001Thank you. >> [clears throat] >> Sorry late. Welcome everybody to this regular school board meeting November 19th 2025. I stand and say the pledge of allegiance. [clears throat] I pledge algiance to the flag of the United States of America and to the republic for which it stands one nation under God indivisible with liberty and justice for Can I please get a motion to adopt the agenda? >> I'll make a motion to adopt the agenda. Second. Oh, >> I'm sorry. Miss I'm sorry. I second it. >> Okay. All those in favor? >> I I please get a motion to adopt the consent agenda. >> Uh I'll motion to adopt the consent agenda. [clears throat] >> Okay. All those in favor? >> So I >> Oh, second. Sorry. >> Okay. All those in favor? We're good. Everybody
002signing happy. Thank you for that. >> Um, public comment looks like we have a >> Sorry, I I wrote in there. I thought it was sign sheet. Why not? >> Says it's all good. >> Okay. [clears throat] So, no public comment. >> We will move on to reports. We have Mr. Aaron Jacobe special educators you lead off I'm used to other evening everybody. >> How's everyone doing? >> Good. How are you? >> Good. I'm doing good. >> Falling off though. Um, well, it's been a been a year since I did this last, and this time last year I was vy, I had a lot less mobility in my neck. So, I'm glad that I'm feeling a lot less old than I was last year. Um, even though I'm a year older. Um, >> you look
003great. >> So, I'm here uh today to do a report on our special education department in Meridian School District. Um, as always, there's definitely a lot going on in our department and I'll just share a little bit about what we're seeing and and what's happening, so to speak. Um, so looking at some of the trends in our department, um, we continue to grow. Um, I I shared a little bit about this last year. We were right around 28 IPS [clears throat] my first year in this position, which was 2018. This last count we were right around 263. Uh we actually had a few more than that that weren't on the count due to students who are homeschooled who aren't accessing services. We don't count those students for um allocation reasons. Um we have more kids
004on our case loads. We're just not serving them right now due to family decisions. Um what that's leading to is I mean our our staff are stretched pretty thick um right now. I think um I don't think anyone's who who's who's working in the schools right now isn't noticing um the impacts of the number of of kids that we're trying to serve and the needs we're trying to meet and um kind of the impacts of just those numbers and the intensity of needs are having having across the board. Um, I think some of that's attributable to just the number of kids. Um, our enrollment has gone up from 2018 to now. That's no doubt on that. But our percentage of students with IEPs is going up at the same time. We're still nowhere near some
005of our neighbors in terms of percentage of qualification. You know, with looking at Mount Baker where it's 20ome percent or NooCac where they're close to 20%, we're still in that 14% range. Um, but we are continuing to see growth in our special education numbers and I predict that's going to continue. Um, talking about this next one and and then actually the next two are probably pretty closely related. Behavioral health impacts are a big part of that. >> Can I ask a quick question? I apologize. >> Yeah. when you say the numbers that how we've increased in students. Um, how have we increased in staffing since then? >> Yeah. So, that's that's a good question. Over the over the time that I've been in this position, we've added some positions. So, we've added a second school
006psychologist. Um, that's come down to just the number of evaluations and and referrals we get during the course of the year. Um, and that's gone from a 1.0 0 to a 1.5 contract and now we're at a full 2.0 um situation there. We've added a halftime SLP. Um and that's one of the areas where we're really stretched right now is in our speech language um areas. Um or we've added a I guess it's kind of working out to a OT during that time. We've fluctuated between two full and 1.8. Um, and then we've added a [clears throat] life skills teacher at the middle school. And that's been primarily due to when I came in, we didn't have students at the middle school who had that level of need. And so with the complexity of that
007need, you really need to have a dedicated staffing to that. And so when we look at what's been added, that's really what's been added. Um, and you know, as as things are going, we may have to start having some of those conversations again as as we get into planning for the future. >> B case loads are getting big. >> Yeah. Um, so I think when we talk about the impacts of behavioral health, I I think some of the behavioral health impacts, so we think mental health, counseling needs, those types of things, like it is, I know it's shocking that it's disproportionately hitting our our kids with IEPs compared to some of their peers in a lot of ways. Um, you know, I I think there's a lot of reasons for that. Um, and I don't
008want to get into like trying to try to be a sociologist in all this conversation or a psychologist in all this conversation. But you know there's a lot that's that leads to this next section which is that non-academic areas of impact a lot of social emotional needs among our kids with IEPs a lot of adaptive needs. So these students struggling with things like self- advocacy skills and um self-help skills. Uh yes. >> My understanding is like if parents are on weight lists for counseling and behavioral health, the school will find services. >> We we work to do that. Yes. >> If the child >> Yes. >> specifically is on uh certain insuranceances, state provided insurance. >> So we So that's another I'll I know I'll have another board report on that at some point. Um,
009but I I think it's a good thing to address like yes, if a family has a concern about their student, wants to access services, they can reach out to me and I can do some work on trying to find providers in the area who are still taking clients who may work with that family's insurance and then and then refer that family to the to the that provider. >> And does that still fall within our >> not within special ed? I mean, it falls in my department, but it falls into a different part of my department. Okay. So, but yes, we do do that. Yep. Um, so I think, you know, there there's a lot um kind of kind of happening in in the special ed department around students who are just struggling with interacting with
010themselves and with others a lot of times is probably the cleanest way of saying that. Um, and it kind of comes down to this last one here also where we talk about kind of the impacts of some physical aggression that we see at school. Um, we we live in in a time and we're serving kids in a in in schools and and that's a reality of what we see at school sometimes is is students who who are expressing their themselves through physical action towards another student um or an adult. and and we have adults who who get hurt from time to time as a result of that. We are also, you know, for for the board to be aware of, we're also living in a day and age where right now there's a lot of
011advocacy at the state legislature level to do away with some of the tools that schools have historically had to to help support students when they're in those those moments. And and those are I'm talking about things like isolation or restraint. Um, you know, I I don't think that if you talk to anybody who's in a situation where that's a tool at their disposal, they want to be in the position to use that with a student. Um, and we have staff who who've had I'm going to use the word scars like they've been hurt just physically by by having to physically intervene with kids. So, you know, we're working in a tricky time and this isn't a meridian thing. This is an everybody thing. Um, and you know, I I just went to a law conference
012a few weeks ago and physical aggression and and social emotional needs of students who are a big part of of that conference. Um, get to hear lawyers talk about a lot of that stuff. So, um, it's not all tough. >> Okay. We we have good things happen in our department. >> Absolutely. I just it's also particularly difficult with the loss of funding that's coming down because the mental health funding is going to be a big impact because it's it's an area that we have really capitalized on some good funding opportunities. So >> didn't we have a lot of money during co for IEP stuff? >> Well, the mental health >> mental health piece the IEP I I I wouldn't say that we got an excessive amount of support around things related to special ed. Um,
