001All right. Well, welcome everybody to this October 8, 2025 regular school board meeting. Like to thank everybody for being here and we will now stand and say the pledge of allegiance. >> I 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. >> All right. Well, thanks again for uh being here. Can I please get a motion to adopt the agenda? >> The motion to adopt the agenda. >> And I will motion. All those in favor? I >> I >> Moving on to the consent agenda. May I please get a motion to adopt the consent agenda? >> Motion to adopt the consent agenda. >> Second. >> Okay. All those in favor? >> I. >> All right. So,
002I staff recognition. Mr. Tyler Dawkins. Yes, sir. Great. >> Good evening everybody. >> Um, thanks for having me today. Um, as usual with our staff recognition, I'd like to take some time to introduce some new faces to our community. Um, you know, as I talk about in our in our uh presentations, you know, we always kind of look at these values that we've created uh with our um just commitments. Um, and we think about this a lot in our hiring process. talked about the hiring process a bunch so I'll kind of skip through those things but um you know before we go into that I do want to also recognize some efforts that the staff have had over the last couple uh couple weeks um we've taken the assemblies that you know you've seen you've
003been to one of our assemblies before um and we've leveled up and started to kind of create some some some sweet specific values-based cultural awards. So what you'll see is we have different awards like the shield award or the golden helmet award or uh the voyager award and that's all aligned to the meridian mindset which is also aligned to a lot of the strategic plan. So what you'll see on our social medias kids with these amazing flavor of flave chains here that they've got and then each kid takes a picture with that and then they get to keep a little keychain they put on their backpack. Uh and each award is again aligned to those values. So those are these right here. So, uh, go ahead and take a moment to read that real quick
004and then give me a thumb up. I won't read it out loud for you. So, give me a thumb up when you're done. >> It's pretty cool. >> Sweet. >> Yeah. I think it's really cool for kids to be able to get recognized for the good work they do. Um, and it's, you know, there's not a limit. It's not just one person assembly. It's just whoever demonstrates the bar, right? And but there's a bar, right? And that's their part. So, it's two twofold. It's there's a bar and you need to meet it. There's no limit and we're not just going to be like, "Okay, who have we not recognized yet?" And then make up something for it. There's a bar, right? >> So, that that that's the part that I really love about it. Um,
005and then I think kids, you know, having something as a momento and and illuminating the power of example is really important, too. So, really excited to see that. And definitely shout out Mr. Bey when you see him because that's kind of his his baby and what he's doing. So, second reason I'm here is to talk about our new staff. We have an amazing group of new teachers and really excited to say that it's getting smaller and smaller each year that we come up here on the slide and I've got a couple of them today. So, what I'm going to do is I'm gonna have them introduce themselves and then I'll tell you a little bit about the high wall that they had to jump over to to get into the school. So, we have Alex
006here today. Alex, tell us what Alex um I've been teaching in a Monasuri um background for a few years. I originally taught kindergarten and law school for three years and that was amazing. I did my student teaching at IE in third grade. Um, and I had such an incredible experience and decided that I wanted to transition to public school and specifically the IE and be a part of the team and I am super excited to be here. >> Thank you, Alex. >> So, definitely swing by Alex. She's teaching second grade this year. Taran Taro, a meridian alum, is teaching kindergarten. Um, and then the last person here is Riley Kenyon, who's in our preK program, um, is the other new hire. So, they had some other commitments, so couldn't make it this evening. Um, but
007definitely swing by our school and come and introduce yourselves to them. They're pretty amazing with with that. Um, they they were what three of and I know Kurt I believe gave a presentation on our process. So, but we had almost, you know, about 140 candidates in total of the two different pools with 20 plus Zoom screeners and nine demo lessons. And so this is three out of 140 people, right? So in terms of the admissions rate on getting into IE as a teacher, it's a pretty small percentage and they met that high bar. So very exciting about that to share that. Okay. The other part about the recognition I want to introduce some teachers that are here and talk a little bit about this is we've had a big expansion in the number of kids
008that we serve in our early childhood world. Pretty substantial. Um, we went from serving three TK classrooms, which was the biggest of all time last year in the prior years it was two, and now we have four TK classrooms and a three-year-old classroom. So, we're serving five classrooms, not including our developmental prek, which we've been serving for many years in another three-year-old world. But if you count them, it's six classrooms of three and four year olds. It's totaling about 100 students. Um, and that's a huge huge lift and it's going to have a huge impact. So, I'm going to introduce some of the teachers who are responsible for that today in a second for introductions and they can say what they'd love to say about it. Um, and these are the folks that are in
009that world right now. And so, that's a Tossa Ballas, Jessica Castanita, Talia Jones, Riley Kenyon, who one of the newer hires, Natalie Eining is an early childhood specialist moved out of the kindergarten world to do coaching and support. Melissa Cy who's also here, and Melissa Whitten, who's the TPK. So, that's our early childhood team along with PAR educators that work alongside them. So with that a little numbers game that's 100 plus three to four year old kids. I could barely take care of my two kids when they were two and four. So um huge props to those teachers serving 100 plus students. We have almost 200 3 to 5 year olds. So that first wing that you come downstairs is all three to 5 year olds which is wild. Wild. Um, and I think the
010the other part that I want to share is just the gratitude for this and this recognition because the data is really clear that when kids have access to highquality early childhood education, the impact is significant. And I think a lot about that right there with high school graduation. And you all get to be a part of that high school graduation ceremony. 62% of students who don't have early childhood education experience graduate, but 74% if they have early childhood high quality early childhood education. So just by making that investment by signing that contract with opportunity council to have those early childhood education uh slots has already increased the future of Marian's high school graduation rates by providing that. So I just want to say thank you for that and the work that they're doing has substantial
