001Well, uh, thank you everybody for being here. Welcome to the October 22nd, 2025 regular school board meeting. Um, we will now stand and say the pledge of allegiance. >> I aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. I please get a motion to adopt the agenda. >> Make a motion to adopt the agenda. >> Second. >> All those in favor? >> I please get a motion to adopt the consent agenda. All motion adopt the consent agenda. One second. Okay. >> All those in favor? Okay, looks like we have no public comment this evening. So, we will be moving into reports. Adrian, it's our district grants report tonight. I thought you might want to hear
002somebody talk to me. >> Am I in anybody's way? Sorry, you're fine. And we have again we're start first with the multilingual and migrant student support um which is our title three, title one part C and TIP. So title um three and title one are federal grants. Tip is a state grant. So I invited our team with the team here and it really works and serves these students to come and share a little bit more about that. So this this is really related to our support goal particularly we're talking about students who are having access to the support they need to meet their individual needs. So TBI is our state fund and that is the um approval that you'll do tonight is for the TEIP program and bilingual instruction and then federal um title three
003is our um federal funds that also provide support for our multilingual learners. So both of these together work together to kind of help support students that we have that are on learners. Um so TIP is mostly staffing. So folks here are funded mostly through TIPP. Um and that three of our certificated staff members are funded through that TIPP. And then we also do have two ML specialists that are actually funded through K3 funding. So a lot of the work that we've done to try to make sure that we have support for the students that we need because we have more students that have this high level of needs. We've done a lot of really worked hard. I think I'm doing a lot of um creative ways of thinking about funding. And then we do have
004some students at MP3 and they're also supported by their SLPC. So work with them there, those students. And just a big overview and then I'm going to let these guys give some more details. We have over 280 students who our multilingual learner program serves this year. Um, and we have over 50 students that are currently monitored. So what that is is two years after they have a high enough test score to exit, these guys still keep an eye on them to make sure that they're still getting what they need. um to be suh successful and we have what's called a supportive mainstream program. Um so they're going to share a little bit more about what that looks like in the buildings but what that is is that the students are part of regular educational program
005and they're getting their English language development. So learning to speak English um as well as access to core curriculum. So same curriculum that other students are having with support is what that is. So it's not a separate set aside program. So, I am going to let these all um introduce themselves and kind of talk a little bit about each building and how things work there. So, >> arrow is that big arrow? >> Yeah. >> Um so, my name is Holly Lee. I'm one of the multilingual specialists at Ivy Rather Elementary. And as Adrienne said, all of our students who are multilingual have access to that core content in the classroom and then also their English language development. And it can look a few different ways. So here are some of the questions that we ask
006when we're designing support for students. So initially it's just what is the students English language proficiency and that's um seen every year through their WEDA access English test. Every year they take that. Then after we look at their actual score we ask ourselves is a student growing sufficiently. So on the next slide you'll see some kind of like growth targets that are released from OSPI. So we monitor that growth. are they relatively making the target growth that we would want that student to make? And then based on those things, what's important does each individual student need? So, their English language development could happen in the classroom, it could happen outside the classroom, which Ton will speak to a little bit um later. And then also, what does that access to core look like for that
007student? This is kind of hard to read, but it really is that targeted growth model that OSAI releases. So we use this to track the growth of our students and know what is expected of that student to grow. That way we can monitor whether student is growing at the rate that we want to and are the supports that we're providing enough for that student while also keeping in mind that language learning kind of flows like this as we're learning at a language. >> Thank you. Um my name is Tuan Mat. I'm from the Netherlands. Uh, I learned English as a second language and it's really fun doing this job helping students who also learn English as a second language. Um, so having that hands-on experience is awesome. Um, to tag on to what Holly was
008um, talking about, we um, use a lot of data sheets to track the students. This is a little bit of a zoom in on three particular students uh, in three different categories because we provide a lot of different types of support. Uh, number one support we can do is push into the classroom to help the students. Another type of support is pulling the students out of the classroom in like a small group setting. And then we also provide um support through coaching the classroom teacher, co-planning or even co-eing as well. So those are kind of the three different types of supports that we um that the that the students are eligible for. So if I'm looking at these um can you guys see this or is a little bit too small? >> We have it
009on our screen. >> I color coded as well. So if >> these are the different types of years, this is fourth grade data because we've been doing LED for four years, which gives us perfect overview with the start of kindergarten. Um if the cell is yellow, then that means the student's contract. If it is green, that means that they are a year or more ahead. If it is red, then that means that they either didn't make their growth goal set by OSBI or they are behind where they need to be based on uh those numbers as well. So we can see that in kindergarten everybody's on track. Still on track over here their growth target for this particular student was one. They made it with or they had 0.9 which is so close to making
010that growth target. What Holly was saying is OSBI gives us a linear growth line but learning a language is really more of a curvy line. And so we track the data for each student and then we base our type of support on what that looks like. So if we see a student who is and behind where they need to be and they didn't make their growth goal this year, then that gives us uh the the decision to uh pull that student out of the classroom and give them small group designated English language development. The student who is and where they need to be and they made their growth goal, that might look more like push into the classroom, co-e and support the teacher with that because they're doing great. So we kind of keep track
011of all of the data. Um then with all of that data for the growth we uh base our our type of support on that. So this is kind of what that looks like for fourth grade. These are the students that may have been in double red or they may be a newcomer student who just moved here from Venezuela. For example, I have a student right now. Automatically putting that student into a pullout group because I know they're going to need that support, right? Uh and then we base our other supports on what we what the data kind of tells us what the scoop is. And so this is what that looks like. These are all of the meetup scores. We test them on listening, speaking, reading, and writing and their overall score. So it's kind
012of a nice civil overview. So you can see this is one example of the data and how that determines what kinds of programs. Um is going to talk a little bit more about what those programs look like at the high school level. Yeah, you're welcome. >> Middle school in the middle, right? >> Um, okay. I can introduce myself too. I'm Lisa Shalova. I'm a specialist at Nian High School and I am also a former ESL student. I started to learn English. I was couple years older than student that I'm working right now. So, it's very special for me too. I have some personal connection. Um, I also have a daughter who were born here and graduated from high school. So, I can see how the like on another day like long-term English learners working here.