013I think that some of the resources that were made available to schools in general made it a little bit easier to address some things in special ed because we had resources for other things also. That makes sense. So, you can move things around a little bit. >> Um, but I I I mean, just being on my special ed soap box for a minute, like special ed's a federal mandate and the federal government's never supported it. And so it it does come back down to the state and the state's not really fully supporting it either right now. And so you know we have some of our most at risk kids in our system and and we're we're under under provided for them for lack of a different word. >> Yeah. >> So and I can make
014that argument around mental health for kids too, not just at schools. I mean just in general but but I'd like to commend you for everything that you guys have done with the lack of funding, lack of resources. states constantly take away stuff even though they're not supposed to or something like that. I could definitely see how the special ed department was being run in 2017 2018 quite honestly was tanking you know and you know everything's going to I got my own personal opinion about that but you know I was a manager too and I know when I see weak managers and at that point in time when a special ed director you know is sending an email when they could walk from here to the parking lot to have a conversation with a staff member
015you know it's is poor man so so I just like since you step into the role and your team and what you've done with less even though I mean those are one of the successes I like to add is sticking with it or doing what you can with less improvise adapt overcome your situation so I' I'd like commend you for what you did >> well thank you Marty I will say some days are better than others [laughter] >> and I'll also say some days some days like I I I feel like I can do better with with the things that I'm doing and >> but even your presentations well past presentations they would come to stand right in front of us and together we would hear but then our audience members they couldn't hear what
016was going on. So >> so anyway I appreciate you having speakers so people [laughter] >> um so just I I just want to look at some some celebrations around the department. I Irene Ryther. Um, this has been a big focus for for Tyler and his team is just improving the attendance rates at Irene Ryther. And one of the things that I kind of noticed as I was looking at some of our our information, students with IEPs or students who struggle with attendance at Irene in particular, but across the board. Um, and it it is one of those areas that has really heavily impacted the positive attendance rates at Irene Rythers, our students with IEPs. Um, but looking at how things have gone the last three years, that's, you know, that's increased about 10% over the
017last three years for kids with IEPs. And so the work that Tyler and his his attendance team are doing at Ire Ryder is making a big difference. And for students who struggle with their with with ability to access school in general, it's all the more critical that they are at school when when they can be. So that's that's a success. Um, middle school, this was kind of cool. um looking at I Ready reporting and how students are doing on I Ready scores, our students with IEPs are growing at a rate higher than students without IEPs right now. Um which I think is commendable for the staff who are serving those students, not just the students, not just staff who are special ed teachers, but classroom teachers because every student at Merid Middle School just about
018is in a regular math or English class. And so they're um I mean that's one of their that's one of their school improvement goals and to see that growth happening there is is is great. Um the high school staff, one of the thing that's been really cool to to watch among our high school staff is the impact that they're having on the other teachers in the building. Um, I think of, you know, Sarah Meadows, for example, who's our life skills teacher, has done a lot of work with particularly Cayla Bernson in our our and the rest of our English department around how to make the English class more accessible to kids in general and to help kids be more successful in the classroom. Nate Button is taking a leadership role with the math team and
019working with them on how to how to better support kids in math classes. um you know, this goes into one of those longer term goals I had last year, which is just improving outcomes for kids. Like instruction is going to be what does that? And so to have them taking that role at the high school is is super great to see. >> Um and it's going to pay dividends. Um and then just another thing that I'd like to celebrate is we have a group of about seven staff members from around the district. There's three special ed teachers, Billy Ballas, um Kelsey Funk, uh Nate Button, and then Jordan uh Wakefield, who's one of our school psyches, and Ally Ye, who's one of our occupational therapists, along with Lesie and I. We just had our first
020meeting on Monday. We've created a special ed leadership team for the district. And our goal is to look at things throughout the district and say, "Okay, how can we improve on this?" So the first thing we looked at is a district-wide agenda for IEP meetings and how can we create a system so that families feel like when they come in they they can predict what's going to happen so they can focus more on being a support for their students try to figure out oh what are we doing now? Um also looking at some some tools to help the efficiency of our of our special ed staff. So grow um again that first one coming back to that that agenda conversation is how can we improve our student and family access to the special ed process.
021How can we help students feel like they're more involved in in what's happening to them when they're at school? Um so that they see they have some ownership in it. And then how can we help families better support their kids? Um I mean I'm a dad. I want to be able to support both my kids. One of them's here. It's a little bit easier than the other one, but that's the way it works, right? Um, and then continue to focus on that. How are we going to help kids improve their outcomes when they leave us? Like, how can we help them to to go to college? How can we get help them to go to trade into one of the trades or into uh an apprenticeship program if that's what they want to do? Um,
022which comes to the alignment. How can we get that better alignment between our post-secary goals for our kids and the high school and beyond plan so that when kids leave us they know what they're doing that first step out the door so their first step out the door does not look like their last day at Meridian High School. And then one of my big things is really looking at how we can leverage some of the new tools that are going to become becoming available to to our staff and and helping them be more efficient to meet the needs of our kids. So, we are talking about things like AI um and and how those tools we got to do some work on board policy and stuff and we all know that but right now I'm
023looking at what can this do to help support our staff. Um I think I got this one and then I'll have we'll do some questions. Um [clears throat] we are going to continue to see growth in need in our kids. Um, every year when we see students come into our preschool that they're coming in with with high levels of need and a lot of times those needs are growing each year. Um, we also need to anticipate being able to do that without the state fully responding in the way that we want them to. I would love to see them do that, but I don't know that I can bank on that. And I know so, you know, control what you can control, right? And so right now that's how can we maximize what we have
024and and support staff with with the resources we have right now which I'm telling you is is not easy. Um how are we going to respond to to aggression from students at school and do it in a safe way especially given some of the things that are happening at the legislative level with some advocacy from outside groups. Um, and I'll just share a quick, you know, I went to a a a seminar where they were talking about this and and the people who are presenting are are from one of those advoc advocacy groups and they talk about doing things like creating safe spaces on campus for students to when they're feeling disregulated to be able to to regulate themselves, more sensory spaces, different things like that. And I'm reflecting as we're doing that, where are