011impact. So so I want to say thank you for that. And then before we go to questions, I would love for the folks to introduce themselves here. So let's start with Jessica. I'm teaching PK4, >> Melissa Sirene. I'm also prek4 and I'm prek. >> Anything else you would like to say about the magic that is early childhood in our building? >> Oh, um, it's going great. Yeah, >> we're tired, but it's it's going really good. >> So, we use we talk about curriculum a lot like Hagerty is a UFly and you fly, right? Phonics and phmic awareness. It's really magical to go into people's rooms and see the things that we would typically have our kindergarteners do at this time that we're having them do as four-year-olds. So, just thinking that year kind of head
012start and how magical like last year we had 82% of our kindergarters on grade level, right? There's no end to how good we can get with that type of early access and exposure. So, super exciting. I'd invite you to come in. Come play with us. Come hang out and play blocks, right? It's really fun. Easy stakes. Y'all can do it. Okay. And just want to say that it's a good opportunity to kind of connect with the kids and see see how the magic is made. What questions do you have? >> Well, I don't have much question, but I have a comment or compliment. I mean, Zach was in Oklahoma. I of course took care of his kids but I dropped kids off you. He's four, you know, and yeah, I think at one day he
013said, "Yeah, we got a little over 150 here today." And I'm just like amazed on how many kids that were, but how well they're managed, too. I mean, you follow them in and stuff. So, I kind of went and walk around, check things out. I was really impressed on how how you could effectively maximize the use of the classrooms, you know, it wasn't like there was nobody's in the hallway, you know, and then um just the way the kids were engaged and they seemed um excited to be there, you know, uh about it. And then even afterward during pack pickup too, the I mean the level responsibility that all those teachers have to get the kids out there. I mean, of course, I was in a little bit of panic, you know, don't screw this
014one up and you know, but you only had to worry about one too, Marty. Yeah. But that's I guess that my point. So I only had to worry about one. I couldn't imagine 200. >> But how well you do it is it's incredible. Just it's great work. So >> yeah, I was very impressed. And then whoever's clean your building >> is uh it was lights out. Building is beautiful. >> Yeah. Jerry and his team do a good job. Yeah. Teachers teachers take a lot of ownership and making sure they know how each kid gets home. So that's a you know, little tip of the hat to them and the work they do there. And then Nate orchestrates the whole thing, right? And there's a lot of managing a lot of moving parts and I think
015that um it's not easy. It's like a Beyonce concert, man. Everything's just like it's just there stages and details and everything needs to happen on time. Yeah. So, it's very sophisticated process. >> Great. >> Looking at your data on graduation rates, those participating in early childhood and those not. >> Yeah. Miss K, do do we have the data on young kiddos coming into kindergarten who participated in private preschool? I I sent my kids, all my kids went to preschool for two years before coming into kindergarten before it was offered within these schools outside of developmental. >> Yeah. >> So, do we know what that looks like? Like how many what percentage of our population is participating in our our preschool as opposed to private pay preschool? Yeah, I don't know the numbers on that one.
016Um, this data specifically is talking about high quality, you know, early childhood education across all systems, right? Whether it's private or public, um, just having exposure to it is really important. Um, >> so this data is private and public. >> This is this is just early childhood studies around data that is if if you have early childhood education, quality early child education. And I don't want to ever disrespect folks who are providing a service to families. And so we talk about quality early child education. There's like either a curriculum or an approach. Um there's learning going on. There's play, intentional play. Um you know, >> Jessica was the teacher at the preschool that my children attended. >> I mean, >> so I don't think it distinguishes between >> Okay. >> Do we still do we
017have a bunch of kids on a playlist? >> I Kurt, do you know the answer to that one >> for TK? Yes, there are still some some gradient students as well as some choice students. There are several rooms. I guess I think that's the wild part too is that we had three classrooms with about 45 or so students, right? With a weight list of maybe five to seven. We served 86 and we have a weight list, >> right? So, just think about the numbers just from one year to the next. The word is out that our teachers are doing a really effective job. The word is out that we're providing a service and now we've got weight lists for this program. So that's pretty cool. >> I think originally we were all kind of I
018don't know if the words worried but we care about your ratio load to student to teacher and also space. How are you feeling now about to start at school? >> Yeah, good question. Good question. I kind of did noticing there. So you know I kind of I kind of like to quote Walter Stockdale like we're going to convert the brutal facts of our reality but we're going to maintain hope. who's a former Vietnam general. Um, and basically ideas that like starting a prek program that quickly is hard, >> right? And it's important work and I would do it all over again. And I think that we have a ratio that's very similar to what we've had the last couple years. Like the TK classrooms are no different in terms of ratio. We have some new
019guidelines we use for the for the the early childhood program as different rules than what our typical OSPI rules are. And we navigate it and we've gotten a lot of support for it. Um, so that's feeling fine. In terms of rooms, we actually have two empty rooms upstairs, right? So we we still got, you know, the combination of budget cuts and stuff. You know, it's a big school. We'll always say that. That also means we get to serve a lot of kids. Um, but yeah, I mean, I would say it's the same school size that we've had for the last three or four years. Um, but yeah, we're doing all right. Okay. We're doing right. >> And a little little shout out to Tyler and his team. It's it's been quite a summer um for
020Tyler and and the teachers and it's a it's a transition that this year has been pretty challenging um with the new program and new responsibilities and new requirements. Um and I just want to say that they're handling it. It's it's outstanding to watch and if we're serving that many students, how many haven't we served in the previous years? Um, so it's it's a great program and thank you Tyler and teachers for what? >> Thank you. >> Thanks. Appreciate it. >> Thank you everyone. Welcome in new people. Say, didn't Karen just graduate two years ago? I was calling for some basketball game. >> She graduated. So cool. >> She's skilled. She's skilled. You got to come by and see her. It's pretty incredible. >> I've heard good things. >> Yeah, she's doing great. Great. >> Okay.