013And at the high school, uh, it's very important to have the social emotional connection. I just wanted to say it right away. Um, with academic support this year, we have a different uh, class for newcomers and a different class for students who already intermediate proficiency. So, it's really helpful. Um we have this intensive uh ESL uh instruction for the newcomers too because they have very special need. Uh they only have four years to learn everything and graduate from high school. If you think about also the perceptive we have uh for students in a middle school they're still kind of like a children right a children in a high school and like in the four years they will be uh adults and also when we think about high schoolers yes we think about okay they're just
014young adults so high school is actually helping them to become productive citizens find their place uh in this country and help the community too that's very important uh one of The things that I wanted to share to you the good things is that we have a word language proficiency testing. Last year it was two testing and we had 60 students who participated in that test uh earning uh 160 credits. So if you put all the credits together high school credits um a lot of them earned the seal by literacy is a Washington state literacy that they will have on their transcript. uh some of the students already uh using the language the two languages English and their own language uh as interpreters they learn for um our schools and also in Benam school district so
015they're already building these bridges between different communities I think it's very important to um learn how to do this how to connect different communities and people uh we have two classes for English and two classes for study support, academic support classes. Uh also students who are already can be in a classroom with some classroom support. So we also support the students who are on a monitor status too. Um we noticed that last year students participated more in athletics in sports. Uh especially soccer was very popular and a clubs uh for example uh the club the global connection club is a club for uh you know for high school students who are English language learners and by them too. So they were in a leadership and prepared some workshops. uh this year we already had some
016meetings when they presented about their culture too. So it helps us connect to different um different people and also we are planning some exchange language exchange days is when um speakers proficient speakers of one language can give their language and receive another one. For example Spanish language uh they can give a Spanish language and receive the English one. So then there will be kind of a this platform where all of them can be teaching each other the languages. I think I'm out of time now. >> I don't know. >> It's kind of already been covered by everyone else that we do, but it's essentially the same. We track students. Uh Becca Roie and I um are the ones that are working with these kids. I pull uh students who've been in the country about three
017or five years, I pull them for separate classes to work on their their grammar and that sort of stuff. We help them. Nobody leaves without writing a whole sentence. And >> and then Becca spends a lot more time than I do pushing into their classes and working with kids one-on-one. And she's able to work not only with the lower level students, but students that have been there for a long time. And that also free frees me up to work directly with the teachers. And so I get to spend a lot of time sitting in classes watching how the teacher teaches and then we sit down and talk. Quite often they'll ask me to come in and and then I got to, you know, break it down. You know, it's not you're doing all of these
018things wrong. let's focus on this one thing so that we're able to improve not improve uh you're better able to help uh these ML students and quite often other students benefit from that that that approach as well so it end up spreading out a little bit more since I you probably heard across the board there's a lot of support for directly for students but then also support for teachers and helping the students to access the rest of the content throughout the day. Um before I let them go, they have questions for these folks about the ML concept once >> a few. Okay. So, um I noticed on the information who started at kindergarten, are we offering services to the preschool and TK? >> You are. >> Okay. >> You want to speak to that? >>
019Uh yes. Um if a student has a language other than English, it's an automatic. They are in the program. We offer those services. they do not have to take a test until they're >> they're testing. >> So we don't have to be a scores to show you but they do receive it. >> That test is not um appropriate for that their student. So they just automatically get services. >> Yeah. >> And then secondly with >> what you one of the data metrics or you showed was 60 students and when I counted it was like 10 different languages that were represented. So how is software because we have technology levies and all those fun things going around with our dollars. How is that making your job and services easier and more efficient and better for our
020students? >> Um, the read and write program is very very effective. Um, we can even choose the I could choose a Spanish speaker but Spanish people from Colombia so they can hear in their accent and so that that can be really effective. >> So a lot of what we're doing is softwarebased. Yeah, I'm assuming >> I would say that that's an access tool. So like I think when we talk about one of the the lenses we look at is whether um curriculum actually has a digital platform that we can then run through this access tool that will translate it for kids for example. So do you want to talk about formative a little bit and that work that you >> um yeah for sure. So um we adopted a new math curriculum Eureka at I'm
021actually not sure. >> No we don't. at IRE. And so what we did was we grabbed all of the Eureka um tests or exit tickets or quizzes, I suppose, and we and we put them into Formative, which is a program that you can test with. I'm not sure if you guys are familiar with Formative or not, but it's it's a testing platform. And so to support all of our multilingual students at IE, what we did is I recorded and spoke all of the questions so that the student not only can read it but also can listen to it as they are learning the language as well. And so it's really nice to see um especially in fifth grade, fourth grade, I'm not sure about the younger race in building A, but a ton of students
022are like pressing that play button. They hear my voice reading the sentence for them and as they read along and they can listen to it over and over again. So that's a pretty beautiful tool if I may so say so say so myself to like support the kids with that. >> So it's just one way that >> but our software has had a significant impact programs right ab in the high school for example the curriculum we adopted the math curriculum has this very good translation to Spanish so you can print all the same thing in Spanish. Um the other languages when I look this well there are other options but the Spanish is the best translation is for Spanish. Um we also have qu professional who's working with me and he's a Spanish speaking so
023his help is um doing the academic sessions. Yeah it's very valuable thing and in study support classes we have some peer support as well. So students who are very fluent, they can help others too. They have a group like a broken group. >> What parent paras and other students do is they also can help students learn to use like Google translate for example more independently so that by the time they're leaving us they not only have the content but they've also built some of those skills that they can use to be independent. >> Can I share a couple more things? We have a program on the computer that is called learning ally for example. It reads the books to the student as you're learning a language beautiful software to use. The ones are bookshelf which
024provides books in English but also in Spanish and the books are identical. So um students get to work on their English proficiency and also on their Spanish proficiency because at at an elementary level we don't teach kids Spanish. Um, another thing that actually happened to me today as I was pushing into a classroom, we have this new student from Venezuela who started yesterday. And so he's pretty techsavvy and it's it's kind of he's still learning English like very early stages and it's really hard to to express yourself if you don't speak the language. And so using tech to record his voice and I basically can communicate perfectly with him using that technology. And so it just opens up a world of possibility issues with that. >> Questions um before they sit down, I just want
025to celebrate them and and I'll talk about this in the data as well later in my million reports today, but this is just the growth over the last three years and I just want to celebrate the hard work that they're doing. We are seeing um some pretty great growth. So this the top is students progress. So I like what Holly and Twan were talking about about the expected progress. So if this is your first year, we're not expecting that you're fluent, but are you making progress? You can see our percentage of students who are making that progress is growing. And then the bottom graph is students who are actually exiting program, so have reached proficiency. So we're just I think I just wanted to celebrate the hard work with that. Thank you. >> You guys
026can see it. And Alita is gonna help me talk about title one part C. Thank you. >> Thank you. Um so title one part C is our micro education program. This is our third year third year of having this program. So we had not previously we had it long long ago I think before I got here and we had not had it and we applied a couple of years ago to become part of it again. And so this is again a federal funding program that helps our students who are migrant and they qualify as migrant by they they have to be the parents need to be working in the industry of fisher fish fishing or agriculture and uh the other thing they have to do is move every three years. They have to be that's
027why they call migrant because they have to be moving but there is a students who can be migrant from kindergarten to 12 grade because if they move during the summer to Guadala that's a qualifiable as long as they are proving that they are moving at least every three three years they can qualify for the program >> it's helping those students and part of this came from when students are moving if their family's moving for work they're changing districts a lot of the support is around how to keep some consistency in learning for those kids while their families might be moving. Um, so the title one part C is very small for us. We have a very small migrant population. I think what are we at 20? >> No, 23 now. >> 23. It goes like
028we just qualified a few new people. >> Um, so very small. So the amount of funding is pretty small. Um, but I'll we'll talk a little bit more about how we've been able to really leverage that to do it. >> Um, so it partially funds Elvita as part of her time. the other part of her role. She's our >> cultural liaison. Um and then my secretary also helps funds just a little bit of her to do all the data management. >> And so I wanted to just let Alina talk just a little bit about what this actually looks like from what's happening with the families and students. So the the services that I provide is uh all the supplemental we don't work with the academics uh with the students we have a part and the
029supplement because what what it means is we try to uh take all the barriers that the kids are studing are having coming to school and one of them might be like the kids in because the parents go to work at 5 in the morning the kids are getting ready by themselves so we don't see the kids at school and I will go and pick them up and bring them to school. Uh another thing is food all the resources that we have at the family center plus for the migrants if if they want to play sports uh we can pay for the physical. If the parents cannot pay them to do the physical I will make the appointment and I will pay them to make the physical. So those students can be integrated and playing sports.
