I will um I will use a little bit of the rationale on the other side. I think that um um they said if this is wider bring a very small rational so it has bigger chance of passing but um and uh so you don't see any flags on that end that we're okay then um we will we will elevate this and we'll keep

194you posted Lucy but I think this it >> ly you're not graduated yet. Yeah, that's true. >> A nice long budget study session for you. >> When we say how hard is to move a needle, it's so hard. It's like I did not expect that so many resistance. >> Okay. So, what's happening with this? >> We'll bring it back on the June 4th agenda. >> Great. Thank you. Thank you. And thank you Lucy for your advocacy. >> That's for Yeah, I think that that we have enough. >> Yeah, it's it's the other I inserted here and there. >> So, one important thing is we actually skipped over consent agenda. We need a new consent agenda. >> Okay. So, uh do I have a motion to approve the consent agenda? >> Motion to approve the consent

195agenda. Second >> students board 2040. Director Bradley motioned. Director Martinez seconded. >> All right. So now we're going to go into executive session. Um the purpose of the executive session is to conduct an executive session to discuss litigation or potential litigation pursuant to RCW42.30.11. 30.111 and the board will be in executive session until >> uh 8:35. >> 8:35. Um so I'm adjourning the open session. >> Uh we're just >> motion. I move that we adjourn the current session to make the session or do we just move that >> recess? Recess. Never mind. Okay. I move that we recess to hold an executive session. >> Second, >> um, do we have to do anything? >> Oh, okay. >> And are we in this room? >> Um, I think we should go upstairs to allow them to

196break down the room since it's already 8:00 and then we'll come back down and leave. >> And did we leave our um Right. We're not going to take down