021Well, thanks again. Um, do we have any public comments this evening? >> Okay. Well, um, as everybody can see, there's a few postponed reports that we won't see tonight, but now we get to see the highly capable program. And this is for review and approval. And this is Rebecca. Um, okay. Yes. Um, hello again. Um, I am Rebecca Montgomery. I am the highly capable program coordinator Tuesdays, Thursdays, and Friday, Mondays, and Wednesdays. I'm the technology teacher at M3. So, cool hats. Um, so yes, at the end of this, I will be asking you to approve the program again. Um, so it is board policy 2190. know you're familiar with the policy. Um, so I'll leave that there a second. Um, and throughout this presentation, if you have questions, please feel free to ask right away.
022Um, any of your pictures I put up. Um, pictures tell a thousand. There's definitely stories behind everyone. All right. So what I try to talk to people about is um when we talk about T3 intervention, we usually look at the upside down triangle triangle. Um but really T3 goes both ways. We have students who need um extensive intervention and we have students who need intensive challenges or challenge. Um so I try and work um with the realm of tier 2 and with tier three and it is a wild ride. So, a little bit on the demographics. Um, we're able to take and look at three years worth of data now. So, um, for the most part, our numbers still seem to be holding steady when you look at the different areas. Um, and yeah, enrollment
023by school. Um, this year we're at 90 students. We had three four students transfer out of well not transfer out of district I should say one transferred out of district. One moved out of district and two others were doing a choice transfer in and transportation became an issue and so they ended up in another district and we were sad to lose all of them. Um, one of them is placed in some advanced classes at Berndale High School and two I was two of the others I've worked with for them in the magnet program over there. Yeah. And I will talk about demographics a little bit more um later on. All right. So our goals are to enhance academic opportunities. Um assist teachers in two tier excuse me tier two and three challenges. Um develop the
024leadership skills, communication and peer groups of our students and definitely to promote their problem solving and critical thinking. Had a great time. uh the project at the bottom um we had our fifth graders were doing reports on the Revolutionary War and I said okay let's choose some different things and uh some different topics and this student said hey I really want to talk about how the enlightenment influenced the Revolutionary War and I'm like okay you go for it so and this is what she came up with um and the topic I do have to talk about for a minute um this is a student we lost to Ferndale High School um but this was at the state History Day competition and she sat a round table with other high school students from around um the
025state and was able to talk about eugenics in China and it was an incredibly proud moment to just see this selfoised young woman talk um with a lot of authority and understanding. Yeah. >> All right. So, our current identification practices, we use the Kogat screener for grades K and one um because they're just too little to take the big test. Um we test all of our second graders and all of our fifth graders. Um and then we sort through that data. We look at the top scores for each grade level, but then we also go through and we look at um SCES, so free and reduced lunch, um ELLL, um students, our minority students, just we're looking for the top scores and everything and um I spend hours and hours on this and then I
026sit down with the committee and we go through it again. And so I feel like we've done a really good job of trying to add to our program. Um we also this year um because we've noticed that um our students we we're still worried about okay are we grabbing everybody this year we are adding the HOPE screener which is a more comprehensive program um evaluation so we're hoping to gather more students for that. That's a new one for this next year. And then I also keep a watch list and um anybody that asks to be tested if the student the teacher or the parents refer the student we test them. >> What is the hope? >> Yeah, that's exactly what I was sorry. >> Yeah. What like how does that hope scale work? >> Okay.