030Same thing with classes, medical appointments, vaccines, whatever they needed. uh registration to any any event I would help them to register and help them with the language that's a population of migrant is uh they don't sometimes the parents don't speak Spanish either is a mistco or or dialect so helping them navigate all those uh resources that we have in the in in the school and um we're so lucky to have a there's a huge amount that she's able to do just by building connections the families um helping them be be gain access to resource that we have. Some other things that are part of this program um it's really important in the migrant program that there's a parent advisory council. So we actually have a parent group that we meet with four times and they
031help us to plan what we're going to be doing with the program activities. Um we also have been able to work and leverage connections with ESD and across other districts. So this summer we worked with um NooKack has a much larger migrant population. So they hosted summer school but also Lynden Mount Baker and Ferndale joined as well. So all of us as a county because we don't have enough students that we would be able to run a a summer school. So they we went through and so that kind of coordination across the county. The other thing that we have um you you've seen it a few different times. We have a migrant nurse that we do in coordination with the ESD from OPI. So that allows us to have some medical services that we wouldn't
032be able to do just on our own. So kind of being able to leverage those pieces has helped us to do a lot of help and support for families and kids with a pretty small funding. >> I have a quick question. >> Yeah. How do they get permission Alva to like when you go to medical appointments? How do how do the parents give permission with like HIPPA laws in place? How does that work? Well, they I Sue Sue is the is the nurse and she will go with us and do the appointments because she's a nurse so she has all the >> That makes sense. >> Yes. >> And part of the that's part of when they are asking for so we don't like go in and make them like the family would help coordinate.
033>> Yes. >> Yeah. Makes sense. The questions I was going to ask the same thing about transportation >> and I and that's what that's what that's what I meant more than the appointments. I will physically take the kids from the home or school and pay them to the appointments transportation. Okay. >> The Sue does the medical part, I do the transportation. >> Well, I think that's such a great responsibility and you can tell that the families trust you because handing over their children, not only for just transportation, but taking them to such an appointment like important things like a doctor's appointment, that's that tells a thousand words. So, thank you for doing that. And I think that that we've um the fact that we have this cultural liaison position as well is also helps us
034to leverage those connections and supports able to >> build on that as well. >> And so much of it is just done the hard work that she does. So do you want to just really recognize I mean >> doctor appointments are very important but also you mentioned sports as well and so the marine youth sports program does have scholarships that are available and so if there's kids that that need assistance are we're here to help. Yes, we we actually help it wasn't a migrant, but we help a family with the with the scholarship. >> Yeah. Awesome. >> Yeah. So, good. >> Yeah. And a lot of it is just navigating those kinds of resources that people who maybe are in the community know about and people coming and don't and so that's a huge part
035of this is just kind of helping out. Great. Great for our families. >> Absolutely. Thank you. I just want to say that it is a privilege for me to work to advocate for these families and to see what what difference we make when uh school and community gets together to help them. >> Thank you. >> Um then the last two grants, uh we'll just have a couple slides, but those are title two and title four. And um Dr. Harville can help me if I miss something here. Uh title two is um professional development funding. and we'll actually talk about that a little bit more professional development. But this year we're using our title two to find the leadership of our um guiding coalition team members. So they're coming they're meeting outside of their school days.
036The high school meets at 6:45 in the morning to do their work. So that stipened um is that we pay for them to do that as title two funds. >> The title two is it's you can't use a title two to just go to one conference and it'll be done. it is ongoing and it's um >> embedded >> researchbased embedded um PD that you can use title two for so it is a good um it's been a good use of our title two funds for the PLC process that we're doing for a guide >> I think it's much more meaningful because it's part of that ongoing work that they're involved in um and then title four um is funds that are it's it's it's sort of a very broad whole child focused thing. Um, conditions
037for student learning is how it's called, but well-rounded education. So, we've used it for >> you can use title 4 for the three three broad categories. School safety, student safety. Um, we use it for it's also for um we've used it for curriculum, for music and art and things like that. And then technology. Um, and title four, we've received it for I'm gonna say five, don't quote me, but five or six years. Um, each time it's gotten a little bit, it's been we've been able to use it a little bit. They've given us a little bit more. Um, and so it it has helped. Um, but as Adrian said, it is the most broad of the grants that we have of what we can utilize it for. Um, and then down at the bottom, um,
038there's something called transferability. Um, and transferability allows us to take funds from title two and title four. And if we had a big project in title one or title three, we could take some of those funds that we weren't planning on using or we plan to use them for this and we could transfer them into another grant. And so for us this year, we transferred title four funds. We titled trans transferred title two funds into title one. And that that helps us serve that we've expanded our title one. And so that's allowed us to expand our title one services for elementary school. And when and when you transfer them, they take on they take upon whatever you transfer them into. they have to adhere to th those grants. >> So all of the federal grants
039have reporting guidelines. They have specifics about what you can >> what is the what are the measurables or requirements for funding or is it just what's it based on? >> Are these uh per capita are they FTE based I think for you have to do we don't have to provide any documentation on our measurables or outcomes. >> Oh we do. >> Okay. >> Yeah. for any all of these grants there's a there's a initial application. So the yeah there's the initial application and then for each of them there is a year end where you report back and so in your initial you say hey these are the measurables that I'm looking for that we're looking for and at the end you report on did we meet those measurables and you can't access this year's funds
040before providing that last year's funds end of year. So, do our outcomes have any influence on you said we've been getting additional funding. Okay, great. >> And some of that is just the federal government, especially title 4 as more schools are accessing them because we can go in and choose to access or not choose to access some of them. >> But you can transfer only >> title four and title two have that transfer. >> So that's what we've been using. type three does not type three has to stick there >> and title one does not >> any questions about those >> who all is on um helps with the grant applications >> this YouTube for all of them >> there's different I mean like so that team would help us when we're writing the grant
041and setting goals the principles are helping them with those school improvement goals that they share with you those become the goals that we put into these grants. The team help us think about things. So, but in terms of actually putting into the computer that's >> without going too far down, there's other grants. So, um principal do CT grant. So, he help with that. >> Sure. >> As far as the major ones go, Adrian >> in case some as well. >> Yeah. >> And I think we'll talk about some of the other guys later on in the year. Yeah. >> Questions about any of this? >> We do. I think for the two that >> well um we will start with our student board representative see how she feels about approving the transitional bilingual instruction program
042as presented. >> I feel good about it. Okay. >> Can I please get a motion to adopt the transitional bilingual instructional program as presented? >> Motion, sorry. I'll motion adopt the transitional bilingual instructional program as presented. >> Second. >> Okay. All those in favor. >> All right. Some more Adrian. >> I'm sorry y'all. Thank you so much for being flexible while I was sick myself and then my daughter was sick. So, couple different parts. I'll go fast. Um, so this is our professional development plan that I think was supposed to be two boards ago. Um, and I just want to share some broad overviews of the different types of professional development that we're doing. I highlight a few things in here. Um, do you remember we have a commitment to professional development for our staff.