025we doing that? Where are we doing that at the middle school? Where's the space for that at the middle school? there. We've had years at the elementary school. Where's that happening? >> Right. And so some of that comes down to some of the conversations we have around bonds and different things like that where it it's harder to to pass a bond and yet when space is at a premium where you find it. Um so some of these things are are kind of running into each other a little bit. >> Um the other thing that's happening and I'm I'm going to be special. It's a stressful line of work. Um, there's more and more advocacy. We've been in a bubble in Walking County for a long time and the bubble's bursting. And, you know, I I
026can't tell you the number of times I meet with with directors from other districts who are who are managing citizens complaints that have been filed at OSPI or lawsuits. And we've been pretty we've been pretty lucky in in Meridian to to not have a lot of that. Um, and I attribute that to the staff that we have and the work that they do with families. They really do a good job. Um, but it is getting more and more complex and harder to navigate. Um, and so I think that I I don't think I can leave a board meeting with the way things are going without just being transparent about that with everybody. And you know, it may happen for us at some point. Um, we've been pretty lucky to navigate that to this point, but
027it is it is a reality. >> Well, I that's a bummer. I know, >> but I don't know how you really do it even now. It's still >> Well, I'm just saying I'm speaking from personal experience. Laney go. She taught special. >> Yeah. >> He wouldn't be coming home till like eight o'clock at night. >> Yeah. >> And that's when we had everything. That's when we had the funding and the resources in the room and Paris and all that. And so when I hear about, you know, each time we talk about, you know, they took more money. Oh, they took and basically you're trying to do this with nothing is it's a testament. But I did have a question on James and Kurt with those too. Retention. Have you had good retention or >> some
028people throwing their arms up like you know what you're not getting anything? >> I think we've had really good retention in our special ed department. We we've had very little I think the last um people who left were left left because they were ready to not do this anymore, you know, and I mean and I mean that from the ready to retire move, not >> throwing up the hands. >> I would just be frustrated. >> We all get frustrated any sort. >> I think it also speaks a lot to the staff we have and why they're here. Um, and you know, I I think about somebody like Karen Nielsson who's done what she's done for as long as she has, and I'm not going to use the number, but she she was here when 10
029Mile opened, you know, and she's still here, and she does a great job supporting kids and works her tail off and really puts everything she has into into what she does. And so, you know, I I I'm I feel lucky to have the staff that we have in the special ed department. And I mean, they do the hard work. You know, I I I teach staff one day, a couple days a year, and I tell Kurt every time I come in here, I'm like, "Dude, this teaching all day thing is exhausting. I don't know how they do it every day." >> And and as you mentioned, the injuries, I I have firsthand the injury of the thing. But that being said, what year did behaviors fall under special education? But that has not >> No,
030it always has. It always has. What what's happened is I think as as special eds got more complex and and that usually comes down to what happens in um in the court in courtrooms a lot of times or at the legislative level. Um things become more focused. And I think that, you know, and I I think back to my first years as a special ed teacher, most IEPs had reading, writing, or math on them. >> Yes. >> You might have some organization. You might have and you might every now and then have a student with some behavior, but it's it's it's very different um than it was when I first started teaching. And I think meeting the social emotional or need social emotional needs of our kids is is one of those things that if
031you ask special ed teachers, they don't always feel like that's in their wheelhouse so to speak. Um you know it they're it's tricky sometimes. Um because you have the kids who are are you know you you see the injuries that happen not just with with adults but but the kids themselves because they become disregulated but you also have the kids who you're not seeing them blow up and they're all holding it inside and th those can be very frightening also. So because you just you don't know until it's a mess. So they either they're not coming to school or they've tried to hurt themselves. And so yeah, I think it's also important to make sure you hear that Aaron's cultivating of his department and his teachers is what helps us also. Yeah, I do think
032luck plays a part in it. I also think over the course of our careers, we've seen a lot more of the legislature and the courts put things in the realm of special education. And one of the things that I I just wanted you to speak to like whether it's math or English or dysregulation or um maybe speech or I mean a lot of people even in education hear special ed and they think they have all these disabilities when it actually could just be one piece one thing and that individualized support is what we want to make sure that we're focusing right. >> Yeah. And I think about I think about students, you know, and I can think of students in my past history as a teacher who, you know, they they really just struggled with
033reading. Like they could write, they did well with math, they could organize and everything else, but when it came to reading, it just was was harder for them. And so, you know, that that that's that's the piece. So, like when you look up here and you see that like this year we have, you know, at this point we had 261 um IEPs. Well, actually there's 261 on the count. So, um like each one of those numbers when you look at that is a different student and each one of those students has a different need mix. It's like it's almost like each kid's a different puzzle, you know? And so when you're when you're a speech language pathologist, you have, you know, 50 kids that you're serving or more, um, you know, they they all have
034a constellation of things going on and and you have to handle each one differently. Um, if you're talking about a kid with, you know, academics and social emotional needs, um, adaptive needs, like you may have a kid who has seven goals that you're working on, but that's not everything. That's just what you're focused on at that time. So, you know, they that our our staff do [clears throat] a good job and they do a good job with a lot going on around them. So, um, but yeah, it's it's it's tricky sometimes. So, anyway, I I do want to thank you guys for your support. I know that, um, as we've kind of gotten as we've gone through COVID and everything else and and knowing that the state's not funding special ed the way that they
035could or the way that they really quite frankly should. um knowing that you guys are have a good understanding of that and and are willing to, you know, have some of those conversations when the time comes, it it it does mean a lot to those of us who who do this day in and day out. And, you know, I'm I'm happy if any of you guys want to come see what our staff do, reach out. I'm happy to take you guys around and give you give you a tour. So, I'm sure that would mean a lot to the staff to see you guys taking an interest in it, too. So anyway, sorry. I [clears throat] would just like to thank you um over the last four years of being on the school board. Um your
036support of the staff and the kids has been incredible. I've heard from both sides, kids and staff, how amazing you are. I've seen it. I think you're great. Um your presentations have been amazing. Um it's been approach. >> Thank you, Steve. I appreciate that. Thank you. I appreciate you and all you've done to to support our department and and just what you do for Meridian in general. So, thank you. >> Might be the first one in a couple years. I haven't almost started crying. So, >> yeah. >> Thanks. [laughter] >> Thank you. All right, Mr. Joe. guys for having me. That's kind of hard to follow. >> We're gonna go from the warm fuzzies to the it >> to the it already like >> we still have Daniel >> something about a sandwich, right? >>
037Um thanks again. Appreciate coming up here and getting opportunity to share. Um the winter uh presentation is we've made it about the technology plan which is effectively a recap of our levy that we've got up there. So um this year was we've closed now the 21 to 24 levy and we've started working on the 25 to 28 levy. Um I've got a lot of slides I shared with you. I only have about five that I'm going to hit but if you have questions along the way then go ahead and stop me. We can talk about those. So, one of the first things is, you know, the funding. So, um just shy of $3 million was approved by voters. Um and as of this past September, 99.4 of that has been received at least by the