027I'm still learning about it as well, but really it's more of looking at the whole student as far as um it's more of an informal um a bunch of survey questions about the student, looking at what are their strengths. Um how are they doing in class? Um it's more than just test score numbers. So, and again, I'm have a book and that's that's my job for the next couple of months, but a lot of surveys with teachers. Is this something that's been implemented in other districts and we're just like replicating it or something we're creating? >> Um, no. It's it's something that we have purchased to use. Um, it's something that has been recommended. I don't know if any districts in Washington state are using it right now. Different districts do many different things, but
028this is one that was recommended. We're like, okay, let let's try this and see if maybe we can cast an even wider net. >> Yeah. Okay. Um so for last year or excuse me this year we have a differentiation in the core classroom. So um just within the classroom um at three of our schools we have single subject acceleration at Irene Ryther the middle school and even the high school. So we have two third graders who are in a fourth grade uh math class. Um, we have uh middle schoolers, two middle schoolers taking the bus or being dropped off at the high school to take math and then coming back to the middle school. We have a high schooler over at Watcom right now who's just a sophomore and he just needs more. So, we're
029doing that. Um, we have grade level acceleration. We have several students who we have moved into a higher level grade and we have a whole process around that. Um, I also do we do cluster grouping. Oh, sorry, Logan. Yeah. Yeah. just for the grade level acceleration. Is that not a thing at IR anymore? >> Um, it is a thing at IE, but I don't have any kids at Ire right now. >> Oh, okay. I understand. >> No, I just right now I have two seventh graders who should who are technically would be in sixth grade. They have been moved to seventh grade. And I have a student who's a freshman this year who would have been an eighth grader. >> Okay. So, yep. >> Um, good question though. Yes. Um, we do cluster grouping at
030Irene Ryther and at the middle school. Um, we do pull out enrichment where I work with the kids. Um, we have advanced placement at the high school. We have college at the high school and we have running start. So, we have a variety of opportunities. Yeah, Logan. >> Um, is there still a high cap like period at the middle school? >> There isn't because of my schedule because I have to be at MP3 two days a week. I can't offer a class period. But yeah, good question. >> Okay. Um, I do not know what slide I'm on. Okay. Um, so this last year we had 16 students from the middle school and the high school participate in history day. We had four students from the middle school and the high school participate in the state
031contest. So they advanced to state. Um, I should say that two of those students were not high cap students by the way. So we really work on offering services to any student who needs it. So um, our high school student won the Chinese American history award for her paper. That was the one on eugenics. Um this year or last year, we gave a survey to all of our staff um students and parents um about uh the effectiveness of the program and got some really good data. Um I was able to attend a state um coordinators PLC. So once a month I was able to zoom with coordinators from around the state which was just an incredible experience because I felt like I got the knowledge of what everybody else was doing. Oh. Um, we had
032eight students do the K1 screener and then 82 students do the full KOAT. So, February is a very intensive month for me. Um, I felt like our data reviews gotten more holistic. And, um, so I was able to work with fifth grade teachers to get more opportunities for not just of our high cap students um, during their teaching time, though, which is great because I set those students up to start history day this year. So they already knew the research process and I feel like our math grade advancement IE last year, this was the test that we did. It was beautiful. So our second graders did great in third grade and now they're in fourth grade. So we just we have a good model that we're following. Um I'm going to skip this one. Go
033straight to this one. I accidentally gave you the wrong one and I had double slides. Okay. So um we are going to sorry I'm reading this for you, but we're going to continue effective student extension activities. Um so that is history day is being offered at the middle school and at the high school for students who want it. We're use working with students during their win time at the middle school. Um we uh right now we have 28 students in actually more than 28 in all four of our schools. We have our student from Ferndale wants to partner with us to continue with history day. We also have a student in Lynen who wants to join another student to work with us. So, the program is growing and it's great. Um, we're continuing to support
034our cluster teachers. This year, I'm trying to do more pushin into the cluster classrooms and be a presence, which means I not only work with the high cap students, but I also get to kind of push some of the other students as well. Um, and have more relationship with kids, which is really fun. Um I'm collaborating with the middle or excuse me the high school to um identify appropriate extended learning opportunities. Um and we offer more AP college in the high school. Um those kind of things. I want to start working with the high school students on scholarship opportunities. Um yes um college prep um partnering with Shannon Waterman and with the counselors. Um and then I've been able to do some professional development with teachers on um extending learning for students. So that's been
035during our lid days. And then I'm now this year able to meet with our cluster teachers at the elementary school once a month to talk about their needs and how they can extend. Um like I said, we're evaluating our identification systems. um which was just trained on Panorama, which is our new student data system. And that's where I'm going to be able to house all of the student um all of their data, but not just that, their plans for the year and their goals. Um and then my goal every year, and this year, I hope to get it is a quarterly newsletter for families with different opportunities that we have around the state. >> Yeah. Um and these are some of our darling kids. Oh, and last year you saw these kids do their history
036day presentations and uh darling Chris, who is in the purple, uh didn't have hers ready yet, but I promised that she would be ready and true to Chris form right before we were ready to go. She had it done and it was fine. It was just perfect. That is her process and we respect it. So, and um also I should say this picture on the top middle a parent sent me this is a third grader. He is building molecules of explosives or atoms of explosives. Uh this is his reward before school if he gets everything done. So I showed the high school science teachers and said buckle up. >> So questions. Any more questions? >> I have to give a shout out to Chris. Great well wellrounded student. >> amazing support to me at the