043Um, and that is something that the board has been very supportive of that we're supportive of as a district. And so, I really do appreciate that here. So it's both for um our staff and for administrators. So I want to highlight a few kind of areas where we think about this strength and instruction is a lot of what you'll hear about. So you hear about professional learning communities those teams are coming up. That's a huge part of the professional development that we do. Um we have staff professional development days. So we had one earlier this month and then we actually have one on Halloween, the learning day, those three waiver days and then one more in March as well as three before school start and those are really tied to the school improvement plan work
044and the overall goals that we have there. So they're doing that. Then we do have specific learning around curriculum. So our math teachers for example u met to look at their new math curriculum. So as we're developing things we have some specific learning around that. Um, one thing that is happening a lot more in our buildings is that in our principles instead of using their staff meetings to talk about um, logistics and field trips and things like that, they're using those limited staff meeting time that we have to focus on instruction. So, one thing at the high school is happening is that Mr. Gothin is doing volunteering meetings for, hey, if you want to come and talk about the bathrooms or whatever, and then he's using um, staff meetings that are required for more professional
045development work that's actually on student learning. So that's been great. And then Irene has instructional coaching as part of what they've been able to put in which I think we talked about there. So a number of things around that. Um the support for our focus students. So you just saw an example there of that team that's really thinking about our students who are furthest from where we're hoping that they'll be. Um and some of the other kinds of supports we have going on there. Um the ESD has been a great support. They have um ro specific learning communities. So there's an ML community. so that they support getting together with other ML teachers across our region. Our highly capable coordinator goes swimming there. I have a meeting I think we all do. So there's some
046support there that'll that they support us with. Um we're having a district attendance team starting that this year. I think we've had one in the past but they're doing a lot more focused on learning about attendance on data and monitoring it this year. Previous years it was kind of problem solving and this year we're setting up structures for how are we monitoring it and then we're monitoring it at the start of each each uh meeting to determine where we're where we're going but much more data driven. >> They had a presentation today I think from um >> Becca >> yeah on on some attendance things. So they're it's becoming more learning as well as just business of getting things done and I think that's something that we're really trying to lean into. um increasing belonging
047is a focus of a lot of these. So one thing that um our staff all have is um training on the migra program that we talked about today. Like Elvita comes in and does some training um who can even which is our homeless support. We have training there for all of our staff to help them know and recognize what's happening with some of these student groups so that they can also help connect families. And so that's an example of some of the sort of training that happens not just with our teaching staff but with everyone in the district. Um, another thing that I just wanted to highlight is that family conferences that we put in place. That's an opportunity for us to learn um and get professional development from the families of our students. So
048we're actually having a chance to talk with families. Um they know their kids best and they can be good teachers for those around. Um, and then it's not just our education, like our teachers who are doing professional development, but all of our teams. So, all of our teams down. Angie works with our secretarial team. She's doing a lot of work there. And there's um there's professional development that Michelle has for our transportation folks. Joe has his team working on some different things. And then a maintenance staff they have on the job training. Jay has them part of. So, I think there's a lot of support for learning across the whole district. Good. >> Um, and each of our CBAs, so our teacher contract and our classified contract have builtin PD funds that staff can access.
049Um, so for the teachers, about $40,000. Um, and in the fall, we release $25,000 of that. And in the spring, we'll release the R15. But for teachers, probably for the past five years, every bit of that $40,000 is allocated out to to teachers to further their whether they're going back for their masters or the board searchs or what they're doing and then are classified as a lesser amount. Um, but what what we're finding in the past couple years is our parent educators and some of our classified staff are using that to go back to get their teaching degree. Um, so it's it's a nice way that that each of our union groups can support their their membership in advancing their or could be global conference, whatever they want to do, but they're able to access
050and they they determine their goals. How much less is that for your >> for a classified? It is $8,000 >> total teacher. They can no for a classified organization. So MSB >> the whole district and they they tend to carry over. They tend not to use it. So this year it's >> this year it's I believe 10,000. Take that back. I think it's 10,000. They have 12,000 this year. Um but they use it less than the teachers do. So, and that both of those are result of marketing. >> And then the last one I wanted to highlight was just that um I think this last one focused on effective leadership and shared leadership. And so I think a large part of this you'll see it across is the building teacher leaders. So the talked about
051with the um stipens for our guiding coalition teams um every one of the buildings has those leadership teams in a variety of capacities and so we're really seeing that building the strength of the teachers to be leaders is really helping us and I think we're seeing a lot of teachers kind of coming up and taking on more formal leadership roles as a result of kind of this support. Um our principles are all involved in um the Northwest ESD student focused schools professional development. This is the second year we've done that. I don't know if there's anything you wanted to add about that, but um they were here at the middle school. Uh so we have Edmmonds and Stanwood folks here at the middle school last week. Um doing their their focus this year is student
052advisory type work. So they're really learning how to do that. But our student voice um 30 day ahead we met today. We have a book study that we're doing. So all of our directors are doing learning together. So, um, I think overall we're just really helping and and focusing on just becoming better at the work that we're doing. >> You've heard me say this before, but Adrian, in terms of PD and teaching, learning, it just seems every year we're getting tighter and more aligned um, and better equipped to be addressing the school improvement goals with all the different pieces. She does a great job and the energy of the department. >> Okay. And I would encourage you all to pop in if you have any time on Halloween and and visit um the staff learning
053just to see what that >> what is that being >> where that help? >> Um we're going to the part that's all together is going to be here at the middle school I think from 9:00 to I can send the exact hours when we're all together and then it'll be at each building place. Yeah. I think it's me again. >> You ready for this one? Should we keep going? Just um so I shared a couple different time different pieces of data from last year that were um the pieces we were tracking around our strategic plan and goal focus areas. And there were a couple data pieces that weren't available yet when I shared last time. So I think these are the last ones that have become available. So just wanted to share those out with
054you. Um so areas for goal setting were in learning were really around tier one instruction and engagement relevance for learning. Um so the progress indicators that we had were about uh student one of them was student academic achievement on the smarter balanced assessment and you've seen some of this data already. But we did have overall growth for students um at standard and ELA and math and then science about the same number of students at standard but fewer students who are down at the way far away from standard level one. So we're seeing some nice growth across the board um students in our academic areas on the smarter balanced assessments. I showed this already, but one thing that is we've had some really fantastic I think this is some of the most impressive group that we've