038Wakom County treasurers. So, I think it's worth noting just that how well our community, you know, when we project out our expenditures, we base it on 95% from Daniel's recommendation. And that's kind of how we budget. um with varying pricing, inflation, what have you, that having that amount paid has been super helpful to make sure that we we came out ahead. Um we actually spent just over $3.2 million. Um and that includes finishing off the final project we have from the previous levy for the generator at the uh district head end. That's projected to be done at the end of the year. Um we received just over half a million dollars from the federal government early on uh as a reimbursement on some of our expenses. Um and that was to buy out some of
039the devices we leased. Uh we also received a discount on some of the products for another federal program called um and that's an ongoing one and it appears that that will continue on. So, we'll be able to tap those dollars in future years when we buy network equipment. Um, with the additional bonus and under spending in some areas, we were able to keep a balance and have that give us a head start on the next levy. So, kind of when we went into the levy, there was a a hope and a goal of having roughly 10% leaving towards the end of the levy. So, we didn't know what the next future would bring. So, we were able to accomplish that. Um and so then that gave us a start into the next level. So the
040bulk of our work in the levy is really centered on staff and student devices. Um and we had no intention when we put out the levy that we were going to buy devices before the levy even started. Um, so we ended up buying them in fall of 2020. Um, levy funding didn't start until 2025. Because of this, we ended up leasing the devices. Um, in the end, it cost us more. Uh, it was about 22% more that we spent per device if versus had we been able to buy them outright, but that just wasn't an option. In fact, we were lucky to be able to get the lease when we did at the time we did to keep student learning going for 2020. Uh so overall it was a win. Um but of course we
041did end up overspending more than what we had originally planned in that area. >> Just as a reminder in CO hit, so the levy was approved in February. >> Yes. >> CO hit in March. All that spring, Joe bought some postage machines and teachers worked to get all their stuff through Skyward and packets were sent home. And so we didn't have a plan to purchase technology that we were going to actually take a couple years get some techtosas and train staff and so we had to shift and pivot quickly. So remember when I was mount I said hey this year is going perfect. like, "Yeah, well, never mind, guys." >> I did say that. I'm saying it was we were having dinner. I said, "This has been the best year ever." I jinxed it. I'm
042>> sorry. >> But we got the tech levy and we got the idea. >> That couldn't have happened. >> We didn't see it coming. >> It was a memory. Um, one of the areas I wanted to talk like with a levy, this was our first, this was our first tech levy. This was so many things we did it in in an unusual manner other than plan. There were things that crop up that we didn't even realize that there were things that we had to plan for. Um some of them were the ones I want to highlight though is that so with the adoption of devices um we bought all the devices with uh uh damage protection um but not all of that was covered and then as we got later in the levy of course
043our as the adoption of course they fell off of the damage protection we started doing in-house to see that we bought you know extra devices multiple year for $150,000 that we didn't plan for and then repair and replacement parts um landed at about 75 or $73,000 for repair and replacement. So ultimately you're looking at you know just over 5% of the total expenditure of the ley. So it's, you know, whilst that's an area that we're looking at to improve, at the other hand, there's a cost of doing business on any kind of fleet you have, maintaining it. And so, you know, there's there's good and bad in that. Um, and so that's one of the things that we're working towards this year. So, right now, our goal is is that we're going to essentially try
044to bank as much of this year's levy funding that we get and also then take from all of next year's levy funding. And then in September of 2026 is when we're going to replace our staff and student devices. Um, they're all six years old. They're all out of war, well out of warranty. And on our student devices in particular, they're starting to be at a failure rate of one per day. And so we have >> imagine that >> we've and they're Yeah. Right. They're six years old. And so um what we're finding is the power systems are failing up. So either they won't charge anymore where it's on the motherboard will no longer accept a charge. We've had issues where the motherboard is actually shorted out. Um and replacement of that is not cost effective
045in any way, shape, or form. So we've done some things to mitigate that. we have enough devices to to take nutrition of one per day to get us through the rest of this school year, but we absolutely will have to address it for for next year. So, with the two years of funding, we should be able to um you know, with all the plans we've got working with Daniel on the funding piece, we'll be able to replace all of our devices next year. Um I think that that gives us time too to kind of revisit a lot of the things that we had to force adopt because of timing. Um, so one of the things is, you know, we've started looking at shifting. So right now my team, we get notification, my team gets a
046device prep, we print out paperwork, we deliver it to the building, the buildings, hand it off to the student, and there's a gap in the turnaround time and then on the back end when a student leaves, they hopefully return their device to the building. [clears throat] We'll get it within a day or two. Then it comes back to So there's a billion in the processing. So what we've tried now with MP3 is we've shifted responsibility for all of that over to them. So we've assigned them their devices to them. They handle the day-to-day check-in and check out which so far has been great because that means the kid shows up today, they get a device today. Like there's no delay. Kid leaves, they're responsible for tracking it down. But part of the challenge we had
047with tracking down devices is one we're, you know, a week or more later that we find out that the student left. Then we have to identify and we have no no prior relationship with our families or the students like the buildings do, right? They have a a regular relationship with them. So our communications don't always get heard. And so I think shifting in that direction is going to help with just the return of devices. Um we're working on our side to enhance some of the communications. So when we get a device in for repair, um my staff has a checklist they go through. they document what the repairs are and we actually started taking pictures of every device. And so the next step of that is then regardless of why the repair needs to happen
048that gets communicated to families and the student like hey here's what we have here's what your device looks like and just having that be as part of our process so it's regularly communicated out um to try to build that awareness. Uh we've also started within my team of where one of my staff gets a weekly email of any device. So all of our devices connect in. They either connect to Apple or they connect to Google and they you know check in every day for updates and things. I can track those metrics. When a device doesn't check in for a week or a month, then usually that's an indication that there's something wrong. So my team gets an email. We're trying to work with it, but ultimately we want to hand that back out to the
049buildings as well and say, so you know, you know, why did I think on Michelle, why did Michelle's device, why didn't she use it at all last week? You know, she wasn't absent. She was here. You know, can you look into it and see if you know, did she forget it? What's what's what's the story behind that? Get that out to the building because that should also then reduce some of our damage and loss. Uh and we're already having conversations especially with Daniel around how to how to look at some kind of impact fees or something in that. Uh I've been talking with other districts and of course everybody does something different but I think there's you know we want to approach that but we also want to do it in a way we can't