037luau. Just hung out all day and made sure all the details were taken care of. >> Yeah. this. >> Yes, >> Chris's gift. Yes, she's Yeah, very gifted. >> Um, just curious, I I see the numbers are dropping and you had said that we had lost some students based on logistics and some other things. Do we have um any adjustments in strategies to rec recruit or get the information out there so that we can >> um I students to take advantage and and as you mentioned like once they get into the high cap you start having your doors open and you understand a little bit more about AP and then that leads into your college readiness that leads into your you know essays and >> and letters of record for your colleges if that's what
038they're looking for like it's just this whole cycle that >> exactly introduced to students >> we usually and I haven't done it yet but we usually open up the so we have a window when parents can sign up >> um to have their child tested for the KOAT um and we I want to say we keep that open year round um but actually I'm probably going to open that up in a couple weeks um so we open that up earlier we advertise in the district newsletters in the school newsletters. Um I reach out to teachers. Um I have a relationship with most of the teachers at Irene Ryder and so I'm always getting, hey, come look at this kid. Come let's talk about this kid. Um I'm looking at watch lists. So I'm looking at
039um all of their I Ready scores, all of their SBA scores. >> But you're doing this for the whole district. The whole district. >> Sounds like you need some help. >> I was like that is just not sustainable. >> I'm working on cloning. Actually, I'm working with this little third grader. He's going to work on no. Um yeah, so we're looking at all data. Um testing is really our thing. We just, you know, where um we test all the second graders, we test all the fifth graders. Um the hardest part of my job is when we we look at the test score, we look at their I Ready scores. We look at how they're doing in class and they're a high achieving student. They might not be a high cap. So it's like okay, how
040do we get them services even they're not the they're not formally in the program. So yeah, >> I'm just wondering how the communication like parent awareness. >> Yeah, we we have uh the state has c certain recommendations on how we are supposed to advertise and we hit every single one. Yeah. Um parent square does a great job putting it in every single language. So yeah. >> Yeah. And I love it. You're doing a great job. >> Thank you. >> Any other questions? >> So, I'm just I'm going to leave it to you to approve the program for the year. >> All right. Um, can I please get a motion to approve the highly capable program as presented this evening? >> I'll make a motion to approve the highly capable program. >> Sorry, ladies. >> Oh,
041sorry. Yes. Bergen eating. How do you feel about this? Would you approve it? >> Oh, yeah. >> Yeah. >> First grade. That's like something that I know a lot about and something that's like really valuable to us. So, >> yeah. >> I do have a question about you said you partner with some teachers to like help >> get more like challenge in the classroom. >> How many teachers is that? >> No, that's a good question. um >> with all the different schools, >> all the different schools. So, um there are some so there are some PLC's that I sit in on like at the middle school I sit in with the social studies teachers and work with them. Um I talk with the English teachers. Um math has its own area. There's already advancement in
042math, so I don't need to do that as much. Um the science teachers, they have it nailed down, so I don't have to worry about it. um elementary school teachers um my cluster teachers. Yes, definitely. Now, as far as the high school, um I have been working with Mrs. Richardson who has been starting to partner with some of the teachers um that nth and tth grade. Those are my goals to get in there. So, and I know Mrs. Turner offered some great projects last year. Yeah. >> Um that a couple of kids took off on. So, but I still need to meet with more of them. Yes. >> Okay. I appreciate the offering. I think it's great. We can take that. So, >> I won't preach you guys again. Okay. Can I please a motion
043to approve the highly capable program as presented this evening? >> I'll make a motion to approve the highly capable program as presented this evening. >> I'll second. >> Okay. All those in favor? I I >> Thank you very much. Thank you. Okay, moving on to new business. This is the first review policy procedure 2020 course design selection and adoption of instructional material. Mr. Hart, >> good evening. Okay. So, >> we're doing this as a first read. Um, so we just we just have one and as we go through this. So, originally we brought this to you to the board I think during the April 30th board meeting um for first review. Um we did the we did the review and then we chose to hold off on it. Um and so in the process of
044us bringing it back to you for a for another review, WAZDA has updated it and then WA was updated this policy last week or right before board submissions. Um, and so we'll go through both of them. Um, I'm going to go back through what I shared during the first one. Um, and then we'll talk about the update that Wazda made as well. Um, and this is a first reading as well. So, as you have questions, please send them to me. Um, and so this is a this is a critical policy and it's an update to an existing policy. Uh the changes that was made to this policy were really based on two pieces of legislation. Um substitute bill 5462 and house bill 2331. And both of these bills um brought a little something different to
045this policy and to the updates that are required for it. So I'm just going to go through what each one brought and then I'll walk through the procedure and the changes. Um so Senate Bill 5462 titled promoting inclusive learning standards and instructional materials in public schools. Um it talks about the board's responsibility to adopt um curriculum consistent with uh standards consistent with OSPI rules relevant to the needs of students and then ensure a quality education for each student. Um, it also talks about the board's responsibility to evaluate teaching materials in a public hearing upon hearing complaints by parents, guardians, and custodians of students. Um, it talks about 5462 talks about an instructional materials policy and committee and school boards must adopt a policy related to the selection and the deletion of instructional materials. Um 5462
046prohibits discrimination. Um and so prohibits discrimination in public schools on the basis of certain protected classes. And then it defines diversity, equity, and inclusion within this discrimination. Um and then also says model policy and procedure. Um WASDA has revised it. school districts were supposed to are directed to have it um adopted by October 1st. Um I reached out to OPI, let them know our process. Um and then once we once the board takes action on this, as soon as it's approved, then we have to notify. We'll send them the version. Um, House Bill 2331, uh, again reiterates discriminated discrimination is prohibited in public schools. Um, school boards have a duty to related to instructional materials. School boards establish the core material for for a district. Um, and they're responsible for evaluating the teaching materials. Um