055had this year is with those English learners. So that work that that team's been doing um it's making a pretty significant difference in those students. >> So I've been looking at the data we are seeing growth but we're still at only 40% and 38% at grade level at standard. Um, so the little orange box, if they're at level three or four, they're at standard. If they're at level two, three, or four, they're either approaching or at standard. Yeah. So, in English, it's 51%. Um, in math, 40 and I don't have the state data at this point, but I think we're close to >> And this is all all building. >> Yes, that's the entire building. Yeah. And I can also share all of these are on the public facing website too. So you can also
056sort them by building and overall um one of our goals was on track to graduate nth grade on track to graduate and this has been something that been a lot of work on at high school over the past few years and we've seen some really great increased growth. So last year 90 a little over 90% of our nth graders were on track to graduate. They passed all their classes and that's great. In ninth grade if you remember I think um Mr. having shared this quite a bit, but that passing all your classes in ninth grade is a really good indicator of whether you're going to graduate. So, this is a this has been a great piece of work for >> and that really is a great piece of work because I remember being a WASA
057conferences people bragging about and we finally got graduation over 82%. Yeah. >> You know, they're celebrating there in the 80s. >> Yeah. >> You know, and I remember being there too. I thought, well, you know, that's pretty good, but we were doing better than that, but I mean >> 91%. I don't know if you remember a couple years ago there was a a big to-do with the group that runs the ninth grade on track and it was when we were at 85% and then continued to grow and they lost money in funding as well. So >> it's been good. >> Are we still cut out within concept into the other grade levels? >> Yeah. So >> that's what they're actually doing this year. they are and it's no longer um like this was a grant
058that was funding and they he's doesn't have the grant this year. It's just become part of how like what is um how high school is really looking at how they're planning their teams and how they're looking. It's just rolling that up as part of the work that they're doing. So >> kids can retake what the policies are their poster on the door. So trying to have consistency across the system >> and they have goals particular their school group of goals are related to this with particular groups of students who maybe haven't been here um quite as well. Great um for support of the goal areas I wanted to highlight. We had um a goal area around our student growth percentile. So what this is excuse me OSPI has a measure that they calculate. Basically, they
059say all the kids who got this score last year, how much did they grow? And there's a percentage of like how close were you? Did you grow as much as all the rest of the kids who started where you started? Did you grow less than all the kids who started where you started? Um, and so if they have high growth, that means that compared to other kids in the state who had their same score last year, did they grow more than average or less than average? That's what this measure is. So it's kind of a unusual measure, but it's really looking at um the level of growth, which is what we're seeing. So even if they're starting, even if we're starting out far away from where we want them to be standard, are they growing
060at a high rate? Um and so our last year, the ELA with pretty much the same rates of growth. So we have pretty we have good high and typical growth pretty um there, but there wasn't much change from last year. But math, we had a really big jump. So 39% of students were in um high growth last year to 45% in high growth this year. So we have a lot of growth in math and kids >> and we had a new curriculum introduced this year >> at elementary school. >> Yeah. Secondary they did not give me curriculum. They've had the curriculum there for a few years now. I see what that looks like. >> Yeah. And I will say in both the curriculum and really intentional professional development across the board I think and they've
061been working those teams has been working really hard both at the middle school and the elementary school and school. So >> I think it's really shown that Ireie, that's Eureka. >> Yes, >> I think that work is paying off in math there. And there's a couple bright spots I wanted to highlight. Um, our migrant students, so the group of students that Alvita was talking about, they're um this is their median growth percentile, so the measure of where most of them were. Um, our students like last year their median growth percentile was 40. This year it's 80 for our migrant students. So that's just a group of students that had a lot of of higher growth this year. And then English learners as well, we had some really nice growth in math um for that group
062of students. So more of them are growing more those couple groups. Um closing gaps is one of our goals and I will say we are that is still a goal that we need to work toward. So, um, part of the part of the deal with gaps is if everyone grows, then the gap has to they have to grow twice as much. So, we aren't seeing the closing as much as we want, but we are seeing some good growth in a few areas, particularly with math. Um, so we're looking at our students with disabilities, math and science, the the growth from last year was was much higher for those two groups in those areas. So somehow what are we what are we identifying a disability as? So if they have an IEP in this case, multilingual
063learners as well, we had some pretty nice growth with those in and then a bright spot here. Um, our English learners went from last year overall 5% were successful in math to 12% last year. So big jump in students who are um at standard in math or English learners and in science students with disabilities we had a large jump there as well. Um students at standard do you know what the average growth was across all sims for science? >> I don't off the top of my head but I can find it and that it will be on that. Yeah. And then for wellness, the indicator here that we had didn't have data from yet was around regular attendance. And that had been a goal um that we've been working pretty well at and um you
064all probably remember, but I think after co there was a really across the state pretty significant drops in attendance and we saw that as well and um can speak to that but we've had I think last year we had really big growth in attendance as well. So more kids being there. So that really I think that teamwork and continuing to work together has been active. Any questions about those additional pieces of data? >> I'm going back to the Michelle asked about in the beginning. Sorry I didn't want to interrupt you, but like one of those was like 50%, one was 40%, one was 38%. >> This one? >> Uh no, further back. >> Yeah, that one. So, like if we're half of the way through the school year, which we're not, but we're 50%. Like,
065is are we going to be at 100%. Is that how that works? Like our progress >> Oh, I see what you're trying. These are the these are the uh SBA assessment. So, this is that measure that happens once at the end of the year. >> Um for third, third, fourth, fifth, sixth, seventh, eighth, and tth grades. So, it's a one test, one measure. Um so, this would be the percentage of students. So it's not the overall percentage >> score. It's the percentage of students who were at >> standard. So yeah, that assessment has a you can be a level one which is >> well below standard. Level two is close to standard but not quite there. So they call with level two they say they've met um mastered the basics of the topic but not
066all of the pieces. Level three is they they're at standard, level four is they're above standard. So they're showing they know more than what standard is. So that's those measures. Thank you. any other right that's enough from me >> so much >> all right >> thank you again Adrian that was a lot to do you did great Um we are going to be moving on to old business and this is the second review and approval of policy procedure 2020 core design selection and adoption of instructional materials. I would like to ask our student board represent >> Eden feels about this. I think it's good. >> You have any questions for >> I did have a clarifying question. Um I just wanted to confirm from our discussion that the curriculum committee is separate from policy 2020.