050you know we don't want to create a burden to our teachers and we also don't ne want to deprive a student of their learning opportunity by them not having a functioning device too. So there's a lot to balance in that. >> And we had talked about it earlier though, like I had personally experienced a student in the office with six devices in his backpack. >> Y >> So you know, always saying they forget it and then not returning the one that they're getting for loaners. If you're putting that at the building level, will the building be responsible for making sure the other loaner comes back before the new loaner goes out? >> That that is >> so that a student doesn't end up with multiple devices. >> Yes. That is that is the expectation. That's
051part of I because it's hard from us from our department to know that um because they're out of different systems or you know it's >> and loaners are coming directly from >> from the buildings. Yeah. Those loaners don't come from us. >> Okay. >> And so so again then pushing all of the devices and making the buildings responsible is going to hopefully mitigate some of that too because then they can track who it is. And we do have there's different checkout devices are supposed to be handled a certain way. We have two different um device carts at each building. One is geared towards hey my device stopped working. We need to turn it into tech for repair. Students supposed to get a device off of that cart and that becomes the long-term loaner. So that's
052their daily that's their one that they use. There's a secondary cart that hey I forgot my device today or my battery died and I need advice. there is a daily cart that they're supposed to do and that we implemented to also mitigate that issue. So a lot of them are got my device today. Okay, great. You have a device it looks different and so I know especially at the middle school cuz I'm here they announce on the intercom at the end of the day. Okay, if you have a silver Chromebook, we return it to the office and so they're they're buildings are doing better. I we've had conversations we've had conversation all along and I we had more after after we chatted as well. And so we're trying to do things that just streamline the
053system and make it better. >> And we had talked about maybe devices not going home with the really the much younger children. Is that correct? >> Yeah. So we adopted so this year uh TK through second grade devices are on campus also. So they no longer go home. >> My daughter's third grade class, they can't bring them home during the week. I I know there was discussion about having that, but I wasn't aware of that. >> It's totally fine with me. >> I mean, I think it should go all the way to fifth grade >> and we are going to have that conversation. Uh, one of the things we did have a meeting with all of the the building lead or the grade level leaders at IE specifically um around this and that's where we
054came up with a well we're going to start with TK through second grade and keeping them uh there is a request that we looked at the rest of them and we're going to go through that and have other meetings and discuss it. One of the key points is again we don't we want to make sure that or make sure that the devices are going home there's a purpose for them going home right and that was the intent is that students can extend their learning there um but that get starts to go more into curriculum's realm less in my realm right and so >> that also goes into the way they can use some of these Chromebooks to get on to YouTube and do all the other stuff so I mean like up to fifth grade
055in my opinion they shouldn't be able to bring them home at Other districts are up to 8th grade and beyond. >> I mean, if the student has an IEP or if a student has needs outside of what we know, we can provide them something, but the rest of them should be putting them right where they go. >> We'll go through process and balance the curriculum piece and educational technology piece. Yeah. No, that's good. All right. And that also, you know, in theory that should also help mitigate some of the specifically any loss around students that leave our district and don't return their funds. Yeah. >> Which is is, you know, again, it's not an extreme amount, but it's not zero either. So, >> yeah. So, her third grade class gets home on the weekends, but
056just not during the week. >> So, consistent. Might be a teacher thing. I don't know. Consistent, right? Well, thank you for looking at ways for improvement. I appreciate that. >> Yeah, >> thank you very much. >> Yeah, >> we know you're underst staffed and you're doing an amazing job, Joe. You have been forever. >> Hey, on the upside, the TVD technical support position. Um, we do have that posted. So, we close this Friday. We'll probably do not do interviews next week. We'll do interviews first week of December and hopefully get them on on site for the end of the calendar year. So, >> does we do we do need our extra help? >> Yeah. And we're not doing any outside support help. >> We do not do a lot. Um, it is we do pretty
057much I would say 90 to 95% of all of our work is done inhouse. Um, and a lot of which is also part of the reason why our levy dollars were we were able to bank some of that because rather than paying we and a lot of the things like the infrastructure pieces that we did with the levy, the amount we budgeted would not have been sufficient to hire somebody else to do the work and buy the equipment we needed. by putting a load on our team and Jay's team as well um to do it in-house, we're able to, you know, reduce the cost, but it puts a load on our staff. So, >> yeah, >> you you've done an incredible job. >> Thank you. >> And and Joe won't tell you, but you also
058have the things like in the shadow of CO all the shipping limitations, things take six to nine months to get here and we had to mitigate that. for when we had staffing. There was a time we we did have some ESD personnel help us when we were staffing shorter but had some staffing difficulties over the particularly last four years that needs to manage really well. So nice job. >> Y policy 2170. Dr. Kurt getting >> all right. So we have four trelluses for you for first review tonight. Um two of these are classified as important and two of these are can be classified as critical. Um as a reminder uh critical needs to be essential and it's required by state or federal law. Um and a specific program requires a policy in order to receive
059federal funding. um important while not required by law policies intended to reflect the spirit of the existing state or federal law. Um so not required but huge benefits and then discretionary is policy addresses an action likely deemed important by the board. Um, so just a reminder of the classifications. The first one, uh, 2170 career and technical education. This is an important policy. It's an update to an existing. Um, I tried something new in this presentation where I linked the RCW. Um, and I linked the bills and I linked any information that I would normally talk about. I linked them into the presentation. So, um, let me know if that works. We'll go from there. The major change in this is they updated this to comply with RCW 28A642 010 which is discrimination prohibited. Um if
060you look at the policy under there they they added ethnicity, homelessness, immigration or citizenship status or neurode divergence. And all four of those topics we've talked about before um in other policies but they just updated this to match that language. Just on the ring on that fourth paragraph where it says that you know some of the terminology when it uses the term of homelessness it might have some challenge they might want to change that to houseless. Okay. >> I I as long as I say because of the city I had some issues with that going remember we >> unoused I said house what was unhouse unhoused. Yes >> unhoused because they they turned the homelessness was um >> yeah kind of discriminatory. So during this during this so during all the solid waste stuff that
061we had to do and famous one of the memos I written I used you know with the homeless and stuff like that I had to change >> to what was house and this might be right I'm just saying I just hate go back like oh well you got one word out of whack >> and and this may be a case we'll see in our second reading later where we asked they made the change they made the change But this mirrors the RCW currently in that way trade. Um, next policy move on is 2420. Um, and this is grading grading and progress reports. And WASDA made two updates to this. Um, and this is important. It's updated to existing. The first one WASDA updated was in again July. Um, and it came out and was updated