047boards are instructed to have a policy to remove and add um curriculum core and supplemental. Um 2331 adds an instructional materials committee and it goes so far as to say who needs to be on that committee. >> And 2331 says that a parent should be needs to be on that team in that instructional core instructional material committee. And if there's not a parent available, then that team has to report to the board, I think quarterly, reporting what efforts they're making to get a parent on that team. Um, so they want they're saying a parent needs to be part of this curriculum decision. Um, and then 2331 also establishes a complaint system and I believe they call it a protest system. So if the core if there's a problem with the core material, parents have a
048protest and the same for a supplemental material. They they have a protest and the ability to have it modified. Those are the two bills that have gone in to make these changes that Waters used to make these changes. Um and that's that all comes through in the policy. I go the wrong way. My piec >> um there is the procedure um this is for the updated one but was aligned the procedure to align with those two bills as well as the update and I'll get into the update in a moment um the changes to the procedure if you go through the procedure and you kind of look at the changes uh that and I'm going to share what the changes say and then I'm to share our process as well. And so the 2020 procedure
049changes are any new course or major modifications to an existing course. Um it states the superintendent or design will review those new courses or major modifications and make sure that they ensure that we have rigor that it's appropriate instructional materials and that they're aligned to college and career pathways. Um we have an example. This is kind of what we this is our current practice. We review those courses. Um and there is a typically the designate tends to be um director of teaching and learning, Miss Samra, and then the building principal. Um and so the high school this year changed their math offerings and they have an offering called math tools and that went through a similar process. It was a new class and they went they went through and made sure that it met that
050criteria. Um the procedure has changes and they call for an inclusive instructional materials and this is a brand new section in the procedure and what this section says is that schoolboard must adopt inclusive curricula and select diverse equitable inclusive age appropriate instructional material within available materials. This language is also included in the RCW 28A 345130. Um, and that that RCW that I just read is verbatim from the RCW to what is in the board procedure. Um, and this is part of our current practice in reviewing core materials. Um, we go through and there's a checklist that that we use. Um, it talks about the instructional materials committee and who is on there. um as well as stating that we cannot discriminate against any protective buses in the curriculum. Um and then the other thing it
051says is the board cannot refuse to approve or prohibit any instructional materials um for student instruction because they relate or include a protected class. Um so protected classes are heavy in I believe it is the um 2547 Sorry. 5462. Yes. >> Go for all grade levels. >> Yes. >> Yep. Um and then the the other two additions are there's the protest procedure for core instructional materials that that WASDA has added to 2020 and then there's the same procedure protest procedure for supplemental materials. Um the timelines are a little different. um they're a little I'm going to say uh broader for the supplemental the core they're pretty there's a pretty tight timeline and then the most recent update that was made is based on a Supreme Court ruling and how I did this and I should
052have started with this the the markup and I'll just show you because I don't often show the um often show the markup they delete a lot when they modify they really modified it and and if you compare the the bills that they used and the language that they added, they match. Um you can almost go check by line by line. Um but the the blue is what I presented in April and there were no changes to the policy that was created in April. The blue is what was presented and then to highlight the new change um it's this red section. So, this red section is the newest update from WASDA. We wanted, if we were going to do it, we wanted to do it all at once um and not have to approve it and
053then bring it back to you. And the new this new red section, the new change is based on a Supreme Court ruling from, I believe, June. Um, and it's called Mammud and Taylor versus Taylor. And what this ruling is is it allows parents to opt out of any instructional material based on a sincere religious belief. Um and used to be it used to be that parents could opt out. It was strictly for that comprehensive sexual um education unit and they would they could opt out and there was a process. um Supreme Court broaden that to parents now have the ability families can opt out of any instructional material based on a sincere religious belief and that was the Supreme Court rule. So on the from a school board or from a person who deals with
054the policy and procedures to have a Supreme Court ruling I believe in June and then to have an update policy in September. It's a pretty quick turnaround for for for our system. So, >> all right. >> Are we allowed to ask questions now? >> Yes, we are. And I'm going to be I'm going to be upfront with you. Some of the questions I may have to go I may have to get back with you. I absolutely want to hear. >> But just curious. So, now that it applies to curriculum outside of Washington State's comprehensive sex education, >> which I I'm glad we have an opt out procedure for family. Um it says here that schools must offer reasonable accommodations. Um do we have the ability to offer alternative learning when we're when they were opting
055out? Like do we have the other materials that can be taught when when parents do opt out of whatever it might might be taught at that time? Um we already do this to some extent. Um an example that was given is at the elementary a few years ago we had a family who didn't want to um they wanted to opt out of it out of a particular unit >> and we worked with that family to find the alternative. Um so we're we're doing this already a little bit. Um to your question though, >> this could be >> like Yes. >> Um to your question, do we have a if if a family ops out of this particular unit, do we have a a readymade unit over here ready to go? >> I don't have the
056answer to that, but I will I will ask. I think I'm gonna say teachers will will work to find an alternative and work with families and find an alternative um lesson. But you're right in the district has been doing that while I remember even in the 80s in the eighth grade. We had some parents that I mean they were oh but they did not like the fact that we were learning Greek mythology. They had a hard time with Greek mythology, you know, religion, false gods, all so they opted out, if you will, from that and they provided them a curriculum during that period, something that was similar, but it was a separate that wanted for those three to do. And without question, we did that. So, >> it just seems like this isn't a new
057thing. Um because even you know the uh I mean I know those policies in place doesn't qualify but it seems like >> a lot of this is path practice >> to some extent but I think there's language around it. I think there's there's doing things to try to work with families but you there's you don't have to do those things you want to do them. This I think what I like about policy and procedures it codifies everything. So families have an avenue um and the district has has an avenue so we can hopefully work together. Log. >> Um, I had a question just I don't know this like opt out procedure is like kind of vague to me like um who decides like who does the parent submit their request to and what does like