067So if we were to make any >> go ahead. >> Okay. If there are to make any decisions on that as far as the number of community representatives within curriculum selection that would be outside of the approval of this policy >> the and I'm going to have a jump in on this but the curriculum committee is talked about in 2020. >> it's referred to in 2020 and it talks about who is going to make up that team. Um and so the the thing we talked about today was we didn't want to have two separate procedures or two separate ways of selecting that committee. >> Right? >> So we so that the selection of the committee what the committee is made up is in 2020 but how we select that committee is not in 2020. That
068is I think the language says the language kind of describes the makeup. So it says like representative of the people and it can't be more than 50% community members I think is what the language actually in the policy and in the law >> kind of talks about that the uh >> and then it also says they'll be selected using the district's comm uh committee process >> process. >> So that's what he's talking about. So like the how it is selected is >> that committee process >> that is not in that is not in 2020. >> Okay. That is something different. >> That is an outside >> the actual process. Yeah. For committees. Okay. >> And and I'm trying to determine where that is. >> I know we were talking about that. Okay. Thank you. >>
069But I'll get back here. >> Thank you. >> Only I know we talked about the opt out procedure and like keeping it the way it is. If we're seeing folks that aren't that aren't able to qualify for the opt out, potentially that's another conversation we can have. I know you tell. >> Yeah. Yeah. Cool. >> Just want to make it inclusive and make it easy to do for parents. So, >> we'll talk about Yeah. the deal with online as opposed to going into the school. So, that conversation. So, we're working on >> Okay. Please get a motion to approve policy procedure 2020 course design selection adoption of instructional materials as presented. >> I'll make a motion for the approval of policy procedure 2020 course design selection adoption of instructions as present. >> I can second.
070All those in favor >> I >> Okay. Third review and approval of policy procedure 3241 student discipline. Um our student board representative missing. How do you feel about this? I mean, remember last time like there were some grace talks you kind of talked about and went over, but then I know Logan met with you today and you guys kind of went over that. She said, >> "Yeah, then we talked about a little bit." Yeah, agree. >> Recap of >> Yep. So, there were two questions and help me out Kurt. So one was um what happens with an elementary student may be progressively more extreme and that the the limit is 10 days from a student that is up to fourth grade. And so the approach is very much around restorative practices in including the family
071and how we would actually work with trying to help them correct their behavior. Whereas 512 you have the matrix that actually describes all the aspects that could occur based on what's going on there. Then the other piece was around um having the board be a part of the process for an expulsion determination and on the other side the appeal piece not just the superintendent. And so what the policy states is any entity should be that's not the superintendent in this case or the board would not be a part of determining discipline and doing an appeal. So it would be one or the other and as it's written right now the board would serve a purpose if there was an appeal. So if someone um asked to come back early and my determination was no and
072they decide to appeal then it would actually cause a few time. >> So I have another clarifying question on that one for sure. Again my greatest concern is what was listed specifically in the policy as it pertained to felonies and weapons and that is student safety of course. Um and my understanding is from how it is written the board would only be involved um if the parent requested the student return or there was some kind of or student requested there was some kind of an appeals process >> we would approve or deny an appeals process or >> you'd be the determining body. >> Yeah. What I guess hypothetically what happens if you like how what's the process for you to determine yes this student has gone through the prop procedures to be able to be
073led back into the school if there was some sort of assault or weapons sharpness something like that. >> Sure. So I think hard hard to speak to a specific situation or circumstance without going. But anytime we would have a cir circumstance like that, we would want to be talking with the family. We want to be talking with whatever has happened with the students since they engaged in that behavior. Oftentimes when you're dealing with a weapon, you're also going to be dealing with law enforcement. So there may be conditions that wouldn't allow them to come back because they may be dealing with that aspect of it. We'd also be talking to the school. We'd also be coming and sharing with you what I'm contemplating. So it wouldn't be done in isolation. We would be going through
074a process making sure that you know this is what I've heard. This is what's been brought forward and this is what I'm planning to do. what your feedback are. >> We've also consulted with our attorney to see if this met the criteria and so we're getting we're getting feedback from our attorney as well. >> I think the great or the concerning area in the policy was the way it is written. It specifically did say, you know, superintendent discretion. It did not say that there was a process in place where it would actually be communicated with the board in any capacity. Yeah. Well, it's written that way. That's that is the role of the superintendent and registering the district. But I I would engage in a process. That is the case. Then you can move on.
075Um, can I please get a motion to adopt and further review and approval of policy procedure 3241 student discipline as presented? >> I make a motion to approve policy and procedure 3241 student discipline as presented and detailed in the attachments. >> I'll second. All those in favor? >> I I now party starts. time, >> right? Celebrate. >> See what that person slides. Okay. Well, I guess this is a win, too. So, we we started uh enrollment was down 11 in September. Uh we gained 16 kids um in the core program to MP3. So, that that's pretty big. Um, special ed also gained some students there. Uh, as was anticipated, uh, we're filling up the classrooms in the ECAP program. And, uh, we got running start and dropout re-engagement um, is going as well. Um, October
076compared to budget, we're up five in the core program and two in, uh, MP3. This is this is a bit hard to see. So, um October is probably uh workload wise the craziest month that I have. It's a lot of nights and weekends. There's a financial statement deadline for the F196. It's uh this Friday. Um and then coming into town um to do all the meetings and everything, I try to get it done the week before. So, I submitted that on Friday. That went in um got reviewed by the ESD and passed the review and I've just been doing the final certifications this week. Just got it uh certified this afternoon. So, we're good to go there, which is uh very exciting. Um there's a couple more reports that are due at the end of
077November, but now it's going to be kind of catching up on the other aspects of the job and and whatnot. Um, and looking at and as I've talked about quite a bit, financial stability has been my biggest focus over the last couple of years. You know, when we had that scare with the the septic system at the high school and then the windows, that kind of really brought to light that, you know, if we did have a major event, we didn't have enough fund balance to be able to cover something like that and we could get into trouble and, you know, be one of these districts in abiding condition. So we we set up procedures at the beginning of the school year um in 2425 really being uh very cognizant of any additions that we
078made post budget comparing those to revenues seeing if they're funded. Um that has gone very well um plus support um from James and the rest of the executive team. Um and just jumping to the bottom line here, we have an ending fund balance at the end of uh 2425 of 3.7 million which is actually getting up to our target of you know where we want to be to feel comfortable that if something% >> that's yeah it's about almost 10%. >> So it's about nine nine 10%. And so that that's really want where you want to be if you're if you're a healthy district. And so that's huge. That's uh I mean a big weight off my shoulders to get to that point and and just the way that we're budgeting now. And um I I
079just feel very confident that we're in a good place. Um so that that's pretty that's huge. Um the so jumping into this report here um hard to see it. I'm just going to like get real close and you guys can kind of listen along. But so we started the month out with a beginning fund balance of 2.9 million. >> Um I want to point out a few things. The local property taxes, uh we came in $300,000 more than where we budgeted. And so during the pandemic and shortly after that, we our collections dropped from about 99% to about 95%. Well, in 2024, we collected back up to 99%. And we've been collecting on those those years um you know, where we had the the shortfall. And so that that was a pretty big gain in
080our revenues for the year. Um the aortionment uh we were up by about 180,000. Um transition bilingual uh we were up by 100,000. Transportation was up by 186. So so it was a it was a good um revenue year for the school district that helped bring up that fund balance. Uh we did a very good job in budgeting to take advantage of our indirect rates for for all of our grants. And so that um was very positive for the district as well. Um and if you're if if at some point you're examining this report, you could see that in um so the numbers that start with the four, those are all state revenues. And then the numbers down here that start with the six, those are federal. And the seven, those are those are local.