062the policy to mirror changes to House Bill 1296, which is promoting a safe and supportive public education system. And if you look in the policy, there's a section the change in there is basically communication with families about how their students are doing and their students academic process and if their performance would impact a student's promotion to the next level. >> Um, and schools are required to have that communication. Um, and that communication should be happening with or without this in the policy, but this just formalizes it. The next the change to the procedure came [clears throat] in October and this is one of those this is my interpretation. Um previously the procedure had not been updated since 2011. Um so that's over 10 plus years where this procedure had not been updated by WADA. I
063think when WASDA updated the policy 2420 they took a look at the procedure and they said oh I think we're due for this one to be updated. And so they the changes they made were just to align with existing laws on the um transcript. And so the major changes they made to 2420 procedure is they added language about grade point averages and where they're rounded to rounded to the third decimal place. Um you can use non-numerical grading marks but they're excluded from the GPA. Um, and then they align specifically at the bottom of the procedure, it aligns the transcripts schools can use to a whack. Um, so they they codify the the procedure. And again, I don't they're just they realized they hadn't updated it, so they updated. And again, first first reading, so as
064we have questions, let me know. Um, the next one, this one's I should probably put these in reverse order. Um, 3416 is a critical, it's medication at school. Um, and this they made a modification to the procedure. Um, it's a critical procedure. They modified it to um, align with the new policy. And again, I should have probably introduced the new policy first and then gone to the revisions too. But the major the only change to this is they reference um new model policy 3425 down at the very bottom of the procedure. And this is a critical and again update to existing. And then our last policy policy And this is a new model policy from WASA uh 3425. Um I put on here important so I apologize. This is a critical um policy. Um and
065WAZA created this policy to align with substitute House Bill 1709 which is addressing the care of students with adrenal insufficiency by parent designated adults and the requirements outlined in RCW28A 210 358. Um I had to do some research on this um just to help me. And so I I've emailed both um Mr. Jacobe and then our school nurses um say third men and and Miss King and said had them review the policy. Um and then they were on board. They were um one of them was like we just met with the nurse from the ESD um previously and they were telling us about this policy. So they're very excited about this policy. Um I had to learn what adrenal insufficiency was. Um and it occurs when the adrenal glands don't make enough enough of the
066hormone cortisol and the primary kind of of this adrenal insufficiency is known as Addison's disease. It is rare and when the adrenal glands don't make enough of the hormones cortisol and it's it's when the adrenal glands don't make enough of the hormones cortisol or aldoststerone. Could be saying that wrong but that's what it is. Um the policy basically is broken into three parts. It describes the individual health plan requirement. The next part is what's called a parent designated adults and they are an adult designated by the parent and it can be a school employee or a volunteer um to provide care for their student with um adrenal insufficiencies. um that person has to go through training and has to have these things in place before they participate. And then there's an immunity immunity statement at
067the bottom. That's the last part of the policy that holds the the district, the employee or their parent designated adult harmless harmless if they are acting a good faith and substantially complies with the health health plan. So, it just lays out the process for this supporting these students. In speaking with the nurse, um I think both nurses, we do not at this time have any students that um have this um but it's they were both excited to have it be ready for them when it does happen. Cool. Questions? Anybody questions? >> No. No. What's >> you had basketball practice today? >> Yeah. >> Start Monday. Like you had Sunday was your break. >> Yeah. How did that? >> We didn't. Well, we thought back on the bus. >> Wow. >> All right. Well, we'll move
068on to old business. [clears throat] Do you have any uh opinions on policy one1 oath of office? >> No. And I check for Logan. >> Okay. I please get a motion to adopt second view and approval of policy 1111 oath of office. >> Yeah, I I did have a question but >> I responded >> you responded and that there may be another revision coming as soon as it's reviewed. >> Yeah. So Michelle's um question at the last board meeting was if if the oath of office is based on the RCW and a school board member is not officially in the role till they've taken the oath of office in a specific manner. Why is it not identified as a critical um policy? And I emailed Wazda that night. They got back to me, I think
069the next day, and said, "Yes, we when we were reviewing that, we saw the same thing. We are in the process of changing it from an important policy to a critical policy. It'll come out in December." And then the other piece they said was they're going to tweak it a little bit, but they didn't elaborate. Um, and so my recommendation was to still move forward with hopefully approving this policy and then when Lazda updates it, it then we'll bring the revised version to the board. >> Okay. I ask for approval of second view and approval of policy 111 of >> you. You need a motion and a second. Yeah. So, all motion to adopt policy 1111. >> I'll second. >> All those in favor? >> I think all right, moving on to the fun part.
070Mr. Daniel, >> everyone, >> happy to be here. >> All right, so um start with some enrollment numbers. Um, a cool thing that came out recently, the ESD, um, ESC 189 tracks like all of the districts within their region and then um, they're doing a lot of trending and financial trends, enrollment trends to kind of keep just have a second set of eyes on districts and Wland County. U school district is the only district that has a positive enrollment right now this year compared to their budget. So um doing a lot of good things here, you know, budgeting accurately, but also more importantly providing services that parents are happy to keep their kids in school, right? So >> that's something to celebrate. >> Yeah. um November to a so October was up a up a
071bit or up quite a bit from um September and then uh so a little bit of a decline from October to November in the core program I down one the middle schools flat high schools down four um and MP3 is up two so a net decrease of three um which on a later slide you'll see puts us right at our budget. Now, uh special education went up one FTE. Um the ECAP program, uh we were able in November to get the full enrollment of 40. So, that's exciting. Um and dropout re-engagements um right at budget as well or uh the same as it was in October. Um and this is a comparison to the budget. As you can see in the core program, u it's basically flat. There's a few decimal places there that that
072bump it up. Want to see the total all the way over to the right that we're up five compared to enrollment. Uh in special ed, we're up 11 261 as Aaron talked about earlier. EPS at budget. Any questions? See if this breaks it. So this is the budget projection report for September that uh of this school year. Um as you can see up up at the top um just a little bit about reading the report each of the months uh run across the top. If it's once I've inputed the actual figures, I have ACT right here for actual and then everything that's estimated says BSC there. Um, this uh percentage here is the amount of portionment we received in that month. So, in the month of September, we received 9% of our aortionment. And then
073you can kind of see a snapshot of the enrollment. um in the green and pink and the purple there is the beginning fund balance 3.7 million. Um and then the next section um are all the revenues. Our total estimated cash receipts for the month were 2,483,000 and September is always one of our lower revenue months. Uh mostly because there's a lag in when we can receive our federal uh our federal grants and some of our state grants as well. Uh when you're um over on the left here are the the revenue codes, which you don't really need to know too much about, but if it's just in general, it's nice to know that if it starts with a four, it's a state revenue, and if it starts with a six, it's a federal revenue. That's