058like sincerely held religious beliefs like if somebody I I don't know how they would do this but like somebody was like hey I can't learn about addition because it like it conflicts with my religious beliefs. Is there like a line there? Is is it like the board decides whether something is valid or not? Like how does that work? >> We are still developing that procedure because this is new. But that's a great question. >> My my sense is it'll probably be the director of teaching and learning. It'll be a building principal and it'll probably be a teacher um as well as the family. I don't know whether um if a family says I have a sincerely held religious belief, I don't know how much challenge they're >> okay, >> they're going to get. >> Um
059does that make sense? >> Yeah. I mean, that was kind of like an extreme example. I don't think that that would happen. But >> yeah, that's good good question. And and to that point, we also have to develop good procedure. Mhm. >> Um I don't believe it'll be the same as this comprehensive sexual health process. Um but I I think I shared that with you yesterday that I thought it would be similar. I checked in with with Miss Samra and she's like I don't know that it will. So I'm just going to say that up in public. So we'll have to we'll have to establish that. And from experience when there was the opt out in the comprehensive education, >> it was just a leadership book to read and there wasn't a lot of structure
060or it was just something to do during those 20 30 minute you know it's so there wasn't a lot of learning that took place in during that time. So, I'm just hoping that we can build some kind of structure where learning can continue for those students. >> Yeah. I think the opt out process is somewhat hard for some families because it's my understanding with the sex ed stuff, you have to go into the school and opt out whereas like >> Yeah, we got cell phones so you click a button and say opt out, right? So, >> should we should have form >> I think we've said that before for opting out stuff. I really hope it's not about addition because I was And can people opt out for like non-religious >> per the per the
061policy how it's written right now? It has to be a sinc sincerely held religious belie. >> It couldn't be like a cultural thing. >> Yeah. And that that's kind of where we've had that flexibility with families in the past. Um I'm going to have to do some research on that. >> I ask the same question. >> I would assume that we would be bound to honor cultural values. Yeah. And or religious even though it's not >> culture and religion often go in hand. >> Yeah. >> It's definitely I mean it's very specific about the religion thing. >> So making it a little bit more broad would help some families feel um more secure option children out if they decided they don't feel it's best for their child that to go through such a program. I
062it's probably mostly the sex stuff >> and the risk management to that point back to that one thing is going to be a risk man the attorney >> so >> yo some other things I found Lynon just passed this policy and so there's a couple things in there that they had that we didn't have so I'll share that with you guys and you guys take a look at it so >> did you say that earlier >> I didn't >> Oh, >> maybe K. >> I already I didn't look up. >> Oh, yeah. The linen. >> Yeah, there's just a few different changes. So, but then they didn't have the opt out clause yet either. So, >> I did see the >> There was one in your email you sent. I think there was one that's
063it was this, but I'll take >> Thank you. Well, we say that's procedures. >> So, we're still in the process of developing developing >> our actual procedures, right? >> For the opt out. >> Yes. >> Yeah. >> I was going to ask with the committee who nominates the parent or is it like the parent first come first serve says >> I get to feel the Yeah, >> I'll get that answered for you. Yeah. There's like a waiting list for >> and we can be more robust than what is suggested here with one parent group. Correct. I believe so. >> I I think to a I think to a point >> um I don't know that I don't know that we want Sometimes when you get too big of a committee, you're not able to make
064the decision. >> Well, we have five representatives representing our district. So, >> yes. Yeah. >> But that may change if we had 10. The balance may change. So yeah, I I think within reason we might be able to again I will verify all my answers and get back. >> Other questions on this? >> Thank you. >> So it'll come back in theory for a second reading I think at the October 22nd meeting. And I think the rest of them. >> Okay. Moving on to old business. Second review and approval of policy and procedure 3210 non-discrimination and equity. Logan and Eden. >> Thumbs up. Okay. All right. Can I please get a motion to adopt second review and approval of policy and procedure 3210 non-discrimination and equity as presented? >> I'll make a motion to approve
065policy and procedure for the 210. >> And I'll second. >> All those in favor? >> I. >> Okay. Second review and approval procedure 3231. Student records. There's Logan and E. Thumbs up. Get two thumbs up. All right. >> Okay. I please get a motion to approve second view of policy or procedure 3231 student records as presented. >> I'll make a motion to approve procedure 3231 student records. And I'll second. Okay. All those in favor? Right. >> All right. Second view and approval policy and procedures 3241 student discipline. >> I actually have a question about this one. Yeah, I should have asked it the last board meeting. So, I'm sorry. I might just be like misunderstanding this, but um it was talking about like expulsions and it said that an expulsion can't go beyond the school
066year. I was always under the impression that like when you were expelled, you're out of there in that period. >> I think that's one of the changes to this policy. >> Okay. >> Meaning they can come back next year. >> So in theory, yes, as I understand it. Let me let me just pull up the language and review it. >> That's in the procedure. Uh yeah, >> I believe that's right. But let me verify for you. >> But wouldn't it also be based on the infraction of law student? >> Yes, some of that will be because if it's a if it's a weapon >> then lifetime. Yes. and one of the changes they may have made. Um so I'm looking for section addition to an extended explosion surfaces. A quick search says expulsion is mentioned
067105 times in this document. So looking for the right one. All right. Um an expulsion or may not be for an indefinite period and must have an end date. >> An expulsion or suspension of a student may not um >> go ahead. Could that end date be more than a year? >> It's a great question. >> Uh, an expulsion may not exceed the length of an academic term unless the superintendent grants a petition to extend the expulsion under WAC 392 400 480. So, in theory, it could. And then this is probably in here somewhere, but um I sorry I should have reviewed this like better. >> No, you're fine. >> But um like say a student assaulted another student >> and the student who got assaulted filed a restraint order >> and the assaulter obviously