081So it's usually local grants and things. Um so August is um is a big revenue month for the district. Like a lot of funds come in right at the end of the school year. You have um the federal grants because um their reimbursement basis you end up taking in two months of revenue in August. Um so like in September we run our expenditures in October we claim for those in um so so in August when I do the claim those are the July monies and then September those are August. So you end up with two months of revenue at the end of the school year that gets acred. Um so so that kind of boosts it up um in August. And then you also have um all of our invoicing grants or most of our
082invoicing grants are quarterly. So you end up with that quarterly invoice at the end of the year. So um the revenue side of the equation was uh very favorable for us. And then on the expense side, um our payroll was was down in August too. And our um accounts payable for for kind of all of summer trended lower than than we have in in past years where we've just been making a very cognizant effort on spending. I mean, it paid off. I would not have expected us to kind of reach our target for fun balance. I think I think the Indian blend balance was 2.8. >> Earlier in the year, didn't you saying 2.8? >> Yeah. Yeah. So, I mean, I was really hoping we we'd surpass 3 million. That was kind of my goal.
083And to get to 3.7 was huge. >> I would echo Daniel. I mean, I think the the processes that the teams put in place, what Daniel's been able to share how we budgeted, how we closed out this year. Um, even right now, our postbudget ads are pretty limited, pretty they're pretty low and we haven't been able to do that in years past. And so, yeah, it's been it's been good. >> Maximum resources, staff, >> we're we are running very efficiently. And we're strained in a lot of places. >> We're also here, but >> when you look at the strain and is some of this going to be allocated to that or we holding tight to this 3.7. >> Well, what you don't want to do is spend one time money on ongoing cost, right? So,
084>> and all the indications are it's not going to get better yet. So, I think we're going to hold tight and we're trying to support everybody as best we can, but that's that's the pinch we're all in. And how do we how do we continue to move forward in a way that people still feel valued and supported and >> pay our bills and stay healthy? Yeah. >> What percent of schools in the state do you think are this healthy budget? >> I don't know, maybe 20%. I don't know. I think we could speak more to those who are in binding conditions and who are struggling. That's what's >> Yeah, it's hard to say, but I think I think really the key to staying in a good position is is budgeting and budgeting. So, you're spending
085within your needs. So, looking at what your revenue projections are and then building your programs based on the revenue that you actually have. and then uh you know making adjustments as you need. If you get more students in or something that brings in revenue, you spend that revenue to support those students, but really just keeping that just staying within your means like you would within your personal budget, you know. Um, I think another really positive thing that came out of the this current fiscal year in the budget is how we approach the special ed department. And that was that was an area where we would we would try in budgeting to just be very conservative and say, "Okay, well, we're not going to well, best case scenario, we won't need as many student specific higher
086educator supports and things of that nature." Are we trying to take a very realistic approach and say, "Okay, well, we've been doing this for years. Let's let's see what do we actually think we're going to have and how are we going to budget for that?" And we've had some needs arise, but we budgeted for those needs. And that's what's helped us in that post-budget ad process this year where we have been able to keep it pretty minimal. and questions on the general fund. But yeah, just feeling a lot of gratitude for the support that I've had and for the good job that we've been able to do. Um this is the uh budget status report and um for the general fund, this is just less detail than we just went over. Um I did want
087to speak to the capital projects fund a little bit. Um, we have an ending fund balance at 2,240,000. And so that's made up of a few different things that we have kind of uh the carryover our technology levy. So as we're bringing money in, it's committed to that purpose and it stays there until we spend it. And Joe has a very specific plan. Um, we're we're trying to build up a little bit to do the next roll out of devices. Um um there's 1.15 million in early learning for the early learning facility and we have 197,000 for um it's ear m marked for increased classroom space and that's all money that came from sea mitigation fees. So we're starting to get up to that point where um maybe we can add a portal or something.
088Um getting close to there. Now you can also, you know, if you have any building project that's also adding classroom space, you can attribute money towards that. So maybe we can use that for one of our upcoming projects. Um, and then we have 267,000 that's uncommitted. So it's that's kind of like a little bit of the rainy day fund that we have for the capital projects. That's that's pretty low. That's lower than I would want it to be. were maybe, you know, back in um the really healthy days, we would move some money over from the general fund to the capital projects fund so we could kind of build that up. Um so that might be something five years down school finances get a bit healthier, something to consider doing again. Um then we have
089any questions about capital projects? Uh the next fund that I wanted to take a look at is the transportation vehicle fund. So we get all the money that comes into this fund is um appreciation revenue. So we as we buy buses they go on appreciation appreciation schedule for like the base value of the bus and and then over the life of the bus we get money back to buy more buses or replace buses. So we got $277,000 that's um that's paid at the end of August every year. And we also um purchased one bus throughout the year was 145,000. And so right now our balance is 598. And for the TV fund, we're we're actually right exactly where we need to be to to replace the buses as they're coming off schedule. They're coming the
090the lead time on buses is at least a year and a half right now. So, they're coming in a bit slower when we would want them to, but we're trying to replace two buses every year. We have we have some more on order ready to come and we're getting ready to do our next order probably next month. >> Can I share one of these two? We have new legislation that also makes our motorpool vehicles eligible for the depreciation. So essentially we get 13 years of payments when we receive a bus and then it makes sense for us to get rid of that bus after we're not generating any funding, right? Well, we haven't been able to generate funds for motorpool. So when we think about motorpool being the nine passenger vans that we So now
091we're able to do that. We're also able to charge mileage for that. We haven't been able to feel it from elsewhere. So it's good, you know. >> Yeah. and and when we were having um pretty good financial times kind of the MP3 boom we were replacing a lot of those vehicles and they've kind of been aging out now and for the last what three four years it's been on our list to to want to buy some more but we just haven't had the funds to do it so this will be helpful Michelle Felis does a really nice job managing the depreciation and the purchasing with Daniel so That's it for me. >> What the wind? >> Awesome. >> Yeah, don't bring that up. >> What was going just fine? >> Thank you, Daniel. >> All
092right. Do not have a ton as I was out. on some of the time in between here, but I definitely want to make sure I highlight our principles and our leaders in our buildings. Um, Nate's here tonight. Thanks for being here. >> Um, just it's just a great team and when we talk about the way that things are happening with achievement, it's really them subscribing and working together. Um, they're pretty competitive. And so they're driving each other, but they also have a good time together. So it's a big conversation. So yeah, that's good. >> I really love the post when I saw this. >> Yeah. >> And I love all the smiles. So love seeing it again. >> Yeah, that's it's really good. >> I had an opportunity to chef around homecoming with Rob and
093>> he's killing it. >> Yeah, he's really nice. >> Really engaged and high energy and really does well with the students. My my student is a big fan. >> He's got a he's got a real dis I I'll call it disarming his disposition, right? But um he also relates well with kids. >> Love the teaching out there in the mornings greeting students. >> It's a good team. >> Lot of good energy there. >> Yeah, it's been great. >> They were great. So this is the the UW cell ESD leadership academy and this is what Adrian spoke to a little bit and this time it was hosted uh Robert hosted at middle school and so we had um the different groups that came from Stan Whitten Edmonds um and I think Lakewood was there too. No,
094I got too many. >> Standard. >> Okay, maybe liquid drop. Um, but what they did, uh, there are learning walks where you can go out and see what's going on and make observations and talk to students, but then there are also fishbowl interviews that you can host. And so, um, what happened here is he arranged, Robert arranged for different groups of students at different grade levels to come in. And we had, um, gosh, are there 20 principles? >> Oh, wow. >> There's there quite a few around the room. Um, and so there's that dynamic, but just the questioning about, you know, what's what's successful to you? What makes school successful when you're struggling? What what's a struggle that you have? And um they talked academically and socially and um they talked about the dynamic of
095having 22 or 20 adults around the room. And so it it was really great because it's it's all about how do you get a clear sense of what's happening in your school or in your district and you can't just take one aspect. You can't just look at achievement. You also have to get student voice and you also have to give them an opportunity to have agency to share what's going on. And so that's a lot of what this particular >> Yeah. Yeah. And then we had our superintendent advisory group meet uh at MP3. That's all I'm going to share. Eden, you'll be able to share in a little bit. Okay. >> Okay. We had a good meeting and I didn't bring any of the notes. So, if you want to maybe share a little bit
096of what was in your notes, I'm sure you already have that plan. But, uh, we had a good meeting and we used the the lunchroom one half of lunchroom 3 to convene. >> And then just some other things. Um, and again, because I was out September 27th where I'll start. So we had the dedication for coach James and um just the legacy that he's like for the community and then the all hands wacom summit that was in the event center talking about how um health and opioid crisis and incarceration and different social issues are all related to the health of a community and different people who work in different areas spoke and talked about that connection. We also had the WASA board meeting and fall conference that was in Tumbwater. It was all about AI.