074why you're seeing some of these state revenues um haven't come in yet. Um but most of them are there in September. But as far as the federal revenue, uh because that's a reimbur those are all reimbursement basis and they also take quite a bit of work to get approved. So um a number of those grants just got approved this month. Um and then I did the claim for the September and October um expenditures. So we'll receive our first payment um in November, but it'll be a um it'll be twice the size as a regular payment because we've got two months in there. Just uh taking a look here to see if there's anything else on the revenue side to point out. Moving on to expenditures, the salaries. Um you could one of the things that
075I do at the beginning of the year is average out what you know an average month of salaries would look like. That's projected to be $1,860,000 in September. Uh we were at 1,789,000. So below the average, which makes sense because you don't have that extra time coming in. So extra time comes in in a one-mon lag and most of the staff aren't here in August. And so you'll see in October that'll come back up to about the average. Um but we'll we'll check back in and see where it ended up at. um accounts payable were higher than the average. The average is uh a little over half a million dollars, $519,000. Um in September, we spent 701,000. Um loan, there was really only one big payment that was to the U Washington risk uh pool,
076which is our insurance. and we pay our insurance twice a year and that was $284,000 that we paid out in September. And then the rest of that was a lot of small stuff where all the schools and departments they're they're gearing up for the year and they're beginning to spend their budgets and sometimes they'll even make an order in summer that is an order where they can place the order and then they receive all the supplies in September and then paper September. So they do some pre-planning there, but it's it's pretty normal to have accounts payable be higher the first month of the year. Uh but as you can see, um expenditures exceeded revenues. So our revenues were uh 2,483,000, expenditures are 311,000. So that brought our fund balance back down to um right about
077$3 million, which is which is part of why you you want to have um a solid enough fund balance that you have some cash flow there for for those months where your expenditures exceed your revenues because it is normal. Um you can see that the budget percentage is pretty close um to the average. So we're at 8.29. 29 and the average would be 8.33. So again, that's an indication that we have a pretty lean budget. Um and and really it's just that's a number that you want to watch to make sure it's not going over. If it's tracking over, then um that means we need to make some shifts and do some cost cutting mid year. But the last uh last year we were able to maintain that average under each month came out were
078in a good place. Questions on the general fund and um the budget status report. I don't think I have much to go over here. That is the general fund. I I can't remember if we um bought buses in September or it was October. So, that's just what I'm um looking over real quick. Okay. So, looks like next in October is when we purchased our buses. So, we have any fund balance of 599,000 in the TBF fund. So, we have a couple buses that we purchased and then we have one on order that was supposed to arrive a few months ago. So, that'll that'll come any day now. And then, uh, we're kind of evaluating the cash flows for the T transportation vehicle fund to see if we can more buses probably in January. That's all
079I have for you. >> Well, you sharpen your pencil. you know, looking at like core one, what 400 percentage point, you know, off pretty pretty good. We've gotten pretty good at that. >> Daniel, we trust. >> Thank you. >> Thanks, Daniel. Thanks, Daniel. >> Okay. pretty nervous before the game. >> Yeah. [laughter] >> Little scary as excited. So exciting. >> Pretty cool. Amazing. >> Just like never played a lot before the tricks and everything. >> Thank you. I don't think anyone ever I mean if they didn't have that 20 minutes >> I did not like that. >> Yeah Shannon at that point it was just like had starting I was in the stands and walked out way so big. So, congratulations to volleyball. And I actually I I should also have cross country on here,
080but it was the weekend before and so I wasn't in my mind, but um our girls and boys have done well and I'm not going to speak to volleyball because you can talk about it and you can talk about it. So, I know it'll come up here in a few minutes, but still congratulations. And then to our girls and boys cross country as well. and for boys and girls across the country. They were actually at Nike Nationals in Spokane and they came >> in droves to support our girls in Yak. >> That's awesome. >> We had I don't know 20 kids show up. They >> was great. >> It was amazing. >> Yeah, that's good. >> But but even our boys didn't go to state. They still finished the season seven and three. They had
081a successful season. >> And you know when you look at some of the people in the state playoffs, we were beating the team. So, I mean, I think it was a good successful fall season all the way around. >> Yeah, I agree with me. >> Agreed. So, anyway, congratulations. >> Thank you. >> Yeah. Um, just a couple of pieces. We um we had the opportunity back up. We had the opportunity to host um program supervisor for transitional kindergarten from OSPI. And these are just some shots that are are from that visit, but received an email back from Emily Statatler is her name. And the things that they're looking for is how well do our students understand routines? Are they are we as a system integrating play as learning? Um, used to be that in kindergarten
082we'd have worksheets for kids and we'd have huge behavior issues because that's not developmentally appropriate. And so doing a lot of work around uh looking at play uh as learning or um developing learners has been super successful. Um and we do have students that whether they're writing or they're drawing or um they're telling stories where they will have some some choice time. They make a plan ahead of time, then they do choice and they come back and talk about whether they followed their plan. Was there a conflict of it? And so anyway, she had some really positive things to share. We didn't email back and and appreciated seeing it program that we had. So that happened on the 5th. And then on the 6th um you know that we have um Heather Pal who's the
083CEO of the Lenny Boys and Girls Club on our Limitless team working on a way for early elementary through the backside of graduation um engagement. And so, uh, we all attended the breakfast and yes, Steve Larent was there and this isn't about Steve Larent. It's more about how do we support a partner who we hope to really be able to have some opportunities to support our middle school students. We did apply for a 21st century grant with them. We weren't successful, but they do have it in their objectives to find a way to partner with Meridian. And so, that was one of the things that we did as a team to to support the Boys and Girls Club. I'm continuing my visits to different classrooms, different grade levels. And so on the 6th, I spent
084some time in Kelsey Morrison's science classroom and really had conversations about what is the strategic plan and what is it that we have on the horizon with um some programs with the skill center and and they didn't have a lot of familiarity with it. So we went we went through it a little bit. We talked about what was coming. We talked about um you know we have alli health, we have an open doors program, we have fire science, we have welding and and we're talking about um bringing in early childhood ed and also hospitality and tourism. So those are those are things on the horizon, but um we talked about coming back around in January and seeing where where they're at and the things that they're thinking about. And so, um, these are always good
085visits because we get to have for me a sense of things that are important for them, what's going on. And so, um, so there was that visit and I think on Monday I'm going to go visit Greg Wley's classroom. So, we'll talk to juniors there. So, do that. On the 7th, um, I'm on the board for the Washington State Risk Pool. And so um one of the largest costs for Washington school systems is their um riskmanagement insurance. And one of the main reasons why it's large is because there has been a huge uptick in the amount of cases of sexual abuse and lost station and whether that's student on student or adult on student. Um but you have an increase of incidents of claims. Um WSRMP is a great partner. Um they also ensure against