068like got this expulsion or suspension, >> would they still be allowed to like come back to the school with that other student? Some of that may depend. >> Okay. >> Um we have restraining orders that we have to navigate. Um and it's tough. But when we do have a restraining order, I believe we try to switch classes. We try to make sure there's very little interaction. Um but yes, that is tough. Um, and going back to the going back to your original question on that next line, in accordance with RCW288600420, a school district must expel a student for no less than one year if the district has determined that the student has carried or possessed a firearm on school premises, school provided transportation, or areas of facilities while being used exclusively by public schools. Um,
069and that doesn't say academic year. That says year for a for a firearm or weapon. Yes. >> The superintendent can modify that. >> Yes. >> So, it's not a guarantee. The student maybe what I've read online from other districts actually under this situation was that financially the district would be responsible for finding alternative learning options for the student even if it was that they brought a weapon to school. >> I believe that's right. You cited work verbage that had to be petitioned. Who would petition to extend the expulsion? >> Uh superintendent would grant a petition to extend the expulsion. Um, a school district may also suspend or expel a student for up to one year if the student acts with malice as defined under RCW and displays an instrument that appears to be a firearm
070on school premises school provided transportation or areas of facilities while being used exclusively by public schools. Um, want to learn about And then yeah, except for a firearm violation, no suspensions or long no long-term suspension or expulsion for any student in K through four. That's been there for a while. Um when a student is long-term suspended or expelled, district will consider whether the student is currently eligible or might be deemed eligible for special education services. If so, the principal will notify relevant special education staff of the suspension or expulsion so this district can ensure it follows policy and procedure 2161 um which is our special education and related services policy. Is this a critical policy? >> Yes. Seems like we might integrate this. >> Okay. I agree. >> Okay. >> So, I would ask could
071we vote on it? >> Yeah. >> Well, um can I just get a motion to adopt policy and procedure 3241 student discipline? >> I'll make a motion to adopt policy procedure 3241 student discipline. We have a second to vote whether we vote yes or no. >> No, you don't have to have a second order on the call for a second. So there doesn't have to be a second, but it would be a vote. >> Okay. All those in favor? >> I Okay. Um so send me your questions. Um and then I'll get answers for them. and then we will bring it back to the U for the third reading of the September 27 board meeting. >> Good question. >> Okay, moving on. Policy and procedure. Oh, sorry. policy 4040 public access to district records levels.
072I please get a motion to adopt policy 4040 as presented. >> Motion adopt policy 4040 uh public access to district records as presented. >> I'll second. >> Yeah. All those in >> favor. >> All right. Do you have any information from our student board representatives? >> Yes, we had our first student advisory meeting today. >> Awesome. >> That was good. We had a students show up, then a couple others we weren't sure about, but we got together a bunch of ideas and goals for the year. It's looking good. We had some administrators there golfing and Mr. both very enthusiastic which is nice because like they both are new to the >> whole school that he's really into it. >> My daughter was selected as a this year. >> So how many new student reps do
073or new student in her day? >> Um we have first one there today. >> Yeah, we have three new people. One did not show up today. >> Yeah, unfortunately. But um yeah, it was it was a smaller group today, but it was an involved group. And so, >> you know, we'll we'll try to draw in more people who applied, but I mean, if we if we can get only a couple who are really into it, that's better than 12 who don't have much to say. So, >> yeah. >> That's awesome. >> So, there were some good ideas for the year. What was one super great thing that you're looking forward to from the ideas? Um well this was actually just talked about like this only applies to the high school but we were talking about
074uh my freshman year we had this 15 minute break period on Fridays and uh we were just talking to Daw about it. were like, "Hey, this is kind of good." Like, we're talking to students and there's a lot of support for this. And I don't know, it just seems like that's going to correlate to some action because he was like, "Hey, we can we can change the schedule. We can do whatever we want. Like if students are into it, stay on the lookout like it'll happen." >> What did you find positive about that? >> Oh, yeah. Um, >> well, lessons around. if you know actually >> I mean sometimes people would just chill out which is also valuable um but also like it could be a time to go outside you know get some fresh
075air um and sometimes we would have structured challenges and those were those were so much fun like it it was like a scavenger hunt and then you had to like call in the announcements like hey we got the answer I don't know but it just happened in our second period classes and I think it was like good for community building and also just a good break from the day and like a good way to end the week. So >> it's not every day it's just >> No, it would just be Fridays. >> So that's good. >> That's awesome. >> Just cuz I mean our Friday schedule is like weird. >> Yeah. It's like we have like 47 minute classes and then 51 minute classes. It's just like if you take that 15 minute chunk out,
076everything's like 45 minutes or something. It's really nice. It's >> good. like it. >> Yeah, that's cool. And that was just high school, right? Have you guys done that at the middle school yet or? >> Um, that was just something that happened at the high school. I don't know what >> Yeah, some grades have like done things just like with their core teachers that come together like they've done that. The freshman success team >> is super involved with like what they do and they would have their little time on Fridays or like one Friday a month. they just like would have opportunities for students to catch up, but they're behind and then other students just have some free time, I guess. >> And they a couple people were mentioning that in like younger grades at
077our advisory group today mentioned that there's something similar to maybe that at the middle school. I >> we didn't really like talk about it much, but it seems like there's opportunities like a recess at other schools. Okay, I already does not need any more. >> Maybe like lose it. >> Oh, and Nate's here. So, we can give you kudos for your award. >> Very cool. >> I love the little keychain backpack actually with that. >> Love it team approach. So, it's great to have positive recognition and happy to report we've got 12 student advisors. >> So, thanks for doing your head. >> Awesome. >> Oh, yeah. First district meeting next Thursday. >> Yep. >> Wow. You're gonna get all the building together >> at MP3. Awesome. >> Bye. >> I'm sure that'll be >> snack.
078>> Oh, I think there's pizza. >> Okay. Yeah. Okay. Any information from board directors? No. Okay. Well, we can uh sign some of their stock notes and a journ.