097Uh looking at how AI is coming into schools. Um and even aside from how we handle digital information, the tools we use are having AI incorporated whether we want them or not. They're just they're just being updated that way. So um a lot of discussion and talk about that. And then um in October uh met with representative Santos and Timonss. So Santos, you may recognize that name. Uh Tamiko Santos is the chair of the education committee with the House. She's the one that wanted to kill TK because it didn't come from the legislature. It actually started from districts in the state to to provide transitional kindergarten. And so what she's effectively done in the last couple years is put a cap on how many students a district can support. So, we are capped at 44
098this year because we were able to support 44 last year. And so, we'll be working when we go and advocate with our legislators to remove the cap because we still have kids in our community who need our support. So, those are uh things that we'll look at. What we talked about here is what's happening with mental health. And so some of the information I was able to share is we had four specific mental health people. We had district coordinator and we had we have three current but those are grant driven through the ESD and that money is set to be gone after this year. So they want to know what our what our strategy is and our strategy is we don't have a strategy because there is no funding for that. So and they work
099on that in the legislature. We need funding to to provide that opportunity. So, um, looks like Valley is very similar. They have four and and they've got more elementary schools than we do. Um, and so we also had conversation about, um, how it would be helpful if they could provide flexibility when they are back working with the legislature in terms of funding. Um, so we didn't stick just to mental health. We also took an opportunity to talk about MSOC and different things that would need support for success in our skate districts. You just say has four elementary schools. >> Were all districts invited? >> No, they have three. >> Yeah, four. Four people. >> Yeah, they have four people. They have three. >> Were all districts invited to? >> Yep. >> So, >> participated. >>
100Yeah. So, I think I listed Mount Baker wasn't there. >> Lynon >> and Lynon wasn't there. And then upcoming we got our waiver day. Um you've heard me talk about the Limitless grant and so it's a four-year grant. We're year three of that. That's a convening in Levvenworth um on the fourth and fifth. I will leave early and be here to run the board meeting on the 5th and then we have Veterans Day. >> Okay. Not going to steal your thunder. >> Yes. We had our first district meeting the other week and we checked in with all the different groups from the different schools. They all said they had good turnout and most of them have met besides I rer, but they're they're planning on meeting soon and they do have endless members. Good turnout
101all around. >> Yeah. >> And then a couple things we talked about for the high school was the Latinos and action group which was very positive. We got a lot of good feedback from that. Everybody loves Mr. Zable. been over that a little bit already. >> Yeah, Victor provided that. >> Yeah, Victor was like, >> um, and then our bathroom schedules and bathroom check, which is also a little bit of a problem with the middle school. And Irene Ryther, there was like an interesting thing. One of the girls talked about like recess monitors being on their phones and stuff like that. I wasn't expecting I remember kind of fair, but they were on top of it. And then MP3, they're always on tough things over there. They've already met a couple times their group and
102I had a lot of good things to talk about what was going on over there. And yeah, we ended up going over time a little bit, which we weren't expecting considering it was our first meeting, but everybody had good stuff to say. >> It's just all room. >> Explain a little bit more about bathroom time. >> Oh, yeah. They have like bathroom schedules at the high school. And they used to lock them a lot more, but like I mean the locker room stays locked all day unless like passing periods like struggle for some kids, but it's like obviously to help prevent vaping and like other possible drug use and things like that. But people say it's been helpful, but that they think bathroom checks just like by teachers are more helpful. Sometimes it's hard with
103like certain bathrooms being locked and their schedule. So if I need to use the bathroom, I can only use a certain time >> or location. >> Yeah. >> So certain restrooms would be locked. >> Okay. >> Interesting. Good. >> And a general consensus of it's it's better, but it's still also not not breaking, but it's it's better. >> Are there other student advisory groups within the county that you could reach out and collaborate with and see what they're doing for situations like that? I think we talked about that a little bit, but we haven't like made any set plans yet to do anything like that, but I think that would be >> I'm sure we're not able experiencing it. >> Yeah. >> I was just going to say it's not >> like when we were
104doing the dance. I mean, we were >> we were tag teaming every five minutes >> doing the Yeah. That's just where >> that's just >> like you need to put them in the bathroom. >> And then there was an interesting thing was brought up about we had a big student conference at LC and a couple of Meridian they have like vape detectors there >> and a couple of Meridian students like got caught vaping in the bathroom. It's like a smoke detector almost. >> They can't have cameras in the bathroom, but like they have the vape detectors in there and then a camera outside to like that comes on once it's like triggered. And they caught like a students that were vaping in the bathroom there. >> We actually looked at vape vape before, but it's
105super hard when you have a group of people >> who will identify who relying on struggles of high school a lot >> nicely done too and way to get other buildings excited and engaged and wanting to participate. >> That's your example there, right? They want to be a part of what you're a part of. So, good job. Okay. Well, do we have any information from our board directors? No. Okay. Well, we can uh sign some official documents and adjourn this evening. >> Thank you.