086loss because of weather, loss because of system failure. So they have a whole range of things that they provide, but this was a focus specifically on um sexual abuse and molestation with the idea of districts doing a bigger part of preparing their staff and making sure their sta their staff understand what's going on. Yes, districts are supposed to every year provide uh vector solutions where they go through some training, but the attorneys that spoke at this, the people that described the nuclear verdicts that are happening in Washington because Washington is the only state in the country that doesn't have tort um protections. And so you could have somebody come in with a verdict that's $und00 million. If you're a district that is unable to have that insurance, you could be bankrupt by that, right? And
087so, um, just a lot of insight around what is happening and why it's difficult is the expansion of what defines school. So if we talk about activities like a trip to Washington DC or outdoor ed or state trip across state districts can be found liable for conduct of staff members even if they're not at a staffing event. So they've expanded what those definitions are. So super hard supervision is difficult. In Washington state, we have a 1% fault, 100% liability, which means if something happens and a district is found to be 1% at fault, they can be also found 100% liable for paying the the penalties. So that's what I spent my day learning about. Um, and so >> it's it's not it's not difficult to make a a link to 1%. So um and then
088you can see the bubbles of the different pieces that uh the focus that they're trying to do is instead of just just saying hey we're going to do training so it's training awareness policies it's incidents it's arbitration mediation um insurance coverage and risk financing is our main contact with WSRMP when there are issues or there are things first thing that he does is call them when we have uh issues that we're having to navigate with staff or maybe there's an event, then we call and talk to them for guidance and make sure that we've got all the the different pieces in place correctly. So, they provide a lot of support and a lot of that preventative action helps us in the long run. Helps everybody in the long run, right? >> And do they do
089on-site education for our teams? Do they offer evaluations and audits of our practices and policies as far as >> when students are alone or how we manage staff student behaviors? And >> they do they do they do that in different ways? Um, when I first started in this role, we had a I forget the name of it, but it was a large basically notebook and it was broken into seven sections and it was risk, it was policy, procedure, it was training and we had to document everything that we are doing in it. It was a rat risk assessment survey still my scarred in my memory. Um, and I we did that for I think three years and they navigated. they helped us. They um now they do more focused um for districts. So Aaron Aaron
090worked with them last year for on special education department and um kind of some of the things he talked about tonight and then created a plan and then they monitor it. I'm going to meet with them tomorrow about this year's plan. Um so they do they do help that way. Um they also provide um I mean they are super fast um in providing training and then not training advice, resources, guidance. Um they will they will connect us with an attorney if need be. >> I'd be more interested in seeing what they do for preventative so that we're not engaging the legal aspect of it all. We'reating >> for here's here's best practice. Okay, great. >> Um so for example, we have questions from supervision um in the locker room with Jay >> and here's best
091practice for locker room supervision. So they are very supportive. >> Yes. [clears throat] >> I think like this is an example of the things they do but I think it's cost prohibitive for them to go to districts alone. So they they have it in a central location. Then they're they're advertising on this is have at least one person from your district be here. So I think they serve 120 districts, something like that. So >> yeah, I looked it up. There's two major risk pool. >> Yeah. Clear risk and then Yeah. WS. >> Anyway, they're good. They're good partners. Those a lot of hard conversation talking about different kinds of cases, right? But >> um super helpful. Um, >> I just I just wanted to hear the prevention so we don't lose things like DC and
092outdoor ed. >> I hate to see that happen. >> And some of those things, you know, we might we might need to consider separating district endorsement of that but not eliminating it, right? And so there's different things that we have to be cognizant of because like if we provide busing then that means we're a sponsor which then means we could be liable if something should occur. So there's some of that assessment that we're investigating as to say how do how do we allow for those things to happen but also protect the district. Right. So um I don't have anything on it but I also want to make sure that the board knows the great work that Michelle Oelis is doing right now around transportation. We are short of drivers and um it's not just Michelle,
093it's absolutely Michelle, but it's also it's Kurt, it's Angie, it's Julie, uh taking over dispatch. Um uh it's working with our classified union to get anou in place so that we can have some people who are being trained to be bus drivers also be able to drive some routes to go get um students that u are unhoused. And so, um, the idea is, um, just like Aaron conveyed that there's some difficulties around behaviors and elevation and how do we navigate that? Same thing. We're short on staffing. You may have seen the article on Cascadia Daily News about being short on staffing. Um, Michelle was quoted in there and she's doing a phenomenal job in a really difficult circumstance. And there is some light at the end of the tunnel. Another another person came in I
094think u Tuesday is interested. and the three people she's working with now are not far off from being able to a couple weeks being able to get their licenses and bid for routes and and all that but um it's been tough transport and it's not just us it's there's a lot of places so um so I want to give a nod to her and then um coming up we have tomorrow Friday and Saturday is the annual conference where the board's going to be identified as a board of distinction so that's excellent and then we have our holiday break for Thanksgiving and then we're back again on December 10th and then the holiday break and then regular board meeting on the 7th. That's what I have. >> Thank [clears throat] you. >> Do you want to
095talk more about the information that you have from our student board representative? say, >> I mean, we had a good bracket. I will say to be able to get there >> and we're seated pretty low, but we proved them wrong. Number seven seed making it to the championship. That was pretty cool. >> Yeah, it was nice. I think we played our best volleyball of the season, which was good. >> Came out of the end. >> The best game was when they knocked off the number two seed in five sets. It's an outer. >> Yeah. Like so you beat number two. Lett was number three or four. So like I still think your practice was pretty tough. >> Yeah. Played amazing. >> Had a great tournament. >> Thank you. [clears throat] >> I mean she land
096but >> they got their six one. >> She was so good. >> She was Yeah. >> It was a great experience for our girls. >> Yeah. community showed up. >> Those guys make great memory. >> Well, for sure. >> I thought some of the photo like when they're when they're having their downtime and they're just connecting with their team. Those some of those photos were >> just better than what's happening on the court. >> Very cool. >> Good job. >> Anything else? >> I think that's it. >> Okay. Yeah, we went over bone pulse leads today and advisory. That's good. It's pretty brief though. It's hard to do it in the T3 period where we just 30 minutes, but got a good like overview. >> And Winter Wish has just launched today, too. It's a
097It's a little bit behind. So, >> you got to get your stuff in by December 12th. Is that right? Donations, >> I think. So thanks by doing your wishes today please a lot of work. >> Yeah been busy. >> Um do we have any information from any other board directors? >> Okay. Well, we can uh sign some official documents and adjourn them.